The Promise of Standards

1. The Promise of Standards October 7, 2004

2. Why Standards? • Standards are our compact with our clients (students). • Standards promote a meeting of the minds. • Standards ensure ALL students have access to quality.

3. Why Standards At All?(continued) • Standards put students in charge. • Standards broaden our horizons as professionals. • Can you imagine a world without standards? • They work!

4. Standards are the centerpiece to a strong academic program.

5. Program Mission • Defines the program’s purpose (the aims, the service, and hopes for the customer). • Mission statements are achievement-oriented. • A worthy mission inspires, motivates and vitalizes the school team.

6. Program Mission(continued) • To provide adults with the skills, knowledge, and habits necessary for a productive, satisfying, and healthy life.

7. Goal • End result of a learning experience. • Reflects a purpose for instruction but does not designate the specific abilities that the learner must possess Students engage in effective exercise regimen to maintain and improve their overall health.

8. Content Standard • Supports the goal by defining what a learner should know and be able to do. • Written in jargon-free English. Students are able to run a mile.

9. Benchmarks/Indicators • Contain all the skills and knowledge a learner needs to master the more broadly stated content standard. Benchmark/Indicator 1: Students understand the physiology of the body: • Explain the physiology of muscles and bones • Describe the structure of the respiratory system (how oxygen and carbon dioxide are carried in the blood, and how a CO2-sensing feedback mechanism regulates respiration rate) • Describe the conditions that can lead to heart disease and means of prevention

10. Benchmarks/Indicators Benchmark/Indicator #2: Students know and are able to exhibit safe and proper form when running, including • Heel-toe, heel-toe running • Proper breathing techniques

11. Performance Standard • Indicates how competent or adept a learner demonstration must be to show attainment of the content standard and indicator. • Defines “how good is good enough.” Advanced: Students are able to run one mile in seven minutes or less with correct form. Proficient: Students are able to run one mile in more than seven minutes but less than 12 minutes with excellent form.

12. Curriculum: • Explains what needs to go on in the classroom -- the questions, topics, themes, units to cover. • Identifies all the tools (resources and materials) for implementing the sequence. • Explains the activities/tasks students will undertake in order to master the concepts/skills (Lesson Plans). • Unlike content standards, may vary from region to region and program to program.

13. Curriculum (continued) Curriculum might include units on physiology, questions and topics to cover, suggested reading materials, training sessions…

14. Lesson Plan Brings the standards and benchmarks to life; identifies how certain content and skills will be taught. Students prepare to enter a charity run in support of a cancer research project.

15. Assessment Defines the nature of evidence required to demonstrate that the content standard has been met. Assessments may include an essay or demonstration; answering questions in reference to a reading passage; solving problems, etc. Students run one mile, demonstrating their ability to use proper form and observe the safety rules of running.

16. Standards are the centerpiece of a strong academic program: • They ensure programs meet their goals and are true to their missions. • They provide the roadmap from which one builds curriculum, instruction, and assessments.

17. Mission Statement: • To provide adults with the core knowledge and skills they need to effectively carry out their roles as parents, citizens, and workers in the 21st Century.

18. Sample Goals: • Express ideas and opinions with the confidence they will be heard and taken into account. (Voice) • Solve problems and make decisions on one’s own. (Independent Action)

19. Sample Content Standards: • Analyze the information and reflect on its underlying meaning. • Analyze the accuracy, bias, and usefulness of the information. • Organize and present information to serve the purpose, context, and audience. • Use conventions English, include grammar, spelling and sentence structure, to minimize barriers to reader’s comprehension.

20. Sample Benchmarks/Indicators: • In Reading: (1) Assess the adequacy, accuracy and appropriateness of evidence in an author's argument to support claims and assertions, noting instances of fallacious reasoning. (2) Distinguish between facts and opinions and between evidence and inferences. (3) Analyze two or more texts addressing the same topic to determine how authors reach similar or different conclusions.

21. Sample Benchmarks/Indicators: • In Writing: • Write persuasive texts that: • engage the reader by establishing a context and a point of view • include a well-defined thesis that makes a clear and knowledgeable judgment • clarify and defend positions with detailed evidence, examples and reasoning, differentiating between evidence and opinion • arrange details, reasons and examples, effectively anticipating and answering reader concerns and counter-arguments • exclude information and arguments that are irrelevant • provide a sense of closure to the writing

22. Sample Benchmarks/Indicators • In Oral Communication: Make presentations that:  exhibit a logical structure appropriate to the audience, context, and purpose;  group related ideas and maintain a consistent focus;  include smooth transitions;  support judgments through the effective and accurate use of evidence and well-chosen details;  make skillful use of rhetorical devices; • provide a coherent conclusion; and • employ proper eye contact, speaking rate, volume, enunciation, inflection, and gestures to communicate ideas effectively.

23. Sample Benchmarks/Indicators: • In Grammar and Conventions: Use. . . • present, past and future perfect and perfect progressive verb tenses • regular and irregular verbs in various tenses • correct subject-verb agreement • consistent verb tense • correct word order • adjectives (comparative and superlative forms) and adverbs • prepositional phrases • nominative, objective, possessive, reflexive and relative pronouns • pronoun/antecedent agreement and clear pronoun reference

24. Building a Set of Standards is all about • Ownership, ownership, ownership! • Takes time, often messy BUT no substitute, no shortcuts.

25. Ways to Build Ownership • Identify full range of stakeholders (students included!). • Develop an iterative process of drafting, review, and drafting. • Survey stakeholders • Convene representative group (large vs. small) • Conduct focus groups • Secure expert review • Partner with other states

26. Important Reminders for a Successful Process: • Set parameters for what makes a good standard (clear, measurable,etc.) • Set “rigor” mark and hold the line. • Retain right to review and comment. All of this to say. . .set the expectation that your standards have to meet certain standards.

27. Remember, after developing standards you need to: • Build curriculum (with lesson plans). • Build or adopt assessments (multiple choice, short answer, and/or performance tasks). • Conduct professional development . . .and lots of it!