May/June 2017 – Vol. 29 No. 7

District-Level Race to the Top to Focus on the Classroom, Provide Tools to Enhance Learning and Serve the Needs of Every Student

Posted: Monday, June 4th, 2012

2012 Competition Proposal Available for Public Comment Until June 8

The U.S. Department of Education announced today proposed criteria for the 2012 Race to the Top program—a nearly $400 million competition that invites school districts to create plans for individualized classroom instruction aimed at closing achievement gaps and preparing each student for college and career.

“Today, we’re taking the next step forward. We’re announcing a new Race-to the Top competition for school districts that is aimed squarely at the classroom level and the all-important relationship among teachers and students,” said U.S. Secretary of Education Arne Duncan.

“With this competition, we are inviting districts to show us how they can personalize education for a set of students in their schools. We need to take classroom learning beyond a one-size-fits-all model and bring it into the 21st century,” Duncan said.

Race to the Top (RTT), launched in 2009, has inspired dramatic education reform nationwide, leading 46 states to pursue higher standards, data-driven decisions making, greater support for teachers, and turnaround interventions in persistently low-performing schools. The next phase proposes to build on those principles at the classroom level, supplying teachers with the strategies and tools they need to help every student learn at his or her own pace.

The proposed 2012 program criteria invites applications from districts or groups of districts serving at least 2,500 students with 40 percent or more qualifying for free or reduced price lunch. Districts will choose to apply for funding to support learning strategies that personalize education in all or a set of schools, within specific grade levels, or select subjects.

Eligibility, as outlined in the proposed criteria, will be determined by a district’s demonstrated commitment to RTT’s four core reform areas. Applicants from all districts will be invited to apply. The criteria has been designed to ensure no district is at a disadvantage—including those already participating in a RTT grant awarded through one of the first three phases, districts not currently participating, and rural districts. Awards will range from $15 million to $25 million, depending on the population of students served through the plan.

As proposed, applicants will be selected based on their vision and capacity for reform as well as a strong plan that provides classrooms and teachers with the resources to prepare students for college and career. Districts must effectively engage and collaborate with teachers, parents and outside organizations to create their plan and provide assistance to ensure a successful transition to proposed reforms. Plans will focus on transforming instruction so that it meets all students’ learning abilities. Teachers will track and receive real-time data and information that helps them adapt their lessons and individualize instruction to accommodate the differences among their students.

The Race to the Top district-level competition will encourage transformative change within schools, targeted toward leveraging, enhancing, and improving classroom practices and resources. School leaders will have the ability and flexibility to strategize how best to use time, staff the school, and manage the school budget.

Teachers will have resources inside and outside the classroom that help them build on their talent and offer tools and ideas to improve their day-to-day work. School staff will work collaboratively to grow each teacher’s instructional skillset by leveraging the support and skills of their colleagues. And all students will have equal access to high-quality learning materials inside and outside of class, be challenged to demonstrate learning before transitioning to new material, and know where he or she stands in a given subject based on performance data.

The proposal offers competitive preference to applicants that form partnerships with public and private organizations to sustain their work and offer services that help meet students’ academic, social, and emotional needs, and enhance their ability to succeed.

To read or comment on the Race to the Top district-level proposal, visit http://www.ed.gov/race-top/district-competition. Public Comment ends June 8. The Department plans to release the application in July with an October submission deadline. Awards will be announced no later than Dec. 31, 2012.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.