Read through the background readings to familiarize yourself with the relationship between state policy on standards and the impact on student outcomes. For this module in particular, we will focus on the state of Vermont’s Department of Education. Review the materials at the Vermont Department of Education: State Board of Education and the framework of standards and learning opportunities. On the State Board of Education page, read through the overview, mission, vision, and strategic plan. On the framework and opportunities page, focus your attention on the subject of Mathematics only, and select the 8th grade level (e.g., algebra). Explain the concepts of standards-based curriculum: planning, instruction, assessment. Identify the role and purpose of the Vermont State Board of Education, describe the aspects to their strategic plan. Describe the framework for standards and the learning opportunities for Mathematics only at the selected grade level. Analyze how the aspects to the strategic plan may or may not be substantiated in the curriculum and assessment materials. Identify examples to illustrate your perspective. Determine to what degree the curriculum and assessment documents are aligned/map onto the strategies. Are there any gaps? If so, do the gaps make sense? Evaluate whether the information between the strategic plan and the framework and opportunities documents provide adequate “leadership and support to help all Vermont students achieve excellence” as the mission statement claims in regard to standards for curriculum development. Give examples to illustrate your argument. Assignment Expectations The paper should: Be between 3-5 pages long Indicate that you have a good understanding of the required background reading Have an appropriate introduction and conclusion Have a clear and coherent structure Indicate that you have the ability to apply your understanding of the required background reading to answer the above questions. Use APA formatting. MAED Case Grading Rubric Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way. Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale. Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience. Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work. Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography). Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date Reading Education Development Center, Inc. (1998). What is a standards-based curriculum? Chapter One. Retrieved Oct. 2012 from https://www2.edc.org/mcc/PDF/gchp1.pdf. Curriculum and Instruction (NYSED.gov) (2009). Developing and Implementing a standards-based curriculum. Retrieved Oct. 2012 from https://www.p12.nysed.gov/ciai/socst/leadersguide/sscurrdev.html. Vermont Department of Education State Board Of Education. Retrieved from https://education.vermont.gov/state-board-councils/state-board Vermont Department of Education Education Quality Standards. Retrieved from https://education.vermont.gov/documents/state-board-rules-series-2000 Mathematics Standards. Retrieved November 2014 from https://www.corestandards.org/Math/
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