Chapter 4: Academic Standards & Assessment Regulations

....Chapter 4....

Revisions to the state's student curriculum regulations were prompted by a request from the Governor in June 1997 to replace state learning outcomes approved by the Board in 1993 with academic standards and related recommendations. The concepts below were included in the FINAL FORM action passed by the State Board of Education at a special October 21, 1998 meeting.

What Are the Basic Changes?

The action collapses Chater 3: Testing, Chapter 5: Curriculum, and Chapter 6: Vocational-Technical into a new Chapter 4 called Academic Standards and Assessment. The revised regulations continue the move to standards-based, performance-based education.

How Does the New Chapter 4Affect Student Learning Aims?

The new Chapter 4replaces "twelfth-grade learning outcomes" with "academic standards" in all subjects (eventually) at grades 3, 5, 8, and 11. Academic standards for "Mathematics" and "Reading, Writing, Speaking, and Listening" are included. Chapter 4also establishes descriptions of the academic content areas for which standards are not yet developed. Over the next two years, the Secretary of Education is charged to develop academic standards in these content areas and submit them to the State Board for approval and adoption. Charter schools must also teach to the academic standards.

How Does It Affect Student Assessment?

The new Chapter 4makes student portfolios optional.
It maintains state testing in math and reading at grades 5, 8, and 11.
It maintains state testing in writing at grades 6, 9, and adds grade 11.
All state assessments will have to include open-ended response items as well as multiple-choice formats.
Chapter 4allows exemption from testing if required in an Individualized Education Program (IEP).
It also permits exemption from state testing based on relitions grounds if the parent/guardian so requests it after examining the tests.

What Does the New Chapter 4Do About the Issue of Accountability?

It maintains student projects as a graduation requirement.
It sets achievement standards at graduated achievement levels: Below Basic," "Basic," "Proficient," and "Advanced."
Chapter 4requires a performance level of at least "Proficient"in reading, writing, and math on state tests (or equivalent local assessments) for graduation unless otherwise indicated in an IEP.
The use of a "fixed target" of "Proficient"instead of "grading on a curve" (criterion-referenced, instead of norm-referenced tests) represents a marked increase in expectations for students and schools.
It permits 11th grade students who do not reach the "Proficient"level to retake the test once in the 12th grade.
It awards a Seal of Proficiencyif a students is at the "Proficient"level or better on three 11th/12th grade state tests.
It awards a Seal of Distinctionif a student is at the "Advanced"level on three 11th/12th grade state tests.
The new curriculum regulations continue to mandate the generation and distribution of School Profilesto schools and communities.
State student achievement tests must include student names, but the results are publicly reported in the aggregate by school and district, not by individual test taker.
Results will be reported on the aggregate performance of all students, for students with an Individualized Education Program (IEP) and for those without an IEP.

How Does It Impact Curriculum and Instruction?

The new Chapter 4required districts to assist students who do not achieve in reading and math at the proficient level.
It substitutes "planned instruction" for "planned course" requirements.
Planned instruction must identify and align: objectives, content related to academic standards and local standards, and assessment procedures.
It drops the foreign language requirement for graduation, while maintaining the obligation of districts to offer world language instruction.
It allows exemptions from instruction based on religious grounds if the parent/guardian requests it in writing.
The new regulations mandate bilingual or English as a Second Language for speakers of languages other than English (ESOL).
It changes the term "Communication" found in the old Chapter 5regulations to "Reading, Writing, Speaking, and Listening."
It defines "Social Studies" as history, geography, civics and government, and economics.
It assures access for parents to information on curriculum, instructional materials, and assessment techniques.

How Do the New Regulations Affect Local Planning?

Chapter 4continues the requirement for planning on a 6-year cycle.
It maintains the provision that teachers select teacher representatives for strategic planning committees.
It drops the requirement that the state approve strategic plans.
It adds the requirement that the district's strategic plan cite specific annual improvement goals for student scores on state and local assessments.

When does the New Chapter 4 Take Effect?

January 1999 is the target. The State Board approved FINAL FORMnow goes to the House and Senate Education Committees and to the Independent Regulatory Review Commission before taking effect. This year's eighth graders will be the first to have to meet the standards, for graduation in 2002-2003.