OCTOBER 2002 HIGH SCHOOL E-NEWSLETTER
OCTOBER 2002 HIGH SCHOOL E-NEWSLETTER<?xml:namespace prefix = o />
1. CDE Web site on “No Child Left Behind”
2. Final Report Issued on California Master Plan for Education
3. “Engaging the Public in Its Schools”
4. ASCD Advocacy Kit
5. Building Cultures That Support Professional Learning
6. September Issue of CDE High School Newsletter
7. Unintended Consequences of Exit Exams
8. Professional Development of Critical Importance
9. International Comparison of Teaching
10. “Using Data to Improve Schools: What’s Working”
11. Research-Based Strategies to Achieve High Standards
12. School Reform Assessment Tool
13. Promoting Healthy Eating Habits
14. ED-Flex Competition Deadline Extended
15. Grant: Smaller Learning Communities
16. Grant: Refugee Students Assistance Program
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1. CDE WEB SITE ON “NO CHILD LEFT BEHIND”
The California Department of Education (CDE) has established a Web site designed to provide information on the “No Child Left Behind” Act. http://www.cde.ca.gov/pr/nclb/
The CDE is also issuing a periodic advisory that is posted on the Web site. http://www.cde.ca.gov/pr/nclb/updates082802.pdf
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2. FINAL REPORT ISSUED ON CALIFORNIA MASTER PLAN FOR EDUCATION
The Senate Education Committee has posted the final report on the California Master Plan for Education. This document has been developed after a series of intense meetings and public input sessions. When adopted, the Master Plan will help guide the legislative process in California. http://www.sen.ca.gov/masterplan/020909THEMASTERPLANLINKS.HTML
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3. “ENGAGING THE PUBLIC IN ITS SCHOOLS”
The Association of Supervision and Curriculum Development has issued an Infobrief, “Engaging the Public in Its Schools” (July 2002), authored by Heather Voke. The Infobrief defines public engagement is “the willingness on the part of citizens to invest not only financial resources but also the time and energy necessary to support a system of quality public schools that are accessible to all students.” Voke highlights initiatives to improve public engagement and discusses lessons learned from these initiatives. http://www.ascd.org/frameinfobrief.html
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4. ASCD ADVOCACY KIT
The Association of Supervision and Curriculum Development (ASCD) is making a free “Advocacy ToolKit” available online to assist educators. The kit provides information about working with the media, the public, and with policy makers.http://www.ascd.org/advocacykit/
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5. BUILDING CULTURES THAT SUPPORT PROFESSIONAL LEARNING
In the article "Keeping New Teachers in Mind" (Educational Leadership, March 2002), authors Johnson and Kardos discuss school cultures and implications for professional development. Many schools are veteran-oriented cultures that do not take strong steps to engage new teachers. Novice-oriented cultures are characterized by youth and enthusiasm, but may not effectively provide experienced professional guidance. What is needed, according to Johnson and Kardos, are integrated professional cultures and ongoing support. "Schools that gear professional development to both the ongoing induction of new teachers and the continual renewal of veteran teachers serve all educators well - thus enabling them to serve all their students well," state the authors. http://www.ascd.org/readingroom/edlead/0203/johnson.html
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6. SEPTEMBER ISSUE OF CDE HIGH SCHOOL NEWSLETTER
The California Department of Education (CDE) has published the September issue of “High School,” a newsletter for educational leaders in California. This issue includes articles on “Project Lead the Way,” a collaborative to increase the quantity and quality of engineers; the role of career education and development; information technology career academies; apprenticeship education in California; the vocabulary of standards; and information on the CaliforniaColleges.edu Web site. http://www.cde.ca.gov/shsd/newsletter/
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7. UNINTENDED CONSEQUENCES OF EXIT EXAMS
“Exit-Exam Trend Prompts Scrutiny of Consequences” (Education Week, September 4, 2002) explores the backlash that appears to be developing as a result of increased use of high school exit exams as a condition of graduation. Author Sean Cavanagh reports that there appears to be two definite sides developing on the efficacy of exit exams. “Critics say many students would sooner drop out of school, possibly take the General Educational development (GED) test, than face an exam they feel sure they will fail. Some detractors say schools and districts, under pressure to raise scores on the tests, may be all too eager to see those teenagers walk out. Supporters of the standards-and-accountability movement, however, insist those fears are unfounded predictions of testing opponents, eager to disparage exams that hold students, teachers, and entire school systems under much-needed scrutiny.” http://www.edweek.org/ew/ewstory.cfm?slug=01ged.h22
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8. PROFESSIONAL DEVELOPMENT OF CRITICAL IMPORTANCE
"When Theory Hits Reality: Standards-Based Reform in Urban School Districts" presents the final narrative report on four-year grants given to seven urban school districts by the Pew Charitable Trusts. This report by Patrick Shields and Jane David of SRI International presents findings from all four years of the Pew Network grant cycle. Authors state in the conclusion: "We found that districts can have standards, assessments, and accountability in place, yet not improve the quality of curriculum and instruction in classrooms. In contrast, districts that communicate ambitious expectations for instruction, supported by a strong professional development system, are able to make significant changes in classroom practices." Extended discussion of these and other findings can be found in the complete report. http://www.sri.com/policy/cep/pubs/pew/pewfinal.pdf
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9. INTERNATIONAL COMPARISON OF TEACHING
"Teachers' Professional Lives: A View from Nine Industrialized Countries" (March 2002) examines teachers' roles and professional work. Published by the Milken Family Foundation and the Council for Basic Education, this report compares and contrasts the professional lives of teachers in key areas: teacher preparation and certification, teacher pay and compensation, teaching as a career, assessment and accountability, responsibilities, math and science instruction, and use and availability of technology. The report notes "when we look outside the familiar, we see important possibilities." The findings from this report may enrich efforts to "advance teacher quality in the United States."
http://www.c-b-e.org/PDF/TeachersLife.pdf
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10. “USING DATA TO IMPROVE SCHOOLS: WHAT’S WORKING”
The American Association of School Administrators reports that school disricts and schools are moving away from simply reporting data such as standardized test scores and moving toward using a wide range of data to promote school reform. The recently released guide, “Using Data to Improve Schools: What’s Working,” examines this shift and encourages school leaders, parents, and community members to cultivate a culture of inquiry. http://www.aasa.org/cas/UsingDataToImproveSchools.pdf
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11. RESEARCH-BASED STRATEGIES TO ACHIEVE HIGH STANDARDS
WestEd has published an online guide to assist schools in assessing and planning for comprehensive school reform. This guide focuses on the U.S. Department of Education’s Comprehensive School Reform Demonstration Program. The guide contains specific tools to determine readiness for reform, data sources, a matrix for helping schools make data-driven decisions, and a template for developing an action plan. http://www.wested.org/csrd/guidebook/toc.htm
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12. SCHOOL REFORM ASSESSMENT TOOL
The North Central Regional Educational Laboratory has published a four-page school self-assessment survey to help identify the status of school practices with regard to eleven components that have been identified as key to comprehensive school reform. http://www.nwrel.org/csrdp/tool2.pdf
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13. PROMOTING HEALTHY EATING HABITS
Schools can play a vital part in helping to eliminate the three leading causes of death in the United States: coronary heart disease, cancer, and stroke. By educating students about eating habits, schools can help establish healthy eating patterns that will help with both health and intellectual development. Author John Marlow's "Promoting Healthy Eating Habits," (Health in Education, 2002) describes ways in which schools can address healthy eating habits. http://webserver2.ascd.org/web/health_in_education/feature.cfm
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14. ED-FLEX COMPETITION DEADLINE EXTENDED
The U.S Department of Education announced that it is extending to December 6, 2002 the application deadline for districts wishing to compete for one of 80 slots available under the Local Flexibility Demonstration Program. Under the Local-Flex agreements, selected districts will be given flexibility to consolidate certain federal formula grant funds in order to assist them in meeting the state's definition of adequate yearly progress and the Local Education Agency's specific measurable goals for improving student achievement and narrowing achievement gaps. http://www.ed.gov/legislation/FedRegister/announcements/2002-3/091702a.pdf
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15. GRANT: SMALLER LEARNING COMMUNITIES
The Smaller Learning Communities Grant Program is designed for high schools with an enrollment greater than 1,000 students. The program provides competitive grants to local educational agencies to plan, develop, implement, or expand smaller learning communities in large high schools. Under the statute, grant funds may be used to redesign schools into structures such as academies, house plans, schools- within-a-school, and magnet programs. Funds may also be used for personalization strategies that complement restructured smaller learning communities. Examples of such strategies include freshmen transition activities, multi-year groupings, alternative scheduling, advisory or advocate systems, and academic teaming. The U.S. Department of Education, Office of Elementary and Secondary Education, and Office of Vocational and Adult Education will host an informational outreach session on October 11 at the Renaissance Los Angeles Hotel-Airport, 9620 Airport Boulevard, 310-337-2800. The session will provide interested educators with an opportunity to learn more about the Smaller Learning Communities program, funding availability, the application process, and what it takes to restructure schools into smaller learning communities. Participants will hear from Smaller Learning Communities staff and several current grantees. The session is from 1:00 p.m. to 4: 00 p.m. There is no registration fee to attend the session; however, participants must register for the session to ensure seat availability. Online registration is available. https://www.slcinformationsessions.com/slcoutindex.html
The final program notice will be published in the Federal Register in October 2002. Closing dates for applications will be 60 days after the publication of the grant notice.
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16. GRANT: REFUGEE STUDENTS ASSISTANCE PROGRAM
The California Department of Education has announced the Refugee Students Assistance program that “provides grants to Local Educational Agencies on a competitive application basis to establish supplemental programs and services for refugee students and their families. The grants are effective for the period of February 1, 2003, to August 14, 2005. Continuation of the grants in subsequent years is contingent upon the availability of funds.” The application deadline is December 20, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=262
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: we offer them for Middle Schools and 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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