JUNE 2003 HIGH SCHOOL NEWSLETTER
1. Standards and Assessment Updates
2. 2003 Senior Waiver
3. CAHSEE Evaluation
4. California High School Proficiency Examination
5. Technology Counts 2003
6. Youth and Technology Readiness
7. Technology Toolkit
8. CDE High School Newsletter
9. NCLB: Conspiracy, Compliance, Or Creativity?
10. Prayer Policy in Public Schools
11. Computer Use and Ergonomics
12. "Beyond Islands of Excellence"
13. "Peter Senge on Organizational Learning"
14. New Report on Public Attitude Toward Schools
15. Communities Organize to Help Reform Schools
16. High Quality Teachers: Strategies to Attract and Retain Them
17. "A Community Action Guide to Teacher Quality"
18. Quality Out-Of-School Time Activities
19. California 2002 Graduation and Dropout Data Available
20. Grant: Tech-Prep Demonstration Program
21. Grant: Advanced Placement Incentive Program
22. Grant: Professional Development for Arts Educators
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1. STANDARDS AND ASSESSMENT UPDATES
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The Standards and Assessment Division of the California Department of
Education regularly posts the latest information about each state
assessment program. This includes updates on all of the STAR
assessments - California Standards Tests (CSTs), CAT6,
SABE2, and the California Alternate Performance Assessment (CAPA) -
as well as CAHSEE, CELDT, GSE, NAEP, Physical Fitness, CHSPE, and
GED.
http://www.cde.ca.gov/statetests/misc/updates.html
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2. 2003 SENIOR WAIVER
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A waiver is available to Class of 2003 seniors who were prevented
from meeting the qualification criteria for the 2003 Golden State
Seal Merit Diploma due to Golden State Exam program reductions.
A letter is posted outlining the identification, reporting, and
certification process for the Golden State Seal Merit Diploma
using this waiver.
http://www.cde.ca.gov/statetests/letterforms.html
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3. CAHSEE EVALUATION
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Human Resources Research Organization (HumRRO), the independent
evaluator contracted by the State Superintendent of Public
Instruction, released a report focusing on the requirement of passing
the CAHSEE as a condition for graduation. This report includes, but
is not limited to, the following three findings: 1) The development
of the CAHSEE meets all of the professional testing standards for use
as a graduation test. 2) The CAHSEE has led to increased coverage of
the California Content Standards at the high school and middle school
levels. 3) Many initial and remedial courses only have limited
effectiveness in helping students master required standards. Based
on the information in this study, the State Board of Education may
defer the CAHSEE graduation requirement. By law this decision must
be made on or before August 1, 2003.
http://www.cde.ca.gov/statetests/cahsee/eval/AB1609/index.html
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4. CALIFORNIA HIGH SCHOOL PROFICIENCY EXAMINATION
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California students can earn a Certificate of Proficiency, which by
state law is the legal equivalent of a high school diploma, by
passing the California High School Proficiency Examination (CHSPE).
Additional information about the CHSPE, including a description of
the skills assessed, eligibility criteria, and registration form are
posted on the Internet. The CHSPE will be offered next on Saturday,
November 15, 2003.
http://www.cde.ca.gov/statetests/chspe/
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5. TECHNOLOGY COUNTS 2003
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"Pencils Down: Technology’s Answer to Testing" (Education Week: 2003
Technology Counts) examines the growing trend of computer-based
assessment. The report notes that at least 12 states have online
examinations or are in the pilot phase of such examinations. The
report explores the pros and cons of online testing and posits that
the use of technology will change high-stakes assessment in the U.S.
Individual teachers are also using technology to assess classes of
students. Along with an in-depth look at the issues surrounding the
use of technology in assessment, the report presents data on all 50
states.
http://www.edweek.org/sreports/TC03/
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6. YOUTH AND TECHNOLOGY READINESS
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The Children’s Partnership has published a fact sheet entitled "21st
Century Literacy in the United States: Youth and Technology
Readiness." The report notes that "digital technology is reshaping
how young people learn, communicate and prepare for their work
and civic future." It notes that not every student is prepared to
use this technology effectively. The fact sheet highlights the
condition of the nation as well as each of the states.
http://www.childrenspartnership.org/youngamericans/factsheet.html
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7. TECHNOLOGY TOOLKIT
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The State Educational Technology Directors Association (SETDA)
has developed an online "National Leadership Toolkit: Helping States
to Implement No Child Left Behind" that brings together research and
best practice regarding technology literacy. Included in this
toolkit are criteria for assessing both technology literacy and the
quality of the technology program. Key strands of the Toolkit
include: Scientifically Based Research, Technology Literacy
Assessment, Common Data Elements, Evaluating Effective Teaching
and the National Education Technology Plan. While this toolkit is
designed with states in mind, there are excellent resources for both
districts and schools to consider.
http://www.setda.org/nli2002/CD/index.htm
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8. CDE HIGH SCHOOL NEWSLETTER
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The California Department of Education (CDE) May 2003 online High
School Newsletter features articles on technology. Innovations at
Clovis High School and Grossmont Union High School District are
featured and online college preparation courses and academic support
programs offered by the University of California are also described.
Additional articles discuss technology applications and offer online
resources.
http://www.cde.ca.gov/shsd/newsletter/may2003.pdf
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9. NCLB: CONSPIRACY, COMPLIANCE, OR CREATIVITY?
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Distinguished Senior Fellow of the National Staff Development
Council, Hayes Mizell, spoke to educators at a spring staff
development conference about the "No Child Left Behind" (NCLB)
legislation. In his address, "NCLB: Conspiracy, Compliance, or
Creativity?" (April 25, 2003), Mizell warns administrators not to
become "de facto compliance officers and forfeit their roles as
education leaders." His suggestion is to "view NCLB from 30,000
feet . . . from that distance [educators] can see the outline of
excellence and equity otherwise obscured by the law's details."
Mizell also suggests that educators use NCLB to creatively hold
their school districts and state departments of education to
standards of performance that exceeds legal requirements.
http://www.middleweb.com/HMnclb.html
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10. PRAYER POLICY IN PUBLIC SCHOOLS
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School districts are being threatened with the loss of federal monies
if they can't prove that they have implemented policies that allow
students to pray in school. CNN.com (May 13, 2003) reports "For the
first time, federal law requires school districts to prove that they
have no policy stifling court-protected prayer by students or
teachers." California is one of the many states that have reported
school districts out of compliance.
http://fyi.cnn.com/2003/EDUCATION/05/13/school.prayer.ap/index.html
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11. COMPUTER USE AND ERGONOMICS
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"Make Johnny Sit Up Straight" by author Katie Dean (Wired News,
May 14, 2003) notes that children are spending more time in front of
computers. Experts have warned of the health risks of poor seating
and poor posture as well as repetitive motion while using computers,
and Dean reports on some of the studies that are beginning to focus
on the impact of computers and student health.
http://www.wired.com/news/school/0,1383,58826,00.html
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12. “BEYOND ISLANDS OF EXCELLENCE”
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The Learning First Alliance has published "Beyond Islands of
Excellence: What Districts Can Do to Improve Instruction and
Achievement in All Schools." The report includes case studies of
five high poverty school districts and how they used districtwide
practices to improve student achievement.
http://www.learningfirst.org/bie/bie.html
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13. "PETER SENGE ON ORGANIZATIONAL LEARNING"
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In an interview with organizational learning expert, Peter Senge,
author Amelia Newcomb highlights Senge’s opinions about how well
schools and districts exemplify organization learning. "Peter Senge
on Organizational Learning" (School Administrator, May 2003)
highlights a major key point, "Kids learn in schools that learn."
Changes in organizational learning begin with groups of educators
who come together with some basic principles on which they agree,
and use processes to create new meaning from the school environment
and the needs of the students.
http://www.aasa.org/publications/sa/2003_05/SengeQ&A.htm
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14. NEW REPORT ON PUBLIC ATTITUDE TOWARD SCHOOLS
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"Where We are Now: 12 Things You Need to Know About Public Opinion
and Public School" is a report on surveys of public and educator
opinions about public schools by the Public Agenda. There are a
number of highlights from the report. While public support for high
academic standards and school accountability remain high there is
growing discontent within the educational community about the
pressures on school employees. While both parents and educators
agree that standardized tests are useful, some say that they are
overemphasized. Employers and college professors have a very
different view of high school graduates than do parents and teachers.
Few parents, educators, or students "see high schools as places of
respect and civility."
http://www.publicagenda.org/pdfstore/PDFs/where_we_are_now.pdf
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15. COMMUNITIES ORGANIZE TO HELP REFORM SCHOOLS
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The Institute for Education and Social Policy has published a study
by K. Medirrata, N. Fruchter and A. Lewis entitled "Organizing for
School Reform: How Communities are Finding Their Voices and
Reclaiming Their Public Schools (New York University 2002)."
The study reports on the efforts of "66 community groups that are
organizing to improve public educational in low-performing schools
and districts…. Their aim is to build political power and challenge
public schools that serve children poorly."
http://www.nyu.edu/iesp/publications/cip/sum_orgschref.htm
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16. STRATEGIES TO ATTRACT AND RETAIN HIGH QUALITY TEACHERS
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The National Council on Teaching and America’s Future report on
attracting, preparing and retaining high quality teachers. "No Dream
Denied: A Pledge to America’s Children" offers three strategies for
retaining high quality teachers in U.S. schools.
http://www.nctaf.org/dream/dream.html
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17. “A COMMUNITY ACTION GUIDE TO TEACHER QUALITY”
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The Public Education Network notes that, while much can be done to
impact teacher quality inside the educational ranks, the larger
community must also be come active and involved in understanding
the issues involved in teaching and must take action to guarantee
quality teachers in every classroom. Their report, "A Community
Action Guide to Teacher Quality," is designed to help communities
impact the quality of teachers in its schools. The guide is based
upon the activities of seven community-based advocacy organizations
in high poverty areas that have had a significant impact on schools.
http://www.publiceducation.org/tqguide.asp
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18. QUALITY OUT-OF-SCHOOL TIME ACTIVITIES
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Author Sandra Simkins reports on findings from research and program
evaluation to provide a summary of the relationship between
participating in out-of-school time activities and positive youth
outcomes in the "Does Youth Participation in Out-Of-School Time
Activities Make a Difference?" (Evaluation Exchange, Spring 2003)
a publication of the Harvard Family Research Project. There is
growing evidence that well structured, high quality out-of-school
time activities can promote and support youth development because
they provide a safe environment, allow students to learn to
collaborate with peers, and teach specific values and belief systems.
http://www.gse.harvard.edu/hfrp/eval/issue21/theory.html
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19. CALIFORNIA 2002 GRADUATION AND DROPOUT DATA AVAILABLE
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The California Department of Education (CDE) has posted the 2001-02
Graduation and dropout data on its Web site. The information is part
of DataQuest, published by the CDE's Educational Demographics Office.
This group collects, analyzes and disseminates demographic data about
California's public schools and school districts.
http://www.cde.ca.gov/demographics/
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20. GRANT: TECH-PREP DEMONSTRATION PROGRAM
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The U.S. Department of Education has announced grants for the
Tech-Prep Demonstration Program. This grant funds programs that
involve the location of a secondary school on a community college
site, a business as a member of the consortium and the voluntary
participation of secondary students in the program. The application
deadline is June 26, 2003.
http://www.ed.gov/legislation/FedRegister/announcements/2003-2/051203b.html
--For those who could not open this link, copy the entire URL and
paste it into your browser address window.
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21. GRANT: ADVANCED PLACEMENT INCENTIVE PROGRAM
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The U.S. Department of Education announced the competition for the
Advanced Placement Incentive Program. This is a competitive grant
designed to increase the successful participation of low-income
students in pre-Advanced Placement and Advanced Placement courses
and tests. The application deadline is July 3, 2003.
http://www.ed.gov/legislation/FedRegister/announcements/2003-2/051503a.html
--For those who could not open this link, copy the entire URL and
paste it into your browser address window.
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22. GRANT: PROFESSIONAL DEVELOPMENT FOR ARTS EDUCATORS
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The U.S. Department of Education announced the Professional
Development for Arts Educators Grant. This grant is targeted at
K-12 districts and schools with high poverty populations. "This
Program will fund model professional development programs for music,
dance, drama, and visual arts educators that use innovative
instructional methods, especially those linked to scientifically-
based research." The Secretary strongly encourages that a letter of
intent be submitted no later than June 16, 2003. The application
deadline is July 10, 2003.
http://www.ed.gov/legislation/FedRegister/announcements/2003-2/051603d.html
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 Junior High School or Professional Development, email call or fax Christina Doyle: email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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