Sunday, July 22, 2012

This week in the New Normal + The not so subtle recalibration of the meaning of “Philanthropy”

Onward! 4LAKids
4LAKids: Sunday 22•July•2012
In This Issue:
 •  NO WAIVERS FOR TRANSITIONAL K: State Board tells districts Transitional Kindergarten is a must
 •  HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but not necessarily the best) of the Stories from Other Sources
 •  EVENTS: Coming up next week...
 •  What can YOU do?

Featured Links:
 •  OUR CHILDREN, OUR FUTURE: What will California schoolchildren, your school district and YOUR School get when the initiative passes?
 •  Follow 4 LAKids on Twitter - or get instant updates via text message by texting
 •  4LAKids Anthology: All the Past Issues, solved, resolved and unsolved!
 •  4LAKidsNews: a compendium of recent items of interest - news stories, scurrilous rumors, links, academic papers, rants and amusing anecdotes, etc.
By Diane Ravitch, from her blog -

June 10, 2012 :: Since No Child Left Behind began its reign of error a decade ago, the American public has slowly but surely changed its understanding and expectations of schools.

We have come to think that every school must “make” every student proficient, and if it cannot, then the school is a “failing” school.

We have come to look on schools as “failing” if they enroll large numbers of students who don’t perform well on standardized tests, regardless of their personal circumstances, their language ability, or their disability.

We have come to believe that teachers alone can bring every student to high test scores. And if we don’t believe this is possible, we are accused of defending the status quo or not caring about students or not believing they can succeed.

In pursuit of impossible goals, goals that no nation in the world has reached, we have come to accept (with glee, if you are a corporate reformer, or with resignation, if you are informed by reality) that schools must close and staff must be fired en masse in pursuit of that evanescent goal of “turnaround” from failure to success.

And here is the latest small and barely noticed episode in the continuing assault on common sense and public education.

The Los Angeles Times reported that students and parents demonstrated to protest the planned layoff of at least of the staff at Manual Arts High School. This school has been run for four years by a private group called L.A.’s Promise.

It is no longer unusual to see students and parents protesting the mass dismissal of teachers, so they will be ignored. That’s the new normal.

What is odd here is that L.A.’s Promise laid off about 40% of the staff last year. 50% last year, 40% this year.

It seems that this organization will just keep firing teachers until they finally get a staff that knows how to raise test scores and graduation rates higher and higher.

Such punitive actions display a singular lack of capacity on the part of leadership to build and support a stable staff.

Such heavy-handed measures surely demoralize whoever is left.

We have become so accustomed to mass firings and school closings that we have lost our outrage, even our ability to care.

Another school reconstituted, another school closed, more teachers fired. Ho-hum.

That’s the new normal. That is what is called education reform today.

So normal are such crude and punitive measures that the events at Manual Arts High School didn’t even merit a real story in the Los Angeles Times. It was posted in a blog.

Destroying public schools is called reform. Mass firings of staff are called reform.

It’s the New Normal.

Don’t accept it. Don’t avert your eyes. It’s not supposed to be this way.

Schools need a stable staff. Schools need continuity. Schools need to be caring and supportive communities.

Schools need to be learning organizations, not a place with a turnstile for teachers, administrators and students.

Don’t lose your own values. What is happening today is wrong. It is not education reform. It is wrong.

It does not benefit children. It does not improve education. It is wrong.



Not Steve Barr v. 1.0: Green Dot with its small brave charter schools started in storefronts and church basements in Inglewood and the South Central, serving the underserved.

• Not v. 1.1 with his 10,000 signatures and The Thousand Parent March and dreams of 100 small schools
• not v. 1.2., trying to partner with LAUSD to take over Jefferson High School and to revamp all forty-six of LA’s “broken” high schools in the Green Dot model.

Barr’s biographer and charter cheerleader Alexander Russo writes: “In education and in the private sector, half or more of turnarounds that are attempted failed to take hold or—even worse—were superficial makeovers. Much bigger and more established education organizations had tried—and often failed—at managing dysfunctional public schools in the past. Despite all these considerations, Barr was convinced that this was exactly what Green Dot needed to do.” |

• not v. 1.3, with the Green Dot wholly-owned LA Parents Union, which morphed into Parent Revolution ...eventually armed by the Parent Trigger.
• or v. 1.4, partnered with Mayor Tony and AB 1381 – could Steve be the next superintendent?
• or v. 1.5 and the hostile takeover of Locke High School – an over the top, prohibitively expensive, non reproducible experiment that ended with Barr’s own predictable removal from Green Dot (brash founding entrepreneurs of successful enterprises invariably get replaced by corporately accountable adults when start-ups mature and the second tranche of venture capital arrive; Steve Jobs is both the proof and the exception to this rule).

• v. 2.0 the spin-off Green Dot America, with Barr leaving town to start a
• v. 2.1 school in the Bronx and
• v. 2.2 another opening this year in New Orleans with the FIN brand.

If Barr v1.0 + 1.1 were about start-ups; v. 1.2 on were about takeovers, makeovers, turnarounds and reconstitution. Caprice Young, the founder of the California Charter Schools Association says: “Reconstitution and turnaround never works. Only fresh squeezed works -- there is $10 billion in failed turn around work nationally. That would be a lot of new high quality schools at $500k a piece,” [also see: Mid-Term Report on School Improvement Grant Turnaround Mixed at Best]

The returned/reinvented Barr may not quite be the irrepressible, outrageous self promoter of the infamous LA Weekly [] and New Yorker [] profiles, out to save the core inner city.

Barr v. 3.0 (aka Future is Now Schools) is focused on more middle class schools, Schools like Marshall, Fairfax and Venice High – schools with challenges but also with programs in place to address them. (O.K. not “like” Marshall, Fairfax and Venice – specifically those schools – and Superintendent Deasy says “be our guest!”)

Barr lives in the Marshall attendance area; it is his children’s home school. Mike Stryer, Barr’s ‘Director of New Unionism’ for FIN used to teach at Fairfax. Steve used to live in Venice. Thomas Wolfe notwithstanding, tt’s good to come home again.

Steve Barr’s kids attend Ivanhoe Elementary - Steve says Ivanhoe is a wonderful school; all schools should be like Ivanhoe. Steve is right, Ivanhoe is a gem. But he’s suffering from every elementary parent’s fear+dread of middle school …and the best middle school in the world is nothing like Ivanhoe!

And, Steve, it is possible to get involved in your child’s school without taking it over.

ON TUESDAY THE COUNTY BOARD OF EDUCATION BEGAN THE DISCUSSION ON TAKING INGLEWOOD UNIFIED INTO RECEIVERSHIP; there is a very real chance that Inglewood USD might not be able to meet payroll as early as December. The Los Angeles County Office of Education – the nation's largest regional education agency, serving two million pre-school and schoolchildren - is the only county in California where the Board of Education and County Superintendent are appointed by the Board of Supervisors. In other counties one or the other – or both – are directly elected by the voters.

's hiring process for an inspector general to oversee its $5.75 billion building program. It’s late in the game to criticize process. The LACCD commissioned Greuel’s independent study – which the controller farmed out to a third party – and the State Controller has already identified wrongdoing and alleged criminality …but maybe the LACCD board got what they paid for. Unfortunately he voters and taxpayers cannot say the same.

EARLY IN THE WEEK SUPERINTENDENT DEASY WAS REPORTEDLY IN PALM SPRINGS, HANGING WITH THE GATES AND PEARSON FOUNDATIONS. We all know who Gates is; the Pearson Foundation is the philanthropic supporter of the mission of Pearson Education, the giant textbook company – a subsidiary of the International publisher Pearson plc. There is a lot stuff to done – and a lot of money to be made - by textbook companies in Common Core Standards. When everyone is on the same page it’s very profitable to be the publisher of that page.


There are other tempests in other L.A. teapots besides LAUSD. Currently there is a power struggle ongoing at the Museum of Contemporary Art, with the curator being summarily let go and contesting factions within the board and the public resignations of all the artist-trustees – including the iconic Ed Ruscha - a unique aspect of the MOCA board.

In their farewell letter two of the artists wrote:
“But this is not about a particular cast of characters, about good actors and bad. It's a reflection of the crisis in cultural funding. It's about the role of museums in a culture where visual art is marginalized except for the buzz around secondary market sales, it's about the not so subtle recalibration of the meaning of ‘philanthropy,’ and it's about the morphing of the so-called ‘art world’ into the only speculative bubble still left floating (for the next 20 minutes). Can important and serious exhibitions receive funding without a donor having a horse in the race? Is attendance a sustaining revenue stream for museums? Has it ever been? These are questions we have been asking.”

I recommend the entire letter [] – and also the coverage of the brouhaha []. After sports writing, arts criticism is a favorite form of nonfiction. Below the veneer of truth and beauty there is always much roiling intrigue – and in the case of MOCA, there are familiar puppeteers working the strings.

From Monday’s LA Times, buried twenty-seven -inches into a thirty-column-inch story:
“Now the board leadership is in the hands of nonvoting MOCA life trustee Eli Broad, the financier who supposedly ‘rescued’ the museum in 2008 through a $30 million pledge from his foundation. To observe that the board he commands, now down to 33 voting members, is at least as defective as before is disheartening.”[]

Keep in mind #’s39, 40 & 41 from “How to Tell if Your School District is Infected by the Broad Virus” []
39. Local newspaper fails to report on much of this.
40. Local newspaper never mentions the words “Broad Foundation.”
41.Broad and Gates Foundations give money to local public radio stations which in turn become strangely silent about the presence and influence of the Broad and Gates Foundation in your school district.

And bear in mind the LA Times is for sale – and Eli could be a buyer.

¡Onward/Adelante! - smf

A letter to 4LAKids from Dan Basalone

Sun, July 15, 2012

Hi Scott,

The United States was the leader in universal public education starting with Horace Mann and the research of Dewey. Of course, the billionaire corporatists who now run public education, discarded of 150 years of educational practice and research in order to establish today's politicized model.

In the 1950's and early '60's when I was trained to be a teacher, we had academic majors and minors, mine were social studies and science, as well as a minor in education including two full semesters of student teaching under the direction of a teacher who was screened for the position of training teacher.

The pedagogy and methodologies that we learned were based on the principles of John Dewey which at is essence was that learning was both cognitive and affective. Classrooms were microcosms of society so we had class elections and classroom monitors; we had committee work (now known as group activities); we had project based learning so that students could see application of knowledge; and we emphasized creativity especially in research based projects and creative writing. And, of course we were expected to incorporate art and music into our curriculum. We had a Physical Education course of study that emphasized not only skills, but also game activities and dance.

In 1964, elementary teachers introduced teaching Spanish as a foreign language, and, if you didn't speak Spanish yourself, you had a series of records to use so that you could learn with the children for 15 minutes each day. We based our elementary subject curriculum on social studies themes and units of work. In other words, it was a holistic approach to education.

I must also add that my training as a teacher with the major and minors in academic studies and education methodology only took four years because it was expected that a B.A. or B.S. in education would only need to be a four year college curriculum.

Through the years politicians eroded the concept of educating the whole child to the point now that we have a true factory model with students as widgets and teachers as the robotics who put the parts together.

Scott, I can truthfully say that in my years as a teacher, no child failed in my classes....they completed my prescribed course of study with my assessments of their work and I was able to see the product of their work. Their standards were my standards and I was evaluated as a teacher based on the quality of the work that my students produced which was displayed for all to see, parents, other teachers and administrators, through classroom displays. I would not think of displaying student work that wasn't of the highest quality even if it meant editing and rewriting for instance. Students were proud to take home their unit booklets with samples of the work that they had completed during the six week unit.

Well, enough lamenting the fall of public education from what it once was and the enjoyment that it brought me as a teacher. The sad part is that current teachers who are being trained in the so-called data driven model are going to become tomorrow's principals and the cycle will forever continue to spiral downward.

Thanks for being a lonely voice of reason in a very sad educational world where children suffer and it isn't just from abuse.

Best wishes always,

• Dan Basalone has been associated with LAUSD since 1962 as a teacher, assistant principal, principal, and upon his retirement in 2000, as an Administrative Academy presenter and Principal Academy Coach. He served as very successful principal of several schools and leadership in the Professional Development Collaborative where he was instrumental in the design and implementation of the LAUSD New Administrator Academy. In addition to his District service, he has taught educational administration courses at local universities, and was Program Director for Educational Leadership at Mount St. Mary's College.
Dan was involved in the leadership of AALA for many years. He has served as Elementary Department Vice President, Executive Board Director, and ACSA Representative on the Representative Assembly. He served as the AALA representative on the District's School Based Management Central Council and the LEARN Planning Committee.
In addition to his school experience, Dan was a member of the LAUSD Health Benefits Committee and an ad hoc member of the Board of Education's Facilities Committee where he sat next to smf and asked good questions from that end of the horseshoe – adding educational input to the building of over 100 schools and the modernization and repair of hundreds more.
A graduate of USC, Dan is retired and living in Meridian, Idaho where he grandparents extraordinary grandchildren, writes a blog about artisanal soda pop and serves on the Urban Renewal Board of Commissioners. The Meridian School District is the largest in the state; Dan must feel right at home.

Themes in the News by UCLA IDEA/Week of July 16-20, 2011 |

07-20-2012 :: Twelve years ago, a class action lawsuit was filed on behalf of California public school students against the state and various education agencies. Williams v. California asked for relief from “schools that shock the conscience” and levied two basic complaints: That the state failed to provide students with even the most “basic” level of education; and that the harm caused by inadequate instructional materials, unqualified teachers, and unsafe and insecure school facilities fell disproportionately on poor and minority students.
The conditions that prompted the lawsuit were well known to many who attended or worked at poor and minority schools? Overcrowded classes were held in temporary buildings that were uncomfortably hot, cold or noisy. Bathrooms were closed and/or unclean. About 40 percent of teachers in low-income schools reported vermin infestations—cockroaches, mice and rats.
Williams was settled in 2004—and provided $800 million for facilities repairs along with complaint procedures, inspection protocols, and other oversight. The settlement and all its components and subsequent legislation were meant to give students in every California neighborhood access to adequate facilities and resources. Much progress was made in the first years following the settlement, but recently California's fiscal woes have undercut the settlement's promise.
California has funded less than half of the $800 million, and some schools have waited up to four years for the money to fix leaking roofs and crumbling buildings (California Watch). Conditions at many schools are worse than pre-Williams. Stan Brown, a director of maintenance and operations at a Riverside County school district, is waiting on $75 million for repairs. "I think the title says enough, doesn't it? Emergency Repair Program. Should it take four years to fund an emergency?"
As usual, California is “leading” a national trend of states that are struggling or unwilling to provide their residents with basic needs, including education. According to the State Budget Crisis Task Force, there is a "fundamental shift in the way governments have responded to recessions and appears to signal a willingness to 'unbuild' state government in a way that has not been done before" (New York Times). The task force released a report this week that looked at six large states—California, Illinois, New Jersey, New York, Texas and Virginia—and found severe and mounting fiscal challenges, especially as states rely on gimmicks to balance budgets.
The Williams settlement was rightly claimed as a victory for California students. The student plaintiffs, their families, and their communities presumed that the settlement would help achieve a double objective—basic and equitable education for all. Ultimately, the state's failure to fully fund emergency repairs has left too many California students waiting for the decent schools that are their constitutional right.

●● smf: I have spoken to LAUSD employees in charge of monitoring Williams compliance – especially in the portion that assures students have adequate instructional materials: textbooks, etc.

The reporters are tasked with making sure that LAUSD is compliant, not that students have books.

On the facilities issues, with the cuts to maintenance+operations and janitorial staff, the cleanliness and safety of facilities have drastically declined in the years since Williams was implemented. And, as the article states, only half of the money allocated for infrastructure repair has been spent.

• A student body president testified to the Bd of Ed last month that only one restroom at his school is open during the day when the requirement is one per floor.

•And putting temporary chain link fencing around a building where the masonry is falling off – no matter how historic the landmark – is not repair!

By Kimberly Beltran, SI&A Cabinet Report |

Tuesday, July 17, 2012 :: A landmark federal appropriation of $3 billion for turning around the nation’s worst-performing schools has produced mixed results halfway through the grant process, according to analysis released Monday by a D.C.-based think tank.

As part of the federal stimulus package of 2009, Congress provided jumbo-sized School Improvement Grant money to states in exchange for commitments to identify and restructure their most academically troubled schools.

But three years later, many states are struggling to implement mandates to replace teachers and principals as well as commitments to increase learning time, according to surveys conducted by the Center on Education Policy at The George Washington University.

But one bright spot for several SIG schools is that school climates appear to be getting better.

The findings are based largely on surveys of low-performing schools in Idaho, Maryland and Michigan on how SIG schools are addressing three major issues: staffing challenges that result from principal and teacher replacement requirements, extended learning time requirements, and school climate issues.

Analysis also included less detailed responses from 46 other states.

The report had three components, with each exploring one of these issues in depth, and comes amid a flurry of speculation about the effectiveness of the SIG program. Data was collected in the fall and winter of 2011-12, a critical midpoint for implementing three-year SIG awards funded through the American Recovery and Reinvestment Act.

“The CEP reports offer important findings for policymakers and the public to consider as schools continue to do this work,” Maria Ferguson, executive director of the CEP, said in a statement. “The findings are especially relevant as policymakers debate a possible fifth school improvement model under SIG, an idea recently passed as part of the Senate Appropriations Committee spending bill.”

In 2009, the American Recovery and Reinvestment Act, better known as the economic stimulus package, provided $3 billion for SIGs to help reform persistently low-achieving schools, on top of the $546 million that had already been appropriated for fiscal year 2009 for school improvement grants under Title I of the Elementary and Secondary Education Act.

Since the Obama administration has been in office, California has received $548 million in SIG support

This infusion of additional money was also accompanied by new requirements from the U.S. Department of Education that targeted funds on the lowest-performing 5 percent of schools within each state and that limited these schools to using one of four school improvement models.

These models include: transformation, which entails replacing the school principal and undertaking three other specific reforms; turnaround, which involves replacing the principal and many of the school staff; restart, which means becoming a charter or privately managed school; and school closure. School year 2010-11 was the first year these grants were implemented.

The reports’ findings draw on survey data from 46 responding states, including the District of Columbia, and case study research in Idaho, Maryland and Michigan. As part of these studies, which were summarized in two earlier CEP reports, state and local education leaders provided feedback about challenges of implementing SIGs and their influence on the direction of school reform.

The first of the three special reports, Schools with Federal School Improvement Grants Face Challenges in Replacing Principals and Teachers, looks at SIG-related staffing requirements. The two most popular school improvement models – transformation and turnaround – require major staffing changes, and finding and retaining effective principals and teachers was often the greatest challenge to SIG implementation in Idaho, Maryland, Michigan and in some of the states surveyed.

Officials in rural, suburban and urban areas in case study states cited various reasons why restaffing presented major challenges in all types of low-performing schools.

“Recruiting the right principals and teachers was challenging across all of the case study schools but was especially difficult in Idaho’s rural schools, where staffing is already a huge obstacle,” read a statement by Jennifer McMurrer, senior research associate and author of the CEP studies.

Still, the majority of the 46 state survey respondents said that replacing teachers and principals was an important element of improving student achievement in SIG schools.

Legal and union requirements and a short funding timeline made it difficult for some of the schools studied to find and hire the best teachers and principals and remove ineffective staff. Despite this, only a minority of the states surveyed reported that they were providing assistance or resources to schools and districts to help ease the challenges of staff replacement.

The second report in the CEP series, Increased Learning Time Under Stimulus-Funded School Improvement Grants: High Hopes, Varied Implementation, highlights another challenge to implementation. All 46 states surveyed reported that at least some of their SIG schools are implementing an improvement model that requires increased learning time.

A majority of state respondents agreed this strategy is a key element in improving student achievement, although some said its importance varied from school to school. But it may be too early to judge the overall effectiveness of this policy based on survey and interview responses, CEP said.

Increased learning time is being implemented differently across schools and states, the CEP researchers found. For example, case study schools in Maryland really target their extra time on students with the greatest need, while those in Michigan for the most part extend the school day for all students.

Despite these challenges, the SIG program has already had a positive impact in many schools, as evidenced by the third report, Changing the School Climate Is the First Step to Reform in Many Schools with Federal Improvement Grants. All of the SIG-funded case study schools in Maryland, Michigan and Idaho are taking steps to improve school climate among students, staff, or both – often as a first priority for reform.

Examples of strategies include:

• Improving safety and discipline;

• Building a sense of community among students and staff; and

• Establishing a shared vision among teachers, parents and students centered on student achievement.

As a result, the success most frequently cited by SIG-funded case study schools during the first year of implementation was an improved school climate, as demonstrated by a safer and more orderly environment, increased student motivation to learn, and greater staff collaboration and morale.

Some schools also reported gains in student achievement, but several said it is too soon to tell.

“Although Secretary of Education Arne Duncan has announced some positive achievement findings for SIG-funded schools, at this point the unseen impact may be the improved environments for learning that SIG funds have helped create,” commented McMurrer.

The three special reports are available here.

NO WAIVERS FOR TRANSITIONAL K: State Board tells districts Transitional Kindergarten is a must
By Kathryn Baron | EdSource Today

July 20th, 2012 | Probably the strongest indication of how the State Board of Education would vote on waiver requests from nine school districts seeking to delay the start of Transitional Kindergarten came from the districts themselves; not a single representative showed up to even try to argue their case.

On Wednesday afternoon, the Board unanimously agreed with Department of Education analysts and rejected the waiver applications. That decision sent a clear message to other districts, said Scott Moore, Preschool California’s senior policy director. “There was a sense of people are watching this to see how the State Board acts,” said Moore. “Granting them a waiver to not provide public education to these students isn’t something that they feel is legal.”

Transitional Kindergarten is a new program, but doesn’t involve new students. The same bill that raised California’s age requirement for kindergarten created TK to provide the kids who miss the new cutoff with an additional year of kindergarten the way it used to be; puppets, play kitchens, and an introduction to phonics.

Because these children would have been in regular kindergarten anyway, TK doesn’t cost the state any more money. But Gov. Brown tried to spin it as a new program and proposed eliminating its funding to help pay down the state deficit. In the few months between the time the governor released that proposal and the Legislature rejected it, a number of school districts panicked, thinking they’d have to add a new grade without any state funding to pay for it. They appealed to the State Board of Education for an extra year to put the program into place.

This has all been incredibly frustrating to Democratic State Senator Joe Simitian of Palo Alto, who authored SB 1381, the bill that established Transitional Kindergarten. “What’s a little bit surprising to me is that it is still not fully understood now, almost two years after the bill passed,” Sen. Simitian told EdSource.

For example, in a separate waiver request, a charter school wrote that it only had four children displaced by the new age requirement and it would be too expensive to start a new class just for them. Department of Education staff recommended that the Board approve the request on the condition that the school creates a split TK/kindergarten class. But the bill already gives schools and districts the flexibility to implement TK however they want, Simitian said, as long as it’s age and developmentally appropriate. The State Board put off a decision on that request until its next meeting.

So, on the belief that you can never explain things too often, Simitian went before the State Board to give a synopsis of SB 1381 in an effort to clear up confusion. “I think the Board appreciated the recap on just how much flexibility we built into the system, and the fact that we had two years to plan, so this wasn’t something that we simply rolled out in the fall without notice,” said Simitian. “That being said, I think it’s important to remember these are the exceptions to the rule. The buzz we get from around the state is quite positive that people are really excited that this is one of the few bright spots on the public education horizon.”

HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but not necessarily the best) of the Stories from Other Sources
RETWEETED FROM@dianeravitch : If you think it is okay to cut the arts and make more time for test prep, watch this:

REGENTS TIE TUITION TO BROWN’S PROP 30: UC tuition could rise 20% if tax measure fails: By TERENCE CHEA, Associa...


Lax security at charter school suspected: NORTH HOLLYWOOD H.S. CLEARED IN STATE TEST LEAK: A former North Hollyw...

MAYORS SUPPORT “PARENT TRICKER” LAW: by Diane Ravitch | Bridging Differences - Education Week ...

NO WAIVERS FOR TRANSITIONAL K: State Board tells districts Transitional Kindergarten is a must: By Kathryn Baron...



TONIGHT ON THE RADIO - DOG DAYS O’ SUMMER: Solutions to Problems in Public Education: KPFK 90.7 FM & online @ kp...


State Budget Crisis Task Force: IN REPORT ON STATES’ FINANCES, A GRIM LONG-TERM FORECAST + NPR Story: California...


PETITION: Change the time of regular LAUSD School Board meetings from 1:00 pm to 6:30 p.m.: by twitter from @utl...




The “Education Mayor” takes the train: VILLARAIGOSA’S TARNISHED TRANSIT TRIUMPH: The mayor often manages to disa...

EVENTS: Coming up next week...

*Dates and times subject to change. ________________________________________
Phone: 213-241-5183
Phone: 213-241.8700


What can YOU do?
• E-mail, call or write your school board member: • 213-241-6386 • 213-241-6180 • 213-241-5555 • 213-241-6382 • 213-241-6388 • 213-241-6385 • 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: • There are 26 mayors and five county supervisors representing jurisdictions within LAUSD, the mayor of LA can be reached at • 213.978.0600
• Call or e-mail Governor Brown: 213-897-0322 e-mail:
• 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!.

Who are your elected federal & state representatives? How do you contact them?

Scott Folsom is a parent leader in LAUSD and is Parent/Volunteer of the Year for 2010-11 for Los Angeles County. • He is Past President of Los Angeles Tenth District PTSA and represented PTA on the LAUSD Construction Bond Citizen's Oversight Committee for ten years. He is a Health Commissioner, Legislation Team member and a member of the Board of Managers of the California State PTA. He serves on numerous school district advisory and policy committees and has served as a PTA officer and governance council member at three LAUSD schools. He is the recipient of the UTLA/AFT 2009 "WHO" Gold Award for his support of education and public schools - an honor he hopes to someday deserve. • In this forum his opinions are his own and your opinions and feedback are invited. Quoted and/or cited content copyright © the original author and/or publisher. All other material copyright © 4LAKids.
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