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ERIC Number: ED484832
Record Type: Non-Journal
Publication Date: 2004-Nov
Pages: 9
Abstractor: ERIC
Alignment in SEDL's Working Systemically Model 2004 Progress Report to Schools and Districts. Summary Report
Southwest Educational Development Laboratory
In December 2000, the U.S. Department of Education awarded the Southwest Educational Development Laboratory (SEDL) a 5-year contract to develop and refine an educational reform model to help low-performing districts and schools improve student achievement in reading or mathematics. Drawing on over 3 decades of research, SEDL developed the Working Systemically Model around the idea that student achievement improves as schools and districts learn to work together using system-wide instructional and organizational strategies to attain common goals. This approach to education reform emphasizes the importance of having all levels of the system?including teachers and school and district administrative personnel?working together to align their efforts toward the goal of improving student learning. The findings in this report come from analyses of school, district, and SEDL activities supporting the implementation of the Working Systemically Model in 2003?2004. The findings presented here result from the following three questions that guided our research on the implementation of the Working Systemically Model in our school sites: To what extent are low-performing districts and schools building their capacity to align curriculum, instruction, and assessment with state standards?; What strategies are SEDL field staff using to build the capacity of lowperforming districts and schools to align curriculum, instruction, and assessment with standards?; How has student achievement data changed in SEDL's intensive sites over time?
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Grant or Contract Numbers: N/A