MAY MIDDLE SCHOOL NEWSLETTER
MAY MIDDLE SCHOOL NEWSLETTER
Developing classroom and local assessment systems to determine
appropriate instructional practice is one of the tenets of grade span
document “Taking Center Stage: A Commitment to Standards-Based
Education for California’s Middle Grades Students.” The May issue of
the Middle School Newsletter includes assessment and accountability
resources for schools.
1. Toolkit98
2. Assessment for Understanding
3. Student Self-Assessment: Making Standards Come Alive
4. Assessment and Evaluation
5. Supporting Students in the Transition to Middle School
6. Understanding Schools in the Middle
7. STAR Updates
8. ETS Workshop
9. CELDT Updates
10. “No Child Left Behind”
11. Teens Turn Around Public Places
12. Simple Activities Increase Student Achievement
13. Suicide Prevention in Schools: Court Cases and Implications
14. Accountability Throughout the Educational System
15. Summer Math Institute at CSUB
16. How to Set Up a Community Conversation
17. Connect for Success: Building a Teacher, Parent, Teen Alliance
18. “Communicating Effectively With Your Audience”
19. Grant: The Braitmayer Foundation
20. Grant: Metals and Materials Scientists
21. NEA Foundation Teacher Grants
22. Grant: Environmental Education
23. Grant: Dropout Prevention Program
24. Grant: Safe & Drug-Free Schools and Communities National Coordinator Program
25. Grants: Linking Education, Activity, and Food (LEAF)
26. Grant: Carol White Physical Education Program
27. Grant: Teaching Tolerance
28. National Board Certification of Teachers Orientation
=============================
1. TOOLKIT98
=============================
Toolkit98 is designed to assist classroom teachers to better assess
student learning. It is intended to provide resources for those who
have responsibility for planning professional development in
assessment for teachers. Toolkit98 emphasizes alternative
assessments, which the document describes as "any type of
assessment in which students create a response to a question
rather than choose a response from a list. Alternative assessments
can include short answer questions, oral presentations,
demonstrations, exhibitions, and portfolios." Toolkit98 resources
are designed to build teacher proficiency in assessing student
learning through alternative assessments.
http://www.nwrel.org/assessment/toolkit98.asp
=============================
2. ASSESSMENT FOR UNDERSTANDING
=============================
The George Lucas Educational Foundation presents "Assessment for
Understanding", a series of related articles that explore critical
issues in examining student learning to inform instruction. Embedded
links in the article allow the reader to examine key topics and
issues in greater detail, and read more about examples of effective
assessment practices.
http://glef.org/assessoverview.html
=============================
3. STUDENT SELF-ASSESSMENT: MAKING STANDARDS COME ALIVE
=============================
Teaching students to evaluate their own work through student
self-assessment (SSA) activities is a key approach discussed by
Linda Bruce in a Classroom Leadership Online article
(September 2001). The SSA model uses several reflective activities
to engage students in their own academic success: (1) providing
students with a clear, well-defined academic standard as a focus
for the activity; (2) involving students in defining, in their own
words, the goal and how to accomplish it; (3) giving feedback to
students “what you did and did not do” to reach the goal; and
(4) providing students an opportunity to self-correct in order to
learn from their mistakes.
http://www.ascd.org/readingroom/classlead/0109/2Sept01.html
=============================
4. ASSESSMENT AND EVALUATION
=============================
Middle Web: Exploring Middle School Reform offers a rich
collection of resources for middle level teachers, administrators
and community stakeholders interested in building capacity to
raise student achievement. Their site links to articles and other
pertinent information on assessment, accountability, and evaluation;
as well as teaching strategies, curriculum, parent involvement and
professional development.
http://www.middleweb.com/ContntAssess.html
=============================
5. SUPPORTING STUDENTS IN THE TRANSITION TO MIDDLE SCHOOL
=============================
In a position paper jointly adopted by the National Middle School
Association and the National Association of Elementary School
Principals (2002), school leaders, teachers, parents and students
are called to action to work together in planning and implementing
strategies to ease the transition to middle school and “provide
children with a foundation for success in school.” The paper
identifies attributes of successful transition programs as being
sensitive to the anxieties accompanying a move to a new school
setting; the importance of parents and teachers as partners; and
recognizing that becoming acclimated to a new school is an
on-going process.
http://www.nmsa.org/news/transition.html
=============================
6. UNDERSTANDING SCHOOLS IN THE MIDDLE
=============================
The National Association of Secondary School Principals and the
Middle Level Leadership have released “Understanding Schools in
the Middle, A National Study of Leadership in Middle Level
Schools.” This report gives insights about the progress of middle
school education since 1970. Major topics in the study included:
The Context and Environment of Middle Level Schooling; Leaders
and Leadership of Middle Level Schools; Educational Programs and
Instructional Practices; Leadership for Change; and Profiles
and Trends of Middle Level Leaders and Schools.
http://www.principals.org/publicaffairs/pr_mid_study040502.htm
=============================
7. STAR UPDATES
=============================
On April 24 the State Board of Education (SBE) voted to replace the
Stanford 9, the norm-referenced components of STAR, with the
California Achievement Test (CAT), 6th Edition. The CAT replaces
the Stanford 9 beginning in the spring of 2003. The SBE also
designated the Educational Testing Service (ETS) as the new STAR
contractor. ETS will develop the California Standards Tests and
administer the STAR program. ETS already handles the California
High School Exit Exam (CAHSEE). The new, three-year deal with
ETS is expected to cost less than the current STAR contract. In this
same meeting, the SBE approved performance levels (standards) for the
California General Mathematics Test and the 1st, 2nd, and 3rd Year
Integrated Mathematics Tests.
http://www.cde.ca.gov/news/releases2002/rel19.asp
=============================
8. ETS WORKSHOP
=============================
The Educational Testing Service is offering a free workshop designed
to familiarize educators with the tools and services provided by this
company in the areas of writing, algebra, test security, and
professional development. The workshop will include opportunities
to discuss issues in dealing with the limited educational resources
available to schools and districts in key areas. The workshop is
scheduled for May 15th, 9 a.m. to 12 noon, in Oakland. Please click on
the following link for registration and additional information.
http://ntis01.ets.org/onyx/WestWksp.htm
=============================
9. CELDT UPDATES
=============================
Several new resources are now available for the California English
Language Development Test. Assistance packets have been developed
for reporting 2001 results to parents or guardians and to the media.
These packets include facts about the test, guidelines for reporting
results, questions and answers, sample reports, and presentation
masters. To download these packets and other resources, please visit
the CELDT web site. The 2001 CELDT results are scheduled for
posting on April 30, 2002.
http://www.cde.ca.gov/statetests/celdt/celdt.html
=============================
10. “NO CHILD LEFT BEHIND”
=============================
The U.S. Department has launched a new Web site dedicated to
“No Child Left Behind.” The Web site is geared toward parents and
contains a “frequently asked questions” section, as well as a
one-page fact sheet on many of the new provisions of the law.
The four principles of “No Child Left Behind” are increased
accountability; more choices for parents and students; greater
flexibility for states, school districts and schools; and a focus on
scientific research.
http://www.nclb.gov
=============================
11. TEENS TURN AROUND PUBLIC PLACES
=============================
Projects for Public Spaces is a nonprofit organization “dedicated to
helping people of all ages create the kinds of public spaces that
build communities. The organization’s Web site highlights the types
of community building activities that have been accomplished by
teens around the U.S. Case studies are offered to inform and inspire
other teens to become involved in building their community. There
is also a place on the Web site to enter activities in which teens are
currently involved.
http://www.pps.org/tcb/highlights.htm
=============================
12. SIMPLE ACTIVITIES INCREASE STUDENT ACHIEVEMENT
=============================
Mike Schmoker, writing in the Journal of Staff Development
(Spring 2002) notes many states and school districts are showing
significant increases in student performance when teachers work in
teams and “focus substantially, though not exclusively, on assessed
standards.” Other suggestions are that teacher teams should:
(1) review the available achievement data to set measurable
achievement goals in the lowest-scoring subjects or courses; and
(2) use assessment data to design, adapt, and assess instructional
strategies targeted directly at specific standards of low student
performance. In the online article, Schmoker notes the implications
that this has for staff development programs.
http://www.nsdc.org/library/jsd/schmoker232.html
=============================
13. SUICIDE PREVENTION IN SCHOOLS: COURT CASES AND IMPLICATIONS
=============================
The March 2002 issue of Bulletin, a publication of the National
Association of Secondary School Principals highlights the role of
educators in suicide prevention. Author Amy Milsom notes that 10% to
15% of high school students report that they have attempted suicide.
The author reviews four court cases involving teen-age suicide in
educational settings in an attempt to help educators understand their
responsibilities. Suicide intervention programs are reviewed and
there are recommendations for principals to consider.
http://www.principals.org/news/bltn_suicide0302.html
=============================
14. ACCOUNTABILITY THROUGHOUT THE EDUCATIONAL SYSTEM
=============================
“We have done a splendid job of holding nine-year olds accountable.
Let me dare suggest as a moral principle that we dare not hold kids
any more accountable than we expect to hold ourselves,” states
Douglas B. Reeves, chairman and founder of the Center for Performance
Assessment and the International Center for Educational
Accountability writing in the March/April 2002 issue of Harvard
Education Letter. He lists six principles for an effective
school-based accountability system. These principles are:
congruence, specificity, relevance, respect for diversity, continuous
improvement and focus on achievement, not norms.
http://www.edletter.org/current/reeves.shtml
=============================
15. SUMMER MATH INSTITUTE AT CSUB
=============================
Dealing with Data in Middle Grades Math and Science The T3 Dealing with Data in Middle School Mathematics and Science Institute is a five-day program for teachers from middle school mathematics and sciences. The institute is focused on the collection of data with the Calculator-Based Ranger (CBR) and the CBL 2 system and the analysis of that data with the TI-73. Dates: August 12-16 To register contact Michelle Stoddard at : (661) 664-2489 or email at mstoddard@csub.edu
=============================
16. HOW TO SET UP A COMMUNITY CONVERSATION
=============================
The Public Education Network, highlighting lessons learned from the
Lilly Endowment School Governance Project, offers a five-step
resource for organizing a public conversation about schools. While
the guide refers to this conversation being conducted by a school
board, the steps are equally valuable for school sites and districts
that are attempting to involve parents, community members,
business, and the public in conversation. The guidelines highlight
the fact that “ideally, you will be setting up a ‘safe space’ in which
an ongoing, dynamic dialogue can take place. You will be creating
a situation in which people can air their own thoughts and listen to
those of others without the acrimony and divisiveness that often
accompany a public exchange of ideas.”
http://www.publiceducation.org/resources/public_conversation.htm
=============================
17. CONNECT FOR SUCCESS: BUILDING A TEACHER, PARENT, TEEN ALLIANCE
=============================
The National Teacher Recruiting Clearinghouse announced the
publication of the new Recruiting New Teachers, Inc.'s (RNT) toolkit,
“Connect for Success: Building a Teacher, Parent, Teen Alliance.”
The toolkit, funded by MetLife Foundation, “is designed to help new
teachers, especially those in high poverty middle and high schools,
build partnerships with parents.” The publication, which can be
ordered from RNT or downloaded, chapter by chapter, covers topics
including: Linking Family Involvement and Student Success; Improving
Home Communications; Helping Parents Support Schoolwork at Home;
Coming Together to Guide Students; and Sparking Whole School Change.
http://www.recruitingteachers.org/news/2002toolkit.html
=============================
18. “COMMUNICATING EFFECTIVELY WITH YOUR AUDIENCE”
=============================
The North Central Regional Educational Laboratory has initiated a
professional development newsletter, “Field Notes.” The first issue
(Winter 2002) highlights effective communication techniques.
Educators in various positions within a school or district can use
the skills highlighted in the newsletter. The topics covered in the
newsletter include: Information about Audiences; An Effective
Communication Process, A Tool for Analyzing Information and
References. Along with the information are useful tools to assist
in developing communications with an audience and for evaluating
the effectiveness of the communication.
http://www.ncrel.org/info/notes/wtr02/wtr2002.htm
=============================
19. GRANT: THE BRAITMAYER FOUNDATION
=============================
The Braitmayer Foundation “is interested in supporting organizations
and programs from across the United States which enhance the
education of K-12 children. Of particular interest are: curricular
and school reform initiatives; preparation of and professional
development opportunities for teachers, particularly those which
encourage people of high ability and diverse background to enter and
remain in K-12 teaching, Local community efforts, including
partnerships, that increase educational opportunities for students.”
The Foundation is particularly interested in grants that are used as
“seed money, challenge grants or to match other grants to the
recipient organization. The application deadline is June 30, 2002.
http://www.braitmayerfoundation.org/guid.htm
=============================
20. GRANT: METALS AND MATERIALS SCIENTISTS
=============================
The American Society for Microbiology International Foundation, a
society of metals and materials scientists, awards 10 grants of $500
each to K-12 teachers. Applicants submit two-page proposals
describing curriculum-based, hands-on projects that enhance students'
awareness of the materials around them and involve observation,
communication, and math and science skills. Application deadline:
May 25, 2002. http://www.asminternational.org/content/Foundation/LivingintheMaterialWorld/Living_Material_World.htm
* For those who could not open this link, copy the entire URL and
paste it into your browser address window.
=============================
21. NEA FOUNDATION TEACHER GRANTS
=============================
The National Education Association Foundation makes “$1,000-$3,000
grants to practicing U.S. public school teachers in grades K-12, public
school education support professionals, and higher education faculty
and staff at U.S. public colleges and universities.” The grants support
“innovative and promising ways to help all students experience academic
success and to reach their full potential, especially those who have
been historically underserved by society’s institutions.
http://www.nfie.org/programs/howtoapply.htm
=============================
22. GRANT: ENVIRONMENTAL EDUCATION
=============================
The California Department of Education announced that “competitive
grants for environmental education are available to serve K-12
students and their teachers. Grants must reflect the philosophy of
the ‘Point of View on Environmental Education’ and be consistent
with Education Code 8700 ff. The funds provided are intended as
seed money to allow a program to become established and enable an
organization to secure funds for continuing the program in the
future. The application deadline is May 15, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=180
=============================
23. GRANT: DROPOUT PREVENTION PROGRAM
=============================
The U.S. Department of Education announced that applications are
being received for the Dropout Prevention Program. The purpose of
the program is “to support effective, sustainable, and coordinated
school dropout prevention and reentry programs in high schools with
annual school dropout rates greater than the State average annual
school dropout rate and in the middle schools that feed students into
these high schools.” The application deadline is May 20, 2002.
http://www.ed.gov/legislation/FedRegister/announcements/2002-2/040402b.html
* For those who could not open this link, copy the entire URL and
paste it into your browser address window.
=============================
24. GRANT: SAFE & DRUG-FREE SCHOOLS AND COMMUNITIES NATIONAL
COORDINATOR PROGRAM
=============================
The U.S. Department of Education announced that applications are
being received for the Safe and Drug-Free Schools and Communities
National Coordinator Program. The purpose of the program is “to
provide grants to local educational agencies to recruit, hire, and train
individuals to serve as drug prevention and school safety program
coordinators in schools with significant drug and school safety
problems.” The application deadline is May 28, 2002.
http://www.ed.gov/legislation/FedRegister/announcements/2002-2/041202b.html
* For those who could not open this link, copy the entire URL and
paste it into your browser address window.
=============================
25. GRANTS: LINKING EDUCATION, ACTIVITY, AND FOOD (LEAF)
=============================
The California Department of Education, Nutrition Services Division
announces a new competitive grant opportunity for California public
school districts and county offices of education entitled "Linking
Education, Activity, and Food (LEAF) Policy and Pilot Program
Grants." The CDE is in the process of distributing this information
to individuals and groups within California. School districts may apply
for policy grants in the amount of $25,000. Middle schools and high
schools may apply for implementation grants for schools of up to
$250,000. Proposals are due June 12. The LEAF Funding Alert and RFA
is now available on the CDE Web site.
http://www.cde.ca.gov/nsd
=============================
26. GRANT: CAROL WHITE PHYSICAL EDUCATION PROGRAM
=============================
This U.S. Department of Education will award $50 million in
Carol White Physical Education Program grants. The grants will
initiate, expand, and improve physical education including
after-school programs, for students in kindergarten through
12th grade, in order to make progress toward meeting State standards
for physical education. The closing date is June 7, 2002.
http://www.ed.gov/offices/OESE/SDFS.
=============================
27. GRANT: TEACHING TOLERANCE
=============================
The Teaching Tolerance project of the Southern Poverty Law Center
offers grants of up to $2,000 to K-12 classroom teachers for
implementing tolerance projects in their schools and communities.
Grants funded by Teaching Tolerance tend to be: small-scale,
resourceful, student-focused projects that promote acceptance of
diversity, peacemaking, community service or any other aspect of
tolerance education. There is no deadline for submitting proposals.
http://www.tolerance.org/teach/expand/gra/index.jsp
-====================
28. NATIONAL BOARD CERTIFICATION OF TEACHERS ORIENTATION
====================
The Professional Development Consortia in Kern County will hold an
orientation meeting for all teachers on May 28, 4 – 5:30 p.m., in
Classrooms 1-2, The Learning Center, 2020 K St, Bakersfield.
Information about the purpose and work of this year long process
will be shared and NBC teachers and this year’s cohort members
will be available, as well If you plan to attend, please contact Christina Doyle either
by phone (661) 636-4331 or email at cdoyle@kern.org.
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 High Schools
or Professional Development, email, call or fax Christina Doyle:
email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
Interested in back issues? They are archived online at http://learning.kern.org/pdc.
|
