In This Issue:
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LONG BEACH MIDDLE SCHOOLS TO START DAY AN HOUR LATER + smf’s 2¢ + Scholarly research! |
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Elementary principal to take district helm: NEW SAN DIEGO SUPERINTENDENT HAS DEEP PARENT TIES |
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2 ON ENGLISH LANGUAGE LEARNERS: Dropouts + Parents Language and Dropouts |
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HOLD DISTRICTS ACCOUNTABLE FOR RESTORING FUNDING FOR THE ARTS |
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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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Free associating on Google and Wikipedia…
It is the confluence of Easter and Passover and Cesar Chavez’ Birthday. The Torah moves
from Genesis to Exodus. The Old Testament moves into the New. A common
man becomes an uncommon one and leads his people to a better life and we
all follow.
● Long ago at this season, our people set out on a journey.
On such a night as this, Israel went from degradation to joy.
We give thanks for the liberation of days gone by.
And we pray for all who are still bound.
Eternal God, may all who hunger come to rejoice in a new Passover.
Let all the human family sit at Your table, drink the wine of deliverance, eat the bread of freedom:
- The Velveteen Rabbi
Dostoevsky darkly says there were miracles in those days:
● “Oh, with greater faith, for it is fifteen centuries since man has ceased to see signs from heaven.
“No signs from heaven come to-day
To add to what the heart doth say.
“There was nothing left but faith in what the heart doth say. It is true
there were many miracles in those days. There were saints who performed
miraculous cures; some holy people, according to their biographies,
were visited by the Queen of Heaven herself. But the devil did not
slumber, and doubts were already arising among men of the truth of these
miracles.”
When we don’t find miracles in these days we need only look for them. I
was at a Seder this past week – all very
secular-and-progressive-to-the-point-of-irreverence with a Judy Chicago
Haggadah – but sadly missing the requisite, curious (and usually
bored+starved) stars of the Passover Play: the questioning children.
“Why, on this night…?”
Thankfully a troublemaker brought a substitute Haggadah with commentary
by Lemony Snickett. (one needs only Google this version [New American
Haggadah | http://amzn.to/10qRCYx
#1 bestseller on Amazon] to see that the irreverence has transgressed
into sacrilege if not heresy in the limited imaginations of those who
prefer to limit imagination in their orthodoxy.)
The following is not from that Haggadah, but it works in this context:
● “Miracles are like meatballs, because nobody can exactly agree on what
they are made of, where they come from, or how often they should
appear. Some people say that a sunrise is a miracle, because it is
somewhat mysterious and often very beautiful, but other people say it is
simply a fact of life, because it happens every day and far too early
in the morning. Some people say that a telephone is a miracle, because
it sometimes seems wondrous that you can talk with somebody who is
thousands of miles away, and other people say it is merely a
manufactured device fashioned out of metal parts, electronic circuitry,
and wires that are very easily cut. And some people say that sneaking
out of a hotel is a miracle, particularly if the lobby is swarming with
policemen, and other people say it is simply a fact of life, because it
happens every day and far too early in the morning. So you might think
that there are so many miracles in the world that you can scarcely count
them,
or that there are so few that they are scarcely worth mentioning,
depending on whether you spend your mornings gazing at a beautiful
sunset or lowering yourself into a back alley with a rope made of
matching towels.” ― Lemony
Snicket
● “Humans! They lived in the world where the grass continued to be green
and the sun rose every day and flowers regularly turned into fruit, and
what impressed them? Weeping statues. And wine made out of water! A
mere quantum-mechanistic tunnel effect, that'd happen anyway if you were
prepared to wait zillions of years. As if the turning of sunlight into
wine, by means of vines and grapes and time and enzymes, wasn't a
thousand times more impressive and happened all the time...” ― Sir
Terry Pratchett in Small Gods
● “There are only two ways to live your life. One is as though nothing
is a miracle. The other is as though everything is a miracle.” ― Albert
Einstein
● “Miracles are a retelling in small letters of the very same story
which is written across the whole world in letters too large for some of
us to see.” ― C.S. Lewis
● “We are not in the age of miracles, and yet it is surprising that we
can attract, and keep, and increase the type of support that is needed
to keep our economic struggle going for 33 months. It is a struggle in
which the poorest of the poor and weakest of the weak are pitted against
the strongest of the strong.
“Action is necessary. If you don't do anything, you are permitting the evil.
“I would suggest that labor take a page in the largest newspaper and
make the issue clear to all, and I would suggest that the clergy also
take a page. The message of the clergy should be different, bringing out
the morality of our struggle, the struggle of good people who are
migrants, and therefore the poorest of the poor and the weakest of the
weak.”
– Cesar Chavez - from speech at an interfaith luncheon of clergy and labor in Manhattan during the Grape Boycott in June 1968
...And so the journey continues hopefully: ¡Onward/Adelante! - smf
LONG BEACH MIDDLE SCHOOLS TO START DAY AN HOUR LATER + smf’s 2¢ + Scholarly research!
By Stephen Ceasar, L.A, Times | http://lat.ms/YCoEXs
March 25, 2013, 7:43 pm :: The Long Beach school board voted Monday to
push start times at the district’s five middle schools from 8 to 9 a.m.
-- a cost-cutting move officials believe will also boost student
success.
The board unanimously approved the plan, spearheaded by Supt.
Christopher Steinhauser. Beginning in the fall, students at all of the
district's middle schools will start class at 9 a.m. and get out at 3:40
p.m.
The change will save the district about $1 million in transportation
costs, Steinhauser said. The savings will be realized by making the bus
schedule more efficient by staggering pick-up and drop-off times.
Under a similar proposal, which was not passed by the board, the
district's high schools also would have begun the day an hour later. But
the board approved creating a pilot program at McBride High School, a
new school opening in the fall, which will start the day at 8:50 a.m.
and let out at 3:40 p.m.
Currently, district high schools begin the day at 7:50 a.m. and get out at 2:40 p.m.
Some teachers and parents bristled at the idea of changing the start
times at all the high schools. Opponents expressed concerns that
delaying the start time by an hour would create problems for parents who
drop off their kids on the way to work and would disrupt
extracurricular activities and sports schedules. A later dismissal time
could also create safety concerns, with students leaving for home later.
In a letter, the local teachers union asked that the district delay such
a plan in order to gather more information about the effects it would
have on individual schools. A change could force additional work on
teachers by disrupting their schedules and preparation time.
Steinhauser likened the uneasiness to similar opposition when a proposal
to require school uniforms came up. Instead of implementing the
uniforms all at once, they began with pilot program before eventually
rolling out the policy districtwide.
“The change process is always a difficult one,” he said. “Not all the
schools were excited about uniforms, but now that’s a very normal thing
in Long Beach.”
Under the plan approved Monday, a committee will research the pros and
cons of a later start time for high school students and report to the
board no later than September 2014.
Much of the research for the proposal found that an extra hour of sleep
for teenagers provided positive changes academically. Steinhauser said
that more than 80 school districts nationwide have made similar changes
and have reported seeing students do better in class and experience
fewer discipline issues.
That potential for an extra hour of sleep, if students actually take advantage of it, could help them, Steinhauser said.
“If they do so, they’ll do better in school,” he said.
2cents smf: Starting school a hour later in secondary is one of
those things on the smf/4LAKids wish-list agenda – along with Full Day
K, Quality Preschool, Schools as Centers of their Community, Nurses in
Nurses Offices, Librarians in Libraries, Educators in Education, Arts
and Music Education; Altruistic rather than Self-Serving Philanthropy,
All Parents Empowered to Vote in School Board Elections, Field Trips and
Recess.
You know: Magical realism, delivered daily in every classroom.
4LAKids has followed with interest the trials and tribulations of
fellow parent troublemaker/fighters-of-the-good-fight SLEEP IN FAIRFAX
[Start Later for Educational Excellence Proposal] – which has contested
the late school start fight against the entrenched bureaucracy and
conventional thinkers in Fairfax County VA. The problem with School
®eform Inc is that it is not reform at all – it is a redesign of the
Twentieth Century Factory Model to reproduce/reengineered conventional
thinkers for the 21st century …when it’s critical thinkers we need.
Critical thinkers know the important questions are never on the test.
Don’t screw this up Long Beach USD – The Whole World is Watching!
Elementary principal to take district helm: NEW SAN
DIEGO SUPERINTENDENT HAS DEEP PARENT TIES
by Michele Molnar, Education Week | http://bit.ly/11UVOkO
March 27, 2013 :: Call it "parental prescience."
Two years ago, a parent leader in San Diego introduced Cindy Marten, the
principal of Central Elementary School in City Heights, this way: "Meet
the next superintendent of San Diego Unified."
It seemed a more-than-generous welcome, considering that about 850
students attend Central, and 133,000 are enrolled in the district,
California's second-largest. The elevation of an elementary educator
directly to such a level—the superintendency in the 19th largest school
district nationwide—would be highly unusual, if not unprecedented, in
the nation.
___________________________________
"THE SOLUTIONS ARE LOCAL: PARENTS, UNCLES, GRANDPARENTS,
PHILANTHROPIES, AGENCIES. WHATEVER IS IN YOUR OWN BACKYARD, … NOT SOME
FLASHY NEW PROGRAM."
– Cynthia Martens, San Diego Unified Superintendent-Designee
___________________________________
Little did Amy Redding, a parent leader attending that Title I Tiger
Team meeting, know just how accurate that prediction would be. In early
2013, she would organize a press conference announcing a partnership
between a dozen parent groups and Ms. Marten after the principal was
appointed by the school board to that very role. The purpose of the
partnership is to advance "academic success and educational enrichment
for the children of San Diego Unified," Ms. Redding said at a March 5
news conference.
Ms. Redding, now the chairwoman of the district advisory committee for
Title I, expressed unequivocal approval of Ms. Marten's selection,
saying, "I have seen her complete devotion to doing what is in the best
interests of the children."
However, in a phone interview, Ms. Redding echoed the surprise felt by
many in San Diego at the school board's method of making the decision:
The new appointment came within 24 hours of current Superintendent Bill
Kowba's retirement announcement. Ms. Marten will begin her new position
July 1.
"Since the board had talked about parent involvement, then chose the
superintendent behind closed doors, we thought it would make it very
difficult for her," Ms. Redding said. Publicly forging a relationship
with 12 parent groups was intended to be "like the first day of school,
starting with a clean slate," she said.
Known Quantity
For her part, Ms. Marten has attended parent and community meetings
beyond the confines of Central Elementary for years. Parent leaders
already know her. And now, so does most of San Diego. Last fall, she
starred in the only district-produced commercial urging voters there to
support Proposition Z, a $2.8 billion school bond measure on the San
Diego school district ballot to make capital improvements like roof
repairs and upgrades to fire-safety systems. The electorate approved the
measure on Nov. 6 with 61.8 percent of the vote.
The incoming superintendent stresses her commitment to student
achievement regardless of the vicissitudes of budget, outside support,
or internal strife.
"The district's mission is a quality school in every neighborhood; I
believe that what we need is right in our backyard," she said in a
recent phone interview, likening her challenges to the "Wizard of Oz"
wonderment of finding all the answers at home.
Known widely, but informally, as a "turnaround principal"—Central
Elementary is not officially designated as a failing school in need of
formal turnaround—Ms. Marten objects to the potential misinterpretation
of that moniker. She rejects the idea that she possesses any "superhero"
leadership qualities and questions the wider meaning of transforming
educational institutions.
"That 'turnaround' term has national implications for corporate America
coming in and turning around a school. Outsiders. I don't believe in a
paradigm that somebody outside is going to save you. I don't think we
even need to be saved," she said. "The solutions are local: parents,
uncles, grandparents, philanthropies, agencies. Whatever is in your own
backyard, … not some flashy new program."
Ms. Marten believes that, in relying on local resources for her brand of
school reform at Central, she has been creating change that is more
likely to last and earn the confidence of the community.
"With every decision I've made, [I ask], 'Is this going to be
sustainable if the money comes or the money goes? Is it scalable?' " she
said.
Scaling Up
For the benefit of San Diego Unified, Ms. Marten's work will need to
scale up her approach in a district that runs 118 elementary schools, 24
middle schools, 26 high schools, 44 charter schools, and a number of
specialized schools on a $1 billion annual operating budget.
"The biggest challenge is her transition from being a principal to
having more responsibility for a district the size of San Diego. But I
wouldn't consider that an insurmountable challenge. She's obviously a
quick learner," said Dan A. Domenech, the executive director of the
American Association of School Administrators, in Alexandria, Va. He
said he is unaware of any elementary school principal being named
directly to such a position in a district with more than 2,000 students.
Another observer who can appreciate Ms. Marten's challenge is Deborah
Jewell-Sherman, now director of the Urban Superintendents Program at the
Harvard Graduate School of Education. A former elementary school
principal herself, she was the superintendent of schools in Richmond,
Va., for six years—but only after studying at Harvard and taking other
leadership roles in the district.
"This is a [superintendency] we'll probably be watching throughout the
nation," she said. "Part of me is tickled to death. If people who have
no concept of teaching and learning can step into the role, she's going
to be able to show all of us just what an elementary school principal
can do."
Ms. Jewell-Sherman summarizes the road ahead: "Now she will have to do
systemically what she was able to do in her elementary school, while
taking on fiscal challenges, political challenges, [and] governance
concerns."
But Ms. Jewell-Sherman also cautions, "The learning curve is going to be
rather steep. My hope is that she will surround herself not only with
people who are embracing her ... but also people from a local university
or the corporate sector who can help her think about this as a system,
as opposed to a school."
Carl Cohn, who served as San Diego's superintendent from 2005 to 2007
and is now director of the Urban Leadership Program in the School of
Educational Studies at Claremont Graduate University in Claremont,
Calif., sees a strong signal from the local school board.
"By this selection, it seems to me that [the school board's] theory of
action for change is that it will be school-based, decentralized,
collaborative—the opposite of the 'top down' corporate reform model that
so many other places are articulating," he said. The choice "grows out
of their listening to the stakeholders in that community.
"The San Diego board of education, which appointed Ms. Marten
unanimously, gave her a major vote of confidence by granting her the
maximum allowable contract—four years—with a starting salary of
$255,000, which is $5,000 more than Mr. Kowba's earnings in the
position. Ms. Marten has committed to donate that additional $5,000 to a
student who is planning a career in education.
Staying Accessible
Barbara Flannery, the president of the San Diego Unified Council of
PTAs, which guides and supports 80 PTA units in San Diego, says she
thought the board's decision on Ms. Marten was "surprising in its
speed," but she does not dispute the wisdom of the move. The current
superintendent is "very engaging and he's always been there supporting
our PTA effort," she said. She will be looking for Ms. Marten to be
similarly accessible.
"In fact, Cindy Marten is coming to our next general meeting, so she's definitely out there, meeting the community," she said.
Ms. Marten said she is eager to tap any parent resource—whether part of
an organized group, or not—to accomplish her goals. She especially
appreciates Ms. Redding's efforts to get organized parent groups
prepared to work with her.
"Amy ignited a parent group that's right there, at the ready," Ms.
Marten said. "The parents are the heart of the community," she said. "We
do the work together."
2 ON ENGLISH LANGUAGE LEARNERS: Dropouts + Parents Language and Dropouts
►"THE ENGLISH-LEARNER DROPOUT DILEMMA: MULTIPLE RISKS AND MULTIPLE RESOURCES"
By Lesli A. Maxwell, EdWeek Report Roundup | http://bit.ly/YL77z8
March 26, 2013 :: English-language learners are twice as likely to
drop out of school as their peers who are either native English speakers
or former ELLs who have become fluent in the language, concludes a
report by the California Dropout Research Project at the University of
California, Santa Barbara.
Synthesizing much of the research over the past three decades on the
reasons behind the low academic achievement and high dropout rates of
English-learners, author Rebecca M. Callahan, an education professor at
the University of Texas at Austin, finds that many English-learners are
still isolated in English-as-a-second-language programs that focus
little, if at all, on academic content. That's the case even though most
states and districts will not reclassify a student as fluent in English
until he or she has demonstrated proficiency in both language and
academic content.
English Learner Dropout Dilemma: Multiple Risks and Multiple Resources
Download: Full Report (60 pgs.) or Policy Brief (4 pgs.) from http://cdrp.ucsb.edu/
Reference: Callahan, Rebecca M. (2013). The English Learner Dropout Dilemma: Multiple Risks and Multiple Resources.
ABSTRACT: In the 2008-09 school year, nearly 11 percent of U.S.
students in grades K-12 were classified as English learners (EL), and
many more were former EL students, no longer identified by their
'limited' English proficiency. This report examines the extent,
consequences, causes, and solutions to the dropout crisis among EL
students and the extent to which these issues are similar or different
among dropouts relative to the general population. Research repeatedly
shows that EL students are about twice as likely to drop out as native
and fluent English speakers. The social, economic and health
consequences of dropping out that threaten the general population likely
influence EL students as well. While many of the same factors that
produce dropouts in the general population apply to EL students, others
are unique: tracking as a result of EL status, access to certified
teachers, and a high stakes accountability system. In terms of solutions
to the EL dropout dilemma, three
main reforms rise to the top of importance: Academic exposure, use of
the primary language, and a shift from a deficit to an additive
perspective.
►"ENGLISH LANGUAGE LEARNERS AND PARENTAL INVOLVEMENT"
By Alyssa Morones, EdWeek Report Roundup | http://bit.ly/11TItNu
March 26, 2013 :: A recent brief from the National Education Policy
Center outlines ways for policymakers, districts, and schools to improve
educational opportunities for English-language learners. Those students
tend to be concentrated in schools serving low-income populations and
lacking adequate instruction or materials—a problem that is exacerbated
by communication and cultural barriers between schools and parents, it
says.
School-based efforts to strengthen parental involvement could help
increase parental efficacy and advocacy, says the brief, written by
William Mathis of the NEPC. Improved communication, collaboration with
families, and an embrace of community culture, it says, could help
alleviate educational challenges for ELLs. Providing parents with
avenues to learn English would also help promote ELL parent involvement
and encourage parents to read and write with their children at home.
For policymakers, adequacy studies and identified financial inequities
in serving ELL students, once reviewed and updated, should be utilized
for improved legislation and budget allocations, the brief recommends.
HOLD DISTRICTS ACCOUNTABLE FOR RESTORING FUNDING FOR THE ARTS
By Mark Slavkin / commentary in EdSource Today | http://bit.ly/XgHIMK
March 26th, 2013 :: A well-rounded education that includes the arts is
essential to prepare California students for college and careers. A
year of fine arts is required for admission to the CSU or UC campuses.
Further, the skills students gain in the arts – imagination, creativity
and innovation – are essential for success in the California economy, no
matter the industry or sector.
While the California Education Code has long established the place of
the arts in the required course of study, actual implementation in
California classrooms varies widely. Recognizing these disparities and
understanding the need for additional resources, the Legislature in 2006
established the Art and Music Block Grant, a $105 million line item in
the California Department of Education budget that provides every school
district an allocation based on their total enrollment.
Just as districts began to gain traction in expanding arts programs, the
state economic crisis threatened all school funding. In light of state
budget cuts, the Legislature granted districts special flexibility,
allowing many categorical funding sources to be used to sustain basic
operations.
As the state emerges from the economic crisis and school funding begins
to improve, it is time to turn back to the question the Legislature
addressed in 2006: How can we best ensure all California students have
equitable access to quality arts education?
The governor’s proposed 2013-14 budget would eliminate almost all
categorical programs in the name of local control and flexibility. We
have strong concerns about whether all kids will have equitable access
to the arts under this new funding model. Historically, students in
high-performing schools in more affluent communities have had the
greatest access to the arts. Sadly, those students in underserved
communities who might benefit the most from a more engaging and
well-rounded curriculum receive the least. We urge the Legislature to
give careful thought to this issue and consider the options below to
address it.
Establish “innovation matching grants” to encourage districts to
invest in the arts. Perhaps half of the existing Art and Music Block
grant could be set aside for competitive matching grants for districts
that increase student access.
Require districts to publish an annual “arts education report card”
documenting the current status of arts education in their schools. This
could empower parents and other concerned citizens to understand current
gaps and advocate with their school board to make arts learning a
greater priority.
Require districts to include their plan for arts education in the
overall “academic achievement plan” called for in the governor’s budget
proposal.
Require that student learning in the arts be included in the
expanded Academic Performance Index now being developed by the State
Board of Education.
We look forward to working with the governor and Legislature to ensure all students gain equitable access to arts education.
•••
Mark Slavkin chairs the board for the California Alliance for Arts
Education, a statewide coalition working to strengthen arts education in
K-12 schools. A former member of the Los Angeles City Board of
Education, Slavkin directs education programs for The Music Center in
Los Angeles.
●●smf: Most excellent! Except that “perhaps half of the existing Art
and Music Block grant could be set aside for competitive matching grants
for districts that increase student access” rewards school districts
for doing the right thing …and penalizes students who attend districts
that don’t!
Competitive grants don’t create equity, they guarantee otherwise.
¿How about just insisting that the California Arts Education Standards
be taught and providing enough money so that they will be?
HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T
FIT: The Rest (but not necessarily the best) of the Stories from Other
Sources
Opinion: HOW I BEAT THE POWERBROKERS IN A SCHOOL BOARD RACE: By Bennett Kayser, Op-Ed in the LA Daily News | http://bit.ly/108rnaC
A MODEST PROPOSAL FOR MORE BACK-STABBING IN PRESCHOOL: By CARINA CHOCANO, NEW YOTK TIMES | http://bit.ly/164JKxU
NATIONAL SCHOOL BOARDS ASSOCIATION SEEKS CURBS ON U.S. EDUCATION SECRETARY: By Tom Chorneau - SI&A Cabinet Rep... http://bit.ly/10Z6ekq
HOLD DISTRICTS ACCOUNTABLE FOR RESTORING FUNDING FOR THE ARTS: By Mark Slavkin / commentary in EdSource Today ... http://bit.ly/11V7aZX
Michelle Rhee: TAKING A CRACK AT CALIFORNIA’S EDUCATION SYSTEM + smf’s 2¢: Michelle Rhee came to prominence as... http://bit.ly/106yArB
2 ON ENGLISH LANGUAGE LEARNERS: Dropouts + Parents: Language and Dropouts "The English-Learner Dropou... http://bit.ly/162gt72
Experts: LATER SCHOOL START HELPS SLEEP-DEPRIVED TEENS: Symposium looks at research, solutions by Gina Cairn... http://bit.ly/11TCo3v
Elementary principal to take district helm: NEW SAN DIEGO SUPERINTENDENT HAS DEEP PARENT TIES: By Michele Moln... http://bit.ly/ZFdn8f
LAUSD SALVAGES SUMMER SCHOOL, BUT CLASSES WILL BE LIMITED: ●●smf’s 2¢: …maybe that should be LAUSD Savages Sum... http://bit.ly/11MQbsG
TO OCCUPY… OR BE OCCUPIED…: by smf for 4LAKidsNews: When the following email with the title above popped up i... http://bit.ly/YyMINF
LONG BEACH MIDDLE SCHOOLS TO START DAY AN HOUR LATER + smf’s 2¢: By Stephen Ceasar, L.A, Times | http://bit.ly/Zr4Ndf
What they talk about in D.C. during Spring Break: THE “EDUCATION INDUSTRY” EVALUATES TEACHERS + PLUS SCHOOL DI... http://bit.ly/Zr4Plt
EVENTS: Coming up next week...
Thursday Apr 04, 2013
Washington Preparatory High School Wellness Center: Grand Opening and Ribbon-Cutting
Time: 10:00 a.m.
Location:
Washington Prep Wellness Center
1555 West 110th Street
Los Angeles, CA 90047
______________________
• Parents of children with IEPs and all other members of the LAUSD
community are invited to provide comments to Mr. Frederick Weintraub,
the court appointed Independent Monitor, during two hearings scheduled
for Thursday, April 11, 2013 (9:00 a.m. - 11:00 a.m. and 5:00 p.m. -
7:00 p.m.). The hearings will be held at LAUSD Board Room located at 333
S. Beaudry Avenue.
*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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