Full Description
It is no secret that meeting the AYP goals mandated by NCLB is a considerable challenge for many educators. Even some of the wealthiest, highest-performing schools and districts have not been able to make enough annual yearly progress with some of their student subgroups. Faced with decreased funds and other potential penalties, school leaders are scrambling to find new education models to significantly and quickly raise achievement levels of academically struggling students. However, even the most highly-touted school reform guides do not to include classroom practices and the most prestigious curriculum-instructional programs do not address infrastructure issues which can determine success or failure. Concerned that many districts will fall short in their efforts to improve student performance using imbalanced approaches, the authors present a comprehensive, three-pronged approach for raising achievement levels. This resource shows school and district leaders how to begin a strong overall reform project by first incorporating the following essential elements: standards-based curriculum, best practice techniques for instruction delivery and assessment and a series of capacity-building processes to integrate reforms into the daily operation of each school
Contents
AcknowledgmentsAbout the AuthorsIntroductionOur Journey Through School ReformEnter Instructional DesignThe Purpose for This BookThe Five PartsWho Should Buy This BookPart I. School Reform Is All About What Happens in the Classroom1. Instructional Design as the Catalyst for Successful School ReformThe Eight Core Elements of Successful School ReformHow Does Instructional Design Integrate With Successful School Reform?Three-Year Time Frame2. Performance Indicators: The Passkey to Standards-Based CurriculumWhat's in the Name?The Criteria for Valid Performance IndicatorsHow the Standards Are OrganizedNot Classroom Ready, but That's OkayUsing Standards to Strengthen the Learning Culture and Increase ExpectationsThe Process of Developing Performance IndicatorsFrequently Asked Questions and Related IssuesWhat to Do During the Pilot of Performance Indicators"Are We There Yet?"SummaryPart II. Planning3. Curriculum MappingNot a New ConceptFeatures and Physical Layout of the Curriculum MapThe Instructional Design Aproach to Curriculum MappingTeacher-Administrator AccountabilityFrequently Asked Questions About the Curriculum Mapping ProcessEnsuring a Successful Rollout of the Curriculum MapsThe Three-Year Time Frame4. Unit Planning: Rationale and FormatIntroductionThe Unit Plan Format for Instructional DesignConsiderations in Developing Unit PlansFrequently Asked Questions About Unit PlansThe Three-Year Time FramePart III. Best Practices in Unit Planning and Delivery5. Unit Planning: Motivation and InformationIntroductionMotivationInformationBloom's TaxonomySummary6. Unit Planning: Learning ConstructsIntroductionOrganizational PatternsWriting SummaryNote TakingMath-Problem Analysis and Problem SolvingVocabulary and Context CluesGraphic OrganizersLevels of QuestioningSimilarities and DifferencesSummary7. Unit Planning: Delivery StrategiesIntroductionLecture or ExplanationDemonstrationGuided DiscussionInquiry, or Formulating and Testing HypothesesLearning CirclesSocratic SeminarAction ResearchAdvance OrganizerSummaryPart IV. Assessment8. Unit Planning: Assessment and CulminationIntroductionAssessmentCulminationSummaryPart V. Capacity-Building9. Capacity-Building to Integrate Classroom Reform Into the Deep Culture of Each SchoolIntroductionBenchmarkingHow the Data Should Be Used by Teachers and AdministratorsBuilding Leadership TeamsAdministrative StewardshipCollaborative ObservationsSummaryAppendix A: Ohio Summary of ResultsAppendix B: River Bend Local SchoolsAppendix C: Various Methods to Determine Mastery of Performance IndicatorsSelcted ReferencesIndex
