The Skills for Success do not constitute a separate curriculum or stand-alone instructional program. Instead, this initiative is designed to equip every student to take on any conceptual challenge--from the symbolism of a great novel to the problems of a start-up business--with skills that he or she can carry forward into life. School-based staffs may wish to consider the following organizational and instructional design principles when addressing Skills for Success:

1. All of the competencies articulated in Skills for Success--from critical thinking to communication--are relevant to all subject areas. These should be integrated into all classes at the secondary level, rather than treated as a "separate class."

2. In preparing for the new high school assessment program, school systems should audit their internal curriculum to identify where Skills for Success are being taught and reinforced--as well as where curriculum frameworks and guides can be augmented to address key Skills for Success indicators.

3. There are no separate tests for Skills for Success; testing must be integrated into existing assessments in ways that apply to each subject and each skill. Therefore, major thought should be given to monitoring all students' mastery of Skills for Success as part of assessment reform within a district.

4. The nature of the Skills for Success indicators will determine how they can best be assessed. For example, the Skills for Success for Thinking and Communication are highly compatible with standard end-of-course tests. However, the goal for Interpersonal Skills may be more compatible with projects and group-based activities. Technology Skills might be best assessed using a student portfolio process.

5. At the heart of Skills for Success implementation is its critical relationship to Maryland's high school improvement program. We need schools that prepare students for a new world of choices and challenges. Skills for Success, with its push for students to be active problem-solvers with greater responsibility for their own learning, helps students and schools to keep pace with ever-rising global expectations In light of #'s 1-5 above, school staffs might consider the following conclusions from Cognitive Learning Theory:

1. Knowledge is constructed. Learning is a process of creating personal meaning from new information by tying it to prior knowledge and experience.

2. Learning isn't necessarily a linear progression of discrete skills. It is elliptical, recursive, and closely tied to particular situations. Transfer of learning only occurs if students receive support through scaffolding and bridging.

3. People perform better when they know the goal, see models, and know how their performance compares to a standard.

4. There is great variety in learning styles, attention spans, memory, developmental paces, and intelligences.

5. Successful learning involves the use of numerous strategies. Students need to know when to use knowledge, how to adapt it, and how to manage one's own learning.

6. Motivation, effort, and self-esteem affect learning and performance.

7. Learning frequently occurs as a result of social interaction. Group work and cooperative learning are highly valuable.

Sources: R. Marzano et al. A Different Kind of Classroom (1993); J. Herman, P. R. Aschbacher, and L. Winters. A Practical Guide to Alternative Assessment (1992)

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