The Common Core envisions the transformation of all students into thoughtful readers. To make this vision a reality, you’ll need a variety of lessons aimed at creating close readers. Lessons can deliver to whole classes of children, to small groups, and even one-on-one. Large group lessons are useful for exposing all students to particular ideas, while smaller groupings encourage greater participation and allow for more observation.
This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field.
Research has shown that these 15 strategies have been successfully implemented:
– in all school levels from K – 12
– in rural, suburban, and urban centers
– as stand-alone programs or as part of systemic school improvement plans.
Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers
– No Child Left Behind and its effects on dropout rates
– Dealing with Hispanic dropouts
– Differences and similarities between rural and urban dropouts
These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.
How to Implement the new integrated pathway and change the traditional way? The implementation of the components of the CA CCSSM requires professional development planning and design.
Common Core Math requires a response to intervention as part of the implementation for curriculum and instruction. Response-to-Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs.
I can remember the frustration of my parent’s experience with the new math in the 4th grade in 1963. My parent’s could not help me with my math homework. Yet, I could remember mathematical concepts nearly 35 years later out of the classroom because of my conceptual understanding of mathematical concepts.