Post on 03-Jan-2016
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Handout #2
Part II: Making Sense of Standards
Content StandardsBenchmarksPerformance Indicators
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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)
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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)
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The Language Arts Content Standards
Three areas: Reading and Literature Writing Oral communication
Four strands: Range Processes Conventions and skills Rhetoric and response
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Content Standards
Define WHAT every student should know and be able to do.
Identify essential content.
Organize the content of the language arts.
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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.
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Performance Indicators
Performance indicators are one element of the performance standards.
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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
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Performance Standards
Describe evidence of student learning required by the standard.
Include student work matched to performance indicators and written commentary on the work.
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National Standards
1. Read a range of print and nonprint texts2. Read a range of literature3. Apply strategies to comprehend, interpret, evaluate,
appreciate texts4. Adapt speaking, writing to audience, purpose5. Employ strategies for writing6. Use knowledge of conventions7. Conduct research8. Use technological resources9. Understand and respect diversity10. Use (ESLL) first language to develop English11. Participate in a variety of literacy communities12. Use spoken, written, visual language to accomplish purposes
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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.