ERIC ED425211: A Parent's Guide to Your Child's Academic Success.

23 Pages·1997·0.52 MB·English

by  ERIC

DOCUMENT RESUME
UD 032 622
'ED 425 211
A Parent's Guide to Your Child's Academic Success.
TITLE
Partnership for Learning, Seattle, WA.
INSTITUTION
1997-00-00
PUB DATE
NOTE
21p.
Guides - Non-Classroom (055)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
*Academic Achievement; *Academic Standards; Accountability;
DESCRIPTORS
Educational Assessment; *Educational Improvement;
Educational Objectives; Elementary Secondary Education;
Graduation Requirements; *Parent Participation; Parents;
State Legislation; State Programs; *State Standards;
*Testing Programs
*Washington
IDENTIFIERS
ABSTRACT
This booklet is designed to help parents understand how
Washington schools are raising their academic standards. It also points out
questions parents should ask about their children's schools and describes
time in and
some at-home activities that will help a child make the most of
out of the classroom. The educational improvement effort in Washington
encompasses clear and challenging standards, a focus on reading as the
foundation for learning, measurement of each student's progress, the
reduction of bureaucratic rules and regulations, and accountability. One
level of accountability will be the Certificate of Mastery that each student
will be required to earn before high school graduation. The state's new
standards are a blend of general goals and more specific items for
elementary, middle, and high school students. The general goals are called
"essential academic learning requirements." Examples are given of these
essential learning requirements in mathematics. Washington will be using a
given to
new assessment system to measure student achievement. Tests will be
7, and 10 to see how well students and schools are
all students in grades 4,
doing, and schools will use other assessments more frequently to evaluate
student progress. These tests can be the basis for parent questions about how
well the child and the school are doing. Ten questions parents ought to ask
about their children's schools are listed. These include questions about
curriculum and teaching, the use of educational technology, the approach to
student diversity of learning styles and backgrounds, and matters of school
policy, such as discipline. Parents can help children become eager and
effective learners if they feed their children's curiosity and encourage
their children to develop strong relationships with other adults who support
parental efforts to raise healthy and successful children. Some activities to
do at home are described for each of the eight academic subject areas covered
by the new standards. Parent participation in the schools is highlighted as a
way to know what is really happening in school.
(SLD)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Partnership
For Learning
What parents
should know
about Washington's
new, higher
PARENT'S GUIDE
A
TO
academic standards.
ACADEMIC SUCCESS
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
AThis document has been reproduced as
received from the person or organization
caroLkauo-
originating it.
0 Minor changes have been made to
ibrfriership Ivr Lgaal
improve reproduction quality.
2
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
BEST CPY AVAILABLE
ecause of a sweeping school improvement law adopted in
1993, Washington state now has clear, rigorous academic
standards for what every student is expected to know and be
able to do by graduation.
Washington's new, higher standards
are good news for you
and your child. Public schools will have higher expectations
of all students. You and your child will know what academic
standards he or she is expected to meet. And all the curricu-
lum, books, tests, teacher training, and administrative
support in your school will be focused on helping students
meet or exceed the new academic standards.
Moreover, your child will begin taking tests that will tell
you
exactly which skills and knowledge he
or she has learned
which standards your child met
well
or exceeded - not just
-
whether he or she is above
or below some unspecified
"national average." And these tests will tell
you how well
your child's school is doing at ensuring success for
all children.
3
The new law also gives parents and
This booklet is
designed to help you
local communities more power to
understand how
design school programs, and more
Washington schools
responsibility for holding their schools
acade-
are raising their
mic standards; to arm
accountable for improving students'
right ques-
you with the
academic performance.
tions to find out what
about
you need to know
school; and
your child's
Even the very best schools can't succeed
to provide you with
by themselves; they need active,
strategies and at-home
activities that will help
engaged parents and community
the
your child make
members. As many studies have shown
most out of his or her
and as every teacher knows from
time in the classroom.
nothing is more important to your
personal experience
child's success in school than your direct involvement in
his or her education. And nothing is more important to the
school than your active participation.
success of your child's
The immense investment Washington state is making
schools really depends on
to raise standards and improve
involved,
parents like you - parents who ask questions, get
and hold schools accountable for helping every child learn
the skills and knowledge needed to succeed.
EDUCATION VATTERS
highly-competitive global
As parents, aDD 0 us
MOST PARENTS STILL HAVE
©1400CIES
economy of the coming
THE ATTITUDES ABOUT
need to understand that
century.
SCHOOL THAT WE LEARNED
When we went to school,
WHEN WE WERE STUDENTS.
the ideal of public educa-
Schools should give chil-
no gnattev how tue00 or
tion was that schools
Those of us who liked
dren a strong grounding in
should all be alike, and all
school and did well expect
how badk
the basics - making sure
students should attend the
dDd tn
our children to enjoy school
they can write persuasively,
school nearest their home.
as much as we did; those
read, use correct grammar
schooD, our MO CND-
However, one size should-
of us who were bored,
and spelling, perform
n't fit all: different kinds of
Miserable, intimidated
math functions accurately,
dve[ro need 0 Deem] more
kids need different kinds
or unsuccessful in school
understand key scientific
of schools.
often fear that our child-
concepts - plus the ability
than we did. Cur job
ren will have to struggle
to apply these skills and
Some children need a lot
through similar experi-
knowledge to solve prob-
of structure and direction;
OTITErla sure thou do.
ences. For some of us, just
lems, propose solutions,
some thrive in schools
walking into a school
work in teams, and adapt
where children decide for
building brings back a
to changing technologies.
themselves what to learn
exchange for guaranteeing
jumbled mix of memories
and when to learn it; some
improvements in student
and emotions we'd rather
Milmr Monne.
children learn best when
achievement, attendance,
not experience.
they're taught in connec-
and other results.
In the past two decades,
tion with the one subject
But if we really want our
educators have learned a
that captivates them most
As parents, all of us need to
-
own child to succeed - and
great deal about how chil-
like science, or the arts, or
understand that no matter
equally important, to enjoy
their own cultural heritage.
dren's learning styles vary,
how well or how badly we
the many hours of his or her
and how teachers can
did in school, our own chil-
young life that will be spent
engage the interest of those
State law now allows par-
dren need to learn more
in the classroom - we have
who learn in different ways.
ents to send their children
than we did. Our job is to
to think carefully about
We also know more about
to any public school that
make sure they do.
how the world has changed
how to overcome learning
has space for them. And in
since we were students.
disabilities that weren't
many communities, there
What every parent ought
even recognized in the
is a much broader range
to bear in mind is this: The
There are three changes
past. And we know which
of schools from which to
most important factor in
that will make an immense
programs are consistently
choose than there used
students' academic success
difference for children...
useful at helping children
to be. In addition, many
is parent involvement. The
learn to read or master
parents and public school
more time you spend help-
UNE Masocznoon.liss
mathematics.
advocates are working for
ing your child learn - and
even more choices, such
the more directly involved
Every child needs to learn
When this research is put
as "charter school" arrange-
you are with your child's
higher levels of skill and
to use, schools can do much
ments that let groups of
school - the better your
knowledge than ever before
better at ensuring every
teachers and parents run
child's chances for success
to succeed in the high-tech,
child learns more.
their own public schools in
in school and in life.
5
1-1-20FL4-R EXPECTATIdNS,
ETTE
RESULTS
whether students are
and other important
The philosophy of
DIEFOIMOIMO
meeting those standards.
Washington's school
subject areas.
THE STANDARDS
improvement act is simple:
The new standards cover
Focus on reading as the
If we expect more from
Since 1993, parents,
eight subject areas:
foundation for learning
children, they'll learn more.
teachers, employers and
Reading
by making sure students
And if we set clear academ-
o
citizens from all over
Writing
don't leave 2nd grade
ic standards that define
o
the state have worked
Communication
without strong reading
what all students should
o
to reach a consensus on
Mathematics
learn, we can hold schools
skills.
o
what students ought to
Science
accountable for achieving
o
learn in school. This
Social sciences (history,
13 Measure each student's
results rather than merely
o
consensus is reflected in
toward meeting
geography, civics, and
progress
following regulations.
Washington's new acade-
economics)
these standards.
mic standards, called
Arts
Specifically, this effort in
the "Essential Academic
®
Health and fitness
Reduce bureaucratic rules
Washington state encom-
o
Learning Requirements.
to let
and regulations
common-sense
passes
a
teachers focus on stu-
Lac L IFLEntsoLorir
plan for improving schools
To ensure that all students
dent learning and to
and increasing student
learn a common core of
give communities more
achievement:
The 1993 law leaves it up
skills and knowledge no
over their local
say
to local communities to
matter where they go to
schools.
sCD Set clear and challenging
choose the curriculum,
school, all schools in
for what
standards
textbooks, teaching meth-
Washington will be mea-
(5) Hold students and schools
students should know
ods, and programs that
sured against the state
accountable for results.
and be able to do in
best help students reach
standards and statewide
writing, math, science,
the new standards. And it
tests will help determine
j,w9,,4.aco3
- . .---
Timelines for Raising Standards each school year)
2007
2006
2005
2004
1998.
, 1997
g
Elementary Grades Exams
Reading, Writing, Communication & Mathematics
.
ausinoolosvimpumilime
Science
Middle School Grades Exams
Reading, Writing, Communication & Mathematics
Science
History, Geography, Civics & the Arts
mo
Health and Fitness
High School Grades Exams
--,,,-1
Reading, Writing, Communication & Mathematics
.
'
Science
History, Geography, Civics & the Arts
Hearth and Fitness
14-.../
Certificate of Mastery
The darkened portion of the above arrows indicates when the Certificate of Mastery and each subject area test become mandatory. During the time covered by
Student
the 14ht color portion of the arrows, these measures will be available but participation by schools will be at school district discretion. The Commission on
Learning - the citizen panel overseeing development of these changes - has recommended that the Certificate of Mastery become a requirement for students
require-
graduating in the year 2006 (these students enter high school in the year 2002). However, under state law, the Certificate does not become a graduation
ment until the State Board of Education judges the 10th grade tests as reliable and valid.
6
BEST COPY AVAiLdi-igi.,..
encourages local school
Each student must earn
districts to reach for even
a Certificate of Mastery,
THE CERTIFICATE OF MASTERY:
higher standards of perfor-
certifying that he or she
mance than those required
CREDENTIAL OF ACHIEVEMENT
has achieved the stan-
by the state. While progress
dards before graduating
has been made to meet
Under current plans, these
There was a time when
from high school (see
Certificates will be voluntary
a high school diploma
these "deregulation" goals,
sidebar).
for students beginning
guaranteed to parents,
most observers agree the
3
in 2000 and become a
employers, and college
state still needs to do more.
System Accountability:
officials that a high school requirement for graduation in
A way to make sure
2006.
graduate had mastered a
NOLooma SCHOOLS
schools fulfill their
common core of skills and
responsibility to teach
acCOISIMTAIELE
knowledge. But today we
In most cases, the Certificate
students well
find example after example
will be earned in 10th Grade,
Washington's school
that a high school diploma,
but since students learn
Schools that are having
by itself, is not enough.
at different rates, it may
improvement act puts
trouble meeting stan-
be achieved at an earlier or
in place three levels of
dards will receive
In part, that's because later date, depending on
accountability to ensure
the individual.
students have sometimes
assistance in doing so.
the new standards are
been graduated simply for
Those that consistently
being met:
showing up at classes or
Students will take an exami-
exceed standards will
doing the minimum possible
nation
showing their best
be rewarded for their
(1) School Report Cards:
work and demonstrating
work. This has meant that
accomplisments. And,
Information for parents
the diploma, in many cases,
their knowledge and analytical
in cases where schools
and community members
skills
was no guarantee of their
before being pre-
are unable to meet
to track progress in their
skills or knowledge.
sented with the Certificate.
standards over a number
local schools
of years, intervention
The new Certificate of
When you as a parent see
will be undertaken to
that your child has earned
Mastery is a credential
Giving local parents
help them accomplish
that students will earn by
the Certificate of Mastery,
and communities a
you will know that he or
working hard at learning
the job.
powerful new way to
she has demonstrated skills
not a credential that will
hold schools account-
be bestowed for spending
and abilities that meet or
The most important
able for student learning,
the required number of
exceed consistent and rigor-
principle of the new law is
each school will issue
hours sitting in school.
ous standards set for them.
this: Parents ought to know
an annual "report card"
what their children are
that tells how its stu-
learning
- not just how they
dents measure up to the
compare to some unspeci-
new statewide academic
fied "national average."
standards. Members of
Clear academic standards
the public may request
and good tests that measure
these report cards to
what students really know
keep track of how well
and can do will give parents
schools in their area are
more specific information -
performing.
and more power to help
their children learn all
Certificate of Mastery:
(2)
they'll need to know in
An incentive for students
order to succeed in school
to work hard and reach for
and in life.
higher standards
WHAT
Is A
D
The idea behind setting standards is simple.
specific grade-level items under each standard are
Standards define what it takes to know or do
called "benchmarks." To "meet the standard" on
something well - whether it's competing in the
the new state exams, students will need to earn a
long jump, flying a plane, practicing medicine,
certain score. This score is the level of performance
or writing a well-argued essay. Standards are
which demonstrates a student has achieved the
oriented not to the lowest common denominator,
skill and knowledge described in the essential
but rather to quality, excellence, and proficiency.
academic learning requirements.
They are clear, specific benchmarks against
SOME ErAIMPLES
which individual performance and progress can be
judged. Unless you clearly define what you want
Listed below in mathematics are the new essential
to accomplish - regardless of the task - you'll never
academic learning requirements along with exam-
have a way of figuring out how best to achieve it.
ples of some of the benchmarks fourth, seventh,
and tenth graders are expected to meet in these
Washington's new standards are a blend of
areas. Also included are examples of the types of
relatively general goals and more specific items for
questions in these subject areas that students will
elementary, middle, and high school students.
need to be able to answer to be prepared for the
new state tests.
The general goals in the standards are called
"essential academic learning requirements." The
STANDARDS
MATHEMATICS
FOR
© The student communicates knowledge
(1) The student understands and applies the
ESSENTIAL ACADEMIC
concepts and procedures of mathematics
and understanding in both everyday and
LEARNING REQUIREMENTS
(including number sense, measurement,
mathematical language.
These are the broad goals far
e The student understands how mathematical
geometry, probability/statistics, and algebra).
what every student ought to
The student uses mathematics to define
ideas connect within mathematics, to other
learn in mathematics:
and solve problems.
subject areas, and to real-life situations.
3 The student uses mathematical reasoning.
To see a complete copy of Washington's new standards in mathematics
or in any of the other subject areas
or to see other examples
of sample test questions, call Partnership for Learning at 1-800-550-5437.
4TH GRADE MATHEMATICS
Search for patterns in simple situations.
Add, subtract, multiply, and divide whole
o
o
Check for reasonableness of results.
numbers.
o
To achieve the broad goals,
Express ideas using mathematical lan-
Understand concepts of perimeter, area,
o o
4th grade students will be
and volume. guage and notation (such as charts,
expected to learn these and
Use directly measurable attributes (such as
graphs, or symbols).
o
other specific mathematics
Express mathematical ideas to familiar
length, perimeter, area, volume/capacity,
o
skills and knowledge:
people using everday language.
angle, weight/mass, money, and tempera-
ture) to describe and compare objects.
VEST QUESTION
Estimate the answer to this problem.
9)820
Show how you found your estimate.
Eddie wants to find the height of the school flagpole to the left. The only measuring tool Eddie has
2
is a 12-inch ruler.
Tell one way Eddie can figure out the height of the flagpole. Explain all your steps
clearly. Use words, numbers, or pictures.
7TH GRADE MATHEMATICS
Understand the relationship among units
Compare and order whole numbers,
o o
BENCHMARKS
within both the U.S. and metric systems.
fractions, and decimals.
To achieve the broad goals,
Use estimation to predict computation
Calculate and use mean, median, and mode
7th grad,' students will be
o
o
results and to determine the reasonable-
as appropriate in describing a set of data.
expected to learn these and
Use reading, listening, and observation
ness of answers involving rational numbers
other specific mathematics
o
(such as estimating a tip). skills to access and extract mathematical
skills and knowledge:
Know how to conduct experiments and
information from multiple sources.
o
Identify mathematical patterns and ideas
simulations and to compare results with
o
mathematical expectations.
in other disciplines.
VEST QUESTIONS
Mr. Morales wants to cover the 20 ft. by 8 ft
wall of his family room with brick. The face of the
.
brick chosen is 7 112 in. by 3 112 in.
and the mortar spaces between bricks is 112 in. wide.
,
How many bricks will Mr. Morales need to completely cover the wall? Explain in detail
how you found your answer.
9
If the numbers 2/5, 0.26, 1/4, 0.275, and 255/1000 were ordered from least to greatest, which
2
of these would be the middle number?
b. 0.275
0.26
C. 255/1000
d. 1/4
a.
10TH GRADE MATHEMATICS
Understand and apply the concepts of ratio
Identify what information is missing or
o
o
BENCHMARKS
and both direct and indirect proportion.
extraneous in a problem and compensate
To achieve the broad goals,
Understand how changes in dimension
10th gra, students will be
for it.
o
affect perimeter, area, and volume.
Test conjectures and inferences by
expected to learn these and
o
Understand and use appropriate counting
formulating a proof or by constructing a
other specific mathematics
o
procedures to determine probabilities.
counterexample.
skills and knowledge
Use statistics to support different points of
Organize, clarify, and refine mathematical
o
o
view, for example, in a debate or a position
information in multiple ways, including
paper.
verbalizing, discussing, or writing.
VEST QUESTIONS
If triangles ADE and ABC shown in the figure above are
similar, what is the value of x?
e.10
b.5
d.8
a.4
C.6
The table shows the cost for different bus fares.
2
Yvonne is trying to decide whether she should buy a weekly bus
pass. On Monday, Wednesday, and Friday, she rides the bus to
Busy Bus Cortowav FAMES
and from work. On Tuesday and Thursday,
she rides the bus to
,
work, but gets a ride home with her friends
.
$1.00
ONE WAY
Should Yvonne buy a weekly bus pass? Explain your answer.
$9.00
WEEKLY PASS
The sample test questions for fourth and seventh graders were developed by the Washington Commission
on Student Learning. While they haven't been
field tested and won't actually appear on the tests, these questions are accurate examples of the types of problems students will
see on the new state tests.
Since Washington's new tests for tenth graders are still under development and won't be field tested until Spring 1998, sample questions
were taken from
the National Assessment of Educational Progress 1996 Mathematics Report Card (Question I) and the National Research Council's Measuring Counts
(Question 2).
1 0
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