Friday, November 9, 2012

President Obama: "I'm Really Proud of All of You."



President Obama: "I'm Really Proud of All of You."





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Curriculum Frameworks - English Language Arts (CA Dept of Education)

Curriculum Frameworks - English Language Arts (CA Dept of Education):


Curriculum Frameworks

Guidelines for implementing the content standards adopted by the California State Board of Education that are developed by the Instructional Quality Commission.

English Language Arts

2014 Revision of the English Language Arts/English Language Development Framework


Assembly Bill 250 (Chapter 608, Statutes of 2011) calls for the revision of the English Language Arts/English Language Development Framework to align with the Common Core State Standards for English Language Arts and incorporate new English Language Development Standards.
English Language Arts/English Language Development Framework Focus Groups
Information regarding the four public focus group meetings that met in May and June 2012 to gather input on the revision of the English Language Arts/English Language Development Framework.
Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects External link opens in new window or tab. (PDF)
Links to the standards adopted by the California State Board of Education in August 2010.
Common Core State Standards Initiative External link opens in new window or tab.
The multi-state initiative released the CCSS on June 2, 2010. The initiative site includes information about the development and research behind the standards, appendices, the states that have adopted the CCSS, and frequently asked questions.
  • Appendix A External link opens in new window or tab. (PDF)
    Research Supporting Key Elements of the Standards and Glossary of Terms
  • Appendix B External link opens in new window or tab. (PDF)
    Text Exemplars and Sample Performance Tasks
  • Appendix C External link opens in new window or tab. (PDF)
    Samples of Student Writing
English Language Development Standards
Information about the update, revision, and alignment of the state's current English Language Development (ELD) standards to the CCSS for English Language Arts. The work, scheduled for completion by November 2012, includes input from educators who participated in focus group meetings held in February and the Panel of Experts' meetings scheduled from March through June.
Grade Level Curriculum 
The grade-level curriculum documents are organized by individual grade levels and include information about the Common Core State Standards.
2007 Reading/Language Arts Framework (PDF; 7MB)
The Framework was adopted by the State Board of Education on April 17, 2006.
*To order a copy of this framework please contact CDE Press
Content Standards
Links to downloads of all Content Standards.
All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

Questions: Jim Long | JLong@cde.ca.gov | 916-323-4583 
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NEA - American Education Week

NEA - American Education Week:


American Education Week

Great Public Schools: A Basic Right and Our Responsibility

American Education Week—November 11-17, 2012—presents all Americans with a wonderful opportunity to celebrate public education and honor individuals who are making a difference in ensuring that every child receives a quality education. The weeklong celebration features a special observance each day of the week. They include:
Monday, November 12: Veterans Day
Schools nationwide are closed in observance of the armed service veterans who have served this country, including the rising numbers of student veterans. Here are the 10 things you should know about today's student veterans.
Also read the story of Matt Reuter, a teacher and Air Force reservist who served in Afghanistan.
Tuesday, November 13: Parents Day
Parents, do you want to make a difference for your child's education? Take the "Kids Not Cuts" pledge to urge Congress to stand up for kids and working families by rejecting a bad budget deal.
Wednesday, November 14: Education Support Professionals Day
Education Support Professionals keep schools running and students safe, healthy and ready to learn. Watch the "It's More Than Just a Job" videos below to learn more about ESP careers. 
Thursday, November 15: Educator for a Day
It's hard being an educator today, and even harder with looming across-the-board budget cuts know as "sequestration." Join our #kidsnotcuts Twitter chat today at 1 PM EST, co-hosted with K-12 News Network, to learn about how these devastating cuts will impact families, students and educators. Follow @NEATodayand @K12NN on Twitter and use the #kidsnotcuts hashtag to join.
Friday, November 16: Substitute Educators Day
Substitute educators play a vital role in the maintenance and continuity of daily education. Learn more about these professionals and take a look at resources and tips for substitute educators.

2012 Artwork and Material Available

AEW Grants Available!

As a call to action for teachers and administrators to invite aspiring educators, community leaders, parents and friends into their classrooms as “shadow teachers” during American Education Week (Nov. 11–17), the NEA Academy'spartner Richard W. Riley College of Education and Leadership at Walden University will award $25,000 in grants to preK–12 schools that host Educator for a Day events on Thursday, Nov. 15. For more information, visit:http://www.neaacademy.org/walden.html.
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Presidential Proclamation -- American Education Week, 2012 | The White House

Presidential Proclamation -- American Education Week, 2012 | The White House:


Presidential Proclamation -- American Education Week, 2012

AMERICAN EDUCATION WEEK, 2012
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
A PROCLAMATION
All children deserve access to a world-class education and the chance to pursue their dreams. Our schools are a gateway to those opportunities and the key to our Nation's economic prosperity and civic life. This week, we reaffirm our national mission of educating our students and training our workers better than any other country on earth.
My Administration is committed to enhancing American education by raising standards, making higher education more affordable, and preparing students for high-skill jobs and civic participation. We launched Race to the Top -- the most meaningful reform for our public schools in a generation -- to invest in innovative State plans that support and improve teacher effectiveness and student achievement. We reconfigured the student loan program to eliminate wasteful subsidies to banks and put students' needs first, increasing financial aid for millions of young people. We also invested in training programs that partner community colleges with high-growth industries -- making it possible for young Americans to graduate into the workforce equipped for success.
Each of us has a role to play in helping our students thrive. Dedicated teachers, administrators, and other education professionals work tirelessly on behalf of America's young people. Outside of the classroom, parents, mentors, community leaders, local businesses, and public institutions help foster a love of learning in our students, sparking creativity, instilling a positive work ethic, and giving our children the tools needed to realize their full potential.
America is a country where no matter what you look like or where you come from, if you are willing to work hard, you can go as far as your talents will take you. During American Education Week, we recommit to keeping the promise of education alive for this generation and the next, because when we give our children the best chance to succeed, there is no telling what they might accomplish.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim November 11 to November 17, 2012, as American Education Week. I call upon all Americans to observe this week by supporting their local schools through appropriate activities, events, and programs designed to help create opportunities for every school and student in America.
IN WITNESS WHEREOF, I have hereunto set my hand this ninth day of November, in the year of our Lord two thousand twelve, and of the Independence of the United States of America the two hundred and thirty-seventh.
BARACK OBAMA
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Insights About Teacher Evaluation — Whole Child Education

Insights About Teacher Evaluation — Whole Child Education:


THE WHOLE CHILD BLOG

ASCD Whole Child Bloggers

Insights About Teacher Evaluation

November 9, 2012 by ASCD Whole Child Bloggers
Teacher Evaluation - ASCD Educational Leadership
The role of teacher evaluation is among the most contentious issues in education today. Even when there is general agreement that teachers' performance should be assessed in some way, there is vigorous disagreement about how those assessments should be conducted and how the results should be used. If the ultimate goal of teacher evaluation is to improve student performance, what should evaluators be looking for? And if teachers fail to measure up to whatever standards have been set, what should the consequences be?
The November 2012 issue of Educational Leadership considers the purposes of evaluations and how to make them more beneficial to teachers. Articles include:
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Value-added teacher assessment hit by Council for Exceptional Children

Value-added teacher assessment hit by Council for Exceptional Children:


Value-added teacher assessment hit by Council for Exceptional Children

Posted by Valerie Strauss on November 9, 2012 at 4:22 pm

The Council for Exceptional Children has issued a new position paper that rejects the use of “value-added” systems that link evaluations of teachers — especially those in the field of special education — to student standardized test scores and says they are cause “for concern.”
Here’s part of the position paper:
The most commonly discussed method used to incorporate student growth into teacher evaluations is a statistical model known as “value added.” In its simplest form, a value-added model aggregates student test scores, generally from state-mandated assessments, with a few other factors such as school and student demographics and produces a score for the teacher which purports to describe the teacher’s impact on student growth (Lipscomb, Teh, Gill, Chiang, & Owens, 2010). The research that exists about these 


Sprouts for sprouts

by Valerie Strauss
It isn't a vegetable that kids gravitate to, but brussel sprouts were the centerpiece of a bunch of concoctions at a taste test for D.C. school children held by the D.C. Central Kitchen, which prepares healthy meals for low-income students at 10 public and private schools in the city's most impoverished areas.
Read full article >>
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Jersey Jazzman: TFAers Need To Watch Sesame Street

Jersey Jazzman: TFAers Need To Watch Sesame Street:


TFAers Need To Watch Sesame Street

by Duke


Wendy and Michelle and Joel and all our other little reformy friends need to take a break and watch Sesame Street, with special guest Justice Sonia Sotomayor:
Popout

Justice Sotomayor: "A career is a job that you train for and prepare for and plan on doing for a long time."

Abby Cadabby: "Well, then what kind of career can a girl like me have?"

Justice Sotomayor: "Well, you can go to school and train to be a teacher..."

Abby Cadabby: "Ahh!"


Teach For Americans, please take
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John Dewey on comparing students — Blast from the Past/Quote of the Day | AMPS

John Dewey on comparing students — Blast from the Past/Quote of the Day | AMPS:


John Dewey on comparing students — Blast from the Past/Quote of the Day

by Thomas J. Mertz

How one person’s abilities compare in quantity with those of another is none of the teacher’s business. It is irrelevant to his work. What is required is that every individual shall have opportunities to employ his own powers in activities that have meaning.
John Dewey
The current “accountability” madness is almost all based comparisons among students, among teachers, among 
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Commentary: Testing! Testing! 1 2 3! Detouring away from meaningful education | Philadelphia Public School Notebook

Commentary: Testing! Testing! 1 2 3! Detouring away from meaningful education | Philadelphia Public School Notebook:


Commentary: Testing! Testing! 1 2 3! Detouring away from meaningful education

by thenotebook
This is a guest blog, and the ideas expressed are solely the opinions of the author. The Notebook invites guest blog posts on current topics in Philadelphia education from its readers. Send submissions tonotebook@thenotebook.org.
by Joseph P. Batory
During the past 12 years, since the adoption of No Child Left Behind, elected officials at state and national levels have been consumed with using test scores as a panacea for American education. This political pressure has crumbled the educational resistance from many school districts, which have now bought into test preparation rituals and teaching to the test as the top priorities for public education.
Image: 
Photo Credits: 
Flickr/timlewisnm
read more
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Daily Kos: thinking about financial issues for the nation. . .

Daily Kos: thinking about financial issues for the nation. . .:


thinking about financial issues for the nation. . .

by rss@dailykos.com (teacherken)

On Social Security -  the system is not "broke" and can be funded as far as is necessary by raising the ceiling on the salaries from which FICA taxes are deducted.  In fact, there is no reason not to raise it to whatever the ordinary members of the House and Senate are paid in lockstep with when they raise their own pay.  It is more than ridiculous that they do not pay Social Security taxes on all their tax-payer salaries while the vast majority of Americans do.
If in fact we did raise the ceiling to that level, rather than RAISING the age for Social Security, we could consider LOWERING the age for full social security.  Too many of those who bloviate about these issues are people who do intellectual work.  I was eligible for full Social Security at 66.  I could have drawn it and kept teaching, and may return to teaching next school year.  But imagine a coal miner, a laborer, a construction worker, anyone who does PHYSICAL labor -  why are we denying them full benefits when they are no longer able to continue to do the kind of work in which they have been employed?
And were we to lower the age for basic benefits, that might open up more opportunities for younger people to be employed.
I have some more thoughts below the squiggle.
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Charter schools fail superintendent’s test - Chagrin Valley Times The Solon Times, The Geauga Times Courier

Charter schools fail superintendent’s test - Chagrin Valley Times The Solon Times, The Geauga Times Courier:


Charter schools fail superintendent’s test

By JOSEPH KOZIOL JR.

Charter Schools - Dividing Communities since 1991


NEWBURY — Newbury School Superintendent Richard Wagner is mad as hell and is not going to take it anymore.
Mr. Wagner fired what he called the “first salvo” Monday in what could be a war of words with state politicians who have diverted public dollars to charter schools.
Charter schools, also known in Ohio as community schools, are publicly funded primary and second schools. They are considered public schools, so tuition is free. However, they have more flexibility in how they operate than traditional public schools do. In Ohio, charter schools are operated under contract with sponsoring entities.
Approximately 95,000 of Ohio’s 1.8 million students were enrolled in charter schools in the 2010-11 school year, when 326 of them were operating.
Referring to an email from the Lorain County Superintendents Association, Mr. Wagner noted that nearly $777 million of taxpayers’ money has been diverted 
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The Most Precious Thing, Part II Middle Grades Mastery

Middle Grades Mastery:


The Most Precious Thing, Part II

NOVEMBER 8, 2012 LEAVE A COMMENT

In the days following the general election, we are starting to take stock of what we have to work with and where we need to go from here.  This is an important time to assess what we, as parents and teachers need to do to make sure our kids are afforded what we want most for them: their futures.
Here are some things that my friends and I will be working toward over this next year:
1) Opting Out of State Tests
Schools and superintendents like to make this sound like it’s totally illegal and impossible to do, but the fact is, these are your children.  North Carolina’s state law states that students are only eligible to miss end-of-year tests due to medical conditions.  I can think of several medical conditions that would keep a child from taking these stressful and useless tests: fever, vomiting, fatigue, hives, depression, sleeplessness, hypertension, migraine headaches, and, hell, let’s throw in “acting out.”
One way parents deal with the stress their kids are dealing with is to read about how to help their children cope.  It makes this author feel a little ill every time I see a new article teaching parents and students how to lessen the overwhelming anxiety and panic they feel about these worthless and, in most cases nowadays, harmful tests.
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Barack Obama's second-term Cabinet - Edward-Isaac Dovere - POLITICO.com

Barack Obama's second-term Cabinet - Edward-Isaac Dovere - POLITICO.com:


Barack Obama's second-term Cabinet

Barack Obama is pictured with members of his first-term Cabinet. | AP Photo
Obama's planning for a second term has been under way for months. | AP Photo
Health and Human Services
One contentious figure who’s expected to stay in place is Health and Human Services Secretary Kathleen Sebelius. She’s steeped in Obama’s health care law, and with the amount of work needed to prepare for most of its provisions to take effect in 2014, making a switch now could complicate things.

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Since confirmation hearings for a new nominee would inevitably become an Obamacare retrial, the argument to keep her gets even stronger. There aren’t many replacement options for Sebelius if she goes. As a woman who was elected twice as a Democratic governor of Kansas, she once seemed like a natural Senate candidate back home, but her involvement with Obamacare would likely prove a fatal taint.
Labor, Education, Agriculture, HUD
There’s not much discussion about Hilda Solis — who did not play a significant campaign role despite being a Latino woman with deep connections to unions. Labor isn’t seen as a department that’s likely to face a change soon, nor is Education, where Arne Duncan is clearly enjoying his job and can focus on the policy issues he loves while keeping his spot in Obama’s regular pick-up basketball games. If he does go, former D.C. schools chief Michelle Rhee and Gov. Jack Markell are two possible contenders. HUD’s Shaun Donovan has taken an


Read more: http://www.politico.com/news/stories/1112/83519_Page4.html#ixzz2Bl72u400
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The Weekly Update: The 2012 Election Results on Education… so far | Seattle Education

The Weekly Update: The 2012 Election Results on Education… so far | Seattle Education:


The Weekly Update: The 2012 Election Results on Education… so far

by seattleducation2011


Before going through the results of the elections, one last note about the Walton’s. I came across a list of candidates running for election or re-election who received donations from the Waltons this year.
It is interesting to note that Obama and Romney got about the same amount of money from the Waltons. I suppose that’s called “hedging your bets”. The list of cash recipients is long and worth a look. Rick Larsen, a House Democrat in Washington State, received $7,500 from the Waltons. You might want to see if one of your representatives is on the list.
There is another list that is being compiled of the elections around the country where big money was spent on campaigns from school board candidates to state 
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Remarks of U.S. Secretary of Education Arne Duncan at he Education Trust Conference | U.S. Department of Education

Remarks of U.S. Secretary of Education Arne Duncan at he Education Trust Conference | U.S. Department of Education:


Remarks of U.S. Secretary of Education Arne Duncan at he Education Trust Conference

Dispelling the Myth School Awards Dinner
NOVEMBER 8, 2012

Contact:  
 Press Office, (202) 401-1576, press@ed.gov 

This is a day of celebration in so many ways. I'm thrilled for our nation, and I'm thrilled for our nation's school children, that President Obama has been re-elected.
And to top it off, we're going to hear from Sweet Honey in the Rock next. I know what a treat that is—my dad helped organize a folk music festival at the University of Chicago for years. And Sweet Honey in the Rock was always one of the groups we loved listening to most.
The American people reaffirmed many things on Election Day. But one of the most important things they affirmed is that education is an investment in the future of our nation and our children—all of our children. It is not just an expense on a budget line that can be sacrificed in tough economic times.
In the next two months, many tough decisions lie ahead. The fiscal cliff and the threat of sequestration could cripple our efforts to expand access and increase attainment. But today I am so happy to see that the American people have recognized education as the key to economic growth and prosperity—and the surest path out of poverty in our knowledge-based economy.
Now, we have to turn that recognition into action. We know how far we have to go. Our graduation rate is unacceptable. Our opportunity gap is unacceptable. Our achievement gap is unacceptable.
As the President said on election night, there is still so much urgent work to do. We have so much to accomplish before education is truly the great equalizer it must be for all children in America. But we are on our journey now. We are moving forward.
I'm thrilled to be here to join in Ed Trust's Dispelling the Myth awards celebration and dinner. The truth is that we don't do nearly enough to celebrate success in education.
As you've just heard, the three terrific schools honored here today are dispelling the myth that poverty is destiny. They are showing that all children can learn—and that great schools prepare children for college and careers no matter their zip code, skin color, their parent's bank account, or their parents' national origin.
I'll talk more about these three great schools in a moment. But first I want to give a big shout-out to Education Trust for their outstanding and tireless leadership, day in and day out, on behalf of children, from pre-K thru college. Kati Haycock and her team are champions of educational equity and equal opportunity. You speak truth to power. And you are helping to show the way forward for school leaders and educators across the nation.
Over the last few months, Ed Trust has shown tremendous courage and leadership in advocating for the use of ambitious goals and accountability systems through the state-led waiver process. Contrary to what you may have read, these waivers will push states to dramatically accelerate achievement and attainment for disadvantaged students and students of color.
As everyone here knows, the No Child Left Behind law set a goal that 100 percent of students would be proficient in 2014.
That goal is laudable and lofty. But the 2014 goal was not credible. And the results were predictable.
Faced with meeting a utopian goal, too many states took the easy path. They dummied-down their standards to make it look like more students were proficient. And too many schools—like those that we are honoring tonight—that were successfully educating black, brown, and poor children, and were actually closing achievement gaps, were labeled as failures.
States gamed the system. Under NCLB, only about 20 percent of schools in Kentucky were accountable for the performance of African American students—even though 85 percent of schools there have African American students. Thankfully, that reality has been fundamentally changed. Under the state's new waiver, Kentucky is now holding 99 percent of schools, not 20 percent, accountable for the performance of African American students.
No one was more hurt by setting unrealistic goals and states gaming the system than disadvantaged students and students of color. As Amy Wilkins has said "quick fixes and lofty promises that made adults feel good have failed black, brown, and poor children for generations."
Now, our goals for waivers in remaking NCLB are clear: Protect children, set a high bar, and provide as much as flexibility as possible. We must get the goals right. But frankly, that is simply a starting point, not an ending point. As important as goals are, what's most important are actual outcomes for children.
What matters most is results: Whether kids are learning, and if achievement gaps are narrowing dramatically. As Ed Trust has clearly pointed out, "goals themselves do not raise achievement or close gaps. In fact, goals only matter to the extent that they prompt educators, policymakers, advocates, and parents to do what it takes to ensure that all students have access to a high-quality education."
As you are aware, Ed Trust helped develop and pioneer the idea that states should initially seek to cut the achievement gap in half, with the ultimate goal of eliminating it. The premise of that approach is obviously not that educators should lower expectations for students of color but rather that we need to demand more and faster progress for students of color.
Unlike the 2014 goal in NCLB, cutting the achievement gap in half in the near-term is very ambitious but is also achievable. And unlike the 2014 goal, the cutting the gap in half approach takes account of the fact that some students start far behind their more privileged peers.
So, I thank Ed Trust for its leadership on this complex and important issue. I think you have it right. As we move forward over the next four years, we must stop fighting the wrong educational battles.
No accountability framework will ever be perfect—and we have more work to do to ensure flexibility is implemented correctly and that states help all students succeed.
But we can't let the perfect become the enemy of the good. We can't let the utopian become the enemy of the excellent. And we can't let rhetorical purity become the enemy of rigorous practice.
I want to close by giving a shout-out to the three amazing schools and the leaders and teachers that are being honored tonight. I know how hard this work is and the effort, commitment, and passion that it takes to transform the life chances of students. I can't tell you how much the examples you set mean to me personally.
Each of these schools has their own unique features that other schools can learn from. De Queen Elementary in Arkansas is showing the way forward on how to adapt to the Common Core in the classroom, especially in under-resourced rural areas. It even has a literacy coach who is a self-described "CCSS Ninja." I love that job description.
Laurel Street Elementary School in Compton has developed an award-winning program for teaching writing to English language learners. More than 60 percent of the schools' students are English learners. Yet Laurel students perform on par with schools in affluent California neighborhoods.
Finally, the Edward Brooke Charter School, in the Roslindale section of Boston, has pioneered teacher collaboration and rigorous teacher evaluation. Every Wednesday afternoon, for four hours, teachers work in school-wide and grade-level teams to learn from each other's successes and to analyze what works and doesn't work in the classroom.
Each teacher is also videotaped at least ten times during the school—and formally and informally observed at least 30 times throughout the year. They are de-privatizing public education by making teacher practice open and transparent, not something that goes on behind closed doors.
Brooke students—despite being low-income students selected through a random lottery—often top the state in reading, writing, and math. And they are competitive with—and often out-perform—students from Wellesley and Brookline.
All of these three schools are unique. But they also have so much in common. They all have a rigorous curriculum and set high behavioral expectations. They all create a safe and orderly learning environment and a college-going culture.
At all three schools, teachers collaborate and students learn both to excel individually and to work in teams.
And at all three schools, as Frank Lozier, the principal at Laurel says, teachers "believe that no matter what your zip code is, you should be able to get an excellent education and be able to compete with students throughout the globe."
So, please join me in applauding the amazing, critically important work of school leaders and educators at these three fantastic schools. Could the teams from each school stand to be recognized one more time? Thank you—thank you for all that you do for children.
Collectively, you move us closer to the day where "Dispelling the Myth schools" are not the exception but the norm for students of color. Through your example, through your commitment, through your leadership, you are showing the entire nation the way forward.


Tie a Big Blue Ribbon on America’s Great Schools

by Guest Blogger
National Blue Ribbon Schools: Recognizing Great American Schools
This year marks the 30th anniversary of an American tradition—the National Blue Ribbon Schools Program. The brainchild of the second U.S. secretary of education, Terrel H. Bell, the program honors great American schools—urban, rural, suburban, public, private, charter, magnet, and choice schools at the elementary, middle, and high school levels—across the country. The 314 schools in the 2012 cohort join a distinguished cadre. Of more than 138,000 schools in the U.S., only 7, 110 have been honored with this, the highest award the Department confers.

Secretary to Address Blue Ribbon Principals and Teachers

Principals and other school representatives will meet in Washington on Nov. 12 and 13 to celebrate their successes and share what they have learned with each other and with the Department of Education. In addition to Secretary Arne Duncan, guest speakers include Tyra Mariani, deputy chief of staff, on the Department’s new RESPECT initiative (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching); Marc Johnson, 2011 National Superintendent of the Year, on scaling up National Blue Ribbon School practices; Dee Gardner, principal of the National Middle School of the Year, on intuitive leadership in a data-driven world; and Michelle Shearer, AP chemistry teacher and 2011 National Teacher of the Year, on the complexity of teaching and the power of the human factor.
In addition to receiving their Blue Ribbon awards at a ceremony on Nov. 13, educators will have opportunities to share their best thinking on current educational issues as part of the Department’s National Conversation about the Teaching Profession.
For a list of the 2012 National Blue Ribbon Schools and more information on the National Blue Ribbon Schools Program visit the program’s page on ED.gov.
Aba Kumi is director of the National Blue Ribbon Schools Program.
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