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by Margaret Searle
Table of Contents
Many schools dabble in improvement efforts year after year only to find the same problems resurfacing. A major reason schools end up spinning their wheels in this way is the lack of a systemic plan. When buildings and teachers operate in isolation, they unfortunately resemble hamsters on wheels, running for all they're worth and not making any headway. For improvements to have maximum impact, coordinated goals must be pursued on five distinct levels. The district council sets systemwide goals, individual schools refine these goals into versions appropriate for the building and each grade level, and teachers then set classroom and individual student goals. In this chapter, we will look at specific examples of how to make systemwide decisions using focused assessment data.
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