Aligning Standards and Curriculum for Classroom Success 2/e

Daniel M. Perna is an educational consultant concentrating on school improvement and achievement. His work focuses on implementing high standards in classrooms, helping teachers develop strategies to increase student comprehension, and designing goal-oriented leadership for schools. Perna has over 30 years of experience in public education. He has been an English teacher, basketball coach, athletic director, high school principal, and assistant superintendent. He currently serves as an adjunct teacher in graduate education for Wilkes University and as an advisor to doctoral students in educational leadership at NOVA Southeastern University. Perna has received the Pennsylvania Association of Supervision and Curriculum Directors award for research and publications. He has presented professional development workshops, keynote addresses, and conference presentations in both the United States and Canada. He is noted for his motivational approach to developing a passion for success in the school and classroom. He was granted a master's in educational administration from McDaniel College and a doctorate from NOVA Southeastern University. Dr. Davis is a retired public school administrator, thus far having spent 43 years in education, and is still very actively involved in education as a consultant and as an advisor to Doctoral students in Educational Leadership at NOVA Southeastern University. His educational consultant thrust concentrates on curriculum and staff development, especially as it relates to teaching and supervision in standards-based education. Dr. Davis has taught mathematics at the high school level, Education at the undergraduate level and Educational Administration and Supervision at the graduate level. He has written articles for various educational publications, including New Voices in Education, Education New Mexico, Pennsylvania Journal of Teacher Leadership, and Learning & Media. He has received the Pennsylvania Association of Supervision and Curriculum Directors award for research and publications. Dr. Davis earned his Master's Degree in Guidance and Counseling at Alfred University and his Ed.D. in Educational Administration at New Mexico State University.

Foreword by Fenwick W. English Preface Acknowledgments About the Authors 1. Student Achievement Using a Holistic Approach to Standards What Are Standards? Best Practices The Consensus for Standards Standards-Based Instructional Plan: Language Arts 2. The Need for Dialogue Communicating Consensus Stakeholders as Team Members Steps in the CAST Dialogue Process Standards-Based Instructional Plan: U.S. History 3. The Language of Expectation The Need for a Common Language Criterion Standards and Integrated Authentic Assessment Constructing the Verb Matrix Standards-Based Instructional Plan: Mathematics 4. Designing and Using the Standards-Based Curriculum Writing Criterion Standards Using Criterion Standards Standards-Based Instructional Plan: English 5. Instructional Plans Based on Criterion Standards Components of the Instructional Plans Standards-Based Instructional Plans 6. Lesson Planning Takes Root Integrating the Curriculum The Planned Course Document Developing the Standards-Based Instructional Plan Standards-Based Instructional Plan: Learning Support--Language Arts Resource A: Relevant Web Sites Resource B: Verb Matrix Survey Material Bibliography Index

"This book is a distinct contribution to the field given today's accountability-heavy educational environment. An understanding of how to work successfully with standards is critical to student and teacher success." -- Stacey Edmonson, Associate Professor of Educational Leadership "It seems you can't talk to any American teacher today without hearing about the pressure to raise test scores and 'cover' standards. Perna and Davis help schools and teachers navigate the standards movement by creating a common language and step-by-step approach that brings state standards from an abstract--and sometimes feared--document to a powerful classroom tool." -- Billie Donegan, School Improvement Coach "The authors have designed a process that respects the teacher's professionalism and works to collaborate with parents in a discussion about standards and possible educational outcomes without becoming mechanical." -- From the Foreword by Fenwick W. English