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From rigorous standards to student achievement : a practical process / / Michael D. Rettig. [et al.]
| From rigorous standards to student achievement : a practical process / / Michael D. Rettig. [et al.] |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2004, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 379.1/58 |
| Altri autori (Persone) | RettigMichael D. <1950-> |
| Collana | An eye on education book |
| Soggetto topico |
Education - Standards - United States
Academic achievement - United States Educational accountability - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-138-43567-8
1-317-91936-X 1-315-85266-7 1-317-91937-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; 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
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? 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? 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 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 Opportunities to Communicate Across Departments and Grade Levels |
| Record Nr. | UNINA-9910452802303321 |
| New York ; ; London : , : Routledge, , 2004, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From rigorous standards to student achievement : a practical process / / Michael D. Rettig. [et al.]
| From rigorous standards to student achievement : a practical process / / Michael D. Rettig. [et al.] |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2004, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 379.1/58 |
| Altri autori (Persone) | RettigMichael D. <1950-> |
| Collana | An eye on education book |
| Soggetto topico |
Education - Standards - United States
Academic achievement - United States Educational accountability - United States |
| ISBN |
1-138-43567-8
1-317-91936-X 1-315-85266-7 1-317-91937-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; 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
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? 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? 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 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 Opportunities to Communicate Across Departments and Grade Levels |
| Record Nr. | UNINA-9910790668303321 |
| New York ; ; London : , : Routledge, , 2004, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From rigorous standards to student achievement : a practical process / / Michael D. Rettig. [et al.]
| From rigorous standards to student achievement : a practical process / / Michael D. Rettig. [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2004, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina |
379.1/58
379.158 |
| Altri autori (Persone) | RettigMichael D. <1950-> |
| Collana | An eye on education book |
| Soggetto topico |
Education - Standards - United States
Academic achievement - United States Educational accountability - United States |
| ISBN |
1-138-43567-8
1-317-91936-X 1-315-85266-7 1-317-91937-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; 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
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? 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? 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 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 Opportunities to Communicate Across Departments and Grade Levels |
| Record Nr. | UNINA-9910822418203321 |
| New York ; ; London : , : Routledge, , 2004, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||