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Understanding Standards-Based Education
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Understanding Standards-Based Education
A Practical Guide for Teachers and Administrators

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November 2007 | 176 pages | Corwin
This comprehensive guide to standards-based education takes a collaborative and respectful stance toward teaching, learning, and accountability that both incorporates and looks beyond No Child Left Behind. Grounded in the authors' pyramid of responsibility, Understanding Standards-Based Education identifies what everyone needs to know about standards-based education, what 'most' stakeholders need to know, and what only 'some' stakeholders need to know. The authors focuses on clarifying role responsibilities and then invites effective participation by all. Among the core stakeholder-participants in the authors' system of standards-based education and accountability are students, parents, and teachers (level 1); team leaders, department chairs, and facilitators of standards-based curriculum (level 2); and principals, superintendents, and school boards/oversight committees (level 3).

This invaluable resource includes:

- An overview of NCLB legislation highlighting current areas of concern for all three stakeholder levels

- A data-driven plan of action and assessment for transforming the traditional educational curriculum into a standards-based curriculum

- Clear step-by-step instructions in every chapter to ensure sustainability of the standards-based system

- The book's instructional approach incorporates best practices from direct instruction (Madeline Hunter), brain-based learning, differentiated instruction, and other core teaching methods as well as formative and summative student assessment techniques.

- Each chapter features ready-to-use templates, charts, rubrics, and checklists for stakeholders at each of the three levels of responsibility.

Filled with the authors' wealth of hands-on experience, this teacher-friendly text is ideal for teachers, curriculum planners, and instructional leaders.


 
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

"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
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. 

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