search for books and compare prices
Tables of Contents for From Rigorous Standards to Student Achievement
Chapter/Section Title
Page #
Page Count
About the Authors
v
 
Preface
xi
 
Acknowledgments
iv
 
Introduction and Overview
1
8
School Principal
1
1
Central Office Administrator
2
1
Teacher
3
2
A Model for School Improvement
5
4
Creating Pacing Guides: The Curriculum Component
9
24
What is a Pacing Guide?
10
8
Pacing Guides: The Curriculum Component
11
7
Pacing Guides: The Assessment Component
18
1
Pacing Guides: The Instructional Component
18
1
Who Is Involved in the Process of Creating Pacing Guides?
18
5
When and Where are Pacing Guides Developed?
23
5
Summer Workshop Development
24
4
How is the Process of Creating Pacing Guides Led and Managed?
28
5
Taking Charge of the Process
29
1
Finding the Time
29
1
Training and Examples
30
1
Clerical Support
30
1
Materials
30
1
Data
31
1
Feedback
31
1
Follow-Through
31
1
Permission to Fail
31
1
Perspective
32
1
Creating Pacing Guides: The Assessment Component
33
22
Why Include Assessment Plans in a Pacing Guide?
34
2
Aligning Teaching and Learning
35
1
Data for Decision Making
35
1
What are the Sources of Assessment Information?
36
2
Mandated State or District Tests
36
1
Classroom Assessments
37
1
Putting It All Together
38
1
How are Assessments Described on the Pacing Guide?
38
1
Providing Specific Assessment Information
38
1
Where in the Pacing Guide Should Assessments Be Included?
39
1
What Assessments Should Be Included in the Pacing Guide?
40
3
Assessment of Essential Skills
41
1
Assessment of Unit Goals
42
1
Mid-Unit Checkpoints
42
1
How Can Classroom Assessments Be Designed to Provide Meaningful Information?
43
5
Begin with Clear Criteria
43
1
Choose the Right Assessment Tool
43
2
Plan Classroom Instruction that Supports Success on the Assessment
45
1
Work in Collaborative Groups to Design Common Assessment Tools
46
2
How Can Teachers Use Assessment Information?
48
7
Monitoring and Adjusting Instruction During the School Year
48
1
Reviewing and Assessing Pacing at the End of the Year
49
1
Providing Feedback to Students and Parents
49
1
Creating a Schoolwide Focus on Learning
50
1
Predicting Student Performance on Future Assessments
51
1
Tracking the Progress of Students over Time
51
2
Informing the School Improvement Process
53
1
Providing Accountability Information that Goes Beyond Standardized Tests
53
2
Using Staffing Meetings to Monitor and Adjust Instruction
55
22
Why are Staffing Meetings Important?
56
1
How are Staffing Meetings Organized?
57
3
Planning
57
1
Participants
57
1
Scheduling
58
2
Materials
60
1
Minutes
60
1
What Takes Place During Staffing Meetings?
60
2
Follow-up on Previous Recommendations
60
1
Review Formative Assessment Data
61
1
Review Progress of Instructional Pacing
61
1
Identify Individuals or Small Groups of Students Who are not Progressing Sufficiently and Plan Instructional Interventions
61
1
Follow-up
61
1
How Do Staffing Meetings Change as the Year Progresses?
62
4
How Can Potential Roadblocks Be Anticipated and Overcome?
66
2
Teachers' Ability and Experience Working in Teams
66
1
Attention to the Process by the Principal
66
1
Availability of Appropriate Intervention Resources
67
1
Opportunities to Communicate Across Departments and Grade Levels
67
1
Sample Strategies that Might Emerge from Staffing Meeting Discussion
68
8
Regrouping Students
68
1
Changing Placement
69
1
Providing More Time to Learn
69
2
Using the Computer Lab in Creative Ways
71
1
Modifying the Pacing Guide
72
1
Approaching the Curriculum from a Different Angle
72
4
Modifying Instruction
76
1
Conclusion
76
1
Creating Pacing Guides: The Instructional Phase
77
14
Using the IEP-DR
77
2
Setting the Stage for the IEP-DR
79
9
IEP-DR, Step One: Identifying Students' Needs and Strengths
80
2
IEP-DR, Step Two: Evaluating the Demands of the Classroom Task
82
1
IEP-DR, Step Three: Predict Potential Problems
82
2
IEP-DR, Step Four: Develop Modifications in the Task
84
4
IEP-DR, Step Five: Revise as Needed
88
1
Conclusion
88
3
Leading the Process at the School and District Levels
91
12
Keys to Success
91
8
Pressure and Support are Balanced
91
3
The Long-Term Goal is to Embed the Process into the School's Culture
94
1
Clearly Established Goals and a Time Frame for Completion are Prescribed
95
1
All Work is Completed by Collaborative Groups
95
1
Communication Occurs Within and Among Schools
96
1
Time is ``Found'' and Used Wisely
97
1
Momentum is Maintained
97
2
Leadership Is the Key
99
4
Appendix I: Elementary Pacing Guide Timetables
103
4
Development During a Two-Day Summer Workshop and Review and Revision During Faculty Meetings After the School Year Begins
105
1
Development, Review, and Revision During Faculty Meetings After the School Year Begins
106
1
Appendix II: Secondary Pacing Guide Timetables
107
4
Development, Review and Revision During a Five-Day Summer Workshop
109
1
Development, Review, and Revision During Faculty Meetings After the School Year Begins
110
1
Appendix III: Social Studies & Science---Grade 1: Sample Pacing Guide
111
8
Appendix IV: English 9: Sample Pacing Guide
119
12
Appendix V: Algebra 1: Sample Pacing Guide
131
15
References
146