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PLC 603: Community & Schools in a Diverse Society
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Spring 2014
Marian (Mernie) Aste
Tamara Collins-Parks, Ph.D.
Contents
Overview: ................................................................................................................................................. 1
Standard 2 (Sociocultural Awareness & Multicultural Education) ...................................................... 1
Reading Requirements: ........................................................................................................................ 2
Additional Reading that may be helpful for your Action Project ........................................................ 2
Grade Weights: ..................................................................................................................................... 3
Course Requirements: .............................................................................................................................. 4
Quality Descriptors: work should be . . . . ............................................................................................ 4
Standards for Project & Course Grades ............................................................................................... 4
Class Discussions and Activities. 20%. Grading: # out of total possible. Weekly. ............................ 4
Integrated Readings/Chapter Handout. 20%. Grading: Cr/NCr. Due 3/25. ......................................... 4
SCHOOL/COMMUNITY COLLABORATIVE PROJECT. 60%. Graded. Due by 5/13 .............. 5
Components: The project has two main parts and a presentation. ................................................... 5
Part I: Preparation ............................................................................................................................. 6
Part II: Paper on Action Project. due 5/13/14 ................................................................................. 8
Part III: Oral Presentation due on 5/6 or 5/13, 2014 ........................................................................ 9
Suggestions ....................................................................................................................................... 9
Writing checklist for Project .......................................................................................................... 11
Some Web Sources ............................................................................................................................. 11
General ........................................................................................................................................... 11
Common Core ................................................................................................................................ 11
Some Historical Print & Media Sources ............................................................................................ 13
COMMUNITY CONTACTS: ............................................................................................................ 14
HELPFUL CONTACTS FOR EDUCATION INFO ......................................................................... 15
1
PLC 603: Community & Schools in a Diverse Society (schedule #29111)
“The greatest historical and humanistic task of the oppressed . . . to liberate themselves.” Paolo Freire.
Now ask yourself – is your school helping or are they in the way?
Time and Location: North Education (NE) 173, Tuesdays 4-6:40.
Contacts:
Marian (Mernie) Aste, Coordinator
619/594-8302
maste@mail.sdsu.edu
Office EBA 222A
Hours: 3-4 Tuesdays
Dr. Tamara Collins-Parks
760/758-1324
biliterate@gmail.com
Office ED 120. Office phone: 619/594-3330
Hours: 3:00-4:00 on Mondays, Thursdays
some Tuesdays. By phone any time.
Catalog Description: Linguistic and cultural diversity of school and community. Development of
community sociocultural scan; home and school collaboration; effects of home and school
collaboration on achievement; responsibility of parent/caretaker, & stakeholders for student success.
Overview:
Course Description: The first section of this course is led by Mernie Aste and focuses on HomeSchool-Community partnerships and the responsibilities of each for student success (readings from
Bicultural Parent Engagement). She brings in community partners to explore many of the overlooked
issues, resources and people who are an important part of the teaching/learning community. The
second section of the course is led by Tamara Collins-Parks and focuses on theories of school and
society and the relationship between the two (readings from School and Society). Throughout the
course, students will be identifying and developing their own collaborative action projects that
promote democratic schooling and connect Common Core Standards and curriculum with families and
community. In the process, the class will examine the Common Core and the school community
through multiple levels of analysis using Brofrenbrenner’s and Feinberg’s typologies, to include
critiques of current educational practices, a review of hidden power relations that underlie society,
schools, and Common Core implementation in particular, plus an examination of the ideologies that
inform unequal power relations and social stratification. It is expected that, through course readings,
dialogue, class assignments, and honest reflections participants will recognize, engage with, and begin
to critique educational social practices and institutional structures that produce and sustain school
community inequalities and conditions that hinder social identities and relations in schools. The course
is guided by Standard 2 and related standards of the PLC MA Degree program
Standard 2 (Sociocultural Awareness & Multicultural Education)
This is a community-based concept that is concerned with socio-cultural awareness and how
community language and culture influences student learning. It provides candidates with the
opportunity to observe and experience a culturally diverse school community, the diversity of the
classroom, and the home to school environment in which students live and work. Candidates
demonstrate competency in this area by completing research inquires that involve interviews, focus,
PLC 603, Spring 2014. 1/26
2
groups, discussions, or observations of communities at work. For the comprehensive portfolio each
candidate will articulate the approach they take in engaging community or key stakeholders in action
research processes that takes into account language, cultural and economic differences.
Course Standard 2 Rubric:
 Awareness: Candidate describes a working awareness of community as it is related to multicultural education in urban school settings.
 Knowledge: Candidate can articulate a clear but general knowledge of key elements of multicultural education as it relates to inclusion of diverse communities in urban schools.
 Expert: Candidate demonstrates expert knowledge of the process of engaging community and
voice towards equity and multi-cultural education in urban school settings.
 Actualization/Implementation: Candidate applies a clear knowledge base, and demonstrates
the ability to implement processes and strategies of engaging and bridging urban school
community into school curricula.
Course Objectives: The course will facilitate the construction (recognition), deconstruction (analysis
and critique) and evaluation of schooling conditions and their relationship to community and society.
The participants will:
1. Examine the research literature and actively inquire of community organizations about home,
school and community collaboration and parent/teacher/community partnerships.
2. Review sociological and educational theories and concepts focusing on the development and
conditions that promote or hinder democratic education and school community.
Tech Requirements: In addition to regularly checking your E-mail & Blackboard,
Optional Use of Mendeley – a free on-line service for annotating & sharing articles & citations:
http://www.mendeley.com
Required Use of CalEdFacts: Provides statistics and information on a variety of subjects concerning
education in California. http://www.cde.ca.gov/re/pn/fb/. Reports on specific districts & sites:
http://www.cde.ca.gov/getschoolreport/
Reading Requirements:
Feinberg, Walter and Soltis, Jonas F. (2008). School and Society, 5th or 6th Ed. New York:
Teachers College Press. (Required)
Olivos, E., Castellanos-Jimenez, O, & Ochoa A. (2011). Bicultural Parent Engagement: Advocacy
and Empowerment. New York: Teachers College Press. (Required)
Additional Reading that may be helpful for your Action Project
Susan M. Bruce & Gerald J. Pine. (2010) Action Research in Special Education: An Inquiry Approach
for Effective Teaching and Learning. Teacher's College Press. (Not required.)
Eileen Ferrance. (2000). Themes in Education: Action Research. Brown Education Alliance:
http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.educationalliance/files/publications/act_research.pdf
V. K.K.B. Cole, Facilitator. (2009). Education for liberation: The Paolo Freire methodology.
http://www.metrostability.org/efiles/EDUCATION_FOR_LIBERATION.pdf
PLC 603, Spring 2014. 1/26
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Professional development & Community Events taking place this semester:
 Catfish Club San Diego Hall of Champions in Balboa Park future meetings to be
determined (lunch meetings held on Fridays)
http://www.catfishclub.net/LuncheonCalendar.html
 ARE (Association of Raza Educators) Meetings every 2nd Thursday
Jacobs Center Community Room
404 Euclid Avenue San Diego 92114
 GLSEN (Gay Lesbian and Straight Education Network) Safe School Summit Saturday
February 8, 2014 8am-2pm
http://glsen.org/chapters/sandiegocounty/events
 The Who and The What La Jolla Playhouse showing 2/11/14-3/9/14 tickets start at $15
for students http://www.lajollaplayhouse.org/the-season/plays
 NABE 2014 conference, San Diego. February 12 through February 15, 2014. For more
information please visit: http://www.nabe.org.
 California Association of Bilingual Educators (CABE). Any day April 2-5, 2014.
Anaheim Marriot Hotel
https://w3.smartreg.com/webreg/CABE2014/register/CABE.cfm
 Latino Summit Saturday TBD April 2014 San Diego County Office of Education 6401
Linda Vista Road, San Diego, CA 92111
 Etc. (Please help us expand this list.)
Attending any of these events can be used in place of missed class sessions or as 1 point extra
credit per event.
Grade Weights:
Classwork: Discussions and Activities (including fact check). Weekly.
Integrated Readings/Chapter Handout. Due 3/25
School/Community Collaborative Project. Due 5/13, signature assignment
20%
20%.
60%
For Students with Disabilities
If you are a student with a disability and may need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the
receipt of your accommodations, you should contact Student Disability Services and provide the
instructor with an official letter as soon as possible.
Attendance for students with conflicting responsibilities or religious requirements
If you have a scheduling conflict with a class session, please notify the instructor a week ahead with a
proposal for an appropriate make-up activity.
PLC 603, Spring 2014. 1/26
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Course Requirements:
Format: You may complete your written work in either Spanish or English. Projects can be
completed independently or collaboratively. If you choose to work collaboratively, please include a
cover letter explaining the process you used and whether you wish to be graded as a group or
individually.
Quality Descriptors: work should be . . . .
(1)
(2)
creative,
thorough,
(3) detailed,
(4) well organized,
(5) insightful,
(6) clearly written.
Standards for Project & Course Grades
A 95-100 Goes beyond requirements. All quality descriptors apply (see above).
A- 90-94 Meets all requirements. At least 5 quality descriptors apply.
B+ 87-89 Meets some requirements better than others. At least 4 descriptors apply.
B 83-86 Covers main points. At least 3 descriptors apply.
B- 80-82 May not quite meet all requirements. At least 2 quality descriptors apply.
C 70-79 Missing some components. At least one quality descriptor applies.
D 60-69 Missing some crucial components. Quality descriptors do not apply.
F 50-59 Token effort
Papers may be read or work reviewed by an additional faculty member upon student request.
Incompletes: Departmental policy is to avoid incompletes. In case of need, incompletes are available
upon submission of an Authorized Incomplete form (available from the instructor). You are
responsible for completing the work within one calendar year, and submitting it to me. You will get no
reminders or warnings, so please be aware that after one year, an incomplete that has not been cleared
is counted as an F. Grades should be confirmed by printing out your transcript. Once it is cleared, the
incomplete no longer affects your gpa, although it will still print out on your record with the cleared
grade printed below.
Class Discussions and Activities. 20%. Grading: # out of total possible. Weekly.
Your professionalism and participation in class are extremely important to the success of the course
and your ongoing development as a professional educator; therefore, your attendance at every class is
critical. For most of you, your attendance will serve as the accountability measure. Your grade is
your percentage of class discussion and activities versus the total possible.
Integrated Readings/Chapter Handout. 20%. Grading: Cr/NCr. Due 3/25.
Each participant will assume responsibility for a chapter from Bicultural Parent Engagement and
prepare a one page handout. The handout is not designed to summarize the readings but rather
provoke a critical analysis that leads to a discussion. The handouts should be 1 page, double-spaced.
Bring enough copies for everyone and e-mail a master copy to the instructor. Include the following:

Adding visuals or an extra dimension would qualify, having the project professionally bound would not.
PLC 603, Spring 2014. 1/26
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



A very brief summary or overview of the chapter (paragraph or bullet points).
Identification of 2-3 significant themes in the assigned article or chapter.
A concise, yet critical discussion of the identified themes as they relate to the Speakers
presenting on community issues and resources
Implications for democratic education and community engagement.
* BONUS points for bringing in related readings (relevant research, current events, poems, etc.).
SCHOOL/COMMUNITY COLLABORATIVE PROJECT. 60%. Graded. Due by 5/13
For schools and communities to work well together, a basic starting point (and continual reference
point) is to know the community and the needs of the families at your school and in your classroom.
The specific nature and direction of your project is to be determined by you and the community you
serve but it should relate to themes, topics, and or issues addressed in the course. If you are a CORE
participant, the action project should connect in some way to the Common Core State Standards. The
project may be determined beforehand and fine-tuned as you go through the process, or the process
itself may lead to the project. This is primarily an action project rather than a research project or even
an action research project. While you will take steps to document and potentially assess the project,
research is important here only as much as it helps you to take action, reflect on the consequences, and
improve future efforts. Your main goal is to identify a problem and take action related to it.
Components: The project has two main parts.
Part 1: Preparation:


Needs assessment, to determine or verify the area of need/interest.
Sociocultural community scan to put the project in the context of prior research, prior actions,
the community &/or society.
Part 2: Action Project:





Intro: Describe the collaborative project and how it relates to the needs of the community
(refer to needs assessment).
Background: Put the project in context (refer to socio cultural community scan/context).
Implementation: List the means/stages of implementation.
Results: Share data gathered or materials developed (put longer material in appendices).
Conclusion/next steps: Reflect on the process, outcomes & implications to date. Describe how
the information or materials will be disseminated. If the project will continue, outline the next
stage.
Projects may be completed individually or collaboratively. If you choose to collaborate with another
student/colleague in the class on your community scan project, you will need to submit a partner log
describing how you worked together. Dr. Tamara Collins-Parks will be the lead for the action projects
but, as you proceed through the semester, please feel free to consult with either instructor.
Grading will follow standards and quality criteria outlined in the syllabus.
PLC 603, Spring 2014. 1/26
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Part I: Preparation
Needs Assessment
If you already have some project ideas, the needs assessment may be a way of finding out the extent of the
problem or the level of parent/community interest. If you don't have ideas, this is a chance to find out what is
important to the community. This is the first step. You have two weeks to create a draft that will be due 2/11.
DECIDING HOW TO START
You may already have an idea of what action project you wish to complete or a topic you are passionate about.
If you do, skip to “Conducting a Needs Assessment”. If not, try asking yourself the following questions to help
get started.
NAME YOUR WORLD
1) Participants: Who do you work with? Who is affected by your work?
2) What words describe your world?
3) What issues affect you? or What problems are you interested in?
4) What issues affect them? or What problems are they interested in?
5) What could you achieve or start within the 3 month timeline of this assignment?
Don’t worry if you cannot fully answer all of these questions at the start. More answers will emerge as you
continue the project.
CONDUCTING A NEEDS ASSESSMENT
The goal of the needs assessment is to determine how your action project might meet the needs of participants.
Depending on how clear you are on what you would like to do, choose one or more of the strategies below.
“Generative themes” is a good strategy if you don’t have any idea of what you would like to do. If you have
some idea, try interviewing participants. If you have a very specific idea, use a survey to determine if your idea
meets participants’ needs.

Generative Themes: This strategy is good if you have no idea yet about what you would like to do. Meet
individually or in small groups with those you work with and those affected by your work: teachers,
parents, students, clubs, community organizations, etc. Chat a little to find out more about them, their
life, and their work. Then ask them the same questions I asked you under NAME YOUR WORLD
above. You can record answers or take quick notes directly afterwards. Look for themes in their
answers, either by group or across groups. If you are so inclined, try representing (codifying) each
theme with an image, a gesture, or a key quote (optional). Turn in a list of the groups/people you talked
to (use roles rather than names) and the theme(s) that emerged. Guidelines: Minimum of 3 participants,
no maximum. Must include participants outside of your own group. E.g. if you are a teacher, you
should include participants who are not teachers.

Preliminary Interviews (open ended): This strategy is good if you have a general idea of what you might
like to do or the problem you might want to address. Interview at least 3-5 people from different groups
to get their take on the problem. This can be as simple as “What do you think about X? For more
structured interviews, you can come up with a short list of relevant questions. Be prepared to give
examples or share materials to spark their thoughts. Turn in a list of the groups/people you talked to
(use roles rather than names), the questions(s) you asked and the perspectives they expressed.
Guidelines: 3-5 participants. Must include participants outside of your own group. E.g. if you are a
teacher, you should include participants who are not teachers.

Surveys: This strategy is good if you know exactly what you want to do. Create a short survey to
determine if your participants are interested and the action project will meet their needs. You can use
PLC 603, Spring 2014. 1/26
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open response, structured response (i.e. multiple choice), or a Likert scale (5-7 point continuum ranging
from Very to Not at all ). Briefly introduce the issue and what you plan to do, then ask questions like
“Would you be interested in participating in X?” “How well would X meet your needs?” If your
participants have easy internet access, consider using google forms. Directions for using google forms
for surveys can be found at https://support.google.com/drive/answer/87809?hl=en. Turn in the survey
and results. Guidelines: at least 10 participants, no maximum. Must include participants outside of your
own group. E.g. if you are a teacher, you should include participants who are not teachers.
* Advanced version: instead of using a convenience sample . . . . randomly select survey participants,
strategically select a representative group, or (for small groups) work with all individuals in the group.
What to submit -- suggested length: 1-2 pp, double spaced + appendix. Due 2/11. Extension if needed.




A description of what you did, plus results in narrative, table or other appropriate form,
An analysis of the challenges and opportunities encountered in conducting the needs assessment.
If you have settled on your action project, outline what you plan to do (otherwise wait until after the scan).
Include an appendix with list of questions or survey as appropriate.
Sociocultural Community Scan/Background/Context
Conduct a Sociocultural Community Scan to provide Background/Context - Due 3/4/14 (3
weeks after needs assessment). For some of you, the scan may become the core of your project,
so feel free to expand on it later.
Per Bronfenbrenner (1979, 2005), there are five interconnected systems that frame any issue
1.
2.
3.
4.
5.
Chronosystems: historical conditions and events.
Microsystems: particular contexts and the interactions within them.
Mesosystems: links, processes and interaction between and among various microsystems.
Exosystems: outside forces influencing both systems and people.
Macrosystems: beliefs and ideological themes apparent across systems; patterns and
characteristics of a culture.
Your Sociocultural Community Scan can focus on one of these systems or all five. If you have not
yet found an action project, the goal is to discover more about the situation. If you already know
what you will do for your action project, the goal is to place your project in context. Methods are
up to you. Consider observing people or places, analyzing documents, conducting a literature
review, participating in key events, and/or finding answers to some or all of the questions in
Ochoa et al’s (1978) “Socio-Cultural Data” (see BB for his list of questions in 5 key areas).
What to submit -- suggested length 2-5 pp, double spaced (not including appendices). This initial
draft may be written up in a casual conversational style. (Final, condensed version that forms the
background/context section of your Project will be formal).
1. Tell me what your topic/focus was and outline what you did (bonus: identify which types
of systems are involved)
2. Summarize your findings (try telling it like a story) and give me your interpretations of
what you found. Charts, time lines or graphics may be useful here as well. Tip:
PLC 603, Spring 2014. 1/26
8
subheadings for new topics or sections are very helpful when you are trying to organize
information.
3. Lastly, let me know what you see as the major themes (macrosystems) and their
implications for school/home collaboration and democratic schooling.
4. Appendices -- include raw data (interviews, ethnographic observation notes, artifacts)
&/or bibliography as appropriate.
At this point, you should schedule a phone or office conference with Dr. Tamara Collins-Parks
either to finalize your action project or to get help deciding on it. We will work together to
outline your next steps and the action to be taken.
Part II: Paper on Action Project. due 5/13/14
Guidelines for reporting your work (suggested length: 8-10 pages double spaced)
I. Introduction: describe
 Your project, how you arrived at it (inc. needs assessment).
 The importance of the project within the context of the community it serves: Why
is the project needed and how does it serve the community?
 The framework or paradigm you are working within (e.g. Functionalist, Marxist,
Interpretivist, Constructivist)
 What this paper contains (main parts).
II. Background: Put the project in context (sociocultural community scan).
III. Body
A. Implementation
 Provide a full description of the implementation phase or how was the project
carried out (or how do you foresee it being carried out in the future)
 Provide description of how the community participated: was this a project for
or with the community… What was the community’s sense of agency,
autonomy, and self-efficacy?
 Provide an analysis of the challenges and opportunities encountered (or that
can possibly be encountered) while implementing the actual project
B. Results
 Share data gathered or materials developed (put longer material in
appendices).
 Provide a full analysis of the results obtained or the results foreseen
IV. Conclusion
 Reflect on the process and outcomes to date
 Discuss the implications for school/home collaboration and democratic
schooling.
 Describe how the information or materials will be disseminated.

If the project will continue, outline the next stage.
PLC 603, Spring 2014. 1/26
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Part III: Oral Presentation due on 5/6 or 5/13, 2014
In addition to submitting a written report on the project, you will be required to present
whatever you select as the most interesting aspect of the project (needs, scan/context, or action)
via a creative approach at the end of the semester. Your presentation should be about fifteen
minutes in length.
Suggestions (Feel free to follow your own interests or try a suggestion below)
1. Research the impact of a particular legislation or policy on the school community in general
and/or the families of students in your classroom in particular.
Needs assessment – Survey to find out if families are well informed and know their rights.
Sociocultural scan – Use Bronfenbrenner’s socio-ecological framework to describe the
historical and current policies & the politics surrounding them within your school
community. Determine the changes and impact is has had at the school and community
level. What are the means and mechanisms of school and state government accountability
to communities for the education of linguistically diverse students, under that policy or
otherwise? Interview community players (individuals & groups) and/or the families of your
students about their participation and perspectives.
Action Project – Inform families of their options and their rights, mediate between the
school and community, or improve accountability as needed.
Dissemination -- Parent Rights handout at school; Parent action group formed; Project
report shared on Mendeley.
2. Collaboratively develop a family’s bill of rights and determine how those rights can be
supported within your classroom and your school.
Needs assessment – Find out which of their legal rights families are aware of and what sort
of empowerment, solutions, impositions or problems they encounter when dealing with the
school and/or the classroom teachers.
Sociocultural scan – Work collaboratively with families to develop a bill of family rights;
fit this within the community context.
Project – Propagate the Family Bill of Rights and start to implement support and
accountability. Determine how schools and teachers can support those rights and how
accountability might be built into the system. Reflect on this experience.
Dissemination -- Family Bill of Rights posted on school website & shared with PTA &
ELAC. Article published in Rethinking Schools.
3. Examine the achievement gap within your content area and take collaborative action to close it.
Needs assessment – Conduct a lit review on the achievement gap in your content area and
the effects of parent involvement on academic achievement in your area and student
outcomes (e.g. enrollment in advanced classes, attitude toward the subject, etc).
PLC 603, Spring 2014. 1/26
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Sociocultural scan – Look at the trends of the school community for involvement
(generally and within your content area) from a patterns of influence perspective.
Determine which outcomes in your content area are most valued by families and others in
the school community. Determine how schools, teachers and families are accountable (e.g.
whom does the district answer to for the achievement gap?) and how more democratic
accountability might be built into the system.
Project – Based on the findings of the lit review, implement a collaborative project with
families to improve achievement and outcomes in your subject area. Reflect on this
experience.
Dissemination -- Create a project notebook to share handouts, letters to families,
collaborative homework projects, etc. Present copies to keep in the staff room at the school
site, the district Resource Center, and county Resource Center.
4. Work with families and/or communities from diverse language and/or cultural backgrounds. to
create meaningful assignments related to key standards (e.g. Common Core Standards, CA
2012 ELD standards, Next Generation Science standards, etc.).
Needs assessment – Conduct interviews with key stakeholders to find out what outcomes,
capacities, and qualities are important to your families and community. What do they want
for their students?
Sociocultural scan – Answer the questions about Using Community Resources (p. 18),
Cultural Characteristics (p.20) and/or Patterns of Influence (p. 22) in Ochoa et al (1978).
You can find them under Course Documents on BlackBoard.
Project – Create community and/or family-based lesson plans and homework assignments
that meet key standards in ways that are meaningful to the participants. For goals,
guidelines and good ideas, visit the TIPS (Teachers Involve Parents in Schoolwork) site at
http://www.csos.jhu.edu/p2000/tips/index.htm.
Dissemination – Create a notebook or a website with all of the lesson plans, materials and
assignments. Share on site or within the district.
5. Survey your school and/or community to determine the needs and desires of participants from
diverse language backgrounds. Analyze the results and/or recommend appropriate policies and
practices based on philosophy, theory, research & experience. (Come up with your own ideas
or meet with me on how to fit this idea into our project structure.)
PLC 603, Spring 2014. 1/26
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Writing checklist for Project
This checklist is meant as a guide for writing. Refer back to Requirements for content.
PAPER
Contains
Is
Includes
Balances
Table of contents.
Introduction: overview of contents and framework they fit into.
Headings and Subheadings for each section.
Conclusion: review of contents, suggestions for appropriate next steps
Comprehensible (clear language, ideas & grammar)
Detailed (examples are given to support/explain statements)
Creative &/or well written
Complete (see project requirements)
Information from
Print (or electronic) media: statistics, studies, etc.
Field Data
Insights (interpretation/speculation)
Found information (literature & pre-existing research) and direct experiences
Positive and Problematic aspects
Some Web Sources
General
San Diego Area Regional Governments aka SANDAG. (1999). Information posted at
www.sandag.cog.ca.us.
Educational Data. www.ed-data.k12.ca.us
CalEdFacts: Provides statistics and information on a variety of subjects concerning education in
California. http://www.cde.ca.gov/re/pn/fb/.
Reports on specific districts & sites: http://www.cde.ca.gov/getschoolreport/
School Accountability Report Card (search at: http://www.cde.ca.gov/ta/ac/sa/)
ELSSA (English Learner Subgroup Self-Assessment) 3 files at bottom of page under “State Tools”:
http://www.cde.ca.gov/sp/el/t3/t3amaotargets10.asp
California Post-Secondary Education Commission:
http://www.cpec.ca.gov/SecondPages/DetailedData.asp
Education Watch reports: http://www.edtrust.org/dc/resources/edwatch-state-reports
Census 2010: http://factfinder2.census.gov
Common Core
Common Core Standards web page by the CA Dept of Ed (CDE): http://www.cde.ca.gov/ci/cc/
FAQ: http://www.cde.ca.gov/ci/cc/ccssfaqs2010.asp
CA’s Common Core Content Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects :
http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf
Common Core Curriculum Maps in English Language Arts (Unit plans):
http://commoncore.org/maps/index.php/maps/
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Appendix A of Common Core State Standards for English Language Arts and Literacy in History,
Science and Technical Subjects: http://www.corestandards.org/assets/Appendix_A.pdf
Common Core Math Standards: http://www.cde.ca.gov/re/cc/
Math Resources: http://www.cde.ca.gov/re/cc/mathresources.asp
The Illustrative Mathematics Project uses high quality, rigorously reviewed tasks from teacher leaders
across the nation to illustrate each of the Common Core State standards for Mathematics. The
Illustrative Mathematics Project can be found at http://illustrativemathematics.org.
Common Core Curriculum Mapping Project: Webinar from Schools Moving Up: West Ed:
http://www.schoolsmovingup.net/cs/smu/view/e/4884?SMUpdate0705
* General CA standards & frameworks: http://www.cde.ca.gov/ci/cr/cf/cimegasubjectareas.asp
Common Core Resources for Parents (very clear) http://www.cgcs.org/Page/328
Comparison of CCCSS with previous State Standards:
English Language Arts: http://www.scoe.net/castandards/multimedia/k-12_ela_croswalks.pdf
Math: http://www.scoe.net/castandards/multimedia/k-12_math_crosswalks.pdf
Smarter Balanced Practice test: Sample questions in math & English (standardized assessment of
Common Core): http://sbac.portal.airast.org/practice-test/ (Click on the green square and click your
way through to the sample questions – registration screen is pre-filled.)
2012 ELD Standards (CCCSS aligned)
Overview of the CA English Language Development Standards and Proficiency Descriptors:
http://www.cde.ca.gov/sp/el/er/documents/sbeoverviewpld.pdf
ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp (scroll down to see listed by grade
level)
Glossary: http://www.cde.ca.gov/sp/el/er/documents/sbeeldglossary.pdf
Revised English Language Arts Standards (synched with ELD standards) -- draft available on BB.
Link to an overview by California Reads: http://www.californiareads.org/res/PDI2013/Brynelson_N.pdf
(There are some nice visuals and concrete examples.)
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Some Historical Print & Media Sources
Journal of San Diego History (kept on file at Balboa Park and in Love Library, SDSU.) Also see the
timeline on their website.
Local newspapers
Community television or radio
Cook, Sherburne F. (1976). The population of the California Indians 1769-1770. Berkeley: University
of California Press.
Davila, Alberto. (1984). Racial earnings differentials in Texas and California. Economic review:
Federal Reserve Bank of Dallas.
Davis, Kenneth C. (1990). Don’t know much about history: Everything you need to know about
American history but never learned. New York: Avon Books.
Faderman, Lillian & Barbara Bradshaw, Eds. (1969). Speaking for ourselves: American ethnic writing.
Glennview, IL: Scott, Foresman and Company. (*Contains short histories of the ethnic groups
represented).
Gonzalez, Manuel G. (1999). Mexicanos: A history of Mexicans in the United States. Bloomington and
Indianapolis: The Indiana University Press.Heizer, Robert F., Ed. (1776). Some last accounts of
the Indians of Southern California. Ramona, CA: Ballena Press.
Hosokawa, Bill. (1982). JACL in quest of justice: The history of the Japanese American Citizen’s
League. New York: William Morrow and Company, Inc.
Ito, Kazuo. (1973). Issei: A history of Japanese immigrants in North America. Translated by
Shinichiro Nakamura & Jean S. Gerard. Japan: Japan Publications Inc.
Lockwood, Herbert. (circa 1977). Skeleton’s closet revisited: A light look at San Diego history. San
Diego, CA: Bailey and Associates.
Nalty, Bernard C. (circa 1955). The right to fight: African-Americcan marines in World War Two. U.S.
Government Printing Office: Marines in World War Two Commemorative Series.
Purade, Richard F. (1961). The time of the bells. San Diego: The Union Tribune Publishing Company.
----. (1963). The time of the silver dons. San Diego: The Union Tribune Publishing Company.
----. (1965). The glory years. San Diego: The Union Tribune Publishing Company.
----. (1967). The rising tide. San Diego: The Union Tribune Publishing Company.
Rosales, F. Arturo. (1996). Chicano! The history of the Mexican American civil rights movement.
Huston: Arte Público Press.
PLC 603, Spring 2014. 1/26
14
COMMUNITY
CONTACTS:
Association of Raza Educators
(ARE) Meets 2nd Th. of the
Month at Jacobs Center
404 Euclid Avenue
San Diego, CA 92114
Mailing address:
P.O. Box 740337
San Diego, CA 92174
Email: aresandiego@yahoo.com
http://www.razaeducators.org/
(national) or local
http://www.aresandiego.com
Center on School, Family, and
Community Partnerships
(formerly Center on Families,
Communities, Schools, and
Children's Learning)
Johns Hopkins University
3505 N. Charles St.
Baltimore, MD 21218
(410) 516-8800;
fax (410) 516-8890
http://scov.csos.jhu.edu/p2000/cen
ter.htm
Home and School Institute
MegaSkills Education Center
1500 Massachusetts Ave. N.W.
Washington, DC 20005
(202) 466-3633; fax (202) 8331400
Institute for Responsive
Education
605 Commonwealth Ave.
Boston, MA 02215
(617) 353-3309; fax (617) 3538444
http://www.resp-ed.org/
League of Women Voters
(history & current issues)
4901 Morena Blvd, #104
San Diego, CA 92117
858-483-8696
E-mail via website:
http://www.lwvsandiego.org
National Association for the
Education of Young Children
(NAEYC)
1509 16th St. N.W.
Washington, DC 20036-1426
(202) 232-8777 or (800) 424-1426
E-mail: pubaff@naeyc.org
http://www.naeyc.org/
Washington, DC 20202-8173
(800) USA-LEARN or (202) 4010091; fax (202) 205-9133
E-mail: Partner@ed.gov
WWW: http://pfie.ed.gov/
National Coalition for Parent
Involvement in Education
Box 39, 1201 16th St., N.W.
Washington, DC 20036
(202) 822-8405 ext. 53; fax (202)
872-4050
Contact: Sue Ferguson
E-mail: FERGUSON@IEL.ORG
School Development Program
47 College St., Suite 212
New Haven, CT 06520
(203) 737-1020; fax (203) 7371023
http://info.med.yale.edu/comer
National Parent Information
Network
ERIC Clearinghouse on
Elementary and Early Childhood
Education
University of Illinois
805 W. Pennsylvania Ave.
Urbana, IL 61801-4897
(217) 333-3767 (800) 583-4135;
fax 217-333-3767
http://npin.org/
Success for All
Center for Research on the
Education of Students Placed At
Risk
John Hopkins University
3505 N. Charles Street
Baltimore, MD 21218
(800) 548-4998
National Parent Teacher
Association
330 N. Wabash St., Suite 2100
Chicago, IL 60611-3630
(312) 670-6782;
fax (312) 670-6783
http://www.pta.org
Parents as Teachers National
Center
2228 Ball Drive
St. Louis, MO 63146
(314) 432-4330; fax (314) 4328963
http://www.patnc.org/
Parent Institute for Quality
Education
4010 Morena Blvd.#200 San
Diego, CA 92117
Office (858) 483-4499, Fax
(858)483-4646
http://www.piqe.org
Partnership for Family
Involvement in Education
(formerly Family Involvement
Partnership for Learning)
600 Independence Ave., S.W.
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15
HELPFUL CONTACTS FOR
EDUCATION INFO
The agencies listed here can answer many questions about
their respective areas of interest. They are also a source of
various points of view on education-related issues.
Association of California School Administrators (ACSA)
1517 L Street
Sacramento, CA 95814
916/444-3216 or 800/890-0325;
FAX 916/444-3739
http://www.acsa.org
Bureau for Private Postsecondary and
Vocational Education
1625 North Market Boulevard, Suite S-202
Sacramento, CA 95834
Mail: P.O. Box 980818
West Sacramento, CA 95798-0818
916/574-7720; FAX 916/574-8650
http://www.bppve.ca.gov
California Business Roundtable
1215 K Street, Suite 1570
Sacramento, CA 95814
916/553-4093; FAX 916/553-4097
http://www.cbrt.org
California Commission on Teacher
Credentialing
1900 Capitol Avenue
Sacramento, CA 95814
Mail: P.O. Box 944270
Sacramento, CA 94244-2700
916/445-7254 or 888/921-2682;
FAX 916/327-3166
http://www.ctc.ca.gov
California Community Colleges
1102 Q Street
Sacramento, CA 95814-6511
916/323-5951; FAX 916/322-4783
http://www.cccco.edu
California Association for Counseling and
Development (CACD)
543 Vista Mar Avenue
Pacifica, CA 94044
650/359-6916; FAX 650/359-3089
http://www.cacd.org
California Congress of Parents, Teachers, and
Students, Inc. (PTA)
930 Georgia Street
Los Angeles, CA 90015-1322
213/620-1100; FAX 213/620-1411
http://www.capta.org
California Association of School Counselors
P.O. Box 90334
San Bernardino, CA 92427
909/815-5222; FAX 626/471-2088
http://www.schoolcounselor-ca.org
California County Superintendents Educational
Services Association (CCSESA)
1121 L Street, Suite 510
Sacramento, CA 95814
916/446-3095; FAX 916/448-7801
http://www.ccsesa.org
California Association of School
Psychologists (CASP)
1400 K Street, Suite 311
Sacramento, CA 95814
916/444-1595; FAX 916/444-1597
http://www.casponline.org
California Federation of Teachers (CFT)
1 Kaiser Plaza, Suite 1440
Oakland, CA 94612
510/832-8812; FAX 510/832-5044
http://www.cft.org
California Association of Supervisors of Child
Welfare and Attendance (CASCWA)
818 L Street
Sanger, CA 93657
559/875-0709 Ext. 106
http://www.cascwa.org
1127 11th Street, Suite 806
Sacramento, CA 95814
916/446-2788; FAX 916/446-2401
California Interscholastic Federation (CIF)
1320 Harbor Bay Parkway, Suite 140
Alameda, CA 94502-6578
510/521-4447; FAX 510/521-4449
http://www.cifstate.org
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California Postsecondary Education
Commission (CPEC)
770 L Street, Suite 1160
Sacramento, CA 95814
916/445-1000; FAX 916/327-4417
http://www.cpec.ca.gov
California School Boards Association (CSBA)
3100 Beacon Boulevard
West Sacramento, CA 95691
Mail: P.O. Box 1660
West Sacramento, CA 95691-1660
916/371-4691 or 800/266-3382; FAX 916/371-3407
http://www.csba.org
California School Employees Association
(CSEA)
2045 Lundy Avenue
San Jose, CA 95131
Mail: P.O. Box 640
San Jose, CA 95106
408/473-1000 or 800/632-2128;
FAX 408/954-0948 or 408/432-6249
http://www.csea.com
California School Nurses Organization (CSNO)
801 12th Street, Suite 230
Sacramento, CA 95814
916/448-5752 or 888/268-2766;
FAX 916/448-5767
http://www.csno.org
California School Public Relations
Association (CalSPRA)
Temecula Valley Unified School District
31350 Rancho Vista Road
Temecula, CA 92592-6202
909/506-7903; FAX 925/942-3480
http://www.calspra.org
California State University (CSUS)
401 Golden Shore
Long Beach, CA 90802
562/951-4800; FAX 562/951-4861
http://www.calstate.edu
California Teachers Association (CTA)
1705 Murchison Drive
Burlingame, CA 94010
650/697-1400; FAX 650/552-5002
http://www.cta.org
Californians Together
525 E. 7th St, 2nd Floor
Long Beach, CA 90813
(562) 983-1333
http://www.californianstogether.org/
Children Now
1212 Broadway, 5th Floor
Oakland, CA 94612
510/763-2444; FAX 510/763-1974
http://www.childrennow.org
Council of Chief State School Officers (CCSSO)
One Massachusetts Avenue NW, Suite 700
Washington, DC 20001-1431
202/336-7000; FAX 202/408-8072
http://www.ccsso.org
EdChange
703/593.9353
http://edchange.org/
EdSource
520 San Antonio Road, Suite 200
Mountain View, CA 94040-1217
650/917-9481; FAX 650/917-9482
http://www.edsource.org
Education Commission of the States (ECS)
700 Broadway, #1200
Denver, CO 80203-3460
303/299-3600; FAX 303/296-8332
http://www.ecs.org
Educational Testing Service (ETS)
Rosedale Road
Princeton, NJ 08541
609/921-9000; FAX 609/734-5410
http://www.ets.org
Fair Test
P.O. Box 300204
Jamaica Plain, MA 02130
(617) 477-9792
http://www.fairtest.org/
National Association of Social Workers
(NASW), California Chapter
1016 23rd Street
Sacramento, CA 95816
916/442-4565 or 800/538-2565; FAX 916/4422075 http://www.naswca.org
National Association of State Boards of
Education (NASBE)
277 S. Washington Street, Suite 100
Alexandria, VA 22314
703/684-4000; FAX 703/836-2313
http://www.nasbe.org
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National Center for Education Statistics
United States Department of Education
1990 K Street NW
Washington, DC 20006
202/502-7300; FAX 202/502-7466
http://nces.ed.gov
National Center on Education and the
Economy
555 13th Street NW, Suite 500 West
Washington, DC 20004
202/783-3668; FAX 202/783-3672
http://www.ncee.org
National Congress of Parents and Teachers
Association (PTA)
541 North Fairbanks Court, Suite 1300
Chicago, IL 60611-3396
312/670-6782 or 800/307-4PTA (4782);
FAX 312-670-6783
http://www.pta.org
National Education Association (NEA)
1201 16th Street NW
Washington, DC 20036-3290
202/833-4000; FAX 202/822-7974
http://www.nea.org
National Governors Association (NGA)
Hall of the States
444 North Capitol Street, Suite 267
Washington, DC 20001-1512
202/624-5300; FAX 202/624-5313
http://www.nga.org
National School Boards Association (NSBA)
1680 Duke Street
Alexandria, VA 22314
703/838-6722; FAX 703/683-7590
http://www.nsba.org
Office of the Secretary of Education
San Francisco, CA 94102
415/556-4120; FAX 415/437-7540
1121 L Street, Suite 600
Sacramento, CA 95814
National Library of Education
916/323-0611; FAX 916/323-3753
800/424-1616; FAX 202/260-7364
http://www.ose.ca.gov
United Teachers Los Angeles (UTLA)
Policy Analysis for California Education
(PACE)
3303 Wilshire Boulevard, 10th Floor
Los Angeles, CA 90010
3653 Tolman Hall
213/487-5560; FAX 213/487-3319
University of California, Berkeley
http://www.utla.net
Berkeley, CA 94720-1670
510/642-7223; FAX 510/642-9148
University of California (UC)
http://pace.berkeley.edu Office of the President
1111 Franklin Street
University of California, Davis
Oakland, CA 94607-5200
530/752-1533; FAX 530/752-5411
510/987-9074; FAX 510/987-9086
Stanford University http://www.ucop.edu
650/725-1235; FAX 650/725-7412
WestEd
730 Harrison Street
San Francisco, CA 94107
415/565-3000 or 877/4-WestEd;
FAX 415/565-3012
http://www.wested.org
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