Once having made their individual selections, participants joined a small group to discuss and compare their choices, explore their rationales and differences, and reflect on whether their own views were shared by colleagues in their school. Finally they debated what evidence would prove that students had achieved their desired outcomes and whether the evidence would validate the school's role in the process. Other teachers wrestled with the overlap among many statements, resisting the choice. This kind of activity helps schools make the choices consensus, and helps all of us consider the complexities of defining what we mean by standards. Students ask thoughtful questions.
Students have higher standards for themselves than when they started.
Students are comfortable speaking in class. Students are interested in what's happening politically in the world around them. The number of students reading on their own for pleasure increases. Students critically analyze the media. Students write coherent, well-documented research papers.