TekStart

Financial literacy

2012-01-09T15:57:00.001-05:00

Foreclosure Workshop

2012-01-09T15:46:00.001-05:00

Free tax preparation...

2012-01-09T15:41:00.001-05:00

Pittsburgh Promise

2012-01-09T14:18:00.001-05:00

It’s time to start filing out your college-bound (college student) FASFA form. Pittsburgh Public School district is holding meeting about the Pittsburgh Promise; COME BE INFORMED.

1/10 – Pittsburgh CAPA
1/24 - Westinghouse High School

Both are from 5:30 PM – 8:00 PM

Micro Spark Application Workshop at The Waffle Shop on this Saturday, November 12

2011-11-10T14:08:00.001-05:00

This email was forwarded to shimirawms.greg@blogger.com by skwilliams@productivityllc.com
By receiving this message as a forward, you have not subscribed to future emails from this sender. If you wish to, click here to sign up.

If you're having trouble viewing this email, you may see it online.

Micro Spark at The Waffle Shop this Saturday!

The Sprout Fund is hosting a pre-deadline application workshop this Saturday, November 12, 2011 from 9am to 11am at The Waffle Shop in Pittsburgh's East End.

The worskhop is free and includes breakfast compliments of Sprout. Anyone with a working draft of their Micro Spark application is welcome to sit down for a face-to-face with Sprout program staff.

Contact Sprout to register for this free worskhop by email to spark@sproutfund.org or by phone at 412 325-0646.

About Micro Spark

Micro Spark provides up to $15,000 to catalyze projects that engage young children in the creative use of technology and media.

The last Micro Spark deadline of 2011 is only three weeks away on Friday, December 2, 2011.

Download application materials and submit your application to spark@sproutfund.org by 5pm on Friday, December 2, 2011 to be considered for funding.

5423 Penn Avenue | Pittsburgh, PA 15206-3423 US

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Family Fun Day - 11/26/11

2011-11-10T10:44:00.001-05:00

Children's Literary weekend

2011-09-07T10:11:00.000-04:00

The Ujamaa Collective in the city's Hill District is celebrating their first Children's Literary Festival Weekend on September 9 and 10, 2011 from 11:00 a.m. - 7:00 p.m. in the Open Air Marketplace at 2030 Centre Avenue.

The following authors will be in attendance for Children's Literary Festival Weekend; Authors - Elizabeth Howard; Aunt Flossie's Hats and Crabcakes later, Roland Barksdale Hall; Under African Skies, Kelly Starling-Lyons; One Million Men and Me and Sharon Flake; The Skin I'm In. They will read their Children's books in the Marketplace for young audiences. We are also introducing Super Why television character, Princess Presto to our community with a special appearance through PBS Kids. Princess Presto helps children ages 3-6 learn key reading skills, including alphabet, rhyming, spelling and reading. We would like to set a new standard for family literacy with our first annual Children's Literary Festival in underserved communities. Your participation would be greatly appreciated to help us reach our goal. I have attached a flier for your review and distribution.

A+ Schools Newsletter!

2011-09-01T14:36:00.001-04:00

Read me !

http://myemail.constantcontact.com/Help-us-find-out-if--School-Works--for-all-students-.html?soid=1102409756945&aid=6L6OuZxye1U

BlackStudents.com - The Gates Millennium Scholarship Program

2011-08-31T10:21:00.000-04:00

Do you have a child in college or going to college...check this link out. The deadline is swiftly approaching.

BlackStudents.com - The Gates Millennium Scholarship Program

iPad + Preschool

2011-08-31T09:16:00.004-04:00

The debate continues should young children utilize technology for their learning our does it take away. I am a techie, first and then a teacher, so my preschool classroom has had technology inside our daily lesson since the beginning. When I started I brought a webcam in to record our daily morning meeting...oh how we have evolved into a iPad in our classroom.

Today as I prepare to for what will be my final year in the preschool classroom, I am reminded why I had this vision. A student and I are working on letter recognition and writing. Last week I used the chalkboard, dry erase board, and good old paper, the student responded but was not eager to participate. Today, I used the idraft app on the iPad and he loved it to the point he almost didn't make it to the bathroom trying to do the next letter.

What was so unique about utilizing the iPad vs the other methods, it provided better sensory of the letter because it didnt require him to utilize a writing tool to trace my letters (not dot tracing, simply writing on top of teachers writing). More importantly the student can identify with the device, because he is a custom to playing with interactive devices like Wii and Leapsters. By the end of our 20 minutes with potty break, his letters look like more than scribble, and he was able to change the color of the pencil in the idraft app. I love the fact, he was disappoint when his time was up and he had to move to a new area.

Technology in the classroom can be very useful, when its is not abused.

City schools struggle with disparity

2011-08-30T23:33:00.000-04:00

City schools struggle with disparity enlightening article in the Pittsburgh Post Gazette 8/30/11.

Pittsburgh Public Schools teachers' task: Make schools safer - Pittsburgh Tribune-Review

2011-08-30T23:32:00.000-04:00

Please read this article.

Pittsburgh Public Schools teachers' task: Make schools safer - Pittsburgh Tribune-Review

Going back to school cool...

2011-08-30T08:14:00.002-04:00

Do you still need a few items for your child to go back to school.

Old Navy has extended their family discount, check out their website.
Staples has pencils and notebooks for only .9 cent.

Get your last minute deals!

Write your child's teacher a note to introduce yourself; extend an olive branch.

Major changes coming to childcare in PA

2011-08-26T13:57:00.000-04:00

Do you receive childcare subsidy via Child Care Works in the state of Pennsylvania? If so, major changes are coming to effective October 2011. Yes, the effects of Governor Corbett's budget are finally being implemented and passes along to us the people.

Effective October 3rd all families receiving Child Care Works (CCIS) will see an increase in their co-payment fees; redetermination will be completed the week of September 19th.
The rate differential for non-traditional will cease effective October 1st; providers that offer childcare service during non-traditional hours (after 6PM and weekends) will receive the same rate as traditional hours.

What does this mean to you and your family? You will be paying more for childcare service and there may be fewer childcare providers offering service during non-traditional hours. Brace yourself and your pocket for the changes.

Say My Name...Stranger Danger

2011-08-24T15:02:00.002-04:00

Each year I do this public service announcement for parents as we go back to school; DO NOT write your child's name on the outside of their backpacks or anything else that a stranger can see as he/she walks down the street. Parents typical say they need their child's items to be tagged in fear of losing them. Consider this scenario:

Joe Blow lives down the street and likes little kids. He sees your Johnnny standing at the bus stop every morning without you. After some time since he has been watching Johnny he approaches him and states "Oh Johnny, you mom had an emergency at work and ask me to pick you up as a favor." Now your little Johnny thinks this person really knows me he even called me by my name and probably knows my mom. Johnny, willingly goes with Joe Blow. You arrive home and realize Johnny is missing, now you are filing a missing persons report.

Please do not write your child's name on items that strangers can see!

It's time to talk with teachers sponored by A+ School

2011-08-24T10:44:00.001-04:00

http://myemail.constantcontact.com/It-s-time-to-talk-with-teachers-.html?soid=1102409756945&aid=hjb6qtkMGpo

Start the school year on a HIGH note

2011-08-18T15:48:00.002-04:00

Start the school year off right with a simple Hi note to your child's teacher on the first day. It's easy on the first day of school pen your child's teacher a note that includes: your name, your child, and the best method to contact you. This little notes may let your child's teacher know some one at home cares about them.

Rekindle with your child

2011-08-18T00:36:00.002-04:00

Rekindle with your child on your down time, by downloading the Amazon Kindle app for your smart-phone. Now when your family is waiting read book, with the Kindle app you can purchase and share books (this feature is determined by the author).

Use your smart-phone for some quality time.

School Districts consider 4 day school year

2011-07-25T15:13:00.002-04:00

In 2009, during the Pennsylvania budget impasse their was talk about government offices and school districts moving to a four day week to reduce cost. Well here we go again, thus far four school districts are considering moving to the 4 day weeks to reduce cost, in lieu of Governor Corbett's approved budget that significantly cut education.

If we do move to a 4 day school week; have they considered what children and families will do with their child on the one day off since their entire workforce is not moving to four weeks. Will this mean that more children require childcare services and if so will their families require a childcare subsidy? In this event we will not decrease the overall state budget but increase it as well as the number of children potentially left in harm.

Before making this decision I think we need to think of the larger in impact. Will students be required to go to school for a longer day or will the school year just be extended. What about teacher's are they on-board or will this result in labor disputes.

2 More Pittsburgh-Area School Districts Consider 4-day Weeks - News Story - WPXI Pittsburgh

Sorry kids there is no room in the budget for your education!

2011-07-18T19:55:00.000-04:00

The Pennsylvania budget was past in the last hours, with serve cuts to education from early childhood to higher education. As we enjoy the summer months, school districts and early childhood intermediates are scurrying to develop a plan to deal with the budget cuts they are facing. Most school districts had some idea of the budget cuts they would be facing and prepared to reduce classrooms and layoff staff. However, federal funding is still in limbo which may impact school districts even more. Thus far, we have learned of the following reduction of services:

The Southwest Keystone STARS has reduce the number of STARS Specialist by one person.
The Pittsburgh Public Early Childhood -Head Start Supplemebtal partnership Regionals losing 1% of funding but doesn't know how it will affect classrooms or partners yet.
CCIS has notified childcare providers that there will be a reduction in the amount paid for non traditional childcare services.
The T.E.A.C.H program has been eliminated leaving a number of childcare providers without funding for school but a mandate by the state to achieve or maintain a certain career lattice status.
Pittsburgh Public School have a number of challenge in addition to the budget issues.

Please stay informed, we have several organizational links listed to keep you informed as well as news feeds from educational advocates and organizations below this post. Your child needs you to their voice and prepare for the reduction in educational services for the upcoming school year.

A+ School to host a community discussion

2011-07-12T17:22:00.000-04:00

Stay informed about the Pittsburgh Public School proposed school budget for 2011-2012 year. A+ Schools will be hosting a community discussion, click here for details.

http://myemail.constantcontact.com/Have-you-heard-the-word-on-the-street-.html?soid=1102409756945&aid=_hXklnuJTdk

Kids Play in the Square

2011-06-26T22:19:00.000-04:00

KidsPlay in the Square is an exciting and educational program available for children and families every Friday morning during the summer, offering stories, crafts and special guests. From the fire department to That Guy with the Birds, you never know who is going to show up!

If Mom or Dad works Downtown, it’s a great chance to have some fun and then share lunch at an outdoor café. Plus, the WISH 99.7 Street Treat Patrol will be on-site to pass out snacks for everyone! The programs are geared towards pre-school and elementary-aged children.

_______________________

When: Fridays, June 3-August 19

Time: 10:00-11:30

Where: Market Square (everything is held outside, so if it rains, the program is canceled)

Cost: FREE!!

What is included: Fun special guests, storytime, craft, snack (chips and ice cream), and tons of fun!!

Visit their website: http://www.downtownpittsburgh.com/market-square/programs/Fridays-kidsplay

Summer

2011-06-25T17:40:00.001-04:00

Yes we are redesigning our blog to debut on July 1

Spectacular properties on French Riviera

2011-06-08T00:41:00.000-04:00

Prestige Real Estate from Menton to Cap Ferrat

on sale & lease in May 2011

We are pleased to present the best deal actually for sell and for rent near MONACO

Saint Jean Cap Ferrat

Prestigious property at the heart of Saint Jean Cap Ferrat. Main villa of 317 sqm : living/ dining room, kitchen, master bedroom with bathroom, study with fireplace, bar, guest toilet. Heated pool. Garage, parking space, guest villa of approx. 274 sqm : living/dining room, 3 bedrooms with private bathroomd, sauna, laundry, swimming pool. Grounds of 2.750 sqm. Very refined appointments.

Energy class : C & E.

Price on request For more information, click here .

Cap D'Ail Rental

Exceptional waterfront property located in a privileged and peaceful environment close to Monaco. This is a perfect example of « Belle Epoque » architecture. The villa was built in 1904 and purchased by the imperial family of Germany. Steeped in history, this home is nestled in a wonderful Mediterranean garden. There is a large terrace that is used as a summer lounge and dinning area leading to a lovely pool and a small gate opening onto the sea.amplified by high ceilings, this property offers space and light thanks to large windows. The classic and elegant decoration was enriched over the centuries by its famous guests. A haven of peace, why not come and leave your trace on history… Caretaker's house.

Price on request For more information, click here.

Eze

Loacted in a private estate this contemporary property was originally built for the Monaco Royal Family. The villa is just 5 minutes from Monaco and enjoys panoramic sea views. There is extensive outside space, 5 bedrooms and fabulous 35 meters long swimming pool. The total living space is 320 sqm outside there is a single garage and further parking for 3 cars. Planning permission has been granted for the addition of a further 80 sqm of living space.

Price on request For more information, click here

Saint Jean Cap Ferrat Rental

This outstanding contemporary property is located at the heart of Cap Ferrat and benefits from living space of 700 sqm in flat grounds of 10 000 sqm. Very large heated pool with overflow effect on the roof of the main villa with lounge summer kitchen and sea view. In the main villa : magnificent lounge/ dining room opening onto the park, study, fully equipped professional kitchen, 3 master bedrooms with bathrooms, en-suite, dressing-rooms and private terrace. 2 double bedrooms with bathrooms. Gym area. Guest house offering 2 double en-suite bedrooms with private terraces. Independent staff apartment.

Garage and parking space for numerous cars. Permanent staff.

Price on request For more information, click here

Villefranche/mer Rental

Magnificent contemporary villa in a dominant position with far-strechting views over Saint Jean Cap Ferrat and the beautiful coastline of the Riviera. Probably the best quality villa available for funished short-term rentals. Sumptuous accommodation offering a selection of bedrooms with private salons and bathrooms. The villa aslo offers a cinema, bar, games room, marvelous heated swimming pool and elevator. Garaging for numerous cars. Serious clients with references may apply to rent this wonderful private villa where a luxury holiday can be guaranteed. Available all year round for long or short term holiday and corporate rentals.

Price on request For more information, click here.

Villefranche/mer

Splendid stone « Bastide » at the heart of the Domaine du Castellet, on the commune of Villefranche sur Mer, set in grounds of 3000 sqm with Mediterranean trees and shrubs, with beautiful view of the sea and surrounding hills. The property consists of a ground and firts floor, with garage for a total surface area of 350 sqm. Extension of a further 100 sqm possible.

Price: 3 750 000 euros For more information, click here

Vilefranche/mer

Enjoying a privileged and quiet location at the heart of Villefranche sur mer, with splendid sea view, the villa Sea Dream is currently undergoing construction. Living space of 550 sqm in contemporary style, with large terraces overlooking Cap Ferrat and the sea. The villla offers a clubhouse, panoramic pool and a large garage which can accommodate 8 vehicles. It consists of 2 large suites, 5 bedrooms with bath and shower rooms, jacuzzi, large lounge, service area and 2 staff bedrooms with bathrooms.

Price on request For more information, click here

Saint Jean Cap Ferrat

At the heart of the highly residential peninsula and just a few steps from the "Grand Hotel ", pleasant villa of approximately 240 sqm fully renovated and air conditioned, set in flat grounds of nearly 1.400 sqm with a swimming pool. Ground floor: entrance hall, guest toilets, lounge with fireplace, diningroom, equipped kitchen with central island. Small bedroom with shower room and independent access, laundry, linen room. 1st floor: master bedroom with complete bathroom, 2 guest bedrooms, each with bathroom. Swimmig pool 10x4 m, reversible air-conditioning system, outdoor parking for 2 cars.

Price: 4 950 000 euros For more information, click here

Cote Sun Immobilier

11 avenue de France

06190 Roquebrune Cap Martin

Tel: +33 (0)4 93 41 94 94 Fax: 04 93 41 94 95

Contact : cote-sun-immo@wanadoo.fr

To visit our site, click here.

To unsubscribe from our mailing lists.

New organizational logo

2010-10-31T17:19:00.001-04:00

School Agers testing the iPad

2010-08-08T15:08:00.000-04:00

School Agers testing the iPad: "

rblc posted a photo

School Agers testing the iPad - P8120175.jpg

Fwd: FW: FREE Kindergarten Transition event at Children's Museum Pittsburgh

2010-07-28T19:04:00.001-04:00

Greetings,

Please help the Children's Museum spread the word about our 6th annual Kindergarten!...Here I Come! free event and celebration by sending this email and attached flier to your colleagues, e-blast contacts, friends and families.

___________________________________________________________

Children entering Kindergarten this fall and their families are invited to take part in

activities that prepare and excite them for this significant milestone.

JOIN US FOR A CELEBRATION OF

YOUR CHILD'S ENTRANCE TO KINDERGARTEN

Children's Museum of Pittsburgh

Saturday, August 14, 2010 • 9:00 am – 1:00 pm

Celebrate the transition from preschool to kindergarten with local

educators and community neighbors. Join the fun with storytellers,

performers and activities. Receive valuable information on children's

health, after school childcare and child development.

This event is free to children entering kindergarten & one adult.

Meet Mr. Mcfeely from Mister Rogers' Neighborhood, Curious George from the

"Curious George: Lets Get Curious " exhibit and Ready Freddy school readiness mascot.

Free book, T-Shirt and more for kindergartners while they last.

No registration is required

Questions: 412.322.5058 x213 or www.kindergartenhereicome.org

____________________________________________________________

The attached PDF flier contains more images and event information. Please copy it to make fliers to hand out to others or post in your organization.

Yvonne

Yvonne Atkinson

Early Childhood Specialist

Children's Museum Pittsburgh

10 Children's Way

Pittsburgh, PA 15212

Main: 412.322.5058 ext. 213

Fax: 412. 322. 4932

atkinson@pittsburghkids.org

www.pittsburghkids.org

******************************

June 19 - October 3 : Enjoy "Curious George™: Let's Get Curious!" and get up close with the insatiably curious little monkey who lives to find new things to discover and has captured hearts around the globe. Have fun and learn like George – through direct experiences and problem solving as you explore early science, math and engineering through hands-on play.

--
Shimira WIlliams

Productivity, LLC

Fwd: EC Action Day - Raise your Voice!

2010-06-08T10:57:00.001-04:00

Today is Early Childhood Action Day!

Join thousands of ECE supporters around the state and contact Governor Rendell and your state legislators

Today, hundreds of supporters of early education are coming to Harrisburg to meet with their legislators and attend a rally at the Capitol at 1 pm. See below for details if you'd like to participate in person.

For those not coming to Harrisburg, participate in Virtual ECE Action Day! It's easy:

1. Call or email your legislators and the Governor and say:

In honor of Early Childhood Action Day, I urge you to make quality early education a priority for Pennsylvania.
Share your own experiences with quality early education (name programs by name) and how they benefit children, families and your community. What would happen if funding was cut to your community?
Programs such as PA Pre-K Counts, Keystone STARS, Child Care Works, Early Intervention, Nurse-Family Partnership, Parent-Child Home Program and Head Start Supplemental keep parents working, contribute to today's economy, and prepare children for school so they can success in life.

2. Contact people in your network and ask them to do the same!

You can

customize our sample letter and send over your own email (click here to find contact information for your legislators)
Or customize our PA Promise email and send to all three at once! You can access the alert at http://paprom.convio.net/6-8-10.

Today is the day for early childhood education to make its mark! Email or call today!

Early Childhood Action Day – June 8

On site registration opens at 8 am at Pine Street Presbyterian Church, 310 North 3rd Street, Harrisburg, PA 17101

Rally begins at 1 pm at the Capitol.

Pennsylvania's Promise for Children is a statewide public awareness campaign about the importance of quality early learning opportunities for our young children's success in school and in life. The campaign is sponsored by the PA Build Initiative, Pennsylvania Early Learning Keys to Quality, the Grable Foundation, the Heinz Endowments, and the William Penn Foundation.

Pennsylvania Promise for Children
http://www.papromiseforchildren.com/

Unsubscribe | Update Your Profile | Tell A Friend | Join us on Facebook - Become a Fan

nonprofit software

--
Shimira Williams
Test

Check out the Pennsylvania's Promise for Children website!

2010-03-11T21:17:00.001-05:00

A message from Shimira Williams skwilliams@righteousbeginnings.com.

Please read and sign.

Please visit Pennsylvania's Promise for Children today!

If the text above does not appear as a clickable link, you can visit the web address:

http://paprom.convio.net/Declaration?s_oo=cLzaSKoyrIGdeiFPjKwZuw..

If you no longer wish to receive email messages sent from your friends on behalf of this organization, please click here or paste this URL into your browser: http://paprom.convio.net/site/TellFriendOpt?action=optout&toe=3b9ea72df06028d3fb29cf7ddde2ffaf5ecb8a36e8c20583eb2a48dc0dc778f133bde8bf1bbdc483c157793613dbaef5

Help pass texting while driving ban

2010-03-11T19:52:00.001-05:00

Eyes on the road, hands on the wheel

Tell the Senate to act on House Bill 2070!

While House lawmakers continue to discuss the 2010-11 budget due June 30, important unfinished business remains.

Among the unfinished business is legislation the House passed in January (H.B. 2070) that would make Pennsylvania roads safer by making it illegal to text or talk on a hand-held phone while driving.

More information on the rising and alarming crash statistics associated with cell phone use while driving can be found here.

House Bill 2070 is currently being held up in the Senate Transportation Committee.

You can join the House in its fight to make Pennsylvania roads safer. Contact your state senator and the Senate leaders who control the agenda and tell them to pass House Bill 2070 today!

PO Box 202250 Harrisburg, PA 17120-2250
If you no longer wish to receive alerts from the House Democratic Caucus please click HERE

Fwd: [Build] UPDATED Child counts for PA PKC and HSSAP in Governor's Proposed Budget

2010-02-18T20:12:00.001-05:00

Build Announcement

UPDATED Child Counts for PA Pre-K Counts and Head Start Supplemental
in Governor’s Proposed Budget

On February 9, OCDEL distributed information on estimated children
that would be served in OCDEL programs in the Governor’s budget
proposal for 2010-2011. At that time, OCDEL indicated that the numbers
of children served for Pennsylvania Pre-K Counts and Head Start
Supplemental may be subject to change due to the proposed reduction in
funding carried forward from mid-year cuts in this fiscal year
(2009-2010). After a more detailed review, OCDEL has determined that
fewer children would be served in Pennsylvania Pre-K Counts and Head
Start Supplemental in the Governor’s proposed budget:

Early Intervention (Infant, Toddler, and Preschool) will increase
children to be served: An additional 1,100 infants and toddlers with
developmental delays and disabilities will be added to bring the total
number of children served to 34,384. An additional 1,200 preschoolers
will be added to bring the total number of children served to
47,312.

PA Pre-K Counts and Head Start Supplemental will decrease children to
be served:

* Pennsylvania Pre-K Counts – Services to 68 children will
be removed, which would lower the children from 11,800 to
approximately 11,732.
* Head Start Supplemental – Services to 117 children will be
removed, which would lower the children served from 5,743 to
approximately 5,626.

Other programs will be sustained, preserving services, as follows:

* Child Care Works Subsidized Child Care Program – Sustained
to reach approximately 134,400 children (monthly average).
* Keystone STARS - Sustaining higher quality early learning
opportunities for over 177,000 children and making it possible
for programs to achieve higher STAR levels.
* Nurse-Family Partnership - Sustained to reach more than 4,200
children and families.
* Parent-Child Home Program - Sustained to reach approximately
1,500 children and families.

OCDEL’s budget one-pager and powerpoint have been updated to
reflect these reduced services and are available online at
http://paprom.convio.net/site/R?i=RwQLr1TTkUbiZvtUhQJYWQ.. .

Please feel free to forward this email to friends, family, and
colleagues.
You may access archived copies at
http://paprom.convio.net/site/R?i=4TAEseXYGMHhya1oWjbthw.. .

Did you receive this newsletter from a friend? Subscribe here.

http://paprom.convio.net/site/R?i=AuWmtNvfTwVCqMFSn4BeVQ..

To unsubscribe, click here.
http://paprom.convio.net/site/CO?i=nYmZXSJ7ELlCdnd4ZsJc13oX9vhYIAol&cid=1025

The information contained in this email is confidential and may
contain proprietary information. It is meant solely for the intended
recipient. Access to this email by anyone else is unauthorized. If you
are not the intended recipient, any disclosure, copying, distribution
or any action taken or omitted in reliance on this, is prohibited and
may be unlawful. No liability or responsibility is accepted if
information or data is, for whatever reason corrupted or does not
reach its intended recipient. No warranty is given that this email is
free of viruses. The views expressed in this email are, unless
otherwise stated, those of the author and not those of Righteous
Beginnings Learning Center or its management. Righteous Beginnings
Learning Center, reserves the right to monitor, intercept and block
emails addressed to its users or take any other action in accordance
with its email use policy.

Allegheny County: Bacterial infection growing among residents - Pittsburgh Tribune-Review

2010-02-17T19:08:00.000-05:00

Allegheny County: Bacterial infection growing among residents - Pittsburgh Tribune-Review

Republicans Endorse Corbett For Governor - News Story - WPXI Pittsburgh

2010-02-14T20:24:00.000-05:00

Republicans Endorse Corbett For Governor - News Story - WPXI Pittsburgh

Fwd: [Build] Governor's budget proposal for OCDEL programs 2010-2011

2010-02-11T05:45:00.001-05:00

---------- Forwarded message ----------
From: Kelly Swanson <kelswa@berksiu.org>
Date: Tue, Feb 9, 2010 at 2:25 PM
Subject: [Build] Governor's budget proposal for OCDEL programs 2010-2011
To: skwilliams@righteousbeginnings.com

Governor's budget proposal for OCDEL programs, 2010-2011

This morning, Governor Rendell presented his budget proposal for fiscal year 2010-2011 to the General Assembly. You can view the Executive Budget on the Governor's website at http://www.governor.state.pa.us/.

As our economy continues to rebound, Pennsylvania recognizes the vital importance of providing supports to our young children and families (especially to our most vulnerable) while being fiscally responsible.

In FY 2010-2011, Pennsylvania will:

Serve additional families in:

Early Intervention – Expanding to reach 82,757 children (34,384 infants and toddlers and 48,373 preschoolers) by adding 1,172 infants and toddlers and 2,321 preschoolers.

Sustain progress in:

Child Care Works Subsidized Child Care Program – Sustaining to reach approximately134,400 children (monthly average).
Keystone STARS – Sustaining higher quality early learning opportunities for over 177,000 children and making it possible for programs to achieve higher STAR levels.
Head Start Supplemental – Sustaining to reach more than 5,700 children.*
Nurse-Family Partnership –Sustaining to reach more than 4,200 children and families.
Parent-Child Home Program – Sustaining to reach approximately 1,500 children and families.
Pennsylvania Pre-K Counts – Sustaining to reach 11,800 children.*

To download OCDEL's budget one-pager and powerpoint, visit the PA Keys website at http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_OCDEL.

*Numbers subject to change due to budget reductions, however, OCDEL will make every effort not to impact direct services to children and families.

The Early Childhood Education E-Newsletter is a project of the Pennsylvania Build Initiative, Pennsylvania Departments of Education and Public Welfare to inform early learning professionals, the early childhood community, policymakers, community leaders and the public on developments in early childhood education and care in Pennsylvania.

Please feel free to forward this email to friends, family, and colleagues.
You may access archived copies at http://www.papromiseforchildren.com/.

Did you receive this newsletter from a friend? Subscribe here.

To unsubscribe, click here.

--
Shimira Williams
Chief Educational Operator
Righteous Beginnings Learning Center - STARS 2
7712 Hamilton Avenue
Pittsburgh, PA 15208
T: 412.243.5058
F: 412.243.1547
E: skwilliams@righteousbeginnings.com

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Check out my shelves

2010-01-23T12:58:00.001-05:00

Hi peere,

Check out the books I added on Goodreads.

http://www.goodreads.com/friend/i?n=peere digitaldividetekstart&e=peere.digitaldivide.tekstart@blogger.com&i=LTM2MDYzMjE4MjA6MzEz

- Shimira

(shimirawms@gmail.com)

"Outside of a dog, a book is man's best friend. Inside of a dog it's too dark to read." -- Groucho Marx

Goodreads is a community for book lovers. It's a great way to get book recommendations from your friends and others. You can keep a list of books to read, join book clubs, and even take the never-ending book trivia quiz.

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PEN Weekly NewsBlast for January 22, 2010

2010-01-22T09:10:00.001-05:00

Having trouble viewing this email? Click here

Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
January 22, 2010

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
http://www.publiceducation.org/newsblast_current.asp

How much of a renaissance?
A Chicago Tribune analysis of 2009 Illinois test data finds that six years after Mayor Richard Daley launched Renaissance 2010, "a bold initiative to close down and remake failing schools," little in the educational performance of the city's school system has improved. Scores from elementary schools created under Renaissance 2010 are nearly identical to the city average, and scores at remade high schools are below the "already abysmal" city average. This is significant, because the main architect of the initiative was the present Secretary of Education Arne Duncan, who has touted Chicago as a reform model as he pushes ahead with his national initiative, Race to the Top. Renaissance 2010 was launched in 2004 after decades of reforms failed to fix chronically underperforming schools. City leaders promised to close the worst schools and open 100 innovative ones that would rely heavily on the private sector for ideas, funding, and management. Central to the plan was an increase in charter schools. The initiative's supporters argue that many new schools, mainly in low-income and high-crime neighborhoods, are outperforming nearby traditional schools, and attendance rates, parent satisfaction, and student engagement are higher. Expecting significant gains from startup schools is unrealistic, they say.
Read more: http://www.chicagotribune.com/news/education/chi-renaissance-2010-17-jan17,0,3877012.story
Related: http://www.catalyst-chicago.org/notebook/index.php/entry/509/Student_learning_plans%252C_improving_school_culture_will_be_part_of_this_year%2527s_school_turnarounds?tr=y&auid=5828185

No out-educating on his watch
President Obama has announced that as part of his budget request, he'll ask Congress for $1.35 billion to extend the Race to the Top grant program for states, saying that getting schools right "will shape our future as a nation," USA TODAY reports. Extending the program would allow more states to win grants, and some of the money could be used for a similarly competitive grant program for local school districts. "Offering our children an outstanding education is one of our most fundamental -- perhaps our most fundamental -- obligations as a country," Mr. Obama said in brief remarks. "Countries that out-educate us today will out-compete us tomorrow, and I refuse to let that happen on my watch." With the grant programs, the president is trying to make federal education spending more of a competitive endeavor to encourage states and school districts to do better, rather than a solely formula-driven effort in which states and districts look forward to receiving a certain amount of money each school year regardless of how good a job they do educating students. Mr. Obama is expected to send Congress his 2011 budget proposal sometime next month.
Read more: http://www.usatoday.com/news/washington/2010-01-19-obama-education-funding_N.htm
Related: http://online.wsj.com/article/SB10001424052748703626604575011461261988650.html?mod=dist_smartbrief

Tackling state standards without uniformity
Too many states' benchmarks for reading and math are low, writes Marcus Winters of the Manhattan Institute in The Los Angeles Times, and they are declining further. He cites a recent federal study that found 15 states lowered at least one of their proficiency standards in math and reading between 2005 and 2007. The perverse incentives of the No Child Left Behind Act clearly have something to do with this, Winters says, and its reauthorization is an opportunity for remedy, but not via national standards. "We could make better progress toward an effective testing regime if we changed our goal from uniform national standards to high state standards, which two simple amendments to No Child Left Behind could help bring about," Winters proposes. First, instead of focusing just on who counts as "proficient," school quality should encompass gains that students make from year to year. This would stop rewarding states that push down proficiency standards. Second, states could develop their own tests and set their own benchmarks, but every few years, the federal government could administer these tests to a small but nationally representative sample of students. These scores would provide a uniform and objective measure that could be used to compare the relative difficulty of standards across states. With an objective measure of each state's standards, a revised law could then link some portion of a state's federal per-pupil funding to the standards' difficulty, relative to those of other states.
Read more: http://www.latimes.com/news/opinion/commentary/la-oe-winters18-2010jan18,0,765917.story

What Weingarten actually said, redux
New York University's Diane Ravitch writes in The Huffington Post that she, too, was surprised to read that AFT President Randi Weingarten had endorsed using student scores in teacher evaluations. Upon reading the actual speech, what Ravitch found was "a far more complicated and nuanced proposal than was widely reported." Weingarten recommended that states set out clear professional standards describing what teachers should know and be able to do. In order to determine whether teachers meet these standards, districts should use "multiple means of evaluation," including classroom observations, self-evaluations, portfolio reviews, appraisal of lesson plans, and a variety of other tools, which include student test scores. Districts would have to test students when they enter a specific classroom in the fall and again at the end of the school year to measure progress; hardly any districts do this now. The goal of evaluation would not be to simply identify teachers who were good or bad, but to help teachers get better at their work throughout their careers. Weingarten proposed that every district should offer "solid induction, mentoring, ongoing professional development, and career opportunities that keep great teachers in the classroom."
Read more: http://www.huffingtonpost.com/diane-ravitch/what-randi-really-said-an_b_425849.html
Related: http://www.publicschoolinsights.org/trust

In praise of building over time
Broad Prize recipient Long Beach Unified School District hasn't achieved success by "flitting from reform to reform or looking for silver bullets," writes Anne O'Brien on the Public School Insights blog. Instead, it has spent the past two decades building on the same educational strategies, focusing on data, community buy-in, and staff development. In an interview, Long Beach Superintendent Christopher Steinhauser, who has spent the past 28 years in the district in various capacities, explains that their reform "journey" was prompted in 1992 by the closure of the city's naval base, huge layoffs by local employer McDonnell Douglas, and civil unrest in neighboring Los Angeles. The school system was in turmoil, with students pulling out. In response, the school board implemented K-8 uniforms, ended social promotion, introduced a third-grade reading initiative, and adopted a policy in which eighth-graders who had two or more Fs could not go on to high school. The system also launched a major partnership with its local junior college and local university. All of these measures caught on, says Steinhauser, with the result that Long Beach has huge accountability at the elementary level and one of the most rigorous promotion policies in California. "Everything has just built up over the years," he explains. "We see ourselves as a continuous improvement district. We look at the data every year, target certain issues, and build upon those issues."
Read more: http://www.publicschoolinsights.org/visionaries/Steinhauser

Institutional innovation in an era of change
As part of its 2020 Forecast: Creating the Future of Learning initiative, the KnowledgeWorks foundation has released a series of policy briefs to address the reality now facing traditional education institutions. The most dynamic innovations in education will probably occur outside these institutions, and bottom-up developments will have to fuse with their traditional, top-down hierarchies. The first brief in the series, "Crafting Policy for Emerging Educational Futures," examines this issue in light of two drivers of change: The first driver is our present context, in which bio-engineering promises cognitive and physical enhancement at the same time that our biological, ecological, and built environments show signs of stress; the second driver is the current economy, where large-scale production is shifting to bottom-up design and manufacturing. The second policy brief, "Amplified Policymaking," explores skills required to handle the ubiquity of data, along with implications for using those skills to extend individual and organizational capacity. The third brief, "Building Policy Platforms for Resilience," calls on policymakers to bring new strategies in response to disruptions in our geopolitical, economic, environmental, and social systems. The final brief, "Transforming Urban Education: Implications for State Policymakers," explains the process for state-level policymakers interested in transforming urban education.
See the briefs: http://www.futureofed.org/taking-action/policy-briefs/index.aspx

Mind the gaps
The most common way of measuring the achievement gap in a given school, district, or area is by simple subtraction: The performance of white students minus the performance of African-American students equals the gap. A new brief from the Education Trust suggests this formulation is misleading, and offers four ways to gain a more sophisticated, comprehensive, and accurate picture. Data must be analyzed from at least four different perspectives: Have absolute gaps in mean performance between groups decreased over time? Have all groups of students gained over time? What is the current size of the gap between groups? How does each group of students currently perform compared with their counterparts in other jurisdictions? These multiple perspectives unquestionably show that some places have much better track records than others concerning equity and achievement. Meaningful differences between states -- as well as between districts and schools -- emerge when assessing performance in these ways, and should be considered when evaluating how much state and local leaders have advanced academic equity to date, as well as their readiness to make additional progress.
See the report: http://www.edtrust.org/dc/publication/gauging-the-gaps-a-deeper-look-at-student-achievement
Related: http://blogs.edweek.org/edweek/inside-school-research/2010/01/achievement_gaps_its_all_in_ho.html

Regarding that 'sprint to the middle'
On Jan 13, Gov. Rick Perry announced that Texas would not compete for a federal education grant that could have won as much as $700 million for the state, since in his view it required too much and offered too little, reports The Austin American-Statesman. Perry's decision falls in line with his historically anti-government stance, but also reflects the tightness of the gubernatorial race in which he is pitted against conservative U.S. Senator Kay Bailey Hutchison. The decision comes despite the fact that the Texas Education Agency committed upward of 800 hours readying its Race to the Top application, partially funded by the Bill and Melinda Gates Foundation. Gov. Perry and Education Commissioner Robert Scott particularly criticized efforts by the National Governors Association and the Council of Chief State School Officers to develop national curriculum standards for math and English. "This grant application is essentially a Trojan horse designed for us to take the money and then hand over our control," Scott said. He maintained that the amount Texas could have won was a pittance in a state of 4.7 million public school students. At the top end, the award would have operated the public school system for two days, he said.
Read more: http://www.statesman.com/news/texas-politics/texas-will-not-compete-for-federal-education-grant-177973.html
Related: http://governor.state.tx.us/news/press-release/14146/

Lukewarm results prompt Head Start overhaul
A congressionally-mandated study on the impact of the 2002-2003 Head Start program showed that at the end of one program year, access to Head Start positively influenced children's school readiness, but when measured again at the end of kindergarten and first grade, Head Start children and control group children were at the same level. The study measured the cognitive and social/emotional development, health status, and behavior of approximately 5000 three- and four-year-olds randomly assigned to either a control group or a group with access to a Head Start program. In the wake of the report, Secretary of Health and Human Services (HHS) Kathleen Sibelius announced that her department is now in the process of raising Head Start performance standards; increasing program accountability by only renewing grants for high-quality, constantly improving programs; improving classroom practices by providing higher quality training for classroom teachers, staff, and program directors; improving technical assistance to grantees looking to improve their programs; and convening a research advisory committee to gather insights from the Head Start Impact Study and other relevant research to ensure continuity of quality programs.
See the report: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/impact_study/executive_summary_final.pdf
Read a release from HHS: http://www.hhs.gov/news/press/2010pres/01/20100113a.html

Facilitating information flow between K12, higher ed, and the workforce
College- and career-readiness has become a focal point in American education, but a new report by Education Sector finds that most high school accountability systems fail to recognize college- and career-ready goals. Many districts rate schools solely on graduation rates and on student scores on basic-skills tests in a single year. Some states have added end-of-course or graduation exams, but these are often stymied by lawsuits or devalued by near-universal pass rates after re-takes and alternate routes. The report looks at various measures some states are taking to remedy this by building "powerful new data systems that track student progress after high school into the workforce and college, allowing vital information to flow between K12, higher education, and workforce information systems." Sixteen states are already reporting the college remediation needs of public high school graduates, according to the study, and can calculate the percentage of students in a specific high school's graduating class in need of remedial coursework in college, who drops out of college, who earns successful grade point averages their freshman year, and much more. The report also suggests that states calculate the earnings of graduates who enter the workforce, broken down by occupation and industry sector.
See the report: http://www.educationsector.org/research/research_show.htm?doc_id=1134127

BRIEFLY NOTED

Colorado graduation rates edge upward
The state's Department of Education said 74.6 percent of the class of 2009 graduated from high school, an increase of 0.7 percentage points from 2008.
http://www.kdvr.com/news/sns-ap-co--graduationrates-colorado,0,7165691.story

A rebuttal to The Atlantic Monthly's school garden bashing
On the contrary, writes Alissa Novoselick in Salon.com, school gardens "create excitement, create learning opportunities, and create a sense of community."
http://salon.com/life/education/index.html?story=/food/2010/01/15/school_gardens_strike_back_at_flanagan

HISD moves toward performance-related firing
Houston's school board has given initial approval to a policy allowing dismissal of teachers whose students consistently perform below expectations on standardized tests.
http://www.chron.com/disp/story.mpl/metropolitan/6816752.html

Resources are critical, but so is flexibility
Finalists in the AASA National Superintendent of the Year competition hope the federal government will make resources available to districts while also giving them the flexibility to implement their own improvement programs.
http://www.eschoolnews.com/2010/01/14/superintendents-say-federal-resources-are-a-must/

Training disadvantaged kids in resilience
Researchers at U Penn have developed a curriculum to teach middle-school students specific strategies to challenge negative thought patterns and manage stress.
http://www.npr.org/templates/story/story.php?storyId=122526518

GRANTS AND FUNDING OPPORTUNITIES

Gloria Barron Prize for Young Heroes
The Gloria Barron Prize for Young Heroes honors outstanding young leaders who have focused on helping their communities and fellow beings and/or on protecting the health and sustainability of the environment. Maximum award: $2,500. Eligibility: youth 8-18. Deadline: April 30, 2010.
http://www.barronprize.org/

Earth Island Institute: Youth Award for Outstanding Activism in Environmental and Social Justice
The Earth Island Institute Brower Youth Award recognizes young people for their outstanding activism and achievements in the fields of environmental and social justice advocacy. Maximum award: $3,000; a trip to San Francisco for the awards ceremony, October 19, 2010; and a wilderness camping trip. Eligibility: youth activists ages 13-22. Deadline: May 15, 2010.
http://www.broweryouthawards.org/article.php?list=type&type=54

National Endowment for the Arts: Learning in the Arts for Children and Youth
The NEA Learning in the Arts for Children and Youth program funds projects that help children and youth acquire appreciation, knowledge, and understanding of and skills in the arts. Projects must provide participatory learning and engagement of students with skilled artists, teachers, and excellent art, and ensure the application of national, state, or local arts education standards. Maximum award: $150,000. Eligibility: school-based or community-based projects. Deadline: June 10, 2010.
http://www.arts.gov/grants/apply/GAP11/LITA.html

Actuarial Foundation: Advancing Student Achievement Grants
The Actuarial Foundation Advancing Student Achievement grant program brings together actuaries and educators in local classrooms with the belief that interaction with real-world mentors will boost student interest and achievement in math. The Actuarial Foundation can provide a local network of actuaries ready to participate, as well as suggestions on how to integrate math concepts from the workplace into the classroom. Schools applying for grants will be given wide latitude in designing programs that enhance learning and create a "love of math" in each student. Maximum award: varies. Eligibility: All schools willing to undertake a math-mentoring program involving local actuaries as volunteers are eligible. However, in order for a program to be viable, there must be a sufficient population of volunteer actuaries within easy traveling distance to make a regular program possible. Deadline: None, but applications should be received at least one or two months prior to proposed start date.
http://www.actuarialfoundation.org/programs/for_teachers.shtml

QUOTE OF THE WEEK

"Historically, we prepare teachers who are white, female, and middle-class. That's not going to change. What needs to change is how we prepare people by teaching them to be competent across cultures." Southern Miss education professor Tom O'Brien, January 18, 2010
http://www.hattiesburgamerican.com/article/20100118/NEWS01/1180324

The PEN Weekly NewsBlast, published by Public Education Network, is a free electronic newsletter featuring resources and information about public school reform, school finance, and related issues. The NewsBlast is the property of Public Education Network, a national association of 79 local education funds working to improve public school quality in low-income communities throughout the nation. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts.

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Wii are connecting

2010-01-21T09:47:00.001-05:00

Coming soon to RBLCTV.... how to connect your Wii to the internet if you have a wireless connection in your house, office or childcare facility.

Fwd: GirlGov Applications Now Available - Legislative Shadowing Program for Allegheny County Girls

2010-01-19T19:40:00.001-05:00

> Do you know of a girl who is interested in politics? Are you a girl who would like to visit Harrisburg for the day and learn the interworkings of the political process? The Women and Girls Foundation's Regional Change Agents are now accepting applications for our GirlGov program being held on Monday, March 8, 2010 in Harrisburg.
>
>
>
> Girl Gov is a one-day legislative shadowing program for girl's grade 8-12 who live in Allegheny County. The Girl Gov shadowing program will take place on Monday, March 8th (International Women's Day). Participants in the program will be selected to shadow a state representative for a day in Harrisburg, PA. The Women and Girls Foundation will sponsor a day-long trip to Harrisburg for all participants. Transportation and meals will be included.
>
>
>
> The goals of the Girl Gov initiative include:
>
> Girls will learn about effective government practices;
> The initiative will provide an opportunity for girls to explore a career in government service;
> The initiative will help to influence girl's future professional decisions and career aspirations;
> The initiative will inspire girl's to be more interested in politics;
>
> The initiative seeks to make participating legislators more aware of issues effecting women and girls in SWPA.
>
>
>
>
>
> To apply to be a GirlGov shadow, please download and submit an application by 5:00pm Tuesday, February 2, 2010 (Groundhog Day) to:
>
> The Women ad Girls Foundation
>
> 425 Sixth Avenue, Suite 1860
>
> Pittsburgh, PA 15219
>
> Fax: 412-227-0417
>
> Email: changeagents@wgfpa.org
>
>
>
> Girl Gov (www.girlgov.org) is an initiative of the Women and Girls Foundation's Allegheny County Change Agents.

PEN Weekly NewsBlast for January 15, 2010

2010-01-15T09:10:00.001-05:00

Having trouble viewing this email? Click here

Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
January 15, 2010

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
http://www.publiceducation.org/newsblast_current.asp

Quality Counts 2010 presents 'broad perspective' on common-standards
Editorial Projects in Education (EPE) has released its 14th edition of Quality Counts, an annual report card on public education as measured by states' education policies and outcomes, with a specific focus this year on the national debate over common academic standards. A 50-state survey by EPE found solid foundations for a unified approach to standards, since many states already look beyond their own borders for guidance. In a majority of states, national subject-matter organizations have influenced English/language arts or mathematics standards, or states have used the frameworks of other states to inform their own. Far fewer states have engaged in the type of international comparisons or benchmarking that has received attention in recent policy discussions. In addition, a number of states have reported challenges ranging from the political to the practical that they believe may complicate efforts to adopt common-core standards. Leading concerns include: securing a high level of input and support from stakeholders; possible disruptions to the state's own policy efforts; and misalignments between state expectations and the common standards. Overall, when graded across the six areas of policy and performance historically tracked by Quality Counts, the nation received a C; Maryland ranked highest with a B-plus, followed by Massachusetts and New York, both of which merited a B.
Read more: http://www.edweek.org/ew/toc/2010/01/14/index.html

But what did Weingarten actually say?
Despite its positive, progressive aspects, the January 12 speech of American Federation of Teachers President Randi Weingarten -- which voiced support for tying student scores to teacher evaluations and making it easier to fire bad teachers -- still begs several important questions, writes Seyward Darby in The New Republic. Though Weingarten endorsed using test scores based on "valid and reliable assessments" as part of teacher evaluations, she didn't say how heavily they should be weighed against other measures, and she didn't indicate which tests were valid and reliable. She named a respected mediator (Ken Feinberg) to work with the union on creating a protocol for teacher discipline and removal -- but on closer inspection, this is less than bold, since public support for retaining teachers who have engaged in misconduct is nonexistent. Weingarten didn't address seniority policies, a thornier issue, fiercely defended by unions. Nor did Weingarten explicitly support tying teacher salaries to classroom work, another policy sticking point. Weingarten was vague on reform implementation and timelines, and she failed to say whether the nation's other large teacher union, the National Education Association, will also take up her recommendations. "Weingarten deserves praise for her progressive speech," Darby says, "but I'm saving thunderous applause until the outstanding questions about her proposals get answered."
Read more: http://www.npr.org/templates/story/story.php?storyId=122518878
Related Weingarten: http://www.huffingtonpost.com/randi-weingarten/teachers-keep-the-lights_b_416794.html

Reducing drop-outs by half: a stimulus in itself
The Alliance for Education has released a study with evidence that lowering the high school dropout rate would have important economic implications for the 45 largest metropolitan areas in the United States. In these cities, an estimated 600,000 students dropped out from the Class of 2008. If rates were reduced by half, these graduates would likely have bought homes worth $10.5 billion more than without a diploma, the report found. They would have supported 30,000 additional jobs and increased the gross regional product in their areas by up to $5.3 billion by the midpoint of their careers. They would have seen $4.1 billion in combined additional earnings in the average year, spent an additional $2.8 billion, and invested an additional $1.1 billion each year, boosting annual tax revenue by $536 million. They would have purchased an additional $340 million in vehicles. "The new findings from the Alliance for Excellent Education conclusively demonstrate that graduating from high school has significant positive economic and financial consequences for the business community and not just for the individual getting the education," said Edward B. Rust Jr., chairman and CEO of State Farm. "Assuring that all of our students graduate from high school with the skills necessary to compete in a global economy is something all businesses -- small and large -- should see as a priority."
See the report: http://www.all4ed.org/publication_material/EconMSA

The time has come for detracking
A new policy brief from the Education and Public Interest Center offers three case studies of a school (a San Diego charter), a district (on Long Island), and a nation (Finland) that have "abolished curricular stratification and promoted outstanding student achievement." According to the brief, classrooms and schools where all students are taught a challenging common curriculum offer proof that detracking can produce increased achievement and far more equitable outcomes. While acknowledging the complexity of such a reform, the brief's strong recommendation is the elimination of curricular tracks that separate students by race, socio-economic status, or assumptions about learning potential. It proposes that states require districts to identify all curricular tracks, describe their composition by racial and socio-economic groups, and indicate student placement policies. Policymakers should communicate clearly to the public what the data demonstrate about tracking and the reasons for reform. Detracking should begin with the lowest track, and meaningful access to Advanced Placement and International Baccalaureate courses should be available to all students throughout the reform process. The brief also advocates school, educator, and student support during the process, and presents model statutory code language that can be used by legislators seeking to implement these changes.
See the brief: http://epicpolicy.org/publication/universal-access
Related: http://www.courant.com/news/education/hc-tracking-0107.artjan07,0,4004824.story

Same monkeys, different funding trees
Asked whether Race to the Top (RtTT) and Investing in Innovation (I3) funds will affect which organizations provide products and services to improve public schools and how they do so, Marc Dean Millot answers "probably, no" in a post on Alexander Russo's This Week in Education blog. In fact, RtTT rules will reinforce current spending patterns. Money for assessments and data will probably go to firms already engaged by states and districts, he writes, and budget pressures on education agencies will channel the remaining money to in-house staff, with just enough going to universities for professional development (PD) content to meet federal requirements. "It will take a fair amount of marketing for for- or nonprofit PD providers to gain a significant share; the emphasis will be on using RtTT to keep the providers in place ('same monkeys, different (funding) trees')." Since I3 is confined to nonprofits, in Millot's view it will function as life-support to so-called new philanthropy investments, particularly charter management and teacher development organizations. Millot therefore feels RtTT and I3 are poor "industrial policy" for school improvement services. "RtTT and I3 are based on an assumption that particular kinds of strategies will improve performance, and this administration has a predilection for certain program offerings backed by the new philanthropy."
Read more: http://scholasticadministrator.typepad.com/thisweekineducation/2010/01/millot-rtt-i3-programs-wont-change-the-supply-side-of-school-reform.html#more

Using high- or low-level practices, results are the same
"A little-noticed but unusually detailed study of teaching practices" reported by The Harvard Education Letter "delivers a depressing message you should keep in mind whenever you read anything about raising school achievement," writes Jay Mathews of The Washington Post. The study from the University of Michigan found marked differences in what teachers in adjoining classrooms were doing, even in schools ruled by comprehensive reform models that dictated how everyone used every hour of the day. According to the study, students in some classrooms may spend the majority of their classroom time on relatively low-level content and skills, while their peers in the class next door spend more time on higher-level content. The startling outcome is that student gains from highest-level practices like examining literary techniques and sharing writing with others were no better than those produced by low-level practices like asking questions that have answers at the back of the textbook chapter. Mathews cautions against despair, however. The data also showed that on average, some reform models did better than others, indicating a path for further study. Since we have long known that teacher practices vary widely, Mathews writes, the best course is to study some of the team-oriented schools that have closed achievement gaps, and "try to figure out why high-end methods don't work better than low-end."
Read more: http://voices.washingtonpost.com/class-struggle/2010/01/study_shows_how_dumb_we_might.html?wprss=class-struggle
See the article from Harvard Education Letter: http://www.hepg.org/hel/article/427
See the study: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED477466&ERICExtSearch_SearchType_0=no&accno=ED477466

How do you screen for a relentless mind-set?
Predicting who will be a superb teacher and who will be merely average or poor is notoriously hard Malcolm Gladwell's quarterback analogy comes to mind but with its smaller sample set and its own organization's relentlessness, Teach for America (TFA) has retroactively tracked outcome data and tried to distill characteristics for its own admission process, reports Amanda Ripley in The Atlantic Monthly. Up to this point, TFA has kept its findings under wraps, but with the pending release of a book by its head of training and support, Stephen Farr, the group allowed Ripley access to its data compiled over 20 years. Rather than profile a TFA participant, however, Ripley takes the organizations conclusions and measures these against an excellent teacher in the D.C. public schools who is not an alumnus of the program. The similarities are the same: The two overarching traits of an excellent teacher as judged by student outcomes are persistence in the face of challenge and high life satisfaction. TFA has 30 data points for which it screens candidates, however, and refines these each year rather than relying on impressions. "If school systems hired, trained, and rewarded teachers according to the principles Teach for America has identified, then teachers would not need to work so hard," writes Ripley. "They would be operating in a system designed in a radically different way -- designed, that is, for success."
Read more: http://www.theatlantic.com/doc/201001/good-teaching

Recession brings socioeconomic integration
Parents and educators across the country say the recession has brought subtle changes to the culture of many public schools as some families, forced by finances to switch from private to public education, seek the personal attention they received at their former schools, reports USA TODAY. "We ask a lot of questions -- we follow up on things," says one former private-school parent in the Chicago area. "We contact the school board... We'll challenge teachers, we'll challenge coordinators." New York University education professor Pedro Noguera is starting to see the effects on the public system in New York City as affluent parents in parts of Brooklyn switch their children from private to public schools and in the process push the public schools to improve. "College-educated parents are not going to subject their kids to second-class education," he says. Their influx "absolutely has a huge impact," whether it's by volunteering in classrooms or campaigning for more funding. Says another former private school parent in Baltimore: "You come with a certain sense of, 'This is my school, it should be working for me.' I've heard parents say, 'That principal is my employee. I pay her salary.' " As Noguera points out, the shift in demographics is turning public education back into a democratic institution that truly serves all children.
Read more: http://www.usatoday.com/news/education/2010-01-06-1Apublicprivate06_CV_N.htm

Building, and collapsing, bridges in an all-female environment
A new program for students at an all-girls school in Montgomery County is trying to build bridges into the male-dominated field of engineering, reports The Washington Post. Teachers at the Holton-Arms School in Bethesda hope their seemingly unique engineering course will make girls' interest in the field last longer. "It's about taking risks and getting them over the anxiety of always having to be right all the time," said physics teacher Chris Lee. The students, who range from sophomores to seniors, study such new technologies as artificial limbs, research bridge disasters, and build bridges and robots. Lee said that the aim of the course isn't to prepare girls for careers in engineering but simply to get their minds working on physical problem-solving in a way they don't in other subjects. But he's conscious of the imbalance between the sexes in the field he's teaching. If students do go on to an engineering job, "great," Lee said. "Certainly, the world needs more women engineers." About 17 percent of undergraduate engineering degrees were awarded to women in the 2006-07 school year, the latest for which information is available. Observers say a lack of women is holding the field back.
Read more: http://www.washingtonpost.com/wp-dyn/content/article/2010/01/04/AR2010010401680.html?hpid=sec-nation

But will they stay?
School administrators in New Orleans have shaken up a pattern of local hiring by drafting educators from all over the country through a variety of national training programs, according to NPR. The dissolution of the school system after Hurricane Katrina and the dropping of the local teachers' contract offered the flexibility to do this, but the city also then faced a huge teacher shortage and cast a wide net to attract new talent. The dismal state of education before Katrina had also convinced local reform advocates to consider far-flung candidates to find those willing to confront one of the worst education systems in the country. Programs such as Teach for America and the New Teacher Project have found New Orleans to be a magnet for aging teachers who want to jump into education with both feet. Yet, some local advocates fear teachers from the recent influx won't stick around. The experience of New Orleans over the long term could answer important questions: Should teacher training programs be more selective? Should low-performing urban districts cast their nets nationwide to find the most dedicated teachers? Or should they focus on better training for teachers who are already in place?
Read more: http://www.npr.org/templates/story/story.php?storyId=122252953

BRIEFLY NOTED

YEF Institute publishes new anti-gang toolkit
The publication draws on lessons learned from the California Cities Gang Prevention Network, a 13-city network formed to identify strategies for reducing gang violence and victimization.
http://www.nlc.org/IYEF/index.aspx

Majority-Minority milestone in the South
The South has become the first region in the country where more than half of public school students are poor and more than half are minorities.
http://www.nytimes.com/2010/01/07/us/07south.html?ref=education

Chicago rolls out vocational ed makeover
The CPS will overhaul its Career and Technical Education program to provide about 25,000 teens with skills they'll need to land well-paying jobs right out of high school.
http://www.chicagotribune.com/news/chi-cps-career-schools-05-jan05,0,5889164.story

Greater depression than during the Great Depression
A new study finds that five times as many American high school and college students are dealing with anxiety and other mental health issues compared with youth of the same age who were studied in the 1930s.
http://www.boston.com/news/education/higher/articles/2010/01/11/study_youth_now_have_more_mental_health_issues/

GRANTS AND FUNDING OPPORTUNITIES

Fiskars: Project Orange Thumb
Fiskars Project Orange Thumb grants Fiskars garden tools and materials such as plants, seeds, mulch, etc. to eligible gardening groups. Maximum award: $1,000 in implements and materials. Eligibility: gardens and/or gardening projects geared toward community involvement, neighborhood beautification, horticultural education, and/or sustainable agriculture. Deadline: February 19, 2010.
http://www.fiskars.com/content/garden_en_us/Garden/ProjectOrangeThumb/grantprogram

National Summer Learning Association: Excellence in Summer Learning
The Excellence in Summer Learning Award recognizes an outstanding summer program that accelerates academic achievement and promotes positive development for young people. Maximum award: national recognition, increased press opportunities, conference presentations, and complimentary registrations, professional development opportunities for staff, and increased publishing opportunities. Eligibility: public or private organizations or agencies (schools, community-based organizations, libraries, universities, faith-based organizations, etc.) serving young people between the ages of kindergarten and 12th grade over the summer months. Deadline: February 24, 2010.
http://www.summerlearning.org/?page=excellence_summer

Sodexo: STOP Hunger Scholarship
The Sodexo STOP Hunger Scholarship program supports the education of young people working to end hunger in communities across the United States, and brings attention to the innovative and effective solutions they are implementing toward ending hunger in their lifetime. Maximum award: a $5,000 scholarship award and a matching $5,000 grant in their name for the hunger-related charity of their choice. Eligibility: students enrolled in an accredited education institution (kindergarten through graduate school) in the United States who can demonstrate an ongoing commitment to hunger-relief activities in their community. Deadline: February 26, 2010.
http://www.sodexofoundation.org/hunger_us/scholarships/scholarships.asp

Caring Institute: 2010 Caring Awards
The Caring Institute is now accepting nominations for its annual Caring Awards. Nominees should exemplify caring and serve as worthy role models for others. Award criteria include length of service, scope and impact of work, challenges overcome, and imagination and innovation. Maximum award: All winners are honored at a special ceremony, and young adult winners receive funds for college. Eligibility: individuals from nine to 99 years old. Deadline: March 1, 2010.
http://www.caring-institute.org/caringawards.html

National Council for the Social Studies: Teacher of the Year
The NCSS Outstanding Social Studies Teacher of the Year Awards recognize exceptional classroom social studies teachers. Maximum award: $2,500. Eligibility: social studies teachers who teach social studies regularly and systematically in elementary school settings or at least half time in middle/junior high and high school settings; NCSS membership required, self-nominations accepted. Deadline: April 1, 2010.
http://www.socialstudies.org/awards/teaching

QUOTE OF THE WEEK

"It proves beyond a shadow of a doubt why this country shouldn't allow large-scale assessment and for-profit companies to have anything at all to do with American teachers and students... There's never been an insider view of the testing industry like the one I've written, and I think my revelations confirm every nightmare anyone's had about that business."
Todd Farley, in an interview with Alexander Russo, on his book Making the Grades, January 12, 2010
http://scholasticadministrator.typepad.com/thisweekineducation/2010/01/some-people-who-tell-all-about-the-industry-they-worked-in-are-greeted-as-brave-whistleblowers-and-embraced-by-the-media-and.html#more

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PEN Weekly NewsBlast for January 8, 2010

2010-01-08T09:10:00.001-05:00

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
January 8, 2010

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
http://www.publiceducation.org/newsblast_current.asp

Second study finds gains in NYC charter students
A new study from a group that had earlier issued a critical report on outcomes for charters nationally finds that within New York City, students at 49 charters made bigger learning gains in math and reading than their regular public school counterparts, reports the blog Gotham Schools. For the period from school years 2003-04 to 2008-09, the Center for Research on Education Outcomes (CREDO) at Stanford University matched data from 20,000 charter students in grades 3-8 to an identical number of students with comparable scores at district schools. Fifty-one percent of the charter group had higher math scores than district schools, 33 percent were no different, and 16 percent had lower scores. On reading tests, 29 percent had higher scores, 59 percent showed no difference, and 12 percent had lower scores. Charter supporters highlighted that this is the second report to reach the same conclusions, but with different methodologies. Charter opponents point out that charters admit fewer students not fluent in English or with severe learning disabilities. "I am surprised that the charters don't do better, given their many advantages," said New York University's Diane Ravitch. "We know they have only 111 of the city's 51,000 homeless students. We know they have longer hours and their teachers work 50 hours a week or so. We know their sponsors add millions so they can have smaller classes and better facilities."
Read more: http://gothamschools.org/2010/01/05/stanford-study-shows-many-city-charters-besting-district-schools/
Related: http://www.edweek.org/ew/articles/2010/01/05/18charter.h29.html?tkn=XXBFRGB4j8w%2FOSniw9HBVbY0HNqagc8mAMyd

TFA service not necessarily a lifelong commitment
A new study has found that the dedication of Teach for America (TFA) participants to improving society at large does not necessarily extend beyond their service in the program, The New York Times reports. In areas like voting, charitable giving, and civic engagement, graduates of the program lag behind those who were accepted but declined and those who dropped out before completing their two years, according to research from Stanford University. The reasons for lower rates of civic involvement include not only exhaustion and burnout, but also disillusionment with TFA's approach to educational inequity, among other factors. "There's been a very clear and somewhat naïve consensus among educators, policy folks, and scholars that youth activism invariably has these kinds of [lifelong civic] effects," said Professor Doug McAdam, the study's author. "But we've got to be much more attentive to differences across these experiences, and not simply assume that if you give a kid some youth service experience it will change them." Teach for America is nearing its 20th anniversary. Of its 17,000 alumni, 63 percent remain in the field of education, 31 percent in the classroom. The study was conducted at the behest of TFA founder Wendy Kopp, who disagrees with its findings.
Read more: http://www.nytimes.com/2010/01/04/education/04teach.html

LAUSD teachers compete with charter operators
A plan to let outside charter groups bid for control of dozens of struggling and new campuses in the Los Angeles Unified School District (LAUSD) has spurred a new set of competitors, reports The Los Angeles Times. Groups of teachers from inside the system are seeking to participate in a reform strategy that would have private charter operators setting a standard for a district widely seen as dysfunctional. While the union itself, United Teachers Los Angeles, is trying to block outside takeovers through litigation, rank-and-file teachers -- with the blessing of the union and in some cases the district -- are planning to compete with the charters. But these teachers, many in a bid to take over their own schools that have been deemed "failing," worry their home-grown proposals might not fare well against operators with track records, in-house data analysts, legal support, and public relations professionals. Proposals will be reviewed internally and externally, including by parents and, at high school level, students. Superintendent Ramon Cortines will make a single recommendation for each school to the Board of Education, which has final say. Cortines applauds the teachers' initiative but urged groups to "show some sort of evidence or I will not recommend them -- evidence of some academic improvement, evidence that they have been dealing with English language learners, evidence that special education students are being taken care of, evidence that parents are involved."
Read more: http://www.latimes.com/news/local/la-me-teachers2-2010jan02,0,1667124.story?track=rss&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+latimes%2Fmostviewed+%28L.A.+Times+-+Most+Viewed+Stories%29
Related: http://www.latimes.com/news/local/la-me-utla22-2009dec22,0,4251620.story

AVID for success
Six schools across the country, including one in Baltimore, are participating in the AVID (Advancement Via Individual Determination) Center's African-American Male Initiative, a national college-preparatory program for black males capable of challenging work but needing additional resources to reach their potential, reports The Baltimore Sun. As part of the initiative, each school recruited 25 black male students and was required to recruit black male tutors and teachers as well. The consistent presence of an adult black male is crucial to the success of the program and its students, say observers, and James Martin, a program teacher at Woodlawn High in Baltimore, agrees. The ability to relate to his students has fostered an environment that enables "man-to-young-man talks" during class, he explained. "Our relationship is more personal. Just it being all males, we're a more family-oriented class, because everything we talk about is as a whole. There's nothing that's really secretive." The five other schools participating are in Arlington, Tex.; Fresno, Calif.; Las Vegas; Los Angeles; and New York City. Woodlawn and Las Vegas' Mojave High School are the only ones piloting a gender-based classroom; the others have created mentorships to build relationships between students and a role-model adult.
Read more: http://www.baltimoresun.com/news/education/bal-md.aami02jan02,0,6344418.story

In search of a redesign for teacher college accreditation
The National Council for Accreditation of Teacher Education (NCATE) has convened a panel on Clinical Preparation, Partnerships, and Improved Student Learning to look at scalable ways to improve in-the-classroom training, Inside Higher Ed reports. The panel will also examine ways to strengthen relationships between districts and the colleges and universities that prepare their teachers. The NCATE accredits more than 600 colleges and programs nationally that graduate two-thirds of new teachers, and the panel's recommendations will form the basis for revisions to the council's accreditation standards. NCATE is undertaking what its president James Cibulka called a "redesign and transformation" aimed at making teaching a more respected profession, with heightened preparation standards. The panel, he said, will "identify what the best practices are in strong clinical preparation and in preparing teachers to more effectively teach diverse learners." After this week's sessions, the panel will meet again in April before issuing a final report, a timeline Cibulka said is accelerated because change is badly needed and the national environment is "ripe for change." Among the ideas under consideration: career-long professional development, and the restructuring and rebranding of teaching as a practice-based profession like medicine or nursing, with an induction period akin to a doctor's residency.
Read more: http://www.insidehighered.com/news/2010/01/05/teachers
Related: http://www.edweek.org/ew/articles/2010/01/05/18ncate.h29.html?tkn=OYBF19jttoWeajyBnvYHNthv7uqjoAlRWamq

Duncan's Chicago legacy under scrutiny
Results of the National Assessment of Educational Progress (NAEP) for Chicago from 2003-2009 show that the city is "nowhere near the head of the pack in urban school improvement," writes The Washington Post. This period was during Secretary of Education Arne Duncan's tenure as schools chief, and he frequently cites its successes to underscore ideas he is pushing in national public education. True, the federal test is just one measure of Duncan's record, and other metrics show advances on various fronts, but "Chicago is not the story of an education miracle," said Chester E. Finn Jr. of the Thomas B. Fordham Institute. Finn added, however, that Chicago is "the story of a large urban system that has made some gains and has made some promising structural changes." From 2001-08, Duncan fired staff, hired turnaround specialists, and shut down schools. He spearheaded a back-to-basics curriculum, encouraged dozens of charter schools, and experimented with performance pay. State and federal test scores and graduation rates rose on his watch, and the school system, which is the nation's third largest, became a laboratory for innovation. Yet questions have arisen this year about the extent of Duncan's accomplishments. "There's been this rhetoric about dramatic gains, dramatic success, that we have to replicate this model because of its dramatic success," said Julie Woestehoff of the advocacy group Parents United for Responsible Education. "And here in Chicago, we're looking at these schools and going, 'Uh . . . '"
Read more: http://www.washingtonpost.com/wp-dyn/content/article/2009/12/28/AR2009122802368.html

Rhee victorious, but at what cost?
Chancellor Michelle Rhee has definitely had an impact on the D.C. public schools, but are her efforts improving them, asked PBS's NewsHour. One solid piece of evidence is the district's results on the National Assessment of Educational Progress, in which D.C. was one of only five school systems that showed significant gains in both fourth and eighth grade math on results that came out this fall. On the other hand, among personnel, strife is up and morale is down. Her most salient effects on the city and nation have been that merit pay is now a frequent part of discussions about public education, teacher tenure is under more rigorous examination, and charter schools are fixed in the public consciousness. Still, other superintendents such as Andres Alonso in Baltimore and Robert Bennett in Denver (before he became U.S. senator) have achieved remarkable things under the radar, without the furor and alienation, the NewsHour notes. Rhee has paid a price for what she has accomplished; she has won on a number of issues, but debate is ongoing and contentious, and if she falls, she will fall hard.
Read more: http://www.pbs.org/newshour/bb/education/july-dec09/dcschools2_12-25.html
Related: http://www.pbs.org/newshour/bb/education/july-dec09/dcschools1_12-25.html
Related: http://www.pbs.org/newshour/bb/education/july-dec09/dc_12-22.html

An overlooked pathway to employment and career cultivation
The after-school workforce lacks a well-accepted system of formal instruction, curriculum for preparation, and system for crediting workers for training, perhaps because many positions are part-time and low-wage. A new policy brief from The After-School Corporation (TASC) posits that the after-school field could be part of a national strategy to boost employment and create new career paths. For example, men of color are active in the after-school workforce but under-represented among certified teachers. After-school jobs are frequently based in communities where meaningful work can be hard to find. Many of these jobs carry few specific experience or education requirements, making the field an accessible entry point into the workforce. After-school workers often live in the neighborhoods where they work and invest their wages back into these communities. Given the chance to earn college credits and develop professionally, after-school educators can be powerful role models for young people in their programs. The corporation proposes that leaders in after-school and workforce development collaborate to create a system that clearly articulates the path from part-time entry-level work through core occupations in after-school. Workers should be able to earn recognized credentials and higher wages through systems that link on-the-job training and credit-bearing courses. This system will both enhance the quality of programs and help trained workers build careers in after-school and important related fields like teaching.
See the brief: http://www.tascorp.org/content/document/detail/2818/

Chance squandered to eliminate low performers
An investigation by The Los Angeles Times has found that the Los Angeles Unified School District (LAUSD) routinely grants tenure to all new teachers after cursory or nonexistent reviews. Once teachers have been evaluated and gained permanent status, they are almost never fired for performance alone. This two-year probationary period when teachers can be fired at will is a "singular opportunity" to weed out poor teachers, one that LAUSD "all but squanders," writes The Times, based on interviews with more than 75 teachers and administrators, analyses of district data covering the last several years, and internal and independent studies. The paper found that fewer than two percent of new teachers are denied tenure, and the reviews "are so lacking rigor as to be meaningless," in the view of instructors. School administrators are required to conduct only a single, pre-announced classroom visit per year, and half of these last 30 minutes or less. Principals are rarely held responsible for how they perform reviews. The district's evaluation of teachers does not take into account whether students are learning, and principals are not required to consider testing data, student work, or grades. Like other districts in California, LAUSD essentially ignores a state law that since the 1970s has required districts to weigh pupil progress in assessing teachers and administrators.
Read more: http://www.latimes.com/news/local/education/la-me-teacher-tenure20-2009dec20,0,2529590.story?track=rss&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+latimes%2Fnews%2Feducation+%28L.A.+Times+-+Education%29

Building new theories about the preschool brain
For much of the past century, educators and scientists believed that children could not learn math before the age of five because their brains simply were not ready, according to The New York Times. Recent research has overturned this assumption, along with other conventional wisdom about the acquisition of geometry, reading, language, and self-control skills in class. The findings from a branch of research called cognitive neuroscience are helping to clarify when young brains are best able to grasp fundamental concepts. Teaching of basic academic skills, once based in tradition and guesswork, is now giving way to approaches based on cognitive science. In several cities including Boston, Washington, D.C., and Nashville, schools are experimenting with curricula to cultivate math skills in preschoolers. In others, teachers are using techniques developed by brain scientists to help children overcome dyslexia. And schools in a dozen states have begun to use a program intended to accelerate the development of young students' frontal lobes, improving self-control in class. "Teaching is an ancient craft, and yet we really have had no idea how it affected the developing brain," said Kurt Fischer, director of the Mind, Brain, and Education program at Harvard. "Well, that is beginning to change, and for the first time we are seeing the fields of brain science and education work together."
http://www.nytimes.com/2009/12/21/health/research/21brain.html?_r=1&em

BRIEFLY NOTED

NGA kicks off dropout prevention initiative
The National Governors Association Center has announced that Colorado, Massachusetts, Minnesota, New Hampshire, Tennessee, and West Virginia will develop comprehensive state dropout prevention and recovery policies through the State Strategies to Achieve Graduation for All initiative.
http://www.nga.org/portal/site/nga/menuitem.6c9a8a9ebc6ae07eee28aca9501010a0/?vgnextoid=8d2b864e5b4f5210VgnVCM1000005e00100aRCRD&vgnextchannel=6d4c8aaa2ebbff00VgnVCM1000001a01010aRCRD

Subtle stereotypes with unsubtle effects
Former astronaut Dr. Sally K. Ride is serving as a visible emissary for President Obama's push to improve science and math education by engaging all genders and ethnicities.
http://bayarea.blogs.nytimes.com/2009/12/28/math-tech-and-the-women-who-dont-love-them/

Clawbacks hit the teaching profession
Two former LAUSD teachers are being asked to give back salary overpayments of more than $148,000, the result of an accounting software glitch.
http://www.latimes.com/news/local/la-me-lausd28-2009dec28,0,2789178.story

Go green, young man (and woman)
In Westfield, Mass., 120 eighth-graders drew up proposals to redesign their school's classrooms, auditorium, cafeteria, library, gymnasium, and the entry hallway stairwell to be green.
http://www.masslive.com/chicopeeholyoke/republican/index.ssf?/base/news-24/1261815909116400.xml&coll=1

Florida and Minnesota unions reject RttT proposals
Teachers' unions in at least two states are threatening to withhold endorsements of their state's Race to the Top applications, which could jeopardize the states' chances of winning the federal dollars.
http://www.edweek.org/ew/articles/2009/12/30/16unions.h29.html?tkn=[SBF10YhbCCaBVK7migRmEWxgT3SRZn2e9xr

Neither toxins nor 'geek gene'
Concentration of autism diagnoses in Silicon Valley are due to parent education, researchers posit.
http://www.mercurynews.com/breaking-news/ci_14126944?nclick_check=1

GRANT AND FUNDING OPPORTUNITIES

Disney/YSA: Friends for Change Grants
Disney's Friends for Change Grants encourage kids everywhere to work with their friends to help the planet. The Friends for Change Grants will fund kids' projects that help the environment and engage children ages five to 18 as leaders in their communities. Maximum award: $500. Eligibility: schools, organizations, and individuals planning service projects. To be eligible, projects will need to be done any time during 2010 and should include one service or celebratory component on Global Youth Service Day, April 23-25, 2010. Deadline: January 29, 2010.
http://www.ysa.org/grants/announcements/friendsforchange

American Association of School Librarians: Innovative Reading Grant
The American Association of School Librarians Innovative Reading Grant supports the planning and implementation of programs for children that motivate and encourage reading, especially with struggling readers. Selection criteria include the potential to measure and evaluate a literacy project that promotes the importance of reading and facilitates the learners' literacy development by supporting current reading research, practice, and policy. Maximum award: $2,500. Eligibility: reading programs specifically designed for children (grades K-9) in the school library setting. The program must encourage innovative ways to motivate and involve children in reading. Applicant must be a member of AASL. Deadline: February 1, 2010.
http://www.ala.org/ala/aasl/aaslawards/innovativereadinggrant/aaslreading.cfm

Best Buy: Scholarship Program
The 2010 Best Buy Scholarship Program will award scholarships to students based on their outstanding commitment to and involvement in community service, along with solid academic performance. Maximum award: $1,000. Eligibility: 912th grade students from private, public, alternative, or home schools, graduating with plans to enter a full-time undergraduate course of study at an accredited two- or four-year college, university, or vocation technical school in the U.S. no later than fall 2010. Deadline: February 15, 2010.
http://communications.bestbuy.com/communityrelations/scholarships.asp

NABT: Vernier Software & Technology Ecology/Environmental Teaching Award
The National Association of Biology Teachers Vernier Software & Technology Ecology/Environmental Teaching Award will be given to a secondary school teacher who has successfully developed and demonstrated an innovative approach in the teaching of ecology/environmental science and has carried his/her commitment to the environment into the community. Maximum award: $1,000 toward travel to the Professional Development Conference, and $500 of Vernier equipment. The recipient also receives a recognition plaque to be presented at the NABT Professional Development Conference, and a one-year complimentary NABT membership. Eligibility: secondary school teachers. Deadline: May 7, 2010.
http://www.nabt.org/websites/institution/index.php?p=132#award2

QUOTE OF THE WEEK

"The effectiveness of principals in high-risk or high-need schools is one of the primary determinants of whether these schools are able to attract and retain effective teachers." Senator Al Franken, in an interview with Minnesota Public Radio about his introduction of legislation that would establish federal grants for an apprentice program for aspiring or current principals, December 27, 2009
http://minnesota.publicradio.org/display/web/2009/12/27/franken_schoolprincipalsbill/

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PEN Weekly NewsBlast for December 18, 2009

2009-12-18T09:09:00.000-05:00

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
December 18, 2009

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
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In this year of tremendous shifts and renewal in public education, Public Education Network (PEN) continues to celebrate the extraordinary accomplishments of LEFs that have been the front line in the exchange of ideas, civic commitment, and tireless work toward ensuring that every child in our nation graduates from high school ready for college and a career. As a network, we have excelled in our core priorities of increasing academic achievement of low-income students and minority students, developing and implementing innovative school reform initiatives, community organizing, resource development, and public engagement. All this success is due to the effort and dedication of LEF leaders, educators, parents, business leaders, government officials, philanthropic leaders, and ordinary citizens. We at PEN are grateful for your continued support and ask that you take a moment to make a contribution to PEN's annual fundraising campaign. Thank you and Happy holidays!

Three necessary ingredients for thriving reform
Forty percent of students at Manual Arts High School in Los Angeles are still learning English, and 20 percent live in foster homes, but under the stewardship of MLA Partners Schools, a renewal is underway -- "a glimmer of hope" in the struggling Los Angeles Unified School District (LAUSD), writes The Los Angeles Times. MLA founder Mike McGalliard has raised an extra $400 per student from private sources to fund both grants for teachers and a 12-hour school day. The 100-year-old building now has a drop-in center where 9th-graders can talk to counselors about personal or school problems, hallway murals created by "would-be graffiti-artists," and a community garden where there once was a dumping ground for trash. MLA Partners isn't "doing some secret formula," McGalliard said. "My staff takes things that other schools think about but can't do" because of bureaucracy. A third of Manual Arts' teaching staff are alumni and grew up in the neighborhood, and its faculty is a mix of veterans and rookies with an openness to collaboration. "It's too soon to tell whether McGalliard's group has it right," says The Times. "But they understand that three things are necessary for reform to thrive: investment, accountability, and support."
Read more: http://www.latimes.com/news/local/la-me-banks10-2009dec10,0,6997257.column?page=1

Charters and personnel churn
Given the level of policy discussion about charter schools and their varied outcomes, increased attention is coming to bear on how charters differ from traditional public schools in operations and structure. A new report from the National Center for the Study of Privatization in Education looks at higher teacher turnover in charters, a key distinction from traditional public schools. The researchers found that the odds of a charter teacher leaving the profession versus staying in the same school were 132 percent greater than those of a traditional public school teacher, and the odds of a charter teacher moving schools were 76 percent greater. The authors conclude that the explanation for this "turnover gap" lies in differences between the types of teachers that charter schools and traditional public schools hire. The data "lend minimal support to the claim that turnover is higher in charter schools because they are leveraging their flexibility in personnel policies to get rid of underperforming teachers." Instead, the authors found that most turnover in charter schools is "voluntary and dysfunctional as compared to that of traditional public schools." In addition to causing instability within schools, teacher turnover across all schools imposes fiscal costs of approximately $7.1 billion dollars annually on education budgets.
See the report: http://www.ncspe.org/list-papers.php

Union contracts: where rubber meets the road
Where does Secretary of Education Arne Duncan stand on education reform and teacher union contracts? Andy Smarick of the Thomas B. Fordham Institute concludes that while Duncan is willing to engage unions on a policy level, he shies from challenging them over contracts. While Smarick applauds the general tenor of the Race to the Top initiative (though he calls the final version a retreat from the "much stronger" original), he points out that "a search for 'collective bargaining agreement' or 'union contract' in official Race to the Top documents yields zero matches. It's as though they are completely unrelated to reform." Nor has Duncan publicly criticized union obstruction of various provisions. It is time, says Smarick, for Duncan to address the fact that uniform pay scales, policies that protect low-performing teachers, and policies that lead to so-called "rubber rooms" are all in union contracts. With the approaching Race to the Top deadline, Smarick wants Duncan to give a speech signaling that mere "willingness to discuss" and "commitments to negotiate" hold little meaning. The administration will gauge the gap between the proposals in a state's application and the extent to which a state's collective bargaining agreement will allow these proposals to move forward, allotting funds accordingly.
Read more: http://www.edexcellence.net/flypaper/index.php/2009/12/we-will-look-at-your-union-contracts/
Related: http://www.publicschoolinsights.org/new-directions-new-haven-union-leader-david-cicarella-district-s-pathbreaking-new-teacher-contract

Don't just listen to his words, watch his actions
In an interview in U.S. News & World Report, Secretary of Education Arne Duncan explains that in education, "great ideas always come locally, from great teachers and great principals." The Race to the Top initiative is an opportunity to take these great ideas to scale. He also states that as a nation, we have drastically underinvested in development of principals, who should be thought of as CEOs and must be instructional leaders, budget managers, community liaisons, team leaders, and savvy media operators. With regard to merit pay, Duncan says that absolute test scores are a poor metric of teacher effectiveness, but he is a "bigger believer in looking at growth and gain and how much a student is improving each year." High schools must raise the academic bar, but also become places where every student can have a meaningful relationship with an adult. When asked whether he would "stick to his guns," and only give out Race to the Top funds to the deserving few, Duncan replied: "Don't just listen to my words, watch my actions. I'm here for only one reason, and that is to help the country get dramatically better, and that is what we are going to do."
Read more: http://www.usnews.com/articles/news/2009/12/15/education-secretary-arne-duncan-says-merit-pay.html?PageNr=1

Building a new culture for instructional oversight
"All too often," writes Stephen Fink in The School Administrator magazine, "school leaders responsible for observing teachers on the job don't know what quality teaching looks like." Fink, who is executive director of the Center for Educational Leadership at University of Washington in Seattle, says that both studies and his own extensive experience have shown that too few school leaders who oversee instructional improvement have the expertise to identify what makes teaching effective -- and this may explain the wide variation in opinions when observing a particular teaching performance. To improve teaching, education leaders must model their own learning in public ways. This means building a school culture where teaching practice is given the same kind of scrutiny found in a medical or law school. Leaders must know their teachers as individual learners, and apply instructional focus to developing teachers in the same way that teachers are expected to do so with students. And district leaders must know principals as individual learners, so that they, too, can be intentional in developing leadership expertise. "This is not easy work," Fink concedes, "but the benchmark is exceedingly clear. At the end of the day, every structure, program, process or training activity must be measured by asking: Has teaching practice improved? How do you know?"
Read more: http://www.aasa.org/SchoolAdministratorArticle.aspx?id=8292

A juggling act few can maintain
In the first in a series of reports about young Americans' views on college and higher education, Public Agenda has released a paper based on a survey of over 600 young adults aged 22 to 30 that looks at four "myths" about why students fail to finish college, and outlines four corresponding "realities." Rather than leaving because they were bored or unwilling to work hard, students cited the need to work full-time and family commitments as overriding factors for more than half of those surveyed. Over one third of non-completing students who wanted to return also said they couldn't, even if tuition and books were fully covered. For students who don't graduate, the college selection process often seems limited and uninformed, and many don't fully grasp the impact that dropping out will have on their future. "Most are working and go[ing] to school at the same time, and most are not getting financial help from their families or the system itself," says Jean Johnson of Public Agenda. "It's the stress of this juggling act that forces many of them to abandon pursuit of a college degree."
See the report: http://www.publicagenda.org/theirwholelivesaheadofthem

Louisiana's teacher college accountability
Through an initiative that Education Secretary Arne Duncan calls a model for the nation, Louisiana has become the first state to tie student test scores into a chain of evaluation that reaches all the way to teacher colleges, The Washington Post reports. Low-performers under this new assessment could face overhaul or, in extreme cases, closure. "A lot of people are talking about doing it," said Arthur Levine, former president of Teachers College at Columbia University, "but Louisiana got there first. It's the model. I think you're going to see a lot more of it over the next several years." Nationwide, about 150,000 new teachers enter the workforce each year, according to the American Association of Colleges for Teacher Education, about 80 percent from college- or university-based programs. The rest enter through alternate paths sponsored by organizations like Teach for America, which bypass traditional education coursework to speed instructors into the classroom. Now, many colleges and universities, long criticized as detached from the troubles of public education, are starting to expose students to real-world classrooms and situations. At UL-Lafayette, with about 2,500 education students, the main program culminates with an internship that pairs students with mentor teachers, immersing them in a school for about 500 hours in a full semester.
Read more: http://www.washingtonpost.com/wp-dyn/content/article/2009/12/12/AR2009121202631.html

Tracking the debate on tracking
Two new studies are "reviving tough questions" about the student tracking debate, according to The National Journal. A study from the Brookings Institution is critical of the movement against tracking, and in a comparison of tracked and detracked middle schools in Massachusetts found that schools with more tracks in math classes were associated with more high-performing students and fewer failures, and vice versa. Detracking means reducing the number of subject-area courses offered in a given grade in a given school, or in other terms, moving toward a heterogeneous class. On the other hand, a report out of the University of Colorado takes the opposite stance. It gives recommendations on best practices for moving towards heterogeneous classes drawn from three case studies. "The research on tracking is as clear as anything in the field of education," said Kevin Welner, the second study's author. "It is a destructive practice that has the undeniable effect of lowering expectations and opportunities for students who have already fallen behind." On the surface, says The National Journal, whether to group by ability is a debate about best practices in education. In practice, however, the discussion inevitably revolves around race and equality, since students in low-track classes are overwhelmingly minority and low-income.
Read more: http://www.nationaljournal.com/njonline/no_20091214_5320.php

In search of the 'black box' of ed reform
A "massive" new study from the Consortium for Policy Research in Education (CPRE), undertaken over 13 years, aimed to determine why some school improvement programs have worked and some haven't, Education Week reports. The research involved 115 elementary schools, 300 teachers, 800 school leaders, 7,500 students, and three brand-name models of comprehensive school reform, tracking what teachers did on a daily basis, determining how those practices differed from those in a set of more typical schools, and figuring out if the changes had impact on academic achievement. The capstone study looked at three programs that gave the teachers varying degrees of autonomy in devising and carrying out a curriculum. The researchers found that over time, teachers in schools using the model with the greatest freedom were most likely to feel a sense of autonomy and trust in their schools, but their teaching practices were not significantly different from those used in the control group. In comparison, schools using the other two programs, where teachers had more direction but also more collaboration and coaching, developed their own distinctive looks over time. The different instructional patterns, in turn, led to different and more successful student-achievement patterns.
Read more: http://www.edweek.org/ew/articles/2009/12/16/15cpre.h29.html?tkn=ZUBFDKgMSmfRgltjeFQ04HCouvTq0ybbuawB
See the report: http://www.cpre.org/index.php?option=com_content&task=view&id=287&Itemid=149

BRIEFLY NOTED

So everybody, just relax
A small fraction of teens have engaged in sexting, according to the Pew Internet and American Life Project, which spoke to 800 teens around the country.
http://www.pcworld.com/article/184698/sexting_study_finds_few_teens_participate.html

County to union: not interested
Board of Pulaski County, Ark. school district votes to end recognition of its teacher union.
http://www.boston.com/news/education/k_12/articles/2009/12/10/pulaski_teachers_protest_board_vote_against_union/?rss_id=Boston.com+--+Education+news

Signs of growth in 'white matter'
A study in the scientific journal Neuron finds that a six-month program for children with poor reading skills actually spurs changes in the physical brain.
http://latimesblogs.latimes.com/booster_shots/2009/12/behavioral-training-brain.html
See an abstract of the report: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WSS-4XWM617-9&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=af80ce6ee42c94a1f8597136b16057ae

Tracking potential dropouts
In January, Delaware schools will begin targeting students at risk for dropping out by analyzing attendance and math and reading scores.
http://www.delawareonline.com/article/20091210/NEWS03/912100351/1006/NEWS

A lesson in finesse
Kansas City school teaches analytic skills through bridge.
http://www.kansascity.com/105/story/1629109.html

GRANT AND FUNDING OPPORTUNITIES

Youth Serve America: The Gladys Marinelli Coccia Awards
The Gladys Marinelli Coccia Awards recognize young female social entrepreneurs whose initiatives serve the common good. The awards were created in memory of Gladys Coccia, who began her entrepreneurial career when she was a young girl in West Virginia and later became a successful businesswoman in Washington, D.C. Maximum award: $2,000, plus travel, lodging, and registration expenses to the National Service Learning Conference in San Jose, March 24-27, 2010. Eligibility: young women between the ages of 14 and 17 on January 1, 2010 who reside in the United States, have started their own social enterprise or organization, are supported by contributions of at least $1,000 (cash and/or in-kind), and have a business plan including an itemized budget. Deadline: January 15, 2010.
http://ysa.org/grants/announcements/coccia-award

Independent Sector: The John W. Gardner Leadership Award
The John W. Gardner Leadership Award honors visionaries who have empowered constituencies, strengthened participation, and inspired movements. Award recipients are builders -- people who, quite apart from personal achievements, have raised the capacity of others to advance the common good. Their leadership has either had national or international impact or, if at the regional level, has attracted wide recognition and imitation. Maximum award: $10,000. Eligibility: Gardner Award recipients may be of any age and be the creators of needed institutions or advocacy that changes public opinion and whose work has transformed their chosen field and has served as a role model to other fields. Deadline: January 29, 2010.
http://www.independentsector.org/about/gardneraward.htm

National Council of Teachers of English: Edwyna Wheadon Postgraduate Training Scholarship
The Edwyna Wheadon Postgraduate Training Scholarship provides funding for professional development experiences for English/Language Arts teachers in public educational institutions to enhance teaching skills and/or career development in teaching. Maximum award: $500. Eligibility: teachers of English/Language Arts in a publicly funded institution. Deadline: January 31, 2010.
http://www.ncte.org/second/awards/wheadon

Tides Foundation: Pizzigati Prize for Software in the Public Interest
The Antonio Pizzigati Prize for Software in the Public Interest recognizes software developers whose work has made an outstanding contribution to the nonprofit sector and to ongoing efforts for positive social change. Maximum award: $10,000. Eligibility: individuals who have developed an open-source software product that has demonstrated impressive value to at least one nonprofit and has the potential to offer value to multiple nonprofit organizations. Deadline: February 1, 2010.
http://www.pizzigatiprize.org/

American Academy of Dermatology: Shade Structure Program
The American Academy of Dermatology (AAD) Shade Structure Program gives grants for the purchase of permanent shade structures designed to provide shade and ultraviolet (UV) ray protection for outdoor areas. AAD also provides a permanent sign to be displayed near the shade structure that promotes the importance of sun safety. Maximum award: $8,000. Eligibility: nonprofit organizations or public schools that primarily serve children and teens 18 and younger; demonstrate an ongoing commitment to sun safety and skin cancer awareness by having a sun safety/skin cancer awareness program in place for at least one year prior to application; and are sponsored by an AAD member dermatologist. Deadline: April 12, 2010.
http://www.aad.org/public/sun/grants.html

QUOTE OF THE WEEK

"[Classroom management] is probably one of the things that's least understandable and most complex about teaching. This is the hardest skill to master."
-- Randi Weingarten, president of the American Federation of Teachers, The Los Angeles Times, December 14, 2009.
http://www.latimes.com/news/local/la-me-classroom-control14-2009dec14,0,982109,full.story

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PEN Weekly NewsBlast for December 11, 2009

2009-12-11T09:13:00.001-05:00

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
December 11, 2009

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
http://www.publiceducation.org/newsblast_current.asp

Feds strengthen turnaround program under NCLB
The Obama administration will spend at least $3.5 billion to push local education officials to close failing schools and reopen them with new staff, the Associated Press reports. Education Secretary Arne Duncan wants the 5,000 worst-performing schools, approximately one percent of all U.S. schools, turned around in five years. "As a country, we need to get into the turnaround business," Duncan said. "Adults need to have the courage to make these tough decisions and do right by our kids." Since the president doesn't have power to close and reopen schools himself -- authority rests with local districts and states -- the administration is using financial incentives. To receive federal turnaround money, a district must: fire a school's principal and at least half its staff and reopen with new personnel; turn a school over to a charter school operator or other management organization; close a school and send students to higher-achieving schools in the district; or replace only the principal and take other steps to change school governance. The administration indicated that a special focus of the refashioned program will be fixing middle schools and high schools, especially "dropout factories" where two in five kids fail to graduate.
Read more: http://www.google.com/hostednews/ap/article/ALeqM5jEfLzvCMhD6B_TFxCPZ5GHU_O-4QD9CC3RJG5

Less variability makes for success at scale
As part of his series on "public education visionaries" on his Public School Insights blog, Claus von Zastrow interviews Dr. Jerry Weast, superintendent of schools in Montgomery County, Md. Weast has "presided over a decade of strong and steady gains" in student achievement, "not by using any of the cure-all strategies that have captivated the national media, says von Zastrow." To Weast's thinking, "There is something structurally wrong with a system where about a third of the children in America never make it out and about half of employees can't survive more than five years." Using AP tests as the correlative to college readiness, Montgomery County reorganized its curriculum back to preschool so that students would be prepared to perform well in AP math and English by the time they reached that level. In so doing, the county had to streamline its processes, and take a hard look at how it was thinking about equity for and differentiation among students. A key insight Weast has had is that to bring about large-scale, systemic change, you need to decrease, rather than increase, variability: "People talk about, 'We have a new and different kind of unique school, and it really does a wonderful job with children.' There is nothing wrong with that. But if you have 100,000 children to address, you cannot just point out your heroes and sheroes. You have got volume that you have to address."
Read more: http://www.publicschoolinsights.org/visionaries/JerryWeast

If charters are the answer, what was the question?
As a contribution to the ongoing (never-ending?) charter debate, The National Journal put the question "Do charter schools deserve the spotlight?" to a range of panelists, most in some way affiliated with the charter movement or vociferously opposed to it. The breakdown of responses (20 at this writing) was somewhat more varied than expected. Among these, David Kirp of U.C. Berkeley feels "charters" can't be spoken of as an undifferentiated whole, and questions our ability to bring their successes to scale. Andrew Rotherham of Education Sector would have charters be part of any conversation about transforming education, but agrees with Kirp that "charter" as a generic term is almost meaningless. Chad Wick of KnowledgeWorks points out that the present ideology of competition has created a space too bitter for the sharing of new ideas, stifling dialogue between charters and regular public schools. Greg Richmond, president and CEO of the National Association of Charter School Authorizers, urges strong national standards for charter authorizing to eliminate some of the wild variation in charter outcomes. Diane Ravitch of NYU argues that privatization is creating a well-compensated private sector but doing nothing for the majority of kids. For Nelson Smith, president and CEO of the National Alliance for Public Charter Schools, the question is not "do charter schools work?" but "how do the best charter schools work?"
Read more: http://education.nationaljournal.com/2009/12/do-charter-schools-deserve-the.php

For better ed coverage, lose the defensive crouch
The biggest barrier to excellent education journalism, writes Linda Perlstein on her Educated Reporter blog, is not jaded reporting or oversimplifications from the mainstream media: It "lies within the schoolhouse doors. And the boardroom doors. And the superintendent's office doors." The world of education is secretive, she says, with educators operating in a culture of fear. Schools bar access to reporters, and paranoia prevents anyone from speaking honestly about what works and what doesn't in education. "If I were a principal and politicians were visiting my school, I would show them the worst things in the building, so they could see our challenges," she states. "I would allow my teachers to speak to the press without prepackaged messages to deliver. I would be starkly frank with my own bosses." Access and honesty would bring greater understanding. As an example, for years The Washington Post, where Perlstein was a reporter, had so little access to D.C. schools that they only covered the district as an inept bureaucracy. The reality was more complex. But now school leaders have told Perlstein that because they can control their message through electronic media, they don't "need" journalists anymore. This has troubling implications for education coverage, she writes.
Read more: http://www.educatedreporter.com/2009/12/everything-thats-wrong-with-us-part-two.html

An early look at ARRA implementation
A new report from the Center on Education Policy (CEP) examines implementation by state education agencies and governors' offices of ARRA provisions for elementary and secondary education. States seem more confident about fulfilling program assurances to create longitudinal data systems and adopt new academic standards than about improving effectiveness and distribution of teachers and turning around low-performing schools. This is perhaps because the first set of goals can be accomplished by state actions, said Jack Jennings, CEP's president and CEO, whereas the second set are "more explicitly local responsibilities, and their implementation will depend a great deal on local decisions." Thirty-three states are considering adopting common standards for core subjects. Twenty-one states said adoption of internationally benchmarked standards were critical to meeting assurances for rigorous standards. Most states are planning longitudinal data systems for tracking student achievement. Professional development was most frequently mentioned as a strategy for improving teaching, as well as for implementing new standards and turning around low-performing schools. This suggests states are choosing traditional strategies over those that could be more expensive, controversial, or sweeping. Teacher recruitment and placement, and redesigning school schedules and calendars, were also popular strategies to reform low-performing schools.
See the report: http://www.cep-dc.org/index.cfm?fuseaction=document_ext.showDocumentByID&nodeID=1&DocumentID=299

New guide for parental engagement
A new publication from the National PTA provides key facts, background, analysis, noteworthy statutes, and policy recommendations for state PTAs and other family and child advocates for crafting successful school-family engagement legislation at the state level. The reference guide has two declared purposes. It provides information on family engagement provisions within state education laws, so that families can better advocate for their children's education on the school and district levels. It also guides policymaker and advocate development of legislative reform initiatives, as well as efforts to monitor implementation of laws already in place. Research shows compelling evidence that children benefit from family engagement in their schools, and that family engagement helps close educational gaps between children from different racial groups and socioeconomic backgrounds. "These are exciting times for the field of family and community engagement, given the renewed emphasis on shared responsibility in uplifting our nation's education system and standing in the global community," write the authors. "The time is now to advocate for bold policy reforms that support the advancement of systemic family engagement initiatives in all of our schools." In their view, implementation of state policies at the local school level is a critical component of achieving greater family engagement in education.
See the guide: http://www.pta.org/3717.asp

Knowing parents, boosting achievement
At a time when education reform often emphasizes parental involvement, the community school model, which has gained a foothold in many cities nationally, holds lessons for schools that have struggled to connect with urban parents, writes The Milwaukee Journal-Sentinel. The article profiles the once-failing Robert L. Ford School in Lynn, Ma., where relationships thrived once the school focused on serving parents as well as children. As a community school, Ford opens early and closes late, has partnerships with outside agencies to provide support and enrichment services, and is a community center for the neighborhood. "We started by doing a questionnaire to see what parents wanted," Principal Claire Crane said. "The top three things they wanted were education, day care, and a clean and safe neighborhood. Nobody had ever asked them that before." She acknowledges that transitioning to a community school was challenging, but says the process got easier with time. "After you get one or two grants or partnerships going, others become easier to get," she said. "Start slow, start small, and it will build itself for you." Low-income schools that receive extra money from the federal government may have to reshuffle their priorities, but Crane says it is worth it. Knowing parents, their issues, and how to help them goes a long way toward breaking down barriers to student achievement.
Read more: http://www.jsonline.com/news/education/78285082.html

Harvard's new education leadership degree
For columnist Bob Herbert of The New York Times, "the greatest national security crisis in the United States is the crisis in education." For this reason, he is heartened by a new doctoral degree to be offered by the Harvard Graduate School of Education, tuition-free and conducted in collaboration with faculty members from the Harvard Business School and the Harvard Kennedy School of Government. The purpose of the degree will be to "develop dynamic new leaders" in education who will have the "creativity, intellectual rigor, and professionalism" needed to transform public schools in the U.S. The scarcity of this kind of leadership is what has hampered education reform in this country, according to Kathleen McCartney, the graduate school's dean. "If you look at people who are running districts," she said, "some come from traditional schools of education, and they understand the core business of education but perhaps are a little weak on the management side. And then you've got the M.B.A.-types who understand operations, let's say, but not so much teaching and learning." Students will spend the third year of the doctoral leadership program in a "field placement" at some organization or agency -- for instance, a large urban school district or educational advocacy group -- to gain practical experience. Instead of a dissertation, the students will undertake an education reform project.
Read more: http://www.nytimes.com/2009/12/05/opinion/05herbert.html?_r=1

Extended learning time, higher student performance?
As more and more schools experiment with an extended learning day, it's become important to build a base of knowledge about how schools are using extra time and what outcomes they're seeing. The National Center on Time & Learning has compiled a nationwide database of schools that have added learning time to their schedules, and its accompanying analysis suggests that extra time might play a role in boosting middle and high school achievement, reports Education Week. The center found a "moderate association" between increased time and how well students did on their states' standardized English and mathematics tests compared with their peers in nearby schools on regular schedules. Another analysis in the study found that schools that added the most time had better student performance in grades 7 and 10 than those that added less time. No similar pattern was found at other grade levels. The authors of the study emphasize that the data are not complete or representative enough to support a definite conclusion, but hope the results will prompt further research about practices and outcomes of extended-time schools. An-Me Chung of the Charles Stewart Mott Foundation, which has supported and studied after-school programs and extended learning time in schools, welcomes the study but said the focus was too narrow. "What is it that is happening during that time that's different? I would like to have seen more about that," Ms. Chung said. "Learning needs to be the focus here, not just time."
Read more: http://www.edweek.org/ew/articles/2009/12/09/14time.h29.html?tkn=QLXF8OnlYyhPWE7s20MjZSzxt%2B8LK3%2Fiwja8
See the report: http://www.timeandlearning.org/databasefullreport2009.html
See the database: http://www.timeandlearning.org/eltschools_db/search.html

Hot for charters
In New York City, hedge fund managers and analysts are at the epicenter of the city's charter school movement, and they bring their zeal for competition and fundraising ability to charters' boards and support organizations, reports The New York Times. "If you're at a hedge fund, this is definitely the hot cause," said Joe Williams, the executive director of Democrats for Education Reform, a nonprofit group that lobbies for charters and is financed by hedge funders. "These are the kind of guys who a decade ago would have been spending their time angling to get on the junior board of the Met, the ballet." That multimillionaires have embraced the charter movement may seem odd, says the Times, since their own children are unlikely ever to see the inside of a neighborhood school, and there are more traditional philanthropic routes to social prominence. But to those who know the sociology of Wall Street, it makes sense. Charter schools appeal to the maverick instincts of many who run hedge funds. The schools are "exactly the kind of investment people in our industry spend our days trying to stumble on," said Ravenel Boykin Curry IV of Eagle Capital Management, "with incredible cash flow, even if in this case we don't ourselves get any of it."
Read more: http://www.nytimes.com/2009/12/06/fashion/06charter.html?_r=1&hpw

BRIEFLY NOTED

Latest NAEP results: most cities flat, except D.C.
Still, federal and schools officials said that many districts have shown large gains since 2003, and haven't lost ground despite budget constraints.
http://online.wsj.com/article/SB126031166515882565.html?mod=googlenews_wsj

Well, not exactly 'eliminated'
Aaron Pallas of Gotham schools looks at the data behind the contention on 60 Minutes that Harlem Children's Zone has eliminated the achievement gap.
http://gothamschools.org/2009/12/07/just-how-gullible-is-anderson-cooper/

No bankruptcy for Detroit if teachers kick in
The $10,000 that each member of the Detroit Federation of Teachers is being asked to defer until departure from the school district would save Detroit Public Schools $25.4 million.
http://www.freep.com/article/20091208/NEWS01/912080463/1322/Teacher-loans-can-save-DPS-millions

L.A. teachers can launch 'pilot schools'
LAUSD officials and the teachers union have reached a tentative deal that would help groups of teachers bid for control of 30 campuses under a recently adopted school-reform plan.
http://latimesblogs.latimes.com/lanow/2009/12/deal-would-let-la-teachers-create-pilot-schools.html

Steps to stave off costly remediation in Md.
Maryland students applying to state universities would have to take a fourth math course and take math during their senior year of high school under revised requirements up for consideration by the university system's Board of Regents.
http://www.baltimoresun.com/news/education/bal-md.regents01dec01,0,408359.story

GRANT AND FUNDING OPPORTUNITIES

United States-Japan Foundation: Elgin Heinz Outstanding Teacher Award
The United States-Japan Foundation Elgin Heinz Outstanding Teacher Award recognizes exceptional teachers who further mutual understanding between Americans and Japanese. The award is presented annually to two pre-college teachers in two categories, humanities and Japanese language. Maximum award: $7,500 ($2,500 monetary award, $5,000 in project funds). Eligibility: current full-time K-12 classroom teachers of any relevant subject in the United States who have been teaching for at least five years. Deadline: February 1, 2010.
http://www.us-jf.org/elginHeinz.html

Sprint Foundation: Grants for Character Education
The Sprint Foundation offers grants to school districts and individual schools in support of resources that facilitate and encourage character education among K-12 students through programs that promote and/or address youth leadership, youth volunteerism, a positive school culture, and drop-out prevention. Maximum award: $5,000 for individual schools, $25,000 for school districts. Eligibility: all U.S. public schools (K-12) and U.S. public school districts. Deadline: February 5, 2010.
http://www.sprint.com/responsibility/education/character/index.html?id8=vanity:educationgrants

Intel Foundation: Schools of Distinction
The Intel Foundation Schools of Distinction Program honors U.S. schools that have demonstrated excellence in math and science education. In order to be considered as an Intel School of Distinction, schools must develop an environment and curricula that meet or exceed benchmarks, including national mathematics and science content standards. Maximum award: $25,000. Eligibility: middle and high schools in the U.S. Deadline: February 17, 2010.
http://www.intel.com/education/schoolsofdistinction/application.htm#Categories

QUOTE OF THE WEEK

"But here's the problem. We're not in the fourth quarter. We're in the first quarter, and most of the game still lies ahead. The Harlem Children's Zone is not a mature intervention. No child has gone through his entire childhood and youth exposed to the intervention, and we don't know what the outcomes will look like until that occurs. I am hard-pressed to conclude, based on the most recent data available, that the results are, in Cooper's terms, 'nothing short of stunning,' or that the gap is gone for good."
-- Aaron Pallas of GothamSchools.org, December 7, 2009, commenting on a recent 60 Minutes segment on HCZ
http://gothamschools.org/2009/12/07/just-how-gullible-is-anderson-cooper/

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Admission to Carnegie Museums for $1

2009-12-05T08:58:00.003-05:00

Yesterday riding the bus, I noticed a bus ad stating Admission to any one of the four Carnegie Museums for $1 with a valid EBT/Access card, click here for details.

http://www.carnegiemnh.org/sponsors.asp

Please share the information its a great way for kids to get the museums.

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PEN Weekly NewsBlast for December 4, 2009

2009-12-04T09:13:00.001-05:00

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
December 4, 2009

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
http://www.publiceducation.org/newsblast_current.asp

Questions surface over 'much-edited' charter report
When think tank Education Sector published its recent report on charter management operations (CMOs), Alexander Russo and others at his This Week In Education blog were quick to note that the original author, Ed Sector co-founder Tom Toch, is no longer on the report, and its gist differs significantly from a draft of the report circulated in June. The contents are also at odds with a recent editorial by Toch in Education Week. The newer version of the study, "Growing Pains: Scaling Up the Nation's Best Charter Schools," falls in line with Education Sector's historical stance on charters: "while each CMO faces operational problems, the concept's success is more a matter of removing charter advocates' longstanding list of government barriers inadequate per pupil payments, a lack of access to facilities or financing, etc., etc.," in the words of Marc Dean Millot in This Week In Ed. The original version, "Sweating the Big Stuff: A Progress Report on the Movement to Scale Up the Nation's Best Charter Schools," presented a different scenario entirely: "a compelling indictment of the 'new philanthropy's' primary investment strategy for education reform" (again, Marc Dean Millot). Toch apparently removed his name from the report when he found that much of his analysis, as well as candid commentary from insiders in the charter movement, had been excised. Claus von Zastrow analyzes the earlier draft on his Public School Insights blog.
Read more: http://scholasticadministrator.typepad.com/thisweekineducation/2009/11/millot-read-tochs-draft-of-edsectors-cmo-report-here.html
Related: http://www.publicschoolinsights.org/report-got-away

Athletics, business, and education
In an op-ed in The Wall Street Journal, Harold Ford Jr., Louis Gerstner, and Eli Broad add their voices to the chorus in politics, business, and philanthropy that the administration's Race to the Top initiative must retain its competitive nature to do any good. "To be effective, Race to the Top funds cannot become a democratic handout," they contend. "Competition brings out the best performance. That's true in athletics and in business, and it's true in education." Good intentions and promises should not be the basis for funding, they write -- the administration must use results to gauge worthiness. Invoking the shibboleth of accountability, the authors say the old way of doing business would be to spread money around equally. The new approach gives governors authority and autonomy, but also comes with responsibility for results. "For decades, adult interests have been at the forefront of public education. Reform has been derailed by adults who wanted to protect the status quo and enjoy lifelong benefits. This time, the focus will be on learning in the classroom." The authors feel that states with a proven record and leadership to carry out the president's "aggressive reform menu" are deserving of RttT funds. Others are not.
Read more: http://online.wsj.com/article/SB10001424052748704500604574483473296731550.html

Of innovation and big government
For all the talk of innovation, most notably from the current administration, "Social policy is where the innovation agenda gets tricky," writes Dana Goldstein in The American Prospect. At its core, says Goldstein, social innovation holds that for-profit institutions are the best model for nonprofit ones, and that nonprofits, in turn, are more effective protectors of social welfare than "big government." This had particular valence in the 1990s after the fall of communism, when it was widely held that civil society sectors, with an assist from Western philanthropies, could better care for human needs than bloated socialist bureaucracies. Similarly, corporate social responsibility, rather than government regulation, would ensure that companies looked after the environment and public health. Today, advocates for social enterprise argue that divisions between the public, private, and nonprofit sectors must fall in order to address social problems, a notion the Obama administration has very much taken to heart. "The truth, though," in Goldstein's view, "is that big, top-down government programs like Social Security, Medicaid, and Medicare have done more than almost any nonprofit effort to lift Americans out of destitute poverty. Imagine what something like a national universal day-care system could do, in terms of encouraging work among poor parents and providing early childhood academic enrichment?"
Read more: http://www.prospect.org/cs/articles?article=the_innovation_administration
Related: http://www.dailykos.com/storyonly/2009/11/23/807248/-Remarks-by-the-President-on-STEM

Mapping the economic cost of dropouts
A new analysis by the Alliance for Excellent Education shows that the U.S. economy would grow significantly if the number of high school dropouts were cut in half. Nearly 600,000 students dropped out of the high school class of 2008 in the nation's 50 largest cities and surrounding areas. The Alliance's research shows that if just half of these students had graduated, earnings would have been more than $4.1 billion in additional income every year. Annual state and local tax revenues in affected areas would have jumped by nearly $536 million. The study also found that 65 percent of these additional high school graduates would have continued to college, many earning a PhD or other professional degree. Estimates were generated by an economic model based on graduation rates calculated by Editorial Projects in Education. Economic benefits were projected for U.S. Census-defined metropolitan statistical areas (MSAs) consisting of a central urban area and its surrounding geographic area, provided the surrounds had strong social and economic ties to the city. The 4,900 high schools located within these MSAs currently have an average graduation rate of 69.8 percent. Over 900 of these high schools are so-called "dropout factories," where fewer than 60 percent of freshman progress to their senior year on time.
Read more: http://www.all4ed.org/publication_material/EconMSA

Programs for college-readiness that work
A new report from the American Youth Policy Forum (AYPF) evaluates 23 programs that support middle and high school youth as they prepare for college and careers. AYPF is quick to state that the round-up "clearly [does] not represent the universe of programs that are successful in helping youth prepare for college and careers." They are, however, the ones with quality evaluations. Based on these assessments, AYPF developed a logic model that holds that if young people have a "Foundation for Learning and Growth" that consists of knowledge, skills, and abilities, such as academic content; academic success behaviors; technical, problem-solving, team-work, and goal-setting skills; and college and career knowledge, then they will succeed. Personal resources like motivation, self-efficacy, resilience, and financial support for postsecondary education also play a crucial role. The report also identifies Ten Elements of Success for programs, grouped into the broad categories of Programmatic Elements of Success and Structural and System-Focused Elements of Success. In particular, the subcategories of Rigor and Academic Support (cited 18 times), Relationships (cited 17 times), and Partnerships and Cross-Systems Collaboration (cited 13 times) are important.
Read more: http://www.aypf.org/publications/SuccessAtEveryStep.htm

With space at a premium, tempers run high
The strong support from Mayor Michael Bloomberg and Schools Chancellor Joel Klein for charters in New York City has led to a space and resource crunch that has angered parents of children at regular public schools, according to The New York Times. In New York State (as in most states), charters get no money for construction, compelling them to raise funds on their own or find a willing host. In other cities, where charters are grudgingly tolerated by public school officials, these tensions don't exist, because charters must find their own facilities. In New York City, however, the Department of Education has been moving charters into regular school rooms they consider "underutilized," infuriating regular school parents. "Nobody wants to give up the space we have fought so hard for," said Ann Lupardi, a parent from non-charter P.S. 184. "These are science labs and art rooms that we helped find the money to get because we think they are essential." By the city's estimate, its schools are 80 percent full, but circumstances vary, with some at bursting point and others housing up to a dozen classrooms not used for instruction.
Read more: http://www.nytimes.com/2009/11/30/education/30space.html?_r=1

Skill in math not necessarily skill in teaching it
A chief requirement of a successful math teacher is having majored in math in college, one might think, but research shows it has little advantage, according to Education Week. Counterintuitive? --perhaps, especially given widespread alarm among policymakers over STEM teacher credentials. A fundamental grasp of math is necessary, but what observers say is crucial is an instructional repertoire for teaching it. Math teachers need to "know the subject matter well and how to teach it," confirms Deborah Loewenberg Ball, a scholar who has studied math teaching extensively. "The problem is that the math major is not a good proxy for that." The National Council on Teacher Quality supports high school math teachers obtaining math majors, and middle school math educators getting a math major or minor, along with an additional minor that benefits their teaching. But having teachers with commitment and specialized skill in classrooms is of greatest benefit to students. The evidence of a connection between teaching success and other presumed measures of teacher knowledge and expertise, such as pre-service and professional development training or certification in math is also weak.
Read more: http://www.edweek.org/ew/articles/2009/11/25/13mathteach.h29.html?tkn=XYBFTClqmZ3YA3kLBRulyzS6QMiaqm6NCdh8
Related: http://www.pe.com/localnews/inland/stories/PE_News_Local_S_teams01.453f64b.html

'Dangerous disconnect' between student aspirations and teacher missions
Deloitte LLP has released a national survey that shows a wide divergence between what students and parents want out of high school and how teachers view their job responsibilities, reports The Orange County Register. In the survey, 40 percent of teachers said it was "somewhat important" or "not too important" that students from their high school attended college. In contrast, 70 percent of students indicated they "definitely" planned to attend college, even as only 22 percent of them indicated high school had done an "excellent" job preparing them for it. The study questioned 401 high school educators, 601 high school students, and 401 high school parents. Students and parents were all from lower-income families, defined as having a household income of less than $40,000 annually. Critics say the wording on the survey may have accounted for the apparent conflict in attitudes. "There may not be as big a disconnect as one interpretation may conclude," said 24-year educator Joanne Fawley, a government teacher and president of the Anaheim Secondary Teachers Association. "Teachers see mastery of the subject as a form of college preparation. The academic content standards are very, very, high, and the rigor provides the foundation for college, and for anyone moving into adulthood."
Read more: http://www.ocregister.com/news/high-221907-school-students.html

Blogging the path to college
A new blog started by the nonprofit Center for Student Opportunity chronicles 10 students nationwide during their first year in college, writes The Wellesley Townsman. These freshmen share a common bond: They are first in their families to go to college. The blog officially launched at the beginning of the month and the goal is to have first-generation college freshmen give hope and advice to high school students who think college is not a possibility for them. "Everyone needs to know that everything is within reach," said blogger Nguyen-Ngo, 18, at Babson College in Massachusetts. "People get bogged down by SAT scores or GPAs, but they don't understand that looking beyond that, they have so much potential as well." Since middle-class kids are often exposed to the college process from their parents and their families, it's the first-generation students that need extra guidance and encouragement. More than 400 students across the country applied to participate in the blog, which also provides a $1,000 scholarship renewable for all four years of college. "When I was growing up, I didn't know anyone that was going to college," said Jesse Sanchez, a blogger who goes to Harvard. "I always thought it was impossible."
Read more: http://www.wickedlocal.com/wellesley/news/x1158536346/Babson-College-student-in-Wellesley-blogs-about-being-first-in-family-to-attend-college
See the blog: http://csopportunityscholars.org
Related (scroll down): http://www.boston.com/news/education/higher/articles/2009/11/29/bu_considers_campuses_in_india_abu_dhabi/

BRIEFLY NOTED

Aerospace engineering for grades three to five
Wichita-area school will introduce engineering at the elementary level.
http://www.kansas.com/news/top/story/1067547.html

Texas district starts teacher institute with stimulus funds
Manor District's four-day residencies instruct educators on how to create original, data-driven projects that they can use when they return to the classroom.
http://www.statesman.com/news/content/news/stories/local/2009/11/23/1123manor.html

Arizona law disregarding seniority in layoffs is challenged
An education lobby has petitioned the Arizona Supreme Court that lawmakers and Gov. Jan Brewer exceeded their authority with a law that prohibits school districts from taking into account seniority or tenure in layoffs.
http://www.dcourier.com/main.asp?SectionID=1&subsectionID=1&articleID=74912

Rhode Island district has charters coach regular schools
In Central Falls, R.I., a pilot program in which instructional coaches from The Learning Community began working closely with teachers at two of the city's elementary schools has lead to a leap in reading scores.
http://www.projo.com/news/content/central_falls_charter_11-30-09_R8G99MC_v39.361715c.html

Can perceptions turn around the lowest-performing schools?
Principal Mark Sanchez of Horace Mann Middle School in San Francisco's Mission District thinks so.
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/11/22/BA1K1AM4OO.DTL#ixzz0YXjWDqRM

Bringing parents into the conversation
Milwaukee Public Schools will spend $4 million in federal stimulus money over two years to support a major parental involvement program in 35 schools.
http://www.jsonline.com/news/education/77926592.html

GRANT AND FUNDING OPPORTUNITIES

Recreational Boat & Fishing Foundation: Grants for Youth Programs
The Recreational Boat & Fishing Foundation (RBFF) is offering grants to organizations with programs that offer multiple on-the-water learning opportunities; encourage long-term involvement of participants; provide training for instructors; promote conservation; and support existing RBFF partnerships. The successful grant applicant will also demonstrate partnerships with local, community-based educational, youth, and social service agencies as well as the appropriate state fish and wildlife, game, or boating agency personnel. Maximum award: varies. Eligibility: youth-focused boating, fishing, and conservation organizations. Deadline: January 4, 2010.
http://www.rbff.org/page.cfm?pageID=380

President's Committee on the Arts and Humanities: Coming Up Taller Awards
The Coming Up Taller Awards reward outstanding after-school and out-of-school arts and humanities programs for underserved children and youth. Maximum award: $10,000. Eligibility: programs initiated by museums, libraries, performing arts organizations, universities, colleges, arts centers, community service organizations, schools, businesses, and eligible government entities. Deadline: January 29, 2010.
http://www.pcah.gov/cut.htm

Welch's/Scholastic: Harvest Grants
The Harvest Grants funding program helps schools across the United States create fruit and vegetable gardens. Maximum award: packages valued at $1,000 each. Eligibility: K-8 teachers. Deadline: February 6, 2010.
http://www.scholastic.com/harvest/

Christopher Columbus Fellowship Foundation: Christopher Columbus Awards
The Christopher Columbus Awards Program combines science and technology with community problem-solving. Students work in teams with the help of an adult coach to identify an issue they care about and, using science and technology, work with experts, conduct research, and put their ideas to the test to develop an innovative solution. Maximum award: $25,000 and an all-expense-paid trip to Walt Disney World to attend the program's National Championship Week, plus a U.S. Savings Bond of $2,000 for each student team member. Eligibility: middle-school-age (sixth, seventh, and eighth grade) children; teams do not need to be affiliated with a school to enter. Deadline: February 8, 2010.
http://www.christophercolumbusawards.com/

QUOTE OF THE WEEK

"The people who said [the charter movement] was going to be the greatest thing since sliced bread were wrong. The people who said it would be a calamity were equally wrong."
- Robert Maranto, a University of Arkansas professor of education reform, in a Washington Post article on conflicting studies on charter outcomes, November 30, 2009
http://www.washingtonpost.com/wp-dyn/content/article/2009/11/29/AR2009112902356.html

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Giving thanks...

2009-11-26T12:24:00.004-05:00

Today, I give thanks for the faith and grace my parents model for me and my siblings, through their daily lives; showing us that trusting in God is the best way to manage life. Thank God for blessing me with the talents I have and allowing me to use them to do his work even if the picture is not always clear to the flesh.

To all my family, friends and social networks, thank you for allowing me to be apart your life learning. I hope that I have given as much as I has taken from our relationship.

Stop and give thanks for what you have,

Shimira K. Williams

PEN Weekly NewsBlast for November 20, 2009

2009-11-20T09:11:00.000-05:00

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Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
November 20, 2009

==========================================

To read a colorful online version of the NewsBlast with a larger typeface, visit:
http://www.publiceducation.org/newsblast_current.asp

Some accommodations in final RttT regs
The final rules for $4.35 billion in Race to the Top (RttT) funds include modifications that should sit well with teacher unions, according to Bloomberg.com. The Obama administration has vocally sought to tie teacher evaluations and pay to student performance -- a move opposed by unions -- but has now stipulated that student gains should only be a "significant factor," with educator evaluations also using teacher and principal involvement. Among the other criteria for RttT grants are a commitment to developing common, nationwide academic standards; creating more "high-quality" charter schools; and turning around schools that perform lowest. With respect to charters, the Education Department clarified that it doesn't view them as the "chief remedy" for turning around schools that are failing: "While the department believes that charter schools can be strong partners in school turnaround work, it does not believe that charter schools are the only or preferred solution to turning around struggling schools." The National Education Association, the biggest U.S. teachers union, had earlier protested that the preliminary RttT proposal appeared to promote charter schools as a "silver bullet, despite the fact that charters have often produced lower achievement gains than district-run public schools."
Read more: http://www.bloomberg.com/apps/news?pid=20601103&sid=aB33Vvai1Vtc
Related: http://www.nytimes.com/2009/11/12/education/12educ.html?_r=2&ref=education

Lacking incentive, why try?
Why should states that get cut out of Race to the Top (RttT) money keep reforming once incentives have expired? asks Chadwick Matlin of Slate.com. Changes that the administration would like to see implemented will be costly. Longer school days, more testing, and extra performance assessments will be hard to carry out without supplementary federal funding. The winner-loser paradigm that RttT sets up will divide states into two classes: those that have reformed according to the administration's ideals and those that haven't, or haven't enough. Yet rather than give flagging states "catch-up money," the Department of Education plans to reward those that have already done well. Secretary of Education Arne Duncan has implied that the administration hopes this catch-22 will resolve itself. "We want to reward those states and those districts that have the courage and the political will to do that, and we think other states will follow," he has said. Matlin sees two problems: "First, how are they going to follow if they don't have the money to do so? Second, what's the incentive for them to follow through on reform without a big, Race-to-the-Top-type reward?" In Matlin's assessment, the behavioral economics don't pan out.
Read more: http://www.thebigmoney.com/articles/diploma-mill/2009/11/13/race-bottom?page=full

A look at remaining deseg programs
A new report from the Teacher College at Columbia University is the first to comprehensively study the nation's eight remaining inter-district school desegregation programs, which were expressly created to enable disadvantaged black and Latino students to cross school district boundary lines and attend affluent, predominantly white suburban public schools. The report finds that these programs help close black-white and Latino-white achievement gaps, improve racial attitudes, and lead to long-term mobility and further education for the students of color who participate. One striking finding is that suburban residents, educators, school officials, and students grow to appreciate these programs the longer they continue. In fact, many former opponents are now defending these programs against threats of curtailment, even when continuation would mean reduced funding. Despite these successes, education policies addressing segregation and inequality have generally been limited to within-district solutions, and reform focus has shifted to the use of standards, tests, and accountability systems to improve student achievement, along with school choice policies that allow alternative, private providers to compete for students and their public school funds. The authors suggest that these newer strategies have not delivered, and inequality has grown in many states.
Read more: http://www.tc.edu/news/article.htm?id=7233
See the report: http://www.tc.columbia.edu/news/article.htm?id=7232

Empirically assessing HCZ
A recent study from the National Bureau of Economic Research looks at the Harlem Children's Zone (HCZ), a program run by Geoffrey Canada in New York City that combines community investments with reform-minded charter schools. Calling it "one of the most ambitious social experiments to alleviate poverty of our time," the report provides the first empirical test of the causal impact of HCZ on educational outcomes, with an eye toward the long-standing debate over whether schools alone can eliminate the racial achievement gap or if the issues that poor children bring to school are too much for educators to overcome. Both lottery and instrumental variable identification strategies in the research lead the authors to conclude that the Harlem Children's Zone is effective at increasing achievement of the poorest minority children. Taken at face value, the program's effects in middle school are enough to close the black-white achievement gap in mathematics, and reduce it by nearly half in English Language Arts. The effects in elementary school close the racial achievement gap in both subjects. The authors end by presenting four pieces of evidence that show high-quality schools or high-quality schools coupled with community investments generate lasting achievement gains, and that community investments by themselves cannot explain these results.
See the report ($5 fee): http://papers.nber.org/papers/w15473

The unflashy work of bringing reform to scale
Rebutting an editorial in The Wall Street Journal that characterizes its latest initiative as "another $100 million for education, down the drain," Ford Foundation President Luis Ubiñas lays out the initiative's intent. Rather than underwrite high-profile reforms that have narrower impact, such as select, high-achieving charter schools (which, as The Journal itself points out, are already receiving funding elsewhere), the initiative aims to bring the latest generation of reforms to scale. Most of Ford's grants over the next seven years will go to education entrepreneurs, parent and community organizations, and policy groups working to transform schools from the ground up, not school districts or unions, as The Journal contends. Regardless, Ubiñas takes exception to The Journal's "vilification of teachers," which he says is counter-productive if true reform is to take root. "Most of the Journal's readers probably grew up at a time when public schools provided a very strong basis for success in life," Ubiñas writes. "We believe they can again. The solutions we embrace must work for the majority of students across the country, however, not only a lucky minority."
Read more: http://www.fordfound.org/newsroom/inthenews/334
See the editorial: http://online.wsj.com/article/SB10001424052748704402404574527641778464958.html

New signs of common ground
Americans have long lamented the state of public education, writes Andrew Delbanco in The New York Review of Books, giving as example a complaint from Horace Mann in 1845 that students under his direction wrote "absurd answers... errors in grammar, in punctuation and in spelling." Whether American schools are in decline, however, is a complex question, as are any proposed answers. Delbanco looks at two of many books now offering partial or full solutions to the problems of American schools. Both authors under review, Mike Rose and E.D. Hirsch, "feel besieged, but from different directions," Delbanco says. In "Why School? Reclaiming Education for All of Us," Rose feels education is under assault from "number-crunchers who want to measure everything by tests and thereby reduce education to a 'knowledge-delivery system.'" Hirsch, a leading figure in the Core Knowledge movement, in "The Making of Americans: Democracy and Our Schools" fears "the 'anti-curriculum' crowd, people he regards as deluded by the romantic idea that children somehow possess innate knowledge that can be released through play or self-paced learning." Despite differences, what is heartening to Delbanco is that from opposing ends of an ideological spectrum, both are disposed toward common ground and moderation, surely needed if public education is to continue as an engine for democracy in this country. "Otherwise," Delbanco writes, "we will remain caught between the usual warring parties."
Read more: http://www.nybooks.com/articles/23377

Low cost, high payoff
A free program outside of Santa Barbara, Calif. that encourages Spanish-speaking families to develop reading routines and improve reading skills has just wrapped up its second year, reports The San Luis Obispo Tribune. The program, which cost the San Luis Coastal Unified School District just $3,500 to implement, helps Latino parents develop an educational environment at home and promote skills that will help their children get to college. "I read to my son now about four times per week for about 30 minutes each time," said Lorenzo Torres, a 40-year-old Los Osos construction worker and father of five-year-old Eric. "I really want to prepare him as well as I can for college." Torres, who has taken both sessions of the program, said he wanted to enroll in the class partly to improve his own English, which his teachers now say is quite proficient. The students read one book a week and discuss themes of responsibility, overcoming hardships, and family values. Each book features a story printed in English on one page and in Spanish on the other, to encourage a bilingual experience between parents and children. Torres is also the father of 16-year-old twin boys, and says he wishes he could have provided better educational support to them when they were young.
Read more: http://www.sanluisobispo.com/183/story/921642.html

Eyes are on 'Wild West' of charters as Ariz. ponders renewals
Arizona's flourishing charter school movement shows the popular appeal of school choice and education entrepreneurialism, reports The Washington Post. But the state also is a cautionary lesson, as President Obama pushes to dismantle barriers to charter schools elsewhere. Following a 1994 state law that strongly favors charter schools, 500 operate in Arizona, educating more than 100,000 students. This is a quarter of the state's public schools and a tenth of its public school enrollment, a larger proportion than in any other state. A Stanford University report in June found that Arizona charter students did not show as much academic progress as their peers in traditional public schools, and Arizona has revoked four charters since 2007, one for academic problems and the rest for management issues. Twenty-four other charters were surrendered for various reasons, some academic. Now the State Board for Charter Schools is preparing for its first round of charter renewals, which will last 20 years. "There are some excellent, excellent charter schools in Arizona," said Margaret Raymond of the Center for Research on Education Outcomes at Stanford. "There are a whole bunch that are mucking around [in the middle], and a big cluster that are not doing well."
Read more: http://www.washingtonpost.com/wp-dyn/content/article/2009/11/15/AR2009111502585_2.html?hpid=moreheadlines

Money spent early saves in the long run
In the coming months, Montana's Early Childhood Coalition plans to open a one-stop shop for preschool-aged children to receive services in Great Falls, according to The Great Falls Tribune. Their goal is to offer everything from mental health screenings to Well Baby exams, preschool, and therapy programs. Though it will be housed in a public school, the Early Learning Family Center will be a partnership among several private and public entities. Right now, the only preschool programs the school district offers are to the low-income and special-needs population already designated as such. With the infusion of federal stimulus money and a state Early Reading First grant, the district will be able to hire more preschool teachers and accept more low-income and special-needs students into the program. "We don't know yet how many students it could impact," said Sally Mathers, federal and literacy programs director for the Great Falls Public Schools. "The intent is to reach out to families who have nothing available to them. We have some children whose families can't afford preschool." If children start early with school, it saves public money in the long run, Mathers added, since intervention at an older age is more costly.
Read more: http://www.greatfallstribune.com/article/20091117/NEWS01/911170301/Schoo

In defense of political vibrancy
Fierce town hall meetings are hardly new, writes Lee Hamilton, director of the Center on Congress and a former member of the House of Representatives for Indiana. The challenge, he says, is not to avoid controversy, but to make the discourse ultimately productive. Regardless of tone, town hall meetings are crucial for elected officials to "gauge the intensity of public feeling, hear from ordinary citizens, and give people a chance to get to know their representative." All should be heard, because even extreme opinions, when aired, tend to lose power after exposure to a moderating reception. Hamilton relates that during his 34 years in Congress, he came away from most town hall meetings with a feeling that he had engaged in "a small part of democracy's dialogue." As often as he encountered extreme opinions, he encountered opinions that reinforced his confidence in the fairness, decency, and judgment of Americans. "So as we look ahead to the next round of heated town hall meetings, let's remember that they, too, help ensure that our representative democracy remains vibrant."
Read more: http://www.tribtown.com/opinion/town-18349-members-included.html

A fuzzy picture of students with disabilities
Under the No Child Left Behind Act (NCLB), 100 percent of students with disabilities are expected to perform at the "proficient" level on state tests by 2014, the same goal set for students overall. NCLB also calls on schools and districts to close achievement gaps between students with disabilities and their non-disabled peers, and to include disabled students in regular state testing programs to the greatest extent possible. A new report from the Center on Education Policy looks at current progress in raising achievement for students with disabilities, and details the factors that make it difficult to clearly discern achievement trends for this subgroup. Since states administer two or three types of assessments to students with disabilities, including the regular state test (with or without test accommodations) and one or two types of alternate assessments, the variability in the alternate tests and in what is deemed proficient make for "fuzzy" data, resulting in a vague picture of achievement for students with disabilities. The report does find that the subgroup has made progress in grade four at all three achievement levels: basic-and-above, proficient-and-above, and advanced. Still, differences in performance between students with disabilities and non-disabled students remains quite large, often exceeding 30 or even 40 percentage points in reading and math.
Read more: http://www.cep-dc.org/index.cfm?fuseaction=document_ext.showDocumentByID&nodeID=1&DocumentID=298

BRIEFLY NOTED

Teacher shortage turns into glut
Across the country, droves of new teachers are unable to find teaching jobs because the economy has forced districts to slash positions.
http://www.google.com/hostednews/ap/article/ALeqM5ihJWq9LZMeJRfuAbcUoWGgHXEg5AD9BU6HRO0

'Learning for the Xbox generation'
NYC Schools' "School of One" sixth-grade math computer program makes the TIME "50 Best Inventions of 2009" list.
http://www.time.com/time/specials/packages/article/0,28804,1934027_1934003_1933977,00.html

KIPP gets $10m shot in the arm
Houston's Knowledge is Power Program charter school chain got a got a boost when the Bill & Melinda Gates Foundation announced plans to help finance its expansion.
http://www.chron.com/disp/story.mpl/metropolitan/6716027.html

Dairy industry, and three fifth graders, fight back
Opponents of the chocolate-milk ban don't take it lying down.
http://www.chicagotribune.com/health/chi-chocolate-milk-12-nov12,0,3903493.story

Students sue Tenn. over First Amendment violations
Schools reportedly distributed Bibles, held sectarian prayers at all-school events, and allowed at least one teacher to keep a cross on her wall.
http://www.newsok.com/students-sue-tenn.-county-schools-over-religion/article/feed/107138

Nev. throws in the towel
State will not pursue RttT funding.
http://www.lasvegassun.com/news/2009/nov/14/nevada-out-race-innovation-funding/

GRANT AND FUNDING OPPORTUNITIES

NEA: The Big Read
The Big Read is an initiative of the National Endowment for the Arts to restore reading to the center of American culture by providing citizens with the opportunity to read and discuss a single book within their communities. The initiative includes innovative reading programs in selected cities and towns, comprehensive resources for discussing classic literature, and an extensive website providing comprehensive information on authors and their works. Maximum award: varies. Eligibility: literary organizations, libraries, and community organizations across the country. Deadline: February 2, 2010.
http://www.neabigread.org/application_process.php

Toshiba/NSTA: ExploraVision Awards
All inventions and innovations result from creative thinking and problem solving. The Toshiba/National Science Teachers Association ExploraVision Awards Program encourages kids to create and explore a vision of future technology by combining their imaginations with the tools of science. Maximum award: $10,000. Eligibility: students K-12. Deadline: February 2, 2010.
http://www.exploravision.org/about/

Western Union Foundation: Family Scholarship Program
The Western Union Foundation's Family Scholarship Program is an educational initiative for migrants, immigrants, and their families in the United States that aims to help two members of the same family move up the economic ladder through education. Scholarships may be used for tuition for college/university education, language acquisition classes, technical/skill training, and/or financial literacy. Maximum award: $5,000. Eligibility: two members of the same family, aged 18 years or older, for whom the country of origin for at least one applicant is outside the U.S. Deadline: February 5, 2010.
http://corporate.westernunion.com/scholarship.html

Muzak Heart & Soul Foundation: Music Matters Grants
The Muzak Heart & Soul Foundation Music Matters Grants for 2010 will focus on educational reform in school music programs and independent music programs across the United States. Maximum award: $12,000. Eligibility: U.S. schools that already employ a music educator or educators and have an existing music program in place. Grant requests must articulate specific music program needs for existing and/or planned programs. Deadline: February 5, 2010.
http://heart.muzak.com/what/grants.aspx

Zaner-Bloser: National Handwriting Contest
The 2010 Zaner-Bloser National Handwriting Contest encourages legible handwriting by testing the printing (or "manuscript") acumen of first and second graders and the cursive abilities of students in grades 2 through 8. Entries are judged on the Keys to Legibility: Shape, Slant, Spacing, and Size. Maximum award: recognition and a special prize package. Eligibility: students grades 1-8 whose school uses Zaner-Bloser Handwriting curricula. Deadline: March 15, 2010.
http://www.zaner-bloser.com/educator/products/handwriting/national-contest.aspx?id=336

QUOTE OF THE WEEK

"Don't let those tests defeat you. Don't let those tests define you."
-- First Lady Michelle Obama, speaking to students at Denver's South High School, November 16, 2009 Mrs. Obama related that she herself was not a great standardized-test-taker.
Read more

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Fwd: Department of Health Conducting Statewide H1N1 Vaccine Clinics

2009-11-18T07:18:00.001-05:00

Department of Health Conducting Statewide H1N1 Vaccine Clinics

The Department of Health is conducting statewide clinics from November 20–22 to administer free H1N1 vaccine to individuals in the recommended target groups that have not had previous access to the vaccine.

Individuals in the recommended target groups must schedule an appointment time, day and location prior to the clinic in order to receive the H1N1 vaccine. This will help ensure that the correct type and amount of vaccine is available at each location.

The department asks that only individuals in the following groups attend the clinics:

Individuals between the ages of six months and 24 years;
Household contacts and caregivers for children younger than six months;
Pregnant women;
Healthcare providers and emergency medical services personnel; and
Individuals under 65 years of age with underlying health conditions, including asthma, diabetes, suppressed immune systems, heart disease, kidney disease, and neurocognitive and neuromuscular disorders.

A total of 18 health clinics, three in each of the department's six districts, will be held on November 20, 21 and 22. Clinic hours on Friday, November 20 and Sunday, November 22 will be 2 p.m. to 8 p.m. Hours on Saturday, November 21, will be 8 a.m. to 2 p.m.

Appointments can be made at www.H1N1inPA.com under "What's Hot," 24 hours a day. The list of locations is available when you sign up. Individuals without internet access can call 1-877-PA HEALTH (1-877-724-3258) between the hours of 9 a.m. and 5 p.m. Lines are limited.

Anyone seeking vaccination should download an H1N1 vaccine consent form from www.h1n1inPA.com. Consent forms must be completed for each individual that has scheduled to be vaccinated. Preparing this form in advance will help the clinics more quickly register and vaccinate people.

As more vaccine becomes available, the department will schedule additional clinics throughout the state.

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