Writing+Process+(excerpt)

**Writing Process **


 * 1) Review recommended print and electronic resources, using the //ADP Quality Review// adapted to examine the strengths of the standards specifically recommended by the Framers:
 * 2) Note gaps
 * 3) Note repetitions
 * 4) Analyze for rigor, coherence, focus, specificity, clarity/accessibility, and measurability
 * 5) Develop benchmarks with the **“next step” ** in mind to build seamless articulation and high expectations throughout, considering the essential skills and knowledge graduating seniors need to compete and succeed in post-secondary education and the workplace, and to become active contributors in their communities.
 * 6) Build an instructional framework into the NGSSS-Arts within which arts teachers can provide high-expectation learning opportunities to challenge students who have had:
 * 7) significant instruction and experience in the arts, including students who plan to major in the arts at the post-secondary level, or
 * 8)  only limited or no arts education experiences.
 * 9) Write the NGSSS-Arts with “tomorrow” in mind—not with an eye to what is, with its inherent limitations; but to what should be, with all its implications for creativity and innovation, equity and access.
 * 10) Focus significant attention on process, rather than product.
 * 11) <span style="color: #f52e2e; font-family: 'Arial Black',Gadget,sans-serif;">Embed technology <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">throughout the benchmarks, acknowledging the exponential nature of developments in technology-based learning tools and new media for creativity, collaboration, and sharing.
 * 12) <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Break into K-12 subgroups to work on Big Ideas:
 * 13) <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">beginning with two to three Enduring Understandings embedded within each Big Idea, and
 * 14) <span style="background-color: #fffb00; color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">considering authentic Essential Questions that district- and school-based curriculum-writing teams and individual teachers might devise to help guide instructional design.
 * 15) <span style="font-family: 'Times New Roman',Times,serif;">Delineate clear, concise, and differentiated grade-level benchmarks for each Big Idea that address the Enduring Understandings, emphasizing the importance of <span style="color: #f52e2e; font-family: 'Arial Black',Gadget,sans-serif;">learning for transfer and depth rather than breadth.
 * 16) <span style="font-family: 'Times New Roman',Times,serif;">Reference the <span style="color: #f52e2e; font-family: 'Arial Black',Gadget,sans-serif;">Depth of Knowledge (DOK) levels identified and organized by Norman L. Webb et al as a guide for identifying and addressing appropriate levels of cognition when writing benchmarks.
 * 17) <span style="font-family: 'Times New Roman',Times,serif;"> Develop examples of each benchmark to be embedded in the “Remarks” section of the on-line standards database at __ [|__www.flstandards.org__] __.
 * 18) <span style="font-family: 'Times New Roman',Times,serif;">Develop a rubric indicating levels of proficiency for each benchmark.
 * 19) <span style="color: #f52e2e; font-family: 'Arial Black',Gadget,sans-serif;">Create a glossary for consistency <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">among important arts terms.
 * 20) <span style="font-family: 'Times New Roman',Times,serif;">Develop an introduction and overview of the arts curriculum and instruction for the standards document, addressing the disciplines separately,