2.2.2.4. Main Domains Of School Improvement Program. The

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

Improved Assessment Literacy: Unlike the current education system that treats assessment more separated from teaching, the core teaching standards recognize that teachers need to have greater knowledge and skill on how to develop a number of assessments, how to balance use of formative and summative assessment as

Schools might demonstrate their aims by providing the basis for the delivery of the best

The first domain is planning and preparation. The six components within this domain are about how teachers should plan and prepare their lesson for their students to have the most impact. Teachers that have a positive impact on student performance is knowledgeable about their subject matter, know their students, set appropriate outcomes for students, use appropriate resources for instruction, have

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

As cognitive domain influences social domain, teachers must combine learning and development with emotional and physical domains. A developmentally appropriate curriculum is effectively based on what is known interrelationships and sequences of ideas. Teachers effectively must note and report every detail, maintain expectations no matter how challenging the environment is, achieve goals and have the framework for each child be the right amount and

* Prepare the learning environment based on the individual needs of the pupil/group, and provide the learning

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

The third choice of the required reading that I read for my internship is Fair Isn’t Always Equal written by Rick Wormeli. This book is written to help schools and school districts transform their standard grading on assessments and homework to a standards based grading system. The book reasons why schools should look to change to a standard’s based grading system, and the benefits and the amount of information that this type of grading can give us about our students. Not only does this book give the benefits of the grading, it discusses ways to rewrite tests, how to use attendance and effort to give grades, and how to differentiate instruction and assessments to get a true picture of our students and their knowledge of the materials. Wormeli uses quotes from teachers and educational leaders in the different section of the book that have opposite views of standards based grading and the process they used to get to where they are at. This book was assigned to me to read over summer break to begin to prepare us for the change in grading formative assessments using standards based rubrics and the reasons why the change in necessary to truly see if students are learning.

Assessments for the standards allows teachers to monitor their student 's progress throughout the year. Through theses tests teachers can find our what a student knows, where they are currently at, and how to

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.

This program succeeds for two major reasons: it focuses on children 's development, and supports a change in the school culture. It addresses their total development, not just their speech, language, or intelligence. Children attend school throughout a significant portion of their early lives. The schools mission must then be inline with their social, moral, physical, and psychological development.

As we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.