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Preface | |
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Acknowledgments | |
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About the Authors | |
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Introduction | |
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Six Standards for High-Performing Schools | |
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Standard One: Establish a Well-Crafted, Focused, Valid, and Clear Curriculum to Direct Teaching | |
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Embed External Assessment Target Objectives in the Written Content Standards and Link to State Standards | |
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Have Clear and Precise District Curriculum Objectives - Content, Context, and Cognitive Type | |
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Deeply Align Objectives From External Assessments | |
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Sequence Objectives for Mastery Well Before They Are Tested | |
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Provide a Feasible Number of Objectives to Be Taught | |
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Identify Specific Objectives as Benchmark Standards | |
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Place Objectives in a Teaching Sequence | |
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Provide Access to Written Curriculum Documents and Direct the Objectives to Be Taught | |
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Conduct Staff Development in Curriculum and Its Delivery | |
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Standard Two: Provide Assessments Aligned With the Curriculum | |
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Develop Aligned District Pre-Post Criterion-Referenced Assessments | |
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Have a Pool of Unsecured Test Items by Objective | |
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Establish Secured Performance Benchmark Assessments | |
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Conduct Assessment Training | |
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Use Assessments Diagnostically | |
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Teach Students to Be "Test Wise" | |
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Establish a Reasonable Testing Schedule and Environment | |
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Disaggregate Assessment Data | |
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Maintain Student Progress Reports | |
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Standard Three: Align Program and Instructional Resources With the Curriculum and Provide Student Equality and Equity | |
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Align Programs With the Curriculum to Ensure Congruity | |
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Use Research Data That Document Results to Drive Program Selection, and Validate the Implementation of Programs With Action Research | |
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Evaluate Programs to Determine Their Effectiveness in Strengthening Student Achievement of Curriculum Objectives | |
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Align Textbooks and Instructional Resources With the District Curriculum Objectives and Assessment in Both Content and Context Dimensions | |
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Use Technology in Design or Selection Procedures to Ensure Strong Connections to System Learning Expectations and Feedback | |
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Provide Training in the Use of Instructional Resources and Their Alignment With System Curriculum Objectives - Content, Context, and Cognitive Type | |
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Select or Modify Instructional Resources for Lessons to Ensure Full Alignment With System Objectives and Tested Learning | |
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Place Students in Programs and Activities in an Equitable Manner and With Equal Access to the Curriculum | |
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Implement Effective Programs and Strategies With English Language Learners | |
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Standard Four: Use a Mastery Learning Approach and Effective Teaching Strategies | |
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Implement a Mastery Learning Model | |
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Align Teaching With the Curriculum | |
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Provide Differentiated Curriculum and Instruction as Well as Differentiated Time to Learn | |
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Provide Practice to Master the Curriculum | |
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Use Effective Instructional Practices | |
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Use Powerful Vocabulary Development Strategies | |
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Establish Individual Learning Plans for Low-Achieving Students | |
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Standard Five: Establish Curriculum Expectations, Monitoring, and Accountability | |
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Provide for High Expectations for Achievement for Each Student | |
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Monitor the Curriculum | |
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Visit Classrooms and Provide Follow-up | |
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Use Disaggregated Data in the Decision-Making Process | |
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Focus Staff Appraisal on Professional Growth | |
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Standard Six: Institute Effective District and School Planning, Staff Development, and Resource Allocations, and Provide a Quality Learning Environment | |
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Develop a District Planning Process That Is Strategic in Nature and Provides Guidance for the Development of District and School Long-Range Plans | |
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Create and Implement a Singular, Focused, Multiyear District Plan That Incorporates Change Strategies for Higher Student Achievement | |
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Align School Plans With the District Plan | |
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Implement Aligned Teacher Training to Reach District and School Goals | |
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Implement Administrative Training Aligned With the Curriculum and Its Assessment and District Plan Priorities | |
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Provide Differentiated Staff Development | |
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Link Resource Allocations to Goals, Objectives, Priorities, and Diagnosed Needs of the System | |
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Provide Qualified and Adequate Personnel | |
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Remove Incompetent Staff or Help Them Achieve Satisfactory Functioning | |
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Provide a Quality Learning Environment | |
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Provide Quality Facilities | |
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Summary | |
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References | |
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Index | |