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Tag: decision

  • pdf

    Consolidation of Schools and Districts: What the Research Says and What it Means

    1/10/11 - Howley, C., Johnson, J., & Petrie, J.

    Arguments for consolidation, which merges schools or districts and centralizes their management, rest primarily on two presumed benefits: (1) fiscal efficiency and (2) higher educational quality. The extent of consolidation varies across states due to their considerable differences in history, geography, population density, and politics. Because economic crises often provoke calls for consolidation as a means of increasing government efficiency, the contemporary interest in consolidation is...

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    Data-driven decision making based on curriculum-embedded assessment: Findings from recent California studies

    1/5/09 - California Comprehensive Center,

    A large amount of national research supports the concept of using data driven decision making to improve student achievement. This brief produced by the American Institutes for Research (AIR), as a partner in the California Comprehensive Center (CA CC) at WestEd, summarizes key findings about the use of data driven decision making, including the effective use of assessment data, the role of administrators, the role of teachers, and the role of parents and students, as detailed in three...

  • Dear Zora: A Letter to Zora Neale Hurston 50 Years After Brown

    1/1/05 - Fine, Michelle, Bloom, Janice, Burns, April, Chajet, Lori, Guishard, Monique, Payne, Yasser, Perkins-Munn, Tiffany, Torre, Maria Elena

    This article reports on the extensive qualitative and quantitative findings of a multimethod participatory study designed to assess urban and suburban youths' experiences of racial/class justice or injustice in their schools and throughout the nation. Constructed as a letter to Zora Neale Hurston, who was immediately critical of the Brown decision in 1955, the article lays out the victories of Brown and the ongoing struggles, what we call "six degrees of segregation" that identify systematic...

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    Determining adequate yearly progress from kindergarten through grade 6 with Curriculum Based Measurement

    1/3/09 - National Center on Student Progress Monitoring,

    Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more...

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    Early Warning System Implementation Guide

    1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.

    This Implementation Guide is designed to build the capacity of school- and district-level practitioners to analyze data from the EWS Tool v2.0. The aim of the guide and the tool is to support school and district efforts to systematically identify students who are showing signs that they are at risk of dropping out of high school, match these students to interventions to get them back on track for graduation, and monitor students’ progress in those interventions. The guide describes an...

  • Effect of perceived controllability and performance standards on self regulation of complex decision making.

    1/1/89 - Bandura & Wood
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    Effective literacy and english language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011).

    1/24/10 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.

    This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible...

  • Family and Community Engagement Survey

    1/1/02 - Rodriguez, R.G., Villarreal, A., Cortez, J.D.

    Families can have an important, positive impact on the school’s ability to deliver quality edu- cation when they are valued, their contributions are sought and integrated into the school decision making, and collaboratively plan and deliver services aimed at higher student achieve- ment. Families represent a valuable resource that should be factored into the educational equation. A dialogue between families and educators should be established to arrive at a shared accountability approach...

  • Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers.

    1/1/95 - Harrington, H. L.
  • How California Local Education Agencies evaluate teachers and principals

    1/1/12 - White, M.E., Makkonen, R., Vince, S., Bailey, J.

    In the context of an emerging national focus on evaluating school personnel, the 2009 federal State Fiscal Stabilization Fund (SFSF) program requires that states collect data from all local education agencies about their practices for evaluating teachers and principals. In response, the California Department of Education designed and administered the California Teacher and Principal Evaluation Survey, the state’s irst comprehensive data collection efort focused on teacher and...

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    How progress monitoring assists decision making in a response to instruction framework

    1/14/09 - Speece, D.

    This 2007 brief studies an RTI model as a method of identifying children for special education services. Two children are discussed, whose profiles illustrate different aspects of the progress monitoring--RTI interface. It was presented by Deborah Speece and released by the National Center on Student Progress Monitoring.

  • pdf

    Instructional Decision-Making Procedures: Ensuring Appropriate Instruction for Struggling Students

    1/1/10 - Bryant, Diane Pedrotty

    The purpose of this booklet is to provide campus-based administrators and educators with procedures for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL). The procedures in this booklet can be used by educators and school teams to identify effective instructional practices and interventions to reduce referrals to special education.

  • pdf

    Instructional Models and Strategies for Teaching English Language Learners

    1/24/10 - Ani C. Moughamian, Mabel O. Rivera, David J. Francis

    While some states (Arizona, California, Florida, and Massachusetts) have passed laws detailing the types of educational programs available to English language learners, others have not. Teachers who have not been trained to work with ELLs must make decisions about the types of instructional programs and strategies they will offer these students. This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners.

  • Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education

    1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

    The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

  • Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning.

    1/1/12 - Goe, L., Biggers, K., and Croft, A. , U.S. Department of Education

    Recently, teacher evaluation has become a major focus in educational policy debates and research efforts. This increased attention to teacher evaluation has raised questions about the relationship between evaluation and student outcomes. Rivkin, Hanushek, and Kain (2005) and others have demonstrated with value-added research that there are sizeable differences among teachers in their ability to help students learn at high levels—not just across schools but within schools. These...

  • Marshall et al. v. Georgia, U.S. District Court for the Southern District of Georgia, CV482 233 (June 28, 1984), aff'd llth Cir. No. 84 8771 (Oct. 29, 1985). (Appealed as NAACP v. Georgia). Note: the court of appeals decision was published as Georgia State Conference of Branches of NAACP v. State of Georgia.

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