Direct Instruction (DI) is a highly structured instructional approach, designed to accelerate the learning of at-risk students. Curriculum materials and instructional sequences attempt to move students to mastery at the fastest possible pace. The oldest version of the program, Distar, was developed in the 1960s as part of Project Follow Through, a massive educational initiative of President Johnson's War on Poverty. Despite its success in raising student achievement levels, Distar was heavily criticized for being too rigid; concentrating too heavily on the basics; and for some vendors' poor implementation practices, such as selling it without support as a "teacher-proof" program. As DI, the original Distar program has been expanded and enriched. Although the early mastery of basic skills is still a key element, the program also addresses students' general comprehension and analytic skills. While DI has been used successfully as a schoolwide program, the reading and language arts (and sometimes math) portions of the program are more frequently purchased for separate implementations. Either way, adequate professional development, ensuring that practitioners understand what the program is and how it works, is essential for successful implementation.

Grades Covered
Primarily an elementary school (pre-K-6) program, but also used successfully with secondary and adult special education and remedial students.

Curriculum Materials
Curricular materials, daily lessons, and teachers' guides are available for grades K-6 in reading, language arts, spelling, and math; grades 4-6 in expressive writing; grades 3-6 in science; grades 3-12 in corrective reading; and grades 4-12 in corrective math.1

Instructional Support/Professional Development
This is a commercially published program; materials may be purchased by individual grade and subject, as well as in a package suitable for schoolwide implementations. Professional development and implementation support of differing levels of quality can be contracted from various providers for both single-subject and schoolwide implementations. At times, the program's scripted teachers' guides have been used in lieu of--rather than in addition to--adequate professional development, giving rise to criticism of the program for being "teacher proof."

School Reform/ Restructuring Assistance
Limited assistance can be contracted from some providers as part of their implementation-support package.

Role of Paraprofessionals
Trained classroom paraprofessionals are fully integrated into the program, working as instructional aides, one-on-one tutors, and small-group leaders under the direction of certified teachers.

Cost of Implementation
For a schoolwide first-year implementation of the K-5 reading, writing, language, and math curriculum, the estimated costs are $150-$200 per student, including materials, training of staff, and a part-time school facilitator/curriculum coach.2 A first-year implementation of a stand-alone reading/language arts program ("Reading Mastery") is estimated at $65-$100 per student, professional development not included.

Results*/Effect Size3
Language (+.49 to +.84);
reading comprehension (+.07 to +.69);
math (+.57 to +1.11).4

* To give a sense of scale, an effect size of +1.00 would be equivalent to an increase of 100 points on the SAT scale or 15 points of IQ--enough to move a student from the 20th percentile (the normal level of performance for children in poverty) to above the 50th percentile (the norm for mainstream students).

Scripted Lesson Plans
Classroom scripts are a hallmark of Direct Instruction; the scripts are written, tested, rewritten, retested--polished in a cycle of classroom field-testing and revision that ends only when trials show that 90 percent of students grasp a lesson the first time around. Without proper orientation, many teachers find this level of prescriptiveness off-putting. The idea, however, is to ensure that even beginning teachers will be successful and to allow veteran educators to fill any holes in their teaching skills. With curricular and pedagogical details presented in precise relationship to each other, the program offers a template of how to teach particular skills and content. It is a template that can be applied to other curricula or modified to better suit the needs of a particular group of students, but only after the teaching methods have been learned to precision.

Research-tested Curriculum
In DI, skills are taught in sequence until students have fully internalized them (what cognitive researchers call "automaticity") and are able to generalize their learning in new, untaught situations. Each lesson sequence is extensively field-tested to determine the most effective and efficient way to lead students to mastery. For example, the first reading and language arts lessons focus on phonemic awareness, which are followed by increasingly complex phonics and decoding lessons, which are followed by lessons that focus on comprehension and analysis of content, etc. With each lesson building on previously mastered skills and understandings, teachers are able to dramatically accelerate the pace of learning, even for the most disadvantaged students. New material is usually introduced through teacher presentations to the whole class or small groups, followed by guided practice and frequent checks for individual student mastery. Once the skill has been learned to the point of automaticity, cognitive studies show that it is transfered from short-term to long-term memory, thus freeing children to apply their learning, attend to content, and move on to progressively more difficult and higher-order skills. Some have criticized the curriculum, particularly reading and language arts in the later grades, for not containing a broad or challenging enough selection of children's literature. The program is easily supplemented, however, especially after students have been helped to master basic decoding skills.

Coaches/Facilitators
Another feature of the program is the use of in-class coaches for implementation support. The coach periodically monitors each classroom and is available to assist individual teachers with any problems, perhaps taking over a part of the lesson to model pedagogical procedures. In some cases, this role has been filled by an employee of the contractor, retained to help with implementation. In some multi-school implementations within a single district, teachers are released from regular classroom duty, given special training, and assigned to assist one or two schools.

Rapid Pace
Because the goal of DI is to move students to mastery as quickly as possible, a large proportion of classroom time is spent on fast-paced teacher-directed instruction, punctuated by rhythmic choral-group and individual-student responses. For instructors, this means a very full work day. For example, the DI program requires teachers to ask 300 or more questions in six small-group sessions each day and to perform reading checks every five or 10 lessons to ensure that all students reach 100 percent mastery. This level of interaction, which produces substantial achievement gains, is made possible by the use of the heavily researched, highly refined scripts.

Achievement Grouping
Common periods for reading and math are established across grades during which students are regrouped by performance level, with the idea that all students will progress at the fastest possible pace and no students will be left behind. In several schools, these groups are reduced in size by assigning half of the class to a paraprofessional who leads the group through guided practice for half of the period, while the teacher introduces new material to the rest of the class, and then changing places. If the program is implemented well, these should not be rigid "tracks," but flexible achievement groups, with students who are progressing quickly periodically reassigned to a faster group and immediate assistance given to students who are struggling.

Frequent Assessments
Frequent assessments are also built into the program as a means to ensure that all students are reaching mastery, to detect any student who might need extra help before falling too far behind, and to identify students who need to be re-grouped.

When this program is faithfully implemented, the results are stunning, with some high-poverty schools reporting average test scores at or above grade level--in a few cases, several grades above. In the 1977 evaluation of Project Follow Through, the achievement results of high-poverty Direct Instruction students were compared to students in nine other early education programs. DI students outperformed control group students and students in the other experimental programs on every academic measure, moving from the 20th percentile (the normal level of performance for children in poverty) to about the 50th percentile (even with mainstream students). In contrast, the achievement results of students in some of the other programs actually declined as a result of the intervention. Follow-up studies of students taught by Direct Instruction in the early grades also show enduring benefits. One New York comparison found that more than 63 percent of DI students graduated from college, as opposed to 38 percent of the control group; mean ninth-grade test scores were higher (ES=+.41, reading; ES=+.29, math; see footnote 3); retention rates were lower (21 percent vs. 33 percent); and there were fewer dropouts (28 percent vs. 46 percent).

Wesley Elementary School (Houston, Texas).
Wesley Elementary has one of the longest, continuous Direct Instruction implementations in the country. It is located in one of Houston's poorest, mostly African-American, neighborhoods and has a student population that is over 99 percent minority and 90 percent eligible for school lunch subsidies--statistics that usually signal low achievement levels. For many years, however, this school has ranked in the top tier of all schools in the state. Much of this success has been credited to the school's 1975 adoption of Direct Instruction. First piloted in a Title I reading resource room, DI was soon in use throughout the school. By 1980, Wesley students had average test scores above the 80th percentile in both reading and vocabulary, outscoring students in comparison schools by more than 40 percentile points. In many of the succeeding years, Wesley's scores have been even higher, with some classes testing up to three years above grade level.

Utah ASAP Project.
As a part of Utah's Accelerated Student Achievement Project (ASAP) to improve poor-performing Title I schools, three elementary schools adopted schoolwide DI programs during the 1994-95 school year. The preliminary achievement data are impressive, with students in all three DI schools outperforming more advantaged control school students in two Woodcock-Johnson subtests. After two years in the program, one school moved from last to second place (out of 24 schools) in the district's annual Math Olympics.

This is a highly interactive, teacher-intensive approach to education. Teachers and paraprofessionals must be informed about--and prepared for--its fast pace and the structured, repetitive nature of the program.

DI also has a history of problematic implementations. When the program's developer, former preschool teacher Siegfried Engelmann, started designing the curriculum more than 25 years ago, he included fully scripted teachers' guides, believing that they could serve as prototype demonstrations for specific teaching skills. In other words, one design objective was to provide hands-on teacher training during class-time, thus reducing start-up costs and at the same time ensuring that all teachers would have the skills necessary to reach the maximum achievement levels. Unfortunately, some marketers and administrators interpreted this to mean that no training was necessary, and that teaching skill was inconsequential to the success of the program. DI materials were sold as "teacher proof," leaving administrators who didn't understand the program to impose it in a rigid, dictatorial manner. Educator horror stories and lower-than-expected achievement levels were the predictable results. In some regions, this has left DI with a tarnished reputation that will have to be clarified and overcome. For any new implementation to be successful, proper orientation and training are vital--not only for teachers and paraprofessionals but also for administrators.

Another frequent criticism is that DI provides so much structure and regimentation that it stifles student and teacher creativity. The student results--both in higher academic achievement levels and elevated measures of self-esteem--should speak for themselves. Teacher focus groups, following DI implementation in Broward County, Florida, are also instructive. Some teachers felt that the "standardized approach actually allowed more creativity, because a framework was in place within which to innovate," and said that they could do more with content once DI had helped students acquire the necessary skills. Other teachers reported that they had initially been resistant, feeling that "even though the students thrived on it, the repetition was boring for the faculty," but, over time, had found ways "to innovate within the repetition, so that they become drawn in as well."5

The Broward implementation also incorporated another important feature: advanced training for and assignment of teaching staff to act as full-time "coaches" (facilitators) for the new DI schools. By retaining their status within the bargaining unit, it was made clear that these educators were a resource for the benefit of the teaching staff, not administrators. There was always someone to turn to, on a confidential basis, for advice and assistance. Given the inevitable frustrations, glitches, and misunderstandings that arise when implementing any new curriculum, using new instructional methods, this assistance has proven invaluable.

Adams, Gary L. and Engelmann, Siegfried. Research on Direct Instruction: 25 Years beyond Distar (1996). Seattle: Educational Achievement Systems. 206/820-6111.

Effective School Practices. Journal of the Association for Direct Instruction.

Gersten, Russell, et al. "Effectiveness of a Direct Instruction academic kindergarten for low-income students," The Elementary School Journal (November 1988).

Direct Instruction Project, University of Oregon, College of Education, 170 Education, Eugene, Oregon 98195, or Association for Direct Instruction, P.O. Box 10252, Eugene, Oregon 98195. Phone: 800/995-2464. E-mail: ADIhome@aol.com Internet: http://darkwing.uoregon.edu/~adiep/.

1 These materials are available from the SRA division of Macmillan/McGraw-Hill, 800/843-8855. In addition, several videodisc programs on math, geometry, chemistry, and earth science are available from BFA Educational Media, 800/221-1274.

2 These costs are based on the budget for the Alliance of Quality Schools in Broward County, Florida, an effort to raise achievement levels of low-performing schools by implementing a DI reading and math curriculum. Estimated per-school costs were as follows: Direct Instruction materials, $35,000; professional development (five days before school and five days during school), $70,000; a trained teacher, assigned to act as a part-time coach/curriculum consultant for the school, $35,600.

3 An effect size is a standard means of expressing achievement gains and losses across studies, showing differences between experimental and control groups in terms of standard deviation. An effect size of +1.00 indicates that the experimental group outperformed the control group by one full standard deviation. To give a sense of scale, this would be equivalent to an increase of 100 points on the SAT scale, two stanines, 21 NCEs (normal curve equivalent ranks) or 15 points of IQ (Fashola and Slavin, 1996)--enough to move a student from the 20th percentile (the normal level of performance for children in poverty) to above the 50th percentile (in range with mainstream America). Because of differences among study designs and assessments, this can only be considered a "rough" measure of comparison. In general, an effect size of +.25 or more is considered educationally significant.

4 Data from Abt Associates' 1977 evaluation of Project Follow Through and a 1996 meta-analysis of this and more recent studies. See Research on Direct Instruction: 25 Years beyond Distar, by Gary L. Adams and Siegfried Engelmann.

5 "Alliance of Quality Schools Evaluation Report" (August 1996). School Board of Broward County, Florida.

List of Schools Information on the Direct Instruction program is available through several sources. Four leading Direct Instruction organizations have supplied AFT with the following list of schools. School visits and calls are a key component of effective program selection. Therefore, AFT has chosen to include this list, not to endorse a particular school or program implementation, but to provide educators with maximum access to schools using research-proven programs.

Each school in the list has worked with one of these organizations to implement one or more components of the Direct Instruction program. (Note: Only J/P Associates offers implementation services to other school districts, but all of these groups are excellent sources of information on implementation). This list is arranged by organization. Click on the name of a Direct Instruction organization to access a list of schools that have worked with that group (i.e. clicking on Association for Direct Instruction will bring you to a list of schools working with the Association to implement Direct Instruction.) With the exception of J/P Associates, organizations have requested that interested parties contact them before contacting individual schools.

Alliance of Quality Schools

Stuart Greenberg, Coordinator Alliance of Quality Schools 600 SE 3rd Ave., 13th Floor Ft. Lauderdale, FL Tel: 954-767-8528 Fax: 954-768-8919

Bennett Elementary 1755 NE 14th St. Ft. Lauderdale, FL 33304 (954) 390-0710 Principal: Janette Verbloom

Broadview Elementary 1800 SE 62nd Ave. Pompano Beach, FL 33068 (954) 977-3300 Principal: Mary Arendt

Castle Hill Elementary 2640 NW 46th Ave. Lauderhill, FL 33313 (954) 497-3860 Principal:Valoria Latson

Castle Hill Annex Elementary 4747 NW 14th Street Lauderhill, FL 33313 (954) 714-1200 Principal: Clayton Jenkins

Collins Elementary 1050 NW 2nd Street Dania, FL 33004 (954) 926-0880 Principal: Cynthia Anderson

Crystal Lake Middle 3551 NE 3rd Avenue Pompano Beach, FL 33064 (954) 786-3550 Principal: Andy Luciani

Cypress Elementary 851 SW 3rd Avenue Pompano Beach, FL 33060 (954) 786-3500 Principal: Elise Portman

Dania Elementary 300 SE 2nd Avenue Dania, FL 33004 (954) 926-0890 Principal: Brenda Wilson

Deerfield Park Elementary 650 SW 3rd Avenue Deerfield Beach, FL 33441 (954) 481-5777 Principal: Jacquelyn Haywood

Dillard Elementary 2330 NW 12th Court Ft. Lauderdale, FL 33311 (954) 797-4590 Principal: Alice Franklin-Brown

Drew Elementary 1000 NW 31st Avenue Pompano Beach, FL 33060 (954) 977-2250 Principal: Victoria Thurston

Larkdale Elementary 3250 NW 12th Place Ft. Lauderdale, FL 33311 (954) 797-4690 Principal: Ruby Rachels

Lauderdale Lakes Middle 3911 NW 30th Avenue Lauderdale Lakes, FL 33309 (954) 497-3900 Principal: Robert Martin

Lauderdale Manors Elementary 1400 NW 14th Court Ft. Lauderdale, FL 33311 (954) 765-6882 Principal: Doris Bennett

Lauderhill Middle 1901 NW 49th Avenue Lauderhill, FL 33313 (954) 497-3950 Principal: Rebecca Dahl

Lauderhill P. Turner Elementary 1500 NW 49th Avenue Lauderhill, FL 33313 (954) 497-3830 Principal: Ilene Garland

Markham Elementary 1501 NW 15th Avenue Pompano Beach, Fl 33060 (954) 977-2237 Principal: Duncombe/Snipes

Marlin L. King Elementary 591 NW 31st Avenue Ft. Lauderdale, FL 33311 (954) 797-4380 Principal: Connie Robinson

Meadowbrook Elementary 2300 SW 16th Avenue Ft. Lauderdale, FL 33317 (954) 797-4270 Principal: Janet McCaskill

New River Middle 3100 Riverland Rd Ft. Lauderdale, Fl 33312 (954) 797-4500 Principal: Jan Beal

North Fork Elementary 101 NW 15th Avenue Ft. Lauderdale, Fl 33311 (954) 765-6874 Principal: Sheron Jordan

North Side Elementary 120 NH 11th Street Ft. Lauderdale, FL 33304 (954) 765-6886 Principal: Dianne Aske

Orange Brook Elementary 715 S. 46th Avenue Hollywood, FL 33021 (954) 985-2920 Principal: Brenda Hawkes

Oriole Elementary 3081 NW 39th Street Lauderdale Lakes, FL 33309 (954) 497-3930 Principal: Estella Canty

Park Ridge Elementary 5200 NE 9th Avenue Pompano Beach, FL 33064 (954) 481-5785 Principal: Walter Cooper

Perry Elementary 6850 SW 34th Street Miramar, FL 33023 (954) 985-5444 Principal: Toni Weissberg

Perry Middle 3400 Wildcat Way Miramar, FL 33023 (954) 985-5400 Principal: Sharon Airaghi

Plantation Elementary 301 NW 46th Avenue Plantation, FL 33317 (954) 797-4290 Principal: Sandra Murray

Rickards Middle 6000 NE 9TH Avenue Oakland Park, FL 33334 (954) 928-1515 Principal: Mary Jean Watts

Riverland Elementary 2600 SW 11th Court Ft. Lauderdale, FL 33312 (954) 797-4390 Principal: Olivia Vega

Rock Island Elementary 2301 NW 26th Street Ft. Lauderdale, FL 33311 (954) 497-3940 Principal: Paddie Banjo

Royal Palm Elementary 1951 NW 56th Avenue Ft. Lauderdale, FL 33313 (954) 497-3840 Principal: Robin David

Sanders Park Elementary 800 NW 16th Street Pompano Beach, FL 33060 (954) 786-3760 Principal: Clarissa Scott

Sunland Park Elementary 919 NW 13th Avenue Ft. Lauderdale, FL 33311 (954) 765-6890 Principal: Shirley McCray

Tedder Elementary 4157 NE 1st Terrace Pompano Beach, FL 33064 (954) 786-3740 Principal: Linda Goltzer

Thurgood Marshall Elementary 800 NW 13th Street Ft. Lauderdale, FL 33311 (954) 765-6959 Principal: Millicent Thorpe

Walker Elementary 1001 NW 4th Street Ft. Lauderdale, FL. 33311 (954) 765-6878 Principal: Gloria Allen

West Hollywood Elementary 6301Hollywood Blvd. Hollywood, FL 33024 (954) 985-2800 Principal: Bob Becker

Westwood Heights Elementary 2861 SW 9th Street Ft. Lauderdale, Fl 33312 (954) 797-4340 Principal: Bertha Hunter

Wilton Manors Elementary 2401 NE 3rd Avenue Ft. Lauderdale, FL 33305 (954) 390-0700 Principal: Don Barrs

Association for Direct Instruction

Brian Wickman Association for Direct Instruction P.O. Box 10252 Eugene, OR 97440 Tel: 800-995-2464 E-mail: adihome@aol.com

CALIFORNIA
Barbara Webster School P.O. Box 710 Santa Paula, CA 93061 (805) 933-5316 Principal: David Luna

C.M. Goethe Middle School 2250 68th Ave. Sacramento, CA 95822 (916) 433-5405 Principal: Cathy Bardo

Lynwood School District 11321 Bullis Rd. Lynwood, CA 90262 (310) 886-1637 Director of Curriculum and Instruction: Barbara Johnson

Lindbergh Elementary 3300 Cedar Ave. Lynwood, CA 90262 (310) 603-1521

COLORADO
Littleton Preparatory Charter School 7397 S. Fillmore Circle Littleton, CO 80237

FLORIDA
See Alliance of Quality Schools for additional Direct Instruction schools in Florida. Wels Elementary 2701 North Q. St. Pensacola, FL 32505 Principal: Karen Owen

Carver Middle 700 E. Becker Rd. Century, FL 32535 Principal: Dr. Diano Lieterman-Buebee

Dixon Elementary 1201 North H Street Pensacola, FL 32501 Principal: Judith Ladner

Century Elementary 440 E. Hecker Rd. Century, FL 32535 Principal: Marcia Nowlin

ILLINOIS
Abbott School 3630 South Wells Chicago, IL 60609 (312) 535-1469 Principal: Carol Hardin

G.W. Carver Primary School 901 East 133rd Pl. Chicago, IL 60627 (773) 535-5455 Principal: Linda Randolph

Pablo Cassals Elementary 3501 Potomac Ave. Chicago, IL 60651 Principal: John Mazurek

Richard D. Daley Academy 5024 South Wolcott Chicago, IL 60609 (773) 535-9091 Principal: Steve Hara

Smyth Elementary 1059 West 13th St. Chicago, IL 60609 (773) 534-7180 Principal: Geneva Ransfer

Theodore Herzi Elementary 3711 W. Douglas Blvd. Chicago, IL 60623 (773) 534-1480 Principal: Betty Green

MICHIGAN
John R. King Elementary 16800 Cheyenne St. Detroit, MI 48235 (313) 494-7347 Principal: Vivian Hughes

PENNSYLVANIA
Birney Elementary 9th St. & Lindley Ave. Philadelphia, PA 19141 (215) 456-3000 Principal: Mollie Williams

Harrison Elementary 11th St. & Thompson St. Philadelphia, PA 19122 (215) 684-5067 Principal: Bruce Ryan

TEXAS
Clark Elementary School Spring, Texas (713) 341-3100 or (713) 341-3321 Principal: Marshall Priest

French Elementary School (K-5) Beaumont, TX (409)832-6631 Principal: Mr. Francoise

Kystorycz Elementary Corpus Christi, TX (512) 878-1749 Principal: Dr. Dawn Dorsey

Progresso Elementary School (grades 3-4) (near McAllen, Texas) (210) 565-2679 Principal: Pam Lozano

Reece Academy (PreK & K) Adline, TX (713) 449-1011 Assistant Principal: Stephanie Rhodes

Welder Primary School (PreK-2) Sinton Independent School District (512) 364-4600

Note: The following Texas schools use Direct Instruction but are not connected to the Association for Direct Instruction:

Mabel Wesley Elementary 800 Dillard St. Houston, TX 77091 (713) 695-5652 District Superintendent: Thaddeus Lott

Highland Heights Elementary 865 Paul Quinn Houston, TX 77091 (713) 696-2920 District Superintendent: Thaddeus Lott

UTAH
Gunnison Valley Elementary 682 South Main St. Gunnison, UT 84634 (801) 528-7880 Principal: Rodney Anderson

Monroe Elementary 40 West Center St. Monroe, UT 84754 (801) 527-4691 Principal: Elaine Wayland

Valley View Elementary 2465 West 4500 North Roy, UT 84067 (801) 732-6019 Principal: Maurine Newton

WASHINGTON
Thurgood Marshall 2401 South Irving St. Seattle, WA 98144 (206) 726-6670 Principal: Edward Jefferson

Brighton School 4425 South Holly St. Seattle, WA 98118 (206) 760-4730 Principal: Beverly Raines

WISCONSIN
Benjamin Franklin Elementary School 2308 West Nash St. Milwaukee, WI 53206-1830 (414) 873-0771 Principal: Margaret Rogera

Browning School 5575 North 75th St. Milwaukee, WI 53218-2792 (414) 461-6500 Principal: Donald Janicki

Clarke Street Elementary 2816 West Clarke St. Milwaukee, WI 53210-2621 (414) 263-2088 Principal: Diane Neicherll

Dover Street School 819 East Dover Street Milwaukee, WI 53207-2193 (414) 482-0535 Principal: Jaclyn Dea Laber

Elm Creative Arts School 900 West Walnut Street Milwaukee, WI 58205-1099 (414) 562-1008 Principal: Darrel Jacobs

Gaenslen Elementary School 1250 East Burleigh St. Milwaukee, WI 53212-2295 (414) 284-2535 Principal: Bonnie Vick

Henry L. Palmer Elementary School 1900 North 1st St. Milwaukee, WI 53212-3794 (414) 562-5587 Principal: Rose Carr

Honey Creek School 6701 West Eden Place Milwaukee, WI 53220-1338 (414) 327-0411 Principal: Santa Consiglio

James Whitcomb Riley Elementary School 2424 South 4th St. Milwaukee, WI 53207-1402 (414) 645-7340

Lloyd Street School 1228 West Lloyd St. Milwaukee, WI 53205-1294 (414) 562-5893 Principal: Helen Hards

Milwaukee Spanish Immersion School 2785 South 55th St. Milwaukee, WI 53219-3269 (414) 327-5780 Principal: Jeanne Hochstatter

Oliver Wendell Holmes School 2483 North Buffalo St. Milwaukee, WI 53212-2990 (414) 562-8800 Principal: Robert Krelikamp

Richard Kluge School 5760 North 67th St. Milwaukee, WI 53218-2307 (414) 481-1720 Principal: Ethel Cahill

Siefert Elementary School 1547 North 14th St. Milwaukee, WI 53205-2109 (414) 933-8865 Principal: Sarah Martin

Silver Spring Elementary School 5131 North Green Bay Ave. Milwaukee, WI 53209-2109 (414) 228-8630 Principal: Elcendia Nord

Thirty-eight Street School 2623 North 38th St. Milwaukee, WI 63210-2589 (414) 449-9624 Principal: Deborah Thompson

Thirty-first Street School 1946 North 31st St. Milwaukee, WI 53208-1889 (414) 342-3356 Principal: James Sonennberg

Twenty-first Street School 2121 West Hadley St. Milwaukee, WI 53206-1698 (414) 265-2100 Principal: Anthony Padrina

Twenty-seventh Street School 1312 North 27th St. Milwaukee, WI 53208-2439 (414) 933-0381 Principal: Dolores Jackson

Vieau Elementary School 823 South 4th St. Milwaukee, WI 52204-1724 (414) 645-7684 Principal: M. Lourdes Tover

William T. Sherman Elementary School 5110 West Locust St. Milwaukee, WI 53210-1625 (414)449-0918 Principal: Dolores Kelm-Jackson

Baltimore Curriculum Project

Ms. Muriel Berkeley, Coordinator Baltimore Curriculum Project 711 West 40th St., Suite 316A Baltimore, MD 21211 Tel: (410) 235-0015 Fax: (410) 235-0032 E-mail: bcp1@ix.netcom.com

These are using Direct Instruction and Core Knowledge simultaneously.

Additional CORE KNOWLEDGE SCHOOLS are listed under Core Knowledge.
http://www.aft.org/edissues/whatworks/six/ck/index.htm

Arundel Elementary (K-6) 2400 Round Rd. Baltimore, MD 21225 (410) 396-1379 Principal: Lydia Lafferty Coordinator: Jane Green

Charles Caroll Barrister Elementary (K-5) 1327 Washington Blvd. Baltimore, MD 21230 (410) 396-5973 Principal: Billie Rinaldi Coordinator: Gary Caldwell/ Terry Patton

Charles Carroll of Carrollton Elementary & Middle (K-8) 200 N. Central Ave. Baltimore, MD 21202 (410) 396-9208 Principal: Dr. Robert Thomas Coordinator: Dorothy Bostic

City Springs Elementary (K-5) 100 S. Caroline St. Baltimore, MD 21231 (410) 396-9165 Principal: Bernice Whelchel Coordinator: Anayezuka Ahidiana

Collington Square Elementary (K-5) 1409 N. Collington Ave. Baltimore, MD 21213 (410) 396-9198 Principal: Harold Eason Coordinator: Brenda Griffen

Dickey Hill Elementary & Middle (K-8) 5025 Dickey Hill Rd. Baltimore, MD 21207 (410) 396-0610 Principal: Jerome Butler Coordinator: Rondy Griffen

Dr. Rayner Browne Elementary (K-5) 1000 Montford Ave. Baltimore, MD 21205 (410) 396-9239 Principal: Doris L. Graham Coordinator: Danette Murrill

Federal Hill Elementary (K-5) 1040 William St. Baltimore, MD 21230 (410) 396-1207 Principal: Charlotte Williams Coordinator: Elneeta Stewart

General Wolfe Elementary (K-5) 245 S. Wolfe St. Baltimore, MD 21231 (410) 396-9140 Principal: Sue Errichiello Coordinator: Linda Frost

Hampstead Hill Elementary (K-5) 500 S. Linwood Ave. Baltimore, MD 21224 (410) 396-9146 Principal: Sharman Rowe Coordinator: Kathi Sexton

Langston Hughes Elementary (K-5) 5011 Arbutus Ave. Baltimore, MD 21215 (410) 396-7827 Principal: Everett Garnett Coordinator: Vernadine Brooks

Margaret Breat Elementary (K-5) 100 E. 26th St. Baltimore, MD 21218 (410) 396-6509 Principal: Shuronia Jacox Coordinator: Marylee Vespa

Westport Elementary (K-8) 2401 Nevada St. Baltimore, MD 21230 (410) 396-3396 Principal: Sharon Van Dyke Coordinator: Cathy Harris

J/P Associates

J/P Associates, Business/Staff Development Office 131 Foster Ave. Valley Stream, NY Tel: 516-561-7803 Fax: 516-561-4066 Web Site: http://www.jponline.com

ARKANSAS
Dermont School District P.O. Box 380 Highway 35 East Dermott, AR 71638 (870) 538-5265 Federal Coordinator: Linda Pinkus DI Coordinator: Pam Stephenson

Elaine School District P.O. Box 179 300 College Ave. Elaine, AR 72333 (870) 827-6395 FAX: (870) 827-6601 Superintendent: Mr. Harold Duncan

Lucillia Wood Elementary P.O. Box 479 Elaine, AR 72333 (870) 827-3471 Principal: Ms. Sherry Organ

Eudora School District 111 N. Archer St. Eudora, AR 71460 (870) 355-4433 Superintendent: Mr. Thomas Gathen DI Coordinator: Erma Toney

John's Lower and Upper Elementary Eudora School District 111 N. Archer St. Eudora, AR 71640 Lower Principal: Ms. Myrtis Ledlow, (870) 355-2524 Upper Principal: Raymond Staples, (870) 355-2525 DI Coordinator: Virginia Mitchell Federal Coordinator: Joe Key, (870) 355-4433 Notes: This district is 100% low SES and 100% African American. Located in the heart of the Delta, the district has been placed on theState Department of Education's "Watch List." If a school or district falls below the 25%, the state puts them on a watch list and, depending upon the test scores, the state may choose to take over the school or district. After 2 * years with J/P, Eudora is off the watch list.

Forrest City School District 334 Graham St. Forrest City, AR 72335 (870) 633-1485 FAX: (870) 633-1415 Federal Coordinator: Ms. Phyllis Russel

Caldwell Elementary School P.O. Box 178 Caldwell, AR 72322 (870) 633-1365 Principal: Ms. Hazel Wallace-Thomas DI Coordinator: Ms. Frances Brooks

Helena School District PO Box 3317 Helena, AR 72390 Superintendent: Rodney Echols, (870) 338-8172 DI Coordinator: Ms. Angie Fielder Notes: This district divides its schools by grade level: a kindergarten school, 1st -2nd grade school and a 3-4th grade school. In the heart of the Delta, two- thirds of the kindergarten children in this district entered first grade already reading the second grade reader once DI had been implemented.

Beechcrest Elementary Richmond Hill W. Helena, AR 72390 (870) 572-4527 Principal: Ms. Donna Ross

Woodruff Elementary 805 Cleburne W. Helena, AR 72390 (870) 572-4500

Lucilla Wood/Westside Elementary 339 S. Ashlar W. Helena, AR 72390 (870) 572-3422 Principal: Ms. Marylene Mitchell

Lakeside School District 1110 S. Lakeshore Lake Village, AR 71653 (870) 265-3883 FAX: (870) 265-5466 Assistant Superintendent: Mr. Billy Adams

Lakeside Elementary School 1110 S. Lakeshore Lake Village, AR 71653 FAX: (870) 265-7311

Lee County School District 188 W. Chestnut St. Marianna, AR 72360 Federal Coordinator: Wanda Banks, (870)295-7107 District DI Coordinator: Ms. Karri Gregory Notes:This district is comprised of over 1500 students in grades K-9. This district serves a student population that is 99% African American and 99% low-SES. The district has worked with J/P for 4 years. Each year, the district has approximately 19 new teachers, 3-4 new principals, and has had a new superintendent each year. Despite these changes, one third of the kindergarten students enter first grade above grade level. This is an "excellent model of a large, well run DI Implementation."

Whitten Elementary School 175 Walnut St. Marianna, AR 72360 (870) 295-7118 Principal: Ms. Betty Medforf

Strong Elementary School 112 Moton St. Marianna, AR 72360 (870) 295-7183 Principal: TBA

Strong Middle School 214 S. Alabama St. Marianna, AR 72360 (870) 295-7140 Principal: Mr. Marshall Kelly

Little Rock School District 810 W. Markham St. Little Rock, AR 72201 (501) 324- 2032 FAX: (501) 324-2032

Washington Magnet Elementary School 115 W. 27th St. Little Rock, AR 72201 (510) 324-2470 Principal: TBA DI Coordinator: Ms Rose Barnes

Perry Casa School District P.O. Box B Perry Casa, AR 72025 (504) 233-4116 FAX: (504) 233-4114 Superintendent: Ms. Sherry Holliman DI Coordinator: Kim Brixey

Portland Elementary School PO Box 8 Portland, AR 71663 (870)737-4333 Principal: Ernest Smith Notes: Smith and his staff have hosted 27 teams of teachers and administrators representing 22 different school districts in the last 2 * years. Approximately one-third of these school districts has adopted J/P's Implementation of DI. Because of the dramatic increase in test results, Portland Elementary had the honor of being the sole school in Arkansas chosen to receive a Distinguished Title I School Award.

Stephens School District P.O. Box 427 Stephens, AR 71764 (870) 786-5443 FAX: (870) 786-5095 Superintendent: Mr. Gary Kees

Stephens Elementary School 655 Arch St. Stephens, AR 71764 (870) 786-5402 Principal: Ms. Martha Moore DI Coordinator: TB

GEORGIA
Cartersville Elementary School 340 Old Mill Rd. Cartersville, GA 30120 (770) 382-0923 FAX: (770) 387-7497 Principal: Peggy Cowan DI Coordinator: Ms. Gail Beck Notes: This is a well-established Charter School that was already doing quite well (a majority of the population was testing above the 65%) before the staff voted to begin J/P's Implementation of DI this past September. J/P includes this in it's exemplary list because Cartersville represents an opportunity to see an already high performing group of students continue to accelerate with DI.

Dalton School District 100 S. Hamilton Dalton, GA 30721 Superintendent: Dr. Bice Assistant Superintendent: Ms. Sheila Evans, (706)271-2620 Notes: This J/ P Implementation consists of 8 schools, Pre-K through High School. Dalton, GA is the "carpet capital of the country" and, therefore, has a mixture of upper-middle class and poverty- level Hispanic students. J/P started its implementation in the schools with the preponderance of Hispanic students. Because of the overwhelming results, Dalton expanded to the entire district this past September. Dalton gives a pre-test to determine what the anticipated scores should be of each student in a district. They then match these results with the actual score a child receives. At Westwood, a k-2 school, 17% of the students did not meet their anticipated score. After just nine months in DI, this percentage was reduced to 5%. This district has DI in it's PreK, as well as an extensive ESOL program at the middle and high schools.

Roan Elementary School (K-2) 116 Roan St. Dalton, GA 30721 (706) 226-3225 Principal: Dr. Frankie Beard DI Coordinator: Laura Orr

Morris St. Elementary (3-4) 803 E. Morris St. Dalton, GA 30721 (706) 278 - 6297 Principal: Dr. Sylvester Carrington DI Coordinator: Nancy Sims

Fort Hill Elementary (5-6) Fort Hill Terrace Dalton, GA 30721 (706) 278-8010 Principal: Dr. David Perry DI Coordinator: Kay Watkins

Westwood Elementary (K-2) 708 Tramell St. Dalton, GA 30720 (706) 278-2809 Principal: Dr. Frankie Beard DI Coordinator: Laura Orr

Brookwood Elementary (3-4) 501 Central Ave. Dalton, GA 30720 (706) 278-9202 Principal: Dr. Debbie Baxter DI Coordinator: Lydia Bartley

City Park Elementary (5-6) 515 S. Pentz Dalton, GA 30721 (706) 278-6297 Principal: Dr. Rick Little DI Coordinator: Ms Elaine Darden

Early County School District 530 Columbia Rd. Blakely, GA 31723 (912) 723-4337 FAX: (912) 723-8183 Assistant Superintendent: Dr. Jimmy Everson

Early County Elementary School 400 Martin Luther King Blvd. Blakely, GA 31723 (912) 723-4101 FAX: (912) 723-6072 Principal: Mr. Terry Tedder DI Coordinator: Dr. Gina Holman

ILLINOIS
Park Forest School District 242 S. Orchard Dr. Park Forest, IL 60466 (708) 748-7050 FAX: (708) 748-9359 Superintendent: Dr. Elizabeth Reynolds District DI Contact: Adrienne Saverson

Algonquin School (K-2) 170 Algonquin Park Forest, IL 60466 (708) 748-0210

Beacon Hill School (K-2) 401 Concord Drive Chicago, IL 60466 (708) 481-2920

Blackhawk School (3-6) 130 Blackhawk Dr. Park Forest, IL 60466 (708) 748-6274

Forest Trail Junior High School (6-8) 215 Wilson Park Forest, IL 60466 (708) 481-2920

Mohawk School (3-6) 301 Mowhawk Park Forest, IL 60466 (708) 748-6274

Prarie Hills School District #144 3015 W. 163rd St. Markham, IL 60426 (708) 210-2888 FAX: (708) 210-9925 Superintendent: Ms. Kay Giles

Nob Hill Elementary 3701 W. 168th St. Country Club Hills, IL (708) 335-9770 FAX: (708) 335-4879 Principal: Mr. Melvin Perry

MARYLAND
Baltimore City Schools The New Compact for Baltimore City Schools 218 W. Saratoga St. Baltimore, MD 21201 Contact: Ms. Tina Hike (410) 727-8853 Notes: This site is a partnership between a corporation, The Enterprise Foundation, that is funding the project, and the schools involved in adopting DI.

George Kelson Elementary (K-5) 701 Gold St. Baltimore, MD 21217 (410) 396-0800 Principal: Joyce Hughes Coordinator: Susan Scheir

Gilmor Elementary (K-5) 1311 N. Gilmor St. Baltimore, MD 21217 (410) 396-0820 Principal: Betty Ross

Robert Coleman Elementary (Direct Instruction & Core Knowledge) 2400 Windsor Ave. Baltimore, MD 21216 (410) 396-0764 or (410) 396-0765 Principal: Addie Johnson Coordinator: Tony McCray

Roland Park Elementary & Middle (K-8) 5207 Roland Ave. Baltimore, MD 21210 (410) 396-6420 or 410) 396-6421 Principal: Mariale Hardiman Coordinator: Joan Schenkel

William Pinderhughes Elementary (K-5) (Core Knowledge) 1200 Fremont Ave. Baltimore, MD 21217 (410) 396-0761 Principal: Wanda Better- Davis Coordinator: Belinda Davis

MINNESOTA
Seed Academy/Harvest Prep 1300 Olson Memorial Highway Minneapolis, MN 55411 (612) 381-9743 FAX: (612) 381-0748 Administrators: Eric & Ella Mahmoud DI Coordinator: Ms. Miata Foluke