In This Issue:
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EDUCATION REFORM'S DILEMMA: IMPROVING CREATIVE THINKING OR IMPROVING TEST SCORES? |
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One-half turned away in “summer squeeze”: LAUSD OFFERS LIMITED SUMMER SCHOOL CLASSES |
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LAUSD FIGHTS COURT ORDER TO GIVE MORE SPACE TO CHARTER SCHOOLS |
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BROWN NAMES FORMER HEAD OF MILITARY CHARTER TO STATE BOARD OF ED |
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HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but
not necessarily the best) of the Stories from Other Sources |
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EVENTS: Coming up next week... |
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What can YOU do? |
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Featured Links:
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The lessons-to-be-learned, dots-to-connect-and
money-to-be-followed-in the child abuse scandals at Penn State, the
Catholic Church and LAUSD; in the failures of leadership at Microsoft
and in American public education; and in fiscal mismanagement the
bankrupt municipalities of California are many and varied. Some
connections are obvious, others not so much to the point of
nebulousness. And I am not about to attempt to connect it all in a neat
package.
If there is a package it’s not neat – but my thinking is in that
direction. All are failures of institutions.Of reporting and
accountability, of leadership and vision, of accounting and fiduciary
responsibility. All are of a piece; all predate the current recession
but are complicated by it.
• Berndt was at Miramonte for 30 years, Sandusky at Penn State for 43.
• The Stockton/San Bernardino boom-and-bust is a decade’s long cycle, classic economic bubbles.
• The business models of Microsoft in the past decade and the Drill,
Kill and Test model of Asian education were always suspect. The
Singapore Model worked in the twentieth century corporate-managed
city-state …but when brought to scale in twenty-first century China,
was neither scalable nor manageable nor durable.
It is simple to say that there always have been child predators. It is
easy to say there have always been well meaning leaders who make bad
decisions or lead in the wrong direction: the biblical Books of Kings
chronicles four centuries of them. There have always been governments
who spend more than they take in; history abounds municipal failures and
bankruptcies. New York City almost went bankrupt in 1975 – saved,
ironically, by the teacher’s union investing in municipal bonds. (I
can’t see that union bailing out Mayor Bloomberg in 2012!)
Check out the Vanity Fair article on Microsoft [Stack Ranking, Microsoft’s Downfall? http://bit.ly/MxUCLG]
and the Times editorial on the Chinese Education [following]. Weigh
Microsoft’s practice of Stack Ranking against Value Added Teacher
Assessment. Seeing as how we are piling things on the scale: put on
data-driven (rather than peer-reviewed/research based) decision making
and the drive to privatize, deregulate and deunionize public education.
Add on Race to the Top and high-stakes standardized testing and then
Common Core Standards -- which is Standardizing the Standards … and
the Curriculum. And the Tests… and the Textbooks and the Teachers.
Because, after all, teachers are content delivery vehicles. Connect this
back to the beneficent billionaires and their surrogates, prophets and
profiteers who support all this ®eform.
Don’t be afraid to jump to the odd and/or obvious conclusion.
Become informed.
JUDGE FREEH'S 267-PAGE REPORT ON PENN STATE [http://bit.ly/LkcY1C]
says top university officials forged an agreement to conceal Sandusky's
sexual attacks more than a decade ago. "Our most saddening and sobering
finding is the total disregard for the safety and welfare of Sandusky's
child victims by the most senior leaders at Penn State," Freeh wrote.
"The most powerful men at Penn State failed to take any steps for 14
years to protect the children who Sandusky victimized."
“All of us here today understand that it is the duty of adults to
protect children and to immediately report any suspected child sexual
abuse to law enforcement authorities.”
LAUSD is currently investigating – on their own – thousands cases of
“possibly” unreported child abuse and/or teacher misconduct. …including
604 in the past 4 years –even though state law requires immediate
reporting to police or child protective services – plus the office of
teacher credentialing -- and despite the fact that LAUSD is NOT supposed
to investigate, just report.
SCHOOL DISTRICTS IN CALIFORNIA DO NOT HAVE THE OPTION OF DECLARING TITLE
9 BANKRUPTCY LIKE CITIES DO – California has a special mechanism
similar to bankruptcy for taking over and restructuring school
districts. 12 school districts in California, including Inglewood
Unified are on a watch list for possible failure this year, 26
districts, including L.A. Unified, in LA County may not have sufficient
cash in the current and two subsequent fiscal years. (And then there’s
San Diego Unified, who manages to pass “balanced” budgets while slipping
closer and closer to insolvency with every board meeting!)
School districts and cities have the ability to negotiate low cost short
term loans against anticipated revenue (TRAN: Tax Revenue Anticipation
Notes) to meet payroll and operating costs – even when the state delays
payment. Charter schools do not – when they miss payroll they go out of
business and close their doors on that day – with students reverting and
returning to their local school district. We can anticipate a lot of
this in the future, especially if state revenues and cash flow do not
pick up.
When a school district in California goes into receivership the
superintendent is fired and the board of education creases to have
trustee authority (they get to keep their offices and salaries.) A
Receiver is appointed to operate the district – accountable to the state
– which lends operating funds – and the County Office of Education,
overseen by a state agency called the Fiscal Crisis Management
Assistance Team/FCMAT. Collective bargaining agreements can be
abrogated, and the receiver is responsible for seeing that children are
educated in accordance with the Ed Code and standard accounting practice
…in that order.. The receiver runs the district until the operating
loan is repaid. FCMAT ran Compton Unified from 1993 to 2003 – when
Compton was taken over for fiscal and educational failure.
In Inglewood the teacher’s union – even though their contract could get
tossed out – currently supports state takeover – taking a “How can
things get any worse than they are now?” attitude.
It’s an attitude that might get resonance here in LAUSD.
THE IMMEDIATE LESSONS TO BE LEARNED are that we in LAUSD must get much
better at electing and choosing leaders -- and our electeds and their
chosen need to get more effective at running a school district. We must
do better at identifying and reporting adult aberrant behavior and
keeping kids safe. And we need to be much better at maximizing and
accounting-for our fiscal resources – and prioritizing and expending
them.
In the long term there are no easy answers, just hard work. We are a
community and the business of communities is communion and
communication. Among ourselves. For the children
¡Onward/Adelante! - smf
EDUCATION REFORM'S DILEMMA: IMPROVING CREATIVE THINKING OR IMPROVING TEST SCORES?
ROTE LEARNING CAN TAKE A TOLL ON BUILDING CREATIVITY IN SCHOOLS. THE
NATIONS THAT CAN STRIKE THE RIGHT BALANCE WILL GAIN A COMPETITIVE EDGE.
LA Times Editorial | http://lat.ms/LTObYx
July 15, 2012
The people of a large and mighty nation wonder why their schools can't
do more to imitate those of another large, powerful nation across the
Pacific Ocean. But this time it's not the United States seeking to
emulate the schools of an Asian country — it's China seeking to emulate
ours, at least to some extent.
China is pushing for more emphasis on building creative skills and less
on high-stress, high-stakes testing, according to a recent article in
the New York Times. Under the existing system, a single entrance exam
determines whether students attend college, and which one. Talk about
teaching to the test: The last year of high school is often given over
to cramming for the exam. In at least one classroom, students were
placed on intravenous drips of amino acids in preparation for the test,
in the belief that it would help their memories and provide an energy
boost; in another sad case, a girl was not told about her father's death
for two months to avoid disrupting her studies.
The recent backlash against the tests includes complaints that students
are being fed facts by rote rather than being taught to think critically
and create. Two years ago, Premier Wen Jiabao lamented the failure of
Chinese schools to turn out innovative thinkers with strong analytical
skills. "We must encourage students to think independently, freely
express themselves, get them to believe in themselves, protect and
stimulate their imagination and creativity," he said. He even quoted
Albert Einstein's famous line about imagination being more important
than knowledge.
DATABASE: California schools guide
This isn't the first time that a nation with a top-ranked education
system has sought to reproduce some of the qualities that have long
marked American schools. Ten years ago, Japan embarked on a series of
major reforms to reduce stress, de-emphasize memorization and foster
more creative thinking. It shortened the school calendar (from six days a
week to five) and adopted curricula that encouraged children to create
their own projects. More control was placed in local hands, a move away
from centralized authority. A few years earlier, Singapore took similar
steps.
The reason these nations are concerned isn't just that they want their
students to feel fulfilled and happy. The ability to innovate, and to
analyze and solve problems, is seen worldwide as crucial for adapting to
the fast-changing global economy. But it is all part of a long-standing
tension between the need for academic rigor and the need to foster
creativity.
The pendulum swing between the two has been particularly wide in the
United States. During the 1990s, Americans lamented the lower academic
standards here, especially when compared with nations such as Japan. The
sense that American children were falling behind in the developed world
— bolstered by international test results in which the United States
ranked as mediocre, and given a sense of urgency by the numbers of
disadvantaged and minority students who were leaving school without even
basic skills — resulted in the 2001 passage of the No Child Left Behind
Act, with its heavy emphasis on standardized tests and rigid benchmarks
of progress.
Now, even though academic performance among U.S. students is still
lagging, many parents and educators are complaining that the push toward
a standard curriculum and standardized tests is bleeding lessons of
liveliness, and that schools do too little to foster creativity and
analytical thinking. They're not entirely wrong. In keeping with the
tests, which are mostly multiple choice, schools have assigned less
writing and project work. Teachers have tried to make sure they go over
every speck of material that might be on the tests, and because the
approved curriculum tends toward the broad and shallow, there's a lot of
short-answer information to cover but not much depth to explore.
Aiming higher on academics shouldn't have to mean leaving deeper or more
open-ended thinking skills behind. No one in the American school reform
movement ever told teachers they had to abandon their own creative
instructional skills or drop critical-thinking lessons from the school
day, but the relentless emphasis on covering tested material obviously
pushed them in that direction.
The switch over the next few years in many states, including California,
to the so-called common core standards, which emphasize learning fewer
things in greater depth, should help somewhat but still falls short.
State and federal officials endlessly debate the role of test scores in
teacher evaluations, but they pay too little attention to enabling
teachers and students to take academic risks — considered essential to
building creativity — while ensuring that vital academic material is
still covered. It's not easy to figure out how schools can balance
creativity with academic rigor, productive thinking with knowledge. The
nations that do so will have the competitive edge in the future.
One-half turned away in “summer squeeze”: LAUSD OFFERS LIMITED SUMMER SCHOOL CLASSES
By Barbara Jones, Staff Writer | LA Daily News | http://bit.ly/Lddj6c
7/09/2012 05:41:20 PM PDT/ Updated: 07/09/2012 06:19:33 PM PDTA line
of students snaked out the door of the Canoga Park High School
attendance office Monday morning, with scores of teens hoping to get a
seat in Los Angeles Unified's smallest-ever summer school program.
It was the start of the four-week session, but any first-day cheer was
tempered by the grim reality of 10,000 students scrambling for just
5,000 slots in the district's drastically scaled-back summer program.
"We're trying to squeeze in as many as we can," Assistant Superintendent
Alvaro Cortes said. "Almost every class has from the high 30s to the
low 40s as far as the number of students enrolled."
With a bare-bones budget of $1 million, the district's Beyond the Bell
branch is offering summer school at only 16 of its high schools. Classes
are limited to core subjects and enrollment to failing students -
seniors get priority - who need to make up credits to graduate.
Friends Veronica Hernandez and Samara Vasquez, both 16, weren't thrilled
at the prospect of spending the summer studying rather than relaxing,
but figured there would be fewer distractions than during a traditional
school year.
"I'm really hoping it's going to be simpler," Hernandez said of her math class.
Brianna Rojas, 15, found herself at the end of a long line as she
arrived at Canoga Park High about 8 a.m., hoping to enroll in a history
or English class.
"I need these classes for credit recovery," she said. "I don't know what I'll do if I don't get in."
But half of the 10 classes on the Canoga Park roster - core subjects
like health, English, math and U.S. and world history - were already
full by the time Rojas arrived.
"In past years, we'd ask students what they needed and would create the
classes," said Judy Vanderbok, the principal for Canoga Park High's
summer school program.
"This year, we were told what we'd be offering.
"I'm taking all the kids, then I'm going to call Beyond the Bell and ask
to start new classes. But I don't know what's going to happen."
There are alternatives for students who got aced out of a seat in Los Angeles Unified but still want to make up a class or two.
Options for Youth operates a system of charter schools around Southern
California and is still enrolling students in its guided independent
study program.
"Most students are there to retake classes they failed or catch up on
classes they need to stay on track to graduate," Deputy Superintendent
Bill Toomey said.
Options for Youth has about 18,000 students enrolled in summer school, up from about 13,000 last year and 10,000 in 2010.
"We've seen a steady increase since the districts' budgets got hit," he
said. "Some of the students are from surrounding districts, but the bulk
are from LAUSD."
The district's current program is a far cry from just a few years ago,
when Beyond the Bell had a $42 million budget for summer school. There
were credit-recovery classes then, too, but students could also take
courses to get ahead academically or simply to enrich their education.
But as the state's budget crisis shrunk education funding, Cortes found
himself facing an increasingly bleak bottom line. Not only were course
offerings limited this year, but he had to cancel online classes because
the district couldn't provide the technical support. Those courses were
converted to traditional classes instead.
Next year, he said, will be even worse.
"We've been told not to expect any money next year," he said. "So this
could be the last year of summer school. But we're going to battle this
thing."
LAUSD FIGHTS COURT ORDER TO GIVE MORE SPACE TO CHARTER SCHOOLS
Traditional L.A. Unified schools may have to give up computer labs,
parent centers and other rooms to charters under a court order.
By Howard Blume, Los Angeles Times | http://lat.ms/NQ1S6X
July 12, 2012 :: Los Angeles school officials are fighting a court
order, which took effect Wednesday, that would set aside more classroom
seats for charter schools — even if that means traditional schools will
lose space for parent centers, computer labs, academic intervention and
other services.
Under state law, school districts must offer space to charters that is
"reasonably equivalent" to that provided for students in traditional
schools. Charters are independently run and are exempt from union
contracts and many rules that apply to regular campuses.
L.A. Superior Court Judge Terry A. Green required the school district to
make new offers based on a different formula than one it had been
using.
Charter advocates see the ruling as ensuring long-overdue compliance
with the law — with the potential to provide huge cost savings as well
as hard-to-find, quality classrooms.
Locating and paying for classroom space is "one of the largest burdens
for charter schools throughout California," said attorney Ricardo Soto,
who represents the California Charter Schools Assn., which sued the Los
Angeles Unified School District. "Charter schools are growing. Their
enrollments are growing. We were very glad that the judge found in our
favor."
L.A. Unified officials predicted severe consequences in the years to
come. The school system has more independent charters, 186, than any
other in the U.S., comprising 14% of total enrollment — more than 93,000
students.
"The district will be forced to cut the vast majority, if not all,
intervention and enrichment spaces as well as displace children from
their neighborhood schools," attorney David Huff said.
For next fall, the hardships would affect just a handful of traditional
campuses — because only five charter schools have said they want to
consider new, expanded offers right away.
Neighborhood schools could lose 27 "set aside" classrooms, including
those used for academic intervention, testing, music, psychologists,
counselors and a college/career center, Huff said.
On Tuesday, the district asked the court to reconsider its decision. The school system is also preparing an appeal.
At issue is how to determine the number of classrooms provided to
charters. The district, for example, allots its high school space based
on 30 students per classroom; it did the same for charters. Under that
formula, the school district provided a seat for every eligible charter
student whose school applied for space — a vast improvement in district
offers compared with past years.
But the charter association said the district also should factor in
rooms not being used for regular classes, such as those for small
numbers of severely disabled students, parent centers and computer labs.
Charters would receive more space under that calculation, the association said.
The association suspects that the district is using its formula to conceal under-utilized rooms that should be available.
In court documents, the association said that the district has crowded
classrooms partly because of union contracts and how it allocates
resources. Charters, the association asserted, should not be forced to
have large classes just because the district has them.
The fight over classroom space has persisted for years. Most charters
have had to find or build their own campuses. Many have also complained
that district offers have been unacceptable.
Groups from neighborhood schools have often protested against charters
sharing their campuses, but such arrangements also have proved
manageable.
The association and L.A. Unified reached a settlement in 2008 over
access to campuses. But charter advocates returned to court to enforce
the agreement, most recently in May, alleging that L.A. Unified was
failing to comply with legal obligations.
BROWN NAMES FORMER HEAD OF MILITARY CHARTER TO STATE BOARD OF ED
By John Fensterwald, EdSource Today | http://bit.ly/NCjzXf
July 8th, 2012 :: Gov. Jerry Brown has named Bruce Holaday, who for
five years ran the military charter school in Oakland that Brown
founded, the next member of the State Board of Education.
The governor’s nontraditional appointment to the 11-member board was
long in coming. Former member Greg Jones resigned 18 months ago, and two
other members’ terms expired in January.
Holaday, 59, currently does fundraising and designs teacher workshops
and programs for at-risk youths as the director of educational
advancement at Wildlife Associates, a nonprofit in Half Moon Bay that
offers conservation education to schools. For most of his career,
Holaday has taught and been an administrator at military schools,
although he didn’t attend a military academy or serve in the military.
For 28 years he held various positions, including English teacher,
development director, and administrator of a large summer school and
camps, at the Culver Academies, a century-old private military school in
Northern Indiana. Then, in 2004, Brown, who started the school in 2001,
and the board of Oakland Military Institute hired him as the fledgling
school’s superintendent. In 2009, he helped found Newpoint Tampa High
School, an online charter school in Florida.
“My background is not typical for this position,” Holaday said in a
telephone interview. “The governor knows my background, and he seems to
think I might be helpful in a number of ways.”
One way may be to help rethink the state’s accountability system, a
topic on the agenda at Holaday’s first State Board meeting next week.
Brown has criticized the use of standardized tests and quantitative
measures as sole gauges of a school’s success and cited the importance
of softer, qualitative measures like participation in extracurricular
activities and sports, discipline records, and parental satisfaction. He
has pointed to the work of the Oakland Military Institute in building
character.
Serving boys and girls in grades 6-12, the school stresses discipline
and leadership as key elements of achieving the school’s mission of
preparing all students for college. The vast majority of its graduates
have gone on to four-year schools; only a handful of students annually
apply to West Point and the military academies.
Students wear uniforms. Boys keep their hair cut short; girls wear
theirs in buns. All march in formation daily. The school has ties to the
California National Guard.
A backlash against the Vietnam War wiped out dozens of military schools
in the 1970s, but within the past decade there has been a resurgence of
the military model in magnet and charter schools attracted to its
“clear and distinct purpose and direct approach to behavior and values,”
said Holaday, comparing it with the Boy Scouts when done well.
“The heart and soul of good military schools are patterns of ritual and
traditions, knowing that each year the traditions will go on,” he said.
“A lot of day-to-day responsibility is given to kids. It’s a good thing
to hand over reins to kids, who rise to the occasion in wonderful ways.”
The military model “is not for everyone, and I would not impose it on
anyone else,” he said, but other district schools could find aspects
useful, such as its success in creating a school culture.
During Holaday’s tenure at Oakland Military Institute, the school’s API
score fluctuated in the mid- to upper 600s, below the state’s target of
800. There was some tension with parents who wanted a more hard-edged
military school, as this 2007 article from the East Bay Express
indicated.
Holaday attended public schools and graduated with a B.A. in English and
education from the University of Illinois. He also has a Master’s in
education from the University of Indiana. He grew up in Champagne, Ill.,
home of the university where his father was a professor of drama. His
mother had a Ph.D in French. He didn’t have to travel far for the job
with Culver Academies; it’s on the same lake in Indiana as the family’s
summer cottage.
Holaday’s appointment requires a two-thirds vote of the State Senate.
Nominees to the CSU Board of Trustees
Also on Friday, Brown appointed the founder of a bilingual radio
station in Fresno and a corporate attorney to the California State
University Board of Trustees.
Hugo Morales, 63, a graduate of Harvard Law School, migrated from Mexico
at age 9. He has been executive director at Radio Bilingüe Inc., which
he started in 1980. In 1994, he received a prestigious MacArthur
Fellowship, the so-called “genius award.” He received the Edward R.
Murrow Award from the Corporation for Public Broadcasting in 1999. Lupe
Garcia, 43, of Alameda, has served in multiple positions at Gap Inc.
since 1999, including associate general counsel, senior corporate
counsel, and corporate counsel. She is a member of the Lawyers’
Committee for Civil Rights of the San Francisco Bay Area.
HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T
FIT: The Rest (but not necessarily the best) of the Stories from Other
Sources
Prop 38: GUARANTEED MONEY FOR OUR SCHOOLS: The Our
Children, Our Future education initiative has a new name: Proposition
38... http://bit.ly/OqWTYm
U P D A T E D: MIRAMONTE PLAINTIFF’S ATTORNEY WELCOMES FBI INVESTIGATION: from claypool law firm also see: MIRA... http://bit.ly/SjCzgo
2012 NEA Annual Meeting and Representative Assembly: DELEGATES ACT ON MIRAMONTE AFFAIR: Business from the Repres... http://bit.ly/Nys084
MIRAMONTE PLAINTIFFS’ ATTORNEY WELCOMES FBI INVESTIGATION: press release http://bit.ly/Ojg3iI
AB 1819: MEASURE WOULD REQUIRE CHARTERS TO ENROLL IN CalSTRS, CalPERS + Bill Analysis: By Kimberly Beltran, SI&A... http://bit.ly/MohPQe
Cartoon: THE SHRINKING SCHOOL YEAR: Cartoonist Tom Meyer on California’s shrinking school year | EdSource Today ... http://bit.ly/NdnfC4
STRUGGLING MICIHIGAN CITY PRIVATIZES PUBLIC SCHOOLS: by Lindsey Smith, National Public Radio/All Things Consider... http://bit.ly/NEu9yL
Munger does not appeal but Jarvis Taxpayers takes it up: COURT OF
APPEALS ASKS STATE OFFICIAL WHY SHE PUT BROWN’S TAX INITIATIVE FIRST... http://bit.ly/Nvf82h
AASA + NEA Reports: ALARMS SOUNDED AS FEDERAL EDUCATION CUTS LOOM: By Alyson Klein in EdWeek | http://bit.ly ... http://bit.ly/SfsAIJ
One-half turned away in “summer squeeze”: LAUSD OFFERS LIMITED SUMMER SCHOOL CLASSES: By Barbara Jones, Staff Wr... http://bit.ly/OfCDZH
WHAT KIND OF SOCIETY AND CRIMINAL DOES CALIFORNIA DESERVE?: by Paul Murre, President, California College Demo... http://bit.ly/NuAZXM
Theatre Review: FIRST-RATE EDUCATION IN ‘A CHILD LEFT BEHIND’: By Philip Brandes, LA Times | http://lat.ms/M5PFw ... http://bit.ly/MnEiwX
LAUSD FIGHTS COURT ORDER TO GIVE MORE SPACE TO CHARTER SCHOOLS: Traditional L.A. Unified schools may have to giv... http://bit.ly/OeDzgQ
GATES DONATES $1 MILLION, GROUP SPENDS $6 A NAME TO GET CHARTERS ON WASHINGTON STATE BALLOT: CBS News/Associated... http://bit.ly/NbdpRh
EVENTS: Coming up next week...
*Dates and times subject to change. ________________________________________
• SCHOOL CONSTRUCTION BOND OVERSIGHT COMMITTEE:
http://www.laschools.org/bond/
Phone: 213-241-5183
____________________________________________________
• LAUSD FACILITIES COMMUNITY OUTREACH CALENDAR:
http://www.laschools.org/happenings/
Phone: 213-241.8700
What can YOU do?
• E-mail, call or write your school board member:
Tamar.Galatzan@lausd.net • 213-241-6386
Monica.Garcia@lausd.net • 213-241-6180
Bennett.Kayser@lausd.net • 213-241-5555
Marguerite.LaMotte@lausd.net • 213-241-6382
Nury.Martinez@lausd.net • 213-241-6388
Richard.Vladovic@lausd.net • 213-241-6385
Steve.Zimmer@lausd.net • 213-241-6387
...or your city councilperson, mayor, the governor, member of congress,
senator - or the president. Tell them what you really think! • Find
your state legislator based on your home address. Just go to: http://bit.ly/dqFdq2 • There are 26 mayors and five county supervisors representing jurisdictions within LAUSD, the mayor of LA can be reached at mayor@lacity.org • 213.978.0600
• Call or e-mail Governor Brown: 213-897-0322 e-mail: http://www.govmail.ca.gov/
• Open the dialogue. Write a letter to the editor. Circulate these
thoughts. Talk to the principal and teachers at your local school.
• Speak with your friends, neighbors and coworkers. Stay on top of education issues. Don't take my word for it!
• Get involved at your neighborhood school. Join your PTA. Serve on a School Site Council. Be there for a child.
• If you are eligible to become a citizen, BECOME ONE.
• If you a a citizen, REGISTER TO VOTE.
• If you are registered, VOTE LIKE THE FUTURE DEPENDS ON IT. THEY DO!.
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