Sunday, April 21, 2013

Going the extra 385 yards

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Onward! 4LAKids

4LAKids: Sunday 21•April•2012
In This Issue:
 •  Headline of Story 1
 •  LAUSD SEX ABUSE INVESTIGATIONS TO BE BY PROFESSIONALS; Board renews contracts of 45 of 47 on Deasy’s senior staff,
 •  Michelle Rhee: TIGER MOM… OR PAPER TIGER MOM …with kids in private school?
 •  SAL CASTRO: A Legacy of Fighting for Rights
 •  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?

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 •  4LAKids Anthology: All the Past Issues, solved, resolved and unsolved!
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“This brings out the best of ourselves, even as the actions of these jerks bring out the worst in themselves.” - Historian Doris Kearns Goodwin this morning on Meet the Press

The quote above refers as appropriately to the senseless terrorism at the Boston Marathon on Monday as to the cluelessness in the US Senate on Wednesday. The best of us were at our best, the least of us were lessened further.

The Boston Marathon – like all marathons - is 26 miles 385 yards long – the distance from The Battle of Marathon in 490 BC to the Athenian agora – the distance run by Philippides, who died upon delivery of the news of the victory over the invading Persians: “Joy to you, we’ve won.”

Boston’s marathon ran a bit short on Monday because of the senselessness. Three died in the bomb blast at the finish line; an MIT campus policeman was gunned down later in his squad car as the drama played out.

Twenty-six lives were lost in the senselessness at Sandy Hook Elementary School last December 14th. On Tuesday a minority in the US Senate remembered those 26 by doing nothing but cover their American Rifle Association grade-point-averages. The names of the senators need to be forever enshrined as Profiles in Cowardice.

Mr. Scratch couldn’t buy Daniel Webster’s soul; but Wayne LaPierre and the gun lobby bought 46 senator’s souls on Wednesday.

The greatness of “world's greatest deliberative body” grated. And the memory of Patriots Day - when the farmers and yeomen of Lexington and Concord mustered and took on a world power seemed farther away than 14 miles or 238 years …celebrated, honored+practiced onn the streets of Boston -- but sold short in the halls of power in DC.

The unpleasantness with the tea in Boston Harbor resulted in the passage in Parliament of the Boston Port Bill on April 15, 1774, closing Boston as a port. Siege and occupation followed. One year later the American Revolution began on the village green at Lexington April 19, 1775 when the Minutemen answered the call: “Stand your ground. Don't fire unless fired upon, but if they mean to have a war, let it begin here."

And so it did.

The battle continues. Sometimes the Course of Human Events needs a course correction. Last week was such a time.

¡Onward/Adelante! - smf

"No more hurting people. Peace." - Martin Richards 2005 - 2013

LAUSD SEX ABUSE INVESTIGATIONS TO BE BY PROFESSIONALS; Board renews contracts of 45 of 47 on Deasy’s senior staff, 

Los Angeles Daily News | By Barbara Jones |

4/17/2013 2:52 pm EDT :: With 278 Los Angeles Unified educators sitting in "teacher jail," the school board voted Tuesday to streamline and improve the investigations of those accused of serious physical abuse or sexual misconduct.

Passed without discussion, the resolution by board member Tamar Galatzan directs administrators to create a plan for hiring professional investigators to look into abuse claims, and tightens the time line for handling the cases. Teachers will also have to be told why they're being pulled from their classroom -- which doesn't happen now -- unless doing so would compromise a police investigation.

Under the system that many educators call "teacher jail," those accused of misconduct are housed in district offices while administrators investigate misconduct allegations and decide their fate. The process typically drags on for months, with teachers collecting their full pay -- an average of $6,000 a month, plus benefits -- until they're returned to work or fired.

Last year's sex-abuse scandals at Miramonte and Telfair elementary schools prompted a spike in complaints, and district offices were crowded with hundreds of housed teachers. The district also enacted a zero-tolerance policy for abuse, and dozens of teachers have been fired as a result.

Officials said 278 educators and 44 classified employees were housed on Tuesday, the "vast majority" of whom are under investigation for misconduct.

The increase in complaints has raised complaints from teachers that the system presumes their guilt and concerns that they have been targeted by disgruntled students or vengeful bosses. Others have said the district is trying to push out highly paid teachers as they near the end of their career -- an accusation the district has steadfastly disputed.

David Lyell, secretary of United Teachers Los Angeles, called Galatzan's resolution a good start, but he said the district needs to ensure that policies are followed, such as returning housed teachers to the classroom as soon as they've been cleared of wrongdoing.

"We need to embrace policies that put interests of children first, and that's not happening," Lyell said.

Lyell and Seymour Amster, an attorney who also chairs the School Site Council at Northridge Academy High, both asked the board to make investigators independent of the administration to help resolve concerns about neutrality.

"Our students must be safe," Amster said. "We must find a way to balance safety and fairness."

The board also gave its backing to Assembly Bill 375, which would make it easier to fire teachers for unprofessional conduct or unsatisfactory performance. [AB375:]

ALSO TUESDAY, DURING THE CLOSED-DOOR PORTION OF ITS MEETING, the board voted 5-1, with Marguerite Poindexter Lamotte dissenting, to renew the contracts for 45 members of Superintendent John Deasy's senior staff. The salaries range from about $137,500 for Edgar Zazueta, LAUSD's chief lobbyist, to $275,000 for Michelle King, the deputy superintendent for school operations.

Six managers were promoted into vacant positions, and 11 got experience-based raises.

The board's vote included the promotion of Drew Furedi from head of the Talent Management Division to the newly created position of executive director of Human Capital Initiatives. According to a memo, Furedi will be overseeing a $49 million federal grant designed to improve teacher effectiveness and developing other programs related to data-based performance evaluations.

His $148,000-a-year salary will be covered by the grant.

During its executive session, the board postponed action on contract extensions for David Holmquist, the district's $255,000-a-year general counsel, and Jefferson Crain, who earns about $133,000 annually as the board's executive officer.

Deasy himself delayed two recommended extensions that had been before the board -- Linda Del Cueto, the local superintendent for the San Fernando Valley region, and Michael Romero, who oversees Adult Education and after-school programs.

When Deasy was named schools chief two years ago, he brought aboard about a half-dozen administrators whose six-figure salaries were paid by philanthropist Casey Wasserman. Now, only Chief Strategy Officer Matt Hill has his $196,000-a-year salary covered by the Wasserman Foundation. The other salaries have been shifted to the general fund, officials said.

A photo accompanied this article in the Huffington Post repost, with the caption: “In this photo taken Thursday, June 14, 2012 Los Angeles Unified School District LAUSD Superintendent John Deasy tours the district in Los Angeles. Developing school leadership is a cornerstone of Deasy's strategy to reform Los Angeles Unified School District and sorting through principals underscores his philosophy that nothing in the sprawling district is too minute to warrant his attention.”

••smf: And yet this is neither micromanagement nor centralized power?

Michelle Rhee: TIGER MOM… OR PAPER TIGER MOM …with kids in private school? 


By Howard Blume, Los Angeles Times |
● TIMES READERS POLL: Should California listen to Michelle Rhee on schools?

•Yes - 17% (229 votes)
•No - 83% (1,096 votes)

April 17, 2013, 8:32 p.m. :: Michelle Rhee, head of an influential education advocacy group that backs using student test scores to evaluate teachers, this week fended off accusations that she failed to pursue evidence of cheating when she ran the District of Columbia school system.

In an internal memo, a district consultant warned that about 190 teachers at 70 schools — more than half the system's campuses — may have cheated in 2008 by erasing wrong answers on student testing sheets and filling in correct ones. The four-page document was made public last week in a post by PBS journalist John Merrow, who had received the memo anonymously.

In an interview with The Times editorial board, Rhee said that although she "didn't see the memo" at the time, consultant Sandy Sanford "was just writing a memo based on something that we already broadly knew." She noted that the testing company had expressed reservations about the erasure analysis the memo relied on, and she added that later investigations found no widespread wrongdoing.

Rhee served as the D.C. schools chancellor for three years, leaving in 2010. She currently heads StudentsFirst, a national lobbying, policy and campaign group based in Sacramento. The organization has donated to key legislative races across the country and gave $250,000 to L.A. school board candidates endorsed by Mayor Antonio Villaraigosa in the March election.

Similar allegations about erasures that surfaced in Atlanta recently resulted in a grand jury indictment against former schools Supt. Beverly Hall and others. Authorities have alleged that Hall conspired to cheat or conceal cheating. The result was fraudulent bonuses for employees and a false read on student achievement, prosecutors said.

Some education activists and journalists have alleged serious flaws in the investigations cited by Rhee. They noted that early probes in Atlanta also turned up limited wrongdoing. At one point, Rhee hired a firm to conduct a narrow review in D.C. — the same company whose findings Atlanta officials cited in their defense.

There have been sharp drops in test scores at some D.C. schools that were flagged in the past for high erasure rates, according to the Washington Post. Such declines could indicate cheating, but are not proof of it. To date, no in-depth erasure analysis of the 2008 answer sheets has been conducted.

In the interview, Rhee also confirmed that one of her two daughters attends a private school in Tennessee, where the girls live with their father, that state's top education official. Rhee is now married to Sacramento Mayor Kevin Johnson.

She has previously described herself as a "public-school parent." An aide repeated that phrase when The Times asked directly if Rhee's children were in public or private school.

"I try to maintain some level of privacy for my kids by not divulging too much information," Rhee said. "I say I'm a public-school parent when my kid goes to private school.

"I believe in parental choice," she said. "I think I should be able to choose … and every parent should have that option too."


•How did this woman with little experience and meager accomplishment and a penchant for braggadocio become a major media figure?
  • She did, by burnishing her resume.
  • The media did, by basking in her harshness.
  • Merrow did, by broadcasting 12 segments on national TV about her.
  • And unions did, by their intransigence.

"The fault, dear Brutus, is not in our stars, but in ourselves, that we are underlings.” Julius Caesar, Act 1, scene 2



by John Merrow | Taking Note

18. Apr, 2013 :: We know that the flesh and blood Michelle A. Rhee was born in Michigan 43 years ago, the second child of South Korean immigrants Shang Rhee, a physician, and Inza Rhee, a clothing store owner. She spent most of her childhood in Ohio, where she attended public and private schools.

My question is about the public phenomenon known as “Michelle Rhee.” The one that’s has become America’s most prominent education activist. She’s loved by some, hated and/or feared by others. To her admirers, she’s a shining symbol of all that’s right in school reform. Her opponents see her as the representative of the forces of greed, privatization and teacher-bashing in education.

Who created that character, that symbol? I can identify four possible parents: She created herself. We created her. “They” did. U did.

Michelle Rhee created “Michelle Rhee.” There’s some evidence for this line of thinking. Either accidentally or deliberately, she exaggerated her success as a teacher in Baltimore. She inflated her resumé to include an appearance on Good Morning America, which has no record of her being on the program. Her early resumé claims that she had been featured in the Wall Street Journal, but, again, we could find no record. She said (and still says) that she ‘founded’ The New Teacher Project, an assertion that is disputed by reliable sources familiar with Teach for America. A more likely story is that she was asked by its real founder, Wendy Kopp, to take it and run with it–and she did.

But lots of people puff up their resumés early in their career, without attaining Rhee-level success. She may have started the ball rolling, but she can’t claim most of the credit/blame for her own creation. We need to search further to find her principal creators.

We, the mainstream media, created “Michelle Rhee.” Good argument there. Rhee blew into Washington like a whirlwind, where she was a great story and an overdo gust of fresh air. DC schools were pretty bad, and she was candid, accessible, energetic, young, and attractive–everything reporters love. While I don’t think my reporting for the NewsHour was puffery, we did produce twelve (!) pieces about her efforts over the 40 months — about two hours of primetime coverage. That’s an awful lot of attention.

Did anyone else get that much air time from us? Well, yes, we also produced twelve reports about Paul Vallas in New Orleans. But Vallas never received the positive treatment (or even the coverage) from the Wall Street Journal, the Washington Post, the New York Times, Charlie Rose, et alia, that Rhee did back in 2007-2009.

Were we skeptical enough about the ‘miracle’ gains in her first year? Unfortunately not. So we certainly helped create the public phenomenon that is “Michelle Rhee.”

“They” created her. “They,” according to conspiracy theorists, are the Walton Foundation and other right-leaning organizations; ALEC; the Koch brothers, Eli Broad and other wealthy individuals; and influential power-brokers like Joel Klein. Without them, this explanation has it, she would be nothing.

But we don’t know for certain where the money behind Michelle Rhee and StudentsFirst comes from. Moreover, it’s an insult to her to assume that she would fall in line and parrot whatever her wealthy backers want her to say. Seems more likely they liked what she was saying and decided to bankroll her efforts. So I guess one could say that “They” helped create her, just as the mainstream media did.

And finally U created her. “U” is my shorthand for teacher unions. This is simple physics: “For every action, there is an equal and opposite reaction.” The “Michelle Rhee” phenomenon is the inevitable product of, and reaction to, intransigent teacher union policies like the ones that produced New York City’s famous “rubber room,” where teachers who couldn’t be fired spent their days reading, napping, and doing crossword puzzles–on full salary and with the full support of the United Federation of Teachers, the local union. (See Steven Brill’s Class Warfare.) She’s the inevitable reaction to union leaders who devote their energy to preserving seniority at the expense of talented young teachers, not to mention children. She’s the product of the California Teachers Association, which I recall was willing to sacrifice librarians’ jobs in order to preserve salary increases for teachers. She’s a social reaction to union leaders like Vice President Jack Steinberg of the Philadelphia Federation of Teachers. In an interview that is burned into my memory, Steinberg asserted that teachers can never be held accountable for student results. No teacher! Not ever! Jack was muzzled when he said that on national television in 1996, but he and his union have stayed on message.

But let’s remember that union intransigence didn’t just spring up all of a sudden out of nowhere. It too was produced by that same law of physics. Teacher union militancy was a long time coming and was the reaction to administrative policies that infantilized and trivialized teaching.

Nevertheless, it seems to me that U(nions) also created the social phenomenon that is “Michelle Rhee”–and are now reaping that bitter fruit.

So ‘They,’ we and U created the social phenomenon that is “Michelle Rhee.” What happens next?

Rhee’s critics now openly mock her after the revelations about her failure to investigate widespread erasures while she was Chancellor in Washington. “Erase to the Top” is the clever new meme, and her famous Time Magazine cover has been altered. Will this mockery defeat her? Perhaps.

Even if that strategy is successful, it won’t do much for kids, who are generally forgotten in these nasty political fights.

Is it asking too much to expect strong leadership from Arne Duncan and President Obama on this? More words about ‘Race to the Top’ and ‘The Common Core’ are not enough, not now.

I have said this before, but we need to be measuring what we value, instead of valuing what we measure (usually cheaply). What do we value? That’s a more important question than “Who created “Michelle Rhee”?”


"10,000+ petition signatures that adult students have collected in the past two weeks rejects Governor Brown's plan to move Adult Education to the Community College system. The petition also demands that a "Dedicated Funding Stream" be established by lawmakers in Sacramento to ensure Adult Education funding is actually used for adults and not re-directed to other purposes under the guise of further 'budget cuts'."

from this week:

By Carla Rivera, LA Times |

April 17, 2013, 1:31 p.m. :: A group of adult education students held a rally Wednesday to demand greater funding for adult education programs.

About 30 members of the group United Adult Students gathered at the Evans Community Adult School in downtown Los Angeles to gather signatures for petitions that will be presented to lawmakers in Sacramento on Thursday.

With about 10,000 signatures already in hand, they are calling on Gov. Jerry Brown to dedicate greater funding to adult education and to keep programs located in local K-12 school districts. The group also wants to be included in decisions about how to reform the program.

As part of his 2013-14 budget, Brown had proposed shifting responsibility for all adult programs to community colleges, funded with a new block grant of about $300 million.

The amount is about one-third of that provided for adult programs before the state’s fiscal crisis.

The proposal was rejected by the Assembly Budget Subcommittee on Education Finance, but the fate of adult programs and funding levels is still to be determined during budget negotiations between the Legislature and the governor.

Many adult programs have cut back services or closed since 2008-09, when the Legislature gave school districts temporary flexibility to shift funds earmarked for adult programs to other uses.

Advocates argue that adult programs such as vocational education, English as a second language, basic skills and citizenship are critical needs in many communities.

“Many students who are parents need to learn English so that they can help their children,” said Juan Noguera, an ESL teacher at Evans who is an advisor to the student group. “We want a dedicated funding stream for adult education and we want to be a part of the negotiations.”

Estudiantes y educadores recaudan más de 6,000 firmas
Por esmeralda fabián-romero | La Opinión /

4/17/2013 :: Alrededor de 6,000 firmas fueron recaudadas hasta el día de ayer por el grupo de estudiantes y educadores United Adult Students, que planea entregar una petición con las firmas hoy a miembros de la legislatura estatal, en Sacramento, durante la conferencia California Council for Adult Education (CCAE).

Dicha petición pide a legisladores una reforma en la que se aprueben nuevos fondos destinados exclusivamente para la educación para adultos.

"Queremos que el gobierno de California de fondos permanentes a la educación para adultos", expresó Juan Noguera, maestro y consejero por más de 13 años en la Evans Community Adult School, en Los Ángeles, y quien liderea la iniciativa.

Noguera resaltó la intención de ganar el apoyo de los senadores Kevin de León (D-22) y el presidente de la asamblea John Pérez (D-53). "Estas escuelas están asentadas en sus distritos y tienen que apoyar la educación de estudiantes adultos al aprobar cambios que garanticen sus educación", dijo.

De acuerdo con el presidente de de CCAE, Chris Nelson, desde el año 2009, cuando los fondos para educación para adultos pasaron de ser categóricos a flexibles, los distritos escolares han usado un 70 por cientos de esos fondos para apoyar la educación K-12 , dejando así los programas para adultos, incluyendo cursos vocacionales y clases de Inglés como segundo idioma, con muy poco dinero para operar.

Antes de tal cambio, los programas para adultos en el estado obtenían más de 850 millones de dólares en fondos, mientras que en el ciclo escolar 2011 solo recibieron 400 millones, indica el reporte Restructuring California's Adult Education System.

La falta de fondos, muy a pesar de las ganancias obtenidas por la medida de impuestos Proposición 30, mantendrán la educación para adultos en Los Ángeles "muy limitada" y eliminada para el verano, por segundo año consecutivo, confirmó Michael Romero, director ejecutivo de la Division of Adult and Career Education del LAUSD. El 7 de junio sería el ultimo día de clases en este ciclo escolar.

A pesar de que el gobernador del estado, propone que 300 millones de dólares parala educación de adultos quede en manos de los Colegios Comunitarios, Romero afirmó que el LAUSD planea seguir manteniendo sus programas con 100 millones de dólares de su fondo general el próximo año.

"Necesitamos la aprobación de la junta directiva del distrito, pero el [superintendente John] Deasy y yo hemos planeado continuar hasta el próximo ciclo escolar manteniendo los mismos programas para adultos que operamos actualmente", aseguró el funcionario del LAUSD a cargo de 61 escuelas de adultos, que ofrecen clases a más de 100,000 estudiantes.


April 18, 2013 :: Univision covers successful petition drive by United Adult Students on the day before trip to Sacramento to meet with California legislators, about the importance of having Dedicated Funding Streams for Adult Education, and the need to keep Adult Ed in LAUSD, in the communities where it has been for 125+ years.


●●smf: It is interesting to note that Superintendent Deasy – who doesn’t seem to be a fan of either Adult Ed or after school programs - this week delayed the recommended contract extension of Michael Romero, who oversees Adult Education and after-school programs. |

SAL CASTRO: A Legacy of Fighting for Rights 

by UCLA IDEA / Themes in the News Week of April 15-19, 2013 |

4-19-2013 :: Sal Castro, a longtime Chicano activist and Los Angeles Unified teacher, died Monday. He was 79 (Los Angeles Times, Huffington Post, Fox News Latino).

Castro taught social studies at Lincoln High School in the late 1960s, and was a pivotal figure in the 1968 “blowouts,” where thousands of students from East Los Angeles marched in protest of over-crowded classrooms, discrimination, and a lack of access to quality education. The walkouts spread to 15 schools over several days. Castro was arrested and charged with 15 counts of state and federal conspiracy—charges that were dropped in 1972.

“Sal Castro held a mirror up to our district that showed the need for a youths’ rights agenda more than 45 years ago,” said John Deasy, LAUSD superintendent (LA Weekly). Of course, with hindsight it’s easy to praise a movement’s social justice goals while, perhaps, slighting the intelligence and personal risks shown by movement leaders in defying entrenched systems and those who defend the status quo.

At the time, many Mexican-American students faced discrimination inside their schools as well as in their communities. For example, they might be punished for speaking Spanish in classrooms. Often, they were funneled onto menial career tracks instead of college-preparatory courses. In East Los Angeles schools, which had majority Mexican-American student populations, dropout rates were about 60 percent. Before the “blowouts,” Castro encouraged students to draw up a list of demands that were presented to the school board: “What emerged was a list of thirty-six demands that highlighted material deficiencies (dilapidated buildings, overcrowded classes, too few counselors) and the students’ desire for a stronger community voice in shaping their education.”1
As we remember Castro’s life and legacy, it’s important to reflect on those particular 36 conditions—where we have seen progress and where we haven’t. We should also keep in mind that “progress” in addressing the multiple forms of school discrimination does not mean that inequality and discrimination disappear. For example, as recently as 2004—36 years after the “blowouts” and several generations of school children later—the Williams v. California lawsuit was settled to address persistent schooling inequalities that “shock the conscience.” And many of those conditions remain. Neither the “blowouts” nor Williams diminished the need for today’s continuing youth and community organizing and activism, which are as much Castro’s real legacy as the demands made decades ago. Those demands are still relevant though their shape and expression might change.

“No student or teacher will be reprimanded or suspended for participating in any efforts which are executed for the purpose of improving or furthering the educational quality in our schools.”

Today, shutting down schools or “reconstituting” faculties can be an effective strategy to discipline, remove, or isolate outspoken teachers and activist parents and students who organize for social and educational justice.

“Bilingual-Bi-cultural education will be compulsory for Mexican-Americans in the Los Angeles City School System where there is a majority of Mexican-American students. … In-service education programs will be instituted immediately for all staff in order to teach them the Spanish language and increase their understanding of the history, traditions, and contributions of the Mexican culture.”

Today, underserved communities are still fighting for schools that provide academically rigorous, culturally relevant courses. Educators lack career-long professional-development opportunities to keep pace with the school and societal demands placed on the state’s poorest students, English learners, and other most at-risk populations.

Sal Castro’s legacy lives on in the tangible benefits wrought by his activism, but it is also found in the organizing and civic engagement of education activists who follow in his tradition.

1 Rogers, J., & Morrell, E. (2011). "A force to be reckoned with": The campaign for college access in Los Angeles. In M. Orr and J. Rogers (Eds.), Public engagement for public education: Joining forces to revitalize democracy and equalize schools (pp. 227-249). Stanford, CA: Stanford University Press

HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but not necessarily the best) of the Stories from Other Sources 
MARTIN RICHARDS, 2005-2013 – Killed at Boston Marathon bombing: photo from Facebook via Huffington Post from ...

Michelle Rhee: TIGER MOM… OR PAPER TIGER MOM …with kids in private school?: following up on MICHELLE RHEE’S RE...


SAL CASTRO: Legendary Los Angeles Chicano rights activist-teacher dies at 79: By City News Service, from the L...

ONE WEEK TO APPLY FOR COMMON CORE TECHNOLOGY JOBS IN LAUSD: referred in an email from LAUSD |Procurement | Fac...


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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