Closing the Learning Gap: Steps That Work
Presenters
Joe Medina (Primary)
Principal
Torch Middle School
Robert Reyes (Primary)
Assistant Principal
Torch Middle School
Senior Research Analyst
American Institutes for Research (AIR)
Description
Torch Middle School in Los Angeles County, California serves a high poverty, high minority student population that performs well above its peers and has received a “similar schools ranking” of 10 (on a 10-point scale) on the California Academic Performance Index (API) for the past two years. In 2007, Torch was recognized as one of only three California Schools to Watch. While 31% of 8th grade Hispanic students scored proficient or above statewide, 54% of Hispanic 8th grade students at Torch scored proficient or above. Principal Joe Medina and Assistant Principal Robert Reyes will share the actual steps they have taken in moving the school from a decile 1 state ranking in 2000 to a decile 6 state ranking in 2007. This webinar is presented by the American Institutes for Research and WestEd as partners in the California Comprehensive Center to highlight high performing schools making a difference in student achievement. To learn more about Torch, please read the school profile.
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"Our district has many similar schools with similar issues. The 'no excuses' mantra certainly changes and challenges what happens in classrooms and how teachers and students think about themselves."
—Webinar Participant
Webinar Resources
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- MP3 audio recording for the webinar,"Closing the Learning Gap: Steps That Work.”
- Poll Responses for webinar, "Closing the Learning Gap: Steps That Work.”
- Powerpoint for Webinar:"Closing the Learning Gap: Steps That Work."
- Resources Suggested by Webinar Participants on 12-3-08
Other SchoolsMovingUp Resources that May be of Interest
From WestEd.org
Closing the Achievement Gap: A Vision for Changing Beliefs and Practices, 2nd Edition
When there are disconnects between school culture and the culture of students, students suffer — unnecessarily. This book presents ways to raise student achievement by understanding better the role of culture in setting expectations and making change, whether in classrooms, professional development, or political policy.
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