| Tuesday, May 29, 2007 - EMIS Newsflash |
Dear Community School Sponsors and Administrators: Please note the following important information from the EMIS staff related to the FY07 Yearend EMIS submission period. For questions about how to submit data, please contact your school's Information Technology Center (ITC). EMIS Neswsflash 05-09-07 - CLICK HERE Thank you, Karlyn J. Geis, Data Manager |
| Friday, May 25, 2007 - "Support for School Improvement e-Newsletter - May 2007" |
Support for School Improvement Welcome to the Support for School Improvement e-Newsletter, a monthly publication focusing on school improvement efforts at the state and district level. Our goal is to provide a forum around school improvement efforts through national, state, and district perspectives. *********************** From the Center on Innovation and Improvement http://www.centerii.org/restructuring/ This report is an "examination of the cross-sector literature identifying a set of conditions and actions that have been documented to influence implementation of turnaround initiatives in schools and other kinds of organizations." A free download is available through the announcement for the School Turnarounds document at the bottom of the page. CII Technical Assistance Retreats on NCLB Priority Areas http://www.centerii.org/techassist/providers/ The Center on Innovation and Improvement provides technical assistance retreats on several topics for SEAs through their regional comprehensive centers: (1) Restructuring, (2) Evaluating Supplemental Educational Services (SES), (3) Parental Outreach for SES, and (4) Statewide Systems of Support. The Southeast Comprehensive Center (SECC) and CII recently collaborated to provide a two-day Supplemental Educational Services Institute in New Orleans, Louisiana. Representatives from the state departments of Alabama, Louisiana, Mississippi, and South Carolina heard presentations on various aspects of evaluating SES providers and engaged in cross-state discussions and resource-sharing opportunities. Dr. Steven Ross, Director of the Center for Research in Education Policy and member of the CII Scientific Council, provided the latest research and shared early evaluation results for Louisiana, Tennessee, and Virginia. Dr. Ross’ presentation is available online. What Works: Inside Model Charter Schools http://www.centerii.org/techassist/solutionfinding/ This report by Lance T. Izumi examines the research on high performance at several charter schools. The paper offers a list of key principles and practices unique to successful charters that help students achieve. **************************** Support to Low Performing Schools: Learning from One Another High School Graduation Coach Initiative http://gadoe.org/tss_school_improve.aspx?PageReq=TSSGraduationCoach The High School Graduation Coach Initiative in Georgia provides funds for each high school to hire a graduation coach, as championed by Governor Sonny Perdue during his 2006 re-election campaign. Graduation coaches identify and work with at-risk eighth through twelfth grade students and help them stay on track for graduation. In addition, these personnel identify, recruit, and engage concerned organizations and agencies to support the schools. Training, support, and technical assistance are provided by the department and a nonprofit organization, Communities in Schools.
Tennessee Exemplary Educators Program Edvantia has trained more than 150 EEs since 2001, serving approximately 300 high schools and 26 districts in need of improvement. Edvantia hires recently retired educators, and the following qualities are paramount:
Exemplary Educators and other school improvement specialists helped Edvantia identify the knowledge, skills, and dispositions critical to successful school improvement coaching, leading to evidence-based school improvement coaching standards and professional development programs. Edvantia evaluated the EE program based on document reviews, surveys, and achievement data, finding that Tennessee's statewide initiatives have decreased the number of schools in need of improvement. While most schools with an Exemplary Educator increased student achievement and met AYP targets, their strategies and outcomes varied. Researchers found, "The key seems to be having an experienced, trained, and supported Exemplary Educator working with a low-performing school to focus on improving student achievement." For more research findings from the Tennessee Exemplary Educator Program, please visit http://www.edvantia.org/publications/pdf/EE06Summary.pdf. **************************************** Closing the Achievement Gap Promoting Effective Early Learning: What Every Policymaker and Educator Should Know http://www.nccp.org/publications/pub_695.html This brief from the National Center for Children in Poverty asserts that effective preschool curricula and pedagogy help low-income children close the achievement gap in early literacy and math. At age four, children living in poverty are 18 months behind expected cognitive performance, and this achievement gap persists through and beyond age 10. Based on a research convening and recent literature review, the paper identifies action areas for state and local policymakers, early learning administrators, teachers, families, community leaders, and researchers to help children start school well prepared. Emerging research suggests that schools can narrow early achievement gaps using an intentional curriculum, professional development, and supports for teachers. An intentional curriculum has been described in the following way by the National Association for the Education of Young Children (NAEYC) and the National Association of State Early Childhood Specialists in State Departments of Education:
********************************************* Examining Policies to Impact School Improvement The Center on Education Policy (CEP) recently released the following three reports on state capacity and restructuring. http://www.cep-dc.org/index.cfm?fuseaction=Page.viewPage&pageId=495&parentID=481 Beyond the Mountains: An Early Look at Restructuring Results in California This report analyzes how districts in California are choosing a restructuring option, implementing their choices, and the initial impact of these choices. Sources included interviews, document reviews, and case studies at the state, regional, district, or school levels. Key findings include the following:
Educational Architects: Do State Education Agencies Have the Tools Necessary to Implement NCLB? This report examines state capacity to design and implement a statewide accountability system as required by No Child Left Behind. “State capacity refers to funding, human resources (numbers and expertise of staff, and technological capacity.” The report was based on an annual 50-state survey, interviews with 15 state education officials, and document reviews. Findings reveal four major capacity challenges: (1) limitations in staffing and infrastructure; (2) inadequate federal and state funding; (3) a lack of sufficient federal guidance and technical support; and (4) barriers in NCLB and within state education agencies. In response, CEP recommends the following:
What Now? Lessons from Michigan about Restructuring Schools and Next Steps under NCLB In this update of previous reports, CEP analyzed interviews, documents, and case studies to learn about the progress of restructuring in Michigan, one of the first states with schools in restructuring status due to an accountability system that pre-dated NCLB. The following key findings emerged:
****************************************** Publications and Sites of Interest Toolkit: Rebuilding Kit for a Comprehensive System of Learning Supports http://smhp.psych.ucla.edu/toolkit.htm The Center for Mental Health in Schools at the University of California—Los Angeles (Center at UCLA) developed this online toolkit to provide a wide range of resources related to building a system of supports for learning. The resources focus on strategic planning, implementation, and capacity building to deepen learning about both substance and processes. The kit features three sections:
Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs Commissioned by the Wallace Foundation, this report explains what is known about (1) preparing principals to successfully transform schools and (2) systematically supporting leadership development at the state level. Authors examined four pre-service programs: the University of San Diego (California), the University of Connecticut, Delta State University (Mississippi), and Bank Street College (New York). The following in-service programs were also included in the study: San Diego Unified Schools (California), Hartford School District (Connecticut), Jefferson County Public Schools (Kentucky), and Region 1 in New York City (New York). Data were gathered from a wide variety of stakeholders including program faculty, administration, graduates, current students, district personnel, and related teachers. In addition, documents and program activities were reviewed. Finally, policy case studies were conducted in the study states as well as Delaware, Georgia, and North Carolin, chosen for their leadership in the policy arena. The following policy and practice implications resulted from the study:
************************************************ About the Support for School Improvement e-Newsletter Produced through a partnership between CCSSO and the Center on Innovation and Improvement, Support for School Improvement is a free monthly e-newsletter focusing on school improvement efforts at the state and district levels. To submit a news item relevant to school improvement efforts at the state or district level, provide feedback, or subscribe/unsubscribe, email Alyssa Alston at alyssaa@ccsso.org. The PDF version of this newsletter is available at: http://www.ccsso.org/whats_new/newsletters/Support_for_School_Improvement/index.cfm About the Council of Chief State School Officers The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. Council of Chief State School Officers About the Center on Innovation and Improvement The Center on Innovation and Improvement helps regional centers in their work with states to provide districts, schools, and families with the opportunity, information, and skills to make wise decisions on behalf of students. The Center on Innovation and Improvement is administered by the Academic Development Institute in collaboration with its partners, Temple University Center for Research in Human Development and Education and Little Planet Learning. Center on Innovation and Improvement |
| Thursday, May 24, 2007 - "PA Autism Workshop- Curriculum, Social Skills" |
Autism Spectrum Disorders: Social Skills & Curriculum SPEAKERS Visit for additional conference information - http://www.spectrumtrainingsystemsinc.com/pittsburgh.html |
| Tuesday, May 23, 2007 - "Douglas Reeves' Tips for Year-End School Finance Challenges CPA-00011197" |
Top Tips for Year-End School Finance Challenges School finance is complex and challenging at any time of the year, but the final weeks of the year present particular challenges to school leaders. Sometimes there are enormous needs, but all available funds have been exhausted. Other times there are available funds, but only a limited time in which they must be spent. Here are some ideas to gain maximum value for school budgets during the final weeks of the school year. 1) If funds are not available until July and you need services and resources now, ask the vendors for flexible terms. At the Center, we always provide services and resources to schools, even if they are unable to pay for them until after the new fiscal year has started. 2) If funds are available but must be spent in a limited period of time, align the spending with district priorities. While the “use it or lose it” imperative can drive rash spending decisions on fragmented programs, the evidence is overwhelming that focused investments on fewer initiatives with deeper implementation yield greater benefits to students and schools. 3) Leverage technology investments with professional development and implementation. Untold millions of dollars have been wasted in schools in which wonderful technology is available but seldom used due to a misallocation of resources on hardware without essential professional development and implementation support. While hardware and software vendors can provide training about how to use their systems, they frequently fail to help teachers and administrators apply those systems to daily educational needs. Thus data warehouses are immensely capable but rarely used and classroom technology is shuffled to a corner. I once found several boxes full of very sophisticated hand-held computers all neatly labeled and carefully stored – in the principal’s bathroom, never to have been used in the school 4) Beware the “new, new” thing. While advertising can be seductive, particularly when it promises something new, school leaders should ask whether they have deep implementation of the basics. While it may be tempting to avoid the basics such as standards, teaching strategies, lesson plans, and improved classroom assessments because, after all, “we’ve already done that,” our research suggests that many schools are far short of 100% implementation in these essential areas. Before pursuing the “new, new thing” the teachers and leaders in most schools should challenge themselves by asking, “Are we doing the essentials of learning and leadership?” 5) Invest in capacity, not just brands. When we have seen long-term sustained improvements in school systems, it is because the leaders and teachers committed to capacity building using comprehensive accountability systems, professional development certification programs, and a laser-like focus on improved student achievement and reduced equity gaps. Resisting “flavor of the month” programs, these systems invested in learning, leadership, skills, and knowledge for their teachers, current leaders, and leaders of the future. If you would like to learn more about achieving the maximum return for your school system, please contact me directly at DReeves@LeadandLearn.com. Will you be changing schools or changing positions soon? Come to the Leaders in Transition Institute in Cambridge, Massachusetts June 24-26, 2007. Want to learn more? Obtain information here. Interested in gaining maximum value for school budgets during the final weeks of the school year? Join Dr. Douglas Reeves in a free webinar on May 24 from 3:00 PM - 4:00 PM EDT. You can register for this event here. |
| Tuesday, May 22. 2007 - "Social Aggression: What it Looks Like, How to Stop It." |
Social aggression is any act in which a relationship is used as a weapon, including manipulation, silent treatment, targeting social status, rumor spreading, and do (or don't do) this and I won't be your friend. Visit http://www.balanceeducation.net for additional information. |
| Tuesday, May 22, 2007 - "Dine With Theresa Clower at National School-Based Mentoring Conference" |
Countdown to National School-Based Mentoring Conference—4 Weeks to Liftoff! Conference Dates: June 13-14, 2007 Other speakers in the thought-provoking conference lineup are:
Go to www.mentormap.org for a detailed agenda of presenters and sessions. You do not want to miss out. This is the conference participants call awesome—the must-attend event for school-based mentoring professionals, educators, community supporters, researchers, funders and mentors—everyone who sees the promise of school-based mentoring as a strategy to close the mentoring gap and help young people succeed. Our mission: information, inspiration and fun! |
| Tuesday, May 15, 2007 - "Ohio Medicaid Schools Program (OMSP) – Status Report " |
Downloadable File : Ohio Medicaid Schools Program (OMSP) – Status Report Thank You, LeeAuna Taylor, Administrative Assistant |
| Monday, May 7, 2007 - "HQT elearning courses offered" |
The Central Ohio SERRC and the Educational Service Center of Franklin County are offering elearning courses for newly hired or newly assigned Intervention Specialists teaching in grades 7-12. These courses are designed for teachers to meet HQT status. Workshop Offerings |
| Friday, May 4, 2007 - "Live Chat, May 7: Academic Success in Unexpected Schools" |
Live Chat'Academic Success in Unexpected Schools'When: Monday, May 7, 2007, 3 p.m. to 4 p.m. Eastern time. Submit questions in advance here. ************************************************** Join us for a live chat with Karin Chenoweth, the author of It’s Being Done: Academic Success in Unexpected Schools, a new book from the Harvard Education Press. Chenoweth will be joined by Barbara Adderley, the principal of M. Hall Stanton Elementary School in Philadelphia, one of the schools featured in the book. In It’s Being Done Chenoweth offers readers an inside look at schools where educators prove that all children, even those considered "hard to teach," can learn to high standards. Chenoweth tackles the big questions of whether all children can learn to high levels, even those, as she puts it, "who face the substantial obstacles of poverty and discrimination." Chenoweth spent two years visiting schools to chronicle their successes. She profiles 15 of them in the book, including Stanton Elementary, which rose from being one of the "most challenged" schools in Philadelphia to one of the best in Pennsylvania in two years. She writes that all of the schools she selected are "not just good schools for poor children and children of color—they are good schools for any child." University of Virginia Professor Emeritus E.D. Hirsch calls It’s Being Done a "scrupulous and humane book." It "shows that a good school can make a decisive difference in giving every child a chance to achieve the American Dream," he adds. For background, read "It’s Being Done," a Commentary article by Karin Chenoweth in the April 11 issue of Education Week. About the Guests:
Submit questions in advance here. ************************************************* No special equipment other than Internet access is needed to participate in this text-based chat. A transcript will be posted shortly after the completion of the chat. |
| Friday, May 4, 2007 - "MAJOR 'SCHOOL CHOICE' RALLY IN COLUMBUS" |
To: OCQE School Members & Supporters Subject: ‘Major Statewide Rally in Columbus’ Reminder, Wendesday, May 9th is the date of our major ‘school choice’ rally in Columbus to be held on the West Plaza of the Ohio Statehouse, downtown Columbus on High Street between State and Broad Streets. Who Should Attend: Community School students, parents, staff, board members & supporters. Anyone that believes that, ‘parents should have the right to choose where their children should be educated…..not government’. 11:00 A.M. to Noon: Speaker Jon Husted and national school choice advocates are expected to attend. Noon to 1:00 PM: Lunch / box lunches will be provided. 1:00 to 4:00 PM: Visits available to meet members of Ohio House and Senate. Weather: The weather forecast looks good however, a ‘rain location’ is available nearby at Veterans Memorial Exhibition Hall located at 300 W. Broad Street. (Parking is behind the buiding on Broad St. / $5 per car) Transportation: If you need transportation to the Columbus rally there will be ‘complimentary’ busses departing from Dayton, Cincinnati, Cleveland and Toledo. For details on pick-up locations and times, contact Greg Wilder with Communications Counsel, Inc. 614-439-1333 or email Greg at: greg@communicationscounsel.com Personal Comments: There are several future rallies being scheduled at cities around Ohio and they are all important because they will attract media attention. But the Columbus rally is critical because it is at the state capital and at the doorstep of Governor Strickland’s office.
The ‘School Choice’ Rally in Columbus / Wednesday, May 9th. ‘Attending this rally may be the most important way to help your school’ Ron F. Adler, President |
| Thursday, May 3, 2007 - "Round One Goes to Community Schools" |
To: Ohio Community Schools Subject: “Round One Goes to Community Schools” Downloadable Files:
*********************************************** Without question, Governor Strickland’s budget proposals would have ‘decapitated’ the community school movement in Ohio. But apparently the House of Representatives had other ideas. After weeks of discussion, the House retained the governor’s school funding plan, but removed all of the onerous language pertaining to community schools and vouchers. Note: They added a new provision that, if adopted by the Senate and Governor, should offer significant relief to community schools in the area of school districts ‘flagging’ our enrollment records. The House version “provides a due process procedure for community schools whose payments have been withheld by the Ohio Department of Education”. (R.C. 3314.08(0)(1)-(3) And then, on Tuesday, May 1st there was an unbelievable occurrence of bipartisan support with a vote of 97-0 for the House version of the budget bill. Gongwer, the Columbus legislative newspaper reported that, “the last time that the complete chamber membership endorsed a biennium budget was May 11, 1955….when Dwight D. Eisenhower was president….Ray Kroc had just opened his first McDonald’s and….Jonas Salk had recently rolled out his polio vaccine”. Let us all enjoy this moment but there is still much work to be done. Now the House version of the budget goes to the Senate for their deliberation and this will provide with another opportunity to offer testimony. Many of us will be meeting with Senators advocating for them to support the House version of the budget. You need to do the same with your letters and testimonies. On a personal note, I would like to extend my sincere thanks to the hundreds of community school leaders, students and parents that descended on the Statehouse to provide testimony on behalf of your school….and to defend your ‘right to choose’ the school for your child’s education. Everyone in that hearing room became emotional listening to hundreds of parent testimonies expressing pride in their child’s academic progress and the quality of their community school. Also, I would like to also thank each of you for attending our rallies….and for the thousands of letters that you’ve written to our legislators and Governor Strickland. I can assure you that, you are making a difference! Special recognition: Attached is the OCQE ‘letter writing’ kit with names/addresses of legislators. 1. Write to every Representative in the House thanking them for voting on May 1st to support your child’s school. Lastly, plan to attend the rallies scheduled for Columbus, Cleveland and Cincinnati. Also, we will need a strong turnout for testimony at the Senate hearings. (You will be notified of the dates.) And continue to write letters….every day. We won ‘Round One’. But don’t let up the pressure until Governor Strickland signs the budget bill on June 30th. Ron F. Adler, President |
| Wednesday, May 2, 2007 - "May 9th Rally Flyer" |
Please distribute far and wide! Download Flyer - Click Here |
| Tuesday, May 1, 2007 "Presidential Proclamation for National Charter Schools Week 2007" |
A Proclamation by the President of the United States of America Across our country, charter schools are providing quality education for America's students. During National Charter Schools Week, we recognize the important contributions of charter schools and underscore our commitment to ensuring that all children receive the education they need to lead lives of purpose and success. Charter schools are public schools that provide families with a valuable educational alternative. Because they are not bound by many regulatory requirements, charter schools have the flexibility to innovate in ways that will best meet students' academic needs. Today, there are about 4,000 charter schools in 40 States and the District of Columbia helping more than one million students realize their full potential. My Administration is dedicated to providing parents with more choices so that their children will have the best opportunity to gain the skills necessary to compete and succeed in the global economy. Through the No Child Left Behind Act, we are setting high standards, expanding parents' options, and closing the achievement gap. Charter schools are getting results and helping guide children across the country on the path to a better life. This week we thank educational entrepreneurs for supporting charter schools, and we honor all those involved in charter schools for helping their students reach high expectations. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim April 29 through May 5, 2007, as National Charter Schools Week. I applaud our Nation's charter schools and all those who make them a success, and I call on parents of charter school students to share their success stories and help Americans understand more about the important work of charter schools. IN WITNESS WHEREOF, I have hereunto set my hand this twenty-seventh day of April, in the year of our Lord two thousand seven, and of the Independence of the United States of America the two hundred and thirty-first. GEORGE W. BUSH www.whitehouse.gov/news/releases/2007/04/20070427-2.html For more information about how your charter school can celebrate National Charter Schools Week 2007, go to www.publiccharters.org/content/publication/detail/1866/ |