Thoughts from
Brownies and Benchmarks
October 1998

There were two topics discussed at this session:

"What can standards and benchmarks do for us?"

• Establish graduate standards
• Establish criteria "recognized" for a diploma vs. certificate of attendance
• Help spiral student learning
• Guide for curriculum development
• Address questions related to transfer students
• Help us know what to expect from students every year
• Standards and benchmarks (S/B) will give parents a way to know their child's developmental levels and a way to compare educational development.
• Define expectations: teachers, parents, peers, society
• Allows for acknowledgement of all accomplishments
• Question: "If someone does not meet the standards, what should be done?"

"Should the standards and benchmarks (S/B) be the same for deaf and hearing students?"

• Many deaf students have different language development backgrounds. Should we differentiate between "normal" language development and "non-normal" language development when establishing S/B?
• I believe in high S/B - not "watered-down"…people live up to the highest-expectations and live down to the lowest.
• Yes! But…many (some) students need more time to master the skills.
• Content should be the same, though learning styles may be different.
• Don't want "cheap" standards but we must keep in mind varying language development/skills/exposure.
• Need to adapt classroom practices but not necessarily alter the standards.
• Don't want to set standards so high that few students achieve them.
• If we want the same outcomes for deaf and hearing students, we need the same standards but the benchmarks and the content may differ.
• Can we manipulate benchmarks timing, etc. to meet needs of students (can achieve the same but may need more time).
• Need to consider those students who are deaf and have "ESL" backgrounds and their language development.
• Keep the same expectations for deaf and hearing students but the method should be different. For example, deaf and hearing people have different styles of learning.
• Maybe the same standards (for deaf and hearing students) but adjust the benchmarks: add some benchmarks in deaf culture, accessibility issues, knowledge of ADA, etc.
  (note: there will be S/B developed for Deaf Studies under Outcome 1)
• Hearing and deaf have the same mental abilities (brain) so they should have the same standards.

Ideas: more use of summer school, should award diplomas for those who've met the standards and a certificate for those who have not, add more job placement/internships, vocational training opportunities.

Want to add your two-cents? S&B Email Address: standards.benchmarks@gallaudet.edu