50 ways to close the achievement gap /

Bibliographic Details
Other Authors: Downey, Carolyn J.
Format: Printed Book
Language:English
Published: Thousand Oaks, Calif. : Corwin Press, c2009.
Edition:3rd ed.
Subjects:
Academic achievement.
School improvement programs.
Online Access:http://www.loc.gov/catdir/toc/ecip0817/2008017913.html
Table of Contents:
  • 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.

Similar Items