Instructional Design Components

Primary and intermediate grades form classroom clusters.
Three grade-levels form a cluster for instruction in reading, language arts, and mathematics. Kindergarten, first and second grades form the primary cluster; third, fourth, and fifth grades form the intermediate cluster. Each classroom in the cluster has learning stations equipped with computers, software, and other learning materials appropriate for either reading, language arts, or mathematics. Students spend one hour in each of the subject classrooms in their cluster every day.

 Cluster teachers function as trained experts in a subject specialty.
Project CHILD teachers receive special year-long training in their content specialty (reading, language arts, or mathematics), in classroom-management techniques, and computer-integration skills. Project CHILD teachers continue their professional development through ongoing self-study, inservice, action-research, and by becoming mentor/trainers for new CHILD teachers.

 Students work with the same teacher team for three years.
 Project CHILD students work with the same reading teacher, language arts teacher, and math teacher for three years (kindergarten through second grade; third grade through fifth grade).

 Teachers use research-based materials to plan lessons and coordinate instruction.
 CHILD schools use their own curriculum and follow the multi-grade unit organization in the CHILD Planning Guides to coordinate lessons and incorporate a variety of appropriate software and learning activities for their students. Teachers incorporate suggestions from the teaching tips into their instruction. Teachers also use the CHILD Activities Guides to develop hands-on station activities tied to lesson objectives.

 Students work at a variety of learning stations.
 Each CHILD classroom has a Computer Station, a Text Station for written work, an Exploration Stations for hands-on activities, and a Teacher Station for small group work. Students work cooperatively at learning stations when they are not working with the teacher. The learning stations provide a variety of activities designed to accommodate all learning modalities and multiple intelligences.

 Station activities are clearly defined and appropriate to students' abilities and needs.
 Teachers clearly explain station activities and use Task Cards to specify assignment requirements at each station. The assignments are appropriate for the students' levels of intellectual and social development.

 Teachers designate where students begin working each day.
The teacher prepares a Daily Station Assignment Board so that students know where to begin working after whole group instruction. Teachers insure that students begin at different stations each day by using information provided on the Station Visitation Chart of the CHILD Passport.

 The classroom ambiance is supportive, equitable, and risk-free.
 CHILD teachers create a risk-free learning climate which enables students to learn from their mistakes. Teachers set high expectations and follow equitable practices. There is a positive tone where students are frequently supported and encouraged.

Teacher Collaboration Components

Teachers work in cooperative teams.
 Teachers within each cluster (primary and intermediate) work cooperatively. They participate in weekly structured cluster meetings, and in joint planning and unit-culminating activities.

 Teachers observe students in other classrooms.
 Once during each six-week unit, teachers spend thirty minutes observing the two other classrooms in their cluster. They complete the CHILD Observation Form and report to their colleagues at a team meeting.

Student Empowerment Components

Students are trained in CHILD management techniques.
 Teachers follow a structured ten-day orientation plan to train students to responsibly use and care for materials and equipment, to stay on-task while working independently, and to move efficiently to various learning stations. They learn the purpose and use of the CHILD Passport.

 Students set and assess unit goals.
 Students are guided by their teachers to set reasonable goals at the beginning of each six-week unit. At the end of each unit, students assess whether they achieved their goals. They record this information in the CHILD Passports.

 Students use CHILD Passports each day.
 Students use their CHILD Passports to set goals, record information about their station work, express their opinions, and evaluate goal accomplishments. Students refer to the Passport to guide their movement to the various learning stations in each classroom.

 Students have frequent and equitable access to computers.
 Each cluster is equipped with a minimum of twelve computers (3 for reading, 3 for mathematics, and 6 for language arts). All students work at the Computer Station in each of the subject-area classrooms at least three times per week. Students exercise control over materials and equipment.

 Students have access to and control over all materials and equipment at designated learning stations. They use equipment carefully and store materials properly.

Students work as partners in cooperative teams.
 At the Computer Station, student pairs follow specific strategies to work as cooperative teams (except when word processing). They receive recognition and rewards to foster cooperation.

Students know where to get help.
 Teachers clearly communicate specific strategies to the students for getting help when the teacher is unavailable. The strategies are also identified on the Station Task Cards available at the learning stations.

Support Components

Parents provide input on a regular basis.
 At the end of each unit, parents review their child's Passport and provide input by writing comments. Parents are encouraged to participate as co-learners with their child and to volunteer to help in the classrooms. Parents attend a Project CHILD orientation at the beginning of the school year and individual conferences throughout the year. There is frequent communication between the school and home.

The principal provides leadership and support.
The principal visits the classrooms frequently, and is well-versed in Project CHILD's methods, goals and objectives. The principal facilitates communication with parents, central office staff, and the community at large.

 An assistant helps primary-grade students at the Computer Station.
 A paraprofessional, volunteer, or older student helper is available to assist primary-grade students each day at the Computer Station, particularly for kindergarten and first grade students.

Teachers network through newsletters, e-mail, and an annual conference.
 The Institute for School Innovation updates software correlations annually and coordinates teacher networking activities such as newsletters and an internet bulletin board. CHILD teachers also are encouraged to attend the annual CHILD conference to share station activities and brainstorm ideas. The Institute also sponsors an "Innovation Sustainer Award" to recognize teachers with three or more years of participation as a CHILD educator.