The month of May brought good news in funding and accountability for California public schools. While litigation against the California High School Exit Exam (CAHSEE) put our high school students and school districts on a roller coaster ride, two courts brought welcome certainty before the end of the traditional school year. The exam remains a graduation requirement for the class of 2006.
Students who have worked hard to pass this exam will be given a diploma that signifies their mastery of essential skills in reading and math. For students who are still struggling to pass, we must continue to provide every option to master those skills they will need in order to succeed beyond high school. Legislation I am sponsoring to add summer and Saturday administrations of the CAHSEE and to expand funding for independent study, adult education and intensive remedial programs, is moving swiftly toward the Governor’s desk.
I look forward to arguing the merits of the exit exam when the case, Valenzuela v. O’Connell, is heard by the First District Court of Appeal, beginning July 25. We know that as a result of the exit exam, our students have studied harder and learned more than they would have otherwise. I am convinced that at the end of the legal day, the CAHSEE will remain a condition of graduation in California public schools.
Also this month, budget negotiations began in earnest after Governor Schwarzenegger released his May Revision to the 2006-07 budget. While negotiations will continue over the next couple of weeks, we can count on the final budget bringing much-needed relief to our schools. Thanks to improved revenues and the hard work of the education community in pressing for fair funding for our schools, most of the state’s outstanding obligations to K-12 education will be paid, and the budget outlook is better than it has been in years. The May Revision calls for an additional $320 million for a 5.92 percent COLA in fiscal year 2006-07 and nearly $1 billion to cover previously unfunded mandates. Additionally, more than $300 million is earmarked to fully restore the deficit factor created by the short-funding of revenue limits earlier in the decade.
There will likely be additional funds for counselors, arts and music education, school meals, emergency repairs, and instructional materials, including materials for English learners. All of these are priorities of the Governor’s and have received some support in the Legislature, though at different levels.
In addition to new revenues in the budget, schools will benefit from settlement of the lawsuit I filed along with the California Teachers Association against the Governor last summer after this year’s budget was passed without fully meeting the state's Proposition 98 obligation for 2004-05 or 2005-06. Under that settlement, K-12 education will be funded with an additional $2 billion in 2005-06 and approximately $3 billion paid in yearly installments starting with $350 million in 2007-08 and $450 million thereafter through fiscal year 2013-14, or until paid in full.
Also in May, the State Board of Education adopted my proposal for increasing annual targets for all student subgroups under the Academic Performance Index. That single step will focus our accountability system more strongly on closing the achievement gap, a goal we all share.
Under the new criteria, each subgroup’s target will be calculated in the same manner as school targets, meaning each group will be required to grow 5 percent of the difference between its API and 800, or grow a minimum 5 points, whichever is greater. Until now, a school could meet its API target despite a widening of the achievement gap. We will now require schools to narrow the gap in order to meet improvement goals.
While I still strongly believe that California’s API is a better instrument for measuring progress, I do give credit to the federal No Child Left Behind act for highlighting the need to push schools to close the achievement gap between traditionally higher- and lower-scoring student subgroups. The fact remains that two systems of accountability are confusing and sometimes in conflict. I will continue working with Education Secretary Alan Bersin and the State Board of Education to pressure the federal government to allow us to harmonize our two systems of accountability. This change to the API is an important step in that process.
New Publication to Help Foster Healthy School Environments
Please be on the lookout for a new California Department of Education (CDE) publication, Taking Action for Healthy School Environments: Linking Education, Activity, and Food in California Secondary Schools, which we are mailing to all district superintendents and food service directors. This document illustrates promising practices in nutrition and physical activity policy development and implementation that have been field-tested and found successful in more than 18 California middle and high schools. Since healthy school environments can only be sustained with widespread effort and support, the publication also provides recommendations for leaders at every level — school, district, community, and state — to take action. It’s one of several ways CDE is carrying out the goals defined by Superintendent O’Connell in Healthy Children Ready to Learn, our Department’s White Paper on Health, Nutrition, and Physical Education. Regardless of the grade levels you serve, the concrete strategies in Taking Action for Healthy School Environments will help your district develop local school wellness policies and move toward successful implementation.
For further information about the publication or its availability, contact Margaret Aumann, Nutrition Education Consultant, at 916-324-6150 or maumann@cde.ca.gov.
Honoring Teachers
This month Highlights honors Vicki L. Mulvaney-Trask of Turlock, who teaches and motivates students incarcerated at Stanislaus County Juvenile Hall.
"Helping these children see their future beyond their cell walls and street lives is the most challenging and rewarding job I have ever had," she writes. She connects with students from the heart, and from experience. Raised in a series of foster homes and struggling with a learning disability, her own path to a college degree was long and hard. Mulvaney-Trask has dedicated her adult life since to helping adult learners and children reach their fullest potential.
"The students I deal with day-in and day-out live in 10x10 foot cells," she writes. "When they enter my classroom, it is my goal to take them away from Juvenile Hall and engage their imaginations and the creative skills that are so fresh and accessible in young people….I know that education is their "way out" of the lives that have brought them to Juvenile Hall, and I believe through actively engaging them in the curriculum and in their relationships with others, I can inspire them to succeed."
Many of her students are studying to pass the General Education Development (GED) exam. Last year a record number — 57 — passed. "While achieving a GED is an important goal for my students, my goal as their teacher is to help them see beyond that," she says. She arranged for staff from Modesto Junior College’s vocational trade school to test students who showed an interest in pursuing a trade, and nine of the 25 students who took rigorous trade school entrance exams were accepted.
"How do I measure success? One student at a time. A 17-year-old student recently confided to me that prior to my class, all he wanted to do when he got out of the hall was to "kick-it," which means hanging-out, partying and looking for trouble. He thought he was destined to die on the streets or go to state prison. This student recently received his GED and is looking forward to the future. In fact, he recently asked me about college opportunities. That brought tears to my eyes, and that is how I truly measure success."
Work Readiness Program for Deaf & Hard of Hearing Students
The California School for the Deaf, Fremont (CSDF) has established a Work Readiness Program that leads to a certification of skills for entry level employment or further post-secondary education. The program addresses the fact that 60percent of Deaf and hard-of-hearing high school graduates across the nation are unprepared for post-secondary education, while 90percent of this population remains unemployed.
Deaf and hard-of-hearing students may begin the Work Readiness Program at CSDF during the school year of their 16th birthday. These students must be able to become competitively employed and have a current IEP. By offering in-depth career/technical education and academic courses, externships or on-the-job training, the program prepares today's Deaf youth for tomorrow's workforce. Students have a choice of eight career/technical education paths where they have the opportunity to develop marketable skills, including Auto Body Technology. Business Office Technology, Construction Technology, Culinary Arts, Graphic Technology, Health Careers, Horticulture and the Environment, and Woodworking Technology. By completing courses that include resumé development, portfolio development, job interview skills, personal finance and an introduction to independent living, these students become prepared to live autonomously while developing their employment skills.
Students enrolled in the Work Readiness Program continue to prepare for and take the CAHSEE. They must complete 180 hours in an externship that includes intensive job coaching and interpreting support. For further information about the program, contact Dr. Henry Klopping, CSDF Superintendent at 510-794-3685.
High Priority School Grants (HPSG)
The High Priority Schools Office has invited approximately 700 schools to initiate planning for a second cohort of the High Priority Schools Grant Program (HPSGP). Each school accepting the invitation will receive $50,000 to develop a School Action Plan. Upon approval of plans, beginning at the March 2007 State Board of Education meeting, each school will receive $400 per student for the implementation of their plan. The total available funding for the second cohort is $201 million each year. The available funding can fund all eligible schools in deciles 1 and 2 and some schools in decile 3. A School Action Plan will need to be written or the Single Plan for Student Achievement can be revised. The planning grants should be out in June 2006 and plans will be due in January 2007 in order to provide sufficient time for schools to involve stakeholders.
The 92 schools currently receiving funding from the Comprehensive School Reform (CSR) program in decile ranks 1 and 2 will be able to participate in HPSGP (at $400 per pupil) next year, but they will be immediately accountable for student performance. These schools are not eligible to receive planning funds as they are already implementing a comprehensive plan.
There is also a proposal to use one-time funds for an alternative schools pilot program. Many alternative schools do not generate API scores and do not serve their student populations in the same way as comprehensive schools. Currently, $7 million to $10 million ($50,000 per school to be used over 2 years) is proposed for the pilot program. The purpose of the pilot program is to help assist with improvement in accountability for schools currently under the Alternative Schools Accountability Model (ASAM). Alternative schools with a valid API score can compete in the main competition or they can be part of the pilot. Pilot schools will be selected on a stratified random basis.
Questions regarding the new cohort should be directed to the HPSG office. 916-324-3236
NAEP Science Scores Show Progress
Results on the 2005 National Assessment of Educational Progress (NAEP) in science for the fourth, eighth, and twelfth grades offered encouraging news. California’s fourth and eighth graders showed the largest increases in the nation. Improvement for our low-income and Latino fourth graders outpaced nearly all other states. These positive trends reflect the hard work of our schools in holding all students to higher standards. Despite these positive trends, however, California remains near the bottom of all states in science achievement. We have much work to do to improve student proficiency in science if California is to lead in an era that increasingly demands higher levels of scientific knowledge. We’ve taken steps to focus more strongly on science instruction by expanding standards-based professional development for teachers to include science, and by adding science to our California Standards Tests for students in grades five, eight, and ten. It’s important that we stay the course with high standards and also work to recruit talented science majors into the teaching field.
Be Aware of Lyme Disease
Because Lyme disease is often misdiagnosed or undiagnosed, particularly in California, it’s important that school personnel be aware of the disease. Lyme disease is caused by a bacterium that infects ticks. The Centers for Disease Control and Prevention (CDC) describes typical symptoms as fever, headache, fatigue, and a characteristic skin rash; if left untreated, infection can spread to joints, the heart, and the nervous system.
According to the CDC, reducing exposure to ticks is the best defense against Lyme disease and other tick-borne infections. The CDC recommends avoiding wooded and bushy areas with high grass and a lot of leaf litter especially during the late spring and summer months. The CDC also recommends using insect repellent and wearing long pants, long sleeves, and long socks to keep ticks off the skin.
For more information on Lyme disease, see the CDC brochure [http://www.cdc.gov/ncidod/dvbid/lyme/lyme_brochure.pdf] (Outside Source), or visit the CDC Web site [http://www.cdc.gov/ncidod/dvbid/lyme/index.htm] (Outside Source).
Charter School Grants Available
The California Department of Education is announcing the availability of approximately $25 million in federal grant funds for the development of new, high-quality charter schools throughout the state and for the dissemination of best practices developed in charter schools. Grants ranging from $150,000 to $450,000 will be awarded in November through a competitive application process that begins Thursday, June 1, 2006. Specific requirements for applying for these funds are posted at Funding - Finance & Grants Grant applications are due July 20, 2006.
Update on Superintendent O’Connell’s Sponsored Legislation
Bills sponsored by Superintendent O’Connell aimed at expanding options for students struggling with the CAHSEE, expanding teacher professional development, increasing accountability, and closing the achievement gap have won early approval in Legislative committees and are moving toward votes in the full Senate or Assembly. Below is an update on sponsored legislation:
Expanding Options for Students Struggling With the CAHSEE
AB 2532, by Assemblymember Betty Karnette (D-Long Beach), will ensure funding for students who are preparing to take the CAHSEE through adult education programs. This bill was approved by the Assembly and sent to the Senate Education Committee.
AB 2163, by Assemblymember Pedro Nava (D-Santa Barbara), contains a number or provisions aimed at helping to better prepare students and improve the high school senior year. The measure lifts the caps on high school independent study programs for students who have completed four years of high school without passing the CAHSEE so they can take intensive instruction courses designed to help them pass. It includes programmatic recommendations such as individual learning plans to improve the senior year for students who are struggling to pass the exit exam. This bill was passed by the Assembly and sent to the Senate.
AB 2040, by Assemblymember Judy Chu (D-Monterey Park), authorizes additional summer and Saturday administrations of the CAHSEE. Funding for these administrations was also included in Governor Schwarzenegger’s May Budget Revision. This bill has been approved by the Assembly. It will next be heard in the Senate Education Committee.
SB 1383, by Senator Deborah Ortiz (D-Sacramento), provides eligibility for Cal Grants to students who are financially eligible to qualify, meet all other graduation requirements, and have at least a 2.0 grade point average, but have not passed the exit exam. This bill was approved by the Senate Appropriations committee. It will be considered next on the floor of the Senate.
Increasing Accountability and Closing the Achievement Gap
SB 1510, by Senator Elaine Alquist (D-Santa Clara), will improve communication between schools and parents by reducing redundancy and clarifying information that is provided to parents in the School Accountability Report Card. This bill will be considered this week on the Senate floor.
AB 1483, by Assemblymember Juan Arambula (D-Fresno), adds early literacy assessment for kindergarten and first grade students to the California English Language Development Test. This bill will next be heard in the Senate Education Committee.
AB 1758, by Assemblymember Tom Umberg (D-Santa Ana), establishes High Priority Program exit criteria, provides funding for the work of school assistance teams in High Priority schools, and allocates $4.125 million to districts with large percentages of Program Improvement schools. This bill was signed into law by Governor Schwarzenegger on April 17, 2006.
AB 2248, by Assemblymember Joe Coto (D-San Jose), extends Reading First grants for two additional years and refines program accountability. This bill was approved by the Assembly. It will be considered next by the Senate Education Committee.
AB 2254, by Assemblymember Tom Umberg (D-Santa Ana), defines eligibility and time lines and sanction exit criteria for future cohorts of the High Priority Program. This bill has been approved by the Assembly and will be heard next in the Senate Education Commit tee.
AB 2448, by Assemblymember Loni Hancock (D-Berkeley), increases accountability and monitoring of Regional Occupational Centers and Programs. This bill was approved by the Assembly Appropriations committee. It will be considered next on the floor of the Assembly.
AB 2594, by Assembly Speaker Fabian Núñez (D-Los Angeles) and Assemblymember Judy Chu (D-Monterey Park), refines school accountability for California public schools by coordinating the interventions required under state accountability programs and federal accountability requirements under the federal No Child Left Behind Act of 2001. This bill has been approved by the Assembly. It will be heard next in the Senate Education Committee.
AB 2529, by Assemblymember Simon Salinas (D-Salinas), increases the number of California Partnership Academies in high schools throughout California — a recommendation of O’Connell’s California P-16 Council. This bill remains on the suspense file in the Assembly Appropriations Committee. Superintendent O’Connell continues to be committed to improving access to career technical education programs that combine real world experience with academic rigor for students. These programs make learning relevant for many students.
Expanding Teacher Training
SB 472, by Senator Elaine Alquist (D-Santa Clara), reauthorizes high-quality teacher professional development programs (AB 466 training). This measure was approved by the Assembly Education Committee. It will be heard next in the Assembly Appropriations Committee.
SB 1190, by Senator Elaine Alquist (D-Santa Clara), adds science to the teacher professional development program. This bill has been approved by the Senate Appropriations Committee. It will be considered next on the floor of the Senate.
SB 1433, by Senator Tom Torlakson (D-Antioch), establishes a Teacher Leadership Pilot Program to train teachers to serve as subject matter coaches for teachers. This bill has been approved by the Senate Appropriations Committee. It will be considered next on the floor of the Senate.
Other Bills in the Superintendent’s Legislative Package Include:
SB 1674, by Senator Kevin Murray (D-Culver City), increases state reimbursement rates for all meals served to students through child nutrition programs. This bill has been approved by the Senate Appropriations Committee. It will be considered next on the floor of the Senate.
AB 2181, by Assemblymember Simon Salinas (D-Salinas), extends the authority of a court to order parents or guardians of students who have not been attending school, to immediately enroll or re-enroll students in school or educational program and provide proof of enrollment to the court. This measure has been approved by the Assembly. It will be considered next by the Senate Education Committee.
