Formative Assessment for Student Learning:

Assessment for student learning can increase achievement by 28-30 percentiles. This is affirmed in the research by Paul Black and Dylan William (1996, 2004), Richard Stiggins (2002), and Robert Marzano (2006).

Rigor and Relevance:

Digging deeper into content that connects what students both want and need to know creates greater meaning and success. This is supported by KDE/DOK, confirmed by William Daggett, 2005; Doug Reeves, 2004; Harvey Silver and Richard Strong, 2000.

Inquiry-based Learning:

Students build science knowledge from the new skills and challenges that come as they investigate. This is confirmed by the work of the National Research Council (Suzanne Donovan and John Bransford, 2005) and other national organizations and their peer reviewed work (Peter Dow, et al, 2000; NSTA, 2004).

Embedded, Collegial learning of teachers:

Learning must occur based on established standards, such as those endorsed by the KDE and the National Staff Development Council, and championed by GRREC. Further, professional learning must consider the needs of adult learners, as outlined by educators Marsha Speck (1996, 2003), Stephen Shaha et al (2004), and the National Commission on Teaching and America's Future (Hunt, 2003).