http://www.literacy-engineering.com/
The proposal consists of an Executive Summary Memorandum, Table of Contents, 12-page body, and 70 pp (approx) of Appendices, only portions of which are e- mailable. The Appendix material which will be posted includes portions of the Spelling, Reading, Mathematics, Science, Rubin (New Canaan, CT) Model (The RIGHT way to do mastery learning and outcome-based management!), and a partial list of references and resources.
Sections to follow will be identified as ESTXSM, Executive Summary; ESTMa005, Table of Contents; ESTMa004, Proposal body; ESTMa006, Spelling and Reading; ESTMa007, Mathematics & Science; ESTMa.009, Rubin Model; ESTMa010, Sources & References. Spurious hyphens are from the original two-column format.
Persons wishing to receive a complete set of Appendices should send a check for $25, to cover printing & mailing, and their mailing address clearly printed, to ESTEEM at P.O. Box 346, Waverly, NY 14892. Or contact this writer as cmr1234@aol.com, or by fax at 516-424-1039.
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It has become clear that Goals 2000 as the spearhead of the reform movement is not working. The NATIONAL EDUCATION GOALS REPORT for 1995 shows this to be true of most states. For New York, of the eight goals, only parts of Goal 3 and 8 have shown positive results after five years. Excessive stress on untested mass innovation has proved too burdensome. Not every innovation leads to improvement, as may be seen in California's disastrous experience with 'whole language.' For this reason innovation should always be on a small scale. Instead, too many schools are being forced to implement educational reforms without clear, research-based proof that such reforms are educationally or financially viable. In addition, there has been too much micromanaging of classroom practices which has restricted the options available to teachers by advocating a particular instructional philosophy.
The time has therefore come to shift focus from the programs and practices deriving from the many Acts, Laws, Proposals, Compacts, Frameworks, etc. being developed at the state and federal level to clearly effective practices being used in high performing schools nation-wide.
ESTEEM has been in existence for over two years. During this time it has grown from a membership of 40 to one of over 700. Its main purpose has been to distribute reliable information to parents and taxpayers on the progress of educational reforms. It has tried to point out the risks involved in adopting OBE procedures and principles, especially in curricular matters that demand seriousness and hard evidence of successful implementation. Perhaps the most critical area of its focus has been the controversy over phonics vs whole language. However, its concerns have extended to many other curricular areas as you will see.
Our proposal is divided into three parts. The first indicates areas of concern we would like to see eliminated from current practices. The second is our proposal of an "engineered curriculum," which we consider superior to the recommendations contained in Goals 2000, HR6, HR1617, A3889, the NEW COMPACT FOR LEARNING, and the VISION 21 statement. It is based on two curriculums that have proven highly successful: the Calvert Curriculum of Baltimore for K-8, being imitated successfully by inner-city schools despite its high academic expectations, and an adaptation of the International Baccalaureate for grades 9-12. The International Baccalaureate is offered in about 600 high schools in almost 80 countries, and in about 200 schools in the U.S. Both are highly structured programs that have been praised by such respected educators as Chester Finn, Diane Ravitch, and Albert Shanker. [See samples of each curriculum attached to this Summary]
The third part of our proposal consists of Appendices containing information that supports our recommendations.
We look forward to meeting with you to discuss our proposal.
Sincerely yours,
Charles M. Richardson, Chair, Curriculum Committee, Huntington Station, L.I.
Aldo S. Bernardo, PhD, Chair, ESTEEM, Binghamton, NY
Members of the Curriculum Committee:
Lisa Bergman, Levittown; Burr Deitz, Albany; Diane Garrison, Walkill; Shannon Hampshire, Ava; Ron Mayo, Portville; Dan Reed, Waverly; Chuck Salladin, Oswego; Liz Capazzi, Port Washington.