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<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Dear
BHS
Families:<br>
<br>
With the third quarter coming to a close and spring break upon
us, we enter the
home stretch of another school year. This year, intensely-paced
as always,
nevertheless continues to be a very productive and creative year
for both
students and staff at Berkeley High School. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><br>
The size of our school, as well as the often intense nature of
its rhythms,
makes it challenging to sometimes step back, slow down, and
appreciate the
talents, skills, and personalities of our students and of our
staff. Yet when I
find moments in the day and I am fortunate enough to observe a
compelling
demonstration in a science class, see a work of student art
unfolding, watch
kids master higher level mathematics, or hear kids vigorously
debate a social
issue, I am brought back to why we are here and I am
instantaneously
recommitted. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Rejuvenation
at
BHS resides in those windows wherein we can momentarily set
aside the
sometimes misplaced urgency of adult issues, set aside the
requirements of
operations and bureaucratic necessities, set aside the demands
of constant
communication, and find our kids deep in collaboration in a
classroom, on an
athletic field, a dance stage, or an art studio. In these
spaces, where our
kids often further extend and develop ideas, voices, and
perspectives that are
their own, the chaos, the grind, and the usual stress can often
give way to a
calming and affirming clarity about the importance of why this
place is here,
why our school matters, and why we must all, educators,
students, and families
alike, contribute to and work towards a shared vision or
conception of our
learning community as an epicenter of possibility and
potential. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">It
continues
to be a privilege to serve the students and families of this
community.<br>
<br>
Acknowledging, appreciating, and recognizing the best dimensions
of our school
should in no way indicate that we are not cognizant as a
professional community
of our imperfections. The organization that claims it has
arrived, to
paraphrase writer Jim Collins, has likely already begun a slide
into
mediocrity. At Berkeley High School we will then continuously
work to refine
and develop our universal instructional strategies, our belief
systems, and our
classroom practices to better endow our students with, or
reinforce for them,
the foundational skills and fundamental concepts that are
essential to their
wider participation in the curriculum, and, more importantly, to
the deeper and
more thoughtful expression of their own ideas, perspectives, and
conclusions. <br>
<br>
Toward this goal we continue to offer professional opportunities
to staff.
Through academic language and lesson design trainings, coaching,
and
opportunities for teachers to observe each other's practice, we
believe we can
improve our collective instructional strategies and subsequently
improve
student outcomes. Our universal professional development has
aimed to better
enable teachers to construct daily lessons that incorporate
focused modeling of
<i>their</i> thinking to students, then facilitate guided
practice for them,
and subsequently provide opportunities for students to
collaborate;
specifically, to problem solve, discuss, negotiate, and think
with their peers.
It is this type of instructional progression, a gradual release
of
responsibility if you will, that best positions students to
internalize new
learning, and then apply that new learning independently and in
creative and
constructive ways. <br>
<br>
Gaining proficiency as educators in the technical and structural
dimensions of
our instructional practice does not, however, relieve us of the
responsibility
to also consider and provide the contexts wherein the teaching
and learning can
emerge in a manner that is relevant and connected to student
experience;
connected in a way that demonstrates or generates meaning or
associations to
our students' current and future lives. In his 1902 work The
Child and the
Curriculum (I know, but I find it extremely relevant still),
John Dewey offered
that a "lack of any organic connection with what the child has
already
seen and felt and loved makes the material purely formal and
symbolic,"
and, he notes subsequently, "there is a sense in which it is
impossible to
value too highly the formal and the symbolic." <br>
<br>
Our goal then is, and will continue to be, to create experiences
wherein well
designed and thoughtfully structured lessons make new skills and
content
accessible to kids, while concurrently infusing those lessons
with real world
and real time connections to students' own communities,
perspectives, and
experiences. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">It
is
with those connections, reflected in some of the projects and
work being
done in our various departments and learning communities (some
of which we
share below), that we develop and deliver curriculum to our kids
that
transcends the purely formal and symbolic and generates and
inspires meaningful
learning that they can then apply in real-life settings for the
benefit of
themselves, their families, and their communities.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">I
wish you all a very good spring break.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Pasquale
Scuderi<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Principal<br>
Berkeley High School<br style="mso-special-character:line-break">
<!--[if !supportLineBreakNewLine]--><br
style="mso-special-character:line-break">
<!--[endif]--><o:p></o:p></span></p>
<p class="MsoNormal"><b><u><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">What
are
We Doing?</span></u></b><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><br>
<br>
<b>African-American Studies</b> hosted its third annual Black
Scholars
Night and honored several students of African descent who are
thriving
academically. Many thanks to Ms. Washington, Ms. Mitchell, Mr.
Walton, Mr.
McDonald, as well as Ms. Rhonda Jefferson, Ms. Trahan, and our
Professor
Emeritus, Dr. Robert McKnight for participating in the evening. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">We
once
again remind families that African-American history receives the
same
UC/CSU credit as U.S. History, and encourage students and
families to consider
this option when choosing social studies in the junior year, or
in the senior
year as an elective.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Additionally,
the
administrative team, in consultation with the department as well
as the
College and Career Center, and in response to many community
members and staff,
plans to increase awareness and the availability of information
on Historically
Black Colleges and Universities (HBCU's) to students and
families. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Look
for
a forthcoming email from Vice Principal, Vernon Walton, who will
be
inviting parents to join planning and work sessions to develop
HBCU Tours for
students, increase awareness of the annual Black College Expo in
Oakland -which
offers fee waivers, on the spot admissions, as well as
workshops, and devise
plans to increase the amount of information on site about these
tremendous
college options. For more information contact <a
href="mailto:vernonwalton@berkeley.net" target="_blank">vernonwalton@berkeley.net</a><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><br>
<b>Academic Choice </b>teachers are observing one another's
classrooms this
spring and debriefing to improve practice, a process we are
encouraging
throughout the school; meanwhile, all AC freshmen, sophomores,
and many juniors
are engaged in an extensive research project in their history
classes,
exploring, assessing, and defending a thesis on a topic of their
choice. <br>
<br>
<b>English Language Learners Program:</b> In March, Mr.
Mulholland-Beahrs,
teaching recent immigrants in our language learners program for
the first time,
will take students to BioBlitz, a 24-hour event, sponsored by
the National Park
Service and National Geographic Society, in which teams of
volunteer
scientists, families, students, teachers, and other community
members, work
together to find and identify as many species of plants,
animals, microbes,
fungi, and other organisms as possible. <br>
<br>
A BioBlitz is being conducted in a different national park each
year during the
decade leading up to the U.S. National Park Service Centennial
in 2016.<br>
<br>
Our <b>Academy of Medicine and Public Service (AMPS)</b> is
celebrating seniors
as the college acceptance notifications come rolling in. AMPS is
more than
proud to report seniors being admitted to, among others, UC
Berkeley, UC Santa
Barbara, Howard, SFSU, Humboldt, UC Riverside, and Sonoma State,
and there are
more letters to come!<br>
<br>
AMPS juniors engaged in a public health community asset mapping
project which
will culminate in our second annual health information fair for
Berkeley High.
They will be applying their newfound knowledge, as well as
project management
and community outreach skills, to a spring interdisciplinary
unit on stress and
trauma and its impact on both physical health and educational
health. <br>
<br>
<b>Green Academy</b> seniors are preparing their senior project,
a most
relevant education-centered endeavor wherein they will propose
how to use the
new Local Control Funding Formula money that school districts
are receiving
under California's new education funding formula. <br>
<br>
At the end of April Juniors from Green Academy will be visiting
UC Merced, the
newest member of the UC system, which houses a strong Green
Engineering
program. Several Green Academy alums are attending UC Merced
already.<br>
<br>
The third quarter in <b>Berkeley International High School
(BIHS)</b> has
been full of activity. Our sophomore class visited four
different colleges on
the annual college field trip to build college-culture and learn
more about the
admissions process. <br>
<br>
The annual <b>BIHS Art Exhibition</b> was held Thursday, March
27th, from
5:30-8:30. Ms. D'Adamo once again put together an evening that
showcased
student work that was provocative, beautiful, gut wrenching, and
colorful. Many
thanks to the many incredibly talented and thoughtful students
who showed their
work.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">The
<b>Math Department</b> is gearing up for a significant
transition to an
international mathematics progression that will help us help
students meet the
upcoming paradigm shift in teaching and learning brought about
by the adoption of
the Common Core State Standards (CCSS). <br>
<br>
Elsewhere there are a record number of participants in the math
club which
meets every Tuesday at lunch (approximately 65). They are
getting
positive results in their monthly competitions.<br>
<br>
Our AP and IB students and teachers are gearing up for the AP
and IB math
tests. We offer 15 sections of these high level courses and our
students
typically perform very well on them. <br>
<br>
The <b>World Language Department </b> saw French students from
Donatella
Carta's classes participate in a French contest at Cal that
included 15 schools
and about 70 students. Three of Ms. Carta's students won in two
categories out
of three -- one first prize and two second prizes. None of the
other winning
schools won more than one prize. <br>
<br>
World Language teachers have created exemplary lessons using the
strategies of
Constructing Meaning, an instructional framework that, among
other things,
highlights the role academic language plays and should play in
both lesson
design and delivery. These World Language Department lessons
integrate the
instructional practice we call Gradual Release of
Responsibility, and the
department has begun building a catalog of lessons for all
teachers to use and
share for the rest of the year, and as they take over different
levels. <br>
<br>
<b>Communication Arts and Sciences (CAS)</b> sophomore Jackson
Grigsby was
chosen to be Speaker of the House at the Black Youth Leadership
Project's
annual Legislative Open House in the Sacramento State Capitol
building.
He had the opportunity to meet state representatives and
preside over a
mock trial. <br>
<br>
CAS Staff including Ashley Daly, Amy Crawford, Philip Halpern,
and Hasmig
Minassian, along with Green team lead Dagny Dingman, recently
presented at the
Educating For Careers Conference for California Partnership
Academies in
Sacramento. They presented on the AP Augmentation program,
Community
Retreats, and Digitial Media projects. <br>
<br>
CAS Seniors are ending an in-depth study of education by
creating proposals for
a BHS redesign effort to help increase success for all students.<br>
<br>
CAS seniors in Advanced Digital Photography will be taking part
in a Photo
Exchange with students from Sakai High School in Japan in April.<br>
<br>
<b>The Arts and Humanities Academy (AHA)</b> held its annual art
exhibition at
Kala Gallery and proved to be a huge success. All students had
work
displayed at Kala and over 300 people attended the opening
reception. Please
refer to the following link for pictures of the show: <a
href="http://www.flickr.com/photos/53901376@N04/sets/72157641296263795/"
target="_blank">http://www.flickr.com/photos/53901376@N04/sets/72157641296263795/</a><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">In
other
AHA news, 9th grade students are studying AB 1266 (the
transgender
bathroom bill) and hearing from guest speakers about why the
bill is important.
<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">In
science,
freshmen are studying evolution, a unit which will culminate in
a trip
to the California Academy of Sciences, and freshmen also
participated in an
acting workshop with the Shakespeare Theatre Company. <br>
<br>
<b>The Science department </b>has done extremely positive work
this year
developing common assessments for biology and chemistry.
Additionally, Thursday
June 5 from 5:30 - 7:30 is the annual AP/IB Chem and Bio Poster
session. It
will occur in the community theater galleries. Look for
additional info via e-tree
prior to the event.<br>
<br>
<b><i>MUSIC:</i> </b>Several weeks back, Berkeley High Band
&
Orchestra musicians performed at a CMEA Solo & Ensemble
festival held at
Cal State East Bay, in Hayward. There were three ensembles and
one solo
performance, and each of the performances earned the highest
score: Superior.
Karen Wells and Mary Dougherty were most excited for their young
musicians who
played their pieces beautifully and were solid representatives
for Berkeley
High.<br>
<br>
Sarah Cline and her jazz program continue to impress and have,
among other
appearances this year, been seen at Yoshi's and also traveled to
Cuba where
they played, learned, and raised funds in advance to bring along
music supplies
for their fellow musicians. <br>
<br>
<b>Physical Education and Athletics: </b>The PE Department and
athletics
now has access to new gym space, a fitness center, and a
multi-purpose room.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">The
winter
athletic season was a success with both boys and girls soccer
and boys
and girls basketball making the playoffs.<br>
<br>
Individual nods here go to...<o:p></o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l0 level1
lfo1;tab-stops:list .5in"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Carlin
Hudson, a four-year girls varsity soccer player with a 4.0
GPA, who was also named league player of the year.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list:l0 level1
lfo1;tab-stops:list .5in"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Yassine
Hamdouni Alami - boys varsity soccer, a 4.0 student, also
named league player of the year.<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list:l0 level1
lfo1;tab-stops:list .5in"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Last
but not least, Desire Finnie, a 3.4 GPA student, league player
of the year, who also led the girl's basketball team to the
Northern California Division 1 basketball championships.<o:p></o:p></span></li>
</ul>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><br>
<b>SPECIAL EDUCATION: </b>30+ students in the BCC College
Transition class
took their college reading and math assessments today.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">In
addition,
students in INE Literature Exploration classes are making solid
progress to independently read 20 books in five different genres
this year.
They are steadily advancing in their reading levels and they
recently wrote and
recited their own "I Have a Dream" poem in tribute to Dr. Martin
Luther King.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Students
in
CLC classes have also been working to complete and refine their
resumes.
<o:p></o:p></span></p>
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<p class="MsoNormal"><b><u><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">The
Danger
of a Single Story</span></u></b><span
style="font-size:11.0pt;
font-family:"Arial","sans-serif""><br>
<br>
One of the ways in which we can work toward all of our students
having the
opportunity to make connections to content, and to engage with
learning in more
than just formal or symbolic ways, is to ensure that the
curriculum we choose
does not promote a single story in terms of culture, ancestry,
or experience. <br>
<br>
The Danger of a Single Story, a compelling talk by author
Chimamanda Ngozi at a
recent TED event, notes that the "unintended consequence" of
stories,
literature, or in our case, curricula, that is homogenous in
terms of culture
and experience, is that kids can potentially become convinced
that books, by
their very nature, have to be about things with which they can
not personally
identify. The importance of inclusive and multicultural content
has, in my
opinion, rarely been articulated so elegantly.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><a
href="http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story"
target="_blank">http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story</a><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">This
Spring
the teacher leadership team is reviewing curriculum in all
departments
and communities to give us all a more holistic impression of
what we are
offering or conceiving of as inclusive curriculum. This work
must help us train
a critical eye on the areas where the cultural and experiential
components of
our curriculum can be broadened and improved.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><b><u><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Chicano
Latino
Studies</span></u></b><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">The
reimagining
and reconstituting of a vibrant Chicano Latino Studies
Department
is happening now with Vice Principal Jorge Melgoza taking the
lead for BHS.
These exciting conversations are examining the possibility of
partnering with
PUENTE, <a href="http://www.puente.net/">http://www.puente.net/</a>,
and
the crafting of a certification pathway that would include
literature and
history courses, AP coursework, and advanced world language
instruction.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">A
meeting will be held at BHS on April 25 at 6:00 p.m. For details
please contact
<a href="mailto:jorgemelgoza@berkeley.net">jorgemelgoza@berkeley.net</a><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><b><u><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Writing
Matters
(but you knew that, right?)</span></u></b><span
style="font-size:11.0pt;
font-family:"Arial","sans-serif""><br>
<br>
The ability to write proficiently in an academic context is
essential to
student success and factors in mightily where disparities in
student
achievement and outcomes are concerned. Struggling, developing,
and even
currently proficient writers need to further practice and
develop this skill as
it is the mode of communication and the channel of explanation
through which
almost all students will, to some degree, eventually have their
work, their
learning, and their thinking judged in a college or career
setting. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">More
immediately,
essays, term papers for social studies classes, lab reports for
science, artist statements or art critiques, and numerous other
tasks in
various disciplines or subjects make the ability to write, more
specifically,
the ability to explain an idea or extend an argument, essential
to success in
subjects all across the curriculum.<br>
<br>
The ability to express ideas in writing is certainly not the
only way students
can convey their learning or their ideas, but it is perhaps the
most prominent,
critical, and recurrent challenge placed on students when asked
to make their
reflective capabilities and their thinking visible. <br>
<br>
In response to this, Berkeley High School, for the first time in
many a
person's memory, has begun a school-wide, universal writing
initiative that
this year that has asked <i>all</i> students in grades 9
through 11 to write
persuasive essays on regular intervals. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Teachers
across
subject areas have normed and scored this student work together
giving
all teachers in all subjects an opportunity to better calibrate
around what our
school's collective conception of proficient student writing
looks like. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">We
are
making a long term investment here and have taken very seriously
the input
and suggestions that will improve the program's effectiveness in
future
years. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">We’ve
refined
our school-wide writing rubric, and believe the more detailed
scoring
will provide students with more actionable and precise feedback
as the program
grows.<br>
<br>
Next year we are considering including data sets in each of the
readings to
better push students to synthesize and analyze information -one
of the science
articles this year will include data. <br>
<br>
We’ll also expand time for teachers to review the results of
these essays with
colleagues in order to adjust instruction in meaningful ways.
This is
especially critical as we as a school will no longer concede
that academic
literacy is the responsibility of English teachers alone.
Supporting academic
language development and academic writing development is now a
shared
responsibility across content areas; a sentiment formalized by
the new Common
Core State Standards' inclusion of literacy standards for
science, social
studies, and a host of technical subjects in the framework.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><b><u><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Student
Course
Surveys</span></u></b><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Considering
interest
from student leadership and parents, and in consultation with
teachers
and programs who are already giving student surveys or course
evaluations at
the end of the semester or the end of the year, the
administrative team has begun
preliminary conversations around the development of a
school-wide student
course survey that could be given in each course or section on
campus in the
near future.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Obviously
there
are numerous details to be considered: who will have access to
the data?
How can the data be collected in a way that gives teachers and
administrators
an opportunity to truly grow and improve their practice from the
responses? <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">These
and
many more questions need to be resolved before we move forward,
but the
interest is growing and the early discussions are underway.
Special thanks to
Mr. Campisi and Mr. Sanoff for providing models of this type of
work to help
begin the conversation, and to Mr. Villavicencio for connecting
interested
student leaders to the discussion.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">A
good primer on the topic can be found via the link below.<br>
<br>
<a
href="http://www.theatlantic.com/magazine/archive/2012/10/why-kids-should-grade-teachers/309088/"
target="_blank">http://www.theatlantic.com/magazine/archive/2012/10/why-kids-should-grade-teachers/309088/</a><br>
<b><u><br>
School Safety and Student Discipline</u></b><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Through
the
terrific work of safety and intervention staff, the quality
planning and
classroom management of our teaching staff, and the frequent use
of
alternatives like mediation and counseling, suspension and
discipline data is
again trending downward.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">There
were
164 suspensions the first semester of the 12-13 school year; the
first
semester suspension totals for 13-14 were 94, <b><i>a reduction
of 43%</i></b><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><i><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">For
more
longitudinal context note that BHS issued 606 school
suspensions during
the 2008-2009 school year.</span></i><span
style="font-size:11.0pt;font-family:
"Arial","sans-serif""><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Total
Incidents,
which include teacher referrals, walk in or student
self-referrals,
and a host of other general issues requiring On Campus
Intervention services,
dropped from 880 in semester 1 of 12-13 to 768 through semester
1 this year, a
roughly 13% drop. There are admittedly lots of variables in this
total incident
data, but generally declines in this area can be interpreted as
fewer problems
and classroom referrals across the school.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Lots
of
credit to teachers, as well as the Intervention staff led by
Ardarius
McDonald, Dean of Students, David Luu, Student Welfare and
Attendance
Coordinator, and Ms. Jasdeep Mahli, Intervention Counselor. <o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p><br>
<b><u>Attendance</u></b><br>
<br>
Our best programs and most effective people stand little chance
of having an
impact on students if students are not here to be impacted or
influenced by
them. We are again pleased to report improvements in attendance
through the end
of February. Credit goes to increased consistency of teacher
record keeping,
full participation of counselors and administrators in making
phone calls home,
and most of all the diligence and hard work of our Dean, Mr.
Roose, and the
attendance team of Ms. Jessica Lopez, Ms. Sakuntala Yaramala,
and Ms. Wanda
Kelly.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> </o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif"">Attendance
is
up .62% through February and our three-year change of +2.32% is
extremely
positive. At a school our size, a 1% annual gain in attendance
is very positive
so our progressive and continuing gains over the past few years
are very
respectable.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><br>
<b><u>College and Career Center Updates</u></b><br>
<br>
The College and Career Center has been active with celebrating
students in each
of our learning communities as they are receiving acceptances to
colleges
around the country! We had our first ever Community College
Fair with
over 150 BHS Seniors (and five local community colleges) in
attendance.
We are looking forward to our College Fair on May 4th, 2014,
with over 40
colleges coming to represent their sites and meet our Junior
students.<br>
<br>
<b><u>New Facilities Open at BHS</u></b><br>
<br>
The generosity of our community through the BHS South of
Bancroft development
has resulted in the opening of the "M" Building, a beautiful new
facility that replaces the portable classrooms at the southeast
corner of
campus and provides us with 15 new state of the art classrooms,
a multi-purpose
room, a fitness facility, and a pristine new gymnasium. <br>
<br>
The classrooms provide new learning spaces with lots of natural
light, and the
gym and multi-purpose room add not only great new facilities for
the athletic
and physical education programs, but also provide much-needed
flexibility in
terms of space on campus. Springtime has been a particular
challenge for large
spaces at BHS as AP and IB exams, art shows, performances, and
state testing
all converge to create a challenging scheduling situation for
facilities. <br>
<br>
This spring, the new spaces will relieve some of the historical
impact on
programs and events during that time frame and also provide
terrific new
learning spaces for students and teachers alike. <br>
<br>
The portable classrooms have been disassembled, removed, and
work on a new
softball facility is now underway at the southeast corner of
campus (Channing
and Milvia) with a preliminary completion date of next November.
This new field
will benefit physical education, the softball program, and other
athletic
programs by adding an additional outdoor space.<br>
<br>
Again, a heartfelt thanks on behalf of our staff and students to
the community,
district facilities staff, and the project managers for an
investment and work
that will benefit kids for many years to come.<br>
<b><u><br>
New State Assessments: SBA</u></b><o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><br>
9th and 11th GRADE STUDENTS – SBA (Smarter Balanced Assessment)<br>
<br>
All 9th grade and 11th grade students will be taking the field
test of the new
Smarter Balanced Assessment (SBA). 9th grade students will take
the test
in their history class, and 11th grade students will take the
test in their
English class. Testing will take four class days between April
15 and May 2.<br>
<br>
The assessments are completely new, and were developed in
response to the new
Common Core State Standards. The SBA will have both an English
Language Arts
and a Mathematics component. This year is a field test only – no
results will
be sent to school sites or families regarding student
performance.<br>
<br>
Why do we feel like this is not only an important test, but also
a good
investment of instructional time at Berkeley High School?<br>
<br>
SBA test questions are more holistic and varied than the
previous CST test.
Question types include short answer, essay, multiple choice,
fill-in, as
well as drag and drop. The range of question types honor
different ways
of thinking and give students multiple ways to show what they
know and can do.<br>
<br>
In keeping with our increasingly technology-based culture, the
SBA is taken
completely on the computer. We will use the field test year to
get
students familiar and comfortable with the format of this new
assessment.
Next year, when results will be reported for the first time, we
want to
be adequately prepared.<br>
<br>
Because the SBA is computer-based, there are many accommodations
easily
available for students, including students with special needs.
Where
appropriate, students can take advantage of online dictionaries,
calculators,
and have text-to-speech options built seamlessly into the test
environment.<br>
<br>
Previous paper and pencil tests required countless hours spent
by our
counseling staff to complete accounting and packaging of testing
materials.
By nature, the SBA is more environmentally friendly, and frees
up our
school staff to be more available for direct student support.<br>
<br>
We are excited about the ways we have been working as a school
community to
help students think and write critically. Specifically, the
Constructing
Meaning trainings have taken an incredible amount of school-wide
effort, and
the SBA assessment is an opportunity for the ways students are
assessed to
match the kind of teaching and learning happening in our
classrooms.<o:p></o:p></span></p>
<p class="MsoNormal"><span
style="font-size:11.0pt;font-family:"Arial","sans-serif""><o:p> <br>
</o:p></span></p>
<p class="MsoNormal"><font color="navy" face="Arial" size="2"><span
style="font-size: 10.0pt;font-family:Arial;color:navy">_________________</span></font><font
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style="font-size:10.0pt;font-family:Arial; color:navy">_________________<o:p></o:p></span></font></p>
<p class="MsoNormal"><font color="navy" face="Arial" size="2"><span
style="font-size: 10.0pt;font-family:Arial;color:navy">Marguerite
Fa-Kaji and Catherine Ference are the parent-volunteer
facilitators of the etree; please direct any questions to them
at </span></font><a href="mailto:bhs-owner@lmi.net"
title="mailto:bhs-owner@lmi.net"><font color="navy" face="Arial"
size="2"><span
style="font-size:10.0pt;font-family:Arial;color:navy">bhs-owner@lmi.net</span></font></a><font
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