Aligning and Balancing the Standards-Based Curriculum

David A. Squires - Southern Connecticut State University, USA, ABC Education Consultants LLC, Branford, CT

Foreword by Fenwick W. English

Other Titles in:
Learning Styles | Standards & Accountability | Teaching Methods & Learning Styles

November 2004 | 344 pages | Corwin

`A coherent approach to curriculum, instruction, and assessment in the age of standards-driven education…. It will be an excellent contribution' - H Lynn Erickson, Author, Concept-Based Curriculum and Instruction (Corwin Press 2002)

`The book builds a bridge of confidence that will convince readers both of the ideas and their own ability to succeed' - David W Champagne, Professor Emeritus, University of Pittsburgh

`A wonderful and thorough explanation of the Balanced Curriculum' - Michelle Barnea, Educational Consultant, Milburn, New Jersey

The book offers a comprehensive collection of curriculum mapping and assessment tools, including sample lessons, rubrics, planning guides, state-specific examples of implementation; and screen shots from the online database, all illustrating the balanced curriculum process in action.

Fenwick W. English

Foreword

Preface

About the Author

About the Balanced Curriculum Web Site

Introduction

Section I. Curriculum Tools and Concepts: Textbooks, Standards, Alignment, and Standardized Testing

1. Curriculum, Instruction, Assessment, and Standards

2. Textbooks: What the Research Says

3. Understanding and Using National, State, and Local Frameworks and Standards

4. The Importance of Aligning Curriculum

5. The Conundrum of Standardized Testing

Section II. The Design of the Balanced Curriculum

6. Curriculum Structure and Criteria for a Useful and Useable Curriculum

7. The Balanced Curriculum Process

8. Setting Up the Curriculum Writing Process

9. Defining the Components of a Good Program

10. Reviewing Standards, Sequencing Courses, Describing Units, and Delineating Unit Timelines

11. Other Standards for Alignment and Balance

12. Generating and Validating Significant Tasks

13. Aligning the Balanced Curriculum With Standards and Assessments

14. Balancing the Aligned Curriculum

15. Constructing Content Assessments

16. Constructing Format Assessments

Section III. Staff Development for and Results of the Balanced Curriculum

17. Introducing the Balanced Curriculum Process in a District

18. Staff Development to Promote Curriculum Implementation

Philomena T. Pezzano

19. The Superintendent's Role

20. The Results So Far: Fifteen Years of Data From Urban, Suburban, and Rural Schools

Bibliography

Index

"A coherent approach to curriculum, instruction, and assessment in the age of standards-driven education. It will be an excellent contribution."

H. Lynn Erickson

Author, Concept-Based Curriculum and Instruction

"I’m happy with the Balanced Curriculum process, my Board is happy, and my students are benefiting from it."

Philomena T. Pezzano, District Superintendent

Englewood Cliffs, New Jersey Public Schools

"The book builds a bridge of confidence that will convince readers of both the ideas and of their own ability to succeed."

David W. Champagne, Professor Emeritus

University of Pittsburgh

"A wonderful and thorough explanation of the Balanced Curriculum."

Michelle Barnea, Educational Consultant

Milburn, New Jersey

"The work that Dr. Squires has done in moving the curriculum development process onto the Web has removed some of the tedium involved in crafting curriculum, making it ‘user friendly’ and open to the kinds of ongoing changes that make the promise of continual renewal of curriculum a reality."

From the Foreword by Fenwick W. English, R. Wendell Eaves Distinguished Professor of Educational Leadership

University of North Carolina at Chapel Hills