My first epiphany was really more of a "Duh." You see, reading, writing, and math already have their assessments and are starting to work on benchmarks. I had assumed I'd follow in their footsteps. But then, I realized it was all ass-backwards. Doesn't it make more sense to figure out the targets (benchmarks) and then create the measurement tools? Okay, if I go that route, how do we establish where kids should be at each reporting period?
The next epiphanies were around devising some questions to get at the heart of these ideas.
- Are some Grade Level Expectations (GLEs) "more equal" than others? If so, does this influence evaluation of standards in the classroom?
- For a "3" student, how do his/her skills evolve over the year? What things should be demonstrated by the end of each trimester?
- What does a kid who meets the standard "look like"? How would s/he be different from a student at level 2 or 4?
I'm excited about exploring these questions with teachers...and anxious to see what they generate from these seeds of beginnings. I also wonder how successful this process might be with secondary teachers.