Sunday, March 23, 2014

Outside of the circle

4LAKids: Sunday 23•March•2014
In This Issue:
 •  JUST MY LUCK: Think taking the SAT is hard? Try taking it now.
 •  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!
 •  4LAKidsNews: a compendium of recent items of interest - news stories, scurrilous rumors, links, academic papers, rants and amusing anecdotes, etc.
There is a tendency among troublemakers to create trouble.

I have no data to support this hypothesis; it is purely anecdotal, based on conjecture, observation and professional experience in the trade. But it is my theory and I’m sticking with it.

Take John E. Deasy, Ph.D. for example.

UTLA was having a most excellent little election, contesting who (if anyone) could do a better job than the incumbent at being president of the union and advocating for teachers in their very contentious relationship with the District. Ten different factions led by ten dissimilar candidates had sprung up over the differing opinions about what was right or wrong with UTLA and/or LAUSD.

There are those who pine for old leadership and those who long for new leadership. There are voices for work actions: Strike! Voices afraid of Wi-Fi in the classroom. Voices for-and-against Breakfast in the Classroom and the Common Core and Value Added Assessment and Merit Pay. Voices for Raises and Class Size Reduction; voices for getting along and voices for tearing up the cobblestones and taking to the barricades.

Dr. Deasy looked at this division and saw opportunity. Conflict is weakness. Divide and conquer. Stir the pot.

So last week he singled out one of the candidates – named names – and announced that the candidate he named is subject to discipline for being absent without leave. For campaigning for union office on company time. (See: Candidate to Head L.A. Teachers Union Faces Discipline)

Never mind that that candidate Alex Caputo-Pearl did have leave to campaign from his administrator …that principal (also called out for discipline) had allowed what Dr. Deasy wouldn’t have allowed. Administrators are encouraged to act independently …as long as their independent action is exactly what Dr. D would’ve done!

At one level Dr. Deasy is right – classroom teachers should be in class teaching.

But in this case Dr. Deasy named names and made charges to the media.

Normally (if that word is ever appropriate in LAUSD) when a certificated employee is subject to discipline they disappear into “housing” – into teacher jail and the rubber room – without explanation. The accused becomes a non-person – shunned, vanished into the gulag – replaced by a sub.

The District and this superintendent are scrupulously, thoroughly and maddeningly secretive about matters of employee discipline.

I submit that Dr. Deasy broke his own rules and the District process and interfered in the UTLA presidential election.

And why, pray tell, you ask, would he do such a thing? Why would he meddle? There is certainly no love lost between Dr. Deasy and Mr. Caputo-Pearl – surely if he were to interfere it would be to promote someone else?

Dr. Deasy, gentle reader, promotes Dr. Deasy’s interests+agenda and those of his allies. And conflict with+within UTLA – “The Bad Teachers Union” is what interests him and the anti-teachers-union crowd.

THERE HAS BEEN MUCH WRITTEN+SAID OF LATE about the numbers of teachers and administrators currently being housed. There are a few infamous cases out there – the chorus director at Crenshaw, the principal at Maya Angelou High School -- complete with public outcry. I get a couple of calls a week about disappeared staff. I have asked around and there probably is not more staff being housed now than ever before ….certainly not as many as when Dr. Deasy interned the entire faculty at Miramonte!


Last April UTLA held a vote and 55% of the membership voted – with 91% of those voting No Confidence in Superintendent Deasy’s leadership. In the first round of the union leadership elections this March only 23% bothered to vote for anyone. It is obvious that Dr. Deasy is the polarizing figure in UTLA elections!

I’m not here advocating that UTLA should be running the District though collective bargaining and the union contract – or that the membership should vote for this-that-or-the-other-guy (and what’s with all the guys anyway? The membership is predominantly women …where are all those predominant women?) …but I am saying that the rank and file should vote!

Democracy is not a spectator sport – and 4LAKids hopes that in the runoff some genuine interest and genuine turnout can be generated.

…or the membership can let the Deasy’s and Broad’s and Gates’ and Bloomberg’s and Rhee’s and Duncan‘s make all the decisions. What could possibly go wrong?

“Oh, look outside the window
there's a woman being grabbed.
They've dragged her to the bushes
and now she's being stabbed.
“Maybe we should call the cops
and try to stop the pain
but Monopoly is so much fun
I'd hate to blow the game.
“And I'm sure
it wouldn't interest anybody
outside of a small circle of friends”
- Phil Ochs
¡Onward/Adelante! - smf


ADVISORY TO DISTRICT EMPLOYEES RE YOUR LAUSD.NET E-MAIL ACCOUNTS AND RECEIVING AND FORWARDING ELECTION MATERIALS: There are elections ongoing and coming up – including for union leadership and the special election for the school board and county sheriff vacancy. Primary and general elections will soon follow …it is election season and 4LAKids thanks AALA for the following in their weekly newsletter:
You may periodically receive campaign materials at your District e-mail address regarding various issues or endorsing a political candidate for any office from external e-mail providers. While you have the right to free speech and ability to advocate for candidates of your choice, it is a misuse of the District e-mail and network to forward or distribute this type of material from a District server or e-mail account to another server or e-mail account. As an exception, you may forward these e-mails to your own personal server or e-mail account.

By Howard Blume, LA Times |

March 14, 2014, 11:41 a.m. :: Los Angeles school district officials say one of the top candidates for president of the teachers union faces discipline for leaving his campus to campaign during the school day.

The issue has entangled L.A. Unified in a contentious union race with high stakes both for teachers and the nation’s second-largest school system.

Alex Caputo-Pearl, 45, is one of nine challengers to Warren Fletcher, who is bidding for a second and final three-year term. Mail-in ballots will be counted March 20.

Caputo-Pearl, a social studies instructor, visited other campuses during the school day by taking unpaid time on parts of 43 days during the current academic year, according to the district.

Caputo-Pearl said the missed hours added up to 17 days. Most of those hours, he added, were during a portion of the day when he was not scheduled to supervise students. The veteran instructor added that he had the permission of his principal to be off campus. He cited a provision of the union contract that gives a principal discretion to grant unpaid time off.

Two candidates for other offices also have used unpaid time, although to lesser extents. Some past UTLA candidates have done the same, according to some longtime UTLA activists.

The contract does not explicitly ban taking time off to campaign, but the district ordered a stop to the practice.

“Campaigning for an elected UTLA office is not an option for a leave of absence,” wrote Justo H. Avila, a human resources official, in a Feb. 27 letter to Fletcher. “Our principals do not have the authority to grant such leaves.”

By that point, Caputo-Pearl already had been warned personally to remain on campus, said L.A. schools Supt. John Deasy. But Caputo-Pearl left campus on parts of three days after that admonition, Deasy said.

Violating a directive subjects a teacher to discipline, said the superintendent, adding that he cannot reveal any disciplinary action taken against a particular teacher.

Caputo-Pearl said that the district’s allegations that he violated rules are inaccurate. Officials said they learned of the issue after other challengers complained that they’d been unable to get time off, and that Caputo-Pearl had an unfair advantage. Some objected to any candidate being able to leave school.

Caputo-Pearl said the unpaid time helped him even the odds against two candidates with no classroom obligations: Fletcher and union Vice President Gregg Solkovits.

Caputo-Pearl works this year in the alternative program at Frida Kahlo High School in South Los Angeles. Students there typically work independently on different courses. Caputo-Pearl manages about 10 different academic programs at the same time. But he also receives extra paid planning time. The result is that he supervises no students between 12:45 p.m. and the end of the school day at 3 p.m.

To visit teachers elsewhere, Caputo-Pearl handled his planning after school hours and forfeited his pay for the missed time.

As for missed classroom periods, Caputo-Pearl said he entrusted his students to two substitutes with whom he’s worked for 10 years.

Deasy said the district should never have to pay a substitute for time spent campaigning.

“When your duties are done for which we pay you, campaign your hearts out,” Deasy said. “In the meantime, please teach.”

Caputo-Pearl, a longtime community organizer as a teacher at Crenshaw High, has a stormy history with district officials. When Deasy ordered Crenshaw reorganized because of low test scores, Caputo-Pearl was removed, despite his reputation as an effective teacher.

He has the support of 250 local school union representatives, among others.

The union has battled the district over the direction of reforms, including such matters as how teachers should be evaluated and whether performance or seniority should govern layoffs.

Most of Fletcher’s challengers say he hasn’t offered enough resistance to Deasy or fought hard enough for an alternative vision for education.

by Michael Janofsky, LA School Report |

By Howard Blume, LA Times |

March 20, 2014, 4:25 p.m. :: The contest to head the nation's second-largest teachers union will go to a second round, pitting incumbent Warren Fletcher against challenger Alex Caputo-Pearl.

Fewer than 1 in 4 teachers cast ballots. Caputo-Pearl received 48% of the votes and Fletcher, 21%.

Ten candidates had been vying for the office of president of United Teachers-Los Angeles. They sought to lead a teacher corps that is substantially dispirited and divided, with common grievances, but no clear consensus on how to move forward.

The candidates' ideas included becoming more -- or less -- adversarial with the district and changing the color of union T-shirts from red to pink or orange to seem less aggressive.

The leader of the union not only affects its 31,552 members but also half a million students. The union president speaks for the membership publicly and is a crucial figure for setting priorities and negotiating contracts. But the union's structure also is cumbersome and, without a strong president, it's difficult to bring the factions together.

Fletcher was seeking a second and final term for a three-year position that pays $101,000 annually. The ballots were mailed out in late February and tallied Thursday.

In his campaign, Fletcher, 54, noted that since he became president, teacher layoffs and furlough days have stopped. And he insisted that he made no major concessions to L.A. schools Supt. John Deasy on issues critical to teachers.

Veteran community activist and social studies teacher Caputo-Pearl, 45, told teachers that he could revive a union that had become too passive -- a theme of most of the candidates. Caputo-Pearl offered as proof of his ability the endorsement of 250 campus union representatives and a slate of candidates for other union offices.

Caputo-Pearl represents a left-leaning activist wing that rejected Fletcher.

The candidate who finished third, Gregg Solkovits, was the standard bearer for some traditional union stalwarts who also deserted Fletcher.

The L.A. Unified School District is slowly recovering from years of budget cuts that forced thousands of layoffs of teachers, counselors, nurses and others. UTLA, other unions and the district are battling over how best to use moderate increases in funding. There's also contention over the growth of charter schools, most of which are non-union, and a new teacher evaluation system that relies, in part, on student test scores.

Against the backdrop of perennially low student achievement, the district must decide how to achieve new state learning goals, while it also embarks on a $1-billion technology program and prepares for new state tests.

by Vanessa Romo | LA School Report |

March 21, 2014 2:39 pm :: UTLA is headed in a new direction — mostly veering to the left.

Despite a low turnout, Union Power candidates claimed victory today, with wins in nearly every leadership position within UTLA, the nation’s second-largest teachers union.

The progressive group — which plans to call for a strike if a new teacher contract can’t be negotiated soon — won outright in races for NEA Affiliate vice president, AFT Affiliate vice president, Elementary VP, Secondary VP, Treasurer, and Secretary. The race for President will be decided in a run-off pitting Union Power leader, Alex Caputo-Pearl, against incumbent Warren Fletcher.

“This shows that our members want UTLA to pro-actively and assertively fight against the attacks on the profession, while fighting for a clear vision of quality schools that we build through aggressive organizing with members, parents, and community,” Caputo-Pearl said in a statement.

Although he fell short of getting 51 percent of votes in the first round, Caputo-Pearl says he’s confident he’ll come out on top in the end.

“The organizing that led to these successes today,” he said, “will propel us to victory in the fight for a pay increase, for class size reduction and increases in staffing, against teacher jail, and around all of the other issues that are critical in public education today.”

Fletcher received fewer than half the votes Caputo-Pearl captured. He responded to the news in a statement, saying, “The results of the first round of the UTLA election were fairly unambiguous. The voting membership has decisively signaled the desire for a change in direction. To assert otherwise would be to deny an obvious reality.”

“I am confident that UTLA, whether under Mr. Caputo-Pearl’s leadership or mine, will move forward into the next three years with the common goal of fighting for what is best for students, for schools, and for the classroom,” he added.

John Lee, Senior Executive Director of Teach Plus in Los Angeles, told LA School Report that Union Power “was clearly the best organized among the different groups,” evidenced by their ability to get the endorsement of more than 250 UTLA chapter chairs. But Lee says the group’s sweep is far from a mandate on anything, given the total number of ballots cast. Only about 23 percent of UTLA’s 31,552 members participated in the election. And even Arlene Inouye, the incumbent treasurer who had the most votes (4,231) in her race, received only 13.5 percent of the total votes cast.

“When you’re talking about only only a quarter of members voting, that tells us that the majority of UTLA members aren’t engaged,” Lee said. “That means you have this vocal minority who are setting the direction for the union.”

Teach Plus launched a petition initiative to increase UTLA member participation getting that petition initiative to get online voting in the union. Gregg Solkovits came in third in the run for president, ending his bid for the position once held by his mother.

“Whoever is the next UTLA president is going to have to face the dilemma that unless you get UTLA well organized and ready to fight, then UTLA becomes increasingly powerless,” he told LA School Report.

Throughout his campaign Solkovits, like Caputo-Pearl, said the union has failed exert any strength over Superintendent John Deasy or the school board in negotiating a new teacher contract. The last contract expired two-years ago, leaving teachers and the district to operate under a temporary contract.

“My plan also was that we make sure that every school has a chapter chair then the union would have the ability to threaten a strike, Solkovits said. “A union that can’t threaten a strike is basically at the mercy of management.”

And that’s not a Union Power idea, he said, “that’s basically Union 101.”




By the Associated Press from the Omaha World-Herald |

Friday, March 21, 2014 at 5:11 am | WASHINGTON (AP) :: Even preschoolers are getting suspended from U.S. public schools — and they’re disproportionately black, a trend that continues up through the later grades.

Statistics released Friday by the Education Department’s civil rights arm found that black children represent about 18 percent of children enrolled in preschool programs in schools, but almost half of the students suspended more than once. Six percent of the nation’s districts with preschools reported suspending at least one preschool child.

Advocates have long said that get-tough suspension and arrest policies in schools have contributed to a “school-to-prison” pipeline that snags minority students, but much of the emphasis has been on middle school and high school policies. This data shows the disparities starting in the youngest of children.

Earlier this year, the Obama administration issued guidance encouraging schools to abandon what it described as overly zealous discipline policies that send students to court instead of the principal’s office. But, even before the announcement, school districts have been adjusting policies that disproportionately affect minority students.

Overall, the data showed that black students of all ages are suspended and expelled at a rate that’s three times higher than that of white children. Even as boys receive more than two-thirds of suspensions, black girls are suspended at higher rates than girls of any other race or most boys.

The data doesn’t explain why the disparities exist or why the students were suspended. Education Secretary Arne Duncan and Attorney General Eric Holder were to appear at J.O. Wilson Elementary School Friday in Washington to discuss the data.

“It is clear that the United States has a great distance to go to meet our goal of providing opportunities for every student to succeed,” Duncan said in a statement.

Nationally, 1 million children were served in public preschool programs, with about 60 percent of districts offering preschool during the 2011-2012 school year, according to the data. The data shows nearly 5,000 preschoolers suspended once. At least 2,500 were suspended more than once.

By Motoko Rich, New York Times |

March 21, 2014 :: Racial minorities are more likely than white students to be suspended from school, to have less access to rigorous math and science classes, and to be taught by lower-paid teachers with less experience, according to comprehensive data released Friday by the Department of Education’s Office for Civil Rights.

In the first analysis in nearly 15 years of information from all of the country’s 97,000 public schools, the Education Department found a pattern of inequality on a number of fronts, with race as the dividing factor.

Black students are suspended and expelled at three times the rate of white students. A quarter of high schools with the highest percentage of black and Latino students do not offer any Algebra II courses, while a third of those schools do not have any chemistry classes. Black students are more than four times as likely as white students — and Latino students are twice as likely — to attend schools where one out of every five teachers does not meet all state teaching requirements.

“Here we are, 60 years after Brown v. Board of Education, and the data altogether still show a picture of gross inequity in educational opportunity,” said Daniel J. Losen, director of the Center for Civil Rights Remedies at the University of California at Los Angeles’s Civil Rights Project.

In his budget request to Congress, President Obama has proposed a new phase of his administration’s Race to the Top competitive grant program, which would give $300 million in incentives to states and districts that put in place programs intended to close some of the educational gaps identified in the data.

“In all, it is clear that the United States has a great distance to go to meet our goal of providing opportunities for every student to succeed,” Secretary of Education Arne Duncan said in a statement.

One of the striking statistics to emerge from the data, based on information collected during the 2011-12 academic year, was that even as early as preschool, black students face harsher discipline than other students.

While black children make up 18 percent of preschool enrollment, close to half of all preschool children who are suspended more than once are African-American.

“To see that young African-American students — or babies, as I call them — are being suspended from pre-K programs at such horrendous rates is deeply troubling,” said Leticia Smith-Evans, interim director of education practice at the NAACP Legal Defense and Educational Fund.

“It’s incredible to think about or fathom what pre-K students could be doing to get suspended from schools,” she added.

In high school, the study found that while more than 70 percent of white students attend schools that offer a full range of math and science courses — including algebra, biology, calculus, chemistry, geometry and physics — just over half of all black students have access to those courses. Just over two-thirds of Latinos attend schools with the full range of math and science courses, and less than half of American Indian and Native Alaskan students are able to enroll in as many high-level math and science courses as their white peers.

“We want to have a situation in which students of color — and every student — has the opportunity and access that will get them into any kind of STEM career that takes their fancy,” said Claus von Zastrow, director of research for Change the Equation, a nonprofit that advocates improved science, technology, engineering and math education, or STEM, in the United States. “We’re finding that in fact a huge percentage of primarily students of color, but of all students, don’t even have the opportunity to take those courses. Those are gateways that are closed to them.”

The Education Department’s report found that black, Latino, American Indian and Native Alaskan students are three times as likely as white students to attend schools with higher concentrations of first-year teachers. And in nearly a quarter of school districts with at least two high schools, the teacher salary gap between high schools with the highest concentrations of black and Latino students and those with the lowest is more than $5,000 a year.

Timothy Daly, president of the New Teacher Project, a nonprofit that recruits teachers, said that while the data looked at educator experience and credentials, it was also important to look at quality, as measured by test scores, principal observations and student surveys.

“Folks who cannot teach effectively should not be working with low-income or African-American kids, period,” he said, adding that the problem was difficult to resolve because individual districts are allowed to make decisions on how to assign teachers to schools.

From US Department of Education | Office for Civil Rights | Civil Rights Data Collection
Issue Brief No. 1 (March 2014) |


• Suspension of preschool children, by race/ethnicity and gender (new for 2011-2012 collection): Black children represent 18% of preschool enrollment, but 48% of preschool children receiving more than one out-of-school suspension; in comparison, white students represent 43% of preschool enrollment but 26% of preschool children receiving more than one out of school suspension. Boys represent 79% of preschool children suspended once and 82% of preschool children suspended multiple times, although boys represent 54% of preschool enrollment.

• Disproportionately high suspension/expulsion rates for students of color: Black students are suspended and expelled at a rate three times greater than white students. On average, 5% of white students are suspended, compared to 16% of black students. American Indian and Native-Alaskan students are also disproportionately suspended and expelled, representing less than 1% of the student population but 2% of out-of-school suspensions and 3% of expulsions.

• Disproportionate suspensions of girls of color: While boys receive more than two out of three suspensions, black girls are suspended at higher rates (12%) than girls of any other race or ethnicity and most boys; American Indian and Native-Alaskan girls (7%) are suspended at higher rates than white boys (6%) or girls (2%).

• Suspension of students with disabilities and English learners: Students with disabilities are more than twice as likely to receive an out-of-school suspension (13%) than students without disabilities (6%). In contrast, English learners do not receive out-of-school suspensions at disproportionately high rates (7% suspension rate, compared to 10% of student enrollment).

• Suspension rates, by race, sex, and disability status combined: With the exception of Latino and Asian-American students, more than one out of four boys of color with disabilities (served by IDEA) — and nearly one in five girls of color with disabilities — receives an out-of-school suspension.

• Arrests and referrals to law enforcement, by race and disability status: While black students represent 16% of student enrollment, they represent 27% of students referred to law enforcement and 31% of students subjected to a school-related arrest. In comparison, white students represent 51% of enrollment, 41% of students referred to law enforcement, and 39% of those arrested. Students with disabilities (served by IDEA) represent a quarter of students arrested and referred to law enforcement, even though they are only 12% of the overall student population.

• Restraint and seclusion, by disability status and race: Students with disabilities (served by IDEA) represent 12% of the student population, but 58% of those placed in seclusion or involuntary confinement, and 75% of those physically restrained at school to immobilize them or reduce their ability to move freely. Black students represent 19% of students with disabilities served by IDEA, but 36% of these students who are restrained at school through the use of a mechanical device or equipment designed to restrict their freedom of movement.

More US Dept of Ed Office for Civil Rights Civil Rights Data Collection (CRDC) |

JUST MY LUCK: Think taking the SAT is hard? Try taking it now.

Op-Ed By Haskell Flender in the LA Times |

March 23, 2014 :: Two Saturdays ago, I, along with tens of thousands of other high school juniors, awoke with butterflies in my stomach, reviewed the definitions of "lachrymose" and "inchoate" as I choked down a power breakfast, and double-checked the batteries in my calculator. Clutching my freshly sharpened Dixon Ticonderoga #2 pencils, I filed into a large, unwelcoming classroom, took a seat, said a prayer to the College Board, opened my test booklet and took my first SAT.

On the face of it, there was nothing unusual about this particular day. Generations of over-caffeinated high school students have sat in these same halls, trying to remember the Uniform Motion Formula and sensing their college prospects slipping away as they struggle to stay awake through some of the most excruciatingly dull reading passages ever written.

But my group of test takers had a dubious distinction, one that set us apart from those who have taken the SAT before us and those who will take it in years to come. We were taking a test that, just three days prior, had been declared by the organization that administers it to be flawed because it a) tests antiquated vocabulary, b) presents artificial obstacles, c) disadvantages those who cannot afford expensive preparatory courses, d) is a poor predictor of college readiness and success, or e) causes "unproductive anxiety" among high school students. (Correct answer: all of the above.)

Unproductive anxiety? Tell me about it. It's hard enough to take the SAT under normal conditions; try taking it immediately after the College Board's president, David Coleman, has proclaimed: "It is time for an admissions assessment that makes it clear that the road to success is not last-minute tricks or cramming."

Tricks? I've studied them all. Cramming? My middle name.

I have spent hours pushing through vocabulary, practicing math problems and learning all the ins and outs of every unnatural and forced grammatical rule ever created. I have my own analysis of exactly what is unfair about the SAT: It tests test-taking, not genuine skill or knowledge. In the hopes of getting a good score, I've had to take time away from my actual course work to study material that has virtually no practical application in my life.

While a new and better SAT may be coming, it has not yet arrived. The College Board's revised exam won't make an appearance until 2016. That leaves the graduating class of 2015 — my class — and the class of 2016 no option but to take a test whose shortcomings have been acknowledged by the very people who created it. It also raises a question for college admissions officers: How should they weigh a prospective student's performance on a tainted test?

It's unrealistic to think that the College Board could overhaul the test and put it into practice immediately; moreover, students deserve the opportunity to familiarize themselves with the new format. But where's the harm in implementing a few very basic changes that would bridge the gap between the old and new tests for those of us caught in the middle?

For example, the essay will be optional in 2016, but for now, it is scored in such a way that length is valued over content and facts can be made up without penalty. Why not allow students to opt out of the essay now? Similarly, in the future, points will no longer be deducted for incorrect answers. Why wait

to put that into practice? Why continue to penalize test-takers for making educated guesses, a valuable skill that any good teacher cultivates in his or her students?

Nevertheless, kudos to you, College Board, for your perspicacity in acknowledging your parochialism and for taking steps to ameliorate your antediluvian test. I hope I've adequately registered my disapprobation with your timing; pardon my circumlocution.

If only I had been born two years later! In that case, I wouldn't need to know what any of those words means.

● Haskell Flender is a high school junior at Crossroads School for the Arts and Sciences in Santa Monica.

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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SAY GOODBYE TO PUBLIC SCHOOLS: Diane Ravitch warns Salon some cities will soon have none: "Why destroy p...


US Dept of Ed I.G. notes a general upswing in the # of criminal cases involving Title I funds set aside for SES |

CELES KING IV, Civil Rights Leader, Community Activist, Education Advocate dies at 70: Of his friend and mento...

►UPDATE TO THE ABOVE: Celes King’s Funeral services will be held on March 29 at 11 a.m. at Angeles Mesa Presbyterian Church, 3751 W. 54th St., Los Angeles.◄

LEARNING TO THINK IS THE GOAL: Letter to the Los Angeles Times | R...

FROM LAUSD’s SECOND INTERIM FINANCIAL REPORT: “There must be some way outta here, said the joker to the thief”...

TODAY’S LAUSD BOARD AGENDA: “the District may not be able to meet its financial obligations for the current fi...

State Board makes it official: NO API SCORES FOR NEXT TWO YEARS: By John Fensterwald | EdSource Today http://b...

THELMA MELENDEZ, MAYOR’S EDUCATION ADVISOR, TO JOIN L.A. UNIFIED, Maria Casillas back as Deasy’s interim #2: B...

L.A. UNIFIED’S DECISION TO MOVE STUDENTS SPARKS FUROR: Officials didn't take into account long-standing (commu...

Tweet: St. Patrick's Day: James Cahill said the Irish saved western civilization in the medieval period. Come back St. Pat!

Tweet: Parents react to @DrDeasyLAUSD mandatory #LAUSD Breakfast in the Classroom on @KPCC AirTalk w/@Patt_Morrison today 3/16 11AM 89.3FM

Tweet: Stealth Changes at the Top: Transfer of LA Deputy Mayor to #LAUSD, Appointment of Deasy new #2 rates only a flurry of tweets from #LATimes

EVENTS: Coming up next week...

March 25, 2014 | Curriculum, Instruction and Assessment Committee -
Start: 03/25/2014 2:00 pm
*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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