Once the global understandings and skills are identified, teachers align these ideal objectives with three standard sets that will support the development of their instruction. Academic standards are the backbone of an IBE curriculum, as students must receive an adequate educational experience and these standards dictate what this looks like. The three standard sets used in IBE curriculum are ultimately malleable to the individual educator. However, the three standard sets included below bridge a variety of standards that are essential to regulate in an IBE curriculum.
Colorado ELA Standards
Anchorage School District SEL Standards
Teaching Tolerance Social Justice Standards
IBE uses academic standards from the Colorado Department of Education, majority of which are derived from Common Core State Standards. These inform the specific English content skills that need to be addressed in the secondary classroom. Click the PDF below for a downloadable copy of these standards.
Instruction is also informed by Social Emotional Learning Standards designed for the Anchorage School District, which IBE uses to inform the assessment of self-awareness and reflection. SEL Learning is essential to IBE, as a seminal component of this educational practice is vulnerability and discomfort. So, ensuring that students are emotionally and socially supported and reflective is inseparable from IBE. Click the PDF below for a downloadable copy of these standards.
Finally, the linchpin of IBE curriculum is the use of Identity Development Standards, which are taken from Teaching Tolerance's Social Justice Standards. This specific set of standards, while used to identify Global Skills and Understandings in the genesis of an IBE curriculum, are then used as a standard set to establish objectives. Click the PDF below for a downloadable copy of these standards.
Combined, these three sets of standards generate intellectual, aware, and empathetic students who are privy to the content they are being taught, the world around them, and also, most importantly, themselves.
So, once educators have their Global Learning Objectives determined, they can choose standards that align with their respective objectives. If we take the previous example established in Step One with skills and understandings like diversity, empathy, and self-reflection, we choose standards from each of the standard sets to best align in establishing these Global Learning objectives.
For example, if understanding diversity is a key understanding, Teaching Tolerance's Social Justice Standards addresses checkpoints in understanding diversity. Meanwhile, Social Emotional Learning Standards are more privy to regulating benchmarks for self-reflection and empathy. And, both of these must be further regulated in the English classroom through Colorado academic Standards, meaning that students must also be learning ELA content. Thus, choosing standards within CAS that support these other operating factors (such as how Standard 1- Oral Expression assists in self-awareness) offers the classroom opportunities to engage with content and skill directly. And, these standards begin to bleed into one another wherein their objectives and regulations all become a single entity to address in assessment.