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ocn861538337 |
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20240623213015.0 |
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m o d |
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131003s2013 xx o 000 0 eng d |
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|a MHW
|b eng
|e pn
|c MHW
|d MEAUC
|d EBLCP
|d UKDOC
|d OCLCQ
|d DEBSZ
|d OCLCQ
|d MERUC
|d ZCU
|d OCLCQ
|d TKN
|d DKC
|d OCLCO
|d OCLCF
|d OCLCQ
|d OCLCO
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|d OCL
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|d OCLCO
|d OCLCQ
|d OCLCO
|d OCLCL
|d UEJ
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|a 9781317919377
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|a 1317919378
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|a (OCoLC)861538337
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|a n-us---
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|a LB3060.83 .F76 2013
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|a HCDD
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|a Mc Cullough, Laura.
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|a From Rigorous Standards to Student Achievement.
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| 260 |
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|a Hoboken :
|b Taylor and Francis,
|c 2013.
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| 300 |
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|a 1 online resource (161 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a Print version record.
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|a This book showcases strategies which support teachers and principals as they implement high standards for students. At the same time, it demonstrates how to meet the needs of diverse learners.
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|a Cover; Title Page; Copyright Page; Dedication; About the Authors; Table of Contents; 1 Introduction and Overview; School Principal; Central Office Administrator; Teacher; A Model for School Improvement; 2 Creating Pacing Guides: The Curriculum Component; What is a Pacing Guide?; Pacing Guides: The Curriculum Component; Pacing Guides: The Assessment Component; Pacing Guides: The Instructional Component; Who Is Involved in the Process of Creating Pacing Guides?; When and Where are Pacing Guides Developed?; Summer Workshop Development.
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|a How is the Process of Creating Pacing Guides Led and Managed?Taking Charge of the Process; Finding the Time; Training and Examples; Clerical Support; Materials; Data; Feedback; Follow-Through; Permission to Fail; Perspective; 3 Creating Pacing Guides: The Assessment Component; Why Include Assessment Plans in a Pacing Guide?; Aligning Teaching and Learning; Data for Decision Making; What are the Sources of Assessment Information?; Mandated State or District Tests; Classroom Assessments; Putting It All Together; How are Assessments Described on the Pacing Guide?
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|a Providing Specific Assessment InformationWhere in the Pacing Guide Should Assessments Be Included?; What Assessments Should Be Included in the Pacing Guide?; Assessment of Essential Skills; Assessment of Unit Goals; Mid-Unit Checkpoints; How Can Classroom Assessments Be Designed to Provide Meaningful Information?; Begin with Clear Criteria; Choose the Right Assessment Tool; Plan Classroom Instruction that Supports Success on the Assessment; Work in Collaborative Groups to Design Common Assessment Tools; How Can Teachers Use Assessment Information?
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|a Monitoring and Adjusting Instruction During the School YearReviewing and Assessing Pacing at the End of the Year; Providing Feedback to Students and Parents; Creating a Schoolwide Focus on Learning; Predicting Student Performance on Future Assessments; Tracking the Progress of Students over Time; Informing the School Improvement Process; Providing Accountability Information that Goes Beyond Standardized Tests; 4 Using Staffing Meetings to Monitor and Adjust Instruction; Why are Staffing Meetings Important?; How are Staffing Meetings Organized?; Planning; Participants; Scheduling; Materials.
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|a MinutesWhat Takes Place During Staffing Meetings?; Follow-up on Previous Recommendations; Review Formative Assessment Data; Review Progress of Instructional Pacing; Identify Individuals or Small Groups of Students Who are not Progressing Sufficiently and Plan Instructional Interventions; Follow-up; How Do Staffing Meetings Change as the Year Progresses?; How Can Potential Roadblocks Be Anticipated and Overcome?; Teachers' Ability and Experience Working in Teams; Attention to the Process by the Principal; Availability of Appropriate Intervention Resources.
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| 650 |
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|a Academic achievement
|z United States.
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| 650 |
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|a Education
|x Standards
|z United States.
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| 650 |
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|a Educational accountability
|z United States.
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| 650 |
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7 |
|a Educational accountability
|2 fast
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| 650 |
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7 |
|a Academic achievement
|2 fast
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| 650 |
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|a Education
|x Standards
|2 fast
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| 651 |
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|a United States
|2 fast
|1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
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| 700 |
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|a Rettig, Michael D.
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| 700 |
1 |
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|a Santos, Karen.
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| 758 |
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|i has work:
|a From rigorous standards to student achievement (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGymK9Pj4f6kQwpmDJGQC3
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
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|i Print version:
|z 9781930556621
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1422352
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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