Affiliated Companies
SUCCESS Model
The SUCCESS Model Historical Overview
In order to create quality, research-based professional development services for teachers who serve English Language Learners, a review of best practices was conducted that provided a framework for working successfully in the classroom with ELL students.
For five years a model called SUCCESSful Strategies has been delivered to 2500 teachers and 500 administrators as a way to give the tools necessary to enhance language and literacy in the classroom. Starting as a response to the endorsement requirements for all educators in Arizona, continuing as a graduate level course and supported by the ELL department at a national university, has led to The SUCCESS Model created to be a best practice support to the field.
During the delivery of the initial program, SUCCESSful Strategies, teachers evaluated the components of the program. The most highly rated experiences that impacted their beliefs and teacher practices were reflective, experiential learning activities. Thus, the new SUCCESS Model has been designed using a new process which includes unique positive planning, implementation, lesson design, coaching, and evaluation tools.
In the 2009-2010 school year, we expanded our reach of the SUCCESS Model components into the eastern states with 11 school districts in the northern part of New York. We continued our work during the 2010-2011 school year with 14 suburban schools as a part of our New York development and outreach program, along with three additional schools in New York City.
The NEW SUCCESS Model Approach
From research and best practices in ELL, brain research, and learning to classroom experiences and strategies, the SUCCESS Model can transform your lessons and physical environment into one of positive interaction and achievement of all students. By using the SUCCESS components in action, your teachers will engage in a three day professional learning experience in order to begin their journey to success in language and literacy. We strive to shift current mental models and mindsets by infusing cognitive and behavioral processes into professional learning and coaching with the addition of Asset-Based Thinking ™ into every session.
After professional learning is completed, the suggested route is to include coaching and prescriptive learning experiences specially designed for the professional learning team at your school or district. Our comprehensive critical evaluation process will provide you with data and outcomes in teacher professional learning and classroom practice and student achievement outcomes towards language and literacy growth and development.
Read more about these opportunities on our website under SUCCESS Coaching.
Belief in teaching can only be changed through experiential learning and reflection on how we determine our decisions or choices in a given circumstance (Cormier-Kuhn, 2007).
The model’s power and “success” derives from its reputation as a “best practices” model emphasizing reflective, experiential learning activities with unique positive planning, implementation, lesson design, coaching, and evaluative tools. The instructional delivery and assessments differentiate between language acquisition issues and language and learning disabilities for culturally responsive education in our schools – with an emphasis on the relationship between culture, language, and learning.
Participants completing the entire SUCCESS Model Program will:
- Engage in hands-on learning experiences for each component of the SUCCESS model to understand the process of developing active experiences for the ELL student
- Reflect on each component and its implications in their immediate classroom and the needs of their ELL learners
- Design lesson plans that encourage the use of the components in the SUCCESS model to understand the connections to their immediate classroom
- Demonstrate coaching and mentoring with peers for support to continued learning experiences in each school site
- Create a classroom that responds to the ELL students’ culture, learning style, language level needs, and accounts for their social and emotional development
- Design and give feedback on successful learning experiences and assessment options
- Explore assessment challenges and their support for the ELL student
- Identify and use multiple strategies to improve student achievement
- Integrate the following: 1) Comprehensible input; 2) On-going, specific and immediate feedback; 3) Grouping structures and techniques; 4) Building background and vocabulary development; and 5) Student engagement
“Success is to be measured not so much by the position that one has reached in life as by the obstacles he has overcome”. –Booker T. Washington
What are participants saying about the SUCCESS Model?
- “I believe this professional development has inspired me to rethink my attitude about diversity and language learners. Very eye opening! ” —S. Briguglio, Primavera Online High School
- “I have learned so much about new strategies for language learners and the fact that even my general education students will reap the benefits of my new tools! I have tried some new ideas already and can’t believe the difference in their learning. Thank you!”–S. Jimenez, NYC Public School