SEPTEMBER 2002 HIGH SCHOOL E-NEWSLETTER
SEPTEMBER 2002 HIGH SCHOOL E-NEWSLETTER<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><?xml:namespace prefix = o />
1. Internet Release of 2002 star Results
2. New Release of CAHSEE Items
3. CDE Application for “No Child Left Behind” On Web site
4. Technology Briefs for “No Child Left Behind”
5. Second Draft of California Master Plan Online
6. The Real Causes of Higher Achievement
7. Report on American Education 2001
8. ERIC Clearinghouse on Urban Schools
9. “How Girls Hurt”
10. Supporting New Teachers
11. Trust Provides The Fuel for School Reform
12. Resource for Family-School Partnerships
13. Who Are California’s Students?
14. Focus on Schoolwide Leadership
15. Lexicon Of Learning
16. Resegregation of Schools
17. Global Education and Peace Educator Awards
18. Cesar Chavez Day of Service and Learning
19. Grant: Effective Learning Interventions
1. 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/
2. 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
3. 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
4. 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
5. 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
6. 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
7. REPORT ON AMERICAN EDUCATION 2001
The Brown Center of the Brookings Institute has issued “The Brown
Center Report on American Education, 2001" that highlights the
“vigorous new role for the federal government in school reform.”
The report discusses the achievement gap as a way for educators to
look at the distribution of resources for the nation’s varied urban and
rural populations, “inviting questions about the educational system’s
fundamental fairness and a sober consideration of what it will really
take to ensure that students who struggle academically learn what
they need to learn.” Special sections on high school culture and
urban school achievement are included in the report.
http://www.brookings.edu/dybdocroot/GS/brown/bc_report/BC_Report_hp.htm
8. 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/
9. “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
10. 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
11. 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
12. 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/
13. 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
14. 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
15. 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
16. 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
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17. 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
18. 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/
19. 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
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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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