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** Comer School Development Program **
The Comer School Development Program (SDP) is the organization charged with implementing the Comer Process in school communities. The Comer Process, a school and system-wide intervention formulated by Dr. James P. Comer, Maurice Falk Professor of Child Psychiatry at the Yale University School of Medicine's Child Study Center, aims to bridge child psychiatry and education . ** The Comer Process provides a structure and process for mobilizing adults to improve the education experience of poor minority youth. Improvement is attained by building supportive bonds among children, parents, and school staff to promote a positive school climate. This replaces traditional school organization and management with a system that works for the specific population of students. It is designed to create a school environment where children feel comfortable, valued, and secure. In this environment, children will form positive emotional bonds with school staff and parents and a positive attitude toward the school program, which promotes the overall development of children and, in turn, facilitates academic learning.
 * I. W**** hat is the teaching/learning philosophy that undergirds this program? What beliefs about teaching and learning are reflected in this program?

The Comer Process is based on certain key assumptions: Studies of Comer Schools conducted by the SDP and by independent researchers indicate significant effects on school climate, student attendance, and student achievement. Effects are generally first manifested in the improvement of school climate (indicated by improved relationships among the adults and students in the school), better collaboration among staff members, and greater focus on the child as the center of the education process.
 * II. Founding Assumptions**
 * Many of today’s children come to school with developmental gaps that impair their ability to learn
 * Expect all students to meet the high standards dictated by today’s workplace and citizenship needs
 * Recognize and address the experience deficit that inhibits the development of many of today’s childre
 * Based on the premise that all students can reach high levels of academic achievement. They are entitled to the opportunity to reach their highest potential
 * Academic learning rests on a foundation of solid development along six pathways critical to human development. These Six Developmental Pathways are the physical, psychological, language, social, ethical and cognitive pathways.
 * For students with experience deficits to learn to their highest potential, schools must provide them with the developmental opportunities they lack.
 * Schools cannot meet this challenge alone, but can mobilize other adult stakeholders, including parents, to help meet the developmental needs of the students.
 * III. Evidence of research, experience, results that support this program:**

Research has consistently found that schools that implement the Comer Process at high levels tend to experience high levels of student achievement and development. In general, schools that demonstrate high levels of implementation are those in which adults:
 * Behave in a way that embodies the Comer Process and mind-set
 * Demonstrate flexibility and expertise in change management
 * Relate knowledge of child and youth development to student learning
 * Exhibit decision-making that is in the best interests of children

Research has also shown that in schools where the Comer Process was followed consistently, there was a significantly greater reduction in absenteeism and suspension than in the district as a whole. Comparative studies of Comer and non-Comer schools also demonstrated that student self-competence; self-concept and achievement were significantly more improved for Comer students than for non-Comer students.

The following three structures comprise the basic framework on which the Comer Process operating system is built: __The School Planning and Management Team__ develops a comprehensive school plan, sets academic, social and community relations goals and coordinates all school activities, including staff development programs. The team creates critical dialogue around teaching and learning and monitors progress to identify needed adjustments to the school plan as well as opportunities to support the plan. Members of the team include administrators, teachers, support staff and parents. __The Student and Staff Support Team__ promotes desirable social conditions and relationships. It connects all of the school’s student services, facilitates the sharing of information and advice, addresses individual student needs, accesses resources outside the school and develops prevention programs. Serving on this team are the principal and staff members with expertise in child development and mental health, such as a counselor, social worker, psychologist, or nurse. __The Parent Team__ involves parents in the school by developing activities through which the parents can support the school's social and academic programs. Composed of parents, this team also selects representatives to serve on the School Planning and Management Team.
 * VI. Describe and illustrate key components of the program:**

All three teams adhere to the following three guiding principles throughout their work: No Fault—Maintains the focus on problem-solving rather than placing blame. This type of rationale can foster and improve teamwork in students. Since teamwork is used in the workplace, this is a great skill to teach children at an early age. Consensus Decision-Making—Through dialogue and understanding, builds consensus about what is good for children and adolescents. This skill encourages listening to others, and students' ability to empathize with others. Collaboration—Encourages the principal and teams to work together. This collaboration effort eliminates competition within the adult groups, so their focus can be on the students' needs first. This type of attention makes students confident about their abilities to learn, because of the collective encouragement of the teachers.

  **V. What is the role of the teacher? How does he/she foster and facilitate learning?** The role of the teacher is to provide an environment for learning where children feel comfortable, valued, and secure. Teachers facilitate learning by forming positive emotional bonds with students, which in turn compensate for the lack of emotional support that student are provided with at home. The supportive nature of a family is emulated within the classroom to encourage students as they build confidence and set academic goals.

Another role of the teacher is to maintain high levels of academic expectations from students at all times. The aim is to remove limitations that typically generate from adverse socioeconomic or demographic predispositions. The demand for academic excellence gives students the opportunity to succeed, exceeding even their own perception of their abilities.

The program places the students' developmental needs at the center of the school's agenda and establishes shared responsibility. Concerned adults work together to provide students with the developmental activities that may be lacking outside the school. They also work together to make effective decisions about the program and curriculum of the school based on student needs. The "Six Developmental Pathways" impact every aspect of a child's life experience, and SDP encourages schools to incorporate them into every decision-making process and teacher-student interaction. SDP is reflected in every aspect of the student experience - especially their interaction with one another. Children are taught how to use the six developmental pathways to try to figure out what they need most from teachers and from other children in their class. As with any effective reform strategy, SDP depends on strong relationships among all education stakeholders -- from school leaders to the students.
 * VI. How are the lives of children engaged/reflected in this program? What is the child’s role in co-constructing the curriculum? **

The Comer Process promotes growth along all of the six pathways that are critical to the learning and development of children.
 * __The Six Developmental Pathways__**

__Physical__ ** Physical Health Nutrition Energy Physical Rest Alertness ** __Ethical__ ** Respect or rights and integrity of self and others Making choices based on self-interest and the collective good Conduct that promotes fairness and justice Commitment to the well-being of the community ** __Cognitive__ ** Academic learning Class performance Flexibility of thought Acquisition, application, and generalization of knowledge Ability to make meaning of the environment ** __Psychological__ ** Self-worth Self-awareness Emotional management School adjustment Academic self-concept ** __Language__ ** Competency in expressive and receptive language Situationally appropriate language A bridge for relationship building A tool for self-reflection and learning ** __Social__ ** Empathy Appropriate conduct Social competence in diverse settings Ability to interact well with people of all backgrounds Friendships Relationships ** The School Planning and Management Team is the central organizing body of the school. It is usually led by the building principal and includes teachers, parents, and support staff as representatives. Its major function is to develop and monitor a Comprehensive School Plan for the academic, social climate an staff development goals of students and adults in the school. Specific programs are developed and/or selected by the SPMT to accomplish these goals. All school activities are coordinated by the SPMT. The presence of parents and teachers on this decision-making body balances representation and input. The decision-making process that characterizes an effective SPMT is one of collaboration and consensus. The SPMT coordinates the major program activities in the school and carries out three important operations of the SDP. > > The SPMT is led by the principal in most schools. There are some situations where a teacher or another member of the staff is selected as the leader. No matter who leads the SPMT, however, the team cannot paralyze the principal. Equally important, the leader cannot ignore input from the team members or use them as a "rubber stamp."
 * VII. W ho initiates classroom interations? How are relationships established? **
 * The School Planning and Management Team (SPMT)**
 * School Planning and Management Team Meetings and Activities**
 * Writing the **Comprehensive School Plan**
 * **Staff Development**
 * **Monitoring and Assessment**

[|The Balanced Curriculum Process:] This unique process helps teachers and administrators collaboratively and systematically weigh key factors, such as: the mandates of national, state and local standards and tests; their students' developmental abilities and needs; the textbooks and other resources available; and what the teachers themselves already know and do. Together they decide what is important and then proceed to balance, coordinate and align the curriculum. Using Dr. Comer's Six Developmental Pathways and three guiding principles as an organizing framework, the Balanced Curriculum Process helps teachers maximize student achievement and the school's performance.  There is evidence of shared teaching and learning because all decisions within the classroom must be reached by consensus, not be decree. This creates a democratic environment for learning where students feel comfortable expressing themselves without reservations. The "Consensus Decision Making" principle operates through constant dialogue and understanding between the teacher and the students, building a foundation for what learning experiences work best in the classroom.
 * VIII. What is the evidence that shared teaching and learning occur in this classroom?**

Studies of Comer Schools conducted by the SDP and by independent researchers indicate significant effects on school climate, student attendance, and student achievement. Effects are first manifested in the improvoement of school climate (indicated by improved relationships among the adults and students in the school), better collaboration among staff members, and greater focus on the child as the center of the education process.

**IX. Why would you want to use this program in your classroom?** I would use the Comer Program in my classroom because it provides an environment that is conducive to the academic growth and success of children. The program challenges children to reach their academic potential and supports them through the network of teams. The first team, “School Planning and Management”, is comprised of teachers, administrators, parents, and support staff. It is not limited to teaching academics, but it focuses on all aspects of the children’s lives to ensure that they receive a comprehensive education that will benefit them both in and outside of school. The second team, “Student and Staff Support”, is comprised of the school principal, nurse, social worker, and psychological counselor. This team networks for the program and the students, promoting desirable social conditions and relationships within the school. The role of the “Parent Team” is to encourage parental involvement in the school system through activities that support the school’s academic and social programs. As a whole, these three teams work together to create the strong academic and social support system that is the product of the Comer School Program. This program would be advantageous to use in my classroom because it provides the opportunity for change in the course of the personal and academic lives of children.


 * __Some Critiques of the Program:__**
 * Most research and evidence of the program's effectiveness has been documented throughout different states that have implemented it. However, most of the available "data-based claims" which show its positive effectiveness are coming straight from Comer's own research staff teams.
 * The one independent study that was done concluded that the program was not implemented effectively in that county, and therefore did not have any type of effect on students' school climate and other aspects of learning. This study was done in 23 middle schools in Prince George's County, Maryland.
 * Some critics have also stated that if more emphasis is placed on students' mental and emotional development, where does that leave room for teachers to teach actual content. The argument rests on the notion that teachers are becoming more than teachers. They are now parents, counselors, and friends at the same time. Critics also say that making the school a learning community has become fashionable but not practical. Because one school encompasses so many aspects into a child's learning process, that implementation can become exhausting for administrators, principals, and teachers.
 * On the other hand, there are school districts which welcome the chance to change around the idea of learning and what it should incorporate. They believe including students' other needs such as psychological, emotional, and social will foster great learning skills and confidence.
 * As much research that has been done on this program and its benefits for schools and children, we should always be aware that studies can have biases and be slightly skewed.
 * Finally, most schools do report favorable results from implementing this program, especially in low funded, inner city districts, such as in some of Chicago's schools.

Comments and Questions Sources: ** [|www.med.yale.edu/comer] [] [] [] [] [] [] [|Vision 2015: Learn More: Spotlight: Comer School Development Program]
 * __Statistics:__**
 * Thus far, the Comer Model has been implemented in 19 states and 23 school districts.
 * The Center for Research on the Education of Students Placed at Risk (CRESPAR) has rated the Comer program as one of the three comprehensive school reform models for schools with at risk students.

Ellen Grahl * Margaret Mulawka * Emily Saphire * Jason Moynihan *
 * Group Members:**