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