How It Works

Like the operating system of a computer that allows the software to do its specialized work, the Comer Process provides the organizational, management and communication framework for planning and managing all the activities of the school based on the developmental needs of its students. When fully implemented, the process brings a positive school and classroom climate, stability, and an instructional focus that supports all of the school's curriculum and renewal efforts.

Click English or Spanish for an illustration of the model.

Three structures comprise the basic framework on which the Comer Process is built:

• The School Planning and Management Team develops a Comprehensive School Plan, sets academic, social and community relations goals, and coordinates all school activities, including staff development programs. The team creates critical dialogue around teaching and learning and monitors progress to identify needed adjustments to the school plan as well as opportunities to support the plan. Members of the team include administrators, teachers, support staff, and parents.
• The Student and Staff Support Team promotes desirable social conditions and relationships. It connects all of the school’s student services, facilitates the sharing of information and advice, addresses individual student needs, accesses resources outside the school, and develops prevention programs. Serving on this team are the principal and staff members with expertise in child development and mental health, such as counselors, social workers, psychologists, special education teachers, nurses, and others.
• The Parent Team involves parents and families in the school by developing activities through which they can support the school's social and academic programs. This team also selects representatives to serve on the School Planning and Management Team.

All three teams adhere to the following three guiding principles throughout their work:

• No-Fault Problem Solving—Maintains the focus on problem-solving rather than placing blame
• Consensus Decision Making—Through dialogue and understanding, builds consensus about what is good for children and adolescents
• Collaboration—Encourages the principal and teams to work together

This framework places the students' developmental needs at the center of the school's agenda and establishes shared responsibility. Concerned adults work together to provide students with the developmental activities that may be lacking outside the school. They also work together to make effective decisions about the program and curriculum of the school based on student needs. Central to their work are the following three school operations, which are supervised by the School Planning and Management Team:

• Development of the Comprehensive School Plan including curriculum, instruction and assessment, as well as social and academic climate goals based on a developmental understanding of students
• Provision of Staff Development in the service of achieving the goals of the Comprehensive School Plan
• Assessment and Modification that provides new information and identifies new opportunities based on the data of the school’s population