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34 <br />4. The Need for a Consistent Theory of Action <br />A theory of action is a set of beliefs, policies, and practices connected by logic rules. In short, it is why <br />you think something will be successful. <br />Dieting provides a perfect example of the difference between hope and a theory of action. I will eat less <br />and thus will lose weight is not a theory of action – it is a hope. Weight Watchers, on the other hand, <br />developed a comprehensive theory of action: <br />1.Create a baseline (know your starting weight). <br />2.Set a goal (desired end weight). <br />3.Tightly control calorie intake (measured through the points system). <br />4.Set an exercise schedule (physical activity is required for success). <br />5.Weekly weigh-in (for motivation and progress monitoring). <br />6.Adjust as needed (mid-course corrections based on weekly weigh-in). <br />7.Celebrate success (plan for end of services). <br />8.Reviseprogram based on success and failures of all participants (new program improvements <br />each year). <br />Based on all the data collected, special education academic support lacks a comprehensive theory of <br />action. Certainly many strategies are being employed, such as inclusion, push-in, skills building, teacher <br />support, paraprofessional support, study skills, and more. When pressed for a theory exactly how and <br />why these strategies will raise student achievement, they appear closer to a hope than a fully developed <br />theory of action. <br />There is no one right theory of action for helping struggling students. Each district requires a plan that <br />reflects its values, parental expectations, finances, and history. To help kick start the discussion, a <br />powerful best practice theory of action is presented below, drawing on the findings of the Rennie Center <br />study of best practices in special education. <br />1.Make inclusion the preferred setting <br />Limit use of resource rooms <br />Structure general education classes and teachers to be successful inclusion classes <br />General educators take the lead <br />2.Use standards based education as a catalyst for change <br />Staff believe that students with special needs can reach grade level in reading, math, and English <br />3.Provide extra time, a lot of extra time. <br />Time is the variable, not the learning or the standards <br />4.Change, but only a little, the curriculum for students with special needs, while maintaining general <br />education standards <br />High rigor for all students <br />The District Management Council <br />7 Harcourt Street, Boston, Massachusetts 02116 <br />- <br />Tel:1877-DMC-3500 | Fax:617-491-5266 |www.dmcouncil.org <br /> <br />