RON MCDERMOTT spoke of THE REAL STORY 2 to DAN TRIPLETT on 10-05-96
RM>DT>I wonder if another factor is that (some schools?  many??) don't
RM>DT>operate  with exit outcomes in mind.  Isn't a good question "What
RM>DT>should an  exiting (grade level) look like.?"
RM>This is OBE.... Can't do THAT any more!  If you think whole
RM>language/invented spelling is taking a hammering, you should
RM>thank your lucky stars it isn't OBE!     ;-)
I have hammered OBE (its implementation in our district at least) my 
self.  However we do have goals and objectives and it does seem an 
intelligent question to ask "What do we want a fifth-grade student to 
know and be able to do when they leave our school?"
RM>DT>Perhaps there is a greater need for connections from grade level
RM>DT>to  grade level?  (As in top-down design of goals and objectives)
RM>Of course there is... BUT.... That's much too logical to
RM>ever catch on.....And...If you set goals, then you ALSO 
RM>have to meet them or fail - No one's allowed to fail any
RM>more....      ;-)
Clearly....in Washington there is talk (maybe more than than talk now) 
of a certificate of mastery.  One is entitled to a diploma just for 
showing up.  But one must _earn_ the certificate of mastery.  Washington
has legislated Essential Learning Outcomes (still in progress of 
definition) and there will be benchmark tests to see how we are doing in
our schools. 
One of our concerns is that, after working to align our curriculum to 
meet the essential learnings, will we see this legislative action pass 
away for something new?  We are currently putting a lot of time and 
energy in defining goals and identifying needs in order to meet the 
state requirements.  Much work to do in this regard....
Dan
CMPQwk 1.42 445p
PROFESSOR: Someone who talks in somebody else's sleep.
* ++++++  *
     _   /|    ACK!
     \'o.O'   /
     =(__)+
       U
--- WILDMAIL!/WC v4.12 
---------------