LEADER 05347oam 2200769I 450 001 9910822418203321 005 20240401191402.0 010 $a1-138-43567-8 010 $a1-317-91936-X 010 $a1-315-85266-7 010 $a1-317-91937-8 024 7 $a10.4324/9781315852669 035 $a(CKB)2550000001125677 035 $a(EBL)1422352 035 $a(OCoLC)861538337 035 $a(SSID)ssj0001000156 035 $a(PQKBManifestationID)12431963 035 $a(PQKBTitleCode)TC0001000156 035 $a(PQKBWorkID)10950431 035 $a(PQKB)11313535 035 $a(OCoLC)861536845 035 $a(MiAaPQ)EBC1422352 035 $a(Au-PeEL)EBL1422352 035 $a(CaPaEBR)ebr10769135 035 $a(CaONFJC)MIL526317 035 $a(OCoLC)958100981 035 $a(EXLCZ)992550000001125677 100 $a20180706h20132004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFrom rigorous standards to student achievement $ea practical process /$fMichael D. Rettig. [et al.] 205 $a1st ed. 210 1$aNew York ;$aLondon :$cRoutledge,$d2004, 2013. 215 $a1 online resource (161 p.) 225 1 $aAn eye on education book 300 $a"Pacing guides, formative assessment, staffing meetings, instructional interventions"--cover. 300 $aFirst published 2004 by Eye On Education. 311 $a1-930556-62-4 311 $a1-299-95066-3 320 $aIncludes bibliographical references (page 146). 327 $aCover ; Title Page; Copyright Page; Dedication; Table of Contents; About the Authors; 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 327 $aHow 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? 327 $aProviding 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? 327 $aMonitoring 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 327 $aMinutesWhat 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 327 $aOpportunities to Communicate Across Departments and Grade Levels 330 $aThis book showcases strategies which support teachers and principals as they implement high standards for students. At the same time, it demonstrates how to meet the needs of diverse learners. 410 0$aEye on education book. 606 $aEducation$xStandards$zUnited States 606 $aAcademic achievement$zUnited States 606 $aEducational accountability$zUnited States 615 0$aEducation$xStandards 615 0$aAcademic achievement 615 0$aEducational accountability 676 $a379.1/58 676 $a379.158 701 $aRettig$b Michael D.$f1950-$01638302 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822418203321 996 $aFrom rigorous standards to student achievement$93980607 997 $aUNINA