A r c h i v e d  I n f o r m a t i o n

Your state is probably developing higher standards in academic subjects and occupational fields. Your community and schools will want to use those standards in asking: What are we doing to continuously improve teaching and learning, so that all our students learn what they need to know and be able to do?

To answer this question, your community and schools may want to look at:

• Standards. Are we moving all our students toward high academic standards in core subjects? For example, are all our students reading, discussing and debating important ideas found in history and literature? Are they using math and scientific knowledge to solve complex experiments? Are they drawing on geographic knowledge and the arts to ask good questions and to see connections? Are they learning a second language? Are they writing often and in various subjects and courses? Are they communicating and thinking clearly? Are they exploring the connections between academic and occupational skills, and preparing themselves for a diverse range of career alternatives? Are our expectations, or standards, for students clear to everyone -- students, parents, businesses, others? Do these standards apply to all children -- those with disabilities, students in vocational education and in bilingual programs? Are students learning honesty, hard work, responsibility, and self- discipline?

• State Standards. Has our state already set high standards for the content of instruction and the performance of students in certain subject areas? If so, are our schools and community using those standards to improve teaching and learning? Is our state in the process of developing high content and performance standards in subjects for which there are no state standards now? How are our schools gearing up to use these standards?

• Curriculum and Instructional Materials. Can teachers and other school staff explain how the curriculum, textbooks, software, other instructional materials, and discipline and safety policies in our schools will move students toward high standards? Are instructional materials sufficiently challenging? Do these materials help engage students in active, hands-on learning, in and outside the classroom? Are the curriculum and instructional materials working? In other words, are all children making good progress toward high standards?

• Teaching Practices. Do instructional approaches in our schools reflect what we've learned from research and best practices about effective instruction and discipline? Are students becoming more responsible for their own learning? Do they perform individual and team projects? Do they present their work orally and in writing -- not just for the teacher, but for other students, as well as for parents and members of the community? Do our teachers assign homework that challenges students to apply what they're learning -- by interviewing grandparents about historical events, for instance, or by doing community service as well as discussing and writing about it? Are our students exposed to a wide range of subjects through their readings? Are they reading and writing in all subjects? Do students help each other improve their writing and learning? Do they have access to technology, and is it used as a powerful tool for learning?

• Student Engagement and Effort. Are our students challenged by their schoolwork? Are they working hard at learning? How much time per day, on average, do students spend doing homework? Do students complete homework regularly and to their best ability? Do they attend school regularly? How often do they read for pleasure on their own time? How many pages per day, on average, do they read as part of their schoolwork, at school and at home? Are students expected to write often -- not just in English class, but in other subjects and courses? Do our students know that doing well in school can make a difference in their lives after they graduate? Do all our children aim for high levels of learning? What are our schools and social service agencies, businesses and community organizations, arts and cultural institutions, libraries and others doing to help every child reach high standards?

• Preparation of New Teachers and Principals. Are the programs that prepare our teachers and principals tied to the high academic standards in our schools? Are these programs producing teachers who succeed in helping all students reach high standards? Do we provide adequate support for new teachers and administrators?

• Professional Development. for teachers and school administrators now in the classroom and schools. Are we providing enough high- quality opportunities for our teachers and principals to learn what they need to know and do to help all children reach high standards? Do our teachers have time to share ideas and best lessons, and try them out with appropriate feedback? Is time built into the schedule of our schools for teachers to plan together, and to develop and improve instruction together?

• All Students. Do we expect all students to work toward the same challenging standards -- disadvantaged students, students with diverse racial, ethnic or cultural background, students with disabilities, students with limited English proficiency, migrant children, school dropouts, and academically talented students? How do we provide the necessary accommodations, support, time, and opportunities to help all children reach challenging standards? Are we making every effort to include all children in the regular instruction? How do we communicate our belief -- to teachers and principals, parents and students and citizens -- that all children can learn at high levels and reach challenging standards?

• School to Work. What opportunities are available, in our schools and businesses, for students to learn about careers and prepare for good jobs? Do our schools and businesses offer programs such as tech prep, career academies, youth apprenticeship, or others? Are enough youngsters taking advantage of these programs? Are students with disadvantages or disabilities participating and succeeding? What can we do to expand the capacity and improve the quality of these programs? What can we do to make sure they include solid academics, as well as workplace experiences with mentors -- for all students? Are school-to-work opportunities built around a multi-year sequence of learning at work sites and at school -- learning that is connected and coordinated? Are we establishing a continuum of school-to-work experiences at all grade levels?

• Assessment . Do our assessments of student learning focus on high academic and occupational standards? Are these assessments aligned with our curriculum, instructional materials, and our state standards? Do assessments look at how well students use what they're learning to master the basics, to solve problems, and to communicate in core subjects? Are our schools and community using assessment results and other information to continuously improve the curriculum, instruction, and student learning? [For more information on Assessment, please see the information available from CRESST].

[Ten Elements] [Opportunity-to-Learn Standards or Strategies]