APRIL 2002 MIDDLE SCHOOL NEWSLETTER
APRIL 2002 MIDDLE SCHOOL NEWSLETTER
Aligning curriculum, instruction and assessment practices with the
California content standards is the theme of this month’s Middle
School Newsletter. The grade-span document, “Taking Center Stage:
A Commitment to Standards-Based Education for California’s Middle
Grades Students,” addresses this topic in depth.
1. Teaching Readers Who Struggle
2. Assessment FOR Learning
3. Go Configure: Revival of the K-8 School
4. Integrative Curriculum
5. College Board to Extend Reach to Middle Schools
6. Essential Mathematics
7. Ready to Write
8. STAR Submissions
9. CAHSEE Student Guide
10. CELDT Update
11. CDE Releases Safe Schools Assessment
12. CDE Publishes Fact Book 2002
13. Standards and The Art of Teaching
14. “Reality Check 2002: The Impact Of School Standards”
15. Challenge Of Recruiting High-Quality Teachers and Principals
16. Actions Principals Can Take To Reduce New Teacher Attrition
17. Supreme Court: Peer Grading Does Not Violate Privacy Law
18. Building an American Community
19. “Identifying A Standard of Care”
20. Community Engagement as a Component of Reform
21. Resources for Family and Community Connections With Schools
22. Dentists Oppose Vending Machines With High Sugar Content Foods
23. Baby Boomers Become Snooping Parents
24. “Technophobia to Technophilia”
25. Tips For Grant Seekers
26. “Coming Up Taller Awards”
27. Grant: Allstate Foundation
28. Grant: Community-Based English Tutoring (Cbet) Program
29. Grant: Hiv/Std Prevention Education
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1. TEACHING READERS WHO STRUGGLE
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Author Gwynne Ash discusses the contrasts between being a literature
teacher and a literacy teacher in her article “Teaching Readers Who
Struggle: A Pragmatic Middle School Framework” (Reading On Line,
March 2002). She examines five practices that teachers can use as a
guide in developing and implementing literacy instruction for middle
school students who are struggling readers.
http://www.readingonline.org/articles/ash/index.html
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2. ASSESSMENT FOR LEARNING
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In an article designed to discuss the benefits of using classroom
assessment to motivate students and maximize their desire to learn,
Rick Stiggins shares the concept of “Assessment FOR Learning”
(Education Week, March 2002). Stiggins shares his views on
“raising the bar” by setting “world-class standards for student
achievement and promoting greater accountability.” He notes that
‘Assessments OF Learning’ is a public reporting measure used to
determine the students’ level of achievement, while ‘Assessments
FOR Learning’ help students learn more, build their confidence and
prepare them for lifelong learning.
http://www.edweek.org/ew/ew_printstory.cfm?slug=26stiggins.h21
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3. GO CONFIGURE: REVIVAL OF THE K-8 SCHOOL
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“The School Administrator” magazine devotes the entire March 2002
issue to “grade level configurations.” According to one story,
criticism of middle schools is fueling renewed interest in “a school
configuration of yesteryear.” Another story, “Middle Schools Still
Matter,” by Fountain Valley School District Superintendent Marc Ecker
explores the nuances between K-8 and 6-8 schools and “why middle
schools ought to remain a central part of the educational landscape.”
http://www.aasa.org/publications/sa/2002_03/contents.htm
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4. INTEGRATIVE CURRICULUM
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The Middle School Journal (2001) of the National Middle School
Association features a research article entitled “Integrative
Curriculum in a Standards-Based World.” Authors Gordon Vars and
James Beane cite research that supports the synthesis of
“student-centered, integrative curriculum and instruction,” with the
development of “student competencies in state-mandated standards.”
They identify generic competencies that make up a digest of
“common learnings”: standards-based curriculum integration; using
standards in curriculum integration; and research on the
effectiveness of integrative curriculum.
http://www.nmsa.org/research/res_articles_integrated.htm
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5. COLLEGE BOARD TO EXTEND REACH TO MIDDLE SCHOOLS
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Education Week (March 2002) reports that beginning with the 2002-03
school year, the College Board will begin pilot-testing materials for
middle school students in an effort to help raise achievement. The
College Board, in collaboration with the Kellogg Foundation and the
GE Fund, will underwrite $3 million in grants to develop curriculum
units and provide professional development to middle schools willing
to participate in this pilot program. It is hoped that these efforts
will encourage middle grade students to prepare themselves to enroll
in college preparatory and advanced placement classes upon entering
high school.
http://www.edweek.org/ew/newstory.cfm?slug=27test.h21
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6. ESSENTIAL MATHEMATICS
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The Orange County Office of Education has a web-based, video-delivery
course for students in pre-algebra. They are looking for middle
schools to pilot the course materials. For more information, contact
Cory Wisnia at 714-966-4439 or by e-mail at
cory_wisnia@ocde.k12.ca.us.
Those interested are invited to tour the website.
http://www.ocde.k12.ca.us/essentialmath/
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7. READY TO WRITE
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The Shasta County Office of Education has developed a manual for
4th and 7th grade writing assessments that is available on disk for a
nominal cost. There are lots of writing activities and ways to
enhance teachers’ understanding of the writing standards. For more
information, contact Judy Welcome at 530-225-0242 or by e-mail at
jwelcome@coe.shastalink.k12.ca.us
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8. STAR SUBMISSIONS
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Four potential contractors submitted applications for the
administration of the STAR program for review by the State
Superintendent of Public Instruction (SSPI). Upon completion of this
review, the SSPI will recommend a contractor to the State Board of
Education (SBE). The SBE is expected to designate a new contractor
by April 24th.
http://www.cde.ca.gov/statetests/star/request.html
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9. CAHSEE STUDENT GUIDE
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“A Student’s Introduction to the California High School Exit Exam,” a
new Los Angeles County Office of Education (LACOE) product designed
to familiarize students and their parents with the format and content
of the CAHSEE, is available for $2.00 (for quantities up to 500),
$1.75 (501-1000 copies), $1.50 (1001-2000 copies),
$1.25 (2001-5000 copies), or $1.00 (5001-10,000 copies). This guide
is ideal for distribution to 9th and 10th graders at the beginning of
the school year, and for sharing with students and parents at 8th
grade orientations. A Spanish-language version will be available
soon. For ordering information, please call Pam Post at 562-922-6372.
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10. CELDT UPDATE
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Preliminary results of the 2001 California English Language
Development Test (CELDT) were made available in March. These
results will be finalized and posted online in May. The preliminary
data indicate that 79% of the students taking the initial
identification assessment scored Beginning, Early Intermediate,
or Intermediate. Check the March 11, 2002 Assessment Notes for
additional preliminary findings.
http://www.cde.ca.gov/statetests/celdt/updates.html
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11. CDE RELEASES SAFE SCHOOLS ASSESSMENT
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The CDE recently released the California Safe Schools Assessment.
As required by the Legislature, the sixth annual report “provides an
objective set of data for local and state school officials to use in
assessing the safety of California's public schools. This report
contains school crime data collected for the 2000-01 school year
from all public school districts and county offices of education
serving kindergarten through grade twelve.”
http://www.cde.ca.gov/spbranch/safety/cssa/00-01results.pdf
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12. CDE PUBLISHES FACT BOOK 2002
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Fact Book 2002, a compendium of statistics and information on a
variety of subjects and issues concerning education in California, is
now available online at the CDE Web site. The information in this
document includes, but is not limited to, education agencies,
assessment, accountability, instructional resources, specialized
programs, alternative education, and school finance.
http://www.cde.ca.gov/resrc/factbook/
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13. STANDARDS AND THE ART OF TEACHING
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"When educators accept responsibility for effective practice in their
profession," writes education researcher Carol Ann Tomlinson, "they
in turn ensure that standards support rather than prevent excellent
curriculum." In the February 2001 online National Association of
Secondary School Principals (NASSP) Bulletin, Tomlinson offers nine
guidelines for aligning standards-based practices and instructional
best practices in schools and classrooms.
http://www.nassp.org/news/bltn_hi_qlty_clsrms201.htm
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14. “REALITY CHECK 2002: THE IMPACT OF SCHOOL STANDARDS”
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For the past five years, Public Agenda has conducted annual
surveys to determine the progress of the school standards movement.
The survey asks parents, teachers, and students about activities in
the schools. The survey also asks for information from employers
and professors about the skills that students possess. In the
current report, “Reality Check 2002: The Impact of School Standards,”
five findings were reported: 1) very few students seem apprehensive
about school or unnerved by what is currently being asked of them;
2) many students say they could work harder in school, and many say
classmates often get diplomas without having learned what was
expected; 3) broad agreement exists that local schools are moving in
the right direction on standards, and that testing has genuine
benefits; 4) higher academic standards are taking root, and teachers
and parents report notable changes in policies on testing, promotion,
and summer school; and 5) employers and professors still say that too
many of today's high school graduates lack basic skills.
http://www.publicagenda.org/specials/rcheck2002/reality.htm
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15. CHALLENGE OF RECRUITING HIGH-QUALITY TEACHERS AND PRINCIPALS
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“The Challenge of Attracting Good Teachers and Principals to
Struggling Schools,” a paper released by the American Association
of School Administrators (AASA), explores the problem of bringing
high quality educators to schools with low student achievement.
Author Cynthia D. Prince discusses policy and incentive efforts by
various school districts as they work to bring the best teachers and
principals to serve the students with greatest need. AASA also
calls for a national strategy and advocates a federal income
tax credit for fully certified teachers and principals who work in
low-performing schools.
http://www.aasa.org/issues_and_insights/issues_dept/challenges_teachers_principals.pdf
* For those who could not open this link, copy the entire URL and
paste it into your browser address window.
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16. ACTIONS PRINCIPALS CAN TAKE TO REDUCE NEW TEACHER ATTRITION
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Amy C. Colley, writing in the Principal Magazine (March 2002) notes
three major roles that principals can play in fostering the support
and retention of new teachers. These roles are: “the principal as
instructional leader, as culture builder, and as mentor coordinator.”
In the article, “What Can Principals Do About New Teacher Attrition?”
Colley states, “Given the projections for teacher shortages in the
next decade, the principal’s role as a supporter and nurturer of new
teachers becomes increasingly significant.”
http://www.naesp.org/comm/p0302b.htm
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17. SUPREME COURT: PEER GRADING DOES NOT VIOLATE PRIVACY LAW
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The New York Times (2-20-02) reports that the Supreme Court
unanimously ruled “the common classroom practice of students’
grading one another’s work under the teacher’s direction does not
violate a federal law intended to protect the privacy of educational
records.” A lawsuit challenged the practice of peer grading.
http://www.nytimes.com/2002/02/20/national/20SCHO.html
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18. BUILDING AN AMERICAN COMMUNITY
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Education historian Diane Ravitch, writing for the Brookings Review
(Winter 2002) states that, “public schools have turned away from
their traditional emphasis on assimilating newcomers into the
national melting pot.” Instead, they have put a new emphasis on
multicultural education, de-emphasizing the common American culture
and teaching children to take pride in their racial, ethnic and
national origins.” Ravitch writes that the events of September 11
have taught that human equality, national spirit, and civic unity are
very important concepts for the schools to teach. In discussing the
role of multi-cultural education, Ravitch calls for schools to “honor
the strong and positive values that the children’s families bring to
America” yet, she notes that “all groups must recognize that,
whatever their origins, they share a common destiny as Americans.”
http://www.brook.edu/press/REVIEW/winter2002/ravitch.htm
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19. “IDENTIFYING A STANDARD OF CARE”
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In reviewing court cases that involve a student’s injury, most cases
allege that the “student had been harmed as a result of the action or
inaction of a school district and several of its employees.” In the
NASSP journal “Principal Leadership,” the article “Identifying a
Standard of Care,” (March 2002), reviews the concept of a standard
of care for school principals and suggests ways a principal and staff
can document incidents according to the accepted standard. At the
end of the article, the author includes a “Standard of Care
Checklist” and suggested risk management activities.
http://www.principals.org/news/pl_idstandardcare_0302.html
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20. COMMUNITY ENGAGEMENT AS A COMPONENT OF REFORM
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The National Clearinghouse for Comprehensive School Reform highlights
community engagement in its Bookmark Topic in the January 2002
newsletter. “Community engagement is an important component of
comprehensive school reform. Involving the community can provide
a wide range of resources that are extremely valuable to schools and
the families they serve. Such resources can contribute to the
narrowing of the achievement gap and the betterment of student
performance.” The online article highlights a number of resources
and strategies for increasing community engagement.
http://www.goodschools.gwu.edu/pubs/book/jan02.html#2
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21. RESOURCES FOR FAMILY AND COMMUNITY CONNECTIONS WITH SCHOOLS
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The National Center for Family and Community Connections with
Schools, part of the Southwest Educational Development Laboratory,
has two online resources to help schools make the family and
community connections necessary to strengthen programs for students.
http://www.sedl.org/connections/resources//
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22. DENTISTS OPPOSE VENDING MACHINES WITH HIGH SUGAR CONTENT FOODS
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In a press release (Feb. 2002), the American Dental Association (ADA)
notes that “children’s health and welfare should be the primary discussion
points when decisions are made regarding exclusive vendor contracts
in schools.” The ADA is opposed to promoting or advertising foods
and beverages with “low nutritional value and high tooth decay-
enhancing carbohydrates.” The ADA notes that “one of every four
beverages consumed in America today is a soft drink, and the ADA says
it is clear that soft drinks have displaced other nutritious
beverages and foods from the diet.”
http://www.ada.org/public/media/newsrel/0202/nr-05.html
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23. BABY BOOMERS BECOME SNOOPING PARENTS
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In the Christian Science Monitor (2-21-02), Daniel B. Wood reports
that Baby Boomer parents are stricter with their children than their
parents were with them. In the era of Columbine, terrorism, Internet
communication capabilities and more, there is a growing trend for
parents to resort to snooping tactics to learn about their children.
http://www.csmonitor.com/2002/0221/p01s01-ussc.html
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24. “TECHNOPHOBIA TO TECHNOPHILIA”
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"'I have almost made it to retirement without learning about
computers and I'm not about to bother now!'" declared a teacher
in response to required technology training. "Recently the same
teacher exclaimed, ‘I love my new computer set-up, and there are
so many great things I can do with it. I am almost sorry that I have
only one year to go before retirement!'" An article by
Dr. Mary Ann Bell in The Teachers.net Gazette (February 2002)
highlights four factors that helped turn teachers toward technology.
The factors are mentors, communication, relevant application, and
“sink or swim.”
http://teachers.net/gazette/FEB02/mabell.html
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25. TIPS FOR GRANT SEEKERS
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FoCal Points (February 2002), a publication of the Public Education
Network, offers a number of tips for teachers who are writing grants
for their school or classroom. Also included in this article are
references for Web sites and print materials that provide additional
information for grant seekers.
http://www.publiceducation.org/download/FocalPoints_18.pdf
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26. “COMING UP TALLER AWARDS”
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“The Coming Up Taller Awards recognize and support outstanding
community arts and humanities programs that celebrate the creativity of
America's young people, provide them learning opportunities and chances
to contribute to their communities. These awards focus national attention
on exemplary programs currently fostering the creative and intellectual
development of America's children and youth through education and
practical experience in the arts and the humanities. Accompanied by a
cash award, the Coming Up Taller Awards not only reward these
projects with recognition but also contribute significant support to
their continued work.” Every year, ten awards of $10,000 each are
presented to honorees. The nomination deadline is April 26, 2002.
http://www.cominguptaller.org/awards.html
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27. GRANT: ALLSTATE FOUNDATION
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The Allstate Foundation makes grants to nonprofit organizations,
including public K-12 schools, for projects that are related to
automobile and highway safety, homes and neighborhoods, and personal
safety and security. There are no annual deadlines for submission of
an application.
http://www.allstate.com/foundation/
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28. GRANT: COMMUNITY-BASED ENGLISH TUTORING (CBET) PROGRAM
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The CDE announced a grant to ”provide free or subsidized adult
English language instruction to parents or other community members
who pledge to provide English language tutoring to California school
children with limited English proficiency. According to regulations,
these funds may be used for direct program services, community
notification processes, transportation services, and background
checks related to the tutoring program.” The application deadline is
June 7, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=191
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29. GRANT: HIV/STD PREVENTION EDUCATION
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The California Department of Education has announced a grant for
students in grades 7-12. “Education Code 51201.5 requires that
students receive HIV/AIDS prevention instruction at least once in
middle school and once in high school. These grants are targeted to
students attending “alternative schools” because they are at greater
risk of obtaining an STD (including HIV) than their “traditional”
school counterparts.” The application deadline is May 3, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=183
This electronic newsletter is sponsored by the Region 8 California
Professional Development Consortium (CPDC) administered by the
Kern County Superintendent of Schools Office.
To subscribe or unsubscribe from this newsletter, or to subscribe to
our other our free electronic Newsletters for Professional Development
or Middle School issues, email call or fax Christina Doyle:
email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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