| 4LAKids: Sunday 29•March•2015 | ||
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As weeks go, it was one of them. IT STARTED WITH GRANADA HILLS' VICTORY IN THE STATE ACA DECA - and LAUSD's continued extraordinarily strong showing! Congrats to all the Academic Decathletes from up-and-down the state! Last year the national competition was in Honolulu. Woo woo! This year it's in Garden Grove. Maybe not so woo woo, but woo woo nonetheless. Good job! THE CONGRESS TALKED about reauthorizing the ESEA/NCLB, thought better of it and left town. The talk did produce the second-best quote o’ th’ week from Bobby Scott (D) VA “No bill is better than a bad bill.” True that. The Congress also narrowly avoided funding the Children’s Health Insurance Program (CHIP). They say they’ll get around to it when they come back from Spring Break. The President says he’ll sign it if they do. WEEK BEFORE LAST the Charter School Association had their big annual convention up in Sacramento. There were about 3000 charter school bigwigs, operators and whatnot up there – taking up all the hotel rooms, restaurant reservations and convention hall. There was this big tent on the Capitol lawn. Maybe I’m jumping to confusion; maybe it wasn’t their tent - maybe the circus was in town also. There were probably some parents, but Monday thru Friday during March is hard on parents and teachers and administrators and students – they have other stuff on their calendars. Like parenting and working and teaching and learning and the Smarter Balanced test. Charter schools are funded with public money. Maybe I wasn’t seeing public-money-at-work in the hotels and convention hall and the concourses of the airport. Maybe they had a bake sale; maybe everyone paid from their own pockets. But I don’t recall a midweek Chautauqua of 3000 traditional public school senior leadership+whatnot from across the state. LAST WEEK there was a report about how some charter schools lacked proper accountability for their public funds. The Charter School Association didn’t exactly refute this – they said it was old news. Also last week the legislature started working on bills to make charter schools more accountable, more answerable to the public for their public funding. The Charter School Association is not happy with that; either the sky is falling or the goose that lays the golden eggs is in danger – I’m not sure which. Locally parents at traditional schools are wary of charter schools coming onto their campuses to co-locate. On Wednesday, April 1st (no foolin’!) the District will make offers to charter schools for surplus space, take-it-or-leave-it (…or sue) by May 1. Mayday! My e-mailbox is starting to fill with grumbling from Emerson Middle School; there will be more+others. Stay tuned. The LAUSD/UTLA CONTRACT NEGOTIATION PROCESS WENT INTO MEDIATION and the first meeting with the mediator took place on Thursday. Mediation is one of those things that best happens within a media blackout …and nothing is quite as aggravating to the press and the curious as a “cone-of-silence”. Luckily for us, gentle readers, all kinds of interesting things happened before the blackout to write and speculate upon. The District released a statement on the current state-of-negotiations that described a $774 million separation between the sides, totaling up every point of disagreement between Labor+Management –compounded with every difference-of-opinion between LAUSD and the California Department of Ed over MiSiS Crisis attendance numbers ($47 million) – and the Federal Department of Ed over the Core California/NCLB Waiver and teacher evaluations ($171 million). [John Deasy: the gift that never stops costing.] This was reported in the Daily News and LASR as a report on mediation; it was not. If anyone has an expectation that the labor mediator is going to negotiate a solution to MiSiS, iPads, the CORE CA NCLB Waiver, the graduation rate or declining enrollment they’ve put too many pink packets in their morning coffee. UTLA PRESIDENT Alex Caputo Pearl has proposed to fly up to Sacramento with Superintendent Cortines, take a meeting with State Superintendent Tom Torlakson and fly back – hopefully with $47 million in their carry-ons to adjust for the MiSiS/ADA discrepancy. Maybe they can chat on the airplane and resolve some other issues they have outstanding. Class size? Salaries? One nurse in every nurse’s office? I have a couple of Southwest drink coupons I’m willing to commit to the effort if that would help. SUPERINTENDENT CORTINES HAS ANNOUNCED HIS RESTRUCTURING of the local districts/ESC’s. [The name “Educational Service Centers/ESC” is gone; they are called “Districts” in Cortines’ memo, “Organization Areas” in the attached map.] As was anticipated ISIC is gone and the Valley is split into two – other lines are moved. There is also a bit of a realignment at Beaudry, including things like Facilities Procurement being consolidated into the main procurement department. MUCH OF THIS is streamlining+right-sizing for fiscal and/or operational efficiency, some is cleaning up the Deasy mess; some is internal bureaucratic politics+score-settling - and some is rearranging the deckchairs. I have heard complaints that it simply increases the numbers of high paid bureaucrats and expensive offices …more meddlesome folks who run the show far from the classroom. My concerns are two: 1. If the central and satellite offices are preoccupied with oversight and second guessing, insisting on compliance+enforcement rather than supporting the work at the school site we may as well hand out the steamer blankets and the sheet music to “Nearer My God to Thee”. 2. Superintendent Cortines is not ‘interim’ in title, but his role is transitional. Whoever the next superintendent is is going to want to arrange the org chart that way it works for them – or perhaps I should say “the way it best works for children as he or she sees it”. Change is a constant. Reform is a process, not an outcome. The Next Supe will see him-or-herself as a change agent; if they don’t they shouldn’t apply for the job. If the Board of Ed doesn’t see them as a connector/catalyst they shouldn’t hire them. Starting the search is critically more important than paving the way for change. One year contracts. One year leases. Paper signs on the door. Take your old stapler with you, don’t throw the boxes away. Don’t print too many business cards. Stay tuned. Have a great Spring Break, ¡Onward/Adelante! - smf NEW REPORT SAYS CALIFORNIA CHARTER SCHOOLS NEED MORE OVERSIGHT TO AVOID FRAUD By Zahira Torres | Los Angeles Times | http://lat.ms/1G5KTdH 26 March 2015 :: California lawmakers must strengthen financial oversight of charter schools to stem cases of fraud and mismanagement that have already cost taxpayers $81 million, according to a new report from several advocacy groups. The report by the Center for Popular Democracy, the Alliance of Californians for Community Empowerment Institute and Public Advocates Inc., said state and local leaders rely too heavily on self-reporting through whistleblowers or audits paid for by charter school operators. Local leaders also lack the staff and training to monitor charter schools and identify fraud, according to the report. But the California Charter Schools Assn. offered a swift rebuke of the report in a two-page statement that said the authors offered dated examples of fraud and did little to prove that systemic problems exist. The report pointed to cases that revealed $81 million in misused funds at charter schools over the last two decades, but said those do not reflect the true cost to taxpayers because weak financial controls allow fraud and mismanagement to go undetected. Last year, the Los Angeles County Board of Education revoked the charter for Wisdom Academy of Young Scientists after auditors found that administrators funneled $2.6 million to the former director, her family and close associates. “Given the rapid and continuing expansion of the charter school industry and the tremendous investment of public dollars, California must act now to reform its oversight system," the report said. "Without reform, California stands to lose millions of dollars as a result of charter school fraud, waste and mismanagement.” The report said more focus must be placed on the state's 1,000-plus charter schools which received $3 billion in public funding last year. Charter schools are publicly-funded but privately managed. The California Charter Schools Assn. released a two-page statement Tuesday questioning the accuracy of the report and the authors' intentions. The group said it agreed that public dollars should be used appropriately, but argued that the report offered few examples of fraud. In those cases, charter schools closed or made large-scale changes that helped prevent fraud in the future, according to the association. "While we don't presume to understand the motives behind this report, we do know that California is a state where the charter school sector, authorizers and legislators have come together to put into place real solutions," the group said in the statement. Recommendations in the report include mandating audits that would be specifically geared toward preventing fraud; requiring charter schools to set up internal risk management programs that would conduct annual fraud risk assessments; ranking charter audits by level of fraud risk and denying requests for new charter schools that do not commit to fraud controls. The report did not study oversight policies or make recommendations for traditional public schools. "To assume that there is greater risk at charter schools than school districts, particularly in light of all the real time oversight on financial reports, is simply unfounded," the charter school association said in its statement. Kyle Serrette, director of education at the Center for Popular Democracy, said many public school systems employ internal auditors and have developed policies to help prevent fraud. But he said public schools should face the same scrutiny. “There is no proactive system to monitor for fraud, waste and abuse,” Serrette said about the charter schools studied in the report. “California set up a system that prosecutes fraud rather than prevents it.” He added, "We want to be able to detect the sheep from the sheep in wolves' clothing.” _________________________________ CALIFORNIA TEACHERS UNIONS PROMOTE CHARTER SCHOOL BILLSCapitol Alert By Jeremy B. White | Sacramento Bee | http://bit.ly/1HI3zPf Updated 3/25/2015 3:17 PM :: California’s politically potent teachers unions are promoting bills requiring charter schools to hold open meetings and to consider all applicants while cracking down on for-profit charter operators. Charters schools, which receive public funding but operate under different rules than traditional public schools and often employ non-unionized staff, now number more than 1,100 in California. Critics that often include union officials accuse charters of selectively admitting only the most promising students, warn that charters produce uneven results and argue that some schools are motivated more by the pursuit of profit than by student success. “What we see nationally and in California is that these for-profit companies are siphoning off funds that should go to the classroom for corporate profits,” said Ron Rapp, a lobbyist for the California Federation of Teachers. “This must stop.” A bill sponsored by the California Teachers Association, the California Federation of Teachers and the California Labor Federation would prohibit charter schools from being managed by for-profit corporations. Assembly Bill 787 would also ensure charter teachers are covered by the Education Employment Relations Act, part of what the bill’s author called an effort to help teachers organize. The bill “would open up the already legal avenue to unionize,” said Assemblyman Roger Hernández, D-West Covina. “The ability to unionize is a civil right, the right of association is a civil right, but charter schools have this culture of infringement on those rights.” While many charter schools do an exemplary job, said Sen. Mark Leno, D-San Francisco, he argued that some cherrypick students by imposing entrance requirements that include having parents volunteer, requiring entrance exams or dictating a minimum GPA. Senate Bill 322 would ban such requirements and have charters comply with the same expulsion and suspension requirements governing traditional public schools. “Charter schools were established with the mission of providing educational opportunities for all students, with a special emphasis on providing educational opportunities for students who are academically low-performing or with some special needs,” Leno said, adding that his bill “re-establishes California’s commitment to this goal.” Assembly Bill 709, by Assemblyman Mike Gipson, D-Carson, would require charters to comply with open meetings and public records laws. Representatives of the California Charter Schools Association, which is opposing the Leno and Gipson bills and is evaluating Hernández’s measure, said supporters of the package repeatedly mischaracterized charter schools. Charter schools’ student bodies “look an awful lot like traditional public schools,” said California Charter Schools Association lobbyist Rand Martin, discounting the notion that charters skim off top students, and his organization estimates that a sliver – between two and three percent – of California charters are run by for-profit corporations. On unionization, “we’ve never had a problem with that,” Martin added. “CCSA has been agnostic on the issue of unionization since its beginning and the law is agnostic on that – it lets them unionize.”
LAWMAKERS OPTIMISTIC ON ESEA/NCLB REAUTHORIZATION DESPITE HICCUPS from the Brustein & Manasevit - Federal Update | by email Friday, March 27, 2015 1:15 PM :: In speeches to Council of Chief State School Officers conference attendees Tuesday, members of Congress insisted that the drive to reauthorize the Elementary and Secondary Education Act (ESEA) was still alive and that leadership in both the House and Senate is actively working on passing a bill. Representative John Kline (R-MN), Chairman of the House Committee on Education and the Workforce, said that the House only needs a “handful” more votes before it can pass legislation that would reauthorize the law. The House bill, H.R. 5, was originally scheduled for a vote at the end of February but pulled from consideration at the last minute when several conservative advocacy organizations and lawmakers announced their intent to oppose it. Kline claimed that part of the opposition was based on confusion, and that he had to “educate” several lawmakers who did not realize that No Child Left Behind – and the current ESEA waivers – would remain in effect if they did not affirmatively act to change the law. Still, Kline admitted, he was surprised by the opposition to the legislation when a nearly identical bill had passed easily in the last Congress. “I thought it would sail through,” he said. “It didn't.” Democrats were also less than enthusiastic about the legislation. Representative Bobby Scott (D-VA) said he would continue to oppose the legislation, regardless of whether that meant sticking with current law. “No bill is better than a bad bill,” he told the chiefs. But Kline said that he doesn’t think the House bill is the last word on the subject. “I know absolutely that the Student Success Act is not the legislation that will go to the president’s desk,” he said. “It’s going to take compromise. That’s a pejorative word around here, but that’s what you have to do.” Kline said he hoped to bring the bill to a final vote after Congress’ two-week Easter recess. Meanwhile, Senate committee leaders said they would continue working on a compromise bill, which they expect to discuss in committee the week of April 13th. Senator Lamar Alexander (R-TN), Chairman of the Senate Committee on Health, Education, Labor, and Pensions, also said the final bill will represent a compromise. “Hopefully, the House will pass its version and we’ll go to conference, and the President and [Secretary of Education] Arne Duncan will have their say, and we’ll get a bill that can be signed in a bipartisan process through and through,” he said. While Alexander said that issues like testing frequency had yet to be resolved in the Senate discussions, both he and Kline insisted that early education would not be part of a comprehensive ESEA re-write. Though Senator Patty Murray (D-WA), the Committee’s top-ranking Democrat, and Secretary Duncan have said they want to include early childhood education in the bill, Alexander expressed some concerns. First, he said, he thought Congress should examine the success of existing early education programs like Head Start and the Child Care and Development Block Grant before creating new programs. Second, he said that fixing the current law was “hard enough” without adding another element to the process. Kline echoed Alexander’s comments, saying that while there is “strong evidence” surrounding the importance of early education, ESEA reauthorization is not the right vehicle for expanding it. ADDITIONALY: re: HR 2: the Medicare Access and CHIP Reauthorization Act of 2015 provides the Doctor Fix to Medicare and an extension of the Children Health Insurance Program (CHIPS). The bill was voted off the House floor last night and the Senate will take up when they return from spring recess in 2 weeks. The President has said he will sign the bill. Resources: Lyndsey Layton, “GOP Lawmaker: I’m Short Votes for No Child Left Behind Rewrite,” The Washington Post, March 24, 2015. Lauren Camera, “Slim Changes for Early Ed. in NCLB Rewrite, Says Sen. Lamar Alexander,” Education Week: Politics K-12, March 24, 2015. Lauren Camera, “Rep. John Kline Hopeful for Vote on NCLB Rewrite After Easter Recess,” Education Week: Politics K-12, March 24, 2015. Author: JCM ● Brustein & Manasevit is the federal legislative consultant to the California Dept. of Education Psychological First Aid: THE STARK REALITY OF STUDENT TRAUMA by Pia Escudero, Director, LAUSD School Mental Health, from the Associated Administrators of Los Angeles Weekly Update | week of April 30 | http://bit.ly/1HQtWTj 26 April 2015 :: Administrators are responsible for a multitude of complex and interrelated systems including those that address barriers to learning. One barrier that significantly impacts a student’s ability to learn and a teacher’s capacity to provide quality instruction is trauma. The impact of these exceptionally distressing experiences can cause severe emotional shock that affects students differently and manifests itself in a variety of ways such as unwillingness to participate, negative behaviors, substance abuse, withdrawal, depression and anxiety. During the 2014-15 school year, 800 students from multiple school sites and Wellness Centers were screened. These students (98%) reported experiencing one or more stressful or traumatic life events in the past twelve months. The same data identified at least half of the students with moderate to severe symptoms of Post-Traumatic Stress Disorder (PTSD). This includes symptoms such as feeling future events will not come true (57%), not wanting to do things (57%), feeling irritable/fits of anger (49%), trouble sleeping (49%) and trouble concentrating (45%). As adults, we rely on years of life experiences to carry-on in the aftermath of a stressful event. Our ability to cope is a learned trait that improves with time. Children, on the other hand, are in the process of developing their ability to cope with life stressors. Students who experience traumatic events often face circumstances which impede their coping skills development and/or contribute to developing unhealthy coping strategies. School administrators, teachers and support staff must understand the complexity of trauma and its effects on learning, as well as, how they can support students during traumatic experiences, help to build resiliency and to learn appropriate coping skills. By now, you may have supported a student mourning the death of a parent or sibling; or have comforted a classroom of students that witnessed a violent incident in their community; or have visited a student in the hospital due to a life-threatening illness. In these instances, perhaps without you knowing, you likely applied elements of Psychological First Aid (PFA): listen, protect, connect, model and teach. The PFA model is a tool for all school personnel to use when responding to a student in the aftermath of a stressful incident. The purpose of PFA is to promote long-term resilience and coping skills in children. See http://bit.ly/1BsXTUP to access a copy of LAUSD PFA. Each of us can help when someone is in crisis, simply by our presence. One does not need to be a mental health professional or have specific training; showing empathy, genuine concern and a willingness to listen is enough. It is important to remember to be aware of your thoughts, feelings and reactions. Do not share your personal experiences with students in crisis. Model calm and optimistic behavior. There is also support available to assist in addressing crisis and issues requiring professional counseling. Under the Division of Student Health and Human Services (SHHS), there are trained professionals such as psychiatric social workers, pupil services and attendance counselors and school nurses, as well as, Healthy Start navigators to help connect administrators with Wellness Centers and Mental Health Clinics. Additionally, schools may have academic counselors and other support services that can be of assistance. The SHHS’s School Mental Health (SMH) department is a national leader in addressing the mental health needs of students. SMH can provide assistance when needed. ESCs also have mental health consultants who are available to support and train school-site staff. SMH is available to provide universal, targeted and intensive services to students across LAUSD. See http://bit.ly/1EZcb3Z for a thorough description of services. LESS THAN HALF OF CALIFORNIA TEACHERS NOT FULLY PREPARED TO TEACH COMMON CORE, TOP EDUCATOR SAYS by Deepa Fernandes and Sandra Oshiro | KPCC | http://bit.ly/1HHT95P March 23 2015 :: The president of the state Board of Education estimates that less than half of California's teachers are fully prepared to teach the new instructional standards known as the Common Core. Michael Kirst, Stanford University professor emeritus of education and business administration and head of the state panel that sets policies followed by school districts, gave that assessment during an interview with KPCC last week at the university. "It requires a very different kind of classroom teaching," Kirst said of Common Core. "In education reform, the hardest thing to change is instruction within the classroom." He believes it will take at least four years to fully roll out the new standards in state schools, and he called for patience. "We're sending clear signals that we don't expect everybody to know all this and be able to do all of these things in the Common Core in the first year," he said. "Really, this is the beginning, in spring [2015], of a process that will roll out over a number of years." Kirst said Common Core represents the first time that the state has aligned what it teaches to the colleges. Something had to change, he argues: 70 percent of students who went on to state community colleges needed remediation classes as well as 50 percent who entered California State University. "Even students who got into these schools — they weren't winners. They got a ticket into remediation," he said. Kirst tamped down expectation that Common Core instruction will close the achievement gap of minority groups in the short term. "What it will do to close the gap is it will get many more pupils to a threshold that when they finish high school they are ready and prepared for college or career," he said. Increasingly, students need to apply knowledge to problem-solving rather than simply memorizing what they learn. He gives the analogy of a driver's test. "It's one thing to pass a multiple-choice test. It's another thing when I take you out on the road and I see whether you stop, if you know how to pass, if you know how to drive safely," he said. Kirst said within three months, parents will be getting new score reports that will compare the student is to an overall standard. It will also explain whether students have a better grasp of math concepts and procedures, problem solving, and modeling analysis, and can demonstrate their ability to support their math answers. In English language arts, the reports will show if a student can investigate, analyze and present information (see example below). After years of high-stakes testing, where a final score determined a lot, Kirst says the spring tests will not be used punitively. He said a year of scores is needed to establish a baseline, and future years scores will primarily be used to gauge growth and areas of student weakness. Kirst cautioned against comparing California with New York in rolling out Common Core. He said New York is immediately evaluating its teachers based on the test scores in the initial year of implementation and it imposes consequences for schools that don't do well. "We are doing a much more reasonable and sensible phase-in in that regard," he said. "So I think we are learning from the mistakes of other states." In the first year, Kirst expects test scores will be the lowest that California will see. He said while the tests are meant to be taken on computers, parents can ask that their child take it with paper and pencil. But he said part of what students need to learn is how to use a computer and taking the digital tests can help them do that. __________________ Remember the STAR? Remember the CAHSEE? API+AYP? Fugetaboutit!
HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but not necessarily the best) of the Stories from Other Sources LAWMAKERS OPTIMISTIC ON ESEA/NCLB REAUTHORIZATION DESPITE HICCUPS | http://bit.ly/1a0lJkW Psychological First Aid: THE STARK REALITY OF STUDENT TRAUMA | http://bit.ly/19VXCUy INEQUALITY FOUND IN LOCAL CONTROL FUNDING FORMULA | http://bit.ly/1OBviGD TWO AUTHORS, TWO VIEWS ON THE FUTURES OF CHARTER SCHOOLS | http://bit.ly/1Cse7lI BRENTWOOD TEACHER ACCUSED OF RACISM IN USING "N-WORD" RETURNED TO CLASS | http://bit.ly/1BOKtCk CLASSES COMBINING KINDERGARTEN &TRANSITIONAL KINDERGARTEN POSE CHALLENGES ...and 78% are taught that way! | http://bit.ly/19nkP0S CORE CA WAIVER RENEWAL: LAUSD, teachers union split on evaluations: potential cost $171 million | http://bit.ly/1Nj7TGt SOUTHERN CALIFORNIA LEGISLATORS CALL FOR CHARTER SCHOOL REFORM | http://bit.ly/19U68DH CALIFORNIA TEACHERS UNIONS PROMOTE CHARTER SCHOOL BILLS | http://bit.ly/1BN1DAd SMARTER BALANCED INTERIM ASSESSMENTS DELAYED FOR MOST STUDENTS. Delayed? They never happened! | http://bit.ly/1FW04WR TEACHERS UNION CALLS FOR MiSiS MEETING WITH LAUSD, STATE SUPERINTENDENT | http://bit.ly/1HHOVLr Report: RISKING PUBLIC MONEY: CALIFORNIA CHARTER SCHOOL FRAUD - 3 stories, the report, the CCSA response + smf’s 2¢ | http://bit.ly/19m9iyG LAUSD SUPERINTENDENT ANNOUNCES ANTICIPATED LOCAL DISTRICT REORGANIZATION | http://bit.ly/1GlGRhJ From 42nd to 29th: PROP 30 CLOSES SPENDING GAP BETWEEN STATE+NATION – but CA is $975 below US avg per pupil spending http://bit.ly/1FUeo1U HONORS HISTORY TEACHER SUSPENDED FOR ALLEGEDLY USING ‘N-WORD’ IN CLASS ...why do students want him back? +smf’s 2¢ | http://bit.ly/19iD5bF This may come as a surprise, but (are you sitting down?)... PEOPLE ARE PISSED AT PEARSON! Really!! | http://bit.ly/18ViutU GRANADA HILLS WINS STATE ACA DECA: El Camino is 2nd, South Pasadena 3rd, Marshall 4th, Franklin 5th, Garfield 7th http://bit.ly/19JN9LM EVENTS: Coming up next week... *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 George.McKenna@lausd.net • 213-241-6382 Monica.Ratliff@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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Scott Folsom is a parent leader in LAUSD and was
Parent/Volunteer of the Year for 2010-11 for Los Angeles County. • He is
Past President of Los Angeles Tenth District PTSA and has represented
PTA on the LAUSD Construction Bond Citizen's Oversight Committee for
over 12 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 "WHO" Gold Award and the
ACSA Regional Ferd Kiesel Memorial Distinguished Service Award - honors
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. • FAIR USE NOTICE: This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. 4LAKids makes such material available in an effort to advance understanding of education issues vital to parents, teachers, students and community members in a democracy. We believe this constitutes a 'fair use' of any such copyrighted material. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. • To SUBSCRIBE e-mail: 4LAKids-subscribe@topica.email-publisher.com - or -TO ADD YOUR OR ANOTHER'S NAME TO THE 4LAKids SUBSCRIPTION LIST E-mail smfolsom@aol.com with "SUBSCRIBE" AS THE SUBJECT. Thank you. |
