A Comprehensive Guide to Designing Standards-based Districts, Schools, and Classrooms
Association for Supervision and Curriculum Development, 1996 - Education - 293 pages
This book articulates a process by which schools and districts can design their own standards-based system of education and provides models for implementing standards-based education. Chapter 1 describes the history of and impetus for the standards movement. Chapter 2 addresses such issues as: Where will the standards come from? What type of standards shall be used? Who will be involved in setting them? The many formats in which a school or district can articulate its standards and benchmarks are described in chapter 3. Chapter 4 discusses how to decide the levels at which benchmarks will be articulated. Who is responsible for assessing students and how will they be assessed are questions addressed in the fifth chapter. Examples of classroom assessments are included. Chapter 6 considers how a school or district might report student performance using assessment data from the national, state, and classroom levels. Methods for holding schools accountable and types of standards that individual schools or students should meet are described in chapter 7. Ways in which a teacher can organize curriculum, instruction, and assessment around standards are discussed in chapter 8. Chapter 9 explains 4 approaches to designing standards-based or standards-referenced systems, and chapter 10 describes 4 practices for facilitating the design and implementation of standards-based or standards-referenced reforms. A total of 59 exhibits, 14, figures, and 27 tables are included. Appendices contain sample documents to consult for comprehensive review of subject areas, a chart showing standards-setting practices by state, the Mid-continent Regional Educational Laboratory (McREL) standards, a list of documents used to construct the McREL database, and a district standards-setting vignette. (LMI)
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