Author: Alaska. Department of EducationPublisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 20
Book Description
Alaska Standards for Quality Schools
Author: Alaska. Department of EducationPublisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 20
Book Description
Standards for Alaska's Schools
Author: Alaska. Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 4
Book Description
Alaska's Public Schools
Author: Alaska. Department of Education and Early DevelopmentPublisher:
ISBN:
Category :
Languages : en
Pages : 65
Book Description
This statewide "Report Card to the Public" is published in accordance with Alaska Statute 14.03.120 for the school year 2013-2014. Under state law, each school district is required to report information about its performance. Public knowledge of the school system is an important part of Alaska's school accountability system. This report is a resource for Alaska's parents, community members, and educational policymakers, including legislators, the Governor, the State Board of Education & Early Development, and local school boards. At a glance, this report provides readers with information about state and national assessments, and Alaska's graduation rates, dropout rates, teacher quality, schools recognized for excellence, and schools collaborating with the state on improvements. This report also includes information about the final school year in which the state administered the Standards Based Assessments. The legislature repealed the High School Graduation Qualifying Exam, and in spring 2015, the state will begin new assessments in grades 3 through 10 in English language arts and mathematics, called the Alaska Measures of Progress. The new assessments are geared to Alaska's higher standards, adopted in 2012. The goal of the standards is to develop students academically ready to achieve their personal goals in career training, the military, two-year colleges, and four-year colleges. Assessments help students, parents, and educators follow students' progress toward readiness. The ultimate goal of the Alaska Department of Education & Early Development is for every student to achieve academically at a high level through the guidance of outstanding teachers in high-quality schools. [Cover Title: "State of Alaska Department of Education & Early Development 2013-2014 Report Card to the Public." For "Alaska's Public Schools: 2012-2013 Report Card to the Public," see ED574753.].
AASL Standards Framework for Learners (10 Pack)
Author: American Association of School LibrariansPublisher: STA - Standards ALA ALA Editions AASL
ISBN: 9780838916544
Category : Language Arts & Disciplines
Languages : en
Pages : 8
Book Description
An advocacy brochure on library standards to be sold in packs of 12 for school librarians to hand out to teacher, principals, administrators. Content comes from AASL Standards publication.
Alaska's Public Schools
Author: Alaska. Department of Education and Early DevelopmentPublisher:
ISBN:
Category :
Languages : en
Pages : 56
Book Description
This statewide Report Card to the Public is published in accordance with Alaska Statute 14.03.120 for the school year 2014-2015. Under state law, each school district also is required to report information about its performance. Public knowledge pertaining to the school system is an important part of Alaska's accountability system. This report is a resource for Alaska's parents, community members, and educational policymakers, including legislators, the Governor, the State Board of Education & Early Development, and local school boards. Readers can acquire at a glance information regarding state and national assessments, and Alaska's graduation rates, dropout rates, teacher quality, schools recognized for excellence and schools collaborating with the state on improvements. This report includes information about the Alaska Measures of Progress (AMP), which is administered to students in grades 3 through 10 in English language arts and mathematics. AMP is geared to Alaska's higher standards, adopted in 2012. The goal of the standards is to develop students who are academically ready to achieve their personal goals in career training, the military, two-year colleges, and four-year colleges. Assessments help students, parents, and educators follow students' progress toward readiness. The ultimate goal of the Alaska Department of Education and Early Development is that every student will achieve academically at a high level through the guidance of outstanding teachers in high quality schools. [Cover Title: "State of Alaska Department of Education & Early Development 2014-2015 Report Card to the Public." For "Alaska's Public Schools: 2013-2014 Report Card to the Public," see ED574765 .].
Minimum Standards For Elementary Schools in Alaska
Author: Alaska. Department of EducationPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 35
Book Description
Alaska's Quality Schools Initiative
Author: Betty Jean McKinnyPublisher:
ISBN:
Category : Education
Languages : en
Pages : 496
Book Description
"This descriptive study of 51 schools in Alaska examined how educational personnel are responding to the Alaskan Quality Schools Initiative. While research identifying factors that accelerate or impede general change in organizations already exist, little research has been done in Alaska to assess personnel's attitudes and beliefs about standards-based education. Past school reforms have only experienced moderate success. This study shows that standards-based instruction is perceived by both rural and urban Alaskan educators to be a reform that could make improved achievement a reality. A questionnaire was designed and administered to educational personnel assessing present readiness to implement standards-based education and identifying factors which influenced past implementations of change. Profiles of schools, districts, and the state, reveal factors that may limit or expedite the implementation. Findings indicate that overall past educational change initiatives have been mismanaged. The state scores fall in the low moderate range 60.9 based on Implementation Management Associates Scale of 0 - 100. In regard to readiness to change the participating schools' scores fall in the moderate range (65.3). The majority of respondents believe that there is a high probability of successful implementation. They see a need and purpose for standards-based education. Personnel valued standards and believed that they were compatible with personal and organization values. Surveyed respondents were confident about the ability to change and were willing to focus on new approaches. The majority indicates the need for more resources and support. A predominant theme in the findings was that organizational stress is very high and personnel are concerned about the adverse effect this change may bring to their jobs. Past reform initiatives have not been aligned with the culture of the school or district. Ineffective communication coupled with low motivation and inadequate incentives has limited implementation efforts. Due to perceived lack of resources and expertise the majority of respondents question whether or not this initiative will be successful. Most rural schools, which have been characterized as widely resistant to change, were found to be more optimistic about change and had fewer barriers to overcome than urban schools"--(leaves iii-iv).
Alaska Standards
Author: Alaska. Department of Education and Early DevelopmentPublisher:
ISBN:
Category : Education
Languages : en
Pages : 136
Book Description
Standards-based Learning Under the Bering Strait Instructional Model
Author: Carrie A. JonesPublisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 96
Book Description
"The Bering Strait School District is an Alaskan school district that took on standards-based education under the umbrella of a larger systemic change encompassed by what has been called the Quality Schools Model. In this model students are engaged in standards-based curriculum that is organized in a manner allowing for time to be a variable in student learning and where groupings (levels) are based upon student readiness in the non-graded system. In this study, the effectiveness of standards-based levels was quantitatively studied by comparing sophomore reading, writing and math levels in the model to their high school exit exam scores in an attempt to determine if an association between the two assessments exists. The application of the chi-squared statistic lead to the conclusion that the level a student is working at in reading or math, within the model, is in fact associated to their proficiency on the high school exit exam"--Leaf iii.
Alaska Quality Schools Initiative
Author: Alaska. Department of Education and Early DevelopmentPublisher:
ISBN:
Category : Education
Languages : en
Pages :
Book Description