Success For All Essay

From this timeline, it can be said that the success for all foundation had worked with many facilitator in school and teachers for not only to expand their programs, but also to see the success in students to grow in skills, to solve problems right away, to engage in learning abilities and sophistication. There were several of research that has been done for the Success for All program in order to see their focus on the children development. One of their model focused on children's reading improvement in higher poverty schools called Title I elementary schools. Success for All provided reading materials, software, and extensive professional development to all teachers in Title I elementary schools. Success of All foundation
also focused on the professional development on building teachers’ skills in implementing cooperative learning and providing effective instruction in phonics, metacognitive strategies in reading comprehension and writing, classroom management, and other approaches. It also provides professional development to tutors to work with struggling readers, as well as family support and leadership approaches (Cheung & Slavin, 2015). Success for All designed some of their programs for the students who are at high risk in order to evaluate the program outcome, involved in third party organizations and individuals to do such studies. They have involved at least 40 researchers throughout the world, in many different institutions. This researchers based on their study in various components as such cooperative learning which is a peer assisted learning in which students work in small groups to help one another master completing the satisfactory of study.
This program method applies to Pre-k to Grade 8. Moreover, cooperative learning also teach students to use specific skills to improve quality in comprehensions, narratives and descriptive texts. Based on the key strategies as summarizing, graphic organizers, story grammar, imagery, question generation, activating prior knowledge, peers as strategy partners, vocabulary strategies, self regulation and vocabulary strategies instruction (Slavin, Madden, & Datnow, 2007). This shows a positive effect on children’s improvement in reading and writing skills and their thinking process. The outcome of Success for All has been remarkable for the past years. Studies indicate that there have been several successful results when comparing cooperative teaching methods versus traditional teaching methods. Schools are now implementing Success For All teaching methods into their curriculum. Researchers measured the percentage of students test results and other resources from schools that used the SFA learning method and the existing schools who didn’t use
SFA. The controlled groups in this research study were the schools that did not implemented SFA. As a result from these findings students who learned in SFA methods performed much better compared to students who didn’t learn in SFA methods. “A large, national randomized evaluation found clear positive effects of the program, compared to a control group. Across more than fifty matched studies done by dozens of researchers, Success for All students learned significantly more than matched control students”(Slavin &Madden, 2012). Success for all impacted many schools across the U.S. For example schools in Los Angeles showed significant improvement in reading subjects compared to other non-SFA participating schools. “A study by Mason (2005) of five comprehensive school reform models in Los Angeles found that only Success for All significantly improved students’ achievement on the Stanford Achievement Test. Across 8 SFA schools, students who experienced SFA starting in the first or second grade gained significantly more than those in matched control schools in reading and language arts”(Slavin &Madden, 2012).