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ED 426 117
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ABSTRACT
DOCUMENT RESUME
TM 029 403
Lawrence, LeslieTalking about Tests: An Idea Book for State Leaders. Lessonsfrom the States.National Education Goals Panel (ED), Washington, DC.1998-00-00177p.
National Education Goals Panel, 1255 22nd Street, NW, Suite502, Washington, DC 20037; Tel: 202-724-0015; Fax:202-632-0957; e-mail: [email protected]; Web site:http://www.negp.govGuides Non-Classroom (055)MF01/PC08 Plus Postage.Academic Achievement; Achievement Tests; *Communication(Thought Transfer); Educational Change; Educational Policy;Elementary Secondary Education; *Parents; StandardizedTests; *State Programs; *Test Results; *Testing Programs
Clear communication with parents about educational reformissues and the implementation of standards is essential. This publicationpresents ideas for state leaders on how better to inform parents aboutstatewide assessments and how to report the results of these assessments toparents so that the results are more meaningful. The first section providesthe perspectives of a parent and a policymaker when confronted with a newstatewide test for the first time. The second section makes five strategicand four content recommendations and gives examples of how to make parentsmore aware of new tests, their purposes, and the changes they may bring.Section 3 gives some ideas on how to report testing results to parents. Inthe fourth section, five organizations that are committed to bettercommunication with parents are described. Their structures, the coalitionsthey have built, and the products they produce to communicate with parentsare described. Section 5 contains suggestions from the states with the bestsuccess in communicating with parents. This "Idea Book" also contains aseries of "Close-ups" that provide stories from states on a variety of issuesrelated to statewide testing, including reporting scores, evaluatingcommunication tools, helping teachers with communication, and negotiatingwith the test provider. The appendixes contain some annotated score reports,a set of resources to assist states in communicating with parents, andacknowledgments. (SLD)
********************************************************************************
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2B
ES
TC
ON
MA
ILA
BLE
Tal
king
Abo
utT
ests
An
Idea
Boo
kfo
r St
ate
Lea
ders
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
NC
EN
TE
R (
ER
IC)
his
docu
men
t has
bee
n re
prod
uced
as
rece
ived
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it.
0 M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
Ck,
(10t
(4I V
-0 1
/1
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
Le55
0n5
from
the
Sta
tes
The
Nat
iona
l Edu
catio
n G
oals
Pan
el
It is
if y
ou a
re:
Impl
emen
ting
a ne
w s
tate
test
and
rea
dy to
com
mun
icat
e ab
out t
hete
st a
nd th
e un
derly
ing
stan
dard
sw
ith p
aren
ts in
Our
sta
te s
o th
at th
ey b
ette
r un
ders
tand
and
supp
ort t
hese
sch
ool i
mpr
ovem
ent e
ffort
s.Lo
okin
g fo
r be
tter
way
s of
com
mun
icat
ing
your
mes
sage
s ab
out s
tand
ards
and
test
ing,
whe
ther
or
not
you
are
impl
emen
ting
a ne
w te
st.
Inte
rest
ed in
cre
atin
g re
port
s of
indi
vidu
al s
tude
nt te
st r
esul
ts th
atar
e m
ore
mea
ning
ful t
o pa
rent
s.E
ager
to h
elp
your
sta
te b
uild
the
capa
city
to C
omm
unic
ate
with
pare
nts
abou
t the
impo
rtan
ce o
fhi
gher
sta
ndar
ds"
and
the
new
test
s.
How
to U
se T
-111
5 ke
el E
look
Thi
s pu
blic
atio
n pr
esen
ts id
eas
for
stat
e le
ader
s on
how
to b
ette
rin
form
par
ents
abo
ut th
e is
sues
sur
roun
ding
cha
nges
in s
tate
wid
eas
sess
men
ts a
nd h
ow to
bet
ter
repo
rt th
e re
sults
of
thos
e as
sess
men
tsto
par
ents
so
that
they
are
mor
e m
eani
ngfu
l.
Tur
n to
the
tab
labe
led
Sect
ion
I to
lear
n m
ore
abou
t the
exp
eri-
ence
s of
a p
aren
t and
a p
olic
ymak
er w
hen
conf
ront
ed w
ith a
new
stat
ewid
e te
st f
or th
e fi
rst t
ime.
Bui
ld y
our
unde
rsta
ndin
g of
why
it is
so
impo
rtan
t tha
t sta
tes
do a
bet
ter
job
of c
omm
unic
atin
gw
ith p
aren
ts a
bout
the
issu
es s
urro
undi
ng th
e st
ate
test
.G
o to
the
tab
labe
led
Sect
ion
II f
or r
ecom
men
datio
ns a
nd e
xam
-pl
es o
n ho
w to
mak
e pa
rent
s m
ore
awar
e of
new
test
s, th
eir
pur-
pose
s, a
nd a
ll th
e ch
ange
s th
ey m
ay b
ring
.T
urn
to th
e ta
b la
bele
d Se
ctio
n II
I fo
r so
me
idea
s on
how
to b
ette
rre
port
test
ing
resu
lts to
par
ents
so
that
they
are
mor
e m
eani
ngfu
l.G
oto
the
tab
labe
led
Sect
ion
IV f
or a
des
crip
tion
of f
ive
orga
niza
-tio
ns th
at a
re c
omm
itted
to b
ette
r co
mm
unic
atio
n w
ith p
aren
ts.
Lea
rn a
bout
thei
r st
ruct
ure,
the
coal
ition
s th
ey h
ave
built
, and
the
type
of
prod
ucts
they
pro
duce
to c
omm
unic
ate
to p
aren
ts a
bout
the
stat
e te
sts.
4
Tur
n to
the
tab
labe
led
Sect
ion
V to
fin
d ou
t sug
gest
ions
fro
m th
est
ates
with
the
best
suc
cess
com
mun
icat
ing
with
par
ents
.G
o to
the
App
endi
ces
for
a lo
ok a
t som
e an
nota
ted
scor
e re
port
san
d a
set o
f re
sour
ces
to a
ssis
t you
in im
prov
ing
com
mun
icat
ion
with
par
ents
.
Thi
s Id
ea B
ook
also
pre
sent
s a
seri
es o
f C
lose
-ups
that
pro
vide
sto
-ri
es f
rom
sta
tes
on a
var
iety
of
issu
es c
once
rnin
g st
atew
ide
test
ing,
incl
udin
g:
Rep
ortin
g te
st s
core
s us
ing
the
med
ia;
Eva
luat
ing
com
mun
icat
ion
tool
s;H
elpi
ng te
ache
rs to
eng
age
pare
nts
effe
ctiv
ely;
and
Neg
otia
ting
with
the
test
pro
vide
r.
For
mor
e in
form
atio
n, s
ee th
e T
able
of
Con
tent
s, w
hich
sta
rts
onpa
ge v
ii.
5
6
Tal
kin
Abo
utT
ests
An
Idea
Boo
kfo
r St
ate
Lea
ders L
esso
nsfr
om th
e S
tate
s
The
Nat
iona
l Edu
catio
n G
oals
Pan
el
Nat
iong
Edu
cattl
ion
Goa
ls P
ond
The
Nat
iona
l Edu
catio
n G
oals
Pan
el (
NE
GP)
is a
uni
que
bipa
rtis
an a
nd in
terg
over
nmen
tal b
ody
of f
eder
al a
nd s
tate
off
icia
ls c
reat
-ed
in J
uly
1990
to a
sses
s an
d re
port
sta
te a
nd n
atio
nal p
rogr
ess
tow
ard
achi
evin
g th
e N
atio
nal E
duca
tion
Goa
ls. I
n 19
94, t
he G
oals
Pane
l bec
ame
a fu
lly in
depe
nden
t fed
eral
age
ncy
char
ged
with
mon
itori
ng a
nd s
peed
ing
prog
ress
tow
ard
the
eigh
t Nat
iona
lE
duca
tion
Goa
ls. U
nder
the
legi
slat
ion,
the
Pane
l is
char
ged
with
a v
arie
ty o
f re
spon
sibi
litie
s to
sup
port
sys
tem
wid
e re
form
,in
clud
ing:
O R
epor
ting
on n
atio
nal a
nd s
tate
pro
gres
s to
war
d th
e G
oals
ove
r a
10-y
ear
peri
od;
O W
orki
ng to
est
ablis
h a
syst
em o
f hi
gh a
cade
mic
sta
ndar
ds a
nd a
sses
smen
ts;
O I
dent
ifyi
ng a
ctio
ns f
or f
eder
al, s
tate
, and
loca
l gov
ernm
ents
to ta
ke; a
ndO
Bui
ldin
g a
natio
nwid
e, b
ipar
tisan
con
sens
us to
ach
ieve
the
Goa
ls.
Pane
l mem
bers
incl
ude
eigh
t Gov
erno
rs, f
our
mem
bers
of
Con
gres
s, f
our
stat
e le
gisl
ator
s, a
nd tw
o m
embe
rs a
ppoi
nted
by
the
Pres
iden
t.
Add
ition
al c
opie
s of
this
rep
ort a
re a
vaila
ble
at n
o ch
arge
fro
m:
Nat
iona
l Edu
catio
n G
oals
Pan
el12
55 2
2nd
Stre
et, N
W, S
uite
502
Was
hing
ton,
DC
200
37Ph
one:
202
/724
-001
5Fa
x: 2
02/6
32-0
957
E-m
ail:
NE
GP@
ed.g
ov
Thi
s re
port
is a
vaila
ble
on-l
ine
at h
ttp://
ww
w.n
egp.
gov
Sugg
este
d ci
tatio
n: N
atio
nal E
duca
tion
Goa
ls P
anel
. (19
98).
Tal
king
abo
ut te
sts:
An
idea
boo
k fo
r st
ate
lead
ers.
Was
hing
ton,
DC
: U.S
. Gov
ernm
ent P
rint
ing
Off
ice.
89
IiFo
rew
rd
ver
the
last
dec
ade
we
have
see
n gr
eat s
trid
es in
edu
catio
n. G
over
nors
, sta
te a
nd d
istr
ict l
eade
rs, a
nd f
eder
al p
olic
ymak
ers
acro
ss th
e co
untr
y ar
eem
brac
ing
the
idea
of
setti
ng h
igh
stan
dard
s an
d ex
pect
atio
ns f
or w
hat o
ur c
hild
ren
shou
ld k
now
and
be
able
to d
o. M
ore
and
mor
e st
ates
are
alig
ning
thes
e hi
gh e
xpec
tatio
ns to
thei
r as
sess
men
t sys
tem
s. B
ut n
one
of th
ese
effo
rts
will
am
ount
to m
uch
unle
ss th
ey a
re u
nder
stoo
d an
d, in
turn
, sup
port
edby
par
ents
. By
mak
ing
pare
nts
mor
e fa
mili
ar w
ith s
tand
ards
and
ass
essm
ents
in s
ome
case
s, e
ven
by m
akin
g pa
rent
s aw
are
that
thes
e to
ols
exis
twe
can
build
a b
road
er b
ase
of s
uppo
rt f
or s
choo
l im
prov
emen
t.
Cle
ar c
omm
unic
atio
n is
key
. Thi
s Id
ea B
ook
show
s ho
w s
tate
s ca
n co
mm
unic
ate
mor
e ef
fect
ivel
y w
ith p
aren
ts, w
heth
er th
e su
bjec
t is
the
need
for
hig
her
stan
dard
s or
the
resu
lts o
f st
ate
test
s. T
he r
ecom
men
datio
ns a
nd e
xam
ples
in th
is b
ook
refl
ect i
n la
rge
part
the
wor
k of
the
Nat
iona
l Edu
catio
n G
oals
Pane
l'sA
dvis
ory
Gro
up o
n R
epor
ting
Ass
essm
ent R
esul
ts to
Par
ents
. Nea
rly
all t
he g
roup
's m
embe
rs w
ork
on th
e fr
ont l
ines
of
stan
dard
s an
d as
sess
men
ts r
efor
m; m
any
are
enga
ged
day-
to-d
ay in
hel
ping
par
ents
mak
e se
nse
of th
eir
stat
es' e
xpec
tatio
ns a
nd m
onito
r th
eir
child
ren'
s pr
ogre
ss in
mee
ting
them
.
It is
our
cha
lleng
e as
sta
te le
ader
s to
str
ive
for
bette
r co
mm
unic
atio
n w
ith p
aren
ts. W
e ho
pe th
is r
epor
t will
ass
ist y
ou in
mee
ting
this
cha
lleng
e.
Cec
il H
. Und
erw
ood
Cha
ir (
98),
Nat
iona
l Edu
catio
n G
oals
Pan
el,
and
Gov
erno
r of
Wes
t Vir
gini
a
Sinc
erel
y,
Roy
Rom
erM
embe
r, N
atio
nal E
duca
tion
Goa
ls P
anel
,an
d G
over
nor
of C
olor
ado
Gov
erno
rs
John
Eng
ler
Gov
erno
r of
Mic
higa
n
Bill
Gra
ves
Gov
erno
r of
Kan
sas
Jam
es B
. Hun
t, Jr
.G
over
nor
of N
orth
Car
olin
a
Paul
E. P
atto
nG
over
nor
of K
entu
cky
Tom
my
G. T
hom
pson
Gov
erno
r of
Wis
cons
in
Chr
istin
e T
odd
Whi
tman
Gov
erno
r of
New
Jer
sey
Mem
bers
of
the
Adm
inis
trat
ion
Mic
hael
Coh
enE
duca
tion
Adv
isor
to th
e Pr
esid
ent
Ric
hard
W. R
iley
Secr
etar
y of
Edu
catio
n
Mem
bers
of
Con
gres
s
Jeff
Bin
gam
an
U.S
. Sen
ator
, New
Mex
ico
Jim
Jef
ford
sU
.S. S
enat
or, V
erm
ont
Will
iam
E G
oodl
ing
U.S
. Rep
rese
ntat
ive,
Pen
nsyl
vani
a
Mat
hew
G. M
artin
ez
U.S
. Rep
rese
ntat
ive,
Cal
ifor
nia
Stat
e L
egis
lato
rs
G. S
penc
er C
oggs
Stat
e R
epre
sent
ativ
e, W
isco
nsin
Ron
ald
Cow
ell
Stat
e R
epre
sent
ativ
e, P
enns
ylva
nia
Mar
y L
ou C
owlis
haw
Stat
e R
epre
sent
ativ
e, I
llino
is
Dou
glas
R. J
ones
Stat
e R
epre
sent
ativ
e, I
daho
The
Nat
imal
L E
duca
tion
Goa
ts
Goa
l 1: R
eady
to L
earn
By
the
year
200
0, a
ll ch
ildre
n in
Am
eric
a w
ill s
tart
scho
ol r
eady
to le
arn.
Goa
l 3: S
tude
nt A
chie
vem
ent a
nd C
itize
nshi
pB
y th
e ye
ar 2
000,
all
stud
ents
will
leav
e gr
ades
4, 8
, and
12
havi
ngde
mon
stra
ted
com
pete
ncy
over
cha
lleng
ing
subj
ect m
atte
r in
clud
ing
Eng
lish,
mat
hem
atic
s, s
cien
ce, f
orei
gn la
ngua
ges,
civ
ics
and
gove
rnm
ent,
econ
omic
s, a
rts,
his
tory
, and
geo
grap
hy, a
nd e
very
sch
ool i
n A
mer
ica
will
ens
ure
that
all
stud
ents
lear
n to
use
thei
r m
inds
wel
l, so
they
may
be p
repa
red
for
resp
onsi
ble
citiz
ensh
ip: f
urth
er le
arni
ng, a
nd p
rodu
ctiv
eem
ploy
men
t in
our
Nat
ion'
s m
oder
n ec
onom
y.
12
Goa
l 2: S
choo
l Com
plet
ion
By
the
year
200
0, th
e hi
gh s
choo
l gra
duat
ion
rate
will
incr
ease
to a
t lea
st 9
0 pe
rcen
t.
Goa
l 4: T
each
er E
duca
tion
and
Prof
essi
onal
Dev
elop
men
tB
y th
e ye
ar 2
000,
the
Nat
ion'
s te
achi
ng f
orce
will
hav
e ac
cess
to p
ro-
gram
s fo
r th
e co
ntin
ued
impr
ovem
ent o
f th
eir
prof
essi
onal
shi
lls a
nd th
eop
port
unity
to a
cqui
re th
e kn
owle
dge
and
shill
s ne
eded
to in
stru
ct a
ndpr
epar
e al
l Am
eric
an s
tude
nts
for
the
next
cen
tury
.
13
Goa
l 5: M
athe
mat
ics
and
Scie
nce
By
the
year
200
0, U
nite
d St
ates
stu
dent
s w
ill b
e fi
rst i
n th
e w
orld
in m
athe
mat
ics
and
scie
nce
achi
evem
ent.
Goa
l 7: S
afe,
Dis
cipl
ined
, and
Alc
ohol
- an
d D
rug-
free
Sch
ools
By
the
year
200
0, e
very
sch
ool i
n th
e U
nite
d St
ates
will
be
free
of
drug
s,vi
olen
ce, a
nd th
e un
auth
oriz
ed p
rese
nce
offi
rear
ms
and
alco
hol a
nd w
illof
fer
a di
scip
lined
env
iron
men
t con
duci
ve to
lear
ning
.
1 4
Goa
l 6: A
dult
Lite
racy
and
Lif
elon
g L
earn
ing
By
the
year
200
0, e
very
adu
lt A
mer
ican
will
be
liter
ate
and
will
pos
sess
the
know
ledg
e an
d sh
ills
nece
ssar
y to
com
pete
in a
glo
bal e
cono
my
and
exer
cise
the
righ
ts a
nd r
espo
nsib
ilitie
s of
citi
zens
hip.
Goa
l 8: P
aren
tal P
artic
ipat
ion
By
the
year
200
0, e
very
sch
ool w
ill p
rom
ote
part
ners
hips
that
will
incr
ease
par
enta
l inv
olve
men
t and
par
ticip
atio
n in
pro
mot
ing
the
soci
al,
emot
iona
l, an
d ac
adem
ic g
row
th o
f ch
ildre
n.
Tab
le o
f C
onte
nts
FOR
EW
OR
Diii
TH
E N
AT
ION
AL
ED
UC
AT
ION
GO
AL
SiV
EX
EC
UT
IVE
SU
MM
AR
YX
SEC
TIO
N I
: PE
RSP
EC
TIV
ES
1
Intr
oduc
tion
2
Rep
ort d
esig
n an
d au
dien
ce2
The
sta
te e
xam
ples
3
Stat
e-to
-dis
tric
t com
mun
icat
ion
3
SEC
TIO
N I
I: S
IMPL
IFY
ING
TH
E M
ESS
AG
E5
Stra
tegi
c re
com
men
datio
ns7
Rec
omm
enda
tion
1: A
ddre
ss p
aren
ts' c
once
rns
up f
ront
7
Rec
omm
enda
tion
2: I
nfor
m p
aren
ts w
hy th
e st
ate
is m
akin
gth
ese
chan
ges
7
Rec
omm
enda
tion
3: H
elp
pare
nts
to u
nder
stan
d w
hy s
core
sm
ay b
e lo
w in
the
begi
nnin
g an
d w
hat w
ill b
e do
ne to
impr
ove
scor
es o
ver
time
9
Rec
omm
enda
tion
4: P
lace
the
new
test
s in
per
spec
tive:
don'
t ove
rsta
te th
e im
port
ance
of
the
new
test
s an
d do
n't
over
stat
e th
e fa
iling
s of
the
mor
e tr
aditi
onal
test
s11
Rec
omm
enda
tion
5: A
nsw
er q
uest
ions
thou
ghtf
ully
and
hone
stly
13
Con
tent
rec
omm
enda
tions
16
Rec
omm
enda
tion
6: P
rovi
de e
xam
ples
of
wha
t stu
dent
sne
ed to
kno
w a
nd b
e ab
le to
do
(and
let p
aren
ts k
now
how
they
can
obt
ain
com
plet
e de
scri
ptio
ns)
16
Rec
omm
enda
tion
7: P
rovi
de e
xam
ples
of
test
que
stio
ns a
ndex
ampl
es o
f st
uden
t wor
k (t
hose
that
mee
t the
sta
ndar
d, th
ose
that
do
not m
eet t
he s
tand
ard,
and
exp
lana
tions
as
to w
hy)
..
18
Rec
omm
enda
tion
8: U
se c
lear
and
con
cise
lang
uage
. to
defi
ne te
chni
cal t
erm
s; a
void
jarg
on21
1 6
Rec
omm
enda
tion
9: P
rovi
de ti
ps f
or p
aren
tssu
gges
tions
they
can
use
to e
ncou
rage
thei
r ch
ildre
n to
dev
elop
thei
r sk
ills
and
know
ledg
e an
d im
prov
e th
eir
acad
emic
per
form
ance
..
.21
Wha
t are
the
way
s th
at s
tate
s ca
n co
mm
unic
ate
with
par
ents
?.
23
Bui
ldin
g m
echa
nism
s fo
r di
ssem
inat
ion
25
Usi
ng th
e pa
rent
-tea
cher
con
fere
nce
and
prin
t med
ia26
Cre
atin
g a
pow
erfu
l par
ent-
teac
her
conf
eren
ce26
Usi
ng th
e m
edia
28
Eva
luat
ing
your
tool
s32
SEC
TIO
N I
II: M
AK
ING
TE
ST R
ESU
LT
S M
OR
E M
EA
NIN
GFU
L35
Inte
rpre
tatio
n gu
ides
38
Ans
wer
ing
the
ques
tions
39
Nat
iona
l com
pari
sons
45
Ans
wer
ing
ques
tion
four
: Hel
ping
par
ents
to h
elp
thei
r ch
ildim
prov
e47
Neg
otia
ting
with
the
test
pro
vide
r47
Inte
rpre
tatio
n48
SEC
TIO
N I
V: "
MA
KIN
G T
HIN
GS
WO
RK
" A
T T
HE
ST
AT
E L
EV
EL
53
Del
awar
e54
Mar
ylan
d55
Mas
sach
uset
ts C
oalit
ion
for
Hig
her
Stan
dard
s57
Part
ners
hip
for
Lea
rnin
g (W
ashi
ngto
n St
ate)
59
Pric
hard
Com
mitt
ee (
Ken
tuck
y)61
SEC
TIO
N V
: CO
NC
LU
SIO
N63
EN
DN
OT
ES
64
APP
EN
DIX
A: A
NN
OT
AT
ED
SC
OR
E R
EPO
RT
S65
APP
EN
DIX
B: R
ESO
UR
CE
S75
APP
EN
DIX
C: A
CK
NO
WL
ED
GM
EN
TS
76
1 7
AD
VIS
OR
Y G
RO
UP
ON
RE
POR
TIN
G A
SSE
SSM
EN
T R
ESU
LT
ST
O P
AR
EN
TS
76
NA
TIO
NA
L E
DU
CA
TIO
N G
OA
LS
PAN
EL
ST
AFF
.77
Clo
se-u
ps: S
tori
es f
rom
sta
tes
on a
var
iety
of
issu
es c
once
rnin
gst
atew
ide
test
ing
Clo
se-u
p I:
Stra
tegi
es to
hel
p di
stri
cts
build
pub
licsu
ppor
t3
Clo
se-u
p II
:R
epor
ting
to p
aren
tsL
esso
ns f
rom
Geo
rgia
..
6
Clo
se-u
p II
I:O
ther
way
s to
com
mun
icat
eLes
sons
fro
mFl
orid
a an
d K
entu
cky
25
Clo
se-u
p IV
:H
elpi
ng te
ache
rs e
ngag
e pa
rent
s ef
fect
ivel
yL
esso
ns f
rom
Ken
tuck
y27
Prom
otin
g be
tter
com
mun
icat
ion
via
the
pare
nt-
teac
her
conf
eren
ceL
esso
ns f
rom
the
Tho
mps
on S
choo
l Dis
tric
t (L
ovel
and,
CO
).
..
.29
Clo
se-u
p V
I:R
epor
ting
test
sco
res
usin
g th
e m
edia
Les
sons
fro
m I
ndia
na a
nd T
exas
30
Clo
se-u
p V
II:
Eva
luat
ing
com
mun
icat
ion
tool
sLes
sons
from
Cin
cinn
ati
33
Clo
se-u
p V
III:
Rep
ortin
g te
st s
core
s so
they
mak
e se
nse
topa
rent
sLes
sons
fro
m W
ashi
ngto
n St
ate
37
Clo
se-u
p IX
:N
egot
iatin
g w
ith th
e te
st p
rovi
derL
esso
nsfr
om D
elaw
are
48
Clo
se-u
p V
:
Stat
e E
xam
ples
: Illu
stra
te th
e R
ecom
men
datio
ns in
Sec
tions
II
and
III
Exa
mpl
e 1:
A S
choo
l Ass
ignm
ent f
or A
ll O
rego
nian
s:T
rans
form
ing
Ore
gon
Scho
ols
to P
repa
reSt
uden
ts f
or th
e 21
st C
entu
ry7
Exa
mpl
e 2:
The
Sch
ool D
istr
ict o
f Ph
ilade
lphi
a "D
ear
Pare
nts"
lette
r (P
enns
ylva
nia)
8
Exa
mpl
e 3:
Star
ting
Now
(M
assa
chus
etts
Coa
litio
n fo
rH
ighe
r St
anda
rds)
9
Exa
mpl
e 4:
Her
e's
the
Tru
th (
Part
ners
hip
for
Lea
rnin
g,W
ashi
ngto
n St
ate)
10
Exa
mpl
e 5:
Und
erst
andi
ng th
e N
ew 4
th-
and
7th-
Gra
deT
ests
(W
ashi
ngto
n St
ate)
11
Exa
mpl
e 6:
Fact
She
et 6
(M
aryl
and)
12
Exa
mpl
e 7:
Coa
litio
n U
pdat
e (M
assa
chus
etts
Coa
litio
nfo
r H
ighe
r St
anda
rds)
13
Exa
mpl
e 8:
The
New
Mas
sach
uset
ts T
est f
or S
tude
nts
14
Exa
mpl
e 9:
A P
aren
t's G
uide
to S
tude
nt A
chie
vem
ent
(Gw
inne
tt C
ount
y, G
eorg
ia)
15
Exa
mpl
e 10
:Fa
ct S
heet
on
Tw
elft
h-gr
ade
Mat
hem
atic
s(O
hio)
17
Exa
mpl
e 11
:W
est V
irgi
nia'
s In
stru
ctio
nal G
oals
&O
bjec
tives
: 1st
Gra
de18
Exa
mpl
e 12
:U
nder
stan
ding
the
New
4th
- an
d 7t
h-G
rade
Tes
ts (
Was
hing
ton
Stat
e)19
Exa
mpl
e 13
:G
rade
4 P
erfo
rman
ce A
sses
smen
t: In
terp
reta
tion
Gui
de f
or F
amili
es (
Rho
de I
slan
d)20
Exa
mpl
e 14
:N
ow Y
our
Chi
ld H
as G
ood
Rea
son
to A
ctL
ike
a K
now
-It-
All
(Par
tner
ship
for
Lea
rnin
g,W
ashi
ngto
n St
ate)
22
Exa
mpl
e 15
:M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
4th
Gra
de E
ssen
tial S
kills
Mat
hem
atic
sT
est R
epor
t22
Exa
mpl
e 16
:Pa
rent
Han
dboo
k fo
r B
ette
r Sc
hool
s(M
aryl
and)
23
Exa
mpl
e 17
:E
dmon
ds S
choo
l Dis
tric
t Cal
enda
r(W
ashi
ngto
n St
ate)
24
Exa
mpl
e 18
:K
entu
cky
Inst
ruct
iona
l Res
ults
Inf
orm
atio
nSy
stem
test
item
31
19
Exa
mpl
e 19
:Pa
rent
Tip
s (T
ampa
Tri
bune
, Flo
rida
)32
Exa
mpl
e 26
:D
elaw
are
Stud
ent T
estin
g Pr
ogra
m S
core
Exa
mpl
e 20
:19
97 S
tate
Res
ults
at a
Gla
nce
(Mar
ylan
d).
..
36R
epor
t47
Exa
mpl
e 21
:M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
Exa
mpl
e 27
:C
onne
ctic
ut M
aste
ry T
estin
g Pr
ogra
m G
rade
8
4th
Gra
de E
ssen
tial S
kills
Mat
hem
atic
sPa
rent
/Stu
dent
Dia
gnos
tic R
epor
t49
Tes
t Rep
ort
39E
xam
ple
28.
Okl
ahom
a G
rade
5 P
aren
t Rep
ort
49
Exa
mpl
e 22
:C
olor
ado
Stud
ent P
erfo
rman
ce R
epor
t41
Exa
mpl
e 29
:D
elaw
are
Stud
ent T
estin
g Pr
ogra
m S
core
Exa
mpl
e 23
:E
dmon
ds S
choo
l Dis
tric
t Lev
el T
est R
epor
tR
epor
t50
(Was
hing
ton
Stat
e)43
Exa
mpl
e 30
:M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
Exa
mpl
e 24
:Il
linoi
s G
oal A
sses
smen
t Pro
gram
Ind
ivid
ual
4th
Gra
de E
ssen
tial S
kills
Mat
hem
atic
s
Stud
ent R
epor
t44
Tes
t Rep
ort
51
Exa
mpl
e 25
:M
isso
uri A
sses
smen
t Pro
gram
Stu
dent
Exa
mpl
e 31
:R
hode
Isl
and
Mat
hem
atic
s Pe
rfor
man
ce
Rep
ort
46A
sses
smen
t Ind
ivid
ual S
tude
nt R
epor
t51
Exe
cutiv
e S
umm
ory
tand
ards
for
wha
t stu
dent
s sh
ould
kno
w a
nd b
e ab
le to
do
in th
e ba
sic
subj
ect a
reas
are
bei
ng d
evel
oped
or
revi
sed
thro
ugho
ut th
e co
untr
y. M
ost s
tate
s ar
e at
tem
ptin
g to
alig
n th
eir
test
s to
thes
e st
anda
rds
so th
at p
eopl
e kn
ow th
e ex
tent
to w
hich
stan
dard
s ar
e be
ing
met
. Pub
lic r
epor
ting
of th
is a
chie
vem
ent i
nfor
-m
atio
n ha
s be
com
e a
cent
ral a
spec
t of
mos
t sta
tes'
acc
ount
abili
tysy
stem
s.
Am
eric
ans
are
on b
oard
with
thes
e ef
fort
s. T
hey
are
conv
ince
d th
atpu
blic
sch
ools
are
not
exp
ectin
g en
ough
fro
m th
eir
stud
ents
, and
as
a re
sult,
ther
e is
bro
ad s
uppo
rt f
or p
ropo
sals
to s
et c
lear
er a
nd h
ighe
rac
adem
ic s
tand
ards
. Sev
en o
ut o
f 10
Am
eric
ans
belie
ve th
at th
ese
stan
dard
s sh
ould
be
mea
sure
d by
test
s. B
ut m
ore
ofte
n th
an n
ot,
whe
n it
com
es to
und
erst
andi
ng h
ow th
ese
impr
ovem
ent e
ffor
ts w
illaf
fect
thei
r ch
ildre
n an
d th
eir
scho
ols,
mos
t par
ents
hav
e be
en le
ft in
the
dark
. A r
ecen
t Pub
lic A
gend
a re
port
, Rea
lity
Che
ck, f
ound
that
man
y pa
rent
s "a
ppea
r to
lack
a s
olid
gra
sp o
f th
eir
scho
ols'
aca
dem
icgo
als,
" as
wel
l as
the
"inf
orm
atio
n es
sent
ial t
o pr
oper
ly e
valu
ate
how
wel
l the
ir c
hild
ren
and
scho
ols
are
doin
g."
Cle
ar c
omm
unic
atio
n w
ith p
aren
ts a
bout
thes
e is
sues
is c
ritic
al.
If p
aren
ts a
re w
ell i
nfor
med
and
mad
e a
part
of
the
impr
ovem
ent
effo
rts
from
the
begi
nnin
g, th
ey a
re m
ore
likel
y to
be
the
cata
lyst
need
ed f
or c
hang
ethe
y ar
e m
ore
likel
y to
sup
port
thei
r sc
hool
'sgo
als
and
dem
and
the
inst
ruct
iona
l cha
nges
nec
essa
ry to
mee
tth
ose
goal
s. T
o ad
dres
s th
ese
issu
es, s
tate
lead
ers
shou
ld s
tart
aski
ng th
emse
lves
:
Do
pare
nts
unde
rsta
nd w
hy th
e st
ate
is m
ovin
g to
war
d hi
gher
stan
dard
s?D
o pa
rent
s kn
ow w
hat t
he s
tand
ards
are
?O
Do
pare
nts
unde
rsta
nd th
e go
als
of th
e te
sts
and
wha
t inf
orm
atio
nth
e te
sts
are
desi
gned
(an
d no
t des
igne
d) to
yie
ld?
22B
EST
CO
PY A
VA
ILA
BL
E
To
sim
plify
the
com
plic
ated
mes
sage
s ab
out t
he n
eed
for
high
erst
anda
rds
and
the
new
test
s de
sign
ed to
mea
sure
the
stan
dard
s, th
e G
oals
Pan
el r
ecom
men
ds th
e fo
llow
ing:
Str
ateg
ic R
ecom
men
datio
ns:
Rec
omm
enda
tion
1: A
ddre
ss p
aren
ts' c
once
rns
up fr
ont (
page
7);
Rec
omm
enda
tion
2: In
form
par
ents
why
the
stat
e is
mak
ing
thes
e ch
ange
s
(pag
e 7)
;R
ecom
men
datio
n 3:
Hel
p pa
rent
s to
und
erst
and
why
sco
res
may
be
low
inth
e be
ginn
ing
and
wha
t will
be
done
to im
prov
e sc
ores
ove
r tim
e (p
age
9);
Rec
omm
enda
tion
4: P
lace
the
new
test
s in
per
spec
tive:
don
't ov
erst
ate
the
impo
rtan
ce o
f the
new
test
s an
d do
n't o
vers
tate
the
faili
ngs
of th
e m
ore
trad
i-
tiona
l tes
ts (
page
11)
;R
ecom
men
datio
n 5:
Ans
wer
que
stio
ns th
ough
tfully
and
hon
estly
(pa
ge 1
3).
Con
tent
Rec
omm
enda
tions
:R
ecom
men
datio
n 6:
Pro
vide
exa
mpl
es o
f wha
t stu
dent
s ne
ed to
kno
wan
d
be a
ble
to d
o (a
nd le
t par
ents
kno
w h
aw th
ey c
an o
btai
n co
mpl
ete
desc
rip-
tions
) (p
age
16);
Rec
omm
enda
tion
7: P
rovi
de e
xam
ples
of t
est q
uest
ions
and
exa
mpl
es o
fst
uden
t wor
k (t
hose
that
mee
t the
sta
ndar
d, th
ose
that
do
not m
eet
the
stan
-
dard
, and
exp
lana
tions
as
to w
hy)
(pag
e 18
);
9 R
ecom
men
datio
n 8:
Use
cle
ar a
nd c
onci
se la
ngua
ge to
def
ine
tech
nica
lte
rms;
avo
id ja
rgon
(pa
ge 2
1);
Rec
omM
enda
tion
9: P
rovi
de ti
ps fo
r pa
rent
ssug
gest
ions
they
can
use
toen
cour
age
thei
r ch
ildre
n to
dev
elop
thei
rsk
ills
and
know
ledg
e an
d im
prov
e
thei
r ac
adem
ic p
erfo
rman
ce (
page
21)
.
O D
o pa
rent
s kn
ow w
hat t
ypes
of
test
que
stio
ns w
ill b
e on
the
asse
ssm
ent t
hat i
s lin
ked
to th
e st
anda
rds?
Do
they
rec
ogni
ze g
ood
(and
not
-so-
good
) st
uden
t per
form
ance
on
thes
e qu
estio
ns?
Do
pare
nts
unde
rsta
nd th
at th
e sc
ores
mig
ht b
e lo
wer
than
thos
eon
the
prev
ious
test
s? D
o th
ey u
nder
stan
d w
hy?
Do
pare
nts
unde
rsta
nd w
hat t
o do
with
the
resu
lts o
nce
they
rece
ive
them
?
It m
ay n
ot b
e ne
cess
ary
to p
rovi
de a
ll of
the
diff
eren
t typ
es o
fin
form
atio
n lis
ted
abov
e. D
eter
min
ing
wha
t is
best
for
the
pare
nts
inyo
ur s
tate
will
dep
end
on th
e ty
pe o
f as
sess
men
t sys
tem
you
r st
ate
uses
it's
not a
one
-siz
e-fi
ts-a
ll. B
ut th
e be
st c
ombi
natio
n w
ill a
lso
be
23
dete
rmin
ed b
y lis
teni
ng to
the
pare
nts
in y
our
stat
ethr
ough
the
use
of s
urve
ys, f
ocus
gro
ups,
or
face
-to-
face
com
mun
icat
ion.
Sim
plif
ying
the
mes
sage
How
can
the
com
plic
ated
mes
sage
s ab
out t
he n
eed
for
high
er s
tan-
dard
s an
d ne
w te
sts
desi
gned
to m
easu
re th
e st
anda
rds
be s
impl
ifie
d?T
he G
oals
Pan
el b
elie
ves
that
sta
tes
need
to s
impl
ify
thes
e m
essa
ges
for
pare
nts
by p
rovi
ding
bot
h ba
ckgr
ound
and
con
text
(st
rate
gic
rec-
omm
enda
tions
) an
d cl
arif
icat
ion
(con
tent
rec
omm
enda
tions
). T
hest
rate
gic
reco
mm
enda
tions
list
ed o
n th
e pr
evio
us p
age
will
ass
ist
stat
es in
det
erm
inin
g w
hat i
nfor
mat
ion
pare
nts
will
wan
t to
bette
run
ders
tand
the
issu
es s
urro
undi
ng th
e st
ate
test
s an
d ho
w th
atin
form
atio
n sh
ould
be
pres
ente
d; th
e co
nten
t rec
omm
enda
tions
will
assi
st s
tate
s in
thin
king
abo
ut h
ow to
mak
e th
at in
form
atio
n cl
ear
thro
ugh
the
use
of e
xam
ples
(e.
g., e
xam
ples
of
stan
dard
s, te
st it
ems,
and
stud
ent r
espo
nses
).
Mak
ing
test
res
ults
mor
e m
eani
ngfu
lO
nce
a st
uden
t has
take
n th
e te
st, p
aren
ts w
ant t
o kn
ow th
e re
sults
.M
ost s
tate
s pr
ovid
e th
is in
form
atio
n th
roug
h an
indi
vidu
al s
tude
ntre
port
.
Too
oft
en, h
owev
er, i
ndiv
idua
l stu
dent
sco
re r
epor
ts a
re n
ot v
ery
clea
r. I
n so
me
case
s, th
ese
repo
rts
prov
ide
too
little
info
rmat
ion.
Pare
nts
may
hav
e a
hard
tim
e de
term
in-
ing
thei
r ch
ild's
per
-fo
rman
ce w
ith ju
st a
perc
entil
e ra
nk, a
perc
enta
ge o
f qu
es-
tions
ans
wer
ed c
or-
rect
ly, o
r a
term
desc
ribi
ng a
leve
l of
achi
evem
ent,
if th
ere
is n
o de
scri
ptio
n of
wha
t the
se n
umbe
rsor
wor
ds m
ean.
In
othe
r ca
ses,
thes
e_
repo
rts
prov
ide
too
To
crea
te a
bal
ance
bet
wee
n pr
ovid
ing
too
little
info
rmat
ion
and
too
muc
h in
form
atio
n on
indi
vidu
al
scor
e re
port
s, th
e G
oals
Pan
elre
com
men
ds th
at s
tate
s
answ
er th
e fo
llow
ing
four
que
stio
ns:
Que
stio
n I:
How
did
my
child
do?
Que
stio
n II:
Wha
t typ
es o
f ski
lls o
r kn
owle
dge
does
my
child
's p
erfo
rman
ce r
efle
ct?
Que
stio
n III
: How
did
my
child
per
form
in c
om-
paris
on to
oth
er s
tude
nts
in th
e sc
hool
, dis
tric
t,st
ate,
and
if co
mpa
rabl
e da
ta a
re a
vaila
ble
the
natio
n?Q
uest
ion
IV: W
hat c
an I
do to
hel
p m
y ch
ild
impr
ove?
muc
h de
tail
and
leav
e pa
rent
s un
info
rmed
as
to h
ow th
eir
child
per
-fo
rmed
. Tra
nsla
ting
an in
divi
dual
chi
ld's
per
form
ance
on
a st
ate
test
requ
ires
a b
alan
ce b
etw
een
prov
idin
g to
o lit
tle in
form
atio
n an
d to
om
uch
info
rmat
ion.
Det
erm
inin
g ho
w b
est t
o an
swer
thes
e qu
estio
ns a
nd d
esig
n a
scor
ere
port
that
cle
arly
and
hel
pful
ly c
omm
unic
ates
the
test
per
form
ance
requ
ires
list
enin
g to
thos
e w
ho w
ould
be
mos
t int
eres
ted
in th
isin
form
atio
n. I
t is
help
ful t
o re
cogn
ize
that
ther
e is
a li
nk b
etw
een
info
rmin
g pa
rent
s an
d re
port
ing
to p
aren
ts. F
or p
aren
ts to
und
erst
and
test
sco
res,
they
wan
tan
swer
s to
a h
ost o
fqu
estio
ns, i
nclu
ding
:W
hy d
id m
y ch
ildta
ke th
is te
st?
Wha
tar
e th
e st
anda
rds?
Wha
t did
this
test
look
like
? W
hat d
oes
it m
ean
to "
mee
t the
stan
dard
"? E
ssen
tially
,pa
rent
s w
ant s
tate
s to
prov
ide
the
info
rma-
tion
cons
iste
nt w
ithth
e ni
ne r
ecom
men
-da
tions
list
ed o
n th
epr
evio
us p
age.
Sta
tes
with
the
best
suc
cess
com
mun
icat
ing
with
pare
nts
sugg
est t
he fo
llow
ing:
, Lis
ten
to th
e pa
rent
s in
your
com
mun
ity.
Use
cle
ar a
nd c
oncr
ete
lang
uage
.l T
ake
the
time
to p
lan.
Ens
ure
a co
nsis
tent
mes
sage
:C
oord
inat
e w
ith o
ther
s.R
ealiz
e th
at im
prov
ing
your
com
mun
icat
iOn
effo
rts
will
take
res
ourc
es.
Rec
ogni
ze th
at m
ovin
g to
war
da
stan
dard
iLba
sed
syst
em ta
kes
polit
ical
will
.
The
pur
pose
of
this
Ide
a B
ook
is to
hel
p yo
u m
ore
clea
rly
info
rmpa
rent
s ab
out s
tate
impr
ovem
ents
in te
stin
g an
d th
e un
derl
ying
aca
-de
mic
exp
ecta
tions
and
, mor
e cl
earl
yand
mor
e m
eani
ngfu
llyre
port
the
resu
lts o
f th
ose
test
s to
par
ents
.
ZIC
ITO
ON
PUZ
PIIC
ffuV
EZ
Tal
king
Abo
ut T
ests
: An
Idea
Boo
k fo
r St
ate
Lea
ders
A p
olic
ymak
er's
per
spec
tive.
..
As
the
Gov
erno
r of
Col
orad
o, I
ofte
n ta
ke a
set
of t
rips
arou
nd th
e st
ate
whi
chI c
all "
Dom
e on
the
Ran
ge."
The
trip
I to
ok to
Gre
eley
, Col
orad
o, in
Nov
embe
r19
97 w
as e
spec
ially
rev
ealin
g.
Col
orad
o ha
d ju
st r
elea
sed
the
resu
lts o
f a n
ew s
tand
ards
-bas
ed a
sses
smen
t of
4th
grad
e re
adin
g an
d w
ritin
g. T
he te
sts
show
ed th
at o
nly
a lit
tle m
ore
than
hal
f of
our
4th
grad
ers
wer
e pr
ofic
ient
or
bette
r in
rea
ding
; les
s th
an a
third
cou
ld m
eet
the
stan
dard
in w
ritin
g. T
he r
esul
ts u
pset
man
y C
olor
adan
s, p
artic
ular
ly in
Gre
eley
, whe
re fe
w s
choo
ls h
ad p
erfo
rmed
to th
e st
ate
aver
age;
this
cam
e as
ash
ock
beca
use
pare
nts
wer
e us
ed to
rep
orts
that
thei
r st
uden
ts w
ere
"abo
ve th
eav
erag
e."
As
this
par
ticul
ar m
eetin
g of
par
ents
and
teac
hers
pro
gres
sed,
I he
ard
man
y fr
us-
trat
ions
. But
thos
e fr
ustr
atio
ns w
ere
not d
ue to
the
stat
e's
mov
e to
a s
tand
ards
-ba
sed
syst
em; v
irtua
lly a
ll su
ppor
ted
the
idea
of e
stab
lishi
ng b
ench
mar
ks fo
r w
hat
stud
ents
sho
uld
know
and
be
able
to d
o an
d ev
alua
ting
thei
r pe
rfor
man
ce o
n th
atba
sis.
Nor
was
it th
e re
sults
them
selv
es th
at p
rove
d tr
oubl
ing;
mos
t of t
he p
aren
tsan
d te
ache
rs w
ith w
hom
I sp
oke
reco
gniz
edbe
tter
than
I di
dthe
cha
lleng
esth
eir
child
ren
face
d.
Inst
ead,
I fo
und
that
my
audi
ence
was
frus
trat
ed w
ith th
e la
ck o
f inf
orm
atio
nab
out w
hat t
heir
child
's te
st s
core
s m
eant
. The
y w
ante
d m
ore
than
just
an
indi
vid-
ual s
core
. Par
ents
wan
ted
exam
ples
of t
est i
tem
s, s
ampl
e st
uden
t res
pons
es, a
ndsu
gges
tions
as
to h
ow to
hel
p th
eir
child
ren
succ
eed.
The
par
ents
bel
ieve
d th
isin
form
atio
n w
ould
mak
e th
e re
sults
of t
he te
st m
eani
ngfu
l and
pro
vide
them
with
wha
t the
y ne
ed to
hel
p th
eir
child
ach
ieve
to h
ighe
r le
vels
.
Par
ents
at t
hat m
eetin
g un
ders
core
d fo
r m
e th
at s
tand
ards
and
ass
essm
ents
will
amou
nt to
ver
y lit
tle u
nles
s th
ey c
an u
nder
stan
d an
d in
terp
ret t
hem
.
Sum
mar
y of
com
men
ts o
f G
over
nor
Roy
Rom
er, S
prin
g 19
98.
2 6
A p
aren
t's p
ersp
ectiv
e...
1M
uch
of m
y an
xiet
y as
a p
aren
t ref
lect
ed th
e fa
ct th
at th
is n
ew te
st c
ame
abou
tw
ith li
ttle
adva
nce
war
ning
. For
man
y ye
ars,
the
stat
e ha
d us
ed th
e sa
me
test
, atr
aditi
onal
mul
tiple
-cho
ice,
bas
ic-s
kills
test
in r
eadi
ng, m
athe
mat
ics,
sci
ence
, and
soci
al s
tudi
es. O
ur d
istr
ict h
ad d
one
very
wel
l in
prev
ious
yea
rs; r
eadi
ng s
core
sw
ere
the
third
hig
hest
in th
e st
ate.
Thi
s ye
ar th
ough
, the
sta
te m
oved
to im
plem
ent h
ighe
r st
anda
rds
for
stud
ent p
er-
form
ance
, jus
t as
othe
r st
otes
acr
oss
the
coun
try
wer
e do
ing.
As
part
of t
hat e
ffort
,th
e st
ate
was
look
ing
to c
hang
e its
test
ing
prog
ram
to r
efle
ct th
ese
high
er s
tan-
dard
s fo
r st
uden
ts. T
he s
ubje
ct a
rea
the
stat
e de
cide
d to
cha
nge
first
was
mat
he-
mat
ics.
Onc
e a
test
was
cho
sen,
a n
otic
e w
as s
ent h
ome
indi
catin
g th
at a
ll st
u-de
nts
wou
ld b
e ta
king
a n
ew 9
0-m
inut
e te
st th
e fo
llow
ing
mon
th.
The
not
ice
used
the
wor
d "p
erfo
rman
ce te
st"
but d
id n
ot e
xpla
in w
hat w
as m
eant
by th
e te
rm. N
o ex
plan
atio
n w
as g
iven
as
to h
ow th
is te
st w
as g
oing
to b
e di
ffer-
ent f
rom
the
test
use
d in
prio
r ye
ars.
The
re w
as n
o in
dica
tion
of th
e ty
pes
of q
ues-
tions
my
child
wou
ld b
e as
ked,
wha
t wou
ld b
e co
nsid
ered
"go
od"
wor
k, o
r ho
wth
ese
ques
tions
wou
ld b
e sc
ored
. In
fact
,I d
idn'
t eve
n kn
ow w
hat m
y ch
ild w
asex
pect
ed to
kno
w in
mat
hor
whe
re I
coul
d go
to fi
nd o
ut.
Onc
e I r
ecei
ved
my
child
's in
divi
dual
sco
re, I
had
eve
n m
ore
ques
tions
. For
star
ters
, I d
idn'
t kno
w w
hat t
he r
epor
t was
telli
ng m
e. F
or a
ll th
e nu
mbe
rs a
ndw
ords
on
the
one-
page
rep
ort,
not o
ne w
ord
indi
cate
d w
heth
er m
y da
ught
er h
odac
tual
ly d
one
"oka
y."
The
rep
ort d
id u
se th
e te
rm "
prof
icie
nt"
but n
owhe
re w
asth
at te
rm d
efin
ed. F
rom
wha
t I c
ould
tell,
it d
id n
ot lo
ok a
s th
ough
she
had
don
eve
ry w
ell;
I was
con
fuse
d by
that
and
con
cern
ed, b
ecau
se s
he h
ad d
one
so w
ell i
n'pr
evio
us y
ears
. I w
asn'
t pre
pare
d fo
r a
low
er s
core
. And
I di
dn't
unde
rsta
nd h
owth
e re
sults
of t
his
test
wou
ld b
e us
ed w
ith o
ther
dis
tric
t and
cla
ssro
om te
stin
g in
for-
mot
ion.
In a
dditi
on, c
ompa
rison
s w
ere
not p
rovi
ded,
nor
was
I to
ld w
here
I co
uld
go fo
r in
form
atio
n on
how
wel
l oth
er d
istr
icts
and
sch
ools
wer
e do
ing
acro
ss th
est
ate.
I did
n't k
now
wha
t I c
ould
do
to h
elp
my
daug
hter
impr
oveI
wan
ted
addi
-tio
nal i
nfor
mat
ion
so th
at I
coul
d be
tter
unde
rsta
nd h
ow to
hel
p he
r m
ove
to a
high
er le
vel o
f ach
ieve
men
t.
Ada
pted
fro
m a
n ar
ticle
that
app
eare
d in
Edu
catio
n W
eek
on M
ay 1
4, 1
997,
by
Rob
ert R
othm
an.
27
Intr
oduc
tion
The
Nat
iona
l Edu
catio
n G
oals
Pan
el h
as c
reat
ed th
is I
dea
Boo
k fo
rtw
o re
ason
s:
1. S
o th
at m
ore
pare
nts
will
hav
e th
eir
ques
tions
ans
wer
ed a
nd th
eir
conc
erns
alla
yed
abou
t a n
ew te
stin
g pr
ogra
m. T
hey
will
bet
ter
unde
rsta
nd th
eir
child
's r
esul
ts, a
nd k
now
wha
t to
do w
ith th
ese
resu
lts;
2. T
o pr
ovid
e po
licym
aker
s w
ith s
trat
egie
s to
mor
e ef
fect
ivel
y co
m-
mun
icat
e w
ith p
aren
ts s
o th
at th
ey h
ave
the
info
rmat
ion
and
unde
rsta
ndin
g th
ey w
ant a
bout
the
new
test
ing
prog
ram
.
Stan
dard
s fo
r w
hat s
tude
nts
shou
ld k
now
and
be
able
to d
o in
the
basi
c su
bjec
t are
as a
re b
eing
dev
elop
ed o
r re
vise
d th
roug
hout
the
coun
try'
Mos
t sta
tes
are
atte
mpt
ing
to a
lign
thei
r te
sts
to th
ese
stan
-da
rds
so th
at p
eopl
e kn
ow th
e ex
tent
to w
hich
sta
ndar
ds a
re b
eing
met
.2 P
ublic
rep
ortin
g of
this
ach
ieve
men
t inf
orm
atio
n ha
s be
com
e a
cent
ral a
spec
t of
mos
t sta
tes'
acc
ount
abili
ty s
yste
ms.
'
Am
eric
ans
are
on b
oard
with
thes
e ef
fort
s. T
hey
are
conv
ince
d th
atpu
blic
sch
ools
are
not
exp
ectin
g en
ough
fro
m th
eir
stud
ents
, and
as
a re
sult,
ther
e is
bro
ad s
uppo
rt f
or p
ropo
sals
to s
et c
lear
er a
nd h
ighe
rac
adem
ic s
tand
ards
.4 S
even
out
of
10 A
mer
ican
s be
lieve
that
thes
est
anda
rds
shou
ld b
e m
easu
red
by te
sts.
5 B
ut m
ore
ofte
n th
an n
ot,
whe
n it
com
es to
und
erst
andi
ng h
ow th
ese
impr
ovem
ent e
ffor
ts w
illaf
fect
thei
r ch
ildre
n an
d th
eir
scho
ols,
mos
t par
ents
hav
e be
en le
ft in
the
dark
.* A
rec
ent P
ublic
Age
nda
repo
rt, R
ealit
y C
heck
, fou
nd th
atm
any
pare
nts
"app
ear
to la
ck a
sol
id g
rasp
of
thei
r sc
hool
s' a
cade
mic
goal
s,"
as w
ell a
s th
e "i
nfor
mat
ion
esse
ntia
l to
prop
erly
eva
luat
e ho
ww
ell t
heir
chi
ldre
n an
d sc
hool
s ar
e do
ing.
"6 A
s th
e ac
coun
ts o
n th
epr
evio
us p
age
high
light
, par
ents
hav
e co
ncer
ns, t
hey
are
conf
used
,th
ey w
ant i
nfor
mat
ion,
and
they
wan
t ans
wer
s.
* T
his
repo
rt f
ollo
ws
the
Nat
iona
l Par
ent-
Tea
cher
Ass
ocia
tion
defi
nitio
n of
"pa
rent
": th
e ad
ults
who
play
an
impo
rtan
t rol
e in
a c
hild
's f
amily
life
, sin
ce o
ther
adu
ltsgr
andp
aren
ts, a
unts
, unc
les,
ste
p-pa
rent
s, a
nd g
uard
ians
may
car
ry th
e pr
imar
y re
spon
sibi
lity
for
a ch
ild's
edu
catio
n, d
evel
opm
ent,
and
wel
l-be
ing.
28
Cle
ar c
omm
unic
atio
n w
ith p
aren
ts a
bout
thes
e is
sues
is c
ritic
albe
caus
e pa
rent
s ar
e im
port
ant f
or th
e ac
cept
ance
and
suc
cess
of
any
impr
ovem
ent e
ffor
t.' I
f pa
rent
s ar
e w
ell i
nfor
med
and
mad
e a
part
of
the
impr
ovem
ent e
ffor
t fro
m th
e be
ginn
ing,
they
are
mor
e lik
ely
tobe
the
cata
lyst
nee
ded
for
chan
geth
ey a
re m
ore
likel
y to
sup
port
thei
r sc
hool
's g
oals
and
to d
eman
d th
e in
stru
ctio
nal c
hang
es n
eces
-sa
ry to
mee
t tho
se g
oals
.
To
addr
ess
thes
e is
sues
, sta
te le
ader
s sh
ould
sta
rt a
skin
g th
em-
selv
es:
O D
o pa
rent
s un
ders
tand
why
the
stat
e is
mov
ing
tow
ard
high
erst
anda
rds?
0. D
o pa
rent
s kn
ow w
hat t
he s
tand
ards
are
?O
Do
pare
nts
unde
rsta
nd th
e go
als
of th
e te
sts
and
wha
t inf
orm
atio
nth
e te
sts
are
desi
gned
(an
d no
t des
igne
d) to
yie
ld?
O D
o pa
rent
s kn
ow w
hat t
ypes
of
test
que
stio
ns w
ill b
e on
the
asse
ssm
ent t
hat i
s lin
ked
to th
e st
anda
rds?
Do
they
rec
ogni
ze g
ood
(and
not
-so-
good
) st
uden
t per
form
ance
on
thes
e qu
estio
ns?
O D
o pa
rent
s un
ders
tand
that
the
scor
es m
ight
be
low
er th
an th
ose
on th
e pr
evio
us te
sts?
Do
they
und
erst
and
why
?O
Do
pare
nts
unde
rsta
nd w
hat t
o do
with
the
resu
lts o
nce
they
rece
ive
them
?
Rep
ort d
esig
n an
d au
dien
ce
Thi
s re
port
is d
esig
ned
to h
elp
stat
e le
ader
s be
gin
to a
nsw
er c
ritic
alqu
estio
ns a
bout
thei
r as
sess
men
t sys
tem
s. S
ectio
n II
exa
min
es h
owst
ates
can
mor
e ef
fect
ivel
y in
form
par
ents
so
that
they
bec
ome
mor
eaw
are
of a
nd b
ette
r un
ders
tand
sta
te e
ffor
ts to
impr
ove
stan
dard
s an
dcr
eate
new
ass
essm
ents
. Sec
tion
III
exam
ines
how
sta
tes
can
mor
eef
fect
ivel
y an
d m
eani
ngfu
lly r
epor
t ind
ivid
ual r
esul
ts o
f st
atew
ide
stud
ent a
sses
smen
ts to
par
ents
. Sec
tion
IV h
ighl
ight
s st
ate
agen
cies
and
othe
r or
gani
zatio
ns th
at a
re p
erfo
rmin
g th
ese
func
tions
wel
l.
The
inte
nded
aud
ienc
e fo
r th
is r
epor
t is
stat
e po
licym
aker
s w
hosh
ape
the
test
ing
prog
ram
and
rep
ort t
he r
esul
tsgo
vern
ors,
sta
tele
gisl
ator
s, c
hief
sta
te s
choo
l off
icer
s an
d th
eir
test
ing
staf
f, a
nd s
tate
boar
ds o
f ed
ucat
ion.
It i
s al
so a
ddre
ssed
to th
ose
outs
ide
gove
rn-
.29
men
tbus
ines
s le
ader
s an
d ot
hers
who
hav
e a
stak
e in
bui
ldin
gaw
aren
ess
and
unde
rsta
ndin
g ab
out t
he s
choo
l im
prov
emen
t eff
orts
of in
divi
dual
sta
tes.
The
sta
te e
xam
ples
The
exa
mpl
es p
rese
nted
in S
ectio
ns I
I an
d II
I sh
ow h
ow s
ome
stat
es, t
hrou
gh th
eir
com
mun
icat
ion
piec
es ta
rget
ed to
war
d pa
rent
s,ha
ve:
* bu
ilt p
ublic
sup
port
for
hig
h st
anda
rds
and
mor
e ri
goro
us te
sts;
com
mun
icat
ed th
e st
anda
rds
and
good
per
form
ance
;pr
ovid
ed a
ssis
tanc
e to
par
ents
so
that
ach
ieve
men
t can
impr
ove;
and
* re
port
ed s
tate
test
res
ults
in a
mor
e m
eani
ngfu
l way
.
The
se e
xam
ples
are
bas
ed o
n th
e ad
vice
of
stat
e, lo
cal,
and
fede
ral
offi
cial
s (l
iste
d in
App
endi
x C
), m
any
of w
hom
are
see
king
bet
ter
way
s to
hel
p pa
rent
s un
ders
tand
thei
r ch
ildre
n's
test
res
ults
and
the
stan
dard
s th
at u
nder
lie th
e st
ate'
s ac
adem
ic e
xpec
tatio
ns. T
hese
off
i-ci
als
revi
ewed
a c
ompr
ehen
sive
set
of
exis
ting
mat
eria
ls s
ent f
rom
the
offi
ces
of th
e go
vern
ors
and
chie
f st
ate
scho
ol o
ffic
ers.
Exa
mpl
es in
this
rep
ort w
ere
chos
en n
ot to
end
orse
sta
tes
or to
off
er p
erfe
ct il
lus-
trat
ions
but
rat
her
to h
ighl
ight
the
"rea
l-w
orld
" pr
actic
es c
urre
ntly
inus
e. A
s st
ates
pre
pare
thei
r ow
n do
cum
ents
, the
y m
ust w
ork
hard
to d
evel
op m
ater
ials
that
avo
id ja
rgon
and
are
und
erst
anda
ble
toth
e la
y re
ader
.
Stat
e-to
-dis
tric
t com
mun
icat
ion
We
reco
gniz
e th
at s
tate
s do
not
com
mun
icat
e al
onet
hat c
omm
u-ni
catio
n ab
out t
he is
sues
sur
roun
ding
sta
te a
sses
smen
ts n
eeds
toha
ppen
in c
olla
bora
tion
with
loca
l lea
ders
. Tha
t is
why
this
rep
ort
incl
udes
som
e st
rate
gies
for
how
sta
tes
can
stre
ngth
en th
eir
rela
-tio
nshi
p w
ith d
istr
icts
to a
ssis
t the
m in
bui
ldin
g pu
blic
sup
port
and
unde
rsta
ndin
g fo
r sc
hool
impr
ovem
ent e
ffor
ts a
imed
at r
aisi
ngst
anda
rds,
mak
ing
test
s to
ughe
r, a
nd in
crea
sing
acc
ount
abili
ty (
see
Clo
se-u
p I)
.
Sta
tes
and
scho
ol d
istr
icts
acr
oss
the
coun
try
have
lear
ned
that
eve
n th
e be
st e
du-
catio
n re
form
pla
ns fo
il w
ithou
t sig
nific
ant l
evel
s of
publ
ic s
uppo
rt. A
s st
ates
and
dist
ricts
ado
pt r
igor
ous
acad
emic
sta
ndar
ds,
asse
ssm
ents
, and
acc
ount
abili
tym
easu
res,
a s
trat
egic
com
mun
icat
ions
pla
n sh
ould
be
in p
lace
. A c
omm
unic
atio
nspl
an n
ot o
nly
plac
es e
very
ones
take
hold
ers,
polic
ymak
ers,
and
dis
tric
t-le
vel
staf
fon
the
sam
e pa
ge; i
t als
ose
rves
as
a bl
uepr
int f
or b
uild
ing
publ
ic s
uppo
rtfo
r qu
ality
edu
catio
n th
roug
hout
the
stat
e.
The
key
to im
prov
ed c
omm
unic
atio
nsst
ates
to d
istr
icts
and
dis
tric
ts to
sta
tesi
sfo
r st
ates
to s
hare
the
com
mun
icat
ions
pla
n w
ithdi
stric
ts, i
nclu
ding
sup
erin
tend
-en
ts, c
omm
unic
atio
ns d
irect
ors,
ass
essm
ent d
irect
ors,
teac
her
unio
ns a
nd le
ader
-sh
ip, a
nd p
aren
t and
com
mun
ity o
rgan
izat
ions
.S
tate
s ne
ed to
let d
istr
icts
kno
wth
at a
pla
n is
in p
lace
and
that
ther
eis
a r
ole
for
them
to p
lay
in th
e jo
urne
y to
high
er s
tand
ards
, bet
ter
asse
ssm
ents
, and
incr
ease
d ac
coun
tabi
lity.
Sta
tes
can
help
dis
tric
ts to
ach
ieve
thes
e go
als
bypr
ovid
ing
them
with
a v
arie
tyof
tool
s. T
hese
tool
s ca
n fo
ster
con
sist
ent a
ndcl
ear
com
mun
icat
ion
with
par
ents
abou
t sta
ndar
ds a
nd a
sses
smen
ts,
as w
ell a
s he
lp e
ncou
rage
mor
e m
eani
ngfu
lco
nver
satio
ns b
etw
een
scho
ol a
nd h
ome.
The
yar
e in
tend
ed to
per
form
a v
arie
tyof
func
tions
:
Dem
onst
ratin
g to
dis
tric
ts th
at th
e co
mm
itmen
t to
impr
oved
com
mun
icat
ions
isa
prio
rity
by d
edic
atin
g tim
e, r
esou
rces
, and
exp
ert p
erso
nnel
to c
omm
unic
atin
gst
anda
rds
and
resu
lts.
Dev
elop
ing
clea
r an
d co
ncis
em
essa
ges
with
no
educ
atio
nal j
argo
n an
d pr
o-vi
ding
thes
e m
essa
ges
ina
serie
s of
fact
she
ets
for
dist
ricts
and
loca
l sch
ools
to d
iscu
ss a
nd d
istr
ibut
e to
par
ents
, tea
cher
s, a
nd o
ther
stak
ehol
ders
on
such
topi
cs a
s
The
nee
d fo
r de
velo
ping
sta
te-le
vel s
tand
ards
and
asse
ssm
ents
;H
ow-t
o's
for
impr
ovin
g st
uden
t per
form
ance
res
ults
;T
est-
taki
ng ti
ps fo
r st
uden
ts a
nd p
aren
ts;
Sug
gest
ed g
uide
s fo
r pa
rent
-tea
cher
con
fere
nces
;an
dC
lear
ly s
tate
d an
d ill
ustr
ated
sta
ndar
ds a
nd e
xam
ples
of te
st q
uest
ions
.E
ncou
ragi
ng a
sses
smen
t and
com
mun
icat
ions
sta
ffs(s
tate
and
dis
tric
ts)
to w
ork
toge
ther
to im
prov
e co
mm
unic
atio
ns to
stu
dent
s,pa
rent
s, a
nd te
ache
rs.
Invo
lvin
g di
stric
t com
mun
icat
ions
dire
ctor
s in
dev
elop
ing
and
eval
uatin
gco
mm
unic
atio
ns to
ols.
The
se to
ols
mig
ht in
clud
e al
l or
a co
mbi
natio
n of
the
follo
win
g:
"Que
stio
ns a
nd A
nsw
ers"
on
stan
dard
s, a
sses
smen
ts, a
nd a
ccou
ntab
ility
A li
st o
f que
stio
ns fo
r pa
rent
s to
ask
thei
r ch
ild's
teac
her
to h
elp
them
wor
kto
war
d be
tter
resu
lts
Tip
s fo
r te
ache
rs o
n ho
w to
pro
vide
info
rmat
ion
to p
aren
tsW
eb s
ite a
cces
s fo
r up
-to-
the-
min
ute
chan
ges
A li
st o
f sta
te a
nd n
atio
nal r
esou
rce
guid
eson
sta
ndar
ds a
nd a
sses
smen
tsR
emar
ks a
nd s
peec
hes
from
key
indi
vidu
als
(the
Chi
ef S
tate
Sch
ool O
ffice
r,th
e G
over
nor,
etc
.)A
con
tact
list
and
hot
line
num
bers
A c
alen
dar
of k
ey s
tate
dat
es s
uch
as:
Tes
t dat
es
Tes
t rel
ease
dat
es
Ope
n pu
blic
mee
tings
A g
loss
ary
of fr
eque
ntly
use
d te
rms
Bui
ldin
g pu
blic
sup
port
als
o m
eans
com
mun
icat
ing
resu
lts h
ones
tly, c
lear
ly,
and
in a
timel
y m
anne
r. R
ecog
nizi
ng th
at th
e tu
rnar
ound
tim
e fr
om th
est
ate
offic
es to
the
dis-
tric
ts is
sho
rt, s
tate
s ca
n pr
ovid
e di
stric
ts w
itha
num
ber
of to
ols
to a
ssis
t dis
tric
ts in
prep
arin
g,an
alyz
ing,
and
rep
ortin
g th
eir
resu
lts.
The
Ohi
o D
epar
tmen
t of E
duca
tion
rece
ntly
rel
ease
d a
tool
kit,
Putti
ng th
e Pi
eces
Tog
ethe
r..A
Com
mun
icat
ions
Too
lkit
for
the
Loc
al R
epor
t Car
d,to
hel
p di
stric
ts d
esig
n
and
impl
emen
t the
ir co
mm
unic
atio
ns r
egar
ding
loca
l rep
ort c
ards
. The
tool
kit c
on-
tain
s a
num
ber
of m
ater
ials
incl
udin
g:
O F
act s
heet
s*
Loca
l rep
ort c
ard
prot
otyp
es*
Fre
quen
tly a
sked
que
stio
nsQ
uest
ions
to c
onsi
der
(que
stio
ns th
at d
istr
icts
are
like
ly to
hea
r fr
om th
e
com
mun
ity)
Tal
king
poi
nts
* S
ugge
stio
ns o
n ho
w t6
get
par
ents
and
fam
ilies
mor
e in
volv
ed in
sch
ool
impr
ovem
ent e
ffort
s*
A te
chni
cal d
efin
ition
s m
anua
l (pr
ovid
ing
the
back
grou
nd in
form
atio
n on
how
eac
h da
ta e
lem
ent i
s ca
lcul
ated
)
For
mor
e in
form
atio
n on
Ohi
o's
tool
kit,
cont
act t
he O
hio
Dep
artm
ent o
f E
duca
tion
at61
4/46
6-36
41, o
r vi
sit t
heir
web
site
at w
ww
ode.
ohio
.gov
.
t's im
port
ant t
o no
t und
eres
timat
e th
e co
nfus
ion
abou
t new
test
s de
sign
ed to
mee
t hig
her
stan
dard
s. P
aren
ts c
ome
to th
eta
ble
with
man
y qu
estio
ns a
nd a
lot o
f an
xiet
ies.
Sim
plif
ying
thes
eco
mpl
icat
ed is
sues
is n
ot a
lway
s ea
sy; i
n fa
ct, c
reat
ing
a do
cum
ent
that
par
ents
wou
ld a
ctua
lly w
ant t
o re
ad is
dif
ficu
lt.
How
can
thes
e co
mpl
icat
ed m
essa
ges
be s
im-
plif
ied?
How
can
sta
tes
expl
ain
the
purp
ose
ofne
w te
sts
and
the
unde
rlyi
ng s
tand
ards
? T
heG
oals
Pan
el b
elie
ves
that
sta
tes
need
to s
impl
i-fy
thes
e m
essa
ges
for
pare
nts
by p
rovi
ding
both
bac
kgro
und
and
cont
ext (
stra
tegi
c re
c-om
men
datio
ns)
and
clar
ific
atio
n (c
onte
nt r
ec-
omm
enda
tions
). T
he s
trat
egic
rec
omm
enda
-tio
ns li
sted
bel
ow w
ill a
ssis
t sta
tes
in d
eter
-m
inin
g w
hat i
nfor
mat
ion
pare
nts
wan
t and
Som
e si
mpl
e w
ays
to b
esi
mpl
e:
incl
ude
grop
hics
and
pict
ures
;
use
larg
epr
int;
use
jarg
onsp
arin
gly
and
defin
e w
hat y
ou m
ean;
aim
to a
n8t
h-gr
ade
read
ing
leve
l;ke
ep it
sho
rt.
how
that
info
rmat
ion
shou
ld b
e pr
esen
ted.
The
con
tent
rec
omm
enda
tions
will
ass
ist s
tate
s in
thin
king
abo
utho
w to
mak
e th
at in
form
atio
n cl
ear
thro
ugh
the
use
of e
xam
ples
(e.g
., ex
ampl
es o
f st
anda
rds,
test
item
s, a
nd s
tude
nt r
espo
nses
).
Stra
tegi
c re
com
men
datio
ns:
Rec
omm
enda
tion
1: A
ddre
ss p
aren
ts' c
once
rns
up f
ront
;O
Rec
omm
enda
tion
2: I
nfor
m p
aren
ts w
hy th
e st
ate
is m
akin
g th
ese
chan
ges;
O R
ecom
men
datio
n 3:
Hel
p pa
rent
s to
und
erst
and
why
sco
res
may
be lo
w in
the
begi
nnin
g an
d w
hat w
ill b
e do
ne to
impr
ove
scor
esov
er ti
me;
O R
ecom
men
datio
n 4:
Pla
ce th
e ne
w te
sts
in p
ersp
ectiv
e: d
on't
over
-st
ate
the
faili
ngs
of th
e m
ore
trad
ition
al te
sts
and
don'
t ove
rsta
teth
e im
port
ance
of
the
new
test
s;
3 4
O R
ecom
men
datio
n 5:
Ans
wer
que
stio
ns th
ough
tful
ly a
nd h
ones
tly,
such
as:
Wha
t are
the
stan
dard
s?W
ho s
et th
e st
anda
rds?
Wha
t are
the
cons
eque
nces
of
the
asse
ssm
ent?
How
are
the
resu
lts o
f th
e as
sess
men
t goi
ng to
be
used
?W
hat i
f m
y ch
ild h
as s
peci
al n
eeds
?W
hen
is th
e as
sess
men
t sch
edul
ed?
How
muc
h cl
ass
time
will
it ta
ke?
Whe
re c
an I
get
mor
e in
form
atio
n?
Con
tent
rec
omm
enda
tions
:O
Rec
omm
enda
tion
6: P
rovi
de e
xam
ples
of
wha
t stu
dent
s ne
ed to
know
and
be
able
to d
o (a
nd le
t par
ents
kno
w h
ow th
ey c
anob
tain
com
plet
e de
scri
ptio
ns);
Rec
omm
enda
tion
7: P
rovi
de e
xam
ples
of
test
que
stio
ns a
nd e
xam
-pl
es o
f st
uden
t wor
k (t
hose
that
mee
t the
sta
ndar
d, th
ose
that
do
not m
eet t
he s
tand
ard,
and
exp
lana
tions
as
to w
hy);
O R
ecom
men
datio
n 8:
Use
cle
ar a
nd c
onci
se la
ngua
ge to
def
ine
tech
nica
l ter
ms;
avo
id ja
rgon
;O
Rec
omm
enda
tion
9: P
rovi
de ti
ps f
or p
aren
tssu
gges
tions
they
can
use
to e
ncou
rage
thei
r ch
ildre
n to
dev
elop
thei
r sk
ills
and
know
ledg
e an
d im
prov
e th
eir
acad
emic
per
form
ance
.
It is
pro
babl
y no
t nec
essa
ry to
pro
vide
all
of th
e di
ffer
ent t
ypes
of
info
rmat
ion
liste
d ab
ove.
Det
erm
inin
g th
e be
st c
ombi
natio
n of
info
r-m
atio
n fo
r th
e pa
rent
s in
you
r st
ate
will
dep
end
on th
e ty
pe o
fas
sess
men
t sys
tem
in y
our
stat
eit's
not
a o
ne-s
ize-
fits
-all.
But
the
best
com
bina
tion
of in
form
atio
n w
ill a
lso
be d
eter
min
ed b
y lis
teni
ngto
the
pare
nts
in y
our
stat
ethr
ough
the
use
of s
urve
ys, f
ocus
grou
ps, o
r fa
ce-t
o-fa
ce c
omm
unic
atio
n.
Geo
rgia
is a
n ex
ampl
e of
a s
tate
that
list
ened
. In
Janu
ary
1996
,th
e G
eorg
ia D
epar
tmen
t of
Edu
catio
n re
leas
ed it
s fi
rst a
nnua
lre
port
car
d. T
itled
The
Geo
rgia
Pub
lic E
duca
tion
Rep
ort C
ard,
it p
ro-
vide
d da
ta o
n G
eorg
ia's
180
sch
ool s
yste
ms
and
1,80
0 sc
hool
s fo
rth
e 19
94-9
5 sc
hool
yea
r. A
lthou
gh th
e pu
blic
rec
eive
d th
e re
port
card
ent
husi
astic
ally
, con
cern
s so
on b
ecam
e ap
pare
nt. I
n re
spon
seto
thos
e co
ncer
ns, a
nd r
ealiz
ing
that
inpu
t fro
m p
aren
ts w
ould
be
In J
anua
ry 1
996,
the
Geo
rgia
Dep
artm
ent o
f Edu
catio
n re
leas
ed it
s fir
st a
nnua
lre
port
car
d an
d pr
ovid
ed it
to a
ll its
sch
ool s
yste
ms
and
scho
ols
for
the
1994
-95
scho
ol y
ear.
Alth
ough
the
publ
ic r
ecei
ved
the
repo
rt c
ard
data
ent
husi
astic
ally
,co
ncer
ns s
oon
beca
me
appa
rent
. Com
men
ts fr
om p
aren
ts s
ugge
sted
that
the
amou
nt o
f dat
a on
,sc
hool
s w
as o
verw
helm
ing
for
the
gene
ral p
ublic
and
that
way
s fo
r pa
rent
s to
use
the
data
wer
e un
clea
r. In
stea
d, p
aren
ts in
dica
ted
that
they
pre
ferr
ed in
form
atio
n ab
out
scho
ols
in a
mor
e us
er-f
riend
ly fo
rmat
. The
dep
artm
ent t
here
fore
dec
ided
to p
rodu
ceth
e re
port
car
d in
two
form
ats
for
the
1995
-96
scho
olye
ar. O
ne fo
rmat
wou
ld b
e an
expa
nded
ver
sion
of c
ompr
ehen
sive
dat
a (w
ith a
ccom
pany
ing
defin
ition
s fo
r ed
uca-
tors
); th
e se
cond
wou
ld b
e de
sign
ed e
xclu
sive
ly fo
r pa
rent
s.
Inpu
t fro
m p
aren
ts w
as c
ritic
al to
cre
atin
g a
docu
men
t to
mee
t the
ir ne
eds.
Ase
ries
of s
ix fo
cus
grou
p m
eetin
gs w
ith p
aren
ts w
as h
eld
thro
ugho
ut th
est
ate.
Par
ticip
ants
wer
e as
ked
to k
eep
in m
ind
thre
e ov
errid
ing
ques
tions
thro
ugho
ut th
e fo
cus
grou
pdi
scus
sion
. 1)
Are
thes
e th
e da
ta p
aren
ts w
ant a
nd n
eed
abou
t the
ir ch
ild's
sch
ool?
2) A
re th
e da
ta p
rese
nted
in a
n un
ders
tand
able
form
at?
3) W
hat o
ther
dat
a el
emen
tsno
t cur
rent
ly c
olle
cted
do
pare
nts
wan
t inc
lude
d on
a r
epor
t car
d sp
ecifi
cally
desi
gned
for
them
?
Info
rmat
ion
gain
ed fr
om th
e fo
cus
grou
ps w
ith p
aren
ts in
clud
ed th
e fo
llow
ing:
Ove
rall,
par
ents
wan
ted
a co
ncis
e, e
asy-
to-r
ead
docu
men
t tha
t pro
vide
d ge
nera
lda
ta a
bout
a s
choo
l. S
uch
a do
cum
ent s
houl
d en
cour
age
pare
nts
to fe
elm
ore
com
fort
able
in th
e sc
hool
, to
stim
ulat
e qu
estio
ns a
bout
the
prog
ram
s in
the
scho
ol, a
nd to
bec
ome
mor
e ac
tivel
y in
volv
ed in
thei
r ch
ild's
edu
catio
n.
criti
cal t
o m
eet p
aren
ts' n
eeds
, the
dep
artm
ent c
ondu
cted
a s
erie
sof
foc
us g
roup
mee
tings
.
Wha
t Geo
rgia
lear
ned
abou
t sch
ool r
epor
t car
ds a
lso
appl
ies
to th
ein
divi
dual
stu
dent
rep
ort (
whi
ch is
fur
ther
dis
cuss
ed in
Sec
tion
III)
;th
ere
are
inco
nsis
tenc
ies
in w
hat p
aren
ts c
onsi
der
impo
rtan
t and
inw
hat t
hey
wan
t. B
y ta
king
the
time
to li
sten
, Geo
rgia
was
abl
e to
rec
-og
nize
and
bet
ter
unde
rsta
nd w
hat p
aren
ts w
ere
aski
ng f
orto
hav
e
Par
ents
wan
ted
a si
mpl
e, o
ne-p
age
docu
men
t rep
ortin
g on
ly th
e da
ta d
eem
edm
ost i
mpo
rtan
t. T
he m
ajor
ity o
f par
ents
wou
ld n
ot r
ead
a co
mpr
ehen
sive
doc
u-m
ent.
Par
ents
wan
ted
the
docu
men
t to
be ti
tled
"Rep
ort C
ard
for
Par
ents
" to
enco
urag
eal
l par
ents
to b
ecom
e m
ore
know
ledg
eabl
e ab
out t
heir
child
's s
choo
l.P
aren
ts o
verw
helm
ing
agre
ed th
at d
ata
pres
ente
d in
bot
h gr
aphi
cs a
ndte
xt fo
r-m
ats
wou
ld b
e m
ore
easi
ly u
nder
stoo
d.P
aren
ts w
ante
d al
l sta
te-m
anda
ted
test
info
rmat
ion
repo
rted
. The
yw
ere
part
icu-
larly
inte
rest
ed in
dat
a sh
owin
g co
mpa
rison
s w
ith o
ther
sch
ools
in th
eir
syst
em,
the
stat
e, a
nd th
e na
tion.
Par
ents
gen
eral
ly d
id n
ot u
nder
stan
d th
e di
ffere
nces
betw
een
norm
-ref
eren
ced
and
crite
rion-
refe
renc
ed te
sts.
The
y w
ante
d th
ete
xtto
incl
ude
an e
xpla
natio
n of
the
purp
ose
of th
e te
sts
and
of th
e sc
orin
g.
The
Geo
rgia
Dep
artm
ent o
f Edu
cotio
n to
ok th
e re
sults
of t
he fo
cus
grou
ps a
ndde
velo
ped
the
Rep
ort C
ord
for
Par
ents
beg
inni
ng w
ith th
e 19
95-9
6 sc
hool
year
. The
depa
rtm
ent p
rodu
ced
and
dist
ribut
ed 2
00 c
opie
s of
the
repo
rt c
ard
to e
ach
of th
est
ate'
s 1,
800
scho
ols.
The
doc
umen
t was
pro
duce
don
lega
l-siz
e pa
per
fold
ed in
half,
mak
ing
it ea
sy to
dup
licat
e. S
choo
lsw
ere
enco
urag
ed to
pro
duce
add
ition
alco
pies
of t
he r
epor
t car
d as
nee
ded
and
to s
end
it to
par
ents
. The
rep
ort c
ard
was
also
pro
duce
d in
an
elec
tron
ic fo
rmat
. Bot
h ve
rsio
ns o
f the
rep
ort c
ardt
hem
ore
com
preh
ensi
ve d
ata
repo
rt a
nd th
e R
epor
t Car
d fo
r P
aren
tsw
ere
incl
uded
on a
CD
-RO
M a
nd o
n th
e de
part
men
t's w
eb p
age
at w
ww
.doe
.k12
.ga.
us. R
eact
ions
tobo
th v
ersi
ons
have
bee
n ex
trem
ely
posi
tive
and
resu
lted
in th
e de
part
men
tco
ntin
uing
to d
evel
op a
nd p
rodu
ce tw
o fo
rmat
s of
The
Geo
rgia
Pub
lic E
duca
tion
Rep
ort C
ard.
For m
ore
info
rmat
ion,
con
tact
the
Geo
rgia
Dep
artm
ent o
f E
duca
tion
at 4
04/6
56-2
800
orvi
sit t
heir
web
site
at w
ww
.doe
.k12
.ga.
us.
com
para
tive
info
rmat
ion,
def
initi
ons,
gra
phs,
and
text
, all
on a
sim
-pl
e, o
ne-p
age
docu
men
tand
ack
now
ledg
e th
at th
ese
conf
lictin
gde
man
ds p
rese
nt c
halle
nges
in c
reat
ing
repo
rts
that
mee
t par
ents
'ex
pect
atio
ns.
For
deta
ils o
n th
e in
cons
iste
ncie
s G
eorg
ia f
ound
and
the
ques
tions
aske
d, s
ee C
lose
-up
II.
37
Stra
tegi
c re
com
men
datio
ns
Rec
omm
enda
tion
1: A
ddre
ss p
aren
ts' c
once
rns
up f
ront
Stat
es s
houl
d be
sen
sitiv
e to
issu
es th
at in
som
e st
ates
hav
e pr
ovok
edan
xiet
y am
ong
pare
ntse
spec
ially
wha
t the
test
cov
ers
and
how
the
resu
lts w
ill b
e us
ed. I
n m
any
case
s, th
ese
conc
erns
may
go
beyo
ndth
e "m
ost c
omm
only
ask
ed q
uest
ions
" (s
ee R
ecom
men
datio
n 5)
.A
ddre
ssin
g th
ese
issu
es e
arly
bef
ore
they
act
ually
bec
ome
"con
cern
s"is
cri
tical
to a
void
ing
prob
lem
s la
ter,
suc
h as
onc
e th
e te
st h
as b
een
deve
lope
d or
adm
inis
trat
ion
has
begu
n. S
ome
conc
erns
sta
tes
may
wan
t to
cons
ider
add
ress
ing
up f
ront
incl
ude
the
follo
win
g:
O D
oes
the
test
cov
er th
e ba
sics
, suc
h as
spe
lling
, gra
mm
ar, p
unct
ua-
tion,
and
mul
tiplic
atio
n ta
bles
?O
Do
the
test
que
stio
ns h
ave
mul
tiple
cor
rect
ans
wer
s?O
Are
the
scor
es s
ubje
ctiv
edo
they
ref
lect
the
judg
men
ts o
f th
ete
st s
core
rs, r
athe
r th
an a
chi
ld's
abi
litie
s?O
Doe
s th
e ne
w a
sses
smen
t sys
tem
test
val
ues
and
attit
udes
?4
Is th
e te
st c
ultu
rally
and
/or
raci
ally
bia
sed?
O C
ould
the
test
res
ults
be
used
to tr
ack
child
ren
and
inva
de f
amily
priv
acy?
0 If
a c
hild
doe
s no
t pas
s th
e te
st, w
ill h
e/sh
e no
t be
prom
oted
toth
e ne
xt g
rade
(or
will
he/
she
not b
e ab
le to
gra
duat
e)?
In O
rego
n's
new
slet
ter,
A S
choo
l Ass
ignm
ent f
or A
ll O
rego
nian
s:T
rans
form
ing
Ore
gon
Scho
ols
to P
repa
re S
tude
nts
for
the
21st
Cen
tury
, inf
orm
atio
n is
pro
vide
d to
par
ents
abo
ut "
Ore
gon'
s sc
hool
tran
sfor
mat
ion"
(se
e E
xam
ple
1).
Rec
omm
enda
tion
2: I
nfor
m p
aren
ts w
hy th
e st
ate
is m
akin
g th
ese
chan
ges
One
way
to in
form
par
ents
why
the
stat
e is
mov
ing
tow
ard
a sy
stem
of h
ighe
r st
anda
rds
and
toug
her
test
s is
to p
rovi
de h
ard
fact
s. S
tate
sne
ed to
sho
w p
aren
ts th
at th
e st
atus
quo
is n
o lo
nger
goo
d en
ough
.
38
WM
stu
dent
s le
arn
the
basi
cs?
Yes
. Ore
gon
has
acad
emic
sta
ndar
ds In
six
bas
ic a
reas
: Eng
lish,
mat
hem
atic
s,sc
ienc
e, th
e so
das
Sci
enC
es (
hist
ory
dvic
s, g
eogr
aphy
and
eco
nom
ics)
, the
art
san
d se
cond
lang
uage
l At g
rade
3, f
or e
xam
ple,
stu
dent
s w
ill b
e ex
pect
edto
dem
onst
rate
they
can
rea
d ac
cura
tely
At g
rade
5, s
tude
nts
will
be
expe
cted
tous
e co
rrec
t spe
lling
, gra
mm
ar a
nd p
unct
uatio
n an
d ad
d, s
ubtr
act m
ultip
ly a
nddi
vide
with
frac
tions
. Stu
dent
s w
ill b
e ex
pect
ed to
exp
lain
the
pow
ers
of th
eth
ree
bran
dies
of U
.S. g
over
nmen
t by
grad
e 8.
And
they
will
be
requ
ired
tode
scrib
e m
alor
dev
elop
men
ts in
wor
ld h
isto
ry a
s so
phom
ores
. Sta
tete
sts
and
clas
sroo
m a
ssig
nmen
ts w
ill e
valu
ate
whe
ther
stu
dent
s ha
ve m
aste
red
thes
e an
dot
her
fund
amen
tal a
reas
.
For
mor
e in
form
atio
n, c
onta
ct th
e O
rego
n D
epar
tmen
t of
Edu
catio
n at
503
/378
-357
3 or
visi
t the
ir w
eb s
ite a
t ww
w.o
de.s
tate
.oru
s.
Scor
es f
rom
the
Nat
iona
l Ass
essm
ent o
f E
duca
tiona
l Pro
gres
s(N
AE
P), i
f yo
ur s
tate
par
ticip
ates
, or
rece
nt p
ollin
g or
foc
us g
roup
data
can
pro
vide
that
info
rmat
ion.
But
num
bers
will
not
nec
essa
rily
spea
k fo
r th
emse
lves
. Sta
tes
need
to a
nsw
er th
e qu
estio
nhow
will
thes
e ch
ange
s he
lp m
y ch
ild?b
y co
nnec
ting
the
data
to p
eopl
e's
lives
. Sta
tes
shou
ld b
e cl
ear
that
cur
rent
ach
ieve
men
t lev
els
are
not
suff
icie
nt to
allo
w s
tude
nts
to g
et a
goo
d jo
b or
suc
ceed
in c
olle
gehi
gher
ach
ieve
men
t is
nece
ssar
y T
he li
nk b
etw
een
prep
arin
g ch
il-dr
en f
or th
e fu
ture
and
the
high
er s
tand
ards
and
new
test
s ne
eds
to b
e ex
plic
it.
The
exa
mpl
e on
the
next
pag
e co
mes
fro
m th
e co
ver
of th
ePh
ilade
lphi
a sc
hool
dis
tric
t's p
amph
let o
n th
e SA
T-9
for
par
ents
.It
und
ersc
ores
for
par
ents
the
link
betw
een
high
exp
ecta
tions
and
bette
r re
sults
and
dri
ves
hom
e th
e po
int t
hat t
he a
sses
smen
t is
impo
rtan
t. BE
STC
OPV
IAV
AIL
39
4 0
Exa
mpl
e 2
TH
E S
CH
OO
L D
IST
RIC
T O
F PH
ILA
DE
LPH
IAB
OA
RD
OF
ED
UC
AT
ION
21ST
ST
RE
ET
S. O
F T
HE
PA
RK
WA
YPH
ILA
DE
LPH
IA. P
EN
NSY
LV
AN
IA 1
9103
-109
9
DA
VID
W. H
OR
NB
EC
KSV
PER
INT
EN
DE
NT
OF
SCH
OO
LS
Oct
ober
, 199
7
Dea
r P
aren
ts,
Thi
s m
onth
you
will
sta
rt m
eetin
g w
ith y
our
child
ren'
s te
ache
rs to
talk
abo
ut th
eir
prog
ress
in s
choo
l. In
addi
tion
to r
epor
t car
ds a
nd e
xam
ples
of c
lass
wor
k, s
tand
ardi
zed
test
s pr
ovid
e an
othe
r in
dica
tion
of w
hat s
tude
nts
know
and
wha
t the
y ar
e ab
le to
do.
For
the
past
two
year
s, th
e S
choo
l Dis
tric
t of P
hila
delp
hia
has
give
n a
new
kin
d of
sta
ndar
dize
d te
st c
alle
dth
e S
tanf
ord-
9 (S
AT
-9)
to h
elp
dete
rmin
e th
e le
vels
of r
eadi
ng, m
ath
and
scie
nce
skill
s of
stu
dent
s in
the
Dis
tric
t.T
he te
st is
issu
ed b
y H
arco
urt B
race
Edu
catio
nal M
easu
rem
ent ,
one
of t
he le
adin
g ed
ucat
iona
l tes
ting
publ
ishe
rs in
the
wor
ld. H
arco
Urt
Bra
ce is
als
o re
spon
sibl
e fo
r m
arki
ng th
e te
st a
nd p
rovi
ding
the
Dis
tric
t with
stu
dent
scor
es.
Tes
t res
ults
are
ava
ilabl
e fo
r ev
ery
stud
ent w
ho to
ok th
e te
st. T
he D
istr
ict a
lso
has
sum
mar
ized
res
ults
for
each
scho
ol a
nd fo
r th
e D
istr
ict a
s a
who
le.
As
we
shift
to a
sta
ndar
ds-b
ased
edu
catio
n sy
stem
, man
y fa
cets
of o
ur c
urric
ulum
, ins
truc
tion,
and
asse
ssm
ent s
yste
ms
will
cha
nge.
The
SA
T-9
is o
ne c
ompo
nent
of t
he S
choo
l Dis
tric
t of P
hila
delp
hia'
s ne
w s
yste
mfo
r de
term
inin
g ho
w o
ur s
tude
nts
are
perf
orm
ing.
The
SA
T-9
was
sel
ecte
d be
caus
e of
its
uniq
ue c
hara
cter
istic
s. It
ref
lect
s na
tiona
l sta
ndar
ds in
rea
ding
,m
ath
and
scie
nce
on w
hich
our
sta
ndar
ds a
re b
ased
. It e
xam
ines
hig
her
orde
r th
inki
ng s
kills
like
pro
blem
sol
ving
and
requ
ires
stud
ents
to d
o m
ore
than
sim
ply
reca
ll m
emor
ized
fact
s. T
he S
AT
-9 o
ften
requ
ires
the
stud
ent t
o w
rite
an a
nsw
er. I
t pre
sent
s ta
sks
that
clo
sely
res
embl
e th
e ki
nds
of a
ctiv
ities
that
our
stu
dent
s us
e in
cla
ssro
oms
and
that
empl
oyer
s se
ek in
the
wor
kpla
ce.
The
Dis
tric
t goa
l is
to h
ave
our
child
ren
scor
e at
the
"pro
ficie
nt"
leve
l on
this
test
. Thi
s le
vel i
ndic
ates
that
a st
uden
t is
prep
ared
to m
ove
to th
e ne
xt g
rade
.
The
SA
T-9
test
exp
ects
mor
e fr
om y
our
child
ren
and
hold
s th
em to
a h
ighe
r st
anda
rd th
an o
ther
test
s th
eyha
ve ta
ken.
Man
y of
the
ques
tions
on
the
test
are
"op
en e
nded
"and
the
answ
ers
requ
ire c
ritic
al th
inki
ng, p
robl
emso
lvin
g an
d w
ritin
g sk
ills.
Exp
erie
nce
has
show
n us
that
whe
n yo
u ex
pect
mor
e of
chi
ldre
n, th
ey r
ise
to th
ech
alle
nge
and
tend
to fu
lfill
your
exp
ecta
tions
.T
hese
test
res
ults
will
allo
w y
ou to
iden
tify
your
chi
ld's
str
engt
hs a
nd w
eakn
esse
s. Y
ou c
an d
eter
min
e ho
wyo
ur c
hild
per
form
ed o
n di
ffere
nt ty
pes
of q
uest
ions
and
gai
n a
bette
r un
ders
tand
ing
of h
ow y
ou c
an s
uppo
rtte
ache
rs' e
ffort
s to
hel
p yo
ur c
hild
ren
succ
eed.
In a
dditi
on, t
he d
ata
can
be u
sed
by s
choo
l sta
ff to
hel
p sh
ape
plan
sto
impr
ove
curr
icul
um a
nd to
des
ign
mor
e ef
fect
ive
inst
ruct
iona
l pra
ctic
e.T
he te
st is
giv
en to
chi
ldre
n in
gra
des
2, 3
, 4, 7
, 8, 9
and
I I.
We
use
grad
es 4
, 8 a
nd I
Ias
ben
chm
ark
year
sto
ass
ess
stud
ent p
erfo
rman
ce in
ele
men
tary
, mid
dle
and
high
sch
ools
, res
pect
ivel
y. P
leas
e no
te th
at g
rade
s 2
and
9w
ere
test
ed o
nly
usin
g op
en-e
nded
que
stio
ns.
Ple
ase
feel
free
to a
sk q
uest
ions
abo
ut th
e te
st.
Thi
s pa
mph
let i
s pr
ovid
ed to
hel
p yo
u fu
rthe
r un
ders
tand
the
SA
T-9
ass
essm
ent s
yste
m.
Sin
cere
ly,
1111
1Lt
vid
:
Sup
erin
tend
ent
For
mor
e in
form
atio
n, c
onta
ct th
e Ph
ilade
lphi
a Sc
hool
Dis
tric
t's O
ffic
e of
Com
mun
icat
ions
at 2
15/2
99-7
850.
II Le
4 1
ST
CO
PY
AV
AIL
AB
LE
Exa
mpl
e 3
(bel
ow)
prov
ides
ano
ther
exa
mpl
e of
a s
tate
link
ing
the
need
for
hig
her
stan
dard
s an
d th
e ne
w te
sts
in p
repa
ring
chi
ldre
n fo
rth
e fu
ture
. It a
ppea
rs in
the
Mas
sach
uset
ts C
oalit
ion
for
Hig
her
Stan
dard
s St
artin
g N
ow f
lyer
.
An
Apr
il 19
98 e
dito
rial
in th
e B
osto
n G
lobe
indi
cate
d th
at M
ass
Insi
ght E
duca
tion
and
Res
earc
h In
stitu
te (
the
grou
p th
at m
anag
esth
e M
assa
chus
etts
Coa
litio
n fo
r H
ighe
r St
anda
rds)
"ha
s sh
own
,
Why
sta
teS
tand
ards
and
New
Tes
ts?
Mas
sach
uset
ts h
as m
anyo
f the
fine
st.;
scho
ols
In th
e co
untr
y. O
vera
ll, o
urst
uden
ts d
o ve
rY w
ell o
n m
ittin
ial
test
s, w
hen
com
pare
d w
ith s
tUde
ribfr
ont o
ther
sta
tes.
But
eve
n in
Mas
sach
uset
ts, o
nly
one
in th
ree
4th-
grad
ers
is p
rofic
ient
In
read
ing,
acc
ordi
ng to
the
Nat
iona
lA
sses
smen
t of E
duca
tiona
l Pro
vess
.co
nsid
ered
the
mos
t rig
orou
s an
dre
liabl
e re
port
car
d fo
r th
e na
tion'
s
scho
ols.
Onl
y on
e in
four
of o
ur fi
th;
grad
ers
is p
rofic
ient
in m
ath.
Fou
rin
ten
/Rh-
grad
ers
ate
prof
icie
nt in
scie
nce.
The
se s
core
s ar
e no
t goo
den
ough
for
toda
ys w
orld
.
We
all c
an d
o be
tter
Man
y P
eopl
e as
sum
e th
ese
chal
leng
es
are
isol
ated
in o
ur b
ig c
ities
and
low
evin
com
e sc
hool
dis
tric
ts. T
hey
are
wro
ng. T
here
is p
lent
y of
evi
denc
eth
at e
ven
our
high
est-
perf
orm
ing
scho
ols
can
do b
ette
ran
d ne
edto
do
bette
r as
they
pre
pam
thei
rst
uden
ts to
com
pete
with
chi
ldre
nfr
om o
il ov
er th
wor
ld.
Pre
parin
g st
uden
ts to
aC
hlev
e at
high
er le
vels
In s
choo
l IS
an
enor
mou
s
chal
king
, for
teac
hers
, stu
dent
a an
d
..ich
ools
It's
alio
a it
iblic
prio
r*: A
reca
nt p
oll b
y M
ass
Insi
ght s
hoW
s
.82p
erce
nt o
i dal
e re
side
nts
agre
e th
atih
e si
aten
eedi
to s
et h
ighe
r ac
adem
ic.
stt.n
dard
s in
d de
velo
p m
ore
Cha
lleng
-in
g te
sts
for
loca
l sch
ools
. And
72
perc
ent a
gree
that
Itav
ing
acad
emic
stan
dard
s an
d 'M
t, te
sts
begi
nnin
g th
isS
prin
g w
ill le
ad to
bet
ter
educ
atio
n."
Impr
ovin
g in
stru
ctio
n,bo
ostin
g ac
hiev
emen
tO
ur n
ew. r
igom
us s
tand
ards
alre
ady
are
impr
ovin
g in
stru
ctio
n in
man
ycl
assr
oom
s ac
ross
the
com
mon
wea
lth.
The
y ar
e m
akin
g cl
ear
to s
tude
nts,
teac
hers
and
par
enb
the
know
ledg
ean
d sI
dlis
that
pup
ils m
ust h
ave
in
core
aca
dem
ic s
ubje
cts.
whe
ther
they
live
in B
osto
n. G
reen
field
or
Con
cord
.T
he n
ew te
sts,
in tu
rn. w
illm
easu
rein
divi
dual
stu
dent
ach
ieve
men
t: E
ach
stud
ent W
ill k
now
whe
ther
he
or s
heM
eets
the
stan
dard
, exc
eeds
itor
falls
belo
w it
.
The
new
test
s w
ill r
epla
ce th
e
ME
AP
exa
ms
that
hav
e be
en g
iven
ever
y tw
o ye
ars
sinc
e 19
86. B
ecau
se
the
new
sta
te te
sts
are
base
d on
our
. .st
anda
rds,
they
will
pre
sent
a m
omus
eful
pic
ture
of s
choo
l and
stu
dent
perf
orm
ance
. And
teac
hers
and
stu
-de
nts
will
take
the
new
sta
ndar
ds a
ndte
sts
serio
usly
bec
ause
stu
dent
s w
ill
rece
ive
indi
vidu
al te
st s
core
s an
d ha
vea
spec
ific,
mea
sura
ble
grad
uatio
n
requ
irem
ent t
hat i
s tie
d to
the
test
s.
For
mor
e in
form
atio
n ab
out t
he M
assa
chus
etts
Coa
litio
n fo
r H
ighe
r St
anda
rds,
see
Sect
ion
IV, o
r co
ntac
t the
Coa
litio
n at
617
/492
-058
0 or
at i
nsig
ht@
mas
sins
ight
.com
.
42
imag
inat
ion
in p
inpo
intin
g th
e ki
nd o
f in
form
atio
n m
ost n
eede
d by
stud
ents
, tea
cher
s, p
aren
ts, a
nd o
ther
s an
d ha
s be
en r
esou
rcef
ul in
spre
adin
g th
e w
ord.
"
Rec
omm
enda
tion
3: H
elp
pare
nts
to u
nder
stan
d w
hy s
core
s m
ay b
elo
w in
the
begi
nnin
g an
d w
hat w
ill b
e do
ne to
impr
ove
scor
es o
ver
time
The
exp
erie
nce
of m
any
stat
es s
how
s th
at in
itial
sco
res
on n
ew s
tate
test
s ar
e lik
ely
to b
e lo
w. A
ll pa
rent
s, e
spec
ially
thos
e w
ho a
re u
sed
to th
eir
child
sco
ring
in th
e 90
th p
erce
ntile
or
high
er, w
ill n
eed
tokn
ow to
exp
ect s
omet
hing
low
er. P
aren
ts n
eed
to k
now
that
the
test
sar
e to
ugh.
The
y ne
ed to
kno
w th
at lo
wer
sco
res
are
not,
in a
nd o
fth
emse
lves
, bad
but t
hat t
hey
repr
esen
t a p
ictu
re o
f ac
hiev
emen
tm
easu
red
agai
nst h
ighe
r st
anda
rds.
Sta
tes
need
to e
xpla
in th
at th
ese
test
s pr
ovid
e in
form
atio
n th
at w
ill h
elp
teac
hers
and
pri
ncip
als
tode
term
ine
whe
re a
stu
dent
is a
cade
mic
ally
str
ong
and
whe
re a
ddi-
tiona
l wor
k an
d su
ppor
t are
nee
ded.
Mos
t im
port
ant,
stat
es n
eed
tore
min
d pa
rent
s th
at th
ese
chan
ges
will
take
tim
e to
mak
e th
eir
way
into
eve
ry c
lass
room
, whi
le p
rovi
ding
a r
ealis
tic p
ictu
re o
f ho
wqu
ickl
y th
ese
chan
ges
are
bein
g im
plem
ente
d. P
aren
ts n
eed
to b
eas
sure
d th
at, o
ver
time,
--th
ese
chan
ges
will
mak
e a
posi
tive
diff
eren
cein
thei
r ch
ild's
edu
catio
n an
d th
at in
stru
ctio
n w
ill im
prov
e fo
r al
lst
uden
ts.
The
exa
mpl
e on
the
next
pag
e, ta
ken
from
the
Was
hing
ton
Stat
ePa
rtne
rshi
p fo
r L
earn
ing'
s br
ochu
re H
ere'
s th
e T
ruth
, add
ress
es th
isis
sue. M
T C
OP
YA
VA
ILA
BLE
43
you
CA
N'T
MA
KE
SOU
ND
DE
CIS
ION
S IN
LIF
EW
ITH
OU
T G
OO
D I
NFO
RM
AT
ION
.T
O D
EV
EL
OP
A W
INN
ING
ST
RA
TE
GY
, YO
U N
EE
D A
CC
UR
AT
E D
AT
A.
YO
U N
EE
D T
HE
HA
RD
TR
UT
H A
BO
UT
WH
AT
YO
U D
O W
EL
L A
ND
WH
AT
NE
ED
S T
O C
HA
NG
E A
ND
IM
PRO
VE
.
In 1
997,
ove
r 1,
100
elem
enta
ry s
choo
lsvo
lunt
arily
ste
pped
up
to th
e pl
ate
and
acce
pted
the
chal
leng
e of
get
ting
the
hard
trut
h ab
out t
he p
erfo
rman
ce o
f th
eir
stud
ents
. The
y ag
reed
to s
ee h
ow w
ell
thei
r st
uden
ts m
easu
red
up a
gain
st a
set
of r
igor
ous
acad
emic
sta
ndar
ds. T
hese
scho
ols
are
lead
ers,
and
they
sha
re a
com
mitm
ent t
o do
ing
wha
t it t
akes
to
impr
ove
thei
r in
stru
ctio
n so
thei
r st
uden
tsca
n m
eet h
ighe
r st
anda
rds.
The
sta
ndar
ds in
clud
e th
e sk
ills
and
know
ledg
e w
e al
l kno
w s
tude
nts
need
to m
aste
r to
do
wel
l as
they
pro
gres
sth
roug
h sc
hool
, suc
h as
rea
ding
var
ious
stor
ies
and
mat
eria
ls, w
ritin
g bo
thcr
eativ
ely
and
pers
uasi
vely
, lis
teni
ng
accu
rate
ly, a
nd k
now
ing
mat
h fu
nctio
nsan
d ho
w a
nd w
hen
to a
pply
them
.
The
info
rmat
ion
com
es b
ack
to s
choo
lsin
Sep
tem
ber
in th
e fo
rm o
f sc
ores
fro
ma
new
fou
rth
grad
e te
st th
at m
easu
res
the
wid
e ra
nge
of im
port
ant s
kills
and
know
ledg
e sp
ecif
ied
in th
e ne
w s
tand
ards
.Sc
hool
s ad
min
iste
red
the
new
test
kno
w-
ing
that
nei
ther
thei
r st
uden
ts o
r te
ache
rsha
d tim
e to
ade
quat
ely
prep
are
or le
arn
the
new
mat
eria
l. B
ut th
e go
al o
f th
is te
stw
asn'
t to
"pas
s" o
r "f
ail"
stu
dent
s. R
athe
r,it
was
to g
et a
n ac
cura
te p
ictu
re o
f w
here
the
"gap
s" e
xist
.
The
test
sco
res
give
sch
ools
info
rmat
ion
that
will
hel
p th
em f
igur
e ou
t whe
re th
ecu
rric
ulum
and
inst
ruct
ion
they
are
usi
ngto
day
mat
ches
the
stan
dard
s an
d w
here
itdo
esn'
t. W
hich
ski
lls a
nd k
now
ledg
e in
the
stan
dard
s ar
e st
uden
ts a
lrea
dy le
arni
ngw
ell?
Whe
re is
mor
e at
tent
ion
need
ed?
The
sco
res
prov
ide
base
line
data
that
hel
psc
hool
s fo
cus
thei
r ef
fort
s, ta
rget
thei
ren
ergi
es, a
nd w
ork
mor
e pr
oduc
tivel
y.
On
a st
atew
ide
basi
s, th
e sc
ores
fro
m th
isfi
rst t
est a
re s
ober
ing.
But
they
are
n't a
nin
surm
ount
able
pro
blem
. Lik
e an
y ef
fort
to im
prov
e, th
e fi
rst a
nd m
ost i
mpo
rtan
tst
ep to
suc
cess
is h
avin
g go
od in
form
atio
nto
act
on
and
a cl
ear
plan
for
wha
t nee
dsto
be
acco
mpl
ishe
d. A
ll of
us
now
hav
eth
at in
form
atio
n. S
o, r
athe
r th
an d
wel
lon
the
num
bers
it's
mor
e pr
oduc
tive
tosu
ppor
t sch
ools
as
they
act
to im
prov
eth
ose
num
bers
. With
the
hard
, foc
used
wor
k of
teac
hers
and
stu
dent
s -
as w
ell a
ssu
ppor
ters
in th
e co
mm
unity
- s
choo
lsw
ill im
prov
e.
For
mor
e in
form
atio
n ab
out t
he P
artn
ersh
ip f
or L
earn
ing,
see
Sec
tion
IV, o
r co
ntac
t the
Par
tner
ship
at 2
06/6
25-9
655
or v
isit
thei
r w
eb s
ite a
t ww
wpa
rtne
rshi
p-w
a.or
g.
Rec
omm
enda
tion
4: P
lace
the
new
test
s in
per
spec
tive:
don
't ov
erst
ate
the
impo
rtan
ce o
f th
e ne
w te
sts
and
don'
t ove
rsta
te th
e fa
iling
s of
the
mor
e tr
aditi
onal
test
sT
he d
iffe
renc
es b
etw
een
the
mor
e tr
aditi
onal
test
s an
d th
e ne
w te
sts
shou
ldn'
t be
pres
ente
d as
a c
onte
st b
etw
een
"goo
d" a
nd "
bad.
" M
any
pare
nts
cont
inue
to s
ee e
duca
tiona
l val
ue in
mor
e tr
aditi
onal
test
san
d th
ey g
et c
onfu
sed
and
wor
ried
whe
n to
ld th
at th
e ne
wer
test
sar
e si
mpl
y be
tter.
Thi
s do
esn'
t mea
n th
at th
e ne
w te
sts
may
not
hav
e cl
ear
adva
ntag
esov
er m
ore
trad
ition
al te
sts:
they
may
mea
sure
a b
road
er r
ange
of
impo
rtan
t ski
lls a
nd k
now
ledg
e, a
nd th
ey m
ay a
lso
use
mor
e su
b-st
an ti
ve w
ays
to h
ave
stud
ents
sho
w w
hat t
hey
know
(e.
g., w
ritte
nre
spon
se a
nd a
nsw
er ju
stif
icat
ion)
. But
they
may
als
o ha
ve d
isad
van-
tage
s: th
ey ta
ke lo
nger
, the
y ar
e m
ore
expe
nsiv
e, a
nd th
ey d
on't
nec-
essa
rily
yie
ld n
atio
nal c
ompa
riso
ns.
One
way
to il
lust
rate
the
diff
eren
ces
betw
een
the
mor
e tr
aditi
onal
test
s an
d th
e ne
w te
sts
is th
roug
h a
char
t tha
t lis
ts th
e di
ffer
ence
s.T
he f
ollo
win
g is
fro
m U
nder
stan
ding
the
New
4th
- an
d 7t
h-G
rade
Tes
ts, a
pub
licat
ion
of th
e W
ashi
ngto
n St
ate
Com
mis
sion
on
Stud
ent
Lea
rnin
g.
4 6
Wha
t's N
ew A
bout
the
New
Tes
tT
he c
hart
bel
ow s
how
s ho
w th
ene
w te
st d
iffe
rs f
rom
the
ones
that
child
ren
in W
ashi
ngto
n St
ate
have
bee
n ta
king
for
the
last
20
year
s.
Old
Sta
te T
est
New
Sta
te T
est
V A
ll m
ults
ple-
choi
ce q
uest
ions
V M
ultip
le-c
hoic
e, s
hort
answ
er, a
nd e
xten
ded
resp
onse
que
stio
ns
Scor
ed b
y m
achi
nes
V S
core
d by
spe
cial
ly-t
rain
edex
pert
s
Stud
ent}
sco
re is
com
pare
dw
ith a
sel
ecte
d gr
oup
ofot
her
stud
ents
who
took
the
sam
ete
st.
Mea
sure
s so
me
kind
sIl
lof
know
ledg
e
and
skill
s ve
ry
wel
h su
ch a
s
voca
bula
ry a
ndco
mpu
tatio
n.
1.
V S
tude
nt's
leve
l of
know
kdge
on a
sub
ject
is c
ompa
red
tow
hat i
s co
nsid
ered
mas
tery
of
the
subj
ect
V M
easu
res
voca
bula
ry;
com
puta
tion,
and
sub
ject
sth
at c
an't
be m
easu
red
byco
mpu
ter-
scor
ed te
sts,
such
as
wri
ting
and
liste
ning
.
For
mor
e in
form
atio
n, c
onta
ct th
e W
ashi
ngto
n C
omm
issi
on o
n St
uden
t Lea
rnin
g at
360/
664-
3155
or
visi
t the
ir w
eb s
ite a
t csl
.wed
net.e
du.
4-*
47
Mar
ylan
d pr
ovid
es s
imila
r in
form
atio
n in
a f
act s
heet
fro
m th
eD
epar
tmen
t of
Edu
catio
n. F
act S
heet
6 a
nsw
ers
the
follo
win
gqu
estio
ns:
1. W
hat i
s th
eM
aryl
and
Sch
ool
Per
form
ance
Ass
essm
ent
Pro
gram
(MS
PA
P)?
Sear
RE
VIS
ED
MA
RC
H19
97
M5P
AP
is a
n as
sess
men
t or
test
ing
prog
ram
with
the
prim
ary
purp
ose
of
prov
idin
g in
form
atio
n th
at c
an b
e us
ed to
impr
ove
inst
ruct
ion
in s
choo
ls. T
he
M5P
AP
mea
sure
s th
e pe
rfor
man
ce o
f Mar
ylan
dsc
hool
s in
thre
e w
ays:
how
wel
l stu
dent
s so
lve
prob
lem
s co
oper
ativ
ely
and
indi
vidu
ally
+ h
ow w
ell s
tude
nts
appl
y w
hat t
hey
have
lear
ned
to r
ealw
orld
pro
blem
s
how
wel
l stu
dent
s ca
n re
late
and
use
kno
wle
dge
from
diffe
rent
sub
ject
area
s
2. H
ow d
oes
the
MS
PA
P d
iffer
from
trad
ition
alac
hiev
emen
tte
sts?
+ M
5PA
P is
inte
nded
to m
easu
re s
choo
l im
prov
emen
t, no
tind
ivid
ual s
tude
nt
perf
orm
ance
.M
SP
AP
task
s in
clud
e a
serie
s of
rel
ated
ste
ps th
atdr
aw o
n kn
owle
dge
acro
ss c
onte
nt a
reas
.+
M5P
AP
task
s ar
e re
late
d to
"re
al-li
fe"
situ
atio
ns.
+ M
5PA
P ta
sks
typi
cally
req
uire
stu
dent
s to
writ
eex
tens
ivel
y; th
ey a
rc n
ot
mul
tiple
cho
ice
ques
tions
that
can
be
answ
ered
by s
impl
e ro
te le
arni
ng a
nd
mem
oriz
atio
n of
fact
s.
For
exa
mpl
e, o
ne 5
th g
rade
task
ask
s th
e st
uden
t to
figur
e ou
t if t
he s
choo
l
can
rais
e $2
00 fo
r a
scho
ol b
anne
r in
a 6
-wee
k tim
e fr
ame.
Usi
ng a
char
t on
alum
iniu
m c
an r
ecyc
ling
and
resp
ondi
ng to
anu
mbe
r of
spe
cific
que
stio
ns, t
he
stud
ent f
igur
es o
ut th
e co
nditi
ons
nece
ssar
y to
reac
h th
e fu
nd-r
aisi
ng g
oal,
then
writ
es a
brie
f fea
sibi
lity
stat
emen
t to
pres
entt
o th
e st
uden
t cou
ncil.
For
mor
e in
form
atio
n, c
onta
ct th
e M
aryl
and
Stat
e D
epar
tmen
t of
Edu
catio
n at
410
/767
-047
3.
4 8
4 9
The
Mas
sach
uset
ts C
oalit
ion
for
Hig
her
Stan
dard
s ch
ose
to p
rovi
dein
form
atio
n on
the
diff
eren
ces
betw
een
thei
r ol
d te
st a
nd th
eir
new
test
thro
ugh
the
use
of Q
&A
in th
eir
Coa
litio
n U
pdat
e ne
wsl
ette
r:
Why
sho
uld
we
expe
ct th
e M
CA
S te
stto
spu
r im
prov
e-m
ents
in e
duca
tion
whe
n pr
evio
usst
atew
ide
stan
dard
-iz
ed te
sts
did
not?
Com
mun
ities
fam
iliar
with
prev
ious
rou
nds
of e
duca
tion
refo
rm o
ften
expr
ess
doub
t tha
t the
sta
te s
tand
ards
and
test
ing
prog
ram
will
pro
duce
sign
ific
ant r
esul
ts. M
any
fear
that
MC
AS
scor
es w
ill o
nly
serv
e to
once
aga
in s
tigm
atiz
eth
eir
com
mun
ities
. The
new
pro
gram
, how
ever
, is
mor
eco
mpr
ehen
sive
than
pre
viou
sre
form
eff
orts
. Unl
ike
prev
i-ou
s te
sts,
the
MC
AS
test
s:
are
rigo
rous
and
bas
ed o
n th
e sk
ills
need
ed in
toda
y's
incr
easi
ngly
com
plex
econ
omy.
Res
earc
h an
d ex
peri
ence
show
that
stu
dent
s re
spon
dto
hig
her
expe
ctat
ions
.w
ill p
rovi
dem
ore
deta
iled
resu
lts, w
hich
teac
hers
and
scho
ols
can
use
to im
prov
e th
eir
teac
hing
and
curr
icu-
lum
. Pre
viou
ste
sts
gave
bro
ad in
dica
tions
of
scho
olpe
rfor
man
ce. T
he M
CA
Ste
sts
will
giv
e sp
ecif
ic in
form
a-tio
n on
eac
h st
uden
t and
eac
hsk
ill te
sted
.co
ntai
n ac
coun
tabi
lity
mec
hani
sms,
incl
udin
g a
grad
ua-
tion
requ
irem
ent,
that
are
mak
ing
scho
ols
and
stud
ents
take
not
ice
and
push
har
der
for
impr
ovem
ents
.ar
e ba
sed
on a
uni
form
set
of s
tate
aca
dem
ic s
tand
ards
that
eve
ry p
ublic
sch
ool s
tude
nt is
lear
ning
. Pre
viou
ste
sts
cove
red
only
abo
ut 5
0-60
perc
ent o
f ea
ch lo
cal
curr
icul
um.
For
mor
e in
form
atio
n ab
out t
he C
oalit
ion,
see
Sec
tion
Iv, o
r co
ntac
t the
Coa
litio
nat
617
/492
-058
0 or
at i
nsig
ht@
Mas
sins
ight
.com
.
50
Rec
omm
enda
tion
5: A
nsw
er q
uest
ions
thou
ghtf
ully
and
hon
estly
Alm
ost a
ll st
ates
use
the
Q&
A f
orm
at to
pro
vide
ans
wer
s to
mor
eco
mm
only
ask
ed q
uest
ions
abo
ut th
eir
new
test
ing
prog
ram
s.E
xam
ples
dif
fer
amon
g st
ates
but
it is
cri
tical
to s
elec
t que
stio
nsth
at a
re im
port
ant t
o pa
rent
s, a
nd to
fra
me
the
answ
ers
in c
lear
and
sim
ple
lang
uage
. Edu
catio
nal j
argo
n sh
ould
be
used
spa
ring
ly,
and
term
s sh
ould
be
wel
l def
ined
.
Que
stio
ns m
ay in
clud
e:
Wha
t are
the
stan
dard
s?W
ho s
et th
e st
anda
rds?
Wha
t are
the
cons
eque
nces
of
the
asse
ssm
ent?
How
are
the
resu
lts o
f th
e as
sess
men
t goi
ng to
be
used
?W
hat i
f m
y ch
ild h
as s
peci
al n
eeds
?W
hen
is th
e as
sess
men
t sch
edul
ed?
How
muc
h cl
ass
time
will
it ta
ke?
Whe
re c
an I
get
mor
e in
form
atio
n?
The
exa
mpl
e on
the
follo
win
g pa
ge a
nsw
ers
ques
tions
of
this
type
and
is r
epri
nted
fro
m th
e M
assa
chus
etts
Dep
artm
ent o
f E
duca
tion'
sT
he N
ew M
assa
chus
etts
Tes
t for
Stu
dent
s.
51
Bac
kgro
und
What is the new statewide testing
program?
As mandated by the Education Reform Law of
1993,
the new statewide testing program is
designed to evaluate how well students are
meeting the state's new learning standards in
the curriculum frameworks. In 1998, students
will be tested in English language arts,
mathematics, and science and technology. A
history and social science test will'be added
in 1999. A foreign languages test will be
added later, in accordance with an amendment
to the law.
Par
ticip
atio
n
Are all students required to take
the new tests?
Yes. All 4th, 8th and 10th grade students in
Massachusetts' public schools will take the
tests every spring. This includes students in
vocational schools and charter schools.
Con
tent
Haw ntudh time will the tests take?
The tests will be administered in 45 minute
sessions. The math and science & technology
tests take 3 sessions at grades 4 & 8, and 4
sessions at grade 10. The English language
arts test, which is both a reading and writ-
ing test, will take 7 sessions. Schools will
be given three weeks over which to conduct
the tests, so schools can budget about 2
ses-
sions per day, and allow time for make-up
sessions. This amount of testing time is nec-
essary beCause
(1)
the test includes open-
'ended qUestions which require significant
time;
(2) enough questions need tO be asked
to produce reliable student level reports;
and (3) ample time is built into each ses-
sion for all students to complete and check
their work.
Res
ults
Will fourth or eighth graders be
deniod promotion to the next grade
if they do poway on the tests?
Beginning in May 1998, students in grades 4,
8, and 10 will be tested, and given individ-
ual
scores.
Promotion policies are
local
decisions. The statewide test should not be
the only evaluation of a student's perform-
ance.
What happens to tenth grade students
who do not pass the tests?
Beginning in the year 2001, students will be
required to pass the 10th grade test to grad-
uate. Students will have multiple opportuni-
ties to retake any part of the test they do
not pass.
Will any special services or pro-
grams be offered to students who
score poorly on the tests?
Support for students who score poorly on the
.tests will be a local responsibility. Schools
will consider a range of approaches,
from
improving and supplementing instruction dur-
ing the normal school day to providing oppor-
tunities for intense assistance after school,
during the summer and other times.
Will parents be informed of their
children's results?
Yes. -Parents will receive their children's
test scores.
Will the state publish any of the
test questions after the test
results are returned?
Yes. After each administration of the state
test,
many of the questions will be made
available to the public. In the case of open-
ended questions, sample questions and answers
illustrating a full range of responses (from
law to high performance) will also be made
available.
* How do I find out more abcout the
nmw learning standards, the curricu-
lum frameworks, and the new tests?
Every
school
and public
library
in
the
Commonwealth has copies of the learning stan-
dards and curriculum frameworks. In addition,
you may visit the Department of Education's
website at www.doe.mass.edu to review thel
curriculum frameworks and find out more about:
the new testing program. Or write or call the'
Department of Education at
350 Main St.,
Malden, MA 02148 (781-388-3300) and we will
be happy to assist you.
For
mor
e in
form
atio
n, c
onta
ct th
e M
assa
chus
etts
Dep
artm
ent o
f E
duca
tion
at 7
81/3
88-3
300
or v
isit
their
web
site
at w
ww
doe.
mas
s.ed
u.
The
fol
low
ing
is r
epri
nted
fro
m T
he G
win
nett
Cou
nty
Publ
icSc
hool
s' A
Par
ent's
Gui
de to
Stu
dent
Ach
ieve
men
t.
As
a pa
rent
, you
wan
t you
r ch
ild to
suc
ceed
in s
choo
l and
you
wan
t to
help
inan
yw
ay y
ou c
an. T
hat's
the
purp
ose
of th
is b
roch
uret
o gi
ve y
ou, p
aren
ts, a
cle
arun
ders
tand
ing
of w
hat s
tude
nts
are
expe
cted
to le
arn
in G
win
neit'
s sc
hool
s, h
ow th
atle
arni
ng is
mea
sure
d, w
ays
you
can
help
you
r ch
ild, a
nd h
ow to
'get
your
que
stio
nsan
swer
ed.
Kee
p re
adin
g to
lear
n ho
w G
win
nett
Cou
nty
Pub
lic S
choo
ls h
as c
ombi
ned
a rig
orou
scu
rric
ulum
, exc
eptio
nal t
each
ing,
and
rel
iabl
e te
stin
g to
form
a c
ompr
ehen
sive
inst
ruct
iona
l pro
gram
that
par
ents
hel
ped
us c
reat
e. K
eep
read
ing
so y
ou c
an b
e a
fully
info
rmed
mem
ber
of y
our
child
's "
teac
hing
team
."
Sin
ce o
ur m
issi
on is
"to
pur
sue
exce
llenc
e in
aca
dem
ic k
now
ledg
e, s
kills
, and
beh
av-
ior
for
each
stu
dent
res
ultin
g in
mea
sure
d im
prov
emen
t aga
inst
loca
l, na
tiona
l, an
dw
orld
-cla
ss s
tand
ards
," y
ou k
now
that
we
are
com
mitt
ed to
you
r ch
ild's
aca
dem
icac
hiev
emen
t. T
he fo
llow
ing
are
som
e fr
eque
ntly
ask
ed q
uest
ions
reg
ardi
ng s
tude
ntac
hiev
emen
t in
Gw
inne
tt.
Why
is th
e A
KS,
Gw
inne
tt's
cuni
culu
m, s
o sp
ecia
l?
The
Aca
dem
ic K
now
ledg
e an
d S
kills
, AK
S, w
as d
evel
oped
by
teac
hers
with
inpu
tfr
om o
ver
5,00
0 pa
rent
s. It
ref
lect
s w
hat p
aren
ts a
nd te
ache
rs fe
el is
ess
entia
l for
stud
ents
to le
arn
in e
ach
subj
ect a
rea
at e
ach
grad
e le
vel.
The
'AK
S p
rovi
des
aha
nds-
on c
urric
ulum
, writ
ten
and
orga
nize
d in
a w
ay th
at m
akes
it e
asy
for
ever
yone
to k
now
wha
t is
bein
g ta
ught
and
lear
ned
in G
win
nett'
s cl
assr
oom
s.
The
AK
S g
uara
ntee
s co
nsis
tenc
y in
the
curr
icul
um a
cros
s th
e di
stric
t. A
lthou
gh h
owst
uden
ts le
arn
may
var
y fr
om c
lass
to c
lass
and
sch
ool t
o sc
hool
, wha
t stu
dent
s le
arn
is th
e sa
me.
Any
Gw
inne
tt se
cond
gra
der
in a
ny s
choo
l in
any
teac
her's
cla
ss is
Ita
ught
the
sam
e A
KS
as
all o
ther
sec
ond
grad
ers
in G
win
nett.
The
sam
e is
true
for
any
stud
ent,
at a
ny g
rade
leve
l, or
in a
ny c
ours
e. T
he A
KS
ens
ures
it.
How
will
my
son'
s te
ache
r kn
ow if
he'
s le
arni
ng th
e A
KS
as w
ell a
s he
sho
uld?
i
Sin
ce th
e A
KS
out
lines
wha
t the
teac
her
is e
xpec
ted
to te
ach,
the:
man
y w
ays
that
ate
ache
r "g
rade
s" y
our
son'
s w
ork
shou
ld te
ll he
r so
inet
hing
aba
tit h
ow h
e is
prc
i-1
gres
sing
. Tha
t wou
ld in
clud
e te
sts,
pro
ject
s, r
epor
ts, q
uizz
es, h
omew
ork,
and
dai
lyi 1
5 4
clas
swor
k. M
ore
spec
ific
info
rmat
ion
will
com
e fr
om th
e P
rogr
ess
Che
cks
in g
rade
s1,
2 a
nd 6
, and
from
the
Gat
eway
test
s in
gra
des
4, 5
, 7, 8
, and
10.
In a
dditi
on, t
each
ers
have
lear
ned
abou
t the
AK
S a
nd th
e G
atew
ay te
sts
thro
ugh
staf
f dev
elop
men
t and
facu
lty w
orks
hops
. Par
ticul
ar r
esou
rces
they
hav
e as
ked
'for,
such
as
sam
ple
test
item
s an
d A
KS
che
cklis
ts, h
ave
been
pro
vide
d. A
nd te
chno
logy
ispl
ayin
g a
bigg
er a
nd b
igge
r ro
le in
hel
ping
them
teac
h th
e A
KS
and
mon
itor
how
wel
l the
ir st
uden
ts a
re p
erfo
rmin
g. G
win
nett
empl
oys
the
fines
t tea
cher
s in
the
prof
es-
.sio
n, a
nd w
e're
equ
ippi
ng th
em w
ell f
or th
eir
all-i
mpo
rtan
t wor
k w
ith o
ur s
tude
nts.
Stud
ents
are
so
diff
eren
t as
indi
vidu
als.
Will
the
AK
S w
ork
for
them
all?
The
AK
S o
ffers
a b
ase
of a
cade
mic
s, a
foun
datio
n fo
r le
arni
ng th
at te
ache
rs b
uild
onfo
r ea
ch s
tude
nt. C
erta
inly
, stu
dent
s co
me
to s
choo
l with
diff
eren
t edu
catio
nal b
ack-
grou
nds,
lear
ning
sty
les,
and
abi
lity
leve
ls. M
any
even
spe
aka
diffe
rent
lang
uage
.Y
et a
ll S
tude
nts
will
nee
d to
lear
n th
e es
sent
ial k
now
ledg
e an
d sk
ills
incl
uded
in th
eA
KS
in o
rder
to b
e su
cces
sful
in li
fe.
So,
the
diffe
renc
e sh
ould
not
be
in w
hat w
e ex
pect
stu
dent
s to
lear
n, b
ut in
how
we
will
teac
h th
e A
KS
and
how
muc
h tim
e so
rtie
stu
dent
s w
ill n
eed
to le
arn
them
. We
are
wor
king
now
to id
entif
y th
e m
ost e
ffect
ive
way
s of
teac
hing
the
AK
S to
stu
dent
sw
ith s
peci
al n
eeds
. Afte
r th
e tr
ial r
uns
of th
e G
atew
ay te
sts
in th
e sp
ring
of 1
998
and
1999
, We
will
hav
e a
bette
r id
ea o
f hoW
man
y st
uden
ts w
ill n
eed
extr
a he
lp, a
ndw
hat k
ind
of h
elp
will
be
need
ed.
The
con
cept
of
the
Gat
eway
test
s an
d no
soc
ial p
rom
otio
n is
a li
ttle
scar
y. W
hat i
fm
y da
ught
er d
oesn
't pa
ss?
Be
assu
red
we
wan
t you
r ch
ild to
suc
ceed
; not
fail.
Tha
t's w
hy w
e de
velo
ped
the
AK
S a
nd G
atew
ay s
truc
ture
in th
e fir
st p
lace
. It t
ells
eve
ryon
e w
hat s
tude
nts
shou
ldbe
lear
ning
and
pro
vide
s ch
eckp
oint
s al
ong
the
way
to m
ake
sure
they
are
doi
ng s
o.
.,
,
Mos
t stU
dent
s w
ill b
e w
ell-p
repa
red
for
the
Gat
eway
test
s th
roug
h th
eir
regu
lar
clas
s-, -
.roo
m le
arni
ng; W
e an
s...W
orki
qg W
ith r
epat
oble
,test
dev
elap
ers
twm
ake
sure
thes
e'
fh
impo
rtan
t tei
ts.m
atch
oat-
curr
icul
Urn
. An
we
ve s
pent
a ot
o ti
me
test
ing
t ete
sts"
in tr
ial r
ims
with
oar
own
stud
ents
.
BE
ST
CO
PY
AV
AIL
AB
LE
If yo
ur d
augh
ter
does
not
pas
s a
Gat
eway
test
on
the
first
try,
she
will
hav
e th
ech
ance
to im
prov
e he
r sc
ore
Ona
ret
est.,
But
firs
t,,he
r te
ache
ri an
d sc
hool
will
wor
kw
ith h
er o
n ar
eas
the
test
sho
Wed
ta b
e F
iei:.
ti-ob
blei
-spo
ts:'S
he,m
ay n
eed
to ip
end
mor
e tim
e on
cer
tain
ski
lls, o
r be
taug
ht th
e'in
form
atio
n in
a d
iffer
ent w
ay. M
any
"inte
rven
tions
" ha
ve b
een
deve
lope
d an
d w
ill b
e pr
ovid
ed to
hel
p he
r su
ccee
d.
Rea
listic
ally
, som
e st
uden
ts m
ay n
ot b
e ab
le to
pas
s th
e G
atew
ay e
ven
afte
r ex
tens
ive
help
. For
thei
r lo
ng-t
erm
ben
efit
and
futu
re s
ucce
ss in
sch
ool,
thes
e st
uden
ts w
ill b
egi
ven
mor
e tim
e to
lear
n th
e sk
ills
and
know
ledg
e th
ey n
eed
thro
ugh
an a
dditi
onal
year
in th
e sa
me
grad
e.
At t
he h
igh
scho
ol le
vel,
pass
ing
the
10th
gra
de G
atew
ay te
st w
ill b
e re
quire
d fo
rgr
adua
tion.
Stu
dent
s w
ill h
ave
seve
ral o
ppor
tuni
ties
to r
etak
e th
e te
st b
efor
e th
e en
dof
12t
h gr
ade.
Bot
tom
line
, why
is th
is s
truc
ture
bet
ter
for
my
child
?
You
answ
er th
is o
ne. A
sk y
ours
elf:
Is it
impo
rtan
t for
stu
dent
s, p
aren
ts, a
nd te
ache
rsto
kno
w c
lear
ly w
hat i
s ex
pect
ed in
the
clas
sroo
m?
Sho
uld
all G
win
nett
scho
ols
be
acco
unta
ble
for
prov
idin
g ea
ch s
tude
nt a
wor
ld-c
lass
edu
catio
n? D
oes
it m
ake
sens
eto
hav
e co
nsis
tent
sta
ndar
ds fo
r te
ache
rs to
use
in p
lann
ing
inst
ruct
ion,
inte
rven
tions
,an
d ex
tens
ions
for
stud
ents
? A
s a
pare
nt, d
o yo
u w
ant t
o kn
ow w
ith c
onfid
ence
that
whe
n yo
ur c
hild
gra
duat
es, h
e is
wel
l pre
pare
d fo
r w
hate
ver
path
he
will
take
nex
t?
If yo
u fe
el a
s w
e do
, you
ans
wer
ed "
Yes
" to
thes
e qu
estio
nsan
d in
ess
ence
hav
efo
und
the
answ
er to
you
r ow
n.
Who
can
ans
wer
my
ques
tions
on
the
AK
S, G
atew
ay te
sts,
and
my
child
'sed
ucat
ion?
If yo
u ha
ve a
que
stio
n on
the
AK
S o
r ac
adem
ic a
chie
vem
ent i
n G
win
nett
Cou
nty
Pub
lic S
choo
ls, t
he b
est p
lace
to s
tart
is y
our
loca
l sch
ool.
Spe
cific
que
stio
ns o
r co
n-ce
rns
abou
t the
edu
catio
n of
you
r ch
ild s
houl
d be
dire
cted
firs
t to
your
chi
ld's
teac
her.
In a
dditi
on, y
our
scho
ol p
rinci
pal c
an p
rovi
de a
sch
ool-l
evel
per
spec
tive.
Que
stio
ns o
f a s
yste
mw
ide
natu
re c
an b
e an
swer
ed b
y th
e C
ente
r fo
r E
duca
tiona
lP
rogr
ams
at 7
70/5
13-6
619.
For
mor
e in
form
atio
n, c
onta
ct th
e G
win
nett
Cou
nty
Pub
lic S
choo
ls a
t 770
/963
-865
1 or
vis
it th
eir
web
site
at w
ww
gwin
nett.
h12.
ga.u
s.
Con
tent
rec
omm
enda
tions
Rec
omm
enda
tion
6: P
rovi
de e
xam
ples
of
wha
t stu
dent
s ne
ed to
kno
wan
d be
abl
e to
do
(and
let p
aren
ts k
now
how
they
can
obt
ain
com
plet
ede
scri
ptio
ns)
Pare
nts
wan
t to
know
wha
t the
test
is te
stin
g. W
heth
er y
our
stat
eus
es th
e te
rm "
stan
dard
," "
curr
icul
um f
ram
ewor
k,"
or "
goal
s" to
desc
ribe
exp
ecta
tions
of
wha
t a s
tude
nt s
houl
d kn
ow a
nd b
e ab
le to
do, i
t is
clea
r th
at p
rovi
ding
this
info
rmat
ion
is e
ffec
tive
in h
elpi
ngpa
rent
s un
ders
tand
wha
t the
test
is a
ll ab
out.
In m
ost c
ases
, par
ents
won
't w
ant e
xam
ples
of
ever
y st
anda
rd (
and
it w
ill b
e im
poss
ible
to
incl
ude
com
plet
e se
ts o
f st
anda
rds
in a
n ea
sy-t
o-re
ad c
omm
unic
atio
npi
ece)
, but
they
will
wan
t to
know
whe
re to
go
(suc
h as
a lo
cal
libra
ry o
r w
eb a
ddre
ss)
or w
here
to c
all f
or a
mor
e co
mpl
ete
set o
fth
e st
anda
rds.
In O
hio'
s Fa
ct S
heet
on
Tw
elft
h-gr
ade
Mat
hem
atic
s, th
e le
arni
ng o
ut-
com
es a
re p
rese
nted
in f
ive
stra
ndsa
rith
met
ic, m
easu
rem
ent,
data
anal
ysis
, alg
ebra
/fun
ctio
ns, a
nd g
eom
etry
The
se r
epre
sent
the
mat
he-
mat
ical
abi
litie
s st
uden
ts a
re e
xpec
ted
to p
osse
ss a
nd u
se b
y th
e tim
eth
ey c
ompl
ete
high
sch
ool.
On
the
follo
win
g pa
ge is
the
desc
ript
ion
Ohi
o ga
ve p
aren
ts f
or a
rith
met
ic a
nd m
easu
rem
ent.
TW
EL
FTH
-GR
AD
E M
AT
HE
MA
TIC
S
Stra
nd 1
- A
rith
met
ic(5
que
stio
ns)
IC
ompa
re, o
rder
, and
det
erm
ine
equi
vale
nce
of r
eal
num
bers
.
Thi
s in
clud
es u
nder
stan
ding
of
the
rela
tions
hips
amon
g in
tege
rs, d
ecim
als,
fra
ctio
ns,
perc
ents
, and
irra
tiona
l num
bers
. Any
com
bina
tion
of th
ese
type
s of
num
bers
may
app
ear
in a
que
stio
n, te
stin
g th
e ab
ility
to tr
ansl
ate
from
one
form
to a
noth
er f
or th
e pu
rpos
e of
com
pari
son.
Ite
ms
may
incl
ude
the
use
of n
egat
ive
num
bers
and
sm
all i
nteg
er e
xpon
ents
.
2.E
stim
ate
answ
ers,
com
pute
, and
sol
ve p
robl
ems
invo
lvin
gre
al n
umbe
rs.
Thi
s in
clud
es b
asic
ari
thm
etic
ope
ratio
ns a
nd e
stim
atio
nus
ing
inte
gers
, dec
imal
s,fr
actio
ns, p
erce
nts,
or
irra
tiona
l num
bers
. Ite
ms
test
ing
estim
atio
n w
ill m
ake
clea
r th
atan
exa
ct c
ompu
tatio
n is
not
des
ired
.
Stra
nd 2
- M
easu
rem
ent
(5 q
uest
ions
)
3.D
eter
min
e ar
ea a
nd v
olum
e.
Thi
s in
clud
es u
nder
stan
ding
the
conc
epts
of a
rea
and
volu
me,
and
the
abili
ty to
fin
d th
ear
eas
and
volu
mes
of
sim
ple
geom
etri
c sh
apes
or
com
bina
tions
of
sim
ple
geom
etri
csh
apes
. Que
stio
ns m
ay r
equi
re u
nder
stan
ding
of
the
rela
tions
hips
amon
g le
ngth
, are
a, a
ndvo
lum
e. K
now
ledg
e of
the
form
ulas
for
the
area
s of
rec
tang
les,
cir
cles
, and
tria
ngle
s w
illbe
ass
umed
, alo
ng w
ith k
now
ledg
e of
the
form
ula
for
the
volu
me
of a
rec
tang
ular
sol
id.
Any
oth
er f
orm
ulas
nee
ded
will
be
prov
ided
as p
art o
f th
e qu
estio
n. A
nsw
ers
invo
lvin
gIt
will
eith
er b
e gi
ven
in te
rms
of it
, or
an a
ppro
xim
atio
n of
it w
ill b
e pr
ovid
ed.
Est
imat
e an
d us
e m
easu
rem
ents
.
Thi
s in
clud
es u
nder
stan
ding
com
mon
mea
sure
men
t uni
ts o
f tim
e, le
ngth
, are
a, w
eigh
t,ve
loci
ty, e
tc.,
and
the
abili
ty to
cho
ose
the
appr
opri
ate
unit.
App
licat
ions
and
est
imat
ions
(inc
ludi
ng v
isua
l est
imat
ion)
are
incl
uded
. The
abi
lity
to d
eter
min
e th
e re
lativ
e si
ze o
fon
e m
easu
re w
ith r
espe
ct to
ano
ther
may
als
o be
incl
uded
.
For
mor
e in
form
atio
n, c
onta
ct th
e O
hio
Dep
artm
ent o
f E
duca
tion
at 6
14/4
66-0
223
or v
isit
thei
r w
eb s
ite a
t ww
wod
e.oh
io.g
ov.
58
Wes
t Vir
gini
a cr
eate
s br
ochu
res
targ
eted
tow
ard
pare
nts
for
chil-
dren
in s
peci
fic
grad
es. F
or e
xam
ple,
the
1st g
rade
bro
chur
e lis
ts th
ein
stru
ctio
nal g
oals
and
obj
ectiv
es in
six
dif
fere
nt s
ubje
ct a
reas
: mat
h-em
atic
s, E
nglis
h/la
ngua
ge a
rts,
sci
ence
, hea
lth e
duca
tion,
soc
ial s
tud-
ies,
and
art
and
mus
ic. T
he s
tand
ards
pre
sent
ed f
or E
nglis
h/la
ngua
gear
ts in
clud
e:
E N
GL
ISH
/L A
NG
UA
GE
AR
TS
Stud
ents
will
gnn
v in
lang
uage
dev
elop
men
t thr
ough
rea
ding
, wri
ting,
spea
king
and
list
enin
g fr
om r
eadi
ng f
ictio
n, n
onfi
ctio
n an
dpo
etry
that
refl
ects
cul
ture
s, e
xper
ienc
es a
nd id
eas.
.5Id
entif
y sy
nony
ms,
ant
onym
s, a
nd h
omon
yms
.7M
ake
infe
renc
es fr
om s
tory
cha
ract
ers
.8U
se s
tory
con
tent
and
per
sona
l bac
kgro
und
to m
ake
pred
ictio
ns.1
1Id
entif
y be
ginn
ing,
mid
dle
and
end
of a
nar
rativ
e se
lect
ion
Giv
en a
nar
rativ
e, r
epea
t the
cor
rect
seq
uenc
e of
eve
nts
.13
Rem
embe
r sp
ecifi
c de
tails
, int
erpr
et a
nd e
xten
d m
eani
ng, a
ndev
alua
te m
ater
ial
Iden
tify
sing
le c
onso
nant
s/so
unds
in in
itial
, med
ial a
nd fi
nal
wor
d po
sitio
nsId
entif
y an
d us
e co
ntra
ctio
nsF
ollo
w w
ritte
n di
rect
ions
seq
uent
ially
to a
chie
ve a
des
ired
resu
ltC
apita
lize
first
wor
d in
a s
ente
nce,
the
pron
oun
"I-,
mon
ths
ofth
e ye
ar, d
ays
of th
e w
eek,
and
nam
es o
f peo
ple
Iden
tify
and
use
corr
ect p
unct
uatio
n: p
erio
d, q
uest
ion
mar
k,an
d ex
clam
atio
n po
int
.94
llse
corr
ect s
ubje
ct-v
erb
agre
emen
t with
cor
resp
ondi
ng p
rope
rve
rb in
form
atio
n.9
7Id
entif
y an
d co
rrec
t err
ors
in s
ente
nce
cons
truc
tion
and
lang
uage
exp
ress
ion
.103
Iden
tify
wor
ds in
alp
habe
tical
ord
er b
egin
ning
with
diff
eren
tle
tters
and
beg
inni
ng w
ith th
e sa
me
lette
r_
.
.32
.44
.92
I.9
3
For
mor
e in
form
atio
n, v
isit
the
Wes
t Vir
gini
a D
epar
tmen
t of
Edu
catio
n's
web
site
at
wvd
e.st
ate.
wv.
us.
60
Rec
omm
enda
tion
7: P
rovi
de e
xam
ples
of
test
que
stio
ns a
nd e
xam
ples
of s
tude
nt w
ork
(tho
se th
at m
eet t
he s
tand
ard,
thos
e th
at d
o no
t mee
tth
e st
anda
rd, a
nd e
xpla
natio
ns a
s to
why
)In
clud
ing
test
que
stio
ns a
nd e
xam
ples
of
stud
ent w
ork
are
criti
cal t
oan
y co
mm
unic
atio
ns d
ocum
ent;
they
enl
iven
exp
lana
tions
of
the
stan
dard
s an
d fl
esh
out a
bstr
actio
ns s
uch
as "
rigo
r" a
nd "
chal
leng
-in
g."
In a
dditi
on, t
hey
also
pro
vide
par
ents
with
an
idea
of
wha
t the
test
will
act
ually
looh
like
.
Incl
udin
g ex
ampl
es o
f st
uden
t wor
k th
at m
eet a
sta
ndar
d (a
ndex
ampl
es th
at d
o no
t mee
t a s
tand
ard)
allo
ws
pare
nts
to in
tern
aliz
ew
hat "
good
" an
d "n
ot-s
o-go
od"
wor
k lo
oks
like.
Exp
lain
ing
how
answ
ers
are
rate
d an
d sc
ored
hel
ps p
aren
ts u
nder
stan
d w
hat k
inds
of
impr
ovem
ents
are
nee
ded.
Exa
mpl
es c
an h
elp
alle
viat
e so
me
com
-m
on c
once
rns
abou
t the
new
test
s, s
uch
as h
ow a
mat
hem
atic
s pr
ob-
lem
will
be
scor
ed if
the
stud
ent a
pplie
s th
e co
rrec
t con
cept
s an
dap
plic
atio
ns b
ut in
corr
ectly
cal
cula
tes
the
fina
l num
ber.
Fin
ally
, pro
-vi
ding
exa
mpl
es o
f te
st it
ems
and
corr
espo
ndin
g st
uden
t wor
k, in
addi
tion
to th
e st
anda
rd th
at th
e ite
m te
sts,
cre
ates
a p
ower
ful c
om-
mun
icat
ions
tool
.
Unf
ortu
nate
ly, f
ew c
omm
unic
atio
ns d
ocum
ents
man
age
to b
ring
toge
ther
the
stan
dard
, the
test
item
, and
sam
ple
stud
ent r
espo
nses
that
ref
lect
a r
ange
of
wor
k. M
any
incl
ude
only
sam
ple
test
item
s.A
few
sta
tes
mak
e te
ache
r gu
ides
to th
e te
sts
avai
labl
e fo
r pa
rent
s.T
hese
gui
des
ofte
n in
clud
e de
scri
ptio
ns o
f th
e sc
orin
g m
etho
d, s
cor-
ing
crite
ria,
and
stu
dent
exa
mpl
es th
at r
efle
ct e
ach
of th
ose
crite
ria.
How
ever
, rar
ely
are
thes
e do
cum
ents
use
ful t
o pa
rent
s.
Tw
o st
ates
that
are
tryi
ng to
bri
ng a
t lea
st tw
o of
thes
e th
ree
piec
esto
geth
er f
or p
aren
ts a
re R
hode
Isl
and
and
Was
hing
ton.
The
Was
hing
ton
Stat
e C
omm
issi
on o
n St
uden
t Lea
rnin
g ha
s pu
blis
hed
agu
ide
title
d U
nder
stan
ding
the
New
4th
- an
d 7t
h-G
rade
Tes
ts, w
hich
prov
ides
par
ents
with
test
que
stio
ns f
rom
the
thre
e ar
eas
test
ed: r
ead-
ing,
wri
ting,
and
mat
hem
atic
s. I
t pro
vide
s an
ove
rvie
w o
f ea
ch te
st's
goal
s an
d ex
plai
ns h
ow th
e te
sts
will
be
scor
ed. O
n th
e fo
llow
ing
page
is a
n ex
ampl
e of
a 4
th g
rade
mat
hem
atic
s qu
estio
n, a
ctua
l stu
-de
nt a
nsw
ers,
and
a d
escr
iptio
n of
how
the
answ
ers
are
rate
d.
61
Mat
hem
atic
s: S
ampl
e S
tude
nt R
espo
nses
, 4th
Gra
de
recz
enr-
-D
irect
ions
: Tim
and
Dan
a ar
e as
ked
to m
ow M
r. K
umar
's la
wn.
The
firs
t day
, Dan
a m
ows
half
of th
e la
wn
by h
erse
lf. T
he n
ext d
ay,
Tim
and
Dan
a fin
ish
the
othe
r ha
lf of
the
law
n. T
hts
time,
Tim
mow
s tw
ice
as m
uch
as D
ana.
Use
the
spac
e be
low
to s
how
how
muc
h of
the
law
n ea
ch p
erso
nm
owed
.
Dan
a.
Mr.
Ktr
nar
pays
Tim
and
Dan
a a
tota
l of 0
0 fo
r m
owin
g hi
s la
wn.
Ted
how
Tim
and
Ban
e sh
ould
div
ide
the
mon
ey fa
irly,
bas
ed o
n tit
sw
ork
they
hav
e do
ne. S
how
you
r w
ork.
Exp
lain
you
r th
inld
ng u
sing
wor
ds, n
umbe
rs, o
r pi
ctur
es.
Tai
mow
ed V
,. of
Pie
1ui
nno
l bof
ickn
io e
dV
s.'b
-1L
fyo
;xsf
i j'7
130
;nio
byo
q le
/ 5.1
5 /ti
mes
Ik/
oIS
fen
A-,
Ildr
s re
,,T
7mtin
A15
ik,y
, ec
-roa
r _i
s./Q
o fo
r
EX
AM
PLE
42
Dire
ctio
ns: T
im a
nd D
ana
we
aske
d to
mow
Mr.
Kum
ar)
The
firs
t day
, Dan
a m
ows
half
of th
e la
wn
by h
erse
lf. T
heT
im a
nd D
ana
finis
h th
e ot
her
half
of th
e la
wn.
Thi
s tim
e,m
ows
twic
e as
muc
h as
Dan
a.
Use
the
spac
e be
low
to s
how
how
muc
h of
the
law
n ea
cm
owed
.
<se
'
;4/5
sul
dent
-tlid
it tp
q! th
ein
l.rm
Atio
n al
unit
die
nrst
dsv
of
cons
truL
Led
an
othe
r-!!-
f
ise
effe
ctiv
e so
lutio
n to
t he
proh
lern
.
Thi
s re
spon
se e
arne
d2
iffi
t of
apo
s!!;i
ble
1 po
ints
.
+\n
c. T
\-0,
48,0
ig()
cid'
1)0,
-nzh
ou.-
Idrt
p_k
For
mor
e in
form
atio
n, c
onta
ct th
e W
ashi
ngto
n C
omm
issi
on o
n St
uden
t Lea
rnin
g at
360
/664
-315
5 or
vis
it th
eir
web
site
at c
sl.w
edne
t.edu
.
6r)
BE
ST C
OPY
AV
AIL
AB
LE
63
Rho
de I
slan
d's
Gra
de 4
Pei
form
ance
Ass
essm
ent:
Inte
rpre
tatio
nG
uide
for
Fam
ilies
pro
vide
s si
mila
r in
form
atio
n. I
n ad
ditio
n to
pres
entin
g an
act
ual s
tude
nt r
espo
nse
and
an a
naly
sis
of th
at
GR
AD
E F
OU
R W
RIT
ING
'EX
AM
PLE
: SC
OR
E O
F 6
Eng
lish
Lang
uage
Art
s S
tand
ard:
Cre
atio
n an
d_P
rese
ntat
ion
of T
ext
All
stud
ents
will
com
pose
cle
ar te
xt in
a v
arie
ty o
f for
ms
for
man
y pu
rpos
es.
Crit
eria
for
a S
core
of 6
An
Out
stan
ding
Res
pons
e: P
rese
nts
thou
ghtfu
l ide
as a
nd d
evel
ops
them
logk
ally
, ful
ly a
ndcl
early
; is
very
wel
l-org
aniz
ed fr
om b
egin
ning
to e
nd; h
as a
str
ong
com
man
d of
sen
tenc
e st
ruct
ure;
uses
lang
uage
effe
ctiv
ely;
has
few
intr
usiv
e er
rors
in g
ram
mar
and
conv
entio
ns (
spel
ling,
pun
ctua
-tio
n an
d ca
pita
lizat
ion)
. A "
6" e
ssay
may
be
dist
ingu
ishe
d by
feat
ures
suc
h as
mak
ing
insi
ghtfu
lob
serv
atio
ns, u
sing
ric
h de
tails
, or
crea
ting
an e
ffect
ive
scen
e or
moo
d.
Gra
de 4
Writ
ing
Top
ic (
Nar
rativ
e S
tyle
of W
ritin
g)E
very
one
has
som
ethi
ng h
e or
she
enj
oys
doin
g. T
his
coul
d be
som
ethi
ng d
one
at s
choo
l, at
hom
e,in
the
neig
hbor
hood
or
anyw
here
. Writ
e ab
out s
omet
hing
you
enj
oy d
oing
.
142A
..0 1
A2t
ipea
gb.4
.111
A.b
suin
WA
,ALo
ahw
As
441
'TA
IL M
ottt
AA
A 1
1k A
lkov
eut
IM.4
11;i1
A
170°
11%
rY4/0
-14
rs.A
ll/;r
oh I
AA
Otid
nii1
1A
VIA
t 401
011A
.s.e
illJt
AL
9t.(
2)
%A
liajle
uram
mis
Tat
,2, "
fly
flet
sot
Au,
"Ad
itul.
Aci
dtp6
÷4.
...01
.01-
1.11
4,kh
bil
lern
uinu
rA
raum
r,t,
!"t-
ahilt
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tftirr
;gv-
.1A
.44
.A
iA
-C.
Aei
11
trvt
A.
112.
4..G
erm
ivar
Ld_
lent
Acu
ra A
Aie
Ai*
,
Ar4
7fra
.:44
he 1
446
AA
R_
-triv
ufie
øAh
/4,,s
zor
-,a4
44/0
3---
loA
kzak
tut,
For
mor
e in
form
atio
n, c
onta
ct th
e St
ate
of R
hode
Isl
and
Dep
artm
ent o
f E
duca
tion
at 4
01/2
22-2
031.
64
resp
onse
, the
gui
de e
xpla
ins
the
stan
dard
that
the
item
is te
stin
g.B
elow
is a
n ex
ampl
e of
a 4
th g
rade
ess
ay (
whi
ch is
an
"out
stan
ding
"re
spon
se).
GR
AD
E F
OU
R W
RIT
ING
EX
AM
PLE
: SC
OR
E O
F 6
.11!
..0.a
tts.A
_..
Ain
Xita
14a
ult A
i ,G
AL
Zab
s- a
xe-
,to
.
-.IA
-
;muk
tA
I "
du*, ri
b if
:
°tut
dexA
tert
Air
JJ2L
AL
yiA
igt
eA47
1.4:
1#41
" 11
411-
A.;0
tiitu
ôih
I
.lth
.m.a
."14
,41.
4 4
_Ar.
...,/,
frek
0/4
,_41
11_
,t414
5#0.
1.1
eier
rAf
.o.;
AN
ALY
SIS
:
The
stu
dent
's e
ssay
on
slee
pove
rs is
a v
ery
wel
l dev
elop
ed r
espo
nse
to th
e to
pic.
The
writ
er u
ses
desc
riptiv
e la
ngua
ge w
ell,
pres
ents
ric
h de
tails
and
cre
ates
an
effe
ctiv
e sc
ene.
NO
TE
:
Sco
r-e;
appe
ar in
-; r
ange
of 2
to 1
2 si
nce
each
ess
ay is
rea
d an
d sc
ored
twic
e fo
r a
sing
le to
tal s
core
.
BE
ST C
OPY
AV
AI
6 5
Rec
omm
enda
tion
8: U
se c
lear
and
con
cise
lang
uage
to d
efin
e te
chni
-ca
l ter
ms;
avo
id ja
rgon
Tes
ting
can
be a
tech
nica
l sub
ject
, and
it is
oft
en a
ssum
ed th
at p
ar-
ents
und
erst
and
the
term
inol
ogy
used
in c
omm
unic
atio
n pi
eces
and
repo
rts.
Mor
e of
ten
than
not
, tha
t ass
umpt
ion
is in
corr
ect.
At
a fo
cus
grou
p he
ld b
y th
e G
oals
Pan
el, p
aren
ts w
ere
quic
k to
poi
ntou
t tha
t the
term
s "p
erce
ntile
ran
k" a
nd "
perc
enta
ge"
are
conf
us-
ing.
The
y di
d no
t und
erst
and
how
if a
50%
typi
cally
rep
rese
nts
afa
iling
gra
de o
n a
test
, a c
hild
who
per
form
s at
the
50th
per
cent
ilera
nk le
vel w
ould
be
cons
ider
ed "
aver
age.
" O
ther
term
s su
ch a
s"m
ean,
" "s
tani
ne,"
"no
rmal
cur
ve e
quiv
alen
t," a
nd "
prof
icie
nt"
also
pos
e pr
oble
ms
for
pare
nts.
Pare
nts
also
com
mon
ly m
isun
ders
tand
"no
rm-r
efer
ence
d" a
nd"c
rite
rion
-ref
eren
ced/
stan
dard
s-ba
sed"
two
othe
r te
rms
that
are
appe
arin
g m
ore
and
mor
e fr
eque
ntly
in c
omm
unic
atio
n pi
eces
and
repo
rts.
Wha
t par
ents
may
rem
em-
ber
from
thei
r ow
n te
stin
g ex
peri
-en
cesn
umbe
r 2
penc
ils, f
illin
g in
the
bubb
les
com
plet
ely,
and
how
they
did
com
pare
d to
oth
ers
in th
eir
grou
ppro
babl
y w
ill n
ot p
rovi
deth
em w
ith th
e ba
ckgr
ound
nec
essa
ry to
und
erst
and
the
diff
eren
ces
betw
een
thes
e te
rms.
Kee
p in
min
d th
atpa
rent
s do
n't
intu
itive
ly k
now
that
the
wor
ds"s
tand
ards
" an
d "s
tand
ardi
zed"
two
wor
ds th
at s
ound
an a
wfu
l lot
alik
edon
'tm
ean
the
sam
e th
ing
whe
n it
com
es to
test
ing.
One
eff
ectiv
e w
ay to
exp
lain
the
diff
eren
ces
betw
een
a no
rm-r
efer
-en
ced
test
and
a s
tand
ards
-bas
ed te
st is
thro
ugh
the
crea
tion
of a
visu
al. C
olor
ado'
s St
atew
ide
Ass
essm
ent P
ublic
Eng
agem
ent K
it pr
esen
tsa
luci
d ex
plan
atio
n:
Perh
aps
the
best
way
to u
nder
stan
d th
e di
ffer
ence
bet
wee
n th
ena
tiona
lly s
tand
ardi
zed
asse
ssm
ents
mos
t of
us a
re f
amili
ar w
ithan
d th
e ne
w s
tate
wid
e as
sess
men
ts th
at a
re s
tand
ards
-ref
eren
ced
is to
pic
ture
a g
roup
of
stud
ents
clim
bing
a m
ount
ain.
A n
onn-
refe
renc
ed a
sses
smen
t wou
ld te
ll yo
u w
hich
stu
dent
is in
the
lead
,ho
w m
any
are
grou
ped
arou
nd th
e m
iddl
e, a
nd w
ho is
lagg
ing.
66
But
it w
ill n
ot te
ll yo
u w
here
they
are
on
the
mou
ntai
nsid
e. O
nth
e ot
her
hand
, the
res
ults
of
stan
dard
s-re
fere
nced
ass
essm
ents
,su
ch a
s th
e on
e in
the
Col
orad
o St
uden
t Ass
essm
ent P
rogr
am(C
SAP)
, will
pro
vide
the
loca
tion
of a
ny g
iven
stu
dent
in r
elat
ion
to th
e m
ount
aint
op.
The
Was
hing
ton
Stat
e Pa
rtne
rshi
p fo
r L
earn
ing
puts
it th
is w
ay:
The
goa
l of
trad
ition
al te
sts
(suc
h as
the
Com
preh
ensi
ve T
est o
fB
asic
Ski
lls)
is to
lear
n ho
w s
tude
nts
com
pare
to e
ach
othe
r In
this
way
, the
se te
sts
are
sim
ilar
to th
e so
rts
of te
sts
a pe
diat
rici
angi
ves
a ne
wbo
rn b
aby.
For
exa
mpl
e, th
e do
ctor
mea
sure
s an
dco
mpa
res
the
heig
ht o
f yo
ur b
aby
and
then
tells
you
how
this
info
rmat
ion
com
pare
s to
oth
er b
abie
show
man
y ar
e ta
ller
how
man
y ar
e sh
orte
r, a
nd h
ow m
any
are
"abo
ut a
vera
ge"
for
thei
rag
e. T
hink
of
Was
hing
ton'
s ne
w te
sts
like
the
test
s yo
u ta
ke to
earn
a d
rive
r's li
cens
e. I
t doe
sn't
mat
ter
wha
t the
ave
rage
sco
reon
the
test
is o
r w
heth
er s
ome
driv
ers
scor
ed a
bove
or
belo
w y
ou.
Wha
t mat
ters
is w
heth
er y
ou c
an s
how
you
hav
e th
e sk
ills
and
know
ledg
e to
"m
eet t
he s
tand
ard"
and
get
a li
cens
e.
Rec
omm
enda
tion
9: P
rovi
de ti
ps f
or p
aren
tssu
gges
tions
they
can
use
to e
ncou
rage
thei
r ch
ildre
n to
dev
elop
thei
r sh
ills
and
know
ledg
ean
d im
prov
e th
eir
acad
emic
per
form
ance
Pare
nts
wan
t to
know
wha
t the
y ca
n be
doi
ng n
ow to
hel
p th
eir
child
ren
impr
ove
thei
r ed
ucat
iona
l per
form
ance
. The
tips
nee
d to
go b
eyon
d "m
ake
sure
you
r ch
ild g
ets
a go
od n
ight
's s
leep
pri
or to
test
ing
day,
" al
thou
gh s
uch
sugg
estio
ns a
re im
port
ant.
Stat
es th
atha
ve b
egun
to in
clud
e "t
ips
for
pare
nts"
oft
en e
mbr
ace
som
e of
the
follo
win
g:
* St
ress
ing
the
impo
rtan
ce o
f ed
ucat
ion
at h
ome
by s
ettin
g hi
ghex
pect
atio
ns f
or a
chi
ld, m
onito
ring
hom
ewor
k, a
nd s
how
ing
inte
rest
in s
choo
l;R
eadi
ng to
and
with
the
child
;E
ngag
ing
teac
hers
in c
onve
rsat
ions
abo
ut th
e ch
ild's
per
form
ance
in s
choo
l and
on
the
stat
e as
sess
men
t;T
urni
ng "
ever
yday
" ac
tiviti
es a
nd c
hore
s in
to le
arni
ng e
xper
ienc
es.
'
67
In N
ow Y
our
Chi
ld H
as G
ood
Rea
son
to A
ct L
ike
a K
now
-It-
All,
the
Was
hing
ton
Stat
e Pa
rtne
rshi
p fo
r L
earn
ing
offe
rs a
list
of
sugg
estio
ns:
Tie
[re'
s so
imet
hhfi
g ev
ellii
gno
m.
Whi
le c
lear
sta
ndar
ds w
ill h
elp
impr
ove
teac
hing
and
lear
ning
in o
ur s
choo
ls, p
aren
ts s
till p
lay
the
bigg
est r
ole.
By
enco
urag
ing
your
chi
ld to
dev
elop
his
or h
er s
kills
and
kno
wle
dge,
you
'll b
e se
ndin
gth
e m
essa
ge th
at a
goo
d ed
ucat
ion
is im
port
ant.
Her
e ar
e te
n th
ings
you
can
do
to h
elp
your
chi
ld:
Let
you
r ch
ild k
now
that
you
II. v
alue
edu
catio
n. C
hild
ren
tend
to e
mul
ate
thei
r pa
rent
s. I
f a
pare
ntsa
ys, '
Thi
s is
rea
lly in
tere
stin
g!'
that
bec
omes
the
child
's m
odel
.
os R
ead
to y
our
youn
ger
child
; ask
Lan
old
er c
hild
to r
ead
to y
ou.
And
mak
e su
re y
our
child
ren
see
you
read
ing,
too.
Hel
ping
you
r ch
ildde
velo
p st
rong
rea
ding
hab
its a
nd s
kills
from
the
begi
nnin
g, a
nd r
einf
orci
ng th
ese
as y
our
child
gro
ws,
is o
ne o
f th
e m
ost
impo
nant
con
trib
utio
ns y
ou c
an m
ake
to y
our
child
's e
duca
tion.
._
Exp
ect t
hat h
omew
ork
will
be
done
. Kee
p tr
ack
of y
our
child
'sho
mew
ork
assi
gnm
ents
, and
reg
ular
ly lo
ok a
t his
or
her
com
plet
edw
ork.
The
re's
a s
tron
g lin
k be
twee
n ac
adem
ic s
ucce
ss a
nd th
e am
ount
of h
omew
ork
done
.
Ai F
eed
your
chi
ld's
cur
iosi
ty a
bout
the
wor
ld 3
65 d
ays
a ye
ar. V
isit
'1.tz
oos,
mus
eum
s, a
nd c
ultu
ral e
vent
s to
geth
er, a
nd h
elp
your
chi
ldle
arn
ever
ythi
ng p
ossi
ble
abou
t the
exp
erie
nces
. Lea
rnin
g is
not
lim
ited
to th
e cl
assr
oom
.
w. W
hen
you
ask
your
chi
ld w
hat h
e or
she
did
in s
choo
l tod
ay, d
on't
s_Pt
ake
'oh,
not
hing
' for
an
answ
er. Y
our
child
nee
ds to
kno
w th
atyo
u ha
ve m
ore
than
a p
assi
ng in
tere
st in
wha
t he
or s
he d
oes
insc
hool
. The
mor
e qu
estio
ns y
ou a
sk, t
he s
tron
ger
the
mes
sage
you
sen
dth
at le
arni
ng is
impo
nant
.
Fnco
urag
e gr
oup
stud
y. O
pen
your
hom
e to
you
r ch
ild's
fri
ends
for
Vin
form
al s
tudy
ses
sion
s. P
rom
ote
outs
ide
form
al s
tudy
gro
ups
thro
ugh
scou
ts, c
hurc
h_ o
r sc
hool
org
aniz
atio
ns. S
tudy
gro
ups
will
be
espe
cial
ly im
port
ant a
s yo
ur c
hild
bec
omes
old
er a
nd m
ore
inde
pend
ent.
jvA
han
the
new
sta
ndar
rwlA
sk th
e te
ache
r w
hat s
kills
and
kno
wle
dge
your
chi
ld w
ill b
e ex
pect
ede
to le
arn
duri
ng th
e ye
ar. B
e sp
ecif
ic. F
or e
xam
ple,
wha
t sho
uld
your
child
lear
n in
mat
h by
the
end
of th
e se
cond
gra
de?
Loo
k fo
rev
iden
ce th
at th
e sc
hool
iste
achi
ng th
ese
thin
gs a
ndyo
ur c
hild
as
lear
ning
them
.
OIL
Stud
y re
sults
fro
m th
e ne
w s
tate
test
s. B
e su
re to
ask
teac
hers
abo
utU
scor
es th
at m
ay in
dica
te a
ski
ll de
fici
ency
or
a sp
ecia
l tal
ent_
Use
this
info
rmat
ion-
alon
g w
ith th
e te
ache
t's o
bser
vatio
ns a
nd y
our
own-
tom
ake
sure
you
r ch
ild is
team
ing
the
righ
t ski
lls a
nd k
now
ledg
e.
Spen
d tim
e in
the
...tic
lass
room
. The
bes
t way
tokn
ow w
hat g
om o
n in
you
rch
ild's
sch
ool i
s to
spe
nd ti
me
thet
e. I
f yo
u're
a w
orki
ng p
aren
t-th
is is
n't e
asy
and
you
may
not
be
able
to d
o it
very
oft
en. B
ut 'o
nce
in a
whi
le' i
s be
tter
than
"ne
ver.
'
inkR
emem
ben
you'
re th
e m
ost
.1.l.
Iim
port
ant i
nflu
ence
on
your
chi
ld. T
he n
ew s
tand
ards
and
test
s gi
ve y
ou im
port
ant t
ools
toen
sure
you
r ch
ild g
ets
the
best
educ
atio
n po
ssib
le.
For
mor
e in
form
atio
n ab
out t
he P
artn
ersh
ip f
or L
earn
ing,
see
Sec
tion
IV, c
onta
ct th
e Pa
rtne
rshi
p at
206
/625
-965
5, o
r vi
sit t
heir
web
site
at w
ww
.par
tner
ship
-wa.
org.
Sim
ilar
kind
s of
"tip
s fo
r pa
rent
s" c
an a
lso
be p
rovi
ded
on th
eac
tual
stu
dent
rep
ort.
The
fol
low
ing
sugg
estio
ns a
ppea
r on
the
Mic
higa
n E
duca
tiona
l Ass
essm
ent P
rogr
am's
4th
-Gra
de E
ssen
tial
Shill
s M
athe
mat
ics
Tes
t stu
dent
rep
ort:
Exa
mpl
e 15
How
can
I he
lp m
y ch
ild d
o be
tter
in m
athe
mat
ics?
Ask
you
r ch
ild to
tell
you
wha
t was
dis
cuss
ed in
mat
hem
atic
s cl
ass
toda
y.
Pro
vide
qui
et s
tudy
spa
ce fo
r ho
mew
ork.
Enc
oura
ge a
pos
itive
atti
tude
tow
ard
mat
hem
atic
s by
pla
ying
num
ber
gam
es o
r
talk
ing
abou
t how
num
bers
are
use
d in
sto
res,
in th
e ne
wsp
aper
, or
onT
V.
Mos
t car
eers
now
req
uire
som
e m
athe
mat
ical
ski
lls; o
lder
stu
dent
s ne
ed to
ask
man
y di
ffere
nt w
orke
rsab
out t
he w
ays
they
use
mat
hem
atic
s an
d te
chno
logy
on th
e jo
b.
For
mor
e in
form
atio
n, c
onta
ct th
e M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
(M
EA
P)
Off
ice
at 5
17/3
73-8
393.
66
Stat
es n
eed
to m
ake
it cl
ear
to p
aren
ts th
at h
elpi
ng th
eir
child
pre
-pa
re f
or th
e ne
w ty
pes
of a
sses
smen
ts r
equi
re a
ttent
ion.
Hou
seho
ldpr
ojec
ts a
nd f
amily
trip
s ca
n be
inva
luab
le in
hel
ping
chi
ldre
n le
arn
som
e of
the
mos
t bas
ic p
robl
em-s
olvi
ng, c
omm
unic
atio
n, a
nd th
ink-
ing
skill
s th
ey w
ill n
eed.
BE
ST C
OPY
AV
AIL
AB
LE
69
Mar
ylan
d's
Pare
nt H
andb
ook
for
Bet
ter
Scho
ols
goes
bey
ond
listin
gtip
s by
pro
vidi
ng e
xam
ples
of
hous
ehol
d pr
ojec
ts to
hel
p ch
ildre
nle
arn:
In th
e ki
tche
n: H
ave
your
chi
ld h
elp
you
took
. Coo
king
usu
ally
req
uire
s re
ad-
ing,
gat
herin
g to
geth
er th
e pr
oper
mat
eria
ls, m
easu
iing
out e
xo'c
i am
ount
s, a
ndor
gani
zing
ste
ps in
the
prop
er o
rder
.
Tra
velin
g: W
hen
plan
ning
a tr
ip, g
et o
ut th
em
ap o
nd h
ave
yoU
r ch
ild p
lot t
hero
ute
and
dete
rmin
e th
e di
stan
ce y
ou h
ave
to tr
avel
. If y
ou're
taki
ng p
ublic
tran
s-po
rtat
ion,
let y
our
child
hel
p pi
ck th
e be
st b
us r
oute
. If y
ou're
taki
nga
car,
tell
your
chi
ld h
ow m
any
mile
s pe
r ga
llon
your
car
get
s an
d as
k hi
rn o
r he
r to
figu
reou
t how
man
y ga
llons
of g
as y
ou w
ill n
eed
for
the
trip
. Dur
ing
or a
fter
the
trip
,he
lp y
our
child
cre
ate
a w
ritte
n tr
avel
log
to s
hare
with
fam
ily o
ncl f
riend
s.
Gar
deni
ng: I
f you
are
pla
ntin
g a
gard
en, f
irst g
o-to
the
librb
ry :w
ithyo
uran
d re
adm
ore
abou
t wha
t you
mig
ht w
ant t
o pl
ant a
nd h
ow tO
do
it. T
oget
ker,
find
out a
bout
diff
eren
t pla
nts
and
let y
our
child
hel
p pi
ck s
ome
seed
s th
at w
ould
grow
wel
l in
your
are
a. A
sk y
our
child
to h
elp
figur
e ou
t how
muC
h sp
ace
you
will
need
dep
endi
ng o
n w
hich
see
ds y
ou p
lant
.
For
mor
e in
form
atio
n, c
onta
ct th
e M
aryl
and
Stat
e D
epar
tmen
t of
Edu
catio
n at
410/
767-
0473
.
Wha
t are
the
way
s th
at s
tate
s ca
n co
mm
unic
ate
with
par
ents
?
Aft
er li
sten
ing
to th
e pa
rent
s in
you
r st
ate,
the
next
ste
p is
dec
idin
gho
w to
impl
emen
t the
ir w
ants
wha
t typ
e of
tool
s sh
ould
be
crea
t-ed
? St
ates
oft
en p
ublis
h fu
ll-co
lor
broc
hure
s, f
lyer
s, o
r ne
wsl
ette
rs.
An
incr
easi
ng n
umbe
r of
sta
tes
have
rec
ently
laun
ched
web
site
sfr
om w
hich
par
ents
can
dow
nloa
d in
form
atio
n or
vis
it a
chat
roo
man
d as
k qu
estio
ns. A
dditi
onal
idea
s on
how
to c
omm
unic
ate
with
pare
nts
incl
ude:
* * 9 0 *
vide
ote
levi
sion
radi
obi
llboa
rds
cass
ette
tape
s1-
800
line/
hotli
neC
D-R
OM
sca
lend
ars
relig
ious
bul
letin
sle
ader
ship
inst
itute
sw
orks
hops
Som
e pa
rent
s m
ay w
ant
or b
eab
le to
take
in m
ore
info
rmat
ion
than
oth
ers;
com
mun
icat
ion
piec
esdi
ssem
inat
ed to
a p
artic
ular
pare
ntgr
oup
shou
ld m
atch
its
capa
bilit
ies
; and
wan
ts.
The
Edm
onds
Sch
ool D
istr
ict i
n W
ashi
ngto
n St
ate
crea
ted
a sc
hool
dist
rict
cal
enda
r th
at d
escr
ibes
som
e of
the
mea
sure
s us
ed to
pro
vide
evid
ence
of
lear
ning
in th
e di
stri
ct, s
uch
as th
e ne
w W
ashi
ngto
nSt
ate
test
and
the
dist
rict
ass
essm
ents
. Eac
h m
onth
is d
edic
ated
toex
plai
ning
a d
iffe
rent
ass
essm
ent a
nd p
rovi
des
pare
nts
with
impo
r-ta
nt d
ates
to r
emem
ber
(see
Exa
mpl
e 17
on
the
follo
win
g pa
ge).
For
a de
scri
ptio
n of
the
Ken
tuck
y Pa
rent
L.e
ader
ship
Ins
titut
e pr
o-gr
am a
nd th
e w
orks
hops
hel
d by
the
Flor
ida
PTA
, see
Clo
se-u
p II
I(p
. 25)
.
Ane
wte
stfo
r W
ashi
ngto
n [i
Irr.
Com
parin
g st
uden
tpe
rfor
man
ce to
ast
anda
rd
You
can
exp
ect t
o he
ar n
ews
this
mon
th a
bout
how
.fou
rth
grad
e st
uden
ts p
erfo
rmed
on
a
test
dev
elop
ed s
peci
fica
lly to
mea
sure
whe
ther
they
hav
eac
hiev
ed th
e ba
sics
: rea
ding
,
wri
ting,
mat
h, a
nd li
sten
ing.
Scho
ols
in o
ur d
istr
ict l
eape
dat
the
invi
tatio
n to
take
the
test
last
spr
ing
on a
vol
unta
ry b
asis
. Thi
s ye
ar's
four
th g
rade
rs
will
he
requ
ired
to ta
ke th
e te
st, w
hich
mea
sure
s pr
ogre
ss
in a
chie
ving
Was
hing
ton'
sE
ssen
tial A
cade
mic
Lea
rnin
g
Req
uire
men
ts. C
orni
ng n
ext n
this
ser
ies:
test
s fo
r
seve
nth
and
tent
h gr
a-de
.
..
ts6
;,..,:
, ,,,
4;,.,
44'
..1
tya
.,i
4.
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4 ig
. .I.
4:"/
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-
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g.
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Kel
cie
Kuh
nB
rier
Ele
men
tary
Age
7
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0 9
a 0
0 0
0 L
i.&
Ca
0 fa
ir; 0
fl:
0 0
co 6
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Ci,
0 0
O0
eT
est D
otes
o
oA
pril
20M
ay 8
(0)
Was
hing
ton
Ass
essm
ent
e eof
Stu
dent
Lea
rnin
g0
I °0
, IG
rade
s 4
and
70
I e"'
0000
0000
0.00
0000
0000
0.o
00Fo
r m
ore
info
rmat
ion,
con
tact
the
Edm
onds
Sch
ool D
istr
ict a
t 425
/670
-704
7.
72.7
3
Bui
ldin
g m
echa
nism
s fo
r di
ssem
inat
ion
iT
o di
ssem
inO
te in
form
atio
n w
ell,
mec
hcin
ism
s al
so n
eed
to b
ese
nsiti
ve,to
lang
uage
and
cul
tura
lba
rrie
rs.
Som
e w
ays
to a
ddre
ss th
ese
barr
i-er
s in
clud
e:
Mak
ing
dist
rict a
nd s
choo
lgr
ound
s an
d bu
ildin
gs fa
mily
-fr
iend
ly;
Add
ress
ing
lang
uage
bar
riers
with
inte
rpre
ters
, tra
nsla
ted
mat
eria
ls, a
nd b
iling
ual s
taff;
and
Red
uCin
g m
istr
ust a
nd c
ultu
ral
barr
iers
by
crea
ting
pare
ntre
sour
ce c
ente
rs, h
oldi
ng w
ork-
shop
s, a
nd e
ncou
ragi
ng h
ome
visi
ts.
Ada
pted
fro
m S
tron
g Fa
mili
es,
Stro
ng S
choo
ls. F
or m
ore
info
rma-
tion,
or
to r
eque
st a
cop
y of
the
repo
rt c
onta
ct th
e U
.S. D
epar
tmen
tof
Edu
catio
n at
800
/USA
-LE
AR
N.
Too
ls c
an b
e ef
fect
ive
only
whe
nth
ey g
et in
to th
e ha
nds
of p
aren
ts.
And
bec
ause
, mor
e of
ten
than
not
,st
ates
do
not s
end
mat
eria
ls d
irec
tlyto
par
ents
, it i
s cr
itica
l to
build
mec
hani
sms
for
diss
emin
atio
n fr
omth
e st
ate
to th
e lo
cal l
evel
and
then
dire
ctly
to p
aren
ts. S
tate
s ne
ed to
clea
rly
unde
rsta
nd w
ho th
ey c
anre
ly o
n fo
r di
ssem
inat
ion,
as
wel
l as
iden
tify
the
mos
t tru
sted
sou
rces
that
par
ents
go
to f
or in
form
atio
n.
Som
e w
ays
to b
uild
the
mec
ha-
nism
s fo
r di
ssem
inat
ion
to p
aren
tsin
clud
e:
O S
ubsi
dizi
ng d
istr
icts
' cos
ts o
fus
ing
dire
ct m
ail;
O C
onsi
deri
ng d
evel
opin
g pu
blic
serv
ice
anno
unce
men
ts (
PSA
s)to
let p
aren
ts k
now
whe
n te
stre
sults
will
be
rele
ased
this
can
act
as a
rem
inde
r to
par
ents
to s
tart
aski
ng f
or th
e re
sults
, or
to lo
ok f
or th
e re
sults
if th
ey a
re b
eing
mai
led
dire
ctly
to h
omes
;O
Enc
oura
ging
dis
tric
ts to
wor
k w
ith th
e lo
cal P
TA
and
Titl
e I/
Cha
pter
I g
roup
s;O
Ens
urin
g th
at s
choo
l dis
tric
ts k
now
and
und
erst
and
the
form
at o
fth
e te
st r
epor
ts a
nd th
e sp
ecif
ic ti
min
g of
the
test
sco
re r
elea
se;
O H
oldi
ng s
choo
l dis
tric
ts a
ccou
ntab
le f
or d
isse
min
atin
g an
d co
m-
mun
icat
ing
test
sco
re r
esul
ts to
par
ents
; and
O R
egul
arly
rev
iew
ing
test
rep
ortin
g pr
actic
es a
nd c
omm
unic
atio
nsto
par
ents
by
cond
uctin
g su
rvey
s an
d fo
cus
grou
p se
ssio
ns.
74
CLO
SE
-up
..
.in
knu
lc te
4,e$
sons
from
,.,on
n A
entu
c,1.
Par
ent W
orks
hops
The
Flo
rida
PT
A is
usi
ng it
s an
nual
conv
entio
n to
sha
re in
form
atio
n ab
out t
hene
wF
lorid
a C
ompr
ehen
sive
Ass
essm
ent T
est
(FC
AT
). P
aren
ts c
ome
from
acro
ss th
e st
ate
to le
arn
abou
t:
The
ach
ieve
men
t lev
els
and
the
impl
icat
ion
ofth
ese
leve
ls fo
r st
uden
ts, p
aren
ts,
and
teac
hers
;
How
to m
ore
effe
ctiv
ely
prep
are
stud
ents
for
the
FC
AT
; and
Who
t typ
es o
f que
stio
ns th
e st
uden
ts w
ill h
ave
to a
nsw
er b
y pr
ovid
ing
pare
nts
ach
ance
to a
ctua
lly ta
ke p
ract
ice
exam
inat
ions
.
For
mom
info
rmat
ion,
con
tact
the
Flor
ida
PTA
at 8
00/3
73-5
782
or v
isit
thei
r w
eb s
ite a
tw
ww
flor
idap
ta.o
rg.
Par
ent L
eade
rshi
p P
rogr
am
The
Com
mon
wea
lth In
stitu
te fo
r P
aren
t Lea
ders
hip,
a pr
ogra
m o
f the
Pric
hard
Com
mitt
ee fo
r A
cade
mic
Exc
elle
nce,
the
Ken
tuck
yC
ongr
ess
of P
aren
ts a
nd T
each
ers
and
the
Ass
ocia
tion
of O
lder
Ken
tuck
ians
, see
ksto
eng
age
all p
aren
ts, i
nclu
ding
thos
e w
ho h
ave
the
mos
t diff
icul
ty b
eing
invo
lved
. It s
uppo
rts
pare
nts
as th
eybe
com
e ef
fect
ive
advo
cate
s fo
r im
prov
ed e
duca
tion
and
incr
ease
d ac
hiev
emen
t for
all s
tude
nts
in th
eir
com
mun
ities
. Thr
ough
subs
tant
ive,
mul
ti-di
scip
linar
y le
arni
ngan
d in
tera
ctiv
e cu
rric
ulum
, it:
Pro
vide
s pa
rent
s w
ith in
form
atio
n an
dst
rate
gies
to ta
ke a
n ac
tive
role
in th
eir
child
ren'
s ed
ucat
ion
as w
ell
as in
the
larg
er e
duca
tion
com
mun
ity;
Mot
ivat
es p
aren
ts to
ass
ume
lead
ersh
ip r
oles
in th
eir
publ
ic s
choo
ls a
ndco
mm
uniti
es;
Rec
ogni
zes
pare
nts
who
hav
e be
en a
ctiv
e ed
ucat
ion
volu
ntee
rs a
nd m
oves
them
to th
e ne
xt le
vel o
f inv
olve
men
t.
Eac
h ye
ar tw
o hu
ndre
d pa
rtic
ipan
ts a
ttend
reg
iona
lin
stitu
tes
that
incl
ude
thre
e tw
o-da
y se
ssio
ns, a
s w
ell a
s a
stat
ewid
e co
nfer
ence
of a
llpa
rtic
ipan
ts. E
ach
part
icip
ant
com
mits
to d
esig
n an
d co
rry
out p
roje
cts
to in
volv
e ot
her
pare
nts
in th
eir
com
mun
i-tie
s an
d sc
hool
s.
For
mor
e in
form
atio
n ab
out t
he P
rich
ard
Com
mitt
ee,
see
Sect
ion
IV o
r co
ntac
tth
eC
omm
ittee
at 6
06/2
33-9
849
or a
t cip
l@pr
icha
rdco
mm
ittee
.org
.
Usi
ng th
e pa
rent
-tea
cher
con
fere
nce
and
prin
t med
ia
Tw
o of
the
mor
e tr
uste
d so
urce
s of
info
rmat
ion
for
pare
nts
on is
sues
rela
ted
to e
duca
tion
are
teac
hers
and
pri
nt m
edia
(se
e ch
art b
elow
).T
each
ers
are
criti
cal,
part
icul
arly
in th
e co
ntex
t of
the
pare
nt-t
each
erco
nfer
ence
, bec
ause
they
are
an
effe
ctiv
e re
sour
ce to
hel
p pa
rent
sbe
tter
unde
rsta
nd w
hat c
hild
ren
are
expe
cted
to k
now
, wha
t the
ym
ust b
e ab
le to
do,
and
wha
t kin
d of
pro
gres
s th
ey a
re m
akin
g. T
hem
edia
are
als
o us
eful
, par
ticul
arly
bec
ause
of
thei
r vi
sibi
lity.
Bot
h ca
nbe
pow
erfu
l dis
sem
inat
ion
tool
s.
Who
Par
ents
Rel
y on
Hea
vily
or
Som
ewha
t Hea
vily
as
Sour
ces
of I
nfor
mat
ion
abou
t Edu
catio
n Is
sues
810
0%I
90%
88%
80%
70%
60%
50%
40%
30%
20%
10% 0%
83%
\`,
oco
(scs
`('
Cs?
0cs
ecs
CD
76
Cre
atin
g a
pow
erfu
l par
ent-
teac
her
conf
eren
ceC
reat
ing
a po
wer
ful p
aren
t-te
ache
r co
nfer
ence
req
uire
s re
cogn
izin
gth
at th
e st
anda
rds
and
new
ass
essm
ents
are
als
o ne
w f
or te
ache
rs.
Whi
le p
aren
ts a
re th
eir
child
's f
irst
teac
her,
mos
t par
ents
do
not h
ave
the
back
grou
nd to
ful
ly u
nder
stan
d th
e de
tails
abo
ut th
e as
sess
men
t.T
heir
lack
of
info
rmat
ion
does
not
mea
n th
at th
ey a
re u
nint
eres
ted
in k
now
ing
mor
e, b
ut it
doe
s un
ders
core
the
impo
rtan
ce o
f pr
ovid
-in
g te
ache
rs w
ith tr
aini
ng to
eff
ectiv
ely
enga
ge p
aren
ts in
the
pare
nt-
teac
her
conf
eren
ce. T
each
ers
will
nee
d to
kno
w h
ow to
rea
d an
din
terp
ret t
he a
sses
smen
t and
then
sug
gest
act
ions
bas
ed o
n th
ere
sults
of
the
asse
ssm
ent,
both
for
them
selv
es in
thei
r cl
assr
oom
san
d fo
r ta
lkin
g w
ith p
aren
ts d
urin
g co
nfer
ence
s. T
ips
to h
elp
teac
h-er
s su
cces
sful
ly e
ngag
e pa
rent
s in
dis
cuss
ion
abou
t ass
essm
ent
resu
lts in
clud
e th
e fo
llow
ing:
1. M
ake
sure
teac
hers
kno
w th
e pu
rpos
e of
the
stat
e as
sess
men
tre
sults
. The
pur
pose
sho
uld
be p
rovi
ded
in w
ritin
g an
d te
ache
rssh
ould
par
ticip
ate
in d
iscu
ssio
ns a
bout
the
purp
ose
of th
e as
sess
-m
ent.
2. M
ake
sure
teac
hers
kno
w h
ow to
acc
urat
ely
read
the
repo
rt.
Pare
nts
expe
ct a
fai
rly
clea
r bo
ttom
line
: the
stu
dent
is d
oing
bet
-te
r, k
eepi
ng u
p, o
r fa
lling
beh
ind.
Tea
cher
s ne
ed to
be
able
to p
ro-
vide
this
type
of
info
rmat
ion.
Onc
e th
ey h
ave
the
"big
pic
ture
,"pa
rent
s ar
e re
ady
for
deta
ils o
n w
hat t
hey
can
do to
hel
p.
Tea
cher
s th
eref
ore
need
info
rmat
ion
expl
aini
ng h
ow to
rea
d.th
ere
port
. The
y ne
ed to
kno
w w
hat k
inds
of
ques
tions
wer
e as
ked
of th
e st
uden
ts a
nd w
hat p
aren
ts c
an b
e do
ing
at h
ome
to h
elp
thei
r ch
ild.
3. M
ake
sure
teac
hers
kno
w h
ow to
tell
pare
nts
abou
t res
ults
that
may
not
be
good
. Tea
cher
s ne
ed m
odel
s of
how
to e
xpla
in lo
wre
sults
on
asse
ssm
ents
alig
ned
with
cha
lleng
ing
high
sta
ndar
ds. I
nad
ditio
n, te
ache
rs n
eed
to k
now
how
to e
xpla
in w
hy th
e re
sults
on
the
diff
eren
t tes
ts s
eem
to te
ll ve
ry d
iffe
rent
sto
ries
abo
ut th
e st
u-de
nt's
per
form
ance
. Pri
nted
sam
ple
scri
pts
that
cou
ld b
e us
ed a
t"b
ack-
to-s
choo
l" n
ight
s or
con
fere
nces
are
ver
y he
lpfu
l. B
e ho
nest
abou
t the
res
ults
, and
mov
e on
to w
hat i
s be
ing
plan
ned
to c
hang
eth
e w
eak
resu
lts o
r to
cel
ebra
te, t
he g
ood
resu
lts.
ci
77
0000
0000
0000
Hel
ping
teac
hers
eng
age
pare
nts
effe
ctiv
ely
Les
sons
fro
m K
entu
cky
i.M
akin
g su
re te
ache
rs k
now
the
purp
ose
of th
e st
ate
asse
ssm
ent r
esul
ts.
A m
onth
ly n
ewsl
ette
r is
mai
led
to`t
each
e?s
at h
ome.
:,
A to
ll-fr
ee p
hone
line
is a
vaila
ble,
for
teac
hers
arid
oth
ers
for
asse
ism
ent a
ndac
coun
tabi
lity
info
rmat
ion.
Thi
s lin
e is
sta
ffed
by th
e te
stin
g co
ntra
ctor
so
teac
hers
may
ask
ver
y sp
ecifi
c qu
estio
ns a
bout
thei
r sc
ho6f
, rep
orts
as
wel
l as
rece
ive
gene
rl:al
info
rmat
ion.
Eac
h sc
hool
dis
tric
t has
bee
n as
ked
to d
esig
nate
a d
istr
ictL
ass
essm
ent c
oord
iriat
orw
ho is
the
liais
on b
etw
een
the-
dist
rict a
nd.th
e st
ate
rega
rdin
g as
sess
men
t arid
acco
unta
bilit
y in
form
atio
n. T
hey
mee
t with
itat
e de
part
men
t rep
rese
ntat
irvel
as.
,ne
eded
to p
repa
re fo
r as
sess
men
t adm
inis
tiatio
n,'re
leas
e of
test
dat
a,an
d.sd
'onA
..
In s
ome
of th
e la
iger
sch
ool d
istr
iCts
, 666
sdi
oal i
s-as
ked
to d
esig
nate
;a9
aste
lS7-
)m
ent c
oord
inat
or w
ho is
the
liais
on b
etw
een
ifie
dist
rict q
nd s
choo
l.T
he.s
tate
dep
artm
ent m
aint
ains
q w
eb s
ite.,A
eee
teac
hers
can
acc
ess
info
rrna
tiOW
!:ab
out o
ngoi
ng p
roje
cts
and
even
ts in
cluO
ing.
6sse
isin
ent a
nd a
ccou
ntab
ility
....
2.M
akin
g su
re te
ache
rs k
now
how
to a
«ura
tely
'read
the
repo
rt.
,
terr
ril, a
nd s
o on
. Thi
s is
dis
trib
uted
to th
e di
stric
t and
sch
ool a
sses
smen
t coo
rdin
a-',t
ors
for
shar
ing
with
teac
hers
.
Prio
r to
the
rele
ase
of te
lt da
ta, t
he s
tate
dep
artm
ent h
olds
live
bro
adca
sts
over
educ
atio
nal t
elev
isio
n to
; brie
f sch
ool p
erso
nnel
. The
se c
an b
e w
atch
ed li
ve o
rto
ped
for
late
r vi
ewin
g.T
he s
tate
dep
artm
ent p
rodu
ces
an "
inte
rpre
tive
guid
e" to
hel
p sc
hool
per
sonn
elun
ders
tand
test
dat
a. T
his
is d
istr
ibut
ed to
the
asse
ssm
ent c
oord
inat
ors,
who
are
tosh
are
it w
ith te
ache
rs.
Tea
cher
s an
d pa
rent
s w
ere.
incl
uded
in fo
cus
grou
ps th
at lo
oked
at i
ndiv
idua
lst
u-de
nt o
nd s
choo
l rep
orts
f6r
assi
stan
ce in
des
igni
ng in
form
ativ
e re
port
s.
3...
Mak
ing
sure
teac
hers
kno
w h
ow to
tell
pare
nts
abou
t res
ults
that
may
not
be
good
.
Too
lkits
wer
e m
ade
avai
labl
e th
roug
h th
e re
gion
al s
ervi
ce c
ente
rsso
sch
ools
cou
ldho
ld P
aren
t and
com
mun
ity w
orks
hops
on
perf
orm
ance
eve
nts,
to h
elp
the
publ
icun
ders
tand
cha
nges
in te
stin
g.
. The
trai
ner-
of-t
rain
ers
mod
el w
as u
sed
to h
elp
teac
hers
und
erst
and
how
to a
sses
sst
uden
t writ
ing
port
folio
s. T
his
prep
ared
teac
hers
to a
sses
s w
ritin
g an
d be
tter
expl
ain
good
writ
ing
to p
aren
ts.
For
mor
e in
form
atio
n, c
onta
ct th
e K
entu
cky
Dep
artm
ent o
f E
duca
tion
at 5
02/5
64-3
301
orvi
sit t
heir
web
site
at w
ww
kde.
stat
e.ky
.us.
Eig
ht r
egio
nal s
ervi
ce c
ente
rs s
erve
the
stat
e. E
ach
cent
er h
asan
ass
essm
ent a
ndac
coun
tabi
lity
cons
ulta
nt w
ho is
ava
ilabl
eto
dist
ricts
and
sch
ools
for
tech
nica
las
sist
ance
(an
alys
is o
f dat
a), t
rain
ing,
and
info
rmat
ion.
Prio
r to
the
rele
ase
of te
st d
ata,
the
stat
e de
part
men
tpr
epar
es a
brie
fing
pack
etth
at in
clud
es a
Q &
A o
n as
sess
men
t and
acc
ount
abili
ty, t
est d
ata,
a gl
ossa
ry o
f
For
som
e ex
ampl
es f
rom
Ken
tuck
y on
how
to im
plem
ent t
hese
sugg
estio
ns, s
ee C
lose
-up
IV.
Onc
e te
ache
rs h
ave
been
bet
ter
prep
ared
to d
iscu
ss th
e pu
rpos
e of
the
asse
ssm
ent a
nd th
e re
sults
, the
par
ent-
teac
her
conf
eren
ce c
anbe
com
e a
mor
e ef
fect
ive
tool
. Som
e w
ays
to e
nsur
e its
eff
ectiv
enes
sin
clud
e:
1. D
efin
e th
e pu
rpos
e of
the
pare
nt-t
each
er c
onfe
renc
e to
incl
ude
disc
ussi
ons
arou
nd th
e st
ate
asse
ssm
ent.
Tea
cher
s ne
ed to
und
er-
stan
d ea
rly
on th
at th
e pu
rpos
e of
the
conf
eren
ce is
to c
omm
uni-
cate
abo
ut s
tude
nt p
rogr
ess
as a
who
le, n
ot ju
st c
lass
room
ass
ign-
men
ts. T
each
ers
need
to b
e ab
le to
dis
cuss
the
new
sta
ndar
ds, t
he
78
new
ass
essm
ents
, and
wha
t the
res
ults
mea
n. F
or ti
ps o
n ho
w to
help
teac
hers
suc
cess
fully
eng
age
pare
nts
in a
dis
cuss
ion
abou
tth
ese
topi
cs, s
ee C
lose
-up
IV.
2. R
ethi
nk th
e sc
hedu
ling
of p
aren
t-te
ache
r co
nfer
ence
s. T
each
ers
ofte
n do
not
dis
cuss
pro
gres
s on
sta
te a
sses
smen
ts b
ecau
se th
eydo
not
hav
e ac
cess
to th
e re
sults
in ti
me
for
the
conf
eren
ces.
Plan
con
fere
nces
at t
imes
whe
n te
ache
rs h
ave
all t
he in
form
atio
nne
eded
to g
ive
pare
nts
a co
mpl
ete
pict
ure
on h
ow s
tude
nts
are
perf
orm
ing.
3. M
axim
ize
the
conn
ectio
n be
twee
n ba
ck-t
o-sc
hool
nig
ht a
nd p
ar-
ent-
teac
her
conf
eren
ces.
Use
bac
k-to
-sch
ool n
ight
s to
pro
vide
gene
ral i
nfor
mat
ion
abou
t the
sta
ndar
ds a
nd a
sses
smen
t res
ults
79
(bot
h di
stri
ct a
nd s
tate
res
ults
), a
nd th
en f
ollo
w u
p w
ith s
peci
fic
stud
ent i
nfor
mat
ion
at th
e pa
rent
-tea
cher
con
fere
nce.
Thi
s se
quen
ceal
low
s pa
rent
s tim
e to
abs
orb
the
info
rmat
ion
and
prep
are
spec
ific
ques
tions
to a
sk d
urin
g th
e co
nfer
ence
. Giv
e pa
rent
s so
me
idea
s of
ques
tions
they
mig
ht a
sk th
e te
ache
r ab
out t
he s
tate
ass
essm
ent.
Stat
e le
ader
s ca
n as
sist
sch
ools
and
dis
tric
ts b
y pr
ovid
ing
a sa
mpl
esc
ript
for
a b
ack-
to-s
choo
l nig
ht th
at e
ffec
tivel
y in
corp
orat
es d
iscu
s-si
on o
f st
ate
asse
ssm
ents
as
part
of
the
impo
rtan
t inf
orm
atio
n pa
r-en
ts s
houl
d kn
ow.
For
som
e id
eas
on h
ow to
impl
emen
t the
se s
ugge
stio
ns, s
eeC
lose
-up
V.
Usi
ng th
e m
edia
Ano
ther
key
tool
in c
omm
unic
atin
g th
e as
sess
men
t res
ults
to p
aren
tsis
the
prin
t med
ia. A
s in
dica
ted
on th
e gr
aph
on p
age
26, n
earl
y 7
out
of 1
0 pa
rent
s re
ly o
n pr
int m
edia
as
a so
urce
of
info
rmat
ion
abou
t edu
-ca
tion
issu
es. E
duca
tion
Wee
k re
cent
ly c
alle
d th
e lo
cal n
ewsp
aper
the
"new
acc
ount
abili
ty p
laye
r."
Stat
es c
an w
ork
with
the
med
ia in
myr
iad
way
s w
hen
com
mun
icat
ing
stat
e te
st r
esul
ts to
par
ents
:
O T
o pr
ovid
e co
mpa
rativ
e da
ta;
O T
o pr
ovid
e ex
ampl
es o
f te
st it
ems
and
expl
anat
ions
as
to h
ow th
eyar
e sc
ored
;O
To
show
exa
mpl
es o
f di
stri
cts
or s
choo
ls th
at h
ave
show
n si
gnif
ican
tim
prov
emen
t ove
r tim
e, s
ucce
ssfu
lly a
ligne
d st
anda
rds
to th
e st
ate
test
s an
d sh
own
impr
ovem
ents
as
a re
sult,
and
ral
lied
loca
l com
mu-
nity
sup
port
for
sta
te te
sts;
and
O T
o pr
ovid
e le
ads
for
hum
an-i
nter
est s
tori
eslin
king
sta
te te
sts
tore
al p
eopl
e, s
uch
as in
divi
dual
teac
hers
, par
ents
, bus
ines
s gr
oups
,co
mm
unity
and
rel
igio
us g
roup
s, a
nd p
rinc
ipal
s:
To
best
use
the
prin
t med
ia, s
tate
s sh
ould
kee
p ce
rtai
n is
sues
inm
ind:
O D
efin
e sc
ores
cle
arly
and
pro
vide
des
crip
tions
of
how
par
ents
and
com
mun
ity m
embe
rs c
an u
se th
e in
form
atio
n;O
Ens
ure
dire
ct a
cces
s to
test
sco
re d
ata
for
repo
rter
s (e
lect
roni
c or
othe
rwis
e);
O P
rovi
de r
esou
rces
(na
tiona
l exp
erts
or
stat
e of
fici
als)
to r
epor
ters
on
stan
dard
s an
d as
sess
men
ts to
add
cla
rity
and
legi
timac
y to
the
stat
ewid
e te
stin
g ef
fort
;0
Dev
elop
bac
kgro
und
pape
rs, c
omm
only
ask
ed q
uest
ions
, fac
t she
ets,
and
cale
ndar
s w
ith k
ey d
ates
; and
O P
rovi
de r
epor
ters
with
sta
te-l
evel
con
tact
s to
ans
wer
spe
cifi
cqu
estio
ns.
See
Clo
se-u
p V
I (p
. 30)
for
som
e id
eas
from
Ind
iana
and
Tex
as o
nho
w to
wor
k m
ore
clos
ely
with
the
med
ia w
hen
repo
rtin
g te
st s
core
s.
0 0
0 0
0 0
0 0
0 0
0 0
Pro
mot
ing
bette
r co
mm
unic
atio
nvi
a th
e pa
rent
-te
ache
r co
nfer
ence
Less
ons
from
the
Tho
mps
onS
choo
l Dis
tric
t (Lo
vela
nd, C
O)
Incl
ude
disc
ussi
ons
abou
t the
sta
te a
sses
smen
t.
Rev
iew
a v
arie
ty o
f ach
ieve
men
t ind
icat
ors
to p
rovi
de a
mor
e ac
cura
te a
nd c
om-
plet
e pi
ctur
e of
a s
tude
nt's
aca
dem
ic p
rogr
ess.
Tea
cher
s ca
n he
lp p
aren
ts g
ain
abe
fter
unde
rsta
ndin
g by
des
crib
ing
the
child
's p
erfo
rman
ce in
situ
atio
ns th
atre
quire
mos
tly in
depe
nden
t wor
k fr
om th
e ch
ild, s
uch
as in
sta
te o
r di
stric
t tes
ting
situ
atio
ns, c
ompa
red
to c
lass
room
per
form
ance
whe
re te
ache
r pr
ompt
s, c
ues,
or
help
is fr
eque
ntly
ava
ilabl
e du
ring
wor
k tim
e. T
each
ers
shou
ld tr
eat e
ach
piec
e of
info
rmat
ion,
incl
udin
g th
e st
ate
asse
ssm
ents
, as
a pi
ece
of th
e pu
zzle
, eac
h co
n-tr
ibut
ing
to a
gre
ater
und
erst
andi
ng o
f the
stu
dent
's p
rogr
ess.
Use
sta
tem
ents
suc
h as
, "In
our
con
fere
nce
toda
y, I
wan
t to
shar
e se
vera
l diff
eren
tpi
eces
of i
nfor
mat
ion
abou
t Joh
n's
prog
ress
in m
eetin
g st
anda
rds.
Let
's r
evie
wJo
hn's
dis
tric
t tes
t res
ults
in r
eadi
ng, h
is s
tate
rea
ding
and
writ
ing
test
res
ults
, and
his
first
qua
rter
rep
ort c
ard.
All
of th
ese
can
help
us
plan
wha
t ins
truc
tion
John
need
s ne
xt."
As
a re
sult
of th
e co
nfer
ence
, the
par
ent w
ants
to k
now
if J
ohn
is o
nth
e rig
ht tr
ack
rela
ted
to th
e ex
pect
atio
ns, a
nd w
hat t
he p
aren
t can
do
to h
elp.
2.R
ethi
nk w
hen
pare
nt-t
each
er c
onfe
renc
es a
re s
ched
uled
.
Sch
edul
e pa
rent
-tea
cher
con
fere
nces
at t
imes
of t
he y
ear
whe
n te
ache
rs a
re li
kely
to h
ave
the
mos
t inf
orm
atio
n ab
out s
tude
nt p
rogr
ess
incl
udin
gre
sults
on
impo
rtan
t.di
stric
t and
sta
te a
sses
smen
ts.
Mar
y B
lair
Ele
men
tary
sch
edul
es c
onfe
renc
es a
fter
the
first
two
wee
ks o
f.sch
ool.
Tea
cher
s re
view
ach
ieve
men
t res
ults
from
the
end
of th
e pr
evio
us s
choo
l yea
r(w
hich
can
incl
ude
stat
e as
sess
men
t res
ults
) an
d as
k pa
rent
s fo
r in
form
atio
nth
at w
ill h
elp
the
stud
ent h
ave
a su
cces
sful
sch
ool y
ear.
The
pur
pose
of t
heea
rly c
onfe
renc
e is
to p
rom
ote
early
col
labo
ratio
n in
pla
nnin
g fo
r th
e st
uden
t'sin
stru
ctio
nal n
eeds
.
Con
rad
Bal
l Mid
dle
Sch
ool s
ched
ules
the
first
con
fere
nce
of th
e ye
ar ju
st s
ixw
eeks
afte
r sc
hool
sta
rts.
Tea
cher
s re
view
initi
al p
rete
stin
g an
d ex
pect
atio
ns fo
rth
e sc
hool
yea
r.
Tur
ner
Mid
dle
Sch
ool u
ses
the
last
few
day
s of
sch
ool t
o ha
ve s
tude
nts
indi
vidu
ally
pres
ent t
o th
eir
pare
nts
wha
t the
y ha
ve le
arne
d du
ring
thei
r th
ree
year
s at
Tur
ner
Mid
dle
Sch
ool.
Stu
dent
s ca
n al
so in
vite
oth
er te
ache
rs, p
rinci
pals
, and
com
mun
itym
embe
rs. S
tude
nts.
can
be v
ery
insi
ghtfu
l whe
n ex
plai
ning
thei
r pe
rfor
man
ce o
nim
port
ant c
lass
room
, dis
tric
t, an
d st
ate
asse
ssm
ents
to th
eir
pare
nts.
Sch
ools
mig
ht c
onsi
der
havi
ng a
n ea
rly c
onfe
renc
e an
d tw
o fo
llow
-up
teac
her
conf
eren
ces
durin
g th
e ye
ar.
3.M
axim
ize
the
conn
ectio
n be
twee
n ba
ck-t
o-sc
hool
nig
ht a
nd th
e pa
rent
-tea
ther
conf
eren
ce.-
Whe
n sc
hool
s co
nnec
t inf
orm
atio
n pr
ovid
ed td
par
ents
at b
ack-
to-s
choo
l nig
hts
toin
form
atio
n pr
ovid
ed a
t par
ent-
teac
her
conf
eren
ces,
com
mun
icat
ion
betw
een
scho
olan
d ho
me
can
be g
reat
ly e
nhan
ced.
Bac
k-to
-sch
ool n
ight
is u
sed
as a
n op
port
unity
for
teac
hers
to s
hare
exp
ecte
d st
an-
dard
s fo
r st
uden
ts; c
urric
ulum
map
s th
at o
utlin
e th
e un
its fo
r th
e ye
ar a
nd w
hich
stan
dard
s ar
e ad
dres
sed
in th
ose
units
; and
wha
t inf
orm
atio
n th
e te
ache
r w
ill b
eco
llect
ing
to d
ocum
ent s
tude
nt p
rogr
ess.
Tea
cher
s sh
are
rubr
ics
(sco
ring
guid
es)
and
sam
ple
test
item
s to
cla
rify
wha
t stu
-de
nts
will
be
expe
cted
to le
arn.
.Par
ents
leav
e kn
owin
g w
hat t
he s
tude
nt's
day
look
slik
e, K
ow to
con
tact
the
teac
her,
and
wha
t !ev
e: o
f per
form
ance
is e
xpec
ted.
; Par
ent-
teac
her
conf
eren
ces
can
serv
e as
follo
w-u
p to
bac
k-to
-sch
ool n
ight
by
allo
Win
gte
ache
rs to
dis
cuss
ass
essm
ent r
esul
ts, m
ake
clas
sroo
m o
bser
vatio
ns, a
nd s
o fo
rth,
that
rela
te to
the
stan
dard
s an
d ex
ampl
es s
hare
d du
ring
back
-to-
scho
ol n
ight
. The
con
fer-
ence
can
focu
s on
stu
dent
pro
gres
s, e
ffort
, and
atti
tude
rat
her
than
how
the
clas
sroo
mop
erat
es. G
ive
pare
nts
as m
uch
of th
e in
form
atio
n as
pos
sibl
e be
fore
the
conf
eren
ceso
they
hav
e tim
e to
rev
iew
it. M
any
teac
hers
'revi
ew th
e in
form
atio
n w
ith th
e st
uden
tsdu
ring
clas
s tim
e, h
ave
the
stud
ent r
evie
w th
e in
form
atio
n w
ith th
e pa
rent
bef
ore
the
conf
eren
ce, a
nd th
en u
se th
e pa
rent
-tea
cher
con
fere
nce
time
for
inte
rpre
tatio
n an
dpl
anni
ng b
ased
on
the
info
rmat
ion.
For
mor
e in
form
atio
n, c
onta
ct th
e T
hom
pson
Sch
ool D
istr
ict a
t 970
/669
-394
0.
0 0
0 0
0 0
C1C
M-U
1P V
[18
;Rep
ortin
g, te
st s
core
-Sus
ing
the
med
ia.
Less
ons
from
Indi
ana
and
Tex
as
0 0
0 0
0 0
lndi
anaR
epor
ters
taki
ng th
e te
stIn
Indi
ana,
Sta
te S
uper
inte
nden
t Sue
llen
Ree
d de
cide
d th
at m
edia
rep
rese
ntat
ives
shou
ld s
ee th
e hi
gh s
choo
l gra
duat
ion
qual
ifyin
g ex
am, n
ewly
impl
emen
ted
in 1
997,
so th
at th
ey c
ould
acc
urat
ely
repo
rt to
par
ents
and
the
publ
ic w
hat i
s ex
pect
ed o
f stu
-de
nts.
Sin
ce th
e In
dian
a G
ener
al A
ssem
bly
had
requ
ired
the
stat
e to
rel
ease
the
con-
stru
cted
res
pons
e ite
ms,
ess
ays,
and
ope
n-en
ded
mat
h pr
oble
ms
once
they
wer
egi
ven,
Dr.
Ree
d ch
ose
to r
elea
se th
em to
the
repo
rter
s. P
rint,
tele
visi
on, a
nd r
adio
med
ia r
epre
sent
ativ
es a
rriv
ed a
t the
sta
te h
ouse
on
the
last
day
of t
he s
tate
wid
ead
min
istr
atio
n of
the
high
sch
ool q
ualif
ying
exa
m a
nd w
ere
them
selv
es a
dmin
iste
red
one-
half
of th
e re
adin
g ite
ms
(mul
tiple
-cho
ice
and
cons
truc
ted
resp
onse
) an
don
e-ha
lf of
the
mat
hem
atic
s ite
ms.
The
y to
ok th
e te
st a
s if
they
wer
e st
uden
ts, u
sing
the
som
e m
ater
ials
and
the
sam
e ad
min
istr
atio
n pr
oced
ures
. The
y si
gned
con
fiden
tialit
yag
reem
ents
sta
ting
that
whi
le th
ey c
ould
"de
scrib
e" th
e ki
nds
of m
ultip
le-c
hoic
e ite
ms
that
wer
e on
the
test
, the
y w
ould
rel
ease
onl
y th
e op
en-e
nded
item
s.
The
res
ult o
f thi
s ef
fort
was
in-d
epth
pre
ss c
over
age
that
des
crib
ed th
e co
nten
t of t
hete
st a
nd r
efut
ed s
ome
criti
cism
s th
at th
e co
nstr
ucte
d re
spon
se it
ems
wer
e va
lue-
lade
n.M
ost o
f the
rep
orte
rs a
gree
d th
at th
e ki
nds
of s
kills
mea
sure
d on
the
test
wer
e im
por-
tant
thin
gs fo
r st
uden
ts to
kno
w a
nd th
at th
e te
st c
onte
nt w
as "
acad
emic
,' no
t per
son-
al. N
ow w
hen
thes
e m
edia
rep
rese
ntat
ives
are
ask
ed a
bout
the
test
, the
yca
n re
spon
dfr
om th
e ex
perie
nce
of h
avin
g ta
ken
it.
For
mor
e in
form
atio
n, c
onta
ct th
e E
xter
nal A
ffai
rs O
ffic
e of
the
Indi
ana
Dep
artm
ent o
fE
duca
tion
at 3
17/2
32-6
614.
Tex
asC
omm
unic
atin
g al
l yea
r lo
ngU
nder
the
Tex
as E
duca
tion
Cod
e, p
ublic
sch
ool a
ccou
ntab
ility
dat
a m
ust b
e di
ssem
i-na
ted,
reg
ardl
ess
of w
heth
er m
embe
rs o
f the
med
ia fi
nd th
e in
form
atio
n ne
wsw
orth
y.H
owev
er, t
he p
rint a
nd e
lect
roni
c m
edia
in T
exas
hav
e hi
stor
ical
ly c
arrie
d th
e st
orie
sbe
caus
e pa
rent
s an
d ta
xpay
ers
wan
t the
info
rmat
ion.
Effe
ctiv
ely,
the
dire
ct r
epor
ting
requ
irem
ents
bui
lt in
to th
e C
ode
have
spu
rred
a d
eman
d fo
r ad
ditio
nal m
edia
cove
rage
.
The
Com
mis
sion
er o
f Edu
catio
n re
gula
rly c
omm
unic
ates
with
mem
bers
of t
he T
exas
med
ia th
roug
h pr
ess
conf
eren
ces
and
pres
s re
leas
es. T
heag
ency
rou
tinel
y e-
mai
ls it
spr
ess
rele
ases
to o
ver
500
jour
nalis
ts a
nd m
edia
out
lets
as
wel
l as
to a
ll 20
Reg
iona
lE
duca
tion
Ser
vice
Cen
ters
(R
ES
C's
) in
Tex
as. T
he a
genc
y al
so p
ublis
hes
exte
nsiv
eac
coun
tabi
lity-
rela
ted
info
rmat
ion
on it
s w
eb s
ite a
t ww
w.te
a.st
ate.
tx.u
s. M
any
scho
oldi
stric
ts a
lso
use
thei
r w
eb s
ites
to d
isse
min
ate
dist
rict a
nd c
ampu
s pe
rfor
man
ce d
ata.
84
The
dis
sem
inat
ion
of a
ccou
ntab
ility
dat
a oc
curs
yea
r ro
und,
beg
inni
ng in
May
and
cont
inui
ng th
roug
h th
e fo
llow
ing
Mar
ch, w
hen
the
agen
cy d
istr
ibut
es it
s an
nual
Sna
psho
t pub
licat
ion,
whi
ch s
umm
ariz
es s
tate
- an
d di
stric
t-le
vel p
erfo
rman
ce d
ata.
Inth
e la
tter
part
of M
ay, e
ach
loca
l sch
ool d
istr
ict r
ecei
ves
the
"indi
vidu
al"
Tex
asA
sses
smen
t of A
cade
mic
Ski
lls (
TA
AS
) re
sults
for
each
of t
he s
tude
nts
in th
e di
stric
t. In
early
Jun
e, th
e C
omm
issi
oner
of E
duca
tion
trad
ition
ally
hol
ds a
pre
ss c
onfe
renc
e to
rele
ase
the
stat
ewid
e "a
ll st
uden
ts"
TA
AS
res
ults
. Loc
al m
edia
cov
er th
e re
leas
e of
this
info
rmat
ion.
Thi
s in
form
atio
n is
als
o po
sted
on
the
agen
cy's
web
site
.
In A
ugus
t, di
stric
t sum
mar
ies
and
dist
rict-
and
cam
pus-
leve
l dat
a ta
bles
are
prov
ided
to e
ach
scho
ol d
istr
ict a
nd R
ES
C. O
n th
e sa
me
day,
the
Com
mis
sion
er tr
aditi
onal
lyho
lds
a pr
ess
conf
eren
ce to
rel
ease
the
dist
rict a
nd c
ampu
s pe
rfor
man
ce r
atin
gs
(exe
mpl
ary,
rec
ogni
zed,
aca
dem
ical
ly a
ccep
tabl
e, o
r ac
adem
ical
ly u
nacc
epta
ble)
.P
aren
ts, l
ocal
sch
ool d
istr
icts
, and
the
med
ia c
an o
btai
n th
is d
ata
on th
e ag
ency
'sw
eb s
ite. B
oth
prin
t and
ele
ctro
nic
med
ia r
epor
t the
rat
ings
of t
he d
istr
icts
and
cam
-pu
ses
in th
eir
cove
rage
are
as.
In O
ctob
er, s
choo
l dis
tric
ts r
ecei
ve d
istr
ict-
and
cam
pus-
leve
l rep
orts
from
the
agen
cy.
The
Tex
as E
duca
tion
Cod
e re
quire
s lo
cal s
choo
l boa
rds
to p
ublis
h th
e an
nual
repo
rts.
Loca
l sch
ool b
oard
s m
ust a
lso
hold
a h
earin
g fo
r pu
blic
dis
cuss
ion
of th
e re
port
.T
axpa
yers
and
par
ents
in th
e di
stric
t mus
t rec
eive
not
ice
of th
e he
arin
g. A
new
spap
er o
fge
nera
l circ
ulat
ion
in th
e di
stric
t and
ele
ctro
nic
med
ia s
ervi
ng th
e di
stric
tm
ust a
lso
rece
ive
notic
e of
the
hear
ing.
Sta
te la
w fu
rthe
r re
quire
s di
stric
t- a
nd c
ampu
s-le
vel d
eci-
sion
mak
ing
com
mitt
ees
to e
ach
hold
a p
ublic
mee
ting
to d
iscu
ss th
eir
perf
orm
ance
.
In N
ovem
ber
of e
ach
scho
ol y
ear,
the
agen
cy p
repa
res
a re
port
car
d fo
r ea
ch c
am-
pus.
Sta
te la
w r
equi
res
pare
nts
to r
ecei
ve th
e po
rtio
ns o
f the
rep
ort c
ards
that
rel
ate
to s
tude
nt p
erfo
rman
ce.
Inde
pend
ent o
rgan
izat
ions
suc
h as
the
Gov
erno
r's B
usin
ess
Cou
ncil
and
the
Tex
asB
usin
ess
and
Edu
catio
n C
oalit
ion
furt
her
assi
st w
ith th
e di
ssem
inat
ion
of a
ccou
ntab
il-ity
dat
a in
Tex
as. T
hese
org
aniz
atio
ns, w
hose
mem
bers
com
e fr
om p
rivat
e in
dust
ry,
ini,e
st in
inde
pend
ent a
naly
sis
and
repo
rtin
g. In
Tex
as, t
he in
volv
emen
t of p
rivat
ein
dust
ry in
pub
lic e
duca
tion
furt
her
piqu
es m
edia
inte
rest
.
The
com
bina
tion
of s
tron
g ac
coun
tabi
lity
law
s, p
rivat
e in
dust
ry in
volv
emen
t, m
edia
cove
rage
, and
par
enta
l inv
olve
men
t has
pro
ved
succ
essf
ul in
Tex
as. F
or y
ears
, stu
dent
perf
orm
ance
has
ste
adily
impr
oved
. Par
ents
and
taxp
ayer
s eq
uipp
ed w
ith in
form
atio
nab
out t
he p
erfo
rman
ce o
f the
ir sc
hool
s ar
e ab
le to
hol
d th
e sc
hool
s ac
coun
tabl
e.
85
0 0
0 0
0 0
oTti
p-T
;00
0000
Rep
ortin
g te
st s
core
s us
ing
the
med
iaLe
sson
s fr
om In
dian
a an
d T
exas
.(co
ntin
ued)
With
'ove
r 6,
000
scho
ols
in a
high
ly d
e'ce
ntr6
liied
fsys
tern
,"it
is im
pasi
ible
to m
em,
ure
the
prec
ise
exte
nt to
whi
chio
me
of th
e lis
s-sc
hiS
last
ic in
'Ots
to6u
blie
'ecl
ucci
-
tion,
suc
h as
par
enta
lin
volv
emen
t or
med
ia c
over
age,
affe
ct s
tude
nt p
erfo
rman
ce.
Yet
it is
cle
ar th
at th
eir
invo
lvem
ent m
akes
a d
iffer
ence
, so
the
agen
cy a
nd p
rivat
e
indu
stry
will
enc
oura
geth
e co
ntin
ued
invo
lvem
ent
of p
aren
ts a
nd th
e m
edia
in
Tex
as.
For
mor
e in
form
atio
n, c
onta
ctth
e G
over
nott
Bus
ines
sC
ounc
il at
512
/261
-344
7.
Use
of
the
med
ia d
oes
not h
ave
to b
e lim
ited
to th
e re
port
ing
ofte
st r
esul
ts. M
edia
can
be
used
pri
or to
test
adm
inis
trat
ion
too.
For
nine
wee
ks p
rior
to th
e K
entu
cky
Inst
ruct
iona
l Res
ults
Inf
orm
atio
nSy
stem
(K
IRIS
) te
sts,
stu
dent
s, p
aren
ts, a
nd m
embe
rs o
f th
e pu
blic
wer
e ch
alle
nged
by
the
Ken
tuck
y D
epar
tmen
t of
Edu
catio
n an
d th
eK
entu
cky
Pres
s A
ssoc
iatio
n on
ce a
wee
k to
try
a sa
mpl
e qu
estio
nfr
om a
rec
ent K
IRIS
test
. Pri
nted
at n
o co
st b
y th
e K
entu
cky
Pres
sA
ssoc
iatio
n an
d ap
pear
ing
in v
ario
us n
ewsp
aper
s th
roug
hout
the
stat
e, e
ach
wee
kly
item
rep
rese
nted
a s
peci
fic
area
(sc
ienc
e, m
ath,
etc.
) an
d le
vel (
elem
enta
ry, m
iddl
e, o
r hi
gh s
choo
l) a
nd in
clud
edan
ann
otat
ed s
ampl
e st
uden
t res
pons
e.
BE
ST C
OPY
AV
AIL
AB
LE
8 6
1
B. T
ell w
hat o
rgan
ism
s yo
u w
ould
put
in th
e ja
r an
d ex
plai
n th
efu
nctio
n of
eac
hor
gani
sm a
nd it
s re
latio
nshi
p to
the
othe
r or
gani
sms.
C. W
hat e
lse
wou
ld b
e ne
cess
ary
to k
eep
your
eco
syst
em a
live?
Sam
ple
Stud
ent R
espo
nse:
Stut
)ent
desc
ribe
s an
ecos
yste
mco
ntai
ning
vari
ous
orga
nism
s.
rden
t itn
plie
s
orga
nic
mat
ter
are
a so
urce
of
ener
gy.
Ma
nutr
ient
s an
d
IStu
dent
note
s th
e.
rela
tions
hip
orpn
ism
s.be
twee
n
In m
y ec
osys
tem
I w
ould
wou
ld b
e fl
ies
for
the
flie
s to
rele
ase
o
tean
d fr
uit f
orw
ould
be
plan
ts to
the
air.
The
fro
g w
ould
brcs
g.lh
oxyg
en a
nd r
elea
se c
arbo
ndi
oxid
e fo
r th
e pl
ant t
o us
e. T
here
wou
ld b
eSt
uden
t men
tions
.joil
in th
e bo
ttom
. An
eart
hwor
mnu
triti
onal
rela
tions
hip.
in th
e. I
t wou
ld te
len
ts I
nto
the
soil
for
the
phi
The
wor
m w
ould
feed
on
dead
org
anic
mat
ter
put i
nto
the
soil
by th
e ot
her
orga
nism
s. E
ach
orga
nism
in th
eec
osys
tem
wou
ld h
elp
tbe
othe
rs. I
wou
lad
d en
oug3
star
16 s
uppl
y th
eir
need
s.St
uden
t say
sw
ater
als
ow
ould
be
nece
ssar
y to
keep
the
syst
em a
live.
mal
a.
Not
e: S
tude
nts
resp
onse
s to
IU
RIS
que
stio
ns a
re c
ateg
oriz
ed in
tow
e of
fou
r pe
rfor
man
ce le
vels
.Fo
r a
deta
iled
desc
ript
ion
of th
efo
ur p
erfo
rman
te le
vels
, cal
l I-8
00-K
IRIS
-99.
For
mor
e in
form
atio
n, c
onta
ct th
e K
entu
cky
Dep
artm
ent o
f E
duca
tion
at 5
02/5
64-3
301
or v
isit
thei
r w
eb s
ite a
t ww
wkd
e.st
ate.
ky.u
s.
New
spap
ers
can
also
be
used
to p
rovi
de ti
ps f
or p
aren
ts (
see
Rec
omm
enda
tion
9, p
. 21)
. In
Flor
ida,
the
Tam
pa T
ribu
ne h
as r
ecen
t-ly
pub
lishe
d a
new
spap
er in
sert
that
incl
udes
act
iviti
es f
or c
hild
ren
and
tips
for
how
par
ents
can
eng
age
thei
r ch
ild in
rea
ding
and
lear
n-in
gtip
s to
ass
ist p
aren
ts in
pre
pari
ng th
eir
child
for
the
new
Flor
ida
Com
preh
ensi
ve A
sses
smen
t Tes
t (FC
AT
).
Exa
mpl
e 19
1.R
ead
with
you
r ch
ildre
n! R
ead
billb
oard
s,st
reet
sig
ns, m
ops,
boo
ks, t
he in
for-
mat
ion
chan
nel o
r th
e te
levi
sion
sch
edul
e ch
anne
l,th
eir
text
book
s, li
brar
ybo
oks,
any
thin
g yo
u se
e.
2.G
et a
libr
ary
card
and
use
it w
ith y
our
child
.
3.le
t you
r ch
ild s
ee y
ou r
eadi
ng fo
ren
joym
ent.
4.T
alk
to y
our
child
abo
ut th
e im
port
ance
of r
eadi
ng.
5.S
ubsc
ribe
to th
e ne
wsp
aper
.
6.E
ncou
rage
you
r ch
ild.
7.T
he id
ea is
for
your
chi
ld to
enj
oy r
eadi
ng,
so tr
y to
hel
p hi
m o
r he
r fin
d lit
era-
ture
that
is a
t the
app
ropr
iate
age
and
rea
ding
leve
ls,
deal
ing
with
a s
ubje
ctth
at in
tere
sts
him
or
her.
8.A
vid
read
ers
"see
" th
e st
ory
happ
enin
gin
thei
r he
ad, m
uch
like
we
see
am
ovie
scr
een.
Sto
p oc
casi
onal
ly w
hen
you
are
read
ing
and
help
you
r ch
ild"s
ee"
the
pict
ure.
Thi
s m
ay ta
keso
me
effo
rt a
t firs
t, bu
t it i
s an
impo
rtan
t por
tof
rea
ding
com
preh
ensi
on.
9.Y
our
child
's r
eadi
ng te
ache
r w
ill h
ave
som
e id
eas
abou
t hel
ping
you
r ch
ildre
ad. T
he te
ache
r kn
ows
wha
t str
engt
hs a
nd w
eakn
esse
syo
ur c
hild
has
and
will
be
able
to s
ugge
st s
ome
book
s th
at h
eor
she
mig
ht e
njoy
rea
ding
.
10.E
ven
if yo
u do
not
hav
ea
child
in s
choo
l, vo
lunt
eer
for
a fe
w h
ours
a m
onth
to li
sten
to a
chi
ld r
ead.
11.R
ead,
Rea
d, R
ead!
For
mor
e in
form
atio
n, c
onta
ct th
e T
ampa
Tri
bune
at 8
13/2
59-7
780.
Eva
luat
ing
your
tool
s
Gat
heri
ng f
eedb
ack
on y
our
com
mun
icat
ion
tool
s is
an
impo
rtan
tst
ep to
o of
ten
over
look
ed. S
tate
s ne
ed to
thin
k ab
out e
valu
atin
gth
ese
tool
s ea
rly
on (
as p
art o
f an
ent
ire
com
mun
icat
ions
str
ateg
y)an
d ca
n st
art b
y as
king
a s
erie
s of
que
stio
ns:
O W
hat i
ndic
ator
s or
mea
sure
s w
ill w
e us
e to
det
erm
ine
how
wel
lw
e ar
e do
ing?
0 W
ho a
re o
ur a
udie
nces
for
gat
heri
ng f
eedb
ack?
O H
ow w
ill w
e ga
ther
the
feed
back
?O
Are
thes
e sp
ecif
ic m
ater
ials
(br
ochu
res,
sco
re c
ards
, fac
t she
ets,
etc.
) w
orki
ng?
0 H
ow w
ill w
e ch
ange
our
str
ateg
y to
ref
lect
the
com
mun
icat
ion
gaps
?
The
Cin
cinn
ati (
Ohi
o) p
ublic
sch
ool d
istr
ict,
with
a s
tude
nt e
nrol
l-m
ent o
f ov
er 4
9,00
0, m
easu
res
the
effe
ctiv
enes
s of
its
com
mun
ica-
tions
tool
s an
nual
ly. E
ach
year
, par
ents
, tea
cher
s, a
nd c
omm
unity
mem
bers
are
sur
veye
d on
the
qual
ity, t
imel
ines
s, a
nd e
ffec
tiven
ess
ofne
wsl
ette
rs, a
nnua
l pro
gres
s re
port
s, w
all c
alen
dars
, and
bac
k-to
-sc
hool
mai
lers
.
The
res
ults
, pub
lishe
d an
d di
stri
bute
d to
all
audi
ence
s, a
re u
sed
toim
prov
e th
e ov
eral
l str
ateg
ic c
omm
unic
atio
ns p
lan,
whi
ch is
tied
toth
e di
stri
ct's
fiv
e-ye
ar p
lan,
Stu
dent
s Fi
rst.
For
info
rmat
ion
on th
ety
pe o
f qu
estio
ns a
sked
, see
Clo
se-u
p V
II. 8 9
g br
valu
atin
g co
mm
unic
atio
n to
ols
Les
sons
fro
m C
inci
nnat
i
0 0
0 0
0 0
0
iThe
follo
-Win
g ar
e qu
estio
ns a
sked
of p
aren
ts, t
heir
resp
onse
s, o
nd o
ctio
ns th
e sc
hool
dis
tric
t too
k to
cap
i-to
lize
on th
ose
resp
onse
s.
Sur
vey/
Foc
us G
roup
Que
stio
nR
espo
nse
Act
ion
Hav
e yo
u he
ard
of "
Stu
dent
sF
irst,"
the
dist
rict's
five
-yea
r
stra
tegi
c pl
an a
nd w
here
did
you
hear
abo
ut it
?
No
(67%
)Y
es (
33%
)
Of t
he 3
3% th
at s
aid
"yes
," 2
9% r
ecei
ved
info
rmot
ion
by m
oil
thro
ugh
the
dist
rict's
com
mun
icat
ions
depo
rtm
ent.
Dev
elop
ed to
ol k
its a
nd b
ulle
tin b
oard
sfo
r pr
inci
pals
and
sch
ools
on
Stu
dent
sF
irst.
Incr
ease
d nu
mbe
r of
mai
ling
topa
rent
s an
d in
clud
ed S
tude
nts
Firs
t
initi
ativ
e ar
ticle
s. E
stab
lishe
d w
eb s
itelo
catio
n de
dica
ted
to S
tude
nts
Firs
t.
Incr
ease
d co
mm
unic
atio
ns to
prin
cipa
lsan
d te
oche
rs a
nd e
ncou
rage
d di
scus
-si
on a
t the
loca
l sch
ool l
evel
.
Rot
e th
e he
lpfu
lnes
s of
rep
orts
on th
e O
hio
Sta
te P
rofic
ienc
y
Tes
ts a
nd o
ther
sta
ndar
dize
d
and
achi
evem
ent t
ests
.
Ver
y H
elpf
ul (
41%
)
Som
ewha
t Hel
pful
(40
%)
Not
Ver
y H
elpf
ul (
12%
)
Don
't R
emem
ber
Rec
eivi
ng R
epor
ts (
6%)
Sim
plifi
ed a
nd a
ligne
d st
uden
t pro
gres
sre
port
s w
ith p
rom
otio
n st
anda
rds
and
asse
ssm
ents
. Im
prov
ed th
e "r
ubric
labe
l" th
at d
efin
es th
e ch
ild's
pro
gres
s
tow
ard
prom
otio
n an
d st
anda
rds.
Ana
lyze
d st
anda
rdiz
ed a
chie
vem
ent
test
par
ent r
epor
ts w
ith d
istr
ict's
oss
ess-
men
t and
com
mun
icat
ions
dep
artm
ent.
Are
you
sat
isfie
d w
ith th
e
amou
nt o
f inf
orm
atio
n re
ceiv
edab
out y
our
child
's a
cade
mic
prog
ress
?
1996
Ver
y S
atis
fied
(61%
)
Som
ewha
t Sat
isfie
d (2
6%)
Not
Sat
isfie
d (1
4%)
1997
Ver
y S
atis
fied
(61%
)
Alth
ough
mos
t par
ents
wer
e ve
ry s
otis
-
fied
or s
omew
hat s
otis
fied,
ther
e w
asno
t eno
ugh
prog
ress
mad
e ov
er tw
oye
ors.
Dis
tric
t wor
ked
with
out
side
con
-su
ltant
s to
dev
elop
mor
e us
able
cla
ss-
room
tool
s to
hel
p te
ache
rs b
ette
run
ders
tand
and
com
mun
icat
e ac
a-de
mic
pro
gres
s to
por
ents
. Mod
eim
prov
emen
t to
the
prog
ress
rep
orts
and
the
"rub
ric"
labe
l tha
t mea
sure
sth
e ch
ild's
pro
gres
s to
war
ds p
rom
otio
nth
at is
sen
t hom
e qu
arte
dy.
Som
ewha
t Sat
isfie
d (2
5%)
Not
Sat
isfie
d (1
4%)
Do
you
feel
ade
quat
ely
info
rmed
abo
ut th
e st
anda
rds
in th
e C
inci
nnat
i Pub
lic
Sch
ools
?
Aw
are
of th
e S
tand
ards
(89%
)
77%
of p
aren
ts w
hosa
id th
at th
ey a
re a
war
efe
lt ad
equa
tely
info
rmed
abou
t the
sta
ndar
ds.
Con
tinue
to p
rodu
ce p
aren
t mai
lers
from
the
dist
rict o
ffice
on
stan
dard
san
d as
sess
men
ts. C
ontin
ue to
kee
pst
aff i
nfor
med
on
the
dist
rict's
str
ateg
icpl
an.
'For
mor
e in
form
atio
n, c
onta
ct th
e C
inci
nnat
i Sch
ool D
istr
ict a
t 513
/475
-700
1 or
vis
it th
eir
web
site
at w
ww
.cps
boe.
1:12
.oh.
us.
'
91
nfor
min
g pa
rent
s ab
out t
he s
tand
ards
, the
toug
her
test
s, a
ndth
e ne
w te
st q
uest
ions
is o
nly
the
begi
nnin
g. O
nce
a st
uden
tha
s ta
ken
the
test
, par
ents
wan
t to
know
the
resu
lts.
t,
Cre
atin
g a
scho
ol, d
istr
ict,
or s
tate
repo
rt th
at is
use
ful a
nd u
nder
-st
anda
ble
to p
aren
ts is
crit
ical
. In
,M
aryl
and,
the
Sch
ool a
ndI C
omm
unity
Out
reac
h O
ffice
has
I
deve
lope
d an
exe
cutiv
e su
mm
ary
broc
hure
of t
he M
aryl
and
Sch
ool
1
Per
form
ance
Rep
ort,
1997
. Thi
s
sum
mar
y pr
ovid
es p
aren
tsw
ith
"199
7 S
tate
Res
ults
at a
Gla
nce"
and
incl
udes
key
info
rmat
ion
for
the
24 d
istr
icts
acr
oss
the
stat
e.A
vera
ge s
tate
info
rmat
ion
is a
lso
incl
uded
for
easy
com
paris
ons
!
(see
exa
mpl
e on
pag
e 36
).
incl
ude
In m
any
stat
es, r
epor
ts b
ased
on
the
resu
lts o
f th
e st
ate
asse
ssm
ent
are
crea
ted
(and
som
etim
es m
anda
t-ed
) at
the
stat
e, d
istr
ict,
or in
divi
d-ua
l sch
ool b
uild
ing
leve
ls. T
hese
repo
rts
can
offe
r co
mpa
rativ
e in
for-
mat
ion,
suc
h as
sta
te a
sses
smen
tav
erag
es a
t the
sta
te, d
istr
ict,
orsc
hool
leve
ls (
whi
chm
ay o
r m
ay n
otbe
incl
uded
in a
n in
divi
dual
stu
dent
repo
rt),
as
wel
l as
the
aver
age
per-
form
ance
of
vari
ous
grou
ps w
ithin
the
popu
latio
n. I
n ad
ditio
n, th
eyof
ten
of p
erfo
rman
ce, s
uch
as a
ttend
ance
rate
s, d
ropo
ut r
ates
, and
teac
her
prep
arat
ion.
Thi
s ad
ditio
nal i
nfor
-m
atio
n ca
n pr
ovid
e pa
rent
s w
ith a
mor
e co
mpl
ete
pict
ure
of th
eac
adem
ic e
nvir
onm
ent o
f th
eir
child
.
othe
rin
dica
tors
But
thes
e re
port
s do
not
pro
vide
par
ents
with
the
info
rmat
ion
topr
oper
ly e
valu
ate
how
wel
l the
ir c
hild
is d
oing
. Ind
ivid
ual s
tude
ntsc
ore
repo
rts
do, a
nd th
e im
port
ance
of
thes
e re
port
s is
gro
win
g.T
he m
ost r
ecen
t rea
utho
riza
tion
of T
itle
I of
the
Ele
men
tary
and
Seco
ndar
y E
duca
tion
Act
cal
ls f
orpa
rent
s of
par
ticip
atin
g ch
ildre
n to
be p
rovi
ded
with
the
follo
win
g by
the
2000
-200
1 sc
hool
yea
r:
For
a d
etai
led
look
at s
ome
of th
e
mor
e po
pula
r sc
ore
repo
rts
from
!
the
maj
or te
st p
ublis
hers
, and
pare
nts'
per
cept
ions
of t
hese
scor
e re
port
s, s
ee A
ppen
dix
Aon
pag
e 65
.
92
Scho
ol p
erfo
rman
ce p
rofi
les
and
thei
r ch
ildre
n's
indi
vidu
alst
uden
t ass
essm
ent r
esul
ts,
incl
udin
g an
inte
rpre
tatio
n of
thos
e re
sults
, in
addi
tion
to a
desc
ript
ion
and
expl
anat
ion
ofth
e cu
rric
ulum
in u
se a
t the
scho
ol, t
he f
orm
s of
ass
essm
ent
used
to m
easu
re s
tude
ntpr
ogre
ss, a
nd th
e pr
ofic
ienc
yle
vels
stu
dent
s ar
e ex
pect
edto
mee
t.
Too
oft
en, h
owev
er, i
ndiv
idua
l stu
-de
nt r
epor
ts a
re n
otve
rycl
ear.
In
som
e ca
ses,
thes
e re
port
s pr
ovid
eto
o lit
tle in
form
atio
n. P
aren
ts m
ayha
ve a
har
d tim
e de
term
inin
g th
eir
child
's p
erfo
rman
ce s
olel
y on
the
basi
s of
a p
erce
ntile
ran
k, a
per
cent
-ag
e of
que
stio
ns a
nsw
ered
cor
rect
ly,
or a
term
des
crib
ing
a le
vel o
fac
hiev
emen
t if
ther
e is
no
desc
rip-
tion
of w
hat t
hese
num
bers
or
wor
dsm
ean.
In
othe
r ca
ses,
thes
e re
port
spr
ovid
e to
o m
uch
deta
il an
d le
ave
the
pare
nt w
ithou
t an
effe
ctiv
eun
ders
tand
ing
of h
ow th
eir
child
perf
orm
ed. "
Tra
nsla
ting"
an
indi
vid-
ual c
hild
's p
erfo
rman
ce o
n a
stat
ete
st r
equi
res
a ba
lanc
e be
twee
npr
ovid
ing
too
little
info
rmat
ion
and
too
muc
h in
form
atio
n.
How
is th
at b
alan
ce a
chie
ved?
How
doe
s a
stat
e ef
fect
ivel
y tr
ansl
ate
an in
divi
dual
chi
ld's
per
form
ance
on
I r John
Tan
ner,
Dire
ctor
for
Ass
essm
ent a
nd A
naly
sis
inth
e D
elaw
are
Dep
artm
ent o
fE
duca
tion,
bel
ieve
s th
at th
e pa
rent
repo
rt c
an b
e us
ed a
s a
tool
toco
mm
unic
ate
to p
aren
ts a
nd s
taff
abou
t a n
ew te
stin
g pr
ogra
m. H
e
tells
the
follo
win
g st
ory:
Whe
n ne
w le
gisl
atio
n on
test
ing
and
acco
unta
bilit
y w
as p
asse
d in
Del
awar
e, c
onst
ituen
tste
ache
rs,
pare
nts,
and
loca
l dis
trid
swer
eco
ncer
ned
abou
t the
cha
nges
the
new
legi
slat
ion
wou
ld b
ring
and
dem
ande
d so
met
hing
tang
ible
that
wou
ld c
larif
y th
e ne
w le
gisl
atio
nfo
r th
em.
Ent
er th
e pa
rent
rep
orts
.
Del
awar
e ed
ucat
ion
staf
f des
igne
d
hypo
thet
ical
par
ent r
epor
ts w
ithth
e ki
nds
of in
form
atio
n th
ey
hope
d to
pro
duce
.
The
se m
ock
repo
rts
prov
ided
cla
ri-fic
atio
n in
two
way
s:
The
rep
orts
left
staf
f with
acl
eare
r id
ea o
f the
task
at
hand
and
hel
ped
to c
reat
e a
clea
r an
d co
nsis
tent
inte
rnal
mes
sage
.T
he r
epor
ts a
lso
enha
nced
the
depa
rtm
ent's
abi
lity
to c
omm
u-ni
cate
mor
e cl
early
with
par
ents
by p
rovi
ding
the
basi
s fo
r a
stan
dard
pre
sent
atio
n.
For
mor
e in
form
atio
n, c
onta
ct th
eD
elaw
are
Dep
artm
ent o
f E
duca
tion
at 3
02/7
39-6
700.
93
Alle
gany
Rin
d lo
nal T
ests
Atte
ndan
ce R
ate
Rea
ding
99.2
(95)
Ele
m.
95.8
(94)
Mat
h92
.7(8
0)S
ec.
94.1
(94)
Writ
ing
95.0
(90)
Citi
zens
hip
93.8
(85)
Dro
pout
Rat
eN
umbe
rs in
par
enth
eses
rep
rese
nt s
tate
sta
ndar
ds.
MS
PA
P C
ompo
site
sG
rade
340
.2G
rade
544
.1G
rade
840
.6T
otal
41.6
For
mor
e in
form
atio
n, c
onta
ct th
e M
aryl
and
Stat
e D
epar
tmen
t's S
choo
l and
Com
mun
ity O
utre
ach
Off
ice
at 'H
U/ I
DI
-u-r
,
a st
ate
test
? H
ow c
an a
chi
ld's
per
form
ance
bec
ome
mea
ning
ful t
o a
pare
nt?
No
mat
ter
wha
t the
title
of
the
repo
rt in
you
r st
atea
n in
divi
dual
perf
orm
ance
rep
ort,
a ho
me
repo
rt o
r a
pare
nt r
epor
tto e
ffec
tivel
ytr
ansl
ate
how
a c
hild
per
form
ed o
n a
stat
e as
sess
men
t and
mak
e it
mea
ning
ful,
the
Goa
ls P
anel
rec
omm
ends
that
sta
tes
answ
er f
our
ques
tions
on
the
indi
vidu
al s
tude
nt r
epor
t:
O Q
uest
ion
I: H
ow d
id m
y ch
ild d
o?O
Que
stio
n II
: Wha
t typ
es o
f sk
ills
or k
now
ledg
e do
es h
is/h
er p
er-
form
ance
ref
lect
?0
Que
stio
n II
I: H
ow d
id m
y ch
ild p
erfo
rm in
com
pari
son
to o
ther
stud
ents
in th
e sc
hool
, dis
tric
t, st
ate,
and
if a
vaila
ble,
the
natio
n?O
Que
stio
n IV
: Wha
t can
I d
o to
hel
p m
y ch
ild im
prov
e?
Det
erm
inin
g ho
w b
est t
o an
swer
thes
e qu
estio
ns a
nd d
esig
n a
scor
ere
port
that
cle
arly
and
hel
pful
ly c
omm
unic
ates
per
form
ance
on
the
9 4
1994
1119
615
%M
r/
amm
o S
tate
com
posi
te s
core
s
test
req
uire
s lis
teni
ng to
thos
e w
ho w
ould
be
mos
t int
eres
ted
in th
atin
form
atio
n.
Follo
win
g a
stra
tegy
sim
ilar
to G
eorg
ia's
sch
ool p
rofi
le r
epor
t for
pare
nts
(Clo
se-u
p II
), th
e Pa
rtne
rshi
p fo
r L
earn
ing
in W
ashi
ngto
nSt
ate
conv
ened
an
info
rmal
mee
ting
with
par
ents
to e
xam
ine
the
indi
vidu
al s
core
rep
orts
for
the
stat
e's
new
ass
essm
ent.
The
less
ons
of th
e Pa
rtne
rshi
p fo
r L
earn
ing
unde
rsco
re th
e lin
kbe
twee
n in
form
ing
pare
nts
and
repo
rtin
g to
par
ents
. One
of
the
con-
clus
ions
that
em
erge
d fr
om th
e in
form
al m
eetin
g w
as th
at p
aren
tsw
ante
d co
ntex
t as
wel
l as
the
test
sco
res.
Bef
ore
they
cou
ld e
ven
begi
n to
mak
e se
nse
of th
e da
ta, p
aren
ts w
ante
d an
swer
s to
a r
ange
of q
uest
ions
, inc
ludi
ng: W
hy d
id m
y ch
ild ta
ke th
is te
st?
Wha
t are
the
stan
dard
s? W
hat d
id th
is te
st lo
ok li
ke?
Wha
t doe
s it
mea
n to
"mee
t the
sta
ndar
d"?
Ess
entia
lly, t
hey
wan
ted
info
rmat
ion
that
refl
ecte
d so
me,
if n
ot a
ll, o
f th
e re
com
men
datio
ns o
utlin
ed in
Sect
ion
II. F
or m
ore
of th
e le
sson
s le
arne
d fr
om th
e Pa
rtne
rshi
pfo
r L
earn
ing,
see
Clo
se-u
p V
III.
9 5
0000
0000
0000
0R
epor
ting
test
sco
res
so t
ey m
ake
$ens
el9
.par
ents
-H[
';- L
esso
ns f
rom
Was
hing
ton
Stat
e: (
cont
inue
d)1
1
....
11
iWas
hing
ton
Sta
te is
mov
ing
tow
ard
a ne
w s
yste
m o
f tes
ting
that
mea
sure
s ev
ery
4th,
,!7
th, a
nd lO
th g
rade
r ag
ains
t an
impo
rtan
t set
of a
cade
mic
sta
ndar
ds. A
lthou
gh te
st;
resu
lts w
ill b
e us
ed p
rimar
ily fo
r sc
hool
wid
e ac
coun
tabi
lity
and
inst
ruct
iona
l im
prov
e-!m
ent,
ever
y st
uden
t who
take
s th
e te
stan
d hi
s or
her
par
enta
lso
rece
ives
an in
di-
vidu
al r
epor
t on
perf
orm
ance
. Fou
rth
grad
ers
took
thes
ete
sts
for
the
first
tim
e in
sprin
g 19
97, a
nd s
core
s w
ere
rele
ased
that
fall.
Por
tner
ship
for
Lear
ning
, a n
on-p
rofit
, bus
ines
s-ba
cked
orga
niza
tion
wor
king
to b
uild
igre
ater
pub
lic u
nder
stan
ding
of W
ashi
ngto
n S
tate
'sne
w s
tand
ards
and
test
s, o
ffere
dto
con
vene
an
info
rmal
mee
ting
with
par
ents
bet
wee
n th
e ad
min
istr
atio
nof
the
test
and
the
rele
ase
of th
e te
st s
core
s to
hel
p de
term
ine
the
desi
gn a
nd c
onte
nt o
f the
'indi
vidu
alre
port
on
perf
orm
ance
. The
goa
l was
to g
ive
stat
e of
ficia
ls in
sigh
tsab
out
the
scor
e re
port
s fr
om th
e pe
ople
who
wou
ld b
em
ost i
nter
este
d in
them
.
As
focu
s gr
oup
mem
bers
rev
iew
ed p
relim
inar
y dr
afts
of t
hete
st s
core
rep
orts
and
talk
ed a
bout
the
pros
and
con
s of
diff
eren
tw
ays
of p
rese
ntin
g th
e in
form
atio
n, s
ixim
port
ant c
oncl
usio
ns e
mer
ged:
Offe
r no
t onl
y te
st s
core
s bu
t als
o co
ntex
t. P
aren
ts s
aid
the
test
sco
re r
epor
ts n
eed
to e
xpla
in a
nd p
ut th
ese
new
test
s in
con
text
. Par
ents
hav
ea
who
le h
ost o
f val
idqu
estio
ns th
at n
eed
to b
e an
swer
ed if
they
are
to m
ake
sens
e of
the
data
, inc
lud-
ing:
Why
did
my
child
take
this
test
? W
hat a
re th
e st
anda
rds?
Wha
t doe
s it
mea
nto
"m
eet t
he s
tand
ard"
on
this
test
?
2.U
se c
omm
on, c
lear
, con
sist
ent l
angu
age.
Par
ents
wan
t to
mak
e se
nse
of th
ein
form
atio
n fr
om th
e te
sts,
and
they
nee
d cl
early
writ
ten
lang
uage
that
avo
ids
educ
atio
n ja
rgon
to d
o it.
In p
artic
ular
, the
y to
ldst
ate
offic
ials
to c
lear
ly c
omm
u-ni
cate
the
exac
t ski
lls a
nd k
now
ledg
e th
e te
sts
mea
sure
(fe
w p
aren
ts k
now
wha
t"n
umbe
r se
nse,
" "a
lgeb
raic
sen
se,"
and
"m
athe
mat
ics
proc
ess"
mea
nbut
thes
ew
ords
freq
uent
ly c
rop
up o
n st
ate
mat
hem
atic
sst
anda
rds)
.
Just
as
impo
rtan
t, th
ese
new
sco
re r
epor
ts c
onta
inne
w in
form
atio
n. S
tate
offi
cial
sw
ere
told
that
they
nee
ded
to d
evel
op a
com
mon
lang
uage
and
uni
vers
alw
ords
for
ever
y pi
ece
of in
form
atio
non
the
form
s (f
or e
xam
ple,
par
ents
did
not
wan
tth
e st
ate
to le
t eve
ry in
divi
dual
sch
ool o
ndco
mm
unity
dec
ide
how
it w
ill r
efer
tost
uden
ts w
ho d
idn'
t mee
t the
sta
ndar
ds).
3.S
tick
to th
e w
ord
"sta
ndar
d."
Par
ents
sai
d th
ey u
nder
stoo
dth
e co
ncep
t of a
"st
an-
dard
" an
d th
ey th
ough
t the
wor
d co
mm
unic
ated
wel
l. T
hey
wan
ted
to s
ee h
ow a
stud
ent's
per
form
ance
com
pare
d to
the
stan
dard
and
thus
they
sug
gest
ed th
at
96
stud
ent p
erfo
rman
ce s
houl
d be
des
crib
ed in
rel
atio
nshi
p to
(ab
ove,
bel
ow,
orat
);th
e st
anda
rd. T
hey
wer
en't
in fa
vor
of p
seud
onym
s fo
r pe
rfor
man
ce,
such
as
"pro
ficie
nt,"
"no
vice
," o
r "e
mer
ging
," w
hich
don
't cl
early
say
how
clo
se th
e st
u-de
nt is
to th
e ex
pect
ed le
vel o
f per
form
ance
.
4.D
on't
expe
ct c
onse
nsus
on
how
per
form
ance
sho
uld
bere
port
ed. A
key
issu
e on
ever
y cr
iterio
n-re
fere
nced
test
is h
ow m
any
leve
ls o
f stu
dent
per
form
ance
sho
uld
be r
epor
ted.
Lev
els
abov
e 'm
et th
e st
anda
rd" g
ive
adva
nced
stu
dent
s a
chan
ceto
shi
ne, a
nd le
vels
bel
ow g
ive
teac
hers
and
par
ents
goo
din
form
atio
n ab
out
how
muc
h w
ork
lies
ahea
d fo
ran
indi
vidu
al s
tude
nt. I
n th
is a
rea,
par
ents
don
'tof
fer
cons
iste
nt a
dvic
e, a
nd s
tate
offi
cial
sca
n ha
ve e
ndle
ss d
ebat
es a
bout
the
pros
and
con
s.
Som
e pa
rent
s sa
id th
ey b
elie
ved
grad
atio
nsw
ere
impo
rtan
t in
lear
ning
mor
eab
out i
ndiv
idua
l stu
dent
ach
ieve
men
t, w
hile
oth
ers
argu
ed th
e on
ly im
port
ant
poin
t was
whe
ther
or
not a
stu
dent
met
the
stan
dard
. And
whi
lepa
rent
s w
ant
repo
rts
to b
e cl
ear
and
unm
ista
kabl
e ab
out w
heth
eror
not
thei
r ch
ild m
et th
est
anda
rd, t
hey
disa
gree
d ab
out h
ow b
ruta
lly h
ones
t to
be. (
For
exa
mpl
e, s
ome
pare
nts
didn
't w
ant t
he r
epor
ts to
min
ce w
ords
; the
y th
ough
tun
ambi
guou
s ph
ras-
es li
ke "
wel
l bel
ow th
e st
anda
rd"
to d
escr
ibe
the
low
est-
perf
orm
ing
stud
ents
cor
n-1
'm
unic
ated
the
mes
sage
bes
t.)
The
less
on h
ere
is th
at d
iffer
ent p
aren
ts h
ave
a ra
nge
of r
espo
nses
to q
uest
ions
abou
t how
they
wan
t to
lear
n ab
out t
heir
child
'spe
rfor
man
ce. C
erta
inly
, sta
teof
ficia
ls s
houl
d ch
eck
with
par
ents
in th
eir
stat
e to
see
if p
artic
ular
sug
gest
ions
cons
iste
ntly
em
erge
. But
rat
her
than
look
for
stro
ng c
onse
nsus
whi
ch m
ay b
eim
poss
ible
stat
e of
ficia
ls s
houl
d st
rive
to p
rese
ntte
stin
g in
form
atio
n in
ast
raig
htfo
rwar
d m
anne
r w
ith c
lear
exp
lana
tions
(th
isso
rt o
f pre
sent
atio
n w
ill c
om-
mun
icat
e w
ell w
ith e
very
par
ent)
.
5.C
omm
unic
ate
wha
t it m
eans
to m
eet (
or e
xcee
dor
fail)
the
stan
dard
. Par
ents
need
a r
efer
ence
poi
nt. A
t lea
st in
the
early
year
s of
the
new
test
s, a
sim
ple
num
eric
sco
re d
esig
natin
g th
e st
anda
rds
and
a "t
rust
me"
from
the
stat
e m
ay n
otbe
eno
ugh
info
rmat
ion.
Par
ents
ask
ed w
hat
the
num
bers
mea
nt o
n th
e te
stsc
ore
repo
rts
and
how
they
wer
e ch
osen
. The
y w
ante
dto
cor
rela
te th
e di
fficu
lty a
nd th
eco
nten
t of t
he s
tand
ard
with
the
scor
e th
eir
child
rec
eive
d.P
aren
ts fr
eque
ntly
note
d, "
I don
't kn
ow w
hat t
he s
tand
ard
is."
To
addr
ess
thei
r co
ncer
ns, t
hey
won
t-ed
to s
ee e
xam
ples
of t
est q
uest
ions
prec
ise
exam
ples
of w
hat i
t tak
es to
mee
tth
e st
anda
rd.
97
0000
00O
sE4.
, VP;
oc,o
,Doc
,R
epor
ting
test
sco
res
so th
ey m
ake
sens
e to
par
ents
Less
ons
from
Was
hing
ton
Sta
te (
cont
inue
d)
Giv
e pa
rent
s "a
ctio
nabl
e" in
form
atio
n th
eyca
n us
e to
hel
p th
eir
child
impr
ove.
Par
ents
wan
ted
the
scor
e re
port
s to
giv
e th
emve
ry c
lear
info
rmat
ion
abou
t wha
tan
d ho
w w
ell t
heir
child
was
lear
ning
. The
y lo
oked
for
info
rmat
ion
that
told
them
wha
t the
ir ch
ild d
id w
rong
and
for
spec
ific
idea
i abo
ut h
owto
hel
p th
eir
child
ren
impr
ove.
The
y lik
ed s
core
rep
orts
that
org
aniz
ed s
tude
nt p
erfo
rman
cein
to tw
o ea
sy-t
o-re
ad "
stre
ngth
s" a
nd "
wea
knes
ses"
col
umns
(as
opp
osed
toor
gani
zing
this
info
rmat
ion
by c
onte
nt a
rea)
. The
y al
so p
refe
rred
effo
rts
to m
ake
this
info
rmat
ion
pers
onal
ized
and
frie
ndly
.
In a
dditi
on to
thes
e ob
serv
atio
ns a
bout
the
desi
gn o
fsc
ore
repo
rts,
two
othe
r br
oad
findi
ngs
abou
t tes
t sco
re in
form
atio
n be
cam
e ap
pare
nt fr
om th
em
eetin
g:
Par
ents
like
the
idea
of k
now
ing
how
thei
r ch
ildm
easu
res
up a
gain
st a
sta
n-da
rd, a
nd th
ey s
ee th
e im
port
ance
and
use
fuln
ess
of th
at in
form
atio
n. B
ut th
eyst
ill w
ant t
o kn
ow h
ow th
eir
child
per
form
s co
mpa
red
to o
ther
chi
ldre
n. A
s th
eylo
oked
at p
relim
inar
y dr
afts
of t
he te
st s
core
rep
orts
, the
y w
ante
das
sura
nces
that
this
info
rmat
ion
also
wou
ld b
e pr
esen
ted
in th
e co
ntex
t of h
ow w
ell t
heir
child
's c
lass
mat
es p
erfo
rmed
. The
y w
ante
d th
is in
form
atio
n fo
ra
sim
ple
reas
on:
they
felt
it w
as im
port
ant t
o kn
ow w
heth
er th
eir
child
alo
ne s
trug
gled
tom
eet
cert
ain
stan
dard
s or
whe
ther
the
entir
e cl
ass
stru
ggle
d.
Par
ents
are
fam
iliar
with
sco
re r
epor
ts fr
om tr
aditi
onal
sta
ndar
dize
d te
sts
such
asth
e C
ompr
ehen
sive
Tes
t of B
asic
Ski
lls (
CT
BS
). O
ver
the
year
s, th
ese
repo
rts
have
evol
ved
to p
rovi
de s
peci
fic in
form
atio
n ab
out a
chi
ld's
aca
dem
ic s
tren
gths
and
wea
knes
ses
in th
e sk
ill a
nd k
now
ledg
e ar
eas
test
ed. F
or e
xam
ple,
the
repo
rts
can
now
tell
pare
nts
a ch
ild's
str
engt
hssu
btra
ctin
g w
hole
num
bers
and
a ch
ild's
wea
knes
sesu
sing
cor
rect
ver
b te
nse.
In c
ompa
rison
, man
y of
the
new
er te
sts
mea
surin
g st
anda
rdsb
ecau
se o
f the
sco
pe o
f con
tent
mea
sure
d--c
an't
prov
ide
this
deg
ree
of s
peci
ficity
. With
all
the
atte
ntio
n an
d co
st th
at h
asgo
ne in
to d
evel
-op
ing
new
test
s to
mea
sure
cle
ar s
tand
ards
, par
ents
wer
e su
rpris
ed to
lear
n th
atth
e in
form
atio
n th
ey g
ot fr
om th
ese
new
test
s m
ight
not
giv
e th
emas
muc
h de
tail
abou
t the
ir ch
ild's
lear
ning
as
othe
r, m
ore
trad
ition
al te
sts.
The
sco
re r
epor
ts fo
r ne
w s
tand
ards
-bas
ed te
sts
in W
ashi
ngto
n S
tate
now
look
ver
ydi
ffere
nt fr
om th
e or
igin
al d
esig
n. W
ithin
lim
itatio
ns o
f the
form
and
the
info
rmat
ion
the
test
act
ually
yie
lds,
Was
hing
ton
Sta
te e
duca
tion
offic
ials
end
edup
with
a r
epor
tth
at w
as m
uch
mor
e us
eful
to it
s in
tend
ed p
aren
t aud
ienc
e.
For
mor
e in
form
atio
n, s
ee S
ectio
n IV
or
cont
act t
he P
artn
ersh
ip f
or L
earn
ing
at20
6/62
5-96
55 o
r vi
sit t
heir
web
site
at w
ww
part
ners
hip-
wa.
org.
Inte
rpre
tatio
n gu
ides
One
way
to p
rovi
de a
nsw
ers
to th
e fo
ur q
uest
ions
list
ed o
n pa
ge 3
6is
to in
clud
e an
inte
rpre
tatio
n gu
ide
with
the
indi
vidu
al s
core
rep
ort.
Thi
s Id
ea B
ook
is n
ot a
dvoc
atin
g th
at in
terp
reta
tion
guid
es ta
ke th
epl
ace
of in
form
ing
pare
nts
prio
r to
the
adm
inis
trat
ion
of th
e st
ate
test
abou
t the
nee
d fo
r hi
gher
sta
ndar
ds, t
he c
hang
es in
the
stat
e te
st, a
ndso
for
th. R
athe
r, it
is s
ugge
sted
as
a po
ssib
ility
bec
ause
sta
tes
mig
htth
en b
e ab
le to
pro
vide
par
ents
with
all
of th
e in
form
atio
n th
ey m
ight
wan
tsuc
h as
def
initi
ons
of a
chie
vem
ent o
r pe
rfor
man
ce le
vels
, sco
r-in
g gu
ides
, exa
mpl
es o
f st
uden
t wor
k, a
nd id
eas
on h
ow to
hel
p th
eir
child
rea
ch a
hig
her
leve
l of
lear
ning
. Suc
h in
form
atio
n pr
obab
lyw
ould
not
fit
on a
sin
gle
page
.
Rho
de I
slan
d, W
ashi
ngto
n, a
nd I
llino
is a
re s
tate
s th
at p
rovi
dein
terp
reta
tion
guid
es f
or p
aren
ts. I
n R
hode
Isl
and'
s G
rade
4Pe
ifor
man
ce A
sses
smen
t: In
terp
reta
tion
Gui
de f
or F
amili
es, p
aren
ts a
repr
ovid
ed w
ith s
cori
ng g
uide
s fo
r th
e m
ath,
hea
lth a
nd w
ritin
g as
sess
-m
ents
; exa
mpl
es o
f te
st q
uest
ions
; and
stu
dent
res
pons
es a
nd a
naly
-se
s of
thos
e re
spon
ses.
Und
erst
andi
ng Y
our
Chi
ld's
4th
Gra
de T
est S
core
s: A
Gui
de f
or P
aren
tsco
mes
fro
m th
e W
ashi
ngto
n C
omm
issi
on o
n St
uden
t Lea
rnin
g, th
eO
ffic
e of
the
Supe
rint
ende
nt o
f Pu
blic
Ins
truc
tion,
the
Was
hing
ton
Stat
e Pa
rent
Tea
cher
Ass
ocia
tion,
and
the
Part
ners
hip
for
Lea
rnin
g.It
off
ers
som
ethi
ng s
imila
r to
Rho
de I
slan
d's
guid
e. (
Was
hing
ton
has
rece
ntly
rel
ease
d a
new
pub
licat
ion
calle
d R
each
ing
Hig
her:
A P
aren
t'sG
uide
to th
e W
ashi
ngto
n A
sses
smen
t of
Stud
ent L
earn
ing.
Thi
s ne
wre
port
rep
lace
s U
nder
stan
ding
You
r C
hild
's 4
th G
rade
Tes
t Sco
res:
A G
uide
for
Par
ents
.)
Incl
uded
in th
e se
ctio
n tit
led
"Mak
ing
Sens
e of
the
New
Sco
reR
epor
ts"
are
the
follo
win
g:
O a
list
of
the
Ess
entia
l Aca
dem
ic L
earn
ing
Req
uire
men
ts(W
ashi
ngto
n's
stat
e st
anda
rds)
;0
a de
fini
tion
of w
hat d
efin
es "
good
eno
ugh"
on
the
test
s;O
def
initi
ons
of s
uch
term
s as
"nu
mbe
r se
nse,
" "m
athe
mat
ical
reas
onin
g,"
and
"mat
hem
atic
al c
onne
ctio
ns";
Syl
via
Soh
o It,
Com
mun
icat
ions
Dire
ctor
of t
he E
dmon
ds S
choo
l Dis
tric
t in
_
Was
hing
ton
Sta
te, t
ells
the
follo
win
g st
ory:
My
daug
hter
was
bor
n in
Jap
an a
cou
ple
of d
ecad
es a
go. W
hen
she
was
abo
ut s
ixw
eeks
old
, I m
ade
my
way
by
thre
e tr
ains
to S
t. Lu
ke's
Hos
pita
l in
Tok
yo to
see
how
she
was
pro
gres
sing
. The
doc
tor
we
saw
was
qui
te o
ld b
ut s
till a
ppea
red
amus
edan
d in
trig
ued
by e
ach
baby
he
held
. He
talk
ed to
my
daug
hter
gen
tly a
s he
slo
wly
and
delib
erat
ely
insp
ecte
d he
r. T
hen
he r
etur
ned
her
to m
e w
ith a
war
mly
rea
ssur
ing
smile
, say
ing,
"Y
our
daug
hter
is fi
ne."
My
son
was
bor
n in
Sea
ttle
a fe
w y
ears
late
r. W
e le
ft ou
r in
itial
vis
it to
an
effic
ient
pedi
atric
ian
with
a b
ookl
et c
hart
ing
his
wei
ght a
nd h
eigh
t. T
he p
erce
ntile
lade
ngr
aphs
told
me
that
he
wei
ghed
as
muc
h as
90
perc
ent o
f bab
ies
in s
ome
norm
ing
grou
p, a
lthou
gh I
was
n't q
uite
sur
e w
heth
er th
is w
as a
goo
d th
ing
or n
ot.
Syl
via
tells
this
sto
ry b
ecau
se s
he b
elie
ves
the
sam
e th
ing
happ
ens
in te
stin
gall
the
data
in th
e w
orld
won
't m
ean
a w
hole
lot i
f the
par
ent d
oesn
't kn
ow if
the
child
did
"oka
y.If Stu
dent
Nam
e:
Dis
tric
t:S
choo
l:O
racl
e:4
Ove
rall
Per
form
ance
:MODERATE
* co
mm
only
ask
ed q
uest
ions
abo
ut th
e te
st a
nd a
nsw
ers;
and
sam
ple
test
item
s.
Ans
wer
ing
the
ques
tions
Whe
ther
or
not y
ou in
clud
e an
inte
rpre
tive
guid
e w
ith y
our
indi
vid-
ual s
tude
nt s
core
rep
ort,
answ
erin
g th
e fo
ur q
uest
ions
list
ed o
n pa
ge36
cle
arly
and
sim
ply
is a
cha
lleng
e. P
aren
ts w
ant t
o be
abl
e to
look
at a
n in
divi
dual
rep
ort,
quic
kly
dete
rmin
e th
eir
child
's p
erfo
rman
ce,
and
unde
rsta
nd w
hat t
he in
form
atio
n m
eans
in te
rms
of th
e sk
ills
test
ed. T
hey
wan
t to
know
whe
ther
thei
r ch
ild d
id "
okay
" bu
t the
yw
ant a
gre
at d
eal o
f ot
her
info
rmat
ion
as w
ell.
To
answ
er th
e fi
rst t
hree
que
stio
nsH
ow d
id m
y ch
ild d
o? W
hat
type
s of
ski
lls d
oes
his/
her
perf
orm
ance
ref
lect
? H
ow d
id h
e/sh
e do
in c
ompa
riso
n to
oth
er s
tude
nts
in th
e sc
hool
, dis
tric
t, an
d st
ate?
clea
rly
depe
nds
on th
e te
st th
e st
ate
has
deve
lope
d or
use
s. I
n so
me
MIC
HIG
AN
ED
UC
AT
ION
AL
AS
SE
SS
ME
NT
PR
OG
RA
M
ES
SE
NT
IAL
SK
ILLS
MA
TH
EM
AT
ICS
TE
ST
OC
TO
BE
R 1
996
You
r ch
ild r
ecen
tly to
ok th
e M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
(M
EA
P)
Ess
entia
l Ski
lls M
athe
mat
ics
Tes
t. T
he te
st m
easu
res
whe
ther
a s
tude
nt h
as m
etIm
port
ant l
earn
ing
goal
s in
mat
hem
atic
s.A
ll M
EA
P te
sts
repo
rt r
esul
ts In
rela
tion
to a
sta
ndar
d se
t by
expe
rienc
ed e
duca
tbrs
. Any
sco
re th
at m
eets
or
exce
eds
the
stan
dard
is S
AT
ISF
AC
TO
RY
. ME
AP
res
ults
are
nev
er r
epor
ted
Inte
rms
ofho
w a
child
perf
orm
edin
com
paris
onto
othe
rst
uden
ts.
You
r ch
ild's
sco
re is
sho
wn
as a
dia
mon
d In
the
grap
h be
low
.T
he d
iam
ond
indi
cate
s ho
w w
ell y
our
child
dld
on
the
test
ove
rall.
The
tota
l tes
t sco
reha
s be
en 'S
tatis
tical
ly S
cale
d" to
allo
w s
core
equ
ival
ence
from
yea
r to
yea
r.
I. O
VE
RA
LL P
ER
FO
RM
AN
CE
IN M
AT
HE
MA
TIC
SScore Range: 327-645
Number of Items:
92
Overall Performance:
MODERATE
51
LOW
MODERATE
SATISFACTORY
Wha
t doe
s th
is m
ean
for
my
child
?S
AT
ISF
AC
TO
RY
: You
r ch
ild u
nder
stan
ds Im
port
ant m
athe
mat
ical
con
cept
s an
dca
n se
lect
and
app
ly m
athe
mat
ical
ope
ratio
ns p
rese
nted
in b
oth
num
ber
sen-
tenc
es a
nd w
ord
prob
lem
s. A
lthou
gh y
our
child
may
hav
e m
isse
d so
me
test
item
s,th
is s
core
sug
gest
s th
at y
our
child
is w
ell p
repa
red
for
furt
her
stud
y.
MO
DE
RA
TE
: You
r ch
ild's
mat
hem
atic
al u
nder
stan
ding
is s
light
ly b
elow
the
test
stan
dard
set
for
stud
ents
at t
his
grad
e le
vel.
LOW
: You
r ch
ild is
not
wel
l pre
pare
d in
mat
hem
atic
s.T
hls
coul
d be
bec
ause
your
chi
ld h
as n
ot h
ad th
e op
port
unity
to e
xplo
re a
ll of
the
Idea
s an
d sk
ills
test
ed.
OR
the
man
ner
In w
hich
thos
e co
ncep
ts a
nd s
kills
wer
e ta
ught
has
not
bee
nm
eani
ngfu
l for
you
r ch
ild. O
R y
our
child
has
not
app
lied
the
cont
inue
d at
tent
ion.
mot
ivat
ion
and
effo
rt n
eede
d to
ach
ieve
the
test
sta
ndar
d.
The
Con
tent
sub
scor
es s
how
rel
ativ
e st
reng
ths
and
wea
knes
ses
by e
ight
topi
car
eas.
The
Pro
cess
sub
scor
es c
ompa
re d
iffer
ent w
ays
of th
inki
ng a
bout
or
doin
gm
athe
mat
ics.
Any
Con
tent
or
Pro
cess
sco
re th
at is
dra
mat
ical
ly lo
wer
than
the
1 ot
hers
sug
gest
s a
need
for
addi
tiona
l wor
k In
that
are
a.T
he te
st c
anno
t dia
g-no
se s
peci
fic id
eas
or p
roce
dure
s th
at a
re c
ausi
ng d
iffic
ulty
. You
r ch
ild's
teac
her
can
prov
ide
mor
e In
-dep
th In
form
atio
n ab
out y
our
child
's d
aily
wor
k.
For
mor
e in
form
atio
n, c
onta
ct th
e M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
(M
EA
P) O
ffic
e at
517
/373
-839
3.
1 0
010
1
case
s, th
e st
ate
is e
xam
inin
g pe
rfor
man
ce o
n a
set o
f cl
earl
y de
fine
dst
anda
rds;
in o
ther
cas
es, r
elat
ive
to a
nor
mat
ive
grou
p; a
nd s
till i
not
hers
, rel
ativ
e to
bot
h a
set o
f st
anda
rds
and
a no
rmat
ive
grou
p.
In M
ichi
gan,
stu
dent
s ta
ke th
e M
ichi
gan
Edu
catio
nal A
sses
smen
tPr
ogra
m (
ME
AP)
Ess
entia
l Ski
lls T
ests
. The
exa
mpl
e on
the
prev
ious
page
pre
sent
s so
me
of th
e in
form
atio
n a
pare
nt o
f a
4th
grad
er w
hore
cent
ly to
ok th
e E
ssen
tial S
kills
Mat
hem
atic
s T
est w
ould
rec
eive
.
Thr
ough
the
use
of e
xpla
nato
ry la
ngua
ge a
nd g
raph
ics,
par
ents
can
quic
kly
gras
p th
eir
child
's o
vera
ll pe
rfor
man
ce, s
ee h
ow f
ar th
atpe
rfor
man
ce w
as f
rom
the
"acc
epta
ble"
leve
l, an
d de
term
ine
wha
tth
eir
child
's p
erfo
rman
ce m
eans
in te
rms
of s
kills
and
kno
wle
dge
acqu
ired
.
Bec
ause
Mic
higa
n's
test
exa
min
es p
erfo
rman
ce s
olel
y ag
ains
t a s
etof
sta
ndar
ds, t
he r
epor
t is
quic
k to
poi
nt o
ut th
at th
e M
EA
P re
sults
do n
ot r
epor
t how
a c
hild
per
form
ed in
com
pari
son
to o
ther
stu
-de
nts.
Col
orad
o al
so m
easu
res
perf
orm
ance
aga
inst
a s
et o
f st
anda
rds.
The
Stu
dent
Per
form
ance
Rep
ort p
rese
nted
on
the
next
pag
e re
pre-
sent
s a
4th-
grad
er's
per
form
ance
on
the
read
ing
asse
ssm
ent.
It c
lear
ly"c
heck
s" th
e le
vels
of
perf
orm
ance
a c
hild
has
mas
tere
d an
d pr
ovid
esa
desc
ript
ion
of th
e sk
ills
and
know
ledg
e ea
ch le
vel r
epre
sent
s. A
sdo
es M
ichi
gan'
s re
port
, the
Col
orad
o St
uden
t Per
form
ance
Rep
ort
stat
es th
at "
the
perf
orm
ance
leve
ls h
ave
been
set
by
educ
ator
s an
dot
her
citiz
ens.
The
y re
flec
t sta
ndar
ds f
or w
hat C
olor
adan
s th
ink
four
th g
rade
rs s
houl
d be
abl
e to
do
in R
eadi
ng. T
hey
do n
ot in
dica
teho
w a
chie
vem
ent o
f C
olor
ado
stud
ents
com
pare
s w
ith th
at o
f th
eir
peer
s in
oth
er p
arts
of
the
Uni
ted
Stat
es o
r in
oth
er c
ount
ries
." I
n th
eex
ampl
e pr
esen
ted,
the
4th-
grad
er p
erfo
rmed
at t
he "
prof
icie
nt"
leve
l.
CSA
PC
OLO
RA
DO
ST
UD
EN
TA
SS
ES
SM
EN
T P
RO
GR
AM
Stu
dent
Per
form
ance
Rep
ort
JAC
OB
GO
OD
Gra
de 4
Purp
ose
Thi
s re
port
des
crib
es th
is s
tude
nt's
iac
hiev
emen
t In
term
s of
per
form
ance
1le
vels
and
con
tent
are
a st
anda
rds.
Sim
ulat
ed D
ata
BIn
hdat
e: 0
4/19
/90
Spe
cial
Cod
es.
A B
CD
EP
GN
IJK
LMN
OP
QR
ST
2 8
4 9
0. 4
9 0
2 9
2 4
9 5
For
m/L
evet
A..4
Tes
t Dat
e: 0
3/10
/98
Sch
ool:
KIN
G E
LEM
Dis
tric
t MO
UN
TA
IN
City
/Sta
te: S
NO
WY
, CO
CT
B,
McG
raw
-HM
IPa
ge i
Ccp
yrio
N 0
1997
CT
13/M
cGno
v40:
A11
ogr
e. tr
end)
,
Rea
ding
Per
form
ance
Lev
el
Per
form
ance
Leve
lsD
escr
iptio
n
4 Adv
ance
d
Prof
icie
nt
VI
Scor
e: 5
20
2 Part
ially
Pro
fici
ent
Uns
atis
fact
ory
Stüd
eits
;ëoñ
iple
tebs
trac
t man
ner,
*que
riC
eire
call
deta
il; id
entif
y w
ord
mea
ning
, cat
egor
ize
fii:V
erat
uate
iiiiis
itaiie
frita
ittri
iiitib
leiR
arid
iolii
tfoi
k;Ji
tterp
ret a
utho
r's s
tyle
; fol
low
. ihs
truc
tions
,Se
leC
tItif
Ogi
ti:ie
lere
rici
a;in
terp
ieta
kiri
irig
'of
text
; ide
ntif
y ch
arac
ter
trai
ts/m
ativ
es, i
dent
ify
ditil
lCda
kabu
lit5j
;;Irt
illiit
erpr
et.p
otry
/tolk
tale
s. S
tude
nts
can
sum
niar
ize,
dif
fere
ntia
te,
fact
and
opi
nion
, use
org
auza
tlona
1 fe
atur
es o
f a
bOir
lc,;"
aitd
aO
ply
reas
onin
g sk
ills.
(St
uden
ts in
this
haiii
seoi
rigO
fIS
tude
nts
unde
rsta
nd d
irec
tions
, rec
ogni
ze a
utho
r's p
oint
of
view
, exp
lain
rea
ctio
n, d
efin
e pr
oble
mI
or s
olut
ion,
mak
e pr
edic
tions
and
dra
w c
oncl
usio
ns, d
iffe
rent
iate
am
ong
prin
ted
mat
eria
ls,
I di
scri
min
ate
amon
g va
riou
s m
edia
, ext
ract
info
rmat
ion
from
com
plex
stim
ulus
, ide
ntif
y ch
arac
ters
're
actio
ns/m
otiv
es, i
dent
ify
sequ
ence
, sup
port
opi
nion
, cla
ssif
y fa
mili
ar v
ocab
ular
y, a
nd in
terp
ret
ji po
etry
in a
con
cret
e m
anne
r. (
Stud
ents
in th
is p
erfo
rman
ce le
vel h
ave
scor
es r
angi
ng f
rom
496
to 5
61)
.1 S
tirde
eitis
iiii'
Cot
eicl
Utir
to C
rim
p" r
ehO
ritt.
Wei
difT
.de
tail,
Ski
m: t
o lo
cate
lim
ited
num
ber
of
detii
iii' 4
1"63
iii'fi
*lai
4i6*
4 us
iilif
9/7"
ti? in
t.""
assi
flY
vvec
laci
tti'v
ulae
scory r
esit,
a b
asic
gw
tyc;
man
d?
hi'E
e fi
lliuh
itaSt
ial-
df.te
4; (
ti..5
1'..
4i;.#
1.18
-.13
irfo
in?a
nce
e44
6 6:
4495
. It''
'-...
..14,
.. "
t-,
.. A
....
z-.:
Stud
ents
hav
e m
inim
al/v
ery
gene
ral c
ompr
ehen
sion
of
a te
xt th
at h
as s
ubst
antia
l tex
tual
or
visu
alsu
ppor
t/clu
es, g
ive
inco
nsis
tent
res
pons
es, h
ave
limite
d ac
cura
cy in
the
iden
tific
atio
n an
d us
e of
fact
s, a
nd h
ave
a lim
ited,
lite
ral u
nder
stan
ding
of
text
. (St
uden
ts in
this
per
form
ance
leve
l hav
esc
ores
of
444
and
belo
w.)
Exp
lana
tion
InS
prin
g 19
98C
olor
ado
four
th g
rade
rs p
artic
ipat
ed in
ast
ate-
wid
e as
sess
men
t of
Rea
ding
and
Wri
ting.
The
stu
dent
Perf
orm
ance
Rep
ort p
rese
nts
the
resu
lts f
or in
divi
dual
stu
dent
s.R
eadi
ng p
erfo
rman
ce is
des
crib
ed in
term
s of
fou
r in
crea
sing
lydi
ffic
ult l
evel
s, d
escr
ibed
in th
e bo
xes
abov
e.
The
che
ck m
ark
indi
cate
s th
e pe
rfor
man
ce le
vel t
his
stud
ent
reac
hed
in R
eadi
ng. T
his
chec
k m
ark
indi
cate
s th
at th
is s
tude
ntca
n pe
rfor
m th
e m
ajor
ity o
f w
hat i
s de
scri
bed
for
that
leve
l.T
he s
tude
nt m
ay a
lso
be c
apab
le o
f pe
rfor
min
g so
me
of th
eth
ings
des
crib
ed in
the
next
hig
her
leve
l, bu
t not
eno
ugh
toha
ve r
each
ed th
at le
vel o
f pe
rfor
man
ce.
Loo
k at
the
skill
s an
d kn
owle
dge
desc
ribe
d in
the
next
hig
her
leve
l. T
hese
are
the
com
pete
ncie
s th
is s
tude
nt n
eeds
tode
mon
stra
te to
sho
w a
cade
mic
gro
wth
.-
The
per
form
ance
leve
ls h
ave
been
set
by
educ
ator
s an
d ot
her
citiz
ens.
The
y re
flec
t sta
ndar
ds f
or w
hat C
olor
adan
s th
ink
four
thgr
ader
s sh
ould
be
able
to d
o in
rea
ding
. The
y do
not
indi
cate
how
ach
ieve
men
t of
Col
orad
o st
uden
ts c
ompa
res
with
that
of
thei
r pe
ers
in o
ther
par
ts o
f th
e U
nite
d St
ates
or
in o
ther
coun
trie
s.
Res
ults
for
indi
vidu
al s
tude
nts
are
prov
ided
dir
ectly
to s
choo
ldi
stri
cts
and
they
rem
ain
conf
iden
tial.
Sum
mar
ies
of s
choo
l,di
stri
ct a
nd s
tate
res
ults
are
pro
vide
d to
the
publ
ic. N
oin
form
atio
n th
at w
ould
iden
tify
indi
vidu
al s
tude
nts
is r
etai
ned
atth
e st
ate
leve
l.
For
mor
e in
form
atio
n, c
onta
ct th
e C
olor
ado
Dep
artm
ent o
f E
duca
tion
at 3
03/8
66-6
664
or v
isit
thei
r w
eb s
ite a
t ww
w.c
de.s
tate
.co.
us. R
epro
duce
d w
ithpe
rmis
sion
of
CT
B/M
cGra
w-H
ill.
104
BE
ST
CO
PY
AV
AIL
AB
LE
105
In th
e E
dmon
ds, W
ashi
ngto
n, s
choo
l dis
tric
t, th
e te
stin
g pr
ogra
min
clud
es a
test
cal
led
the
Nor
thw
est E
valu
atio
n A
ssoc
iatio
n's
Lev
elT
est,
whi
ch is
adm
inis
tere
d to
stu
dent
s in
gra
des
3 th
roug
h 8.
With
the
Lev
el T
est P
aren
t Rep
ort,
pare
nts
are
prov
ided
with
a c
hart
that
docu
men
ts th
e ki
nds
of te
st q
uest
ions
a c
hild
is li
kely
to a
nsw
er c
or-
rect
ly a
nd th
e ki
nds
of te
st q
uest
ions
that
will
pro
babl
y re
quir
e ne
wle
arni
ng. H
ere'
s ho
w it
wor
ks:
O P
aren
ts a
re a
sked
to f
ind
the
scor
e co
lum
n cl
oses
t to
the
child
'ssc
ore.
O P
aren
ts a
re th
en a
sked
to r
ead
dow
n th
e co
lum
n fo
r sa
mpl
e te
stite
ms.
The
chi
ld's
sco
re s
ugge
sts
that
he
or s
he c
an g
et a
bout
hal
fof
the
item
s in
that
par
ticul
ar c
olum
n co
rrec
tthe
child
is c
onsi
d-er
ed to
be
activ
ely
lear
ning
at t
hat l
evel
.
O P
aren
ts a
re to
ld to
exa
min
e th
e ite
ms
in th
e co
lum
n(s)
to th
e le
ft.
The
chi
ld c
an li
kely
get
mos
t of
thos
e co
rrec
t.O
Ite
ms
in th
e co
lum
n(s)
to th
e ri
ght p
roba
bly
requ
ire
new
lear
ning
.O
Ove
r tim
e, th
e ch
art a
llow
s pa
rent
s to
com
pare
item
s th
e ch
ildco
uld
do in
the
past
to th
ose
the
child
can
do
now
.
For
exam
ple,
if a
4th
gra
de s
tude
nt s
core
d 21
9 on
the
Lev
el T
est i
nM
athe
mat
ics,
he
or s
he c
an li
kely
get
mos
t of
the
item
s co
rrec
t in
colu
mns
160
, 170
, 180
, 190
, 200
, and
210
(se
e E
xam
ple
23 o
n th
ene
xt p
age)
. In
addi
tion,
he
or s
he c
an li
kely
get
cor
rect
ans
wer
s to
half
of
the
item
s w
hich
app
ear
in c
olum
n 22
0; c
olum
ns 2
30, 2
40,
250
and
260
requ
ire
new
lear
ning
.
Leve
l Tes
t Cha
rt: M
athe
mat
Ics'
160
E2)
,C0
220
230
240
250
260
a.-
I.-
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103
As
with
the
asse
ssm
ent p
rogr
ams
desc
ribe
d on
the
prev
ious
pag
es,
the
Illin
ois
Goa
l Ass
essm
ent P
rogr
am (
IGA
P) a
lso
mea
sure
s st
uden
tpe
rfor
man
ce a
gain
st a
set
of
stan
dard
s. I
n ad
ditio
n to
an
indi
vidu
alst
uden
t sco
re, t
he I
ndiv
idua
l Stu
dent
Rep
ort a
lso
prov
ides
ave
rage
sfo
r th
e sc
hool
, dis
tric
t, an
d st
ate.
In th
e ex
ampl
e be
low
, par
ents
of
8th
grad
e st
uden
ts r
ecei
ve th
eir
child
's s
core
, as
wel
l as
the
scho
ol, d
istr
ict,
and
stat
e sc
ores
. In
addi
-tio
n, th
roug
h th
e us
e of
a b
ar c
hart
, the
y ar
e pr
ovid
ed w
ith a
nap
prox
imat
e ra
nge
with
in w
hich
the
mid
dle
half
of
the
stud
ents
in th
e sc
hool
sco
red.
1997
IL
LIN
OIS
GO
AL
ASS
ESS
ME
NT
PR
OG
RA
MG
rade
':8
CD
S C
ode:
Stud
ent N
ame:
Bir
thda
te:
04/1
4/83
Scho
ol:
MID
DL
E S
CH
OO
LD
istr
ict:
SCH
OO
L D
IST
Indi
vidu
alSt
uden
tR
epor
t
Thi
s re
port
sum
mar
izes
you
r st
uden
t's p
erfo
rman
ce o
n th
e Il
linoi
s G
oal A
sses
smen
t Pro
gram
(IG
AP)
test
s ta
ken
duri
ngth
e se
cond
wee
k of
Mar
ch 1
997.
The
se I
GA
P te
sts
wer
e ad
min
iste
red
in r
eadi
ng, m
athe
mat
ics,
and
wri
ting
at g
rade
s 3,
6, 8
, and
10.
Sci
ence
and
soc
ial s
cien
ces
test
s w
ere
adm
inis
tere
d at
gra
des
4, 7
, and
11.
Thi
s re
port
als
osu
mm
ariz
es d
ata
for
your
stu
dent
's s
choo
l and
dis
tric
t and
the
stat
e. T
he g
raph
s an
d ta
bles
bel
ow s
how
this
info
rmat
ion.
Kee
p in
min
dth
at th
ere
is a
mar
gin
of e
rror
ass
ocia
ted
with
all
test
sco
res
and
that
sm
all s
core
dif
fere
nces
may
be u
nim
port
ant.
If a
nyse
ctio
n of
this
rep
ort c
onta
ins
an N
A, i
t mea
ns th
at th
ese
IGA
P sc
ores
are
not
ava
ilabl
e. T
his
repo
rtis
just
for
you
rin
form
atio
n. A
lthou
gh y
ou s
houl
d fe
el f
ree
to c
onta
ct y
our
scho
ol a
bout
this
rep
ort,
you
need
not
do
so a
tth
is ti
me.
RE
AD
IN
GT
his
test
use
s tw
o ex
tend
ed-l
engt
h pa
ssag
es th
at r
epre
sent
the
kind
s of
rea
l-lif
e re
adin
g si
tuat
ions
stud
ents
enc
ount
er in
and
out o
f sc
hool
. One
pas
sage
is a
nar
rativ
e (s
tory
-typ
e) a
nd o
ne is
an
expo
sito
ry (
info
rmat
ion-
type
).O
n th
e re
adin
gte
st, y
our
stud
ent s
core
d 24
5. T
he s
choo
l ave
rage
was
210
, and
the
dist
rict
ave
rage
was
222
.Fo
r al
l stu
dent
s in
the
stat
e, th
e av
erag
e w
as 2
27 .
You
r st
uden
t's s
core
is r
epre
sent
ed in
the
char
tbe
low
by
the
diam
ond
(0).
The
bla
ck b
arsh
ows
the
appr
oxim
ate
rang
e w
ithin
whi
ch th
e m
iddl
e ha
lf o
f' th
e st
uden
ts in
the
scho
ol s
core
d.A
bout
one
fou
rth
ofth
e st
uden
ts in
the
scho
ol s
core
d be
low
145,
and
abo
ut o
ne f
ourt
h of
the
stud
ents
sco
red
abov
e 27
4. S
core
s in
this
,sch
ool r
ange
d fr
om1
to 5
00. T
he s
mal
l box
es b
elow
the
long
box
with
the
bar
in it
con
tain
you
rstu
dent
's s
core
and
the
aver
age
stud
ent s
core
for
the
scho
ol, t
he d
istr
ict,
and
the
stat
e.
Stud
ent
245
Scho
ol21
0
For
mor
e in
form
atio
n, c
onta
ct th
e Il
linoi
s St
ate
Boa
rd o
f E
duca
tion
at 2
17/7
82-4
823.
11 0
Dis
tric
t22
2St
ate
227
111
Nat
iona
l com
pari
sons
As
stat
es h
ave
mov
ed to
war
d a
syst
em o
f st
anda
rds-
base
d as
sess
-m
ents
, the
foc
us h
as b
een
on s
tude
nt p
erfo
rman
ce r
elat
ive
to th
ose
stan
dard
swhe
ther
the
stud
ents
are
mee
ting
the
stan
dard
, exc
eed-
ing
the
stan
dard
, or
falli
ng b
elow
the
stan
dard
. Les
s at
tent
ion
has
been
pai
d to
how
stu
dent
s ar
e do
ing
com
pare
d to
oth
er s
tude
nts
inth
e na
tion.
A g
row
ing
num
ber
of s
tate
s ar
e be
ginn
ing
to r
ealiz
e th
at r
epor
ting
perf
orm
ance
aga
inst
a "
natio
nal p
erce
ntile
ran
k" is
som
ethi
ng w
ithw
hich
man
y pa
rent
s ar
e co
mfo
rtab
le; i
t rep
rese
nts
a co
mm
on f
orm
of
repo
rtin
g an
d cr
iteri
a w
ith w
hich
they
are
fam
iliar
. Alth
ough
a p
er-
cent
ile r
ank
prov
ides
lim
ited
info
rmat
ion
and
ther
efor
e ha
s lim
ited
valu
e in
term
s of
wha
t to
chan
ge o
r im
prov
e, m
ore
stat
es a
re c
onsi
d-er
ing
such
ran
king
s as
they
con
figu
re th
eir
asse
ssm
ents
. The
res
ult i
sth
at m
ore
asse
ssm
ents
are
pro
vidi
ng b
oth
info
rmat
ion
agai
nst a
set
of
stan
dard
s as
wel
l as
a na
tiona
l per
cent
ile r
ank.
Bes
ides
rep
ortin
g pe
rfor
man
ce a
gain
sta
natio
nal p
erce
ntile
ran
k, s
tate
s m
ay w
ant
to th
ink
abou
t rep
ortin
g st
ate
asse
ssm
ent p
erfo
rman
ce a
long
with
anot
her
stat
e or
inte
rnat
iona
l ass
essm
ents
uch
as r
epor
ting
perf
orm
ance
alon
g w
ith a
sta
te's
H N
atio
nal A
sses
smen
t of E
duca
tion
Pro
gres
s (N
AE
P)
scor
e or
the
Thi
rd In
tern
atio
nal
Mat
hem
atic
s an
d S
cien
ce S
tudy
(T
IMS
S)
scor
e. In
add
ition
, the
se te
sts
can
serv
e as
a!to
ol to
che
ck th
e st
ate'
s ac
adem
icpe
rfor
man
ce a
gain
st a
set
of n
atio
nal s
tand
ards
(i.e.
, NA
EP
) or
inte
rnat
iona
l sta
ndar
ds (
i.e.,
TIM
SS
).
Mis
sour
i rec
ently
did
a s
tudy
that
link
ed th
eir
Gra
de 8
Mat
hem
atic
sA
sses
smen
t to
the
TIM
SS
test
. The
dat
a in
dica
ted
a st
rong
link
bet
wee
n th
e tw
o te
sts
in r
egar
d to
cont
ent.
In a
pre
ss r
elea
se, t
he c
omm
issi
oner
of e
duca
tion
was
quo
ted
as s
ayin
g,"s
ucce
ss in
mat
h an
d sc
ienc
e w
ill b
eon
e of
the
keys
to M
isso
uri's
eco
nom
ic c
om-
petit
iven
ess
in th
e 21
st c
entu
ry, s
o it
is im
port
ant f
orus
to k
now
how
our
stu
dent
san
d sc
hool
s ar
e do
ing
in th
ese
key
subi
eds.
The
TIM
SS
give
us
a us
eful
tool
for
chec
king
pro
gres
s an
d ev
alua
ting
curr
icul
um."
F or
mor
e in
form
atio
n, c
onta
ct th
e M
isso
uri D
epar
tmen
t of E
lem
enta
ry a
nd S
econ
dary
iE
duca
tion
at 8
00/8
45-3
545.
Mis
sour
i is
one
stat
e th
at p
rovi
des
info
rmat
ion
on h
ow a
stu
dent
perf
orm
ed a
gain
st a
set
of
stan
dard
s, a
s w
ell a
s ho
w h
is o
r he
r pe
r-fo
rman
ce c
ompa
res
to th
at o
f ot
her
stud
ents
in th
e na
tion.
In
the
exam
ple
to th
e ri
ght,
the
Mis
sour
i Ass
essm
ent P
rogr
am S
tude
nt R
epor
tal
low
s pa
rent
s of
4th
gra
ders
to e
asily
det
erm
ine
at w
hich
ach
ieve
-m
ent l
evel
thei
r ch
ild p
erfo
rmed
and
wha
t tha
t lev
el o
f pe
rfor
man
cere
pres
ents
. In
addi
tion,
par
ents
kno
w h
ow th
eir
child
per
form
ed in
com
pari
son
to o
ther
stu
dent
s ac
ross
the
natio
n.
114
Mat
hem
atic
s
Ach
lasm
ent
Leve
ls
5
Des
crip
tions
Stu
dent
s us
e m
enta
l mat
h an
d es
timat
ion;
ana
lyze
data
; cre
ate
and
gene
raliz
e pi
ctor
ial a
nd n
umer
icpa
ttern
s; r
epre
sent
and
exp
lain
mat
hem
atic
alre
latio
nshi
ps; a
pply
geo
met
ric a
nd s
patia
l rel
atio
nshi
psin
volv
ing
mea
sure
men
t; ap
ply
conc
epts
of t
ines
,an
gles
, con
grue
nce,
sym
met
ry a
nd tr
ansf
orm
atio
ns;
inte
rpre
t Ven
n di
agra
ms.
MA
P c
ombi
ned
scor
e ra
nge:
abov
e 69
1.
4 Pro
ficie
nt
flow
ing
Pro
ficie
ncy
2 Pro
poga
ble
Ste
p I
Stu
dent
s co
mm
unic
ate
mat
h pr
oces
ses;
add
and
subt
ract
com
mon
frac
tions
, and
dec
imal
s (m
oney
onl
y);
use
stan
dard
uni
ts o
f mea
sure
men
t; Id
entif
y at
trib
utes
M o
f pla
ne a
nd s
olid
figu
res;
cre
ate
and
Inte
rpre
t dat
afr
om g
raph
s; r
ecog
nize
, ext
end,
and
des
crib
e pi
ctor
ial
or n
umer
ic p
atte
rns;
app
ly s
trat
egie
s to
sol
ve m
ulti-
step
and
logi
c pr
oble
ms.
MA
P c
ombi
ned
scor
e ra
nge:
653
-89
1.
Stu
dent
s su
btra
ct a
nd m
ultip
ly w
hole
num
bers
; Ide
ntify
even
s, o
dds,
ord
inal
s an
d m
ultip
les;
com
pare
num
bers
;re
ad a
nalo
g an
d di
gita
l clo
cks;
Iden
tity
solid
egu
res;
com
pare
info
rmat
ion
on a
gra
ph; i
dent
ify e
qual
ly li
kely
even
ts; e
xten
d a
varie
ty o
f pat
tern
s; b
egin
to id
entif
yin
form
atio
n In
a V
enn
diag
ram
. MA
P c
ombi
ned
scor
era
nge:
814
- 6
52.
Stu
dent
s ad
d w
hole
num
bers
with
reg
roup
ing;
find
aco
rnbi
natio
n of
coi
ns th
at e
qual
s a
give
n va
lue;
iden
tify
attr
itute
s of
pol
ygon
s; r
ead
ther
mom
eter
s; u
sein
form
atio
n fr
om g
raph
s; id
entif
y m
ost a
nd/o
r le
ast
tikel
y ev
ents
; ext
end
num
eric
pat
tern
s us
ing
addi
tion;
use
give
n in
form
atio
n to
mak
e lo
gica
l dec
isio
ns. M
AP
com
bine
d sc
ore
rang
e: 5
68 -
613
.
Stu
dent
s or
der
who
le n
umbe
rs le
ss th
an 1
00; i
dent
ityco
ngru
ent s
hape
s; r
ead
sim
ple
tabl
es a
nd g
raph
s;be
gin
to id
entif
y an
d ex
tend
bas
ic p
icto
rial a
nd/o
rnu
mer
ic p
atte
rns.
MA
P c
ombi
ned
scor
e ra
nge:
bel
ow58
8.
Tw
raN
eva
Nat
iona
l Per
cent
ile: 8
4Fo
r m
ore
info
rmat
ion,
con
tact
the
Mis
sour
i Dep
artm
ent o
fT
aaam
wa
isch
oice
test
. In
Mat
hem
atic
s, y
our
stud
ent s
core
dE
lem
enta
ry a
nd S
econ
dary
Edu
catio
n at
800
/845
-354
5.be
tter
than
64
perc
ent o
f the
stu
dent
s in
the
natio
n.
115
Del
awar
e al
so h
as c
onfi
gure
d its
ass
essm
ent s
yste
m to
pro
vide
info
rmat
ion
on a
chie
vem
ent a
gain
st th
e st
ate
stan
dard
s, a
s w
ell a
sag
ains
t a n
orm
ing
grou
p. I
n th
e ex
ampl
e be
low
, par
ents
can
com
pare
an in
divi
dual
stu
dent
's s
core
with
the
Del
awar
e C
onte
nt S
tand
ards
toth
e sc
ores
of
the
scho
ol, d
istr
ict,
and
stat
e; th
ey c
an a
lso
com
pare
thei
r ch
ild's
res
ults
aga
inst
thos
e of
stu
dent
s th
roug
hout
the
coun
try
thro
ugh
the
use
of a
nat
iona
l sam
ple.
For
exa
mpl
e, th
e st
uden
tsc
ored
452
out
of
a po
ssib
le 7
00 p
oint
s on
the
read
ing
port
ion
of th
ete
st. T
he a
vera
ge s
choo
l sco
re w
as 4
40; t
he a
vera
ge d
istr
ict s
core
was
444;
and
the
aver
age
stat
e sc
ore
was
430
. In
addi
tion,
the
stud
ent
scor
ed in
the
85th
per
cent
ile.
It is
impo
rtan
t to
rem
embe
r th
at if
com
pari
sons
are
not
eas
ily r
ep-
rese
nted
on
the
indi
vidu
al r
epor
t (be
caus
e of
spa
ce o
r ot
her
con-
stra
ints
)whe
ther
they
are
com
pari
sons
aga
inst
sta
te s
tand
ards
or
agai
nst a
nor
min
g gr
oupp
aren
ts s
houl
d be
told
whe
re th
ey c
an g
ofo
r th
is in
form
atio
n.
Sco
re C
ompa
rison
s
Ans
wer
ing
ques
tion
four
: Hel
ping
par
ents
to h
elp
thei
r ch
ildim
prov
e
Prov
idin
g pa
rent
s w
ith c
lear
info
rmat
ion
on h
ow th
eir
child
per
-fo
rmed
, wha
t the
per
form
ance
act
ually
mea
ns, a
nd a
ppro
pria
te c
om-
pari
sons
is o
nly
part
of
the
pict
ure.
Par
ents
als
o w
ant t
o be
tter
unde
rsta
nd w
hat t
hey
can
do w
ith th
eir
child
ren
to h
elp
impr
ove
thei
r pe
rfor
man
ce.
Neg
otia
ting
with
the
test
pro
vide
rW
hat k
ind
of in
form
atio
n an
d ho
w m
uch
or h
ow li
ttle
is p
rovi
ded
topa
rent
s de
pend
s la
rgel
y on
the
type
of
cont
ract
that
is n
egot
iate
dw
ith th
e te
st p
rovi
der.
In
Del
awar
e, th
e st
ate
test
ing
staf
f de
sign
edth
e sc
ore
repo
rts
befo
re f
inal
izin
g an
y ne
gotia
tions
. Thi
s al
low
ed th
est
aff
to e
xplo
re th
e im
plic
atio
ns o
f va
riou
s ki
nds
of s
core
s, u
sing
nar
-ra
tive
stat
emen
ts (
as o
ppos
ed to
sub
-sco
res)
, and
rep
ortin
g in
a v
ari-
ety
of c
ateg
orie
s. T
hey
disc
over
ed th
at in
volv
ing
pare
nts
earl
y in
the
proc
ess
is k
ey, s
o th
at th
e de
sign
is u
nder
stoo
d an
d ac
cept
ed. F
orm
ore
info
rmat
ion
on h
ow D
elaw
are
nego
tiate
d w
ith it
s te
st p
rovi
der,
see
Clo
se-u
p IX
.
Rea
ding
Writ
ing
Stu
dent
200
452
700
311
15
Sch
ool
200
440
700
310
15
Dis
tric
t20
044
470
03
1015
Sta
te20
0 -
- -
- 43
070
03
1015
Cer
tain
item
s on
the
read
ing
part
of t
he te
st c
ame
from
a n
atio
nal s
ampl
e. T
he p
erce
ntile
bel
ow r
epre
-se
nts
how
you
r ch
ild p
erfo
rmed
on
thos
e ite
ms
com
pare
d to
stu
dent
s fr
om a
nat
iona
l sam
ple:
1%85
99%
For
mor
e in
form
atio
n, c
onta
ct th
e D
elaw
are
Dep
artm
ent o
f E
duca
tion
at 3
02/7
39-6
700
or v
isit
thei
r w
eb s
ite a
tw
ww
doe.
stat
e.de
.us.
116
I
117
0000
00r_
rc--
J-cu
c57,
10,0
7. r
ugre
----
0000
000
Neg
otia
tMg
with
the
test
pro
vide
rLe
sson
s fr
om D
elaw
are
Del
awar
e re
cent
ly h
ad a
pro
blem
ihat
a gr
eat m
any
itate
teiti
ng p
rogr
aMi f
ace:
the
stat
e ne
eded
to p
ersu
ade
a te
stin
g ve
ndor
to h
elP
'dei
igh
ó fa
irly
com
plex
prO
gram
with
in a
n ex
trem
ely
shor
t tim
elin
e. In
add
ition
, bec
ause
the
stat
e la
cked
the
staf
f to
deal
with
eve
ry n
uanc
e of
the
prog
ram
, it n
eede
da
way
of c
omm
unic
atin
g w
ith th
eve
ndor
that
wou
ld r
esul
t in
a cl
ear
unde
rsta
ndin
g of
wha
t the
stat
e ex
pect
ed o
f the
vend
or a
nd w
hat t
he v
endo
r co
uld
expe
ct o
f sta
ff. In
oth
erw
ords
, Del
awar
e ne
eded
aw
ay fo
r bo
th th
e st
ate
and
the
vend
or to
adj
udic
ate
deci
sion
s qu
ickl
y an
d ea
sily
tofa
cilit
ate
a di
fficu
lt pr
oces
s.
Del
awar
e be
gan
its n
egot
iatio
ns w
ith th
e ve
ndor
with
two
sim
ple
idea
s in
min
d:
1.A
lway
s be
gin
with
the
end
in s
ight
;
2.C
reat
e a
list o
f cle
ar a
nd e
xplic
it ru
les
at th
e be
ginn
ing
of th
epr
oces
s, in
dica
teth
at th
e ru
les
exis
t, an
d be
sur
e to
enf
orce
them
.
Del
awar
e ca
rrie
d ou
t the
se id
eas
by d
oing
the
follo
win
g:
1.T
he s
tate
incl
uded
a s
ectio
n tit
led
"Nee
ds"
in it
s R
eque
st fo
rP
ropo
sal.
The
sec
tion
was
spe
cific
ally
des
igne
d to
art
icul
ate
the
crite
ria fo
r th
e pr
ojec
t and
the
maj
or u
nder
-ly
ing
assu
mpt
ions
driv
ing
the
wor
k. T
he it
ate'
rnad
eit
clea
r ih
at th
e ve
ndor
s ha
d so
me
flexi
bilit
y in
pre
parin
g th
eir
prop
osal
sso
long
as
they
agr
eed
to W
ork
with
in'th
ose
crite
ria.
2.D
elaw
are
defin
ed "
the
big
pict
ure,
" be
lievi
ng th
at it
was
impo
rtan
t to
mak
e cu
r-re
nt d
ecis
ions
in li
ne w
ith la
rger
long
-ter
m g
Oal
s an
d im
port
ant f
or th
e ve
ndor
to d
o
Inte
rpre
tatio
nIn
som
e ca
ses,
the
info
rmat
ion
prov
ided
to p
aren
ts o
n ho
w to
hel
pth
eir
child
impr
ove
need
s to
be
view
ed th
roug
h an
"in
terp
retiv
ele
ns."
In
othe
rs, t
he in
terp
reta
tion
is a
lrea
dy p
rovi
ded,
and
par
ents
are
left
with
a li
st o
f ac
tion
step
s to
gui
de th
em a
s th
ey h
elp
thei
rch
ild r
efin
e ac
adem
ic s
kills
.
the
sam
e to
ens
ure
that
the
deci
sion
s w
ould
be
cons
iste
ntov
er ti
me.
In a
dditi
on,
Del
awar
e st
aff b
elie
ved
that
kee
ping
the
big
pict
ure
in m
ind
at d
ecis
ion
time
wou
ldin
crea
se th
e od
ds th
at th
e lo
ng-t
erm
pla
n w
ould
act
ually
com
e to
frui
tion.
3.F
inal
ly, D
elaw
are
enca
psul
ated
the
"Nee
ds"
sect
ion
and
its id
ea o
f the
big
pict
ure
into
a s
core
rep
ort d
esig
n. T
he s
tate
sou
ght a
sim
ple
mea
ns to
com
mun
icat
e bo
th it
sne
eds
and
the
big
pict
ure,
and
the
scor
e re
port
the
piec
e th
at w
ould
end
up d
efin
-in
g th
e te
stin
g pr
ogra
m fo
r th
e m
ost s
tude
nts
and
pare
ntss
eem
ed th
ebe
st w
ay to
do s
o. S
taff
wor
ked
with
teac
hers
and
par
ents
tocr
eate
a d
esig
n th
at e
ach
part
y w
asco
mfo
rtab
le w
ith. P
olic
ymak
ers
wer
e al
so in
volv
ed fr
om th
e be
ginn
ing
so th
at th
eyco
uld
bette
r un
ders
tand
wha
t the
end
res
ult w
ould
look
like
and
wha
t it c
ould
be
used
for.
Not
onl
y ha
s th
is p
rove
d he
lpfu
l in
defin
ing
the
prog
ram
for
the
stat
e an
d fo
r th
eve
ndor
, it a
lso
incr
ease
d th
at s
tate
's a
bilit
y to
com
mun
icat
e w
ith th
e pu
blic
in a
cOnc
rete
and
mea
ning
ful w
ay.
Whi
le r
elat
ivel
y si
mpl
e, th
ese
idea
s en
able
d D
elaw
are
to a
rtic
ulat
e cl
early
wha
t it
need
ed fr
om a
test
ing
vend
or w
hile
pro
vidi
ng it
with
a si
gnifi
cant
am
ount
of f
lexi
bilit
yin
mak
ing
its p
ropo
sals
. Eac
h of
the
maj
or te
stin
g ve
ndor
s su
bmitt
eda
bid,
giv
ing
the
stat
e th
e ab
ility
to s
elec
t fro
m s
ever
al it
bel
ieve
d be
st m
atch
edits
crit
eria
. Hel
ping
the
vend
or s
ee c
lear
ly w
here
the
stat
e w
ante
dto
end
up
mad
e it
easi
er fo
r th
e ve
ndor
toof
fer
its s
ervi
cem
eani
ng th
at it
led
to th
eir
will
ingn
ess
to b
id a
nd D
elaw
are'
s ab
ility
ta 'c
hoos
e th
e bi
d th
at b
est r
efle
cted
its c
riter
ia.
For
mor
e in
form
atio
n, c
onta
ct th
e D
elaw
are
Dep
artm
ent o
f Edu
catio
n, A
sses
smen
t and
Ana
lysi
s D
ivis
ion,
at 3
02/7
39-6
700.
The
Con
nect
icut
Mas
tery
Tes
ting
Prog
ram
Gra
de 8
Par
ent/S
tude
ntD
iagn
ostic
Rep
ort i
n M
athe
mat
ics
is a
n ex
ampl
e of
a r
epor
t tha
tre
quir
es in
terp
reta
tion.
The
rep
ort l
ists
the
40 o
bjec
tives
test
ed o
nth
e as
sess
men
t in
five
gen
eral
are
as. F
or e
ach
obje
ctiv
e, th
e re
port
indi
cate
s ho
w m
any
item
s w
ere
need
ed to
be
answ
ered
cor
rect
lyto
"m
aste
r" th
e ar
ea a
nd h
ow m
any
the
stud
ent a
ctua
lly a
nsw
ered
corr
ectly
.
119
,-T
yr-f
rE
xam
ple
2771
,...,.
:.
Alg
ebra
37. S
olve
equ
atiO
ns in
volv
ing.
. i it
`.'
;e
38. U
se o
rder
of o
pera
ticin
i39
. Use
form
ulas
to e
valu
ate
expr
essi
ons
:1
40. R
epre
sent
situ
atio
ns w
ith a
lgeb
raic
expr
essi
ons
3 of
4
For
mor
e in
form
atio
n, c
onta
ct th
e C
onne
ctic
ut D
epar
tmen
t of
Edu
catio
n at
860/
566-
2201
or
visi
t the
ir w
eb s
ite a
t ww
wst
ate.
ct.u
s/sd
e.
In th
e al
gebr
a ar
ea e
xam
ple
abov
e, a
par
ent w
ould
be
able
to in
ter-
pret
the
follo
win
g st
reng
ths
and
wea
knes
ses
of th
is p
artic
ular
8th
grad
er:
0 H
e/sh
e w
as a
ble
to u
se th
e "o
rder
of
oper
atio
ns"
corr
ectly
, use
for
-m
ulas
to e
valu
ate
expr
essi
ons,
and
rep
rese
nt s
ituat
ions
usi
ng a
lge-
brai
c ex
pres
sion
s; b
ut0
He/
she
had
som
e pr
oble
ms
solv
ing
equa
tions
invo
lvin
g on
e st
ep.
Okl
ahom
a us
es a
sim
ilar
appr
oach
. In
the
Gra
de 5
Par
ent R
epor
t,Pr
iori
ty A
cade
mic
Stu
dent
Ski
lls a
re li
sted
for
all
the
area
s te
sted
,to
geth
er w
ith th
e nu
mbe
r of
que
stio
ns a
sked
in e
ach
area
and
the
num
ber
corr
ect.
In a
dditi
on, p
aren
ts a
re p
rovi
ded
with
an
Okl
ahom
aPe
rfor
man
ce I
ndex
(O
PI)
scor
e th
at in
dica
tes
whe
ther
the
stud
ent
achi
eved
a s
atis
fact
ory
leve
l of
perf
orm
ance
. Stu
dent
s w
ho a
chie
vean
OPI
sco
re o
f 70
or
grea
ter
in a
sub
ject
are
a ha
ve d
emon
stra
ted
satis
fact
ory
perf
orm
ance
in th
at s
ubje
ct a
rea.
In th
e ex
ampl
e be
low
, whi
ch m
easu
res
a 5t
h gr
ader
's k
now
ledg
e of
vari
ous
area
s of
U.S
. his
tory
and
civ
ics,
par
ents
can
qui
ckly
det
er-
min
e w
heth
er o
r no
t the
ir c
hild
ach
ieve
d a
satis
fact
ory
scor
e on
the
test
with
an
easy
to u
nder
stan
d "y
es"
or "
no."
In
this
exa
mpl
e, th
epa
rent
can
con
clud
e th
at th
e ch
ild h
ad d
iffi
culty
in lo
catin
g an
dde
scri
bing
the
stat
es, m
ajor
clim
ate
regi
ons,
land
form
s, a
nd b
odie
sof
wat
er, a
s w
ell a
s in
inte
rpre
ting
vari
ous
pict
oria
l sou
rces
of
info
rmat
ion.
I ,
Prio
rity
Aca
dem
ic S
kills
His
tory
/Con
stitu
tion/
Gov
ernm
ent
Sat
isfa
ctor
y O
PI s
core
of 7
0 ac
hiev
ed?
YE
S
# of
Que
stio
ns#
Cor
rect
Loca
te a
nd d
escr
ibe
the
stat
es, m
ajor
clim
ate
regi
ons,
land
form
s
and
bodi
es o
f wat
er.
Iden
tify
maj
or e
vent
s of
the
Rev
olut
iona
ry W
arpe
riod.
Iden
tify
the
'cau
ses
and
effe
cts
of th
e C
ivil
War
.Id
entif
y th
e re
ason
s fo
r w
ritin
g th
e D
ecla
ratio
nof
Inde
pend
ence
and
Con
stitu
tion.
Iden
tify
the
aght
s an
d re
spon
sibi
litie
s of
citi
zens
in a
dem
ocra
tic s
ocie
ty
and
a fr
ee e
nter
pris
e sy
stem
.Id
entif
y in
form
atio
n us
ing
ency
clop
edia
s;al
man
ac,
atla
ses,
dict
iona
ries
and
liter
atur
e.In
terp
ret v
ario
us p
icto
rial s
ourc
es o
f inf
orm
atio
nsu
ch a
s m
aps,
grap
hs, c
hart
s, g
lobe
s, p
ictu
res
and
cart
oons
.
5 5 5 5
3 5 4 5
55
55
52
For
mor
e in
form
atio
n, c
onta
ct th
e O
klah
oma
Dep
artm
ent o
f E
duca
tion
at 4
05/5
21-3
341
or v
isit
thei
r w
eb s
ite a
tsd
e.st
ate.
oh.u
s.
120
121
Del
awar
e is
one
sta
te th
at e
ssen
tially
doe
s th
e in
terp
reta
tion
for
the
pare
nt b
y lis
ting
the
stud
ent's
inst
ruct
iona
l nee
ds (
base
d on
his
or
her
perf
orm
ance
on
the
asse
ssm
ent)
dir
ectly
bel
ow th
e st
uden
t's
Inst
ruct
iona
l Nee
ds
scor
es. T
he f
ollo
win
g ex
ampl
e of
an
Eng
lish
Lan
guag
e A
rts
Indi
vidu
alR
epor
t pro
vide
s id
eas
for
wha
t a 3
rd g
rade
chi
ld s
houl
d w
ork
on to
achi
eve
a hi
gher
leve
l in
read
ing
and
wri
ting:
To
achi
eve
a hi
gher
leve
l in
RE
AD
ING
,yo
ur c
hild
sho
uld
wor
k on
:T
o ac
hiev
e a
high
er le
vel i
n W
RIT
ING
,yo
ur c
hild
sho
uld
wor
k on
:
Usi
ng in
form
atio
n to
mak
e re
ason
able
inte
rpre
tatio
nsD
raw
ing
conc
lusi
ons
base
d on
info
rmat
ion
in th
ete
xtC
onne
ctin
g an
d sy
nthe
sizi
ng in
form
atio
n in
toa
clea
r in
terp
reta
tion
with
inan
d ac
ross
text
s, id
eas,
and
con
cept
sF
orm
ulat
ing,
exp
ress
ing,
and
sup
port
ing
opin
ions
Mak
ing
and
supp
ortin
g in
fere
nces
abo
utco
nten
ts, e
vent
s, c
hara
cter
s,se
tting
, the
me,
and
sty
le
Usi
ng e
ffect
ive
and
varie
d in
trod
uctio
ns a
nd c
losi
ngs
Writ
ing
in a
con
sist
ent s
tyle
with
pre
cise
, viv
id w
ord
choi
ceW
ritin
g w
ith a
cle
ar lo
gica
l pro
gres
sion
of i
deas
usin
g sm
ooth
tran
sitio
ns
Res
pond
ing
dire
ctly
to th
e pr
ompt
For
mor
e in
form
atio
n, c
onta
ct th
e D
elaw
are
Dep
artm
ent o
f E
duca
tion
at 3
02/7
39-6
700
or v
isit
thei
r w
eb s
ite a
t ww
wdo
e.st
ate.
de.u
s.
It is
impo
rtan
t to
rem
embe
r th
at p
rovi
ding
this
type
of
info
rmat
ion
may
not
be
enou
gh; i
n fa
ct, i
t may
giv
e ri
se to
add
ition
al q
uest
ions
amon
g pa
rent
s. T
hey
may
be
conf
used
if th
eir
child
's c
lass
wor
kin
dica
tes
adeq
uate
per
form
ance
, but
the
stat
ewid
e as
sess
men
t res
ults
refl
ect s
erio
us w
eakn
esse
s. P
aren
ts n
eed
to k
now
whe
re th
ey c
an g
oto
get
the
answ
ers
to th
eir
ques
tions
. Res
earc
h sh
ows
that
nea
rly
9ou
t of
10 p
aren
ts r
ely
heav
ily o
n te
ache
rs a
s a
sour
ce o
f in
form
atio
nab
out e
duca
tion.
' The
refo
re, s
tate
s sh
ould
enc
oura
ge p
aren
ts to
con
-ta
ct th
eir
child
's te
ache
rs to
get
a b
ette
r se
nse
of th
e ch
ild's
leve
l of
122
J
achi
evem
ent a
nd th
e ki
nds
of ta
sks
they
can
be
doin
g w
ith th
eir
child
to h
elp
him
or
her
impr
ove.
Del
awar
e pr
ovid
es th
is e
ncou
rage
-m
ent b
y st
atin
g th
e fo
llow
ing
at th
e bo
ttom
of
each
chi
ld's
sco
rere
port
:
Ple
ase
see
your
chi
ld's
teac
her
for
mor
e in
form
atio
nab
out a
chie
vem
ent i
n re
adin
g an
d w
ritin
g.
123
Mic
higa
n of
fers
par
ents
que
stio
ns th
at th
ey s
houl
d as
k sc
hool
staf
f. O
n th
e 4t
h G
rade
Ess
entia
l Shi
lls M
athe
mat
ics
Tes
t Rep
ort,
pare
nts
are
prov
ided
with
the
follo
win
g:
Exa
mpl
e 30
Wha
t sho
uld
I ask
the
scho
ol s
taff?
Doe
s th
e di
stric
t mat
hem
atic
s pr
ogra
m in
clud
e th
e st
ate'
s C
ore
Cur
ricul
umob
ject
ives
?,
Is e
noug
h tim
e sp
ent o
n m
athe
mat
ics
inst
ruct
ion?
Are
teac
hers
usi
ng m
anip
ulat
ives
, cal
cula
tors
, and
diff
eren
t pro
blem
-sol
ving
stra
tegi
es to
hel
p st
uden
ts b
uild
und
erst
andi
ng?
Are
stu
dent
s le
arni
ng to
use
men
tal a
rithm
etic
and
est
imat
ion
as w
ell a
s tr
adi-
tiona
l pap
er a
nd p
enci
l com
puta
tion?
Doe
s m
y ch
ild p
artic
ipat
e fu
lly in
mat
hem
atic
s cl
ass
by a
rriv
ing
prep
ared
,pa
y-in
g at
tent
ion,
com
plet
ing
assi
gnm
ents
, and
ask
ing
ques
tions
whe
n m
y ch
ilddo
es n
ot u
nder
stan
d an
idea
?
For
mor
e in
form
atio
n, c
onta
ct th
e M
ichi
gan
Edu
catio
nal A
sses
smen
t Pro
gram
(M
EA
P)of
fice
at 5
17/3
73-8
893.
194
On
the
Rho
de I
slan
d M
athe
mat
ics
Perf
orm
ance
Ass
essm
ent I
ndiv
idua
lSt
uden
t Rep
ort,
pare
nts
are
quic
kly
rem
inde
d th
at o
ne te
st c
anno
tre
pres
ent a
ll of
a c
hild
's k
now
ledg
e an
d sk
ills:
You
r ch
ild's
ans
wer
s pr
ovid
e in
form
atio
n ab
out h
is/h
er u
nder
stan
ding
of m
athe
-m
atic
s an
d sh
ow h
ow w
ell y
our
child
can
app
ly m
athe
mat
ics
to r
eal l
ife s
ituat
ions
.A
nsw
ers
also
pro
vide
a w
ay to
mea
sure
mat
hem
atic
s pr
oble
m s
olvi
ng, c
omm
uni-
catio
n, a
nd r
easo
ning
ski
lls. T
he r
esul
ts d
o no
t rep
rese
nt a
ll of
you
r ch
ild's
kno
wl-
edge
and
ski
lls in
thes
e ar
eas.
The
se r
esul
ts, t
aken
with
res
ults
from
oth
er te
sts
such
as
the
mul
tiple
cho
ice
Met
ropo
litan
Ach
ieve
men
t Tes
ts (
MA
T),
and
dai
lycl
assr
oom
wor
k, p
rovi
de a
mor
e co
mpl
ete
pict
ure
of y
our
child
's m
athe
mat
ical
skill
s.
For
mor
e in
form
atio
n, c
onta
ct th
e St
ate
of R
hode
Isl
and
Dep
artm
ent o
f E
duca
tion
at40
1/22
2-20
31.
Enc
oura
ging
par
ents
to a
sk te
ache
rs q
uest
ions
doe
sn't
just
hav
e to
appe
ar o
n st
uden
t rep
orts
. On
the
back
of
its T
estin
g, T
estin
g, T
estin
gbr
ochu
re, t
he P
artn
ersh
ip f
or L
earn
ing
enco
urag
es p
aren
ts to
look
at
the
"big
ger
pict
ure"
and
to r
ecog
nize
that
look
ing
at in
form
atio
nfr
om a
var
iety
of
test
s an
d as
sess
men
t too
ls r
emai
ns th
e be
st w
ay to
see
how
wel
l ind
ivid
ual s
tude
nts
are
lear
ning
.
125
aren
ts w
ant t
o un
ders
tand
why
thei
r ch
ildre
n ar
e be
ing
held
to h
ighe
r st
anda
rds.
The
y w
ant t
o be
info
rmed
abo
ut th
ech
ange
s th
at a
re ta
king
pla
ce in
the
stat
e te
st, a
nd th
ey w
ant
to k
now
wha
t the
ir c
hild
's s
core
s m
ean
and
wha
t the
y ca
n do
to h
elp
thei
r ch
ild im
prov
e. P
aren
ts w
ant t
o un
ders
tand
how
the
resu
lts w
illbe
use
d an
d w
heth
er th
ere
are
"hig
h-st
akes
" co
nseq
uenc
es a
ttach
edto
thos
e re
sults
, suc
h as
dec
isio
ns a
bout
pro
mot
ion
or g
radu
atio
n.Pa
rent
s ar
e ea
ger
for
mor
e in
form
atio
n, p
rese
nted
in c
lear
lang
uage
that
they
can
eas
ily u
nder
stan
d.
Unf
ortu
nate
ly, s
tate
s do
not
typi
cally
info
rm p
aren
ts a
bout
thes
ech
ange
s, n
or d
o th
ey r
epor
t tes
t res
ults
in te
rms
pare
nts
unde
rsta
ndan
d kn
ow h
ow to
use
. On
the
who
le, s
tate
s ha
ve in
vest
ed m
uch
mor
e of
thei
r ef
fort
s an
d re
sour
ces
in te
stin
g st
uden
ts th
an in
info
rmin
g an
d re
port
ing
the
resu
lts to
par
ents
and
stu
dent
s.
The
fol
low
ing
are
exam
ples
of
stat
e ag
enci
es a
nd n
on-g
over
nmen
tor
gani
zatio
ns c
omm
itted
to c
lear
com
mun
icat
ion
with
par
ents
. Man
yha
ve u
sed
som
e or
all
of th
e re
com
men
datio
ns in
clud
ed in
Sec
tions
II a
nd I
II to
hel
p im
prov
e th
eir
com
mun
icat
ion
effo
rts.
The
y us
epo
lls a
nd f
ocus
gro
ups
to u
nder
stan
d th
e co
ncer
ns o
f th
eir
com
mu-
nity
, the
y cl
arif
y w
hat t
hey
expe
ct o
f st
uden
ts a
nd p
rovi
de a
ccur
ate
info
rmat
ion
abou
t the
ext
ent t
o w
hich
thos
e ex
pect
atio
ns a
re b
eing
met
, the
y pr
ovid
e ac
tion
step
s th
at p
aren
ts c
an ta
ke w
ith th
eir
own
child
ren
to h
elp
them
lear
n an
d im
prov
ebut
they
var
y in
thei
r sp
e-ci
fic
appr
oach
es. T
hey
have
dif
fere
nt s
truc
ture
s, th
ey h
ave
crea
ted
uniq
ue p
artn
ersh
ips
and
coal
ition
s, a
nd th
eir
coor
dina
tion
effo
rts
are
not a
like.
But
ther
e ar
e at
leas
t tw
o si
mila
ritie
s am
ong
all o
f th
em:
thes
e ag
enci
es a
nd o
rgan
izat
ions
hav
e m
ade
com
mun
icat
ion
cent
ral
to th
eir
refo
rm a
nd im
prov
emen
t eff
orts
, and
they
hav
e bu
ilt th
eca
paci
ty to
com
mun
icat
e. T
heir
impr
oved
com
mun
icat
ion
effo
rts
have
beg
un to
cre
ate
a be
tter
info
rmed
pub
lic th
at w
ill d
eman
d m
ore
and
supp
ort s
choo
ls in
rea
chin
g th
e ac
adem
ic g
oals
set
for
them
.T
hey
are
"mak
ing
thin
gs w
ork.
"
How
Del
awar
e Is
Mak
ing
Thi
ngs
Wor
k
The
impe
tus
in D
elaw
are
for
doin
g a
bette
r jo
b of
com
mun
icat
ing
with
par
ents
pro
b-ab
ly a
ligns
nic
ely
with
mos
t oth
er s
tate
edu
catio
n ag
enci
es: p
aren
ts d
eser
ve to
unde
rsta
nd h
ow th
eir
son
or d
augh
ter
is p
rogr
essi
ng a
nd s
o w
e ne
ed to
wor
k ha
rd to
mak
e su
re th
ey h
ave
that
und
erst
andi
ng. B
ut it
als
o in
volv
es s
omet
hing
mor
e; a
rece
nt "
back
pag
e" a
rtic
le in
Edu
catio
n W
eek
sugg
este
d w
hat m
ost e
duca
tors
hav
elo
ng u
nder
stoo
d: th
at a
chi
ld's
ach
ieve
men
t can
be
heav
ily d
epen
dent
on fa
ctor
sex
tern
al to
the
clas
sroo
m. F
or e
duca
tors
this
sho
uld
be s
een
as a
cha
lleng
e to
be
addr
esse
d, a
nd it
can
onl
y be
add
ress
ed th
roug
h a
clea
r, c
oher
ent m
essa
ge.
To
crea
te th
is m
essa
ge w
e ha
ve tr
ied
hard
to li
sten
to p
aren
ts. W
e've
use
d th
em in
the
desi
gn o
f our
com
mun
icat
ion
mat
eria
ls, m
ost s
peci
fical
ly in
the
desi
gn o
f the
scor
e re
port
s th
at w
ill in
dica
te to
them
how
thei
r ch
ildre
n pe
rfor
med
. One
of t
heth
ings
they
sai
d ov
er a
nd o
ver
agai
n w
as "
plea
se te
ll us
wha
tou
r ch
ildre
n ne
ed to
do in
ord
er to
do
bette
r."
We
liste
ned
and
the
scor
e re
port
is th
at m
uch
impr
oved
asa
resu
lt. B
ut it
doe
sn't
end
ther
e. C
onst
ant c
onta
ct w
ith th
e st
ate'
s pa
rent
org
aniz
a-
tions
, pre
sent
atio
ns to
PT
NP
TO
mee
tings
, and
par
ticip
atio
n in
thei
r co
nfer
ence
she
lped
us
wor
k to
war
ds th
e id
eal o
f a c
lear
and
coh
eren
t mes
sage
, and
we
cont
inue
to d
o m
ore.
Inte
rnal
ly, w
e ha
ve in
itiat
ed s
ome
rela
tivel
y si
mpl
e "p
rogr
ams"
to h
elp
each
of
us s
ayth
e sa
me
thin
gs w
hen
we
pres
ent t
he te
stin
g pr
ogra
m. F
or e
xam
ple,
a se
t of o
ver-
head
s ha
s be
en d
istr
ibut
ed to
eac
h pe
rson
who
pre
sent
s th
e st
ate
test
ing
prog
ram
,al
ong
with
inst
ruct
ions
and
trai
ning
as
to h
ow to
use
them
. All
pres
ente
rsar
e fr
ee to
supp
lem
ent t
he c
ore
pres
enta
tion
with
info
rmat
ion
they
find
hel
pful
so
long
as th
eco
re r
emai
ns in
tact
. The
res
ult i
s th
at e
ach
of u
s is
say
ing
the
sam
e th
ing.
Oth
er m
eans
of e
nsur
ing
a co
nsis
tent
mes
sage
that
hav
e be
en o
r w
ill b
e us
edin
clud
e br
ochu
res,
an
effe
ctiv
e m
edia
str
ateg
y, in
terp
retiv
e gu
ides
to th
esc
ore
repo
rts
writ
ten
for
pare
nts,
etc
. We
are
wor
king
har
d to
cre
ate
a co
here
nt s
yste
m b
ypl
anni
ng e
ach
piec
e w
ithin
the
larg
er c
onte
xt o
f whe
n pa
rent
s w
ill n
eed
info
rmat
ion
so th
at o
ur e
ffort
at c
omm
unic
atin
g ha
s th
e hi
ghes
t pos
sibl
e ch
ance
for
succ
ess.
Per
haps
our
mos
t cha
lleng
ing
com
mun
icat
ions
effo
rt is
yet
toco
me.
Nex
t fal
l, pr
ior
to th
e re
leas
e of
the
prof
icie
ncy
leve
ls o
n ou
r st
ate
test
that
will
driv
e ou
r st
ate'
sac
coun
tabi
lity
syst
em, w
e w
ill c
ondu
ct p
ublic
mee
tings
and
focu
sgr
oups
for
the
pur-
pose
of v
alid
atin
g th
e cu
t poi
nts
on th
e te
st. F
or e
xam
ple,
one
of t
he th
ings
we
hope
to d
o is
to s
how
the
publ
ic w
hat t
he c
ut p
oint
look
s lik
e on
the
read
ing
test
that
will
dete
rmin
e pr
omot
ion,
and
then
ask
whe
ther
or n
ot p
aren
ts a
nd o
ther
con
stitu
ents
supp
ort t
he c
ut p
oint
as
set.
Our
inte
nt is
to m
ake
the
cuts
as
expl
icit
as p
ossi
ble
with
the
expe
ctat
ion
that
the
reac
tion
will
be
to im
med
iate
ly fo
rma
team
of p
aren
t, ch
ildan
d te
ache
r th
at c
an w
ork
toge
ther
in im
prov
ing
the
stud
ent's
ach
ieve
men
t.A
gain
,on
ly w
ith a
cle
ar, c
oher
ent m
essa
ge w
ill th
at b
e po
ssib
le.
For
mor
e in
form
atio
n, c
onta
ct J
ohn
Tan
ner,
Dir
ecto
r A
sses
smen
t and
Ana
lysi
s,30
2/73
9-67
00.
Like
the
rest
of t
he n
atio
n, M
aryl
and
lear
ned
very
ear
ly th
at th
e ta
sk o
f ref
orm
ing
itssc
hool
s w
as g
oing
to b
e an
ong
oing
effo
rt, m
ulti-
laye
red
and
devo
id o
f qui
ck fi
xes,
with
no
easy
, off-
the-
shel
f rem
edie
s. C
omm
unic
atio
ns w
ith p
aren
ts a
nd th
e pu
blic
have
sim
ilarly
pro
ved
chal
leng
ing
as e
duca
tion
tops
the
publ
ic's
list
of p
riorit
ies.
Whe
reas
the
Mar
ylan
d S
tate
Dep
artm
ent o
f Edu
catio
n pr
evio
usly
had
24
prin
cipa
lcu
stom
ers
(i.e.
, 24
loca
l sch
ool s
yste
m s
taffs
), it
sud
denl
y se
emed
that
four
mill
ion
citiz
ens
won
ted
to b
e pa
rt o
f sch
ool r
efor
m. M
aryl
and
real
ized
that
goo
d po
licy
had
to b
e a
cons
tant
and
that
com
mun
icat
ions
mus
t be
cont
inuo
us a
nd d
ynam
ic, e
ver-
impr
ovin
g, a
nd c
lear
ly in
tune
with
the
shift
ing
sand
s of
pub
lic o
pini
on.
The
cur
rent
wav
e of
sch
ool r
efor
ms
in M
aryl
and
bega
n w
ith th
e re
leas
e of
the
Mar
ylan
d S
choo
l Per
form
ance
Rep
ort i
n N
ovem
ber
1990
. A b
rief p
ress
rel
ease
gui
d-ed
med
ia th
roug
h th
eir
first
fora
y in
to e
duca
tion
acco
unta
bilit
y. A
spa
rse
50-p
age
book
let o
f num
bers
rep
orte
d fo
r th
e fir
st ti
me
how
sch
ool s
yste
ms
and
the
stat
e pe
r-fo
rmed
on
atte
ndan
ce, d
ropo
ut, a
nd b
asic
ski
lls g
radu
atio
n te
stsw
ith c
heck
s to
desi
gnat
e w
hen
stat
e st
anda
rds
wer
e m
et. W
hile
muc
h of
the
publ
ic y
awne
d, th
em
edia
gra
pple
d to
und
erst
and
the
num
bers
.
By
1993
, the
med
ia w
ere
beco
min
g m
ore
savv
y, a
nd th
e pu
blic
ask
ed w
hy n
ew s
tate
crite
rion-
refe
renc
ed te
sts
in g
rade
s 3,
5, a
nd 8
sho
wed
that
no
mor
e th
an a
third
of
thes
e st
uden
ts w
ere
pass
ing.
The
pub
lic w
as b
affle
d w
hen
trad
ition
al m
ultip
le-c
hoic
e,no
rm-r
efer
ence
d te
sts
wer
e re
plac
ed w
ith te
sts
whe
re s
tude
nts
occa
sion
ally
wor
ked
ingr
oups
and
sol
ved
prob
lem
s, th
en e
xpla
ined
thei
r an
swer
s. S
tude
nt p
erfo
rman
ceas
sess
men
ts a
nd th
e st
anda
rds
wer
e in
com
preh
ensi
ble,
and
par
ents
wan
ted
to k
now
abou
t tec
hnic
al a
sses
smen
t and
inst
ruct
iona
l det
ails
that
had
pre
viou
sly
been
"in
side
rst
uff."
If r
efor
ms
wer
e to
mov
e fo
rwar
d, th
e la
ngua
ge o
f ref
orm
wou
ld n
eed
toch
ange
, and
the
volu
me
of in
form
atio
n cr
afte
d fo
r th
e pu
blic
wou
ld n
eed
to in
crea
sedr
amat
ical
ly.
Ear
ly o
n, p
ublic
sen
timen
t was
gau
ged
thro
ugh
anal
ysis
of n
ewsp
aper
clip
s fr
om th
est
ate'
s m
ore
than
200
larg
e- a
nd s
mal
l-mar
ket n
ewsp
aper
s. L
iber
al u
rban
cen
ters
such
as
Bal
timor
e an
d th
e W
ashi
ngto
n-B
altim
ore
subu
rbs
diffe
red
dram
atic
ally
from
mor
e ru
ral,
cons
erva
tive
juris
dict
ions
. Pub
lic m
eetin
gs a
nd d
ialo
gues
with
legi
slat
ors
and
educ
atio
n st
akeh
olde
rs h
elpe
d cl
arify
whi
ch m
essa
ges
wer
e re
sona
ting
with
pub
-lic
gro
ups
and
whi
ch o
nes
wer
e no
t. T
he c
ritic
al n
atur
e of
cle
ar a
nd u
nder
stan
dabl
ede
scrip
tions
of t
ests
, rep
ort c
ard
data
, and
ref
orm
str
ateg
ies
such
as
sanc
tions
and
rew
ards
sta
rted
to b
ecom
e cl
ear.
'Nat
iona
l pol
ls, s
uch
as th
e se
ries
of P
ublic
Age
nda
repo
rts,
hav
e he
lped
gui
de;
Mar
ylan
d's
deci
sion
to s
hift
the
focu
s of
com
mun
icat
ions
to p
rinci
pals
and
teac
hers
.,T
he D
epar
tmen
t of E
duca
tion
has
mai
ntai
ned
a st
eady
str
eam
of i
nfor
mat
ion
on're
form
s, p
acka
ged
in la
ngua
ge th
at is
cle
ar to
bot
h th
e pu
blic
and
edu
cato
rs.
Tea
cher
s an
d pr
inci
pals
are
key
to c
omm
unic
atio
ns b
ecau
se th
ey o
vers
ee th
at im
por-
,
130
tont
inte
rfac
e be
twee
n ed
ucat
ion
polic
y an
d ch
ildre
n an
d fa
mili
es. T
heir
know
ledg
ean
d ex
perie
nce
beco
me
the
real
mes
sage
s to
par
ents
.
Prin
cipa
ls b
egan
rec
eivi
ng b
iwee
kly
bulle
tins
from
the
Dep
artm
ent,
and
a pu
blic
atio
nfo
r te
ache
rs, i
nitia
lly c
alle
d M
aryl
and
Edu
catio
n C
onne
ctio
ns, w
as d
evel
oped
and
pilo
ted,
eve
ntua
lly b
ecom
ing
Mar
ylan
d C
lass
room
. The
four
-pag
e ta
bloi
d ha
sbe
com
e a
mai
nsta
y of
com
mun
icat
ions
with
teac
hers
, foc
usin
g on
info
rmat
ion,
succ
ess
stor
ies,
and
the
mos
t cur
rent
new
s st
orie
s on
ref
orm
s.
A 1
994
surv
ey b
y th
e E
duca
tion
Com
mis
sion
of t
he S
tate
s he
lped
for
the
first
tim
e to
gaug
e th
e op
inio
ns o
f Mar
ylan
d pa
rent
s w
ith th
ose
of p
aren
ts fr
om s
ever
al o
ther
educ
atio
n re
form
sta
tes.
The
pol
l hel
ped
valid
ate
natio
nal p
olls
that
war
ned
of a
publ
ic im
patie
nt fo
r ac
coun
tabi
lity
from
thei
r sc
hool
s an
d an
gry
whe
n re
form
sse
emed
to s
tray
from
aca
dem
ics
and
the
basi
cs.
Am
ong
the
com
mun
icat
ions
pro
duct
s th
at e
mer
ged
was
a 3
0-pa
ge h
andb
ook
for
pare
nts
on th
e st
ate'
s te
stin
g pr
ogra
m fo
r gr
ades
3, 5
, and
8M
aryl
and
Sch
ool
Per
form
ance
Ass
essm
ent P
rogr
am (
MS
PA
P).
In th
e fir
st y
ear
of it
s pu
blic
atio
n, th
eha
ndbo
ok w
as w
ell r
ecei
ved
by te
ache
rs a
nd p
aren
ts a
like.
How
ever
, it b
ecam
e cl
eoth
at p
aren
ts w
ante
d to
kno
w h
ow th
e da
y-to
-day
live
s of
thei
r ch
ildre
n w
ould
be
bet-
ter,
how
they
wou
ld b
e ch
alle
nged
. Con
sequ
ently
, the
Par
ent H
andb
ook
on M
SP
AP
was
rev
ised
in it
s se
cond
yea
r to
bec
ome
the
Par
ent H
andb
ook
for
Bet
ter
Sch
ools
,ou
tlini
ng h
ow s
choo
l ref
orm
mea
nt b
ette
r te
achi
ng a
nd le
arni
ng a
nd h
ow M
SP
AP
fit
into
that
effo
rt. D
istr
ibut
ed in
itial
ly to
par
ents
in th
e te
sted
gra
des
only
, the
pub
lica-
tion
was
mor
e re
cent
ly s
ent t
o al
l par
ents
in g
rade
s 1
thro
ugh
8. A
tear
-off
requ
est
form
for
mor
e in
form
atio
n, a
toll-
free
pho
ne li
ne, a
nd a
web
add
ress
list
ed in
the
book
let a
llow
s pa
rent
s to
acc
ess
even
mor
e in
form
atio
n. T
he w
eb s
ite, w
hich
reg
is-
ters
mor
e th
an 8
5,00
0 hi
ts p
er m
onth
, sho
ws
the
MS
PA
P in
form
atio
n po
rtio
n to
be
amon
g th
e m
ost p
opul
ar fe
atur
es fo
r us
ers.
The
Dep
artm
ent h
as p
rodu
ced
a se
ries
of o
ne-p
age
fact
she
ets
in q
uest
ion-
and-
answ
er fo
rmat
and
in c
lear
lang
uage
on
near
ly 4
0 to
pics
. Thr
ee o
f tho
se fa
ct s
heet
sde
scrib
e w
hat s
tude
nts
expe
rienc
e as
they
sit
dow
n to
take
MS
PA
P A
ser
ies
of p
oste
rial
so h
elps
par
ents
see
sam
ples
of s
tude
nt r
espo
nses
to p
ortio
ns o
f MS
PA
P a
sses
s-m
ent t
asks
and
a li
st o
f the
bas
ic s
kills
and
app
licat
ions
nec
essa
ry to
do
wel
l on
each
test
item
. Prin
cipa
ls a
re e
ncou
rage
d to
dis
trib
ute
the
post
ers
durin
g pa
rent
con
fere
nces
in w
hich
teac
hers
and
par
ents
can
talk
abo
ut th
e ex
pect
atio
ns fo
r hi
gher
stud
ent p
erfo
rman
ce w
ith c
oncr
ete
exam
ples
in h
and.
Vid
eos
and
othe
r m
ater
ials
hav
e be
en d
istr
ibut
ed to
prin
cipa
ls a
s w
ell a
s a
com
mu-
nica
tions
res
ourc
e bi
nder
to e
ncou
rage
a y
ear-
long
str
eam
of c
lear
and
und
erst
and-
able
info
rmat
ion
on te
stin
g. P
rinci
pals
per
iodi
cally
rec
eive
cop
ies
of c
amer
a-re
ady
new
slet
ter
colu
mns
from
the
Sta
te S
uper
inte
nden
t tha
t hel
p ke
ep p
aren
ts u
p to
dat
e
131
_J
How
Mar
ylan
d Is
Mak
ing
Thi
ngs
Wor
k (c
ontin
ued)
on r
efor
ms.
The
se e
ffort
s se
em to
hav
e he
lped
ease
a w
orris
ome
tric
kle
of m
isin
-fo
rmat
ion
and
myt
hs p
ropa
gate
d by
opp
ositi
ongr
oups
.
With
the
MS
PA
P e
xper
ienc
e in
min
d, M
aryl
and
has
been
wor
king
sev
eral
year
s on
a ne
w s
et o
f hig
h sc
hool
gra
duat
ion
test
s th
at w
ill b
egin
affe
ctin
g th
ehi
gh s
choo
lcl
ass
of 2
004
as th
ose
stud
ents
ent
er g
rade
9in
the
fall
of 2
000.
A s
tate
wid
e ta
skfo
rce
deve
lope
d th
e fr
amew
ork
and
the
core
lear
ning
goa
ls fo
r th
e te
sts
over
two
year
s. F
ocus
gro
ups
and
polls
of p
aren
ts, t
each
ers,
and
prin
cipa
lsre
veal
ed th
ehi
gh le
vel o
f sup
port
for
high
er e
xpeC
tatio
nsas
wel
l as
wor
ries
over
the
deta
ils o
fim
plem
enta
tion.
Tow
n m
eetin
gsac
ross
the
stat
e co
nduc
ted
join
tly b
y th
eD
epar
tmen
t and
by
the
test
des
igne
rs a
ided
the
Sta
teB
oard
of E
duca
tion
and
Sta
te S
uper
inte
nden
t Nan
cy S
. Gra
smic
k in
dev
elop
ing
a ph
ase-
in p
lan
for
the
test
s th
at r
espo
nded
to th
e co
ncer
ns v
oice
d by
pare
nts
and
educ
ator
s th
at th
e te
sts
wou
ld b
e to
o m
uch
too
fast
and
that
too
man
y st
uden
ts w
ould
fail.
An
exte
nsiv
e co
mm
unity
effo
rt b
y th
e M
aryl
and
Bus
ines
sR
ound
tabl
e fo
r E
duca
tion
has
take
n th
e m
essa
ges
on th
e ne
w te
sts
to th
e bu
sine
ss c
omm
unity
whi
le s
tude
ntbr
ochu
res
and
vide
os a
re o
n th
eir
way
to m
iddl
e sc
hool
s to
pre
pare
stu
dent
s an
dth
eir
fam
ilies
for
the
new
aca
dem
ic fo
cus
antic
ipat
edin
Mar
ylan
d hi
gh s
choo
ls.
The
Mar
ylan
d C
lass
room
and
oth
erco
mm
unic
atio
n to
ols
cont
inue
a s
tead
yst
ream
of i
nfor
mat
ion
to s
choo
ls, w
hile
new
slet
ter
colu
mns
are
dist
ribut
ed to
scho
ol p
rinci
pals
, Par
ent T
each
er A
ssoc
iatio
ngr
oups
, and
edu
catio
n st
akeh
olde
rs,
outli
ning
the
mos
t cur
rent
dev
elop
men
ts w
ith th
ene
w te
sts.
Sta
ff fr
om th
eD
epar
tmen
t and
from
the
Bus
ines
s R
ound
tabl
e ha
ve s
poke
nto
hun
dred
s of
bus
i-ne
ss g
roup
s, fa
culti
es, P
TA
gro
ups,
and
oth
er in
tere
sted
sta
keho
lder
s. R
ecen
tly,
the
Dep
artm
ent h
as d
evel
oped
a d
ynam
ic d
ispl
ay b
ooth
that
oper
ates
at c
onfe
renc
esan
d fa
irs a
cros
s th
e st
ate
to d
isse
min
ate
mat
eria
ls a
ndbu
ild a
war
enes
s of
ref
orm
s.
The
com
plex
dem
ands
for
info
rmat
ion
and
publ
icen
gage
men
t will
onl
y in
crea
seas
Mar
ylan
d co
ntin
ues
its w
ork
on im
prov
ing
scho
ols.
Suc
cess
will
dep
end
onen
surin
g th
at th
e pu
blic
doe
s no
t los
e pa
tienc
e w
ith e
duca
tion
refo
rmer
sas
Mar
ylan
d w
orks
its
way
thro
ugh
a ga
untle
t of i
ssue
s to
impr
ove
scho
ols.
The
sta
tebe
lieve
s th
at p
ublic
invo
lvem
ent a
nd e
ngag
emen
t will
be a
bsol
utel
y cr
itica
l if t
ax-
paye
rs a
re e
xpec
ted
to p
ay th
e bi
ll fo
r be
tter
scho
ols.
For
mor
e in
form
atio
n, c
onta
ct R
on P
eiff
er, A
ssis
tant
Sta
teSu
peri
nten
dent
,at
410
/767
-047
3.
13 ?
TO
How
the
Mas
sach
uset
ts C
oalit
ion
for
Hig
her
Sta
ndar
ds Is
Mak
ing
Thi
ngs
Wor
k
The
Mas
sach
uset
ts C
oalit
ion
for
Hig
her
Sta
ndar
ds w
as o
rgan
ized
in th
e sp
ring
of19
97 to
hel
p co
mm
uniti
es in
Mas
sach
uset
ts r
espo
nd s
ucce
ssfu
lly to
the
prim
ary
chal
leng
e of
the
Edu
catio
n R
efor
m A
ct o
f 199
3rai
sing
stu
dent
ach
ieve
men
tth
roug
h ne
w r
igor
ous
acad
emic
sta
ndar
ds a
nd "
high
sta
kes"
test
s.
Rec
ogni
zing
that
hig
h fa
ilure
rat
es o
n st
atew
ide
test
s in
oth
er s
tate
s le
d to
wat
ered
-do
wn
stan
dard
s or
elim
inat
ion
of h
igh-
stak
es te
sts,
the
Coa
litio
n fo
r H
ighe
rS
tand
ards
has
uni
ted
loca
l sch
ool a
nd c
omm
unity
lead
ers,
edu
cato
rs, a
nd p
aren
ts to
bols
ter
the
effo
rts
requ
ired
to r
aise
sta
ndar
ds. T
he C
oalit
ion'
s gr
ass-
root
s ef
fort
sen
goge
16
scho
ol d
istr
icts
and
two
regi
onal
col
labo
rativ
es (
repr
esen
ting
ato
tal o
f47
dis
tric
ts a
cros
s th
e st
ate)
in o
utre
ach
prog
ram
s an
d ta
rget
ed s
choo
l im
prov
emen
t
initi
ativ
es.
The
Coa
litio
n w
orks
tow
ard
thre
e pr
imar
y go
als:
Dev
elop
ing
loca
l and
sta
tew
ide
com
mun
icat
ions
and
out
reac
hpr
ojec
ts, i
nclu
ding
bui
ldin
g su
ppor
t am
ong
pare
nts
and
the
publ
ic fo
r hi
gh a
ca-
dem
ic s
tand
ards
and
org
aniz
ing
com
mun
ity e
ffort
s to
rai
se s
tude
nt a
nd s
choo
l
achi
evem
ent.
Bui
ldin
g sc
hool
cap
acity
by
deve
lopi
ng jo
int p
roje
cts
amon
g C
oalit
ion
dist
rict
scho
ols
and
shar
ing
best
pra
ctic
es th
at in
crea
se s
choo
l cap
acity
to r
aise
stu
dent
achi
evem
ent b
y us
ing
the
stat
ewid
e st
anda
rds
and
test
s.S
uppo
rtin
g ef
fect
ive
stat
e im
plem
enta
tion
by c
omm
unic
atin
g in
form
atio
nfr
om th
e fie
ld w
ith th
e D
epar
tmen
t of E
duca
tion
and
stat
e po
licym
aker
s to
ens
ure
the
mos
t effe
ctiv
e im
plem
enta
tion
of th
e st
atew
ide
stan
dard
s an
d te
sts.
Thr
ee p
rinci
ples
gui
de c
oalit
ion
effo
rts:
Edu
catio
n is
a lo
cal i
ssue
. Sen
d ou
t a s
tate
wid
e m
essa
ge o
n th
e ne
ed fo
red
ucat
ion
refo
rm a
nd th
e pu
blic
ass
umes
you
are
talk
ing
abou
t oth
er p
eopl
e's
and
prob
ably
urb
ansc
hool
s. T
o al
ert p
eopl
e to
the
valu
e of
edu
catio
n re
form
inth
eir
scho
ols,
out
reac
h ef
fort
s m
ust o
pera
te o
n a
loca
l lev
el.
Par
ents
list
en to
thei
r ch
ildre
n's
teac
hers
. The
bes
t way
to b
uild
par
enta
lsu
ppor
t for
the
acad
emic
sta
ndar
ds a
nd te
stin
g is
to h
ave
thei
rch
ildre
n's
teac
hers
expl
ain
the
valu
e of
the
prog
ram
.A
n in
depe
nden
t gro
up h
as m
ore
cred
ibili
ty. B
y op
erat
ing
inde
pend
ently
of th
e D
epar
tmen
t of E
duca
tion
(DO
E),
the
coal
ition
is a
ble
to m
ake
stat
emen
tsan
d pu
sh fo
r ac
tion
that
the
DO
E c
anno
t.
Info
rmat
ion
and
Mat
eria
lsD
urin
g its
firs
t yea
r of
ope
ratio
n, th
e C
oalit
ion
focu
sed
its e
ffort
s on
bui
ldin
g aw
are-
ness
of t
he s
tate
's s
tand
ards
and
test
ing
prog
ram
.T
wo
Coa
litio
n in
form
atio
n
broc
hUre
i--th
e sp
ring
and
fall'
issu
ei o
f Sta
rtin
g N
oww
ere
dist
ribut
ed s
tate
wid
eto
bro
ad a
udie
nces
. The
spr
ing
issu
esw
hich
pro
vide
d an
ove
rvie
w o
f the
sta
te's
stan
dard
s an
d te
stin
g pr
ogra
m a
nd b
uilt
real
istic
exp
ecta
tions
for
first
-yea
r re
sults
reac
hed
250,
000
pare
nts,
teac
hers
, and
com
mun
ity m
embe
rs th
roug
h sc
hool
and
busi
ness
mai
lings
; 50,
000
copi
es w
ere
prin
ted
in S
pani
sh. T
he fa
ll is
suew
hich
fea-
ture
d th
e st
uden
t Mas
sach
uset
ts C
ompr
ehen
siye
Ass
essm
ent S
yste
m (
MC
AS
) re
port
and
addr
esse
d th
e'm
eani
ng a
nd c
onte
xt o
f firs
t-ye
ar r
esul
tsw
as s
ent t
o pa
rent
s of
the
950,
000
publ
ic s
choo
l stu
dent
s in
the
stat
e; a
tota
l of 1
.2 m
illio
n co
pies
wer
epr
inte
d. T
he D
epar
tmen
t of E
duca
tion
fund
ed th
e pr
intin
g an
d di
strib
utio
n of
the
Sta
rtin
g N
ow b
roch
ures
.,
The
Coa
litio
n ha
s al
so p
rodu
ced
a la
rger
info
rmat
ion
pack
et a
nd p
erio
dic
flier
s,pr
ovid
ed e
dito
rial b
riefin
gs to
sta
tew
ide
and
loca
l new
spap
ers,
pro
duce
d op
-ed
s, a
nd p
ublis
hei a
mon
thly
upd
ate-
-all
focu
sed
on b
uild
ing
awar
enes
s of
the
key
poin
ts o
f the
sta
tew
ide
stan
dard
s an
d te
stin
g pr
ogra
m.
Loca
l Lea
ders
hip
Gro
ups
Wor
kin6
on
a m
ore
loca
l lev
el, t
he C
oalit
ion
esta
blis
hed
loca
l lea
ders
hip
grou
ps o
fpa
rent
s, te
ache
rs, a
nd c
omm
unity
lead
ers
who
hav
e co
mm
itted
to m
akin
g st
uden
tac
hiev
emen
t a s
igni
fican
t and
ong
oing
com
mun
ity p
roje
ct. W
ith in
form
atio
n, m
ater
i-al
s, a
nd o
rgan
izat
iona
l sup
port
from
the
Coa
litio
n, th
e gr
oups
und
erta
ke s
peci
alpr
ojec
ts, s
uch
as fo
rum
s to
intr
oduc
e co
mm
unity
mem
bers
to th
e sa
mpl
e te
st q
ues-
tions
, pre
sent
atio
ns o
n th
e st
anda
rds
and
test
s to
par
ents
on
a sc
hool
-by-
scho
olba
sis,
and
oth
er p
roje
cts.
The
Coa
litio
n ha
s sh
own
succ
ess
at r
efoc
usin
g th
e ef
fort
s an
d m
essa
ges
ofex
istin
g gr
oups
on
rais
ing
stud
ent a
chie
vem
ent.
Som
etim
es th
is in
volv
es p
artn
er-
ing
with
loca
l org
aniz
atio
ns to
pre
sent
a s
ingl
e, u
nifie
d m
essa
ge a
bout
hig
her
expe
c-ta
tions
and
aca
dem
ic s
tand
ards
and
test
s. W
orki
ng w
ith th
e B
lack
Min
iste
rial
Alli
ance
and
14
othe
r B
osto
n or
gani
zatio
ns,lo
r in
stan
ce, t
he C
oalit
ion
help
ed c
oor-
dina
te a
Bos
ton
city
wid
e fo
rum
, atte
nded
by
400
pare
nts
(larg
ely
from
min
ority
com
-m
uniti
es),
on
the
MC
AS
test
s. In
oth
er c
ases
, the
Coa
litio
n pr
ovid
es s
hort
brie
fings
at
sche
dule
d m
eetin
gs o
f lO
cal o
rgan
izat
ions
and
talk
ing
poin
ts to
gro
ups
for
com
-m
unic
atio
ns w
ith th
e pr
ess
or b
road
er p
ublic
.
Fee
dbac
k an
d E
valu
atio
nsT
he C
oalit
ion
regU
larly
mon
itors
par
enta
l and
pub
lic c
once
rns
and
attit
udes
thro
ugh
,
annu
al. '
0041
4 op
initn
sun
fer,
-9Y
estiO
ns r
oise
d,qt
Coa
litio
n-sp
onso
red
fOrO
ini;i
iiter
nal f
ocus
-000
; rei
ieri
'of s
tate
Wid
e 'a
nd lo
cal m
edia
cove
rage
, and
tele
phoh
e ca
lls ie
ceiv
ed fr
ora
pare
nts
and
the
publ
ic. T
he C
oalit
ion
upda
tes
its r
egul
ar in
form
atio
n pc
kket
(ay
aila
ble
to p
aren
ts, b
usin
esse
s, th
e m
edia
,an
d th
e ot
her
com
Mun
ity m
embe
rs)
accO
rdih
g to
the
feed
back
rec
ehtie
d.
134
135
How
the
Mas
sach
uset
ts C
oalit
ion
for
Hig
her
Sta
ndar
ds Is
Mak
ing
Thi
ngs
Wor
k (c
ontin
ued)
The
Coa
litio
n w
ill m
easu
re th
e su
cces
s of
its
effo
rts
to in
crea
seaw
aren
ess
and
unde
rsta
ndin
g of
the
stat
ewid
e st
anda
rds
and
test
s. T
he C
oalit
ion
expe
cts
publ
icop
inio
n re
sear
ch to
sho
w th
at in
crea
sing
per
cent
ages
of t
he p
ublic
are
awar
e of
and
supp
ortiv
e of
the
stat
ewid
e st
anda
rds
and
test
s. P
ress
cove
rage
indi
catin
ggr
eate
r un
ders
tand
ing
of th
e te
chni
cal i
ssue
s of
sta
ndar
ds a
nd te
stin
g an
dsu
p-po
rtin
g th
e va
lue
of r
aise
d ex
pect
atio
ns a
nd h
ighe
r ac
adem
ic s
tand
ards
will
als
oin
dica
te C
oalit
ion
succ
ess.
Mea
sura
ble
Goa
ls a
nd S
choo
l Im
prov
emen
t Pla
nsT
he o
ther
mea
sure
of s
ucce
ss, o
fco
urse
, is
the
exte
nt to
whi
ch c
hang
e is
taki
ngpl
ace
in th
e sc
hool
s. T
he C
oalit
ion'
ssu
cces
s, th
en, w
ill b
e ev
iden
t as
grea
ter
num
bers
of s
choo
l im
prov
emen
t pla
ns in
corp
orat
e m
easu
rabl
e go
als
with
a fo
cus
on im
prov
ed s
tude
nt a
chie
vem
ent.
The
Coa
litio
n w
orks
with
sch
ool s
ite c
ounc
ils(w
hich
uni
te p
aren
ts, t
each
ers,
and
the
prin
cipa
l in
dete
rmin
ing
scho
ol im
prov
e-m
ent p
lans
) to
hel
p th
em s
et c
lear
and
mea
sura
ble
goal
s fo
r st
uden
tim
prov
e-!
men
t. T
he C
oalit
ion
help
ed s
choo
ls r
ealig
n th
eir
busi
ness
and
com
mun
ity p
art-
Ine
rshi
ps to
focu
s on
pro
gram
s cr
itica
l to
mak
ing
subs
tant
ial g
ains
in s
tude
ntac
hiev
emen
t.
The
Coa
litio
n is
man
aged
by
the
Mas
s In
sigh
t Edu
catio
n an
dR
esea
rch
Inst
itute
(ME
RI)
, an
inde
pend
ent n
on-p
rofit
org
aniz
atio
n fo
cuse
don
impr
ovin
gM
assa
chus
etts
' pub
lic s
choo
ls. M
ER
I als
o pr
oduc
es s
peci
alis
sue
repo
rts
and
runs
ongo
ing
lead
ersh
ip g
roup
s an
d st
atew
ide
brie
fings
to s
uppo
rt th
e im
plem
enta
tion
of th
e E
duca
tion
Ref
orm
Act
of 1
993.
Coa
litio
n m
embe
rs in
clud
e: B
osto
n, C
onco
rd-C
arlis
le,
Glo
uces
ter,
Gre
enfie
ld, M
arbl
ehea
d, M
ilton
, Nee
dham
, New
ton,
Qui
ncy,
Roc
kpor
t, S
alem
,S
prin
gfie
ld, T
aunt
on, U
xbrid
ge, W
ater
tow
n, a
nd W
obur
n, th
eP
ione
er V
alle
yR
egio
nal E
duca
tion
and
Bus
ines
s A
llian
ce (
RE
BA
), a
nd th
e E
DC
OC
olla
bora
tive
ofG
reat
er B
osto
n.
The
Coa
litio
n re
ceiv
es fi
nanc
ial s
uppo
rt fr
om: t
heC
oalit
ion
com
mun
ities
; and
the
stat
e, a
long
with
Ban
kBos
ton,
The
Bos
ton
Fou
ndat
ion,
Goo
dwin
, Pro
cter
& H
oar,
Gor
ton'
s S
eafo
ods,
Hew
lett-
Pac
kard
, IB
M, J
essi
e B
. Cox
Cha
ritab
le T
rust
,'
Libe
rty
Mut
ual G
roup
, Mic
roso
ft, N
ew E
ngla
nd F
inan
cial
, and
Sta
te S
tree
t Ban
kan
d T
rust
Com
pany
.
,Fo
r m
ore
info
rmat
ion,
cont
act B
ill G
uent
her,
Pre
side
nt, M
ass
Insi
ght E
duca
tion
and
Res
earc
h In
stitu
te, a
t 617
/492
-058
0 or
at i
nsig
ht@
mas
sins
ight
.com
.
137
How
the
Par
tner
ship
for
Lear
ning
(W
ashi
ngto
n S
tate
) Is
Mak
ing
Thi
ngs
Wor
k
Pur
pose
and
Goa
lsP
artn
ersh
ip fo
r Le
arni
ng h
as a
sin
gle-
min
ded
goal
: to
build
pub
lic a
war
enes
s an
dsu
stai
n po
litic
al s
uppo
rt fo
r W
ashi
ngto
n S
tate
's n
ew a
cade
mic
sta
ndar
ds a
nd s
choo
lim
prov
emen
t effo
rt. I
ts e
ffort
s ar
e su
ppor
ted
by th
e co
ntrib
utio
ns o
f mor
e th
an 5
0bu
sine
sses
and
com
mun
ity fo
unda
tions
sta
tew
ide.
The
Par
tner
ship
's c
omm
unic
atio
n an
d ou
trea
ch a
ctiv
ities
ref
lect
thes
e m
essa
ges:
the
impo
rtan
ce o
f hig
h an
d cl
ear
acad
emic
sta
ndar
ds fo
r st
uden
ts;
the
rigor
of n
ew s
tate
test
s m
easu
ring
the
stan
dard
s;ho
w th
e ne
w s
tand
ards
and
test
s ar
e im
prov
ing
scho
ols
and
stud
ent a
chie
vem
ent;
the
broa
d, s
tate
wid
e su
ppor
tesp
ecia
lly a
mon
g bu
sine
sses
for
the
new
sta
n-da
rds
and
test
s.
. The
cor
ners
tone
of W
ashi
ngto
n S
tate
's e
ffort
s to
impr
ove
publ
ic s
choo
ls a
nd r
aise
stud
ent a
chie
vem
ent h
as b
een
the
1993
Sch
ool I
mpr
ovem
ent A
ct. T
hat a
ct s
et in
mot
ion
a pr
oces
s to
dev
elop
hig
her
and
clea
rer
stan
dard
s fo
r w
hat s
tude
nts
shou
ldbe
lear
ning
, tes
ts to
mea
sure
pro
gres
s ag
ains
t the
sta
ndar
ds, a
nd a
ccou
ntab
ility
requ
irem
ents
that
ask
stu
dent
s an
d sc
hool
s to
wor
k ha
rd a
t mee
ting
thes
e ex
pect
a-tio
ns.
Bus
ines
s an
d co
mm
unity
lead
ers
crea
ted
the
Par
tner
ship
for
Lear
ning
in la
te 1
994
beca
use
they
bel
ieve
d th
at a
ny a
ttem
pt to
cha
nge
scho
ols
need
ed b
road
pub
licaw
aren
ess
and
unde
rsta
ndin
g to
suc
ceed
; the
y w
ante
d to
ens
ure
the
stat
e (a
nd e
lect
-ed
Offi
cial
s) "
stay
ed th
e co
urse
" ov
er th
e ef
fort
's lo
ng im
plem
enta
tion
timel
ine.
The
Par
tner
ship
was
cre
ated
as
a sh
ort-
term
but
pow
erfu
l effo
rt to
ens
ure
the
succ
ess
of th
e sc
hool
impr
ovem
ent e
ffort
. Onc
e th
e ef
fort
is w
ell u
nder
way
(w
hen
"sch
ool
refo
rm"
beco
mes
the
regu
lar
way
sch
ools
func
tion
and
the
"new
sta
ndar
ds"
are
nolo
nger
new
), th
e P
artn
ersh
ip w
ill c
ompl
ete
its e
ffort
spro
babl
y w
ithin
the
next
5-1
0
I
year
s.
Wha
t's W
orki
ng: O
utre
ach
and
Coa
litio
nsP
artn
ersh
ip fo
r Le
arni
ng's
com
mun
icat
ion
stra
tegy
is s
peci
fic a
nd fo
cuse
d: to
bui
ldun
ders
tand
ing
of s
choo
l ref
orm
am
ong
indi
vidu
als
with
the
grea
test
impa
ct o
n w
hat
1 ha
ppen
s in
sch
ools
com
mun
ity le
ader
s, p
aren
ts, a
nd e
duca
tors
. Thi
s cl
early
focu
sed
mis
sion
and
wor
kpla
n is
the
key
to th
e P
artn
ersh
ip's
suc
cess
. The
org
aniz
a-
'tio
n is
not
dis
trac
ted
by o
ther
issu
es, a
nd d
ecis
ions
abo
ut h
ow r
esou
rces
are
use
dar
e st
rate
gic
(for
exa
mpl
e: H
ow d
oes
a pr
opos
ed p
roje
ct e
ffect
ivel
y co
mm
unic
ate
with
our
targ
et a
udie
nces
?).
138
Par
tner
ship
for
Lear
ning
use
s th
e fo
llow
ing
chan
nels
to in
form
and
impr
ove
its w
ork:
A W
orki
ng C
omm
ittee
(co
mpo
sed
of k
ey b
usin
ess
lead
ers,
lobb
yist
s, a
ndco
mm
unic
atio
ns s
peci
alis
ts)
mee
ts r
egul
arly
to p
rovi
de o
ngoi
ng d
irect
ion
and
advi
ce fo
r th
e P
artn
ersh
ip's
wor
k. C
omm
ittee
mem
bers
hav
e th
e ex
pert
ise
to id
en-
tify
emer
ging
con
trov
ersi
es r
elat
ed to
the
stan
dard
s an
d te
sts,
to p
rovi
de m
arke
t-in
g an
d pu
blic
rel
atio
ns a
dvic
e, a
nd to
offe
r st
rate
gic
dire
ctio
n to
the
Par
tner
ship
'sw
orkp
lan.
The
Par
tner
ship
con
duct
s re
gula
r pu
blic
opi
nion
res
earc
h th
at tr
acks
wha
tW
ashi
ngto
n ci
tizen
s th
ink
abou
t edu
catio
n, th
e ne
w s
tand
ards
, tes
ting,
and
sch
ool
acco
unta
bilit
y. T
he r
esea
rch
resu
lts h
elp
the
Par
tner
ship
iden
tify
com
mun
icat
ion
them
es a
nd is
sues
with
low
pub
lic u
nder
stan
ding
or
supp
ort.
A n
etw
ork
of c
omm
unity
, bus
ines
s, a
nd e
duca
tion
lead
ers
in e
ight
citie
s he
lps
the
Par
tner
ship
iden
tify
loca
l com
mun
icat
ion
need
s an
d pr
ojec
ts.
The
se lo
cal a
dvis
ors
(in B
ellin
gham
, Eve
rett,
Oly
mpi
a, S
poka
ne, T
acom
a, th
e T
ri-C
ities
are
a, V
anco
uver
, and
Yak
ima)
hel
p en
sure
that
Par
tner
ship
pub
licat
ions
,ev
ents
, and
pro
ject
s ar
e re
leva
nt, t
imel
y, a
nd e
ffect
ive
in e
ach
area
of t
he s
tate
.In
form
al fo
cus
grou
ps a
re u
sed
to r
evie
w P
artn
ersh
ip p
ublic
atio
nsen
surin
gth
at th
ese
publ
icat
ions
add
ress
rea
l con
cern
s an
d ar
e pr
esen
ted
with
the
right
leve
l of d
etai
l.T
he P
artn
ersh
ip is
wor
king
to u
se c
omm
unity
age
ncie
s an
d or
gani
zatio
nsto
dis
trib
ute
info
rmat
ion
and
Par
tner
ship
mat
eria
ls. R
athe
r th
an tr
ying
to r
epro
-I
duce
loca
l exp
ertis
e an
d co
ntac
ts, t
he P
artn
ersh
ip in
crea
sing
ly is
ask
ing
loca
lor
gani
zatio
nsch
urch
es, s
ervi
ce c
lubs
, age
ncie
s se
rvin
g fa
mili
esto
hel
p di
strib
-ut
e in
form
atio
n.F
inal
ly, t
he P
artn
ersh
ip m
aint
ains
a c
lose
wor
king
rel
atio
nshi
p w
ith th
est
ate
agen
cies
res
pons
ible
for
the
new
sta
ndar
ds a
nd te
sts:
the
Com
mis
sion
on
Stu
dent
Lea
rnin
g an
d th
e O
ffice
of S
uper
inte
nden
t of P
ublic
Inst
ruct
ion.
All
the
orga
niza
tions
wor
k to
geth
er to
ens
ure
them
es a
nd m
essa
ges
are
cons
iste
nt a
ndth
at th
eir
effo
rts
rein
forc
e (a
nd d
on't
dupl
icat
e) e
ach
othe
r's.
The
ulti
mat
e m
easu
re o
f the
Par
tner
ship
's s
ucce
ss h
as b
een
the
stea
dy p
rogr
ess
that
Was
hing
ton
Sta
te h
as m
ade.
Des
pite
sw
eepi
ng p
oliti
cal c
hang
es s
ince
the
law
was
enac
ted
in 1
993,
the
legi
,sla
tion
and
stra
tegy
hav
e st
ayed
in p
lace
, the
sta
te h
asm
aint
aine
d its
fund
ing
supp
ort,
and
scho
ol d
istr
icts
and
sch
ools
are
beg
inni
ng to
ori-
ent t
heir
effo
rts
to h
elpi
ng s
tude
nts
reac
h hi
gher
sta
ndar
ds.
Whi
le th
e P
artn
ersh
ip a
lone
can
't ta
ke c
redi
t for
thes
e su
cces
ses,
its
exis
tenc
e ha
she
lped
sta
te a
nd lo
cal l
eade
rs s
tay
focu
sed
and
has
dem
onst
rate
d th
e bu
sine
ss c
om-
mun
ity's
ser
ious
com
mitm
ent t
o th
is is
sue.
1'39
How
the
Par
tner
ship
for
Lear
ning
(W
ashi
ngto
n S
tate
) Is
Mak
ing
Thi
ngs
Wor
k co
ntin
ued)
Act
iviti
es a
nd P
rodu
cts
Par
tner
ship
for
Lear
ning
's c
omm
unic
atio
n ac
tiviti
es fa
ll in
to tw
o ca
tego
ries:
bro
adpu
blic
info
rmat
ion
effo
rts
(top
-dow
n) a
nd g
rass
-roo
ts a
nd c
omm
unity
out
reac
h.(b
otto
m-u
p). S
peci
fic a
ctiv
ities
incl
ude:
Pub
lic In
form
atio
nR
egul
ar n
ewsl
ette
rs/u
pdat
es to
25,
000
citiz
ens
Rep
orts
/gui
des
on th
e ne
w s
tand
ards
and
test
sT
arge
ted
adve
rtis
ing
Ear
ned
med
ia a
nd o
p-ed
sR
eady
-to-
use
mat
eria
ls fo
r sc
hool
s
Com
mun
ity O
utre
ach
Com
mun
ity e
vent
s an
dw
orks
hops
Sta
tew
ide
spea
kers
' bur
eau
Tra
ined
, eng
aged
cad
res
oflo
cal a
ctiv
ists
Too
ls/s
uppo
rt fo
rco
mm
unity
act
ion
Par
tner
ship
pub
licat
ions
incl
ude:
Tes
ting,
Tes
ting,
Tes
ting.
..com
parin
g th
e ne
w s
tate
test
s w
ith th
e m
ore
trad
ition
al te
sts
and
expl
aini
ng w
hat i
nfor
mat
ion
pare
nts
and
teac
hers
will
get
from
the
new
test
s.A
Par
ent's
Gui
de to
You
r C
hild
's A
cade
mic
Suc
cess
prov
idin
g an
in-
dept
h ov
ervi
ew o
f the
new
sta
ndar
ds a
nd te
sts
and
sugg
estio
ns fo
r ho
w p
aren
tsca
n he
lp th
eir
child
mee
t the
new
sta
ndar
ds.
140
A B
usin
essp
erso
n's
Gui
de to
Was
hing
ton'
s Sc
hool
Im
prov
emen
tSt
rate
gysh
owin
gbu
sine
sspe
ople
(fr
om to
p ex
ecut
ives
to fr
ont-
line
empl
oy-
ees)
how
they
can
ens
ure
that
thei
r ef
fort
s to
wor
k w
ith s
choo
ls a
re e
ffect
ive.
Hel
p Y
our
Chi
ld S
ucce
ed I
n Sc
hool
and
Any
thin
g Is
Pos
sibl
eoff
er-.
ing
quic
k in
form
atio
n (f
lyer
form
at)
abou
t sta
ndar
ds a
nd te
sts
in fi
ve la
ngua
ges:
:S
pani
sh, R
ussi
an, V
ietn
ames
e, C
ambo
dian
, and
Eng
lish.
Und
erst
andi
ng th
e N
ew 4
th-
and
7th-
Gra
deT
ests
expl
aini
ng th
ene
w s
tate
test
s an
d ho
w th
ey a
re s
core
d (c
o-pr
oduc
ed w
ith W
ashi
ngto
n S
tate
'sC
omm
issi
on o
n S
tude
nt L
earn
ing)
.
The
Par
tner
ship
als
o w
idel
y di
strib
utes
cop
ies
of W
ashi
ngto
n's
new
sta
ndar
ds a
ndsa
mpl
e te
st q
uest
ions
and
pro
duce
s re
ady-
to-u
se n
ewsl
ette
r ar
ticle
s fo
r sc
hool
s an
dpa
rent
org
aniz
atio
n. T
o be
tter
reac
h pa
rent
s, th
e P
artn
ersh
ip a
lso
has
co-s
pons
ored
seve
ral p
ublic
atio
ns w
ith th
e W
ashi
ngto
n S
tate
Par
ent-
Tea
cher
Ass
ocia
tion.
Par
tner
ship
for
Lear
ning
ser
ves
as a
cre
dibl
e, n
on-g
over
nmen
t sou
rce
of in
form
atio
nab
out W
ashi
ngto
n's
scho
ol im
prov
emen
t effo
rt fo
r ci
tizen
s th
roug
hout
the
stat
e. A
llpu
blic
atio
ns a
nd e
vent
s pr
oduc
ed b
y th
e P
artn
ersh
ip a
re fr
ee o
f cha
rge.
For
mor
e in
form
atio
n, c
onta
ct B
ill P
orte
r, E
xecu
tive
Dir
ecto
r, a
t 206
/625
-965
5 or
at
bill@
part
ners
hip-
wa.
org.
141
How
the
Pric
hard
Com
mitt
ee K
entu
cky)
Is M
akin
g T
hing
s W
ork
Wha
t is
the
Pric
hard
Com
mitt
ee?
The
Pric
hard
Com
mitt
ee fo
r A
cade
mic
Exc
elle
nce
is a
non
-pro
fit, n
on-p
artis
an g
roup
of 9
6 vo
lunt
eer
citiz
ens
dedi
cate
d to
impr
ovin
g ed
ucat
ion
in K
entu
cky
at a
ll le
vels
. It
was
orig
inal
ly a
ppoi
nted
in 1
980
to s
tudy
hig
her
educ
atio
n bu
t bec
ame
inde
pend
ent
of g
over
nmen
t and
bro
aden
ed it
s sc
ope
to in
clud
e el
emen
tary
and
sec
onda
ry e
du-
catio
n in
198
3. T
his
inde
pend
ence
allo
ws
it to
spe
ak o
ut a
s a
voic
e fo
r ci
tizen
s an
dpa
rent
s, a
n el
emen
t crit
ical
to it
s ef
fect
iven
ess.
Mis
sion
and
Goa
lsT
he m
issi
on o
f the
Pric
hard
Com
mitt
ee is
to p
rovi
de a
pub
lic v
oice
adv
ocat
ing
for
vast
ly im
prov
ed e
duca
tion
for
all K
entu
ckia
ns. I
ts g
oals
are
to:
spea
k ou
t to
see
that
pro
gres
s in
edu
catio
n is
mad
e;re
com
men
d so
lutio
ns to
pro
blem
s;in
form
the
publ
ic, l
egis
lato
rs, g
over
nors
, and
edu
catio
n of
ficia
ls; a
ndst
imul
ate
and
wor
k w
ith lo
cal p
aren
ts a
nd c
itize
ns.
Wha
t Has
Wor
ked?
In 1
984,
the
Com
mitt
ee h
eld
a st
atew
ide
tow
n fo
rum
to li
sten
to p
ublic
sen
timen
tab
out e
duca
tion.
Vol
unte
ers
wer
e re
crui
ted
to o
rgan
ize
loca
l mee
tings
thro
ugh
PT
As,
the
Leag
ue o
f Wom
en V
oter
s, c
ham
bers
of c
omm
erce
, sch
ool d
istr
icts
, com
mun
ityco
llege
s, a
nd u
nive
rsiti
es. A
maj
or b
usin
ess
cond
ucte
d a
stat
ewid
e ad
cam
paig
n to
enco
urag
e at
tend
ance
. Ken
tuck
y E
duca
tiona
l Tel
evis
ion
conn
ecte
d th
e 14
5 co
mm
u-ni
ty m
eetin
gs. M
ore
than
20,
000
citiz
ens
and
pare
nts
gath
ered
to ta
lk a
bout
edu
ce-.
tion,
sen
ding
a r
esou
ndin
g m
essa
ge to
sta
te p
olic
ymak
ersK
entu
cky
citiz
ens
wan
ted
bette
r sc
hool
s.
With
the
pass
age
of th
e K
entu
cky'
s co
mpr
ehen
sive
, sta
ndar
ds-b
ased
edu
catio
nre
form
in 1
990,
the
Pric
hard
Com
mitt
ee's
rol
e ch
ange
d fr
om a
dvoc
atin
g fo
r le
gisl
a-tio
n an
d fu
ndin
g to
adv
ocat
ing
for
impl
emen
tatio
n of
the
new
law
. Rec
ogni
zing
that
mis
info
rmat
ion
coul
d ea
sily
sid
etra
ck m
eani
ngfu
l sch
ool r
efor
m, t
he C
omm
ittee
refo
cuse
d on
info
rmin
g th
e pu
blic
as
a m
ajor
str
ateg
y in
adv
ocat
ing
for
scho
olim
prov
emen
t.
In 1
991,
with
the
assi
stan
ce o
f the
Pric
hard
Com
mitt
ee, t
he b
usin
ess
com
mun
ity c
re-
ated
the
Par
tner
ship
for
Ken
tuck
y S
choo
ls, w
hich
mad
e a.
10-y
ear
com
mitm
ent t
opr
omot
e an
d su
ppor
t qua
lity
educ
atio
n. T
hese
two
grou
ps a
re h
ouse
d to
geth
er a
ndth
ey c
oord
inat
e ac
tiviti
es a
nd c
olla
bora
te to
sup
port
ref
orm
effo
rts.
142
How
Do
The
y C
omm
unic
ate
With
and
Lis
ten
to th
e P
ublic
?In
man
y ca
ses,
act
iviti
es a
nd p
rogr
ams
of th
e P
richa
rd C
omm
ittee
and
the
Par
tner
ship
ser
ve d
ual p
urpo
sess
harin
g in
form
atio
n w
ith th
e pu
blic
and
sol
iciti
ngfe
edba
ck. T
he fo
llow
ing
are
exam
ples
:
Eig
ht r
egio
nal c
oord
inat
ors
wor
k w
ith lo
cal c
omm
uniti
es a
nd p
aren
ts to
sup
port
effo
rts
to im
prov
e st
uden
t ach
ieve
men
t; th
ey s
hare
info
rmat
ion
with
the
publ
ic;
they
als
o lis
ten
to w
hat p
aren
ts a
nd c
itize
ns a
re s
ayin
g."P
aren
ts a
nd T
each
ers
Tal
king
Tog
ethe
r,"
four
-hou
r st
ruct
ured
dia
logu
es fo
cuse
don
exp
ecta
tions
for
stud
ents
, are
con
duct
ed in
sch
ools
acr
oss
the
stat
e; r
egio
nal
staf
f tra
in v
olun
teer
faci
litat
ors
and
supp
ort l
ocal
hos
ts w
ho o
rgan
ize
thes
e ev
ents
;in
the
first
thre
e ye
ars,
mor
e th
an 5
,500
par
ents
and
teac
hers
had
par
ticip
ated
.A
toll-
free
tele
phon
e lin
e an
d a
reso
urce
cen
ter
mak
e cl
ear
and
accu
rate
info
r-m
atio
n av
aila
ble
to th
e pu
blic
; abo
ut 1
,500
peo
ple
use
this
line
eac
h ye
ar.
The
Par
tner
ship
iden
tifie
s an
d pr
epar
es E
duca
tion
Am
bass
ador
s, s
ome
ofK
entu
cky'
s m
ost a
ble
high
sch
ool s
tude
nts
who
pro
mot
e sc
hool
ref
orm
from
a st
uden
t per
spec
tive;
with
trai
ning
, som
e of
thes
e st
uden
ts fa
cilit
ate
focu
sgr
oups
of o
ther
stu
dent
s.A
spe
aker
's b
urea
u of
fers
kno
wle
dgea
ble
spea
kers
to lo
cal g
roup
s.F
or fo
ur y
ears
, a s
choo
l bus
out
fitte
d as
a tr
avel
ing
info
rmat
ion
exhi
bit o
n sc
hool
refo
rm tr
avel
ed th
e st
ate,
sto
ppin
g at
sch
ools
, loc
al fa
irs a
nd fe
stiv
als,
and
spe
cial
even
ts; m
ore
than
250
,000
citi
zens
tour
ed th
e bu
s.R
ecen
tly, t
o m
ore
fully
eng
age
pare
nts
in K
entu
cky'
s st
anda
rds-
base
d ed
ucat
ion
syst
em, t
he P
richa
rd C
omm
ittee
est
ablis
hed
the
Com
mon
wea
lth In
stitu
te fo
rP
aren
t Lea
ders
hip,
alo
ng w
ith th
e K
entu
cky
PT
A a
nd th
e A
ssoc
iatio
n of
Old
erK
entu
ckia
ns. (
See
pag
e 25
for
mor
e in
form
atio
n.)
Par
ents
with
lead
ersh
ip p
oten
-tia
l ore
iden
tifie
d w
ith th
e he
lp o
f for
mer
inst
itute
gra
duat
es, P
TA
, fam
ily r
esou
rce
cent
ers,
sch
ools
, and
fam
ily li
tera
cy p
rogr
ams.
Eac
h ye
ar 2
00 p
artic
ipan
ts a
rein
form
ed, t
rain
ed, a
nd o
ffere
d re
sour
ces
and
tech
nica
l sup
port
to g
et o
ther
par
-en
ts in
volv
ed in
impr
ovin
g st
uden
t ach
ieve
men
t. O
ne s
peci
fic a
ctiv
ity h
as p
aren
tsex
amin
ing
stud
ent w
ritin
g, c
reat
ing
a st
anda
rd fo
r go
od w
ritin
g, a
nd le
arni
ng h
owth
ey c
an h
elp
thei
r ch
ildre
n de
velo
p w
ritin
g sk
ills.
The
Par
tner
ship
wor
ks c
lose
ly w
ith b
usin
esse
s to
eva
luat
e an
d su
ppor
t the
wor
kit
does
with
sch
ools
. Act
iviti
es in
clud
e sp
onso
ring
conv
ersa
tions
bet
wee
n bu
si-
ness
lead
ers
and
stud
ents
; a b
row
n ba
g lu
nch
serie
s at
pla
ces
of b
usin
ess;
enco
urag
emen
t for
em
ploy
ers
to a
sk a
pplic
ants
for
evid
ence
of a
cade
mic
prog
ress
suc
h as
test
res
ults
, por
tfolio
ent
ries,
and
hig
h sc
hool
tran
scrip
ts; a
ndpr
oduc
tion
and
dist
ribut
ion
of a
KE
RA
Brie
fing
Not
eboo
k; E
duca
tion:
We
Mak
e It
Our
Bus
ines
s: A
Pla
nnin
g an
d R
esou
rce
Gui
de; a
nd R
eady
for
Wor
k: E
ssen
tial S
kills
for
Ken
tuck
y Jo
bs.
143
How
the
Pric
hard
Com
mitt
ee (
Ken
tuck
y) Is
Mak
ing
Thi
ngs
Wor
k (c
ontin
ued)
The
Com
mitt
ee a
nd P
artn
ersh
ip w
ork
clos
ely
with
sta
te a
gent
ies,
the
stat
e ch
am-
ber
of c
omm
erce
, and
all
of th
e ed
ucat
ion
asso
ciat
ions
to m
ake
mai
ntai
n go
odco
mm
unic
atio
n an
d co
ordi
nate
act
iviti
es.
Oth
er C
omm
unic
atio
n S
trat
egie
sR
each
ing
Hig
her,
a n
ewsp
aper
inse
rt e
xpla
inin
g as
sess
men
t,w
as c
reat
edan
d 1.
3 m
illio
n co
pies
wer
e di
strib
uted
.Q
uart
er p
age
ads,
don
ated
to th
e P
artn
ersh
ip,
are
plac
ed e
very
wee
k in
am
ajor
new
spap
er a
nd a
re u
sed
to s
hare
info
rmat
ion
with
par
ents
abo
ut h
elpi
ngst
uden
ts r
each
hig
her
leve
ls o
f ach
ieve
men
t.
A q
uart
erly
new
slet
ter
is p
ublis
hed
and
mai
led
to 1
5,00
0pa
rent
s an
d ci
ti-ze
ns.
A m
onth
ly c
olum
n is
writ
ten
by s
taff
and
dist
ribut
ed to
the
new
s m
edia
.G
uide
book
s on
Ken
tuck
y sc
hool
law
, fin
ance
, and
oth
erpr
ogra
ms
are
pub-
lishe
d an
d w
ritte
n in
lang
uage
und
erst
anda
ble
to th
e pu
blic
.A
glo
ssar
y of
term
s an
d a
desc
riptio
n of
par
ents
' rig
hts
and
resp
onsi
-bi
litie
s ha
ve b
een
prod
uced
.A
n an
nual
Ken
tuck
y S
choo
l Upd
ates
, offe
ring
info
rmat
ion
abou
t eac
hse
g-m
ent o
f the
new
sys
tem
as
chan
ges
have
bee
n im
plem
ente
d, h
as b
een
pro-
duce
d.
A s
erie
s of
15-
min
ute
vide
otap
es d
esig
ned
for
use
in s
choo
ls a
nd b
usin
esse
sw
as p
rodu
ced
in c
olla
bora
tion
with
the
Dep
artm
ent o
f Edu
catio
n. It
coo
rdin
at-
ed w
ith a
Par
tner
ship
and
Com
mitt
ee g
uide
book
on th
e pr
imar
y pr
ogra
m.
Rad
io a
nd te
levi
sion
ads
hav
e be
en u
sed
to s
hare
info
rmat
ion.
An
activ
e re
latio
nshi
p w
ith e
duca
tion
and
edito
rial w
riter
sin
the
stat
e's
new
s m
edia
is m
aint
aine
d, p
rovi
ding
aso
urce
of i
nfor
mat
ion
for
thos
ew
ritin
g ab
out e
duca
tion
issu
es.
ail a
.er.
I...
a.s
are
dist
ribut
ed th
roug
h vo
lunt
eer
mem
bers
, reg
iona
l sta
ff, th
ere
sour
ce c
ente
r, fa
mily
res
ourc
e ce
nter
s, m
edia
, sch
ools
, and
PT
As.
Eva
luat
ion
Dire
cts
Ong
oing
Wor
kT
he C
omm
ittee
and
the
Par
tner
ship
adj
ust t
heir
wor
k ba
sed
on fo
cus
grou
ps,
rese
arch
, int
erna
l and
ext
erna
l eva
luat
ions
, and
feed
back
from
par
ents
and
citi-
zens
thro
ugh
thei
r on
goin
g pr
ogra
ms.
For
mor
e in
form
atio
n, c
onta
ct R
ober
t E S
exto
n, E
xecu
tive
Dir
ecto
r,at
606
/233
-984
9 or
at a
dmin
@pr
icha
rdco
mm
ittee
.org
.
144
he p
urpo
se o
f th
is I
dea
Boo
k is
to h
elp
stat
es th
ink
abou
tho
w to
mor
e cl
earl
y in
form
par
ents
abo
ut s
tate
-lev
el im
-pr
ovem
ents
in te
stin
g an
d th
e un
derl
ying
aca
dem
ic e
xpec
ta-
tions
, and
to m
ore
clea
rlya
nd m
eani
ngfu
llyre
port
the
resu
lts o
fth
ose
test
s to
par
ents
. The
exa
mpl
es in
Sec
tions
II
and
III
have
bee
npr
ovid
ed a
s gu
idan
ce to
impl
emen
ting
the
reco
mm
enda
tions
in y
our
stat
e. T
he d
escr
iptio
ns in
Sec
tion
IV o
ffer
you
a g
limps
e of
how
som
e or
gani
zatio
ns a
re m
akin
g it
wor
k.
Thi
s do
cum
ent w
ill h
opef
ully
pro
voke
you
to lo
ok c
aref
ully
at
your
com
mun
icat
ion
docu
men
ts a
nd d
eter
min
e w
here
they
can
be
impr
oved
. Doe
s yo
ur s
tate
pro
vide
par
ents
with
list
s of
wha
t all
stu-
dent
s sh
ould
kno
w a
nd b
e ab
le to
do,
as
wel
l as
plac
es to
go
to g
etm
ore
info
rmat
ion?
Doe
s yo
ur s
tate
off
er p
aren
ts s
ampl
e te
st it
ems,
stud
ent r
espo
nses
(bo
th g
ood
and
not-
so-g
ood)
, and
exp
lana
tions
of
the
scor
ing?
Do
your
rep
orts
exp
lain
wha
t it m
eans
to "
mee
t the
stan
dard
"? I
f no
t, th
e ex
ampl
es in
this
Ide
a B
ook
will
hel
p yo
u m
ake
thos
e im
prov
emen
ts. A
nd a
s yo
u be
gin
to m
ove
forw
ard,
kee
p th
efo
llow
ing
sugg
estio
ns in
min
d:
0 L
iste
n to
the
pare
nts
in y
our
com
mun
ity.
Whe
ther
you
use
pol
ls, f
ocus
gro
ups,
sur
veys
, or
face
-to-
face
com
-m
unic
atio
n, g
ettin
g to
kno
w th
e pa
rent
s in
you
r st
ate
and
com
mu-
nity
is th
e on
ly w
ay to
be
sure
that
thei
r w
ants
are
wel
l rep
rese
nt-
ed. V
iew
this
as
an o
ppor
tuni
ty to
eng
age
pare
nts
in th
eir
own
child
's e
duca
tion.
Rec
ogni
ze, h
owev
er, t
hat t
here
are
dif
fere
ntau
dien
ces
amon
g th
e gr
oup
calle
d "p
aren
ts."
"In
form
ed"
pare
nts
may
tole
rate
mor
e in
form
atio
n th
an w
ould
the
"reg
ular
" pa
rent
.
0 U
se c
lear
and
con
cret
e la
ngua
ge.
Whe
ther
exp
lain
ing
why
the
stat
e is
mov
ing
tow
ard
high
er s
tan-
dard
s an
d de
velo
ping
new
test
s, o
r an
swer
ing
pare
nt's
mor
e co
m-
mon
ly a
sked
que
stio
ns, u
sing
lang
uage
that
par
ents
can
und
er-
146
stan
d w
ill h
elp
to b
uild
aw
aren
ess
and
supp
ort f
or y
our
impr
ove-
men
t eff
orts
.
0 T
ake
the
time
to p
lan.
Onc
e yo
u ha
ve li
sten
ed to
par
ents
, reg
roup
and
pla
n ac
cord
ingl
y.A
sk y
ours
elf,
How
bes
t can
we
resp
ond
to th
ese
sugg
estio
ns?
0 E
nsur
e a
cons
iste
nt m
essa
ge.
Res
earc
h sh
ows
that
par
ents
are
mor
e ap
t to
look
to te
ache
rs f
orin
form
atio
n ab
out e
duca
tion
issu
es th
an to
any
oth
er s
ourc
e. F
orth
at r
easo
n, te
ache
rs n
eed
to b
e pr
ovid
ed w
ith g
ood
info
rmat
ion
onth
e ch
ange
s th
at a
re ta
king
pla
ce a
nd h
ow th
ese
chan
ges
affe
ct th
ecl
assr
oom
. The
y ne
ed to
und
erst
and
that
the
asse
ssm
ent i
s pa
rt o
fan
alig
ned
educ
atio
n sy
stem
not a
ran
dom
or
disc
rete
act
.
0 C
oord
inat
e w
ith o
ther
s.W
heth
er y
ou a
re li
sten
ing
to y
our
audi
ence
, cre
atin
g do
cum
ents
,or
dis
sem
inat
ing
info
rmat
ion,
rec
ogni
ze th
at s
tate
dep
artm
ents
of
educ
atio
n ca
nnot
per
form
thes
e fu
nctio
ns a
lone
. Oth
ers
have
ast
ake
in b
uild
ing
awar
enes
s an
d un
ders
tand
ing
of th
e im
prov
e-m
ent e
ffor
ts a
s w
ell.
In m
any
of th
e ex
ampl
es c
ited
in S
ectio
n IV
,th
ere
is a
hig
h de
gree
of
busi
ness
invo
lvem
ent.
Bus
ines
s ca
n he
lpde
liver
a s
tron
g m
essa
ge to
the
publ
ic th
at s
tude
nts
need
dif
fere
ntan
d be
tter
acad
emic
ski
lls to
suc
ceed
in th
e w
orkp
lace
than
they
did
a ge
nera
tion
ago.
The
y ca
n al
so p
rovi
de c
ritic
al s
tayi
ng p
ower
if in
itial
res
ults
of
the
new
ass
essm
ents
are
dis
appo
intin
g.
Rea
lize
that
impr
ovin
g yo
ur c
omm
unic
atio
n ef
fort
s w
ill ta
kere
sour
ces.
Whi
le s
tate
s sh
ould
not
pro
mis
e pa
rent
s m
ore
than
thei
r bu
dget
sor
tech
nolo
gy c
an d
eliv
er, s
ettin
g as
ide
the
reso
urce
s to
des
crib
eth
e ne
ed f
or h
ighe
r st
anda
rds
and
the
resu
lts o
f th
e as
sess
men
tssh
ould
be
a pr
iori
ty.
0 R
ecog
nize
that
mov
ing
tow
ard
a st
anda
rds-
base
d sy
stem
take
spo
litic
al w
ill.
Edu
catio
n im
prov
emen
t doe
s no
t hap
pen
in a
vac
uum
. It t
akes
lead
ersh
ip, a
nd th
is le
ader
ship
nee
ds to
com
e fr
om m
ore
than
one
pers
on.
147
End
note
s
'Gan
dal,
Mat
t. (1
997)
. Mak
ing
stan
dard
s m
atte
r: A
n an
nual
fif
ty-s
tate
repo
rt o
n ef
fort
s to
rai
se a
cade
mic
sta
ndar
ds. W
ashi
ngto
n, D
C:
Am
eric
an F
eder
atio
n of
Tea
cher
s.
3
Roe
ber,
E.,
Bon
d, L
., an
d C
onne
aly,
S. (
1997
). A
nnua
l sur
vey
of s
tate
stud
ent a
sses
smen
t pro
gram
s. W
ashi
ngto
n, D
C: C
ounc
il of
Chi
ef S
tate
Scho
ol O
ffic
ers.
4
Imm
erw
ahr,
J.,
and
John
son,
J. (
1996
). A
mer
ican
s' v
iew
s on
stan
dard
s. N
ew Y
ork,
NY
: Pub
lic A
gend
a.
6Pu
blic
Age
nda
(199
8). R
ealit
y ch
eck.
New
Yor
k, N
Y: P
ublic
Age
nda.
7 Edu
catio
n C
omm
issi
on o
f th
e St
ates
. (19
96).
Lis
ten,
dis
cuss
and
act
:Pa
rent
s' a
nd te
ache
rs' v
iew
s on
edu
catio
n re
form
. Den
ver,
CO
:E
duca
tion
Com
mis
sion
of
the
Stat
es.
8Thi
d.
9Ols
en, L
. Ane
w a
ccou
ntab
ility
pla
yer:
The
loca
l new
spap
er.
Edu
catio
n W
eek.
Jun
e 17
, 199
8, p
g. 1
, Vol
ume
XV
II, N
umbe
r 40
.10
Edu
catio
n C
omm
issi
on o
f th
e St
ates
. (19
96).
Lis
ten,
dis
cuss
and
act
:Pa
rent
s' a
nd te
ache
rs' v
iew
s on
edu
catio
n re
form
. Den
ver,
CO
:E
duca
tion
Com
mis
sion
of
the
Stat
es.
Dur
ing
the
sum
mer
of
1998
, the
Nat
iona
l Edu
catio
n G
oals
Pan
elco
nduc
ted
a fo
cus
grou
p m
eetin
g w
ith p
aren
ts. T
he 1
1 pa
rtic
ipan
tsre
pres
ente
d pa
rent
s fr
om a
cros
s th
e co
untr
y an
d w
ere
recr
uite
d fr
omlis
ts p
rovi
ded
by th
e N
atio
nal P
TA
and
the
Nat
iona
l Coa
litio
n of
Titl
e 1/
Cha
pter
I P
aren
ts.
The
goa
l of
the
grou
p w
as to
ass
ess
wha
t par
ents
bel
ieve
d to
be
impo
rtan
t ele
men
ts in
the
"inf
orm
ing
and
repo
rtin
g" c
omm
unic
atio
npi
eces
pro
duce
d by
sta
tes
to p
rovi
de in
form
atio
n ab
out t
heir
chi
ld-
ren'
s; p
erfo
rman
ce o
n st
ate
test
s an
d th
e un
derl
ying
sta
ndar
ds.
Part
A o
f th
e fo
cus
grou
p m
eetin
g as
ked
part
icip
ants
to p
rete
ndth
at th
ey w
ere
a pa
rent
fro
m a
n av
erag
e sc
hool
dis
tric
t and
that
they
alw
ays
belie
ved
that
thei
r di
stri
ct w
as ty
pica
l whe
n it
cam
e to
edu
ca-
tion
test
ssom
e of
the
dist
rict
's c
hild
ren
did
wel
l on
the
test
s, o
ther
sdi
d no
t do
wel
l, an
d so
me
fell
in th
e m
iddl
e.
The
sce
nari
o co
ntin
ued
by a
skin
g pa
rent
s to
pre
tend
that
they
had
rece
ntly
rec
eive
d a
lette
r ex
plai
ning
that
the
stat
e ha
d be
gun
the
proc
ess
of c
hoos
ing
new
test
s al
igne
d w
ith th
e st
ate'
s hi
gher
sta
n-da
rds,
and
for
this
fir
st y
ear,
a n
ew m
athe
mat
ics
test
s w
ould
be
used
with
the
stud
ents
in th
eir
child
's g
rade
this
com
ing
fall.
The
lette
rca
lled
the
test
a "
perf
orm
ance
test
" bu
t did
not
exp
lain
wha
t was
mea
nt b
y th
e te
rm. P
aren
ts w
ere
then
ask
ed w
hat t
hey
wou
ld w
ant
to k
now
abo
ut th
e ne
w s
tate
test
.
Part
B o
f th
e fo
cus
grou
p m
eetin
g th
en a
sked
par
ents
to im
agin
eth
at th
ey ju
st r
ecei
ved
a re
port
fro
m th
e st
ate
with
thei
r ch
ild's
test
scor
es. T
o fa
cilit
ate
this
par
t of
the
disc
ussi
on, p
aren
ts w
ere
prov
ided
with
a s
et o
f sa
mpl
e sc
ore
repo
rts
from
the
follo
win
g pu
blis
hers
:C
TB
/McG
raw
-Hill
(T
erra
Nov
a H
ome
Rep
ort a
nd T
erra
Nov
aPe
rfor
man
ce L
evel
Rep
ort)
, Har
cour
t Bra
ce (
Stan
ford
9 H
ome
Rep
ort
and
Stan
ford
9 S
tude
nt R
epor
t with
Per
form
ance
Sta
ndar
ds),
the
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y an
d th
e U
nive
rsity
of P
ittsb
urgh
(N
ew S
tand
ards
Per
form
ance
Rep
ort)
, and
Riv
ersi
de(I
owa
Tes
ts o
f B
asic
Ski
lls P
rofi
le N
arra
tive
Rep
ort)
. The
par
ents
wer
e as
ked
wha
t the
y lik
ed a
nd d
islik
ed a
bout
thes
e re
port
s. I
n ad
di-
tion,
the
Iow
a T
ests
of
Bas
ic S
kills
Nat
iona
l Per
form
ance
Sta
ndar
dsR
epor
t is
incl
uded
. Alth
ough
par
ents
did
not
see
this
rep
ort d
urin
gth
e fo
cus
grou
p, it
is in
clud
ed f
or th
e re
ader
's in
form
atio
n.
Com
men
ts o
n th
ese
repo
rts
are
prov
ided
on
the
follo
win
g pa
ges.
152
CT
BS
CO
MP
UT
E B
AT
TE
RY
Hom
eR
epor
t
JILL
NA
CLA
Y
Gra
de: 3
.2
Pur
pose
The
Hom
e R
epor
t pre
sent
s In
form
atio
nab
out y
our
chlis
per
form
ance
on
the
Trr
ra b
ora
Ass
essm
ent.
It de
scrib
esac
hiev
emen
t In
term
s of
Nat
iona
lP
erce
ntile
s, w
hich
com
pare
you
r ch
ildw
ith o
ther
stu
dent
s of
the
sam
e gr
ade
natio
nally
. The
rep
ort m
ay b
e us
ed to
dete
rmin
e ar
eas
of s
tren
gth
and
need
.
MC
OR
AW
HIL
L C
OM
PA
NIE
S
Irth
eoft
...1s
t C.A
.A
DIC
ID,O
.I.P
RID
WD
ZE
ZT
reen
n...6
1
1.61
Das
ISS
cerI
DD
Por
ID s
o lie
nO
DIft
lerr
eDie
rlM
emo
Del
o IO
N
Ow
n .4
0W D
1CD
OO
LD
invi
rt C
D. D
CD
1411
1 D
IU
`,frB:c IG
r a
w -
Hill
Par
NO
CT
B/M
cGra
w-E
ND
OT
erra
Nov
a H
orne
Rep
ort
(fro
rot)
Nat
iona
l Per
cent
iles
01 ^
Shad
ing
mad
e th
ech
art e
asie
r to
unde
rsta
nd.
7070
03
Mag
a W
eatu
ltas
Pra
ngLa
min
a W
awa
tapa
s.M
ath
calw
alos
ovau
sda
Gol
goea
lts
*Tat
a sc
am m
aist
s a
Noo
dled
. Lau
guag
R, M
athe
mat
ics
Obs
erva
tions
The
hei
ght o
f eac
h ba
r sh
ows
your
chi
ld's
Nat
iona
lP
erce
ntile
sco
re o
n ea
ch te
st. T
he p
erce
ntile
sca
le is
sho
wn
on th
e le
ft. T
he g
raph
sho
ws
that
you
r ch
ild a
chie
ved
aN
atio
nal P
erce
ntile
of 6
7 in
Rea
dmg.
Thi
s m
eans
you
rch
ild s
core
d hi
gher
than
app
roxi
mat
ely
67 p
erce
nt o
f the
stud
ents
in th
e na
tion.
The
sca
le o
n th
e rig
ht s
ide
of th
e gr
aph
show
s sc
ore
rang
esth
at to
pn,..
..,..n
t ave
rage
, abo
ve a
vera
ge, a
nd b
elow
ave
rage
Mat
hO
ath
Tad
caba
low
ayis
hri
Ilarr
oed
ema
Sak
iW
ads.
swab
sItO
saw
awa
in te
rms
of N
atio
nal P
erce
ntile
s. A
vera
ge is
def
ined
as
the
mid
dle
50 p
erce
nt o
f the
stu
dent
s na
tiona
lly. Y
our
child
has
eigh
t out
of f
ourt
een
Nat
iona
l Per
cent
ile s
core
s in
the
aver
age
rang
e. S
ix s
core
s ar
e ab
ove
the
aver
age
rang
ean
d no
sco
ms
are
belo
w th
e av
erag
e ra
nge.
See
the
reve
rse
side
for
mor
e de
taile
d in
form
atio
n ab
out
your
chi
ld's
str
engt
hs a
nd n
eeds
.
Pare
nts
liked
exp
lana
tions
of w
hat t
he s
core
s m
ean.
CO
RM
, S,a
oa.o
.uo.
dOO
uorT
o.os
ms
Mos
t tex
t was
larg
een
ough
to r
ead
with
out s
trai
n.
CT
B/M
cGra
w-H
ill, C
opyr
ight
© 1
997.
Rep
rodu
ced
with
per
mis
sion
of
CT
B/M
cGra
w-H
11.
ST C
OPY
AV
A1L
AbL
t15
3
CM
S C
OM
PUT
E B
AT
TE
RY
Hom
eR
epor
t
JILL
M C
LAY
Gra
de: 3
.2
Pur
pose
:T
his
page
of
the
Hom
e R
epor
t pre
sent
sIn
form
atio
n ab
out y
our
child
's a
reas
of
etre
ngth
and
nee
d. T
his
info
rmat
ion
Ispr
ovid
ed to
hel
p yo
u m
onito
r yo
urch
ild's
aca
dem
ic g
row
th.
Pare
nts
appr
ecia
ted
the
"per
sona
lized
feel
" of
the
repo
rt.
MC
CR
AW
HIL
L C
OM
PAN
IES
Sfth
des:
OSI
SIII
SSp
sdal
Cad
.A
SCO
CFS
HIJ
IMM
ILIP
PAST
Imm
itste
l, A
IS
Tes
1 D
er W
I IM
OSo
snm
s PA
TT
ER
N C
HO
OM
: 07
InIs
rpol
em1
Nam
DM
.: IM
PS
Cla
w T
AG
GA
RT
CO
Ube
* SC
HO
OL
011
5W
erke
Cie
MC
CR
AW
HIL
L
=M
etes
: *M
EM
% M
I
NIL 'ow
154
CT
BM
ottr
aw-M
ilPa
ge 2
CT
B/M
cGra
w-B
-H11
1T
erra
Nov
a H
ome
Rep
ort
(sac
k)
Str
engt
hsN
eeds
Rea
ding
Rea
ding
co E
valu
ate/
Ext
end
Mea
ning
No
area
s of
nee
d w
ere
Iden
tifie
d fo
r th
isQ
Ana
lyze
Tex
tco
nten
t are
a.
Lang
uage
Lang
uage
Edi
ting
Ski
llsN
o ar
eas
of n
eed
wer
e id
entif
ied
for
this
Sen
tenc
e S
truc
ture
cont
ent a
rea.
Mat
hem
atic
sM
athe
mat
ics
Ope
ratio
n C
once
pts
o P
robl
em S
olvi
ng a
nd R
easo
ning
Pat
tern
s, F
unct
ions
, Alg
ebra
Sci
ence
Sci
ence
,Life
Sci
ence
No
area
s of
nee
d w
ere
iden
tifie
d fo
r th
isE
arth
and
Spa
ce S
cien
ceco
nten
t are
a.S
ocia
l Stu
dies
Soc
ial S
tudi
esC
ivic
s an
d G
over
nmen
t Per
spec
tives
No
area
s of
nee
d w
ere
iden
tifie
d fo
r th
lsH
isto
rical
and
Cul
tura
l Per
spec
tives
cont
ent a
rea.
Mas
tery
Par
tial M
aste
ryN
on-M
aste
ry
Mul
tiple
type
s of
bul
lets
wer
e co
nsid
ered
con
fusi
ngby
par
ents
.
Pare
nts
wou
ld h
ave
pref
erre
dex
ampl
es. T
hese
com
men
ts w
ere
"too
vag
ue."
CT
B/M
cGra
w-H
ill, C
opyr
ight
© 1
997.
Rep
rodu
ced
with
per
mis
sion
of
CT
B/M
cGra
w-H
ill.
BE
ST
CO
PY
AV
AIL
AB
LE
BE
ST C
OPY
MA
I
156
CT
III/
McG
raw
-11-
llOO
D
Ter
ra N
ova
Stud
ent I
Perf
orm
ance
Lev
e1 R
epor
t(f
ront
)
Ter
rallo
va-'.
CT
139
CO
MP
LET
E B
AT
TE
RY
Stu
dent
Per
form
ance
Leve
l Rep
ort
LAU
RA
M A
DK
INS
Gra
de: 3
.2
Pur
pose
Thi
s re
port
des
crib
es th
is s
tude
nrs
achi
evem
ent I
n te
rms
of fi
ve p
erfo
rman
cele
vels
for
each
con
tent
are
a. T
he m
eani
ngof
thes
e le
vels
Is d
escr
ibed
on
the
back
of
this
pag
e. P
erfo
rman
ce le
vels
ara
a n
eww
ay o
f des
crib
ing
achi
evem
ent.
UC
OR
AW
HIL
LCO
M. 1
41E
9IM
HA
MP
. 47,
2147
Fan
gvtr
eeP
AIS
Ton
DM
A M
IMS
OM
07
Ints
rvel
y.
CM
** T
AG
GA
RT
0S
chee
SC
HO
OL
ON
ED
ier.
e cr
. MC
CR
AW
HIL
LSty
PA
TT
ER
N li
nee
Del
s ill
s
CH
OY
. MO
NT
ER
EY
. mi
I; 1
.1'§
CM
TcB
Gra
vv-F
il
LE
Pag
e I
Per
form
ance
Leve
lsR
eadi
ngLa
ngua
geM
athe
mat
ics
Sci
ence
Soc
ial S
tudi
es
AdV
apea
d
4 Pre
edar
a
13 Rea
ring
lindi
dens
y...
......
. ....
.....
. .
.
.1
Pm
gre.
"1"9
Obs
erva
tions
Perf
orm
ance
leve
l sco
res
prov
ide
a m
easu
re o
f w
hat s
tude
nts
can
do in
term
s of
the
cont
ent a
nd s
kills
ass
esse
d by
Ter
rallo
va,
arid
typi
cally
fou
nd in
cur
ricu
la f
or G
rade
s 3,
4,
and
5. I
t is
desi
rabl
e to
wor
k to
war
ds a
chie
ving
a L
evel
4(P
rofi
cien
t) o
r L
evel
5 (
Adv
ance
d) b
y th
e en
d of
Gra
de 5
.
The
num
ber
of c
heck
mar
ks in
dica
tes
the
perf
orm
ance
leve
lth
is s
tude
nt r
each
ed in
eac
h co
nten
t are
a at
tem
pted
. For
exam
ple,
this
stu
dent
rea
ched
Lev
el 2
in R
eadi
ng.
The
per
form
ance
leve
l ind
icat
es th
is s
tude
nt c
an p
erfo
rm th
em
ajor
ity o
f w
hat i
s de
scri
bed
for
that
leve
l and
eve
n m
ore
of w
hat i
s de
scri
bed
for
the
leve
ls b
elow
.
Cop
yigh
l 0 1
957
CT
EM
cG95
v4{J
. AI
Pare
nts
liked
bein
g ab
le to
tell
at a
glan
ce h
owth
eir
child
had
done
.
The
stu
dent
may
als
o be
cap
able
of
perf
orm
ing
som
e of
the
thin
gs d
escr
ibed
in th
e ne
xt h
ighe
r le
vel,
but n
ot e
noug
h to
have
rea
ched
that
leve
l of
perf
orm
ance
.
For
exam
ple,
this
stu
dent
can
per
form
them
ajor
ity o
f w
hat
is d
escr
ibed
for
Lev
el 2
in R
eadi
ng. T
his
stud
ent m
ay a
lso
be c
apab
le o
f pe
rfor
min
g so
me
of w
hat i
s de
scri
bed
for
Lev
el3
in R
eadi
ng.
For
each
con
tent
are
a lo
ok a
t the
ski
lls a
nd k
now
ledg
ede
scri
bed
in th
e ne
kt h
ighe
r le
veL
The
se a
re th
eco
mpe
tenc
ies
this
stu
dent
nee
ds to
dem
onst
rate
to s
how
acad
emic
gro
wth
.
Cr5
10, i
tITO
CIA
DZ
IPS
MO
7413
4474
7S-C
OO
TS
2
Pare
nts
pref
erre
d"p
erso
naliz
ed"
repo
rts.
Tex
t was
eas
yto
rea
d.
CT
B/M
cGra
w-H
ill, C
opyr
ight
© 1
997.
Rep
rodu
ced
with
per
mis
sion
of
CT
B/M
cGra
w-H
ill.
157
Perf
orm
ance
Lev
els
(Orc
des
3, 4
, 5)
5 Adv
ance
d
4 Pro
ficie
nt
3 Nea
ring
Pro
ne lo
ney
IMPO
RT
AN
T: E
ach
perf
orm
ance
Wei
dep
lete
d on
.et
her
side
Ind
icat
es th
e st
uden
t can
per
form
the
for
ths
leve
ls b
elow
. The
stu
dent
may
als
o be
cap
I. o
f pe
rfor
min
g so
me
of th
e th
inaa
des
crib
ed I
n th
e
Pro
gres
sing
Ste
p O
ne
CT
B/M
cGra
w-H
OO
DT
erra
Nov
a Pe
rfor
man
ce L
eve0
Rep
ort
(bac
k)
Rea
d In
a
:inna
nfot
aopa
w..
Ient
lY ..
011.
4 *O
a,
anso
IR
Ude
. 11.
am
. Yam
lad
ont /
*ma
II O
Pp*
On
wan
. nom
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an .0
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l lon
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bah
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ssa
l Mr.
afe
l.
Pare
nts
gene
rally
like
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e sk
ill s
et li
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ngua
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r th
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at le
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y pa
rent
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ere
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0 1
997.
Rep
rodu
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per
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sion
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B/M
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158
Leo
BE
ST
CO
PY
AV
AIL
AB
LE
Har
cour
t Bra
ceSt
anfo
rd 9
Hom
e R
epor
tT
he te
rm "
perc
entil
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ic f
or m
any
pare
nts
beca
use
they
con
fuse
d it
with
the
term
"pe
rcen
tage
."
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AN
FO
RD
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VE
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UD
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E
Rec
ently
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stu
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Sta
nfor
d A
chie
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ent
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t. T
he g
raph
to th
e rig
ht p
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nts
the
stud
ent's
lest
'resu
lts. T
hese
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cent
ile R
ank
scor
es c
ompa
re th
e
stud
ent's
per
form
ance
with
sco
res
of s
tude
nts
in th
e
sant
e gr
ade
from
acr
oss
the
natio
n. P
leas
e ke
ep in
min
d th
at th
is te
st is
onl
y on
e in
dica
tor
used
in 0
asse
ssin
g a
stud
ent's
ach
ieve
nten
t. T
he s
choo
l has
mor
e de
taile
d in
form
atio
n ab
out h
ow th
e st
uden
t is
perf
orat
ing.
Rea
ding
1...G
The
ree
ding
sub
lesi
sm
ess*
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ing
MN
end
com
preh
ensi
on. y
ourc
tild1
som
e is
In
the
aver
age
tang
s kr
the
wad
e. E
ncou
teue
you,
chi
ld lo
rea
d bo
ots
abou
t top
ics
cd"4
,444
(SIM
ULA
TE
D D
AT
A)
Tot
al R
eadi
ng
Tot
al M
ath
Lang
uage
Spo
iling
Stu
dy S
kills
Sci
ence
Soc
lal S
cien
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Bas
le B
atte
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plet
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atte
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Ifort
m R
v.r
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mas
snu
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T.
ifin
San
kuo
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101
4541
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chi
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hem
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em Is
In th
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inth
s T
he fr
ogm
en*.
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ne a
ndco
mm
ends
+, s
lat H
elp
vow
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d us
e m
ath
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olve
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blem
s In
eve
ryda
y Il
e.
The
Lon
gue9
* su
blee
l mam
ms
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aeha
nks
and
thev
eado
n. Y
ou, c
hile
s sc
ola
Is I
n O
w b
etw
een/
wag
e ra
nge.
Em
outa
geya
w c
hid
to w
ho W
hets
, sta
des,
and
drec
tione
Spe
lling
The
Ope
ning
ann
eal m
easu
res
gero
lem
ppro
pshr
te W
ords
inal
con
tain
tota
ttned
mis
spel
lings
. 500
11ac
ao is
In
Me
belo
w.e
vent
oo ta
me
ke a
te p
ath.
You
con
wp
Iota
shi
n bY
Pla
ting
endi
raV
Ono
n.,
Stu
dy S
kills
You
che
fs w
oe o
n th
eS
tudy
Eta
ssu
btot
als
oto
avag
ege
cano
e. T
he S
U*
Stdt
h W
ent
ibra
rpra
lare
nce
Prio
sM
e st
agy
re h
aste
and
*mea
ntY
d.ch
id p
ract
ice
angi
na b
ooks
end
ado
al
tit, N
ettlt
lI L
e:ee
l/Et M
et:
Inte
nt1
US
1995
011
1141
5: s
plits
1Ini
lunn
l
Sele
ne.;
The
Sden
ce o
ddes
t mam
a. u
nden
tand
lno
el th
e O
te. e
adhe
sste
ca,
end
phys
ical
edam
.V
oss
Old
s se
am I
s in
even
tOst
dm
,"E
ncot
uage
yew
chl
es e
udes
ity O
w D
u
rcm
inn
1NF
114
0110
0130
0119
0
rrnA
nnum
4044
44.4
4444
,
iThe
list
enin
g su
bted
mau
ves
unde
rsta
ndin
g ol
woa
d. a
nd n
toss
egaz
lhol
are
hear
d. Y
0111
chi
les
nom
lain
Ow
abov
evIv
ereg
e ta
me
kw th
e gt
ado.
Hel
p yo
ureh
Ad
use
Ods
alta
ngth
In o
lnet
sub
fact
mos
.
ISor
ev. N
., 11
1901
1111
1911
5 U
AW
."
The
Bod
e! S
cien
ce s
ubbe
d In
clud
es h
isto
ry.
gere
enet
tent
. can
onen
. Ita
ttOte
PhY
.an
d et
tbae
. Yoe
cha
ts s
ew*
I. I
n th
em
amas
ran
ge. T
ali W
en w
ith y
ou O
ddab
out p
ee*.
pla
ces,
and
eve
nts.
itaat
altm
asna
t
BE
ST C
OPY
AM
UL
E
160
Pare
nts
liked
sub
test
are
ade
scri
ptio
ns a
nd a
ppre
ciat
edle
arni
ng w
hat c
ould
be
done
toim
prov
e a
stud
ent's
sco
re.
5 CD
Pare
nts
liked
the
hori
zont
alba
rs.
A n
umbe
r of
par
ents
thou
ght
the
text
was
too
smal
l to
read
with
out s
trai
ning
thei
r ey
es.
Stan
ford
Ach
ieve
men
t Tes
t: N
inth
Edi
tion.
Cop
yrig
ht ©
199
7 by
Har
cour
t Bra
ce &
Com
pany
. Rep
rodu
ced
by p
erm
issi
on. A
ll ri
ghts
res
erve
d.
161
Har
cour
t Bra
ceSt
anfo
rd 9
Stu
dent
Rep
ort m
dth
Perf
orm
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Sta
ndar
ds
Stud
ent R
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s L
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R:
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Soi
ndai
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ere
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se 'r
ixpe
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enti
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cat
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ach!
ofs
inde
ns p
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rriii
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inda
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c ar
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this
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lher
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p In
inirn
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rohn
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s
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pi*s
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riiia
nie.
incl
icat
nig
hat s
tude
ntra
rn g
riep.
arol
for,
the
nelli
rudA
l.l. A
t the
hig
hte
dina
to o
repa
itoin
ets"
,foirl
. dem
ocra
tse
itisp
or4i
ble.
idul
thiro
d. a
ird p
iOdu
eliv
e w
omb.
Leve
l 4 S
igni
fses
,sup
erie
r.iii
nfor
inan
ceas
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ade-
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t die
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ance
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ectin
ical
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ern
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nced
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r ic
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verit
ent
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,.
..
..
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TE
S'
No
defi
nitio
n of
"raw
sco
re."
Lac
k of
sub
test
desc
ript
ions
less
ened
unde
rsta
ndin
g.
See
pag
e 41
1
corr
esoc
edin
grou
p re
port
Mos
t of
the
text
on
the
repo
rt w
as c
on-
side
red
too
smal
l.
Def
initi
ons
supp
lied
wer
e"t
oo c
ompl
ex.
ST
AN
FO
RD
LE
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TF
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M: l
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O:0
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NO
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S:
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neta
nal
Pro
ms
No.
I290
4271
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ner
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ay c
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iglu
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, try
Hum
an B
ravo
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R n
etts
mem
.
oat
;SIM
ULA
TE
D D
AT
A
Stan
ford
Ach
ieve
men
t Tes
t: N
inth
Edi
tion.
Cop
yrig
ht19
97 b
y H
arco
urt B
race
& C
ompa
ny. R
epro
duce
d by
per
mis
sion
. All
righ
ts r
eser
ved.
162
BE
ST C
OPY
AV
AIL
AB
LE
163
Nat
iona
D C
ente
r on
lEdu
catio
n an
d th
e lE
cono
my
and
the
Uni
vers
ity o
f Pi
ttsbu
rgh
New
Sta
ndar
ds P
erfo
rman
ce R
epor
t
Pare
nts
liked
des
crip
tions
of w
hat s
kill
area
s w
ere
bein
g as
sess
ed.
NE
WS
TA
ND
AR
DS
Mat
hem
atic
s R
efer
ence
Exa
min
atio
nP
erfo
rman
ce R
epor
t for
Joa
n Li
ving
ston
Arr
ows
(.a.
) sh
ow th
e pe
rfor
man
ce !e
vef a
chie
ved
for
each
are
a te
sted
Mat
bem
atic
al S
kills
Mat
hem
atic
al C
once
pts
NY
- N
ewto
wn
KW
Spr
ing
1997
Cal
listo
Ele
m S
choo
l Gra
de 4
J. D
ewey
Pro
blem
Sol
ving
f....:
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h at
the
moo
s. te
stec
tient
ism
13::
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ed th
e .1
41he
illat
iCI d
tand
suis
.!,
Tbo
l,,P
?b,ff
'd0.
a.iP
110,
..4:
Son
darr
is;:
Tho
s sk
it:lo
ra a
ccos
oolo
tos
task
s IN
usi
ngm
athe
mat
ical
dot
s ol
lect
iwsy
. ind
wan
gca
rnpo
talio
n an
d sy
mbo
man
cula
rsan
ski
ds a
ant m
ods
and
a ge
tea
as w
ee a
s ge
omet
ric a
,/w
aphi
ca s
ales
.
The
:tut
ors
usas
cen
caps
at N
umbs
. and
Opa
sals
or..;
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elry
ref
klo
aaet
men
l. F
uncl
on
and
A/g
el:e
a. a
nd S
taus
tus
and
Ptc
bstil
tt so
sol
vem
ater
na, a
nd s
alaa
ms
atm
con
copt
soa
ten
s's
ddre
ntre
way
s.
The
stu
dent
use
s co
ncoc
ts a
nl s
kier
to fo
rrru
late
prob
lem
s. it
nalti
then
t Sch
rliar
s fo
slity
con
dusi
ons
and
mat
te g
oner
adiz
atic
rst;
rind
urea
du
anaw
age
alrr
311
13M
OC
S 1
0 de
rail]
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NIG
apIa
wal
to a
rpta
lm
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lting
2(4
1550
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ieve
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e S
tand
ard
with
Hon
ors
.S
tude
nts
onto
.
polo
m01
13f S
inge
:. A
chie
ved
the:
or a
bove
haw
mer
a"
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:Sta
ndar
d:N
on s
rand
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ows
prov
ided
a cl
ear
stat
emen
tof
the
child
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rfor
man
ce.
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rly A
tnio
ved
tho
Sta
ndar
d
tot.
. the
ndel
d
LIM
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a td
eace
of A
chie
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ent
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ow jo
u:ta
n Itn
into
ve4l
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l.
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0 50
0 lit
ho/e
a. e
nd Il
ia v
el th
ose:
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o S
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ina
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hdas
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tple
ffita
lltre
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eans
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ole
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e no
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Me
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ng a
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Om
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Dot
tytr
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ba o
n ba
t gam
e
1C'%
.111
45%
35%
111
10%
In o
rder
IC *
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dom
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you
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wot
t
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g O
nset
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nsca
ned:
rig b
etw
een
nous
ast
l ntin
utas
Lnda
rsla
nctn
g S
lalo
m a
s au
lslo
rts
ol w
hoW
Sfin
ding
all
poss
tao
com
bina
tions
imitg
spa
tial o
sIim
alna
peci
ctsg
likoi
y ov
snta
5% 35%
30%
10%
In o
rder
Fa
inve
rts
pubs
trite
nco,
4 a
bous
i war
e
nrsi
ira u
p sa
d us
}ig a
var
iety
of 4
rets
atae
ond
asta
oadv
ar to
sot
nng
prot
assn
aus
ing
stat
chai
oi o
bjec
ts e
s la
gt4t
iio to
mod
alpr
oble
ms
end
sepl
an a
cbdi
oni
Use
of
shad
ing
was
con
side
red
help
ful t
odr
aw e
ye to
imm
edia
tely
know
ing
whe
ther
the
stud
ent
achi
eved
the
stan
dard
.
BE
ST C
OPY
AV
AIL
AB
LE
164
Sugg
estio
ns f
orim
prov
ing
perf
orm
ance
wer
eco
nsid
ered
hel
pful
.
Perc
enta
ges'
from
stud
ent's
sch
ool
prov
ided
con
text
.
Cop
yrig
ht ©
199
7 by
the
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y an
d th
e U
nive
rsity
of
Pitts
burg
h. A
ll ri
ghts
res
erve
d.
165
0
Riv
ersi
deky
ikra
Tes
ts o
f B
ask
Skil%
Pro
ffle
Nar
rativ
e R
epor
t
Pare
nts
did
not l
ike
the
use
of a
cron
yms
and
stro
ngly
bel
ieve
d th
at m
ore
expl
anat
ion
was
nee
d-ed
bey
ond
mer
ely
"spe
lling
out
" th
e ac
rony
m.
Iow
a T
ests
of
Bas
ic S
kil s
Ser
vice
21:
1;P
rofil
e N
arra
tive
Rep
ort
Mmi.:
VOYLES, JVSIIR
Dec
IG
ra:
50.
90e.
9/82
chnekneACKENZIE
rev.
It Yrs
7 gos
DAdyc
FAMINGral
torrsow
II/K
OusCese 901061101
1.11
W..
4/94
ft..
P097 CHABLIS
name
SPITING 1892
Ovweez 601.44000052.00.002
n....
821
l'esIO
aRip
lIM
IIE
SEI!
'2
49
20.
49
67
72
79
',
.,
,
I
Justin was given the Iowa Tests of Basle Skill* in April, 1994.
H e
ts in fifth grade et Washington in Peri Charles.
Vocabulary
Idg. Commyhension
wading Total
Spelling
Capitalisation
Punctuation
Usage a Expression
tancuage Total
Cencepts/Estimat*
Prets/Oata Intern.
(lath Total
[cr. total
Social Studies
Science
expo a Diagrams
Reference MAUI.
Sources of Info TOL
conceits
Math Cooputation
Justin's Coomosito soar* I. the seer. that best describes his overall
achievement on the tests.
Justin'. Cooposite national percentile
mink of 70 moans that he geared higher than 70 parcert of fifth grodu
students notionally.
His overall achi ..... nt appears to I. msemshat
above sverade.for fiftb grade.
Justio's Coeposite local percentile
rank
of 49 moans that he scored higher than 49 percent cf fifth grade
students locally.
GO
48
54
50
56
60
62
6)
84
73
75
73
70
88
615
68
55
70
66
54
77
62
75
739
63
56
30
62
02
60
71
65
62
77
64
50
75
81
49
70
66
81
77
'.
-,
I..
-,
I
._....
.......
' ,
..
10!"
.,.
,
,,
.
.,
t1
I .
'EV.i4,"
,.......
,.
,
grEir,.-.4.
.""
,
' '
'
,,,,, EMI
.
t1
,, , ,
A etudent's ability
to r
ead
tarolati/d
to s
tleol
if in
001
1ilir.. at
echool murk.
Justin'. Reading Comprehension score is above averase
when compared with other students in fifth grade nationally.
----,
A student's scorn can be conparad with etch other Io detersiro
relative strengths end wea/tn ..... .
The fellowlog Is an area of
rotative strength far Justin: Osage i Expression.
7ho following area is a relative 'mane., which may neec the mat work:
Vocabulary.
t11
1411
1.11
141.
area
One
arm-unmet tea.M
INI-
4.-4
16 lb
s.6
4.,0
111.
Mam
hoer
yWed
iem
BE
ST C
OPY
AV
AP
BL
E
166
Shad
ing
behi
nd th
eba
r ch
art m
ade
itea
sier
to r
ead.
Bec
ause
the
natu
ral f
low
of
read
-in
g is
fro
m le
ft to
rig
ht, p
aren
tsfe
lt co
mfo
rtab
le w
ith th
eho
rizo
ntal
bar
s.
Pare
nts
didn
't un
ders
tand
wha
t the
ysh
ould
do
next
aft
er r
evie
win
g th
e re
sults
.
Cop
yrig
ht 0
199
6 by
The
Riv
ersi
de P
ublis
hing
Com
pany
. All
righ
ts r
eser
ved.
Pare
nts
liked
the
fact
that
the
repo
rt w
aspe
rson
aliz
ed. 16
7
Riv
ersi
deH
owa
Tes
ts o
f B
ask
SIId
HII
s N
atio
naH
Per
form
ance
Sta
ndar
ds R
epor
t
BL
E.
Iow
a T
ests
of
Bas
ic S
kills
Nat
iona
l Per
form
ance
Sta
ndar
ds R
epor
tS
ervi
ce 3
4S
tude
nt: E
DW
AR
DS
, LA
UR
IE
Adv
ance
d
Pro
ficie
nt
Bas
ic
Bel
ow B
asic
Adv
ance
d
Pro
ficie
nt
Bas
ic
Bel
ow B
asic
Adv
ance
d
Pro
ficie
nt
Bas
kB
elow
Bas
ic
Adv
ance
d
Pro
ficie
nt
Bas
ic
Bel
ow B
asic
Adv
ance
d
Pro
ficie
nt
Bas
ic
Bel
ow B
asic
Stu
dent
's P
erfo
rman
ce
5ID
No.
:ca
rrrm
orr:
NE
US
SF
ern.
..r4
aK
/11 F
Bal
lillro
xN
OR
MB
inh
11.:
8/82
Bld
g. C
arl.:
ay..
PO
RT
CH
AR
LES
A. a
:14
Yrs
Tes
t cot
a.8
Mos
4/97
Oro
or
oo.:
901-
A40
0005
2000
01P
a.:
177
Rea
ding
Per
form
ance
Des
crip
tor
Pro
ficie
ntS
tude
nts
at th
e pr
ofic
ient
leve
l ide
ntify
. ide
as a
nd in
form
atio
nsu
gges
ted
by, b
ut n
ot e
xpliz
itly
stat
ed in
, the
text
that
they
rea
d.
Lan
guag
e Per
form
ance
Des
crip
tor
Stu
dent
s P
erfo
rman
ce
Pro
ficie
nt:
Stu
dent
s at
the
pmfic
ient
leve
l app
ly m
ost o
f the
of s
tand
ard
writ
ten
F.n
glix
h an
d re
cogn
ize
the
effe
ctiv
enes
s of
expr
essi
on a
nd o
rgan
izat
ion.
Mat
hem
atic
s Per
form
ance
Des
crip
tor
Adv
ance
d:S
tude
nts
at th
e ad
vanc
ed le
vel s
how
evi
denc
e of
the
abili
ty to
gene
raliz
e fr
om a
nd e
xten
d th
eir
know
ledg
e an
d un
ders
tand
ing
of m
athe
mat
ical
con
cept
s an
d pr
oced
ures
in th
e co
nten
t/pro
cess
area
s of
the
test
and
dem
onst
rate
the
abili
ty to
app
ly n
onro
utin
eso
lutio
ns to
rea
l-wor
ld m
athe
mat
ical
pro
blem
s.
Stu
dent
's P
erfo
rman
ceSo
cial
Stu
dies
Per
form
ance
Des
crip
tor
Adv
ance
d:S
tude
nts
at th
e ad
vanc
ed le
vel d
emon
stra
te s
uper
ior
cotu
alun
ders
tand
ing
and
proc
edur
al k
now
ledg
e in
the
soci
ales
cont
ent a
reas
of t
he te
st a
nd u
se a
naly
tical
ski
lls to
app
ly th
eir
unde
rsta
ndin
g an
d kn
owle
dge
to n
ew s
ituat
ions
.
Stu
dent
's P
erfo
rman
ceSc
ienc
eP
erfo
rman
ce D
escr
ipto
r
Pro
ficie
nt:
Stu
dent
s at
the
prof
icie
nt le
vel a
pply
con
cept
ual u
nder
stan
ding
and
proc
edur
al k
now
ledg
e in
the
scie
nce
cont
ent a
reas
of t
he te
stan
d in
the
area
of s
cien
tific
inqu
iry a
nd d
emon
stra
te a
n ab
ility
tore
late
thei
r kn
owle
dge
to n
ew s
ituat
ions
.
jtrai
lmY
-
Cop
yrig
ht ©
199
7 by
The
Riv
ersi
de P
ublis
hing
Com
pany
. All
righ
ts r
eser
ved.
169
1)B
uild
ing
Com
mun
ity S
uppo
rt f
or S
choo
ls: A
Pra
ctic
al G
uide
toSt
rate
gic
Com
mun
icat
ions
, A-P
lus
Com
mun
icat
ions
and
Edu
catio
n C
omm
issi
on o
f th
e St
ates
O T
o re
ques
t a c
opy,
cal
l 303
/299
-369
2 or
vis
it th
eir
web
site
at
ww
w.e
cs.o
rg.
2)B
uild
ing
Supp
ort f
or T
ests
Tha
t Cou
nt: A
Bus
ines
s L
eade
r's G
uide
,T
he B
usin
ess
Rou
ndta
ble
O T
o re
ques
t a c
opy,
fax
202
/466
-350
9 or
vis
it th
eir
web
site
at
ww
wbr
tabl
e.or
g.
3)C
heck
poin
ts f
or P
rogr
ess
for
Fam
ilies
and
Com
mun
ities
, U.S
.D
epar
tmen
t of
Edu
catio
n
O T
o re
ques
t a c
opy,
cal
l 800
/USA
-LE
AR
N o
r vi
sit t
heir
web
site
at w
ww
ed.g
ov/in
its/a
mer
icar
eads
. Cop
ies
are
free
of
char
ge.
4)C
ompa
ct f
or L
earn
ing:
An
Act
ion
Han
dboo
k fo
r Fa
mily
-Sch
ool-
Com
mun
ity P
artn
ersh
ips,
U.S
. Dep
artm
ent o
f E
duca
tion
O T
o re
ques
t a c
opy,
cal
l 800
/USA
-LE
AR
N o
r vi
sit t
heir
web
site
at w
ww
.ed.
gov/
pubs
/Com
pact
. Cop
ies
are
free
of
char
ge.
5)D
o-it-
You
rsel
f Fo
cus
Gro
ups:
A L
ow-C
ost W
ay to
Lis
ten
to Y
our
Com
mun
ity, E
duca
tion
Com
mis
sion
of
the
Stat
es
O T
o re
ques
t a c
opy,
cal
l 303
/299
-369
2 or
vis
it th
eir
web
site
at
ww
w.e
cs.o
rg.
6)N
atio
nal S
tand
ards
for
Par
ent/F
amily
Inv
olve
men
t Pro
gram
s,N
atio
nal P
TA
O T
o re
ques
t a c
opy,
cal
l 800
/307
-4PT
A o
r vi
sit t
heir
web
site
at
ww
w.p
ta.o
rg.
7)St
anda
rds
Mea
n B
usin
ess
Lea
ders
hip
Kit,
Nat
iona
l Alli
ance
of
Bus
ines
s
0 T
o re
ques
t a c
opy,
cal
l 800
/787
-778
8 or
vis
it th
eir
web
site
at
ww
w.n
ab.c
om o
r w
ww
.bce
r.or
g.
8)St
reng
then
ing
You
r C
hild
's A
cade
mic
Fut
ure,
Edu
catio
n E
xcel
lenc
ePa
rtne
rshi
p
O T
o re
ques
t a c
opy,
cal
l 800
/USA
-LE
AR
N o
r fa
x 20
2/46
6-35
09.
Als
o av
aila
ble
at th
e E
duca
tion
Exc
elle
nce
Part
ners
hip
web
site
at w
ww
.ede
x.or
g, th
e U
.S. D
epar
tmen
t of
Edu
catio
n w
ebsi
te a
t ww
w.e
d.go
v, a
nd th
e N
atio
nal A
llian
ce o
f B
usin
ess
web
site
at w
ww
nab.
com
.
9)Su
cces
sful
Str
ateg
ies
Boo
klet
Ser
ies
[hig
hlig
htin
g th
e bu
sine
ss r
ole
in a
var
iety
of
educ
atio
n to
pics
], N
atio
nal A
llian
ce o
f B
usin
ess
0 T
o re
ques
t a c
opy,
cal
l 800
/787
-778
8 or
vis
it th
eir
web
site
at
ww
w.n
ab.c
om o
r w
ww
bcer
.org
.
10)
Wor
king
with
the
New
s M
edia
, Am
eric
an A
ssoc
iatio
n of
Sch
ool
Adm
inis
trat
ors
O T
o re
ques
t a c
opy,
cal
l 888
/782
-227
2 or
301
/617
-780
2, o
rvi
sit t
heir
web
site
at w
ww
.aas
a.or
g.
Tal
king
Abo
ut T
ests
, An
Idea
Boo
k fo
r St
ate
Lea
ders
, was
des
igne
dan
d w
ritte
n by
Les
lie L
awre
nce.
Spe
cial
than
ks a
re d
ue to
mem
bers
of th
e N
atio
nal E
duca
tion
Goa
ls P
anel
's A
dvis
ory
Gro
up o
nR
epor
ting
Ass
essm
ent R
esul
ts to
Par
ents
, esp
ecia
lly th
e co
-cha
irs,
Dav
id I
ce a
nd A
ndre
w R
oman
off,
and
thos
e w
ho c
ontr
ibut
ed to
the
Clo
se-u
ps a
nd d
escr
iptio
ns in
Sec
tion
IV: L
inda
Bon
d, C
indy
Hei
ne, L
atha
Kri
shna
iyer
, Ron
Pei
ffer
, Bill
Por
ter,
Bill
ie S
herr
od,
John
Tan
ner,
Lin
da G
leck
ler,
Syl
via
Soho
lt, a
nd M
onic
a So
lom
on.
Tha
nks
are
also
due
to L
inda
Ner
i for
her
con
trib
utio
n to
Sec
tion
IV, a
nd M
iche
lle T
obia
s fo
r he
r co
ntri
butio
n to
the
Clo
se-u
ps. M
ary
Lou
Cof
fman
, Cha
rles
Dib
ble,
Kat
ie G
erri
nger
, Arm
en K
ojoy
ian,
and
Pete
r M
orri
son
of E
EI
Com
mun
icat
ions
con
trib
uted
exp
ertis
ein
gra
phic
des
ign,
layo
ut, r
epor
t pro
duct
ion,
and
edi
tori
al s
uppo
rt.
Bab
ette
Gut
man
n an
d C
athy
Lea
se o
f W
esta
t pro
vide
d m
eetin
g an
dre
sear
ch s
uppo
rt. M
any
than
ks a
re d
ue to
Joh
n B
arth
, Chr
isto
pher
Har
ring
ton,
and
Em
ily W
urtz
at t
he N
atio
nal E
duca
tion
Goa
lsPa
nel.
The
Pan
el w
ishe
s to
ack
now
ledg
e th
e st
ates
for
thei
r as
sis-
tanc
e in
its
data
col
lect
ion
effo
rts
and
part
icip
ants
in it
s fo
cus
grou
ps w
ho r
evie
wed
ear
lier
vers
ions
of
this
doc
umen
t.
Adv
isor
y G
roup
on
Rep
ortin
g A
sses
smen
t Res
ults
to P
aren
ts
Co-
Cha
irs
Dav
id I
ce, W
est V
irgi
nia
Dep
artm
ent o
f E
duca
tion
and
the
Art
sA
ndre
w R
oman
off,
Off
ice
of th
e G
over
nor,
Col
orad
o
Mem
bers
Julie
Bel
l, N
atio
nal C
onfe
renc
e of
Sta
te L
egis
latu
res
Lin
da B
ond,
CT
B/M
cGra
w-H
illA
dria
na d
e K
ante
r, U
.S. D
epar
tmen
t of
Edu
catio
nJa
net D
urfe
e-H
idal
go, O
hio
Dep
artm
ent o
f E
duca
tion
Gal
e G
aine
s, S
outh
ern
Reg
iona
l Edu
catio
n B
oard
Mat
t Gan
dal,
Ach
ieve
Aim
ee G
uide
ra, N
atio
nal A
llian
ce o
f B
usin
ess
Cin
dy H
eine
, The
Pri
char
d C
omm
ittee
Cra
ig J
eral
d, E
duca
tion
Wee
hB
arb
Kap
inus
, Wes
tat
Lat
ha K
rish
naiy
er, F
lori
da P
TA
Dan
e L
inn,
Nat
iona
l Gov
erno
rs' A
ssoc
iatio
nM
aggi
e M
cNee
ly, U
.S. D
epar
tmen
t of
Edu
catio
nR
on P
eiff
er, M
aryl
and
Stat
e D
epar
tmen
t of
Edu
catio
nA
ndy
Plat
tner
, A-P
lus
Com
mun
icat
ions
Bill
Por
ter,
Par
tner
ship
for
Lea
rnin
gB
illie
She
rrod
, Geo
rgia
Dep
artm
ent o
f E
duca
tion
John
Tan
ner,
Del
awar
e D
epar
tmen
t of
Edu
catio
n
Invi
ted
Gue
sts
Lin
da G
leck
er, T
hom
pson
Sch
ool D
istr
ict,
Col
orad
oSy
lvia
Soh
olt,
Edm
onds
Sch
ool D
istr
ict,
Was
hing
ton
Mon
ica
Solo
mon
, Cin
cinn
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