In the EL Education model, teachers and leaders use a variety of assessment types to measure students’ mastery of standards and regularly involve students in understanding and analyzing their own assessment data. (See also Core Practice 29: Checking for Understanding in Daily Instruction.) Teachers use high-quality assessment data, both formative and summative, to reflect on the effectiveness of curriculum, instruction, and schoolwide structures such as schedules, academic groupings, and intervention programs. Finally, assessments provide a body of evidence for grading, reporting, promotion, and graduation that must be communicated to the community, district, state, and other stakeholders.

Students practice creating rudimentary detail drawings. They learn how engineers communicate the technical information about their designs using the basic components of detail drawings. They practice creating their own drawings of a three-dimensional block and a special LEGO piece, and then make 3D sketches of an unknown object using only the information provided in its detail drawing.

Differentiation by interest means building instruction based on the interests that students bring to the classroom, or by offering students choices within a chunk of instruction that they want to dive more deeply into. At EL Education, we believe that it is essential for units of study (i.e., modules, expeditions) to focus on content and skills required by Common Core or state learning standards and local curriculum maps, so that all classroom time is spent on work addressing what is essential. Therefore, the topics studied are usually determined by school-wide structures, such as standards-aligned curriculum maps. While topics of study are standards-driven, the means by which students study them can vary by interest. This ensures that the knowledge, skills, and concepts students learn are always based on standards.

The combination of respectful learning standards and an excellent curriculum is a powerful place to begin the exciting work of helping all learners succeed. However, the needs of some students for processing new learning require thoughtful scaffolding.

Frameworks and Models for Technology and Policy students explore perspectives in the policy process -- agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises for Technology and Policy students include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership. This course explores perspectives in the policy process - agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership.

An outline of all of the Reading Foundations Standards and Language Standards (related to spelling) are taught and assessed in the K-2 Reading Foundations Skills Block. This document identifies which standards are covered in modules 1 to 4 of grade 2.

An outline of all of the Reading Foundations Standards and Language Standards (related to spelling) are taught and assessed in the K-2 Reading Foundations Skills Block. This document identifies which standards are covered in modules 1 to 4 of grade 2.

An outline of all of the Reading Foundations Standards and Language Standards (related to spelling) are taught and assessed in the K-2 Reading Foundations Skills Block. This document identifies which standards are covered in modules 1 to 4 of grade 2.

A portfolio is a selected body of student work—with reflections—that provides evidence of a student’s progress toward standards, learning targets, and character growth. Passage presentations are benchmark presentations at the end of pivotal transition years (e.g., fifth grade, eighth grade, twelfth grade). During passage presentations, students use their portfolios as evidence to demonstrate their readiness to move on to the next level of their education. Student portfolios are the anchors for passage presentations during which students—with nervousness, excitement, and pride—stand before teachers, parents, other students, or community members and present evidence of growth and readiness to move forward with their learning.

EL Education recommends particular structures and priorities for curricular and instructional planning. The purpose of this document is to describe four types of long-term plans that EL teachers create: curriculum maps, learning expeditions, projects, and standards-targets-assessments (STAs).

OpenSciEd middle school is NGSS-aligned science curriculum. Designed for all students and teachers, OpenSciEd includes student-facing materials as well as teacher guides. As with most instructional materials, excellent professional learning for teachers should be provided. For more information in Michigan contact the Michigan Mathematics and Science Leadership Network, starrm@mimathandscience.org

This video features a student project of extraordinary sophistication: a professional-quality field guide to San Diego Bay, published commercially, with a forward by Jane Goodall. The research, writing, photography, and graphics of the book exemplify what students can do when trusted and supported to do the work of adult scientists and authors.

Kid-friendly visuals for students are imperative to include in your gymnasium decor. The following resource includes five seperate PDF files. Each file contains a kid friendly visual for the SHAPE America's Standards. These may be posted in your gymnasium where you see fit. Standards have been remixed from the, "National Standards & Grade Level outcomes for K-12 Physical Education," book. The Grade-Level Outcomes for K-12 Physical Education can be found here: SHAPE America

This is a folder of resources so that districts can have a machine readable file of academic standards for third party products. They can also be used for district work.

Outlines tools for formulating and evaluating technology strategy, including an introduction to the economics of technical change, models of technological evolution, and models of organizational dynamics and innovation. Topics covered include: making money from innovation; competition between technologies and the selection of standards; optimal licensing policies; joint ventures; organization of R&D; and theories of diffusion and adoption. Taught using a combination of readings and case studies.

" This course provides you with a framework to understand the structure and dynamics of high-tech businesses, together with an approach for their effective strategic management. It is focused on domains in which systems are important, because either or both products are parts of larger and more complex systems, or they are comprised of systems. The domains covered include computing, communications (in particular the mobile and IP domains), consumer electronics, industrial networking, automotive, aerospace and medical devices. The course will be of particular interest to those interested in managing a business in which technology will likely play a major role, and also to those interested in investing in or providing counsel to these businesses. The emphasis throughout is on the development and application of ways of thinking or mental models that bring clarity to the complex co-evolution of technological innovation, the demand opportunity, systems architecture, business ecosystems, and decision-making and execution within the business."

Download this document to see a handy table summarizing key actions for teachers and students related to implementing standards-based grading, along with the intended results.