Mainstream Development Educational Group (Mainstream) is a Wisconsin-based, Limited Liability Corporation formed in 2004 to facilitate federally-mandated Supplemental Educational Services (SES) under Title I of the Elementary and Secondary Education Act (ESEA) for children at risk of academic failure within the Milwaukee Public Schools. Mainstream soon became the largest provider of Title I Supplemental Educational Services in the State of Wisconsin.
Experience Serving Urban Schools
Over the years, Mainstream has expanded and offered services to eight large urban school districts in addition to Milwaukee Public Schools:
- Chicago Public Schools
- Baltimore City Public School System
- Baltimore County Public Schools
- Prince George’s County Public Schools
- Los Angeles Unified School District
- Fairfax County Public Schools
- Norfolk Public Schools
- Columbus Public Schools
Although Mainstream has specialized in SES, it has managed other programs, including: community learning center operations, homework help, a community justice center, workforce development training, community asset building, at-risk youth counseling, and professional development for community educators and tutors.
Student Achievement Outcomes
Since its inception, Mainstream has provided direct academic support to more than 26,000 students in kindergarten through grade 12 to help close gaps in content knowledge in reading and math. Of all students served, 59% completed all available service hours. Of those students completing all available program hours, 68% demonstrated gains in reading, and 81% demonstrated improvement in math.
Professional Development for Teachers
Key to Mainstream’s success is the hands-on training provided to instructional staff that directly translates to changes in the classroom. Teachers engaged in delivering Mainstream’s programs receive 16 hours of training in Mainstream’s delivery system – the “how” at the core of the Mainstream Model. After the initial 16 hours of training, teachers receive regular feedback and coaching support as they implement the teaching model to insure fidelity in the process. Bi-weekly check-ins allow lead teachers and program managers the chance to observe implementation of the Mainstream Model, provide timely feedback on what is working and what needs improvement, and hear directly from teachers about their experiences.
Refinement of The Mainstream Model
In response to teachers’ feedback regarding how to meet the needs of students, Mainstream convened several teacher focus groups that looked deeply at the “how” of the Mainstream Model and its interventions. From this study, SkillSet was born. Read more about Skillset.