I would like to start out by congratulating this year’s recipients of the Exemplary Independent Study Recognition Award (EISRA). Congratulations to Mt. Everest Academy, Coastal Academy, and the Orange County Community School that includes Pacific Coast High School and the Community Home Education Program. The exemplary practices employed by these award-winning schools can be models for other schools using independent study, as all three schools exceeded the Academic Performance Index target of 800.
While we are on the topic of congratulatory wishes, I want to recognize the Long Beach Unified School District for being named a national finalist for the prestigious 2008 Broad Prize for Urban Education. This is the fourth time that the Eli and Edythe Broad Foundation has selected Long Beach Unified as a finalist for the prize that honors urban school districts for making the greatest progress in raising student achievement.
Let me also take a moment to recognize the 343 exemplary California public elementary schools that were named as 2008 California Distinguished Schools. These outstanding elementary schools represent many different kinds of communities, organizational structures, and student populations. Sixty-four of these schools come from small, rural communities, 11 are charter schools, and 156 schools have significant populations of students living in poverty and are supported by federal Title I funding.
I also enjoyed meeting the outstanding instructional educators, administrators, and parents who participated in the annual Title I Conference last week in Century City. They represented the 239 California schools named as 2007-08 Title I Academic Achievement Award winners recognized for the great strides they have made toward improving academic achievement for all students.
And I sincerely extend my best wishes and appreciation to all of California’s 300,000-plus teachers on the California Day of the Teacher on May 14.
In other news, this month also saw the release of results from the National Assessment of Educational Progress (NAEP) 2007 grade eight writing assessment. Results were released for the nation and states, as well as for a sample of large urban school districts, including Los Angeles Unified School District and San Diego Unified School District. The results illustrate again California's and the nation's challenge to close the achievement gap. Too many students who are Hispanic, African American, or American Indian in both California and the nation are scoring behind their peers who are White or Asian. It is our responsibility as educators to focus harder to help all of our students fulfill their full potential. The future of California depends on it.
Also this month, I announced that a tentative settlement agreement has been reached in a lawsuit challenging the requirement that students with disabilities take and pass the California High School Exit Examination (CAHSEE). I am pleased that we have reached an agreement that continues to hold high standards for students with disabilities while recognizing and respecting their individual education plans.
In the next couple of months we will also be looking for public input on updating the existing History–Social Science Framework. I am also looking for nominations of educators to become part of the focus groups. This is a wonderful opportunity for the public to tell us what they think about our curriculum frameworks, which provide guidance to teachers, administrators, and parents on how a standards-based curriculum is implemented in the classroom. For more information, please visit the Curriculum Frameworks Web page.
And just a few days ago, I released the results of the California English Language Development Test (CELDT), which showed increases in both the number of English learners participating in the annual assessment and the percentage of English learners scoring at the top performance levels. Becoming fluent in English can open a world of new opportunities for every student. I am pleased to see that more English learners participating in the assessment are making good progress toward English language fluency.
Finally, I continued my call to protect education funding in this year’s budget by joining local educators at a news conference at Juanita Blakely Jones Elementary School, in San Bernardino, to discuss the impact of Governor Arnold Schwarzenegger's proposal to cut $4.8 billion in education funding and to suspend Proposition 98. These proposals have already led districts to make severe reductions in funding for vital school programs like music and art, advancement placement (AP) courses, International Baccalaureate (IB) programs, and athletics. These budget cuts are a direct hit on the quality of the education we offer our students. I sincerely hope the Governor’s May Revision offers a brighter outlook for education and California’s nearly 6.3 million students.
Honoring Teachers
Tamara "Tammy" Reina teaches English and U.S. History at East Mesa School in San Diego County Office of Education's all-male East Mesa Juvenile Detention Facility. She is one of California’s five California Teachers of the Year.
Ms. Reina is not only an outstanding, thoroughly committed teacher, she is mentor, counselor, confidante, and, sometimes, parent to young men—many of whom are serious juvenile offenders," said State Superintendent of Public Instruction Jack O'Connell. "Yet she is a steadfast supporter of her students and a true believer in their potential. Beyond the razor wire and sliding steel doors, Ms. Reina gives books to students who've never read one and hope to those who've never had any.”
In Ms. Reina's application for the California Teachers of the Year Program, she wrote:
My students are frequently going through some of the most difficult periods of their lives. Often times, life in the unit and court dates are reminders of the mistakes they have made and struggles yet to come. My classroom is a place where they cannot only escape the stress of their current situation, but can feel a sense of pride in their academic accomplishments as well as hope in their future. When I watch their eyes begin to light up with hope as opposed to the protective indifference they so often bring with them initially, I know that I must foster and protect that hope, because for these students in the beginning stages, hope is fragile.
Ms. Reina earned a Bachelor of Arts degree in Social Work at San Diego State University in 1992 and a Master of Arts in Education at National University in 2002. She received a multiple subject teaching credential from National University in 1998.
When Ms. Reina was honored earlier this year at the annual California Teachers of the Year reception and dinner, she read poetry written by two of her students, who have given their permission for their words to be reprinted here. They poignantly illustrate the challenges faced by some of our students and those who seek to help them find their way.
Who Am I?
By Zakee A.
I am my grandma’s sweat, blood, and tears.
I am my dead father’s undying legacy.
I am kind hearted, smooth talking, and not a monster.
All of these things are me.
I am the lost culture of hip hop reincarnated from jazz.
I am my mother’s battle with addiction and struggle for cash.
I am my little cousin’s male role model and surrogate father.
I am all of these things and more.
I am the system’s favorite statistic.
I am years of good advice and lectures not followed.
I am a high self-esteem in a state of depression.
All these things are me.
I am fried chicken and Kool Aid on a summer night.
I am a dreamer with a free spirit that can’t be broke.
I am fear, lost hope, and faith all in one.
All these things are me.
I am a juvenile hall detainee, but not for long.
I am my future, my present, and my past.
I am the mindset of a student with the ambition of the teacher.
I am all these things and more.
My Life
By Charles H.
My life is so different than yours
I walk down the block with my head over my shoulder 24 and more
I saw death with my own two eyes
That night I saw my life go and come
When I hear sirens the first thing I think is run
I live by days in a maze with nowhere to escape
When I’m incarcerated it’s the same four walls, toilet bowl, and sink
When I’m free, I’m really not so I escape my world by drinks
When I blink I want a father but never seem to find it
So I erase that thought by taking weed and drinks and combining it
August 6th, 2006, Michael Daniels died in my arms. They wanted me, but killed him by mistake.
October 27th, 2007, Guy Lofton left this earth. I found out three days later and got put on A.S.
In my life, I have been to 23 funerals before I was 18
It would’ve been more, but I don’t believe in going to those things
In my life I do see change, it’s possible
But I also have dreams of dying before I reach that obstacle
In my life I have been trapped since birth
Cautious cause I’m cursed
And straight tired of seeing loved ones riding in a Hearse
Life is a four letter word and death is five
Is it because we all want more that we all have to die?
Students with Disabilities and High School Graduation Ceremonies
This is the first year that students with disabilities must meet the California High School Exit Examination (CAHSEE) requirement, as well as all other state and local graduation requirements, in order to graduate with a high school diploma.
Please note that any student with disabilities who does not meet all graduation requirements must be allowed to participate in the same graduation activities as their peers. This can be found in California Education Code Section 56391. Of course, districts are still responsible for providing free appropriate public education (FAPE) until the student earns a high school diploma or turns age 22, whichever comes first. Please refer to the March 23, 2006, letter regarding Certificate or Document of Educational Achievement or Completion for Students with Disabilities.
There may still be some students who are unable to meet all graduation requirements, including the CAHSEE, even with accommodations/modifications, supports, and services. It is important that the transition plan for these students be well planned so that the student can become independent and self-sufficient. For more detailed information, please see the Transition to Adult Living: An Information and Resource Guide, which is available on the Training Modules for the Transition to Adult Living: An Information and Resource Guide Web page (Outside source).
If you have any questions regarding students with disabilities participating in the CAHSEE or in graduation activities, please contact Jill Larson, Education Research and Evaluation Consultant, Assessment, Evaluation, and Support Unit, at 916-323-7192 or by e-mail at jlarson@cde.ca.gov.
Fact Book 2008
The new Fact Book 2008 is now posted on the Fact Book Web page. It is filled with useful information for local educational agencies. Hard copies of the publication will be for sale soon through CDE Press at 800-995-4099 or by e-mail at sales@cde.ca.gov
Migrant Education Program Report Now Available
The Migrant, Indian, and International Education Office is pleased to announce its completion of the Comprehensive Needs Assessment (CNA) of the California's Migrant Education Program. A copy of the CNA final report has been posted on the CNA Report Web page.
This report, which examines the most pressing academic needs of migrant students, is organized according to several critical areas of concern, including pre-school, reading, mathematics, high school graduation, and out-of-school youth. The academic performance of migrant students is analyzed in relationship to programs and services provided by the Migrant Education Program (MEP).
This report is being used in the development of the state plan for service delivery for the MEP. The state plan will articulate the MEP's academic performance targets, measurable objectives, and strategies and interventions to improve achievement for migrant students.
For more information regarding migrant education, please visit the Migrant/International Web page.
The 2008 Economics Challenge
High school student teams from Dos Pueblos High School in Goleta and Mission San Jose High School in Fremont won the statewide final round of the 2008 Economics Challenge, sponsored by the California Council on Economic Education (CCEE). This competition was held April 9 on the campus of California State University, San Bernardino.
The purpose of the California Economics Challenge is to promote interest in economic education, honor high achieving students, and showcase outstanding high school economics programs. The Challenge combines the excitement of an athletic competition and the pride of academic achievement.
The competition has two divisions: (1) The Adam Smith Division for students currently taking an Advanced Placement, International Baccalaureate, honors, college level, or two-semester class; and (2) The David Ricardo Division for students enrolled in all other general economics or one-semester economics classes.
In each division, teams of students vie to answer rigorous questions on microeconomics, macroeconomics, and international economics. Excitement mounts further during the final round, conducted in an oral quiz-bowl format. Only the top two teams from the first three rounds advance to the final round.
The online California competitions were held throughout the state during the months of March and April. The top four teams from each division advanced to the State Championship in San Bernardino. The top team in each division in the California Challenge will participate in the Western Regional Championship which is held online. The first-place teams from the Adam Smith and David Ricardo divisions will advance to a nationwide challenge in New York City, where the best of the best will wear the national crowns and serve as models to promote economics and help raise the bar for excellence in economic education.
If you are interested in involving students in the Economics Challenge next year, please contact Bernard Mauricia, Program Manager, CCEE, at 909-537-5494 or by e-mail at bmauricia@ccee.org.
News from the Diagnostic Center, Northern California
The Diagnostic Center, Northern California (DCNC) has collaborated with the Martinez Unified School District to develop a transition program for students with disabilities between the ages of 18 and 22. As a result, a community-based and community-supported program has been formed with the involvement of special education staff, adult education programs, service clubs, and city/county service agencies. This program has become a model for Contra Costa County.
The DCNC has also collaborated with Rio Linda Union School District and Las Lomitas Elementary School District to develop programs to better serve their students with Autism Spectrum Disorders, specifically Asperger’s syndrome. Full-day trainings were provided to all elementary general education and special education staff, including paraprofessionals. Monthly on-site consultation involved demonstration teaching, coaching, and problem solving sessions. The projects involved five elementary schools and focused on:
- Understanding the differences of students with Asperger’s syndrome
- Developing school-wide frameworks for interpreting and understanding student behavior
- Learning strategies to address poor social relationships and emotional dysregulation
- Sensory overload and academic challenges
A collaborative partnership with the DCNC has also developed a collaborative partnership with the National Alliance on Mental Illness, the Marin County Mental Health, and several Marin County high schools to increase school and family knowledge and awareness of significant mental illness in teens. The goal was to establish a Teen Screen in local schools. Teen Screen is an educational model that can identify at-risk teens and streamline the referral process for mental health evaluations. Families, teens, school nurses, teachers, local physicians, and mental health providers were included in the project.
Everything You Wanted to Know About the Academic Performance Index
The California Department of Education Policy and Evaluation Division held five sessions in mid-April to train school and local educational agency (LEA) staff on the details of the Academic Performance Index (API). The API—A to Z training was held at the San Diego, Los Angeles, Tulare, Santa Clara, and Sacramento County Offices of Education (COE).
In addition, more than 100 additional school and LEA personnel logged in to view the live Webcast. The Webcast will be available until June 30 on the Webcast Services Web page (Outside Source).
Are You Missing Out on Higher Breakfast Reimbursement?
Are any of your schools missing out on the higher school breakfast reimbursement rate that is available through the Especially Needy Breakfast Program (ENBP)? Districts who take advantage of this funding report that this additional amount made the difference in their decision to serve breakfast. The current federal basic breakfast reimbursement rate for the free category is $1.35, but if you sign up for ENBP, the free rate is $1.61, a 19 percent increase.
Schools are eligible for ENBP reimbursement if at least 40 percent of the school lunches served two years prior were categorized free or reduced-priced. Please apply for ENBP reimbursement. Sign-up is fast and easy. If your district already serves breakfast at one site, all you have to do is submit a completed one-page ENBP site change request form to the Nutrition Services Division.
If your district does not serve breakfast at any site, then your district must submit a two-page application and a site list for breakfast sites wishing to apply for the breakfast program. Be sure to request the ENBP rate for all eligible sites.
For more information regarding the ENBP, please contact the Nutrition Services Division, at 800-952-5609, or visit the School Breakfast Web page.
Starting Right in the Child Nutrition Program
We are pleased to announce the availability of Front-Line Professional Education Mini-Grant funds for public school districts or county offices of education (COEs) as part of the California Department of Education’s Starting Right in the Child Nutrition Program. The purpose of the mini-grants, to be awarded in five County Superintendents Regions, is to train regional instructional teams who will provide training for production level staff working in school, child care, and after-school settings.
Grantee school districts or COEs will partner with local community colleges to offer the National Food Service Management Institute’s Healthy Cuisine for Kids course in their region in fall 2008. This three-day, college-credit, nutrition and culinary arts training course is tailored to child nutrition staff. The knowledge and skills acquired will assist personnel with offering nutritious, high-quality, and appealing meals and snacks to California’s children, a key component in helping children maintain healthy body weight.
A Request for Applications was made available last February and re-advertised in April on the Available Funding Web page. Applications are due May 15 with awards scheduled to be made in June. The grant period will be from July 1, 2008, to August 15, 2009. The CDE will award grants of about $11,300 each to five agencies based upon geographic distribution and a competitive scoring of the applications submitted. All grants are subject to availability of funds.
If you have questions regarding these grants, please contact Margaret Aumann, Nutrition Education Consultant, Education and Nutrition Policy Unit, at 916-324-6150 or by e-mail at maumann@cde.ca.gov or Violet Roefs, Nutrition Education Consultant, Education and Nutrition Policy Unit, at 916-322-1563 or by e-mail at vroefs@cde.ca.gov.
Potential Funding Opportunities for School Nutrition Facilities
State Superintendent of Public Instruction Jack O’Connell has made improving student nutrition one of his top educational priorities and sees feeding hungry children nutritious meals as an integral component of our collective efforts to close the achievement gap among various subgroups. A critical component of improving school nutrition is a district school food service operation’s ability to adequately prepare and provide meals and a pleasant eating area for students.
As student enrollment significantly increased over the last decade, many districts did not improve or expand their school food service facilities, resulting in school districts serving meals to students in outdated, cramped kitchens and eating areas. Superintendent O’Connell is committed to assist school districts in upgrading and improving school food facilities through various funding options.
The California Department of Education (CDE) Nutrition Services and School Facilities Planning Divisions recently collaborated in issuing a Management Bulletin to food service directors, facilities directors, and business officials discussing the current funding opportunities available for updating and improving school food service facilities, including the Williams settlement and Proposition 1D funds. For a list of Management Bulletins, please visit the School Nutrition Programs Management Bulletins Web page.
The recently released Management Bulletin presents a great opportunity to initiate district discussions relating to the improvement of school nutrition facilities within the school district. The CDE School Facilities Planning Division’s regional consultants throughout the state can assist you with questions regarding potential funding sources. For a comprehensive list of Facilities Division field staff in your region, please visit the Field Staff Web page.
Upcoming Deadline for Implementing Direct Certification for Free Meals
All districts are required by federal law to implement Direct Certification for Food Stamps by July 1, 2008. Direct Certification is the process through which school-age recipients of the Food Stamp and California Work Opportunity and Responsibility to Kids (CalWORKs) Program benefits are automatically certified as eligible to receive free school meals without further application in the National School Lunch and School Breakfast Programs.
The California Department of Education (CDE) encourages local educational agencies (LEAs) to use the state-level data match, but its use is not essential to comply with the Direct Certification requirement. Districts may choose to comply with the Direct Certification requirement by:
- Using the new state-level Direct Certification match described below by sending student data to California School Information Services (CSIS).
- Working with your county welfare or social services department. Many LEAs currently receive a list of student recipients of Food Stamp, CalWORKs, and other United States Department of Agriculture-approved program benefits from their county services departments and use this data to directly certify children for free meals.
- Using both the state and local match system.
LEAs that are interested in using the CDE’s automated system must provide student data to the CSIS, which can be done by extracting student data from their local student information system (SIS) based on the CSIS requirements. Once the data are processed successfully at the CSIS, the data will be extracted by CSIS and sent to the Department of Social Services (DSS) for matching against the Food Stamp and CalWORKs data via a secure and confidential process. The matched results are returned to CSIS, and the LEA is notified when the results are available for download. The LEA then downloads the list of students who are automatically identified as eligible to receive free meals without additional paperwork.
The CDE has worked closely with the DSS, the Department of Healthcare Services, and the CSIS for more than a year to develop this process. In August 2007, about 30 school districts used the system successfully and reported that they were able to qualify more students for free meals through direct certification than if they had only tried to match student eligibility against a county welfare department's list. Participation in the CDE’s Direct Certification process is free, as is the CSIS training. LEAs must participate in the training to understand the submission requirements.
The next state level match is planned for summer 2008. If your LEA is interested in participating in the next state-level direct certification match process, please register for CSIS Direct Certification training on the Statewide Student Identifier Training Schedule and Registration Web page (Outside Source).
You have any questions regarding the training, please contact the CSIS Unit, at 916-325-9260 or by e-mail at support@csis.k12.ca.us.
Scoring of a Total of 527 Proposals for Career Technical Education Funding Completed
The California Department of Education (CDE) has completed the scoring of the second round of the Career Technical Education (CTE) Facility Program funded by Proposition 1D. The deadline for applications to the Office of Public School Construction was April 30.
The CDE reviewed and scored a total 527 proposals during both rounds. More than 90 percent of the applications received the minimum score necessary to be considered for funding by the State Allocation Board. CTE is a proven strategy to increase graduation rates and the voters’ investment in funding these CTE facilities will be well spent in reinvigorating this essential program.
For more information, please contact Fred Yeager, Assistant Director, School Facilities Planning Division, at 916-327-7148 or by e-mail at fyeager@cde.ca.gov.
2008 Spotlight Award Nominations Sought
The Governor’s Council on Physical Fitness and Sports announced that it is seeking nominations for the 2008 Spotlight Awards presented by the Anthem Blue Cross Foundation. The third-annual awards will shine a light on Californians who are working to improve the health, fitness, and well-being of California children.
Nomination forms for the 2008 Spotlight Awards are now available on the Spotlight Awards Web page (Outside Source) for: Principal of the Year, Teacher of the Year, Non-Profit Organization of the Year, Company of the Year, Event of the Year, and Park and Recreation Program of the Year. A seventh award, School of the Year, will be given to the three grand prize winners of the Governor’s Challenge Competition—a contest among kindergarten through grade twelve (K-12) schools that encourages students to be physically active 30 to 60 minutes a day, at least three days a week, for four weeks.
Nominations for the 2008 Spotlight Awards will be open through June 30 and the award winners will be announced in September.
Latest Statewide Enrollment Numbers Now on DataQuest
The 2007-08 statewide enrollment data have been certified and may be viewed on the DataQuest Web page. The October 2007 kindergarten through grade twelve (K-12) public school enrollment (excluding two districts and a charter school that are still working on their data) is 6,258,007.
The 2007-08 student enrollment data were derived through the Annual Statewide Student Identifier (SSID) Maintenance student-level data obtained through the California School Information Services (CSIS). In the coming months we also plan to post data on graduates, dropouts, and the remainder of the California Basic Educational Data System (CBEDS) data on this site.
Be advised that the enrollment data can change as corrections are received from districts, please check DataQuest for the latest figures. For more information please contact the Educational Demographics Office at 916-327-0219.
Hot Off the Press: Fifth Edition of Education Data News
The fifth issue of the Data Management Division’s quarterly newsletter, Education Data News, which addresses topics related to data management in the California public school system, is now available.
The Spring 2008 edition includes the following articles:
- Annual SSID Maintenance a Success by Martha Friedrich
- CALPADS is Underway by Paula Mishima
- Funding Opportunity to Prepare for CALPADS: Don't Miss Your Chance to Register by Nancy Sullivan
- Anomaly Detection & Resolution Coming in 2008 by Nancy Sullivan
- Online Public Update for Schools (OPUS) by Steve Smith
- Measuring NCLB's Technology Literacy Requirement by Nancy Silva
- Direct Certification System Now Available by Kari Sachs
- Child Nutrition Information and Payment System (CNIPS) Project News by Kari Sachs
California After School Demonstration Programs Named
The After School Programs Office is pleased to announce that the following nine after school program grantees have been selected through a competitive application process to participate in the first cohort of the California After School Demonstration Program (CASDP):
Region |
Grantee |
1 |
Roseland Elementary School District (Two elementary schools) |
2 |
Tehama County Department of Education (One elementary school) |
3 |
Wheatland Elementary School District (One elementary school and one middle school) |
4 |
San Francisco Unified School District (One elementary school and one middle school) |
4 |
Mt. Diablo Unified School District (One elementary school and one middle school) |
5 |
Monterey Peninsula Unified School District (One elementary school) |
7 |
Fresno County Office of Education (One elementary school and one middle school) |
9 |
San Diego State University Research Foundation (One high school) |
11 |
Long Beach Elementary (One elementary school) |
The CASDP is being developed as an important component of a statewide technical assistance system that will support after school programs across the state in achieving high standards of program quality. The CASDPs will document and provide hands-on demonstrations of how the effective practices and strategies that they have implemented have improved results for students. They will serve as resources for effective after school program delivery, and for operating structures that align with and support the regular school day in closing the achievement gap.
The After School Programs Office has contracted with the Southwest Educational Development Laboratory (SEDL) to participate in the joint development of the CASDP selection processes and in the initial implementation phase of CASDP operation. SEDL is the research agency selected by the U.S. Department of Education to house the National Partnership for Quality After School Programs.
Tobacco-Use Prevention Education Advisory Committee
The Safe and Healthy Kids Program Office (SHKPO) convened a Tobacco-Use Prevention Education (TUPE) Advisory Committee meeting on March 24, 2008. The purpose of the meeting was to gather input from the field that will help create a new competitive Request for Applications (RFA) for TUPE funding that will be released in the fall. The new RFA is necessary due to changes in Health and Safety Code that take effect on July 1, 2009. Beginning with the 2009-10 school year, districts will no longer receive TUPE Entitlement funds. All TUPE funds, anticipated to total about $18 million, will be distributed through competitive grant process.
The primary recommendation of the Advisory Committee is to distribute the funds through a two-tier process. Tier 1 is for a fixed lower level of funding to implement a very basic TUPE program consisting of policy, prevention curriculum, and cessation services in collaboration with community services. Applications requiring a greater level of funding will apply for Tier 2 funding. This application will require greater attention to a comprehensive program with a more detailed implementation process.
If you have any questions regarding the TUPE Advisory Committee, please contact John Lagomarsino, School Health Education Consultant, SHKPO, at 916-323-1540 or by e-mail at jlagomarsino@cde.ca.gov.
National Day to Prevent Teen Pregnancy Takes Place May 7
Hundreds of thousands of teens nationwide are expected to participate in the seventh annual National Day to Prevent Teen Pregnancy on May 7, 2008. The purpose of the National Day is to focus the attention of teens on the importance of avoiding too-early pregnancy and parenthood through an interactive online quiz.
On the National Day, teens nationwide are asked to go to The National Campaign to Prevent Teen and Unplanned Pregnancy Web site (Outside Source), and take a short, scenario-based quiz.
Despite significant reductions in the teen pregnancy and birth rates since the early 1990s, 30 percent of teen girls become pregnant at least once before age 20 and the vast majority (82 percent) of teen pregnancies are unintended.
The National Campaign to Prevent Teen and Unplanned Pregnancy is a nonprofit, nonpartisan initiative supported almost entirely by private donations. For more information, please visit The National Campaign Web site (Outside Source).