More New and Used
from Private Sellers
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Questions About This Book?
What version or edition is this?
This is the edition with a publication date of 2/3/2012.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
Build the bridge from data collection to improved instruction Assessment data can bury you or give you focused attention on how to recognize and reach every student. This book will show how to develop a common language for sharing all students' progress with all teachers and leaders, and how to use ongoing assessment to inform instruction. Based on worldwide research of 500 educators, the book is organized around clear definitions of: Assessment Instruction Leadership Ownership Included are numerous self-assessment tools and frameworks to help implement improvement at the district and state levels. Improving education begins by understanding the needs and abilities of every student.
Table of Contents
|List of Figures and Tables||p. vii|
|About the Authors||p. xvii|
|From Information Glut to Well-Known FACES||p. 1|
|Toward Well-Known FACES||p. 3|
|How the 14 Parameters Came to Be||p. 7|
|Parallel Research||p. 12|
|Simcoe County District School Board Case Study||p. 15|
|The Power of Putting FACES on the Data||p. 29|
|Genesis of the Dialogue with Educators||p. 30|
|When and How We Asked the Research Questions||p. 30|
|Research Findings: Question 1||p. 32|
|Clustering the Parameters||p. 41|
|Why Do We Put FACES on the Data?||p. 41|
|How Do We Drill Down to Find "the Lovely Apparition"?||p. 44|
|To Be, or Not to Be (Good): That Is the Question||p. 45|
|FACES at High School||p. 53|
|Community Schools Case Study||p. 55|
|Making It Work in Practice-Assessment||p. 59|
|Assessment Case Study||p. 59|
|What Have We Learned about Assessment from This Case Study?||p. 64|
|Grande Prairie Case Study||p. 87|
|Making It Work in Practice-Instruction||p. 94|
|Tier 1-Good First Teaching and Classroom Practice||p. 95|
|Tier 2-Case Management Approach||p. 120|
|Tier 3-Early Intervention||p. 124|
|Eastern Ontario Case Study||p. 135|
|Leadership-Individualizing for Improvement||p. 151|
|Leading-by-Example Case Study||p. 151|
|Know-ability, Mobilize-ability, Sustain-ability||p. 157|
|Case Study from Vail Unified School District, Vail, Arizona||p. 176|
|Ownership-Of All the FACES||p. 184|
|An Entire State as a Case Study||p. 184|
|Public Policy Implications||p. 190|
|Parents and Communities Are "Owners," Too!||p. 193|
|Case Studies Reveal "Ownership by All"||p. 194|
|Glossary of Terms||p. 202|
|Matrix of Scaffolded Learning Using the Gradual-Release-of-Responsibility Model: From Modeled to Shared to Guided to Interdependent Practice for Practitioners||p. 208|
|Data Collection Placemat for Research||p. 220|
|Case Management Template||p. 222|
|The Teaching-Learning Cycle||p. 228|
|Weekly Literacy Block Planner||p. 229|
|Task-Oriented Question Construction Wheel Based on Bloom's Taxonomy||p. 233|
|Cross-Curricular Literacy Indicators of Success||p. 234|
|Guiding Questions for Collaborative Team Book Study||p. 236|
|Table of Contents provided by Ingram. All Rights Reserved.|