Milestones in Comprehensive School Improvement for Middle Grade Reform. Development Period: Milestones I, Months 1-12, Milestones II, Months 13-18, Milestones III, Months 19-36.

Institution	Maryland State Dept. of Education, Baltimore. Div. of Instruction.
Titel	Milestones in Comprehensive School Improvement for Middle Grade Reform. Development Period: Milestones I, Months 1-12, Milestones II, Months 13-18, Milestones III, Months 19-36.
Quelle	(1993), (206 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Delivery Systems; Educational Improvement; Educational Planning; Intermediate Grades; Junior High Schools; Middle Schools; Professional Development; Program Implementation; School Restructuring; State Programs; Maryland + Suchen Sie Ihr Suchwort? Schulleistung; Auslieferung; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Mittelstufe; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Schulreformplan; Schulumwandlung; Regierungsprogramm
Abstract	The Maryland Middle Grades School Policy Initiative addresses the polices and practices that support improved school and student performance. To document changes in policies and practices, this series of publications entitled "Milestones" was developed. Each publication traces the development, implementation, evaluation, and refinement of school-based, school-improvement models based on the experience of four Maryland schools. The models reflect a comprehensive approach to school-based improvement as organized, identified, developed, planned, implemented, and evaluated over months 1-12 (milestones I), months 13-18 (milestones II), and months 19-36 (milestones III). The first part outlines structures, policies, and planning procedures for school-based change. The second part describes comprehensive interagency service-delivery models to support at-risk students and their families. The third part identifies programs to improve student achievement and models for instructional intervention. Finally, professional-development process models, including applications of technological innovation, are examined. The process was based on collaboration among school personnel, state and local agencies, business, and community-service agencies. A glossary is included. Appendices contain graphics that illustrate comprehensive service delivery, the Vision for Maryland Schools 2000, and the Maryland Middle Grade School State Policy Initiative. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC