In This Issue:
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MORE SPECIAL-ED KIDS HEAD TO TRADITIONAL SCHOOLS |
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The Common Core: STUDY SAYS NATIONALIZED K-12 SCIENCE STANDARDS FALL FAR SHORT OF CALIFORNIA'S |
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TEACHER EVALUATIONS IN L.A. STILL A WORK IN PROGRESS |
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A-G Roundtable: LAUSD'S ROAD TO COLLEGE FOR ALL |
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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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George Skelton, the LA Times veteran Capitol
Journalist - and Dean of the Sacramento Press Corps - wrote of the Local
Control Funding Formula: “And one very good thing about it: The new
spending formula is not embedded in the state Constitution. It can be
tinkered with by a future governor and Legislature. Any change would not
have to go before voters, the curse of ballot initiatives.” | http://lat.ms/11hiTQU
Not only can it be, it will be tinkered with. Willy-nilly. That’s
because LCFF isn’t School Funding Reform, either constitutional or
legislative or fundamental. It’s part of a one-year budget bill. It’s a
one year fix, projected out for eight years …but subject to eight more
budget cycles and negotiations and compromises and deals made by
different governors, senate presidents and Assembly speakers …and maybe
even an occasional minority party leader.
The LCFF was never truly discussed and debated in the legislature – it
was agreed to on a Saturday afternoon by three politicians behind closed
doors and announced a Tuesday press conference and voted on Thursday.
The pressure on those three men wasn’t to get it right for kids …the
pressure was to get it done by June 15th. At that they succeeded to
their own applause. As Skelton said: “dancing a victory jig.”
So it will be forevermore until the voters and taxpayers say: “Enough, the jig is up!”
So the good news and the bad news is the same news: It’s not written in
stone, it’s written in trailer bills and conference committee reports.
Just in case you weren’t confused by the lack of budget debate in Sacramento, let me further muddy the waters.
The Local Control Funding Formula in itself does not increase the
funding to California schools, school districts or schoolchildren – it
only pushes the minimum education funding in different directions, into
different pots as it identifies different needs. It puts more of the
deckchairs and steamer blankets on the lower decks …but it doesn’t build
any more lifeboats.
California has, buried in its totally confusing byzantine school funding
mechanism and convoluted legislative procedures a very simple promise
under Prop 98.
Proposition 98, later amended by Proposition 111, establishes a minimum
annual funding level for K-14 schools (K-12 schools and community
colleges). Prop. 98 funding constitutes over 70 percent of total K-12
funding in the state -and about two-thirds of total community college
funding.
While the formulas get rather complicated at times, the goal of
Proposition 98 is a relatively straightforward one. Proposition 98
provides K-14 schools with a guaranteed funding source that grows each
year with the economy and the number of students. The guaranteed funding
is provided through a combination of state General Fund and local
property tax revenues.
Over the long run, the Proposition 98 calculation increases the
prior-year's Proposition 98 funding level by the growth in K-12
attendance and growth in the economy (as measured by per capita personal
income). The actual amount the state is required to spend on
Proposition 98 each year, however, depends on specific calculations or
"tests".
TEST 1 set the beginning minimum level when Prop 98 passed in 1998.
TEST 2 establishes the formula for funding growth when the economy and/or population grows.
TEST 3 establishes the formula when the economy and/or population stalls.
There is also a provision for suspending Prop 98 with a two-thirds vote
of the legislature ….and a mechanism for paying back/making-up-for
revenue-growth-not-paid under Test 3 or suspension. Recent
administrations have kept the promise – but borrowed the money this year
and promised to pay it next year. (J. Wellington Wimpy, education
budgeteer: “I'll gladly pay you Tuesday for a hamburger today")
These “loans” were never negotiated, they were imposed. And serialized,
with deferrals-on-deferrals. Gov. Brown promised to pay back the
deferrals when Prop 30 passed – and this budget begins the process, but
as part of this week’s budget compromise the repayment schedule has been
extended an additional year.
But what has never been suspended is that Promise and Straightforward
Goal: A minimum level of funding and funding growth for schools.
Those are promises made and not kept; goals set and not achieved.
The legislative, executive and legalistic dance is always around how to
make “Minimum” appear the same as “Adequate” – and how to tweak the
numbers so less seems to be more. This year the promise to pay back
Deferred Payments to Schools (Money borrowed from first graders with the
promise to maybe pay them back in the fifth or sixth grade) was further
deferred. Maybe they’ll see that money in Middle School. Or High
School. And, putting my cynical cap on and venturing into the Dark
Side - here’s the ray of hope for the ones who couldn’t learn to read in
their crowded 1st, 2nd & 3rd grade classes: Maybe they’ll see the
money in improved educational programs in prison.
“I earned my GED in Folsom Prison, thanks to the budget compromise of2013!”
In the past four years K-12 education funding in California has
decreased 25% due to the economy. The state has cut and withheld funds –
and borrowed against them. And funds earmarked for special programs
(categoricals) like class size reduction were “temporarily flexed”
(“We’ll give you the money, but you can use it for anything you want”
There have been thousands of teachers and staff fired. Employees have
been furloughed. Salaries have been cut. School years were shortened.
Books we not bought. Positions were not filled. Programs cut and
eliminated. Under the LCFF the temporary flex has been made permanent.
Public education was disinvested in; children were shortchanged and undereducated.
Now the economy has turned around, revenue collections (i.e.: tax
receipts”) are up. Prop 30 guarantees additional funds. More money
should be going to schools as the food fight over no money becomes the
food fight fight over more money
It has taken four years to cut our way into this hole.
The current plan is to take eight years to dig our way out. Eight years is one year longer than the Prop 30 tax increase.
That means that a student who entered kindergarten in 2007 at the
beginning of the recession and the onset of the cuts will finally see
funding restored to 1997 levels (adjusted for the cost of living) in
2020 for his or her senior year of high school.
The governor is right to rein in the Lege and stop them from rushing off
to the candy store – but his proposal to impose austerity on a
generation of schoolchildren is a total failure of the public trust. The
Keynesians and the Austerians are doing economic battle – but the
imposed austerity in Europe is backfiring ("Europe rethinks its pursuit
of austerity" http://lat.ms/13KEdOs) and the stimulated economy in the US seems to be improving, albeit slowly. And nobody’s getting fat except Mama Cass.
Ever the Jesuit, jerry Brown has said that “Austerity is something of real value”| http://bit.ly/19bdlsS.
Nobody’s advocating for tax-and spend craziness – or for exuberance
over prudence - but the voters voted to pass Prop 30 and to tax
themselves ; 80% of the Prop 30 campaigning was for education even if
only 40% of the benefit goes that way. Prop 30 specifies that even
though 100% of the estimated annual $9 billion in increased taxes are
sent directly to schools, the taxes shall be counted as "General Fund
proceeds of taxes" for purposes of calculating the Proposition 98
minimum guarantee to schools. This is a loophole that allows the state
to reduce its ongoing contribution to schools, while allowing increased
funding to non-education programs |http://bit.ly/1bJfoUw.
Tax collections are up, exceeding projections. California state
employees have negotiated their raise already. The Sacramento Delta
water tunnels and the high-speed train are on a fast track. To tax and
not invest in public education is just plain old fashioned bad
governance.
We have had austerity in public education for the past four years and longer, the children don’t need eight more years of it.
¡Onward/Adelante! …and Happy Father’s Day/¡Feliz Día del Padre! - smf
MORE SPECIAL-ED KIDS HEAD TO TRADITIONAL SCHOOLS
By Barbara Jones, Staff Writer | LA Daily News http://bit.ly/18OIFRr
6/14/2013 07:02:06 PM PDT :: Los Angeles Unified will shift hundreds
of disabled students from special-education centers to traditional
schools this fall as it accelerates efforts to integrate youngsters with
physical and developmental handicaps.
The initiative calls for merging four special-education centers with
nearby traditional schools and reconfiguring others, with more changes
planned in the years ahead. In addition, all preschoolers who might
previously have been enrolled in special-ed centers will start their
schooling at traditional campuses instead.
Officials say the changes are necessary in order to comply with federal
and state laws, as well as a consent decree that requires LAUSD to
reduce the number of special-needs students in stand-alone centers and
increase the amount of time the kids spend with their nondisabled peers.
The students will have the same aides, therapists, nurses and other
supports they've received in the past, officials said, but in a
different setting.
"Special education is a service that's brought to a student and not to a
place," said Sharyn Howell, executive director of LAUSD's Special
Education Division, which serves nearly 83,000 youngsters. "We want to
place these students in the least-restrictive (learning environment
unless there's a compelling reason that we can't."
That doesn't mean, though, that special-ed students will find themselves
side-by-side in every class with their nondisabled students
schoolmates.
They may be together in an art or P.E. class for instance, an experience
that Howell expects will teach kids about tolerance and acceptance of
those with different abilities.
But the initiative is getting push-back from special-education parents
and other advocates who say that some handicapped youngsters are better
served in an environment devoted solely to their needs.
April Muñoz of Granada Hills has collected more than 1,500 signatures on
petitions, which she plans to present to the school board on Tuesday,
along with a request to allow the special-education centers to continue
operating as they have for decades.
"Our kids are very severe, and we want them to remain in a setting where
they're comfortable," said Muñoz, whose 11-year-old son, Devin, has
physical and developmental handicaps. "Our kids are getting what they
need. Moving them will be traumatic - not only for the kids, but for
us."
Los Angeles Unified now operates 14 special-education centers, several
of which were built long before Congress passed the 1975 Individuals
with Disabilities Education Act establishing the right of handicapped
youngsters to a "free appropriate education."
The district's programs underwent a significant change in 1996, when the
Chandra Smith Consent Decree required the district to expand options
for disabled students and move more of them into regular classrooms.
Modified in 2011, the decree gave the district three years to reduce its
special-education center enrollment by 33 percent. The district also
has to create programs for students at integrated campuses to spend 12
percent of their class time, plus lunch and recess, with their
nondisabled schoolmates.
The district had 2,190 students enrolled last year at special-ed centers
and will whittle that number down by about 300 youngsters this fall
when it "co-locates" facilities that share a geographical boundary with a
traditional campus:
• Miller Career and Transition Center in Reseda will transfer 100
high-school-age students to neighboring Cleveland High. Students ages
18-22 will continue at Miller, which operates a renowned job-training
program that includes its own bakery and landscaping service.
Howell said she hopes that Cleveland students will eventually be able to take vocational classes at the Miller site.
• McBride School in Venice, which previously served severely disabled
students ages 3-22, will send 50 kids to Grand View Elementary. The
center offers special programs for youngsters with autism, language
delays and developmental and physical handicaps.
• About 70 kindergarten through sixth-graders at Banneker School in San
Pedro will go to nearby Avalon Gardens Elementary School.
• Two dozen students from Lull Special Ed Center in Encino will enroll
at Reseda High, the first step in scaling down the facility to serve
only elementary-age students. Beginning next year, middle school-age
youngsters will go Madison Middle School in North Hollywood.
• The Frances Blend School will merge with the adjacent Van Ness
Elementary, affecting about 40 blind and visually impaired students, and
the campus will be renamed the Larchmont Village Learning Complex.
That plan has drawn heated objections from former students and
administrators at Frances Blend, who say it will be "devastating" to
blind students, especially those who also have other handicaps, to lose a
setting where they can receive intensive training in Braille, mobility,
orientation and other skills.
Joy Efron, who was the school's principal from 1982-2004, and Mitch
Pomerantz, a former student who is now president of the American Council
of the Blind, have written letters asking LAUSD officials to retain
Blend as an option for special-education students.
"`All blind students do not require a setting such as Frances Blend
School," they wrote. "`Some blind students do require a special school
for blind children. Some require this setting for a very short time;
others for longer periods of time. The goal has always been to develop
specialized skills so that students could leave, as appropriate, and
successfully access and participate in general education programs."
Pomerantz said that LAUSD is "heading down the wrong road" with its plan
to integrate the special- and general-education schools.
"The 'least-restrictive environment' may well be, under certain
circumstances, a specialized school where the children are offered the
kinds of training and services they need," said Pomerantz, who used
Braille during the 30-plus years he worked for the city of Los Angeles.
"If a parent understands the importance of specialized skills at a
school like Blend, it's their choice. There's nothing exclusionary about
it. It's no one saying, 'You have to send your child here.' It's
saying, 'This is another option.' "
That's the same message that Muñoz plans to take to the school board.
Her son has been attending Lokrantz Special Education Center, which
serves students through fifth grade and has seen its enrollment tumble
over the last several years.
Devin would have been sent to Madison Middle School under LAUSD's
integration plan, but Muñoz was skeptical of promises that her son would
receive comparable services and that he wouldn't be teased or bullied
by other students.
Working with Howell, the Special Education chief, Muñoz got Devin
enrolled in Lull for the fall, even though the district plans to
transfer those middle-school students to Madison in 2014-15. By that
time, Muñoz hopes administrators will have decided to keep the
special-ed centers intact.
"I'm not against integration, but it should be an option rather than a
requirement," she said. "Parents should have the opportunity to choose."
Howell said she understands parents' concerns and has been trying to
help them adapt to what she called a "culture change" in Los Angeles
Unified, which says that every child should be included.
"We think it's important to recognize our children as students, and not
to segregate them because they happen to have a disability," Howell
said. "It's not a special-ed world outside - there's not a movie theater
or a restaurant just for for them.
"When our students leave us, we want it to be with a positive outcome."
The Common Core: STUDY SAYS NATIONALIZED K-12 SCIENCE
STANDARDS FALL FAR SHORT OF CALIFORNIA'S
By Tom Chorneau | SI&A Cabinet Report – News & Resources http://bit.ly/1256eMr
Friday, June 14, 2013 :: Plans in California to replace the state’s
existing science curriculum standards with a new national set recently
released for public review would be analogous to trading in a Cadillac
for a Chevy, according to new analysis from the Fordham Institute.
The new national science standards come as part of an effort being led
by the Obama administration to get schools throughout the nation
teaching common content goals.
Hailed as one of the biggest advances in K-12 science curriculum in more
than a decade, the Next Generation Science Standards were developed
over the past two years by a consortium of states in a process similar
to that which produced the common core standards in math and English
language arts now being introduced into California schools.
Expectations had been that later this year, the California State Board
of Education would join scores of other states in adopting the new
national standards, but the new evaluation from the Thomas B. Fordham
Institute, a New York-based education policy group, may cause some
educators and policy makers to pause.
Fordham gave the national standards just a passing grade of ‘C.’
In sharp contrast, a national evaluation of existing science standards
conducted by Fordham last year gave California straight ‘A’s – one of
just two jurisdictions nationally to win the designation, the other
being the District of Columbia.
“Using substantially the same criteria as we previously applied to state
science standards –criteria that focus primarily on the content, rigor,
and clarity of K–12 expectations for this key subject – our considered
judgment is that NGSS deserves a C,” said Chester E. Finn, Jr.,
president of Fordham, and Kathleen Porter-Magee, the institute’s senior
director – in a preface to the report.
They argued that while architects of the new standards faced a complex
and substantial challenge, the goal of producing rigorous, clear and
specific standards remains unrealized.
“Standards, after all, must clearly and unambiguously say what students
need to know and be able to do,” they said. “Without that, standards
cannot succeed in setting a floor – or a destination – for curriculum,
instruction, assessment, and accountability. Regrettably, the NGSS
remain, in too many areas, as broad and general as the framework they
were meant to flesh out.”
For many states, the national science standards could still represent a
significant upgrade. Indeed, last year the research group gave 26 states
a grade of ‘D’ or ‘F’ on the quality of their science standards. But
California’s were held up as “truly excellent” by being both “succinct
and yet comprehensive.”
Right now, California officials do not appear to be under any obligation
to replace the existing standards – but the momentum certainly has been
pointing that direction.
In an April press release, state schools chief Tom Torlakson praised the
latest draft of the national science standards as an important new tool
in helping “students achieve real-world practical skills so they can
help maintain California’s economic and technological leadership in the
world.”
An informational hearing on the standards was held before the state
board last month that included a schedule for a formal presentation to
be made by July 31, and a November deadline for the board to either
adopt them, modify them or reject them outright.
Tina Jung, spokeswoman for the California Department of Education, said
Thursday that they are still reviewing the Fordham report and are not
ready to comment.
“However, we believe that the NGSS will provide guidance for teachers to
help students not only understand the practices of scientists and the
discipline content of today, but will also provide students with the
skills, knowledge, and strategies to understand and explore the world in
the future,” she said in a statement.
To read more about California’s science standards visit: http://www.cde.ca.gov/ci/sc/
TEACHER EVALUATIONS IN L.A. STILL A WORK IN PROGRESS
by Hillel Aron - LA School Report http://bit.ly/ZVGe9N
June 14, 2013 :: Teacher evaluations for the 2012-13 school year were due about a month ago.
Even though they included a section for “student achievement,” it’s safe to say that particular section was a work in progress.
“There was literally just a few weeks to get it implemented, and we had
to implement it according to the courts,” said LAUSD instructional
director Brian Lucas. “We had to start something now, so we did.”
This year’s set of evaluations are the last of the old Stull
evaluations. Next year, they’ll be replaced by a new system that Lucas
is calling the Teacher Growth and Developments Cycles.
The new system offers a far more specific set of criteria for a
principal to evaluate a teacher with during classroom observations.
“It’s very detailed and specific to what’s happening in the classroom,”
said Lucas. “Before, observations could be generic — for example, they
could write, ‘good job.’ Now it’s detail based, fact based.”
Teachers will be evaluated under the new system starting in 2013-2014, but training for principals will start over the summer.
Results of the California Standardized Tests aren’t available yet, so
the student achievement section on this year’s evaluations will rest on
what sounds like a rather squishy metric — what Lucas calls a ‘data
objective’ agreed to by the principal and the teacher. That’s almost
sure to change by the end of next year.
“We need to fully flesh out what this is going to look like, what data
points are going to be used,” said Lucas. “And the state testing is
changing substantially for next year.”
A-G Roundtable: LAUSD'S ROAD TO COLLEGE FOR ALL
Themes in the News by UCLA IDEA | http://bit.ly/19H3zkV
6-10-2013 :: Eight years ago, LAUSD passed a resolution requiring
students to successfully complete a college-preparatory curriculum
(known as A-G) to graduate. The new requirements start with the Class of
2016, or those students who are just finishing this school year as 9th
graders.
A-G is a series of college-preparatory courses California high school
students must take in order to be eligible for admission into either a
California State University or University of California campus. Each
letter corresponds to a subject area. High school students are required
to pass a minimum of 15 yearlong (or 30 semester) courses to meet
eligibility criteria.
A new report by UCLA IDEA and the Alliance for A Better Community,
funded by the United Way of Greater Los Angeles, provides information on
LAUSD’s progress towards graduating students with successful completion
of the A-G requirement.. The report gives percentages of students who
have passed the coursework, and it describes schools that are doing a
better job of graduating students college-ready.
Using 2010-11 district data, The Road Ahead: A Snapshot of A-G
Implementation within the Los Angeles Unified School District found a
substantial gap between the percentage of students who began 9th grade
in 2007 and graduated in 2011 (62%) and those who graduated with the
successful completion of A-G (19%). The A-G completion rates were even
lower for black (14%), Latino (17%) and English learner (7%) students
who graduated in 2011.
The report also included the number of students who were on track to
graduate A-G eligible, meaning they had successfully passed a certain
number of A-G courses by each grade level. Thirty-eight percent of LAUSD
students were on track to be college eligible at the end of 9th grade
in 2011. (This figure represents a slight increase from the 33 percent
of students who finished 9th grade on track in 2008.) Black and Latino
students were more likely than their Asian and white counterparts to
fall off track.
The district also saw steady-yet-slight increases in the percentages of
students who passed college-preparatory math and science courses (with a
grade of “C” or better). In 2011, about 57 percent of high school
students in grades 9-12 passed a college- preparatory math course (up
from 53 percent in 2008), and 64 percent of students passed a
college-preparatory science course (up from 62 percent in 2008).
The numbers provide a snapshot. The landscape is different now than it
was in 2011. The stakes are higher for the district, schools, students,
their families, and communities as only students who fulfill the A-G
requirements will receive a high school diploma in 2016. The district is
moving to implement new policies and practices with the goal of
addressing the current gap between the proportion of students who
graduate from the LAUSD and those who graduate with the successful
completion of A-G. Moving forward, it will be important for policymakers
to be guided by the expectations of students and their families, who
seek the skills, knowledge and abilities necessary for college access
and success.
● Community and district leaders, including Supt. John Deasy, board
President Monica Garcia (invited), and board Member Steve Zimmer, will
meet later this month for a roundtable discussion on this report and
further implementation efforts. Moving Forward with A-G for All: From
the Perspective of District Leaders will be held June 20 at the
California Community Foundation Palevsky Center, 281 S. Figueroa St.,
Suite 100.
Those interested in attending should contact martha@afabc.org for more information.
HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T
FIT: The Rest (but not necessarily the best) of the Stories from Other
Sources
AALA Update: AGREEMENT REACHED BETWEEN LEGISLATORS
AND GOVERNOR ON SCHOOL FINANCE + PARENT TRIGGER LAW NEEDS A SECOND LOOK
(…or maybe The Deep Six?) http://bit.ly/12Btojr
NORTHEAST L.A. STUDENTS CREDIT LOCAL PREP PROGRAM FOR HIGHER SAT SCORES: They earn spots at prestigious universities. http://bit.ly/18OQFln
From the notebook: CALIFORNIA K-12 PLAN (aka LCFF) FAVORS URBAN DISTRICTS | http://bit.ly/17ez466
STUDY GAUGES VALUE OF TECHNOLOGY IN SCHOOLS: - a new report questions whether the investment is worth it. http://nyti.ms/1aiXs5f
STATE BUDGET PUTS COMMUNITY COLLEGES ON A (SLOW) PATH TO RECOVERY - By Kathryn Baron/EdSource Today http://bit.ly/11J3yVB
A FUNDING STEP FORWARD - UCLA IDEA loves the Local Control Funding Formula! - http://bit.ly/9k0ADx
SANDY HOOK SCHOOL/SIX MONTHS ON:: Learning To Heal - http://cour.at/14blB9i
View summary
TEACHER LOSES JOB AT CATHOLIC SCHOOL BECAUSE OF EX-HUSBAND http://lat.ms/18OEOE2
CALIFORNIA LAWYER NOMINATED TO TOP CIVIL-RIGHTS POST AT EDUCATION DEPT. http://bit.ly/13LWXgh
STATE BOARD OF ED HANDED JOB OF DEFINING RULES OF NEW FUNDING SYSTEM + smf’s 2¢: By John Fensterwald | EdSourc... http://bit.ly/18H1SV7
GROUP URGES TEACHERS’ RAISES BASED ON STUDENT ACHIEVEMENT: The local chapter of Educators 4 Excellence - part ... http://bit.ly/150Zots
ANOTHER PRINCIPAL AT CORTINES HIGH SCHOOL FOR THE ARTS (The school formerly known as High School #9) RESIGNS... http://bit.ly/13HVVAB
A BUDGET BILL, NOT FUNDING REFORM! One very good thing about it: The [LCFF] is not embedded in the state Constitution.http://lat.ms/11yf4lG
INGLEWOOD UNIFIED'S FINANCES WORSEN DESPITE A STATE TAKEOVER AND AN INFUSION OF CASH: There is even talk of di... http://bit.ly/19uYKvc
DIANE RAVITCH’S REPLY TO BEN AUSTIN’S OPEN LETTER TO HER: by Diane Ravitch, from her blog | http://bit.ly/1 ... http://bit.ly/18zfDFf
@LADNschools: Supts of #LAUSD, other SoCal districts weigh in on #LCFF, now skedded for a vote on Friday. http://bit.ly/13CtK5Q
BROWN’S BUDGET COMPROMISE SLOWS PACE OF SCHOOL DEFERRAL REPAYMENT: By Tom Chorneau, SI&A Cabinet Report | http... http://bit.ly/16dOAv3
NEW EDUCATION FUNDING COMES WITH STRINGS: State wants accountability plan, lower class sizes for extra money: ... http://bit.ly/13CE51N
MICHAEL KIRST, FATHER OF THE LCFF, LOOKS BACK AND AT THE WORK AHEAD: By John Fensterwald | EdSource Today | ht... http://bit.ly/14WCtPI
LA Times: BUDGET DEAL MIXES HOPE+RESTRAINT, CEMENTS BROWN’S LEGACY …or at least his reëlection: California bud... http://bit.ly/18x6ZqS
“….IN ADDITION, Brown reduced his plans to repay money owed to schools from previous years by roughly $650 million,..." http://lat.ms/11VWbJt
"THE MEANS OF DEFENSE AGAINST FOREIGN DANGER HAVE ALWAYS BEEN THE INSTRUMENTS OF TYRANNY AT HOME." - James Madison [1787]
HOW CALIFORNIA SCHOOL DISTRICTS FARE IN PROPOSED FUNDING DEAL: Dan Smith in Sacramento Bee Capitol Alert - The... http://bit.ly/18uJezH
State Controller: MAY REVENUES BEAT GOVERNOR’S ESTIMATES: Latest News From the California State Controller's ... http://bit.ly/19mMwEG
Austerity?: BUDGET COMPROMISED REACHED AS REVENUE COLLECTIONS GROW: Budget compromise calls for LCFF next year... http://bit.ly/14TT2vC
IT’S A DEAL: Brown, top lawmakers raise base funding in finance formula: By John Fensterwald | EdSource Today ... http://bit.ly/18tzk1q
EVENTS: Coming up next week...
●THE LAUSD BOARD OF EDUCATION MEETS TUESDAY JUNE 18th
AT NOON IN THE BOARD ROOM TO APPROVE THE 2013-2014 LAUSD BUDGET
The Order of Business and Agenda and Meeting Materials are not yet
posted online as of Sunday afternoon 16 June. ....but lucky for you I
posted it here: http://bit.ly/ZW0vMy
●THE BOND OVERSIGHT COMMITTEE MEETS @ 10 AM ON WEDNESDAY JUNE 19th,
Their agenda isn’t posted yet either and I don’t have a copy to post.
*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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