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Understanding Standards-Based Education

A Practical Guide for Teachers and Administrators

By: Richard Zagranski, William T. Whigham, Patrice L. Dardenne

Transforming your curriculum into a standards-based model: What every educator needs to know!

This comprehensive handbook offers a data-driven curriculum design process to help educators meet today's standards of performance and assessment. The authors provide a clear set of expectations and responsibilities for three levels of stakeholders: teachers, teacher leaders/coordinators, and administrators. Their user-friendly approach illustrates how to take a standard, transform it into a performance objective, and design a corresponding assessment piece. The text includes:

Standards-based guidelines and action plans
Ready-to-use charts, rubrics, and templates
Real-world examples and assessment methods
Step-by-step instructions to ensure sustainability
Chapter summaries and a glossary

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781412955720
Published By: Corwin
Year: 2007
Page Count: 176
Publication date: November 13, 2007

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Description

"Just what the educational doctor ordered. Written in an easy-to-understand format, this guide contains excellent explanations and valuable models, guidelines, checklists, unit designs, and lesson designs to help teachers implement standards-based education in their classrooms."
—Vaughn G. Rhudy, Teacher
Shady Spring High School, WV

"Zagranski, Whigham, and Dardenne tame the beast of accountability for principals, teachers, and parents by articulately defining what is really expected. A real guide for demystifying the complex world of standards-based education."
—Erica Ann Faginski, Principal
Michael E. Smith Middle School, South Hadley, MA

Transforming your curriculum into a standards-based model: What every educator needs to know!

This comprehensive handbook offers a data-driven curriculum design process to help educators meet today's standards of performance and assessment. Based on decades of hands-on experience, Richard Zagranski, William T. Whigham, and Patrice L. Dardenne provide a clear set of expectations and responsibilities for stakeholders at all three levels of the educational pyramid: teachers, teacher leaders/coordinators, and administrators. Their user-friendly approach, which both incorporates and looks beyond NCLB, shows readers how to take a standard, transform it into a performance objective, and design a corresponding assessment piece. The text includes:

Standards-based guidelines and action plans
Ready-to-use charts, rubrics, and templates
Real-world examples and assessment methods
Step-by-step instructions to ensure sustainability
Chapter summaries and a glossary for easy reference

Understanding Standards-Based Education leads educators through a well-defined course of curriculum revision and presents all participants with specific, need-to-know information for accomplishing mandated goals.

Key features

A collaborative and respectful stance toward teaching, learning, and accountability that both incorporates and looks beyond No Child Left Behind.
Includes a brief overview of NCLB accountability requirements appropriate for all educational stakeholders
Features a data-driven plan of action and assessment for transforming traditional educational curriculum into standards-based curriculum
Every chapter provides templates, charts, rubrics, and checklists for each stakeholder at each of the three levels of responsibility as well as step-by-step instructions to ensure sustainability of the standards-based system.
Instructional approach incorporates best practices from direct instruction (Madeline Hunter), brain-based learning, differentiated instruction, and formative and summative student assessment.

Author(s)

Richard Zagranski

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 T. Whigham

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 L. Dardenne

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.

Table of Contents

List of Figures

Preface

Acknowledgments

About the Authors

1. Introduction

Relevant Versus Relative

The Problems

The Solution

Content and Intent

2. Traditional Versus Standards-Based Education

What Everyone Needs to Know

What Most People Need to Know

What Some People Need to Know

How Do We Get There From Here

Questions for Reflection

Summary

3. Accountability

Raise the Drawbridge, Flood the Moat

Surprise, Surprise, Surprise!

Accountability 101

What Everyone Needs to Know

What Most People Need to Know

What Some People Need to Know

Summary

4. Performance Objective

Touching All the Bases But Getting Thrown Out at Home

What Everyone Needs to Know

Defining Performance Objectives

Performance Objective Tips

What Everyone Needs to Know

What Most People Need to Know

What Some People Need to Know

Summary

5. Performance Assessment

What? Where? Why? How?

Summative and Formative

Eliminate A and D; Guess B or C

What Everyone Needs to Know

Assessment Strategies

From Standard to Assessment

What Most People Need to Know

What Some People Need to Know

Summary

6. Data

What Is Data and From Where Does It Come?

The Standards-Based Model and Data

What Everyone Needs to Know

Form Versus Function

Simplicity Is the Key

Student Portfolios

What Most People Need to Know

What Some People Need to Know

Summary

7. Unit Design

Units Create Focus

What Everyone Needs to Know

Aids for the Educator

Measuring Success

What Did You Do in School Today?

What Most People Need to Know

What Some People Need to Know

Summary

8. Lesson Design

Hey, I Just Follow the Curriculum

Questions to Ask

Where There's a Need, There's A Way

What Everyone Needs to Know

Lesson Design Steps

The Transfer and Retention of Learning

Lesson Design Planner

What Most People Need to Know

What Some People Need to Know

Summary

9. Differentiation

Teaching Versus Learning

Differentiation Defined

Learning Styles Versus Teaching Styles

What Everyone Needs to Know

Differentiated Step Lessons: Method 1

Sample Step Lessons Using Method 1

Differentiated Step Lessons: Method 2

Sample Step Lessons Using Method 2

Differentiated Classroom 101

What Most People Need to Know

What Some People Need to Know

Summary

10. Scaffolding

Defining Scaffolding

What Everyone Needs to Know

Tools to Develop Understanding

The Three P's of Scaffolding Pieces: Problems, Projects, and Presentations

Model Behavior

Sample Lesson With Scaffolding

What Most People Need to Know

What Some People Need to Know

Summary

11. Instructional Grouping

Grouping Defined

What Everyone Needs to Know

Grouping Size

So, What If Grouping Strategies Are Not Working? Jump Ship or Row to Shore?

What Most People Need to Know

What Some People Need to Know

Summary

12. Brain-Based Learning

What Everyone Needs to Know

The Male and Female Brains

Engage the Brain

Strategies for Meaningful Learning

Sample Lesson

Am I Doing It Right?

What Most People Need to Know

What Some People Need to Know

Summary

13. Reporting Progress

What Everyone Needs to Know

What Most People Need to Know

What Some People Need to Know

Easy...Easier...Easiest in Grading Systems

Summary

Glossary

References

Index

Reviews

"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."

Russ Adams, Principal
MOC-Floyd Valley High School, Orange City, IA

"These authors have a very thorough and intriguing approach that should assist individuals at many different levels who are truly interested in making a difference in our schools today. Educators can apply the ideas almost immediately without getting lost in theoretical tangents."

John Scholten, Superintendent
Glen Lake Community Schools, Maple City, MI

"A very useful handbook for classroom teachers. It is easy reading and has an unassuming instructional style."

Patricia Baker, Teacher
Mary Walter Elementary School, Bealeton, VA

"The book is teacher friendly, easy to read, applicable, and general enough to suit teachers from all parts of the country."

Amanda Mayeaux, Teacher
Dutchtown Middle School, Geismat, LA

"Just what the educational doctor ordered. Written in an easy-to-understand format, this guide contains excellent explanations and valuable models, guidelines, checklists, unit designs, and lesson designs to help teachers implement standards-based education in their classrooms."

Vaughn G. Rhudy, Teacher
Shady Spring High School, WV

"Zagranski, Whigham, and Dardenne tame the beast of accountability for principals, teachers, and parents by articulately defining what is really expected. A real guide for demystifying the complex world of standards-based education."

Erica Ann Faginski, Principal
Michael E. Smith Middle School, South Hadley, MA

"Targets all the key areas in standards-based education today, from data collection to differentiating instruction to grading and assessment. A must-read for any educator or those entering the field."

Allison Rebello, Assistant Principal
Michael E. Smith Middle School, South Hadley, MA

"Finally, a book that provides a clear understanding of what NCLB is all about and the impact on students' education. This would have been helpful when I was on the committee at my school to write the school improvement plan."

Rosemarie D. Parker, Special Education Teacher
Chicopee Public School District, MA

"An outstanding workbook for teachers and administrators. The focus on student learning is great, and the book has a multitude of real-world examples. School districts could tailor it to meet their needs."

Linda C. Davis-Delano, Director of Educator Preparation and Licensure
Springfield College

"Kudos to the writers of this fantastic, informative resource for the educators of today! This book clearly depicts the innovative teaching practices that meet the educational goals of our schools."

Shirley A. Anop, Second-Grade Teacher
William Norris School, Southampton, MA

"As an administrator who must continually train staff and as an instructor, I find this book invaluable for its examples of various teaching tools and methods."

Sandra M. Chessey, Adjunct Professor/Assistant Vice President for Finances and Administration
Western New England College

Other Titles in: Standards & Accountability | Teaching Methods & Learning Styles | Learning Styles

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