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Supporting Early Grades Student Achievement
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Book Synopsis Supporting Early Grades Student Achievement by : Zachary Stone
Download or read book Supporting Early Grades Student Achievement written by Zachary Stone and published by . This book was released on 2016 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of Tennessee's students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual learning needs called Response to Instruction and Intervention (RTI[superscript 2]). RTI[superscript 2] promotes the use of research-based, high-quality instruction and interventions and provides an integrated, seamless model that supports student progress at every level. Statewide implementation of RTI[superscript 2] occurred in elementary schools in 2014-15. According to educator reports, elementary schools have embraced the RTI[superscript 2] framework, incorporating its key components into their daily routines. Despite schools' concerted efforts to implement RTI[superscript 2], student achievement data reveal that patterns of student growth still vary considerably between schools. This report uses evidence from the 2015 Tennessee Educator Survey to identify RTI[superscript 2] "high implementers" and addresses the following question: What differentiates the high implementers that are more successful than others at moving non-proficient students to proficiency? Key findings include the following: (1) On average, the majority of teachers reported that their schools were either fully or partially implementing RTI[superscript 2]. However, only 153 of the 634 schools included in the Tennessee Educator Survey analysis were categorized as high implementers--schools in which almost all teachers reported implementing the key components of RTI[superscript 2]. This suggests that many schools can continue to refine and improve their RTI[superscript 2] implementation; (2) Implementation of key RTI[superscript 2] practices looks similar across high implementers. Yet, some of the high implementers have been more successful than others at moving non-proficient students to proficiency between grades 3 and 5; and (3) After interviewing school leaders and staff in high implementers that were successful at moving students to proficiency ("big movers") and high implementers that were not as successful at moving students to proficiency ("small movers"), key differences were discovered. The following are appended: (1) Percent of Students Moving from Non-Proficient to Proficiency and Proficient to Non-Proficiency between Grades 3 and 5 in Big and Small Movers; and (2) School Leader and Staff Interview Questions. Contains endnotes. [This report was written with support from the Research and Strategy Team in the Tennessee Department of Education's Division of Data and Research: Jonathon Attridge, Isaiah Bailey, Laura Booker, Shelby Buono, Lila Goldstein, Lacey Hartigan, and Nate Schwartz.].
Book Synopsis How to Use Grading to Improve Learning by : Susan M. Brookhart
Download or read book How to Use Grading to Improve Learning written by Susan M. Brookhart and published by ASCD. This book was released on 2017-07-19 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grades are imperfect, shorthand answers to “What did students learn, and how well?” In How to Use Grading to Improve Learning, best-selling author Susan M. Brookhart guides educators at all levels in figuring out how to produce grades—for single assignments and report cards—that accurately communicate students’ achievement of learning goals. Brookhart explores topics that are fundamental to effective grading and learning practices: Acknowledging that all students can learn Supporting and motivating student effort and learning Designing and grading appropriate assessments Creating policies for report card grading Implementing learning-focused grading policies Communicating with students and parents Assessing school or district readiness for grading reform The book is grounded in research and resonates with the real lessons learned in the classroom. Although grading is a necessary part of schooling, Brookhart reminds us that children are sent to school to learn, not to get grades. This highly practical book will help you put grading and learning into proper perspective, offering strategies you can use right away to ensure that your grading practices actually support student learning.
Book Synopsis Moving Young Learners Forward by : Laura Bornfreund
Download or read book Moving Young Learners Forward written by Laura Bornfreund and published by . This book was released on 2015 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pre-K and other early learning programs have generated growing interest over the past several years. More and more states are developing pre-K programs, and some states and local communities are thinking about how to better connect and coordinate children's pre-K experiences and learning with what happens in kindergarten and the early grades. At present, the No Child Left Behind Act (NCLB) does very little to encourage states to focus significant resources beyond the tested grades and subject areas. This means that states generally don't spend much money, energy, or reflection on those grades. Right now, most federal incentives are primarily targeted at 3rd grade and above because that is where NCLB's annual assessments kick in. Schools are held accountable for student achievement in these grades. Elementary schools are not held accountable for what happens in the early grades and pre-K (if it is under their umbrella). Unless principals are playing the long game, they are more likely to put precious resources and effort into the upper elementary grades. As Congress works to find common ground in the reauthorization of The Elementary and Secondary Education Act (ESEA), the authors present ideas that have been proposed for incorporating a more robust focus on PreK-3rd grades and supporting early learners in a newly authorized ESEA. Ideas for how to improve the federal government's education policies for dual language learners are also offered. [The New America Education Policy Program's work is made possible through generous grants from the Alliance for Early Success; the Annie E. Casey Foundation; the Bill and Melinda Gates Foundation; the Grable Foundation; the Foundation for Child Development; the Joyce Foundation; the Kresge Foundation; Lumina Foundation; the Pritzker Children's Initiative; the McKnight Foundation; Evelyn and Walter Haas, Jr. Fund; the William and Flora Hewlett Foundation; and the W. Clement and Jessie V. Stone Foundation.].
Book Synopsis International Guide to Student Achievement by : John Hattie
Download or read book International Guide to Student Achievement written by John Hattie and published by Routledge. This book was released on 2013-01-17 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Book Synopsis The Formula for Success by : Aimee Rogstad Guidera
Download or read book The Formula for Success written by Aimee Rogstad Guidera and published by . This book was released on 1998 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals need the academic knowledge and skills that equip them to succeed in today's economy. Almost 90 percent of new jobs require more than a high school level of literacy and math skills. The knowledge content of work is increasing, education is the key to maintaining a competitive edge, and everyone in society benefits when student achievement in primary and secondary school increases. The Third International Math and Science Study (TIMSS) compared performance in mathematics and science by a half-million students worldwide at age ranges corresponding roughly to grades 4, 8, and 12, including 33,000 Americans. While U.S. students at the fourth-grade level were near the first in the world in science, and were above the international average in mathematics, by the eighth grade, U.S. performance had fallen to slightly above the international average in science and to below the international average in mathematics. The message of TIMSS is that the U.S. still has a long way to go to ensure that all children achieve at world-class levels.
Book Synopsis How to Use Grading to Improve Learning by : Susan M. Brookhart
Download or read book How to Use Grading to Improve Learning written by Susan M. Brookhart and published by ASCD. This book was released on 2017 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: End the struggle of grading with Sue Brookhart's practical guide and advice that supports and reflects actual student learning on individual assignments and report cards.
Book Synopsis How to Survive and Thrive in the First Three Weeks of School by : Elaine K. McEwan
Download or read book How to Survive and Thrive in the First Three Weeks of School written by Elaine K. McEwan and published by Corwin Press. This book was released on 2006-03-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master the 3 + 3 = 33 equation for successful first days at school-at any grade level! Research shows that time invested during the first three weeks of school to teach Routines, Rubrics, and Rules-the three R′s-leads to higher student achievement throughout the remaining 33 weeks of school, or 3 + 3 = 33. This wonderfully practical and effective new book from bestselling author Elaine McEwan will help any teacher through those critical weeks and show how truly "with-it" teachers (WITs) can manage more easily the three critical facets of every teacher′s day: classroom management and organization, student engagement, and time management. WITs from K-12 classrooms share their specific personal routines, rubrics and rules to help you survive and thrive in those first three weeks of school, including Designing and organizing your classroom to support learning Teaching routines, rubrics, and rules to maximize learning time Creating organizational, academic, and social routines Choosing rules and rewards to build character and motivation Using the "With-It" teacher list, including attention-getters, noise-breakers, timesavers, routines, and homework helpers With the power of 3 + 3 = 33, and the secrets of WITs, you can chart a sure-footed course for those all-important first weeks of school, and help guide your students successfully through the school year!
Book Synopsis Doubling Student Performance by : Allan R. Odden
Download or read book Doubling Student Performance written by Allan R. Odden and published by Corwin Press. This book was released on 2009-01-12 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In my work, I see the power of good schools to change young lives for the better almost every day. This book takes us behind the doors of unusually high-performing high-poverty schools to show us how they do it and where they get the funding. The book is a valuable tool for educators who want to improve their results and a reminder to parents and policy makers that we should never expect less." —Kati Haycock, President The Education Trust Radically reform your school and improve academic achievement using readily accessible resources! At a time when the United States is struggling with far-reaching educational reform, school leaders need a blueprint for dramatically improving student success and supporting those efforts by effectively reallocating and managing available resources. Doubling Student Performance combines the latest research with the authors′ national study of diverse schools that were able to significantly boost student achievement. Strategies focus on reducing class size, promoting professional development, locating necessary funding, and providing academic support to struggling students. School leaders will find: Examples and case studies that include high-minority and high-poverty schools 10 key strategies for dramatically increasing student achievement, such as setting ambitious goals and emphasizing a collaborative culture Clear steps and specific tools to successfully reallocate resources This book is a valuable tool for educators and policy makers who understand that reform is only possible when schools have the human and financial resources to do it.
Book Synopsis The Role of School Leaders in Supporting Teachers' Acquisition of Early Reading Skills Through Professional Development by : Rosalind A. Hoyte-Igbokwe
Download or read book The Role of School Leaders in Supporting Teachers' Acquisition of Early Reading Skills Through Professional Development written by Rosalind A. Hoyte-Igbokwe and published by . This book was released on 2018 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that Black and Latino students continue to perform significantly below their white counterparts in academic achievement. How school leaders support teachers who work with the Black and Latino students comprising this gap was the premise of this study. This study was conducted to understand the role of school leaders in supporting teachers' acquisition of early reading skills, (particularly phonemic awareness and phonics mastery) through professional development as that relates to student achievement in reading among Black and Latino students in grades K-2. This study focused on four research questions: 1. What is the role of the principal in the planning and execution of early reading skills professional development for teachers of students in grades K-2? 2. To what extent do school leaders apply the following aspects of the Consensus View of professional development to the implementation and execution of professional development for teachers who are instructors of reading for students in grades K-2? • Focuses on a well-articulated mission or purpose anchored in student learning of core disciplines and skills. • Focuses on specific issues of curriculum and pedagogy • Involves active participation of school leaders and staff • Involves models of effective practice • Uses assessment and evaluation (Elmore, 2002) 3. How do the principals and the teachers perceive the effectiveness of the Professional Development (PD) for K-2 teachers of reading as having made an impact on the success of students by the time they take the NYS ELA examination in Grade 3? 4. What do principals and teachers perceive to be the intructional factors that contribute to the success or lack of ELA proficiency of students as measured by the NYS Grade 3 ELA exam? A convenient sample from a NYC urban school district with over 85% enrollment of Black and Latino students was selected for this study. NYS data for the percentage of Black and Latino student enrollment and third grade ELA proficiency levels were analyzed and five principals agreed to participate in the study. Two participating schools were high performing and three were low performing in NYS ELA grade three proficiency. Each principal also allowed for a focus group of teachers in their school to be interviewed. Interviews of principals were separate from teachers and conducted in a private space. Eleven interview paralleled questions were designed by the researcher and aligned to The Consensus View (Elmore, 2002) theoretical framework for professional development. Findings in response to question one indicates that although principals did not plan or conduct professional development that supported teachers acquisition of early reading skills, they supported the coaches who did this work. In alignment with research question two, five aspects of The Consensus View theoretical framework examined in this study showed that principals partially adhered to three aspects, focusing on specific issues of curriculum and pedagogy, active participation of school leaders and staff and assessment and evaluation of data. In response to research question three, findings also showed that principals and teachers did not have a way of measuring whether the PD provided had any impact on the success of students by the time they took the NYS ELA examination in third grade. Responses to the final research question showed that participants did not know what instructional factors contributed to the success or lack of ELA proficiency of students as measured by the NYS third grade examination but that instead students were blamed and excuses were made for the students reading failure.
Book Synopsis Improving Achievement in Low-Performing Schools by : Randolph E. Ward
Download or read book Improving Achievement in Low-Performing Schools written by Randolph E. Ward and published by Corwin Press. This book was released on 2004-02-03 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: "I find here nothing less than a blueprint for transforming a failing urban school district with abysmal levels of student and adult performance into one of fiscal and academic respectability. No small feat!" Roland S. Barth Author, Lessons Learned How can multi-stressed, low-performing schools overcome obstacles to respond to the unique learning needs of students? As accountability in schools becomes more crucial, educators are looking for comprehensive and innovative management practices that respond to challenges and realities of student academic achievement. In order to improve academic performance and the quality of instruction, the entire school community needs to be involved. Improving Achievement in Low-Performing Schools provides six steps to overcome low performance. School principals and teacher leaders can create a school culture that supports the goals for student achievement and expects the same standards for all students. This excellent new resource focuses on: Improving student achievement in the core subjects Aligning teaching and learning with student performance Linking professional development for all staff to the goals for students Creating safe, clean, and secure school facilities Forging stronger links with parents, families, and the community Increasing management effectiveness, efficiency, and accountability The student is the chief client served by the educational profession. As students and their families become more confident that educators are dedicated to meeting students′ individualized needs, they become committed to supporting the key results accountability process.
Book Synopsis Making Summer Count by : Jennifer Sloan McCombs
Download or read book Making Summer Count written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2011 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes.
Book Synopsis Closing the Achievement Gap by : Samuel C. Stringfield
Download or read book Closing the Achievement Gap written by Samuel C. Stringfield and published by Taylor & Francis. This book was released on 2021-01-27 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Closing the Achievement Gap is made up of six articles. The first paper examines Cleveland's restructuring initiative in light of two theories on early adolescent development: person-in-environment theory and the focal theory of change. This is followed by a study that illustrates the difference in academic performance between low-income children and their peers, minority children and their classmates, and those schools that serve a majority of children from low-income families and those that serve a more advantaged population. The third article summarizes key findings of a study that examined the reform efforts of three large urban school districts and a portion of a fourth that had been successful in improving student achievement and reducing racial achievement gaps. It also discusses the implications for research and technical assistance. Next, survey data on 15,800 high school students from three urban school districts is used to investigate the impact of school-level support for higher educational attainment and school racial composition on students' actual educational aspirations. The final article explores whether reading books during summer vacation improves fall reading proficiency and whether access to books increases the volume of summer reading.
Book Synopsis The School Leader's Guide to Grading by : Ken O'Connor
Download or read book The School Leader's Guide to Grading written by Ken O'Connor and published by Solution Tree Press. This book was released on 2012-12-04 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensure your school’s grading procedures are supportive of learning, accurate, meaningful, and consistent. Discover how the “seven essential Ps” can improve your effectiveness in supporting assessment and communicating student achievement. You will also learn how to avoid inaccurate grades caused by penalties for lateness or academic dishonesty; extra credit; group rather than individual work; and marking down for attendance.
Book Synopsis Helping Struggling Learners in the Elementary and Middle Grades by : Nancy Protheroe
Download or read book Helping Struggling Learners in the Elementary and Middle Grades written by Nancy Protheroe and published by Editorial Projects in Education. This book was released on 2004 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Helping students to become active and engaged learners at an early age is key to their success throughout their school years not only to raise test scores but to raise student achievement in a more meaningful way. If school staff work together, making maximum use of the knowledge base about teaching and learning, they will help students become more engaged, independent, and effective learners. This report demonstrates that helping struggling learners become successful requires more than an emphasis on basic skills. The report addresses topics such as individualising instruction, effective reading and maths instruction for struggling learners, ways to help students develop as more effective learners, student motivation, effective classroom management, and the characteristics of good teaching. Each of these will help educators develop a multifaceted approach to help teachers meet the needs of their struggling learners.
Book Synopsis The Minister's Black Veil Illustrated by : Nathaniel Hawthorne
Download or read book The Minister's Black Veil Illustrated written by Nathaniel Hawthorne and published by . This book was released on 2021-04-24 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Minister's Black Veil" is a short story written by Nathaniel Hawthorne. It was first published in the 1832 edition of The Token and Atlantic Souvenir. It was also included in the 1836 edition of The Token and Atlantic Souvenir, edited by Samuel Goodrich. It later appeared in Twice-Told Tales, a collection of short stories by Hawthorne published in 1837.
Download or read book Grading for Impact written by Tom Hierck and published by Corwin Press. This book was released on 2018-04-04 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aim for a target-based grading system and create stronger learning opportunities! Do you wish there was more clarity when it comes to measuring student progress and learning? What if there was a way to utilize grading and assessment to focus on learning rather than performance, and the process rather than the product? As grading, assessment, and reporting continue to be relevant topics of discussion, this book helps you create a functional plan to elevate and advance standards-based grading practices. Teachers and administrators will learn how to assess, grade, and report against specific learning targets rather than standards as a whole to make skill acquisition the highest priority. Grounded in application to provide focus and clarity, this book features: Real case studies of schools that have incorporated target-based assessment, feedback, grading, and reporting Practical examples to guide implementation Questions, checklists, illustrations, and audits of practice to showcase the work in action An accessible format and layout that support both immediate implementation and long-term goals Despite being a topic that generates emotion and resistance to change, target-based assessment builds the foundation for a learner-centered system that provides clear expectations and feedback for teachers, students, and parents. "Grading for Impact is a simple and straightforward guide to re-thinking grading based on mastery of specific skills and concepts rather than broadly-written standards. Real-world examples of teachers struggling with--and answering--the old questions are included: "How do we grade fairly and accurately?" and "How do we use grades as an instructional strategy?"" Joseph Staub, High School Teacher Downtown Magnets High School, CA "Most stakeholders agree that report cards aren’t enough to show what our students are learning in school, but changing the traditional grading system is a task that requires careful planning and challenging discussions. Grading for Impact shows educators how to start and plan the discussions that will result in genuine learning experiences for students." Ernie Rambo, Virtual Learning Community Coordinator Nevada National Board Professional Learning Institute
Book Synopsis Building Bridges From Early to Intermediate Literacy, Grades 2-4 by : Sarah F. Mahurt
Download or read book Building Bridges From Early to Intermediate Literacy, Grades 2-4 written by Sarah F. Mahurt and published by Corwin Press. This book was released on 2007-05-08 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Gives us an inside view of what children should experience in the primary grades and shows us how we can build them up to new experiences in the intermediate grades. A great resource for vertical team collaborations, teachers who are transitioning from teaching primary to intermediate grades or vice versa, teachers in multiage classrooms, and teacher education classes." —Helena Stevens, Intermediate Literacy Coach Ricardo Richards Elementary School, Kingshill, Virgin Islands "Full of practical, everyday ideas to implement immediately. Offers true student examples that teachers see and experience daily." —Scott Kovatch, Principal Horizon Elementary School, Granger, IN How can teachers help their primary students become competent intermediate readers and writers? Supporting students as they advance from beginning to intermediate literacy levels poses a unique challenge for teachers. In Building Bridges From Early to Intermediate Literacy, Grades 2–4, Sarah F. Mahurt, Ruth E. Metcalfe, and Margaret A. Gwyther show how teachers can meet the instructional needs of students in transition from one level to the next. The authors offer practical guidance and classroom-tested strategies that demonstrate how thoughtful instruction can help each student reach new levels of competency in reading and writing. This invaluable resource shows teachers how to examine and refine their instructional practices to more effectively meet the needs of all the students in their classrooms, whether they are struggling readers or advanced learners. Educators will find: Specialized assessment tools and instructional strategies for word study, reading, and writing Detailed examples of reading and writing instruction Methods for integrating language arts with science and social studies Charts to track students′ progress A teacher′s reflection section at the end of each chapter Written by experienced literacy educators, this accessible text helps ensure that all students confidently cross the bridge from the primary to the intermediate grades.
