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Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach each day, and what students are going to learn each day?

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Page 1: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Education Reform

IF you don’t know where you are going? How will you know when you get there?

How do you think teachers decide what they are going to teach each day, and what students are going to learn each day?

Page 2: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

• School population: 1 million students educated in public schools; 100,000 in private schools or homeschooled

• Public school annual spending in 2011: $10.2 billion from state, local, federal sources — up from $8.08 billion in 2005

• Between 1980 and 2010, spending in constant 2010 dollars increased from $6,861 per student to $10,237 per student

• Only 59 cents of every education dollar reaches the classroom — highly centralized, top-down system

• Washington Public Schools – Number of school districts: 295 – Number of schools: 2,345 – Number of charter schools: 0 – Per-student spending in 2010: $10,200 – Student/teacher ratio: 20 to one – Student/school employee ratio: 10 to one – Total public school employees: 100,310 – Number of teachers: 47,662 classroom teachers, or 47% of all employees – Average teacher salary in 2011–12: $61,116, plus benefits and

pension $18,334; total salary and benefit cost: $79,450

Washington Public Schools — The Inputs

Page 3: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Everything Changed in 1993

1983 – 1988 “First Wave” Top down, cosmetic change

1988 – 1993 “Second Wave” Grass roots, performance based

Since 1993 Cognitivism Student-centered

Page 4: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Instructional Changes Resulting from the1993 Washington State Education Reform Act

Pre-1993 Post-1993

Teacher-centered Student-centered

Norm referenced Criterion referenced

Normal curve J curve

Teacher information Student performance

Student compliance Active inquiry

Covering the adopted curriculum

Gathering evidence of student learning

Sorting students by levels of knowledge

Securing levels of student performance

Page 5: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Past State Efforts at Education Reform

• 1993 Education Reform Act set three goals:

– 1) Created statewide standards for what students should know in six subjects– 2) Created test (WASL) to evaluate student knowledge and progress toward standards (WASL is no longer used)– 3) School accountability (not accomplished yet)

• Giving every school a “grade” for performance• Holding schools accountable for student achievement

Page 6: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Created Washington State Learning Goals for all students

Common goals to communicate to parents, teachers and students

Make sure that all curriculum and learning reflects these goals

Page 7: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

WA STATE LEARNING GOALS

1. Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings

2. Know and apply the core concepts and principles of mathematics; social, physical and life sciences; civics and history; geography; arts; and health and fitness

Page 8: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

WA STATE LEARNING GOALS

3. Think analytically, logically and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems.

4. Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities.

Page 9: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

WA State Learning Goals

These are the skills and knowledge the legislature determined students needed to live, learn and work as adults.

These goals are the foundation of our instructional programs.

Teachers and school districts were given wide latitude on choosing curriculum and teaching methods to help their students achieve the goals, and are held accountable to the effectiveness of their teaching.

Page 10: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

EALRS- The StandardsEssential Academic Learning Requirements

To meet these goals the legislature established an 11 member commission on student learning. Working with teams of teachers, students, parents, businesses, and community members, the commission identified what all students should know and be able to do.

Page 11: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

EALRS- The StandardsEssential Academic Learning Requirements

These standards are called the EALRS or essential learnings. They establish clear and high academic standards for students in science, social studies, arts and technology, and health/fitness.

WHAT SHOULD STUDENTS KNOW AND BE ABLE TO DO; High and Clear academic standards

Page 12: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

EALRS- The StandardsEssential Academic Learning Requirements

The commission was also charged with determining an assessment system to measure student progress and establish an accountability system to ensure districts and schools are successful.

That assessment system was--- THE WASL

Page 13: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

WASL

The commission was responsible for measuring student progress towards the goals/essential learnings. They established a new test to be taken in 4th, 7th and 10th grades—called WASL

Page 14: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Assessment-WASLWashington Assessment of Student Learning

When you are driving on the freeway you see a state patrolman parked on the side of the road up ahead….. What are the things you do??

Page 15: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Assessment-WASLWashington Assessment of Student Learning

Why??

Because assessment drives behavior. We know our performance is going to assessed or evaluated against the standard (driving laws), we align our behavior with those laws.

What does assessment drive in the classroom?

Page 16: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Assessment--WASL

Accomplished teachers use assessment as an integral and important part of student learning. If a teachers knows the student needs to pass the test? What do they do????

First they determine what is important, or essential for students to know and be able to do as a result of the lesson (objective). These were given to teachers by this commission and the state

Then they determine the best way to teach the objective by selecting curriculum and teaching methods based on their knowledge of the students. However, Districts adopt curriculum, or change curriculum to match the test

Page 17: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Assessment--WASL

During and following instruction teachers evaluate how students are learning. This evaluation is called assessment. The assessment lets the teacher know if their teaching strategies have been successful. Teachers use assessments in their classes, but ultimately students have to pass the standardized test.

There are many kinds of assessments teachers can use in their classroom: informal and formal observation, self-evaluation, tests, written reports, portfolios, and performance tasks (doing science experiment, or building math model.) But the standardized test is the final assessment for teachers and students.

Page 18: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Authentic Assessment

Performance based assessment—having students perform a “real-life” task, it is often most relevant for the student and provides the teacher excellent insight on student understanding.

This is not what is done on standardized testing? Why?

Page 19: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Assessment If student meets the standard set by the

assessment, he or she is ready to move on to the next level of learning.

If the student has not mastered the “essential learning” the teacher determines the best way to re-teach the information. In that way, assessment drives instruction and curriculum. If the student doesn’t pass the assessment there are also further consequences—having to retake classes, retake test, prevent graduation, etc.

Page 20: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

WASL In WA, the WASL was the tool that

measured whether their instruction had successfully taught the EALRS.

With the WASL results, schools had information now on what students are learning, and how well. Students who have not mastered the Essential Learnings must be re-taught, using a variety of strategies, since they cannot graduate until they have reached the state goals.

Page 21: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Than came…..NCLB

No Child Left Behind—4 Pillars(otherwise known as No child left untested..)

Stronger accountability for results More freedom for states and communities Proven education methods More choices for parents

Title 1 schools are the only ones that required to take corrective action in the beginning

WA used the WASL to determine results

Page 22: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

No Child Left Behind Act – 2001

– Required states to measure student achievement annually in reading and math between 3rd and 8th grade and once in high school (WA used WASL)– Requires all students to achieve proficiency in these subjects by 2014– Required states to disaggregate student achievement data– Revealed that large percentages of students were failing to meet state standards, especially poor and minority students

Page 23: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

4th grade Math WASL-2002

Mean % Meeting 4th Grade Math Standard for Washington State = 51.8%

% students receiving free or reduced lunch

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Page 24: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Adequate Yearly Progress (AYP) as part of NCLB

AYP– primary measure of year to year progress towards NCLB, and tracks student progress on WASL.

Each year the state RAISES THE BAR so that by 2013-14 all 100% of students will achieve proficiency.

Must meet AYP for all pop groups—ethnicity, disability, limited english, and economically disadvantaged

It applies to all schools in the state!!!

Page 25: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

GLES! More specific than EALRS, the GLEs (grade level

expectations) say what they need to learn at each grade level (k-10th) to pass the test, and build on learning.

Connect series of learning competencies in a hierarchy, that are necessary to be proficient in reading, writing, communication and social studies (2007), arts (2008) and health/fitness (2009)

Continuum exists for each subject area that describes the journey students experience along the pathway.

Page 26: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Changes in 2009

Good-bye WASL --- Hello, MSP and HSPE!

Testing with a New Name—Shorter Test but same type of questions, moving to online testing for writing and Reading.

-MSP (Measurement of Student Progress, grades 3-8)

-HSPE (High School Proficiency Exam)

Page 27: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

New For 2011

End of Course Exams (Math Only, 7-12 grades)

Page 28: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Federal Efforts at Education Reform

In 2009, President Obama offered $4.3 billion in competitive “Race to the Top” grants to states that allow charter and innovation schools, teacher and principal evaluations which include student achievement growth as a significant factor of evaluation, allowing teachers and principals to receive performance pay, collecting data on students, adopting Common Core Standards, turning around the lowest performing schools

• March 2010, the Legislature passed SB 6696, the Governor’s “Race to the Top” bill

• Washington’s “Race to the Top” application was rejected by the Obama Administration

• Nevertheless, Washington state has now adopted the Common Core standards, ceding control over its learning standards to national group to try to qualify for the grant money

Page 29: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Federal Efforts at Education Reform

Reauthorization of No Child Left Behind has stalled in Congress• States are seeking waivers from the U.S. Department of Education from NCLB requirements• Waivers are being granted to states, with many conditions attached. Over two-thirds of states have applied for waivers.The U.S. Department of Education is imposing numerous conditions on states seeking waivers. These conditions are similar to requirements of the “Race to the Top”Washington was granted the waiver in 2012.

Page 30: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Waivers:US Secretary of Education Duncan’s rationale for waivers: •recognizes that a great majority of schools are labeled as “failing” •ESEA reauthorization is moving too slowly in Congress and realizes states need “relief” from AYP Waiver Proposal: states must agree to changes in four main areas in exchange for relief from AYP requirements –including

Page 31: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

4 Criteria of WaiversCollege- and Career-Ready Expectations for All Students State-Developed Differentiated Recognition, Accountability and Support Supporting Effective Instruction and Leadership Reducing Duplication and Unnecessary Burden

Page 32: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Washington State Reforms continue….

Clear efforts to clarify what to teach EALRs, Frameworks, Benchmarks, GLEs, Curriculum and

now Common Core Standards

Clear efforts around what to test WASL to HSPE/MSP, EOC, NCS Mentor, Released Items,

Test Specifications

Essentially no support around how teach, or in funding to schools and teachers Powerful Teaching & Learning, Brain-based research,

budget cuts, professional development days cut

Page 33: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Current Data Trends

• 10th grade 2010–11 state test results:– 83% students are meeting standard in reading, 86% in writing, 62% meet standard in End of Course math I, 50% meet standard in science 8th grade on 2011 federal National Assessment of StudentProgress (NAEP):– Washington’s students score slightly above national average, with only 40% proficient or better in math, and only 37% proficient or better in reading

Page 34: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Current Data Trends

• 10th grade 2010–11 state test results:– 87% of white students pass reading test,68% white students pass math End of Course Math 1– 68 % of black students pass reading,36% black students pass math End of Course Math 1– 69% Hispanic students pass reading,39% Hispanic students pass End of Course Math 1

Page 35: Education Reform IF you don’t know where you are going? How will you know when you get there? How do you think teachers decide what they are going to teach

Current Data Trends

• One-third of students drop out of high school, another

third graduate without skills they need to succeed in college or workplace• 52% of 2006 high school graduates who entered two-year community colleges or technical schools had to enroll in remedial math, English or reading• 37% of students entering two-year and four-year colleges have to enroll in remedial math or English• Only 53% graduate from college• Washington state spends $17.2 million per year onremediation in community and technical colleges