Tag » planning

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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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  Culturally responsive coaching for inclusive schools: A guide to planning your LeadScape Coaching Dialogues

  1/13/10 - 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...

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  Gender Equity Matters!

  1/15/10 - King Thorius, Kathleen, Equity Alliance at ASU

  Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for: * Achieving gender equity in access and opportunities to learn * Achieving a gender-balanced...

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  ITEMS Decision Making Tool for Instruction

  1/5/09 - National Institute for Urban School Improvement,, Equity Alliance at ASU

  A lesson planning tool for teachers to examine: the structure of instruction, the demands and evaluation criteria of the tasks, the learning environment, the learning materials used, and the support structures needed.

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  Logic Model for Whole School Special Education Reform

  1/5/09 - 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.

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  Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process

  1/24/09 - 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.

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  Reconceptualizing Continuing Professional Development: A Framework for Planning

  1/1/06 - Diane L. Ferguson, Equity Alliance at ASU

  Teachers’ professional preparation, along with their working conditions, has been identified as fundamental to improving elementary and secondary education for the 21st Century (Darling-Hammond, 1997). A recent report by the National Center for Education Statistics (1997) reveals that many teachers are not adequately prepared for their teaching assignments even at initial licensure. This situation is worse in urban districts where significant numbers of teachers are not licensed, where...

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  The School Improvement Process

  1/24/09 - 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.

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  Walkthrough Planning Guide

  1/5/09 - 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).

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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...

• Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

  1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

  This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

• Closing the achievement gap with curriculum enrichment and differentiation: One school's story

  1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

  This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

• Evaluating the elimination of disparities: issues and approaches to health status and outcomes assessment

  9/1/98 - Wells, Barbara L., Conviser, Richard

  Part of a special issue on the Health Resources and Services Administration (HRSA). Most HRSA evaluation activities are funded through the 1 percent evaluation set-aside authority, and these are most closely examined within the agency. The framework for planning and creating priorities for evaluation studies is provided by agency, bureau, and program strategic plans, in addition to Department of Health and Human Services priorities. Studies that determine the extent to which HRSA is...

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  A Child Outcome Framework for the Early Childhood Transition Process

  1/19/09 - Beth Rous, Gloria Harbin, Katherine McCormick

  "One of the major service componenets under IDEA for young children with disabilities and their families is specific planning and support for transition as children exit Part C services and enter other programs."

• A How-to Plan for Widening the Gap

  1/1/09 - Marshall, Kim

  The article discusses ways that instructional decision making could widen achievement gaps for students. The author suggests educational leaders might increase achievement gaps through policies that benefit advantaged students, such as assigning novice teachers to classes with disadvantaged students, reducing professional development regarding classroom management and reducing classroom activities. She suggests effective teaching, a positive classroom environment, teacher collaboration...