WPCS ݀arta=wi.w!2Z-{ݾ52pz2sJ M QUx1)|O#qb&[=e ˜4i]pK6d#$by1-5;v3pK}!gU%d ˭#9uKE9cѧZmHSrRfDŽOɿ3@oP}5T#|*1s#JU: %E 0(K ^ s w 4   m 8  N f a U6N 1ue 0=c 0 w= f a U: f a E  0 0% fFaHf\ B ^a{fa 0DUB 72+ 72] B>*fa 0DWjjjjjjjj 1_` Bfafa D KHP LaserJet 5P/5MP PostScript0,  AZ"Arial RegularX($w( { (T:i+003|x U  CurrknowlSutter\TABLE Ax9 Z6Times New Roman Regular3#37=CIQYag1.a.i.(1)(a)(i)1)a)(;3$2#  0  .3  0  (O;$0  2#  a  .3  0` (#(#TABLE BcAZ"Arial RegularL*TABLE C(b$0  0` (#(#2#   .3  0 ` (#` (#(xir$0  0` (#(#0 ` (#` (#2#(  0  )3  0 (# (#TABLE DL* dTABLE CL*TABLE C(3$ !  \  `*Times New RomanTTi)J &0 d dTABLE C(3$ !   M #'  _^\XX^\\^NorthDakotaCollaborationforExcellenceSeries00(#Handbook8:DevelopingScopeandSequenceChartsandCurriculumGuides  #^\\^J##X X\^+# @)  _XyXXX^\XXyNorthDakotaDepartmentofPublicInstruction8/1/00""J(#  1  #XyX\^J#3$37;?CGKOS-*+x  d4TABLE BL*TABLE CKKKK?Heavy ShadowdZd !  _XyXXXAB   J($33*X,XX*     4  `           4  `       <  h  XXy   HANDBOOK8:    Developing *Z  ScopeandSequenceChartsand t CurriculumGuides  N#XyX ,# *LMddd Xdd Xdd X(#(#,xdd +  22 9X4!#XX,X9   @l CONTENTS  f 11.OrganizingfortheTasks!. %3 R 2.DevelopingtheScopeandSequenceChart!.,,44 >n 3.DevelopingtheCurriculumGuide!.,8 * Z References!.12 !F 9X,XX4!#X9XXyAHandbookintheCollaborationforExcellenceSeries (%! NorthDakotaDivisionofIndependentStudy j)&" OfficeofCurriculumandImprovement .*^'# NorthDakotaDepartmentofPublicInstructionݥ2000#XyX# XXy *"($ #XyX >#  +(% $XyXXXy$ X$Xy #$XyX$ ##XyXX$Xyը#  ThishandbookisoneofaseriespublishedfortheprojectCollaborationforExcellence:The qi NorthDakotaCurriculumProject. ] U ܈  ThepublicationisfreetopublicschooleducatorsinNorthDakota,whomaymakecopies   withoutpermission.   ܈  Thesehandbooksrepresentateamproduct.AmajorcontributorwasAnnClapper,whowas   previouslyDirectoroftheOfficeofCurriculumLeadershipandImprovement.Numerous    educatorsinNorthDakotareviewedallthesematerialsandmadevaluablesuggestions.   EspeciallyhelpfulwerethefollowingNorthDakotaeducators:Janet_Edlund_,DakotaPrairie   HighSchool;Cheryl_Kuhas_,NorthDakotaDepartmentofPublicInstruction;KarenNelson,   _Hettinger_;Sandra_Willprecht_,_Forman_.AllanA._Glatthorn_,DistinguishedResearchProfessorat   EastCarolinaUniversity,servedasconsultanttotheproject.   ܈  Itshouldbeemphasizedthattheprocessessuggestedhereshouldbeseenonlyas  recommendations,notmandates.TheauthorsvaluetheabilityofNorthDakotaeducatorsto  developtheirownprocessesthatreflecttheneedsandresourcesoftheirschools.       4  `       <   ܘ !XXy*eNrOddxdd xLM(#(#e,Ldd +   1.0 @ #XyX!#!XXyORGANIZINGFORTHETASKS#XyX!##ld@!@! #ܗ   AssuggestedinHandbook2,thetasksofdevelopingaScopeandSequenceChartanda  CurriculumGuideisbestaccomplishedbyasmalltaskforceofsubjectareaspecialists.Typically   thegroupshouldbecomposedofrepresentativesofthefollowinggroups:centralofficestaff,   schooladministrators,andclassroomteachers.Themembersshouldbeselectedfortheir   knowledgeofthesubjectandtheircredibilitywithteachers.   ܈  Oneoftheirfirsttasksistodeveloptheirowncalendar,usingthefourstagesidentified   previously:Plan,Develop,Pilot,andImplement.Display81showsaformthatcanbeusedin   developingacalendarfortheScopeandSequenceChart.Obviouslytheentriesandthedeadlines   willbemodifiedatthelocallevel.Allthestepswillbeexplainedindetailinthenextsection.   A')xT`dE0xA X XXXy  Display81: TL PlanningGuide:ScopeandSequenceChart    #XyXXX #*erddLdd LNrO  e,dd ,Idd ,edd +  $zrzr $XXyStage ' 'Tasks ' 'Deadline *' *Plan 0'#!4,' 01.0 Securetrainingintheprocess :'-"4,  ' :1/02 6,!4, "' 6 ! 2.0 Developandsubmitbudget ("   (2/02 '#" ' $ 3.0 Developknowledgebase (%   (4/02 '&" ' < 4' 4.0 Secureresources (< 4(   (4/02 *'< 4)" *Develop 0'#!!*' 01.0 Identifycomprehensivestandards :'-"!+  ' :5/02 @'  @S 6,!!,"' 6 "- 2.0 Analyzestatebenchmarks (".   (5/02 '"/" ' D$<0 3.0 Maketentativedecisionsaboutbenchmarkgradelevel D$<1 placement (% 2   (5/02 'D$<3" ' `&X!4 4.0 Secureteacherinputonplacementandreviseasneeded (`&X!5   (6/02 *'`&X!6" *Pilot 0'#!'"7' 0Nopilottestplannedforscopeandsequence 0'#'"8' 0 9',!'"9"' 9Implement 0'#!)$:' 01.0 Usescopeandsequencetodevelopcurriculumguide :'-")$;  ' :7/02#XyX#1'%)$<" ' 1A')xT`dEu,0xA  ",'> ܘ !XXy*rd ddd Idd Iedd er(#(#,Ldd +   2.0 @ #XyX!2#!XXyDEVELOPINGTHESCOPEANDSEQUENCECHART#XyX!M ##ld@!@! #ܗ   TheScopeandSequenceChartisagraphicrepresentationofthemajorelementsofthe  curriculum.Initssimplestformitisalargechart.Downtheleftsidearethestandards;across   thetoparethegradelevelscovered.Ineachcell,themasterybenchmarks(i.e.,thoseoutcomes   thatdeservespecialattentionforthatgrade)arenoted.   ܈  TheScopeandSequenceCharthasseveraluses.Inthemodelexplainedhere,itisthebasis   fortheCurriculumGuide.Itcanbeusedtoorientparentsandstudents.Ithelpstheprincipal   monitorthecurriculum.Itaidstheteacherinplanning,sinceitshowsthesweepofthe   curriculum,fromgrades112.TheformoftheScopeandSequenceChartisshowninDisplay8   2.   ܈  Theprocessfordevelopingthechartisexplainedbelow. .&   X XXXyA') xT`dEE0xA #XyXXX $#   X XXXy   Display82: F>  %SampleScopeandSequenceChart#XyXXX %#  2* %XXyDowntheleftsideofthechartarethecurriculumstandards.Acrossthetoparetheseveralgrade  levels.Ineachcell,thebenchmarksforthatstandardandthatgradearenoted. XP ܘ Subject:Mathematics#XyXs&# XXy ~v *e3r4ddLdd Lr  e,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd ,dd +  &' &#XyX'#XXy Standard B8)+#>>'  B܈ @ GradeLevel % "  % '   K J'9[S!'  ?1?J1 h'W6[S"  ?1 ?'  @2@h2 h'W6[S#  @2 @'  @3@h3 h'W6[S$  @3 @'  @4@h4 h'W6[S%  @4 @'  @5@h5 h'W6[S&  @5 @'  @6@h6 h'W6[S'  @6 @'  @7@h7 h'W6[S(  @7 @'   @8 @h8 h'W6[S)   @8  @'  "@9"@h9 i'X6[S*  "@9 "@'  $@10$@i10 j'Y7[S+  $@10 $@'  &@11&@j11 j'Y7[S,  &@11 &@'  (@12(@j12 ka7[S-  (@12 (@'  ?1?k1 <200"  ?1 ? <  1   2   3   4   5   6   7   8   9   :   ;   <  =3 =  @2@=2 <20W"O@"  @2 @ <  1!)A   1!)B   1!)C   1!)D   1!)E   1!)F   1!)G   1!)H   1!)I   1!)J   1!)K   1!)L  =3 1!)M  @3@=3 <20$P"  @3 @ <  #Q   #R   #S   #T   #U   #V   #W   #X   #Y   #Z   #[   #\ #XyX*# =3 #]  @4@=4 <20'"`"  @4 @ <  -&%!a   -&%!b   -&%!c   -&%!d   -&%!e   -&%!f   -&%!g   -&%!h   -&%!i   -&%!j   -&%!k   -&%!l  =3 -&%!m  @5@=5 <20q*i%p"  @5 @ <  )$q   )$r   )$s   )$t   )$u   )$v   )$w   )$x   )$y   )$z   )${   )$|  )$}  A')+xT`dE+0xA  ],U'}   Plan   7 0  (1) Developandsubmitbudget jb(#(# ܈    0 4 Thetimingofthiswilldependondistrictdeadlines.IncludethecostsforZR4(#4(# ܠ"ir"  ir90  0(#(#04(#(#2$3  0` 4(#4(#  Travelandstipendforconsultantir9J9F>` (#` (# Ԡ  "ir"  ir0:0  0(#(#04(#(#2$3  0` 4(#4(#  Professionalmaterialsir0:]:2 *` (#` (# Ԡ  "ir"  ir8;0  0(#(#04(#(#2$3  0` 4(#4(#  Travelfortaskforcetovisitexemplaryprojectsir8;e; ` (#` (# Ԡ  "ir"  ir[<0  0(#(#04(#(#2$3  0` 4(#4(#  Substitutesforreleasedtimefortaskforceir[<< ` (#` (# Ԡ  0  (2) 0(#(#Developtheknowledgebase l d (#(#  0  0(#(#04(#(#Firstdoareviewoftheliteratureonteachingthatsubject.Thendoasearchon \ T  exemplarycurriculumprojectsinthatfield.UsetheERICdatabaseandsearchthe H@  Internetforbothofthesetypesofreviews.Visitnearbyschoolsthatareknownto 4,  havequalitycurriculummaterials.  4(#4(# ܘ 0  (3) 0(#(#Findandsecuretheresourcesyouwillneed z (#(# ܈0  0(#(#04(#(#Youwillneed:rj 4(#4(# ܠ"ir"  ir@0  0(#(#04(#(#2$3  0` 4(#4(#  Currenttextbooksinthefieldir@@^V` (#` (# Ԡ  "ir"  irA0  0(#(#04(#(#2$3  0` 4(#4(#  ThestateframeworkforthatsubjectirAAJB` (#` (# Ԡ  "ir"  irB0  0(#(#04(#(#2$3  0` 4(#4(#  AnyexistingcurriculumplanningguidesirB C6.` (#` (# Ԡ  "ir"  irC0  0(#(#04(#(#2$3  0` 4(#4(#  NonconfidentialmaterialaboutstatetestsirC;D"` (#` (# Ԡ  "ir"  ir+E0  0(#(#04(#(#2$3  0` 4(#4(#  ir+EXE|` (#` (# Ԡ    Produce    F 0  (1) Identifycomprehensivestandards H@(#(#  0  0(#(#04(#(#Yournextstepistodevelopacomprehensivesetofthecontentorcurriculum 80 standards.Thesestandardsarestatementsofwhatstudentsshouldknowandbeable $ todoinonesubjectforeachofGrades112.Thestateframeworkslisttheminavery  clearmanner.Here,forexample,isoneofthestandardsfromtheNorthDakota  frameworkforEnglishlanguagearts.4(#4(# ܈     4  `  Standard7:Studentsunderstandanduseprinciplesoflanguage. J B!  0  0(#(#04(#(#However,tobesurethatthestatestandardsaresufficientlycomprehensive,you !# shouldtakesomeadditionalsteps."$4(#4(# ܠ"ir "  irxJ0  0(#(#04(#(#2$3  0` 4(#4(#  Reviewthissource:J.Kendall&R.Marzano(1997).ContentStandards. #|% Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.Itis p$h& anexcellentcompilationofstandardsaspublishedbyprofessionalassociations.irxJJ\%T '` (#` (# Ԡ  "ir "  ir}L0  0(#(#04(#(#2$3  0` 4(#4(#  Reviewtheliteratureforotherpublicationsthatsuggeststandardsforasubject H&@!( field.ir}LL4',")` (#` (# Ԡ  "ir "  irM0  0(#(#04(#(#2$3  0` 4(#4(#  Drawfromtheexperientialknowledgeofteachers.Askthemtoreviewthestate  (#* standardsandaddanytheywish.Inordertoachievedepth,keepthetotalnumber  )$+ under13.irMN)$,` (#` (# Ԡ  0  (2) 0(#(#Analyzestatebenchmarks Z+R&.(#(# ܈  0  04(#(#Younextneedtoclassifythebenchmarksintooneofthreetypes.Display83defines J,B'/ thecharacteristicsofthesethreebenchmarktypes.6-.(04(#4(#  /*2 ܽA') QT`dE Q0A X XXXy  Display83:  CharacteristicsofThreeTypesofBenchmarks#XyXXX Q#   Q*\rdddd dd dd dd dd dd dd dd dd dd dd dd dd dd 3r4  \,rdd ,dd ,dd ,dd +  $''   $XXy 4'# '' 4Mastery =',! "' =Continuing   Development =',!  "' =Enrichment 6'#!  "' 6InwhichGrades    shouldtheybe    emphasized? $  ' $Oneortwo   specificgrade   levels    Allormostgradelevels    Notessentialforall   studentsatanygrade   level '   Dotheyrequire   explicitteaching? $ ' $Yes    Yes     '   Aretheylikelyto   appearonatest? $ ' $Yes    Yes    No '   Willtheybeonthe 80 ScopeandSequence   Chart? $!' $Yes  80" No  80# No ' 80$ Willtheybeinthe % CurriculumGuide? $&' $Yes  ' Yes(onaspeciallist; ( theywontbeassigned ) toaparticulargrade)  * No(theywontbe + usedfor regular , planningbuttheywill - beusedindeveloping d\. enrichmentunits) ' ( / Example $x0' $#XyXFT#XXyDetermines x1 perimeter...intwo D<2 dimensions.  3 ܘUselanguagefora x4 varietyofpurposes.#XyX9[#  D<5 XXyEvaluatesarguments x6 basedonstatistical D<7 claims.#XyX>\# 8  A')xT`dE0xA0  (3)0(#(# Maketentativedecisionaboutthegradelevelplacementofthemasterybenchmarks  ;(#(#  0  0(#(#04(#(#Thebenchmarksintheframeworksarespecifiedforthreedevelopmentallevels:4,8,  !< and12.Sincemanyteachershaveexpressedawishformorespecificgradelevel != placement,youmaydecidetospecifyaparticulargradelevelwherethemastery "> benchmarksaretaughtformastery.Hereisoneprocessfordoingso.#?4(#4(# ܈0  0(#(#04(#(#1)0` 4(#4(#Arrangeforallteacherswhoteachthesubjectareainquestion(e.g.,languagearts) 0%( A tocometoa benchmarkmeeting.ݥ&!B` (#` (# ܈0  0(#(#04(#(#2)0` 4(#4(#Asktheteacherstobringtheirtextbooks,theunitstheyusuallyteach,andany ~'v"D othermaterialsthatwillhelpthemdecideongradeplacementofbenchmarks.j(b#E` (#` (# ܈0  0(#(#04(#(#3)0` 4(#4(#Givealistofthemasterybenchmarks,organizedbystandards,toeachteacher.)$G` (#` (# ܈0  0(#(#04(#(#4)0` 4(#4(#Asktheteacherstoindicate fortheirgradelevelonly whichbenchmarksshould .+&&I beemphasizedfortheirgradelevel.(Thisapproachavoidsthedangerofhaving ,'J 6thgradeteacherstell5thgradeteacherswhatshouldbetaughtin5thgrade.) -(K` (#` (# ܈0  0(#(#04(#(#5)0` 4(#4(#Tallytheresults.Anyplacementrecommendationforaspecificbenchmarkthatis l.d)M madebyamajorityoftheteachersassignedtothatgradeisenteredtentativelyon X/P*N theScopeandSequenceChart.` (#` (# ܈0  0(#(#04(#(#6)0` 4(#4(#EvaluatethedraftScopeandSequenceChartusingthecriteriainDisplay84.jb` (#` (# ܈0  0(#(#04(#(#7)0` 4(#4(#Revisethedraftbasedonthatassessment,givingtheteachersonemorechanceto  review.` (#` (# A')xT`dE 0xA | t   X XXXy  Display84:    CriteriaforAssessingScopeandSequenceChart 2*  g#XyXXX g# XXyDoestheScopeandSequenceChart....   ܈ 4 "3 "  3h2$3  0 `   Correspondwithstateframeworks?3hh ` `  Ԡ  "3"   4 3i2$3  0 `   Showanawarenessofstudentsݥdevelopmentalneeds?3ii ` `  Ԡ  "3"   4 3|j2$3  0 `   Exhibiteffectivecoordinationacrossastandard,Grades112?3|jj ` `  Ԡ  "3"   4 3|k2$3  0 `   Showbalance,sothatonegradeisnotoverloaded?3|kk,$` `  Ԡ  "3"   4 3ql2$3  0 `   Showreinforcementofmasteryskillsandknowledge,withoutexcessiverepetition?#XyXHh#3qllRJ` `  Ԡ  qgcgA')xT`dE0xA  xp ܘ !XXy*r ddrdd rdd dd dd r(#(#,Ldd +   3.0 @ #XyX!%n#!XXyDEVELOPINGTHECURRICULUMGUIDE#XyX!So##ld@!@! #ܗ   IfyouhavedevelopedaqualityScopeandSequenceChart,thenthedevelopmentofthe  CurriculumGuideisastraightforwardtask.Theprocesswillbeexplainedbelow,usingthesteps   showninDisplay85.    A') xT`dE 0xA X XXXy  Display85:    PlanningGuide:CurriculumGuide ~v  q #XyXXX hq# p*erddLdd Lr   e,edd ,dd ,Fdd +  $   $XXyStage '0(  'Tasks '0(  'Deadline *'0(  *Plan 0'#!~ ' 01.0 SeePlanningGuideforScopeandSequenceChart 1'$"~  & &' 14/02 0'#~ ' 0Produce 0'#!' 01.0 Decideaboutcontent,format,andpackagingifthese  decisionshavenotbeenmade 1'$" & &' 14/02 -#' -  2.0 Developfirstdraftofguide  & & 7/02    RJ 3.0 Secureteacherinputevaluatingfirstdraft;revise RJ accordingly  & & 9/02 !' RJ !Pilot 0'#!nf' 01.0 Trainteacherswhowillconductpilot 1'$"nf  & &' 111/02 -#nf!' - " 2.0 Conductpilottest # & & 1/034/03  $  % 3.0 Usepilotresultstorevise & & & 5/03  '  vn( 4.0 Orderinstructionalmaterials vn) & & 5/03 !' vn* !Implement 0'#!+' 01.0 Trainprincipalsandteachers 1'$", & &' 18/03 -#-' - & . 2.0 Implement & / & & 9/03#XyXs# & 0 A') xT`d0E#0xA 8#02   Plan  % 6 /{  ThesameplanningprocessusedfortheScopeandSequenceChartcanbeusedforthe P'H"8 CurriculumGuide.Seethepreviouschapterforadditionalinformation. <(4#9 ܘ0  (1) Developandsubmitbudget)$;(#(# ܈0  (2) 0(#(#Developtheknowledgebase +%=(#(# ܘ 0  (3) 0(#(#Findandsecuretheresourcesyouwillneed n,f'?(#(#    .)B   Produce   }   (1)0  Decideaboutcontent,format,andpackaging. jb(#(#  0  0(#(#04(#(#ThesedecisionsshouldbemadebytheCurriculumPlanningCouncil,sincetheyare ZR districtwidedecisions.Thefirstdecisionisaboutthecontentoftheguide.Display8 F> 6showsallthecomponentsthatmightbeincluded;thoseasteriskedarestrongly 2 * recommended. 4(#4(# ܧA') xT`d0E 0xA  x  X XXXy  Display86:    PossibleComponentsoftheCurriculumGuide     >XX  #>ɥ#"3"  32$3  0 4   Standardsfromstateframework*3 4 4  Ԡ  "3"  3p2$3  0 4   Masterybenchmarksderivedfromstateframework*3p 4 4  Ԡ  "3"  3W2$3  0 4   Classroomlearningobjectivesforeachbenchmark3W 4 4  Ԡ  "3 "  3=2$3  0 4   Learningactivitiesforeachobjective3=jD<4 4  Ԡ  "3 "  32$3  0 4   Sampleunitformat3Fjb4 4  Ԡ  "3 "  32$3  0 4   Recommendationsforassessinglearning34 4  Ԡ  "3 "  32$3  0 4   Listofapprovedresources34 4  Ԡ  "3 "  3ٽ2$3  0 4   Thephilosophyofteachingthissubject3ٽ4 4  Ԡ  "3"  3j2$3  0 4   Summaryoftheresearchonteachingthissubject3j4 4  Ԡ  "3"  3P2$3  0 4   Recommendationsforenrichment3P}(  4 4  Ԡ  "3"  3$2$3  0 4   Recommendationsforremediation3$QNF"4 4  Ԡ  "3"  32$3  0 4   Goalsforthissubject3&tl$4 4  Ԡ  #XyXD#A')#xT`dEO0xA (    0  04(#(#TheformatoftheCurriculumGuidealsoshouldbestandardizedfortheentire !, district.Thisdecisioninvolvesthefollowingissues:computerized,print,orboth; "- coverpage;authorship;formatting;copyright;pagination;andstyleguidetobeused. #. Besurethatallguideshaveaprofessionalappearance,havethedatedeveloped,and v$n/ includeinformationaboutordering.b%Z 04(#4(# ܈  0  04(#(#Thepackagingissueessentiallyaskshowtheguidecanbestbedeliveredtothe N&F!1 teachers.Youhaveseveralchoices,asfollows::'2"24(#4(# ܈     4 "3"  32$3  0 `   K12Guide3Ӷ&(#3` (#` (# Ԡ    ";"     4 ;Q0 ` 2$3  0 ` (#` (#  EachteacherwhoteachesaparticularsubjectreceivestheK12guideforthat ) $4 subject.;Q)$5 (# (# Ԡ      "3"   4 32$3  0 `   SchoolLevelGuide3*%6` (#` (# Ԡ  ";"       4 ;0 ` 2$3  0 ` (#` (#  Theguideisorganizedanddeliveredbyschoollevels:K5teachersreceive +&7 theK5curriculum;andsoon.;,'8 (# (# Ԡ    "3"     4 32$3  0 `   ElementaryGradeLevelGuide3G-(9` (#` (# Ԡ  ";"       4 ;0 ` 2$3  0 ` (#` (#  Theguidesarepackagedbygradelevelforelementaryteachers.Thus,a4th .): gradeteacherwouldreceivethe4thgradecurriculumforReading/Language  Arts;SocialStudies;Mathematics;andScience.;= (# (# Ԡ  0  0(#(#04(#(#Inmakingallthesedecisions,keepinmindthisimportantcriterion:Istheguide  teacherfriendly?4(#4(# ܘ   (2) 0  Developfirstdraftoftheguide . &(#(#      0 4 Thenextstepistodevelopthefirstdraft,basedonthecontentandformatdecisions.   Aimforclarityandeaseofuse.Checkaswellforaccuracyofcontent.Proofread   carefullyandusethespellcheckfeature. 4(#4(#    (3)0  Secureteacherevaluation X P (#(#      0 4 Beforetheguideispilottested,itshouldbereviewedbyclassroomteachers, H@  evaluatingitchieflyforthesequalities:easeofuse;clarity;andaccuracy.Usetheir 4,  suggestionstorevise.  4(#4(#   Pilot    &   (1)0  Trainteacherswhowillpilottheguide. F>(#(# ܈    0 4 Thepilottestistoevaluatetheguideforitsteachability,usingthesequestions.6.4(#4(# ܈     4 *0 ` Istheguideeasytouseforteacherplanning?"` (#` (# ܈     4 *0 ` Istheguiderelativelysimpletoimplement?` (#` (# ܈     4 *0 ` Arestudentsabletoachievethestandardsandmasterthebenchmarks?` (#` (# ܈    0 4 Obviouslytheteacherswhowillbeinvolvedinthepilotwillneedstaffdevelopment  tomakethepilotsuccessful.Thestaffdevelopmentshouldfocusonthefollowing  issues.4(#4(# ܈     4 *0 ` Understandingchangesinthisguideandtheirimplicationsforyou` (#` (# ܈     4 *0 ` Developingapilottestschedule` (#` (# ܈     4 *0 ` Gettinghelpwithimplementationconcernsz` (#` (# ܈     4 *0 ` Identifyinglearningproblemsnf` (#` (#       4 *0 ` ReportingpilottestresultsZR` (#` (#    (2)0  Conductthepilottest.  !(#(#      0 4 Accordingtoascheduledevelopedbythetaskforceandapprovedbytheplanning !" council,thepilottestisadministered."#4(#4(#    (3)0  Usepilotresultstorevise. #%(#(#      0 4 Theresultsofthepilottestaretransmittedtothetaskforce,whothenrevisetheguide $& accordingly.% '4(#4(#    (4)0  Orderinstructionalmaterials. 8'0")(#(#      0 4 Itisessentialthatthelearningmaterialsareorderedintimelyfashion.Itisassumed (( #* thatatextbookselectioncommittee(orthetaskforce)hasevaluatedand ) $+ recommendedtexts,basedchieflyontheiralignmentwiththecurriculum.*$,4(#4(#   Implement  ,'0   Ifaqualityguideisnotimplemented,asissooftenthecase,thenallthatmoneyandtime &.)2 havebeenwasted. / *3 ܘ   (1)0  Trainprincipalsandteachers. jb(#(# ܈    0 4 Suchtrainingisessentialiftheimplementationistobeeffective.Principalsespecially ZR shouldplayanactiveleadershiprole.(SeeHandbook6fordetails.)F>4(#4(#      0 4 Teacherswillneedthesametrainingduringtheimplementationperiodthatthepilot 2 * teachersneeded. 4(#4(#    (2)0  Implement . x(#(# ܈    0 4 Thecurriculumwillbeimplementedifthefollowingconditionsareinplace.(See p h  Glatthorn,1994.)\ T 4(#4(# ܈     4 *0 ` Teachersbelievethatthenewcurriculumwasneededandhavebeeninvolvedin H@  itsdevelopment.4, ` (#` (# ܈     4 *0 ` Teachersunderstandthenewguideandknowhowbesttouseit.  ` (#` (# ܈     4 *0 ` Thenewguideisofhighquality.  ` (#` (# ܈     4 *0 ` Districtandschooladministratorspubliclysupportthenewguide. ` (#` (# ܈     4 *0 ` Qualityteaching/learningmaterialsthatarecongruentwiththeguideareavailable. ` (#` (# ܈     4 *0 ` Theimplementationoftheguideismonitoredbytheprincipal.` (#` (# ܈     4 *0 ` Thefacultyhaveonsiteassistanceavailabletothemwhentheyneedhelpwiththe  guide.` (#` (#    ܘ !XXy*!r"d dedd edd Fdd Fr(#(#,Ldd +   #XyX!#!XXyREFERENCES#XyX!Ш# ld ܗ 0   Glatthorn,A.A.(1994).DevelopingaQualityCurriculum.Alexandria,VA:Associationfor  SupervisionandCurriculumDevelopment.(#(# ܈0   Kendall,J.&Marzano,R.(1997).ContentKnowledge.Alexandria,VA:Associationfor   SupervisionandCurriculumDevelopment.