The Alabama PIRC

The End of My Time At Alabama PIRC

2011-08-18T03:25:00.000-07:00

All good things must end. As many of you have already heard, the Parent Information and Resource Center projects have been closed out by the US Department of Education. Our funding will cease at the end of this grant year. We have spent the last five years helping schools build effective relationships with families to improve the educational outcomes of our children. While our federal funding is ending, our agency will continue to provide training, information and support to schools and families through out other grant funded projects and contracts with schools and community organizations. As the Alabama PIRC Director, I learned so much from all of the families, teachers, and administrators I worked with over the years. I am filled with gratitude for all of the experiences I have shared with many of you and the valuable experience I have gained.

I am leaving the Alabama Parent Education Center on September 16. I have accepted the position of Senior Manager of Family Engagement at National PTA and I am moving to Alexandria, Virginia. William Jones will take over as the new Alabama PIRC Director as we close out our grant obligations and begin to explore new strategies for working with families and schools to improve student achievement.

Best of luck in the future, friends!

Sherri Wilson

A Sad Day for Families

2011-02-07T13:20:00.000-08:00

Today I learned that my friend Sue Ferguson has passed away. Sue was a tireless and passionate advocate for families well before I met her. As the Chair for the National Coalition for Parent Involvement in Education, Sue worked with education leaders and policy makers to ensure that the issue of family engagement was at the forefront of every educational policy discussion. She brought together both families, educators, and policy makers in an effort to raise awareness about the important role that families play in their children's education.

On a personal note, I only got to see Sue a few times a year when I would run into her at national conferences and events. She was quick with a smile and always had kind words for everyone she met. Her death is not only a personal loss to me but also a tragic loss for the millions of families who's lives she touched indirectly through her work. She will be deeply missed.

New Website Makes Data Priority

2011-01-25T10:42:00.000-08:00

The U.S. Department of Education today launched a new website that provides convenient and transparent access to key national and state education data, highlighting the progress being made across the country in every level of the education system and encouraging communities to engage in a conversation about their schools. The United States Education Dashboard, available at http://dashboard.ed.gov, presents important indicators of whether the country is making progress toward the President's goal – that, by 2020, the United States will once again have the highest proportion of college graduates in the world.

February is College Application and Financial Aid Month

2011-01-24T12:50:00.000-08:00

EVERY STUDENT must have a real chance to reach his or her lifelong aspirations – to be competitive in tomorrow’s fast-paced and expanding global economy. Throughout America, over the past decade, there has been a growing movement among educators, national employers, and top business professionals to further focus the nation’s high school curriculum on college preparation and career development.

This February, for the first time, our state will celebrate Alabama College Application and Financial Aid Month – a new annual event developed by the Alabama Department of Education’s Career and Technical Education (CTE) Section, to celebrate the importance of “lifelong student achievement.” This celebration will also highlight the importance of the “college and career readiness” concept, which focuses on creating a seamless transition between students leaving high school, entering college, and moving into the workforce.

According to current research, the U.S. Department of Labor estimates that approximately 90 percent of the nation’s upcoming 21st Century careers will require employees to have postsecondary education experience. Ultimately, being college and career ready means that high school graduates have the English, science, and mathematics skills needed to succeed in postsecondary learning and the real world of work.

To celebrate Alabama College Application and Financial Aid Month, special activities, official resolution and proclamation ceremonies, and other events have been planned statewide. Attending college today means much more than just pursuing a traditional four- year degree. Being college-ready means students are prepared for the entire postsecondary experience – ready to earn all types of postsecondary credentials, including associates’ and bachelor’s degrees, professional licenses, special certificates, and, ultimately, a master’s and doctoral degrees.

Reprinted from Alabama Education News, Vol. 34. No. 4. January/February 2011. for more information or to read back issues, check out the Alabama Department of Education at www.alsde.edu

A Letter to Parents from Michelle Obama

2011-01-14T06:32:00.000-08:00

Dear parents,

Like so many Americans all across the country, Barack and I were shocked and heartbroken by the horrific act of violence committed in Arizona this past weekend. Yesterday, we had the chance to attend a memorial service and meet with some of the families of those who lost their lives, and both of us were deeply moved by their strength and resilience in the face of such unspeakable tragedy.

As parents, an event like this hits home especially hard. It makes our hearts ache for those who lost loved ones. It makes us want to hug our own families a little tighter. And it makes us think about what an event like this says about the world we live in – and the world in which our children will grow up.

In the days and weeks ahead, as we struggle with these issues ourselves, many of us will find that our children are struggling with them as well. The questions my daughters have asked are the same ones that many of your children will have – and they don’t lend themselves to easy answers. But they will provide an opportunity for us as parents to teach some valuable lessons – about the character of our country, about the values we hold dear, and about finding hope at a time when it seems far away.

We can teach our children that here in America, we embrace each other, and support each other, in times of crisis. And we can help them do that in their own small way – whether it’s by sending a letter, or saying a prayer, or just keeping the victims and their families in their thoughts.

We can teach them the value of tolerance – the practice of assuming the best, rather than the worst, about those around us. We can teach them to give others the benefit of the doubt, particularly those with whom they disagree.

We can also teach our children about the tremendous sacrifices made by the men and women who serve our country and by their families. We can explain to them that although we might not always agree with those who represent us, anyone who enters public life does so because they love their country and want to serve it.

Christina Green felt that call. She was just nine years old when she lost her life. But she was at that store that day because she was passionate about serving others. She had just been elected to her school’s student council, and she wanted to meet her Congresswoman and learn more about politics and public life.

And that’s something else we can do for our children – we can tell them about Christina and about how much she wanted to give back. We can tell them about John Roll, a judge with a reputation for fairness; about Dorothy Morris, a devoted wife to her husband, her high school sweetheart, to whom she’d been married for 55 years; about Phyllis Schneck, a great-grandmother who sewed aprons for church fundraisers; about Dorwan Stoddard, a retired construction worker who helped neighbors down on their luck; and about Gabe Zimmerman, who did community outreach for Congresswoman Giffords, working tirelessly to help folks who were struggling, and was engaged to be married next year. We can tell them about the brave men and women who risked their lives that day to save others. And we can work together to honor their legacy by following their example – by embracing our fellow citizens; by standing up for what we believe is right; and by doing our part, however we can, to serve our communities and our country.

Sincerely,

Michelle Obama

Great New Resource From HFRP and National PTA

2011-01-12T07:37:00.000-08:00

Harvard Family Research Project and the National PTA® have teamed up to bring you the second issue in our series of ground-breaking policy briefs. While the first brief, Seeing is Believing, looked at a variety of innovative practices to promote family engagement,Breaking New Ground: Data Systems Transform Family Engagement in Education narrows its focus to highlight sharing student data as a way to engage families and improve parent–teacher communication.

This brief describes how investments in student data systems are taking family engagement and student achievement to a whole new level. In addition to addressing areas where a student most needs improvement, the data can serve as a catalyst for home–school communication. Parents benefit from having information about key indicators on which they can have an impact, like student attendance, growth in learning, and achievement. The information opens the door for meaningful conversations with teachers and students so that parents can make informed decisions and take action to improve performance, school climate, graduation rates, and other important issues that affect their child’s success.

Breaking New Ground cites six case studies from across the country that reveal innovative efforts by early childhood programs and school districts to use student data systems to improve family engagement. Each profile illustrates a segment of a data pathway beginning in early childhood and continuing through students' academic careers.

The brief also includes a set of policy recommendations to help support the current trends in education that focus on twenty-first century learning and the vital role of technology.

You can download a copy of the brief here.

The Parent Professor: Why should learning be a BLAST?

2010-10-02T11:18:00.000-07:00

Check out this new blog! If I know Dr. Walker (and I know Dr. Walker!) her posts will be fun and informative. Follow this blog!

The Parent Professor: Why should learning be a BLAST?: "If you’ve heard rumors that I’ve been a little space-y lately, I must admit they’re absolutely true! I just returned from delivering a key..."

Social Media for Family Engagement

2010-08-20T06:51:00.000-07:00

The research is pretty conclusive. Family engagement leads to positive outcomes for students. So how do we get there? The foundation of effective family engagement starts with relationships. Families and schools should have a relationship and feel like they are part of a strong community that supports their kids. The relationship begins with schools having a culture that honors and respects the contributions of all families.

Once parents have connected with the schools the work is not over. We know that the type of family engagement that has the most significant impact on student achievement is the type that takes place at home. Parents and other caregivers do not ever need to step foot in a school building to give students the educational benefits that result from family engagement. Families just need to understand the role they can play. That is where social media can help you accomplish your goals.

Many parents have access to technology. In fact, with the advent of smart phones and affordable hardware, the technology gap is shrinking rapidly. So, how can you take advantage of the Internet to increase family engagement? Did you know that there are over 500 million active users on Facebook and over 50% of them check the site on any given day? Consider having a couple of workshops for families in your school computer lab and show them how to connect to your class Facebook page. Did you know that over 77% of all Internet users read blogs? Introduce them to blogging and then show them how to read your blogs and post comments or questions. There are over 300,000 new Twitter users set up each day and 37% use their phone to tweet. Consider setting up a classroom Twitter page and then tweeting homework assignments or strategies for parents to help with homework.

Most families are already active on the web. Give them the content that will connect them to your classroom to keep them engaged in their children’s learning. If you are interested in additional resources, Google it!

Research Based Programs Offered By Alabama PIRC

2010-08-03T13:45:00.000-07:00

The following services are available from the Alabama PIRC for schools in Alabama. With the exception of NNPS (which charges an annual membership fee) all services are free for Title I schools and schools in improvement in Alabama.

Family Friendly Walk Through (FFWT):

A Family Friendly Walk Through assists in identifying areas of strength, emerging practices and areas for improvement. Schools receive a final report that highlights the promising practices schools currently implement and provides research-based recommendations for removing existing barriers identified in the process. During a Family Friendly Walk Through, the following areas are assessed:

· Customer Service.
· School Environment.
· School Website.
· Community Partnerships.
· School Documents.
· School to Home Communication.
· Parent, Teacher and Principal Surveys.

Academy for Parent Leadership Engagement (APLE):

The APLE is a yearlong leadership Academy for teams of parents and teachers. Participants receive intensive training and develop a leadership project to involve parents of student’s not meeting state standards at their own schools. APLE teaches participants how to:

· Identify and overcome barriers to parent involvement.
· Understand school report cards.
· Use a team approach to solve problems.
· Involve other parents.

National Network for Partnership Schools (NNPS): $200 for schools $300 for districts and organizations

NNPS invites schools, districts, states, and organizations to join together and use research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school. NNPS also guides district leaders to help their schools develop goal-oriented programs of family involvement and community connections, and to meet NCLB requirements for parent involvement.

Family Engagement University (FEU):

The Family Engagement University was created to help professionals, paraprofessionals and community leaders learn best practices in engaging families. The University consists of quarterly training sessions with information related to the research behind family engagement as well as specific strategies schools can use to engage more families. Participants who complete ten hours of training will receive a Family Engagement Specialist Certificate from APEC.

The Alabama PIRC also has a vast array of books and materials for families and schools related to family engagement and student success. Many of the tipsheets and bulletins we print are provided online as well. For more information on these and other PIRC materials contact the Alabama PIRC today. You can reach us at 334-567-2252 or visit our website at www.alabamaparentcenter.com

Engagement Is Better Than Involvement

2010-08-03T07:34:00.000-07:00

"When it comes to a breakfast of ham and eggs, the chicken is involved but the pig is committed." This humorous quote captures the differences between parent involvement (the chicken) and parent engagement (the pig). It can also serve to describe the struggles facing schools working to build strong family partnerships.

When you "involve" parents, ideas and suggestions come primarily from the school. The school typically identifies priority areas and recruits parents to assist, based on these priority areas. Parents who are involved serve the school's agenda by- volunteering, parenting in positive ways and supporting student learning at home.

When schools engage parents, ideas come primarily from the families and communities based on their needs and priorities. The parent is considered a leader who is critical to identifying a shared vision and goal. When we engage parents, we have the potential to create a shared community, where families and educators work alongside each other to support and enhance student learning.

The Alabama PIRC is committed to working with schools and families across Alabama to ensure that all of our students achieve success. We help schools give families the tools that they need to be fully engaged. We work with families to help them understand the importance of the role they play in their children’s education. If you would like more information about the Alabama PIRC and the services we provide, call us today at 334-567-2252 or visit our website at www.alabamaparentcenter.com.

Special thanks to AZPIRC for contributing the first three paragraphs! Read their blog at http://azpirc.blogspot.com/

Dire Consequences For Alabama's Underfunded Schools

2010-07-20T10:38:00.000-07:00

State budget cuts and low tax revenues are leading nearly one in five school systems in Alabama to borrow money just to make monthly payroll.

Two districts -- Coosa and Sumter counties -- face financial intervention from the state. At least three other districts already are borrowing on a line of credit to pay workers, and at least 20 more face having to do so in the next month or so, said Craig Pouncey, assistant state superintendent of financial and administrative services.

Pouncey, who was in back-to-back meetings Monday, did not have the list of school systems with him and could not say whether any Birmingham-area systems are among those borrowing or preparing to borrow money.

"The current positions of these systems isn't because of mismanagement of funds," Pouncey said. "It's because of a lack of tax revenue and cuts because of proration."

The state education budget is in its second year of proration -- across-the-board budget cuts -- and could suffer an additional cut before the fiscal year ends Sept. 30. Pouncey said the state's financial condition could dictate that proration continue into the 2011 school year.

"If there was another declaration of proration, it would be a huge burden on these school systems," Pouncey said. "This is a sign of our economic times, and there are several school systems that could find themselves in this position."

Both Sumter and Coosa county schools have wiped out their reserves, cut personnel and expenses and still are struggling, even with bare-bones budgets, Pouncey said.

Sumter County needs about $900,000 to get out of the red, while Coosa is in the red by $350,000 but needs an additional $600,000 to $700,000 to make it through the rest of the fiscal year, Pouncey said.

Coosa County schools tried to extend a revolving line of credit recently but the system was denied. A state intervention would mean the Alabama Department of Education could receive a line of credit on the system's behalf.

Sumter is in a slightly better position because the school system owns vacant surplus property it can sell.

None untouched
No system has been left untouched by proration. Systems across the state -- including the usually immune Mountain Brook -- have made adjustments, including offering early retirement to employees, laying off employees, cutting departmental expenses and cutting extracurricular activities.

Birmingham city schools will consider declaring a reduction in force this afternoon, which would allow layoffs among its tenured employees. The system has a $20 million line of credit with Regions Bank, which Chief Financial Officer Arthur Watts said helps during these economic times.

Mountain Brook in April secured a $3 million line of credit with BBVA Compass Bank as a precaution.

The state hasn't had to take over a school system since 2002, when it intervened in Dale County schools, Pouncey said. Jefferson County and Bessemer city schools were under state takeover at the beginning of the decade.

Since state Superintendent Joe Morton has been at the helm, no district has been taken over. That's in part because of the school Fiscal Accountability Act of 2007, which requires that school systems report to the state their financial positions. It also requires that school systems have a reserve fund equal to one month's operating expenses in case of emergencies.

Nearly half of the state's 132 school systems lack the required amount in their reserves.

"With the Fiscal Accountability Act, we recognize earlier now when districts have issues," Pouncey said. "We work closely with those systems before it comes to the point of intervention."

In the case of Coosa and Sumter counties, the state Department of Education long ago partnered with the districts to help them overcome their financial burdens. Both systems have requested intervention, Pouncey said.

Marie Leach Alabama Schools Borrow Money to Make Payroll [Internet]. The Birmingham News July 13, 2007 available from http://blog.al.com/spotnews/2010/07/alabama_schools_borrow_money_t.html

Building Reading Habits

2010-06-05T08:30:00.000-07:00

Most children learn how to read, but not all children acquire the habit of reading. Parents play a large role in helping their children develop good reading habits. The following tips may be helpful to you:

Talk with your children about reading. Ask your children to tell you about books and stories they have read. Tell your children about your own reading. Make reading the topic of family discussions.

Visit the library with your children. Visits to the library can be a great family activity. Enjoy browsing with your children. Be sure your children know how to use a library card.

Make time for family reading. Family life can be very busy, leaving little time for reading. Make reading a family activity by occasionally setting aside 30 minutes or more for everyone to read. Turn off the television. Let each family member select his or her own reading material. Enjoy quiet time reading together.

Give books as gifts to your children. Books make wonderful gifts for birthdays and other special occasions.

Read aloud with your children. Children are never too old to read aloud. Parents often read to their children when the children are small. When children first learn to read, they read aloud to their parents. But when children get older, they often stop reading aloud with their parents. Keep alive the enjoyable activity of reading aloud. Share favorite passages with your children.

Use the newspaper as a tool for encouraging the habit of reading. Talk about the newspaper with your children. Show young children the different sections in the newspaper. Clip articles and share them with your children. Encourage your children to clip articles to share with the family.

Encourage children to read to prepare for family activities. Before a family vacation, outing, or special event, ask your children to read about the location or activity and to report the information to the family.

Alabama Receiving More Than $58 Million for Turnaround Schools

2010-04-27T05:03:00.000-07:00

U.S. Secretary of Education Arne Duncan today announced that Alabama will receive more than $58 million to turn around its persistently lowest achieving schools through the School Improvement Grants (SIG) program. These funds are part of the $3.5 billion that will be made available to states this spring from money set aside in the 2009 budget and the American Recovery and Reinvestment Act.

"When a school continues to perform in the bottom five percent of the state and isn't showing signs of growth or has graduation rates below 60 percent, something dramatic needs to be done," said Duncan. "Turning around our worst performing schools is difficult for everyone but it is critical that we show the courage to do the right thing by kids."

The $58,052,413 made available to Alabama is being distributed by formula to the state and will then be competed out by the state to school districts. In order for a school district to apply for these funds, it must have a state-identified "persistently lowest achieving" or a Tier III school -- a school that has failed to meet annual yearly progress for two years and is not identified as a persistently lowest achieving school.

However, Tier III schools can only receive funds once all of the state's persistently lowest achieving schools have received funds. Alabama's application, which includes its list of persistently lowest achieving schools, as defined by the state, can be found here: http://www2.ed.gov/programs/sif/summary/index.html.

School districts will apply to the state for the funds this spring. When school districts apply, they must indicate that they will implement one of the following four models in their persistently lowest achieving schools:

TURNAROUND MODEL: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies.
RESTART MODEL: Convert a school or close it and re-open it as a charter school or under an education management organization.
SCHOOL CLOSURE: Close the school and send the students to higher-achieving schools in the district.
TRANSFORMATION MODEL: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.

Once schools receive SIG funds, they will be able to begin to spend them immediately to turn around schools this fall. States may apply to the Education Department for a waiver to allow them to spend funds over a three-year period. An additional $545,633,000 has been provided for SIG in 2010 and will be awarded to states to fund additional schools in the 2011-12 school year. The department has also made a request for an additional $900 million for the program in the 2011 budget.

The article above is from a press release issued by the U. S. Department of Education on April 21, 2010.

Article from the Public Education Network Weekly Newsblast

2010-04-02T08:23:00.000-07:00

As part of his sweeping healthcare overhaul, President Obama has made the federal government primary lender to students, the Associated Press reports. A final set of tweaks to the healthcare bill created an opening for the far-reaching legislation, the largest rewrite of federal college assistance programs in four decades. About half of undergraduates receive federal student aid, and nearly 8.5 million students attend college with the help of Pell Grants. Under the measure, private banks will no longer get fees for acting as middlemen in federal student loans, and the government will use the savings to boost Pell Grants and make it easier for loan repayment. In addition, some borrowers could see lower interest rates and easier approvals. The president has promoted the changes as a way to make college more affordable for students, with a debt load more manageable after graduation. "This reform of the federal student loan programs will save taxpayers $68 billion over the next decade," Mr. Obama said in his weekly address. "And with this legislation, we're putting that money to use achieving a goal I set for America: By the end of this decade, we will once again have the highest proportion of college graduates in the world."

http://www.signonsandiego.com/news/2010/mar/30/obama-to-sign-student-loan-legislation-in-virginia/

Blueprint Missing Key Ingredient

2010-03-22T08:05:00.000-07:00

President Obama introduced his blueprint on education recently, and now that health care reform is behind us, it will likely begin to move forward. The Blueprint focuses on five key elements: college and career ready students, great teachers and leaders in every school, equity and opportunity for all students, raising the bar and rewarding excellence, and promoting innovation and continuous improvement.

While these are great goals, the devil is in the details. It is striking that in spite of recent research there is no mention of family engagement. Research tells us family engagement has a ton of protective factors and results in students who are better behaved, attend school more regularly, are more likely to enroll in higher level classes, and get better grades and test scores. Nobody believes that family engagement is the only factor that will ensure a student's success. As Dr. Karen Mapp points out when she likens education to baking a cake, good instruction is the flour, but family engagement is the baking soda.

In the past, schools have struggled with how to engage families in ways that will benefit students. We have certainly come a long way since parents were expected to bake brownies or make copies in the office, but we have a long way to go. For many years Federal legislation has required that families participate in meaningful ways in schools that receive Title I funding. Looking at the monitoring reports for almost every state shows schools still don't understand the best way to do this. Parent Information and Resource Centers (PIRCs) have evolved into a technical assistance office within each state to help schools understand what the most effective type of family engagement looks like and how to achieve it in their schools.

The fact that the proposed blueprint contains no language around family engagement and eliminates the PIRCs altogether is troubling. If we truly want to have students who leave school college and career ready, the research tells us family engagement is a key factor. History tells us its hard work and schools need help in getting it done.

Failing Schools Say They Need More Parent Involvement

2010-03-12T06:01:00.000-08:00

This article from Central Coast News appeared on March 8, 2010. Special Thanks to NYS PIRC for posting it initially.

Greenfield, Calif- Laura Zavala started teaching first grade at Greenfield Elementary 5 years ago. She's frustrated the school is seen as consistently under achieving, We are trying our best and I can see it in my class I can see the growth. You know when the kids come in they are at a particular level and when they leave I see so much growth and it's frustrating when I see the scores are not there," said Zavala.

Zavala told Central Coast News she needs more programs to help get her students on track. She also said more parents need to get involved, "They don't speak English or they work. They work from like five in the morning to six o'clock at night so when they get home they are tired and some of the kids are with a baby sitter and in the after school programs, so they don't talk to their parents as much," said Zavala.

Zavala believes if the students are really going to succeed the parents need the tools to help, "It's very important to read to write to do their work at home and we need to involve them. We need to teach the parents how to teach their kids," said Zavala.

Greenfield Union School Districts Superintendent Elida Garza says she thinks her schools can overcome the language barrier and get back on track with the states education requirements, "My parents did not have a formal education but they instilled in us the value of an education. The value that if you work hard and study hard it is what's going to break that cycle of poverty," said Garza.

Social Networks

2010-02-24T07:50:00.001-08:00

This week I have been spending some time with the fantastic staff of the Indiana PIRC. This trip was a perfect opportunity for us to share our resources and skills in ways that will help us all to grow and provide better services.

The Indiana PIRC has long been admired for their parent leadership Academies. They have worked hard for years to develop an outstanding model that leads to increasing student success through effective parent engagement. Anyone involved with the Alabama PIRC Academy for Parent Leadership and Engagement knows that we have been using the IN PIRC materials for years. This week, they have introduced us to their revised materials so that we can update the ones we are currently using. Additionally, they shared information about Books on Board (BOB, an early literacy program they developed) and the Path to College. You can find information about their fantastic programs at www.fscp.org

While I was here, I helped them get more connected to families, schools, and other organizations by working with them to develop a social networking plan. You can now find the Indiana PIRC on Twitter (@inpirc) Facebook (Indiana PIRC) and blogging at Posterous (http://indianapirc.posterous.com/) Why would they bother joining the social networking bandwagon? Maybe this video will explain...

Social Networking Video

Turning Around the Bottom 5 Percent: Remarks from Secretary Duncan

2010-01-28T08:18:00.000-08:00

These are remarks made by Secretary of Education Arne Duncan on June 22, 2009. The secretary introduced his speech with an overview of his Listening and Learning Tour and a summary of the American Recovery and Reinvestment Act. He occasionally deviated from this prepared text. The remarks are particularly notable as he repeated many of the same ideas at the 2010 National Title I Conference. This gives us a clear indication of how the US Department of Education is planning on addressing our neediest schools as we continue to talk about the reauthorization of the ESEA.

Today, I want to focus on the challenge of turning around our chronically low-achieving schools. These schools have failed to make progress year after year. In some of these schools, the leadership has been replaced, but it hasn't made a difference. Many good teachers have left them and too few good teachers have replaced them. And many dedicated parents and ambitious students have also left and found other options.

The social and physical conditions around some of these schools are horrific. They're often unsafe, underfunded, poorly run, crumbling, and challenged in so many ways that the situation can feel hopeless. That is, until you meet the kids, talk to them, and listen to their dreams of the future. I went to Detroit where two out of three students drop out. However, the seniors I met are all going to college. They know what they want to be and they don't want to waste a minute. I went to a high school on an Indian reservation in Montana where 80 percent of the adults are unemployed. They could name just one student from their school who had completed college in the past six years. I talked to the ninth-graders and they begged to be challenged. They think everyone's given up on them. No one expects them to succeed. Yet, despite bleak conditions, they still believe in the redeeming power of education.

There are approximately 5,000 schools in this chronically underperforming category, roughly 5 percent of the total. About half are in big cities, maybe a third are in rural areas, and the rest are in suburbs and medium–sized towns. This is a national problem— urban, rural, and suburban. I won't play the blame game, but I also won't make excuses for failure. I am much more interested in finding ways to fix these schools than in analyzing who's at fault. States and districts have a legal obligation to hold administrators and teachers accountable, demand change and, where necessary, compel it. They have a moral obligation to do the right thing for those children—no matter how painful and unpleasant. Yet, few districts in America have risen to the challenge. Too many administrators are unwilling to close failing schools and create better options for these children. There are some exceptions: Hartford, Pittsburgh, Denver, New York, Oakland, and D.C.

In a few isolated cases, failing schools were taken over by charter organizations, such as Green Dot in L.A. and Mastery Charters in Philadelphia. Some of these turnarounds are showing real promise. Finally, in a number of cities and states—Alabama, Tennessee, New York, Chicago, Miami, and Baltimore—affiliates of the NEA (National Education Association) and AFT (American Federation of Teachers) have taken over failing schools

I closed about 60 schools in Chicago, some for low enrollment and some explicitly because they were failing academically. We reopened about a dozen of these schools with new leadership and staff. Some are run by the district, and some are run by the Academy for Urban School Leadership, a non–profit partner. All of them use union teachers. Today, these schools are doing much better. Our first two turnarounds—Dodge and Williams—have more than tripled the percentage of kids meeting standards in five years. Sherman Elementary saw a five-point jump in the percentage of students meeting standards in the first year. Harvard reduced absences by five days per student in the first year. And Orr High School saw a 15-point jump in attendance in its first year.

Turnarounds aren't easy. It requires you to build trust with parents. The way it plays in the media can polarize people. Some adults are still protesting me back in Chicago for closing schools, but it was the right thing to do. The parents in these turnaround schools now talk about their kids “looking forward to school for the first time,” coming home and “talking about their teachers.” They say it's “a totally different atmosphere” even though it's the same schools with the same kids and the same socioeconomic conditions. It gives you hope that anything is possible with enough effort and determination and the right people. That's what we need in schools all over America. The fact is there are still way too many schools that don't pass the “would we send our own kids there?” test. And some of them, by the way, are charter schools. The charter movement is one of the most profound changes in American education, bringing new options to underserved communities and introducing competition and innovation into the education system. All across America we see great charter schools, from Noble Street in Chicago to IDEA Academy in Texas, Inner–City Education Foundation and Partnerships to Uplift Communities in Los Angeles and Friendship Public Charter Schools in D.C. What I like most about our best charters is that they think differently.

The Denver School of Science and Technology serves grades six to 12 . They take the sixth–graders on college visits. Those children spend years choosing a college— instead of months—and 100 percent of their graduates go on to four–year colleges and universities. North Lawndale College Prep is in one of Chicago's most violent neighborhoods, yet they cut security staff and hired social workers instead. That extra personalization is one reason that more than 90 percent of their graduates are going to college. I was just at the North Star Academy Charter School in Newark (N.J.), where they have reversed the achievement gap. Their kids are outperforming others in the state and every single graduate was accepted into a four-year college. These results speak for themselves.

So, I'm a big supporter of these successful charter schools and so is the president. That's why one of our top priorities is a $52 million increase in charter school funding in the 2010 budget. We also want to change the law and allow federally funded charters to replicate. But the CREDO (Center for Research on Education Outcomes at Stanford University) report last week was a wake–up call, even if you dispute some of its conclusions. The charter movement is putting itself at risk by allowing too many second–rate and thirdrate schools to exist. Your goal should be quality, not quantity. Charter authorizers need to do a better job of holding schools accountable—and the charter schools need to support them—loudly and sincerely. I applaud the work that the Alliance is doing with the National Association of Charter School Authorizers to strengthen academic and operational quality. We need that, and we also need to be willing to hold lowperforming charters accountable. I closed three charter schools in Chicago and turned away more than 100 proposals because they were not strong enough. There should be a high bar for charter approval, and in exchange for real and meaningful autonomy there must be absolute accountability.

In some states—and the CREDO report singles out Arizona, Florida, Minnesota, New Mexico, Ohio and Texas—accountability is minimal. That's unacceptable, and instead of hearing it from me or from CREDO, the education community should hear it from you. Just as the American Bar Association polices the legal community and the AMA (American Medical Association) does the same for the medical profession, you must get more serious about accountability. I want to salute the California Charter Schools Association, which recently announced an accountability proposal that links charter renewal to student achievement and growth. We should watch this closely and see if it can become a model for other states.

We also need to work together to help people better understand charters. Many people equate charters with privatization and part of the problem is that charter schools overtly separate themselves from the surrounding district. This is why opponents often say that charters take money away from public schools, but that's misleading. Charters are public schools, serving our kids with our money. Instead of standing apart, charters should be partnering with districts, sharing lessons, and sharing credit. Charters are supposed to be laboratories of innovation that we can all learn from. And charters are not inherently anti-union. Albert Shanker, the legendary head of the American Federation of Teachers, was an early advocate. Many charters today are unionized. What distinguishes great charters is not the absence of a labor agreement, but the presence of an education strategy built around common-sense ideas: More time on task, aligned curricula, high parent involvement, great teacher support, and strong leadership.

All of these qualities exist in good traditional schools as well. We know what success looks like. I see it the moment I enter a school. It's clean, orderly, the staff is positive and welcoming, and the kids and the classroom are the focus. I see award-winning school work on the walls. I see discipline and enthusiasm in the children. I see parents engaged and teachers collaborating on instruction. The hard part is to replicate those conditions everywhere, and you need to challenge yourselves and challenge each other to turn one success into a hundred and a hundred into 200. At the same time, when you see charter schools that are not measuring up don't defend them or make excuses for them. Admit that the adults in that building, for whatever reason, just can't get it right and something has to change.

Children have only one chance for an education. You're giving them that chance. That's an enormous duty and I am grateful for every one of you who willingly took on that responsibility. I'm especially grateful to those of you who are succeeding. But I came here today to ask you to do even more. We need everyone who cares about public education to take on the toughest assignment of all and get in the business of turning around our lowest–performing schools. That includes states, districts, nonprofits, forprofits, universities, unions, and charter organizations. I know your typical approach is to start new schools with a few grades and ramp up over time. I respect that approach. It's a smart, successful strategy and we don't want you to stop. The president and I have expended a great deal of political capital urging states to lift charter caps and allow more charters to open—and states are responding. Illinois raised its cap and Tennessee came back into session to pass a charter expansion proposal.

But over the coming years, America needs to find 5,000 high–energy, hero principals to take over these struggling schools—and they will need a quarter of a million great teachers who are willing to do the toughest work in public education. We will find them in the union ranks and the charter community, the business world and the nonprofit sectors. We won't find them overnight. I don't expect a thousand to show up next fall. We can start with one or two hundred in the fall of 2010, and steadily build until we are doing 1,000 per year. We have great charter networks like Aspire, KIPP, Achievement First and Uncommon Schools. You're steadily getting to scale. Today, I am challenging you to adapt your educational model to turning around our lowest–performing schools. I need you to go outside your comfort zones and go to underserved rural communities and small cities. We are asking states and districts to think very differently about how they do business. Your knowledge and experience can help shape their thinking.

Just as the American Bar Association polices the legal community and the AMA (American Medical Association) does the same for the medical profession, you must get more serious about accountability.

We have a lot of money to support this work. Aside from the $5 billion in the Race to the Top and Invest in What Works and Innovation funds, we have $3.5 billion in Title I school improvement grants. We're seeking another billion and a half in 2010. That's $5 billion specifically targeting turnarounds, providing hundreds of thousands of dollars above normal funding levels for every turnaround school. And with the support of Congress, we will have even more money in subsequent years to support this work. Leading foundations and the national education unions are both interested in turnarounds. Nonprofits like New School Venture Fund, Teach for America, the New Teacher Project and New Leaders for New Schools will also play a role. In the coming months, we will develop an application process that spells out exactly what we mean by turnarounds—but let me paint a rough picture for you.

At a minimum, for a turnaround to succeed you have to change the school culture. In most cases, simply replacing the principal is not enough. We want transformation, not tinkering. We have four basic models in mind. Some will work better in big cities while others are more suited to smaller communities. And we're still working this through, so we welcome your ideas.

The first option is based on what we did in Chicago. We awarded planning grants in the fall so new principals and lead teachers could develop and adapt curriculum to better meet the needs of the students. During the spring, they begin recruiting teachers and they take over the school in June. Under this model, the children stay and the staff leaves. Teachers can reapply for their jobs and some get rehired, but most go elsewhere. A few leave the profession, which is not all bad. Not everyone is cut out for teaching. Like every profession, people burn out. In our view, at least half of the staff and the leadership should be completely new if you really want a culture change, and that may very well be a requirement of the grants.

Our second option also involves replacing the staff and leadership and turning it over to a charter or for-profit management organization. As I mentioned, Green Dot, Mastery Charters and AUSL are doing this, but we need more of you to get in the game. I know this is tough work, but there is an upside. You start with a school full of kids so there is no student recruiting and you also get a building, which has been a big obstacle for many charter operators. Obviously, you need to build a full staff more quickly, but that can be done. I am confident that many charter operators will figure this out and succeed brilliantly. I also recognize that you won't always succeed. I accept that, but what I won't accept is a nation that turns its back on millions of children in failing schools while successful models are flourishing in the next community or the next town.

Our third turnaround model keeps most of the existing staff but changes the culture in the following ways. Again, we are open to input on this, but at a minimum:

They must establish a rigorous performance evaluation system along with more support, training, and mentoring.
They must change and strengthen the curriculum and instructional program.
They must increase learning time for kids during afternoons, weekends, and in the summer, and provide more time for teachers to collaborate, plan, and strategize.
And principals and leadership teams must be given more flexibility around budgeting, staffing, and calendar.

They must use everything we know about how to create a successful school culture—but do it all at once—with enough resources to get the job done. This approach makes more sense in smaller communities where there isn't a ready supply of new teachers and leaders, and where the current staff won't have other job options. This model also gives unions an opportunity to take responsibility for fixing schools without replacing staff. We are beginning a conversation with the unions about flexibility with respect to our most underperforming schools. I expect they'll meet us more than halfway because they share our concern. They understand that no one can accept failure. But we should also be crystal clear: This model cannot be a dodge to avoid difficult but necessary choices. This cannot be the easy way out. It has to work and show results—quickly—in real and measurable ways in terms of attendance, parent involvement, and student achievement. All of these models assume a year or more of planning. We should be starting today to build teams that will take over schools in the fall of 2010. Schools and districts can use Title I funds right now to start the planning process.

The last of our four turnaround models is simply to close underperforming schools and reenroll the students in better schools. This may seem like surrender, but in some cases it's the only responsible thing to do. It instantly improves the learning conditions for those kids and brings a failing school to a swift and thorough conclusion. Now let me also make something very clear: Closing underperforming schools is a state and local responsibility. It's up to state and district superintendents and the political leadership. If they won't make these choices, I can't force them to do it. My job is to support the work—provide funding, help define success, and drive the public consensus toward the desired outcome. But the people who run our schools, and the parents who depend on them, must demand change if they want it to happen.

I came to Washington because I believe in education. I know that change is possible. I know we have the talent and the ideas to succeed. The only question is whether we have the courage to do what's right for kids. We've seen what happens when caution trumps courage. Nothing changes and kids lose. But we've also seen the opposite—where bold leaders have fought the status quo.

And this only works with the full support of the community—the faith-based, the political, the social service agencies, the police, the boys and girls club—and all of the other institutions that serve children and families. A principal can't do this alone. I came to Washington because I believe in education. I know that change is possible. I know we have the talent and the ideas to succeed. The only question is whether we have the courage to do what's right for kids. We've seen what happens when caution trumps courage. Nothing changes and kids lose. But we've also seen the opposite—where bold leaders have fought the status quo. We've seen traditional public schools where creative and dedicated educators built strong teams, boosted parental involvement, and raised student achievement. We've seen it in charter schools where gutsy entrepreneurs abandoned lucrative careers, staked a claim in struggling communities, and now are producing miracles.

There is no shortage of courage in this room. You wouldn't be here if you weren't risk-takers. So I'm asking you once again to put your reputations on the line and take on this challenge. I'm asking for your help because I believe in you. I'm asking because I am hopeful. I'm asking, above all, because our children need you and America needs you. We may never have an opportunity like this again—this president, this Congress, $100 billion, and a broad and growing consensus around the importance of education. So this is our time and this is our moment. This is our chance to transform the one thing in society with the power to transform lives. The path to success has never been clearer.

The education reform movement is not a table where we all sit around and talk. It's a train that is leaving the station, gaining speed, momentum and direction. It is time for everyone everywhere to get on board. Thank you.

You can also read these remarks on the US Department of Education website at http://www2.ed.gov/news/speeches/2009/06/06222009.html

Preparing for College: The New Streamlined FAFSA

2010-01-11T06:54:00.000-08:00

Everyone who has children interested in attending college is interested in financial aid! Its never too early to start planning for paying for your children's college education. One important tool that parents need to use is the FAFSA or Free Application for Federal Student Aid. The FAFSA was designed to be used to determine how much money a family is expected to be able to contribute towards college expenses. The results of the FAFSA can determine the amount of money in student grants, work study and loans. (Scholarships must be applied for separately.)

The good news is that the process has been streamlined. In the past, the form was extremely complex, difficult to complete, and frustrating because the smallest errors could cause problems with aid or significant delays. Now, the US Department of Education has provided instant estimates of the Pell Grant and student loan eligibility so students and their families don't have to wait weeks for the notification. Also, the web-based form now has skip logic so that students and their families never see questions that are not relevant to their own application. Also, tax information is available directly from the IRS.

Every parent wants their children to grow up and live happy and productive lives. The ability to go to college is something that many parents struggle to afford. Streamlining the process to receive financial aid helps all families access the resources they need to help their children reach their fullest potential.

For more information on the FAFSA, go to www.fafsa.ed.gov

Creating a Solid Foundation

2009-12-16T08:07:00.000-08:00

Have you heard of Solid Foundation? Solid Foundation is a comprehensive parent engagement program developed by Academic Development Institute. Solid Foundation is a Evidence based program that helps: strengthen family-school connections; engage parents in children's learning; and improve student academic and social learning.

AL PIRC provides the free Path 1 web based process that guides a team through 10 efficient & effective steps to: assess the school community's strengths and areas for improvement; develop a two-year plan; and implement the plan with abundant resources. Over a dozen schools statewide in Alabama have begun using the Solid Foundation model. Great revisions of policies have been created to specifically meet the needs of parents & schools. Effective educational activites have been implemented to increase students performance on tests and report card grades. In addition, schools have established first time or restored true collaborative partnerships with families to help Alabama students compete across the world. To get your school involved or to learn more about this wonderful program please contact William Jones at 334-567-2252. Let's "GET SOLID"!

Happy Holidays from the Alabama PIRC

2009-12-16T07:20:00.000-08:00

As the holiday season approaches, this is the time of year when we like to take some time to spend with our own families. Each of the staff members of the Alabama PIRC is a parent (or about to be a parent early next year!)

William has a young son and a new puppy to play with. Marilyn will be spending time with her children and grandchildren. Katrina will be preparing for her first child early next year. I will be spending time with both of my adult children who are taking leave from the military to come home for the holidays. Our office will be closed for the last two weeks in December to give our staff time with their own families and to recharge and prepare for the year to come. As we finish 2009, I wish for all of you good health and good times in the coming year.

Family Friendly Walk Through

2009-12-09T08:01:00.000-08:00

Last week, the staff of the Alabama PIRC were trained on how to conduct Family Friendly Walk Throughs. The project, developed originally by the Arizona PIRC has been used successfully to help schools identify ways they can work with families to create a stronger learning environment for students. The research on family engagement has found that schools need to be the first to reach out to families and invite them to participate in their children's education. However, often schools have unintentionally created barriers to effective family engagement. Having a Family Friendly Walk Through helps the school understand how inviting it appears to the local community.

As a part of the walk through, the PIRC staff assess the school: customer service, school environment, school website, community partnerships, documents, and school to home communication. The walk through consists of a physical tour of the campus, surveys of parents and teachers, an interview with the principal, document reviews and website reviews. Once the assessment is complete, PIRC staff convert the data collected to a report, which is provided to the school as a reference tool for the purpose of creating a stronger learning environment. The report contains areas that were identified as either strengths, emerging practices, or areas for improvement along with specific research based recommendations for improvement.

If you are in a Title I school and you are interested in having a Family Friendly Walk Through, contact the Alabama PIRC today!

What is Public School Choice?

2009-11-25T08:22:00.000-08:00

Under the No Child Left Behind Act, parents of children attending Title I schools that are not meeting state academic standards and are identified for improvement may be able to move their children to other public schools that are meeting the standards. This option gives parents the chance to ensure that their children are attending a school that is performing well, while, at the same time, allowing school officials to make improvements in their children’s neighborhood schools. Public School Choice is also an option for parents in the event their child is attending a school that is “persistently dangerous,” or the child has been the victim of a violent crime while on school grounds.

How can I find out if my child’s school has been identified as needing improvement? Yearly school report cards distributed through your child’s school contain detailed information on school performance and district academic performance including whether or not a school has been identified for school improvement. School districts are required to notify parents no later than the first day of school that follows the year the school was identified as needing improvement. This notification must also inform parents that their child is eligible to attend another public school, should identify two or more designated schools that parents may choose, and describe the performance and overall quality of those schools.

What can I do if my school or district does not offer school choice, when my child is eligible? Schools and districts receiving Title I funds must provide public school choice for eligible students as described above. If they do not, parents are encouraged to contact the Alabama Department of Education. (www.alsde.edu)

Does public school choice only include schools in the district where my child is enrolled? Usually. However, there may be situations where children in Title I schools have options to transfer outside their own district. For instance, a school district may enter into a cooperative agreement with another district. This may be necessary when all of the schools in a district have been identified as needing improvement.

Is transportation available for my child if we exercise our right to attend another school designated for choice? Yes, transportation services are available. Priority is given to the lowest achieving children from low- income families in schools required to provide choice.

Can I choose to keep my child in a school that is eligible for school choice? Yes. While the district must offer public school choice, this is an option for parents, not a requirement.

What can I do as a parent if I decide to keep my child at a school that has been identified for improvement?

Help your child at home by setting high goals, reading together, and monitoring homework
Make sure that your voice is heard at school
Make sure the school’s improvement plan focuses on areas where the school is not doing well
Get a copy of your school’s parent involvement policy from the principal, parent liaison or head of your school’s parent group
Make sure your school has a school-parent compact that was developed with and approved by parents

For more information about Public School Choice or other issues related to your child’s education, please feel free to contact the Alabama Parent Information and Resource Center. The Alabama PIRC is a clearinghouse with training and information for parents, teachers and administrators with lots of information about educational laws and how effective family engagement can be used to raise student achievement. Contact our office at 334-567-2252 or see our website www.alabamaparentcenter.com.

Preparing Teachers to Work With Families

2009-11-24T09:21:00.000-08:00

Recently, Secretary Duncan released a call for colleges of education to improve the way they prepare educators to teach students. Secretary Duncan noted that we will need to "hire up to 200,000 first-time teachers annually over the next five years." In his press release, he pointed out that currently colleges of education are not doing an adequate job of preparing teachers for "the realities of the 21st century classroom." Secreatry Duncan calls for the universities preparing our future teachers to "ensure that new teachers master the content of the subjects they’ll teach and they will have well-supported field-based experiences embedded throughout their preparation programs. Their ultimate goal should be to create a generation of teachers who are focused on improving student achievement and ready to deliver on that goal."

I commend Secretary Duncan for taking a bold stand for children by calling out the universities that leave our teachers unprepared. However, I believe he forgot the most important missing link, family engagement. Most colleges of education do not offer future teachers any preparation at all to work with families and engage them in their children's learning. We have more research on family engagement than ever before and the results only confirm what we already know. When families are engaged in their children's education students perform better, have fewer behavior problems, and graduate on time. What we also know is that the most effective type of family engagement is what happens in the home. To truly improve the educational outcomes of our students, Secretary Duncan should call on our colleges of education to better prepare teachers to work with families and give them the help that they need to be more engaged in their children's education.

For more information on Secretary Duncan's remarks, read them at www.ed.gov

A Letter from Michelle Obama

2009-10-20T05:31:00.000-07:00

This is a busy time of year in the Obama household. Like so many parents all across this country, I watch with a mixture of pride and anxiety as my daughters stuff their backpacks, kiss me goodbye, and move ahead in another school year without so much as a backwards glance.

My girls are now making new friends, tackling challenging new subjects, and moving closer to becoming the strong, confident women I know they can be. But when I see them come home, bursting with excitement about something they have learned or someone they have met, I can't help but think that some of the most influential people in my daughters' lives won't be the ones they socialize with on the playground or read about in the pages of a book—they will be the people who stand up every day in front of their classrooms.

We all remember the impact a special teacher had on us—a teacher who refused to let us fall through the cracks; who pushed us and believed in us when we doubted ourselves; who sparked in us a lifelong curiosity and passion for learning. Decades later, we remember the way they made us feel and the things they inspired us to do—how they challenged us and changed our lives. So it's not surprising that studies show that the single most important factor affecting students' achievement is the caliber of their teachers. And when we think about the qualities that make an outstanding teacher—boundless energy and endless patience; vision and a sense of purpose; the creativity to help us see the world in a different way; commitment to helping us discover and fulfill our potential—we realize: These are also the qualities of a great leader.

Today, more than ever before, we need precisely this kind of leadership in our classrooms. As the president has frequently said, in a 21st-century global economy where jobs can be shipped to any place with an Internet connection and children here in America will be competing with children around the world for the same jobs, a good education is no longer just one road to opportunity—it is the only road. And good teachers aren't just critical for the success of our students. They are the key to the success of our economy.

But the reality is that with each passing year, we are losing more and more of our most experienced teachers. More than half of our nation's teachers and principals are baby boomers. And in the next four years, as many as one third of America's 3.2 million teachers could retire. The U.S. Department of Education projects that by 2014, just five short years from now, our nation's schools will hire as many as 1 million new teachers. And the challenge to our schools is not just an overall teacher shortage but a shortage of good teachers in the schools where they are most essential: high-need schools that face some of the most daunting obstacles but have students with so much potential. We also have a shortage of teachers in subjects like math and science that we know will be critical to our children's future.

Today, we need a new generation of leaders to take their place in our nation's schools. We need passionate, talented, committed men and women to step up and devote themselves to preparing our students to succeed in this new century.

We need universities to double down on their efforts to prepare teachers and to improve and expand effective alternative routes to certify teachers. We need to encourage more experienced professionals to consider teaching as the next chapter in their careers. And we need to treat teachers like the professionals they are by providing good salaries and high-quality professional development opportunities. We need parents to do their part as well to match that leadership in the classroom with leadership at home. We need to set limits and turn off the TV. We need to put away those video games and make sure that homework gets done. We need to reinforce the example that's being set and the lessons being taught at school and make sure that learning continues at home.

And we need government to support significant efforts to recruit and retain teachers and to reward high-performing teachers. Along those lines, President Obama is already investing more than $3 billion to turn around struggling schools. And he has proposed a nationwide Teacher Recruitment Program to attract more people to the profession, especially in high-need schools. I look forward to being involved with this program and encouraging people across America to put their leadership skills to work in our nation's schools.

Much work lies ahead, and it won't be easy. But I am confident that with a new generation of outstanding leaders in our classrooms, we can make a lasting difference in the lives of our young people and a lasting impact on the life of this nation.

This letter to the Editor was published in US News & World Report on Tuesday, October 20, 2009 http://www.usnews.com/articles/opinion/2009/10/15/michelle-obama-teachers-are-key-to-a-successful-economy.html

Go Outside and Play!

2009-10-08T09:41:00.000-07:00

Connecting to Nature

Formal Partnership Established Among National, State, and Local Park Organizations

Looking for a way to improve your child’s mental and physical health? Look no further than your nearest park or natural area.

“Numerous studies conclude that time spent in outdoor settings decreases stress, inspires creativity, promotes social development, and encourages physical fitness,” said National Park Service Director Jon Jarvis. “A new partnership among the National Park Service, the National Association of State Park Directors, and the National Recreation and Park Association was recently formed to develop and promote programs and policies in parks and other areas that connect children with nature.”

The partnership’s website, www.nps.gov/ChildrenInNature/BestPractices, contains a searchable database of approximately 450 outdoor activities compiled from hundreds of national, state, and local parks and program offices.

“This easy-to-use website contains an extensive list of programs about a wide variety of subjects including archeology, art, prairies, pioneers, critters, and camping,” said Joe Elton, President of the National Association of State Park Directors. “Nature is an amazing classroom, and these creative programs make it fun for children to learn about and connect with the world around them.”

“The way children understand and experience their natural world has changed radically over the past several decades,” said Lois Finkelman, chair of the National Recreation and Park Association Board of Trustees. “Our three groups will work together to expand recreational opportunities and natural resource education for children and families. In addition, we hope to engage other federal, state, local, tribal, and non-government partners in the effort.”

Leaders of the three conservation organizations signed a partnership declaration which contains an action plan to increase public awareness of local and national natural resources.

Contact Information
Kathy Kupper | 202-208-6843

*This post is a press release from the National Park Service.

Schools as Community Hubs

2009-10-08T06:44:00.000-07:00

October is Parent Visitation Month in Alabama. Parents are encouraged to visit the schools and schools are encouraged to let parents visit. That’s great, but wouldn’t it be nice if every month were Parent Visitation Month.

One of the visions that Education Secretary Arnie Duncan has laid out is the concept of schools acting as community hubs by becoming full service community schools. These schools would be open in the evenings and on weekends and welcome families and community members. The schools would have community computer labs where adult education classes could be taught. They would have social workers and provide access to a full range of social services.

Some communities have already started creating full service community schools and the results they are finding are very positive. For youth, the benefits include improved grades and behavior as well as better attendance. Youth tend to have an increased sense of attachment and responsibility to the community. They have improved personal or family situations with less abuse or neglect and an increase sense of school connectedness with increased access to physical and mental health services.

The school benefits from serving the community as well. The teachers are able to spend more time on class preparation and with students. There is improved teacher attendance and communication between families, schools, and teachers. Schools also receive greater resources due to more community partnerships.

The community benefits from an increased use of school facilities. There is an increase in community pride and citizens and students engage in more school and community service. Communities also see improved adult literacy, improved security and safety surrounding the school and improved outcomes for the basic needs of its citizens.

The benefit to families when schools are full service is also important. Families have an increased confidence in their role as their child’s teacher. They have a stronger sense of responsibility for their children’s education. Finally, when the school is more accessible and provides a full range of services, families have a greater attendance at all school and community functions.

Schools cannot do it alone, but they can become centers for collaboration with an other agencies committed to providing every student with the conditions that support learning. Open year-round and with extended hours, full-service community schools work with community agencies to provide on-site social, physical, mental, vision, and dental health care; after-school activities; service-learning projects; and adult education.

National Disability Employment Month

2009-10-07T07:19:00.001-07:00

Did you know that October is National Disability Employment Month? To celebrate the Office of Special Education and Rehabilitative Services (OSERS) is highlighting projects and initiatives funded by the Office of Special Education Programs (OSEP), the Rehabilitation Services Administration (RSA) and the National Institute on Disability and Rehabilitative Research (NIDRR) that improve employment outcomes for people with disabilities, including transition-aged youth.

All month, OSERS will feature innovative, employment-based projects and individual success stories on http://www.ed.gov/about/offices/list/osers/deam-2009/index.html.

National Disability Employment Awareness Month dates to 1945 when Congress passed Public Law 176, designating the first week in October as “National Employ the Physically Handicapped Week.” The name of the month was changed by Congress in 1988.

The Alabama PIRC is proud to be housed in the same agency as the Alabama Network for Children with Disabilities. Our sister project is similar to our PIRC in that it provides training and information to families of children with disabilities. If you have a child with a disability please contact our office if you have any questions or concerns about their education or any other transition issues.

Helping Schools to Go Green!

2009-09-23T07:03:00.000-07:00

These days, going green has become more than just a buzzword. As we face growing populations and limited non-renewable resources, its important to think about ways we can conserve. Its also important to help our children understand the importance of conservation. Here are some tips you can use to help your child's school go green!

Getting to school

One of the main areas where you can have an effect is choosing how your child gets to school. Private car travel is a big source of carbon emissions, so finding alternative ways of getting to school will make a difference. Things you could do include:

try to use greener methods of transport – cycling, walking or public transport
choose one day a week (or more) as a walk or cycle to school day
consider helping with a walking bus service for the school (a supervised walk to school plan)
suggest that your school supplies pupils with secure bike sheds and takes measures to ensure safe routes to school
if you have to travel by car, see if you can share with a neighbor or friend

Food and drink at school

Producing, transporting and consuming food is responsible for nearly a third of our impact on climate change. Choices about packed lunches and the cafeteria can help the environment - and can often have additional benefits for children's health:

suggest stocking fresh, locally in season or Fairtrade produce in the tuck shop or canteen
suggest, or offer to set up, a school fruit and vegetable garden; this could also provide many learning opportunities and links to the curriculum

Reducing waste at school

There are many opportunities to reduce waste at school. For example, you could encourage the school to:

set up recycling bins in the classroom and encourage pupils to recycle
reduce the amount of packaged goods in lunchboxes to cut down the amount of waste
use both sides of paper to reduce waste
set up a scheme to encourage pupils to pass on or sell old text books to other pupils once they've finished with them
consider setting up a compost bin at the school to reduce food waste
help arrange a visit to a local landfill or recycling site so pupils can see what happens to their waste

Saving energy at school

Suggestions for saving energy in a school could include:

encouraging pupils to turn off lights and electronic equipment when they have finished using them

switching off computer monitors and printers properly instead of leaving them on standby
considering using energy saving light bulbs at the school, or even alternative energy sources for heating, like wind or solar power

For tips and fun activities on how to reduce energy further, see the Generation Green website.

Tips on recycling at school - RecycleNow

Adapted from: http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/SchoolLife/DG_064441

September 17 is National Constitution Day

2009-09-16T11:34:00.000-07:00

Did you know that September 17 is National Constitution Day and Citizenship Day? Its is the one day a year that the Federal government requires educational institutions who receive Federal funds to teach children about the U.S. Constitution.

The U. S. Department of Education maintains a Web site for finding teaching resources across the Federal government. It is called FREE and can be found at:http://free.ed.gov/subjects.cfm?subject_id=19

Constitution Resources
Meet the delegates who gathered in Philadelphia in May 1787 to rewrite the Articles of Confederation. Learn what issues they faced. Discover the sources that inspired them. Read the essays printed in New York City papers urging ratification of the delegates' proposal. Explore a 200-year timeline showing the impact of the Constitution on our history. Search the Constitution, and see explanations of 300 topics.

Teachers looking for additional resources can also visit The National History Education Clearinghouse (NHEC) Web site at www.teachinghistory.org. The NHEC is funded by the U.S. Department of Education. The NHEC homepage features special, highlighted information on teaching resources for Constitution Day.

In addition, teachers can go to the National Archives and Records Administration's Web site, www.archives.gov.

Celebrate Constitution Day
Read the Constitution in its original form and in a transcript. View Webcasts of Senator Byrd's remarks and discussions on federalism and checks and balances.

The Constitution of the United States
View high resolution scans of the original, signed Constitution. Obtain a transcript. Read an essay about the Constitutional Convention. Learn dozens of fascinating facts about the Constitution. Learn about each of the signers of the Constitution.

Observing Constitution Day: The Signers of the Constitution
Find out about the delegates who signed the Constitution on September 17, 1787.

Observing Constitution Day: The Constitution Game
Explore, in this simulation, how the members of the Constitutional Convention might have felt as they gathered in Philadelphia's Independence Hall and began the task of writing the Constitution.

Teaching With Documents: The Ratification of the Constitution
Uncover the issues involved in the creation and ratification of the Constitution and the new government it established.

Learning Math Early May Make a Difference

2009-09-10T07:14:00.000-07:00

Many adults admit that they find math challenging. In fact, many of us have a hard time doing simple math like calculating miles per gallon. In today's world, math is a critical part of making financial decisions like determining if you can afford that extra car note or how much you can pay on a mortgage. Its more important than ever that our kids learn how to do math well. Parents can play a huge role in helping their kids learn math early, even if they don't think they are good at math themselves!

A recent article by Eleanor Chute of the Pittsburgh Post Gazette provides some strategies for parents working with their kids at home. The most important strategy Chute mentions is to make learning math fun. Parents can start when their children are as young as two years old with learning about shapes and numbers. Parents also need to check their own attitudes at the door. They should avoid telling children that they don't like math or aren't very good at it and instead focus on fun math activities like puzzles and games they can do together. Learning math skills through play at an early age can make a difference in how well kids do math later in life.

For more information read the entire article from Elanor Chute in the August 30, 2009 Pittsburgh Post Gazette at http://www.post-gazette.com/pg/09242/994281-298.stm#ixzz0PxkNuETd

Important Information from the US Department of Education

2009-09-02T08:10:00.000-07:00

Todays blog is a reprint of a press release from the US Department of Education about their recommendations for dealing with Swine Flu or H1N1.

"Today, Department of Education Secretary Arne Duncan, Department of Health and Human Services Secretary Kathleen Sebelius, District of Columbia Mayor Adrian Fenty and District of Columbia Chancellor of Public Schools Michelle Rhee joined with officials from Google, Apple, Microsoft, Scholastic Inc., Pearson, Curriki, and the International Association for Online Learning to announce new recommendations on the continuity of learning in the event of students absences or school closures due to seasonal or novel H1N1 flu.

The recommendations crafted by the Department of Education are designed to help education stakeholders start planning and acting now for the impact that seasonal and 2009 H1N1 influenza could have this fall and winter on schools and the learning process.

Government officials are especially concerned about the impact of H1N1 in schools because the virus appears to spread quickly among younger Americans. The Centers for Disease Control’s DC Advisory Committee on Immunization Practices recently found that younger Americans, specifically children ages 6 months to 24 years, are one of the top priority groups when it comes to the new H1N1 vaccine.

“We can all work to keep ourselves healthy now by practicing prevention, close monitoring and using common sense,” Secretary Duncan said. ”We know that some students may be affected by H1N1. And our top priority is making sure that they have a way to get well, stay well and to keep learning. With these recommendations, we’re providing a menu of strategies for educators to help ensure that the learning process will continue.”

“One important reason we are all here today is the Department of Education’s Continuation of Learning guidance,” said Secretary Sebelius. “Everyone’s goal should be to keep children healthy and in school. But if they get sick -- and some will -- we have to make sure that they don’t fall behind.”

The recommendations suggest that educators prepare take-home assignments in advance for distribution to affected students and use the Internet and telephones to post homework materials, conduct classes, share information and keep teachers, parents and students in close touch.

The department is working Google, Apple, Microsoft, Scholastic Inc., Pearson, Curriki, the International Association for Online Learning and other private sector partners, and service providers to make continuity of learning resources like pre-printed lesson plans, conference call services, webinar support, podcasting, and virtual classrooms more affordable and accessible for educators.

For the complete H1N1 Continuity of Learning Guidance, please visitwww.ed.gov/h1n1flu"

Sandra Day O’Connor Develops Online Civics Game

2009-08-25T09:05:00.000-07:00

Former Supreme Court Justice Sandra Day O’Connor has helped develop a free online computer game for teens that promotes civics. The “Supreme Decision” is the first of several games that are planned. In this game, students role-play the part of a U.S. Supreme Court Clerk. They help a justice with a tie-breaking vote over a First Amendment case. The game was developed to help middle school students learn more about the Constitution and the role of the courts.

Sandra Day O’Connor is not an avid tech user herself and admits that she doesn’t have a Facebook or Twitter account and doesn’t even text. She does recognize that students today do use technology. O’Connor recognizes that students are more likely to learn if they are taught in ways that they like to use. She claims kids spend “40 hours a week, on average, in front of some type of screen." She is famous for having said that more people can name an American Idol judge than the three branches of government.

O’Connor hopes that as a result of this project, students will learn more about civics and develop the skills they need to analyze problems and develop sound arguments. Another game, called "Do I Have a Right," has also been released. In that game, students play the director of a constitutional law firm. They must decide which amendment resolves a problem posed by a client. Check them out at http://www.ourcourts.org/default.php

Gates Foundation Grant for Alabama Teachers

2009-08-20T06:39:00.000-07:00

This was just sent out via the Alabama Department of Education:

Funding for Public School Teachers to Help Students at High-Need or Rural High Schools Prepare For College!

1. What’s available? Gates Foundation has given us a grant to match funding to teachers’ classroom project request(s) to prepare students for college. Last year, 93% of projects that qualified for this Gates match offer were fully funded by donors who visited our site!

2. Who qualifies? If you are a full-time teacher at a high-need or rural public high school, you are eligible for this funding.

3. How do I participate? First, log in to your teacher account on DonorsChoose.org (if you don’t have one, any public school teacher can sign up at www.donorschoose.org/teacher. Once you’re logged in, submit a project requesting materials to help prepare your students for college.

4. Then what happens? A few hours after your project is approved, you should see a Bill & Melinda Gates Foundation logo on your project. This means it has qualified for this offer and now has a great chance of being fully funded by the other donors that visit our site.

To see projects recently funded via this offer, visit http://www.donorschoose.org/donors/search.html?historical=true&keywords=college&&&gradeType=4

To get started with submitting your own college prep project, log in to your account at www.donorschoose.org/teacher.

Linking the Dropout Crisis to the Economy in Alabama

2009-08-17T06:52:00.000-07:00

Did you know that in Alabama students who are over 16 can legally dropout of high school? Perhaps that is one of the reasons The Southern Education Foundation reports that “Alabama now ranks 42nd in the nation in per capita income and nearly two-thirds of the state’s income gap with the nation is entirely due to the state’s low levels of education primarily fueled by the state’s high school dropout problems.” Last year the SEF published High School Dropouts: Alabama’s Number One Education and Economic Problem. This shocking report found the high school dropout rate in Alabama in 2006-2007 was 39 percent and it links the dropout problem to economic problems over the last thirty years. The report found that the consequences of having an undereducated population are dire indeed.

According to the report, dropouts lose the opportunity to gain the skills they need to earn livable wages. The lack of skilled workers can prevent local communities from generating the revenues needed to provide the public services that citizens require. Also, dropouts are less likely to participate in civic life, reducing the effectiveness of public engagement in democracy. Dropouts are more likely to end up marginalized, living as vagrants, creating communities of concentrated poverty and incarcerated at higher rates. This puts an even bigger burden on the community when potentially productive citizens are locked up at public expense.

I encourage everyone to read the report from the SEF. It explains how Alabama is ranked 42^nd in the nation in per capita income and clearly links that to our education system. It explores the pattern of dropout rates by county and shows that Alabama ranks 45^th in failure to graduate according to the US Department of Education.

To solve the dropout crisis facing our state, the SEF encourages Alabama to address the issues that “define the needs of the entire academic system: academic preparation for achievement, positive school environments, targeting effective programs, successful recovery and prevention measures, and adequate financing.” You can find the report online at http://www.sefatl.org/pdf/HSD%20Report-Final-2007Appendix.pdf

According to the report, “Alabama can attract and grow new industries with good paying jobs in the decades ahead only if it systematically keeps more students in school, provides them with affordable higher education, and helps them graduate from high school and college on time.”

Alabama Has a Decrease in Title I Schools In Improvement Status

2009-08-03T10:09:00.000-07:00

Today is the day that the list of schools that did not make adequate yearly progress (AYP) was released. Its also a day that many are breathing a sigh of relief! This year the number of schools in improvment status has gone down. If a school does not meet its AYP goals two years in a row in the same subject area, the school enters improvement status. Once a school is identified as in improvement, it must make AYP two years in a row to come out of improvement status.

According to the Alabama Department of Education, 1,376 public schools, including 866 Title I schools, were measured for the 2009-10 AYP status (based on 2008-09 data). This year in Alabama, 122 schools have been identified for School Improvement. Of those identified, 52 are Title I schools – a 29 percent decrease over last year’s 73 Title I schools. These 52 Title I schools must offer School Choice if a school of choice is available in the same district.

Title I schools identified for School Improvement in Year 2 and beyond must continue the school choice option to all students and provide Supplemental Education Services (SES) to students eligible for free/reduced meals. Non-title I schools may offer the same provisions, but don't have to because of the cost. In 2009, the Alabama Department of Education requested a continuation of the waiver so that schools in their first year of improvement may offer choice instead of SES. Parents can contact their local school system’s central office for more information.

Accountability results, assessment results, a listing of all schools, including their AYP and School Improvement status, and School Choice information can be found on the Alabama Department of Education’s Web site at www.alsde.edu under “Accountability Reporting.”

Preparing for College: Financial Aid Edition

2009-07-14T08:08:00.000-07:00

If your child is finishing high school and preparing to go to college, it is never too early to start thinking about how to finance their college education. Most high schools and colleges have counselors who can help you understand what paperwork is due and when, but there are also federal resources available on the Internet.

One place you can go to get information about federal student aid (and many other topics) is ED Pubs. This site was designed to help parents, teachers, and others identify and order free products from the U. S. Department of Education. The site offers more than 6,000 titles that include materials in print, on CD-ROMs, posters, videos, and financial aid products.

ED Pubs can help you order free financial aid publications such as the Free Application for Federal Student Aid (FAFSA), the FAFSA On The Web Worksheet, and Funding Education Beyond High School: The Guide to Federal Student Aid. If you work in a college, high school, library or community agency, you may be able to order multiple copies of these and other titles online at www.fsapubs.org. The Ed Pubs site provides a ton of free financial aid publications and applications that will help you and your student understand Federal Student Aid programs.

Summer Learning Workbooks

2009-07-08T07:19:00.000-07:00

When schools first opened in America, school calenders varied depending on the community. Some of the rural schools had long summer breaks that began in the spring so children could help on their families farms. Some of the urban schools had breaks as short as 1 or 2 months. By the time most Americans became involved in agriculture and when indoor climate control was limited, a standardized 9 month calender emerged. Today, less than 5% of our families are involved in agriculture and we have air conditioning, but we still have the same old 9 month calender.

There are several problems with today's school calender because of the possible negative impact that long breaks have on student learning. Long breaks interfere with instruction, cause children to forget, and require long periods of review when children return to school. Also, long breaks can have a very bad effect on children with special needs or children who have English as a second language.

Until we reform our school calenders, parents have to help their children retain as much learning as possible over the summer break. There are many strategies you can use. Bookstores have summer learning workbooks that help student practice the skills they learned the year before and prepare for the next year. These workbooks, usually for elementary school grades, can provide a valuable source of enrichment. Children can work on a certain number of pages each day or work for a certain amount of time. You can help by being there for them and talking with them about the work they are doing. Remember, the most effective type of parent engagement that has the biggest impact on student achievement is what takes place in the home.

Fireworks Safety

2009-07-02T06:43:00.001-07:00

I was raised in Southern California where fireworks were illegal because of the tremendous fire risks and health hazards. Now that I live in Alabama I see firework stands popping up everywhere in December and July. Many families buy their own fireworks to celebrate special occasions. If you decide to use fireworks with your family, here are some tips from the U.S. Consumer Product Safety Commission.

If fireworks are legal where you live and you decide to set them off on your own, be sure to follow these important safety tips:

Never allow children to play with or ignite fireworks.
Read and follow all warnings and instructions.
Be sure other people are out of range before lighting fireworks.
Only light fireworks on a smooth, flat surface away from the house, dry leaves, and flammable materials.
Never try to relight fireworks that have not fully functioned.
Keep a bucket of water in case of a malfunction or fire.

Remember, the safest fireworks are the ones lit by professionals! Check your local paper to find shows near you!

Staycation

2009-06-27T07:09:00.000-07:00

Times are tough. This year, many families are choosing a "staycation" instead of traveling. Why don't you try one?

When planning your staycation, try to think of fun and educational things you can do as a family. For example, visit a local history museum to learn more about the history of where you live. Many of the local museums are free or inexpensive and offer summer events. Go to the local library and check out books about your town or state to read with your children. Go for a hike in your local community and try to identify different types of plants.

You don't have to go far to have a good time learning with your kids this summer!

Summer Art Activity

2009-06-17T07:00:00.000-07:00

Does anything scream summer more than a hot dry sidewalk and sidewalk chalk? I don’t think so! Consider the arts when you are spending time with your children this summer. One of my favorite summer activities is making sidewalk art. Before you start, consider watching the movie Mary Poppins with your child for inspiration!

While your children are out of school take them to a local museum. Most cities or towns have at least one museum. Some have paintings and sculptures, and others have local historical items. Often the museum has staff that can give you more information about the exhibits. Follow the visit with a bucket of sidewalk chalk and try to recreate the pictures you saw on your trip. You can have art contests to see who has the most colorful pictures or who has the most imaginative pictures. Art is an important part of a well-rounded education, but often it’s the first thing cut when education funding is lost. Spend some time with your child this summer making your own art and the time will be well invested.

Summer Science Anyone?

2009-06-10T05:50:00.000-07:00

This summer, plan to talk to your kids about science. Its all around us, literally. This weeks blog activity is stargazing, and I don't mean at the supermarket checkout!

If your kids are young, take a couple of blankets out to the yard and lie down together to look at the stars. Talk about landmarks like the North Star, the Big Dipper, and any other constellations you might know. If your kids are in elementary school, try to go further afield. You could do your stargazing in a local park. Maybe do it in a variety of places and talk about the differences. Take your kids to the library and check out books about the stars and the planets or let them use the web to look up interesting facts.

The important part is spending time with your kids. Sparking their interest in astronomy is just a fun by-product!

Summer Vacations

2009-06-03T12:49:00.000-07:00

Is your family taking a trip this year for your summer vacation? Have you thought of ways you can turn your trip into learning experiences for your children? If you haven't yet, its not too late!

the age of technology is upon us and that means our kids have to know and be able to do more than we probably did. In fact, kids in Alabama have to demonstrate that they know the standards by passing the Graduation Exam before they can receive a diploma. One thing that hasn't changed is the time off that all kids look forward to each summer. However, each year during the summer break, kids lose a little of the knowledge they gained the year before. You can help them to keep that knowledge and maybe even gain a little more! Research shows that what parents do at home is their best way of improving the educational outcome for their children.

This summer when you plan your family vacation, try to make it a Theme Vacation! For example, if you plan on taking your children to visit Washington DC, rent Mr. Smith Goes to Washington ahead of time and watch it with them. Talk to them on the way about our nation's history and then take them to one of the many free museums at the Smithsonian. If you plan your trip well in advance, you can even contact your congressmen and get tickets to see the capital building or the White House. If you are going to a beach, spend a little time with your kids researching the local marine life. Talk to them about beach erosion and how to protect our coastlines. If you are going to visit family in a different state, have your kids research the history and culture of the area. A visit to Selma could be an opportunity for you to talk to your kids about the civil rights history and you could take them on a tour of civil rights landmarks like the Pettis Bridge. the most important part of a Theme vacation is the time you spend talking about it with your kids!

Summer Begins!

2009-06-01T12:59:00.000-07:00

Summer has arrived and most schools are closing for the year if they haven't already. Many parents have mixed emotions about summer vacation. Its a great time of year for the entire family to plan a trip or just stay home and enjoy the weather. But its also a time when kids seem to lose some of what they learned the year before. In fact, teaches can tell you that much of the beginning of the next school year will be dedicated to relearning what was taught the year before.

What can we do at home to make a difference in our kid's learning. Actually, quite a bit. The research tells us that what parents do at home is the type of parent involvement that has the biggest impact on student achievement. So, this summer there are a couple of things you can do and we will highlight a new idea for you each week. This week we will focus on literacy by highlighting Family Book Clubs.

To start your own Family Book Club, select a book that will interest you and your child and is on your child's reading level. Your local library has lots of good books you can borrow and the librarian can help you decide if the reading levels are right. Then decide how many pages or chapters you and your child will read each night. The next morning set aside some time to talk to each other about what you read. Be sure to talk about things like the plot, the main characters, and the setting.

This activity can help you to raise your child's vocabulary, fluency, and comprehension. But the best part is the time you get to spend together!