Handout #2 Part II: Making Sense of Standards

1. Handout #2Part II: Making Sense of Standards Content Standards Benchmarks Performance Indicators

2. Standards-Based Education “Our lives tell us that the world has become more complicated, and our children must be well-equipped with knowledge and skills to succeed in it. Right now, many are not prepared.” (National Center on Education and the Economy)

3. Standards-Based Reform “Standards-based reform grew from the common sense notion that student effort and achievement are directly affected by the expectations we have of them…. Research and experience show us that raising expectations—setting high standards—helps our children learn more.” (Making Sense of Standards)

4. The Language Arts Content Standards Three areas: • Reading and Literature • Writing • Oral communication Four strands: • Range • Processes • Conventions and skills • Rhetoric and response

5. Content Standards • Define WHAT every student should know and be able to do. • Identify essential content. • Organize the content of the language arts.

6. Benchmarks • Describe more specifically the content of the standards within grade level chunks. • Describe WHEN students can reasonably be expected to know a given content. • Clustered to acknowledge different rates of learning, and to provide flexibility for curricular choice.

7. Performance Indicators Performance indicators are one element of the performance standards.

8. Performance Indicators • Are organized by grade levels and linked to a standard and benchmarks • Are descriptors of student learning toward a standard • Describe what should be in student work • Reflect growing sophistication required in student work and performance

9. Performance Standards • Describe evidence of student learning required by the standard. • Include student work matched to performance indicators and written commentary on the work.

10. National Standards • Read a range of print and nonprint texts • Read a range of literature • Apply strategies to comprehend, interpret, evaluate, appreciate texts • Adapt speaking, writing to audience, purpose • Employ strategies for writing • Use knowledge of conventions • Conduct research • Use technological resources • Understand and respect diversity • Use (ESLL) first language to develop English • Participate in a variety of literacy communities • Use spoken, written, visual language to accomplish purposes

11. A National Perspective • Standards are needed to prepare students for the literacy demands of the future as well as the present. • Standards represent a shared vision of what all stakeholders can expect students to attain. • Standards are necessary to promote high expectations for all students and to bridge the disparities that exist in educational opportunities.