AUGUST MIDDLE SCHOOL NEWSLETTER

1.  SAFE SCHOOLS, VIOLENCE PREVENTION, AND HEALTHY CHILDREN

The Safe Schools and Violence Prevention Office of California Department of Education (CDE), lists various grants, training opportunities, resources, and publications related to safe campuses. Readers can access information about promoting tolerance, coping with tragedy, and crisis management. Data on school district safety is also available. http://www.cde.ca.gov/spbranch/safety/

The CDE also maintains the "Healthy Children, Youth and Families" Web site. Readers can access information on youth education partnerships, health connections in schools, Healthy Start, learning support partnerships, and various CDE departments dedicated to health education research. http://www.cde.ca.gov/pg2healthy.html

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2.  SAFE SCHOOLS RESOURCES

http://www.middleschool.net/MainFeatures/safety.htm

3.  BODY AND MIND

Body and Mind (BAM!) is first issue of an e-zine for kids.  Aimed at youth ages 9-14, BAM! was created to answer kids' questions on health issues and recommend ways to make their bodies and minds healthier, stronger, and safer.  BAM! also provides middle school health and science teachers with interactive activities that are educational and fun. One of the goals of BAM! is to help youth develop the skills to respond to peer pressure, manage conflict, build self esteem and confidence, and develop communication skills to express their needs and resolve personal conflicts relative to health behaviors and beliefs. http://www.bam.gov/

4.  FIGHT HATE AND PROMOTE TOLERANCE

The Tolerance website offers current information on acts of hatred and ways to promote tolerance. Of particular interest is the July 2002 press report on "Xenophobia at School." http://www.tolerance.org/

5.  PREVENTING YOUTH VIOLENCE

The Centers for Disease Control and Prevention provides resources on preventing youth violence in schools. Tips and suggestions for resolving problems are offered to parents, students, and school officials. Also listed are safety resources, agencies, and publications. http://www.cdc.gov/safeusa/youthviolence.htm

6.  SCHOOL SAFETY AND VIOLENCE

Michigan State University provides a comprehensive Web site dealing with safety and violence in schools throughout the United States.  Over 75 links to organizations and publications are provided.  http://www.lib.msu.edu/harris23/crimjust/school.htm

7.  "EXPERTS PONDER SEPT. 11 EFFECT ON SCHOOL VIOLENCE"

http://www.edweek.org/ew/newstory.cfm?slug=41shoot.h21

8.  CODE OF SILENCE

An April 2002 survey conducted by the National Association of Students Against Violence Everywhere (SAVE) finds that "81 percent of teens surveyed are more willing since Columbine to break the code of silence and report a potential school threat," and the teens would most likely tell a teacher or the principal first. According to Dr. Pamela Riley, Executive Director of SAVE, 92 percent of the students surveyed said that their school had implemented a variety of strategies to lessen teen violence. Some of the changes included more assemblies about violence and bullying, on-campus security, conflict management classes, and violence prevention programs. http://www.nationalsave.org/main/communityforum.asp

The California Standards Test and Stanford 9 results began arriving in districts the week of July 22. The 2002 STAR Performance Reports need to be distributed to parents within 20 working days of receipt in the districts. The Internet STAR reports will be posted on August 15. http://star.cde.ca.gov/star/2020

Several new STAR resources are now available on the California Department of Education (CDE) Web site. A revised "Teacher Guide for the California Writing Standards Tests at Grade 4 and 7" includes sample writing prompts and student responses for all of the writing types identified as appropriate for testing at these grade levels.  "Reporting 2002 STAR Results to Parents/Guardians: Assistance Packet for Districts/Schools" is designed to assist schools and districts answer questions parents/guardians may have about the 2002 STAR program. The document includes samples of the new 2002 STAR Performance (Parent) Reports. Sample letters that schools can use to communicate information to parents/guardians about the STAR program are included. These letters are available in a form that may be modified to meet local needs. Spanish translations of the 2002 STAR Performance reports for Grades 4, 7 and 9 are also available.  http://www.cde.ca.gov/statetests/star

The second annual administration of the CELDT is scheduled from July 1, 2002, through October 31, 2002. Form B materials must be used to assess all identified English Language Learners during this window. Districts must secure and destroy all remaining Form A CELDT materials. Furthermore, students who received an Early Advanced or Advanced proficiency level for Listening/Speaking are not required to take this section again provided they remain within the same grade span for the 2002 annual assessment. Additional guidelines regarding this exemption can be found on the July 15, 2002, CELDT update from the CDE Standards and Assessment Division.  http://www.cde.ca.gov/statetests/celdt/updates.html

Within three years, high school students will be facing a revised Scholastic Aptitude Test (SAT) that will drop the sections on quantitative comparisons and verbal analogies. The revised exam will feature a 20-30 minute written essay, multiple-choice grammar items and a section with higher-level  mathematics. Education Week (July 10, 2002) reports "Trustees of the College Board agreed…to overhaul the test in an effort to make it show more accurately what students learn in high school, and how prepared they are for  college." The article reviews the proposed changes as well as the implications that the revision may have for potential changes in the high school curriculum. http://www.edweek.org/ew/newstory.cfm?slug=42sat.h21

13.  "TEACHING TO THE TEST"

"Teaching to the Test: The Good, The Bad, and Who’s Responsible" by Nancy Kober (June 2002) is a paper issued by the Center on Education policy. The author states, "As a general rule, any form of teaching to the test is inappropriate if it raises test scores without also increasing students’ knowledge and skills in the broader subject being tested . . . The real fault for inappropriate forms of ‘teaching to the test’ lies not so much with teachers, but with state and national policymakers. These leaders have created accountability systems centered on higher test scores, with little regard for how these scores are attained." Kober offers recommendations for the actions that policy leaders can take to make an assessment system useful as well as ethical. http://www.ctredpol.org/testing/testtalkjune2002.pdf

14.  ENGAGING HISPANIC/LATINO PARENTS IN SCHOOLS

" A Review of the Literature of Hispanic/Latino Parent Involvement in K-12 Education" (April 3, 2002) by author Barri Tinkler from the University of Denver discusses multiple causes for low achievement among Hispanic youth, barriers to involving their parents, strategies to overcome those barriers, and the importance of collaborative approaches to increase student achievement. http://www.buildassets.org/products/latinoparentreport/latinoparentrept.htm

15.  FREE TEACHER, PARENT, TEEN ALLIANCE TOOLKIT AVAILABLE

The MetLife Foundation is offering a free toolkit designed to assist teachers, especially those in high poverty middle and high schools, to build partnerships with parents. The toolkit offers strategies to help parents communicate and participate in schools, and resources to help parents increase their child’s success in academic classes.  MetLife will send a free copy if ordered online. You may also download each chapter of the document. http://www.recruitingteachers.org/news/2002toolkit.html

Idealist.org is an organization that assists teachers or schools launch a volunteer or service-learning project. There are numerous prompts, policy suggestions, procedures, and examples of projects that will be helpful to the persons or groups beginning to consider an activity of this nature. http://www.idealist.org/kat/volunteercenter.html

17.  COLLEGE RESOURCES FOR STUDENTS AND PARENTS

The Community Content Bank, a project of the Markel Foundation, offers an online resource especially targeted to low-income families who need more information to assist their child to plan for college. "College is Possible" offers a step-by-step resource that assists students prepare for and enter college. Information is available in both English and Spanish. There is an audio read-aloud available for the material, and links to other Web sites that offer information on the topic. http://www.contentbank.org/resources/recommendedsites_site.asp?section_id=200&;area_id=2&site_id=1

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"What Kids Can Do" is a national non-profit organization that "documents the value of young people working with teachers and other adults on projects that combine powerful learning with public purpose for an audience of education and policy makers, journalists, community members, and students."’ This Web site includes feature stories about student projects, articles written by students, and a resource section that links readers to electronic resources and newsletters throughout the United States. http://www.whatkidscando.org/aboutus.html

19.  GUIDE TO COPYRIGHT LAWS

The National Association of Secondary School Principals has prepared a chart that assists educators in determining if they will or will not violate copyright laws when using print, media, music, and Web site materials. http://www.principals.org/services/legal_chart.htm

20.  LEGAL BRIEF: DRUG TESTING IN SCHOOLS

In light of the recent Supreme Court decision on drug testing in schools, the National Association of Secondary School Principals has produced a legal brief summarizing implications of the decision. http://www.principals.org/services/legal_drugtstngQA.html

21.  WEEDING A BAD SCHOOL CULTURE

"Those who grow health school cultures must root out weeds of bad culture" state Rick DuFour and Becky Burnette, writing in the Journal of Staff Development (Summer 2002). The "weeds" of a bad school culture include unwillingness to accept responsibility for student learning, working in isolation, turf wars, and confusing activity with effectiveness. The authors offer strategies for replacing "weeds" with effective school practices. http://www.nsdc.org/library/jsd/burnette233.html

22.  CHARACTERISTICS OF EFFECTIVE LEARNING ENVIRONMENTS

"Islands of Hope in a Sea of Dreams" by Joellen Killion of the National Staff Development Council delivers a research report on eight schools that received the National Award for Model Professional Development. In highlighting the characteristics of an effective learning environment, the author cites "collegial  relationships; supportive leadership; focused, clear goals; support systems; sufficient time for learning and collaboration, shared governance, appropriate rewards and recognition; adequate resources."  http://www.wested.org/wested/pubs/online/PDawards/toc.shtml

23.  AASA CENTER FOR BEST PRACTICES

The American Association for School Administrators (AASA) offers best practices for implementing ESEA 2001, also known as No Child Left Behind. The association lists "useful tools, resources, and best practices, as well as articles and organizations" to help educators implement the provisions of the new law. http://www.aasa.org/issues_and_insights/ESEA/ESEA_best_of_web_index.htm

24.  FEDERAL REPORT ON SPECIAL EDUCATION

In 2001, President Bush established a Commission on Excellence in Special Education. The purpose of the study was "to collect information and study issues related to Federal, State, and local special education programs with the goal of recommending policies for improving the education performance of students with disabilities." The report represents the most current overview of special education as well as specific recommendations for reforms. The report has potential to impact future Federal legislation. http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/pcesefinalreport.pdf

School Grants, an organization dedicated to assisting in the development of educational grants, has placed a number of successful grant applications on its Web site. Readers can review these examples of successful grants, and see design characteristics that resulted in funding.  http://www.schoolgrants.org/proposal_samples.htm

26.  GRANT: PG&E ENVIRONMENTAL EDUCATION PROGRAM

PG&E is offering grants from $5,000 to $10,000 for innovative K-12 programs that "encourage and support educating young people about the environment." Teacher training programs are also eligible for the grant. The application  deadline is September 30, 2002.http://www.neg.pge.com/grantFAQ.html

27.  GRANT: IBM REINVENTING EDUCATION

"The Reinventing Education Grant Program forms the centerpiece of  IBM’s global commitment to education. Through Reinventing Education, IBM is working with school partners throughout the world to develop and implement innovative technology solutions designed to solve some of education’s  toughest problems." If funded, IBM contributes more than money to a site. Grantees have access to researchers, educational consultants and technology. The goal of IBM is to search for new ways for technology to support the restructuring of schools that in turn promotes student achievement. http://www.ibm.com/ibm/ibmgives/grant/education/programs/reinventing/

28.  GRANT: THE CORNING FOUNDATION

"The Corning Incorporated Foundation . . . develops and administers projects in support of educational, cultural, community, and selected national organizations . . . Selected elementary and secondary schools, community colleges, and four-year institutions of higher learning are the consistent beneficiaries of the Corning Foundation support. Corning’s areas of involvement have included community service programs for students, curriculum enrichment, student scholarships, facility improvement, and instructional technology projects for the classroom." Information about procedures for seeking funding from the Corning Incorporated Foundation is available on the Web site. http://www.corning.com/inside_corning/foundation.asp

29.  GRANT: CALSERVE INITIATIVE PARTNERSHIP RENEWAL GRANT

http://www.cde.ca.gov/funding/profile.asp?id=252

30.  GRANT:  LOCAL FLEXIBILITY DEMONSTRATIONS PROGRAM

http://www.ed.gov/legislation/FedRegister/announcements/2002-3/071902a.html

"Applications to become service providers for Title I Supplemental Services are due to the California Department of Education by August 16, 2002. Funding is available only for schools that have been designated as Program Improvement schools in years two and three. Supplemental educational services are defined as tutoring and/or with educational and enrichment components.  Priority will be given to Title I other supplemental academic enrichment activities that are provided beyond the regular school day. The services are to be high quality, research based, and designed to improve the academic achievement of participating students. The State Board of Education must approve all applications."  http://www.cde.ca.gov/afterschool/21/title1supplsvcscover.htm

This electronic newsletter is sponsored by the Region 11 California Professional Development Consortium (CPDC) administered by the Los Angeles County Office of Education. For more information about the CPDC call 562-922-6404 or send a fax to 562-922-6291.

email Smith_Anita@lacoe.edu, or send a fax to 562-922-6291.

If you wish to receive our free electronic Professional Development Newsletter or High School Newsletter, email Smith_Anita@lacoe.edu, or send a fax to 562-922-6291.

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