Notes
1. In defining AYP, each state sets the minimum levels of improvement, based on student performance on state standardized tests, school districts and schools must achieve within time frames specified in law in order to meet the 100% proficiency goal. These levels of improvement are known as Annual Measurable Objectives (AMO) to ensure that all student groups, schools, school districts, and the State as a whole reach this goal by 2013-2014.
2. Please note that specific standards references are to those adopted by the Atlanta Public Schools in Language Arts and should be adapted as necessary to maintain the integrity of a user's school and system standards.
3. College Board. 2005. Pre-AP: AP Vertical Alignment. 7 July 2005.http://apcentral. collegeboard.com/pre-ap/ap_vertical_teams/0,3060,175-188-0-0,00.html>.
4. ELA Curriculum Revision ñ Executive Summary. 2005. 6 July 2005 http://www.georgiastandards.org/_documents/langart/gps_summary_ela.pdf
5. The act of engaging requires a specific commitment at an appointed time and place; hence, this term implies that specific grade levels at which certain purposes for reading and analysis are more effective than others.
6. Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD), Understanding by Design is based on the following key ideas:
- A primary goal of education should be the development and deepening of student understanding.
- Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
- Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
- Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
- Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.
7. Etling, Jacquelyn. 2004. Journal of the CUNY PhD Program in Art History. Part 10
Landscapes. 11 July 2005 http://dsc.gc.cuny.edu/part/articles/etling.html>.
Vincent van Gogh, The Weaver of Images: The Starry Night, His Tapestry of Heavenly Consolation
8. Ambiguous Newspaper Headlines. 2005. http://www.fun-with-words.com
/ambiguous_headlines.html>.
9. Full texts available at http://www.poetryteachers.com/poetclass/lessons/tabloid.html
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