Resources
U.S. Department of Education
American Recovery and Reinvestment Act
http://www2.ed.gov/policy/gen/leg/recovery/index.html
http://www.whitehouse.gov/issues/education/
Race to the Top
http://www2.ed.gov/policy/gen/leg/recovery/index.html
Institute for Educational Sciences
http://ies.ed.gov/
Doing What Works
http://dww.ed.gov/index.cfm
Turning around low performing schools
http://dww.ed.gov/topic/?T_ID=21
Software for using data for school improvement
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1c/2d/4d.pdf
Publications U.S. Department of Education
http://www.edpubs.gov/
District of Columbia
Office of State Superintendent of Education
http://www.edpubs.gov/
DC Pubic Charter Schools
DC Charter School Boad http://www.dcpubliccharter.comDC
Charter School Association http://wwdcpcsa.org/
Friends of Urban Schools DC http://focusdc.org/
DC Public Schools http://wwdcpcsa.org/
Educational Data Systems
Schoolwide Information System (SWIS)
http://www.swis.org/
Data Driven Assessment
http://www.clrn.org/elar/dddm.cfm
Educational Interventions
Response to Intervention(RTI)
http://wrightslaw.com/info/rti.index.htm
http://www.rtisummit.org/resources_fedprj.asp
Co-teaching
http://www.corwin.com/upm-data/6847_villa_ch_1.pdf
http://www.k8accesscenter.org/index.php/category/co-teaching/
Accommodations
http://www.k8accesscenter.org/online_community_area/Webinar_View.asp
Standards
DC Standards
http://dcps.dc.gov/DCPS/Teaching+and+Learning/Academics/Learning+Standards
High Cost of Low Education Performance
http://dcps.dc.gov/DCPS/Teaching+and+Learning/Academics/Learning+Standards
International Benchmarking
http://dcps.dc.gov/DCPS/Teaching+and+Learning/Academics/Learning+Standards
Common Standards
http://dcps.dc.gov/DCPS/Teaching+and+Learning/Academics/Learning+Standards
Comprehensive Data Systems
Next Generation Learning
Customized Learning and Supports
1. Just-in-time Assessment and Powerful Systems of Intervention to Address Barriers to Learning
2. Transparent and Aligned System of Student Expectations
3. Learning Teams and Project-Based Learning
4. Technology to Extend and Expand Learning Opportunity
“The difference here is that the test is not given against the needs of the system, but against the readiness of the student.” To see how this might work, consider [the] a writing example [cited earlier]. Students [in this final scenario] would test on writing not when the system was ready for them at the end of the school year, but when the students showed a readiness to demonstrate proficiency, which given the inherent differences in levels of student readiness can have a fairly wide range.
Support Student Driven Accountability: We will support and advocate for policies at the national level that will move
http://dcps.dc.gov/DCPS/Teaching+and+Learning/Academics/Learning+Standards
School Improvement by Design: Lessons from a Study of Comprehensive
School Reform Programs
http://www.cpre.org/images/stories/cpre_pdfs/sii%20final%20report_web%20file.
Pdf
http://osse.dc.gov/seo/frames.asp?doc=/seo/lib/seo/Accountability_Workbook_final_6_24_09.pdf
International Accreditation
Cambridge Accreditation http://www.cie.org.uk/
Pre-U – Independent research project, student directed learning
http://handouts.aacrao.org/am08/finished/R0800a_V_Sismey.pdf
International Baccalaureate
http://www.ibo.org/
http://communitytheme.ibo.org/eng/global-lessons-and-activities-2009-peace-and-conflict
Some of the unique requirements of IB: extended essay, theory of knowledge, and creativity, action service. The extended essay, with a prescribed limit of 4,000 words, offers students the opportunity to investigate a topic of individual interest and acquaints them with the independent research and writing skills expected at tertiary level. The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across all disciplines, encouraging an appreciation of other cultural perspectives.Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering their awareness and appreciation of life outside the academic arena. The International Baccalaureate® (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses.
The Diploma Programme goals provide students with:
• a broad and balanced, yet academically demanding, programme of study
• the development of critical-thinking and reflective skills
• the development of research skills
• the development of independent learning skills
• the development of intercultural understanding
• a globally recognized university entrance qualification.
Middles States Accreditation
http://www.css-msa.org/pdfs/2007SchoolStds.pdf
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