In This Issue:
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SB 1458: "…IF AN APPROPRIATION FOR THIS PURPOSE IS MADE…" |
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SB 1292 - NEW LAW ON ADMINISTRATOR EVALUATION |
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FIVE-YEAR-OLDS PUT TO THE TEST AS KINDERGARTEN EXAMS GAIN STEAM |
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CAREER TECHNICAL EDUCATION SHOULD PLAY BIGGER ROLE IN TRAINING TOMORROW’S U.S. WORKFORCE |
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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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If you read the inside pages of the newspaper (or
beyond the first few screens of your iPad) you find the really big news.
Not the superficial reports about this pop star or that politician, not
the earth shattering revelation that experience counts (and should be
rewarded) in refereeing football games …but the truly earth shattering.
(Don’t worry about Eyewitness News, this wasn’t there!)
Last spring there were huge undersea earthquakes in the Indian Ocean –
the largest strike-slip temblors ever recorded. It was not your usual
friction between tectonic plates; it was new tectonic plates a-forming. [http://cbsn.ws/RqZffj | http://bit.ly/SayWNb]
The advent of new tectonic plates is Real Change - an event that makes
the dawn of man, the discovery of fire and the inevitable global warming
a blip on the EKG of time. (“Be careful, Og! …or you’ll burn the whole
place down!”)
In various translations Heraclitus of Ephesus said: “There is nothing
permanent except change. / Change is the only constant. / Change alone
is unchanging.”
At one time the Republican Party was the liberal voice in American
politics and Democrats the voice of the status quo. Before that the
Democrats were firebrand radicals from the West. (Where is a good Whig
when you need one?)
Of late I fear both the party of the first part and the party of the
second part in our two party system have partied a little too hearty.
They’re bloody squiffed; take away their car keys!
Neither represents a voice of sanity or clarity …or of parents or teachers or students in the world of public education.
Two open-and-shut-cases in point: VOUCHERS GAIN FOOTHOLD AMONG STATE, LOCAL DEMOCRATS meets RIFT EMERGES IN GOP ON COMMON CORE http://bit.ly/SniyDj.
It’s the money that does the talking.
With the school year and the election cycle in full progress the largess
is rolling in or out. School districts and charter schools who say they
like the brand and flavor of ®eform are getting extra scoops from the
Feds – [see: U.S. GRANT (The 17th President?) FUNDS $20,000 TEACHER
BONUSES AT 'HIGH-NEED' L.A. SCHOOLS / L.A. UNIFIED AND CHARTER GROUPS
WIN FEDERAL TEACHER EVALUATION GRANTS / LAUSD, CHARTERS WIN $98
MILLION IN FEDERAL GRANTS TO BOOST TEACHER, ADMINISTRATOR (PERFORMANCE
BASED) PAY] ...even as the governor and lege in California (the parties
of the third and fourth parts) come to a different conclusion. Maybe all
this measurement, accountability and evaluating isn’t such a good idea?
Maybe we aren’t measuring /accounting-for/evaluating the right things?
[see SB 1458 "…IF AN APPROPRIATION FOR THIS PURPOSE IS MADE…" and SB
1292 - NEW LAW ON ADMINISTRATOR EVALUATION]
The teachers union (party of the sixth part) and the courts (party of
the seventh part) are still to be heard from in L.A.. A strike from UTLA
– emboldened from Chicago – is a very real possibility; the court in
Doe v. Deasy has a deadline for action fast approaching. [see TALKS
CONTINUE ON TEACHER EVALUATIONS: UTLA remains opposed to tying
evaluations to individual AGT/VAM ratings - http://bit.ly/SrBsNd].
And what happened to the party of the fifth fart you ask? I am holding
it in reserve …we may need to Plea the Fifth …or crack that puppy and
pour an adult beverage from it!
…and while the hard stuff may get better with time – apparently school
breakfast doesn’t. [see: EXPIRED FOOD PRODUCTS BEING SERVED BY WALMART
FOUNDATION FUNDED LAUSD BREAKFAST IN THE CLASSROOM http://t.co/0I8ij3qS]
¡Onward/Adelante! - smf
> LAST WEEK NBC News had their annual EDUCATION NATION SUMMIT – which
in the past has skewed towards ®eform, Inc. 4LAKids didn’t watch, but
here’s the link: http://bit.ly/P49bND
> ALSO LAST WEEK The PBS News Hour ran their AMERICAN GRADUATE
series. smf/4LAKids watched most of it – and it’s good stuff. Here’s the
kink: http://to.pbs.org/Qf63Lw
SB 1458: "…IF AN APPROPRIATION FOR THIS PURPOSE IS MADE…"
Themes in the News by UCLA IDEA Week of Sept. 24-28, 2012 | http://bit.ly/PfA3EI
09-28-2012 :: On Wednesday, Gov. Brown signed Senate Bill 1458, which
loosens the stranglehold standardized tests have had on school
accountability measures. Authored by Senate President pro Tem Darrell
Steinberg, SB1458 was a second (and successful) attempt at revamping the
Academic Performance Index, or API. A similar bill was vetoed by Brown a
year ago (SI&A Cabinet Report, EdSource Today, Los Angeles Times).
A California school’s API was based off a 1,000-point scale that
measured student performance on standardized tests, primarily in math
and English Language Arts. The new law will limit standardized test
results to no more than 60 percent of a high school’s API score. (Test
scores will account for at least 60% of the API score for elementary and
middle schools.) The remainder will be made up of student attendance,
graduation rates, and other measures to gauge student readiness for
college and career.
Calling it the “most significant education reform bill of the decade,”
Steinberg said “teaching to the test has become more than a worn cliché
because 100 percent of the API relied on bubble tests scores in limited
subject areas. But life is not a bubble test and that system has failed
our kids.”
Indeed, the legislation responds to urgent calls for a broader
curriculum that combines rigorous academic preparation with civics
education and the so-called “21st century skills” of innovation and
critical thinking. Earlier this year, an IDEA report found that a
diverse cross-section of California civic and educational leaders
believe that California schools do not focus sufficient attention on
valued knowledge and skills, and many blamed a high-stakes testing
culture for narrowing the curriculum.
Further, the legislation opens the door for more people to be involved
in deciding what to hold schools accountable for—and thereby, what
schools should teach. The State Board of Education will have to
determine in public what sort of outcomes are included in the remaining
40 percent of the API assessment. Alongside outcomes related to college
and career readiness, the Board should also incorporate measures of
civic preparation. Ideally assessment will call for students to
demonstrate the capacity to identify and collectively address shared
problems—skills that will serve them well in higher education, the
workplace, and community life.
Discussions about what to include in a revamped API should also explore
how to incorporate information about conditions for learning alongside
data about student outcomes. It is important for the public to
understand the essential relationship between opportunities to learn and
student achievement (broadly defined). The legislature would do well
this coming year to reconsider previous unsuccessful efforts to create
indices reporting on learning conditions at each California public
school. Supt. Tom Torlakson’s California Education Opportunity Index and
Sen. Curren Price’s creativity index are two interesting starting
points for this deliberation.
Perhaps the most important part of Steinberg’s new legislation could be a sentence buried deep within the bill:
To complement the API, the Superintendent, with the approval of the
state board, may develop and implement a program of school quality
review that features locally convened panels to visit schools, observe
teachers, interview pupils, and examine pupil work, if an appropriation
for this purpose is made in the annual Budget Act.
These panels would have the ability to examine the quality of
educational conditions as well as how these conditions shape parent
engagement, successful teacher-student relationships, application of
learning in real-world settings, high graduation rates, as well as
student-learning as measured by standardized tests. Such information
could be used by local educators to improve practices and alter
structures. Equally important, the panels would help us understand
whether the state is providing sufficient learning opportunities across
all of its schools to meet its lofty goals.
SB 1292 - NEW LAW ON ADMINISTRATOR EVALUATION
From the AALA Update Week of October 1, 2012 | http://bit.ly/Qayv17
28 Sept 2012 :: On Friday, September 21, 2012, with little fanfare,
Governor Brown signed SB 1292 which addresses principal evaluations.
Senator Carol Liu (D-Pasadena), a former teacher, authored the bill with
strong collaboration and support from ACSA. It was introduced in
February 2012, and has quietly made its way through the legislative
process obtaining almost unanimous support. The key reason for its
smooth passage is that SB 1292 is voluntary—districts are not bound to
use the provisions and they retain the power to define the key elements
of an evaluation.
The California Legislative Counsel’s Digest summary of the provisions of the bill is as follows:
This bill would authorize a school district to evaluate a principal
annually for the principal's first and second year of employment as a
new principal and authorize additional evaluations, as specified. The
bill would authorize the governing board of a school district to
identify who will conduct the evaluation of each school principal. The
bill would authorize the criteria for school principal evaluations to be
based upon the California Professional Standards for Educational
Leaders and to include evidence of, among other things, pupil academic
growth, effective and comprehensive teacher evaluations, culturally
responsive instructional strategies, the ability to analyze quality
instructional strategies and provide effective feedback, and effective
school management.
Senator Liu, when speaking before the California Association of Urban
School Administrators (CAUSA) in Los Angeles last May, focused on this
bill. At that time, AALA President Dr. Judith Perez and AALA members
provided her key feedback while SB 1292 was still in its formative
stage, assisting in the recrafting of the measure. The bill also draws
heavily from the recommendations of State Superintendent Tom Torlakson’s
Educator Excellence Task Force found in its report, Greatness by Design
(www.cde.ca.gov/eo/in/documents/greatnessfinal.pdf), which has an
entire section devoted to administrator evaluation and has many
similarities to the MOU that AALA crafted with the District regarding
the same topic.
The difference between SB 1292 and AALA’s MOU with LAUSD is that the
ACSA sponsored bill is based on the six California Professional
Standards for Educational Leaders (CPSELs), while LAUSD is basing its
evaluation tenets on its internally developed School Leadership
Framework. The CPSELs currently are the bases on which administrators
are trained in credential programs and include: (1) a vision of learning
for all students; (2) a school culture focused on an effective
instructional program; (3) an effective learning environment; (4)
collaboration with families and community; (5) ethical leadership and
professional growth; and (6) operating within a larger political,
social, economic, legal and cultural context.
Like the MOU, the bill does include utilizing growth in student learning
as part of an evaluation, but did not limit itself to CST and AGT data.
It also recommends a menu of many measures: standardized tests,
district assessments, Advanced Placement and college entrance tests and
performance assessments, such as portfolios.
While this bill remains voluntary, ACSA and Senator Liu both wanted it
to be mandatory; however, they were convinced that it would not win the
necessary support with that provision. Both Senator Liu and Senator Alan
Lowenthal, Senate Education Committee Chair, are on record as
predicting that the law will eventually be amended to become a district
mandate.
FIVE-YEAR-OLDS PUT TO THE TEST AS KINDERGARTEN EXAMS GAIN STEAM
By Stephanie Simon, Reuters•com | http://reut.rs/QuOZ5T
Tue Sep 25, 2012 7:11am EDT :: (Reuters) - With school in full swing
across the United States, the littlest students are getting used to the
blocks table and the dress-up corner - and that staple of American
public education, the standardized test.
A national push to make public schools more rigorous and hold teachers
more accountable has led to a vast expansion of testing in kindergarten.
And more exams are on the way, including a test meant to determine
whether 5-year-olds are on track to succeed in college and career.
Paul Weeks, a vice president at test developer ACT Inc., says he knows
that particular assessment sounds a bit nutty, especially since many
kindergarteners aspire to careers as superheroes. "What skills do you
need for that, right? Flying is good. X-ray vision?" he said, laughing.
But ACT will soon roll out college- and career-readiness exams for kids
age 8 through 18 and Weeks said developing similar tests for younger
ages is "high on our agenda." Asking kids to predict the ending of a
story or to suggest a different ending, for instance, can identify the
critical thinking skills that employers prize, he said.
"There are skills that we've identified as essential for college and
career success, and you can back them down in a grade-appropriate
manner," Weeks said. "Even in the early grades, you can find students
who may be at risk."
At least 25 states now mandate at least one formal assessment during
kindergarten. Many local school districts require their own tests as
well, starting just a few weeks into the academic year.
The proliferation of exams for five-year-olds has sparked a fierce
debate that echoes a broader national divide over how much standardized
testing is appropriate in public schools.
Advocates say it's vital to test early and often because too many kids
fall irretrievably behind in their first years of schooling. The most
recent national exams for fourth graders found just 34 percent
proficient in reading and 40 percent proficient in math.
Opponents counter that testing puts undue stress on 5- and 6-year-olds
and cuts into the time they should be spending playing, singing and
learning social skills. They also contend that most tests for
kindergarteners are unreliable because the children have short attention
spans and often find it difficult to demonstrate skills on demand.
'WE SHOULD KNOW BETTER'
Formal tests give a narrow picture of a child's ability, said Samuel
Meisels, president of the Erikson Institute, a graduate school in
Chicago focused on child development. He urges teachers instead to
assess young children by observing them over time, recording skills and
deficits and comparing those to benchmarks.
But Meisels fears such observational tests won't seem objective or
precise enough in today's data-driven world; he says he too often sees
them pushed aside in favor of more formal assessments.
"I am worried, yes," he said. "We should know better."
Kari Knutson, a veteran kindergarten teacher in Minnesota, has seen the
shifting attitude toward testing play out in her classroom.
During her first two decades of teaching, Knutson rarely, if ever, gave
formal tests; kindergarten was about learning through play, music, art
and physical activity.
These days, though, her district mandates a long list of assessments.
Knutson started the year by quizzing each of her 23 students on the
alphabet and phonics, through a 111-question oral exam. Last week, she
brought the kids to the computer lab for another literacy test. Each
kindergartener wore headphones and listened to questions while a menu of
possible answers flashed on the screen. They were supposed to respond
by clicking on the correct answer, though not all could maneuver the
mouse and some gave up in frustration, Knutson said.
This week, it's on to math - and a seven-page, pencil-and-paper test.
"It's supposed to show them what they'll be learning in first grade,"
Knutson said. "Like they really care."
In her view, the kids are far too young to tackle formal exams,
especially in their first weeks of what is for many their first school
experience. "Half of them are crying because they miss mom and dad. When
you tell them to line up, they don't even know what a line is," Knutson
said.
Despite her frustration, Knutson acknowledges the tests have some
advantages. The results help shape her lesson plans, she said, as she
can quickly group kids by ability. Now and then, the exams reveal hidden
strengths or unexpected weaknesses in her students.
Plus, when scores rise, both she and her students feel a genuine pride.
"At the end of the year, it's like 'Wow, we really improved.' It's cool
because you can see it," Knutson said.
ACCOUNTABILITY
Testing young children is not a new concept. In the 1980s, many states
assessed children to determine whether they were ready to enter
kindergarten or first grade. Experts in child development denounced the
practice as unfair and unreliable and it faded out.
In recent years, however, the federal law known as No Child Left Behind
has put pressure on schools to raise scores on the standardized reading
and math tests given to students starting around age 8. Schools that
post poor scores are labeled failing; principals and teachers can lose
their jobs.
With the stakes so high, many administrators have decided to start
testing in the earlier grades, to give kids practice and to identify
students who need help.
The Obama administration accelerated the trend in 2011 with a $500
million competitive grant to bolster early childhood education. States
that pledged to assess all kindergarteners earned extra points on their
applications.
After all, taxpayers are investing more than $500 billion a year in
public education and "we need to know how children are progressing,"
said Jacqueline Jones, a deputy assistant secretary in the U.S.
Department of Education. "There has to be some accountability," she
said.
The administration's grant guidelines encouraged states to develop
holistic assessments that measure the 5-year-olds' social, emotional and
physical development as well as their cognitive skills. About a dozen
states, including Georgia and Maryland, have developed such broad
assessments, according to the National Conference of State Legislatures.
Others states, though, focus more narrowly on reading and math skills;
some are even beginning to evaluate kindergarten teachers in part on how
well their students do on those exams.
The format of kindergarten assessment varies widely.
The Iowa Test of Basic Skills, which is used by schools across the
United States, runs more than an hour as a teacher reads dozens of
questions aloud and kindergarteners mark their response on a
multiple-choice answer sheet. A typical question asks kids to pick the
picture that illustrates the word 'sharp' from choices including a piggy
bank, a glove and a pair of scissors.
On the other end of the spectrum, the Brigance kindergarten screen is
set up as a game that students play one-on-one with a teacher, who may
ask them to stand on one foot for 10 seconds, to count to 30, or to copy
complex shapes like a diamond. The test takes 10 to 15 minutes and
costs about $4 per child.
In addition to these comprehensive tests, curriculum writers are now
incorporating multiple shorter exams into kindergarten lesson plans.
Consider the 68-page manual recently published by New York City
education officials to guide kindergarten teachers through a math unit
aligned to the new Common Core academic standards rolling out
nationally. The unit, meant to introduce 5-year-olds to algebraic
thinking, includes three short pencil-and-paper exams, culminating with a
test that asks students to calculate all the ways they could divide six
books between two shelves.
Some parents welcome all the tests as an indication that their kids are
truly being challenged. If their children spend too much time
finger-painting or playing at the sand table, "parents will say, 'This
isn't academic enough,'" said Peggy Campbell-Rush, a longtime
kindergarten teacher in New Jersey.
But other parents want kindergarten to be the way they remember it, as a time of relaxed exploration.
Dao Tran, a mother in New York City, said her heart sank when she
learned that her neighborhood school emphasized standardized testing
even in kindergarten. She scoured the city to find an alternative for
her daughter. The public school she chose requires a 45-minute commute
each way, but Tran says it's worth it.
The kids there, she said, "seemed happy, and that seemed like the most important thing."
(Reporting By Stephanie Simon in Denver; Editing by Jonathan Weber and Claudia Parsons)
CAREER TECHNICAL EDUCATION SHOULD PLAY BIGGER ROLE IN TRAINING TOMORROW’S U.S. WORKFORCE
By Tom Chorneau, SI&A Cabinet Report | http://bit.ly/SPMQhT
Tuesday, September 25, 2012 :: The U.S. economy currently supports 29
million jobs that provide a middle class salary and require only some
postsecondary education– a healthy block of employment that will not
fade away even with global market demands for a better trained work
force in the coming decade, a new report from Georgetown University
concludes.
Researchers said that career technical education programs could be the
vehicle for preparing those workers by using a variety of pathways from
employer-based training and apprenticeships to industry-based
certifications and associate's degrees.
“The United States faces an enormous task in preparing tomorrow’s
workforce that will have dramatic implications for the nation’s future
prosperity and ability to compete internationally in the world economy,”
said the authors from Georgetown’s Center on Education and the Work
Place, and Civic Enterprises, a non-profit think tank based in
Washington D.C.
“In an environment where budgets are tight, we believe that expanding
(career technical education) will mean reallocating resources toward
programs that have proven effective at enhancing the productivity and
efficiency of the system,” the authors said.
Noting that economic changes have made some post-secondary education
critical – the research team said that not all workers will need a
four-year college degree.
In 1973, nearly three out of four jobs required only a high school
education or less. But, by 2020, two out of three jobs will require some
post-secondary education or training.
To plan for this need, the author said, the federal government should
invest dollars “allocated toward CTE in programs of study that align
secondary and post-secondary curriculum, reduce duplication and
remediation, allow for dual-enrollment and create opportunities for
students to learn and earn."
Second, they said, the federal government should create a “Learning
& Earning Exchange” — an information system that links high school
and post-secondary transcript information about courses taken and grades
with employer wage records.
“Such a system would allow all to see how successful various programs
are at producing job-ready graduates,” the report said. “As a result,
students would make more informed choices about what to study; educators
would serve their students better; and employers would have greater
success in finding the skilled workers necessary to satisfy their
needs.”
HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T
FIT: The Rest (but not necessarily the best) of the Stories from Other
Sources
TALKS CONTINUE ON TEACHER EVALUATIONS: UTLA remains
opposed to tying evaluations to individual AGT/VAM ratings.:... http://bit.ly/UZ1Vnr
di•chot•o•my: VOUCHERS GAIN FOOTHOLD AMONG STATE, LOCAL DEMOCRATS meets RIFT EMERGES IN GOP ON COMMON CORE | EdWeek | http://bit.ly/SniyDj
U P D A T E D - EXPIRED FOOD PRODUCTS BEING SERVED BY WALMART FOUNDATION
FUNDED LAUSD BREAKFAST IN THE CLASSROOM: "So long as th... http://bit.ly/TRWhV0
DR. BRUCE HARRIS, NEW COMMUNITY COLLEGES CHANCELLOR, HAS STRONG SUPPORT, TOUGH JOB: Kathryn Baron | EDSOURCE Tod... http://bit.ly/QmpJvt
STATE REPORTED INFLATED RATE OF TEACHERS LACKING CREDENTIALS: When the benchmark is bad, all the data is bad: Jo... http://bit.ly/SKEpK4
“Won’t Back Down”: IT’S JUST A MOVIE …AND NOT A VERY GOOD ONE AT THAT! (3 stories): As school reform, 'Won't Ba... http://bit.ly/Qa0bDa
U.S. GRANT (The 17th President?) FUNDS $20,000 TEACHER BONUSES AT 'HIGH-NEED' L.A. SCHOOLS: By Tami Abdollah - P... http://bit.ly/Pf6frZ
L.A. UNIFIED AND CHARTER GROUPS WIN FEDERAL TEACHER EVALUATION GRANTS: by Howard Blume | LA Times/LA Now | http:... http://bit.ly/TODXMk
LAUSD, CHARTERS WIN $98 MILLION IN FEDERAL GRANTS TO BOOST TEACHER, ADMINISTRATOR (PERFORMANCE BASED) PAY: By Ba... http://bit.ly/TOCN3C
GOV. BROWN SIGNS LAW LIMITING ROLE OF STUDENT TESTS IN API SCORES – Signs 19 Ed ills, Vetoes 5: SB 1458 broadens... http://bit.ly/Q9H8sW
WHAT CALIFORNIA’S SCHOOLS CAN LEARN FROM CHICAGO’S: By Steven Greenhut , Bloomberg News | http://bloom.bg/QjSitn ... http://bit.ly/V5M1pX
I'm not going to blog Meghan Daum's column from todays LAT - someone might take it seriously ...but you should read it! http://lat.ms/S3170h
PTA SUES FOR-PROFIT RIVAL PTO TODAY: By MICHAEL TARM – Associated Press from The Huffington Post | http://huff.t... http://bit.ly/Q4pVRr
VALLEY PTA RALLY AT BEEMAN PARK FOR PROP 38 THIS AFTERNOON: Local activists were instrumental in collecting peti... http://bit.ly/Q4pUgo
Congress, rushing to recess: ‘TEACH FOR AMERICA’ TEACHERS WITH FIVE WEEKS OF TRAINING, ARE “HIGHLY QUALIFIED”: C... http://bit.ly/Q0ELsc
Video: 8:34 WITH DR. D - TIME TO GET SCHOOLED: 5 A+ Moments From My Conversation With LAUSD’S John Deasy: Posted... http://bit.ly/Q0EJR5
The Los Angeles Magazine profile of John Deasy: THE TAKEOVER ARTIST + more: By Ed Leibowitz, Los Angeles Magazin... http://bit.ly/P4YDIj
SCHWARZENEGGER WOULD RATHER INVEST IN PRIVATE EDUCATION: Opinion by Francesca Bessey, Columnist | Neon Tommy - t... http://bit.ly/Q5PEYf
A YouTube Moment: THE FIRST YES ON PROP 38 TELEVISION COMMERCIAL: from California State PTA Why wait to see it... http://bit.ly/OXcNvb
Save the Date: LAUSD DISTRICT 2 CANDIDATE FORUM - Wednesday Oct 17th - 6pm: …and list me as confirmed! from th... http://bit.ly/OWjNII
Fading dreams: CALIFORNIA COMMUNITY COLLEGES STAGGERING DURING HARD TIMES: Demand is up but funding is down for ... http://bit.ly/UvFExp
EVENTS: Coming up next week...
LAUSD SCHOOL BOARD MEETINGS @ Beaudry
Budget, Facilities and Audit Committee
Tues. October 2, 2012
Start:. 10:00 am
Regular Board Meeting (Williams Sufficiency Hearing)
Tues. October 2, 2012
Start: 4:00 pm
*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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