The Learning Record is a framework teachers can use to translate their observations of students into a disciplined, systematic, standards-based reporting process. This guide offers all the information necessary to use the Learning Record in elementary school. The chapters are: (1) "Documenting Prior Experience"; (2) "Documenting Student Learning";…

This document was written to help teachers understand how to implement standards in a professionally rewarding way. The essay describes how to refine curricular, instructional, and assessment decisions, and it provides selective reviews of standards' content areas. It addresses some of the basic questions that teachers ask, such as "What am I…

This booklet contains essays by three principals in which they describe why they chose to organize their schools around standards and the challenges and successes they encountered along the way. It details the themes associated with the successful implementation of standards, such as continuous learning, patience, resourcefulness, creativity,…

This document presents the New Jersey Core Curriculum Content Standards for Students with Severe Disabilities, a subset of the general standards and alternate progress indicators that emphasize daily life skills. Introductory material reviews the development of these standards and the alternate progress indicators including the purpose, process,…

This planning grid for teaching visual arts in grade 1 in Delaware schools outlines the following six standards for students to complete: (1) students will select and use form, media techniques, and processes to create works of art and communicate meaning; (2) students will create ways to use visual, spatial, and temporal concepts is creating…

This planning grid for teaching visual arts in grade 2 in Delaware schools outlines the following six standards for students to complete: (1) students will select and use form, media, techniques, and processes to create work of art and communicate meaning; (2) students will create ways to use visual, spatial, and temporal concepts in creating…

This planning grid for teaching visual arts in grade 3 in Delaware schools outlines the following six standards for student to complete: (1) students will select and use form, media, techniques, and processes to create works of art and communicate meaning; (2) students will create ways to use visual, spatial, and temporal concepts in creating…

This planning grid for teaching visual arts in grade 4 in Delaware schools outlines the following six standards for students to complete: (1) students will select and use form, media, techniques, and processes to create works of art and communicate meaning; (2) students ill create ways to use visual, spatial, and temporal concepts in creating…

This planning grid for teaching visual arts in grade 5 in Delaware schools outlines the following six standards for students to complete: (1) students will select and use form, media, techniques, and processes to create woks of art and communicate meaning; (2) students will create ways to use visual, spatial, and temporal concepts in creating…

This planning grid for teaching visual arts in grade 6 in Delaware schools outlines the following six standards for students to complete: (1) students will select and use form, media, techniques, and processes to create works of art and communicate meaning; (2) students will create ways to use visual, spatial, and temporal concepts in creating…

This handbook for parents begins with an overview of academic standards: how Pittsburgh, Pennsylvania's standards compare to standards set at the state, national, and international levels; how parents can use standards to help their children; and how parents will know if their children's work meets these standards. The handbook goes on to present…

Asserting that there is so little understanding of what "opportunity" means within the context of access to higher education that use of the word may cloud rather than clarify policy debate, this concept paper served as a resource document to aid participants at a 1999 seminar sponsored by the Council for Opportunity in Education. The paper…

This document outlines the performance standards for dance in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each grade…

Dance should be seen as an authentic avenue for allowing students to learn kinesthetically by using movement that is essential to brain development. Ideally students would be exposed to dance forms and patterns in other art forms like music and drama as well as units within physical education classes. These North Dakota standards may be taught…

This report evaluates 12 high schools in the New American High Schools (NAHS) program. Launched in 1996, NAHS is a U.S. Department of Education research project that was developed to showcase school-reform practices in selected schools. The report is based on a study that used NAHS schools as a "laboratory" for researching reform…