In This Issue:
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Op-Ed :: BERNIE LOST. WHAT DO LIBERAL CALIFORNIANS DO NOW? |
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Art+Rhyme & Art+Story: BEFORE BROAD MUSEUM OPENS FOR BUSINESS, L.A. STUDENTS HAVE IT TO THEMSELVES, AND THE POETRY FLOWS |
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WHY SCHOOL START TIMES PLAY A HUGE ROLE IN KIDS’ SUCCESS |
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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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“Destiny guides our fortunes more favorably than we
could have expected. Look there, Sancho Panza, my friend, and see those
thirty or so wild giants, with whom I intend to do battle and kill each
and all of them, so with their stolen booty we can begin to enrich
ourselves. This is noble, righteous warfare, for it is wonderfully
useful to God to have such an evil race wiped from the face of the
earth."
"What giants?" Asked Sancho Panza.
"The ones you can see over there," answered his master, "with the huge arms, some of which are very nearly two leagues long."
"Now look, your grace," said Sancho, "what you see over there aren't
giants, but windmills, and what seems to be arms are just their sails,
that go around in the wind and turn the millstone."
"Obviously," replied Don Quijote, "you don't know much about adventures.”
― Miguel de Cervantes Saavedra, Don Quixote
There is a movement afoot to improve Civics Education in the U.S. | http://bit.ly/1PQPOGY. …actually there are more than one: www.iCivics.org.
►ANOTHER HIGH SCHOOL GRADUATION REQUIREMENT ON THE HORIZON
From the AALA Update/ http://bit.ly/1XOxRMg
Week of 13June | Thirteen states have passed legislation since 2014
that requires students to pass a citizenship test prior to receiving a
diploma.
The map below [http://bit.ly/24It9yn]
Education Week, June 7, 2016) shows where such legislation is already
in place and where similar requirements are being considered.
Arizona and North Dakota were the first states to implement this
requirement and are utilizing the same questions that are asked of those
applying for U.S. citizenship. The Civics Education Initiative from the
Joe Foss Institute in Arizona is pushing for this requirement to be in
every state by 2017. A representative from the Institute said that the
goal of the Initiative is to bring attention to a quiet crisis. We see
it as a good first step toward balancing curriculum in [the] classroom
and bringing emphasis to soft disciplines…subjects like social studies
and civics [are] getting short shrift in schools.
Improving the nonexistent is always fertile ground for ‘meaningful
change’. One need only invest a little chin music (“Raise the
Standards!!”) with an appropriately furrowed brow to get in on the
Golden Sponsorship Level!
A nice ball cap might help: “Make American Civics Great Again!
(Embroidered is better than printed, but never underestimate the
marketing potential of an inexpensive baseball cap).
▲QUIZ: Civics Education In California:: EDUCATION FUNDING
A. In California the K-12 Education Budget is centered on THE
LEGISLATIVE PROCESS. The Governor proposes a State Budget in January and
a Revision in May based on anticipated state revenue and legislative
priorities. The two legislative houses propose, discuss, debate and
amend legislation – The June 15 Budget Bill must be passed by midnight
June 15. The Governor approves, vetoes and line-item-vetoes bills
B. In California the K-12 Education Budget is centered on the LOCAL
SCHOOL DISTRICT; locally elected boards of education control education
expenditures in their own districts, overseen by the State Office of
Education and the County Offices of Ed. - making sure that budgets are
balanced, prudent and comply with state and federal regulations.
C. It’s even more local than that! Gov. Brown’s Prop 30 Educational
Reform Initiative empowered Boards of Ed, Individual Schools and
Elected+Appointed Parent Advisory Councils to
cooperatively+collaboratively write and implement LOCAL CONTROL
ACCOUNTABITY PLANS (Budgets) that put in place THE LOCAL CONTROL FUNDING
FORMULA …which changed California Education Funding forever!
D. Last weekend THE BIG THREE: the Governor, the Speaker of the Assembly
and the President pro Tempore of the Senate got together behind closed
doors and hammered out a budget deal.
For the answer, let’s turn to an article in the LA Times:
▲GOV. JERRY BROWN AND LAWMAKERS STRIKE CALIFORNIA BUDGET DEAL THAT ADDS MONEY FOR HOUSING AND CHILD CARE
By Liam Dillon, Chris Megerian and John Myers | LA Times | http://lat.ms/1Un71Il
June 10, 2016 :: Gov. Jerry Brown and legislative leaders reached an
agreement Thursday on a new budget to fund state government, a proposal
highlighted by $400 million in low-income housing subsidies as well as
expanded funding for child care and early learning programs.
The plan received its first public vetting by the Legislature’s budget
conference committee Thursday evening. A formal vote by both the state
Senate and Assembly would come later, though the timing remains unclear.
California’s new fiscal year begins July 1.
"We’re on a very good path right now and I think we can all be proud of
what we’re going to be delivering to the people of California," said
state Sen. Mark Leno (D-San Francisco).
The housing money would come with strings attached, according to
administration officials who had been briefed on the details, and it
could not be spent unless lawmakers loosened regulations on
homebuilders.
Housing has been one of the most talked about issues during the spring
budget season at the state Capitol, and Brown has urged lawmakers to
streamline the process for building new housing units.
The agreement comes almost one week before the constitutional deadline
for a new budget, an early compromise that’s likely a sign of just how
few contentious issues there were between Brown and his fellow
Democrats.
The governor offered a concession to Democrats when revising his budget
last month, agreeing to a $2-billion bond measure aimed at mental health
needs for the homeless. Legislators responded by embracing Brown’s
January proposal to divert an extra $2 billion into the state’s
rainy-day fund, an effort to cushion against any economic downturn that
might be on the horizon. Both of those items are in the final agreement
reached Thursday.
As part of the budget deal, rates paid to state-subsidized child care
providers are being ramped up to keep pace with California’s increasing
minimum wage. The extra funding is expected to total $500 million
annually starting in 2019.
News of the expanded effort on child care programs for low-income
families was welcomed by members of the Legislative Women’s Caucus,
which made the issue its top priority.
“This is going to be the biggest appropriation in a decade,” said
Assemblywoman Cristina Garcia (D-Bell Gardens), the caucus’ vice
chairwoman. “We’re trying to be progressive and think about the
future.”
Lawmakers would also repeal a 20-year-old rule known as the maximum
family grant, which prevents mothers from receiving additional welfare
assistance if they have another child.
“It’s been a long overdue process of eliminating a rule that everyone
knew was unfair,” said Chris Hoene, executive director of the California
Budget & Policy Center, a nonprofit that advocates for programs
aimed at low-income families. “It’s good news that they’re finally doing
that.”
Under the change, families would receive an extra $136 per month per
child. An estimated 130,000 children in 95,000 families would benefit.
“It’s the difference between making a rent payment or being put out on
the street,” said Frank Mecca, executive director of the County Welfare
Directors Assn. of California. “For a family living on or below the
edge, it’s going to make a huge difference.”
The budget agreement boosts funding for both the University of
California and California State University systems if more in-state
students are admitted. UC’s money requires the system to place a new cap
on out-of-state student enrollment.
On housing, the budget deal represents a promise to address the priorities of both Democratic legislators and Brown.
Democrats in the Assembly had pushed for the new housing subsidies money
as the state’s affordability crisis has continued to spiral. Brown had
resisted, saying subsidies didn’t deliver enough bang for the buck.
Instead, he proposed clearing some local regulatory hurdles for
developers if they reserved units in their projects for low-income
residents.
The budget now incorporates both demands, as the new housing money is
contingent on lawmakers approving Brown’s proposal at a later date.
::
SO LONG …AND THANKS FOR ALL THE FISH!: Maybe you’re working late at
Beaudry or in school office or at home over your part of the Budget –
whether to fill in a blank cell in a spreadsheet or to justify an entire
new program – or continue a successful one; more successfully but with
less money. Whether you are providing a dozen slides of a Board
Informative slide deck or perhaps formulating a Strategic Master Plan
Moving Forward – or even suggesting how get the Parent Advisory
Council’s advice just listened-to: Thanks but no thanks. The deal is
done/The ship, sailed. The strategy is set; it’s all
tactics+operations+logistics from here-on-out. That entrepreneurism
looked good on you; file it in the pantry with the cupcakes.
That big budget meeting on Tuesday at the Board of Ed? The Big Vote before the deadline?
Just like last year and the year before – and all the fat+lean years
before+ since. Exercises in civic theater and non-participatory
democracy.; Come up with new questions for the answers arrived-at last
weekend – and be sure to phase your answer as a question …that way it’s
debate!
Thank you for the work; I hope we didn’t get your hopes up too far!
Don't you love farce?
My fault, I fear.
I thought that you'd want what I want – sorry, my dear.
But where are the clowns?
Quick, send in the clowns.
Don't bother, they're here.
SEE Op-Ed: BERNIE LOST. WHAT DO LIBERAL CALIFORNIANS DO NOW?
by Harold Meyerson/LA Times| http://lat.ms/1S0j7Bk
[Meyerson concludes: ] June 10, 2015 :: Over the past two years, oil
companies and “education reform” billionaires have been funding
campaigns for obliging Democratic candidates running against their more
progressive co-partisans under the state’s “top-two” election process.
In this week’s primary, independent committees spent at least $24
million, with most of that money flowing to Democrats who opposed Gov.
Jerry Brown’s effort to halve motorists’ use of fossil fuels by 2030,
and a substantial sum going to Democrats who support expanding charter
schools.
Charter School ‘independent’ Political Action Committee money from PAC
going to a single assembly candidate for in AD 43 is a case in point.
In Assembly District 43 Candidate Ardy Kassakhian is critical of the
more than $1.2 million of independent expenditures spent by the
previously spectacularly egregious “Parent Teacher Alliance”, which is
sponsored by the California Charter Schools Assn. in favor of Laura
Friedman. CANDIDATES CRITICIZE, DEFEND CONTRIBUTIONS IN STATE ASSEMBLY
RACE - Glendale News-Press | http://lat.ms/1XOlQGJ
In the primary Friedman made the runoff, eliminating Kassakhian. They
are both Democrats – though I bet a have five pounds o’ flyers that say
Kassakhian is – once was (or heads a sleeper cell) of Republicans
awaiting the accession of King Donald!
In “EDUCATION REFORM-BACKED CANDIDATES SWEEP CALIFORNIA PRIMARY ELECTIONS” http://bit.ly/1Yk0BLk
- the LA School Reports gets some righteous+angry quotes from LAUSD
Board President Zimmer over CCSA’s Big Money PAC …and the the LASR/CCSA
apparent conflict o’ interest (being bought+piad-for with the same
check) is delightfully answered: DISCLOSURE: LA School Report is the
West Coast bureau of The74Million.org, which is funded in part by
foundations whose board members have also contributed to the CCSA
Advocates Independent Expenditure Committee and EdVoice.
Last election cycle both California State PTA and National PTA sent
‘cease+desist’ letters requesting that the California Charter Schools
Association’s so-called independent Political Action Committee/Bogus PTA
stop violating PTA’s copyright+trademark.
Crickets.
Sunday Steve Lopez published a column BEFORE BROAD MUSEUM OPENS FOR
BUSINESS, L.A. STUDENTS HAVE IT TO THEMSELVES, AND THE POETRY FLOWS
(follows)
This gives me permission+opportunity to thank our Ed ®eform
Philanthropists when they do the right things …and also to print two
LAUSD student poets:
A student named Astrid took a hard look at Jean-Michel Basquiat’s "suggestive dichotomies” and wrote:
Obnoxious liberals
You stand in the middle
Of racial suffrage and rich
Insufferable men
Holding hands high
While Samson is chained
Against his will as time
Passes by.
Juleny Duenez, a junior at Animo Leadership High in Inglewood wrote:
“Weep weep because you aren’t free. Speak speak because you aren’t free.
Pray pray because you aren’t free. Don’t stop don’t stop until you are
free.”
¡Onward/Adelante! - smf
Op-Ed :: BERNIE LOST. WHAT DO LIBERAL CALIFORNIANS DO NOW?
Harold Meyerson | LA Times | http://lat.ms/1S0j7Bk
Jun 10, 2016 :: What should California’s Bernie Brigades do now? How
should they proceed with the revolution once the Democratic convention
formally bestows its nomination on Hillary Clinton?
If Sanders backers (or, for that matter, Clinton supporters) want to
involve themselves in politics, there are a number of elections right
here in California in which a keystone issue of the socialist’s campaign
– breaking the hold that big money has on our system – is effectively
on the ballot.
For even as Sanders was thundering against the corrosive role of money
in politics and Clinton was condemning the plutocratic consequences of
the Supreme Court’s Citizens United decision, corporate money was
carving an ever larger role for itself in California politics –
California Democratic politics.
Over the past two years, oil companies and “education reform”
billionaires have been funding campaigns for obliging Democratic
candidates running against their more progressive co-partisans under the
state’s “top-two” election process. In this week’s primary, independent
committees spent at least $24 million, with most of that money flowing
to Democrats who opposed Gov. Jerry Brown’s effort to halve motorists’
use of fossil fuels by 2030, and a substantial sum going to Democrats
who support expanding charter schools.
Six years ago, according to the Associated Press, just one legislative
primary race had more than $1 million in outside spending, and four had
more than $500,000. This year, eight races saw more than $1 million in
such spending, and 15 more than $500,000.
In a heavily Democratic district outside Sacramento, a November state
Senate runoff will pit Democratic Assemblyman Bill Dodd, who opposed
Brown’s legislation, against former Democratic Assemblywoman Mariko
Yamada. Dodd has already benefited from one independent campaign funded
by Chevron and other energy companies to the tune of more than $270,000,
and from an education reform campaign funded by charter school
proponents such as billionaire Eli Broad in the amount of $1.68 million.
The combination of [a] top-two election system with free-flowing outside
spending has given rise to a new birth of corporate power in
Sacramento.
In a nearby overwhelmingly Democratic assembly district, two Democratic
candidates with strong environmental credentials lost out in this week’s
primary to a Republican and a Democrat who benefited from more than
$1.2 million from charter school advocates and an additional $650,000
from Chevron, Tesoro, Valero and other oil companies.
A similar dynamic has shaped a San Bernardino Assembly contest in which
Democratic incumbent Cheryl Brown has been bolstered by major oil
company expenditures in her race against Democrat Eloise Reyes.
These contests reflect the new reality of California politics.
Businesses that previously would have backed Republicans – oil companies
and real estate investors in particular – have responded to the GOP’s
electoral eclipse by shifting their contributions to malleable, more
conservative Democrats. These Democrats would not prevail in a closed
primary system, but have a better chance than Republicans in a general
election because they’re not associated with that toxic – to
Californians – brand. (They appeal to some Democratic voters and to some
Republican ones, who have no better choice.) In this sense, the top-two
system helps corporate interests like Chevron.
In some races, unions and such wealthy environmentalists as Tom Steyer
have answered the flood of corporate money with a torrent of their own,
but the balance remains heavily weighted toward business.
The combination of this top-two election system with free-flowing
outside spending has given rise to a new birth of corporate power in
Sacramento, in the form of the self-proclaimed Moderate Caucus of
Democrats. Aligning themselves with their Republican colleagues, caucus
members have blocked a range of environmental and pro-worker reforms.
Late last year, Assemblyman Henry Perea of Fresno, who’d headed the
caucus since 2012, resigned to take a government relations job with
Chevron.
So what’s a California Bernie bro – or for that matter, a Hillary sis –
to do? Joining together (because the environmental and liberal groups
that backed Clinton oppose the Moderate Caucus’ handiwork as much as the
Sanderistas do), they should support the progressive legislative
candidates whom the oil companies and charter school advocates seek to
defeat. They should work to repeal the top-two primary, through which
organized money has increased its clout in Sacramento. And they should
work to elect a presidential candidate – her name is Clinton – who will
appoint justices who will overturn Citizens United.
You say you want a revolution? This would be a good place to start.
Harold Meyerson is executive editor of the American Prospect. He is a contributing writer to Opinion.
Art+Rhyme & Art+Story: BEFORE BROAD MUSEUM OPENS
FOR BUSINESS, L.A. STUDENTS HAVE IT TO THEMSELVES, AND THE POETRY FLOWS
Steve Lopez, LA Times | http://lat.ms/1Pn7uED
June 12, 2016 :: It’s early in the morning in the house where
Jean-Michel Basquiat lives down the hall from Marlene Dumas and not far
from Ed Ruscha.
And now some visitors are at the door.
One group of students is from Belmont High’s Multimedia Academy. Almost three dozen ninth-graders.
Another group has bused in from Animo Leadership High in Inglewood. More than 60 11th-graders.
What a deal they’ve got.
Before the Broad Museum opens for business, this coliseum of creativity
is theirs. No crowds, no lines, no noise but the echoes of their own
voices.
But the free pass has a few strings attached. The students can’t just
wander off on their own. They have to take seats in front of provocative
paintings, learn something about them, discuss.
And then write.
Since the program began in January, 3,200 students have ogled the art
and Picassoed the images into words. The Broad Museum teams with local
schools and 826LA, a nonprofit writing and tutoring center, to tap
creativity that is too often idled by lack of exposure.
These students have never been to the Broad.
Many have never been to a museum.
“I’ve actually been wanting to come here for so long, but I know tickets
are overbooked,” says Juleny Duenez of Animo. “Once I knew we were
having a field trip here, I was ecstatic.”
When elementary school students visit, they study Jeff Koons’ “Balloon
Dog,” Robert Therrien’s “Under the Table” or Ruscha’s “Norm’s La Cienega
on Fire.”
Then they write a story.
The older students study works including Roy Lichtenstein’s “Mirror #1,”
Barbara Kruger’s “(Untitled) Your Body is a Battleground,” Glenn
Ligon’s “Double America 2,” and Basquiat’s “Obnoxious Liberals.”
Then they write a poem.
The range in quality is vast; the bar is high.
On an earlier visit, a student named Astrid took a hard look at Basquiat and wrote:
Obnoxious liberals
You stand in the middle
Of racial suffrage and rich
Insufferable men
Holding hands high
While Samson is chained
Against his will as time
Passes by.
Scrawled in the lower center of “Obnoxious Liberals” are the words “Not
For Sale.” Kristin Lorey, an 826LA director who helped design the
program, says one student keyed on that phrase in an earlier visit.
“It was someone well-versed in art history who knew what it was like for
Basquiat to sell his own artwork, and [the student] talked about
obnoxious liberals as people who might buy artwork and turn it from
something special into something commonplace,” Lorey says.
“That’s not my take, but what I love about this program is that … there
are no wrong answers. They respond to what they see, their
interpretation of it, and that’s what we want.”
Art can be intimidating for all of us, especially for youngsters who
don’t frequent museums. Ed Patuto, director of audience engagement at
the Broad, is trying to blot out the fear factor.
Students are handed prompts to get them thinking and talking. With
Ligon’s “Double America,” in which the word “America” is both upright
and inverted, Patuto says the prompts are along the lines of:
“Why did the artist make one of them upside down and backwards? What is he saying about America?”
An Animo student thinks on that for a moment and then volunteers an answer.
“Maybe,” she says, “America has two faces.”
A Belmont 9th-grader named Yancey examines Lichtenstein’s “Mirror” and
quickly catches on. It isn’t a mirror, but a set of questions: What do
you see? What do you want to see? What do you not want to see?
Yancey sees the future.
“I have my job. I have my family. My hair is curled.”
Animo teacher Erin Woods brought her history class to the Broad because
“in history we talk about art” as a trip to another time. “I think they
can relate more to a different period if they can hear the music and see
the poetry.”
Stephanie Lopez, one of her students, sits on the floor in front of
Kruger’s “Untitled (Your Body Is A Battleground).” It depicts a woman’s
face split by positive and negative exposures, and the image was an
emblem in a women’s reproductive rights march on Washington in 1989.
“We’ve been talking in Miss Woods’ class about civil rights, and this
has a lot to do with the feminist movement,” Stephanie says. “In my
opinion, women should have the right to choose what they do with their
own bodies. There’s society’s expectation that you should be a certain
way or look a certain way. But you should be the things you want to
be.”
Lopez tells me she wants to study political science in college and run for office.
Maybe governor, I ask?
“I want to be president of the United States,” she says. “I tell
everyone that and they say, ‘You’re crazy.’ But I think I have the
potential.”
At Dumas’ “Wall Weeping,” nine men stand facing a wall, their hands up. Are they praying? Are they under arrest?
Manny Villanueva guesses this is a scene from Jerusalem because the
blocks of the wall look ancient. Another student knows it’s not in
America because the men don’t have baggy pants. Several students say
they’ve seen similar images in their neighborhoods during arrests.
“I’m a minority in which being a majority is the big priority,” writes Ismael Rodriguez.
Juleny Duenez writes:
“Weep weep because you aren’t free. Speak speak because you aren’t free.
Pray pray because you aren’t free. Don’t stop don’t stop until you are
free.”
The Art+Rhyme and Art+Story program is now on summer vacation but will
continue in the fall. To apply, teachers should send an email to schoolvisits@thebroad.org.
WHY SCHOOL START TIMES PLAY A HUGE ROLE IN KIDS’ SUCCESS
TEENS ARE SEVERELY SLEEP-DEPRIVED. THIS NEEDS TO CHANGE.
Rebecca Klein Editor, HuffPost Education| https://t.co/zInVJoy29W
06/09/2016 02:05 pm ET :: Fairfax County Public Schools in Virginia
did it. Seattle Public Schools is doing it. Madison School District in
Wisconsin is considering doing it.
Around the country, more school districts are moving to delay their
start times. Here’s why: Teens currently aren’t getting enough sleep.
And this lack of sleep is having a detrimental effect on their grades
and mental health.
Terra Ziporyn Snider, co-founder of the nonprofit Start School Later,
has been documenting this problem and advocating changes to fix it since
2011. She started the organization after posting an online petition
asking authorities to establish 8 a.m. as the earliest allowable school
start time. Within a month, she’d received nearly 2,000 signatures from
all over the country. Now, there are close to 75 local chapters of Start
School Later, all educating communities about the importance of making
school hours compatible with teens’ sleep needs.
“I think educated public opinion is very much in favor of this. Even a
vast majority of people who know anything about the issue, if they’ve
done any homework or read about it, are for later start times, in
theory,” said Snider. “When it comes to specific changes in their school
system, there’s much more debate.”
A range of small and large school districts in at least 44 states have
taken steps to push back school start times in order to maximize
students’ sleep time. In April, Maryland passed a bill incentivizing
schools to delay school start times, and New Jersey lawmakers are
currently studying the issue.
Here’s why Snider, pediatricians and the Centers for Disease Control and
Prevention think more districts and states should follow suit.
MOST SCHOOLS START REALLY EARLY
In 2014, the American Academy of Pediatrics released a policy statement
recommending that middle and high schools start classes after 8:30 a.m.
According to Department of Education data from the 2011-2012 school year
analyzed by the CDC, only a small share of districts were doing so.
About 17.7 percent of middle and high schools started after 8:30. The
average start time was 8:03 a.m., with 75 to 100 percent of schools in
42 different states starting classes before 8:30 a.m.
Early start times like these cause teens to be severely sleep-deprived.
The AAP recommends that teens get 8.5 to 9.5 hours of sleep a night, but
over 90 percent of of teens are chronically sleep-deprived, according
to a 2014 report.
SLEEP DEPRIVATION IS BAD FOR LEARNING
A lack of sleep can have a devastating impact on kids’ futures.
Sleep-deprived students are more likely to be overweight, anxious,
depressed, have suicidal thoughts, perform poorly academically and
engage in risky behaviors, according to the CDC.
Later school start times are proven to improve academic performance.
A 2012 study found that students who started school an hour later than
usual saw their math scores on standardized tests increase an average
2.2 percentage points and reading scores increase an average 1.5
percentage points. They also watched less television, spent more time on
homework and had fewer absences, the research found.
“Start times really do matter,” Finley Edwards, author of the study,
told The Huffington Post in 2012. “We can see clear increases of
academic performance from just starting school later.”
Snider, who has a Ph.D. in the history of medicine, first learned about
this issue as a medical writer in the 1980s, but it started to hit home
as she raised her three kids.
She learned that schools didn’t always start so early and that this type of sleep deprivation was a relatively new phenomenon.
“Nobody is going to tell you it’s good for kids’ health or safety or learning to start class at 7 in the morning,” Snider said.
THE REASON THERE’S RESISTANCE TO CHANGING THE SYSTEM
When Snider’s kids were in school, she worked hard to push school times
later, with little success. School start times deeply impact many
aspects of community life and are difficult to change, she learned.
“School hours affect everybody in the community, whether or not you have
kids. The time the public school runs will affect what time the parks
and recreation department can have after-school classes, what times the
sports leagues can run, what times school athletics can practice, what
time daycare hours are, what time traffic gets bad because of the school
buses, what time local employers can hire kids after school; it affects
the whole town,” she said.
“It’s those sorts of interests, which are perfectly understandable, and
fears which lead people to say, ‘Don’t change, because I had to jump
through hoops to make my life work, and now you’re going to change my
life,’” Snider said.
Still, delaying school start times doesn’t always mean that kids will
get more sleep. Students may just stay up later, according to a study
published this year in the journal Sleep. The efforts can also end up
being costly. In 2015, Fairfax County spent $5 million to delay school
start times nearly an hour, according to the Capital Gazette.
But advocates argue that the benefits outweigh the costs.
EVENTS: Coming up next week...
REGULAR BOARD MEETING - June 14, 2016 - 8:00 a.m. - Including Closed Session Items
AGENDA: http://laschoolboard.org/sites/default/files/%2006-14-16RegBdCSOB-Rev.pdf
REGULAR BOARD MEETING - June 14, 2016 - 1:00 p.m.
AGENDA: http://laschoolboard.org/sites/default/files/06-14-16RegOBpost.pdf
*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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