academic gains 对应的中文是什么？

学术成就

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE
The following statements characterize educational practice at this school:
1. Alignment of curriculum, instruction and materials to content and performance standards:
Teachers meet in grade level teams at least once a month (some teams meet more frequently – weekly, bi-weekly) to review current programs, curriculum, and teaching practices. All teams identify focus areas and standards based on the previous year’s data. Additionally, the Grattan teaching team meets to review Academic Plan, examples of student work to assess effectiveness of instructional practices-and identify areas of curriculum alignment with content performance standards. Teachers manage SST cases to review assessment of performance gaps, paying particular attention to our African American population. Additionally, we focus on SPED, ELL, EDY, GATE, and other targeted populations to improve instructional practice. Grattan teachers identify focal students in which to focus best teaching practices and strategies. Grattan uses district-adopted materials that align with the standards and use supplementary materials to support and extend themes/strands accordingly. Teachers teach the state mandated required instructional minutes. Third grade teaches 20 minutes beyond their required minutes and focuses this time on building reading fluency in their students.
2. Availability of standards-based instructional materials appropriate to all student groups:
Grattan utilizes adopted instructional materials provided by SFUSD. All students have access to these materials throughout the school year. The school purchased and implements adopted instructional materials and standard-based supplemental materials for all students including specialized materials designed to meet the needs of focal students and other targeted, underperforming, African American, Special Education ELL’s, EDY students (TERC, Marilyn Burns, Rosetta Stone). Staff development is aligned to standards, assessed student performance and professional needs. Teachers research, pilot and analyze supplemental materials and programs and advise other staff and the site council accordingly. Grattan maintains its focus on Science and technology with an emphasis on Green Schoolyard issues and purchases supplementary materials to support integrating the curriculum within the focus area. All classes have attended at least one fieldtrip where there has been an environmental focus.
3. Alignment of staff development to standards, assessed student performance and professional needs:
Grattan’s faculty participates in onsite professional development activities to address specific identified gaps in the curriculum, based on data evaluation and formative assessments. The Grattan teaching team researches grant opportunities to fund on and off-site PD activities to support all students towards reaching academic content and performance standards. PD days are budgeted for grade-level teams to perform assessments and reflect on teaching practices. Grade level meetings, planning sessions and faculty meetings are used to align standards, assessments and best practices to professional development and meeting the needs of all students including targeted, underperforming, Special Education, ELL, EDY students and to challenge high- performing and GATE students. Grattan teachers attended many conferences including SFUSD PDI sessions, the CMC – North and South conferences, Early Childhood conference, Green Schoolyard teaching events and many others. Grattan teachers participated in on site PD including, Hands On Science, PEAK Energy Curriculum, Visual Thinking Strategies, UC Botanical Gardens. Grattan has partnered with several groups throughout the school year including SFUSD Green School-Yard Alliance, Nature in the City and UC Botanical Gardens to share the many resources available to the
students of San Francisco.
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academic gains 学术成就

是学术成果的意思。