<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> K12 Newsletters Mailing List Subscribe - Unsubscribe - Set Preferences
http://www.edu-cyberpg.com/Community/K12Newsletters.html
Educational CyberPlayGround Community Mailing Lists http://www.edu-cyberpg.com/Community/ Advertise K12 Newsletters Guidlines http://www.edu-cyberpg.com/Community/Subguidelines.html <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>
Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** DO AMERICANS BELIEVE THE PUBLIC SCHOOLS BELONG TO THEM? In his new book "Reclaiming Public Education by Reclaiming Our Democracy," David Mathews identifies a growing chasm between the American public and education professionals. Mathews enumerates the goals that citizens and educators alike want from public education, before he sets to work pinpointing the obstacles that block progress. He focuses especially on significant differences in the ways citizens view problems in the schools and the ways professional educators and policymakers talk about them. Some of the disconnections he identifies include: (1) Citizens say they are frustrated by their inability to make a difference in improving the public schools. But educators say they can't get the public support they need; (2) Citizens think local school boards determine what happens in schools. But board members complain that their hands are tied by outside restrictions and conflicting demands; (3) Citizens want schools that instill self-discipline and promote social responsibility. But schools are overwhelmed by the need to raise test scores and meet legislatively mandated standards. To learn more and read a free excerpt, visit: http://www.reclaimingeducation.org/excerpt.htm
NO CHILD LEFT BEHIND HAS FAILED: REPEAL IT BY 2007 No Child Left Behind not only is not working, writes Peter Henry, but results in negative impacts up and down the educational continuum -- from distorting educational experiences for our youngest to ensuring when they get to college, more students than ever will need remedial courses in reading and math. In these cash-strapped times, No Child Left Behind has driven up costs in terms of administering exams, tutoring students, altering curriculum, increasing teacher dissatisfaction and turnover, as well as outsourcing education dollars to corporations that create further exams exacerbating the downward spiral. Some states are spending additional sums seeking court judgments to force the federal government to pay these costs as unfunded mandates. Add to this that two recent studies have directly challenged the Bush administration claim that No Child Left Behind is nonpartisan and that its principal objective -- closing the achievement gap between whites and students of color -- is being met. No Child Left Behind has been subverted into just another shell game that disadvantages, once again, those with the least resources to fight back. There are other problems engulfing No Child Left Behind: fairness and accuracy in exams, gaming of numbers by states and school districts, and access to tutoring and summer school programs by those most in need. According to Henry, by reducing human effectiveness in education to paper, pencil and marking ovals, we are cheapening and even destroying the fundamental inspiration that drives learning. http://www.mndaily.com/articles/2006/03/08/67498
MEDIOCRITY: DEPLORABLE, YES. UNTIL WE CONSIDER THE ALTERNATIVE Batten down the hatches! The governors have come back from last year?s National High School Summit and are actually proposing fixes for the nation?s high schools. Those efforts generally fall into three categories: forming commissions, improving the collection of data, and the hands-down favorite, changing high school core curricula and/or graduation requirements to more closely align with four-year public colleges? entrance requirements. What all these initiatives have in common is that they cost relatively little and generate just enough controversy to make the governors look like they are doing something. They are the elements of a perfect political program, which of course is not the same thing as being the elements of a perfect school reform. This is especially the case for proposals that demand that students take and pass more and harder courses. Such proposals certainly meet the test of political viability, but do they serve students, schools, or even the nation? Rona Wilensky says no. Raising standards without a systematic program for ensuring that all students have the support to reach them will produce two predictable outcomes: higher high school dropout rates and lower college-entrance rates, especially for students who are poor or of color or both. Raising requirements looks like a stand against "the soft bigotry of low expectations," but without the simultaneous commitment of will and resources to achieving equity, it is most likely to have the perverse effect of locking those without privilege out of opportunities for which they are truly qualified. http://www.edweek.org/ew/articles/2006/03/22/28wilensky.h25.html
COURT ORDERS BILLIONS MORE TO NYC PUBLIC SCHOOLS A New York state appeals court in Manhattan has directed the governor and the Legislature to spend up to $5.63 billion a year on New York City's public schools to remedy "deprivations" that the students have suffered. The Appellate Division of State Supreme Court voted 3-to-2 to require state officials to consider spending between $4.7 billion and $5.63 billion dollars. The judges said the money was to be phased into the budget within the next four years. The court also voted to require additional spending for capital improvements -- buildings and other facilities -- of at least $9.179 billion dollars, to be phased into the budget over the next five years. Governor George Pataki had resisted court rulings that ordered the state to spend the money. Pataki claimed that the judiciary couldn't tell the executive branch what budget decisions to make. http://wcbstv.com/topstories/local_story_082163549.html
HOMOSEXUALITY IN PUBLIC SCHOOLS: A MORAL BATTLEGROUND, A CIVIL DISCOURSE Tragically, public schools have become front lines in the culture war over homosexuality -- and the biggest losers are the kids caught in the crossfire of incendiary rhetoric and bitter lawsuits. In school districts across the nation, escalating conflicts involving sexual orientation in the curriculum, student clubs, speech codes and other areas of school life are undermining the educational mission of our schools. When people are this far apart, every act by one side is seen as a hostile move by the other. Can we do better? If we care about education -- and the future of the nation -- we must, writes Charles C. Haynes. To avoid divisive fights and lawsuits, educators and parents must agree on civic ground rules to ensure fairness for all sides. After all, public schools belong to everyone. However deeply we disagree about homosexuality, the vast majority of us want schools to uphold the rights of all students in a safe learning environment. It isn't possible for us to reach ideological or religious consensus, but it is possible -- and necessary -- to reach civic consensus on civil dialogue. School districts divided about how to handle issues concerning sexual orientation should take a step back from the debate and find agreement on First Amendment principles. Most Americans can agree that freedom of religion and speech are inherent rights for all. Starting with an acknowledgement of inalienable rights immediately levels the playing field, helping to ensure that everyone has a right to speak ? and everyone's claim of conscience is taken seriously. More challenging, but still attainable, is an agreement that we all have a civic responsibility to guard the rights of others, including those with whom we disagree. And, finally, people must agree to debate one another without resorting to personal attacks, ridicule, false characterizations of opposing positions and similar tactics. http://www.usatoday.com/printedition/news/20060320/religionlede22.art.htm
Character Education http://www.edu-cyberpg.com/Teachers/character.html
LEADERSHIP THAT BRINGS LEARNING & SCHOOLING TO LIFE In this important new book, Stephanie Pace Marshall argues that by focusing on reforming the contents of schooling and not transforming the context and conditions of learning, we have created false proxies for learning and eroded the potentially vibrant intellectual life of our schools. Finishing a course and a textbook has come to mean achievement. Listening to a lecture has come to mean understanding. Getting a high score on a standardized test has come to mean proficiency. Credentialing has come to mean competence. To educate our children wisely requires that we create generative learning communities, by design. Such learning communities have their roots in meaning, not memory; engagement, not transmission; inquiry, not compliance; exploration, not acquisition; personalization, not uniformity; interdependence, not individualism; collaboration, not competition; and trust, not fear. Read a free chapter at: http://www.josseybass.com/WileyCDA/WileyTitle/productCd-078797501X.html
THE URBAN SUPERINTENDENT: STRONG FOUNDATION, EVOLVING CHALLENGES Boston has stood out among urban school districts and won national attention for its stability in leadership and success in improving results. Now, as the city prepares to make a leadership transition, a new study from the Aspen Institute and Annenberg Institute for School Reform, "Strong Foundation, Evolving Challenges: A Case Study to Support Leadership Transition in the Boston Public Schools," examines what the Boston Public Schools? 10-year-long focus on instructional improvement has accomplished and the challenges that remain. Launched in 1996, Boston?s reform plan, known as Focus On Children, emphasized five key elements that together constitute a theory of action for district improvement. These elements include common expectations for all students; a curriculum that gives students access to rigorous content; expectations about instructional practice; support for teachers; and assessments that provide information to guide instruction and hold schools accountable for results. In addition, the plan also stressed high-quality stable leadership at the school and district levels. The study suggests that leadership transitions, while challenging, can provide the opportunity for thoughtful community reflection. The report acknowledges the important contributions of the Boston Plan for Excellence, a local education fund. http://www.aspeninstitute.org/site/c.huLWJeMRKpH/b.612035/k.EE02/Education_and_Society_Program.htm
K12 Administrators http://www.edu-cyberpg.com/Teachers/Home_Teachers2.html
NATIONAL POETRY MONTH: ONLINE POETRY CLASSROOM In April 2006, the Academy of American Poets will launch the first-ever Poetry Read-a-Thon. Geared for middle school students (grades 5-8), the Read-a-Thon?s goals are to celebrate the reading of poems and writing about poems. In addition to emphasizing the pleasure and fun of reading poetry, the Read-a-Thon will facilitate the students? development of writing and comprehension skills. Visit the Online Poetry Classroom to find a wealth of resources, including Teacher Forums where teachers can share ideas and seek help from colleagues; Pedagogical & Critical Essays about poetry; extensive links to relevant websites; Curriculum Units & Lesson Plans; biographies of hundreds of poets; and nearly two-thousand poems. http://www.poets.org/page.php/prmID/6
K12 Poetry in the Classroom Resources http://www.edu-cyberpg.com/Arts/Poetry_Website.html
TEACHERS TEACHING TEACHERS In recent years, the No Child Left Behind (NCLB) legislation has pushed administrators to grab quick solutions to get a fast "bump" in their test scores. Instead of taking the time to build teacher capacity by improving instruction or creating schools as learning communities where teachers have opportunities to have honest discussions about classroom practice, share successful lessons and strategies, or examine student work together, more and more administrators opt for what Linda Christensen calls "boxed" professional development -- from fill-in-the-blank writing curricula to "stick-the-kid-on-the-computer" reading and math programs. When high school language arts teachers in Portland, Oregon were asked by the Professional Development Committee -- a group founded by the school district and the Portland Association of Teachers -- which professional development programs had the greatest impact on their students' learning, they overwhelmingly named the Portland Writing Project, the Summer Literacy Curriculum Camp, and the Professional Development Days -- which were all led by classroom teachers. Teachers stated that these three programs were practical and related specifically to their content. The programs gave them models of new strategies and curricula, hands-on practice, and time for collaboration and implementation. Teachers also said they appreciated the support of ongoing professional development, instead of the one-shot variety. The top-down approach of telling teachers what to do without engaging them in active learning is as ineffective in professional development as it is in the classroom. http://www.rethinkingschools.org/archive/20_02/ttt202.shtml
THE STATE OF PRESCHOOL: 2005 STATE PRESCHOOL YEARBOOK The annual report on state preschool initiatives shows that state-funded programs increased enrollment by more than 100,000 4-year-olds from 2002 to 2005, but state spending per child is down and enrollment actually declined in 11 states. The yearbook ranks all 50 states on access to, resources for and quality of state preschool initiatives in the 2004-2005 school. When the National Institute for Early Education Research (NIEER) began reporting on state-funded preschool programs for 2002, 38 states were funding programs and enrolling 700,000 3- and 4-year old-children. By ?05, those states served more than 800,000 children. "This represents an astounding jump of 16 percent enrollment during those four years," said NIEER Director W. Steven Barnett. "When ?06 is reported, a new program in Florida will likely add another 100,000 4-year-olds to the total." However, 12 states had no state-funded preschool programs and over the four-year period, funding shortfalls produced enrollment declines in 11 states. "Clearly, these states do not yet treat prekindergarten as real education to be delivered in good and bad financial times," Barnett said. http://nieer.org/yearbook/
TEACHING AT RISK: PROGRESS & POTHOLES Our schools are only as good as their teachers. The Teaching Commission has released a final report urging state and local leaders to go "far further, far faster" in transforming the teaching profession. "If teaching remains a second-rate profession, America's economy will be driven by second-rate skills," said former IBM Chairman Louis V. Gerstner, Jr. "We can wake up today -- or we can have a rude awakening sooner than we think." Due to the urgency of the challenge of improving America?s skills in an increasingly competitive global economy, this new report gives state, local and federal leaders disappointing grades for their work in four crucial areas: (1) Transforming Teacher Compensation; (2) Reinventing Teacher Preparation; (3) Overhauling Licensing and Certification; and (4) Strengthening Leadership and Support. http://www.theteachingcommission.org/press/2006_03_22_pr.html
PUBLIC SCHOOLS ARE SAFER THAN EVER, DESPITE A FEW SENSATIONAL INCIDENTS There is a growing perception that public schools are not safe places. Media headlines contribute to the myth that school buildings are unsafe, when compared to other public gathering places. While the threat of violence has afflicted many aspects of our entire society in recent years, schools, in general, remain among the safest public places in the country. Citizens should have high expectations that children will be safe at school, writes William L. Bainbridge. Educational leaders have focused in recent years on providing safe and disciplined school environments for students and teachers. Many schools have increased expulsions of violent students by adopting "zero tolerance policies" toward serious offenders. Since students often know when dangerous activities are being planned, educators are trying to develop processes and atmospheres where young people are willing to report what they know. With better data, schools can more effectively identify threats and reduce violence. Some school systems have invested in high-tech security devices that are helpful. Others have even hired SWAT teams to practice emergency evacuation drills. Evidence indicates the efforts are paying off. Recent statistics show the number of violent crimes on school campuses is small and continues to decline. While improvements have occurred in school security, safety remains the most important responsibility school leaders face today. http://www.schoolmatch.com/articles/ftu2006Mar4.htm
PUTTING PARENTS IN THEIR PLACE: OUTSIDE CLASS Parents are needy, overanxious and sometimes plain pesky -- and schools at every level are trying to find ways to deal with them, writes Valerie Strauss. Many educators are discovering that some parents can't let their kids go. They text message their children in middle school, use the cellphone like an umbilical cord to Harvard Yard and have no compunction about marching into kindergarten class and screaming at a teacher about a grade. To handle the modern breed of micromanaging parent, educators are devising programs to help them separate from their kids -- and they are taking a harder line on especially intrusive parents. http://www.washingtonpost.com/wp-dyn/content/article/2006/03/20/AR2006032001167.html
ENDING THE BLAME GAME ON EDUCATIONAL INEQUALITY Recent policy studies have tried to identify "high-flying" schools -- schools that help students reach very high levels of achievement, despite significant disadvantages. A new policy brief demonstrates three major problems with the findings of these reports. (1) Due to questionable methodological assumptions, the number high-flying schools is significantly smaller than the number reported in those studies; (2) The numbers in these reports are being misused in a way that understates the significance of, and need to address, socioeconomic disadvantages; and (3) these reports fail to directly address the vast amount of evidence that inequity in educational outcomes is primarily due to students? social and economic disadvantages. Only 1.1 percent of high-poverty schools consistently achieve at high levels on standardized tests, according to "Ending the Blame Game on Educational Inequity: A Study of 'High Flying' Schools and NCLB," written by Douglas N. Harris. This finding directly challenges the results of policy studies published by the Education Trust and Heritage Foundation which claim that 15.6 percent of high-poverty schools are highly performing. The federal No Child Left Behind Act (NCLB) makes the same mistake, Harris argues. The law provides performance incentives for schools to help all students reach proficiency, but ignores the fact that, due to economic and social conditions, students start school at very different levels of readiness. As a result, the law holds schools responsible for factors outside their control. In addition, Harris finds that a low-poverty school is 22 times more likely to be high performing than a high-poverty school. Equally alarming, low-poverty, low-minority schools are 89 times more likely to be high performing that high-poverty, high-minority schools. http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0603-120-EPRU.pdf
WHITE HOUSE PUSHES TO DRUG TEST MORE STUDENTS Student athletes, musicians and others who participate in after school activities could increasingly be subject to random drug testing under a program promoted by the Bush administration. White House officials say drug testing is an effective way to keep students away from harmful substances like marijuana and crystal methamphetamine, and have held seminars across the country to promote the practice to local school officials. But some parents, educators and school officials call it a heavy-handed, ineffective way to discourage drug use that undermines trust and invades students' privacy. "Our money should be going toward educating young people, not putting them under these surveillance programs," said Jennifer Kern. The Supreme Court ruled in 1995 that schools can randomly test student athletes who are not suspected of drug use, and in 2002 ruled that all students who participate in voluntary activities, like cheerleading, band or debate, could be subjected to random tests. Since then, the Bush administration has spent $8 million to help schools pay for drug testing programs. The White House hopes to spend $15 million on drug-testing grants in the next fiscal year, reports Andy Sullivan. http://today.reuters.com/news/newsArticle.aspx?type=domesticNews&storyID=2006-03-19T141156Z_01_N17399492_RTRUKOC_0_US-DRUGS-TESTING.xml
FOCUS ON AFTERSCHOOL MATH ACTIVITIES & ENRICHMENT As soon as you hear squeals of delight from students after their teacher calls out a math problem, you know this isn't an ordinary math class. The students are playing a competitive game called "bacon and egg" in their afterschool program at an elementary school in Houston, Texas. For these students learning mathematics doesn't end as soon as class is dismissed -- and that is the philosophy behind the mathematics toolkit created by The National Partnership for Quality Afterschool Learning. Filled with lesson plans for different grade levels and for different mathematics skills, the Afterschool Training Toolkit was designed for afterschool program staff around the country. It highlights best practices for supporting mathematics learning and meeting standards. The toolkit features several videos of lesson plans and math games in action, including the bacon and egg game enjoyed by Houston students. Deborah Donnelly, who contributed to the toolkit, sees an advantage in learning subject matter afterschool. "While student engagement may be a challenge in the school day given time constraints and the number of topics to be covered, in afterschool it's much easier. Content matter can be included in fun formats that would be difficult in a regular classroom setting. This focus on engagement is key to the lesson plans in the mathematics toolkit." http://www.sedl.org/afterschool/toolkits/math/index.html
SCHOOLS ENCOURAGED TO TAKE BIRD FLU SERIOUSLY The nation's schools, recognized incubators of respiratory diseases among children, are being told to plan for the possibility of an outbreak of bird flu. Federal health leaders say it is not alarmist or premature for schools to make preparations, such as finding ways to teach kids even if they've all been sent home. School boards and superintendents have gotten used to emergency planning for student violence, terrorism or severe weather. Pandemic preparation, though, is a new one. Who coordinates decisions on closing schools or quarantining kids? If classes shut down for weeks, how will a district keep kids from falling behind? Who will keep the payroll running, or ease the fear of parents, or provide food to children who count on school meals? "Those are the kinds of issues that I don't think people have spent a lot of time talking about yet," said Stephen Bounds, director of legal and policy services for the Maryland Association of School Boards. "But if New Orleans and Katrina taught us nothing else, it taught us you need to be thinking about things ahead of time -- and preparing for the worst," Bounds said. The urgency is about bird flu, the name for the deadly H5N1 strain of the avian flu. The government has created checklists on preparation and response steps, specialized for preschools, grade schools, high schools and colleges. The dominant theme is the need for coordination among local, state and federal officials. Some of the advice is common sense, like urging students to wash their hands and cover their mouths when they cough or sneeze to keep infection from spreading. Other steps would take schools considerable time to figure out, such as legal and communication issues. http://www.cnn.com/2006/EDUCATION/03/22/schools.birdflu.ap/index.html
********************************************************************* EXPERTS OFFER FREE "BIRD FLU" INFORMATION FOR ETHNIC LANGUAGE COMMUNITIES
GET VACCINATED U.S. FLU SHOT FINDER
FREE AVIAN FLU EDUCATIONAL MATERIALS DOWNLOADS AVAILABLE FOR IMMEDIATE USE http://www.edu-cyberpg.com/Linguistics/birdflu.html
*********************************************************************
BENEFITS OF DELAYING KINDERGARTEN ENTRANCE QUESTIONED Many parents of 5-year-olds will be wrestling with in the next few months as they decide where to send their children next fall. About 9 percent of 5-year-olds nationwide are "academically redshirted," or held out of kindergarten for a year, according to the National Center for Education Statistics. To be eligible for kindergarten children must be 5 years old on or before Sept. 1 of the current school year. The redshirts will enter school at age 6, sometimes 18 months older than their classmates. It?s found more often among boys in wealthier communities, reports Katherine Cromer Brock, and in private schools. But the practice is growing in public schools. Academic redshirting is a result of higher expectations of kindergartners, some educators say, and makes sense for students with summer or early fall birthdays, or for ones, usually boys, too immature to handle kindergarten. While some parents and teachers praise the idea, education researchers fear that holding students back can hinder them socially as they reach their early teens. They also say kindergarten teachers must educate all children, regardless of their level of readiness. http://www.southernillinoisan.com/articles/2006/03/16/life/doc441687574ba81571918947.txt
|--------------- NEW GRANT AND FUNDING INFORMATION--------------|
"Christa McAuliffe Reach for the Stars Award" National Council for the Social Studies Christa McAuliffe Reach for the Stars Award aims to help a social studies educator make his or her dream of innovative social studies a reality. Grants will be given to assist classroom teachers in: 1) developing and implementing imaginative, innovative, and illustrative social studies teaching strategies; and 2) supporting student implementation of innovative social studies, citizenship projects, field experiences, and community connections. Maximum Award: $1,500. Eligibility: Full-time social studies teachers or social studies teacher educators currently engaged with K-12 students; NCSS membership required. Deadline: May 1, 2006. http://www.socialstudies.org/awards/grants/mcauliffe/
"Grants for Youth and Scientific Education" The American Honda Foundation Grants Program is accepting proposals from organizations working in the areas of youth and scientific education. The American Honda Foundation defines "youth" as pre-natal through 21 years of age. "Scientific education" includes both physical and life sciences, mathematics and the environmental sciences. Eligibility: Educational institutions, K-12, accredited higher education institutions (colleges and universities), and others. See website for full listing. Maximum Award: $40,000 to $80,000. Deadline: May 1, 2006. http://corporate.honda.com/images/banners/america/AHF_brochure.pdf
"The Horace Mann Scholarship Program for Educators" The Horace Mann Scholarship Program for Educators is offering scholarships for public and private school educators to take college courses. Maximum Award: $5,000. Eligibility: Educators must be employed by a U.S. public or private school district or U.S. public or private college or university at the time of application and at the time the scholarship is awarded, and must have at least two years teaching experience. Program is not open to residents of Hawaii, New Jersey and New York. Deadline: May 16, 2006. http://www.horacemann.com/educator-resources/educator-scholarship-program.html
"Service Learning Grants to Promote Crime Prevention & Community Service" The National Crime Prevention Council will award grants to support service-learning projects planned and implemented by youth who identify needs and create projects to address or prevent crime, violence, and drug abuse in their schools and communities. These grants are intended to encourage and promote crime prevention, community service, and civic responsibility. Maximum Award: $500. Eligibility: Ages 11-19; Youth must be participating in a Community Works or Youth Safety Corps program or be in a youth group or class of six or more members. Deadline: June 1, 2006. http://www.ncpc.org/programs/tcc/
For a detailed listing of EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
QUOTE OF THE WEEK "Once upon a time a man whose ax was missing suspected his neighbor's son. The boy walked like a thief, looked like a thief, and spoke like a thief. But the man found his ax while digging in the valley, and the next time he saw his neighbor's son, the boy walked, looked and spoke like any other child." -Lao Tzu (philosopher)
Howie Schaffer Public Outreach Director Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx
<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> Copyright statements to be included when reproducing annotations from K12 Newsletter
The single phrase below is the copyright notice to be used when reproducing any portion of this report, in any format:
EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com K12 Newsletter copyright http://www.edu-cyberpg.com/Community/K12Newsletters.html
FREE EDUCATION VENDOR DIRECTORY LISTING http://www.edu-cyberpg.com/Directory/
HOT LIST REGISTRY OF K12 SCHOOLS ONLINE http://www.edu-cyberpg.com/Schools/ <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>