MARCH 2003 MIDDLE GRADES NEWSLETTER
1. 2002 Base API Release
2. The Young Adolescent Learner
3. Questions for Middle Grades Reform
4. State Intervention Won’t Help Schools
5. Officials Fail to Obey ESEA, Suit Alleges
6. Five Sites for America’s “Tweens”
7. Engaging Middle Grades Parents
8. National Security Emergencies
9. “Planning for Failure?”
10. Blending Traditional and Progressive Education
11. Diverse Schools Strengthen Students Academically and Socially
12. Feds Issue Guidelines for Prayer in School
13. Classroom Assessment Improves Learning
14. Web Sites Offer Resources for Using Student Data
15. Sufficient Funds for Accountability in Question
16. “Educational Vital Signs”
17. Teaching in a Global Context
18. Equity and Access Under Discussion
19. Creating Media Savvy Students
20. UCLA Third Annual Report on the Internet
21. “Coping with Malcontents”
22. Migrant Students’ Parents Set Goals at Home
23. Resources for Tobacco Prevention and Intervention
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1. 2002 BASE API RELEASE
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On February 20, 2003 the 2002 Base Academic Performance Index (API),
growth targets, and rankings were released for California schools.
The 2002 Base API includes the results of the norm-referenced test
(Stanford 9); the California Standards Test (CST) in English Language
Arts and Mathematics for grades 2-11; the CST in History/Social
Science for grades 10 and 11; and the California High School Exit
Exam (for high schools only). For the first time since the inception
of the API, the new 2002 Base API places the majority of the weight
on standards-based tests.
http://api.cde.ca.gov.
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2. THE YOUNG ADOLESCENT LEARNER
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“At the Turning Point: The Young Adolescent Learner”
is the newest publication released by The National Turning
Points Center. This 104-page downloadable PDF file lays
the groundwork for understanding the needs of middle grade
children and describes “practices, strategies, and tools that can
help schools address these needs in a caring and academically
challenging environment."
http://www.turningpts.org/pdf/YALGuide2.pdf
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3. QUESTIONS FOR MIDDLE GRADES REFORM
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In a recent meeting with the Los Angeles Unified School District,
Hayes Mizell, Director of the Program for Student Achievement at the
Edna McConnell Clark Foundation discussed middle grades reform and
offered some guiding questions that educators might explore.
MiddleWeb: Exploring Middle School Reform has published an edited
version Mizell’s remarks (January 2003). Stating “middle schools
[nationwide] have a history of faulty reform,” and “schools must
avoid panic-driven quick fixes,” the eight questions offer points to
ponder and effective strategies to support the academic development
of young adolescents.
http://www.middleweb.com/mw/resources/HMguidingQs.html
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4. "STATE INTERVENTION ALONE WON’T HELP SCHOOLS"
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In a study conducted by UCLA assistant professor Heinrich Mintrop
and a team of researchers, findings show that, “simply labeling a
school a failure and assuming that act will be enough motivation for
its leaders and staff is more likely to yield employee discontent and
turnover than a strategy for improving students achievement.”
“State Intervention Alone Won’t Help Schools” (Ed. Week,
January 29, 2003) provides a synopsis of the two-year study conducted
in Kentucky and Maryland.
http://www.edweek.org/ew/ewstory.cfm?slug=20intervene.h22
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5. OFFICIALS FAIL TO OBEY ESEA, SUIT ALLEGES
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New York and California are among the first states to be sued
for not complying with the “No Child Left Behind” Act. In the
article, “Suits Contend Officials Fail to Obey ESEA” (Ed Week,
February 5, 2003) authors Mark Walsh and Joetta Sack highlight
three cases currently in the courts. Litigation in California finds
Californians for Justice and the California Association for
Community Organizations for Reform Now suing the State Board of
Education for being non-compliant with federal law in regards to the
definition of a “highly qualified” teacher. The New York suit is
over a claim that various districts have “denied students the chance
to transfer or receive supplemental services as required by federal
law.”
http://www.edweek.org/ew/ew_printstory.cfm?slug=21esea.h22
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6. FIVE SITES FOR AMERICA’S “TWEENS”
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The Corporation for Public Broadcasting has developed five new
Internet sites for young adolescents, 9 to 12 years old. Students
are invited to check out educational programs such as “Don’t Buy It,”
challenging children to be smart consumers by questioning
advertising; “It’s My Life,” addresses social, emotional, and
physical issues affecting that age group; “Backyard Jungle,” teaches
about ecology; “Plastic Fork Diaries,” discusses nutrition; and
“3D&I,” encourages users to look at their surroundings through
design.
http://www.cpb.org/ed/5sites/
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7. ENGAGING MIDDLE GRADES PARENTS
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The Edna McConnell Clark Foundation has released its report on
the “Parent Alliance for School Standards (PASS) Project: Engaging
Middle-Grades Parents in San Diego, California”. This summary
document informs stakeholders working to improve middle grades
education through family intervention about the project’s evolution,
accomplishments, and lessons learned. Major topics addressed
include: developing understandable materials for parents; training
parents to help improve students achievement; helping teachers and
schools engage in better communication with parents; and organizing
parent forums.
http://www.emcf.org/pdf/student_passreport.pdf
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8. NATIONAL SECURITY EMERGENCIES
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The Federal Emergency Management Agency (FEMA) has posted
a new Web site for kids entitled “National Security Emergencies.”
The site helps explain terrorism, biological and chemical weapons
and how to prepare for these threats. Topics explored include: what
to do if there is an explosion; what to do if there is a chemical,
biological, nuclear, or radiological attack; the Homeland Security
Advisory System; what kids have to say about terrorism; 9/11 heroes
photo page; how to make yourself feel better; and, an information
site for parents.
http://www.fema.gov/kids/nse/
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9. “PLANNING FOR FAILURE?”
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Mike Schmoker writes that many underperforming schools get so
caught up in elaborate planning processes and the development of
reform plans that they lose the focus of the reform (EdWeek
Feb. 12, 2003.) Quoting Michael Fullan and other researchers,
Schmoker notes, "what does improve instruction and raise levels of
achievement: a team of teachers meeting regularly and continuously to
design, test, and then adjust their lessons and strategies in light
of their results."
http://www.edweek.org/ew/newstory.cfm?slug=22schmoker.h22
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10. BLENDING TRADITIONAL AND PROGRESSIVE EDUCATION
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In the article “Taproots for a New Century: Tapping the Test of
Traditional and Progressive Education, (Phi Delta Kappan Online,
January 2003) David Ackerman notes that it would be too easy to
join one philosophical camp or the other without an analysis of the
best that each view has to offer. Ackerman offers the “Ten
Commandments" for schools that offer a blend of the traditional and
progressive views as the basic principles for curriculum and
instruction.
http://www.pdkintl.org/kappan/k0301ack.htm
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11. DIVERSE SCHOOLS STRENGTHEN STUDENTS ACADEMICALLY AND SOCIALLY
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Eileen Gale Kugler, author of the book “Debunking the Middle Class
Myth: Why Diverse Schools Are Good For All Kids,” writes a lengthy
article (Technos Quarterly, Winter 2002) based upon her research that
stresses both the academic and social benefits of students attending
schools that serve a diverse student population. “Learning comes
alive when wisdom is shared not only by competent teachers and
textbooks but also by fellow students with life experiences and
cultures that illuminate whole new worlds.”
http://www.technos.net/tq_11/4kugler.htm
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12. FEDS ISSUE GUIDELINES FOR PRAYER IN SCHOOL
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The U.S. Office of Education has issued guidelines for districts
and schools on prayer. To receive Title 1 funds, a local education
agency must certify to its state government that it has no policy
that “prevents or otherwise denies participation in Constitutionally
protected prayer in public schools as set forth in this guidance.”
http://www.ed.gov/inits/religionandschools/prayer_guidance.html
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13. CLASSROOM ASSESSMENT IMPROVES LEARNING
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“Teachers who develop useful assessments, provide corrective
instruction, and give students second chances to demonstrate
success can improve their instruction and help students learn.”
Thomas R. Guskey, author of “How Classroom Assessments Improve
Learning,” (Educational Leadership, February 2003) notes that while
large-scale assessments serve a purpose the best tools for impacting
student learning are those teacher-made assessments that can be
immediately analyzed and that can impact the next day’s teaching.
Guskey notes that very few teachers have had training on how to
develop useful classroom assessments.
http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/200302/guskey.html
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14. WEB SITES OFFER RESOURCES FOR USING STUDENT DATA
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In the article “Web Wonders/ Using Data to Improve Student
Achievement” (Educational Leadership, February 2003), author Deborah
Perkins-Gough lists several key national reform organizations that
have useful information on how schools and districts can put student
achievement data to good use.
http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/200302/perkinsgough.html
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paste it into your browser address window.
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15. SUFFICIENT FUNDS FOR ACCOUNTABILITY IN QUESTION
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The January 2003 EdPolicy Update of the Association of Supervision
and Curriculum Development focuses on the growing concern about the
availability of sufficient resources to meet the No Child Left Behind
accountability requirements passed in recent federal legislation.
States are now reporting budget deficits and have reallocated funds
from school reform efforts to other priorities.
http://www.ascd.org/cms/index.cfm?TheViewID=1573#Accountability
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16. “EDUCATIONAL VITAL SIGNS”
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The National School Boards Association has published its annual
“Educational Vital Signs: U.S. Schools in Facts and Figures.” Along
with the statistics, there are reports about key issues faced in
2002.
http://www.asbj.com/evs/
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17. TEACHING IN A GLOBAL CONTEXT
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The Association of Supervision and Curriculum Development InfoBrief
(January 2003) highlights the globalization going on in the world and
the implications that this movement has for teaching. Authors
Andrew F. Smith and Frederick R. Czarra note that schools must play
a key role in strengthening the international perspective of American
citizens. The authors capture the history of the effects of
globalization on education and offer a framework for linking
education with this perspective.
http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/infobrief/index.html
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paste it into your browser address window.
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18. EQUITY AND ACCESS UNDER DISCUSSION
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The February 2003 EdPolicy Update by the Association of Supervision
And Curriculum Update highlights the discussions at the federal,
state and local level about the laws and concepts regarding equity
and access to educational programs. There are links to a variety
of Web sites that highlight the growing debate about the role of
Title IX and other laws and policies surrounding these issues.
http://www.ascd.org/cms/index.cfm?TheViewID=1611#Access
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19. CREATING MEDIA SAVVY STUDENTS
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The George Lucas Foundation’s online Edutopia (Feb. 10, 2003)
encourages teachers to make students media savvy consumers.
Authors Sara Armstrong, Roberta Furger and Milton Chen cite examples
of collaborations between parents, community groups, and businesses
that help students analyze and critique the media that they are using as
well as that to which they are exposed.
http://www.glef.org/FMPro?-DB=articles1.fp5&-format=article.html&-lay=layout%20%231&learnlivekeywords::jargonfree=Parent%20Involvement&-max=200&-token.1=Art_1019&-token.2=Parent%20Involvement&-token.3=Involved%20Communities&-find
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20. UCLA THIRD ANNUAL REPORT ON THE INTERNET
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The UCLA Center for Communication Policy has issued “The UCLA
Internet Report Studying the Digital Future Year Three.” This study
examines who is and is not using the Internet, the impact of the
medium and the implications for school curriculum.
http://ccp.ucla.edu/pdf/UCLA-Internet-Report-Year-Three.pdf
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21. “COPING WITH MALCONTENTS”
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Everyone has had the opportunity to deal with others who are negative
and seem to pull down the morale of a group or an individual.
Writing in the School Administrator Web Edition, (Feb. 2003), author
Michael R. Weber offers strategies for working with negative people
in his article, “Coping with Malcontents.”
http://www.aasa.org/publications/sa/2003_02/weber.htm
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22. MIGRANT STUDENTS’ PARENTS SET GOALS AT HOME
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Gerardo Lopez, Assistant Professor, Indiana University notes that
migrant parents are very helpful to their children by establishing an
expectation for learning in the home (AScribe Newswire, Feb. 3, 2003.)
He notes in his research that many students of migrant families have
parents who do not come to school, however, they place a very high
value on their children succeeding. Lopez urges schools to find out
how parents are already involved with their children rather than
spending time and money attempting to get parents to come to school
in a more traditional model.
http://www.ascribe.org/cgi-bin/spew4th.pl?ascribeid=20030203.074545&time=08%2031%20PST&year=2003&public=1
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paste it into your browser address window.
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23. RESOURCES FOR TOBACCO PREVENTION AND INTERVENTION
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The Center for Disease Control has listed links to a number of
resources and research on tobacco prevention and intervention for youth.
http://www.cdc.gov/tobacco/youth.htm
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 High School email call or fax Christina Doyle: email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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