A couple years ago in San Francisco (Fall Forum, Nov. 2004) I made a preliminary presentation on High Schools that English Learners Need. Thanks to great audience interaction and feedback and subsequent work. that turned into a policy paper, The High Schools English Learners Need by Norm Gold, with Julie Maxwell-Jolly, June 2006 (PDF, 27 pgs., 115 KB), now available through the University of California Linguistic Minority Research Institute. You may download it free here.

Despite the best efforts of thousands of dedicated people, California's secondary schools are failing to adequately educate the majority of the state's English learners (ELs). This policy paper for the University of California Linguistic Minority Research Institute (UC LMRI) presents a vision for high schools that will promote greater success for these students. This vision is based on Norm Gold's three decades of experience in the field with teachers and administrators responsible for educating English learners and immigrant students. The paper presents five myths that stand in the way of the educational changes needed for secondary English learners to thrive in California's high schools, and some suggestions on what schools can do to address them. See the overview: The High Schools English Learners Need, a Policy Brief (UC LMRI Newsletter, V.15, No.3) (PDF, 4 pgs.)

Norm Gold, Consultant

The amazing thing about the closing session of this year's fall forum and its discussion of the tenth principle was to see that youth is not represented on our board in any persuasive way: yes there was discussion about adding a student representative and yes there was a pointed question or two about representation on the board vis a vis people of color. But how does anyone stand up and say to say to that powerful and imposing group of people that they skew too old! There are everywhere in the CES coalition young teachers who are dynamic and razor sharp and unrelenting and innovative. Everywhere, that is, except the board I guess. is there a drive to more deeply involve more teachers in Public Education? Our schools are full of young intelligent women in their 20s and 30s. I recognise that boards frequently skew old (like our poll watchers) but can't the CES board be a little different? Could we ever place people on there in part because of their youth? After hearing Deb Meier explain that some are picked for color and geographic distribution, I guess youth too can be seen as a powerful attribute or key for admission. If the tenth is about equity, let's really search for it. A troubling trend this year at many sessions of the forum was for greybeards to stand and preface anything they had to say with a list of all they've done and accomplished in the past: It seemed just like the lord high Chamberlain in James Thurber's too funny and in this case too-true story about a king and a princess who keep hearing from each of the King's men of all the things they've done and accomplished in the past rather than let their ideas float freely in the arena of ideas, solutions, and opinions. It takes so much time to hear about everyone's list of how many times they have been right in the past, of what organization they started and why, and it undercuts the worth of the things other more humble people have to say. It charges their opinions with weight that might not otherwise seem merited. So many people shined their own apple this year.

-Michael Currier, public school teacher

What is the process that your school uses to add new courses to the schedule, remove old courses and generally keep the program of studies current and meaningful?

How do you ensure that all 9th graders are enrolled in meaningful courses, appropriate for their developmental and cognitive level? (And prevent them from getting the very last choices / leftover options in elective courses?) Do you have 9th grade specific electives that work well for your 9th graders?
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Name: Angela Atkinson Duina
Job Title: Dean of Faculty
Organization: Poland Regional High School

I would love to use CES's habits of mind, heart and work in my class as the basis for students' evaluation. Does anyone have any expereince with this?

Sameer Sampat
High School Math Teacher

I am working on the Literacy Plan for our NEW Conversion School. I am looking for ANY idaes or input from other schools on their Literacy Plans: What do they look like? How were they created? How basic or complex are they? How did your school create a cross-curricular plan and how have you inplemented it throughout your school? Any help will be greatly appreciated.

Name: Michelle Travieso
michelle.travieso@cms.k12.nc.us
Teacher - 12th grade English, Lead Teacher
School of International Studies and Global Economics at Olympic High School, Charlotte, North Carolina

I am working on the Literacy Plan for our NEW Conversion School. I am looking for ANY idaes or input from other schools on their Literacy Plans: What do they look like? How were they created? How basic or complex are they? How did your school create a cross-curricular plan and how have you inplemented it throughout your school? Any help will be greatly appreciated.

Michelle Travieso
michelle.travieso@cms.k12.nc.us
Teacher - 12th grade English, Lead Teacher
School of International Studies and Global Economics at Olympic High School, Charlotte, North Carolina

Harts High School, Harts Creek, West Virginia is closing at the end of the 2006 school year. The State of West Virginia has chosen to force Harts, along with three other small schools in Lincoln County; Hamlin, Duval and Guyan Valley, to be consolidated into one large school in Hamlin. Their decision was based upon decreasing population in Lincoln County as well as poor test scores from all four Lincoln County schools. Duval, Guyan Valley and Hamlin students will be attending the new Lincoln County High School in Hamlin next fall. But due to the 40 mile distance from Harts Creek to Hamlin, the students of Harts High School will be sent to neighboring Logan County to merge with students from Chapmanville High School. There will be a new high school built to accomodate the larger student population in Chapmanville next year. Until then, modular buildings will be set up in order to house the Harts students next year.

During the past two decades, Sizer and others have stated the importance of the principal's effective participation with families and the community for student academic success. However, my search through recent AERA Annual Meeting Programs and Google reveals no studies on formal coursework or preservice activities preparing principals to deal with the 4th essential element of school design. Does anyone have knowledge of a research study on preservice principal training for the preliminary credential regarding formal coursework or learning experienceson working with parents and the community?

Please e-mail me at dmichael@pepperdine.edu

--Diana Hiatt-Michael, Professor of Education, Pepperdine University

Um... RSS feed? Hello?

-- Tom Hoffman, Project Manager, SchoolTool

Hey my name is Brittany and I'm a youth intern at CES. I'm from San Francisco, California, and I attend June Jordan Small School for Equity. I was one of the YOUTH facilators at the Fall Forum "Pre Conference". While this pre-conference was going on, I was around some very stimulating discussions that were going on thourghout the day. I was amazed to see all the youth that was there from around the country so engaged and passionate about improving and making leadership happen at their schools. I was so sad when the pre-conference was over because there were a lot of things I felt that we didn't have enough time to discuss. So I created this BLOG so we can keep this discussion going!! Anything that you want to talk about regarding school, advice, or even just to say WASSUP- it's all cool. So hit UP this BLOG and talk to me and CES.

--Brittany Donaldson, student, June Jordan Small School for Equity

One morning when I came in school, Sharon immediately told me to meet in her office. My first reaction was, "I swear I didn't do it," but to find her smiling was a relief. I assumed that she got me a book about vampires, or received news on after-school programs like dancing. Instead, she told me something about a conference in Boston that did not interest me one bit. The only information that I digested was that it was for the Coalition of Essential Schools. Everything else was just a blur. So for the past few days, I forgot about the talk I had with my advisor. I only concentrated on my work for my upcoming exhibition. When I presented, I felt beyond great. My self-confidence has finally boosted up to the maximum. As I looked at my panelists, I noticed how drawn they were to my work and passions. They often asked questions such as, "Can you help me find an LTI like yours?" or "How do you find books on your interests so well?" I felt as though I can be a great role model to these people, or just someone they can look up to as a friend. Judging from this exhibition, I know for sure that I'll do awesome on the rest of the year. After feedbacks, Sharon wanted to touch base with me and my parents. They talked about work, how proud they were of me, and that they can't wait until I go to college and accomplish my dreams. After all of the laughing and talking, I was ready to go home, glad that my presentation was over. As I got up and stretched, Sharon touched my elbow and politely asked me to sit back down. I thought, "It cannot be this important," and rolled my eyes. It was then I noticed that Sharon's tone of voice had changed. The kind of voice where you know you can't interrupt because it's so important. The next thing I knew, the whole conversation was about the CES conference in Boston. She spoke with so much pride, as if she's already seeing me graduating. She told Mom and Dad that it was an honor to have me at the CES conference, especially when Doc choose me out of all students. I then knew that it would mean a lot to Sharon for me to go and represent The Met. The conference was a great experience. I've changed emotionally in many ways. As I glanced around the room where my conference took place, I felt as if there wasn't one dry tissue in the room. I knew that the CES members could see what The Met has done for me and how I improved since I came to this school. These people even approached me and wished me luck for the future. I couldn't help it but to give them a hug. I was glad that I came to Boston, and I wouldn't change it for the world. When I came back Saturday night, I knew that if I didn't participate in this association, I would regret it so much.

--Xylia Xiong, student, The Met

I've been to two Fall Forums where prominent speakers have been people of color promoting the Coalition and the importance of the work being done to change education. I have a question about the tenth principle: how is this principle being promoted within CES schools as important as one through nine? Does anyone have any ideas?

--Nampeera Kayondo, F.W. Parker Charter Essential School

I came to this conference with 5 other students from my school. We did a presentation on our democratic process. I was really surprised with how many youth were at this conference. It really inspired me to see other youth activists and other students who actually CARE about their schools. One thing that I wished would have been better was to not have so many school groups so clicky with one another. I really hoped to meet with other students and get to know them but I found that it was too hard for me to introduce myself. I did meet a lot of cool youth and adults and I'm very glad that I came to this conference. I have to say that I am actually shocked about certain things. I came into this conference thinking that everyone especially the adults would be at the same level of awareness when it came to talking about race, but I found that for a lot of people this was new information. It bothered me in many ways and I wasn't really sure how to react when other youth (in a workshop) said: "Why do we need equity in our schools?" and "What is the difference between equity and equality? It's the same thing!" I was shocked about that. I did meet a woman who was an elementary school teacher in California and we had time to talk about equity in our schools and I found that even though this woman was a lot older than me she still, as a woman of color, went through the same struggles that I have been dealing with lately. It was both relieving and disturbing. Overall, I would say that I really learned a great deal about things that I can bring back to my school. I got information on a Mix It Up Day that I am planning, did lots of networking, and also learned even more about race and equity in our schools. I had a great time. Thanks! Chibo

--Chibo Shinagawa, student, Lehman Alternative Community School

This forum is the first CES forum I've ever been to, and I have to say that I'm extremely impressed with all the stuff schools are doing. I would have liked to see more of the student lead workshops acctually be lead by the students instead of their teachers. Also, I feel badly that so much money was spent on this conference. We don't all need all this fancy stuff all the time. I understand that it's nice and comfortable, but is it really necessary? Our money could be going to something much more worthy. In any case, everything is pretty flippin neat here and I'm glad that so many students and teachers have spent so much energy on education.

--Danielle, student, LACS

this is the first fall forum ive ever been to and i presented with some people from my school, it was pretty chill. i wish that all those workshops that said that they were student lead, actually were student lead. my group was kind of chaotic i know (we showed the video and did the mock ASM) but at least it showed the exact vibe of what our school is really like. if you say its gonna be done by students make the thing RUN by students. otherwise just say that they are ran by adults and the turnout im sure will be just as good, except people get what they expected rather then being dissapointed....all in all though, everyone did and awesome job this year and im very impressed with everyones work and enthusiasm.

--casey gray, student, alternative community school, ithaca ny

It's very interesting to meet people over the world which are interested in the same thing: teaching! It's nice to see there are a lot of ideas about teaching. Together we try to find the best way to make education work.

--Marielle Delisse & Gertie Meulders, CPS

We in Holland are planning to join the CES movement. We are with about 20 schools, both primary as secondary. We really want to change the system of learning and we noticed here that we are not the only ones in this world. We already knew, but it is good to know and to feel that the need to change is maybe global. So my question is how we can start and how we can make connections to this powerful movement?

--Frits Roelofs, Arentheem College Arnhem Holland

My intro session was excellent. "Meeting students where they are," reaches beyond social and economic boundaries. It creates and encourages open dialog among students and provides insight to who they are and where they are educationally & socially. I am then able to tailor instruction around their understanding of a predetermined topic. Greatr job!

--Trent Dennis, Baltimore County Public Schools