Tag » comprehensive

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  Chicago Public Schools

  1/25/07 - 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.

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  Conducting Focus Groups to Develop a Comprehensive School Portrait

  1/25/07 - 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...

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  Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education

  1/27/10 - Fergus, Edward

  This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...

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  A Call to Action: Transforming High School for all Youth

  1/14/09 - National High School Alliance,

  "In A Call to Action: Transforming High School for All Youth, the National High School Alliance identifies six core principles and recommended strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in our high schools and communities. At the center of the framework is the Alliance’s belief that the purpose of high school is to ensure that all high-schoolage students are ready for college...

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  A coherent approach to high school improvement: a needs assessment tool

  1/22/10 - Lindsay Fryer , Amy Johnson

  "The foundation for this needs assessment tool is the National High School Center’s Eight Elements of High School Improvement: A Mapping Framework. This framework was developed to support researchers, policymakers, and practitioners at all levels in their efforts to maximize the achievement of all high school students. The document outlines eight core elements that can be used as a lens for mapping school, district, and state high school improvement efforts in a comprehensive, systemic...

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

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  A Guide for Advancing Family-Centered and Culturally and Linguistically Competent Care

  1/12/09 - Goode, T., Jones, W.

  Family-centered care and cultural and linguistic competence are essential approaches to address the multiple strengths, needs, and preferences of this nation’s families who have children and youth with special health care needs. MCHB convened a meeting to explore ways in which family-centered care and cultural and linguistic competence could be integrated in a more effective manner to support and sustain a community-based system of services that are comprehensive, coordinated, and...

• A NEW YEAR'S RESOLUTION FOR 2007: INCREASE UNDERSTANDING OF ADOLESCENT LITERACY TO HELP CLOSE THE ACHIEVEMENT GAP

  1/1/07 - Donlevy, Jim

  The academic Achievement Gap persists even as calls intensify to close it. One fruitful area for helping to address achievement disparities is adolescent literacy. Although a great deal is known about teaching reading in the early grades, not as much is known about middle and high school literacy, areas where the Achievement Gap becomes more pronounced. This article reviews previous New Year's resolutions, calls for greater understanding of adolescent literacy, and describes some...

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  A reading-focused early childhood education research and strategy development agenda for African Americans and Hispanics at all social class levels who are English speakers or English language learners

  1/3/09 - L. Scott Miller, Eugene Garcia

  This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is...

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  A User's Guide to Advocacy Evaluation Planning

  1/30/09 - Julia Coffman

  A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...

• Academic language across grade levels and content areas

  1/1/08 - Southeast Comprehensive Center,

  Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language.

• Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

  1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara

  In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...

• Achievement disparities between minority and nonminority students in suburban schools

  1/1/90 - Levine, Daniel U., Eubanks, Eugene E.

  National data show that in 1986, African-American (AA) and Hispanic (HS) 13-yr-old students with college-educated parents had average reading proficiency scores 16 and 13 points (respectively) below the average for comparable White students. Reading and spelling performance data for 5th-8th graders at a suburban school show that in 1988, AAs were near or above the national norm in spelling but were clearly below the national norm in reading comprehension. Data on AAs' performance in southern...

• Achieving A Comprehensive Transition Service System

  1/1/01

• Advocacy--Professional School Counselors Closing the Achievement Gap Through Empowerment: A Response to Hipolito-Delgado and Lee

  1/1/07 - Mitcham-Smith, Michelle

  A commentary on an article by Hipolito-Delgado and Lee that appeared in this issue of Professional School Counseling is provided. In the article, Hipolito-Delgado and Lee proposed that school counselors draw on empowerment theory to help marginalized and oppressed students. The writer discusses the potential of this empowerment framework for developing a multicultural, comprehensive school counseling program.

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  Arguing about charters VS. “traditional” schools masks the failure of school improvement policy and practice to enhance equity of opportunity

  1/1/10 - Center for Mental Health in Schools,

  "As the argument over charter vs. traditional schools burgeons, it is overshadowing discussion about the ongoing failure of the majority of charters and traditional schools to substantially increase the percentage of youngsters who succeed at school over the long run. This colludes with the tendency to downplay the fact that school improvement policy and practice lacks a primary emphasis on addressing barriers to learning and teaching and re-engaging disconnected students. This brief report...