Description:
This reform challenges traditional methods of assisting "at-risk" students by replacing punitive remediation with curricula usually associated with " gifted and talented" programs. The Accelerated Schools Project (ASP), now known as AS-PLUS (Powerful Learning Unlimited Success), believes school communities can transform themselves into the "dream schools" they wish to become when every member is working toward a common vision. In schools where all students are treated as gifted and become engaged in Powerful Learning experiences, even those considered at-risk will achieve at higher levels. Powerful Learning may include a wide variety of activities and long-term projects that require students to generate authentic works, problem-solve, and apply knowledge to real life experience. Although AS-PLUS recognizes the need to address the issue of assessment through standardized test scores, this should not be the only measure of Capacity or achievement; quality of student work should also be valued.
The AS-PLUS program is evolving to meet the demands of the standards and accountability movement, but its values remain the same: communication, collaboration, community spirit, equity, school as the center of expertise, trust, respect, participation, reflection, experimentation, and risk-taking.
The three major principals considered key to the success of Accelerated Schools are:
- Unity, uniting students, parents and school staff and organizing to meet a common goal.
- Empowerment with Responsibility, fostering among those involved the decision making capacity necessary for creating and sustaining change.
- Building on Strengths, utilizing the various strengths of each of the participants.
An underlying assumption of the AC-PLUS model is the functioning of the constituents of a school functioning as a community. The group decision-making and deep involvement of parents, teachers, students, and administrators in the development of a common vision requires an intense cultural shift for most schools. This cultural shift in and of itself may represent the most revolutionary aspects of the AC-PLUS model. For example, defining the school community and then getting 90% of the community to affirm the decision to adopt the AC-PLUS model may be the easiest step in what appears to be an attempt at bringing true democracy to schools (www.acceleratedschools.net). Goal:
"Imagine a school... in which all children excel to high levels, regardless of their background. Imagine a school that treats all children as gifted and builds on their strengths through Enrichment strategies, independent research, problem solving, science, writing, music, and art. Imagine a school in which all members of the school community develop a vision of their ideal school; and in which they collaborate to achieve that dream by making major decisions about curriculum, instructional strategies, and school organization. Imagine a school where ideas count. Let your imagination go as far as it can, and you have discovered the accelerated school."
(Accelerated Schools vision statement, retreived Dec. 11, 2003 from http://www.acceleratedschools.net) Approach:
90% of the school community must agree to adopt the AC-PLUS model.
Originally, Implementation of the Accelerated Schools Project involved an initial process of transforming school culture before even approaching changes in curriculum. A third party evaluation revealed that deep and lasting changes became evident in classroom environments during the fourth and fifth years of implementation (Manpower Demonstration Research Corporation, 2001, as cited at www.acceleratedschools.net).
The AS-PLUS model evolved from ASP in reaction to the No Child Left Behind act of 2001 and the accountability movement. The demand for quick results and rapid improvement in student achievement levels as measured by standardized tests does not allow for the three to five year period of implementation previously considered most effective. AS-PLUS adheres to the original philosophy and governance system of ASP, but places a focus on Powerful Learning and strategies for Acceleration from the initial phase of launching.
A regional project office trains external coaches and internal facilitators (teacher leaders) to work with teachers.
The AS-PLUS newsletter, Imagine, which can be found and read through their website features a section called Quick Tips which provides practical lessons and activities that can be used in virtually any elementary classroom.
Connections with other Organizations:
Partner with the National Research Center on the Gifted and Talented Research:
Small- Scale evaluations conducted in the early nineties provided evidence that Accelerated Schools creates improvements in school climate community and parent involvement (www.nwrel.org) In another study that compared eight different reform models in Tennessee, Accelerated Schools was among the top three showing significant growth in across subject areas (www.nwrel.org). In 2001 Manpower Demonstration Research Corporation (MDRC) completed a five year study of third grade math and reading scores that showed no real improvement in test results during the first three years of implementation. Not until the fifth year were statistically significant gains made (www.nwrel.org).
ASP provides a thorough, well written article on its research base organized by the following subjects: Acceleration, Authentic Assessment, Coach, Differentiated Instruction, Gifted & Talented Teaching Models, Powerful Learning, Powerful Learning as Inquiry, ASP and Student Achievement and Future Implications.
An ample list of references is included. It can be found at: http://www.sp.uconn.edu/~wwwasp/Accelerated_Schools_Plus/Research_Base.pdf, or at the back of the ASP newsletter. (AH) Costs:
The Accelerated Schools Project (National Center and regional centers) charges approximately $45,000 per year for a Basic Partnership Agreement (minimum three-year commitment). This fee varies from state to state depending on subsidies and grants provided to the local regional center. The agreement includes, in the first year:
- training of a five-member team including the coach, the principal, and three school staff members (excluding travel expenses)
- training materials, including five copies of the Accelerated Schools Resource Guide
- three site visits by a project staff member
- technical assistance by phone, fax, and e-mail
- monthly networking opportunities
- year-end retreat
- a subscription to newsletters and the project's electronic network
In addition, schools and/or districts must provide release time for the entire teaching staff for two days of initial training and the equivalent of four days of additional training during the first year. They must also schedule weekly meeting time amounting to about 36 hours per year and cover 25% of the full-time salary and benefits of the coach (estimated at $12,000-$20,000 for a coach external to the school).
Over the next two years schools receive targeted Professional Development in key components of the model, on-going technical assistance, monthly networking opportunities, and one site visit by a project staff member. Schools may contract with a center for additional site visits and other services as needed (www.nwrel.org). Implementation Sites:
Memorial School Complex (PreK-4)
39 Harvard Road, Box 37
Lancaster, MA 01523
978-368-8482
Contact: Patricia Liner Kemper
Sheppard Accelerated Elementary (K-6)
1777 West Avenue
Santa Rosa, CA 95407
707-547-7050
Contact: Gail Ahlas
Academy of Accelerated Learning (PreK-5)
3727 South 78th Street
Milwaukee, WI 53220
414-327-5782
Contact: Susan Miller
The World of Wonder Accelerated Learning Community (K-3)
4411 Oakridge Drive
Dayton, OH 45417
937-542-3600
Contact: Dick Penry
As listed in NWREL's catalogue of school reform Models, December 30, 2003: NWREL catalogue 12/30/03
|
                                                              
