Über den Autor
Carolyn E. Haley, a teacher, administrator, and educational consultant has thirty-two years of experience in education. She has spent the past twenty-one years as a school administrator in both urban and suburban school districts.
Part 1 What Is the Continuous Progress Approach? Chapter 2 Defining Literacy Chapter 3 What Is Continuous Progress? Chapter 4 Nongraded versus Graded Chapter 5 Understanding the Rationale Chapter 6 Who Should Try This Program and Why? Chapter 7 Challenges to Face Chapter 8 Linking Literacy Instruction to Continous Progress Part 9 How Does This Program Differ from the Traditional School Program? Chapter 10 Performance Grouping versus Tracking Chapter 11 Level Progression Chapter 12 Using Performance Data to Close Literacy Achievement Gaps Chapter 13 Rethinking Retention Chapter 14 What Happens When Students Transfer? Part 15 Reorganizing for Continous Progress Chapter 16 Leadership and Support Chapter 17 Establishing an Effective School Culture Chapter 18 Professional Development through Reflective Practice Chapter 19 Putting It Together Chapter 20 Intermediate Looping and Continous Progress Part 21 Steps to a Successful School Reform Chapter 22 Step One: Identify Rationale for Reform Chapter 23 Step Two: Establish a Schoolwide Shared Vision Chapter 24 Step Three: Shape Your School Culture Chapter 25 Step Four: Identify Program Components in Need of Change Chapter 26 Step Five: Develop a Reform Timeline Chapter 27 Step Six: Design an Effective Professional Development Plan Chapter 28 Step Seven: Develop an Assessment and Accountability Plan
Improving Literacy Achievement features detailed steps for developing and implementing a literacy program for primary students (grades K-3) and includes chapters on looping, or continuous progress, at higher levels (grades 4-5). Carolyn E. Haley shows how looping at these levels proves to be an effective practice in increasing student achievement in all subject areas as evidenced in her research and extensive work.