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Strategies Suggested by the CES National Benchmark Working Group

1. After making a decision about whether to use one or both school benchmark formats, distribute it to faculty members* (this may be a full faculty exercise or smaller working group effort). Be certain to give them ample time to read through the benchmark so that they can record a list of terms or items for which they need clarification or definition. In addition, you may want to give them time to do some personal reflection and/or brainstorming. Before proceeding, answer clarifying questions.
2. Break into small groups (schools may have pre-existing small groups " by grade level or content area) and choose a Principle or Category to examine. You may decide to have every small group examine the same Principle or Category or you may examine more of the benchmark by "spreading" the work among the groups. Each group should assign a recorder to document the discussion, register all decisions, and complete the response form, "Pilot-Testing Results".
3. Choose a set of indicators within the chosen Principle or Category. If you need help deciding on a set of indicators, you may want to consider focusing your efforts on the set you believe the school is most successfully working towards. Or perhaps the set your school is in most need of strengthening.
4. Regardless of which set you choose, brainstorm a list of evidence that supports/proves the existence of the indicator(s) in your school. In generating your list of data, please remember to be as specific as possible. Take special note of the indicators for which you have little or no evidence.
5. In the space provided, add indicators do not presently appear on the benchmark. This may provide you with an opportunity to share some indicators that are specific to your school and/or local context. In addition to writing the indicators, generate your list of evidence that supports/proves its existence.

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