Conference Countdown
Houston, Tex.
March 21-23, 2015
  • membership
  • my account
  • help

    We are here to help!

    1703 North Beauregard Street
    Alexandria, VA 22311-1714
    Tel: 1-800-933-ASCD (2723)
    Fax: 703-575-5400

    8:00 a.m. to 6:00 p.m. Eastern time, Monday through Friday

    Local to the D.C. area, 703-578-9600, press 2

    Toll-free from U.S. and Canada, 1-800-933-ASCD (2723), press 2

    All other countries (International Access Code) + 1-703-578-9600, press 2

  • Log In
  • Forgot Password?

 

Share
2015 ASCD Annual Conference and Exhibit Show

70th ASCD Annual Conference and Exhibit Show

March 21–23, 2015, Houston, Tex.

Discover new ideas and practical strategies that deliver real results for students.

 

Permissions

ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

Policies and Requests

Translations Rights

Books in Translation

Sale Book (1996)
Purchase this book to read more.
Related Topics

How to Use Standards in the Classroom

by Douglas E. Harris, Judy F. Carr, Tim Flynn, Marge Petit and Susan Rigney

Table of Contents

Chapter 2. Merging Standards, Local Curriculum, and Classroom Practice

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

 

This book is not a member benefit, but sample chapters have been selected for your perusal.

To read further, purchase this book in the ASCD Online Store.