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3.) Offer extra time for the group members to work with you or work in a space in the school.

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2.) Educate the students on accountability before they break into their groups. Also, let them know they can come to you if there are any problems in the group, but encourage them to speak to their group members first.

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1.) Make sure the students know that they can come to you any time they have questions or concerns.

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What does the Every Student Succeeds Act require?

School ratings based on the performance of all groups of students

States must set goals for increasing the percentage of students who reach state standards in reading and math and for raising graduation rates. These goals have to be set for all students, and for low-income students, students from major racial/ethnic groups, students with disabilities and English learners, respectively. They must require improvement for all groups and faster improvement for the groups that have been behind, meaning that, if the goals are met, gaps between groups will narrow.

Each state must then rate schools based on how they perform on these goals and other indicators, for all students and for each student group. If any group of students in a school is consistently underperforming, the school's rating has to reflect that fact.
Here are the required indicators:

Academic achievement: A measure of how schools' proficiency rates in reading/language arts and math for all students and each student group compare with state-set goals. For high schools, states can also include student growth as part of this indicator. When calculating proficiency rates, states have to count most students who do not participate in the assessment as not proficient.

Another academic indicator: For high schools, a measure of how graduation rates for all students and each student group compare with state-set goals. For elementary and middle schools, this measure may include individual student growth or another statewide, valid, and reliable indicator of student learning.

English-language proficiency : A measure of the progress that a school's English learners are making toward English proficiency. (This measure is for the English learner group only.)

Additional indicator of school quality: Another valid, reliable, and statewide indicator of school quality, which may include measures of postsecondary readiness, student engagement, or school climate. The indicator must measure these results for all students and each student group.

States will determine exactly how much each indicator will count in school accountability ratings, but the first three indicators (academic achievement, another academic indicator, and English proficiency) must each carry substantial weight, and together, carry much more weight than the additional measure of school quality.

In addition to including these indicators, states must also explain what will happen to a school's rating if fewer than 95 percent of all students, or of any group of students, participate in the state assessment.

Supports and intervention when students overall, or any group of students, are struggling

The Every Student Succeeds Act specifies three categories of schools that must receive support and intervention:

Comprehensive Support and Improvement Schools: This category includes the lowest performing 5 percent of Title I schools and all high schools with graduation rates below 67 percent. For these schools, districts must develop improvement plans, which may include a review of district- and school-level budgeting. The state has to review and approve these improvement plans and set "exit criteria" for these schools (i.e., levels of performance that they have to reach to no longer be identified in this category). If a school fails to meet these criteria within no more than four years (the state can set a shorter time frame), the state has to intervene.

Targeted Support and Improvement Schools: These are schools where one or more groups of students are consistently underperforming, as noted in the ratings. These schools must develop improvement plans, which have to be approved by their district. If schools fail to improve within a district-determined number of years, the district has to require additional action.

Additional Targeted Support and Improvement Schools: These are schools that have one or more groups of students whose performance would place them in the bottom 5 percent of Title I schools. Like Targeted Support and Improvement schools, these schools are required to put together improvement plans that must be approved by their district, but these improvement plans also have to address resource inequities. In addition, states must set exit criteria for these schools, and if schools don't meet these criteria in a state-determined number of years, they become Comprehensive Support and Improvement Schools.

What key questions should equity-minded advocates be asking?

What are aggressive but achievable goals, especially on new assessments aligned with college- and career-ready standards?

Beyond tests and graduation rates, what indicators will add to the picture of school performance for all students as opposed to masking important outcomes?

What's a rigorous definition of "consistently underperforming" for student groups, especially on indicators for which there aren't clear goals?

What are the appropriate supports and interventions for the lowest performers? For schools with underperforming groups?

What time frames for supports and interventions allow time for improvement activity to take hold, but don't allow students to languish?

1. For the purposes of the accountability system, states have to calculate proficiency rates by dividing the number of students who score at the proficient or advanced levels by the larger of two numbers: a) The number of students who took the test, OR b) 95 percent of students who were supposed to take the test.
2. When used on this page, the term "district" refers to both traditional public school districts and charters.

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accountability for raising achievement and closing gaps

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What's in the Every Student Succeeds Act? - Accountability - The Education Trust

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School ratings based on the performance of all groups of students States must set goals for increasing the percentage of students who reach state standards in reading and math and for raising graduation rates. These goals have to be set for all students, and for low-income students, students from major racial/ethnic groups, students with disabilities and English learners, respectively.

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Classroom Management Strategies To Take Control Of Noisy Students

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Healing Classrooms (5.1) - Effective Group Work

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Healing Classrooms Video 5.1 demonstrates how to use prepared, organized and purposeful group work with clear roles and responsibilities for each group member to build teamwork skills, promote inclusion and allow students to work with a variety of classmates in a noncompetitive atmosphere.

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Building Student Collaboration and Agency

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Effective Group Work in College Science Classrooms

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Video #14 Group Work Why does group work always seem break down? Some students take over the project while others sit back and watch. The workers are unhappy because they don't feel like the work is divided fairly. The hitchikers are unhappy because they feel their opinion and ideas aren't wanted.

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Active Learning Classrooms: Sharing responsibility for learning

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Exploring the principles, theory, practice and development of work with groups

What is a group? We explore what a group is - and some key dimensions of groups.

What is groupwork? Just what does the process of working with a group involve?

the development of group work

The early history of group work. We examine the emergence of group work in British work with young people and adults during the nineteenth century.

Social group work: formulation of a method, 1920-1936. Kenneth E. Reid explores a pivotal time in the development of the theory and practice of working with groups within social work.

Group work - expansion and professionalism, 1937 - 1955. Kenneth E. Reid explores how group work was increasingly presented as part of social work (as against informal education and recreation) and the fascinating process of delineating its boundaries.

Robert Freed Bales, group observation and interaction processes. R. F. Bales pioneered the development of systematic methods of group observation and measurement of interaction processes. In this brief article we survey his contribution.

Grace Coyle and group work principles, theory and practice. Grace Coyle made an extraordinary contribution to our understanding of group work principles, theory and practice. She was also an important advocate for the work within US social work and an innovatory trainer.

George C. Homans, the human group and elementary social behaviour. George Caspar Homans (1910-1989) is widely regarded as the father of social exchange theory. Two of his many books, The Human Group and Social Behaviour: Its Elementary Forms are considered world-classics in sociology. He also made significant empirical and conceptual contributions to small-group research. In this piece A. Javier Treviño explores Homans' lasting contribution.

Josephine Klein, group work, youth work and exploring English cultures. Josephine Klein was one of the first British-based practitioners to explore group process and working with groups systematically. She also went on to complete a landmark study of family and community life and develop before becoming a psychotherapist. We explore her contribution.

Gisela Konopka and group work. Gisela Konopka (1910-2003) made a profound contribution to the development of social group work and the deepening of practice with children and young people. In this paper Janice Andrews charts Gisela Konopka's life and assesses her work.

Kurt Lewin, group dynamics and action learning: A seminal theorist who deepened our understanding of groups, experiential learning, and action research.

Carl Rogers, core conditions and education. Best known for his contribution to client-centered therapy and his role in the development of counselling, Rogers also had much to say about the principles, theory and practice of education and group work.

Bruce W. Tuckman - forming, storming, norming and performing in groups. Bruce W. Tuckman produced one of the most quoted models of group development in the 1960s. We consider his contribution and the model's continuing use.

Gertrude Wilson and social group work theory and practice. Gertrude Wilson was a pivotal figure in the development of the principles, theory and practice of group work during the 1940s and 1950s. Here we briefly assess her contribution.

concepts

Animation. Animation introduced. Animation, formation and education explored. The development of practice.

Association. The nature of association and its educational potential explored plus an annotated list of key texts.

Conversation and dialogue. Dialogue', Freire says, 'is the encounter between men, mediated by the world, in order to name the world'. Here we explore this idea - and its roots.

Experiential learning. David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems.

Evaluation. Evaluation is part and parcel of educating - yet it can be experienced as a burden and an unnecessary intrusion. We explore the theory and practice of evaluation and some of the key issues for informal and community educators, social pedagogues youth workers and others. In particular, we examine educators as connoisseurs and critics, and the way in which they can deepen their theory base and become researchers in practice.

Facilitating learning and change in groups. Just what is facilitation, and what does it involve? We explore the theory and practice of facilitation, and some key issues around facilitating group sessions.

Learning. What is learning? Is it a change in behaviour or understanding? Is it a process? Here we survey some common models.

Reflection. What constitutes reflection - and what significance does it have for educators? The contributions of Dewey, Schön and Boud et. al. assessed.

Self-direction. Many books and articles about lifelong learning talk glibly about self direction. Too often this idea is seen as unproblematic - an obvious good. But things are not quite as they seem.

Acknowledgement: Picture: Group work by Eldan Goldenberg. Sourced from Flcikr and reproduced under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0) licence. http://www.flickr.com/photos/eldan/4929258391/

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Group work principles, theory and practice

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What is a group? We explore what a group is - and some key dimensions of groups. What is groupwork? Just what does the process of working with a group involve? the development of group work The early history of group work.

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Group work - Teaching Methods - Guidelines for good teaching, assessment & supervision - Inclusive Curriculum New : Trinity College Dublin, the University of Dublin, Ireland