October 2009 Archives
The event, which included seven different schools, included youths from kindergarden through sixth grades.
The day included a dunk tank with Oakmont principal Kevin Ward inside, entertainment with the Riverside-based John "The Lizard Wizard" Minko who had reptiles and other animals and other activities.
Children could also snack on popcorn or cotton candy or play games with other youths.
Ward said the water "was not as cold as I thought" after he had been dunked numerous times and was drying off. He described the day as "a great event."
Parents and guardians said they were happy with the afterschool program.
Claremont mother Erin
LeBlanc, whose 8 1/ 2-year-old son was at the event, said the afterschool program was "great."
"You get all the kids together," LeBlanc said.
Nadine Gonzalez, 10, of Pomona said this was her first year attending the event and said she enjoyed the dunk tank and the cotton candy and popcorn.
"It's pretty fun," Nadine said.
Afterschool program coordinator Kimberly Kenner said the program "helps show kids how to solve problems and build on their interests."
The school district operates a child development program but due to limited enrollment in the program, officials suggest parents call the child development office immediately for registration applications.
The office is at 170 W. San Jose Ave, Suite 30. The phone number is (909) 398-0373.
Elementary school students who are eligible would be in a program from 7 a.m. until school begins and after school until 6 p.m. Monday through Friday.
Also offered is a full-day program at selected school sites from 7 a.m. to 6 p.m. during summer vacation, spring break and winter recess.
Parents would pay a fee ranging from an amount to cover before-school care only to a fee to cover before- and after-school care to maintain the self-supported program.
There is also limited "Latchkey" funding available to eligible families who meet state funding requirements.
Other programs include the state universal preschool program and the family child care network program.
Regardless, more young Americans than ever are in college - especially community college, according to a new report.
A record high of about 11.5 million Americans age 18 to 24, or nearly 40 percent, attended college in October 2008, according to a study of Census data released Thursday by the Pew Research Center.
Virtually all the increase of 300,000 students over the previous year came at two-year schools, while attendance at four-year schools remained flat.
Community colleges almost certainly saw attendance go up at least that much again this year, though final figures are not yet available.
The American Association of Community Colleges reports growth rates of 10 percent and higher have been common this fall on many campuses.
The same can be said for Chaffey College in Rancho Cucamonga, which saw a 10.3 percent increase, and San Bernardino Valley College in San Bernardino, which saw a 10 percent increase in enrollment from fall 2008.
According to Chaffey College's Fall 2009 First Census Enrollment Report, 22,050 students were actively enrolled in one or more credit and/or non-credit courses in the district, the most in Chaffey's 126 year history and a 5.7 percent increase over fall 2008.
"Growth appears to be fueled almost entirely by students 29 years of age or younger, primarily by students 19 years of age or younger. Enrollment declines were observed among students 30 years of age or older," said Jim Fillpot, Chaffey's director of institutional research.
Overall college attendance has been going up for about 30 years; what's new is the sharp uptick at community colleges, driven in large part by recessionary bargain hunting and closer ties between two- and four-year colleges that give students more confidence they'll be able to transfer.
However, as a result of the budget cuts and long-standing over-enrollment, California State Universities are working toward reducing their statewide enrollment by 40,000 over two years.
High unemployment, a shaky economy and CSU's system raising fees and limiting enrollment, because of budget reasons, is a perfect storm for people to look to education, primarily community colleges, to take a new direction in life, said Craig Petinak, spokesman for Valley College.
"People want to preprare themselves to become more marketable when the economy comes back," Petinak said. "We've also seen employers come back to school to train themselves in skills to in order to keep their jobs, or to keep from being left out."
Last year, nearly 12 percent of all 18- to 24-year-olds, or 3.4 million, were enrolled in community colleges, up from 10.9 percent the year before.
The relative economic advantages of at least starting a degree at a community college have widened as prices at four-year colleges have shot up much faster.
Average tuition and fees at public two-year colleges ran just $2,372 this year, according to a study released last week by the College Board, compared to $7,020 at public four-year colleges and more than $26,000 at private ones.
Once government grants and other aid are factored in, community colleges are essentially tuition-free to the average student, though living expenses and books remain.
Richard Fry, the report's author, said another factor behind community college growth is the steadily increasing proportion of young adults who have completed high school, which hit a record high of nearly 85 percent last October.
That means more students are eligible to pursue higher education, but most of the growth is coming from students whose academic qualifications make them more likely to start at two-year school.
While it's good news more students are enrolled in college, the Census figures say nothing about whether overcrowded two-year institutions will succeed in getting students the credentials they seek or helping them transfer to bachelor's degree programs.
Many are bursting at the seams, cutting some courses to meet budgets and holding others late at night. It's impossible to say how many have been turned away for lack of space (California estimates about 200,000 in that state alone).
President Barack Obama has made community colleges the centerpiece of his goal for every American to have at least some higher education credential by 2020, and earlier this year proposed spending $12 billion over the next decade to help community colleges graduate an additional 5 million people.
The House responded last month by passing a student aid bill that included about $10 billion in initiatives directly focused on community colleges. The Senate has not yet taken up the proposal.
The Associated Press contributed to this report.
From Cal Poly's desk:
Due to overwhelming demand for the H1N1 flu vaccine, the Department of Public Health will strictly enforce eligibility requirements at the Nov. 5 clinic at Cal Poly Pomona.
The vaccine will be given to people in these higher risk groups:
· Pregnant women
· People living with or caring for infants under 6 months
· Children and young adults from 6 months to 24 years
· Adults 25 to 64 with chronic medical conditions
· Healthcare or emergency medical workers with direct patient contact
The free vaccine clinic is open to Cal Poly Pomona and Mt. SAC students, faculty, staff and members of the general public who meet the guidelines. It will be held at the CTTi Building 220A, 3650 W. Temple Ave., Pomona (across from the University Village at the corner of Temple Avenue and South Campus Drive). The clinic will operate on a walk-in basis; reservations will not be taken.
The registration and vaccination process takes about 10 to 15 minutes, but people are encouraged to set aside an hour or longer, depending on demand, which has been significant at other clinics. To speed the process, those who desire a vaccination can complete the registration form (http://www.lapublichealth.
Parking is available across South Campus Drive in Lots K and B. Students are encouraged to ride the Bronco Express Shuttle (route A and C), which has stops near CTTi. Maps of the campus and shuttle routes are available at www.csupomona.edu/maps/.
People with medical insurance or access to a physician are encouraged to get the vaccine from a private healthcare provider, because private providers will receive the majority of the H1N1 vaccine. The Nov. 5 clinic, from 9 a.m. to 4 p.m., is intended for those who meet the criteria and do not have a usual source of healthcare. In the coming weeks, the vaccine should be available through chain pharmacies, private healthcare providers and community clinics, according to the county Department of Public Health.
To prevent getting the flu and to stay in good health, always cover your nose and mouth with a tissue when you cough or sneeze. Wash your hands often with soap and water, especially after you cough or sneeze. Alcohol-based hand cleaners are also effective. Avoid touching your eyes, nose or mouth. And avoid close contact with sick people.
Student Health Services staff physician Dr. John Tsai and Ty Ramsower, coordinator of health promotion & outreach, have answers to some frequently asked questions about H1N1. (http://polycentric.csupomona.
More information about H1N1 is available at www.csupomona.edu/flu, www.flu.gov, andwww.dsa.csupomona.edu/shs.
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WHAT: The Los Angeles County Department of Public Health and Cal Poly Pomona are holding a free H1N1 vaccine clinic on campus for people in higher risk groups
WHEN: Thursday, Nov. 5, from 9 a.m. to 4 p.m.
WHERE: CTTi Building 220A, 3650 W. Temple Ave., Pomona (across from the University Village at the corner of Temple Avenue and South Campus Drive)
HOW MUCH: The vaccination is free. Parking is free.
From Cal Poly desk:
Participants in a 5k run this Saturday, Oct. 31, at UC Riverside will have ample water at their fingertips. It will not only keep them hydrated, it will serve as a reminder of why they're running: to give the people of a small Guatemalan village greater access to one of life's essentials.
Engineers Without Borders, a nonprofit humanitarian organization, is sponsoring The Water Scare to raise money for a water quality and distribution project in San Lorenzo El Tejar, whose residents rely on an antiquated system that strains to meet the community's needs only two hours a day.
Same-day registration for The Water Scare begins at 7 a.m. on the UC Riverside campus at 900 University Drive. A children's 1k run will start at 8:30, with the 5k event to follow at 9. Participants are encouraged to wear a scary Halloween costume, with prizes awarded for the "best dressed." Registration is $25 for the 5k and $15 for the children's 1k, with all proceeds going to the Engineers Without Borders project. There will also be a $5 pancake breakfast from 9 to 11.
"The project in Guatemala is a great chance for students not only to apply their knowledge from the classroom, but to make a real difference in people's lives," said Keith Jones, a civil engineering major and Cal Poly Pomona project coordinator for the student chapter of Engineers Without Borders. "The Water Scare will help make our trip there possible."
From State Supt. desk:
State Superintendent of Public Instruction Jack O'Connell today encouraged families with college-bound students to take advantage of CollegeWeekLive - a free, online resource to help students search for an appropriate college or university.
"In these tough economic times, families may have a difficult time visiting all the colleges or universities across the country that their children are interested in attending," said O'Connell. "Now they can narrow their search and save a lot of time and money by using a free, online resource called CollegeWeekLive. I encourage families to consider using this Web resource in addition to searching the Internet or visiting higher education facilities to get information, so they may compare facilities."
CollegeWeekLive is like a virtual college fair that is connected to hundreds of colleges and universities that exhibit on its Web portal. CollegeWeekLive may make the search for a facility easier and more cost-effective by bringing students, parents, counselors, and colleges together online, overcoming cost and distance. CollegeWeekLive is free service for students and parents who often register by the thousands to participate in their live, online events.
The next online event is November 4-7, 2009 at http://www.collegeweeklive.com
To register for the next CollegeWeekLive, please visit http://www.CollegeWeekLive.com
At a special board meeting on Tuesday at the Briggs Education Center, a presentation to the Board of Trustees was made by the California School Boards Association describing the superintendent selection process.
Although Superintendent Virgil Barnes has not formally resigned, it was understood that when he came out of retirement to take the job in May 2008 he would retire again soon.
"(He) has not given any specific date as to when he'll be leaving, but we know he doesn't plan on coming back the next school year," said Jim Kidwell, OMSD deputy superintendent of human resources.
"But I'm sure there will be an announcement sometime before July 1. He's going to re-retire."
The meeting was purely informational and marked the first of many meetings regarding the search. It also provided board members with a glimpse of what a full search would entail if they did it on their own or if they hired a consultant firm.
"This isn't like hiring a principal," California School Boards Association consultant Laun Rivera said. "This is one of the most important jobs the school board has, and it's going to be an extensive process."
Starting the superintendent search this early is recommended because of the size of the district, Rivera said.
"You want to get the word out widely for that perfect person, and it is important for the board to have the new superintendent overlap with the current superintendent," she said.
Rivera provided the board with tips for:
• Planning the search and timeline.
• Developing a leadership profile, which would establish criteria and requirements for a successful candidate and gather widespread staff, parent and community input.
• Advertisement
• How to screen applicants
• Interviewing and hiring
At next week's board meeting, members plan to determine if the district will conduct the search or hire a consultant.
If the latter, they would request bids regarding the search for consultant firms.
The study - "Que Pasa?: Are English Language Learning Students Remaining in English Learning Classes Too Long?" details the value of redesignating students as fluent English proficient. Researchers found that reclassification as late as the eighth grade is associated with improved academic outcomeswhen compared to students who remain in the English language learning (ELL) programs.
The findings have national significance because LAUSD is the nation's second largest school district with substantial numbers of English language learners. The study is also unique because it is based on thousands of student records and seven years of data. Most other studies into the subject take just a snapshot of student outcomes within a short time frame.
The study's authors are: Edward Flores, a PhD candidate in the Department of Sociology at USC; Gary Painter, a professor at the USC School of Policy, Planning, and Development; and Harry Pachon, president of the Tom·s Rivera Policy Institute (TRPI) and a professor at the USC School of Policy, Planning, and Development.
Data for this report was gathered by following and analyzing an entire cohort of non-special education students who started out as sixth graders in 1999 (N=28,714) and who would have graduated in 2005. Of those students, 65 percent were in ELL classes during one point of their schooling.
Researchers determined that about three-fourths of the students who were English language learners entering the 9th grade had been in U.S. schools eight years or more, and 29.1 percent were still in ELL programs by the beginning of freshman year in high school.
Students who were able to transition into mainstream English classes demonstrated a reduced likelihood of dropping out of school, and higher likelihood of passing the California High School Exit Exam (CAHSEE) and taking advanced placement (AP) courses, according to the study.
Reclassification by 5th grade was associated with SAT9 reading scores that were 10 points higher than those who remained in ELL classes. Students who were reclassified as late as 8th grade as "proficient" in English were also more likely to pass their classes and continue in school than the students who stayed in ELL classes, according to the study.
"Implementation of ELL programs needs to be evaluated and improved." said Dr. Harry Pachon, President of TRPI and professor of public policy at USC. "Latino parents want their children to learn English...parents know that full English fluency increases their children's ability to attend college and to have rewarding careers."
In LAUSD, 69.1 percent of students who have been classified at some point of their schooling as English language learners are native born U.S. citizens.
"Surprisingly, we have American children outnumbering foreign born students by a ratio of about 2:1 in English language learning." said Edward Flores, TRPI researcher who worked on the study.
The following data illustrates the challenge that school districts across the nation face in effectively educating limited English speaking students. Nationally, there are more than 5 million students designated as ELL.
Reclassification Rates of LAUSD English Language Learner Students
Grade of Reclassification
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
Not reclassified by the 8th grade 29.1%
Total
Source: TRPI analysis of LAUSD official records
Note: Only includes non-special education students
Press release from San Bernardino County Museum:
Teachers are invited to participate in the Tom Bennett Art and Environmental Science competition by working with their classes to create scrapbooks that explore birds in local habitats. The contest, sponsored by the San Bernardino County Fish and Game Commission and the San Bernardino County Museum Association, offers a learning opportunity that combines creativity with curriculum standards. Winners will be announced during the museum's Wildlife Art Festival, November 21 and 22. Entries must be received at the museum by 6 p.m. on Tuesday, November 10.
The Tom Bennett competition encourages elementary grade students to work with their school classes to learn about wildlife habitats. This year's theme, "Birds of a Feather," encourages study, observation, and creative art related to birds in their habitats in grade level competitions. The competition is dedicated to the memory of Tom Bennett, under whose guidance many wildlife species were protected during his years with the California Fish and Game Commission.
"This program is designed so teachers can incorporate grade-level curriculum standards in a program tailored to foster creativity and research skills at age-appropriate levels," said Jolene Redvale, museum curator of education. "Thanks to support from the Fish and Game Commission, we are able to offer prizes to winning classrooms including a free field trip and transportation to the museum, Museum On The Road outreach programs, Loan Program memberships, and more."
The competition is open to public, private, special education, and home schools in San Bernardino and Riverside counties.. Complete rules, application forms, and resources are posted on-line at www.sbcountymuseum.org or teachers can call (909) 307-2669 ext. 256 for information. Participants are invited to a reception at 3:00 p.m. on Sunday, November 22 at the county museum, where prizes and participation ribbons will be awarded.
The San Bernardino County Museum is at the California Street exit from Interstate 10 in Redlands. Admission is free during the Wildlife Art Festival, November 21 and 22.. Parking is free. For more information, visit www.sbcountymuseum.org.
The museum is accessible to persons with disabilities. If assistive listening devices or other auxiliary aids are needed in order to participate in museum exhibits or programs, requests should be made through Museum Visitor Services at least three business days prior to your visit. Visitor Services' telephone number is 909-307-2669 ext. 229 or (TDD) 909-792-1462.
press release from United Way:
KidSmart, the education and health initiative of Inland Empire United Way, is making a real difference in the lives of local kids, and announces the program outcomes for the 2008-09 school year!
Working in partnership with local schools, case management organizations, businesses, and community groups, the Kids Pack program provides backpacks of nutritious food to homeless and very low-income children during the weekends, when school meals are not available. In the 2008-09 school year, 37,988 Kids Pack backpacks of food were delivered to hungry kids. 1,443 children from 65 schools and 9 districts participated in the program.
With students in the Kids Pack program, teachers reported:
- 40% of participants were more attentive in class
- 38% of participants improved their attitude towards school
- 41% of participants participated more in class
- 42% of participants improved their grades
- Overall, 57% of Kids Pack participants improved their overall performance in school
The School Tools program provides disadvantaged children with the supplies they need to succeed. Through our Teacher Resource Center (TRC), teachers from eligible schools have the unique opportunity to "shop" for supplies for their students and classroom twice a year--completely free of charge!
In the 2008-09 school year, School Tools TRC served 27 schools in 7 different districts. 647 teachers visited the TRC, distributing more than $490,000 worth of new school supplies and directly benefitting 19,410 low-income students in our community.
School Tools program outcomes include the following:
- Students with adequate supplies to complete in-class assignments increased from 25% to 95%
- Students with adequate supplies to complete assignments at home increased from 16% to 88%
- 91% of teachers reported they were able to expand or improve their instruction as a result of participating in School Tools
- 87% of teachers reported that School Tools helped them do a better job teaching
The district will open its first closet that will house articles of clothing, hygiene products, undergarments, school supplies and food for students in the district who are homeless.
The shelter will operate out of Valley View High School, and to respect the student's privacy there is a private entrance.
"We're hoping that we're making it convenient. It's anonymous and it's at a pretty isolated spot where there is no embarrassment to the student," said Bill Bertrand, the district's deputy superintendent of alternative education.
Of the 25,000 students in the district which covers Rancho Cucamonga, Ontario and Montclair - 700 have been identified as homeless through the McKinney-Vento Act, which is is the primary piece of federal legislation dealing with the education of children and youth experiencing homelessness in U.S. public schools.
Children who are considered homeless in the San Bernardino County under that act might live in a motel, which is not considered adequate living conditions because the family all live in one room and might not have running water or electricity, in a transitional home or in a garage.
"I would say 90 percent of the 700 are live with one other family or more because they are unable to afford a place on their own," said Eileen Watson, outreach consultant for the district.
"We have a few families that live out of their car or live in motels and with the economy the way it is there are so many kids whose families are dealing with foreclosure, unemployment and eviction."
The closet was funded by a grant that is used to support and enrich McKinney-Vento identified students.
"We were informed in July that the grant was accepted, and we were authorized for additional funding, so we started to plan for the closet concept and finding a suitable location and fixing the room up with all the features it needed, which was pretty timely," said Bertrand.
"We do have limited resources and we provide the required support by law but wanted to extended our services beyond what is required by law."
Schools like Montclair High hosted a 5K walk in May to raise money for the school's homeless students, which number 122.
More than 500 people took part in the walk called "Miles for Montclair" which raised more then $12,000 for their students.
Weeks before the opening of the closet, district staff, classified and teachers were asked to collect and donate items to it.
"People want to help, and it's more than heart warming," said Watson.
"If you give people the opportunity there are so many of them that want to reach out to the kids."
How to help
Want to donate? Visit Valley View High from 1801 E. Sixth St., Ontario, on the northwest corner of the campus. Information: (909) 985-0966.
million in one-time funds to campuses to provide additional course
sections and classes for students, as well as student support
services.
"We hope this will provide some relief for students who have had
difficulty enrolling in an adequate number of classes, as well as
help students make progress toward their degree," said CSU Chancellor
Charles B. Reed. "The additional classes will also allow us to retain
a number of lecturers for the winter and spring terms."
Systemwide, CSU campuses will add up to approximately 4,000
additional course sections and potentially retain up to 800 lecturers
for the winter/spring term.
These university funds are available thanks to an additional $77.5
million one-time federal allocation that will help CSU to meet its
payroll. In turn, CSU will be able to use monies from state support
and student fee revenues previously set aside for payroll to add the
course sections. The CSU will reserve the remainder of the funds
against what continues to be uncertainty about the state's fiscal
condition. However, the federal stimulus funds and associated CSU
funds are one-time only, and must be used on a limited-term basis and
not create ongoing spending.
CSU has been working to address a massive $564 million budget cut for
2009-10, and is in the process of implementing an action plan that
includes employee furloughs and workforce reductions; enrollment
cuts, increased student fees, and additional cost cutting measures on
campuses. The guiding principles behind the plan are based on
serving as many students and preserving as many jobs as possible
while maintaining academic quality and fiscal balance.
From State Supt. desk:
State Superintendent of Public Instruction Jack O'Connell today introduced Signature Practices, a new Web-based searchable database of effective strategies used by California Distinguished Schools to improve student achievement and close the achievement gap. Providing this resource to schools is one of the recommendations made by O'Connell's California P-16 Council in itsClosing the Achievement Gap report.
"Schools that are struggling to close the achievement gap need to know what really works to improve student achievement with different subgroups of students," O'Connell said. "For the first time this year, each California Distinguished School was asked to submit two Signature Practices that have led to improved student achievement. Now these strategies are posted in an easy-to-search format so schools statewide can find resources and strategies that may fit their particular needs. Distinguished Schools must also serve as a resource to other schools that want to emulate a practice that has proven effective. This system allows educators to share knowledge and provides models on how to apply successful strategies in the classroom."
The new Web-based tool is a way for the California Distinguished Schools to share their successful practices with other schools. Signature Practices reflects two key recommendations by the Superintendent's California P-16 Council. One of the recommendations was to use school recognition programs to highlight success in closing the achievement gap. The other recommendation found educators needed reliable and proven resources that were effective in helping students succeed academically, as well as being easy to access, understand, and apply to the classroom. O'Connell formed the California P-16 Council in 2004 to examine ways to improve student achievement and create a comprehensive, integrated system of student learning from preschool through higher education. O'Connell is committed to implementing all 14 of the recommendations in the Council's Closing the Achievement Gap report, available at http://www.cde.ca.gov/eo/in/
The Signature Practices now online were submitted by 136 public middle schools and 125 public high schools in California that were selected as 2009 California Distinguished Schools. The Distinguished Schools program identifies and honors those schools that have demonstrated educational excellence for all students and progress in narrowing the achievement gap.
From the desk of Cal Poly Pomona:
Vehicle theft and burglary at Cal Poly Pomona declined by 50 percent in 2008, according to data released this month by the university police.
In 2006, 52 vehicle thefts were reported. The number fell to 29 in 2007 and 14 last year. Burglaries declined from 30 to 24, and then to 12 last year.
"In the last year we've had students, faculty and staff all call in suspicious individuals and circumstances," says Chief Michael Guerin of the University Police Department. "Additionally, our partners in parking and facilities have been great 'eyes and ears' for us throughout the campus. Couple these leads with good police work and we made a difference."
Deterring auto thefts can be a challenge, Guerin says, because as many as 10,000 vehicles park daily on campus daily in widely dispersed lots.
The campus is generally a safe place in terms of crimes against persons as well, according to department statistics. Each year there are very few cases of assault - sexual or otherwise. That doesn't mean the campus community should be complacent, Guerin says.
"Everyone needs to be aware of their surroundings and situation at all times. If you feel something isn't right, listen to that inner voice and move to a place of safety or notify the police department of suspicious individuals."
The university offers a safety escort program on campus. In addition, emergency phones are located in parking lot areas for emergency 9-1-1 contact and to request services.
From State Supt. desk last week:
State Superintendent of Public Instruction Jack O'Connell announced about 28,000 education jobs in prekindergarten through grade twelve were saved by the American Recovery and Reinvestment Act (ARRA) of 2009. The figure was derived from the first quarterly reports submitted to the California Department of Education by school districts and other subrecipients of ARRA funds.
"Thanks to the swift action by President Barack Obama and U.S. Secretary of Education Arne Duncan, critically needed ARRA funds were available to help schools that have been severely challenged by the state budget crisis," said O'Connell. "While California's budget crisis continues, this federal infusion of cash has helped avert layoffs and keep vital staff in our schools."
Signed into law in February by Obama, ARRA is an unprecedented federal investment of one-time funds to provide public education and early childhood programs in the nation with critically needed funding. The entire national spending and tax package includes more than $100 billion for elementary, secondary, and postsecondary education. Of that amount, CDE is administering an expected $7 billion to benefit preK-12 public education. (This amount is revised from an earlier reported estimate of $8 billion.)
Federal law requires ARRA recipients to report each quarter on the status of spending on the funds, estimated jobs created or retained, and information about subrecipients. To meet this mandate, subrecipients were required to report to the CDE. The CDE constructed a Web-based data system to collect information for each grant from subrecipients. While the data are still subject to review, CDE is releasing the information in the interest of transparency.
Ninety-nine percent of the 1,647 entities receiving ARRA grants administered by CDE submitted reports in the first quarterly reporting cycle. So far, 3,538 grants totaling $4.8 billion in ARRA funding have been allocated to California subrecipients, including school districts, county offices of education, special education local plan areas, charter schools, state operated schools, and school food authorities. Of that amount, $3.2 billion has been disbursed by CDE to the subrecipients. The quarterly reports indicate that for most of the grants, less than half of the allocated amounts have been spent at the local level.
In keeping with the goals and direction from Secretary Duncan, local educational agencies are to spend ARRA funds to avoid teacher layoffs, continue efforts to close achievement gaps that exist between higher- and lower-performing pupils, improve educational opportunities for students, and to advance education reform.
"I urge districts, county offices of education, and charter schools to consider carefully how to advance these goals as they make local decisions on the use of these funds," added O'Connell. "I'd like to thank Governor Arnold Schwarzenegger for working with us to quickly allocate the ARRA funds to help our schools."
Aggregated information will be posted on the state and federal recovery Web sites athttp://www.recovery.ca.gov and http://www.recovery.gov, respectively. The CDE will post disaggregated information at the subrecipient level about amounts expended and estimates of jobs saved at http://www.cde.ca.gov/ar/rr/. For more information on ARRA, its effect on K-12 public education, and the specific data elements reported and how they were calculated, please visit http://www.cde.ca.gov/ar/.
Pomona Unified School District's Pupil Resources Department will host College Night 2009 today.
The free event is from 6 to 8 p.m. today (10/21) at the Village at Indian Hill, 1460 E. Holt Ave., Pomona. Between entrance 3 and 4.
More than 100 recruiters from public and private colleges from across the nation are expected to attend. Students and their parents can also attend workshops in both English and Spanish to learn more about scholarships and financial aid.
From Sen. Huffs office:
Gov. Arnold Schwarzenegger joined Sen. Bob Huff, R - Diamond Bar, in supporting school choice by signing Senate Bill 680. The legislation will extend the only authentic school choice law available to parents and students in California.
Jointly authored by Huff and Sen. Romero, D - Los Angeles, District of Choice gives parents and students more quality public school options beyond their home district. Traditionally, students are bound to one public school option that may or may not meet their individual needs. But the District of Choice program creates new opportunities for students by breaking through district boundaries.
"I'm not interested in arbitrary district lines someone sketched on a map," continued Huff. "I'm interested in giving all kids the best possible education."
The program not only gives kids new opportunities, but it also improves the overall education system by infusing competition into the schools. When schools know that parents can seamlessly move from one district to another, schools ensure that they are meeting the needs of the students to maintain enrollment.
"No one holds schools more accountable than parents do," said Huff. "They just know better than anyone else what is best for their child."
There are currently some 5,000 children depending on the District of Choice program and by opening it up to all of California, many more schools and students are expected to participate. If the legislation was not approved, all participating students would have been obligated to leave their district of choice and forced to move to unfamiliar schools.
In addition to signing the bill, Governor Schwarzenegger has made the District of Choice program a key element in his recent education reform package to make California eligible for federal Race to the Top funds.
UnitedHealth Group is giving children in California the opportunity to become "Health Heroes" by learning about childhood obesity, designing programs to address it and implementing the programs in their communities.
UnitedHealth HEROES is a service-learning, health literacy initiative designed to encourage young people, working through educators and youth leaders, to create and implement local hands-on programs to address the issue of childhood obesity. UnitedHealthcare is partnering with Youth Service America to launch the second year of the program in California as well as 33 other states and the District of Columbia.
Schools and youth-focused, community center-based programs are eligible for UnitedHealth HEROES grants of up to $1,000. Grants will be awarded to programs that demonstrate a clear understanding of the health risks associated with childhood obesity; propose creative solutions to combating obesity in their schools and communities; and can be easily implemented, scaled and measured.
To obtain an application, visit www.ysa.org and click on the "UnitedHealth HEROES" link under "Support - Get Funding" or the "UnitedHealth HEROES" link under "What's New."
The Web site also contains more information about the program and resources for gathering information on the risk factors associated with childhood obesity.
Applications must be submitted online before midnight Oct. 22. Grant recipients will be notified in December and January.
State Superintendent of Public Instruction Jack O'Connell issued the following statement today regarding the release of fourth and eighth grade mathematic results from the 2009 National Assessment of Educational Progress (NAEP). NAEP scores for California have not changed significantly since 2007, the last time NAEP math results were released. Similarly, the average score for the nation remained unchanged for fourth graders and increased slightly for eighth graders. Average scores for both the state and nation remain at the NAEP "basic" achievement level, which denotes partial mastery of fundamental skills at each grade.
"The NAEP math results show no statistical change in student performance in math at our state level when compared to the results released two years ago," said O'Connell. "Yet, our state assessment system indicates that California students have made steady progress on California's rigorous standards over the same period of time, and we have seen a slight narrowing of the achievement gap. This dichotomy is confusing, which is one reason states have said it's time for core content standards common to all states and an assessment aligned to those standards. Having a set of common, rigorous standards that prepares all students to succeed in college and careers would raise the bar for many students, and make any national assessment much more meaningful as a gauge of student learning."
The NAEP assessments are not specifically aligned to California's content standards, but are based on an assessment framework developed under the direction of the National Assessment Governing Board, which sets policy for NAEP. Currently, each state has its own unique set of standards and curricula for kindergarten through the twelfth grade. California is one of 48 states that recently signed a compact to explore the development of rigorous common core standards to ensure that all students graduate with the 21st century skills needed to succeed in college and careers. President Obama and U.S. Secretary of Education Arne Duncan have embraced this concept and have included the adoption of common core standards in the application criteria for Race to the Top funds.
The NAEP math results for California fourth graders indicates that white, African American, and Asian student subgroups score similarly to students in those subgroups at the national level. However, the Latino subgroup in the fourth grade scored lower than the national Latino subgroup. Eighth-grade results reveal that only white students in California are keeping pace with the nation, while African American, Latino, and Asian student subgroups score lower than those at the national level.
The results show similar sized achievement gaps at both the fourth- and eighth- grade levels when California and the national NAEP scores are compared. The NAEP math results also show no progress in closing the achievement gap between students who are white or Asian and their peers who are Latino or African American in California or nationwide.
"Clearly, we must better address the educational needs of African American and Latino students in California and across the nation," said O'Connell. "The evidence of a pervasive achievement gap was apparent on both the state and national assessments and starkly underscored the need to work ever more diligently to implement effective practices to close the gap. It's critical for the future of our state and our nation that we turn this trend around."
Also known as "The Nation's Report Card," NAEP is a national assessment that tests a representative sample of students in grades four, eight, and twelve in various subjects including math, science, reading, and writing. NAEP provides a common yardstick for measuring student achievement nationwide, allowing for state comparisons. Math results for grade twelve will be reported in 2010.
Results are released for the nation, states, and certain large urban school districts. There are no student- or school-level results. The limited district results for the 2009 math assessment are expected to be released in November.
Complete results for the 2009 NAEP mathematics assessment are available online at The Nation's Report Card: http://nces.ed.gov/
First year Director Michael Collins and the Rancho Cucamonga High School Marching Cougars Win Sweepstakes and all Caption Awards at their first competition sponsored by the Southern California School Band and Orchestra Assocation at Valencia High School, Placentia, California on Saturday, October 10, 2009. The 2009 Show is titled, "Nautilus". Awards received were:
Sweepstakes Award Winner - 73.95
High General Effect - 272.0 points
High Auxiliary - 73.6
High Visual - 148.0 points
High Music - 329.5 points
From State Supt. desk:
State Superintendent of Public Instruction Jack O'Connell today thanked Governor Arnold Schwarzenegger for signing into law Senate Bill (SB) 19, a measure that improves the use of data to help students succeed, and removes a barrier to California's eligibility for Race to the Top funding under the American Recovery and Reinvestment Act (ARRA) of 2009.
"SB 19 gives California a fighting chance to compete for the Race to the Top funding that could help usher in bold and far-reaching structural reform of our nation's K-12 public education system," said O'Connell. "I applaud Senator Joe Simitian (D-Palo Alto) for authoring SB 19, and thank the Governor for his support of using data to improve student achievement. Approval of this measure removes any doubt that California is committed to using data to improve instruction and teacher effectiveness. This is one of a number of critical elements California must include in our application for Race to the Top funding. There is still a great deal of work ahead to ensure that California is eligible, and I look forward to the continued collaboration with Governor Schwarzenegger, the Legislature, and the State Board of Education as we develop our application."
O'Connell sponsored SB 19, which deletes existing language in state law that prevents the state from using pupil data in teacher assignment and evaluation.
Race to the Top is part of ARRA that was signed into law in February by President Barack Obama. The entire ARRA spending and tax package to benefit the nation's schools includes more than $100 billion for elementary, secondary, and postsecondary education. California already is eligible for $7 billion in ARRA funding to benefit prekindergarten through grade twelve public education in the state.
Race to the Top is a competitive grant program and will provide the largest amount of money the federal government has ever offered specifically geared toward education reform. The funding is specifically intended for selected states to use in order to make systemic changes at the state level that would improve teaching and learning statewide. The President and U.S. Education Secretary Arne Duncan have stated that education data, when used effectively, is a critical tool educators must employ to improve student achievement and close the achievement gap. The Race to the Top competition is asking states to present plans that incorporate:
1. Adopting common core national standards and assessments to prepare students for success in college and the workplace;
2. Using data effectively in our schools to improve student achievement;
3. Turning around low-performing schools; and
4. Improving teacher effectiveness.
For more information on ARRA and its impact on public education in California, please visithttp://www.cde.ca.gov/ar/.
Five candidates are running for the positions - Christopher Agrella, businessman; Paul Avila, Ontario-Montclair School District board member; Irene Hernandez-Blair, county employee; and two incumbents, Katie Roberts and Kathy Brugger.
The candidates each has their own reason for running in the Nov. 3 election.
Garey High School graduate Agrella attended UC Riverside and Rio Hondo College in Whittier. He has gone through the carpenter apprenticeship program at Rio Hondo College , achieving a certificate of journeyman status with the Carpenters Union No. 1752 in Pomona.
He advanced to site superintendent status in his company. He then moved on to be a site inspector for school districts throughout the state.
The 55-year-old Montclair resident has also lived in the Pomona Valley area for 44 years and manages distribution and logistics for trade magazines.
He's been married to his wife Donna for more than 29 years, and has five children, 13 grandchildren and two great-grandchildren.
Agrella is not affiliated with any clubs or organizations but is a board member of the Ontario Western Little League and ran for Congress in 2008 in the 38th District. He also ran in 2009 for the Assembly in the 32nd District.
He said he wants to bring a change of representation to the college .
"Both for the students and their communities. The time for a change is no better than now," he said. "I will bring in fresh ideas and solve lingering problems that this college district hasn't been able to fix in two terms."
Three-term elected OMSD board member Avila has lived in the Chaffey district for 32 years and is also a retired state counselor.
The 65-year-old Ontario resident has a bachelor's degree in English from Cal State San Bernardino, as well as a master in boardsmanship and governance through the CSBA/University of Riverside.
Avila, who is married with five adult children, holds current memberships in the California School Board Association, Ontario Chamber of Commerce, San Bernardino County Superintendent of Schools Association and Ontario Hispanic Heritage
He also holds past memberships to San Bernardino County Grand Jury, San Bernardino County Democrats Central Committee, California State Employees Association, San Bernardino County 61 Assembly District and is an Ontario Police/Citizen Academy graduate.
Avila has also served in the Army and is a Vietnam veteran as a former member, 4/47th Air Mobile/Riverine Task Force, 9th Infantry Division.
He has also run unsuccessfully for the Assembly, Chaffey College board and Ontario City Council.
"I am not a team player when it comes to monetary barriers that prevent access and retention to a college education for which all students are at risk of losing; as they pursue their dreams to a successful college education," Avila said.
"I am encouraged to seek said office for the purpose and goals to restore reasonable/affordable tuition to all students by providing an effective, exploitative, and creative voice in behalf of students, classified employees, and the invisible voiceless individuals."
Brugger, a Chaffey incumbent who has served on the board for 16 years, is retired and has lived in the area for 47 years.
The 66-year-old Rancho Cucamonga resident is married with three children.
Brugger is a graduate of Montclair High School, Chaffey College and Cal Poly Pomona.
Organizations Brugger is affiliated with are the Chaffey Community College Alumni Association, American Association of University Women, ChaffeyCommunity Art Association, Cooper Museum, Assistance League the Foothills Communities, California FRW, Rancho Cucamonga YMCA, the ChaffeyCollege Foundation Golf Tournament, Classified Senate Scholarship Fund.
As for political involvement, Brugger is an appointee of the governor to the California State Teachers Retirement System.
Brugger said she has three reasons for serving the Chaffey Community College board.
"(No. 1), expanding public/private partnerships for a highly trained workforce; (No. 2) maintaining the college 's commitment to academic/educational cooperation with our international students," she said "(And No. 3), enhance our campuswide policy of service to the public. Finding effective answers to educational issues is achieved by workling as a TEAM for our student, staff, and communities."
Know more about Brugger at www.vote4kathybrugger.com
Los Angeles County employee Hernandez-Blair is an 11-year resident to the Chaffey College district.
The 42-year-old Chino resident is married with two children and a grandson.
Hernandez-Blair has educational certificates, including an Advanced Professional Development Certificate awarded by Cal State Northridge and is pursuing a bachelor's degree in public administration, upon completion, she plans to pursue a master's degree.
She is current member of P.F.A. at Briggs Fundamental School; 2008-09 vice-president of Doris Dickson P.T.A; 4th District commissioner, San Bernardino County - Commission on the Status of Women; president, American Federation of State, County and Municipal Employees, Local 1083; participant of Parent Institute for Quality Education.
Hernandez-Blair was appointed as a commissioner on the Commission on the Status of Women and elected vice-president of Doris Dickson Parent Teacher Association and. president of American Federation of State County and Municipal Employees Local 1083.
She said she want to serve the Chaffey College board because she wants to ensure that all youth are encouraged to pursue higher education.
"Average and at-risk students should not be ignored. I want to promote higher education in all high schools. Educating parents about the financial resources and scholarships that are available is something that 'must' be immediately enacted," Hernandez-Blair said.
Know more about Hernandez-Blair at www.vote4ihb.com
Chaffey incumbent Roberts is completing her second four-year term. She has lived in the Chaffey district for almost four decades.
The 67-year-old Upland resident has been married to her husband, Gordon, for 30 years and has one daughter and two step daughters.
Roberts, who is also a retired police captain, is a graduate of West Covina High and holds an associate's degree from Mt. San Antonio College , a bachelor's from Cal State Los Angeles, a master's degree from Cal Poly Pomona and is a graduate of two-year Command College .
She is on the board of directors for the Ontario Rotary, West End Family Counseling, LEO childrens charity, Travelers Aid, Price Foundation and the Ontario Police Museum,and the First United Methodist Church.
Roberts has no political appointments or sought any political offices.
"Many years ago, a community college changed the course of my life," Roberts said. "Working with my fellow board members I have been able to offer life-changing experiences to others. Chaffey has experienced and cohesive leadership prepared to take on these hard times. I believe I can help."
Know more about Roberts at www.reelectkatie.com
The district expects to save $5.2 million by approving a freeze on pay increases awarded to union members for earning supplementary degrees and longevity.
The Board of Education must approve a balanced budget by its meeting on Thursday to meet a San Bernardino County Superintendent of Schools deadline. Teachers and classified workers have to agree to the freeze before a second county interim budget deadline on March 15.
"We talked about this being a unified school district and hopefully we can come together to make the sacrifices for the benefit of our children," board President Sylvia Orozco said.
Associated Chino Teacher's President Justine Cunningham said freezing salary would not be popular with the union.
"Anytime you freeze your step and column (pay increases), you're affecting your retirement and your overall salary," Cunningham said. "It's not a popular issue."
The school district and the California School Employees Association have to negotiate the freeze. Association President Fred Arroyo said he could not comment on the matter.
If union members don't approve the freeze, cost-saving measures that were debated in the summer - including the elimination of school bussing - could again be considered, Board of Education member Michael Calta said.
Board members also appear poised to implement a gradual class size increase at a savings of about $8 million over two years. The plan was proposed to start with a kindergarten student-to-teacher ratio of 24 to 1, first grade at 26 to 1, second grade at 28 to 1 and third grade at 30 to 1.
Board members said the ratios would be reduced with approval of the salary freeze. The new ratios are expected to be revealed at Thursday's board meeting.
Without a balanced budget, Chino Valley Unified faces a damaged credit rating and possible county fiscal oversight.
Interim Superintendent Wayne Joseph on Sept. 9 proposed about $26 million in spending cuts.
The school board aproved the cuts, which included:
- A district teacher who is responsible for ensuring the uniformity of curriculum throughout the district. The cut saves $172,000.
- A district retirement dinner that would save an estimated $54,000 over three years
- The International Baccalaureate programs at Ramona Junior High School and Briggs Elementary School, both in Chino.
The district's budget challenges are a result of substantial state education cuts stemming from California's fiscal crisis.
State Superintendent of Public Instruction Jack O'Connell today announced that a key recommendation by his California P-16 Council is being implemented with the release of a new online tool called the Resource Kit for Developing Partnerships to Close the Achievement Gap (Resource Kit).
"Family and community partners are powerful and critical allies for schools working to improve student success and close the achievement gap," said O'Connell. "The success of our students is directly connected to the success of our state and national economy. That's why I urge businesses, faith-based organizations, parents, community groups, and others to get involved in their local schools. We all have a stake in preparing all students to compete in the hypercompetitive global economy, and schools need our support and assistance to reach that goal."
The Resource Kit may be used by families, communities, and organizations to develop partnerships with schools that can help narrow the academic achievement gap that exists between higher-performing and lower-performing students. This online tool can help anyone understand the importance of partnerships, how to create them, and help existing partnerships improve. Users may access links to information on different types of partnerships with families, faith-based organizations, community-based organizations, business, government agencies, institutions of higher learning, and youth service organizations. The Resource Kit also offers examples of real-life successful partnerships.
The Resource Kit is a result of one of the recommendations made in January by O'Connell's California P-16 Council. The P-16 Council was formed in 2004 to examine ways to improve student achievement and create a comprehensive, integrated system of student learning from preschool through higher education. The Council researched factors that inhibit successful student learning and grouped them into four themes called ACES:
- Access: Do students have equal access to good teachers and rigorous curriculum?
- Culture and Climate: Are students' learning environment safe and promote a sense of belonging?
- Expectations: Does a culture of excellence exist for students and adults alike, so that a common, high standard is the norm for all students?
- Strategies: Are proven teaching practices being used?
One of the ACES recommendations is to develop partnerships to close the achievement gap. The P-16 Council found that connecting schools with educational organizations, city and county agencies, faith-based organizations, parent groups, and businesses is necessary to foster partnerships that will support a well-defined student support system. Such partnerships recognize that students have needs outside the classroom that, if unmet, can significantly and adversely affect their ability to learn. Breaking down barriers and creating partnerships throughout California is an important step toward implementing a consistent approach to a high-quality and inclusive educational program.
"Too often in government, when recommendations are made by task forces or blue ribbon commissions on complex issues, they are forgotten as soon as the group disbands," added O'Connell. "The Resource Kit is one of 14 recommendations by the P-16 Council to narrow the achievement gap that we are engaged in implementing. I fully intend to implement all 14 recommendations before my term in office expires so that we can improve conditions at the state level that help close the gap. We must ensure that every child has a chance to succeed academically and in life."
The Coordinated School Health Work Group Steering Committee worked with the statewide P-16 Council to create the Resource Kit. The Committee represents education and community health partners, and other state-level stakeholders.
The Resource Kit is available online through the California Department of Education's Closing the Achievement Gap Web site at www.closingtheachievementgap.
- Alta Loma School District board of trustees will meet at 7 p.m. Oct. 7 at the district office, 9390 Base Line Road, Rancho Cucamonga. Information: (909) 484-5151.
- Bonita Unified School District board of trustees will meet at 7 p.m. Oct. 7 at the district office, 115 W. Allen St., San Dimas. Information: (909) 971-8200.
- Chaffey Joint Union High School District board of trustees will meet at 6:30 p.m. Oct. 6 at the district office, 211 W. Fifth St., Ontario. Information: (909) 988-8511.
- Etiwanda School District board of trustees will meet at 6:30 p.m. Oct. 8 at the district office, 6061 East Ave., Rancho Cucamonga. Information: (909) 899-2451.
- Pomona Unified School District board of trustees will meet at 7:30 p.m. Oct. 7 at the Education Center board
University students submitted their applications through the system's
application website, www.csumentor.edu, on
Oct. 1.
of the priority application period for fall 2010 were more than
double those received during opening day for fall 2009. Applications
completed before Nov. 30 will be reviewed for admission, with no
advantage given based on when the application was submitted.
All 23 campuses will remain open for applications from Oct. 1 through
Nov. 30. After that priority period, at least 12 campuses will close
for prospective first-time freshmen and in some cases for community
college transfers. The CSU encourages students to submit their
applications early to avoid missing the closing date of campuses or
programs.
From State Super's desk:
State Superintendent of Public Instruction Jack O'Connell today held a teleconference to explain how students will be impacted by a provision in the state budget that suspends for five years curriculum framework revisions and the adoption of school instructional materials.
California is widely regarded for having world-class academic content standards. Curriculum frameworks provide the guidance for teachers about how to help students master these content standards. The frameworks also lay the groundwork for the development of textbooks and other instructional materials.
"If your child entered the first grade this year, his or her educator would not have access to the most up-to-date research-based guidance on how to help students master our world-class standards until your child is in the eighth grade," said O'Connell.
"Teachers are being denied a valuable resource that is needed to guide instruction in order to improve student achievement and close the achievement gap. Freezing the work on curriculum frameworks prevents California from being ready to adopt new instructional materials when funding for textbooks becomes available," O'Connell said. "We need to be doing more, not less, to help teachers prepare students for success in the hypercompetitive global economy. I urge the Legislature and the Governor to revisit this decision and provide funding to support the ongoing work of curriculum framework development."
Over the last seven years, student test scores in California have steadily increased, and the academic achievement gap between higher performing and lower performing students has narrowed slightly. However, as a result of the ongoing state budget crisis, funding for California's kindergarten through grade twelve education system has been reduced by $18 billion over two years. Districts have been forced to lay off teachers and staff; cut programs for music, art, and sports; and provide less school transportation, as well as make many other cutbacks.
Following the state Legislature's fourth extraordinary session last July, Assembly Bill X4 2 made funding flexible for textbooks. After the Governor signed the bill into law, he further cut $705,000 from the California Department of Education's budget in order to end support for the Curriculum Development and Supplemental Materials Commission and its activities. The new law also prohibits the State Board of Education from adopting any materials and prohibits the state from any framework development.
"This five-year prohibition of activity and funding cut will have serious long-term effects and far-reaching implications on public education and will signal to the nation that California is no longer a leader in standards-based curriculum," O'Connell said.
This suspension for curriculum framework development will result in the abandonment of frameworks nearly completed in the areas of History/Social Science and Science. Restarting the curriculum framework development and instructional materials adoption process once the five-year suspension is lifted will take several years. That means students in public schools today will not receive newly adopted instructional materials until at least 2017, and teachers will not have the benefit of updated curriculum frameworks as a teacher education document. Many credential programs and professional development institutes use the frameworks to explain state guidelines. Without current frameworks, many teacher education programs will drop the frameworks and the connection between content standards and teaching will be lost.
"I appreciate the difficult decisions Governor and the Legislature had to make in handling California's finances during the national economic downturn, but further dragging our state into the abyss by depriving children of good instructional materials and a quality education is not the answer," added O'Connell. "Our students represent the best economic recovery plan we could ever conceive. But if we don't invest in them and our teachers, we cannot expect California to recover its stance as a leading world economic powerhouse."
For more information on curriculum frameworks, instruction, and materials adoption, please visit www.cde.ca.gov/ci/.
