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High Performance in High Poverty Schools: 90/90/90 and Beyond By Douglas B. Reeves

Key Text Presentation
by Pravan Kuntmala on 6 November 2012

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Transcript of High Performance in High Poverty Schools: 90/90/90 and Beyond By Douglas B. Reeves

What makes a school successful? Common Characteristics of High Achievement Schools and Key
Findings Preservice In-service Teacher Report Accountability High Performance in High Poverty Schools:
90/90/90 and Beyond
By Douglas B. Reeves Key Text by
Pravan Kuntmala Group 1: On a school-wide basis list 4 characteristics which makes a school successful. Group 2: On a department level basis list 4 characteristics which makes a school successful. Group 3: On a classroom level basis list 4 characteristics which makes a school successful. Are there any commonalities? High Performance in High Poverty Schools: 90/90/90 and Beyond

Purpose Study Sample Criteria Reeves attempted to study the
best practices of successful school.
His long-term goal was to improve
achievement and close the equity gap -4 years of test data 
(1995 through 1998)
-About 130,000 students
-238 buildings ranging from
-Elementary school to High School ? 1. 90% or more of the students were eligible for free and reduced lunch 2. 90% of more of the students were members of ethnic minority groups 3. 90% or more of the students met the district or state academic standards in reading or another area 1.A focus on academic achievement

2.Clear curriculum choices

3.Frequent assessment of student progress
and multiple opportunities for improvement

4.An emphasis on nonfiction writing

5.Collaborative scoring of student work -displayed student
achievement

- exemplary academic- work, including clear, concise essays, wonderful science projects, social studies papers, and mathematics papers.

"Its not how you start here that matters, its how you finish" spending more time on the
core subjects of reading, writing, and mathematics and less time on other subjects. student performance that is less than proficient is followed by multiple opportunities to improve performance.

weekly assessments of student progress required written responses
in performance assessments. Inter-rater reliability

"When teachers exchange papers, it is imperative that they have a uniform basis on which to evaluate student work. The degree of agreement among teachers in their use of performanceassessment scoring can be measured." 1. Persistent

2. Replicable

3. Consistent Doctoral Student -Source of hope


-Something to aspire towards


-Motivation to pursue teaching science to urban youth My Scientists -Believe in how our school should have been modeled

-Implemented frequent and specific feedback

-Attempted to have teacher collaboration across disciplines

-Aligned assignments with preparation

-The study ignores the very real influence of poverty on student achievement -Viewed the Article from a Critical Lens

-Did Reeves set the bar too low? as suggested
by Diane Ravitch

- Definition of basic achievement "Somewhat competent in the content area. Academic achievement includes mastery of most of the important knowledge and skills. Test score shows evidence of at least one major flaw in understanding the academic content area tested."

-Analyzed data as a consumer of information

-Why weren't there longitudinal studies completed
that studied the Grade data or Cohort data?

-Could the data be disaggregated to show
other trends? -Excessive time devoted to reading

-Sustainability of studied schools

-Large scale evaluation of the study


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