In This Issue:
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WHAT PAMELA ANDERSON’S NIGHT VISIT TO THE LA UNIFIED SCHOOL BOARD WAS ALL ABOUT |
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Editorial: WHAT’S REALLY IN LAUSD’S ONLINE CREDIT RECOVERY COURSES? |
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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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Orlando.
San Bernardino.
Charlotte.
Sandy Hook.
REMARKS OF PRESIDENT BARACK OBAMA AS DELIVERED IN HIS WEEKLY RADIO ADDRESS
The White House | June 18, 2016 :: It’s been less than a week since
the deadliest mass shooting in American history. And foremost in all of
our minds has been the loss and the grief felt by the people of
Orlando, especially our friends who are lesbian, gay, bisexual, or
transgender. I visited with the families of many of the victims on
Thursday. And one thing I told them is that they’re not alone. The
American people, and people all over the world, are standing with them –
and we always will.
The investigation is ongoing, but we know that the killer was an angry
and disturbed individual who took in extremist information and
propaganda over the internet, and became radicalized. During his
killing spree, he pledged allegiance to ISIL, a group that’s called on
people around the world to attack innocent civilians.
We are and we will keep doing everything in our power to stop these
kinds of attacks, and to ultimately destroy ISIL. The extraordinary
people in our intelligence, military, homeland security, and law
enforcement communities have already prevented many attacks, saved many
lives, and we won’t let up.
Alongside the stories of bravery and healing and coming together over
the past week, we’ve also seen a renewed focus on reducing gun violence.
As I said a few days ago, being tough on terrorism requires more than
talk. Being tough on terrorism, particularly the sorts of homegrown
terrorism that we’ve seen now in Orlando and San Bernardino, means
making it harder for people who want to kill Americans to get their
hands on assault weapons that are capable of killing dozens of innocents
as quickly as possible. That’s something I’ll continue to talk about
in the weeks ahead.
It’s also part of something that I’ve been thinking a lot about this
week – and that’s the responsibilities we have to each other. That’s
certainly true with Father’s Day upon us.
I grew up without my father around. While I wonder what my life would
have been like if he had been a greater presence, I’ve also tried extra
hard to be a good dad for my own daughters. Like all dads, I worry
about my girls’ safety all the time. Especially when we see preventable
violence in places our sons and daughters go every day – their schools
and houses of worship, movie theaters, nightclubs, as they get older.
It’s unconscionable that we allow easy access to weapons of war in these
places – and then, even after we see parents grieve for their children,
the fact that we as a country do nothing to prevent the next heartbreak
makes no sense.
So this past week, I’ve also thought a lot about dads and moms around
the country who’ve had to explain to their children what happened in
Orlando. Time and again, we’ve observed moments of silence for victims
of terror and gun violence. Too often, those moments have been followed
by months of silence. By inaction that is simply inexcusable. If
we’re going to raise our kids in a safer, more loving world, we need to
speak up for it. We need our kids to hear us speak up about the risks
guns pose to our communities, and against a status quo that doesn’t make
sense. They need to hear us say these things even when those who
disagree are loud and are powerful. We need our kids to hear from us
why tolerance and equality matter – about the times their absence has
scarred our history and how greater understanding will better the future
they will inherit. We need our kids to hear our words – and also see
us live our own lives with love.
And we can’t forget our responsibility to remind our kids of the role
models whose light shines through in times of darkness. The police and
first responders, the lifesaving bystanders and blood donors. Those who
comfort mourners and visit the wounded. The victims whose last acts on
this earth helped others to safety. They’re not just role models for
our kids – their actions are examples for all of us.
To be a parent is to come to realize not everything is in our control.
But as parents, we should remember there’s one responsibility that’s
always in our power to fulfill: our obligation to give our children
unconditional love and support; to show them the difference between
right and wrong; to teach them to love, not to hate; and to appreciate
our differences not as something to fear, but as a great gift to
cherish.
To me, fatherhood means being there. So in the days ahead, let’s be
there for each other. Let’s be there for our families, and for those
that are hurting. Let’s come together in our communities and as a
country. And let’s never forget how much good we can achieve simply by
loving one another.
Happy Father’s Day to all the dads out there, and have a great weekend.
YOU MAY NOTE THAT THIS WEEK’S 4LAKIDS IS ABRIDGED.
1. I was writing of the pending District Budget/LCFF/LCAP – saved by a
deus-ex-machina/last-minute-letter from the Superintendent of Public
Instruction
2. …plus Eli Broad’s magical reanimation of his Great Schools Now Plan!
3. I had a well-researched-yet-dripping with-vitriol rant about how the
Beaudry Building is the Most Visitor Unfriendly Building on the Planet!
4. But it is Sunday afternoon and I am feeling unwell …and nothing I
write can compare to the tale of the wonderful+enchanted Tuesday night
visit of Pamela Anderson to the LAUSD Board of Education!
¡Onward/Adelante! - smf
WHAT PAMELA ANDERSON’S NIGHT VISIT TO THE LA UNIFIED SCHOOL BOARD WAS ALL ABOUT
Posted on LA School Report Mike Szymanski | http://bit.ly/1UWgtBe
June 17, 2016. 11:16 am. :: Sometimes staying late at the LA Unified
school board meetings has its benefits. Particularly when quirky things
happen in only-in-LA moments.
About 8:45 p.m. Tuesday late into the meeting, most of the audience
members had cleared out of the school board auditorium and the 200 or so
protesters outside were gone. There were almost as many people up on
the horseshoe dais as there were watching.
Board President Steve Zimmer kidded about seeming a bit loopy because
his cold medicine was kicking in. Then, the school police officers
stirred, the board members stopped talking and a blur of diverse people
marched down the aisle of the auditorium.
Up front was blonde bombshell Pamela Anderson, looking as stunning as
she did in her “Baywatch” days two decades ago. In a tight black top and
flowered skirt, she brushed back her characteristic blonde locks and
prepared herself to address the school board for the first time.
In the pressroom watching on closed-circuit TV, reporters were surprised
and snickering about why she was there. The LA Unified communications
team didn’t have any idea.
Along with the actress, there were TV journalist Jane Velez-Mitchell and
9-year-old actress Felix Hemstreet, as well as a triathlete, a
cardiologist, a best-selling author, a dietician, a doctor of 40 years
and Torre Washington, who bills himself as “a professional vegan
bodybuilder.”
The circus of presenters was inspired by 14-year-old Lila Copeland from
Paul Revere Middle School who wants to have a regular vegan option on
the menu in the nation’s second-largest school district. It appeared she
had an impact on the board, and she had already met with Laura
Benavidez, of the district’s Food Services division, who seemed open to
the idea.
“This school district is at the forefront of offering good nutritious
food for the students, so we just want them to be aware of allowing
vegan options for the students too and helping us have a healthy future
for this planet,” Copeland said. “We want the district to provide a
vegan option.”
The experts spewed statistics and anecdotes. They brought up methane
caused by cows, the drought, global warming, childhood obesity and
ethical reasons for being vegan. They talked about how eating meat can
cause heart disease and strokes, they detailed the outmoded federal
nutritional standards and brought in packets of vegan meal samples for
each of the seven school board members prepared by plant-based protein
company Gardein’s chef Jason Stefanko.
Anderson spoke for two minutes about milk and water and the United
Nations. She said, “Kids today are appalled to learn that animals killed
for cheeseburgers and chicken nuggets live in crowded dark filthy sheds
by the thousands and are mutilated and slaughtered by having their
throats slit while they’re still conscious.”
Lila met this week with Zimmer and fellow school board member Ref
Rodriguez as well as with the food services officials. The district
already has a “Meatless Mondays” program and has taken the lead in
requiring antibiotic and hormone-free chicken and turkey and is
considering inexpensive low-fat options created by student chefs. On the
other hand, the most animated part of a school board meeting two weeks
ago centered on bringing back chocolate milk
.
“I’m impressed with what I’ve been told, but maybe I’m too old to
change, maybe I’m not,” said 75-year-old board member George McKenna.
“I’ve learned that everything I eat and love is not supposed to be
healthy.”
McKenna, who grew up in New Orleans, confessed his love for po’boys and
beignets and said he just ate a ham sandwich. “I’m hooked on meat and
ice cream.” But, he added, “I’m enlightened, and you make the case for
healthy children. At least I’ll think about what I eat. Maybe you’ll
change our behaviors, and maybe mine.”
Zimmer quipped to his fellow board member, “We’ll go out for a veggie burger soon.”
It didn’t go unnoticed to the school board that young Lila brought
together a virtual Who’s Who of vegan experts, including vegan
cardiologist Dr. Kim Williams, Dr. Michael Klaper, Kawani Brown, Dr.
Heather Shenkman, Sharon Palmer and others.
Of course, Anderson was a highlight, and although there wasn’t much of
an audience, the school board meeting will be rebroadcast on Sunday
morning at KLCS Television Channel 58 in between children’s shows such
as “Dora the Explorer.” This time around, the show will feature an
appearance by Pamela Anderson, and also a rant of a student earlier
during Tuesday’s public comments that had a great deal of four-letter
words while he described creating his own barber shop. Anderson’s talk
is toward the end of the broadcast (at the 5:08:48 mark), which is now
available on the LA Unified website.
“I’ve learned so much from these people,” Anderson told LA School
Report. “These are the experts. This is my first time to speak to the LA
school board, and I think it’s so important to teach children to be
vegan.”
Anderson’s children went to schools in the Malibu school district, and
she said she allowed her children to make their own choices. “As a
mother, we are always trying to raise healthy kids, and this is one of
the serious environmental problems. I’m here as a mom.”
Velez-Mitchell said she came as a journalist but felt she had to speak
out about some of the food served at the district. “The food that is
served in this school district causes cancer. Give them an option to
choose foods that will not cause them cancer.”
Ultimately, the team offered to talk to any of the school board members.
Zimmer quickly said, “I’m always happy to talk. And thank you for the
samples, they were really good.”
The next step is to get a resolution from the school board, and Lila thinks that will happen.
Lila concluded: “No animal wants to die to become our food.”
●●smf: Not to argue Lila Copeland's point, but I refer us all to:
Children's Book Review: ARLENE SARDINE Author+Illustrator Chris
Raschka, Scholastic $15.95 (40p) ISBN 978-0-531-30111-1 http://bit.ly/1PBaFc2
Editorial: WHAT’S REALLY IN LAUSD’S ONLINE CREDIT RECOVERY COURSES?
By The LA Times Editorial Board | http://lat.ms/1PBaflZ
19 June 2016 :: Because of new rules designed to raise graduation
standards, officials of the Los Angeles Unified School District woke up
in December to the grim news that only half of its students were on
track to graduate, down from 74% the year before. The problem was that
this was the first year all students had to pass the full range of
college-prep courses — known as the A through G sequence – required by
the University of California and California State University for
admission.
But just a couple of months later, the situation suddenly, startlingly
improved, with 63% on track to graduate. By the end of March, 68% had
completed their A-G courses, and an additional 15% were close enough
that they might be able to make it. The actual graduation rate will not
be known for several months.
How did this remarkable turnaround happen, and what does it mean?
Partly, it was that Michelle King, LA Unified’s new superintendent,
moved swiftly and decisively, plunging the district’s high schools into a
full-bore effort to bring students up to snuff, with extra counseling,
Saturday classes and after-school classes.
But also, the district relied heavily on what are known as online
credit-recovery classes. These courses, which have helped boost
graduation rates locally and across the country, have grown quickly from
a barely known concept a decade ago to one of the biggest and most
controversial new trends in education.
This is how they work: Students who flunk a course can make up the
credit by taking classes either in computer-equipped rooms at school, or
at home if they have the equipment and Internet access. Teachers
lecture on videos, the computer displays the readings or practice
problems, and students take tests that are automatically graded. Written
work is supposed to be reviewed by a district teacher. The courses have
certain benefits: Students can replay a lecture for missed material,
something that can’t happen in a regular classroom. When they can’t
concentrate any longer, they can put the course on hold and take a
break.
But professors and other education experts are concerned that there is
too little quality control to ensure that students have completed the
equivalent of a regular classroom experience.
Considering all the credit-recovery courses provided by educational
publishers, it’s impossible to say as a rule whether these courses are
sufficiently rigorous. Only one large-scale study has been published:
Researchers reported in April that Chicago students who were randomly
assigned to take an online Algebra I makeup course fared somewhat worse
than those who were assigned to classroom makeup courses, with lower
pass rates and lower scores on an end-of-course assessment. And an
online credit-recovery course observed by Russell Rumberger, director of
the California Dropout Research Project at UC Santa Barbara, required
only 12 hours of computer time and the reading of one book.
LAUSD maintains that’s not the case with its programs, which it says are rigorous and effective and take about 60 hours of work.
A Los Angeles Times editorial writer arranged to take one of the
courses... The results were at the same time reassuring and potentially
disturbing.
In order to get a closer look, a Los Angeles Times editorial writer
arranged to take one of the courses offered to students at LAUSD:
English Language Arts 11A, commonly known as the first semester of
junior-year English. The results were at the same time reassuring and
potentially disturbing.
Any student who actually takes the full course — sits through each
lesson, answers the questions and completes the assignments — gets a
meaningful education. That’s why UC accepts the course, produced by
Scottsdale, Ariz.-based Edgenuity, as a college-prep class. The reading
excerpts come from fine and often challenging literature — “Moby-Dick,”
“The Scarlet Letter,” great poetry and the like. Video lectures give the
background of the works and teach lessons about tone, setting,
vocabulary choice and so forth. There are four writing assignments
during each semester. All in all, it would easily take 50 or 60 hours or
more.
The catch is that taking the full course isn’t always necessary. Some
students are able to pre-test out of much of the course, including the
writing.
A 10-question multiple-choice quiz is given at the beginning of each of
the three-dozen units. With a score of 60% or better — six of the
questions — a student passes the unit, without having to go through the
lectures, read the full materials or write the essays. Opening up other
tabs on the computer to search for answers on the Internet is allowed.
That’s not really cheating: The questions aren’t about straightforward
facts. Students must interpret passages, for instance. But there’s
plenty of help online via Sparks notes and other resources, and a full
hour is given to answer the 10 questions.
A second problem with the course is that no full books are assigned in
the first semester; the second semester requires just one book. That’s
the minimum required by UC, but significantly fewer than most
junior-year classroom-based courses. Carol Alexander, director of
college-prep requirements at LAUSD, said there’s only one book required
because the students have already taken the course in class and read
books there. But if they flunked the course in class, what reason is
there to believe that they did the reading or understood it?
Frances Gipson, the district’s chief academic officer, said that not all
students get the opportunity to pre-test out of all the units in the
course. Students are not supposed to be allowed to skip sections that
they did poorly on the first time, she said.
That might be true. But two students at Fremont High School who took the
same junior English course described nearly identical experiences. Both
said they had pre-tested out of most of the units. One said he had been
given only one writing assignment, and the other said he had been given
one or two over both semesters — only a fraction of those the course
supposedly requires.
L.A. Unified appears to be setting the bar lower than most districts
across the nation. Edgenuity says that of the 1,900 districts using the
company’s credit-recovery courses, most will not allow students in
English classes to pre-test out of units. Districts that do allow
skipping of units through pre-testing often require the students at
least to do the writing assignments, and they monitor the tests so
students can’t search the Internet for clues. And most districts set the
passing grade for the pre-test at 70% or higher in contrast to L.A.
Unified’s 60%.
The big issue is the lack of accountability... Who checks that students
are getting enough online coursework to receive a meaningful education?
The big issue is the lack of accountability. The district has a vested
interest in raising graduation rates and making the A-G policy look
good. But who checks that students are getting enough online coursework
to receive a meaningful education? Who sets the standard, if there is
any standard, for the minimum amount of work that must be put into an
online course to receive credit?
A UC official also was surprised to learn that students might be
pre-testing out of most of the units in any course. Monica Lin,
associate director for undergraduate admissions, said UC doesn’t
supervise how local school districts use their courses and doesn’t have
the time and resources to conduct regular audits even if it wanted to.
She added that the university would reconsider approval if it knew that
large numbers of students were pre-testing their way through most of the
course.
Her instincts are right. If large numbers of students are indeed testing
out of significant portions of these courses — which is difficult to
ascertain — and if they’re skipping writing assignments on a regular
basis, then those students are being done a serious disservice. If
they’re just reading one book in a year in what’s supposed to be the
equivalent of a junior-year English course, that’s unacceptable too —
and raises worrisome questions about the rest of the credit-recovery
courses being offered as well.
L.A. Unified deserves credit for its intensive attempt to raise its
graduation rates. Online credit recovery can and should be a helpful
tool, giving students independence, flexibility and a chance to make up
for past mistakes.
But the district needs to get a handle on these courses. It — along with
UC and the State Board of Education — needs to set minimum standards,
including how much of a course must be completed without pre-testing in
order to earn credit.
The new federal school-accountability law that replaced the No Child
Left Behind Act places considerable pressure on low-performing high
schools and their districts to raise graduation rates. But that’s a
worthy goal only if students are better educated than they were as
dropouts.
No one is doing teenagers a favor by sending them to college or into the
work world thinking they have skills that are still lacking.
COST OF SUSPENSIONS IS HIGH FOR STUDENTS WHO DROP OUT AFTER DISCIPLINE, REPORT FINDS | EdSource http://bit.ly/200VtLf
STATE GIVES LA UNIFIED AN EXTRA YEAR TO ACCOUNT FOR SPENDING ON NEEDY KIDS | 89.3 KPCC http://bit.ly/1UIOHFG
JUST IN: GREAT PUBLIC SCHOOLS NOW UNVEILS PLAN TO FUND EXPANSION OF
SUCCESSFUL SCHOOLS TO SERVE 160,000 LOW-INCOME LA STUDENTS - LA School
Report http://bit.ly/24ZBrll
PHILLY’S SODA TAX MAY BE TURNING POINT
http://www.politico.com/story/2016/06/soda-tax-philadelphia-224442
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:
Scott.Schmerelson@lausd.net • 213-241-8333
Monica.Garcia@lausd.net • 213-241-6180
Ref.Rodriguez@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 the Superintendent:
superintendent@lausd.net • 213-241-7000
...or your city councilperson, mayor, county supervisor, state
legislator, 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. Volunteer in the classroom.
Join your PTA. Serve on a School Site Council. Be there for a child -
and ultimately: For all children.
• If you are eligible to become a citizen, BECOME ONE.
• If you a a citizen, REGISTER TO VOTE at http://registertovote.ca.gov/
• If you are registered, VOTE LIKE THE FUTURE DEPENDS ON IT. THEY DO!
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