The key instructional practices and major program elements of our program are high quality, research-based, and designed to increase student academic achievement. Grade Results instruction is based on "The Adaptive Control of Thought - Rational", or ACTR, created by John R. Anderson (1993) and others at Carnegie Mellon University. The theory suggests that knowledge is gained through the understanding of simple principles. Once students have learned these simple principles, they can master complex tasks. Grade Results students begin by taking a criterion-referenced pretest, and then work through lessons on the subject areas they struggled with in the pretest. The students have access to a live instructor for any concepts they cannot master on their own.The sessions contain the information or declarative knowledge that the student needs to learn. As students work through the lessons, they can draw upon their knowledge of past lessons to build their skills.
Our program is based on a unique diagnostic/prescriptive methodology that aligns with:
- National Council of Teachers of Mathematics (NCTM)
- National Council of Teachers of English (NCTE) and International Reading Association (IRA) standards, as well as to the findings of the National Reading Panel Our instructional curriculum also addresses the components of reading instruction identified by the National Reading Panel: phonemic awareness, phonics instruction, and fluency through guided oral reading, silent reading, vocabulary fortification, and comprehension.