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Add Questions and Comments on El Oso Group - Success For All

This program seems extrememly regimented and strict leaving me to agree with the critics who described it as an "intellectual straightjacket." Everything is run as if it is a boot camp, very strict, very outlined and set out with little room for change or for a teacher to make it their own. Instead the teachers are given supplies of curricular materials, as well as their daily lesson plans. Which seems like the teachers have no part or say in how they would like to run their classrooms. The last part of the page stated " If one were teaching a class of literacy-challenged, early elementary school students in a nonperforming school located in a low-income neighborhood, the SFA program could be quite effective." This shows how limited the program is in that it isnt effective in many school enviroment and even in the one that is presented it is only described as being "quite effective." Great job in providing the information necessary to understand this method, although I dont agree with the method as a whole the presentation of the data was put together wonderfully.-Audrey Spronz

I don't agree with this model about having every child reading on level by the third grade. Theres always those children who have learning disabilities and other disabilities and who will always be behind no matter how much extra help and effort is given to them. It also could be difficult to achieve. I've seen so many people slip through the cracks and not be noticed. Theres always going to one that will slip through the cracks. Its asking for something that may never happen like everyone on earth getting along with everyone else. -Meryl Rubin

While I do not necessarily agree with having students put into group based on their ability, I do like how they are evaluated every 8 weeks and can move groups if they are improving. What I worry about is if after those 8 weeks all the students in one group moves up with the exception of 1 student, it might make the student left behind feel dumb or stupid and therefore unmotivated to improve. Also, I worry about the children in the low level - some students might think why try since they are in the low level. - Kate Sullivan

Although I definitely agree with Audrey that this program seems way too regimented, I do like the idea that you can use this as a stand-alone program or that you can incorporate certain aspects into an existing curriculum. Is it correct to say that a school could choose to take advantage of one aspect of the program such as "PowerTeaching Math" and then opt out of the other subjects covered? ..... Rebecca Calvi

Like Kate I also like the idea that students can move up in their groups if they are improving but I also see where there could be problems with making the inital grouping. Would that initial grouping come from the teacher, the prinicpal, previous standarized test scores, or something completely arbitrary? How would students be allowed to move up-would it be based on test scores, an overall improvement? What if a student improved in one area but not another? I also feel that this method could become very frustrating in that it seems to put a lot of emphasis on small group work but in the same breath claims that social and creative development among other areas of curriculum are not the main focus. Do we just expect our students to figure it out and if they struggle socially, are they left back in the group?~ellen grahl

"Cooperative learning plays a big part in the Success for All model, helping children develop academic skills and encouraging them to engage in team building activities and other tasks that deal explicitly with interpersonal and social skill development..." This is an important point and crucial to how young students do in school. The more children are encouraged to participate in activities and learn to work as a team, the more successful they will be in school and in their future (in the business world). - Amanda Damato

I agree with many of the comments that this program seems to be very strict. But I do like the idea of children being tested very often and also having one group instead of different level groups. Children seem to take being placed in different groups hard; especially when their group is not the highest achieving group in the class. Also, what happens after 8th grade? Students are so used to this type of program that when they get into high school, do their achievements drop? -Marissa Bezerra

Overall, I do not agree with the tactics of this program. I feel that it is too strict and rigid to allow for a relaxed learning environment. Also, I do not see the full benefit of the "cycle of effective instruction". The aim of the "cycle of effective instruction" is to provide individual attention to each student, but this contradicts with the intended "fast-paced" learning environment because the pace would have to be slowed down to work with each child one-on-one. On a positive note, I like how cooperation among students is a main concentration in the program. -Emily Saphire

I agree with many of the comments already posted regarding the regimented standards of this program. After reading a little about the basics of the program, it initially sounded like No Child Left Behind. I had the same thought as Marissa; what happens after 8th grade? Does this program appeal to multiple intelligences? Obviously, heavy emphasis is placed on phonics but what about the child who already succeeds in that subject area and needs more time to master mathematics? All of his energy is spent on the 90 minute block designated for reading at the beginning of the day leaving little room for improvement in the subject he may need the most help with. -Allison Ruggeri

I love the enthusiasm of this program in getting students interested and excited about reading. That seems to be a major issue as the years pass by, but if you can nip that problem in the bud early on, the odds of those same students being enthusiastic about reading could only become greater. I am a little unsure as to having students read in 90 minute block intervals though, with no outside interruption. An hour and a half at that age may be a bit too much. An instructor/facilitator must be able to walk that fine line of making sure the student absorbs as much as possible before their brain starts to wander. - Matt Kimbell

By grouping children by ability and not by grade level, are they in a sense holding children back? What are children's reactions to being grouped by ability? I can see some students taking offense to being grouped with many younger children. Does ability grouping affect behavior of students or teachers' expectations of them? -Jamie Fullam

After reading the Success for All Wiki, I have mixed emotions about the program. The idea behind SFA's philosophy of incorporating both traditional and progressive teaching styles sound great, but in actuality it's approach is a bit communistic. It feels like teachers have strict guidelines from the way they are instructed to teach/"coach", to SFA providing the lesson plans and curriculum. I agree with the critics and other comments made that there is definitely a loss of democracy in the classrooms. I also agree with Emily's comment in regards to the "cycle of effective instruction." It is a complete contradiction to say individual attention to each student can be provided in a "fast-paced" environment. Despite my criticisms, I do agree with SFA's approach on having children work together in small groups in order to foster cooperative peer interaction. Allowing children to work together in groups will help develop strong social skills that will be beneficial later on in life. Excellent job, the Wiki was very thorough. Jennifer Scalabrino

I'm not sold on the Success for All program. I wouldn't like to teach in that environment, with very little freedom to educate in ways that make you and your specific personality more effective for the children. It doesn't allow for much creativity. I really would like to see the program in action over a period of time. I would also like to see the test scores of the kids who went through the program as they move on to high school vs kids who did not go through the program. - Jason Moynihan

I along with alot of my other peers also seem unsure of this program. What I found interesting is that the SFA believes that they can prevent learning disabilities. What do they mean by prevention? Not all children can be prevented from learning disabilities, some children and parents dont even realize there is a problem untill they are a lot older and "prevention" may not work. Also i agree with Meryl, i dont think they should hold the children to be at a specific reading level by third grade, because there are those children with learning disabilities and no matter how much time you spend with them they may never be at the correct reading level for their age. I also wanted to know if the SFA had tested the literacy program on the children with learning disabilites already in place? ~Roxanne Gencarelli

I agree with my peers only somewhat on their critic of the Success for All Program. It does seem rather strict and extremely traditional in a sense, especially in our time when the whole idea of education is being remodeled. I think that this program absolutely runs the risk of stunting a child from developing academically. Not giving a children an opportunity to be active in learning, and rather deeming him or her to be an empty vessel waiting to be filled renders undeniable possible issues. However, I think there is something to be said for the structure implemented in this program. While it is a far cry from progressive, a child, especially an elementary school-aged child, benefits from security and routine schedule. However, I would not like to teach in a program like this. - Michelle Flam

Once again, where the Montessori Method was too loose in my view, this program is too strict. There seems to be no room for individual choice or freedom. Children are seen as part of a whole. This concept bothers me because there will always be children who feel behind, and who can tell them it's alright if there is a standard given for all. That child will be so depressed that he/she will not even want to ask for help. I am also not a fan of this program.-Margaret Mulawka