Commission on Student Learning Report

Commission on Student Learning Report

by Marlene C. Holayter

In today's world higher standards linked to achievement, assessment and accountability are the tenets of education reform. There is an explosion of information targeting education today, in the newspapers, on television, radio talk shows and chat lines both nationally and internationally. Historically, the tidal wave around education that occurred in the United States began with the 1983 Nation at Risk report. It was a turning point and a catalyst that started major education reform efforts across this country.
At the beginning of this decade, in Washington State, it was clear that the economy was experiencing total transformation, and that our schools were still stuck in the traditions of an industrial model based on the time clock approach. Students showed up, put in their time and were promoted. State funding formulas were still based upon seat time. At the state level elected officials struggled to fix what was wrong with schools by passing yet another regulation to fix the problem. Schools saw time going to regulations instead of giving more precious time to teach students. Schools kept getting more and more unfunded mandates. Educators were feeling the burden in the classroom. For too long we have fixed education with yet another regulation based upon attendance. Yet our business is students and learning not a seat saving institution. Students for too long have been the prisoners of a regulatory system based on seat time vs. learning time.
The intent of education reform is to move away from the old industrial "time card" regulatory model. Instead, the concept behind education reform is to create a system for all students to achieve to their maximum capacity and for teachers to focus on the important knowledge and skills students need to know and be able to do. Many teachers truly believe they became a teacher because education is the critical factor which determines the quality of life and makes a difference in the future of our society
Others have a concern about the democracy of this country and are champions of education reform. People like Frank Shrontz, the past CEO of The Boeing Company, tell us that that unless we really believe in the potential of every child to learn, to achieve at a high level, and to make a positive contribution to society, then the future of this county will be one of mediocrity and failure.
These core concerns and many questions about education were on the horizon at the start of this decade. Questions about what important knowledge and skills students needed to know to survive in the next century Questions about parents being engaged and helping their children learn. Questions about communities supporting their schools. Questions about business leaders and others providing ways to help student, through intern opportunities, foundations and other learning opportunities. Those questions and many other unanswered questions were at the center of the reform effort here in Washington State.
For 18 months key educators, business leaders, legislators, parents and community members served on the Governor's Council on Reform and Funding. After tremendous hours spent on research and in discussion they agreed on fundamental ideas they believed in and ideas that would have the power to transform our schools, liberate our teachers and raise the achievement levels of our students. Those fundamental ideas are captured in the following statement:

When you are clear about what you want you are far more likely to get it.
In the history of Washington State, 1993 was a landmark year and a pivotal first for education based upon the work of Governor's Council on Reform and Funding. A bipartisan legislative bill HB 1209 was passed to support and transform education. It put in motion a powerful vehicle to say exactly and succinctly what essential academic learning requirements are necessary for students in public school to know and to create a way to hold schools accountable for achieving the primary goals.
The 1993 school reform law for Washington State states that "the legislature finds that student achievement in Washington must be improved to keep pace with societal changes, changes in the workplace, and an increasingly competitive international economy." The Washington State Legislature adopted the Education Reform Act of 1993 to establish common learning goals for all Washington students-- goals to raise academic standards and student achievement.
The Act directed the Commission on Student Learning to develop and administer many of the important components of education reform. The Commission is a state agency governed by an 11 member board appointed by the Governor and the state Board of Education. The Commission is charged with developing:

clear, challenging academic standards;
standards-based assessment and other ways of measuring student achievement; and
an accountability system to hold schools and school districts accountable for results.
The Commission expires June 30, 1999. At that time the Office of the Superintendent of Public Instruction will assume the responsibility associated with education reform.
The Education Reform Act calls for public schools to focus on the educational performance of students, that includes high expectation for all students, and that provides more flexibility for school boards and educators in how instruction is provided. Other key points to improve student achievement include:

Establishing what is expected of students, with standards set at internationally competitive levels;
Parents to be primary partners in the education of their children, and to play a significantly greater role in local school decision making;
Students taking more responsibility for their education;
Time and resources for educators to collaboratively develop and implement strategies for improved student learning;
Making instructional programs more relevant to students' future plans;
All parties responsible for education to focus more on what is best for students; and
An educational environment that fosters mutually respectful interaction in an atmosphere of collaboration and cooperation.

Standards
Washington's new academic standards are based on four state learning goals. Those goals call for students to:

Read with comprehension, write with skills, and communicate effectively and responsibly in a variety of ways and settings;
Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness;
Think analytically, logically, and creatively and to integrate experience and knowledge to form reasoned judgments and solve problems; and
Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities.

The language in HB 1209 directed the Commission on Student Learning to create specific academic standards to support these goals. Academic standards that are higher than most of our schools and students have ever achieved in the past. The intent is to be clear about what is expected and to create expectations that both schools and students will perform at higher levels.

This is not about more but about clear expectations for high level learning.
This is not surface learning but in depth teaching and learning.
This is not about guessing but proving a high degree of learning through performance based assessment based on the essential academic learning requirements.

The design process for establishing the essential academic learning requirements known as the Essential Academic Learning Requirements came from a broad based grass roots effort. Thousands of people representing educators, community leaders, scientists, mathematicians, communication experts, writers, the list goes on. These people came to together for our students. This is not an off the shelf idea, the Essential Learnings, represent hard work by people in Washington State researching, thinking, coalescing to define what students need to do and be able to do. A common language around Essential Academic Learning Requirements and the work of the Commission on Student Learning was being embedded across the state. Washington State has set clear high standards and firm expectations for results.
Educators and others have taken the Essential Learnings to their districts to work with staff to align their curriculum, to probe and analyze what they as a district need to do, to make certain students are successful. Educators, the pacesetters, are moving ahead setting in place professional development opportunities for their staff to grasp, to understand what it means to teach the curriculum meshed with the Essential Learnings so it is alive in the classroom, where the real power lies.
The new standards include three benchmarks levels that describe what student should know and be able to do at various grade levels. The benchmarks for reading, writing, communication and mathematics have been designated at the 4th, 7th and 10th grades. The benchmark grade levels for science, social studies, arts, and health and fitness are to be determined.
Assessment

The assessment system includes four components:

new state level tests
classroom-based assessments
professional development for teachers
context indicators to recognize the unique composition of school populations

The new state assessments are a key element of education reform. The tests are being phased in at the 4th, 7th and 10th grades. In addition to answering multiple choice questions, the new tests require students to compose essays, explain answers and complete charts as part of the new system. These tests expect more of our students and will provide information to help educators tailor their instruction and teaching styles to the needs of their students.
Accountability

The Commission convened a task force in July 1997 to study issues related to accountability. The Commission will present recommendations by July 1998. These recommendations will address:

an assistance program for schools and districts experiencing difficulty in meeting the standards
a system to intervene in schools and districts where significant numbers of students consistently fail to achieve the standards
an awards program to provide incentives to educators to do their utmost in helping students achieve the academic standards.

The work of education reform is not an isolated process many are involved; business partnerships, educational associations, parent groups, and higher education institutions. The State Board is working with teacher preparation programs. Certification requirements are being put in place to make certain teachers are prepared to teach to the high standards, to understand assessment and the importance of accountability. Teachers will be prepared by understanding the social historical and philosophical underpinnings of education.

They will know the impact of technology on schools and the direct link to the future for the students. They will know the importance of understanding all dimensions to learning and human development.
They will know how to use research to create programs for students to learn, they will understand the legal implications and student rights and responsibilities.
Above all they will always represent the world of education and understand what a profound profession it is and the ability they have to make a difference.

There is tremendous energy around education, nationally and definitely here in the State of Washington as we continue our work in progress to improve student learning, to achieve high standards, and be accountable It is critical that we provide students with the skills and knowledge they will need to live, learn and work in the future.

About the Author

Dr. Marlene C. Holayter brought over 25 years of experience as an educator to her position as the Executive Director of the Commission on Student Learning. The first director of the Commission was Dr. Terry Bergeson, who is now the Superintendent of Public Instruction in Washington State.
Dr. Holayter spent eleven years in the Issaquah and Renton, Washington school districts as an instructional assistant, a teacher, a reading specialist, and a principal. She also served as a superintendent and administrator for the Fairfax County Public Schools in Virginia before moving to Olympic ESD 114 in Washington state as Assistant Superintendent for Curriculum and Instruction. The Peninsula School District hired her as part of a team to turn the district around. Her primary responsibility was to implement a five year curriculum action plan based on the EALRs as Assistant Superintendent of Learning Services.
In addition to her experience in school districts, Dr. Holayter has also worked at the national and higher education levels. She will begin a new position as the Superintendent of the Shoreline School District in 1998.

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