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Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." =========================================
GIVE KIDS GOOD SCHOOLS Public Education Network has launched Give Kids Good Schools, a campaign to guarantee a quality public education for every child in the nation. Nearly 48 million children -- almost 90 percent of our nation?s youth attend public schools in America. Americans truly value their public schools, but believe too many children attend schools that don't provide the resources and support students need to succeed. Give Kids Good Schools provides citizens with useful information and tools that assist the public to Learn, Vote and Act on behalf of quality public education. Campaign activities and information are aimed at encouraging individuals to make quality public education a top priority on Election Day and every day throughout the year. October 16-22 is Give Kids Good Schools Week. Across the country, organizations and individuals are planning events and activities to support public schools. To find out what is happening in your city or state, click on the Give Kids Good Schools Week button at: http://www.givekidsgoodschools.org
VOTER INFORMATION http://tinyurl.com/h36mf
THE FORGOTTEN HISTORY OF IMMIGRATION We have forgotten -- indeed, if we ever really acknowledged -- the immigrant?s contributions to American schools, a rich and vibrant history lost in the passage of time and the din of contemporary debates over immigration reform. From curriculum improvements, to the introduction of the trade school, to new ways to financially support public schools, the immigrant has helped propel some of the most significant and enduring changes in the last century in American public schools and in state and federal education policy, many of the changes made out of necessity. Immigrant children at the dawn of the 20th century transformed the institution in less than a generation, writes William Celis. They helped inspire, among other improvements, the permanent residency of school nurses and health clinics, the creation of enhanced civics classes, and free English classes. Innovations at the time, these services are now so standard in American schools that no one living today can remember an age without them. More recently, immigrant groups, civil rights organizations, and other groups have successfully pushed for history textbooks and multicultural curricula that offer, for starters, a wider framing of American history and the contributions of immigrants, an understanding that can only help in our shrinking world. The great irony, of course, is that immigrants today are flocking to the United States not only for jobs; they're also coming for another prize: free education in public schools that many Americans now consider too poor, too bereft of quality, to send their own children to. But even over issues of school quality, Americans can thank the immigrant for the continuing efforts to improve public spending on education. Supporting immigrants? rights and their access to schools and other services is not a popular stand. But in the nascent years of the 21st century, we would be well served in harnessing once again the raw energy and sheer numbers of immigrants to inspire more substantive changes in schools, using their presence, for example, to promote the idea that a good American citizen is, in fact, a citizen of the world, and to send strong messages to children that multilingualism is a meaningful pursuit. http://www.edweek.org/ew/articles/2006/10/04/06celis.h26.html won't open needs subscription
Multilingualism and 22nd Century Linguistic Rights Are American Teachers Prepared? What language should a nation officially call its own? http://tinyurl.com/mun3h
SCHOOL CRIME & VIOLENCE STATISTICS The tragedy of recent school shootings has the potential to leave the impression that schools are more unsafe than ever before. No so, reports a joint effort by the Bureau of Justice Statistics and National Center for Education Statistics. Students are twice as likely to be victims of serious violence away from schools. More murders occur at home each year than at school. This annual report examines crime occurring in school as well as on the way to and from school and informs the nation on the nature of crime in schools. Key report findings include: (1) The violent crime victimization rate at school declined from 1992 to 2003. Even so, violence, theft, bullying, drugs, and weapons are still widespread; (2) In the 2002-03 school year, there were 15 student homicides and 8 student suicides in the nation's schools, figures that translate to less than one homicide or suicide per million students (3) In 2003, 5 percent of students ages 12 to 18 reported being victimized at school during the previous six months: 4 percent reported theft, while 1 percent said they were victims of a violent crime; (4) In 2003, 21 percent of students reported that street gangs were present at their school during the previous six months; (5) In 2003, 33 percent of high school students reported having been in a fight anywhere, and 13 percent said they had been in a fight on school property during the preceding 12 months; and (6) In 2003, students in urban schools were twice as likely as students in rural and suburban schools to fear being attacked at school or on the way to and from school. http://www.schoolsafety.us/School-Crime-and-Violence-Statistics-p-9.html
LOCAL EDUCATION FUNDS: LEADING TRANSFORMATION IN PUBLIC EDUCATION Public Education Network (PEN) invites you to register to attend PEN?s 2006 annual conference, November 12-14, in Washington, DC. Join the debate on transformation in public education and discover how community-based strategies can strengthen teaching, close the achievement gap, and build public involvement in large-scale school system reform. Keynote presenters include Madeleine Albright, the first female U.S. Secretary of State and a bestselling author, and Geoffrey Canada, named one of "America?s Best Leaders" by U.S. News and World Report and an expert on issues concerning violence, children and community redevelopment. For more information about the conference and to register, visit: http://www.publiceducation.org/events.asp
THE NEED FOR A COMPREHENSIVE PERSONAL FINANCE CURRICULUM Staggering personal debt, skyrocketing bankruptcies, and the elimination of pension plans have imperiled the nation?s economic and social security, and called into question the ability of American consumers to manage their financial destiny. In light of this grave threat to individuals, families, and the country as a whole, a national call for states to establish financial education as a core academic subject in all grades -- from Kindergarten through graduation has be made by the National Association of State Boards of Education (NASBE). Knowledge of savings, credit, money management and investing is necessary these days to make proper financial decisions. Vanishing pensions have transferred responsibility (and risk) for retirement savings to individuals. This is the most visible evidence of the overall push for the public to take greater personal control over their financial security. Unfortunately, many individuals lack a basic understanding of how to adequately manage their earnings, their debt, or their retirement planning. $1.7 trillion in personal debt and a negative national savings rate indicate the country is on an unsustainable and potentially catastrophic fiscal path that can only be avoided with more prudent and informed consumer choices, beginning with financially literate students. http://nasbe.org/financial_literacy.pdf
PARENT PRESSURE IS ECLIPSING TEACHER CONTROL A new, dangerously overdeveloped sense of entitlement among students and parents -- particularly in secondary school -- has led students to actively disrespect teachers on a whole new level. In this article, Evan chase writes about behavior that no self-respecting person, let alone an educator, would ever be willing to tolerate. Times have changed, as the kids say, big time. As for parents, somewhere along the line, they seem to have gotten the implicit or explicit message from administrators that, because they pay taxes for their child to attend public school, they are somehow entitled to unprecedented influence over what their child will learn at that school. Judging by their behavior, parents think they know better than classroom teachers what's best for their kids, going so far as to suggest which books a teacher should or shouldn't teach, and often arguing the relative merits of any given teacher's lesson plans -- not in a spirit of kindness or helpfulness, but as hectoring superiors. In instances of disrespect and unacceptable behavior, students often experience no consequences from administrators mandated to maintain discipline and support teachers in their upkeep of respectful, engaging classroom environments. Often, when Chase wrote referrals for unruly students, it was he, not the students, who was ultimately hauled down to the office for a long talk with the vice principal. Let's work together to reclaim the sanctity of the teaching profession while maintaining a fair and respectful climate for everyone we are meant to serve. http://www.edutopia.org/magazine/ed1article.php?id=Art_1634&issue=oct_06
WHY NCLB IS FAR FROM PERFECT As the new school year was about to begin, U.S. Education Secretary Margaret Spellings declared that No Child Left Behind was, like Ivory soap, "99.9 percent pure." The 0.1 percent impurity must be the fact that not a single state made this summer?s deadline to guarantee a "highly qualified" teacher in every classroom. Spellings? assertion that NCLB is just about perfect is as absurd as the teacher-quality goal itself. There was no way to accomplish it in four years. Even though the law defines "highly qualified" as a teacher who?s state certified, the process these people go through is flawed. Certification guarantees high quality about as much as a driver?s license guarantees a good driver. Ronald A. Wolk suggests that legislators adopt the oath of physicians: "First, do no harm." Those who drafted and approved NCLB should have known enough about education to realize that controversy and confusion would result from setting unachievable goals. Even if the law had been adequately funded and provided significant incentives for states, the goal is unreachable. There are nearly 3 million public school teachers. It?s virtually a statistical impossibility to guarantee that every one will be "highly qualified." As in any field this big, there is a spectrum of quality -- from a relative handful who are so bad they shouldn't be teaching to a relative handful who are truly outstanding, with the rest falling somewhere in between. This does not absolve the states from making sure that kids have good teachers. Schools are often hostile places for both teachers and students, and the restrictive and punitive measures of No Child Left Behind -- as well as excessive standardized testing -- are making them more so. Continuously tinkering with an obsolete model won't cut it. We need to change the way schools are governed, organized, and operated. Setting unrealistic goals for public schools only increases the sense of defeatism and lowers morale. By mandating that all students be proficient in reading and math by 2013, No Child Left Behind is setting public schools up for another embarrassing failure. http://www.teachermagazine.org/tm/articles/2006/10/01/02pers.h18.html
IN MANY PUBLIC SCHOOLS, THE PADDLE IS NO RELIC Over most of the country and in all but a few major metropolitan areas, corporal punishment has been on a gradual but steady decline since the 1970s, and 28 states have banned it. But the practice remains alive, particularly in rural parts of the South and the lower Midwest, where it is not only legal, but also widely practiced. The Laurel (MS) school board voted in August to reinstate a corporal punishment policy, passing one that bars men from paddling women, but does not require parental consent, as many other policies do. The most recent federal statistics show that during the 2002-3 school year, more than 300,000 American schoolchildren were disciplined with corporal punishment, usually one or more blows with a thick wooden paddle. Sometimes holes were cut in the paddle to make the beating more painful, reports Rick Lyman. Of those students, 70 percent were in five Southern states: Texas, Mississippi, Tennessee, Alabama and Arkansas. "I believe we have reached the point in our social evolution where this is no longer acceptable, just as we reached a point in the last half of the 19th century where husbands using corporal punishment on their wives was no longer acceptable," said Murray Straus, a director of the Family Research Laboratory at the University of New Hampshire. http://www.nytimes.com/2006/09/30/education/30punish.html
GETTING TEACHERS OUT FROM BEHIND THEIR DESKS Lee Dorman, a middle school teacher, calls herself "a walker and a stalker," as she teaches not from behind a desk but by walking throughout the classroom. "I just never figured out how on earth to teach sitting down," says Dorman, whose desk is basically an oversize in-basket. Here and there, a small but growing number of teachers is following Dorman's example, educators say, abandoning the traditional classroom power center. To them, a desk is really a ball and chain, distancing them from students. With the new emphasis on raising achievement for all students, many teachers say they have to stay mobile to make sure they are reaching everyone in their classroom, reports Jay Mathews. The no-desk movement seems to have had little visible impact on schools so far. David Horn, director of marketing communications for the School Outfitters Web site, said he saw no sign of teacher desk sales falling off. There appears to be no research on how many instructors have abandoned their desks and, in a field replete with specialist groups, there apparently are no declared associations of deskless teachers. Still, success stories among deskless teachers appear to have influenced plans for some charter schools, which are publicly funded but independently operated. Deskless teachers are more common in such schools because the schools themselves tend to encourage experimentation. Some charter school principals have banned teacher desks from classrooms and placed teacher workstations in group offices to facilitate lesson planning. http://www.washingtonpost.com/wp-dyn/content/article/2006/10/02/AR2006 100201031.html
SCHOOLS TURN TO THE INTERNET FOR CREATIVE FUNDRAISING School districts and parent-teacher organizations have traditionally used various programs to raise supplementary funds for school activities, such as selling products, collecting soup labels and cereal box tops for rewards, and getting rebates from community purchases at participating stores. Educators are always looking for alternate ways to fund programs and purchase supplies. But many feel that "pay to play" assessments for school activities are unfair, door-to-door promotions hold inherent dangers for students, and supporters may be reluctant to buy overpriced "$20 wrapping paper and $15 boxes of chocolate with six pieces in it for a fund-raiser," as one parent said. Growing numbers of districts are therefore turning to the Internet for fundraising solutions, writes Odvard Egil Dyrli. http://www.districtadministration.com/viewarticle.aspx?articleid=930
Fundraising Ideas and Links http://tinyurl.com/l7mev
Video Fund Raising Idea http://tinyurl.com/oaqhz
Portals that provide a kickback to schools http://tinyurl.com/phug7
NEW DIRECTIONS IN EDUCATION POLICY IMPLEMENTATION With various federal and state presses for research-based approaches to educational improvement, what should Local Education Funds and others know about recent trends in education policy implementation research? "New Directions in Education Policy Implementation: Confronting Complexity," edited by Meredith I. Honig, brings together leading education policy implementation scholars to capture the state of this field. The introductory chapter highlights that some recent efforts to identify "what works" in education policy miss a major lesson of the last forty years of education policy implementation research: Any policy works in some of the places some of the time for some people -- depending on various local conditions and other factors. Those interested in taking a research-based approach to educational improvement should ask not simply "what works" but "what works for whom, where, when, and why?" Each of the chapters presents research that takes this contingent view of how educational improvement unfolds. Chapters that may be of particular interest to Local Education Funds include: Honig's discussion of the role of school district central offices in supporting school-community partnerships; Michael Dumas' & Jean Anyon's analysis of educational opportunity in New Jersey's poor and predominantly Black urban communities; Mark Smylie's & Andrea Evan's examination of the importance of social capital to policy implementation in the context of the Chicago Annenberg Challenge; and Milbrey McLaughlin's concluding chapter which calls on educational leaders and researchers to recognize the importance of intermediary organizations, "hybrid organizations", community coalitions, and advocacy organizations in educational improvement. To read sample content, visit: http://www.amazon.com/gp/reader/0791468194/ref=sib_dp_top_ex/102-38222 37-9790502?ie=UTF8&p=S00C#reader-link
JOIN NETDAY SPEAK UP 2006 -- NOVEMBER 1st-30th Now in its 4th year, NetDay Speak Up's national online survey invites students, teachers, and parents from around the country to share their input in an online survey. This is an opportunity for students, teachers and parents to participate in the national dialog about science, math, technology, and 21st century workforce skills. Learn more about NetDay Speak Up and how schools and districts can register to participate at: http://www.netday.org/speakup/
MAKING CHILDREN SUCCESSFUL IN THE EARLY YEARS OF SCHOOL A student?s entire journey along the educational spectrum is affected by what occurs -- and, crucially, by what does not occur -- before the age of eight or nine. Yet early learning has never received the attention it deserves and needs. In his latest book, education expert Gene Maeroff takes a hard look at early learning and the primary grades of schooling. "Building Blocks" describes PK-3 -- a concrete and groundbreaking strategy for improving early education. Filled with colorful descriptions and anecdotes from Maeroff?s visits to schools around the country, "Building Blocks" creates a rich portrait of education in America, ranging from math lessons imported from Singapore in Massachusetts to serious but joyful kindergartens in California. He speaks of the need for schools to prepare for the burgeoning enrollment of youngsters from immigrant families and for all children to acquire the habits and dispositions that will make them committed and productive students. Maeroff issues a call to action for policy makers and parents alike. http://www.fcd-us.org/PDFs/MaeroffPlainDealer.pdf http://www.genemaeroff.com/
Kindergaten Music http://tinyurl.com/omt7d Neuroscience of Healthy Kids http://tinyurl.com/msn9d Traditional Folktales in the Classroom http://tinyurl.com/ncqfj Children's Activity Tables http://tinyurl.com/nfhog Timeline Progress Chart 1 month - 5 years old http://tinyurl.com/s7c79
FEDS FUZZY MATH NO HELP ON EDUCATION SPENDING George F. Will supports a controversial effort to mandate that 65 percent of every school district's education operational budget be spent on classroom instruction. Now that Americans' concern is shifting from how much money is spent on education to how much education is being bought by the money, government has blurred the measurement in a way that says 66.1 percent of education dollars already reach the classroom. If the "instruction-related" criterion is not added, the percentage of dollars devoted to instruction has declined for five consecutive years, to 61.3. No Child Left Behind supposedly promotes education accountability by mandating reliable data to measure progress. But Washington looks like an untrustworthy manipulator of data when it uses the phrase "instruction-related activity" to draw a bull's-eye around the status quo. http://www.chron.com/disp/story.mpl/editorial/outlook/4226978.html
Fuzzy Standards by Ferdi Serim Quite apart from one's personal political preferences, a remarkable outcome of the first presidential debate was the manner in which the term "fuzzy math" was embraced by large segments of the public. http://tinyurl.com/mn7oj
NATIONAL BULLYING AWARENESS PREVENTION WEEK IS OCTOBER 22-28 Sponsored by the PACER Center and cosponsored by the National Coalition for Parent Involvement in Education, National Education Association, and National PTA, National Bullying Prevention Awareness Week is Oct. 22-28, 2006. PACER Center encourages you to help promote this important week in the following ways: (1) Promote the website below as a bullying prevention resource for elementary-age children, including those with disabilities; (2) Download and share a colorful poster promoting National Bullying Prevention Awareness Week.; (3) Read "Bullying Fast Facts"; and (4) Let the public hear the message, "Bullying is never okay. What can you do to stop it?" http://www.pacerkidsagainstbullying.org/
HOW COMMUNITIES & STAFF CAN TRANSFORM THEIR SCHOOL DISTRICTS Merrelyn Emery contends that despite the rapid development of ideas over the past several decades about the nature of learning and knowledge, educational practice has persisted remarkably unchanged and continuous for the last 100 years or more of mass education. She asserts that although much of the thinking about education has changed, few administrators and legislators have made radical breaks from the past. Incremental change in education often fails because education is a system, not a collection of parts. Emery?s book, "The Future of Schools: How Communities Can Transform Their School Districts," is an attempt to talk about how to redesign the entire school system. The fundamental idea in open systems theory is that all entities have boundaries that are permeable to the environment. Emery asserts that because school districts exist within community environments, community development must precede change within the school district. She believes that many of the problems that are encountered by schools are produced because school districts are organized according to a design principle in which the responsibility for coordination and control is located at least one level above the people who are doing the work, the learning, or the planning. Consequently, according to Maria Mendiburo, Emery advocates for the type of community development that would reorganize the community and eventually the school district under a different structure where change within the organization is negotiated between groups working as equals regardless of their respective position in the organization. http://www.tcrecord.org/Content.asp?ContentID=12699
PARENTS CRY FOUL ABOUT DIRTY SCHOOL TOILETS & BROKEN SHOWERS Neither District of Columbia Public Schools superintendent Clifford Janey nor his many predecessors have cared enough to keep the city schools clean and stocked with basics. Stinking bathrooms, reports Harry Jaffe. Broken showers. Peeling paint and no library, for starters. City Council member Kwame Brown, a public school parent, intends to introduce legislation that will transfer building maintenance from DCPS to the city?s Office of Property Management, where the mayor and the city council can order and oversee the work. "Our toilets in (city hall) work, we have light bulbs in the sockets, our paint stays on the walls and ceilings," Brown says. "Our children should have nothing less." <http://www.examiner.com/a-317417~Harry_Jaffe__Back_to_grime_night_for_ D_C__school_parents.html>
MIXED ABILITY CLASSES SHOW PROMISE IN DENVER Denver?s East High School is one of the most prestigious high schools in Colorado, a school that dominated Constitutional Scholars competitions and sent graduates annually to Ivy League colleges. Yet the freshmen and sophomores in the low and remedial track classes in the autumn of 2004 seemed unable to string together sentences, much less weave them into paragraphs. Especially discouraging was the fact that in a school that was 45 percent white, classes were so segregated that all but two or three of the students in Jeremy Hoffer?s low-track classes were minorities. Researchers at schools throughout the nation have found that African Americans, Hispanics and Native Americans tend to be concentrated in low or vocational tracks. Hoffer, however, had not encountered this before and to him it was unacceptable. If he was going to stay at East, something had to change. He had an idea about what that might be. For the five years of his career before arriving at East, he had taught untracked middle school classes containing a diverse mixture of minorities and whites, reports Holly Yettick. Read the story of this exciting ongoing turnaround at: http://www.headfirstcolorado.org/files/East_Tracks1158341699.pdf
|--------------- NEW GRANT AND FUNDING INFORMATION--------------|
********************************************************************* WHERE TO GO WHEN YOU NEED GRANT RESOURCES <http://www.edu-cyberpg.com/Teachers/grants.html>
Grants for Women, Grants for Women & Girls Business Plan Resources for Women,
Government Funding Resources Education Grants, Scholarships & Loans, State Agency Phone Numbers for Student Financial Aid, Federal Department of Education Technology Grants, Arts
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"Grants for Teachers of Citizenship Education" The VFW's National Citizenship Education Teachers' Award recognizes the nation's top elementary, junior high and high school teachers who teach citizenship education topics regularly and promote America's history and traditions. Maximum Award: $2,000. Eligibility: teachers K-12. Deadline: November 1, 2006. http://www.vfw.org/index.cfm?fa=cmty.leveld&did=1832
"Funding for Field Trips and Scholastic Outings" Target Field Trip Grants are available to fund scholastic outings in situations where monies are otherwise lacking. Maximum Award: $1000. Eligibility: teachers, principals, paraprofessionals and classified staff in K-12 public, private or charter school in the U.S. Deadline: November 1, 2006. http://sa-eapp.org/fieldtripgrants/register.php
"Funding for Hands-On Math, Science & Technology Programs" Institute of Aeronautics and Astronautics Science and Math Programs Grants assist educators in presenting mathematics, science, and technology principles to students (K-12) in an exciting, hands-on manner to develop our future aeronautics and aerospace engineers, scientists, pilots, and space explorers. Maximum Award: $1,000. Eligibility: AIAA Educator Associate K-12 teachers. Deadline: December 30, 2006. http://www.aiaa.org/content.cfm?pageid=216
"Grants for Supporting Children?s Health, Education and Inner-city Services" The Teammates for Kids Foundation accepts proposals for grants from nonprofit organizations that specialize in working with children in the areas of health, education and inner-city services. Maximum Award: $50,000. Eligibility: 501 (c) (3) organizations with a record of effectively delivering programs and services that improve the lives of needy children. Deadline: February 1, 2007. http://www.teammates4kids.com/apply_for_grant/format_grant.htm
"Grants for Community Improvement Programs" Hamburger Helper is looking to lend a helping hand to neighborhoods nationwide with its "My Hometown Helper" grant program. Individuals from communities and organizations across America can submit a written essay of 250 words or less describing how the "My Hometown Helper" grant would help improve their community project. Maximum Award: $15,000. Eligibility: Requests for funding must be sponsored by a municipal or civic organization or public school. Deadline: May 31, 2007. http://www.myhometownhelper.com/
Howie Schaffer Public Outreach Director Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx
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