Most parents and students are ill informed as to the breadth and depth of the courses of study students are now expected to master.  Like a road map gives structure and meaning to travelers guiding them systematically to a predetermined destination,  a curriculum map (standards) would give structure and meaning to both students and parents by guiding them through K-12 courses of study until the student graduates.  Are students and parents given such a document (a curriculum map - standards) as a standard practice in our schools today?  No.  The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) have recently establish new Common Core Curriculum Standards (CCCS) for ALL K-12 students in the areas of mathematics and English (Literacy).  Should parents and students be given such a "curriculum map" so that everyone knows what students are expected to master at each grade level?  The Student Achievement Group, which I represent, has compiled the Common Core Curriculum Standards into several documents to assist parents and students to monitor the progress each student is making based on the Common Core Curriculum Standards.   Each document, called either a Cluster or Pamphlet, details the specific SKILLS and KNOWLEDGE that students are expected to learn K-12 in the following areas: English (Literacy), mathematics, science, social studeies/civics, personal competencies , and art education.  All the documents parallel the Common Core Curriculum Standards.  All the documents (except art education) include age appropriate normal developmental milestone for preschool, school aged, and adolescent groups in the areas of physical, cognitive, social and emotional characteristics.  Details regarding these documents are available at: www.student-achievement.com.

In my post titled "Background information in support of previously posted Forum question" (regarding curriculum standards), I wish to add that curriculum standards do not, I repeat, do not assume that all students should learn all of the specific skills and knowledge supporting the curriculum standards either state and/or local. Obviously all students learn at different rates. Unfortunately public schools do not make that assumption and group students by age (grades) rather than based prior learned of specific skills and knowledge and their varying rates of learning. To do so would require schools to become non-graded and that is for the present beyond the capacity of our public schools. [Maybe we need to rethink how our schools are organized?] Back to the rate of learning issue: the clusters and pamphlets I mentioned only allow parents, students, and teachers to measure (not evaluate) on a on-going basis how well a pupil is learning. If a pupil is struggling it would become obvious early and not at the very end of a instructional unit (too late to make adjustments). Monitoring instruction, however, would allow adjustments to be made in "real time" and thus prevent further pupil frustration and/or failure. On the other hand, if a pupil is mastering specific skills and knowledge quickly, then, again, the monitoring of the pupils progress would alert the teacher that adjustments in instruction should be made [in"real time"] so that the pupil could be challenged with a more advanced set of specific skills and knowledge. Everyone becomes a winner! What is wrong with this picture? What pro and con statements do you have and what alternatives do you have to offer?

Thanks for the post. Talking about the curriculum standards, everyone should consider the students willingness about the schooling. If they are interested in a particular field, don't unnecessarily put a burden of extra subjects on them. Let him/her allow to do best in what he is best. best swim goggles

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