values that included caring, trust, respect, responsibility, and concern for family. Once the
Centennial School goals were established, parents, students, and teachers began listening to one
another and internalizing values. The school experienced transformation from a traditional to a
democratic system.
Ms. Voelker and Mr. Sagers were asked whether waivers from the district were necessary
to alter the core curriculum. They responded that altering the CORE was possible, but the school
administration did not ask for a waiver for several years because they did not think it would be
politically acceptable. They were also asked why the Centennial School became a desirable
choice. Ms. Voelker said it provided a way to help establish a democratic system at the school
and to create greater accountability.
3. Achieving Educational Accountability - Mr. James Wilson, Legislative Legal Staff, reviewed public education practices on accountability and assessment in Utah schools. He noted
that Centennial Schools and Modified Centennial Schools are both required to implement
assessment methods and specific performance goals. The state has five major assessment
programs. The first involves the State Office of Education's implementation of a core curriculum
program in which students are assessed on their progress through the core. Methods used to
assess the core include: 1) criterion-referenced testing; 2) portfolio development; 3) writing
skills; and 4) performance assessment.
The second assessment program was established through legislation in 1990, and
provides for statewide testing of basic skills in the 5th, 8th, and 11th grades. The program
consists of a norm-referenced achievement test that provides annual accountability to parents.
The other assessment programs involve educational quality indicators, NAPE - a national test
administered statewide, which is the nation's only long-term, comparable, and representative
assessment of student achievement; and district performance reports to provide accountability of
the school district to its patrons for the quality of schools and achievement of students in the
district.
Mr. Wilson said three major assessment tools are used in the overall assessment process:
1) norm-referenced assessment, which provides a broad overview of student performance; 2)
criterion-referenced assessment, which links the curriculum to achievement; and 3) performance
assessment which assesses the ability of the student to create a product. Assessment programs
are also referred to in the State Strategic Plan, the Centennial Schools Program, and the Modified
Centennial School Program.
Task force members questioned the value of excessive testing, noting that often teachers
and students don't understand the purpose or value of testing. It was also suggested that when
there is no consequence or outcome to testing, such as a grade, students often do very little to be
successful in the testing procedure.
The task force discussion focused on the ability of parents and teachers to use the testing
data and to find a solution to the students problem. Concern was expressed about school
accountability and the absence of a clear definition of the accountability task. Task Force
members indicated that schools are finding ways to communicate with parents through an annual
report and through the SEP process to review tests and to strengthen each child's program. In the
past parents have had difficulty in getting test results. Local boards review test results and
attempt to communicate those results to parents. The assessment and accountability process is
both formal and informal. Informal assessment occurs frequently at any time or place during the
school day and formal assessment is done through standardized tests. Testing should have a
clear purpose and parents and students should understand that purpose. Good testing establishes
validity between the curriculum taught and assessment outcomes.
Sen. Steele summarized the task force discussion by stating that the task force should
evaluate and clarify assessment needs so parents receive information about their children's
academic progress. Information about students perceptions of tests and the way they feel about
assessment would also be useful. Rep. Allen said it would be useful for the district
superintendent to send a letter to parents explaining testing and assessment procedures and
inviting feedback so student/parent goals can be achieved.
4- General Discussion - The task force discussed the following issues related to public schools:
a. the need for more community involvement in public schools;
b. changing the mind set of educators and families for better partnerships and relationships;
c. giving more flexibility and power at the school sites;
d. providing necessary training for educators, and
e. increasing accountability.
Sen. Steele encouraged task force members to prepare statements on things they thought
should be done in these five areas. The following ideas were highlighted in the discussion: 1) it
is important to provide preservice training in ways to utilize parents at the school site; 2) the
UEA has a preservice training grant to understand ways to better utilize parents; 3) can parental
involvement concepts be taught in college, then effectively implemented in the public schools; 4)
should parents be granted time from their employment to attend their children's schools or
receive incentives to participate as volunteers at the school?
The discussion next focused on charter schools with a request to identify the components
of a charter school. The task force must understand those components to make informed
decisions. Some members expressed the opinion that Utah had incorporated many of the
essential concepts of a charter school under the Modified Centennial Schools program, and with
some fine tuning, the task force could already have what it wants with charter schools. He said
Modified Centennial schools are significantly different than a traditional school model.
Comments were made that the task force is dealing with a complex set of problems and a review
of various models would be helpful. Also, charter schools may prove to be a good way to meet
special needs such as assigning difficult youth to a more restrictive school environment.
Further comments included a suggestion that charter schools legislation technically is not
required. There is very little in Utah law that would prevent the establishment of the charter
concept. The task force needs a definition of charter schools with future discussion narrowed
down into working concepts. It was suggested that perhaps a smaller group and staff could
review what is needed for charter schools. Key components could be identified and compared to
Centennial Schools.
It was also suggested that discussions with individuals who have participated in
implementing charter schools could be useful. The task force could benefit by knowing in
advance of the pitfalls and difficulties it might encounter. It would also be useful to identify
charter school components that have been shown to work. National organizations have
researched and identified components that may be desirable. The task force needs a beginning
point and should proceed on the basis that charter schools are neither good nor bad. It was
suggested that the task force could probably use EDNET for electronic conferences with other
people or groups to receive additional information on charter schools. The task force will begin
examining charter school models at its August meeting.
5. Adjournment - MOTION: Sen. Hull moved to adjourn the meeting at 12:10 p.m.