Skip to content

50 Ways to Close the Achievement Gap

Best in textbook rentals since 2012!

ISBN-10: 1412958989

ISBN-13: 9781412958981

Edition: 3rd 2009

Authors: Carolyn J. Downey, Betty E. Steffy, Fenwick W. English, William K. Poston

List price: $47.95
Shipping box This item qualifies for FREE shipping.
Blue ribbon 30 day, 100% satisfaction guarantee!

Rental notice: supplementary materials (access codes, CDs, etc.) are not guaranteed with rental orders.

what's this?
Rush Rewards U
Members Receive:
Carrot Coin icon
XP icon
You have reached 400 XP and carrot coins. That is the daily max!

Description:

"Each of the 50 strategies explains what the strategy is, why it is important, and how it can be implemented. This book will be a tremendous resource for educators." -Cole Pugh, Superintendent Eagle Mountain-Saginaw ISD, TX "The strategies are a well-designed balance of central office support and site-based implementation that guides leaders through curriculum alignment, mastery learning, and resource allocation in this age of NCLB accountability." -Joe Bazenas, Principal Booker Middle School, Sarasota, FL Clear, updated guidelines for increasing academic performance and providing educational equity for all students! Confronting gaps in school achievement requires a systematic examination…    
Customers also bought

Book details

List price: $47.95
Edition: 3rd
Copyright year: 2009
Publisher: Corwin Press
Publication date: 9/26/2008
Binding: Paperback
Pages: 336
Size: 7.00" wide x 9.90" long x 0.80" tall
Weight: 1.760
Language: English

Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the…    

Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of…    

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic…    

Preface
Acknowledgments
About the Authors
Introduction
Six Standards for High-Performing Schools
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 With 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 With the Curriculum and Provide Student Equality and Equity
Align Programs With the Curriculum to Ensure Congruity
Use Research 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 Assessment 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 Allocations, 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
Summary
References
Index