JUNE 2002 MIDDLE SCHOOL NEWSLETTER
The June Middle School Newsletter looks at student interventions
as its focus for the month. “Taking Center Stage,” the California
grade-span document for middle schools, emphasizes a student-centered
philosophy and calls attention to student interventions as an
important practice in enhancing academic learning in a successful
standards-based instructional system. “Learning occurs in a classroom
that emphasizes the capability of all students to do high quality
work and to meet the standards in all content areas for their grade”
(“Taking Center Stage,” page 122).
1. Middle School Standards, Assessment, and Interventions
2. Grade Retention and Social Promotion
3. Bully-Proofing Your Middle School
4. Finding the Spark: Tips for Motivating Students
5. Tips, Strategies, and Resources for Middle School Counselors and Teachers
6. New CAHSEE Resources
7. Spanish-Language CAHSEE Guide
8. Calif. Master Plan For Education Readies for Hearings
9. Poll: Public Schools are a Public Priority
10. “E-Defining Education”
11. “Waiting for a Miracle”
12. The Changing Focus of the School Principal
13. Study Circles Help Students Succeed
14. Use Caution with Free Software
15. California Accountability System Considered Strong
16. Resources for Individual Professional Development
17. Mini-Grants: Service Learning Projects
18. Grant: Math and Reading Professional Development (Future)
19. Grants: Linking Education, Activity, And Food (LEAF)
20. Grant: Teaching Tolerance
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1. MIDDLE SCHOOL STANDARDS, ASSESSMENT, AND INTERVENTIONS
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The Edna McConnell Clark Foundation has funded a study that looks
at the implementation and effectiveness of intervention strategies at
the middle school level. The four special reports attached to this
Web site each identify intervention activities that could lead to
systemic change and help students achieve higher standards.
The articles are entitled: “Do We Have the Cart Before the Horses?”
(Duttweiler and McEvoy, 1999); “Providing a Helping Hand”
(National Dropout Prevention Staff, 2000); “Do We Practice What We
Preach?” (Duttweiler, 2000); and “Part of the Blueprint for
Standards-Based Reform is Missing: Where is the Foundation?”
(Duttweiler and Robinson, 1999).
http://virtual.clemson.edu/groups/clarkstudy/
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2. GRADE RETENTION AND SOCIAL PROMOTION
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Corroborating recommendations in “Taking Center Stage,” Chapter 11:
Social Promotion and Grade Retention, the National Association of
School Psychologists (NASP) has released their position statement on
student grade retention and social promotion. Stating “neither
repeating a grade nor merely moving on to the next grade provide
students with the supports they need to improve academic and social
skills,” the NASP provides a list of alternative interventions to
both practices.
http://www.nasponline.org/information/pospaper_graderetent.html
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3. BULLY-PROOFING YOUR MIDDLE SCHOOL
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Psychologist Marla Bonds discusses intervention strategies that
students can use to prevent bullying in her article “Bully-Proofing
Your Middle School” which appeared in the National Association of
Elementary School Principals’ (NAESP) Principal Online publication
(Spring 2000). Elaborating on the premise that “bullying puts all
students at risk,” Bonds discusses direct and indirect forms of
bullying and offers empowerment techniques for students.
http://www.naesp.org/comm/mmspg00.htm
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4. FINDING THE SPARK: TIPS FOR MOTIVATING STUDENTS
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Intervention Central offers a set of strategies to accommodate
learning challenges and encourage student engagement with
academic activities. Some of these suggestions include: positively
changing the learning environment; creating a sense of community in
the classroom; making academic activities interesting and related to
real world issues; accommodating individual learning challenges;
and delineating long- and short-term goals.
http://www.interventioncentral.org/htmdocs/interventions/genAcademic/spark.shtml
* For those who could not open this link, copy the entire URL and
paste it into your browser address window.
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5. TIPS, STRATEGIES, AND RESOURCES FOR MIDDLE SCHOOL COUNSELORS AND TEACHERS
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Iva Berg has provided a Web page of references that focuses on and
supports intervention strategies for middle school students.
Included on this page are links to data-based decision making and
intervention planning, adolescent development, research on best
practices, behavior management, and supports for the differentiated
classroom.
http://www.counselorandteachertips.com/MiddleSchool.htm
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6. NEW CAHSEE RESOURCES
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Two new California High School Exit Exam (CAHSEE) resources are now
available on the CDE Web site. “Reporting CAHSEE Results for 2001-02
School Year to Parents and Guardians: Assistance Packet for
Districts/Schools” is designed to assist schools and districts in
their efforts to respond to questions and concerns of parents and
guardians of students who took the CAHSEE in 2001-02. The materials
included in this packet may also be helpful in preparing
presentations and other communication activities for
parents/guardians of students who are scheduled to take the CAHSEE
in the future. The “English-Language Arts Writing Tasks Scoring
Process” provides a detailed description of the qualifications and
training of the scorers and the steps followed in the scoring process
to ensure accurate scores.
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7. SPANISH-LANGUAGE CAHSEE GUIDE
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The “Introducción al Examen de Egreso de la Preparatoria de
California” (Student’s Introduction to the California High School
Exit Exam) is now available from the Los Angeles County Office of
Education (LACOE) for $2.00 (for quantities up to 500),
$1.75 (501-1000), $1.50 (1001-2000), $1.25 (2001-5000), or
$1.00 (5001-10,000). This LACOE product is designed to familiarize
Spanish-speaking students and their parents with the format and
content of the California High School Exit Exam. For ordering
information, please call Pam Post at 562-922-6372.
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8. CALIF. MASTER PLAN FOR EDUCATION READIES FOR HEARINGS
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The first draft of the California Master Plan for Education has been
released to the public. This project was the task of a joint
committee of the Legislature. The final product is expected to guide
future legislation for public education from kindergarten through the
university level. Seven work groups have developed recommendations
around the following issues: governance, finance and facilities;
school readiness; professional personnel development; student
learning; workforce preparation and business linkages; emerging modes
of delivery, certification and planning. Both in-person and online
testimony will be accepted on the Master Plan.
http://www.sen.ca.gov/masterplan/
http://www.sen.ca.gov/masterplan/documents.htp
“Up for Public View” is a four-page fact sheet on the Master Plan
published by EdSource, a non-profit organization committed to helping
clarify educational issues for the general public.
http://www.edsource.org/pdf/EDFctMasterPlan_Final.pdf
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9. POLL: PUBLIC SCHOOLS ARE A PUBLIC PRIORITY
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“Accountability for All: What Voters Want from Education Candidates”
is the second annual opinion poll co-sponsored by the Public
Education Network and Education Week. The poll reports that
American voters continue to list education and school funding among
their top priorities. It was significant that those polled noted that
they would be unlikely to vote for candidates who don’t share their
views. “Americans believe that quality education for all is a
national priority. Eighty-five percent say achieving this goal is
personally important to them.” Education is also an economic
priority. “When asked to name one or two priorities that government
should shield from spending cuts, 53 percent of Americans cite
education and schools. That percentage equals the combined total of
all other responses…” There is great consistency of response when
asked how the nation’s schools can be improved. Teacher quality
receives some of the highest responses. “When it comes to assessing
school performance, voters value information on teacher quality (76%)
and student literacy (74%) the most.”
http://www.publiceducation.org/download/2002PollReport.pdf
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10. “E-DEFINING EDUCATION”
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“Education Week” (May 9, 2002) has published its fifth annual report
on the status of technology in the schools. The report notes, “To
appreciate how e-learning is changing the landscape of education, you
only need to look at the numbers. Already, 12 states have
established online high school programs and five others are
developing them, 25 states allow for the creation of so-called cyber
charter schools and 32 states have e-learning initiatives under way….
Ten states are piloting or planning to administer online testing.”
The report, “E-Defining Education,” highlights the issues surrounding
electronic education and profiles state data.
http://www.edweek.com/tc02/
The Education Week report refers to “Virtual Schools: Trends and
Issues,” a report published by WestEd. WestEd notes, “The virtual
school movement is the next wave in technology based K-12 education.”
http://www.wested.org/online_pubs/virtualschools.pdf
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11. “WAITING FOR A MIRACLE”
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In a provocative article written for the Pennsylvania Graduate School
of Education: Perspectives on Urban Education, author,
James P. Comer, MD., writes of his personal experiences as an
African-American child from an economically poor family. As he
reflects on the family and community factors that helped him succeed
where others in his neighborhood failed, he notes the importance of
family support and expectations. “Waiting for a Miracle: Why Schools
Can’t Solve Our Problems and How We Can,” challenges the
African-American community to invent its own solutions to the
problems of low student achievement.
http://www.urbanedjournal.org/articles/article0002.html
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12. THE CHANGING FOCUS OF THE SCHOOL PRINCIPAL
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In an online article for the Consortium for Policy Research in
Education (December 2001), Jonathan A. Supovitz and
Susan M. Poglinco focus on “Instructional Leadership in
Standards-based Reform.” The authors examine the principal’s
responsibility in leading standards-based educational programs.
They also discuss the importance of developing a community of
instructional practice in schools and rearranging priorities as a
principal.
http://www.cpre.org/Publications/ac-02.pdf
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13. STUDY CIRCLES HELP STUDENTS SUCCEED
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The Study Circles Resource Center offers a discussion guide that
can be used by parents and community members to “provide a process
to build the trust and relationships necessary for long-term change.
Community-wide study circles help bring people from diverse
backgrounds and experiences together so they can develop trust,
understand each other’s experiences, and find ways to work together.”
There are also examples of how school districts have used this
concept. “Helping Every Student Succeed: School and Communities
Working Together” is available online.
http://www.studycircles.org/pages/studentachievementhome.html
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14. USE CAUTION WITH FREE SOFTWARE
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“e-School News” (April 22, 2002) notes that opening and downloading
free software may cause other software to intrude on your computer
system. In a growing practice, software companies will offer free
software without including information about additional software that
may accompany the offer. Problems can run the gamut from causing
your computer to become sluggish to promoting information that you
do not want on your computer.
http://www.eschoolnews.org/news/showStory.cfm?ArticleID=3663
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15. CALIFORNIA ACCOUNTABILITY SYSTEM CONSIDERED STRONG
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Stanford University's Center for Research on Educational Outcomes
(CREDO) that studied the Academic Performance Index (API) found
that California's public school accountability system compares well with
that of other states. In comparing the California system with other states
around the U.S., the report notes “the strong standing of California
with regard to several Best Practices: the accountability program
uses a rating system to quantify and evaluate school performance; it
incorporates nine grade levels of student test data based in both
norm-referenced and criterion-referenced tests; and it is based on
outcome measures of student performance.”
http://www.ose.ca.gov/whatsnew/pdf/CREDO.pdf
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16. RESOURCES FOR INDIVIDUAL PROFESSIONAL DEVELOPMENT
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“By Your Own Design” is a guide to help educators develop and
implement an individualized professional development plan.
Strategies for getting started, building a foundation, selecting
learning strategies, and measuring results are included among the
Web resources. These tools and learning resources are provided
by the Eisenhower National Clearinghouse and the National Staff
Development Council.
http://www.enc.org/professional/guide/
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17. MINI-GRANTS: SERVICE LEARNING PROJECTS
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The Constitutional Rights Foundation’s Robinson Mini-Grant awards
support K–12 service-learning projects designed to address serious
community issues. The deadline for this year's grant application is
October 18, 2002. Examples of elementary, middle, and high school
projects that have been funded are available on the Web site.
http://www.crf-usa.org/network/crf_robin.html
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18. GRANT: MATH AND READING PROFESSIONAL DEVELOPMENT (FUTURE)
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The California Department of Education announced, “AB 466 is a
reimbursement grant program providing funds for teacher professional
development in mathematics and reading/language arts. Future funding
is anticipated for all Local Education Agencies (LEA’s) to
participate in this program.” The application deadline is
July 1, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=210
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19. GRANTS: LINKING EDUCATION, ACTIVITY, AND FOOD (LEAF)
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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.
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20. GRANT: TEACHING TOLERANCE
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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
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.
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