National Center for Educational Achievement / Just for the Kids

Idaho

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Idaho JFTK Planning Committee

The following education stakeholders were invited to participate in planning for the Idaho Just for the Kids Program:

• Idaho State Board of Education
• Idaho State Department of Education
• Idaho School Boards Association
• Idaho Legislature (Senate and House Education Committees)
• Office of the Governor
• Idaho Association of Commerce and Industry
• Idaho Business Coalition for Excellence in Education
• Idaho Association of School Administrators
• Idaho Education Association
• Idaho Parent-Teacher Association
• Idaho State University, College of Education
• University of Idaho, College of Education
• Boise State University, College of Education
• Northwest Nazarene University, College of Education
• Albertson College of Idaho
• Lewis-Clark State College, Division of Education
• Brigham Young University - Idaho, College of Education
• College of Southern Idaho

For more information contact:
Dr. Clifford L. Green
Executive Director, Idaho School Boards Association
208-854-1476

Or for information on national Just for the Kids programs:
Tom Lindsley
Director, Washington, DC Office

Best Practice Framework

Recognition, Intervention, and Adjustment

Recognize, intervene, or adjust based on school performance

Recognize, intervene, or adjust based on teacher performance

Recognize, intervene, or adjust based on student performance

Monitoring: Compilation, Analysis, and Use of Data

Develop student assessment and data monitoring systems to monitor school performance

Monitor teacher performance and student learning

Monitor student learning

Instructional Programs, Practices, and Arrangements

Provide evidence-based instructional programs

Ensure the use of evidence-based programs, practices, and arrangements in every classroom

Use evidence-based programs, practices, and arrangements

Staff Selection, Leadership, and Capacity Building

Provide strong leaders, highly qualified teachers, and aligned professional development

Select, develop, and allocate staff based on student learning

Collaborate in grade level/subject teams focused on student learning

Student Learning: Expectations and Goals

Provide clear, prioritized academic objectives by grade and subject that all students are expected to master

Implement the district's written curriculum and ensure that all students achieve specific academic goals

Ensure the district's written curriculum is taught to and mastered by all students

State and federal policy in a standards-based educational system emphasizes learning goals (academic standards or performance targets) and outcomes (usually on state-level, criterion-referenced tests). More students are expected to demonstrate proficiency on higher standards than ever before. In that type of standards and accountability environment, a considerable gap of practice still exists, and school systems are left to determine the best way to address this gap.

Finite time and human and financial resources require that educators become selective and deliberate in the improvement initiatives they undertake. The NCEA Best Practice Framework helps focus educators on the practices and strategies that are likely to deeply and positively impact student learning in their schools and systems.

Built upon, and continually informed by, study in consistently Higher Performing Schools, The Framework provides an organizational schema to examine the practices of those school systems, as compared to average-performing ones. To date, more than 500 schools from 20 states have been studied over the past six years. Ongoing study helps us continually refine our understanding of these broad principles of Best Practice.

How to Use The Framework:

1. Understand the structure of The Framework by clicking on "About The Framework."
2. Explore the database of Best Practice by clicking on any cell on The Framework graphic above to learn more about any particular practice. You will find critical attributes of each practice with examples from Higher Performing Schools, as well as differentiating features of the practice in Higher Performing Systems compared to average-performing ones.
3. Use the "Search for Evidence" link to filter for information from a particular state or type of school.
4. Explore written case studies about many of the studied schools for additional information about how schools implemented these practices.
5. Initiate an objective NCEA Best Practice District Audit to identify strengths and weaknesses of your system relative to these findings.