Includes bibliographical references (p. 156) and index.

1. Contents
2. List of figures and tables
3. Preface
4. Acknowledgments
5. About the authors
6. 1 introduction
7. Relevant vs. Relative
8. The problems
9. The solution
10. Content and intent
11. 2. Traditional vs. Standards based education
12. What everyone needs to know
13. What most people need to know
14. What some people need to know
15. The role of the administrator
16. How do we get there from here
17. Questions for reflection
18. Summary
19. 3. Accountability
20. Raise the drawbridge, flood the moat
21. Surprise, surprise, surprise!
22. Accountability 101
23. What everyone need to know
24. What most people need to know
25. What some people need to know
26. Summary
27. 4. Performance objective
28. Touching all the bases but getting thrown out at home
29. What everyone needs to know
30. Defining performance objectives
31. Performance objective tips
32. What most people need to know
33. What some people need to know
34. Summary
35. 5. Performance assessment
36. What? Where? Why? How?
37. Summative and formative
38. Eliminate a and d; guess b or c
39. What everyone needs to know
40. Assessment strategies
41. Sample performance objective
42. From standard to assessment
43. What most people need to know
44. What some people need to know
45. Summary
46. 6. Data
47. What is data and where does it come from?
48. The standards-based model and data
49. What everyone needs to know
50. Form vs. Function
51. Simplicity is the key
52. Student portfolios
53. What most people need to know
54. What some people need to know
55. Summary
56. 7. Unit design
57. Units create focus
58. What everyone needs to know
59. Aids for the educator
60. Measuring success
61. What did you do in school today?
62. Parent checklist
63. What most people need to know
64. What some people need to know
65. Summary
66. 8. Lesson design
67. Hey, i just follow the curriculum
68. Questions to ask
69. Where there?s a need, there?s a way
70. What everyone needs to know
71. Lesson design steps
72. The transfer and retention of learning
73. What most people need to know
74. What some people need to know
75. Summary
76. 9. Differentiation
77. Teaching vs. Learning
78. Differentiation defined
79. Learning styles vs. Teaching styles
80. What everyone needs to know
81. Differentiated step lessons: method 1
82. Sample step lessons using method 1
83. Differentiated step lessons: method 2
84. Sample step lessons using method 2
85. Differentiated classroom 101
86. What most people need to know
87. What some people need to know
88. Summary
89. 10. Scaffolding
90. Now you see it . . . Now you don?t
91. Defining scaffolding
92. What everyone needs to know
93. Tools to develop understanding
94. The three p?s of scaffolding pieces: problems , projects, and presentations
95. Model behavior
96. Scaffolding rubric for the teacher
97. Sample lesson with scaffolding
98. What most people need to know
99. What some people need to know
100. Summary
101. 11. Grouping
102. Grouping defined
103. What everyone needs to know
104. Grouping size
105. So, what if grouping strategies are not working? Jump ship or row to shore?
106. What most people need to know
107. What some people need to know
108. Summary
109. 12. Brain-based learning
110. What everyone needs to know
111. The male and female brain
112. Engage the brain
113. Strategies for meaningful learning
114. Sample lesson
115. Am i doing it right?
116. Teacher checklist for a brain-based classroom
117. Parent checklist
118. What most people need to know
119. What some people need to know
120. Summary
121. 13. Reporting progress
122. What everyone needs to know
123. What most people need to know
124. What some people need to know
125. Easy . . . Easier . . . Easiest in grading systems
126. Summary
127. Glossary
128. References