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Weekly NewsBlast for October 7, 2005 Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** REDESIGNING SCHOOLS TO DRAMATICALLY IMPROVE LEARNING The concept of schools as community centers has been a hot topic for more than 100 years. As early as 1902, John Dewey described a vital relationship between the civic, business, university and residential community. In this detailed article, Wayne Jennings goes beyond the theory, and describes how to plan, budget, staff, design, and maintain community learning centers. This fresh approach to principles of learning, curriculum, staffing, facilities, student as resource, parent roles, technology, staff development and more makes it possible to accomplish for all students the three major goals of education: responsible citizenship, productive work and lifelong learning. Based on sound research, the Community Learning Centers program gives courageous school and community leaders the background and practical information to create high performance schools. http://www.designshare.com/articles/1/131-jennings/jennings-learn-ctr.pdf
THE ROLE OF PRINCIPAL LEADERSHIP IN IMPROVING STUDENT ACHIEVEMENT School and district leadership has been the focus of intense scrutiny in recent years as researchers try to define not only the qualities of effective leadership but the impact of leadership on the operation of schools, and even on student achievement. A recently published literature review titled "How Leadership Influences Student Learning" contributes to this growing body of knowledge by examining the links between student achievement and educational leadership practices. The authors make two important claims. First, "leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school." Second, "leadership effects are usually largest where and when they are needed most." Without a powerful leader, troubled schools are unlikely to be turned around. The authors stress that "many other factors may contribute to such turnarounds, but leadership is the catalyst." This month's newsletter from the Center for Comprehensive School Reform and Improvement summarizes what the review reveals about the basics of successful education leadership and offers practical suggestions for their implementation. http://www.centerforcsri.org/index.php?%20option=com_content&task=view&id=14 5&Itemid=5
EQUITY & INCLUSION IN MATH & SCIENCE CLASSROOMS Ensuring equity and excellence lies at the core of systemic reform efforts, especially in science and mathematics, the two academic areas that historically have not been widely open to females, ethnic minorities, or students from less affluent communities and families. Although the concept of equity penetrates the entire education system, it has profound implications in teaching and learning mathematics and science. A new article by Arlene Hambrick draws attention to the concept of education equity and its potential to increase excellence in mathematics and science for a diverse population of students. Raising expectations for student learning is first on the list of key practical recommendations to help schools ensure equitable instruction to meet a wide range of student needs. This article also provides a focused look at equity issues in mathematics and science as they apply to subgroups identified in the No Child Left Behind Act. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma800.htm
ADOLESCENTS READ! A new publication from the New York Life Revitalizing High School Libraries Initiative, administered by the Public Education Network, provides a snapshot of key positive results. According to New York Life Foundation's vision, school library media centers began the academic improvement process by providing students with access to a wide range of high-interest, developmentally appropriate fiction and non-fiction reading materials. But beyond providing new materials, the initiative also created an opportunity for library media specialists to forge new relationships with students, teachers, and community members, and to expand their roles within the school in a variety of ways. http://www.publiceducation.org/pdf/publications/high_school/Adolescents_Read .pdf
ONE SECRET TO BETTER TEST SCORES: MAKE STATE READING TESTS EASIER Parents are delighted when state test scores go up. Obviously, their children are getting smarter and the teachers are doing better. Politicians are ecstatic; their school reforms must be working. According to reports from educators, impressive gains on recent New York State tests can be explained by the fact that the 2005 state English test was unusually easy and the 2004 test unusually hard. Jonathan Burman, a state education spokesman, acknowledged that the 2004 test was harder but said the state compensated by using a tougher scale to score the 2005 test. "Students had to answer a few more questions correctly in 2005 and get more raw points in order to get the same scaled score as in 2004," he said. But even if the 2005 test was scaled, scores still soared statewide, with 70.4 percent at grade level, up 8.2 percentage points from 2004 and with several cities -- Yonkers, Syracuse, Rochester -- posting increases even higher than New York City's. Michael Winerip reports on the skepticism some teachers have that the tests truly reflect significant changes in teaching and learning in the span of just one year. http://www.nytimes.com/2005/10/05/education/05education.html
HOW LONG DO CHILDREN HAVE A RIGHT TO STAY IN SCHOOL? http://www.edu-cyberpg.com/Teachers/test.html
READING BILL OF RIGHTS FOR YOUNG ADOLESCENTS All young adolescents need access to the kinds of reading opportunities that will allow them to grow up to be successful members of a literate community. It is the responsibility of the entire community to offer support for ensuring these eight rights: (1) Access to Books; (2) Encouragement to Value Reading; (3) Time to Read; (4) Skilled Reading Leaders; (5) Public Library Support; (6) Community Agency Support; (7) Family Support; and (8) Reading Role Models. http://www2.evansville.edu/mgrnweb/readbill.html
SNAPSHOT The School District of Philadelphia is the seventh largest in the nation serving 208,170 as of 9/20/2000 including early childhood programs. Literacy Statistics http://www.edu-cyberpg.com/Literacy/
TIME TO ENGAGE? CIVIC PARTICIPATION IN PHILADELPHIA'S SCHOOL REFORM Philadelphia is at the forefront of a national trend towards privatization in education, making school reform in Philadelphia a topic of national and local consequence. In December 2001, after years of conflict between city and state over educational funding, the Commonwealth of Pennsylvania took over the School District of Philadelphia, declaring the city's schools to be in a state of academic and fiscal crisis. In the months following the takeover, the newly formed School Reform Commission ushered in an unprecedented level of educational privatization by turning dozens of schools over to private (for-profit and non-profit) educational management organizations (EMOs). So far, there is little evidence that the extra money given to the companies has resulted in better test scores for students, according to a new reports from Research for Action. "There's been an enormous change in how the district works," said Eva Gold, one of the authors. That change has been a "new governance model" in which for-profits, nonprofits and universities get contracts to manage schools and perform other educational services, like writing curriculum. While test scores in city elementary grades have been going up, it is not possible to say that increased corporate involvement in school management is the reason, the study concludes. In fact, the greatest test-score gains have been in schools run by the school district, not those run by the providers. The report also concluded that the public has largely been shut out of decisions around which companies or institutions manage which schools, and why. http://www.researchforaction.org/PSR/PublishedWorks/TimetoEngage.pdf
AN INTEGRATED APPROACH TO HIGH SCHOOL REFORM "Focus on High School," from Education Development Center, Inc., (EDC) calls for an "integrated approach" to high school reform. Too many current reform initiatives overlook academic rigor while they focus on creating nurturing schools or responding to today's technological and global realities. EDC researchers, curriculum developers, and professional development experts discuss five initiatives that cultivate both the intellectual and social development of students, build in relevance and connectedness, and bring teachers together to learn new content and skills. http://main.edc.org/Mosaic/Mosaic10/toc.asp
KINDERGARTEN RETENTION FAILS TO HELP ACADEMIC ACHIEVEMENT For nearly 100 years, educators have debated the benefits of grade retention versus social promotion. A new examination of research on this perennially-controversial issue indicates that retention does not improve achievement among kindergartners in reading or mathematics, nor does it facilitate instruction by making classrooms more homogeneous academically. "In recent years, 'ending social promotion' has become a popular slogan with the movement to set and maintain high standards and educational accountability. In this new climate, many schools have adopted grade retention at most grade levels, even in kindergarten," the authors state. Predictors of retention among kindergarteners include characteristics such as non-Hispanic, male, from a single-parent family with lower socioeconomic status and higher number of siblings, and never having received center-based childcare. In addition, the retainees tended to come from kindergarten classes where teachers spent relatively less time in reading and literacy instruction, covered lower-level content topics, and held different standards based on children's capability. The authors conclude that "rather than forcing these children to restart from the very beginning, exposing them to meaningful intellectual challenges on a continual basis is perhaps developmentally more appropriate." http://www.aera.net/newsmedia/?id=889
Facts about Retention & Who Will Benefit http://www.edu-cyberpg.com/Teachers/newretention.html
PETA ANGRY OVER GOLDFISH SWALLOWED AT SCHOOL ASSEMBLY Two high school boys got a stern talking to after swallowing goldfish at a school assembly. Animal rights activists think they deserved harsher punishment. After learning about the stunt late last month, People for the Ethical Treatment of Animals urged Federal Way (WA) Public Schools to adopt a district-wide policy prohibiting the use of animals in school functions. "We feel certain you'll agree that killing fish in the name of school spirit is unacceptable," wrote Jennifer O'Connor. "If the reports we received are accurate, this cruel spectacle has no place in Federal Way public schools. Given the proliferation of violence in the schools, it is imperative that we teach compassion for all living beings rather than publicly encouraging cruelty to animals," O'Connor added. The two young men pulled the stunt apparently after promising to eat live goldfish in front of the entire student body if one of them got elected as a class officer. Denise Turner, a school spokesperson, said school officials lectured the boys on proper behavior at school functions and called their parents to report what they'd done. They received no further discipline. "These are good kids who made bad decisions," Turner said. "What they did was not appropriate. We used it as a teaching moment." http://seattlepi.nwsource.com/local/aplocal_story.asp?category=6420&slug=WA% 20Swallowed%20Goldfish
NEW ACADEMIC PRESSURES ON SEVENTH GRADERS For two decades, policymakers have decreed that seventh grade should be a time when children have a chance to adjust to puberty and cliques and the other annoyances of turning 13, reports Jay Mathews. Lessons should be engaging and enriching, middle school advocates have said, but not put too much emphasis on mastering subject matter and passing difficult tests. "I believe that middle schools should provide academic rigor," Principal John Word said. "The challenge for us as middle school educators in the age of high stakes testing is to encourage teaching for understanding while addressing the myriad of social and emotional issues." http://www.washingtonpost.com/wp-dyn/content/article/2005/10/03/AR2005100301 442.html
REACHING OUT TO DIVERSE FAMILIES Family involvement in schools is often limited to a small group of parents who seem to do everything. Culturally diverse families may not feel they fit in at the school or have a different perspective on what it means to be involved, so they are often left out of school activities. How can schools move beyond a limited level of family involvement and encourage all families to become more active in their children's schools and education? A new strategy brief from the Southwest Educational Development Laboratory (SEDL) helps answer this question. It discusses strategies helpful to schools that want to broaden and deepen involvement beyond the traditional fundraising or party-planning activities. Chris Ferguson, author of the brief, says that research has indicated that parents, regardless of their ethnicity, culture, or economic status are interested in their children's education. "They just may not know how to help their children with school matters," she says, "or they may feel like they don't have the knowledge or expertise to help their children with school work." According to Ferguson, schools can help parents become more comfortable playing a strong role in their children's education. Schools that are successful involving families are able to build on the cultural values of families and foster communication with families. Successful schools have also created an inviting environment for families and often facilitate involvement by providing transportation, translators, and other similar services. They can also help parents learn strategies to support their children's academic needs. "All schools can increase their parent and family involvement," says Ferguson. "It just takes time and innovative strategies to develop a strong, two-way relationship." http://www.sedl.org/connections/resources/rb/rb5-diverse.pdf
GETTING STUDENTS READY FOR THE WORLD AFTER HIGH SCHOOL In the first of a four-part series exploring the lasting significance of the achievement gap, Kristi Garrett profiles a young adult several years after he graduated on the general track to see how education policies, social class and academic performance have affected his aspirations and options after high school. Check out California Schools magazine at: http://www.csba.org/csmag/csMagStoryTemplate.cfm?id=77
ARE SINGLE-SEX CLASSROOMS THE BEST WAY TO TEACH KIDS? A new crop of educators share a radical idea -- that boys and girls are so biologically different they need to be separated into single-sex classes and taught in different ways. In the last five years, brain researchers using sophisticated diagnostic technology have gathered new information about the ways male and female brains develop and process information. Studies show that girls, for instance, have more active frontal lobes, stronger connections between brain hemispheres and "language centers" that mature earlier than their male counterparts. Critics of gender-based schooling charge that curricula designed to exploit such differences reinforce the most narrow cultural stereotypes. But proponents say that unless neurological, hormonal and cognitive differences between boys and girls are incorporated in the classroom, boys are at a disadvantage. http://msnbc.msn.com/id/9287947/site/newsweek/
How does the brain work? Female and Male Origin Of The Brain Does Culture Wire the Teenage Brain? The problem with schools. http://www.edu-cyberpg.com/Teachers/brain.html
|---------------GRANT AND FUNDING INFORMATION--------------| "Youth Service America Harris Wofford Awards" These awards annually honor exceptional individuals, institutions, and media figures who actively contribute to this nation's spirit of service. Eligibility: Youth (ages 5-25), Organization (nonprofit, corporate, foundation), and Media (organization or individual). Maximum Award: $500 award for him/herself and a $500 award for the non-profit organization of his/her choice. Deadline: October 12, 2005. http://www.YSA.org/awards
"The CDC Foundation and CDC's Division of Adolescent and School Health" This program offers mini-grants to support physical activity or nutrition-related activities that are part of action plans developed using the Centers for Disease Control and Prevention's (CDC) School Health Index: A Self-Assessment and Planning Guide (SHI). Maximum Award: $10,000. Eligibility: elementary schools in any of the 39 selected states. See website for further information. Deadline: letter of intent via e-mail to mbenjami@xxxxxxxxxxx is November 14, 2005. Full application due January 17, 2006. http://www.ashaweb.org/mini_grants.html
"The NEA Foundation" Grants are provided for the purpose of engaging in high-quality professional development or implementing project-based learning and break-the-mold innovations that raise student achievement. Maximum Award: $5,000. Eligibility: public school teachers, public school education support professionals, and faculty and staff in public higher education institutions. Deadline: February 1, 2006. http://www.neafoundation.org/grants.htm
"NIKE Bowerman Track Renovation Program" This effort provides matching cash grants to community-based, youth-oriented organizations that seek to refurbish or construct running tracks. The program distributes approximately $200,000 in matching grants each year. Maximum Award: $50,000 Eligibility: 501(c)3s, athletic booster clubs, schools and school districts. Certain stipulations apply -- see website. Deadline: May 31, 2009. http://www.nike.com/nikebiz/nikebiz.jhtml?page=26&item=bowerman
"Public High School Music Programs" The Grammy Signature Schools program of the Grammy Foundation annually honors exceptional public high school music programs across the United States. Maximum Award: $25,000. Eligibility: School music departments applying for the Grammy Signature Schools Enterprise Award must demonstrate financial need. Deadline: October 22, 2005. http://www.grammyintheschools.com
"Deadline Extended for President's Environmental Youth Program" Young people in all 50 states and the U.S. territories are invited to submit projects which demonstrate their commitment to the environment. Maximum Award: National Ceremony. Eligibility: students with adult sponsor. Deadline: October 31, 2005. http://epa.gov/enviroed/awards.html
"Tiger Woods Foundation Grants" Tiger Woods Foundation grants focus on providing opportunities to children who are underserved, focusing on programs and projects that enhance the learning process for children and transitional programs for young adults to become productive adults. Maximum Award: $25,000. Eligibility: 501(c)3 organizations; see website for further stipulations. Deadline: Nov 1. 2005. http://www.twfound.org/grants/deadlines.sps?itype=7610
"American Hiking Society National Trails Fund" Provides funding to grassroots organizations working toward establishing, protecting and maintaining foot trails in America. Maximum Award: $500-$10,000. Eligibility: Local organizations. Deadline: November 1, 2005 http://www.americanhiking.org/alliance/fund.html
"Bikes Belong Coalition Grants Program" This program is dedicated to creating a network of communities throughout the United States where people of all ages will have the accommodation and ability to bicycle for recreation and transportation. Its mission is to put more people on bicycles more often. Maximum Award: $10,000 Eligibility: The Bikes Belong Coalition welcomes grant applications from organizations and agencies within the United States that are committed to putting more people on bicycles more often. Deadline: November 28, 2005. http://bikesbelong.org/site/page.cfm?PageID=21
"Youth Garden Grants Program" 150 child-centered, outdoor garden programs will receive Home Depot gift cards. Program emphasis is on education, plant-to-food connections, environmental awareness, entrepreneurship, or social aspects of gardening. Maximum Award: $500 gift cards for the purchase of gardening materials and supplies. Eligibility: Schools, youth groups, community centers, camps, clubs, treatment facilities, and intergenerational groups throughout the United States. Applicants must plan to garden in 2006 with at least 15 children between the ages of three and 18 years. Deadline: November 30, 2005. http://www.kidsgardening.com/grants.asp
"SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards" 2006 SeaWorld/Busch Gardens/Fujifilm Environmental Excellence Awards recognize the outstanding efforts of students and teachers across the country who are working at the grassroots level to protect and preserve the environment. Maximum Award: $10,000. Eligibility: All schools (grades K-12). Deadline: Wednesday, November 30, 2005. http://www.seaworld.org/conservation-matters/eea/about.htm
"National Schools of Character" The National Schools of Character (NSOC) Awards program has a twofold purpose: 1) To identify exemplary schools and districts to serve as models for others; and 2) To help schools and districts improve their efforts in effective character education. Maximum Award: $2000. Eligibility: To be eligible, a school must have been engaged in character education for a minimum of three full years, starting no later than December 2002 for the 2006 awards. Districts need to have been engaged in character education for a minimum of four full years, starting no later than December 2001. Smaller administrative units that maintain a separate identity within a large district may apply in the district category, e.g., a school pyramid or cluster. Deadline: December 5, 2005. http://www.character.org/eventsawards/nsoc/files/2006_nsoc_awards.pdf
"Japan Fulbright Memorial Fund Teacher Program" The Japan Fulbright Memorial Fund Teacher Program (JFMF) provides U.S. primary and secondary school teachers and administrators with the opportunity to participate in three-week study visits to Japan and to return home with a follow-on plan designed to introduce Japanese culture to American students. Each year, up to 600 teachers and administrators, including participants from all 50 states and the District of Columbia, are selected to participate in the JFMF program. The JFMF Program features an orientation to Japan followed by visits to primary and secondary schools, teacher training colleges, cultural sites, and industrial facilities. Meetings with Japanese teachers and students and a home stay with a Japanese family are also key components of the program. Participants return home to share their new knowledge with students, colleagues, and the local community, ensuring that more than just the individual participants profit from the experience. As an additional benefit to participants, graduate level credits are also available. The deadline for applications for the 2006 program is December 10, 2005. http://www.iie.org/jfmf
"NEA Fine Arts Grants" On behalf of the National Education Association (NEA), The NEA Foundation offers NEA Fine Arts grants to NEA members. Available to elementary (grades K-6) school art specialists through local NEA affiliates, the grants allow fine arts educators to create and implement programs that promote learning among students at risk of school failure. Deadline: February 1, 2006. http://www.neafoundation.org/programs/finearts.htm
"Women's Sports Foundation GoGirlGo! Grant and Educational Program" Provides financial assistance to sports and physical activity programs seeking to add new or expanded program participation opportunities for an under-served population of girls, particularly economically disadvantaged girls and/or girls from populations with high incidences of health-risk behaviors. Maximum Award: varies. Eligibility: 501(c)(3) program status or nonprofits with a demonstrated ability to deliver girls' sport/physical activity programming to girls in third to eighth grade. If the program does not have nonprofit status, it may be possible to receive a grant under support of a local fiscal agent. Deadline: March 15, 2006. Applications will be available December 15, 2005. http://www.womenssportsfoundation.org/cgi-bin/iowa/funding/results.html
"Outdoor Classroom Grant Program" Lowe's Charitable and Educational Foundation, International Paper and National Geographic Explorer! classroom magazine have partnered to create an outdoor classroom grant program to provide schools with additional resources to improve their science curriculum by engaging students in hands-on experiences outside the traditional classroom. Maximum Award: $20,000 (to districts or schools with major outdoor classroom projects); $2000 to individual schools. Eligibility: K-12 public schools in the United States. Deadline: varies. http://www.lowes.com/lowes/lkn?action=pg&p=AboutLowes/outdoor/index.html
"Nickelodeon Announces Giveaway Program to Encourage Healthy Play" Children's television network Nickelodeon will distribute more than $1 million from September 2005 to June 2006. The "Let's Just Play" Giveaway offers kids around the United States the opportunity to take action and enter for a chance to improve their school or community program's fitness resources. Maximum Award: $5000. Eligibility: Kids (6-15 years of age), partnering with teachers and other community-based leaders. Deadline: rolling, until May 31, 2006. http://www.nick.com/all_nick/everything_nick/
"Show Me the Money: Tips & Resources for Successful Grant Writing" Many educators have found that outside funding, in the form of grants, allows them to provide their students with educational experiences and materials their own districts can't afford. Learn how they get those grants -- and how you can get one too. Included: Practical tips to help first-time grant writers get the grants they need. http://www.educationworld.com/a_curr/profdev/profdev039.shtml
"Department of Education Forecast of Funding" This document lists virtually all programs and competitions under which the Department of Education has invited or expects to invite applications for new awards for FY 2005 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts -- organized according to the Department's principal program offices -- and includes previously announced programs and competitions, as well as those planned for announcement at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. They expect to provide regular updates to this document. http://www.ed.gov/fund/grant/find/edlite-forecast.html
Howie Schaffer Public Outreach Manager Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx
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