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.

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 "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 "A very useful handbook for classroom teachers. It is easy reading and has an unassuming instructional style." -- Patricia Baker, Teacher "The book is teacher friendly, easy to read, applicable, and general enough to suit teachers from all parts of the country." -- Amanda Mayeaux, Teacher "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 "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 "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 "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 "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 "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 "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