publishers) of instructional materials, kits, and equipment,

• the support systems available to them and their teachers,

• suggested ways of informing parents about the program and implementation,

• the impact that the new program will have on the teacher evaluation process, and

• plans for student and program assessment;

• Identification and purchase of the instructional materials, related kits, and equipment (Sources and methods of re-supplying expendable materials should be included in the implementation plan.); and

• Planning and execution of professional development experiences for teachers. (A comprehensive treatment of this important topic is available.)¹⁵

As important as developing consensus among district teachers and administrators is the task of developing support from and partnerships with various members of the community. These include parents of students in the school system, the non-parental public in the community, and representatives of local businesses and industry, local corporations, universities, professional organizations, science-related agencies, and museums.

The wide range of reasons for examining student achievement include

• helping teachers improve their instruction and the achievement of their students;

• providing teachers with a basis for assigning grades:

• assist teachers and administrators with decisions about tracking, promotion, and graduation;

• informing students, parents, and the general public about how well students are achieving; and

• assisting in monitoring the quality of teaching, the effectiveness of the curriculum program, and other ''opportunity to learn" factors (such as infrastructure support, supplies and materials availability, facilities, and so on).

The role of assessment is much broader than the assignment of grades