SEPTEMBER MIDDLE SCHOOL NEWSLETTER
1. Shooting For the Sun<?xml:namespace prefix = o />
2. Slowing Down the Day to Improve The Quality Of Learning
3. One Year Later: Remembering September 11, 2001
4. Leaders and Leadership in Middle Level Schools
5. Internet Release Of 2002 Star Results
6. New Release of CAHSEE Items
7. CDE Application for "No Child Left Behind" on Web Site
8. Technology Briefs for "No Child Left Behind"
9. Second Draft of California Master Plan Online
10. The Real Causes of Higher Achievement
11. Eric Clearinghouse on Urban Education
12. “How Girls Hurt”
13. Supporting New Teachers
14. Trust Provides the Fuel For School Reform
15. Resource for Family-School Partnerships
16. Who are California’s Students?
17. Focus on Schoolwide Leadership
18. Lexicon of Learning
19. Resegregation of Schools
20. Global Educator and Peace Educator Awards
21. Cesar Chavez Day of Service and Learning
22. Grant: Effective Learning Interventions
1. SHOOTING FOR THE SUN
"Shooting for the Sun," is a collection of speeches and essays about improving student success in the middle grades. This free online book by author Hayes Mizell, director of the Edna McConnell Clark Foundation's Program for Student Achievement, discusses the challenges that middle grades teachers and principals face in their work to improve student achievement. The book offers suggestions on how middle schools can “more effectively educate our nation's youth.“ http://www.emcf.org/programs/student/shootingforthesun.htm
2. SLOWING DOWN THE DAY TO IMPROVE THE QUALITY OF LEARNING
“True learning requires time: time to wonder, time to pause, time to look closely, time to share, time to pay attention to what is most important.” Author Chip Wood reports that students develop a sense of competence and perspective when given the time to" experience school without constant hurry.” The article “Changing the Pace of School: Slowing Down the Day to Improve the Quality of Learning” published in the Kappan (March 2002) and reprinted on The Responsive Educator Web site, suggests that “principals must take the lead in changing how we use time during the school day if we are to improve children's academic learning and performance.” http://www.responsiveclassroom.org/Kappan 032002.htm
3. ONE YEAR LATER: REMEMBERING SEPTEMBER 11, 2001
The National Association of School Psychologists has published suggestions for educators who anticipate having to deal with the trauma of or teach lessons about the tragedies surrounding 9-11. The publication “One Year Later: Remembering September 11, 2001” discusses post-traumatic stress disorder reactions that may be triggered by the upcoming anniversary and “presents ideas and resources to facilitate healthy coping and healing.” http://www.nasponline.org/pdf/One%20Year%20Later%20Final.pdf
4. LEADERS AND LEADERSHIP IN MIDDLE LEVEL SCHOOLS
The National Association of Secondary School Principals has published the results of a national study that looks at future middle level administrators (Bulletin, June 2002). One of the key questions generated by the study was “will school districts, graduate programs in educational leadership, and professional organizations ensure that middle schools will have the leadership necessary to strengthen and sustain reform efforts?” Discussion of the question led to six recommendations. Middle level principals should: be actively recruited; participate in coursework or activities that address the needs of the young adolescent; and be provided with trained mentors during the first few years of their principalship. Additionally, universities need to examine the design and content of their administrative programs; school districts should maintain an ongoing commitment to professional growth and development that is specific to middle level programs; and the assistant principal position should be used as the training ground for future middle school principals. http://www.principals.org/news/bltn_ll_ml0602.html
5. internet release of 2002 star results
The 2002 STAR results were publicly released on the Internet on August 29. The STAR results show gains for the fourth straight year in English-Language Arts and Mathematics. The STAR results are available for the state, counties, districts and schools. Results are reported for the California Standards Tests (CSTs), Stanford Achievement Test 9th Edition (SAT9), and the Spanish Assessment of Basic Education 2nd Edition (SABE/2). http://star.cde.ca.gov/star2002/
6. NEW RELEASE of CAHSEE ITEMS
Sixty-two English-Language Arts and 60 Mathematics questions have been recently released from the previous administrations of the CAHSEE in March and May of 2001 and 2002. These questions are a representative sample of those contained in the examinations. Existing Teacher Guides provide suggested processes for using the released questions to help implement standards-based instruction in the classroom. New Teacher Guides will be posted soon. http://www.cde.ca.gov/statetests/cahsee/resources.html
7. CDE APPLICATION FOR "NO CHILD LEFT BEHIND" ON WEB SITE
The California Department of Education (CDE) has posted California's Consolidated Application for “No Child Left Behind” which was submitted to the U.S. Department of Education for funding. http://www.cde.ca.gov/pr/nclb/nclb02.htm
8. TECHNOLOGY BRIEFS FOR "NO CHILD LEFT BEHIND"
"The 'No Child Left Behind' (NCLB) legislation emphasizes the importance of leveraging the power of technology in all areas of K-12 education . . . As a result, education leaders at the state and local levels are expected to develop plans that effectively employ technology to enhance learning and increase student achievement.” In response, the Northeast and Islands Regional Technology Consortium (NEIR*TEC) has created a series of “Technology Briefs for NCLB planners.” The topics were selected to reflect the U.S. Department of Education requirements for state and local applications, and briefs provide NCLB planners with effective strategies, key questions to consider, and selected resources that will inform the application and planning process.” http://www.neirtec.org/products/techbriefs/default.asp
9. SECOND DRAFT OF CALIFORNIA MASTER PLAN ONLINE
The second draft of the California Master Plan for public education is available online. The Master Plan, when finally approved by the Legislature, is expected to impact all California legislative decisions on education for years to come. http://www.sen.ca.gov/masterplan/0207302NDDRAFTMASTERPLAN.PDF
10. THE REAL CAUSES OF HIGHER ACHIEVEMENT
“Too many educators suffer from the assumption that student achievement is largely a function of factors over which we have little or no control. The logic of this assumption is compelling: well-situated schools perform well; poor and minority schools don’t---and can’t. It is time to dump this assumption. It should be replaced by a new one: Achievement is primarily a function of two things: 1) what we teach and 2) how we teach.” Mike Schmoker, writing in the SEDLetter, a publication of the Southwest Educational development Laboratory, offers examples of schools that have focus on these two principles, and the impact that these schools are having on student achievement. http://www.sedl.org/pubs/sedletter/v14n02/1.html
11. ERIC CLEARINGHOUSE ON URBAN EDUCATION
The ERIC Clearinghouse on Urban Education at Columbia University offers resources on urban education for parents, students and educators. The topics addressed and resources provided vary from month to month. http://eric-web.tc.columbia.edu/
12. “HOW GIRLS HURT”
“Covert aggression can be just as damaging as outright bullying---and just as big a problem for your schools.” Kathleen Vail, author of the American School Board Journal cover story, “How Girls Hurt” (August 2002), highlights the culture of the “Girl World” and the tactics that girls use to control other girls. She explores the damaging effects of these tactics on the recipient and offers strategies to combat the behavior. http://www.asbj.com/2002/08/0802coverstory.html
13. SUPPORTING NEW TEACHERS
“Keeping New Teachers in Mind,” an Educational Leadership article (March 2002) by Susan Moore Johnson and Susan M. Kardos, reports on a five-year qualitative study of 50 new teachers in Massachusetts. “Research from the ‘Project on the Next Generation of Teachers’ reveals the importance of site-based, ongoing, rich teacher collaboration across experience levels for effective new teacher induction.” New teachers reported that the culture and support of the school staff were major factors in their decision to remain at the site or in education. http://www.ascd.org/readingroom/edlead/0203/johnson.html
14. TRUST PROVIDES THE FUEL FOR SCHOOL REFORM
“Fuel for Reform: The Importance of Trust in Changing Schools,” an article by David T. Gordon in the Harvard Education Letter: Research Online (July/August 2002) reviews Chicago’s school reform efforts. He notes that schools with a high degree of trust are more likely to succeed in reform efforts. He describes four key components of trust: respect, competence, personal regard, and integrity. Gordon notes that high levels of trust, alone, will not change a school, however, without trust, it will be very difficult to make change. http://www.edletter.org/current/reform.shtml
15. RESOURCE FOR FAMILY-SCHOOL PARTNERSHIPS
The National Coalition for Parent Involvement in Education is a coalition of major education, community, public service, and advocacy organizations working to create family-school partnerships in schools. The Web site has information on policy development, resources and activities to strengthen family-school partnerships. http://www.ncpie.org/DevelopingPartnerships/
16. WHO ARE CALIFORNIA’S STUDENTS?
EdSource (June 2002) has issued a new monograph with data on the composition and diversity of California’s over six million K-12 student population. The EdFact article discusses trends in student enrollment and can be downloaded from the EdSource Web site. http://www.edsource.org/pub_edfct_whoarestdts.cfm
17. FOCUS ON SCHOOLWIDE LEADERSHIP
NCSSR Bookmark (August 2002), a publication of the National Clearinghouse for Comprehensive School Reform, highlights the importance of schoolwide leadership as a means of bringing about equity in schools. A number of online articles, resources and links are provided on this topic. http://www.goodschools.gwu.edu/pubs/book/aug02.html#1
18. LEXICON OF LEARNING
The Association of Supervision and Curriculum Development has published a “Lexicon of Learning” to help educators communicate the meaning of commonly used educational terms in everyday language. One copy of the Lexicon may be printed free for educational use. The material is copyrighted and there is an administrative charge for multiple copies. http://www.ascd.org/educationnews/lexicon/lexiconoflearning.html
19. RESEGREGATION OF SCHOOLS
The Civil Rights Project at Harvard University has issued a new report, “Race in American Public Schools: Rapidly Resegregating School Districts.” The study examines segregation levels in moderate- to large-sized public school districts using 2000 census data. With court-authorized termination of desegregation orders, this report finds that “While the 2002 Census results illustrate that the United States has more racial and ethnic diversity than ever before, school data from the year 2000-2001 collected by the U.S. Department of Education indicates that school children are largely isolated from this growing diversity.” http://www.law.harvard.edu/civilrights/publications/reseg_districts02/synopsis.html
20. GLOBAL EDUCATOR AND PEACE EDUCATOR AWARDS
The National Peace Corps Association administers the Global Educator Award and the Peace Educator Award. K-12 teachers can nominate themselves for the award or be nominated by others. Award winners receive a $500 monetary award and national recognition. Nominations for the 2002 Global Educator and Peace Educator Awards must be postmarked by October 15, 2002. http://www.rpcv.org/pages/sitepage.cfm?id=55
21. CESAR CHAVEZ DAY OF SERVICE AND LEARNING
SB 984 establishes March 31 as a holiday to honor Cesar Chavez and requires public schools to conduct appropriate instruction to teach about his contributions. GO SERV grants are available to support service learning activities that promote an understanding of Cesar Chavez and his work. Applications forms can be downloaded from the Web site. Grant applications are due by 5:00 p.m. on October 11. http://www.chavezday.ca.gov/
22. GRANT: EFFECTIVE LEARNING INTERVENTIONS
The William T. Grant Foundation announced a request for proposals to “support research that increases understanding of how to improve supports and opportunities for young people (8-25) through effective interventions . . . Applications will be accepted through the Foundation’s Web site beginning August 15 through September 30, 2002.” http://www.wtgrantfoundation.org/newsletter3039/newsletter_show.htm?doc_id=115820
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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