# Presentation: 139602

## Establishing a Common Set of Definitions and Terms

- Regie Stites
- Center for Education Policy
- SRI International
- regie.stites@sri.com

## What Do Standards Do?

*Content standards* (and *indicators*) define _what_ is important for students to know and be able to do
*Performance standards* describe _how much_ knowledge and ability is enough
*Program standards* describe optimal _conditions_ for learning
*Curriculum frameworks* (and *curricula*) outline the _scope and sequence_ for instruction

## Standards-Based Reform

- Standards
- Define content standards with associated indicators and performance standards
- Assessment
- Measure learning outcomes on achievement tests aligned with standards
- Accountability
- Make high-stakes decisions on the basis of results of achievement tests

## Simple Model of Standards-Based Reform 

**Standards**
** **
**Assessment**
** **
**Accountability**

**Clear expectations for students and schools**
**Motivation**

**Higher levels of learning**

- Simple Model of Standards-Based Reform

- Adapted from *Testing, Teaching, and Learning: A Guide for States and School Districts* (National Research Council, 1999, p. 20)

## Expanded Educational Improvement Model 

**Standards**
** **
**Assessment**
** **
**Accountability**

**Clear expectations for students and schools**
**Motivation**

**Professional development**
**  **
**Improved teaching**

**Higher levels of learning**

- Expanded Educational Improvement Model

- Adapted from *Testing, Teaching, and Learning: A Guide for States and School Districts* (National Research Council, 1999, p. 20)

**Notes:**
WE like to use this model developed for a National Research Council report on what makes standards-based improvement work.  ( Testing, Teaching, and Learning: A Guide for States and School Districts (National Research Council, 1999, p. 20) – Expanded model of the theory of action of standards-based reform: An educational improvement system ) The power of standards is that they make the goals of education explicit for all the partners in a school.  And when assessments and reporting requirements are aligned with the standards – then we get a very clear, strong message of what we need to achieve.  This is the heart of standards-based instruction.  It helps us be more accountable because everyone knows what we are supposed to achieve.  And knowing what we are aiming for – those higher levels of learning – enables us to design all the other parts of our programs, our intake, and goal setting, and curriculum, and instruction, so that they help us achieve the “results” defined by the standards.

## Importance of Alignment 

*Alignment* *is the documented connection among goals (standards), teaching, learning, and performance*
- It is central to fairness in accountability
- Without it results-based systems rarely succeed

## 3 Types of Information in Standards Documents

- What should students learn?
- Content Standards
- Indicators/ Benchmarks
- How will we know they have learned?
- Performance Standards
- How should we teach?
- Program Standards
- Curriculum Frameworks
- Curricula

## What Do Content Standards Do?

**Content Standards**
- Describe what learners should know and be able to do
- Reflect a shared vision of what should be taught and learned in a content area
- Guide alignment of curricula, instruction, assessment, accountability, and professional development

## What Do Indicators Do?

**Indicators** or **Benchmarks**
- Describes specific things that learners should know and be able to do
- Provide concrete, observable reference points for each stage of learning
- Guide alignment of content standards with measurable performance standards

## What Do Performance Standards Do?

**Performance Standards**
- Describe how good is good enough at each stage of learning
- Specify criteria and evidence to document learning
- Guide alignment of assessment development and/or selection with content standards

## What Do Program Standards Do?

**Program Standards**
- Describe the design and operation of educational services
- Describe the quantity and quality of teaching needed to cover content standards
- Guide alignment of performance standards with opportunities to learn

## What Do Curriculum Frameworks Do?

**Curriculum Frameworks**
- Describe the general scope and organize the sequence of content to be covered by all programs
- Provide a template for developing curricula and instructional strategies
- Guide alignment of instruction with content standards and indicators

## What Do Curricula Do?

**Curricula**
- Describe what will take place in the classroom or learning center
- Provide detailed suggestions for teaching strategies, themes/units, materials, and activities
- Guide alignment of learning objectives with content standards

## Standards-Based Educational Improvement

- Expectations for Student Learning
- Clear and high expectations for student learning
- Expectations for Instructional Practice
- Clear guidance for teaching content
- Aligned Accountability Systems
- Valid and fair performance measures
- Aligned Professional Development Systems
- Support for program and teaching quality