The authors participated in a bold, statewide school improvement initiative that re-examined the role of a critical variable in twentieth century education-time. Progressive educational policy changes in New Hampshire have put into motion the most dynamic approach to the delivery of education of any state in America. This statewide effort to create a system of personalized/customized learning cannot properly function in the 20th century model of teaching and learning where time is the constant and achievement is the variable. The steps that New Hampshire has taken will provide the foundation for a new delivery model where time is the variable and achievement is the constant.
The New Hampshire vision is built on the assumption that students can learn through a variety of experiences-traditional classroom instruction being but one mode of delivery. Out-of-classroom Extended Learning Opportunities (ELO's) provide alternatives to classroom instruction. These can include internships, private instruction, on-line learning and other forms of independent study. But, at the core of this vision, is the idea that student achievement (and, by extension, teacher effectiveness) should be measured in terms of mastering competencies, rather than the traditional measure of "seat time." Although competency-based models have been attempted, the New Hampshire story is unique in that it offers a unique case of large-scale implementation.
Bramante and Colby offer the reader the ability to understand a new context for the reinvention of education and how these challenges affect all levels and aspects of our system of public education. Education professionals-from classroom teachers to policy makers-have much to learn from the lesson of New Hampshire.
Industry Reviews
"Kathy's book is relevant for teachers, administrators and policymakers as we ramp up to the implementation of Common Core State Standards. Kathy Glass takes the daunting task of reorganizing curriculum and assessments to the new English Language Arts standards and provides clear strategies to make the instructional shift. Her articulation of the new ELA standards combined with templates, rubrics, and samples of formative and interim task assessments will guide teachers through successful implementation." -- Tracy A. Huebner, Senior Research Associate "This book is accessible, easy to follow, and has practical application. The author merges the practices of backward design, curriculum mapping, differentiating instruction, and standards-driven teaching into one usable tool." -- Alesha M. Moreno-Ramirez, K-6 Literacy Consultant "This book is a rich and detailed guide for mapping comprehensive units to the ELA CSS. With a laser focus, the author cuts to the heart of what we need to know, understand, and do, while validating best instructional practices we may already be using. She provides a wealth of examples for better understanding CCSS and aligning comprehensive units to them." -- Diane McIver, Principal "This easy-to-use, step by step guide really makes the process of mapping and curriculum development using the ELA Common Core Standards accessible and seamless. It is an excellent tool for a Professional Learning Community and for new and veteran teachers." -- Johnna Becker, 4th Grade Teacher and District Beginning Teachers Support and Assessment Support Provider "This book is a rich resource that immerses teachers in the new ELA Common Core Standards, providing them with a practical, quality instrument to plan exciting, content-rich units of study. With effective tools, examples and processes to plan, assess and differentiate instruction, she enables teachers to design lessons and units so that all students achieve to their highest potential." -- Lori Musso, Curriculum Services Administrator "This practical and timely book prepares the practitioner to take concrete steps to align curriculum with the CCSS. This resource provides a lot of practical tools and advice for stepping up our work in the elementary grades." -- Rochelle DeMuccio, Coordinator, English Language Arts and Reading
