An Education Model Capable of Reforming and Transforming

1. Executive Summary
Over the past hundreds of years, many educational theories, best practices, and strategies have been
introduced to public education. In recent years, to name a few; differentiated instruction, collaborative
learning, projectbased learning; the listis quite long.When each new approach is introduced,itbrings about
a broad range ofdifferentopinions abouttheir effectiveness to increase academic achievement.As the leader
of a charter school for the past ten years, I have had the opportunity to see many of these theories and
practices used in the classroom; like others, I have had personal opinions about their effectiveness.
In the pastyear and a half, I have focused a great deal more attention to researched based strategies, best
practices, and educational theories. My focus led me to a realization that there is something useful in all of
them for some students however, those that work well for some, are noteffective for others. This realization
prompted me to ask myself;what if an educationmodelcould be created,taking the bestparts ofeachtheory,
and combining them into a model that may be successful for the majority, if not all the students; the end
result- Anomalous. Webster’s dictionary defines Anomalous as “deviating from what is standard, normal or
expected”. This model begins with the multi-age classroom concept; prior to grade level classrooms,multi-
age classrooms were almost exclusively used to educate children. Multi-age in it’s true form consists of
intentionally grouping children ofdifferentages, forming one class, spanning a minimum oftwo grade levels.
I believe itis a reasonable assumption to believe many educators would agree a child’s chronological age is
not necessarily a valid indicator for grade level academic readiness;this is also true of gifted and talented
students; ready or not, accelerated ability or not, students are typically placed in grade level classrooms
based upon their age.
The nextconceptin the model is a year-round school calendar. Research suggests year-round calendar can
decrease learning lost over the summer increase student attendance, provide more opportunity for
remediation throughout the year and reduce educator “burn out” because of frequent, small breaks during
the year. While some of the research is inconclusive, an area almost 100% of researchers agree is the
positive impact year-round school has on low income and culturally diverse student populations.
The third elementof the model is complete acceptance of students with disabilities. Speaking respectfully
and purely from opinion, the terms; mainstream and inclusion do notlevel the playing field for many students
with disabilities. The definition of mainstream; current thought that is widespread, suggests “the norm”. The
definition of inclusion; being included in a group or structure; again, suggests a “norm”. Therefore, if
mainstream is the norm,and the practice ofinclusion for students with disabilities is the only option;the result
in my opinion is the definition of immersion; instruction based on extensive exposure to surroundings or
conditions that are native or pertinent to the object of study.
The third elementofthe modelis UniversalDesignLearning (UDL); when implemented withfidelity, combined
with a multi-age classroom design, eliminates all standard norms and instead, creates an environmentwhere
a variety of differences are anticipated, which becomes the new “norm” for everyone in the classroom.
UDL is like differentiation on steroids! Tomlinson’s differentiation model, while completely valid for some
students, suggests that different pathways to content should be implemented when students have difficulty
learning contentusing standard teaching methods. In contrast, UDL is fundamentally based on the principles
that all students learn differently and intentional pre-planning anticipating differences offers the best
opportunities for individual, meaningful learning. UDL was originally utilized in the architecture field and the
product developmentmovement. The goal was to design a space or create a productwhere the greatest

2. Executive Summary
number of individuals could be accommodated as cost-effectively as possible without having to retrofit the
space or product later. The principles ofUDL are effective for students with special needs and are equally
effective for student diversity in background and prior knowledge,languages, cultures, and learning styles.
UDL is based on three basic principles:
 Multiple means of representation; provides learners various ways ofacquiring information and
knowledge.
 Multiple means of expression; provides learners with alternatives regarding how they learn/how
they demonstrate what they know.
 Multiple means of engagement; taps into learners’ interests to challenge and motivate them to
learn.
Differentiated methods of instruction in the mainstream, general education classroom, often used
inconsistently, are based upon creating alternate pathways of learning, specifically for students who struggle
learning with traditional instructional methods.Incontrast, UDL mandates an educationalenvironmentabsent
of any one traditional method; plans, anticipates and embraces the idea that individual learning is possible
for every student in the classroom, regardless of diversity, learning style, rate of learning, language, or
learning disability.
The fourth elementofthe proposed model involves diversity and collaborative learning. Modern society has
taught children that success depends upon on a good offense (doing better than others) and a good defense
(not allowing anyone to better than you). In many typical classroom environments, a desire gears motivation
to “win” rather than to learn. The Anomalous model is structured to eliminate competition and exclusion
because there is no correlation between a learner’s background, race or ability and personal academic goal
attainment.
This model ofeducation was formed to create an environmentoftrust, cooperation, and support, notonly for
the students but also for families. The final, defining conceptofthis model is in addition to meeting students’
academic needs, the programs offered by the school will meet some basic, yet critical family needs; food
banks, clothing exchanges, home visits, etc. Intentionally creating programs in the school where parents,
extended family, and community members can find a place to “fit” and feel welcome will be a major part of
this model’s success. Ithas been my personal experience thatparents fall into three very general categories
in regard to their child’s education; (1) parents have a desire to be active in their child’s education butdo not
feel comfortable in the school environment, (2) parents want to be involved yetlack training or skills and feel
embarrassed, believing they will be rejected in the school environment and (3) which may be the most
prevalent; assumptions are made aboutparents based on the school’s perceptions of lack ofcaring, lack of
desire to be involved on the partofthe parentwhen the reality is; some parents care so much that they work
two jobs, 12-14 hour shifts, or have no form of transportation.
This model offers school districts an opportunity to demonstrate their willingness to support an innovative
education model; intentionally designed to embrace diversity and classroom environments that pre-plan for
differences therefore offering a truly level playing field; for the low achieving student, students with learning
disabilities, ELL students as well as gifted and talented students. Thank you for your consideration.

3. Executive Summary