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CES Comprehensive School Reform

Schools that seek to transform their work according to CES' philosophy receive support from a CES center in four focus areas: school design, classroom practice, leadership, and community connections. CES is a member of the Catalog of School Reform Models, which only admits models that provide schools with a coherent framework for change that addresses all aspects of school operations, including governance, structure, culture, curriculum, instruction, assessment, and professional development. The catalog focuses on models that lead to significant changes in the day-to-day classroom practice of K-12 teachers. To become a member, CES met rigorous criteria, including evidence of effectiveness in improving student academic achievement, extent of replication, implementation assistance provided to schools, and comprehensiveness.

The following list is not exhaustive or exclusive: specific names of the services listed here may vary considerably by region, and some centers offer additional services, not mentioned here. All centers tailor their program to the needs of their individual schools. Despite regional variations and individualized services, all programs offered by CES centers seek to support schools in implementing the 10 Common Principles, through the four areas below. For a collection of valuable resources in these four areas, visit our resources section.

School Design/Organizational Practices

CES' program in school design is guided by the principles that the school's rigorous intellectual goals must apply to all students, that each student is known well, that the school models democratic practices and strives for equitable outcomes, that school and community resources are redirected to focus on the school's intellectual purpose, and that diplomas are awarded on the basis of mastery.

How does one design a school program to embody these principles? CES offers a variety of services to help schools put these ideas into action. Services include, for example:

• The Trek, a week-long summer institute on school design, offered by CES centers around the country
• School coaching, year-round consultation and facilitation of the change process
• Implementation Assessment Workshop, for example, measuring school progress against the CES Benchmark
• CES University courses such as "Dividing the Large, Comprehensive High School into Small Learning Communities," "Graduation by Exhibition," and "Democracy and Equity in School Design"

Classroom Practice

CES' program in classroom practice is guided by several key ideas. We believe that the teacher's role is not chiefly to deliver information, but to facilitate student inquiry and practice of skills. The curriculum should emphasize thoroughness and depth over breadth of coverage, with an aim of developing habits of mind such as inquiring into causes, seeing from multiple perspectives, and applying learning to new situations. The curriculum should be flexible and individualized enough to allow for independent exploration. Students who do not meet stated standards should be given intensive support so that they can meet those standards. For teachers to achieve these aims, we believe that it is crucial to build professional learning communities in which they share practices and build upon one another's knowledge and skills.

• CES services that support changes in the area of classroom practice include, for example:
• Teacher Collaboration and Inquiry Groups, for example, critical friends coaching training
• Visits to Like-Minded Schools
• Peer Coaching Training
• CES University courses such as "Inquiry-Based Instruction," "Teacher Research," "Essential Moral Questions," and "How to Personalize Instruction"

Leadership

CES' program in leadership is guided by the idea that leading a school well demands both high quality formal leadership and collaboration at every level. A key role of those in formal leadership positions is to support ongoing improvement in the instructional practices of the staff and to keep the school focused on its intellectual mission. The leadership structures and decision-making procedures should model democratic practices and should communicate a tone of high expectations, trust, and decency. Teachers are key school leaders and should have substantial authority over their work and time to collaborate.

• CES services that support changes in the area of leadership include:
• Principals Institutes
• School Leadership Institutes
• Cross-school Collaboration Groups
• Leadership Team Meetings
• CES University courses such as "Instructional Leadership," "Democratic Decision-making," "Managing the Change Process," "Leading for Equity," and "Planning and Resource Allocation"

Community Connections

CES' program in community connections is guided by the idea that learning should be connected to the community and the world outside of the school. While students may do much of their learning outside of the school walls, guided by mentors from the community, so too, should family and community members be involved in the intellectual life of the school. Community partnerships should be used to promote equitable access and outcomes.

• CES services that support changes in the area of community connections include:
• Facilitation of Community Engagement Events, for example, "Accountability Dialogues"
• Facilitation of School-Community Partnerships
• CES University courses such as "Building Alliances," "Using the Community as a Classroom," and "Engaging the Community in the Intellectual Life of the School"

To receive assistance on a CSR Grant, contact a local CES Regional Center. If you have other questions, please contact Brett Bradshaw, bbradshaw@essentialschools.org or 510.433.1915