JUNE 2002 HIGH SCHOOL NEWSLETTER
JUNE 2002 HIGH SCHOOL NEWSLETTER
1. New CAHSEE Resources
2. Individual Student Score Reports
3. Aggregate CAHSEE Reports
4. Spanish-Language CAHSEE Guide
5. Calif. Master Plan for Education Readies for Hearings
6. Poll: Public Schools Are a Public Priority
7. “Breaking Ranks” in Action
8. “E-Defining Education”
9. “Waiting for a Miracle”
10. The Changing Focus of the School Principal
11. Study Circles Help Students Succeed
12. Increasing Access to AP Courses
13. Use Caution with Free Software
14. Alternatives to A-F Grading Systems
15. State-By-State Graduation Requirements on Web Site
16. California Accountability System Considered Strong
17. Resources for Individual Professional Development
18. Mini-Grants: Service Learning Projects
19. Grant: Math and Reading Professional Development (Future)
20. Grant: Advanced Placement Test Fee Reimbursement Program
21. Grant: National Music Foundation
22. Letter of Intent for MB02-07 Playground Compliance Funding
23. Grant: Nell Soto Parent/Teacher Involvement Program
24. Grants: Linking Education, Activity, and Food (LEAF)
25. Grant: Teaching Tolerance
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1. 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.
http://www.cde.ca.gov/statetests/cahsee/
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2. INDIVIDUAL STUDENT SCORE REPORTS
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The Educational Testing Service (ETS) has mailed to districts paper
copies of the Student and Parent Score Reports for students who took
the CAHSEE in March of 2002. Two copies of each report were mailed:
one copy to be sent home for the parent or guardian, and one copy for
the school or district student file. These reports are to be sent
home as soon as possible.
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3. AGGREGATE CAHSEE REPORTS
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At the end of May, ETS will mail a paper copy of the aggregate
reports to each district. Districts need to check the accuracy of the
information on the paper reports. The aggregate reports will be
sent electronically on a CD-ROM the week of June 10th, and districts
will be provided with instructions for making corrections on the
electronic file. For questions regarding these reports, please call
ETS CAHSEE Customer Service at 1-800-241-5687.
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4. 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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5. 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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6. 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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7. “BREAKING RANKS” IN ACTION
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“Breaking Ranks” was a groundbreaking collaboration between the
National Association of Secondary School Principals and the Carnegie
Foundation for the Advancement of Teaching. The original report
focused on revitalizing the American high school for the 21st
century. The latest research “What the Research Shows, Breaking
Ranks in Action,” provides “an analysis of the most current research
and findings surrounding the recommendations (in the original
document).” The report, which can be downloaded, “provides a
synopsis of the literature underpinning the more than 80
recommendations in the original “Breaking Ranks” report. Highlights
of the publication include: curriculum; instructional strategies;
school environment; organization and time; and professional
development resources.
http://www.principals.org/publicaffairs/pr_br_action040202.htm
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8. “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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9. “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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10. 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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11. 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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12. INCREASING ACCESS TO AP COURSES
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“Principal Leadership” (April 2002), a publication of the National
Association of Secondary School Principals, offers an article by
Terry B. Grier entitled “Advanced Placement: Access to Excellence.”
The article chronicles the efforts of the Greensboro, NC school
system to analyze the current status of the Advanced Placement (AP)
program and the strategies that were used to create more students who
were prepared to take advantage of the courses.
http://www.principals.org/news/pl_adplace_0402.html
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13. 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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14. ALTERNATIVES TO A-F GRADING SYSTEMS
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In “Curriculum Update” (Spring 2002), author John Franklin’s article
“Are Alternative Methods Making the Grade?” explores the challenges
of moving from the traditional A-F grading system to one that is based
upon standards.
http://www.ascd.org/readingroom/cupdate/2002/spr02_franklin.html
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15. STATE-BY-STATE GRADUATION REQUIREMENTS ON WEB SITE
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The National Center on Educational Outcomes (NCEO) announced a
Web site with links to information on state graduation requirements.
The information is current to April 2002 and includes all U.S. states
that have graduation requirements online. Also available is state policy
information on accommodation, alternate assessments, out-of-level
testing, participation, reporting, and standards. http://education.umn.edu/nceo/TopicAreas/Graduation/StatesGrad.htm
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16. 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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17. 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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18. 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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19. 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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20. GRANT: ADVANCED PLACEMENT TEST FEE REIMBURSEMENT PROGRAM
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The California Department of Education announced the Advanced
Placement Test Fee Reimbursement Program. The purpose of the
program is to “remove the financial barriers that prevent many
low-income students in comprehensive high schools from taking the
AP course test. This funding supports the payment of student test
fees for the AP program.” The application deadline is
August 16, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=174
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21. GRANT: NATIONAL MUSIC FOUNDATION
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The National Music Foundation is offering grants to teachers (K-12)
who use American music in lesson plans through its American Music
Education Initiative. Grants are awarded on a competitive basis.
Finalist awards are $1,000; semi-finalists awards are $500. Deadline
for applications is September 16, 2002. All finalist and
semi-finalist lesson plans from previous years, along with honorable
mentions, are available at the Foundation's Web site. For further
information, call Thomas Heany at 1-800-USA-MUSIC.
http://www.usamusic.org/app_guide.html
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22. LETTER OF INTENT FOR MB 02-07 PLAYGROUND COMPLIANCE FUNDING
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The California Department of Education has announced a request for
a “Letter of Intent” to apply for funding that is available on a
one-time-only basis to bring playgrounds at California Department of
Education (CDE), Child Development Division (CDD) funded child
development centers into compliance with playground safety
regulations and the Americans with Disabilities Act. The deadline
for the letter is June 21, 2002
http://www.cde.ca.gov/funding/profile.asp?id=206
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23. GRANT: NELL SOTO PARENT/TEACHER INVOLVEMENT PROGRAM
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The California Department of Education has announced the Nell Soto
Parent/Teacher Involvement Program that is designed to strengthen
communication between schools and parents through a program that
focuses on teachers' home visits and monthly meetings. Priority for
home visits will be given to low-performing schools." The
application deadline is June 17, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=145
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24. 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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25. 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
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