Understanding Standards-Based Education

Richard A. Zagranski was a teacher for 40 years at South Hadley High School, South Hadley, MA. During that time he also held the following administrative positions: English Department Chairman; District Curriculum Coordinator for English; Chairman of the Teacher Evaluation Committee; Chairman of the Reaccreditation Committee; and Chairman of the Philosophy and Objectives Committee In addition, he has been an Adjunct Instructor at both Holyoke Community College as well as at Fitchburg State College, both in Massachusetts. Currently, he is a Standards-Based Consultant working with school systems in and around the New England area. The information and techniques presented in this Guide are field-tested approaches, which he has refined through research and trial and error. William Whigham has been a teacher for over 30 years in both middle and high schools, during which time he has served as an Interim Assistant Principal, Co-Chairman of the District Curriculum Committee, Grants Manager, Director of Physical Education and Athletics, Adjunct Instructor for Student Teachers at Springfield College, Adjunct Instructor at Fitchburg State College, and Standards-Based Consultant. He is the author of the first NCLB implementation program used by the South Hadley, MA, school system. He is currently working with Springfield College, Springfield, MA, in the future teachers program bringing in accountability and assessment standards. Likewise, he serves as a Standards-Based Consultant in the New England region. Patrice Dardenne has been involved in education for over 30 years during which time he has served as Assistant Superintendent for Accountability (responsible for the development, implementation, and operation of the school system’s assessment systems, data management systems, NCLB grant program, curriculum and technology initiatives), Interim Superintendent, Assistant to the Superintendent for Management Services (including professional development programs for the staff), Adjunct Instructor at American International College, Director of Special Education, and Dean of Students/Guidance Counselor. Likewise he has served as an Evaluation Consultant and an Educational Software Consultant in Monterey, California, working with the school district to institute assessment and data management services. He was just appointed to the position of Superintendent of Schools in Hatfield, Massachusetts.

"Emphasizes improving the alignment of the written and the taught curriculum in a way that allows for reasonable accountability. The beauty of the process outlined is that it highlights sound teaching practices that lead to the best possible performance for students."

• List of FiguresPrefaceAcknowledgmentsAbout the Authors1. IntroductionRelevant Versus RelativeThe ProblemsThe SolutionContent and Intent2. Traditional Versus Standards-Based EducationWhat Everyone Needs to KnowWhat Most People Need to KnowWhat Some People Need to KnowHow Do We Get There From HereQuestions for ReflectionSummary3. AccountabilityRaise the Drawbridge, Flood the MoatSurprise, Surprise, Surprise!Accountability 101What Everyone Needs to KnowWhat Most People Need to KnowWhat Some People Need to KnowSummary4. Performance ObjectiveTouching All the Bases But Getting Thrown Out at HomeWhat Everyone Needs to KnowDefining Performance ObjectivesPerformance Objective TipsWhat Everyone Needs to KnowWhat Most People Need to KnowWhat Some People Need to KnowSummary5. Performance AssessmentWhat? Where? Why? How?Summative and FormativeEliminate A and D; Guess B or CWhat Everyone Needs to KnowAssessment StrategiesFrom Standard to AssessmentWhat Most People Need to KnowWhat Some People Need to KnowSummary6. DataWhat Is Data and From Where Does It Come?The Standards-Based Model and DataWhat Everyone Needs to KnowForm Versus FunctionSimplicity Is the KeyStudent PortfoliosWhat Most People Need to KnowWhat Some People Need to KnowSummary7. Unit DesignUnits Create FocusWhat Everyone Needs to KnowAids for the EducatorMeasuring SuccessWhat Did You Do in School Today?What Most People Need to KnowWhat Some People Need to KnowSummary8. Lesson DesignHey, I Just Follow the CurriculumQuestions to AskWhere There′s a Need, There′s A WayWhat Everyone Needs to KnowLesson Design StepsThe Transfer and Retention of LearningLesson Design PlannerWhat Most People Need to KnowWhat Some People Need to KnowSummary9. DifferentiationTeaching Versus LearningDifferentiation DefinedLearning Styles Versus Teaching StylesWhat Everyone Needs to KnowDifferentiated Step Lessons: Method 1Sample Step Lessons Using Method 1Differentiated Step Lessons: Method 2Sample Step Lessons Using Method 2Differentiated Classroom 101What Most People Need to KnowWhat Some People Need to KnowSummary10. ScaffoldingDefining ScaffoldingWhat Everyone Needs to KnowTools to Develop UnderstandingThe Three P′s of Scaffolding Pieces: Problems, Projects, and PresentationsModel BehaviorSample Lesson With ScaffoldingWhat Most People Need to KnowWhat Some People Need to KnowSummary11. Instructional GroupingGrouping DefinedWhat Everyone Needs to KnowGrouping SizeSo, What If Grouping Strategies Are Not Working? Jump Ship or Row to Shore?What Most People Need to KnowWhat Some People Need to KnowSummary12. Brain-Based LearningWhat Everyone Needs to KnowThe Male and Female BrainsEngage the BrainStrategies for Meaningful LearningSample LessonAm I Doing It Right?What Most People Need to KnowWhat Some People Need to KnowSummary13. Reporting ProgressWhat Everyone Needs to KnowWhat Most People Need to KnowWhat Some People Need to KnowEasy...Easier...Easiest in Grading SystemsSummaryGlossaryReferencesIndex