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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.