Technology Readiness Tool Survey - Year 2012 (CA Dept of Education)

Technology Readiness Tool Survey - Year 2012 (CA Dept of Education):

California Begins Gathering Data on School Technology

SACRAMENTO—Forty-two percent of California schools participated in the technology survey of which there are to be six data extractions between 2012 and 2014 in a nationwide effort to gauge readiness for new online assessments aligned to the Common Core State Standards, prompting State Schools Superintendent Tom Torlakson to urge more schools to take part in the future.

"We know our schools already face enormous day-to-day challenges—but we also need to understand what issues they face as we move to online testing over the next few years," Torlakson said. "We know this effort will take time, energy and resources— all of which are in short supply. That's why we need the broadest participation possible in this survey, so that we provide as much assistance as possible to schools as they make the transition to 21st-century testing."

The survey, known as the Technology Readiness Tool, asked schools administrators about their type of computers, computer operating systems, memory size, monitor display size, screen resolution, and Internet bandwidth. The survey also asked them to gauge concerns about the number of test administrators, technical understanding to support online testing, training, and support staff.

The relatively small response rate suggests that the state should use the findings as baseline rather than drawing conclusions about the results. In addition, it should be noted that the data included in the survey are unaudited and submitted voluntarily, and are subject to frequent change as schools change their use of technology frequently.

Among California schools that responded to the first nationwide survey:

• Technology devices: About 600,000 devices were reported.
• Operating systems: 74.7 percent of the devices used a Windows operating system, while 23.7 percent used Mac.
• Memory capacity: 75.5 percent had 1 gigabyte or greater, 21.3 percent had less than 1 gigabyte, and 3.2 percent left this field blank.
• Internet browser: 60.5 percent use Internet Explorer, 15 percent use Safari, 15.2 percent use another Internet browser, and 9.3 percent did not respond.
• Wired or wireless connection to the Internet: 48.1 percent use wireless as their primary means, 29.6 percent do not, and 22.3 percent did not respond.
• Device types: 54.3 percent were desktops, 15.4 percent laptops, 4.5 percent notebooks, 2.8 percent tablets, 2.9 percent thin clients, 0.7 percent other, and 19.4 percent did not respond.

Regarding the number of administrators, technical understanding and support issues, those responding to the survey expressed the greatest level of concern for having a sufficient number of technology support staff, having test administrators with sufficient technical understanding to support online testing and with providing all appropriate training for test administrators.

"While it's obviously too early to draw any firm conclusions, these initial findings suggest that training and technical support will be important areas to address—perhaps just as important as providing schools the computers and the bandwidth to carry out online testing itself," Torlakson said.

Torlakson said the work of his Education Technology Task Force, as well as continuing to advocate for additional state and federal resources for education technology, would help address the needs identified by the survey.

California is part of the Smarter Balanced Assessment Consortium of 25 states that are working to create a common assessment system nationwide for mathematics and English-language arts. The assessments would be aligned with theCommon Core State Standards.

As part of the adoption of Common Core and involvement in Smarter Balanced, California is moving toward administering standardized tests to students on computers by 2014-15, instead of on paper. Smarter Balanced is helping its member states assess the currently available technology at schools by partnering with other education consortia and technology groups that together developed the Technology Readiness Tool.

# # # #

Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

Jean-Claude Brizard, Chicago Schools CEO, Was Nearly Invisible During Teachers Strike

Jean-Claude Brizard, Chicago Schools CEO, Was Nearly Invisible During Teachers Strike:

Jean-Claude Brizard, Chicago Schools CEO, Was Nearly Invisible During Teachers Strike

by Joy Resmovits

CHICAGO -- When teachers on strike took to the Chicago streets for nine days this month, news cameras followed the union president, the head of the school board and the mayor. The Chicago Teachers Union and city representatives would meet for hours, negotiating technical contract details. A throng of reporters was always waiting outside for the latest update.

But the CEO of Chicago Public Schools, Jean-Claude Brizard, was nearly invisible.

As the strike began, Brizard had just come off a shaky performance review that so reverberated around Chicago that Mayor Rahm Emanuel had felt compelled to publicly voice confidence in his first schools chief. Aside from a 

Engaging the Whole Community to Support Positive Bus Behavior — Whole Child Education

Engaging the Whole Community to Support Positive Bus Behavior — Whole Child Education:

THE WHOLE CHILD BLOG

Engaging the Whole Community to Support Positive Bus Behavior

September 24, 2012 by ASCD Whole Child Bloggers

Post submitted by Jessica Bohn, principal at Gibsonville Elementary School in Gibsonville, N.C. She has worked at all levels K–16, including as a university assistant director, assistant principal, district curriculum specialist, and science teacher. Bohn is a member of the ASCD Emerging Leaders Class of 2012 and is passionate about STEM education and 21st century learning.

If you are an educational leader, you know that promoting positive behavior on the school bus can be a challenge. Students are often tired, restless, and ready for unstructured play at the end of a school day. Last year, I was presented with the data that our buses were the location of the majority of our discipline referrals, and I wondered what I could do about it.

We are a Positive Behavior Intervention and Support (PBIS) school, but translating those practices to the 

Response: Teaching Science By "Becoming A Learner" - Classroom Q&A With Larry Ferlazzo - Education Week Teacher

Response: Teaching Science By "Becoming A Learner" - Classroom Q&A With Larry Ferlazzo - Education Week Teacher:

Response: Teaching Science By "Becoming A Learner"

By Larry Ferlazzo on September 23, 2012 4:14 PM

(Note: This is the third post in a four-part series on teaching science. You can see Part One here and Part Two here)

Two weeks ago I posed this question:

What is the best advice you would give to help an educator become better at teaching science?

I've been posting various guest responses in this four-part series, and invite readers to share their comments, too. I'll publish ideas from readers in the final post this Thursday.

Part One appeared last Monday, and featured advice from Dr. Carl Wieman, winner of the Nobel Prize in Physics in 2001. Linda Shore, director of the Exploratorium Teacher Institute, and high school science teacher Amy Lindahl offered their suggestions in Part Two.

Today, three educators respond to the question -- high school physics teacher Frank Noschese, middle school science teacher Paul Cancellieri, and Steve Spangler well-known 

The price of Paul Vallas’ no-bid contracts continues to grow… - Wait, What?

The price of Paul Vallas’ no-bid contracts continues to grow… - Wait, What?:

The price of Paul Vallas’ no-bid contracts continues to grow…

by jonpelto

Will anyone stand up for taxpayers of Connecticut and Bridgeport?

Now that Bridgeport’s illegal Board of Education has been removed and a democratically elected board has taken its place, perhaps someone – anyone – will begin to ask the important questions that need to be asked.

At the very top of the list is the growing controversy surrounding Bridgeport Superintendent of Schools, Paul Vallas’, decision to use a “no-bid” contract to buy new special education software from a company that he has done business with in the past.

Easy IEP was purchased as part of a larger contract after Team Vallas doctored a 

Science faculty’s subtle gender biases favor male students:

Science faculty’s subtle gender biases favor male students

1. Corinne A. Moss-Racusin^a,^b, 
2. John F. Dovidio^b, 
3. Victoria L. Brescoll^c,
4. Mark J. Graham^a,^d, and 
5. Jo Handelsman^a,¹

+Author Affiliations

1. ^aDepartment of Molecular, Cellular and Developmental Biology,
2. ^bDepartment of Psychology,
3. ^cSchool of Management, and
4. ^dDepartment of Psychiatry, Yale University, New Haven, CT 06520

1. Edited* by Shirley Tilghman, Princeton University, Princeton, NJ, and approved August 21, 2012 (received for review July 2, 2012)

Abstract

Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and 

How ACT overtook SAT as the top college entrance exam - The Answer Sheet - The Washington Post

How ACT overtook SAT as the top college entrance exam - The Answer Sheet - The Washington Post:

How ACT overtook SAT as the top college entrance exam

By Valerie Strauss

The ACT has for the first time overtaken the SAT as the most popular college admissions exam by a margin of a few thousand students.

Look at how things changed over time (information from FairTest):

(bigstock)1986: 730,000 students took the ACT compared with 1,000,748 who took the SAT.

1996: 924,663  took the ACT;1,084,725 took the SAT.

2006: 1,206,455 took the ACT;1,465,744 took the SAT.

2011: 1,623,112 took the ACT; 1,647,123* took the SAT

2012: 1,666,017 took the ACT; 1,664,479* took the SAT

* Once it saw that the number of ACT-takers had grown larger, based on a historically consistent measure, the College Board revised the 

IEA members should stop giving their money to IPACE. « Fred Klonsky

IEA members should stop giving their money to IPACE. « Fred Klonsky:

IEA members should stop giving their money to IPACE.

by Fred Klonsky

IPACE is the Illinois Political Action Committee for Education.
It is one of the largest political action committees in the state.
Illinois Education Association members pay through automatic payroll deduction and many do it without following closely where that money goes.
I have complained for years about the system of IPACE political recommendations and the awarding of members 

Schools Matter: Is there a STEM (Science Technology Engineering Math) crisis?

Schools Matter: Is there a STEM (Science Technology Engineering Math) crisis?:

Is there a STEM (Science Technology Engineering Math) crisis?

by skrashen

It is not clear that there is a STEM shortage, Some analysts, in fact, have claimed that there is a surplus of STEM-trained professionals (Teitelbaum, 2007; Toppo and Vergano, 2009; Bracey, 2009.)

A report of the World Economic Federation (Schwab, 2012) confirms that there is no crisis. The US ranks near the top of the world on all categories related to STEM education and availability of expertise: According to the World Economic Federation, the US ranks 5th out of 144 countries in "availability of scientists & engineers," is tied for 5th in "quality of scientific research institutions," ranks 3rd in "university-industry research collaboration” and ranks 7th “capacity for innovation,” which means that American innovation comes largely from research efforts done in the US.

Only three countries ranked in the top ten in all four of these categories: Sweden, Israel, and the US. China 

Flunking Charter Schools » Counterpunch: Tells the Facts, Names the Names

Flunking Charter Schools » Counterpunch: Tells the Facts, Names the Names:

Greed at the Top in Education

Flunking Charter Schools

by PAUL BUCHHEIT

Now we know our ABCs. And charter schools get an F.

The Chicago teacher strike is over, but the assault on our nation’s children has just begun. As with all free market systems, the price is set high enough to ensure a profit for the companies doing business, even though not everyone will be able to afford their product.

With our private health care system, 1 out of 6 Americans are uninsured. It’s frightening to think of a private educational system in which 1 out of 6 children have to settle for an inferior education.

We’ve learned a lot in recent years from the struggles within our schools. Here are three sensible considerations for anyone involved in the education of our children.

A. Assessment of Teachers? Before Hiring, Not After.

It’s nearly impossible to judge the long-term effectiveness of any one teacher, given the incalculable variables of student demographics and school funding. And independent-thinking Americans are reluctant to 

NEWS FLASH: Arbitrator rules against Malloy Administration on significant retirement issue - Wait, What?

NEWS FLASH: Arbitrator rules against Malloy Administration on significant retirement issue - Wait, What?:

NEWS FLASH: Arbitrator rules against Malloy Administration on significant retirement issue

by jonpelto

Although it hasn’t been officially confirmed, word is spreading that the Malloy Administration has lost a massive arbitration ruling today.

Last summer, the Connecticut State Employees Bargaining Agent Coalition (SEBAC) filed a grievance against the Malloy Administration with the Connecticut Board of Labor Relations.

The complaint revolved around the Malloy Administration’s unilateral decision to
offer to certain employees the ability to retire with 25 years of service regardless of age.”  According to labor unions, Malloy’s representatives made this offer without fulfilling their bargaining responsibility with SEBAC and without making it available to all state employees.

At the time, SEBAC challenged Malloy’s action because it was;

Seattle Schools Community Forum: BEX IV Meeting tonight at Madison

Seattle Schools Community Forum: BEX IV Meeting tonight at Madison:

BEX IV Meeting tonight at Madison

by Charlie Mas

School District officials bring their BEX IV road show to Madison Middle School in West Seattle tonight. The event begins at 6:30 with introductions and their slide presentation. They also have a handout. Followed by twenty minutes of Q & A from cards, twenty minutes of Q & A from the floor, and twenty minutes of "Individual Time With Staff".

I hope to be there tonight because I have some questions

Slide 11 of the slideshow "BEX IV Capital Levy: Addressing Challenges in Every Region" says that they will use BEX IV to "Provide equitable program distribution including Accelerated Progress Program (APP), STEM, International Education, etc." How will they do this when the new Board Policy 2200, Equitable access to programs and services, puts the creation and relocation of STEM and international education programs outside district level authority?

The handout shows the intention of creating an additional 366 seats for The NOVA Project. Added to the current 

Seattle Schools Week of Sept. 24-29, 2012

by Melissa Westbrook

Lots happening this week in SPS.

Monday, Sep 24th

• BEX IV levy discussion from 6:30-8:00 p.m. at Madison Middle School, 3429 45th Ave SW

Tuesday, Sep. 25th

• Community Meeting with Director McLaren from 1:15-3:15 p.m. at Delridge Library, 5423 Delridge Way SW

Wednesday, Sep. 26th

• Two- Hour Early Dismissal

• Work Session on Budget Goals from 4-5:30 p.m.

• Closed Session on Labor

NYC Public School Parents: Education Nation ignores parents but we make our voices heard at the premiere of "Won't Back Down"

NYC Public School Parents: Education Nation ignores parents but we make our voices heard at the premiere of "Won't Back Down":

Education Nation ignores parents but we make our voices heard at the premiere of "Won't Back Down"

by Leonie Haimson

Yesterday was NBC's Education Nation's "parent engagement" town hall, which turned out

Real-life public school parents

to be nothing but a big infomercial for the controversial film  "Won't Back Down" promoting the "Parent Trigger" and the privatization of our public schools. (See our review of the film and our FAQ about its backers and their political agenda.) The Education Nation parent engagement panels featured the stars of the film, along with privateers Michelle Rhee and Joel Klein, two people who have never shown any  interest in parent empowerment. 

Diane in the Afternoon 9-24-12 Diane Ravitch's blog

Diane Ravitch's blog:

Why Great Hearts Appeals to Affluent Parents

by dianerav

A reader sent a blog post from Arizona, where the Great Hearts charter school chain is based.
This is the charter that Tennessee Commissioner Kevin Huffman wants to bring to Nashville, over the opposition of the local school board.
It is expensive to go to Great Hearts. The school asks parents for an upfront contribution (voluntary, of course), of $1200-1500. Then there are extra costs for books, supplies, physical education.
But it is still less costly than paying for private school tuition. So it is entirely understandable that white, affluent parents would want to bring Great Hearts to their neighborhood in Nashville.

With Friends Like These, Who Needs Enemies?

by dianerav

Joel Shatzky taught English for many years at the State University of New York at Cortlandt.
He sent the following reflections about the political quandary of teachers:

What has become increasingly baffling to me amidst the many controversies engendered by the misnamed “school reform movement” is that the one most reliable union group to back and help Democratic candidates get elected is being savaged by Democrats. The teachers strike in Chicago was waged against a Democratic mayor who had been President Obama’s chief of staff and a principal fund raiser for Obama’s re-election. The strike illustrates the point: with friends like that, who needs enemies? In New York the “progressive” Bloomberg 

This Parent Is Opting Out Tonight

by dianerav

Good luck to the parent who wrote to say that she is opting her children out of the standardized testing. More such courage and the reign of error will collapse.
I’m a parent. I will inform the Pittsburgh Public School Board at a Public Hearing tonight of my intention to exercise my right to OPT my children OUT. I will let them know that I refuse to stand by and watch diminished funds spent on more standardized testing (Pittsburgh Public Schools has added standardized tests for students 

What is the Mind Trust (part 2)

by dianerav

I wrote a post about the Mind Trust the other day, having realized that it is part of the faux reform movement intent on privatizing public education in Indiana.
Quite by coincidence, the great education writer Karen Francisco at the Fort Wayne Journal-Gazette wrote a piece about the Mind Trust on exactly the same day.
She points out that their modus operandi–right out of the ALEC playbook–is to bypass democracy and local 

Mike Klonsky's SmallTalk Blog: Matt Farmer still on Rahm's trail at Clemente

Mike Klonsky's SmallTalk Blog: Matt Farmer still on Rahm's trail at Clemente:

Matt Farmer still on Rahm's trail at Clemente

by Mike Klonsky

Matt Farmer

No topic has generated more heat and less light in the comments section of SmallTalk, than the Rahm/Brizard move to turn Clemente Community Academy High School into a "wall-to-wall" International Baccalaureate (IB) school. It was a move that led to the firing by new turn-around principal Marcey Sorensen, of some 24 Clemente teachers.

It also led public school parent, lawyer, and community activist Matt Farmer to pursue the paper trail leading to the IB conversion. Sensing something fishy here, he filed  an FOIA request on June 27 which of course was stonewalled by CPS. 

SAT Results for 2012 - Year 2012 (CA Dept of Education)

SAT Results for 2012 - Year 2012 (CA Dept of Education):

Latinos Now Account for Largest Share of SAT® Scores
in California, State Schools Chief Tom Torlakson Notes

SACRAMENTO—SAT® results released today by The College Board show that for the first time, Latino students in California public* schools represented a larger percentage of SAT test-takers than any other ethnic group.

Reflecting the state’s growing diversity, nearly 70 percent of California’s public school test-takers in the Class of 2012 were minority students, and of those, 36 percent—or 69,832 students—were Latino. This compares to 29 percent—or 56,590 test-takers—who were white; 22 percent—or 42,121 test-takers—who were Asian; and 7 percent—or 13,101 test-takers—who were African American.

"It’s wonderful to see the diversity of California reflected among our highest-achieving students and those who have their sights set on a college education," Torlakson said.

Nearly half of public school SAT takers in California reported that English was not exclusively their first language and that their parents’ highest level of education was a high school diploma or less.

Some 194,425 California public school students—or 50 percent—of seniors in this year’s class took the test at some point during their high school careers, which is a 2 percentage-point gain from last year and an 8 percentage-point gain over 10 years, The College Board data showed.

Nationally, 1,664,479 members of the class of 2012 (of which 1,284,459 attended public schools) took the SAT, considered a precursor to college admission. Statewide, a total of 231,964 students attending either public or private California high schools took the test.

Among California public school students in 2012 compared to last year, the mean writing score decreased 3 points to 491; the mean critical reading scores dropped 3 points to 491, and the mean math score dropped 3 points to 510.

The increase in the participation rate may have resulted in the decline of the mean scores, The College Board said.

Students from the California class of 2012 who took the SAT and/or SAT Subject Tests™ sent score reports to a total of 2,823 institutions, and 58 percent of students indicated they planned to attain a bachelor’s or a master’s degree, while 23 percent would like to attain a doctoral degree.

More information is available on The College Board and the SAT  Web site

SAT results at the county, district, and school levels are not a part of today’s national release but will be available later this year on the CDE Postsecondary Preparation Web page.

* Please note that nearly all of the statistics used in this CDE News Release are taken from California public school results only.

Related Content

• Postsecondary Preparation - Provides standardized test results from the SAT Test, ACT Test, and the AP Tests which measure high school students' achievement.

# # # #

Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

Grazer Outstanding Achievement in Learning

GOAL Award background information and application.

---

The California Advisory Commission on Special Education (ACSE) wishes to recognize programs and practices in the field of special education that could benefit other students with disabilities. The Grazer Outstanding Achievement in Learning (GOAL) Award is one of many activities designed to celebrate the professionals, programs, and practices in California that serve youth with disabilities of all ages.

Why the name GOAL?

The name GOAL serves a dual purpose. First, the name symbolizes the need to establish both lofty goals and high expectations for all students. Second, the Commission wishes to officially recognize Brian Grazer's family for their ten-year commitment to honor the programs, practices, and professionals recognized by this award.

Who is eligible to apply?

Programs and practices in substantial compliance with Individuals with Disabilities Education Act (IDEA) 2004 operated by school districts, county offices of education, charter schools, and non-public schools that serve students with disabilities may apply.

What are the selection criteria?

Programs and practices will be judged on a GOAL Award scoring rubric, based on descriptors such as data demonstrating program performance, student achievement, school environment, improved student outcomes and other desired measurable results. Programs and practices should be innovative, exemplary, sustainable, and replicable and should demonstrate satisfaction and participation of students, staff, parents, and community.

Who was awarded the GOAL Award in 2012?

The 2011-12 GOAL Award recognized two special education programs serving students with disabilities:

1. The Learn to Earn secondary transition program for middle and high school students with mild to moderate disabilities, Riverside Unified School District
2. The Speech Improvement Class for students with mild articulation (speech sound) disorders, San Diego Unified School District's Speech-Language Pathology Department

What is the application process?

The application process includes the following:

1. Submit a completed 2012-13 entry form (DOC; Posted 24-Sep-2012) to the Advisory Commission on Special Education at ACSE@cde.ca.gov no later than November 16, 2012, to be eligible.
2. Willingness to host a half-day site visit by the judges, if selected.
3. If selected, program representatives must be available to attend the GOAL Award ceremony in Sacramento.

When is the award ceremony?

This year’s awards ceremony will be held at the California Department of Education on Thursday, May 22, 2013. The ceremony typically starts at 11:00 A.M. with a reception immediately following.

Questions: Kathleen Smith | kasmith@cde.ca.gov | 916-327-3698