4 0
50 ways to close the achievement gap / 6 Fifty ways to close the achievement gap 6 Carolyn J. Downey ... [et al.]. - Third edition. - - xiv, 320 pages : illustrations 26 cm. - - - - - . - . - 0 . - . - 0 .
Includes bibliographical references (p. 293-305) and index.
Standard one : establish a well-crafted, focused, valid, and clear curriculum to direct teaching -- Embed external assessment target objectives in the written content standards and link to state standards -- Have clear and precise district curriculum objectives : content, context, and cognitive type -- Deeply align objectives from external assessments -- Sequence objectives for mastery well before they are tested -- Provide a feasible number of objectives to be taught -- Identify specific objectives as benchmark standards -- Place objectives in a teaching sequence -- Provide access to written curriculum documents and direct the objectives to be taught -- Conduct staff development in curriculum and its delivery -- Standard two : provide assessments aligned to the curriculum -- Develop aligned district pre-post criterion-referenced assessments -- Have a pool of unsecured test items by objective -- Establish secured performance benchmark assessments -- Conduct assessment training -- Use assessments diagnostically -- Teach students to be test wise -- Establish a reasonable testing schedule and environment -- Disaggregate assessment data -- Maintain student progress reports -- Standard three : align program and instructional resources to the curriculum and provide student equality and equity -- Align programs with the curriculum to ensure congruity -- Use research and data that document results to drive program selection, and validate the implementation of programs with action research -- Evaluate programs to determine their effectiveness in strengthening student achievement of curriculum objectives -- Align textbooks and instructional resources with the district curriculum objectives and assessments in both content and context dimensions -- Use technology in design or selection procedures to ensure strong connections to system learning expectations and feedback -- Provide training in the use of instructional resources and their alignment with system curriculum objectives : content, context, and cognitive type -- Select or modify instructional resources for lessons to ensure full alignment with system objectives and tested learning -- Place students in programs and activities in an equitable manner and with equal access to the curriculum -- Implement effective programs and strategies with English language learners -- Standard four : use a mastery learning approach and effective teaching strategies -- Implement a mastery learning model -- Align teaching with the curriculum -- Provide differentiated curriculum and instruction as well as differentiated time to learn -- Provide practice to master the curriculum -- Use effective instructional practices -- Use powerful vocabulary development strategies -- Establish individual learning plans for low-achieving students -- Standard five : establish curriculum expectations, monitoring, and accountability -- Provide for high expectations for achievement for each student -- Monitor the curriculum -- Visit classrooms and provide follow-up -- Use disaggregated data in the decision-making process -- Focus staff appraisal on professional growth -- Standard six : institute effective district and school planning, staff development, and resource allocation, and provide a quality learning environment -- Develop a district planning process that is strategic in nature and provides guidance for the development of district and school long-range plans -- Create and implement a singular, focused, multiyear district plan that incorporates change strategies for higher student achievement -- Align school plans with the district plan -- Implement aligned teacher training to reach district and school goals -- Implement administrative training aligned with the curriculum and its assessment and district plan priorities -- Provide differentiated staff development -- Link resource allocations to goals, objectives, priorities, and diagnosed needs of the system -- Provide qualified and adequate personnel -- Remove incompetent staff or help them achieve satisfactory functioning -- Provide a quality learning environment -- Provide quality facilities.
5
5
9781412958981 (paperback)
2 = =
2008017913
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
Academic achievement.;School improvement programs. --------20--
--------20--
----2
LB1062.6 / .A15 20092
379.158 F466 2009 / 222
/
/
50 ways to close the achievement gap / 6 Fifty ways to close the achievement gap 6 Carolyn J. Downey ... [et al.]. - Third edition. - - xiv, 320 pages : illustrations 26 cm. - - - - - . - . - 0 . - . - 0 .
Includes bibliographical references (p. 293-305) and index.
Standard one : establish a well-crafted, focused, valid, and clear curriculum to direct teaching -- Embed external assessment target objectives in the written content standards and link to state standards -- Have clear and precise district curriculum objectives : content, context, and cognitive type -- Deeply align objectives from external assessments -- Sequence objectives for mastery well before they are tested -- Provide a feasible number of objectives to be taught -- Identify specific objectives as benchmark standards -- Place objectives in a teaching sequence -- Provide access to written curriculum documents and direct the objectives to be taught -- Conduct staff development in curriculum and its delivery -- Standard two : provide assessments aligned to the curriculum -- Develop aligned district pre-post criterion-referenced assessments -- Have a pool of unsecured test items by objective -- Establish secured performance benchmark assessments -- Conduct assessment training -- Use assessments diagnostically -- Teach students to be test wise -- Establish a reasonable testing schedule and environment -- Disaggregate assessment data -- Maintain student progress reports -- Standard three : align program and instructional resources to the curriculum and provide student equality and equity -- Align programs with the curriculum to ensure congruity -- Use research and data that document results to drive program selection, and validate the implementation of programs with action research -- Evaluate programs to determine their effectiveness in strengthening student achievement of curriculum objectives -- Align textbooks and instructional resources with the district curriculum objectives and assessments in both content and context dimensions -- Use technology in design or selection procedures to ensure strong connections to system learning expectations and feedback -- Provide training in the use of instructional resources and their alignment with system curriculum objectives : content, context, and cognitive type -- Select or modify instructional resources for lessons to ensure full alignment with system objectives and tested learning -- Place students in programs and activities in an equitable manner and with equal access to the curriculum -- Implement effective programs and strategies with English language learners -- Standard four : use a mastery learning approach and effective teaching strategies -- Implement a mastery learning model -- Align teaching with the curriculum -- Provide differentiated curriculum and instruction as well as differentiated time to learn -- Provide practice to master the curriculum -- Use effective instructional practices -- Use powerful vocabulary development strategies -- Establish individual learning plans for low-achieving students -- Standard five : establish curriculum expectations, monitoring, and accountability -- Provide for high expectations for achievement for each student -- Monitor the curriculum -- Visit classrooms and provide follow-up -- Use disaggregated data in the decision-making process -- Focus staff appraisal on professional growth -- Standard six : institute effective district and school planning, staff development, and resource allocation, and provide a quality learning environment -- Develop a district planning process that is strategic in nature and provides guidance for the development of district and school long-range plans -- Create and implement a singular, focused, multiyear district plan that incorporates change strategies for higher student achievement -- Align school plans with the district plan -- Implement aligned teacher training to reach district and school goals -- Implement administrative training aligned with the curriculum and its assessment and district plan priorities -- Provide differentiated staff development -- Link resource allocations to goals, objectives, priorities, and diagnosed needs of the system -- Provide qualified and adequate personnel -- Remove incompetent staff or help them achieve satisfactory functioning -- Provide a quality learning environment -- Provide quality facilities.
5
5
9781412958981 (paperback)
2 = =
2008017913
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
Academic achievement.;School improvement programs. --------20--
--------20--
----2
LB1062.6 / .A15 20092
379.158 F466 2009 / 222
/
/