Transcript Education in the United States

Chalkboard Project
Kathy Leslie APR
Partnering with
Your School:
How to Help
Your Child
Succeed.
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Segment #1
Workshop Overview &
Introduction
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Education in the United States
Benefits of Family Involvement
Standards
Measuring Progress
Accountability
Successful Parent-Teacher Conferences
How to help your child succeed in school
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A Sweet Way to Meet
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A Sweet Way to Meet
• Green – What do you
like to do on Sunday?
• Black – Where do you
work?
• Yellow – How do you
help your child at home
with school work?
• Orange – Age(s) of
your child(ren) and what
do they like to
do?
• Red - An example of
the way that you help
other people.
• Purple - Personal
strength.
• White – Describe the
town you were born in.
• Pink – What do you like
to do as a family?
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Segment #2
Education in the
United States
All children in the United States
are guaranteed a
free and quality education.
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Education in the United States
(2)
Elementary and Secondary
Education Act (ESEA)
• ESEA passed in 1965;
• Sets policies and procedures for public
education in the U.S.;
• Congress reauthorizes or revises ESEA every
six years;
• Current version, No Child Left Behind, was
signed by President Bush in January 2002.
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Education in the United States(3)
Many Differences
in U.S. Schools
• Schools in the U.S. are run by local
communities and not by the federal
government;
• U.S. teachers can choose how to teach
students; they do need to meet AYP
requirements.
• Many parents in the U.S. play an active role in
their child’s education.
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Education in the United States
(4)
No Child Left Behind
Radical historical change
Equal opportunity
Equal outcomes
for ALL students
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Education in the United States
(5)
No Child Left Behind
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Steps up annual testing requirements;
School and District report cards required;
Adequate Yearly Progress (AYP) for all schools;
All groups of students must make AYP;
• All teachers must be highly qualified.
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Education in the United States
No Child Left Behind
(6)
Learning English
• Under the law, if your child is placed in an
English Language program, the school should
contact you in a language you can understand;
• You can ask for your child to attend a different
English Language program, if one is available;
• Students will be tested once a year to see how
well they are learning to read and write English.
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Education in the United States
No Child Left Behind
(7)
Teacher Quality
• All teachers must be highly qualified;
• Definition of “highly qualified” is different in each
state;
• In Oregon, teachers need:
 College degree (Bachelor’s degree)
 Oregon Teaching certificate
 Proof they know the subject they teach.
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Education in the United States
No Child Left Behind
(8)
Consequences
• If a Title I school has not made adequate
progress over the past two or more years,
parents can transfer their children to a school
making progress, or request supplemental
services;
• After three years, school MUST provide
supplemental services.
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Education in the United States
No Child Left Behind
(9)
Consequences
• After four years: corrective action, such as
replacing staff or implementing new
curriculum;
• After five years: restructuring or takeover.
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Segment #3
Benefits of
Family Involvement
A key element to student success in school
Is your school “open” to family
involvement?
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Fortress School
Goal:
Parents:
Teachers:
Info:
Parent group(s):
Decisions:
Protect school
Stay home
Teach
One-way
Hand-picked
Principal
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Come if We
Call School
Goal:
Parents:
Teachers:
Info:
Parent group(s):
Decisions:
Share values
Reinforce school
Conferences/Open houses
School handbook
Meets monthly principal speaks
Principal and lead teachers
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Open Door
School
Goal:
Parents:
Teachers:
Info:
Parent group(s):
Decisions:
Enrich school
Share and help
Know families/build on
strengths
Friday folders
Parent committees
SBDM Council
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Partnership
School
All kids Learn
Families and Teachers:
• Know each other
• Serve on committees
• Make decisions
• Look at data
• Share information
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Family Involvement
(2)
Students Benefit
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Earn higher grades and test scores;
Enroll in higher-level programs;
Are promoted and earn credits;
Adapt well to school and attend regularly;
Have better social skills and behavior;
Graduate and go on to higher education;
Achieve greater success in life.
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Family Involvement
(3)
Families Benefit
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More confidence in school;
Higher expectations of their children;
Higher teacher opinions of families;
More self-confidence;
More likely to continue their own education.
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Family Involvement
(4)
Schools Benefit
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Improved teacher morale;
Higher teacher ratings by parents;
More support from families;
Higher student achievement;
Better reputation in the community.
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Segment #4
Standards
How can we make sure all children
succeed in school?
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Standards
(1)
Standards Definition:
What every student should know
and be able to do.
• Broad, clear statements of what students
should know and be able to do..
• Each Oregon standard describes the content
students need to master by the end of each
grade level.
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Standards
(2)
Why do we have
standards?
• To be very clear about what every student
should know and be able to do;
• To make sure students in one school learn
the same things as students in another
school;
• To have high expectations for all students.
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Standards(3)
The Philosophy
Behind Standards
• All children can learn at higher levels;
• If we expect more, we get more;
• We must expect more of ALL students.
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Standards(4)
More About Standards
• Learning standards differ from state to state;
• Your child’s school is required to make sure
ALL students meet the standards in our
state;
• Schools must use annual tests to find out if
students have met the standards.
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Sample Standards
What students need to know
and be able to do.
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Standards(5)
Let’s look at some English/
Language Arts standards
• Read written directions, signs, captions, warning
labels and informational books. (3rd grade);
• Use word origins to determine the meaning of
unknown words and phrases. (5th grade);
• Understand and explain the use of a complex
mechanical device (e.g.program a VCR) by
following technical directions. (8th grade)
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Standards(6)
Let’s look at some
Math Standards
• Develop and acquire efficient strategies for
determining multiplication and division facts 0-9.
(3rd grade);
• Develop and evaluate strategies for computing
with decimals and fractions. (5th grade);
• Develop and analyze algorithms and compute
with rational numbers. (8th grade);
• Compute with integer exponents and whole
number roots. (grades 9-12).
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Standards (7)
Now for some Science
Standards
• Describe the basic needs of living things. (3rd
grade)
• Classify organs by the system to which they
belong. (5th grade)
• Identify differences and similarities between
plant and animal cells. (8th grade)
• Identify unique structures in cells from plants,
animals, and prokaryotes. (grades 9-12)
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Segment #5
Measuring Progress
How do we know if a student can do the
things described in the standards?
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Measuring Progress (1)
Students Take Tests
Students take state tests:
English Language Arts (3-12)
Mathematics (3-12)
Social Science (5,8-12)
Science (5,8-12)
English Language Proficiency
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Measuring Progress (2)
How do we know if a
student can do
those things?
Students provide work samples:
Writing
Mathematics problem solving
Speaking
Scientific Inquiry
Social science analysis
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Measuring Progress (3)
Students and Schools
• How you can find out if your child is being
successful in school?
• How can you find out if your school is doing a
good job helping students learn?
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Measuring progress(4)
Getting Information
About Your Student
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Homework
Classroom tests
Student report card
State tests: Grades 3-8 CIM
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Measuring Progress(5)
Tests
• State tests measure how well students have met
the standards;
• The student gets one of three “grades”
Exceeded standards (did better than required)
Met standards
Did not meet standards
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Measuring progress(6)
Sample Test Questions
Mathematics – Grade 6
The state fair was in town, and everyone was excited.
The carnival games were the most popular attractions.
The first day the fair was open, 2 people won stuffed
animals. The second day 4 people won, the third day 6
people won, and so on. If the fair was open for “n” days,
how many people would win on the “n”th day, if this
pattern continued?
A. 2 + n
B. 2n
C. 2n + 2
D. n2
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Measuring Progress (7)
Sample Test Questions
Mathematics – Grade 8
About 60% of the used white paper is recycled
at Lance's school. The school uses 1,260
pounds of paper per month. Which is the best
estimate for the number of pounds of white
paper recycled per month?
A. 500-560
B. 600-660
C. 720-780
D. 850-910
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Measuring Progress (8)
Sample Test Questions
Social Science - CIM
The following event or events led to World War I:
I. Formation of the League of Nations
II. The assassination of Archduke Franz Ferdinand
III. A system of competing alliances
IV. The desire for nationalism in European
countries.
A. I only
B. II only
C. II, III, IV
D. II and III
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Measuring Progress
(9)
Sample Test Questions
Science – Grade 8
Compared to coastal areas, interior areas of a
large continents tend to have
A. higher amounts of rainfall throughout the
year.
B. a greater incidence of fog during summer
months.
C. an increased risk of hurricanes during the
spring months.
D. more extreme temperature differences
between winter and summer.
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Measuring Progress (10)
Test Taking Tips
BEFORE THE TEST
• Develop a positive attitude. Tell yourself, “I
will do my best on this test.”
• Get a good night’s sleep the night before the
test.
• Get up early enough to avoid hurrying to get
ready for school.
• Eat a good breakfast (and lunch, if your test
is in the afternoon).
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Measuring Progress (11)
Test Taking Tips
DURING THE TEST
• Stay calm.
• Listen carefully to directions from the
teacher.
• Ask questions if you don’t understand what to
do.
• This is not a timed test. If you need more
time to finish the test, tell your teacher.
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Measuring Progress (12)
Test Taking Tips
AFTER THE TEST
• Before you turn your test in, check it over.
Change an answer only if you have a good
reason. Generally, it is better to stick with
your first choice.
• Make sure you have marked an answer for
every question, even if you had to guess.
• Make sure your answer sheet is clearly
marked with dark pencil. Erase any stray
marks.
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Segment #6
Accountability
Getting Information About Your Child, Your
School and Your School District
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Accountability (1)
Your Child’s Report Card
• Student report cards are different for each
school district.
• The report card gives you specific
information about your student such as:
Test scores
Grades or marks in specific subjects
Attendance
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Accountability (2)
Let’s Look at your
School Report Card?
You can learn:
 if students in your school are making
progress from year to year;
 if different groups of students in your school
are meeting standards;
 how students in your school compare to
those in your school district;
 if your school is doing well overall.
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Accountability (3)
Adequate Yearly Progress
(AYP)
• Schools use guidelines set by the federal
government to set goals for how much students
should improve each year;
• Students in every group – white, AfricanAmerican, Hispanic, low-income, special
education, must meet goals;
• If all students meet the goals, and 95% are
tested, the school “meets” Adequate Yearly
Progress (AYP).
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Accountability (4)
“Grades” for Your School
Your school gets graded based on:
 How well students do on tests;
 Student attendance and drop out rates;
 Whether the school is improving;
 The percentage of students taking the
tests.
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Accountability (5)
A Grade for Your School
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Exceptional
Strong
Satisfactory
Low
Unacceptable
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Accountability (6)
Let’s Look at the Report
Card for Your District
Federal Adequate Yearly Progress (AYP) Rating
 If all student groups meet targets in
English/Language Arts and Mathematics
and;
 The district meets targets for attendance or
graduation THEN
The District is designated as Meeting AYP.
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Accountability (7)
Your District Report Card
School Ratings:
 Student performance rating – based on state
assessment tests;
 Student behavior rating – based on
attendance and drop-out rates;
 Improvement rating – based on change in
students performance and behavior ratings for
past 4 years;
 School characteristics rating – based on
percentage of students taking all state
assessment tests.
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Accountability (8)
Your District Report Card
Federal Designation for Title I Schools
• Identified for School Improvement –
Schools not meeting AYP in the same
content area for two or three consecutive
years;
• Identified for Corrective Action - Schools
not meeting AYP in the same content area
for four consecutive years;
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Accountability (9)
Your District Report Card
Accountability Information
• Student Achievement - The student group
must meet the statewide academic target,
or reduce the percentage of tests not
meeting standards by 10%, and meet the
state target for graduation.
• Graduation rate – Compares the number
of students receiving a standard diploma
with the number of students who drop out.
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Accountability (10)
Academic Targets
School Yr.
2002-2003
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
English/Language Arts
40%
50%
60%
60%
60%
70%
80%
90%
100%
Mathematics
39%
49%
59%
59%
59%
70%
80%
90%
100%
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Accountability (11)
Your District Report Card
District Information
• Percentage of students meeting
standards;
• Testing participation;
• Attendance;
• District staffing;
• Percentage of highly qualified teachers;
• Special populations;
• Financial data.
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Keys to Successful
Parent-Teacher Conferences
Segment #7
What to do:
Before the conference
During the conference
After the conference
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Parent-Teacher Conferences (1)
Before the Conference
• Talk to your child about what they would like
you to discuss.
• Write a list of questions you want to ask.
• If you do not speak English, make sure the
school has someone who can translate or
take someone with you who can.
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Parent-Teacher Conferences (2)
During the Conference
• Refer to the notes you made before the
conference so you can ask the questions that
are the most important.
• If your child is having any problems, ask what
the school is doing to change that and what
you can do.
• If your child is excelling in certain areas, ask
what the school is doing to provide
challenging work.
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Parent-Teacher Conferences (3)
During the Conference
• Ask questions about your child’s friends,
cooperation in class, social skills.
• Share information about your student such as
any special needs or changes in the family.
• If any problems are discussed, make sure you
work out a plan to help your child improve.
• Take notes so you can remember what was
said.
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Parent-Teacher Conferences (4)
After the Conference
• Tell your child about the conference. Stress
those things that are positive.
• Talk to your child about ways to improve.
• Start the action plan for improvement right away.
• Observe how your child is responding to the
action plan. Talk to the teacher about any
concerns.
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Segment #8
How to Help your
Child Succeed in School
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How to Help Your
Child Succeed in School
(1)
• Praise, praise, praise your child for hard work
at school;
• Keep home stocked with books, magazines
and newspapers that interest your student;
• Ask your student to write. Diaries, journals,
letters and e-mails help sharpen writing skills.
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How to Help Your
Student Succeed in School
(2)
• Get to know your student’s teachers and
principal. Ask how your child is being
prepared to meet high standards.
• Keep track of what’s happening at school.
Watch for test dates, parent-teacher
conferences, classroom activities and
celebrations.
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How to Help Your
Student Succeed in School
(3)
• Don’t wait for report cards to find out how
your student is doing. Ask your child about
what he or she is learning.
• Make sure your child is completing
homework on time.
• Put limits on watching TV, talking with friends
on the telephone, and playing video games.
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How to Help Your
Student Succeed in School
(4)
• Give your child a quiet place to do
homework. Schedule a regular time for
homework. Don’t let anyone invade the time
and space your student sets aside for doing
homework.
• Encourage your child to use computers at
home, at school or at the library. Ask your
student to teach you how to use the
computer if you don’t know how.
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How to Help Your
Student Succeed in School
(5)
• Make sure your child gets to school on time.
• Make sure your child goes to school every
day.
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How to Help Your
Student Succeed in School
(6)
Get involved:
 Volunteer in the classroom;
Offer to share your work or life
experiences with students in the
classroom;
 Help with decision making by joining
and/or attending site council meetings,
parent clubs, or other activities.
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Where to Find More
Information
You will find a list of helpful resources in
your Parent Involvement Tool Kit.
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Questions?
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Thank you
We look forward to
seeing you at school!
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