August 2009 Archives

State Superintendent of Public Instruction Jack O'Connell today announced 43 school districts have been selected via lottery as recipients of $700 million in Qualified School Construction Bond (QSCB) tax credits. A lottery selection process was necessary because the number of applications exceeded the allocation available. The list of recipients is attached.

One of the districts to benefit from the bond is Mountain View Elementary School. The Ontario-based district is expected to receive $7 million.

"This tax credit program will jump start new school construction and modernization projects throughout the state that, in turn, will stimulate the economy and create jobs," said O'Connell. "The Qualified School Construction Bond program will not infuse communities with new money but will help school districts use their local bond dollars more efficiently. Finding new ways to save money is especially welcome by school districts in these tight budgetary times. I deeply appreciate President Barack Obama and U.S. Education Secretary Arne Duncan for providing California this economic stimulus program to help us rebuild our state's school buildings."

The new QSCB tax credit program is part of the American Recovery and Reinvestment Act (ARRA) that was signed into law by the President in February 2009. ARRA allows tax credits on $22 billion nationwide to QSCB for this year and next. California's share is an estimated $2.7 billion over the same two-year period. Of this sum, $582 million already has been directly allocated to the state's 11 largest school districts; $700 million was available through today's lottery to qualifying school districts; and $73 million is available to allocate this year to qualifying charter schools. The remaining estimated $1.3 billion will be allocated in 2010.

The California Department of Education awarded the $700 million in tax credit bond authorizations to 43 qualifying school districts and county offices of education during a drawing that was held this morning at department headquarters in Sacramento. More than 230 applications were received totaling more than $3.7 billion in requests. The lottery was held to determine the recipients of the tax credit authorization. School districts will then take this authorization and issue locally authorized bonds.

QSCB provides federal income tax credits in lieu of interest to lenders who purchase bonds from eligible school districts. The United States Treasury Department established state allocation limits and set a tax credit rate for QSCB that, on average, equals the amount of interest schools would ordinarily pay on debt. With the federal government covering most or all of the interest on the bonds, school districts will receive a substantial benefit because interest payments typically equal about 50 percent of the economic cost of a bond. 

The bond proceeds may be used for new construction and/or renovation and repair of school facilities, the purchase of land on which the public school facility will be built, and the purchase of equipment related to the project constructed or rehabilitated with proceeds of the issuance. For more information on QSCB, please visithttp://www.cde.ca.gov/ls/fa/qs/.

Senator Gloria Romero, Chair of the Senate Education Committee, today submitted a bill to make California eligible for federal Race to the Top funds for education reform.

Senators Bob Huff (R-Glendora), Elaine Alquist (D-Santa Clara), and Mark Wyland (R- Escondido) also are joint authors of what will become Senate Bill 1 in the Legislature's special session on education that Governor Schwarzenegger called last week.

The bill removes the state law that restricts use of student achievement data in teacher evaluations that Education Secretary Arne Duncan has said would make California ineligible for any of the $4.35 billion Race to the Top funds.  It also provides for turning around historically low-performing schools, use of data to improve instruction and student performance, removes the cap on the number of charter schools, authorizes open enrollment for students in low-performing schools, and requires the state to develop a plan to implement reforms that will make California competitive for a Race to the Top grant.

At a Senate Education Committee hearing on Race to the Top yesterday, the Legislative Analyst Office testified that the "stakes are likely to be high" if California fails to make progress implementing President Obama's education reform priorities.  In addition to Race to the Top funds, other annual ongoing federal education funds likely will be linked to implementing the reforms, according to the LAO.

"This bipartisan legislation will make California eligible for a Race to the Top grant, ensure that other federal dollars are not at risk, and implement much-needed reforms to ensure that every child has access to a quality education," said Romero (D-East Los Angeles).  "But Race to the Top is not just about the money.  It is about equality and opportunity for our children."

"By using student test scores to evaluate our teachers, we will be able to mentor struggling teachers and reward the most motivated and talented," said Senator Huff.  "While the current motivation for this reform is much needed federal dollars, it is really just common sense."

 In conjunction with Governor Arnold Schwarzenegger and key members of the Senate Education Committee, Senator Bob Huff (R - Diamond Bar) introduced legislation today that will serve as comprehensive education reform for California's K-12 school system.  Senate Bill 1-5X will make Californiaone of the top competitors for the federal 'Race to the Top' education grants.

"While the current motivation for these reforms are much needed federal dollars, they are really just common sense proposals," said Senator Huff, Vice-Chair of the Senate Education Committee.

The United States Secretary of Education, Arne Duncan recently established a competitive state grant program to reward states that are embracing innovative education reform.  Duncan has pointed to Californiamultiple times, however, for failing to establish such reforms.  "California has lost its way," remarked Duncan at a speech in San Francisco. 

At the heart of the Governor's comprehensive education reforms is the removal of the prohibition on the use of student performance data to determine teacher effectiveness.  SB 1-5X will knock down the data firewall and permit the state to use student test scores to evaluate teachers.

"If teachers are judged on anything, it should be test scores," said Huff. "By using student test scores to evaluate our teachers, we will be able to mentor struggling teachers and reward the most motivated and talented.  We want to ensure we have the best teachers possible for our kids."

"Unfortunately, and despite their continuous call for more education funding, teachers' unions have tried to put the brakes on these reforms and the new dollars they will bring to the state."

Other vital reforms have been included in the Governor's education reform agenda and SB 1-5X, includingSenator Huff's school choice legislation that will more easily allow students to transfer to any school district in the state.  Huff's Open Enrollment Act (SB 266) was rolled into the education reform package. 

"The true success of education is tied to parental involvement. When moms and dads actually have the ability to choose where their child receives their public education," said Huff, "Parents will be empowered."

Last week the Governor called for a special legislative session on education.  SB 1-5X is the first legislation to be introduced in that session.  In addition to Senator Huff, the legislation was jointly authored by Senators Romero, Wyland and Alquist. 

 Professor Renford Reese tells his students that if they want to be compelling people, they must put themselves in compelling situations. Reese, who has taught political science at Cal Poly Pomona for 13 years, is following his own advice by traveling to Hong Kong, where he will teach for five months as a Fulbright Scholar.

 Reese, who sets off for his five-month appointment at the end of this month, will use the prestigious fellowship to lecture in the American Studies program at the University of Hong Kong, which he calls "one of the Harvards of Asia."

He is no stranger to China. He has traveled there five times, studied Mandarin and hosted groups of Chinese public officials visiting Cal Poly Pomona. He also researched the Americanization of Chinese youth for his 2008 book, "American Bravado."

"I am intrigued by Chinese traditions, language, and culture," Reese says. "I am even more fascinated with Hong Kong because it represents the fusion of the new and the old, the East and the West."

Cal Poly Pomona has a tradition of taking the classroom off campus. Reese has led students in fieldwork in Amsterdam during spring break, and he annually visits Ghana during the summer with students in a two-week study-abroad program.

"I look forward to lecturing in a different environment," he says of his upcoming trip to Hong Kong. "This is one of the highlights of my academic career, and I'm proud to be representing Cal Poly Pomona." 

The Fulbright Program, established in 1946 under legislation introduced by the late Sen. J. William Fulbright, is designed to build mutual understanding between the people of the United States and other countries.

        Recipients of Fulbright Scholar awards are selected on the basis of academic or professional achievement and have demonstrated extraordinary leadership in their fields.  

Just as a fundamental goal of higher education is the exploration of knowledge and self, the primary purpose of the recently completed Sara & Michael Abraham Campus Center is to promote learning and personal interaction at the University of La Verne.

Years of planning, development and anticipation will reach fruition when La Verne hosts the grand opening celebration for its new landmark facility on Thursday, Sept. 10. A broad spectrum of the university community is expected to attend this festivity marking the latest addition to the campus landscape.

"We're calling it a Grand Opening Celebration because that's what it is - a celebration," University President Steve Morgan said. "So many people have put so much into turning this dream into a reality for our students and we want to set aside this day for them to just enjoy it. At the same time, we want to allow everyone close to the university to get a sense of what the success of the Campus Center Project represents to the institution, both today and in the future."

The event gets underway at 3 p.m. with a general reception in the Johnson Family Plaza and along the Jim & Marie Long Terrace adjacent to the new building. At 3:30 p.m. the focus will shift to the Campus Center's main entrance for the formal program. Along with University President Steve Morgan, Board of Trustees Chair Luis Faura and La Verne City Mayor Don Kendrick, those scheduled to address the gathering include representatives of the university's faculty, student government, and alumni governing board. The program will conclude with the ceremonial ribbon cutting.

 The Pomona High School Marching Band is finding itself something of a victim of its own success. The band program has grown considerably in the past two years and is now short on instruments. 

 So band director Alison Fisher is calling on community members - and especially PHS alumni and former band members - to consider donating instruments that are still in good shape.

 Anyone with a band instrument hiding in the back of the closet is encouraged to let Pomona High Marching Band members put it to good use!  Your donation will help a worthy student be successful.

Cash or check donations to help the band pay for competitions, transportation, and instrument repair costs are gratefully accepted, as well.

To make a donation, or for more information, please call PHS band director Alison Fisher at 909-397-4498, ext.334. 

 The PHS Marching Band is preparing now for its second season of field competition. Last year the band presented an exciting and successful show called, "Colors of Latin Rock." This year the band will present a new show called, "Atlantis" featuring brand new music by Rebekah Griffin-Greene.

 Senator Bob Huff (R - Diamond Bar) released the following statement following the Senate Education Committee's informational hearing on the Federal 'Race to the Top' competitive grant program:

"As Vice-Chair of the Senate Education Committee, I have long been a supporter of accountability.  It works in the private sector and it can work for our teachers.  We need to strip out the barrier to using test scores to evaluate teachers."

"For years now, teacher unions have said the answer to our education crisis is more money," said Senator Huff.  "Yet they are slow to embrace common-sense reforms that would make the state eligible for billions of dollars in federal funding.  They can't have it both ways."

"The time to act is now," continued Huff.  "Unions may want to put the brakes on these important reforms but kids in school classrooms cannot wait another day. I hope all lawmakers will be bold enough to challenge these special interests defending the status quo, and instead put student's quality education as their highest priority."

 State Superintendent of Public Instruction Jack O'Connell today testified at a hearing of the Senate Education Committee regarding California's efforts to fulfill the application requirements for "Race to the Top" funds. The following is O'Connell's testimony as prepared for today's hearing:

"We gather this morning at an important moment for our nation's education system. A global economy and increasingly sophisticated workforce have in many ways fundamentally changed what our students should know and be able to do. In that context, the 'Race to the Top' competition has the potential to usher in a period of bold and far-reaching structural reform of our nation's K-12 public education system.

"Here in California, on the heals of decades of reform that has seen a steady increase in student achievement for all students across all subgroups, the 'Race to the Top' competition represents a unique opportunity for California to take our efforts to the next level.

"In fact, the $4.35 billion in total funds available is geared specifically toward system changes; the kind of much-needed changes we strongly must consider if we are to continue to increase student achievement, close California's persistent achievement gap, and ensure that each and every one of our children is effectively prepared for the challenges he or she will encounter in the global marketplace.

"This grant is the largest amount of money ever offered by the federal government to specifically focus on our 'systems' of education. Any monies won in this competition will not be used to cover operational costs, restore lost funding, or supplement existing programs. Though to be clear: we all must figure out a way to get desperately needed additional resources to our schools. We all recall the clear conclusion of the 'Getting Down to Facts' research project that said neither reform nor revenue alone would solve our problems. Instead, we need to do both. Today's conversation gives us a great avenue to discuss reform, but we also have an obligation to our students to find new ways to increase revenues.

"After reviewing the 'Race to the Top' application - and while there are some things I would change and we're communicating that to the U.S. Department of Education - I agree with their four main areas of focus. It is the right conversation to have and correctly focuses on how to increase student learning and close achievement gaps. Let me also emphasize that I am fully confident in our collective ability to succeed in this competition if we work collaboratively to make sure that we make the best case possible for these funds to come our way.

"Make no mistake about it: this is not a cause for one person or one group. We are all in this together. So we will all either succeed together or fail together. If we push through legislation, or promulgate regulatory reform over the objection of our stakeholders, then we will not have really succeeded. I am not, however, advocating a race to the lowest common denominator. We must be bold and force conversations that make us all uncomfortable. But we must do so in a fashion that puts the needs of our students first.

"As you know, the competition calls for four specific areas of reform.

"Firstly, it calls for states to adopt common core national standards and assessments to prepare students for success in college and the workplace. California has long been a model for setting high standards and a strict measure of accountability. But this is a unique opportunity to work across geographic boundaries in order to internationally benchmark our standards and ensure we are all ready for the global economy - all through a process driven by the states, not the federal government. I also share your and the Governor's commitment that doing so should not take one step back from the high standards we have set for all students in California. That is why I am committed to being part of this national conversation.

"Secondly, using data in our schools makes sense because it allows for informed and targeted decisions that make a greater impact, sooner, on improving student achievement. But our conversations about data can no longer focus on what kind of data to collect. Frankly, while we here in California are still debating what information to collect, other states are having the right conversation about how to use that information to improve. That's the conversation this competition allows us to begin: how to better serve the needs of the most diverse student population in the country.

"Thirdly, we must work closely with school and district officials when confronting the matter of low-performing schools. The state clearly has an obligation to ensure every student is being well-served, yet there is a strong body of evidence in California that state intervention in local schools is ultimately ineffective. These tough decisions must be done in concert with the state and local communities, and I want to make sure our application reflects this reality. In addition, I am pressing the federal government to change their restrictive set of interventions that consist of three main options: putting in place new leadership and a majority of new staff; converting to charters; closing schools and placing students elsewhere. I believe in our local educators and think they can best design effective plans, but we need to provide better guidance and remove barriers that hurt these efforts.

"Finally, and I think most importantly, it is exactly right to focus on effectiveness. Because at the end of the day, all that really matters is the learning that goes on in classrooms across this state. I agree with the administration that student outcomes should and must be a part of an evaluation process. But I only support it because 'Race to the Top' is about systemic change, not piecemeal efforts. I would never, ever support any evaluation of our educators based solely on the California Standardized Testing and Reporting (STAR) Program. Our state assessments were not designed nor developed for that purpose and using this single test would not provide an accurate evaluation of the work being done in our classrooms.

"Each of these points is part of the whole of our application for 'Race to the Top' funds. We cannot fulfill one or some or any other combination of these requirements. It is very much a case of all or none.

"It is a tall order, but we are capable - and, if nothing else, we have an obligation to make sure that we eligible for receipt of as many of these funds as possible.

"We are going to have to change some state laws (e.g. firewall, charter cap, or authority to intervene in low-performing schools), regulations and practices (e.g. growth model, clearer rules around authorizing charter schools or additional data reports.) We are going to need serious conversations about the way we have been doing business and how that is going to change. Without question, all of us are going to have to look within ourselves and ask the question: "Is my issue area, my focus more important than the whole of California's 6.3 million public school students?"

"These are by no means simple tasks, but in the end, I feel that we will come together, shed our individual differences and work toward our major commonality: our children's future."

SACRAMENTO - State Superintendent of Public Instruction Jack O'Connell today issued a statement on the results of the SAT for the California class of 2009.

"California is home to the most diverse student population in the nation, and I am pleased to see that the most diverse group of California's graduating seniors has taken a significant step in pursuing a college education by taking the SAT," O'Connell said. "Among California's 2009 college-bound seniors who took the SAT, 37 percent were minority students. Additionally, 47 percent of California's SAT takers will be the first in their families to go to college. This represents a tremendous achievement by our minority students, and it is a testament to the outstanding work being done in our schools by our dedicated teachers, staff, and administrators."

From a participation standpoint, California saw yet another year of increased participation with the percentage of public high school graduates who took the SAT this year at 49 percent, up from 48 percent in 2008. According to the Bureau of Labor Statistics, 10 of the 15 fastest growing jobs in the United States require some postsecondary education--a two- or four-year college degree or certificate training. That fact is not changed by the current economic situation.

"The downturn we've experienced in our economy has seen California's unemployment rate rise to a record high of 11.9 percent as we saw last week," O'Connell said. "With increased unemployment comes increased competition for jobs, so it is encouraging to see that more and more students continue to take the SAT. This means more students are strongly considering pursuing a college degree, which will significantly enhance their marketability in the workforce. Furthermore, if our students are to keep pace with the rapidly changing demands of the workforce - with the fastest growing jobs essentially requiring some type of postsecondary education - then it is vital that more young adults attend college."

In terms of performance, public school students scored 495 in critical reading, up one point from 2008; 493 on writing the same as last year; and 494 on mathematics, a 1-point decrease from 2008. California's students who took more demanding honors or Advanced Placement® courses tended to have higher SAT scores. For example, students who took English honors or AP courses scored 55 points higher in critical reading than the average of all students in California, and 56 points higher in writing. Similarly, students taking math honors or AP courses had an 86-point advantage compared to the average SAT mathematics scores for the state.

Additionally, those completing a core curriculum -- four or more years of English, three or more years of mathematics, three or more years of natural science, and three or more years of social science and history -- outscored their classmates who did not take a core curriculum. Comparisons of California's public school students who took core curricula with those who did not showed an average score difference of 54 points on the critical reading section, 62 points higher on the mathematics section and 57 points higher on the writing section of the SAT. Among all ethnic groups, Hispanic public school test takers have had the greatest percent increase in the past year, going from 46,956 test takers in 2008 to 49,498 in 2009.   

"Even with test scores generally improving, we still have a long way to go," O'Connell said. "The achievement gap continues to persist between students who are white or Asian and African American or Latino students. Similar to the ACT® results released last week, the SAT scores show too many students of color are falling behind academically. We have a moral, social, and economic obligation to ensure that all of our students are effectively prepared to meet the challenges of the hypercompetitive global economy."

State Superintendent of Public Instruction Jack O'Connell today urged everyone to remember safety procedures when students return to school this fall to prevent and mitigate the spread of H1N1 and other influenza viruses.

"The excitement about returning to school and seeing old friends could cause us to let our guard down about preventing the spread of the flu virus," said O'Connell. "I urge parents, students, and school officials to remain vigilant and review the updated safety protocols established by the Centers for Disease Control and Prevention and the U.S. Department of Education."

O'Connell is offering local education agencies a sample letter they may send home to parents and guardians about the updated guidelines issued earlier in August. The guidelines include the following key recommendations:

• Students and staff with flu-like illness should stay home for at least 24 hours after they no longer have a fever, or signs of a fever, without the use of fever-reducing medicines.
• Students and staff who appear to have flu-like illness should be sent to a room separate from others until they can be sent home. If possible, the ill person should wear a surgical mask to prevent coughing or sneezing on others. A school nurse or other staff person caring for the student should use appropriate personal protective equipment.
• Students and staff should wash hands frequently with soap and water when possible, and always cover noses and mouths with a tissue, shirt sleeve, or elbow when coughing or sneezing. If soap and water is not available, alcohol-based hand sanitizers should be available for student and staff use.
• School staff should routinely clean areas that students and staff touch often with the cleaners they typically use. Cleansers with bleach and other non-detergent-based cleaners are not necessary.
• People experiencing severe flu symptoms, especially those who are at high risk for complications if they become ill with an influenza-like illness should speak with their health care provider as soon as possible. People at high risk include those who are pregnant, have asthma or diabetes, have compromised immune systems, or have neuromuscular diseases.
• Although there are not many schools where all or most students are at high risk, a community might decide to dismiss a school to better protect these students. School officials should work closely and directly with their local and state public health officials when deciding whether or not to selectively dismiss a school or schools with large populations of high risk students.

            "As we did last spring during the first H1N1 outbreaks, the Los Angeles County Office of Education will continue to make every effort to help keep all school districts fully informed -- getting the right information to theright people at the right time," said Darline P. Robles, the Los Angeles County superintendent of schools. "But there is a lot of critical work that needs to be done outside of schools, in homes, and communities, especially as plans roll out for the vaccination campaign this fall for both seasonal flu and the H1N1 flu. We have learned that the key is to be proactive, and to NOT wait for flu outbreaks to hit our campuses and then try to react. We have stressed the great need for attention to prevention."

If the severity of the virus increases, the federal guidance instructs school administrators to work closely with local public health officials in determining whether to implement an expanded range of options, including dismissing students for a period of time to slow the transmission of the virus. O'Connell pointed out that the guidance stresses that it is important to balance the risk of flu in a community with the disruption, potential safety risks, and other consequences that school dismissals could cause in education and the wider community.

In the event of a school dismissal ordered by a public health officer, school administrators should have plans for continuing the education of students who are at home, through phone calls, homework packets, Internet lessons, and other distance learning approaches. Also, school administrators are urged to self-report the closure to the Centers for Disease Control and Prevention at http://www.cdc.gov/h1n1flu/schools/dismissal_form/index.htm.

            "Our Los Angeles Unified School District task force has been working closely with the Los Angeles County Public Health Department to coordinate and prepare plans for the H1N1 flu virus," said Kimberly Uyeda, MD, MPH, Director, Student Medical Services and Community Partnerships. "We have guidance materials for all schools and offices that outline the protocols, procedures, and support services needed to respond to the pandemic flu. Parents should look for our letter in our back to school materials that will give them basic information on how to prevent the flu."

To assist schools in preventing the spread of viruses, the California Department of Education offers further guidance, pandemic flu planning checklists, and resources on flu prevention in multiple languages at http://www.cde.ca.gov/159979. Schools, parents, and any member of the public may also download a free "Keep Our Schools Healthy" information toolkit that contains posters on how to prevent the spread of any germs and viruses at http://www.cde.ca.gov/148645. The sample letter to parents and guardians is at http://www.cde.ca.gov/159850. The U.S. Department of Education offers schools a communications toolkit at http://www.flu.gov/plan/school/toolkit.html. For more detailed school guidance, please visit http://www.cdc.gov/h1n1flu/guidance/exclusion.htm.

Here is some additional information and comments from the Chino Valley Unified School District about the STAR testing submitted by Julie Gobin Gobin, the district's spokeswoman:

Chino Valley Unified School District students exceeded their previous proficiency averages for the 2009 Standardized Testing and Reporting program (STAR). Students made across-the-board, grade-level improvements in both English language arts and Mathematics with grade-level increases ranging from three (3%) to 15 (15%) percent.

The standards tests were administered to 24,630 students from the district in grade levels from second to 11th. There are five grading areas - advanced, proficient, basic, below basic and far below basic.

Students improved their proficiency levels on the California Standards Test (CST) in all 10 grades from second through 11th grade on English Language Arts. They also improved in 10 categories among all grade levels in Grades 2-7 Mathematics, Algebra, Geometry, Algebra II and Summative High School Math. Those results equaled the best gains made since the California Department of Education adopted its current format in 2003.

In addition to the proficiency level improvements by grade level, the results reflect gains among all groups of students, particularly among our Hispanic, African American and Socioeconomically Disadvantaged student subgroups.

District proficiency averages are above the county and the state averages in all grade levels for English Language Arts. In Mathematics, the district proficiency averages lead the county and state averages in grades 2 through 7.

U.S. News Ranks Harvey Mudd College Top Engineering College

Harvey Mudd College (HMC) was named number one among the nation's undergraduate engineering programs in U.S. News & World Report's 2010 edition of "America's Best Colleges," it was announced today. Moving up from the number two spot in the 2009 edition of the "America's Best Colleges" guide, HMC shares its top spot in engineering with Rose-Hulman Institute of Technology in Terre Haute, Ind.

In addition to being number one in engineering, HMC was again in the Top 20 of the nation's liberal arts colleges, maintaining its ranking of 14^th place.

HMC ranked highly in other categories, such as:

• In the Best Liberal Arts Colleges category, HMC ranked as "most selective," with the highest percentage of freshmen in the top 10 percent in their high school class (95 percent).
• HMC was included in the list of colleges and universities with "Programs to Look For" in the category of undergraduate research and creative projects. An example of such innovative programming is the trend-setting Clinic Program: http://www.hmc.edu/academicsclinicresearch/clinicprogram.html
• HMC was included on the list of liberal arts colleges with the highest proportion of classes with fewer than 20 students.
• HMC was ranked number three of on the list of schools rated by high school guidance counselors as the liberal arts colleges they think offer the best education to their students.
• HMC was listed among "Great Schools, Great Prices," for the percentage of need-based financial aid it offers among liberal arts colleges, and on the "Economic Diversity" list for its percentage of students who receive Pell Grants.
• HMC was included on the list of best liberal arts colleges for "Average Amount of Need-Based Aid Awarded," which recognizes colleges for the number of need-based financial aid packages awarded, including need-based grants and loans, and work study, as well as merit-based awards, which are based on academic talent, such as the President's Scholars Program:http://www.hmc.edu/about/administrativeoffices/corporaterelations1/presidentsscholars.html

RESPONSE TO U.S. NEWS RANKINGS FROM CAMPUS COMMUNITY:

"This is a great honor that illustrates the excellence and importance of the college's unique approach to engineering education," said HMC President Maria Klawe. "Our focus on interdisciplinary teaching, research and professional practice provides a singular educational experience for our graduates, and prepares them to be well-rounded leaders in a wide variety of fields." (See: http://www.hmc.edu/about/administrativeoffices/officeofthepresident.html)

"The credit for our top-rated program goes to the faculty and students who dedicate themselves to learning and the professional practice of engineering," said Ziyad "Zee" Durón, chair of the Department of Engineering at HMC. "Our program builds on the foundation of the college's common core, which truly helps prepare our students for success. Since its inception, Harvey Mudd College has been a leader in engineering education with strong undergraduate research and innovative programs like Clinic. We take pride in this top ranking and are grateful for the recognition that it brings." (See: http://www.hmc.edu/academicsclinicresearch/academicdepartments/engineering.html)

"Such high rankings reflect the fact that HMC is a leader in revolutionizing STEM education at the undergraduate level," said HMC Trustee Malcolm Lewis, president of Constructive Technologies Group, Inc. "This success is due to the extraordinary work of the entire college, since the HMC engineering education is built upon a strong grounding in science and mathematics, a deep immersion in the humanities, and an emphasis on collaborative approaches to problem-solving. I am truly proud to be both an alumnus and a trustee."

• Increasing teacher and principal effectiveness 
• Fixing low-performing schools
• Building effective accountability and data structures and establishing quality common standards
• Strengthening high schools

• DANIKA LACROIX, Principal, Young Scholars' Academy for Discovery and Exploration, Brooklyn, NY
• DR. MICHAEL LOMAX, President and CEO, UNCF (United Negro College Fund)
• PAUL PASTOREK, State Superintendent of Education, Louisiana
• GREG RICHMOND, President and CEO, National Association of Charter School Authorizers
• Dr. Edward Sontag, Chief Management Official, Centers for Disease Control and Prevention

• DR. ANDRES ALONSO, CEO, Baltimore City Public Schools, Maryland
• F. PHILIP HANDY, CEO, Strategic Industries, and former chairman of the Florida State Board of Education
• Hon. Judith Heumann, Director, Department of Disability Services, District of Columbia
• DELIA POMPA, Vice President for Education, National Council of La Raza

• DR. JANE HANNAWAY, Director, Education Policy Center, The Urban Institute, and Director, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
• MIKE JOHNSTON, State senator and former principal, Colorado
• Dr. J. Michael Ortiz, President, California State Polytechnic University, Pomona, CA
• TASIA PROVIDENCE, Master Educator, District of Columbia Public Schools

• DR. EDUARDO CANCINO, Superintendent, Hidalgo Independent School District, Hidalgo, TX
• Andrea Messina, Member, Charlotte County School Board, Florida
• DAN SCHAB, Mathematics Teacher and former Michigan Teacher of the Year, Williamston High School, Williamston, MI
• LAYSHA WARD, President of Community Relations, Target Corporation, and President, Target Foundation

 State Superintendent of Public Instruction Jack O'Connell today issued the following statement regarding the release of the 2009 ACT results for California students:

"I am pleased to see that a record number of California students this year took the ACT college readiness exam. This continued increase is a clear indication that each year growing numbers of our students are setting and reaching a higher standard and making the decision to go on to college. As is also becoming the trend, California students continue to outpace their peers across the country on average ACT scores in all subject areas.

"While the news is good, generally, we must remain committed to increasing the college readiness of all students. That's because there is a sizeable gap in college readiness between students who are white or Asian, and those who are African American or Latino. The root of this problem is the achievement gap, which is leaving far too many of our students of color behind their peers. From an economic, social, and moral perspective, we simply cannot afford to allow these gaps to persist. We must effectively prepare all of our students to meet the challenges they will face in the increasingly competitive global economy.

"The downturn in both our state and national economies has placed a heavy burden on California's finances, and public education has been dealt a major blow in the form of billions of dollars in state budget cuts this year. However, we cannot allow this to detract from our work. We will be forced to do more with less, but we must remain focused and committed, more than ever before, to increasing student achievement, closing California's achievement gap, and making sure our children are ready to enter college or the workforce."

PestWorldForKids.org, an educational children's Web site developed by the National Pest Management Association (NPMA), today announced a national competition for students (grades 4 through 8) to win $3,000 for one lucky school's science department. The contest challenges teachers and their students to create educational Public Service Announcements (PSAs) that highlight the health and property risks posed by household pests such as rodents, ants, termites, cockroaches, stinging insects and ticks.

"Insects are incredibly interesting and fun to learn about in the classroom," says Missy Henriksen, vice president of public affairs for NPMA. "It's when they come indoors - into our homes and schools - that they become pests. We are excited to offer students the chance to learn about pests, while at the same time using their creativity to explore an important educational topic."

Using the Pest PSA lesson plan available on PestWorldForKids.org, teachers can assign students the task of creating  :30 or :60 second television PSAs. Entries must be submitted by teachers between September 8, 2009 and December 23, 2009, and can be entered online or sent via U.S. postal mail.

Five finalists will win "bragging rights" as a top performing school in the Pest PSA Contest, and will have their entries publicly posted to PestWorldForKids.org. One school will be recognized as the grand prize winner and will receive a $3,000 award for their school's science department.

PestWorldForKids.org is a free, entertaining and educational Web site developed for students and teachers in grades K through 8. The site features a pest glossary, a comprehensive pest guide, downloadable fact sheets and project PDFs, a report writing center, science fair projects and teacher lesson plans and games - all designed to teach children about the common insects and rodents in their natural habitats, and the health and property risks posed by pests once they find their way into the home.

For full contest rules and details, as well as examples of PSAs, visit www.PestWorldForKids.org.

The NPMA, a non-profit organization with more than 6,000 members, was established in 1933 to support the pest management industry's commitment to the protection of public health, food and property.

State Superintendent of Public Instruction Jack O'Connell today announced local educational agencies may be approved by the California Department of Education to use electronic attendance accounting systems, including electronic attendance certification or digital signatures. These potential cost-saving systems may replace the current method of teachers manually signing paper forms or recorded reports of student attendance.

           "Advances in technology offer school districts an exciting opportunity to streamline attendance accounting, which is usually done manually and can become quite cumbersome," said O'Connell. "As part of my Paperwork Reduction Initiative, I am advising school districts that they may start using electronic attendance accounting or digital signatures to speed up the process and save time and money, so schools can increase concentration on teaching."

           Student attendance data are used to calculate a school district's Average Daily Attendance (ADA) that determines its general purpose and other funding. As an eye-witness to a pupil's presence or absence, a teacher's dated signature (whether manual or electronic) provides a valid, contemporaneous record of attendance, ensuring compliance with compulsory attendance laws and providing the basis for more than $30 billion in kindergarten through twelfth grade apportionment funding.

Currently, teachers typically record student attendance each day electronically by computer or manually by paper attendance roster. Then the teacher reviews the attendance forms for accuracy at the end of the week and certifies the attendance records by signing and dating the forms. For auditing purposes, the district then must retain these signed forms for three years. This results in large stacks of paper to be filed at school or district offices. During the auditing process, an unfound or unsigned attendance form could result in an audit finding of the reported ADA being disallowed or reduced funding.

           With electronic attendance accounting and certification, a teacher uses a secure computerized system to enter a pupil's presence or absence as well as certify, as correct, the information entered with a password which becomes the teacher's certification. With these systems, there would be no need to print up either attendance forms or seek the teacher's signature for auditing purposes. Auditors can then search electronically for attendance data versus searching for hard-copy certifications. This helps reduce the risk of audit findings and saves time and money.

           In order to implement electronic attendance accounting and certification programs, local educational agencies must seek approval from the CDE and adhere to certain parameters. These parameters include using an electronic attendance accounting system that has been approved by the CDE and that can track and verify information, including individual employees using the system, relies on passwords, is accessible for review, and has been reviewed by an auditor.

           The Los Angeles Unified School District (LAUSD) is one local educational agency that will benefit in replacing its paper-based, weekly teacher verification of attendance with electronic attendance certification. 

"During these challenging economic times when resources are stretched thin, we appreciate the efficiencies afforded to the school districts by the state's adoption of new technologies," said LAUSD Superintendent Ramon C. Cortines. "Also, having electronic attendance data available to parents, teachers, and educational leaders throughout the District facilitates our attendance improvement efforts and enables better data-driven decisions regarding students, instruction, and programs."

"We're saving hundreds of thousands of dollars in materials and staff time, as well as preserving trees," added LAUSD's Chief Operating Officer David Holmquist.

           For more information on electronic attendance accounting and teacher digital signature alternatives, please visit http://www.cde.ca.gov/fg/sf/aa/electronicattenltr.asp.

State Superintendent of Public Instruction Jack O'Connell today launched a new Web site to give parents and teachers a much better understanding of the state's California Standards Tests that measure how well the California public education system and its students are performing.

            "This new on-line resource is the product of parent, teacher, and community member requests for an easy-to-access tool to help parents better understand their children's test scores," O'Connell said. "We hope that the information on this Web site will lead to increased collaboration between parents and educators and ultimately increased student learning." 

            After listening to concerns expressed by parents and teachers, the California Department of Education (CDE) and the State Board of Education produced the new Web site: www.starsamplequestions.org, which features dozens of actual test questions that students have faced at every grade level.

            "Parents and teachers can be better partners in helping students succeed if we demystify our assessments and what we are asking students to demonstrate when they take the state tests," said Dr. Yvonne Chan, a member of the State Board of Education. "I strongly encourage every school district and education stakeholder organization in the state to prominently feature a link to this resource on each district home page."

            The Web site is easily searchable and includes information about what levels of performance the state expects of students as well as which students take the tests. The site also offers grade-level parents' guides that are easily printable.

            The development of the Web site and parents' guides came about as a result of feedback from parents, teachers, and community members. The CDE and state Board of Education held focus groups throughout the state and asked parents, teachers, and community members: "What information would be helpful to you, and what is the best way to communicate it?" 

            At the focus groups, parents consistently indicated that they wanted the ability to gather their own information about the Standardized Testing and Reporting (STAR) Program at times convenient for them. Although the amount of information requested may vary, it was clear that parents wanted the ability to access as much information as possible, and they wanted the information to be easy to understand.

            "This new Web site offers a wealth of useful information for parents, all in one place," said Jo Loss, president of the California State PTA. "PTA believes strongly in providing parents and family members with as much access to quality information and resources as possible so they can best support their children and help them to succeed in school. We appreciate Superintendent O'Connell's leadership in developing this site."

The Los Angeles and San Gabriel rivers have long been afterthoughts in the Southern California landscape - natural beauties scarred by neglect, industrialization and pollution - but a group of Cal Poly Pomona students has crafted an ambitious plan to help revitalize the watersheds and their ecosystems.

         The Golden Necklace a capstone project for more than three dozen graduate and undergraduate students in the Department of Urban and Regional Planning, envisions a regional trail system along the rivers that is inviting, environmentally sound, and accessible to traditionally underserved groups in Southern California.

          The vision, which began taking form in early 2008 as a community service-learning project, culminated in a 50-page report and multimedia presentation that has received the 2009 Academic Award from the California Chapter of the American Planning Association. The project was selected over entries from numerous universities statewide, including USC, UCLA and UC Berkeley. The awards ceremony is scheduled to be held at the association's annual conference in September at Lake Tahoe.

        The Golden Necklace Project, inspired by Boston's greenbelt system of parks known as the Emerald Necklace, emphasizes the possibilities of opening the often cloistered rivers to the public to increase the Southland's sustainability. At its core is a regional multi-use trailway system for hikers, bicyclists, and equestrians connecting the San Gabriel Mountains to the Pacific Ocean near Long Beach via the river corridors and their tributaries, such as the Arroyo Seco and the Rio Hondo.

        Julianna Delgado, an Urban and Regional Planning professor who has overseen the project, says it was not a tough sell to students.

        "There's so much interest in recreation, open space and environmental protection," she says, pointing out that one of the project participants had hiked the Pacific Crest Trail from Mexico to Canada. "If we don't do something soon, we could end up losing a wonderful opportunity. The students embraced the challenge."

        The Golden Necklace Project provides a history of the rivers' uses, their current conditions, government planning efforts, and an ambitious series of proposals that are impressive not only for their sweep, but for their details: Landscaping should not only emphasize native vegetation, it should be inviting to trails users. Lighting should be energy efficient and ensure safety. Bike racks should be plentiful, and they should include covers that protect the vehicles from the sun.

        Although the project covers nearly every foot of the rivers' paths, it is intended to complement the abundant work that others are doing - and it's designed to produce results. Students have shared their ideas in community workshops and have partnered with conservancy groups, the Arroyo Seco Foundation (founded over 100 years ago by L.A. booster Charles Lummis), and the city of Pasadena.

        "We've had a very, very positive level of support," Delgado says. "Los Angeles Council member Ed Reyes [head of the L.A. River ad hoc committee] has spoken to me about our ideas."

        Because the project is ongoing, many of the original Golden Necklace team members have graduated. Cohesion is a challenge, Delgado says, but student interest remains high. "We've thought of developing an institute at Cal Poly Pomona that would serve as a clearinghouse for projects," Delgado says. "It would also be a wonderful way to join efforts in Urban and Regional Planning with others - the Landscape Architecture department and the Center for Regenerative Studies - to improve the quality of life for all Southern Californians while providing a professional, 'learn-by-doing' experience for our talented students."

  To view the report: http://www.arroyoseco.org/goldennecklace/publications/GoldenNecklaceReportFinal.pdf

 State Superintendent of Public Instruction Jack O'Connell today announced California charter schools can now apply for $56.7 million in Charter School Facility Grants Program funding.

            "In this tough economic environment and with public education facing drastic budget cuts, I am pleased that these grants will help charter schools pay for the use of their facilities so they can concentrate on preparing students for our hypercompetitive economy," O'Connell said.

            O'Connell has long been a supporter of high-quality charter schools that can serve as laboratories of education innovation. A charter school is a public school that usually is created or organized by a group of teachers, parents, and community leaders or by community-based organizations. A charter school may be sponsored by an existing local public school district governing board or county board of education. They are generally exempt from most laws governing school districts, except where noted by law. Under certain circumstances, school districts may charge rent to charter schools for the use of district facilities.

The Charter School Facility Grant Program is a noncompetitive program that provides assistance with facilities rent and lease expenditures for charter schools that meet specific eligibility criteria. The grant program was enacted in 2002 to reimburse charter schools for rental and lease costs in low-income areas. This program is targeted toward schools and communities with high proportions of economically disadvantaged students.

Eligible applicants must have at least 70 percent of students enrolled at the charter school who are eligible for free or reduced-price meals or the charter school must be physically located in an elementary school attendance area where at least 70 percent of students enrolled are eligible for free or reduced-price meals. The charter school must also give a preference in admissions to students who reside in the elementary school attendance area. The charter schools are funded $750 per unit of classroom-based average daily attendance, up to 75 percent of its annual facilities rent and lease costs for the school.

Historically, the program funds were used to reimburse eligible charter schools for the prior year's facilities rent and lease expenditures. Commencing with 2009-10 fiscal year, the State Superintendent of Public Instruction allocates the facilities grants to eligible charter schools on a current-year basis. However, funding appropriated in the 2009-10 fiscal year must first be used to reimburse eligible charter schools for 2008-09 rent or lease costs and then be used to fund eligible charter schools for the 2009-10.

To apply for the Charter School Facility Grant Program funding and for more information, please visit http://www.cde.ca.gov/fg/fo/profile.asp?id=1666.

State Superintendent of Public Instruction Jack O'Connell today encouraged local educational agencies to review and share with their local communities newly released federal guidelines on how to prevent and mitigate the spread of the H1N1 and other influenza viruses.

            "As we enter the start of the traditional school year, the potential threat of spreading H1N1 increases," O'Connell said. "These updated recommendations complement what we have been saying for years. If each of us remains vigilant and takes common sense steps to prevent the spread of flu, then all of us will stay healthy and kids will stay in school ready to learn. It is important that all school staff, parents, and students become familiar with the updated guidance on flu prevention released today by the U.S. Department of Education and the Centers for Disease Control and Prevention."

            The new federal guidance can be found at http://www.flu.gov/plan/school/schoolguidance.html. If the level of severity of the H1N1 virus remains similar to the conditions seen in the United States last spring, the following key guidelines are recommended school responses for the 2009-10 school year:

• Students and staff should stay home when sick: Those with flu-like illness should stay home for at least 24 hours after they no longer have a fever, or signs of a fever, without the use of fever-reducing medicines. They should stay home even if they are using antiviral drugs. (For more information, visit http://www.cdc.gov/h1n1flu/guidance/exclusion.htm.)
• Separate ill students and staff: Students and staff who appear to have flu-like illness should be sent to a room separate from others until they can be sent home. The guidelines recommend that they wear a surgical mask, if possible, and that those who care for ill students and staff wear protective gear such as a mask.
• Enforce hand hygiene and respiratory etiquette: Wash hands frequently with soap and water when possible, and always cover noses and mouths with a tissue when coughing or sneezing (or a shirt sleeve or elbow if no tissue is available).
• Maintain routine cleaning: School staff should routinely clean areas that students and staff touch often with the cleaners they typically use. Special cleaning with bleach and other non-detergent-based cleaners is not necessary.
• Seek early treatment of high-risk students and staff: People at high risk for influenza complications who become ill with influenza-like illness should speak with their health care provider as soon as possible. Early treatment with antiviral medications is very important for people at high risk because it can prevent hospitalizations and deaths. People at high risk include those who are pregnant, have asthma or diabetes, have compromised immune systems, or have neuromuscular diseases.
• Consider selective school dismissal:  Although there are not many schools where all or most students are at high risk (for example, schools for medically fragile children or for pregnant students) a community might decide to dismiss such a school to better protect these high-risk students.

            The guidance also emphasizes that schools should work closely with local public health officials in determining whether to implement an expanded range of options for responding to H1N1 influenza in schools if the severity of the virus increases. The guidance says health and school officials should balance the risk of flu in their communities with the disruption, potential safety risks, and other consequences that school dismissals could cause in education and the wider community.

In the event that a public health officer determines that a school-wide student dismissal policy is needed to protect public health, schools should have plans for continuing the education of students who are at home, through phone calls, homework packets, Internet lessons, and other distance learning approaches.

            O'Connell noted that the California Department of Education also offers further guidance, pandemic flu planning checklists, and resources on flu prevention in multiple languages at http://www.cde.ca.gov/152030. Schools, parents, and any member of the public may download a free "Keep Our Schools Healthy" information toolkit that contains posters on how to prevent the spread of any germs and viruses, at http://www.cde.ca.gov/148645.

            In addition to the new federal guidance, local educational agencies may also download a Communication Toolkit for Schools from the U.S. Department of Education at http://www.flu.gov/plan/school/toolkit.html.        

Whether you have kids returning to school in a couple of weeks or you just have a busy life, routines can help you make the most of your time.  They will help you accomplish all you have to do in your busy schedule, leaving time to enjoy life. 

We all tend to have more time in the evening than we do in the morning, so it's nice to accomplish the jobs can the night before.  Here are some ideas for tasks you can add to your evening routine to make your morning less hectic: 

• Lay out the clothes you plan to wear the night before so you are not running around in the morning looking for what you need or finding you need to iron an item.
• If you or your child takes a lunch, prepare lunches the night before and refrigerate it.  Then you can just grab and go in the morning.
• Pack backpacks or briefcases and have them ready by the door to grab on the way out.
• Add the coffee and water to the coffeemaker the night before so all you have to do it press start.  If you have a coffeemaker with a automatic start, set it to go off so that it is ready when you wake up. 
• Set the table for breakfast the night before and have simple breakfast options that require little preparation and clean up. 
• Before everyone goes to bed, have them make sure all bedrooms, living areas, and the kitchen are picked up. 
• If you still find that you are too rushed, set your alarm 5-10 minutes earlier than you need to make time for those unexpected incidents.

By doing some of your morning tasks the night before, the family will rest well in a clutter-free home, knowing they are caught up and ready to begin a new day. 

For more tips on making time for fun in your busy schedule, sign up for our "Simplify Your Life for Busy Families" workshop on August 24^th, 2009 at 6:30 p.m. at the Citibank in Yucaipa.    Learn practical ways to simplify the contents of your home and calendar along with tips to help you survive your busy family's schedule and enjoy life more.  To register visit www.psorganizing.com or call (909)810-3719. 

Cathy Bates is owner of Practical Solutions Professional Organizing.  The offer hands on organizing for your home or office.  Contact Practical Solutions for more information at 909.810.3719 or go online to www.psorganizing.com.

Senator Gloria Romero, Chair of the Senate Education Committee, announced a public hearing to examine whether California is ineligible for any of the $4.35 billion in federal "Race to the Top" funds for education reform because of a state law that limits use of student achievement data in teacher evaluations.

A joint hearing of the Senate Education Committee and Senate Budget Subcommittee on Education Finance, which Romero also chairs, will be held in late August.

Education Secretary Arne Duncan last week released draft guidelines for states to apply for competitive grants from the Race to the Top fund authorized by the American Recovery and Reinvestment Act of 2009 (ARRA).  Duncan has called the fund the equivalent of education reform's "moon shot" because of unprecedented federal funding to help states advance education reform and innovation, including better use of student achievement data to enhance teacher effectiveness.

The draft guidelines make a state ineligible to apply for a grant if it has any legal barrier to using student achievement data for evaluating teachers and principals.  Duncan has repeatedly criticized California's Education Code Section 10601.5 as such a barrier, or "firewall," that impedes teacher effectiveness.  State education officials argue that nothing in state law prohibits a school district from using student test scores for teacher evaluation or compensation.

"With California public schools facing another $6.5 billion in state budget cuts, now is not the time for uncertainty or ambiguity," said Romero.  "We must maximize every opportunity for federal funds and not be lost in space while other states are shooting for the moon."

The draft guidelines also preclude a state from applying for Race to the Top funds until the federal Department of Education approves the state's application for a second round of ARRA stabilization funds.  California public schools and higher education already have received $3.2 billion in ARRA stabilization funds and could receive as much as $1.6 billion in the second round of funding.  Approval of the second-round application is contingent on a state providing data to parents, teachers, and policymakers on its efforts to advance the same reforms required in a Race to the Top application.

"I am calling the Senate hearing to hear directly from the officials responsible for California's Race to the Top and ARRA applications -- the Superintendent of Public Instruction, the President of the State Board of Education, and the Governor's Education Secretary," said Romero.  "We must work together to make California's 'moon shot' a successful mission.  I am prepared to carry legislation to achieve the necessary reforms and help obtain federal funding so that California students have access to the best possible public education."