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Tag: improvement
- 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... - 1/1/04 - 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... - 1/1/04 - National Institute for Urban School Improvement,
This module was designed by National Institute for Urban School Improvement (NIUSI) to help building leadership teams learn the skills required to mine data and use it to make decisions. As principals and teacher leaders become confident in their ability to query their data, they will become strong role models and coaches for the entire faculty. This module takes a serious look at understanding and using data and other evidence of student performance to improve student learning. Participants... - 1/1/05 - Elizabeth Kozleski, Equity Alliance at ASU
This tool designed to be used by districts and schools directs conversation, planning, implementation and capacity development towards whole school reform and more inclusive school practices. - 1/1/09 - Sullivan, Amanda L., Equity Alliance at ASU
"Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt... - 1/1/06 - National Institute for Urban School Improvement,, Equity Alliance at ASU
Chicago Public Schools plans to be the premier urban school district in the country by providing all their students and their families with high quality instruction, outstanding academic programs, and comprehensive student development supports to prepare them for the challenges of the world of tomorrow. - 1/1/06 - National Institute for Urban School Improvement,, Equity Alliance at ASU
This publication is a review of policy, practices, systemic infrastructure, and improvement with Clark County Public Schools. - 1/1/04 - National Center for Culturally Responsive Educational Systems,
Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. Leaders at all levels require knowledge of professional development design, the change process, research findings, data-supported decision making, and an array of leadership and communication skills and processes. Effective leadership development supports participants in accessing and applying culturally responsive practices. The academies... - 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... - 1/1/09 - Kozeski, Elizabeth B., Equity Alliance at ASU
"In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow... - 1/1/06 - National Institute for Urban School Improvement,, Equity Alliance at ASU
This publication is a review of policy, practices, systemic infrastructure, and improvement with Denver Public Schools. - 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 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"This coaching framework provides the intent, structure, and processes for providing coaching support to participating NIUSI-LeadScape principals. NIUSI-LeadScape is a federally-funded grant project to support the transformative work of inclusive schools. This project works to provide school leaders with the tools, professional learning, and ongoing dialogue necessary to transform school practices so that all students have full access to educational opportunities. The NIUSI-LeadScape... - 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.
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