Indicators of Standards-Based Teaching and
Learning
The district
has developed clear statements of what students should know and be
able to do.
Standards
apply to all students with high expectations for their
success.
The teacher
knows how each lesson relates to district and state academic
standards.
Students know
what they are learning, what standards are related to it, and why
they are learning it.
Standards are
constant; instructional strategies and time are the
variables.
Planning
begins with standards rather than materials.
Practice
activities are clearly aligned to standard(s) with the student as
worker and teacher as coach.
Students know
how the teacher expects them to show what they?ve learned.
Students
frequently evaluate their own work before the teacher does, using
the same criteria.
Feedback to
students is related to performance levels on standards, not based
on comparison with other students.
Student
performance data is used to revise curriculum and
instruction.
The
assessment system includes a balance of external tests for program
evaluation and classroom assessments for individual student
diagnosis and instruction.
Students have
multiple opportunities to demonstrate achievement of
standards.
Assessment of
student achievement is consistent across teachers and schools,
using common performance indicators.
Teachers work
with colleagues to share and compare scoring of classroom-based
assessment