# Presentation: 155956

## The Promise of Standards

- October 7, 2004

## 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.

## 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!

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

## 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.

## Program Mission(continued)	

*To provide adults with the skills, knowledge, and habits necessary for  a productive, satisfying, and healthy life.*

## 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.*

## 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.*

## 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 CO**2**-sensing feedback mechanism regulates respiration rate)*
*Describe the conditions that can lead to heart disease and means of prevention*

## 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*

## 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.*

## 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.

## Curriculum (continued)

*Curriculum might include units on physiology, questions and topics to cover, suggested reading materials, *
*training sessions...*

## 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.*

## 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.*

## 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.

## 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.

## 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)

## 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.

## 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.

## 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

## 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.

## 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

## Building a Set of Standards is all about

- Ownership, ownership, ownership!
- Takes time, often messy BUT no substitute, no shortcuts.

## 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

## 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.

## 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!