An introduction to Comprehensive School Reform

and Habits of Mind at Manson

As a result of low WASL test scores from the 2001 test year, the Manson School District found itself faced with an obligation to address the underlying issues of low academic achievement. It was at this time that the State invited our School District to apply for the Comprehensive School Reform (CSR) grant. Within the constraints of a relatively short time frame, a committee of staff was formed to consider several programs which seemed to promise help for the District. It was decided that Art Costa's Habits of Mind would be the least disruptive to existing curriculum, most flexible, and most promising of all "packages" considered. (Some packaged programs required a complete replacement of all curriculum.)

While at this time evidence that HOM leads directly to improved test scores is being sought, it can be argued that the skills taught through HOM lead to improved student performance and functioning. (See chapter 46, p. 275 of Developing Minds.) Also, at the Tahoma School District, where the HOM program has been in place for several years, educators feel that the program works well for the development of integrated instruction. While the student population of Tahoma is markedly different than that of Manson, HOM promises to be valuable for the instruction of life skills that our kids need, as suggested by the work on poverty by Ruby Paine, and for the instruction of several strategies which have been shown to help second language learners. HOM, by helping to provide for the benefits of integrated instruction, by the teaching of life skills and strategies (notedly for second language learners), and by not overly disrupting the use of current curriculum, is arguably in our interest to adopt.

Additional aspects of the grant written to fund HOM include mandatory high levels of support and involvement by staff and parents. Having 3 years funded to implement HOM throughout Manson systems allows us time to do so in a manner which yields thorough implementation, and in a manner which is most agreeable and beneficial to staff. The requirement that we secure parental involvement will hopefully help educators to reinforce the positive HOM habits at home. The component of the grant that supports Staff professional development will help us look at improving how we address the needs of staff and how such improvements are communicated, as well.

While HOM will not solve all the challenges that our District faces, there is evidence that it can, if well implemented, add value to our on-going pursuit of process improvement and help us develop effective continuity in our curriculum and management. Indications are that it will also help our children become more successful as students and contributing members of society.

Components of the CSR grant include: Research based strategies and methods, Comprehensive design, Professional development, Performance goals, Reform support, School support, Parent/community involvement, Technical support, and Evaluation. If you are interested in learning more about what the CSR grant is comprised of, and offers us, please ask anyone on your CSR team.