Glossary of Terms
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These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.
● Are aligned with college and work expectations;
● Are clear, understandable and consistent;
● Include rigorous content and application of knowledge through high-order skills;
● Build upon strengths and lessons of current state standards;
● Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
● Are evidence-based
The sections within a particular content area that may be clustered by topic or process.
A dynamic structured series of intended learning targets; providing a coherent plan for instruction and learning. Curriculum serves as the basis for teachers’ instruction and students’ active involvement in the construction and application of knowledge.
Universal design for learning (UDL) is a set of principles for designing curriculum that provides all individuals with equal opportunities to learn. Grounded in research of learner differences and effective instructional settings, UDL principles call for varied and flexible ways to:
● Present or access information, concepts, and ideas (the "what" of learning),
● Plan and execute learning tasks (the "how" of learning), and
● Get engaged--and stay engaged--in learning (the "why" of learning)
The P-21 Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and a wide range of literacy skills) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration. Additional life and career skills include: global awareness, creativity and innovation; flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility skills. (for more information see: http://www.p21.org/ )
Instructional strategies that are based on current research, include the latest knowledge and technology, and have proven successful across diverse student populations.
SODA Decision Making Method - Self Awareness: Understanding and knowing yourself based on interest, abilities, values and achievement test results. Option Awareness: Understanding, realizing and exploring all of the careers, education, employment and training opportunities from which to choose. Decision Making: Determining the match between yourself and your opportunities. What is the best fit for you? Action/Planning: Identifying and recording the steps toward your career options and goals on your Educational Development Plan (EDP). (Kent ISD Career Focused Education Team)
Ongoing processes which measure student understanding of specified learning targets. Instruments used to collect data and evaluate student performance. In order to capture a complete and accurate picture of student achievement, a variety of, or multiple, data sources are strongly recommended. A primary purpose of collecting assessment data from multiple sources is to use the data to alter instruction. The quality of assessment is described using terms such as reliable, valid, and fair.
An appraisal of student application and transfer of knowledge, skills, and processes in life-like and/or simulated situations through demonstrations and projects.
Measurement of student achievement that tests what is taught.