1. Comer School Koala EmilyMelodySelinaAmiee

2. Comer School Koala(Wang Zhen) Emily(Jiang Yan)Melody (Li Xiuhua) Selina(Tong Lingtiao)Amiee(Li Minlim)

3. Dr. Comer, the founder of the Comer School Development Program in 1968.

4. The program promotes the collaboration of parents, educators, and community to improve social, emotional, and academic outcomes for children that, in turn, helps them achieve greater school success. His concept of teamwork is improving the educational environment in more than 500 schools throughout America. WHAT IS IT? James Comer's School Development Program, also known as the Comer Process, is intended to improve the educational experience of poor minority youth. Improvement is attained by building supportive bonds among children, parents, and school staff to promote a positive school climate.

5. Social background lack of developmental support in their homes and communities expect all students to meet the high standards dictated by today’s workplace and citizenship needs tracking and lowered expectations of minority and ESL students.

6. Three principles underlie the Comer Process: 1. Three Guiding Principles: "NO FAULT “ builds trust be truthful be direct with respect 2. COLLABORATION creates opportunities to address power issues personal feelings creates process for the team to move forward 3. CONSENSUS listen to all sides let go of your own opinion support team agreement

8. physical, cognitive, psychological, language, social, ethical. six developmental pathways The SDP school community uses the six developmental pathways as a framework for making decisions that will benefit children. In schools using the Comer Process, far more is expected from the students than just cognitive development

10. Basic framework develop a comprehensive school plan, set academic, social and community relations goals coordinate all school activities, including staff development programs. create critical dialogue around teaching and learning and monitors progress Members of the team include administrators, teachers, support staff and parents. 1.The School Planning and Management Team

11. promote desirable social conditions and relationships. connect all of the school’s student services, facilitates the sharing of information and advice, addresses individual student needs, accesses resources outside the school and develops prevention programs. Serving on this team are the principal and staff members with expertise in child development and mental health, such as a counselor, social worker, psychologist, or nurse. 2.The Student and Staff Support Team

12. involve parents in school developing activities support the school's social and academic programs. select representatives to serve on the School Planning and Management Team. 3.The Parent Team

13. Related approaches to school restructuring include Henry Levin's Accelerated Schools and Robert Slavin's Success for All. All three approaches use staff collaboration, parent involvement, and expectations of high student achievement to improve schools. Where Levin's program focuses on providing an enriched and accelerated curriculum for disadvantaged students, and Slavin's program stresses cognitive practices that increase learning, the Comer Process emphasizes improved school climate. How does it compare to similar programs?

14. Curriculum setting A social skills curriculum of Inner-City Children. Four bases of curriculum social forces, human development, learning, and knowledge. Organize schools around child development.

15. Dr. Comer, the founder of the Comer School Development Program. Dr. Comer

16. The Comer Process is a type of school management that allows the staff, parents, and the community to have input in the decision-making process. What is it? Social background

17. components 6 developmental pathways 3 guiding principles · 3 teams 3 operations:  Comprehensive School Plan  Assessment & Modification  Staff development Model of the Comer Process Assessment & Modification Staff Development Parent Team (PT) Student & Staff Support Team (SSST) School Planning & Management Team (SPMT) Comprehensive School Plan Child & Adolescent Growth along the Six Developmental Pathways Guiding Principles Relationships comparing Curriculum setting Successful model

18. Child & Adolescent Growth along the Six Developmental Pathways Guiding Principles Relationships Consensus ·· Collaboration ·· No-fault Parent Team (PT) School Planning & Management Team (SPMT) Student & Staff Support Team (SSST) Comprehensive School Plan Assessment & Modification Staff Development Physical Cognitive psychological Language Social ethnical

19. physical cognitive ethnical social language psychological

20. physical Physical health Nutrition Energy Physical rest alertness

21. cognitive Academic learning Class performance Flexibility of thought Acquisition, application,and generalization of knowledge Ability to make meaning of the environment

22. psychological Self-worth Self-awareness Emotional management Scholl adjustment School adjustment Academic self-concept

23. language Competency in expressive and receptive language Situationally appropriate language A bridge for relationship building A tool for self-reflection and learning

24. social Empathy Appropriate conduct Social competence in diverse settings Ability to interact well with people of all backgrounds Friendships relationships

25. ethnical Respect for rights and integrity of self and others Making choices based on self- interest and the collective Conduct that promotes fairness and justice Commitment to the well-being of the community

26.  Curriculum, instruction, and assessment  Social and academic climate goals  Sharing of information between school and community Comprehensive School Plan

27.  Periodic assessment creates new information & identifies new opportunities; permits orderly change or adjustment. Assessment & Modification

28.  Created by needs identified in goals of the Comprehensive School Plan. Staff Development  Based on the training and information needs of staff and parents.

29. Social background Lack of developmental support in their homes and communities Lowered expectations of minority and ESL students. Expect all students to meet the high standards dictated by today’s workplace and citizenship needs.

30. Three Guiding Principles 1.No fault builds trust be truthful be direct with respect

31. 2. COLLABORATION creates opportunities to address power issues personal feelings creates process to move the team forward Three Guiding Principles

32. 3.CONSENSUS listen to all sides let go of your own opinion support team agreement Three Guiding Principles

33. Basic framework Develop a comprehensive school plan, set academic, social and community relations goals The School Planning and Management Team Members of the team include administrators, teachers, support staff, parents, and a child development specialist.

34. Coordinate all school activities, including staff development programs. The School Planning and Management Team

35. Create critical dialogue around teaching and learning and monitors progress The School Planning and Management Team

36. Promote desirable social conditions and relationships. The Student and Staff Support Team

37. connect facilitate address accesses

38. Develops prevention programs. Team members should have expertise in child development and mental health. The Student and Staff Support Team

39. involve parents in school developing activities The Parent Team support the school's social and academic programs. select representatives to serve on the School Planning and Management Team.

40. Focus on providing an enriched and accelerated curriculum for disadvantaged students How does it compare to similar programs? Henry Levin's Accelerated Schools program

41. Stress cognitive practices that increase learning. Robert Slavin's Success for All program

42. Comer Process emphasizes improved school climate. Comer Process All three approaches use staff collaboration, parent involvement, and expectations of high student achievement to improve schools.

43. Curriculum setting A social skills curriculum of Inner-City Children. Four bases of curriculum social forces, human development, learning, and knowledge. Organize schools around child development.

44. Schoolstudentparen t comer school