ANet blog archive
- achievement gap
- best practices
- Common Core
- Common Core instructional support
- complex texts
- conceptual learning
- Connect Standards to Instruction
- data-driven instruction
- district leadership
- educational philosophy
- formative assessment
- high expectations
- instructional resources
- interim assessments
- lesson plans
- professional development
- reading instruction
- school culture
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- student work
- supporting educators
- teaching resources
- text dependent questions
- text-based planning
Despite widespread dissatisfaction with too much testing, district leaders often feel powerless to change their situation. Fortunately, there are actions they can take. Check out this infographic to see the impact our partners made.
Despite widespread dissatisfaction with too much testing, district leaders often feel powerless to change their situation. Fortunately, there are actions they can take. Check out this infographic to get a sense of the process outlined in our new white paper.
We are excited to release our new white paper on refining system-level assessment strategy. You’ll learn the steps of the process and understand some key insights that can help you get the most out of your assessment strategy efforts.
Conceptual understanding is one of three aspects of rigor outlined by the Common Core. It calls for instruction that introduces mathematical concepts, emphasizes sense-making over answer-getting, and builds and refines students’ mathematical schema.
Some of the excellent math and ELA curricula now available include curriculum-embedded assessments. Where do these fit into your assessment strategy? Can they replace the array of assessments you use now?
Video: Observations and PD are important tools to help teachers hone their craft. But Stephanie Gallegos, principal of Lake County Intermediate School in Colorado, takes it a step further. She sits down with teachers to plan literacy lessons side by side.
A thoughtful, balanced assessment strategy is about more than just testing: it’s about creating better experiences for our teachers and students.
ANet is excited to announce the launch of our Breakthrough Results Fund, a multi-year collaboration with up to six school systems focused on creating coherent supports for great instruction at both the school and central-office levels.
There are a lot of reasons school leaders turn to item banks. But several of our school partners have told us that their experience with item banks didn’t live up to their expectations.
“My students aren’t going to learn this anyway, so why are we teaching it?”
The question hung heavy in the air of the professional learning session, but no one responded to the teacher who asked it.
In an interview with ANet, Kimberly Phillips, principal of University Prep Science and Math Elementary, describes how her school creates equity through rich math tasks.
Formative means assessment for learning—the results help teachers plan instruction to meet their students’ current needs. Summative means assessment of learning—the results are for evaluation or accountability.
Black History Month is a step in the right direction, but it’s a small step. To truly advance equity, Black history and contributions—and those of other underrepresented groups—must be woven into our teaching all year, not just during a single month.
Assessment previews are like a map that shows teachers what mastering grade-level standards looks like. Watch this video to hear two instructional leaders describe why they value assessment previews.
Text talks—those “book clubs” that help teachers plan instruction—represent a completely new approach to planning for most educators. Are you ready to try text talks at your school? Here is Fall Hamilton’s advice for implementing them as part of text-based planning.
The harsh reality for many teachers is that students may be several years behind grade-level. Here's a strategy to engage students in grade-level math and fill gaps simultaneously.
Here are two instructional practices Liberty teachers use to ensure the school’s youngest students become confident, lifelong readers.
Springfield Public Day Middle School kicked off the year by putting their instructional priorities front and center—and making sure teachers and leaders are aligned in pursuing them.
In this video, a 4th grade teacher from Fall Hamilton shares her perspective on what it was like to transition from a standards-based to text based approach to planning.
As a school leader, you can get so focused on student learning that you overlook your own learning. But the instructional leadership team at MAS Charter School see a direct connection between leader learning and teachers’ and students’ achievement.
If you ask Mission Achievement and Success Charter School for the secret to success, you’ll likely hear “data.” But it’s not just about collecting data. It’s about using data to enhance teaching.
After building strong structures around a teaching and learning cycle, White Street School jumped from “underperforming” at Level 4 to Level 1, the top category in Massachusetts state accountability system.