Curriculum, Instruction and Assessment Aligned with Standards

The planned and actual curriculum are aligned with the essential academic learning requirements (EALRs). Research-based teaching strategies and materials are used. Staff understand the role of classroom and state assessments, what the assessments measure, and how student work is evaluated.

INDICATORS:

• Curriculum is aligned with state and local requirements.
• Adopted curriculum materials and models are research based.
• Instruction is focused on high expectations.
• Instruction is personalized and encompasses broad, concerted curriculum materials and models are research based.
• Instruction is focused on high expectations.
• Instruction is personalized and encompasses broad, concerted systematic emphasis on motivation as well as knowledge and skills.
• Instruction is modified based on student achievement data.
• There is a clear link between student assessment and instructional activities.
• Students are directly involved in the assessment of their learning.

RESOURCES:

• Research you can use
• A report from McREL's diversity roundtable. Including at-risk students in standards-based reform.
• WestEd.org
• Brief for Practitioners: Turning Around Low Performing Schools -- Implications at the School, District, and State Levels.
• Reinventing the Middle School, Middle School Journal, Sept. 2001
• Authentic Pedagogy: Standards that Boost Student Performance
• Another look at high school restructuring
• Newsletters. Policy Brief 4 Assessment and accommodation for English language learners
• Adding It Up: Helping Children Learn Mathematics (2001)
• Association for Supervision and Curriculum Development
• American Educational Research Association
• National Council of Social Studies
• National Council of Teachers of English
• International Reading Association
• National Council of Teachers of Mathematics
• National Science Teachers Association
• Teachers of English to speakers of Other Languages
• National Association of Education of Young Children
• Council for Exceptional Children

• Berliner, D. C. and Casanova, U. (1993). Putting Research to Work in Your School. New York: Scholastic. (1996 Renewal. Arlington, Heights, IL: IRI Skylight Training and Publishing, Inc.)

• Carr, J. F. and Harris, D. E. (2001). Succeeding with Standards: Linking Curriculum, Assessment, and Action Planning. Alexandria, VA: ASCD.

• Cotton, K. (1995). Research You Can Use to Improve Results. Alexandria, VA: ASCD and Portland, OR: NWREL.

• Daniels, H. and Bizar, M. (1998). Methods that Matter: Six Structures for Best Practice Classrooms. York, Maine: Stenhouse Publishers.

• DePorter. B; Reardon, M.; and Singer-Nourie. S. (1999). Quantum Teaching. Orchestrating Student Success. Needham Heights, MA: Allyn and Bacon.

• Drake, S. M. (1993). Planning Integrated Curriculum. The Call to Adventure. Alexandria, VA: ASCD.

• Irvin, J. L. (Ed.) (1997). What Current Research Says to the Middle Level Practitioner. Columbus, OH: National Middle School Association. See Section III, Curriculum.

• Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12. Alexandria, VA: ASCD.

• Lewin. L. and Shoemaker, B.J. (1998). Great Performances: Creating Classroom-Based Assessment Tasks. Alexandria, VA: ASCD.

• Marzano. R. J. and Kendall, J. S. (1998). Implementing Standards-Based Education. Washington D. C.: National Education Association.

• Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies For Increasing Student Achievement. Alexandria, VA: ASCD.

• McNeil, J. (1995). Curriculum: The Teacher's Initiative. Englewood Cliffs, New Jersey: Merrill.

• McTighe, J. and Ferrara, S. (1998). Assessing Learning in the Classroom. Washington D. C.: National Education Association.

• Newmann, F. M. and Associates. (1996). Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass Publishers.

• O'Neil J. and Willis, S. (Eds.) (1998). Revitalizing the Disciplines. Alexandria, VA: ASCD.

• Perkins, D. (1992). Smart Schools: Better Thinking and Learning for Every Child. New York: Free Press.

• Popham, W. J. (1995). Classroom Assessment: What Teachers Need to Know. Boston: Allyn and Bacon.

• Stiggins, R. J. (2001). Student-Involved Classroom Assessment. (3rd ed.). Upper Saddle River, NY: Prentice-Hall, Inc.

• Stiggins, R. J. (1998). Classroom Assessment for Student Success. Washington D.C.: National Education Association.

• Stigler, J. W. and Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. New York: The Free Press.

• Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA. ASCD.

• Wilson, S. M. and Peterson, P. L. (1997, September). Theories of Learning and Teaching: What Do They Mean for Educators? U. S. Department of Education Blue Ribbon Schools Program. Excerpt on http://www.nwrel.org/scpd/re-engineering/keyissues/theories.shtml 

• Zemelman, S., Daniels, H., and Hyde, A. (1998). Best Practice: New Standards for Teaching and Learning in America's Schools. (2nd ed.). Portsmouth, NH: Heinemann.