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- Written by: Editor
The meeting is scheduled for 3:30 p.m. on Thursday, Jan. 12, 2012, at the district office, 2508 Howard Ave.
The gathering is not a governing board meeting.
Parents, staff and community members are welcome; however, anyone interested in attending is asked to call Janine at 707-262-3000 prior to the meeting date.
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- Written by: Editor
The new hard-copy publication, “A Look at Kindergarten Through Grade Six in California Public Schools: Transitioning to the Common Core State Standards in English Language Arts and Mathematics,” provides information for educators on curriculum planning and professional development in the new standards, which were formally adopted last year.
"The new Common Core standards will truly move what California students learn into the 21st century, with an emphasis on critical thinking and problem-solving," Torlakson said. "That makes it an exciting time in education, but a challenging time as well. We've created this book – and its online counterpart – to give teachers a helping hand."
The new publication includes chapters by grade level. There is an overview of each study area, a summary of what proficient students learned in the previous grade, descriptions about the content area, and the standards.
The document also includes a "Support for English Learners" section in both mathematics and English-language arts that identifies a few of the difficulties English learners may face and some recommendations to help them gain access to the curriculum.
The publication is a valuable tool until new CCSS frameworks and instructional materials are developed.
Fostering 21st century learning in California's schools is a key goal of Torlakson's, which was outlined in the report by his Transition Advisory Team earlier this year, A Blueprint for Great Schools.
The release of the new publication comes as Torlakson works to ease the transition to the new standards on other fronts as well, including three key pieces of legislation signed into law earlier this year.
Assembly Bill 124 requires the Superintendent of Public Instruction, in consultation with the California State Board of Education, to update, revise, and align the English-language development (ELD) standards.
In addition, Assembly Bill 250 reinstates the process for the development of curriculum frameworks aligned to the CCSS in English-language arts and mathematics and mandates the inclusion of the new ELD standards in the next English-Language Arts Curriculum Framework.
Senate Bill 140 requires the state to develop a list of supplemental instructional materials aligned to the CCSS to bridge the gap between existing state-adopted materials and the CCSS.
CCSS is a voluntary state-led effort to develop a national set of standards for mathematics, English-language arts, and literacy in various content areas for students in kindergarten through grade 12.
The effort started in 2009 and is being coordinated by the Council of Chief State School Officers and the National Governors Association Center for Best Practices. Participants include 45 states, two territories, and the District of Columbia.
The goal is to prepare all students with a uniform set of knowledge and skills around the nation that they need to succeed in education and careers after high school. The CCSS was adopted by the California State Board of Education on August 2, 2010. However, it will take several years to implement curriculum, instructional materials, and assessments based on the new standards.
The online publication, from which the new hard-copy publication is excerpted, is entitled, “A Look at Kindergarten Through Grade Six in California Public Schools.” The online resource provides information regarding all areas of study including history–social science, science, physical education, health, visual and performing arts, world languages, school library, as well as English-language arts and mathematics.
The online publication is available through the California Department of Education Web site at http://www.cde.ca.gov/ci/cr/cf/grlevelcurriculum.asp. The online publication is also included as a CD-ROM with the new hard-copy publication.
To order the hard-copy publication of “A Look at Kindergarten through Grade Six in California Public Schools: Transitioning to the Common Core State Standards in English Language Arts and Mathematics,” contact the California Department of Education Press Sales Office at 1-800-995-4099 or by e-mail at
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- Written by: Tammy Serpa
LOWER LAKE, Calif. – Joe Parker has certainly made his mark on the culinary program at Lower Lake High.
What for many years was operated as a mom and pop-style kitchen under Hazel Wohle has had a makeover to a more commercial style kitchen environment.
Parker has transformed not only the looks of the classroom, but with it is transforming the program to make the students employable in the food service industry.
Parker credited Wohle for the development of a quality program and is thankful that she left him well educated advanced students with which he could work.
The culinary arts have always been a passion of Parker’s. He’s taught for 14 years, including six years in Anaheim where he taught home economics/culinary arts to football players.
At Lower Lake, he’s making plans to articulate with the culinary programs at community and junior colleges, including Yuba College of Clearlake.
He’s also encouraging students to participate in community activities, such as the “Iron Chef” event at Steele Winery, which has led students to internships at places like Chic le Chef.
A goal of Parker’s is to incorporate local vendors and supplies into the program to teach students sustainability in the food industry.
Future desires at Lower Lake include the development of a school garden so students can cook with fresh seasonal ingredients, a lunch service restaurant open to the public and the expansion of the program to include a pastry class.
Parker teaches both Beginning Culinary and ROP Advanced Culinary. In the beginning classes, students learn the basics of cooking, tool/equipment identification, safety, food sanitation and menu planning.
The advanced classes work to provide quality meals that are prepared three days a week for sale to employees at the high school, elementary school and Konocti District Office.
Tuesday through Thursday students prepare anywhere from 40 to 70 meals, plus additional for meals for the culinary students to consume as educational enrichment and quality control.
Students in the advanced classes are involved in all aspects of the mini business including menu planning, recipe design, serving, deliveries and, of course, clean up and dishes.
According to senior student Destiny Purdum, Parker allows the students to create the menu on their own with little interference other than staying within the budget.
Students are not only creating marvelous meals such as savory pork roast with steamed vegetables and scalloped potatoes; some are taking their skills to competition.
Last year Jayme Weiper took fourth place in the state Skills USA culinary competition in San Diego. This year, five students in the ROP Culinary classes will be raising funds to attend the regional competition in the spring.
A large majority of the students in the ROP Culinary class plan to continue in the Hospitality and Tourism Pathway upon graduation.
It is hoped that the program at Lower Lake High will lay a strong foundation for them to be both successful and employable in their future endeavors.
If you would like more information on the Hospitality and Tourism Pathway at Lower Lake High, please contact Joe Parker at 707-994-6471 or
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UKIAH, Calif. – Mendocino College Administrative Assistant (Counseling) Darletta Fulwider was selected in November as recipient of the quarterly award for Classified Staff.
“I grew up at Mendocino College,” Fulwider said. “My mother and grandmother both went to school here when it was down at the fairgrounds and I would go with them and hang out on campus. Since we lived on Pinoleville I watched the new campus being built. This place is a part of my life.”
It's so much a part of her life that she graduated from Mendocino College and went on to get her bachelor's degree from Sonoma State, taking classes at their center located on the Ukiah Campus.
Fulwider has worked at Mendocino College since the late 1990s.
She started as a student worker for the Mathematics, Engineering & Science Achievement program and moved to the College Assistance Migrant Program and High School Equivalency programs as a temporary classified staff member in 2001.
She has been in the counseling department for five years and according to her supervisor, Vice President of Education and Student Services Meridith Randall, Darletta’s strengths are “her dedication to students, the excellent manner in which she works with them in person and on the phone, plus her conscientiousness about getting the essential work done in the Counseling Office. In addition, she advises the Native American Club and provides periodic outreach to Native American students.”
With a rich tribal background ranging from the Little Lake Pomo and Round Valley Tribes to the Nomlaki, KonKow and Pitt River tribes of the Upper Sacramento Valley, she is well prepared to assist all students at Mendocino College
“Due to recent downsizing of staff at the college, Darletta has taken extra duties without complaint,” said Randall. “Most aren’t aware of the amount of work that she accomplishes and her true dedication to the success of Mendocino College students.”
The Mendocino College Foundation has allocated $2,000 annually for the classified staff recognition program.
One recipient is selected each quarter by a committee that includes the Mendocino College superintendent/president, two vice presidents and the director of human resources. The selection is based on supervisor nominations, contributions to the college and longevity.
The winner has the opportunity to choose a college program to receive $500 which can be used by that program in support of the college’s strategic goals.
Mendocino College’s strategic goals are the following: Become a learner-centered institution by focusing on student success; Improve student access to college programs and services; enhance the student learning experience by providing educational, cultural and social opportunities beyond the classroom; maximize the procurement and efficient use of financial, human and physical resources; build new and stronger relationships with businesses, educators, agencies and other constituents of our communities.
Fulwider has requested that the $500 from the foundation be given to the Native American Program & Services Scholarship Fund to assist students in furthering their education.
For more information about Mendocino College, visit www.mendocino.edu.