DECEMBER 2002 HIGH SCHOOL NEWSLETTER
1. Special Education Accommodations/Modifications Matrix
2. California Alternate Performance Assessment
3. California’s Fiscal Outlook: Five Year Projections
4. “The Mythology of School Reform”
5. “Do Teenagers Care About Learning?”
6. “Education News Parents Can Use”
7. Desktop Reference: No Child Left Behind
8. Step-By-Step Guide to Comprehensive School Reform
9. Resources: Reading and Writing in the Content Area
10. School Action Kits
11. Trust Linked to Student Achievement Gains
12. “Learning to Discipline”
13. “Managing Anxiety in Times of Crisis”
14. Resources for Teaching About the World
15. Disability Information Web Site
16. Impact of High Stakes Accountability Strategies
17. Chinese/English E-Language Project
18. Grant: Education for Homeless Children and Youth
19. Grant: Specialized Secondary Schools
20. Grant: 9-12 TUPE Competitive Grant
21. Grant: School Library Act (Public Schools)
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1. SPECIAL EDUCATION ACCOMMODATIONS/MODFICIATIONS MATRIX
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The State Board of Education approved a matrix that identifies
allowable accommodations and modifications to be used by special
education students for all of the California assessment programs
including STAR, CAHSEE, GSE, CELDT and Physical Fitness.
Individualized Education Program (IEP) teams should check with the
CDE about the use of any accommodations or modifications that are not
listed in this matrix.
http://www.cde.ca.gov/statetests/accommatrix.pdf
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2. CALIFORNIA ALTERNATE PERFORMANCE ASSESSMENT
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The California Alternate Performance Assessment, or CAPA, has been
added to the STAR program. The CAPA is for students with severe
disabilities who are not able to participate in the regular STAR program,
even with accommodations or modifications. Important information
about the administration of CAPA, including guidelines for determining
eligibility for participation in CAPA, is now available.
http://www.cde.ca.gov/spbranch/sed/capa/asesmnt.htm
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3. CALIFORNIA’S FISCAL OUTLOOK: FIVE YEAR PROJECTIONS
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For the second year in a row, the California Legislative Analyst’s
Office (LAO) is projecting budget shortfalls of more than $20 billion.
With the majority of public school funding coming from the state,
this shortfall has major implications for schools. A complete text
of the LAO’s analysis is found on this Web site.
http://www.lao.ca.gov/
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4. “THE MYTHOLOGY OF SCHOOL REFORM”
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Paul Houston, Executive Director of the American Association of
School Administrators, writes on the “Mythology of School Reform”
(The School Administrator Web Edition, August 2002). Houston
argues that six myths are driving the school reform agenda: “Schools
are worse today than they used to be;” “Student achievement and
test result are synonymous;” “If you test them, they will learn;”
“Coercion is the best management tool;” “You can “educator proof
school reform;” and “If you brag loud enough about it, it becomes
real.” If we are to truly improve schools, says Houston, we must
move away from the mythology and focus on the real problems.
http://www.aasa.org/publications/sa/2002_8/execper.htm
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5. “DO TEENAGERS CARE ABOUT LEARNING?”
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“Do Students Care About Learning? A Conversation with Mihaly
Csikszentmihalyi” (Educational Leadership, September 2002) explores
ways to “help students seek out the challenging and engaging
activities that will propel them on their way toward becoming
productive adults.” The article highlights approaches that parents
and teachers can use to support teenagers and assist them in
being engaged learners who lead productive lives.
http://www.ascd.org/readingroom/edlead/0209/scherer_3.html
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6. “EDUCATION NEWS PARENTS CAN USE”
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As part of a yearlong effort to support No Child Left Behind, the
U.S. Department of Education has initiated a television series on
public television that highlights ways in which parents can impact
their child’s school success. “Education News Parents Can Use”
is broadcast by some PBS stations, by The Learning Channel and
Channel One, and is available free of charge to television and
cable outlets. Schools and districts are invited to downlink these
satellite transmitted programs. Live and archived Web casts of
shows are also available online. For more information about
programs and availability, consult the Web site.
http://www.ed.gov/offices/OIIA/television/
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7. DESKTOP REFERENCE: NO CHILD LEFT BEHIND
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The U.S. Department of Education has published a Desktop
Reference to assist in understanding the No Child Left Behind
Legislation. The Desktop Reference explains the major themes
of No Child Left Behind and gives specific information about
each section of the legislation.
http://www.ed.gov/offices/OESE/reference.html
A limited number of copies of the Desktop Reference may be
obtained by calling 1-877-4ED-PUBS or by ordering online at
http://www.ed.gov/pubs/edpubs.html
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8. STEP-BY-STEP GUIDE TO COMPREHENSIVE SCHOOL REFORM
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The National Council for Comprehensive School Reform offers
a systematic guide and references for schools interested in
systemic reform. The Council has integrated its efforts with the
requirements of the Federal No Child Left Behind legislation.
http://www.goodschools.gwu.edu/sbs/main.html
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9. RESOURCES: READING AND WRITING IN THE CONTENT AREAS
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The November 2002 issue of “Educational Leadership” includes a
series of articles related to content literacy issues. The issue
stresses the importance of teaching of reading and writing skills
during secondary school. Content literacy instruction assists
students in gaining the most from content areas instruction and
textbooks; this professional journal presents a variety of resources
for planning and implementing content literacy instruction. In
“Efficient Decoders to Strategic Readers, “ Richard T. Vaca offers
strategies to support struggling readers. “You Can’t Learn Much
from Books You Can’t Read” by Richard L. Allington, offers strategies
for teachers to use when the reading level of textbooks is beyond
the skills of the student. John H. Holloway summarizes related
research in “Research Link/Integrating Literacy with Content.”
http://www.ascd.org/readingroom/edlead/0211/frame0211el.html
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10. SCHOOL ACTION KITS
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The National League of Cities is making available five action kits
that will assist schools to connect with the family and the business
community. The kits are:
Expanding Afterschool Opportunities
http://www.nlc.org/nlc_org/site/files/reports/afterschool.pdf
Promoting Youth Participation
http://www.nlc.org/nlc_org/site/files/reports/promoting.pdf
Improving Public Schools
http://www.nlc.org/nlc_org/site/files/reports/waterfall1.pdf
Helping Working Families
http://www.nlc.org/nlc_org/site/files/reports/helpingworking.pdf
Protecting Children and Youth
http://www.nlc.org/nlc_org/site/files/reports/protecting.pdf
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11. TRUST LINKED TO STUDENT ACHIEVEMENT GAINS
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Education Week (October 16, 2002) reports on a book “Trust in
Schools: A Core Resource for Improvement,” co-authored by
University of Chicago professors Anthony S. Bryk and Barbara
Schneider. According to the researchers, without trust among
members of the school community, schools have little chance of
improving. Respect, competence, integrity, and personal regard
for others were present in trusting relationships. In the schools
studied by the researchers, higher-trust schools generally had
higher student achievement than lower-trust schools.
http://www.edweek.com/ew/ewstory.cfm?slug=07trust.h22
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12. “LEARNING TO DISCIPLINE”
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At the beginning of her career as a high school English teacher,
author Margaret Metzger (Phi Delta Kappan Online Journal,
September 2002) describes herself as a cross between “a drill
sergeant and Mary Poppins.” Metzger offers advice for new teachers
and classroom management strategies.
http://www.pdkintl.org/kappan/k0209met.htm
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13. “MANAGING ANXIETY IN TIMES OF CRISIS”
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The U.S. Department of Health and Human Services has prepared a
number of resources to assist schools and individuals in times of
crisis. The Department reminds readers that it is also important to
find ways to handle one’s own emotions during difficult times.
http://www.mentalhealth.samhsa.gov/cmhs/ChildrenAnxiety/
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14. RESOURCES FOR TEACHING ABOUT THE WORLD
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The Association of Supervision and Curriculum Development has
developed a list of organizations and resources to help teachers
incorporate information about the world in their instruction. “Web
Wonders: The World in the Classroom,” (Educational Leadership,
October 2002), provides information on professional networks,
curriculum materials, professional development resources,
opportunities for teacher or student collaboration, student programs
and regional resources.
http://www.ascd.org/readingroom/edlead/0210/23.html
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15. DISABILITY INFORMATION WEB SITE
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The Federal government has launched DisabilityInfo.gov, a
comprehensive list of disability-related resources. Areas covered
on the Web site are employment, education, housing, transportation,
income support, technology, community life and civil rights.
http://www.disabilityinfo.gov/
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16. IMPACT OF HIGH STAKES ACCOUNTABILITY STRATEGIES
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“Twenty-seven states now rate schools primarily or solely on the basis
of student test scores. Almost half of the states use test scores to
determine whether students will be promoted to the next grade level
or receive a high school diploma. Twenty states reward schools with
money for high or improved test scores; in 15 states, the state has
the authority to replace individual teachers or administrators, or to
close, reconstitute, or take over schools deemed failing on the basis
of test scores.” Heather Voke explores the research and rationale
behind this widespread accountability movement in “What Do We
Know About Sanctions and Rewards?” an Association of
Supervision and Curriculum Development Infobrief (October 2002).
http://www.ascd.org/readingroom/infobrief/issue31.html
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17. CHINESE/ENGLISH E-LANGUAGE PROJECT
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The U.S. Department of Education has announced a joint project with
China to teach English and Chinese as a second language through the
use of the Internet. The eLanguage Learning System (ELLS) will
initially teach English and Chinese as a second language; however
there are plans to expand this project to other languages as well.
The Web site is intended to help high schools teach languages that
may not be readily available in the curriculum.
http://ott.educ.msu.edu/elanguage
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18. GRANT: EDUCATION FOR HOMELESS CHILDREN AND YOUTH
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The California Department of Education notes that the purpose of
this grant “is to facilitate the enrollment, attendance, and success
in school of homeless children and youths as well as to ensure these
children and youths have equal access to the same free, appropriate
public education, as provided to all others. Services provided shall
not replace the regular academic program and shall be designed to
expand upon or improve services provided as part of the school’s
regular academic program.” The application deadline is
March 21, 2003.
http://www.cde.ca.gov/funding/profile.asp?id=280
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19. GRANT: SPECIALIZED SECONDARY SCHOOLS
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The California Department of Education announced grants for the
Specialized Secondary Schools. “Specialized Secondary Programs (SSP)
funds are used for new programs serving students in at least grades
10 through 12 with advanced learning opportunities. Although
these programs retain a core course work element within the approved
curriculum, they specialize in such areas as English-language arts,
mathematics, science, history-social science, foreign language, and
the visual and performing arts. The acquisition of technology skills and
their use as a tool for instruction and learning are also emphasized.”
The application deadline is December 14, 2002.
http://www.cde.ca.gov/funding/profile.asp?id=268
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20. GRANT: 9-12 TUPE COMPETITIVE GRANT
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“Section 104220 (M) (2) of the Health & Safety Code requires
California Department of Education (CDE) to award and administer
grants for projects directed at the prevention of tobacco use among
students in grades 9-12. The Safe and Healthy Kids Program Office
awards grants to replicate scientifically research proven effective
programs.” The application deadline is January 15, 2003.
http://www.cde.ca.gov/funding/profile.asp?id=272
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21. GRANT: SCHOOL LIBRARY ACT (PUBLIC SCHOOLS)
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“The California Public School Library Act of 1998 improves public
school library resources, K-12. It may be used for library resources
and equipment in public schools.” The application deadline is
January 17, 2003.
http://www.cde.ca.gov/funding/profile.asp?id=275
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 Middle School or Professional Development issues, email call or fax Christina Doyle: email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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