The SOLS before 1995 Alisa, Beth, Bruce, Jack and Marty.
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Transcript of The SOLS before 1995 Alisa, Beth, Bruce, Jack and Marty.
The SOLS before The SOLS before 19951995
The SOLS before The SOLS before 19951995
Alisa, Beth, Bruce, Jack and Alisa, Beth, Bruce, Jack and MartyMarty
Problem # 1• Review the History of Virginia’s SOLS up
to the 1995 version. Review back to the introduction of the term. Provide an overview including the revision, reform and accountability processes. Remember standards other that 4 core classes. Include reference to your text in terms of your belief of the model or theory found in the development of the Virginia SOLs.
Why do we have standards?
• Americans expect standards in everything that we do.• We expect standards in the way buildings are
constructed and roads are build. It makes life safer.• We expect standards in the food we eat and the air
we breathe.• Standards are created because they improve the
quality of life.• Why should we not expect standards in education to
improve the quality of life as well?• (Former Assistant Secretary of Education, Diane
Ravitch)
The Reform of Schools, 1939
• “Effective standards in public education are deplorably and inexcusably low”
• “The subjects are being taught but they are not being learned”
• “Values come from learning and in standards which operate, not just going to school. Young people accumulate credits, pass courses and come out knowing little or nothing, it is intolerable”
• “Research demonstrates that the average pupil in school fails to learn but succeeds in passing”
• (The Reform of Schools by James L. Mursell)
The Committee of Ten
• 1894• Called for an established academic
curriculum for all high school students
• Considered: methods of instruction and assessment among other things
Interview # 1: Science Teacher
• How did you know what to teach?
• Did you feel pressure?
• Assessment?
• You followed the book• The English Department
choose a book and we did a unit around the book
• Myths –taught stars• A Day No Pigs Would Die –
taught soil
• Forget the SOLS. Do fun stuff. Do “feel good activities”
• 1996: The pressure began
• LPT
Interview # 2: Math Teacher
• How did you know what to teach?
• Did you feel pressure?
• Assessment?
• It was based on Units, the novels the English department read.
• Covered what they thought was important (but not necessarily what they liked)
• List of skills to teach and followed the list for Algebra
• Hands on activities
• 1998: The real pressure began
• LPT• Liked SRA tests and the Stanford
9 because they liked knowing how we compared to others.
Interview #3: Science Teacher - Administrator
• How did you know what to teach?
• Assessment
• Taught the SOLS. “I was the only one and the principal wanted to know what I was teaching”
• 1987: Taught units but still followed SOLS
• Teacher made tests• LPT (Math/Science
Blocks… around LPT time double up on math)
• “SRA and Stanford 9 were worthless”
Opinions of then and now
• SOLS are much better.• We know what to teach.• Kids are learning more• Teachers are teaching more.• Hate the pressure but like the
results.
LPT: Literacy Passport Test
• Criterion based• 1989-90: The LPT was developed to
determine if every student in Virginia was prepared for high school in the basic areas.
• Test was given to 6th graders• Covered reading, math, and a writing
sample• Skills and knowledge assessed were
based on Virginia’s 1988 SOLS
LPT con’t• Developed as a requirement for students to
be classified as 9th graders.• All students, no exceptions, were required to
pass to earn a Standard of Advanced Diploma
• Students (except Special Education students) must have passed by the 9th grade to participate according to VHSL rules and cannot hold class office because they are not considered 9th graders.
Stanford 9• Norm referenced test• Designed to provide information on academic
achievement of Virginia Students as compared with those in other states
• Reading: vocabulary and comprehension• Math: problem solving and procedures• Language: prewriting, composing and editing• You didn’t teach to the test as with SOLS but
you didn’t want your students looking bad compared to other schools around the nation.
Iowa Testing• Measures the skills and achievement of
students from kindergarten through grade 8
• Tests include reading, language arts, math, social studies, and science
• Provides information about development of student’s skills and their critical thinking skills.
National Assessment of Educational Progress
• Assesses what student should know about geography, reading, writing, math, science, history, the arts, and civics
• 1969: surveyed achievement at ages 9, 13 and 17• 1980s: grades 4, 8, 12• Not given to every school but to random schools
nationwide• 1994: Virginia’s NAEP reading scores are the lowest in
the nation.• 1995: Virginia first adopts the SOLS in response to
NAEP test scores
SOLS other than 4 core content areas
• Pe/Health: 2000• Music: 1983, 1987, 2000• Art: 1989, 2000• Correlated Dance and Theater to
the 1995 SOLs
The Remainder of the presentation…..
• A Nation at Risk and the early SOLS• Charlottesville Summit and NCTM
standards• SCANS Report• Goals 2000 Act and the Allen
Administration
A NATION AT RISK
Published in 1983 by the National Commission on Excellence in
Education
I. Goals
• Asses the quality of teaching and learning• Compare American education with other
industrialized nations• Study the relationship between high school
achievement and college admissions• Identify programs which result in student success
in college• Assess how reforms have influenced student
achievement
II. Findings
• Regarding Content
- No central purpose in curriculum
- Cafeteria style curriculum
- Too much student choice
- Too many electives in non - core areas• Expectations
- measured through graduation requirements,
exams and college admissions
• Deficiencies
- not enough homework
- not enough time in class
- no foreign language requirements
- too many electives
- minimums becoming maximums
- weak textbooks
• Regarding Teaching
- mismanaged time in classrooms
- unqualified teachers
- subject content not being taught
- shortage of teachers in significant areas
- study skills not being developed
III. Recommendations
• Teach the Core Curriculum
• Use outside resources to aid education
• Introduce foreign language sooner
• Elementary education should involve fundamentals and a love of learning
• Vocational and fine art courses should be included in high school
- More homework
- Instruction in study skills
- Longer school year and school day
- Removal of students who have no interest
in learning
- Ability grouping
- Teachers should teach
National Council of Teachers of Mathematics
NTCM, 1986
What did NCTM do?They took the first step toward preparing today’s students for tomorrow’s challenges.
It charged the Commission on Standards for School Mathematics to create:
1. A coherent definition of what it means to be mathematically literate, and
2. A set of standards that would guide efforts to revise and improve school mathematics curricula and to evaluate the success of mathematics reform.
NCTM developed its Standards in response to a recognized need for
change in the teaching and learning of mathematics.
The NCTM Standards
1. Learn to value mathematics.
2. Learn to reason mathematically.
3. Learn to communicate mathematically.
4. Become confident of their mathematical abilities.
5. Become mathematical problem solvers.
The Charlottesville Education Summit, September 1989
President George Bush
The “Education President”
And
The Nation’s 50 Governors
Why?
There were growing concerns about the educational preparation
of our youth.
What else contributed?
A Nation at Risk
Insignificant improvement of student achievement scores
The need of better educated labor to remain competitive globally
A need to stimulate public support for state and local schooling
Highly controversial wall charts
Six GoalsAnnually increasing the number of children served by preschool programs with the goal of serving all “at-risk” 4-year-olds by 1995.Raising the basic skills achievement of all students to at least their grade level, and reducing the gap between the test scores of minority and white children by 1993.Improving the high school graduation rate every year and reducing the number of illiterate Americans.
Six Goals, continuedImproving the performance of American students in mathematics, science, and foreign languages until it exceeds that of students from “other industrialized nations”.Increasing college participation, particularly by minorities, and specifically by reducing the current “imbalance” between grants and loans.Recruiting more new teachers, particularly minority teachers, to ease “the impending teacher shortage,” and taking other steps to upgrade the status of the profession.
The President and the Nation’s Governors Agreed to:
Establish a process for setting national education goals.Seek greater flexibility and enhanced accountability in the use of Federal resources to meet goals through legislative and regulation changes.Undertake a major state-by-state effort to restructure our education system.Report annually the progress in achieving our goals.
SCANS
• Secretary’s Commission on Achieving Necessary Skills (June 1991)
• Report prepared as part of “America 2000”
• Asked to examine demands of the workplace and evaluate young people’s ability to meet the demand
Findings Were Disturbing!
• More than 1/2 of all students were leaving school without the foundation or knowledge required to find & hold a good job!
• Echoes of “A Nation at Risk”?
Workplace Know-How
• Part of the “World Class Standards”
• Three Part Foundation
• Five Essential Competencies
Resources: allocating time, money, materials, space, and staff;
Interpersonal Skills: working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds;
Information: acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information
Systems: understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems;
Technology: selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.
5 Essential Competencies:
Basic Skills:reading, writing, arithmetic and mathematics, speaking, and listening;
Thinking Skills:thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning
Personal Qualitiesindividual responsibility, self-esteem, sociability, self-management, and integrity.
THREE FOUNDATIONAL AREAS:
SCANS “Action Items”
• Examine creation of an assessment system for teaching students to understand what they need to know and CERTIFY that they have MASTERED COMPETENCIES so that their performance in high school may be honored by employers and colleges
SCANS “Action Items”
• Consider the implications of the findings for curriculum development, school organization, teacher training, and instructional materials & technology … AND
• Help the administration establish the partnerships called for in “America 2000”
• Part 1
“For Today’s Students: Better and More Accountable Schools & World Class Standards”
• Part 2
”For Tomorrow’s Students: …help communities create schools that will reach the national education goals, including World Class Standards”
EXCERPTS FROM AMERICA 2000'sFOUR-PART STRATEGY
GOALS 2000: GOALS 2000: EDUCATE AMERICA ACT EDUCATE AMERICA ACT
passed in 1994passed in 1994under President Clintonunder President Clinton
Goals 2000Goals 2000To improve learning and teaching by To improve learning and teaching by providing a national framework for providing a national framework for education reform; to promote the education reform; to promote the research, consensus building, and research, consensus building, and
systemic changes needed to ensure systemic changes needed to ensure equitable educational opportunities and equitable educational opportunities and high levels of educational achievement high levels of educational achievement for all students; to provide a framework for all students; to provide a framework
for reauthorization of all Federal for reauthorization of all Federal education programs; to promote the education programs; to promote the
development and adoption of a voluntary development and adoption of a voluntary national system of skill standards and national system of skill standards and certifications; and for other purposes. certifications; and for other purposes.
The 8 GoalsThe 8 GoalsGOAL 1: All children in GOAL 1: All children in America will start school America will start school ready to learn.ready to learn.
GOAL 2: The high school GOAL 2: The high school graduation rate will graduation rate will increase to at least 90%.increase to at least 90%.
GOAL 3: All students will leave GOAL 3: All students will leave grades 4, 8, and 12 having grades 4, 8, and 12 having demonstrated competency over demonstrated competency over challenging subject matter including challenging subject matter including English, mathematics, science, English, mathematics, science, foreign languages, civics and foreign languages, civics and government, economics, arts, history, government, economics, arts, history, and geography, and every school in and geography, and every school in America will ensure that all students America will ensure that all students learn to use their minds well, so they learn to use their minds well, so they may be prepared for responsible may be prepared for responsible citizenship, further learning, and citizenship, further learning, and productive employment in our productive employment in our nation's modern economy.nation's modern economy.
GOAL 4: The nation's teaching GOAL 4: The nation's teaching force will have access to force will have access to programs for the continued programs for the continued improvement of their improvement of their professional skills and the professional skills and the opportunity to acquire the opportunity to acquire the knowledge and skills needed knowledge and skills needed to instruct and prepare all to instruct and prepare all American students for the American students for the next century.next century.
GOAL 5: United States GOAL 5: United States students will be first in the students will be first in the world in mathematics and world in mathematics and science achievement.science achievement.
GOAL 6: Every adult American GOAL 6: Every adult American will be literate and will possess will be literate and will possess the knowledge and skills the knowledge and skills necessary to compete in a necessary to compete in a global economy and exercise global economy and exercise the rights and responsibilities the rights and responsibilities of citizenship.of citizenship.
GOAL 7: Every school in the United GOAL 7: Every school in the United States will be free of drugs, States will be free of drugs, violence, and the unauthorized violence, and the unauthorized presence of firearms and alcohol presence of firearms and alcohol and will offer a disciplined and will offer a disciplined environment conducive to learning.environment conducive to learning.
GOAL 8: Every school will promote GOAL 8: Every school will promote partnerships that will increase partnerships that will increase parental involvement and parental involvement and participation in promoting the participation in promoting the social, emotional, and academic social, emotional, and academic growth of children.growth of children.
To have access to funding To have access to funding under Goals 2000, states under Goals 2000, states
had tohad to submit grant proposals;submit grant proposals; submit "improvement plans" for the submit "improvement plans" for the
U.S. Secretary of Education's approval; U.S. Secretary of Education's approval; receive penalties for failure to comply receive penalties for failure to comply
with their own improvement plans; with their own improvement plans; form "partnerships" between local form "partnerships" between local
schools, businesses, and institutions of schools, businesses, and institutions of higher education; andhigher education; and
coordinate their Goals 2000 efforts coordinate their Goals 2000 efforts with School-to-Work and other social with School-to-Work and other social reform programs.reform programs.
Goals 2000 also Goals 2000 also established aestablished a
NATIONAL EDUCATION NATIONAL EDUCATION STANDARDS AND STANDARDS AND
IMPROVEMENT COUNCIL IMPROVEMENT COUNCIL tto certify and periodically o certify and periodically review voluntary national review voluntary national
content standards and content standards and voluntary national student voluntary national student
performance standards that performance standards that define what all students define what all students
should know and be able to should know and be able to do, etc.do, etc. No one was ever appointed to this councilNo one was ever appointed to this council
Goals 2000 was Goals 2000 was amended in 1996amended in 1996The amendment, among The amendment, among other things, refocused other things, refocused
the accountability the accountability provisions of the provisions of the
legislation, but did not legislation, but did not change the framework change the framework
for the standards-based for the standards-based reform plans States were reform plans States were
to develop and to develop and implement.implement.
With the final language of the With the final language of the No No Child Left Behind ActChild Left Behind Act came the came the
withdrawal of all authorization for withdrawal of all authorization for Goals 2000. Just before leaving Goals 2000. Just before leaving
town on December 21, 2001, town on December 21, 2001, Congress passed the Fiscal Year Congress passed the Fiscal Year 2002 Education Appropriations 2002 Education Appropriations Conference Committee report Conference Committee report which eliminated spending on which eliminated spending on
Goals 2000. Goals 2000 no longer Goals 2000. Goals 2000 no longer authorized and now no longer authorized and now no longer
funded, was dead. funded, was dead.
http://www.hslda.org/docs/nche/000010/200209010.asphttp://www.hslda.org/docs/nche/000010/200209010.asp
Meanwhile, Meanwhile, in Virginia…in Virginia…
Virginia was one of two Virginia was one of two states to refuse Goals states to refuse Goals
2000 funding. Governor 2000 funding. Governor George Allen rejected George Allen rejected the funding because the funding because “the federal dollars “the federal dollars came with too many came with too many strings attached.” strings attached.”
Allen reversed his Allen reversed his position for FY 96 and position for FY 96 and
97 and accepted 97 and accepted funding, because, funding, because,
according to a according to a spokesman, “the strings spokesman, “the strings
to federal oversight to federal oversight have disappeared. “have disappeared. “
Cavalier Daily, 1/17/97Cavalier Daily, 1/17/97
Governor AllenGovernor Allen In 1993, appointed a gubernatorial In 1993, appointed a gubernatorial
transition team for educational policytransition team for educational policy In 1994, charged the state legislators to In 1994, charged the state legislators to
do four things: do four things: establish rigorous establish rigorous Standards of LearningStandards of Learning (SOLs) for (SOLs) for students,students, establish new Standards of establish new Standards of AccreditationAccreditation (SOAs) for schools (SOAs) for schools and school systems,and school systems, develop a plandevelop a plan of action for meeting new standards,of action for meeting new standards, hold school systems accountable for hold school systems accountable for the performance of their students the performance of their students
New VA New VA Standards of Standards of
LearningLearningIn 1994, 4 lead In 1994, 4 lead school divisions school divisions were selected to were selected to
head the process of head the process of developing new developing new
SOLsSOLs
Lead School DivisionsLead School Divisions
FAIRFAX COUNTY— FAIRFAX COUNTY— MATHEMATICSMATHEMATICS
PRINCE WILLIAM COUNTYPRINCE WILLIAM COUNTY—SCIENCE—SCIENCE
VIRGINIA BEACH—ENGLISHVIRGINIA BEACH—ENGLISH NEWPORT NEWS—HISTORY/ NEWPORT NEWS—HISTORY/
SOCIAL STUDIESSOCIAL STUDIES
In September 1994, an initial draft for In September 1994, an initial draft for each core academic area was each core academic area was
presented to the Superintendent of presented to the Superintendent of Public Instruction. The standards were Public Instruction. The standards were
then presented initially to the then presented initially to the Standards Subcommittee of the Standards Subcommittee of the Governor’s Champion Schools Governor’s Champion Schools
Commission and, finally, to the full Commission and, finally, to the full commission. Following the revisions, commission. Following the revisions, the draft standards were ready to be the draft standards were ready to be presented to the Board of Education presented to the Board of Education for final adoption. In all, more than for final adoption. In all, more than
5000 Virginians were involved in this 5000 Virginians were involved in this processprocess of of evaluation and evaluation and
development.development.VA DOEVA DOE
June 1995June 1995New SOLs approved by New SOLs approved by
the state Board of the state Board of EducationEducation
July 1995July 1995SOLs distributed to local SOLs distributed to local
school divisionsschool divisions
ReferencesReferences www.pen.k12.va.uswww.pen.k12.va.us http://www.pen.k12.va.us/VDOE/suptsmemos/1997/inf152.htmlhttp://www.pen.k12.va.us/VDOE/suptsmemos/1997/inf152.html http://www.pen.k12.va.us/VDOE/VA_Board/bd-mtd-updt/mtg1-898.htmlhttp://www.pen.k12.va.us/VDOE/VA_Board/bd-mtd-updt/mtg1-898.html http://www.pen.k12.va.us/VDOE/Parents/ptasolna.pdfhttp://www.pen.k12.va.us/VDOE/Parents/ptasolna.pdf www.riverpub.comwww.riverpub.com www.edaction.orgwww.edaction.org www.has.vcu.eduwww.has.vcu.edu www.sjraiders.orgwww.sjraiders.org What Should Children Learn by Paul Gagnon (1995)What Should Children Learn by Paul Gagnon (1995) The Reform of Schools by James L. Mursell (1939)The Reform of Schools by James L. Mursell (1939) A Comprehensive Guided to Designing Standard-Based Districts, Schools and Classrooms by Robert J. A Comprehensive Guided to Designing Standard-Based Districts, Schools and Classrooms by Robert J.
Marzano and John S. KendallMarzano and John S. Kendall Informal interview of teachers, staff and testing coordinatorInformal interview of teachers, staff and testing coordinator http://www.ed.gov/G2K/GoalsRpt/append-e.htmlhttp://www.ed.gov/G2K/GoalsRpt/append-e.html http://www.policyreview.org/fall95/thhim.htmlhttp://www.policyreview.org/fall95/thhim.html http://www.cblpolicyinstitute.org/goodleaders.htmhttp://www.cblpolicyinstitute.org/goodleaders.htm http://www.cavalierdaily.com:2001/.Archives/1996/April/26/nsgoals.asphttp://www.cavalierdaily.com:2001/.Archives/1996/April/26/nsgoals.asp http://www.edweek.org/ew/vol-15/28summit.h15http://www.edweek.org/ew/vol-15/28summit.h15 http://www.ncpa.org/press/allenfedpr.htmlhttp://www.ncpa.org/press/allenfedpr.html http://www.cblpolicyinstitute.org/lil.htmhttp://www.cblpolicyinstitute.org/lil.htm AFT, AFT, Making Standards Matter, Making Standards Matter, http://www.ericfacility.net/ericdigests/ed356553.htmlhttp://www.ericfacility.net/ericdigests/ed356553.html http://www.education-world.com/a_admin/admin042.shtmlhttp://www.education-world.com/a_admin/admin042.shtml http://www.cavalierdaily.com:2001/.Archives/1996/April/15/lead.asphttp://www.cavalierdaily.com:2001/.Archives/1996/April/15/lead.asp http://www.policyreview.org/fall95/thhim.htmlhttp://www.policyreview.org/fall95/thhim.html http://www.cavalierdaily.com:2001/.Archives/1997/January/17/nsjay.asphttp://www.cavalierdaily.com:2001/.Archives/1997/January/17/nsjay.asp http://commons.somewhere.com/reportcard/1994/DAILY.REPORT.CARD51.html#Index8http://commons.somewhere.com/reportcard/1994/DAILY.REPORT.CARD51.html#Index8 The Significance of the NCTM The Significance of the NCTM Standards Standards to the to the PathwaysPathways Critical Issues in Mathematics, Critical Issues in Mathematics, www.ncrel.orgwww.ncrel.org Mid-continent Research for Education and Learning, Mid-continent Research for Education and Learning, www.mcrel.orgwww.mcrel.org The Road to Charlottesville, the 1989 Education Summit, Maris A. Vinovskis, The Road to Charlottesville, the 1989 Education Summit, Maris A. Vinovskis, www.negp.govwww.negp.gov
ReferencesReferences http://www.pdkintl.org/kappan/koha0002.htmhttp://www.pdkintl.org/kappan/koha0002.htm
http://www.hslda.org/docs/nche/000010/200209010.asphttp://www.hslda.org/docs/nche/000010/200209010.asp
National Commission on Excellence in Education. A Nation AtNational Commission on Excellence in Education. A Nation AtRisk, 1981.Risk, 1981.
Dr. Robert Grimesey, Jr. Superintendent, Alleghany CountyDr. Robert Grimesey, Jr. Superintendent, Alleghany CountyPublic Schools. interview.Public Schools. interview.
Mrs. Mary Jane Mutispaugh. Supervisor of Instruction, AlleghanyCounty Public Schools. interview.Mrs. Mary Jane Mutispaugh. Supervisor of Instruction, AlleghanyCounty Public Schools. interview.
Commonwealth of Virginia Board of Education, CurriculumCommonwealth of Virginia Board of Education, CurriculumFramework United States History. Richmond, VA. 2001.Framework United States History. Richmond, VA. 2001.