ERIC Number: ED247354
Record Type: RIE
Publication Date: 1984
Reference Count: 0
If It Is Broke, Fix It! (How to Make a Compensatory Program Work.)
Carsrud, Karen Banks
Several tools exist that school districts can use to help solve current or potential problems in compensatory programs. The school district should begin by conducting (1) a study to determine the extent to which students are served by multiple compensatory programs, (2) on-site observations of the programs, and (3) a review of the curriculum and instructional planning for both regular and compensatory programs. After examining the data, the district might decide to make any of the following changes: (1) initiate policies that limit the number of students who are served by more than one compensatory program; (2) take further steps to decrease disruptions in a student's day; (3) create a mechanism for coordinated planning between the compensatory teacher and the regular program teacher; (4) determine whether the available compensatory funds can be used to lower the pupil-teacher ratio for each classroom; (5) reorganize administration of the program; (6) look for ways to increase instructional time; (7) use program resources to hire teachers, not teacher aides; (8) consider concentrating the program resources at earlier grade levels, including pre-K; (9) consider implementing the techniques and curricula from research studies on mastery learning and cooperative learning; and (10) remember to do intensive staff development with teachers and principals when any changes are made in the program. (Following the narrative, materials used by the Austin School District in compensatory program evaluation and improvement efforts are provided.) (CMG)
Publication Type: Reports - General; Speeches/Meeting Papers
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers: Austin Independent School District TX
Note: Tables and figures in the attachments are marginally legible; Paper presented at the annual meeting of the American Educational Research Association (New Orleans, LA, April 1984).