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Tag: guide
- 1/1/06 - National Center for Culturally Responsive Educational Systems,, Equity Alliance at ASU
Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students. - 1/1/05 - National Center for Culturally Responsive Educational Systems,
Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the... - 1/1/05 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,, Equity Alliance at ASU
This On Point is for all teachers who want to explore issues around conducting focus groups to develop a comprehensive school portrait. Focus groups are an effective means of collecting qualitative information that can be used to guide improvement planning and efforts. Building Leadership Teams can use focus groups to find out almost anything about the climate, day-to-day operations, and individual perceptions of the school. Conducting focus group can help in developing a comprehensive... - 1/1/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive literacy models examine not only the methods of teaching students to engage with and learn from multiple texts, but also consider the many purposes for which individuals become literate. This module examines the purposes of literacy in students' lives, methods of designing and implementing culturally responsive literacy instruction, and the use of many forms of literacy as powerful tools for student engagement in school and social change. Participants are guided through... - 1/1/05 - Heraldo V. Richards, Alfredo J. Artiles, Janette Klingner, Ayanna Brown , Equity Alliance at ASU
An instrument that allows schools to conduct a self-assessment of their programs and practices in five domains: (a) School Governance, Organization, Policy and Climate, (b) Family Involvement, (c) Curriculum, (d) Organization of Learning, and (e) Special Education Referral Process and Programs. - 1/1/05 - Heraldo V. Richards, Alfredo J. Artiles, Janette Klingner, Ayanna Brown , Equity Alliance at ASU
An instrument that allows schools to conduct a self-assessment of their programs and practices in five domains: (a) School Governance, Organization, Policy and Climate, (b) Family Involvement, (c) Curriculum, (d) Organization of Learning, and (e) Special Education Referral Process and Programs. - 1/1/09 - Kathleen A. King, Equity Alliance at ASU
Presents general trends in the social and emotional well-being of youth who identify as Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ), followed by a guide of sexual orientation definitions. Additionally, readers learn a series of steps that schools must address in order to build inclusive, safe, and effective schools for all students, including those who identify as GLBTQ. - 1/1/04 - Edward Garcia Fierros, Equity Alliance at ASU
This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and... - 1/1/05 - National Institute for Urban School Improvement,
Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks. - 1/1/06 - Diane L. Ferguson, Kozeski, Elizabeth B., Smith, Anne, Equity Alliance at ASU
Multicultural education is not merely a set of skills and procedures learned at one point in time and applied over and over again. It is a process through which educators and other service providers learn to interpret and adapt to their personal encounters with one another. Through multicultural education, teachers and students become culturally responsive and competent, creating new pathways for communication and knowledge sharing (Liston & Zeichner, 1996). - 1/1/06 - Elizabeth Kozleski, Shelley Zion, Equity Alliance at ASU
This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring. - 1/1/05 - Christine Salisbury , Gail McGregor, Equity Alliance at ASU
School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and... - 1/1/05 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center, , Equity Alliance at ASU
Each page of this guide focuses on a different part of the School Improvement Process. You’ll find ideas about how to gather and use information to set your focus areas and action cycles. There’s no one right place to start. If your building already has an active planning process, you may want to proceed directly to the action cycle step. - 1/1/01 - National Institute for Urban School Improvement,, Equity Alliance at ASU
This document provides guidance on how to prepare for a building walkthrough, what to do during and after the walkthrough. It contains both group and individual feedback forms. (Focus on Results 2001). - 1/1/05 - L. Fox, S. Langhans
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. Logical consequences refer to the actions or...
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