The relationship between standards, local curriculum, and classroom practice is demonstrated in Figure 2.1, a model that is both a conceptual tool for understanding this relationship and a planning tool for designing classroom curriculum and assessment. Figure 2.1 aims for congruent curriculum, instruction, and assessment based on standards. The planning process is satisfying because it helps create strong connections among state and district standards, instructional goals, and student work. In this model

• State frameworks reflect national standards.
• District and school curriculum and assessment reflect the standards found in state frameworks.
• Learning-teaching activities and instructional units reflect state standards and include district and school curriculum and assessment expectations while responding to student questions, interests, and concerns. The activities and units use community resources, problems, and issues as curriculum sources.
• Assessment at the classroom, district, and state levels is based on the products and performances generated through instructional units and provides clear information regarding student progress toward attaining standards.

Figure 2.1. Model for Congruent Curriculum, Instruction, and Assessment

The Planning Process