Putting Learning Standards to Work for District Students

Standards for the Core Subjects

For the critical subject areas of reading/English language arts and mathematics, the District of Columbia has used Massachusetts' learning standards - considered by many experts to be among the best in the nation - as the foundation. Reading/lEnglish language arts standards cover reading, writing, speaking, listening and other forms of communication. Groups of educators, parents and community members revised the Massachusetts standards so that they cover every grade, from prekindergarten through grade 12, and reflect the District's culture.

For science and social studies, in addition to Massachusetts we also will borrow and customize standards from California, Arizona and Indiana - other states with standards that are considered among the best inthe country. A roundtable of city educators, parents and community members are developing these standards for submission to the Board of Education in Fall 2005. We expect standards for the program areas of art, music, health, physical education and world languages will be developed later.

Aligning Textbooks, Curriculum and Tests

Having strong academic standards is only the beginning of an improvement process that will reach into every classroom. We also have:

• Selected new textbooks that are aligned with the knowledge and skills called for by the standardsfor each grade. Based on extensive input from DC teachers and principals, all schools now have new textbooks in reading/English language arts, math and science.
• Built curriculum frameworks, curriculums and curriculum maps - essential steps that translate the knowledge and skills described in the standards into clear and specific guidance for teachers on what needs to be taught and when it needs to be taught for each subject and at each grade level. This process ensures that students receive the instruction they need to meet the standards, and that teachers have enough time to teach the material and students have enough time to learn it. Teachers have received detailed curriculum guides, and additional information is being developed throughout the school year.
• Started developing new tests to show that students are meeting the standards. We continued to use the Stanford-9 tests through spring 2005, but we will have new standardized tests that are customized to our new standards by spring 2006. We plan to have new tests that cover reading/language arts and mathematics in grades 3 through 8 and grade 10, as required by No Child Left Behind (NCLB).

Working with Teachers, Principals, Parents and the Community

We will support teachers, principals and other school staff in the vital process of aligning instruction to the new standards. We also will reach out to parents and other community stakeholders. Major steps include:

• Providing professional development for teachers, principals and school leaders so they will be familiar with the new standards, textbooks and tests and can help students meet the new standards. Standards-based workshops were provided during the summer and will continue throughout the 2005-06 school year.
• Providing professional development for teachers, principals and school leaders so we all work together to support students' learning. We have developed eight-page parent guides to the standards for each grade level (in English and five other languages), which are being distributed widely. We also plan an extensive information campaign so that all parents and family members are familiar with the new standards, textbooks and tests - and know how they can help at home to support their children's learning.

A Smart Investment in the District

We have budgeted about $21.5 million for the work described above. This includes costs for developing the standards and curriculum frameworks; buying new textbooks in reading, math and science; developing and administering new tests; connecting our teacher training programs to the new standards; and informing parents and the community about these efforts. This spending represents a wise investment that will yield multiple benefits for all students.

A Richer Classroom Experience for All Students

Standards will ensure that we have the same high learning expectations in each subject and each grade for all students, no matter which school they attend. With the curriculum frameworks, we also will see that teachers progress consistently through the curriculum in classrooms throughout the system. Although the overall learning expectations will be the same, teachers still will have a great deal of freedom to teach creatively and to meet their students' individual learning needs.

Opportunity for Special Education Students and English Language Learners

All students must meet the standards, because all students deserve an equal opportunity to learn. Students in special education programs or English Language Learners will be able to demonstrate achievement in ways that meet their individual needs. Students with disabilities must be provided with the appropriate level of accommodations and, where appropriate, with alternate assessments. Students in special education programs will meet standards in ways consistent with their Individualized Education Plans and NCLB.

For more information

For the entire community, complete copies of the standards, curriculum guides and parent guides are posted on the DCPS Web site, www.k12.dc.us. For more information about raising standards for all DC students, please contact the DCPS Office of Academic Services, 202-442-5599.

September, 2005