Anticipating State Standards: Nebraska City Schools.

Autor/inn/en	Swidler, Stephen A.; Hoffman, Jerry L.
Titel	Anticipating State Standards: Nebraska City Schools.
Quelle	(2000), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Standards; Community Involvement; Curriculum Development; Educational Cooperation; Elementary Secondary Education; Rural Schools; School Community Relationship; School District Autonomy; School Districts; State School District Relationship; State Standards; Student Evaluation + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; cooperation; Kooperation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; School districts; Autonomy; School autonomy; Schulautonomie; Schulbezirk; Staatliches Schulamt; Schulnote; Studentische Bewertung
Abstract	Under the leadership of a new superintendent, Nebraska City (Nebraska) school district coordinated curriculum across the K-12 grades and schools by involving the teachers and community. At multiple department meetings, staff held conversations about student performance objectives. Community conversations were held with a cross-section of parents, board members, patrons, and students to address student outcomes. These conversations resulted in a statement of beliefs. Drawing from these efforts, teachers attended summer workshops to develop and implement district-based teaching and learning standards, which resulted in a series of "learner will..." statements and student performance objectives. Language arts and reading were addressed the first summer, but other subjects were discussed in subsequent summers as the workshops became institutionalized. These statements were not unique, but the process of developing them generated communication across schools, grade levels, departments, and the community about common curricular concerns and focused on students and their learning rather than teacher behaviors and student performance on standardized tests. The district established a curriculum advisory council made up of staff, parents, and the community to maintain community involvement. To avoid teaching to the test, a national standardized test was supplemented by a locally-developed test and classroom teacher assessments. When the state adopted standards in 1998, the district successfully applied for a waiver by demonstrating it could meet or exceed the state standards. Four appendices present student performance objectives, a statement of beliefs, learner will statements, and assessment comparisons. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01