Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56SUMMARY OF PROPOSALS | 10 Strategies to make the vision a reality ◆ Internationally-benchmarked standards States and districts adopt or create high standards based on effective practices in high-performing nations and states. ◆ Performance indicators Performance indicators break down standards into concrete examples of the knowledge and skills students must demonstrate to show mastery of the standards. Performance indicators guide the development of curriculum and learning activities. ◆ Assessments aligned to standards In order to measure mastery of the content and skills, educators use a variety of assessments aligned with standards and performance indicators. ◆ Resources and tools to support teachers in implementing standards States and districts provide resources to help teachers design learning activities and develop curriculum to help students master the content and skills described in the standards. Schools organize schedules so teachers have time to collaborate around creating learning activities and curriculum aligned to standards. ◆ Worked-based learning opportunities have been common for decades Proficiency and competencies must be defined for these school venues and adopted as legitimate parts of the school curriculum. [continued next page] EXECUTIVE SUMMARY | 10