Sunday, January 27, 2013

In the right order of things


Onward! 4LAKids
4LAKids: Sunday 27•Jan•2013
In This Issue:
 •  BROWN LASHES OUT AT REGULATORS AND TESTERS, MAKES CASE FOR HIS REFORMS
 •  Opportunity Lost: 20,000 CALIFORNIA ENGLISH LANGUAGE LEARNERS NOT GETTING SUPPORT, 4,150 IN LAUSD
 •  CTA TARGETS CLASS-SIZE WAIVERS
 •  THE IMPORTANCE OF SCHOOL MENTAL HEALTH SERVICES
 •  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.
The rhetoric soared this week. President Obama’s inaugural speech. Myrlie Evers-Williams invocation. Richard Blanco’s poem - reminding us that this glorious American “One Day’ has twenty small empty desks and twenty children marked absent, today and forever. Governor Brown – “With a caustic critique of excessive testing and overregulation and a fervent call for respecting the ‘dignity and freedom of teachers and students’,” quoted The Little Engine That Could and William Butler Yeats in the same speech …while giving even the Republicans something to applaud. Hilary Clinton boldly assumed responsibility: “It happened on my watch…” …and reminded pretenders-perched-on-pretense what leadership really is. Even the usually verbally circumambulatory Steve Zimmer was concise at a Westside candidate forum, reminding his opponent and the audience that: “Teaching is a team sport” …albeit one where an unwelcome dissenting voice is sometimes required. And also that reason (with three supporting votes) trumps volume.


THERE WAS NO ELOQUENCE AND NO ASSUMING OF RESPONSIBILITY in the superintendent’s office as yet another episode of alleged abuse became public. Despite all the prior assurances that parents would be informed, the particulars of the case (from last March) was obviously news at Oscar de LaTorre Jr. Elementary – with hurried parent informational meetings with District Staff. Again it was a Bad Teacher and the Bad Principal who escaped the superintendent’s justice (and are collecting pensions) because of the Bad Ed Code and the Bad California Commission Teacher Credentialing – which unfairly imposes the same restrictions on LAUSD as it does on the 1, 099 other California school districts.

With nine months to practice the fine art of CYA: “Deasy told The Times that his recollection was that the adult [allegedly abused] was a co-worker of Pimentel.” His recollection? I’m sorry; when peoples’ lives are on the line and names are being named in the media shouldn’t one work from notes? Bail is set at $12 million. If an adult was abused where was that report? Was the co-worker a fellow teacher? A classroom aide? A volunteer?

“There ought to be a law,” the apologists squeak, looking to Senator Padilla and SB 10 – “…and as soon as there is that law we’ll follow it!” Unfortunately there is a whole Ed Code and Criminal Code full of laws about child abuse and mandatory reporting and dismissing teachers – and a sheaf of policy and bulletins un-followed and/or selectively enforced. And fingers pointed …always elsewhere.


THE GOVERNOR’S PROPOSAL VIS-A-VIS A WEIGHTED STUDENT FORMULA (rebranded the “Local Control Funding Formula”) is welcome news in Los Angeles – and San Diego, Long Beach, San Jose, Oakland, Sacramento and Fresno – but those urban districts are seven of 1,100. The lessons from kindergarten about looking both ways and not running with scissors also included playing well with others. There is much playing well to be done.

THE SUPERINTENDENT’S $17 MILLION PILOT PROPOSAL to place tablets in the hands of all students came back as a $50 million pilot (with more schools piloted) and was approved by the Bond Oversight Committee Wednesday. The full project has an eventual price tag upwards of $500 million – with many questions remaining to be answered. Like: Do the kids get to take the tablets home? …And How+Who will pay for the technical support? And whether the State will eventually fund the whole effort from a future state school bond. Stay tuned.

EVEN WITH THE US DEPT OF ED OFFICE OF CIVIL RIGHTS SCRUTINY OF LAUSD – which started in March 2010 as an investigation of the lack of access and effectiveness of English Language Learner programs [http://bit.ly/Uv9UrA] – a report this week identifies 4,150 LAUSD students who are not being helped. What’s with that?

MEANWHILE, LAUSD INTENDS TO ENSURE STUDENT SAFETY with 1000 part-time "security aides" - armed with a vest, a walkie-talkie and a roll of slickers. Wouldn't schools be safer, cleaner and more healthy with their own plant manager/custodian? An actual dedicated employee with an actual job and an actual knowledge-of-and-familiarity-with the school, staff and students?

NEW REGULATIONS FROM THE US DEPARTMENT OF ED re: the spectacularly underfunded but federally mandated IDEA (Individuals with Disabilities Education Act or Special Ed) says that all kids must receive access to athletics programs. The complications and consequences of this remain to be seen – but the speculation is rampant. The SAT word is “encroachment” …and you normally only apply it to offside in football and Special Ed. Again, don’t touch that dial.

CONGRATS TO THE FOUR CYBERPATRIOT TEAMS FROM LAUSD SCHOOLS. Twelve teams were chosen nationally - four are from LAUSD!

FROM GOVERNOR BROWN’S STATE-OF-THE-STATE ADDRESS:
“In the right order of things, education—the early fashioning of character and the formation of conscience—comes before legislation. Nothing is more determinative of our future than how we teach our children. If we fail at this, we will sow growing social chaos and inequality that no law can rectify.

“In California’s public schools, there are six million students, 300,000 teachers—all subject to tens of thousands of laws and regulations. In addition to the teacher in the classroom, we have a principal in every school, a superintendent and governing board for each school district. Then we have the State Superintendent and the State Board of Education, which makes rules and approves endless waivers—often of laws which you just passed. Then there is the Congress which passes laws like “No Child Left Behind,” and finally the Federal Department of Education, whose rules, audits and fines reach into every classroom in America, where sixty million children study, not six million.

“Add to this the fact that three million California school age children speak a language at home other than English and more than two million children live in poverty. And we have a funding system that is overly complex, bureaucratically driven and deeply inequitable. That is the state of affairs today.

“The laws that are in fashion demand tightly constrained curricula and reams of accountability data. All the better if it requires quiz-bits of information, regurgitated at regular intervals and stored in vast computers. Performance metrics, of course, are invoked like talismans. Distant authorities crack the whip, demanding quantitative measures and a stark, single number to encapsulate the precise achievement level of every child.

“We seem to think that education is a thing—like a vaccine—that can be designed from afar and simply injected into our children. But as the Irish poet, William Butler Yeats said, ‘Education is not the filling of a pail but the lighting of a fire.’”

¡Onward/Adelante! - smf


OK: Yeats wasn't the first to have said that ...if he said it at all. It was first said by Plutarch, in Greek, in the first century AD.


BROWN LASHES OUT AT REGULATORS AND TESTERS, MAKES CASE FOR HIS REFORMS
By John Fensterwald | EdSource Today | http://bit.ly/X0E2cO

January 24th, 2013 :: With a caustic critique of excessive testing and overregulation and a fervent call for respecting the “dignity and freedom of teachers and students,” Gov. Jerry Brown laid out the case for returning primary control of education to local hands and distributing state money equitably in his State of the State address.

Brown used the 20-minute speech on Thursday to call on the Legislature to adopt his Local Control Funding Formula, which would phase in substantially more money for low-income students and those struggling to speak English proficiently. This is needed, he said, in order to help districts “based on the real world problems they face.”

Upbeat overall, Brown dwelt on education in his address, in which he praised the Legislature for courage in making overall spending cuts and voters for passing taxes in Proposition 30. The governor vowed to continue to enforce a fiscal discipline to protect against “great risks and uncertainties” that lie ahead. The implication is that he would discourage more funding for social programs – not encouraging for those calling for restoring cuts to preschool and child care. He also pledged to fight any tuition increases for higher education – a line that drew the loudest applause and a bipartisan standing ovation.

Brown has yet to flesh out the details of his school finance proposal, which he outlined in the State Budget plan last week; instead, with a touch of righteousness, he explained the underlying principles for it.

One is non-interference with those officials closest to working with students, what Brown calls the principle of “subsidiarity.” It is one way to unshackle districts and teachers from layers of authority, the most remote of which are Congress and the federal Department of Education, “whose rules, audits and fines reach into every classroom in America.”

● SUBSIDIARITY: say what? In the context of Brown’s push for decentralized control, subsidiarity can be translated as “the locals know best so don’t tread on them.” But it sounds more persuasive in Latin.

Brown has lashed out before at the education dictates and minutiae demanded by Washington, particularly in the Race to the Top requirements, the No Child Left Behind law and Secretary of Education Duncan’s refusal to grant California a waiver from it. He picked up that theme again with relish.

“The laws that are in fashion demand tightly constrained curricula and reams of accountability data. All the better if it requires quiz-bits of information, regurgitated at regular intervals and stored in vast computers,” he said and added, to applause, “We seem to think that education is a thing — like a vaccine — that can be designed from afar and simply injected into our children.”

Brown alone cannot undo state or federal accountability laws, but he is promising school districts more flexibility over how they spend dollars to meet them. That’s the pragmatic piece of his plan, and tapping into resentment of Washington has broad appeal. But he’s also calling for legislators to redistribute money to high-needs children, because, he said, “Equal treatment for children in unequal situations is not justice.” Appealing to the altruism of legislators representing districts that won’t get supplemental money will be a challenge.

REACTIONS TO THE STATE OF THE STATE

Education advocates and legislators generally responded favorably to Brown’s call for local control and regulation, though some added caveats.

Dean Vogel, president of the California Teachers Association, said in an interview that educators will feel “encouraged and inspired by the governor’s address” because it shows that he “values the opinions of educators.”

“He threw down the gauntlet in terms of micromanaging education and said that to fix education, you’ve got to trust teachers,” Vogel said. “The governor’s criticism of state and federal micro-managing of our schools is refreshing.”

Superintendent of Public Instruction Tom Torlakson praised Brown in a statement “for putting California on the path toward restoring the financial health of our schools” and focusing on students with greater needs. Implying that he hasn’t given up on increased funding in other areas, Torlakson said, “Both early childhood and adult education programs, which have been cut severely in recent years, have a tremendous role to play in strengthening our economy, and I will be working to see they receive a fair share of state resources.”

“There’s much to be said for his mistrust of overreliance on standardized testing and how it has sapped the vitality of the system,” said John Affeldt, managing attorney at Public Advocates Inc., a nonprofit law firm and advocacy organization. Brown is a lone voice in the nation saying that. Teachers are leaving the profession because it’s not interesting to them anymore.”

But on the issue of “subsidiarity,” Affeldt said, “there needs to be more of a balance. His rhetoric tips too far toward letting the locals do it. Under the state Constitution, the state retains the ultimate responsibility for assuring basic equality of education opportunity. The state has to assure that districts exercise flexibility in a way that serves neediest kids.”

Crystal Brown, board president of the parents advocacy group Educate Our State, said she too appreciated that the governor raised the issue of testing. “It needs to be a big part of the conversation,” she said. “He is clear on the problems education is facing and why education needs to be a priority. The elephant in the room is that we’re not funding our schools adequately. Everyone knows that, but no one is discussing it.”

That’s also the view of Assemblymember Joan Buchanan, D-Alamo, who chairs the Assembly Education Committee. She says she shares Brown’s view of No Child Left Behind and his belief that education must be a “richer experience, more than test scores.” And she also agrees with Brown that children in poverty and English learners need more support and classroom time to catch up. But the state is 49th in per capita spending, when regional costs of living are factored in, and she would not support a new system that would potentially leave those districts without high-needs students with flat funding for a decade or more.

Buchanan would normally play a pivotal role in deciding the fate of a financing reform, but Brown has indicated he wants to bypass hearings before legislative policy committees and attach his funding plan to the budget “trailer bill” at the end of the session. Buchanan reiterated her view, which Assembly Speaker John Perez supports, that any plan to rewrite the state’s school finance system must face “a robust review” before legislative committees, with all of the impacts known. There should be no surprises, she said.


Opportunity Lost: 20,000 CALIFORNIA ENGLISH LANGUAGE LEARNERS NOT GETTING SUPPORT, 4,150 IN LAUSD
STUDENTS STRUGGLING WITH ENGLISH NOT GETTING HELP, REPORT SAYS: More than 20,000 California students struggling with English are not receiving legally required services to help them, setting them up for academic failure, says a report by two civil rights groups.

By Teresa Watanabe, Los Angeles Times | http://lat.ms/W96Rqj

January 26, 2013, 8:20 p.m. :: More than 20,000 California students struggling with English are not receiving any legally required services to help them, setting them up for academic failure, according to a recent report by two civil rights organizations.

The study compiled 2010-2011 state data showing that students of all ages in 261 state school districts were receiving no specialized support to help them acquire English, as required under both state and federal law.

The districts with the largest number of students receiving no aid included Los Angeles Unified with 4,150, Compton Unified with 1,697 and Salinas Union High with 1,618, according to the report by the American Civil Liberties Union of California and the Asian Pacific American Legal Center.

Students who have been designated "English learners" make up one-quarter of all California public school students; 85% are U.S.-born. Continued failure to teach them English — they are among the lowest-performing groups of students — will leave them further behind and jeopardize California's future, the report said.

"State educational officials are creating a caste system whereby tens of thousands of children — nearly all of whom are U.S. citizens — are denied access to the bond of English language that unites us as Californians," said Mark Rosenbaum, chief counsel of the ACLU of Southern California.

The two organizations, along with the Los Angeles law firm Latham & Watkins, warned of possible litigation unless the state responds in 30 days with a plan for action. The legal advocates are demanding stronger state monitoring, including investigations of districts that report they provide no services, requirements to create a plan to do so and sanctions if they fail to comply.

But state education officials said that 98% of the state's 1.4 million English learners were receiving services and that recent court decisions had found that the California Department of Education was fulfilling its legal obligations to monitor help for them.

"Despite the enormous financial strains of recent years, California has made dramatic progress in seeing that all English learners receive appropriate instruction and services," state education official Karen Cadiero-Kaplan said in a statement. She added that any parents with concerns should contact their school district.

Jessica Price, an ACLU attorney, said some parents opt out of specialized programs for their children but that the law still requires districts to provide aid until the students are no longer classified as English learners. She said some districts simply don't know how to help the students, while others willfully ignore them — state compliance monitors found that one Northern California district had used state and federal funds for English learners to buy computer monitors and cameras, she said.

One parent, who asked to remain anonymous for fear of retaliation by school officials, said she only learned at a district meeting four months ago that her children were entitled to special classes designed for English learners.

She began investigating and learned that her children had never been placed in any of the specialized classes. Neither she nor her children knew they existed, she said.

L.A. Unified's unserved students represented just 2% of its 194,904 English learners. Six of the 15 districts with the highest percentage of students without services were in the northern counties of Yuba, Siskiyou, Shasta, Butte, Sutter and El Dorado.

William S. Hart Union High School District in Los Angeles County reported it provided no services to 1,142 students, representing 54% of all English learners.

- Times staff writer Dalina Castellanos contributed to this report.
_____________

DISTRICTS DENY THAT THEIR LANGUAGE AID LAGS

By Diana Lambert, The Sacramento Bee | http://bit.ly/14o892m

Friday, Jan. 25, 2013 :: Wheatland High School sits along a country road bordered by fields, a pumpkin farm and a cemetery. Its 710 ninth- through 12th-grade students are a mix of local teenagers and military kids from nearby Beale Air Force Base.

There isn't usually much news coming out of the Yuba County school.

That changed Wednesday when a report was released that listed the Wheatland Union High School District as the California district with the highest percentage of English learners – 85 percent – not receiving required language classes.

The district is made up of the high school and a community day school on the high school campus.

The report, issued by the American Civil Liberties Union of California and the Asian Pacific American Legal Center, lists 251 state school districts that failed to offer English learner classes to all students needing them in the 2010-11 school year, the most recent year that data is available.

School district submit annual reports to the California Department of Education.

Two other local districts – Twin Rivers Unified School District in Sacramento and Rescue Union Elementary School District in El Dorado County – joined Wheatland on the list.

Officials from all three districts seemed to be caught off-guard by the news.

Wheatland Principal/Superintendent Vic Ramos said he didn't know why school officials reported they had only served four of 27 of their English learners in 2010-11. "We may have misreported it," he said.

He said that every student at the school speaks English and that only a few – 15 this school year – are categorized as English language learners.

"I'm very familiar with the challenges of having students who don't speak English," said Ramos, who previously was the principal at Rosemont High in Sacramento. "We don't have those challenges."

He said English learners are integrated into regular classes in which teachers differentiate instruction. "We monitor their progress," he said.

The principal acknowledges that the school had a number of problems when he arrived in 2009-10, including teachers without the appropriate credential to teach English learners. That has changed, he said. Now the district's teachers either have the credential or are on their way to earning it, he said.

He points to a 37-point increase in the district's Academic Performance Index score last year, increasing it to 784. Latino students, who make up a majority of the school's English learners, increased their collective API by 48 points, he said.

Twin Rivers, which has 8,852 English learners among it 28,000 students, did not offer services to 5 percent of that population – 407 students in 2010-11, according to state data.

District officials blame the high numbers on seven independent charter schools within Twin Rivers Unified, saying 362 of the 407 unserved students in their district attended those charters. One of the charter schools has since closed.

"Because they are independent charters, the district has no control over their instructional services," said a prepared statement from the district.

School boards must approve each charter, however, and have the power to decide whether to renew charters when they expire. Twin Rivers officials said they will take this into consideration when they renew the charters in June of 2017.

Rescue Union Elementary School District did not offer services to 30 percent – or 39 – of its English learners, according to the report.

Rescue Superintendent David Swart said the information is inaccurate and that the district provides services to 100 percent of its English language learners. He said Thursday that the information was put in the system incorrectly by district staff.

The district, which serves 4,065 students at seven elementary and middle schools, has a 907 API. Its English learners increased their score by 14 points to 764 in 2011-12.

"We are getting help to the kids who need it the most," he said.

The data reported by districts as part of an annual census shows that 20,318 English learners attending California schools in 2010-11 didn't receive any of the instructional services required, according to the California Department of Education's website.

The numbers for 2010-11 aren't unusual, said David Sapp, an attorney for the ACLU. "It's been an issue for decades."

The lack of services has a debilitating effect on English learners, said the civil liberties group in a letter to state Superintendent Tom Torlakson and State Board of Education President Michael Kirst sent Wednesday. They said the students that aren't provided services are most at risk of dropping out or struggling academically.

The ACLU and the legal center warned state education officials they could face a lawsuit if they do not address the problem immediately.

"There are so many districts violating the law and the state isn't taking any action," Sapp told The Bee.

Education Department officials turned down a request for an interview for this story, issuing a news release instead.

"Despite the enormous financial strains of recent years, California has made dramatic progress in seeing that all English learners receive appropriate instruction and services," said Karen Cadiero- Kaplan, director of the English Learner Support Division at the Education Department in the prepared statement.

"School districts – which are responsible for providing instruction to students and appropriate services to English learners – currently report that 98 percent of the state's 1.4 million English learners are receiving services."

The number is from the same 2010-11 data, according to state education officials.

Then some students "have not received services and that would be illegal," Sapp said, when told of the state's response. "That number should be zero."


Report - OPPORTUNITY LOST: The Widespread Denial of Services to California English Learner Students



CTA TARGETS CLASS-SIZE WAIVERS
By Tom Chorneau, SI&A Cabinet Report | http://bit.ly/XKuDVU

Wednesday, January 23, 2013 :: The almost automatic approval that school districts have received for class-size waivers from the California State Board of Education during the past four years may be facing serious opposition from the state’s powerful teachers lobby.

Since the onset of the recession, the state board – both under the Schwarzenegger administration and Gov. Jerry Brown – has been sympathetic to districts that have been forced by budget cuts to layoff teachers and increase class sizes.

Sections of the Education Code governing class size were drafted in the mid-1960s and generally limit teacher-student ratios to less than 30:1 from kindergarten through the eighth grade. The law imposes financial penalties on districts when the average class size either exceeds that district’s average class size in 1964 or the state’s average at that time.

Although the California Teachers Union has routinely objected to the class-size penalty waivers, the requests seemed to provoke new vigor during a hearing last week where the board granted conditional approval to more than a dozen class-size penalty waivers without dissent.
In arguing against the moves, CTA representatives referenced the passage of Proposition 30 in the November election and the improving economy as reasons for the board to reject the requests.

The issue of class size is likely to also become a key point in the negotiations over the state budget.

Separately since the 1990s, the Legislature has provided funding aimed at limiting teacher-student ratios in kindergarten through the third grade at 20:1. But because of the fiscal crisis, lawmakers have since 2009 allowed districts to receive much of that money even though class sizes have often exceeded the limit.

As part of his restructured school funding program, Brown has proposed supplemental funding for elementary schools to keep smaller classes in kindergarten through third grade but allow larger classes otherwise – at least for now. Expectations are that the governor would require districts to transition back to a maximum ratio of 24:1 sometime in the future.

CTA president Dean Vogel has pointed out that the 24:1 maximum is above current law.



Here is a summary of the full SBE’s waiver calendar:



THE IMPORTANCE OF SCHOOL MENTAL HEALTH SERVICES
By Pia Escudero in the Associated Administrators of Los Angeles Jan 28 Weekly Update | http://bit.ly/WWR4Ii

AALA thanks Pia Escudero, Director of School Mental Health (SMH), for submitting the following letter in response to our recommended New Year’s Resolutions for District leadership.

Jan 24, 2013 :: It was with great inspiration and hope that I read about AALA’s call for identifying and allocating the resources necessary to provide adequate mental health services and support for students and their families. I write on behalf of over 300 SMH professionals who are dedicated to promoting the mental health, well-being and academic achievement of all LAUSD students. In light of recent national and local events of school violence, we recognize the sense of urgency to promote a unified and collaborative approach and response to ensuring the safety of all our students and staff. LAUSD SMH continues to be nationally recognized for its crisis intervention and mental health programs.

Over the last two decades, SMH has paved the way in prevention and intervention practices for preparation and response to school violence and providing trauma-informed services. For example, since 2005, SMH has been funded by the Substance Abuse and Mental Health Services Agency (SAMHSA) to implement the Trauma Services Adaptation Center for Resiliency, Hope and Wellness in Schools, in partnership with RAND, UCLA and USC. Our administrators and staff, guided by nationally recognized researchers and academicians, have developed evidence-based practices, tools, and resources for LAUSD students, families, and staff. These coveted tools and practices have been disseminated and adopted by other states and school districts, such as New Orleans, Chicago and Washington, D.C.

LAUSD SMH Crisis Counseling & Intervention Services has worked collaboratively with multidisciplinary administrative teams to develop and implement policies and protocols as they relate to risk assessment and management, including threats, suicidal ideation and workplace violence incidents. Furthermore, our internal and external partnerships with School Operations, Los Angeles School Police, General Counsel, Los Angeles County Department of Mental Health, Los Angeles Police Department and other local law enforcement and community-based agencies have paved the way to addressing and mitigating critical events and violence in our school communities. Recently, we have launched several updates to LAUSD policies that promote a safe learning and work environment for all:

• BUL-5799.0 Threat Assessment and Management

• BUL-5798.0 Workplace Violence, Bullying and Threats Prevention

• BUL-2637.1 Suicide Prevention, Intervention and Postvention

SMH is committed to ensuring the academic achievement of all students. As a unit, we are devoted to improvements at both the policy level and in the classroom. Recent research demonstrates that when students are exposed to traumatic or stressful events, it impacts brain functioning, which leads them to “fall behind in school or fail to develop healthy relationships with peers or create problems with teachers and principals because they are unable to trust adults.” 1 SMH professionals support positive student connections with peers, family, school and community by facilitating their ability to successfully deal with problems, crises and traumatic experiences. We foster resiliency (the ability to bounce back from challenges with confidence and coping capacity) by promoting healthy relationships, self-reflection and problem-solving skills. We are invested in creating trauma-informed schools across LAUSD.

Currently, the District leads the nation with the greatest number of trained school mental health clinicians in nationally-recognized, trauma-informed and evidence-based practices to improve clinical mental health symptoms so students may engage in learning. Nevertheless, in comparison to our student population and number of employees, SMH is extremely small. Our ratio per student is approximately 1:2,200, in comparison to the National standard, established by NASW, 1:250. The reality is that the need for students and families to have access to mental health services is significant. Last year alone, SMH lost funding for over 40 FTE Psychiatric Social Workers (PSW) positions as a result of reductions in school and program discretionary dollars. School and program administrators have had to face the difficult decision of selecting between mental health or other support services on their campus. This year, one school in particular lost the PSW position they had kept as part of their staff for over 20 years.

Thank you for your appeal to increase our opportunity to better serve our students and school community.

Your acknowledgment is two-fold: (1) It helps to reduce the stigma associated with accessing mental health services; (2) It highlights the need to fund mental health services in our schools. As we move forward as a District, ensuring the mental health and well-being of all students will be a collective effort. With highly trained, skilled and adaptive Psychiatric Social Workers, SMH is ready and available to provide services to aid in recovery and healing so that students may return to normalcy and continue to learn and grow.


_________
1 http://www.huffingtonpost.com/jane-ellen-stevens/trauma-sensitive-schools_b_1625924.html


HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but not necessarily the best) of the Stories from Other Sources
If a picture is worth 1,000 words – this t-shirt is worth 1,009! Get yours today. http://bit.ly/THTyOm

CHARACTER EDUCATION - TEACHING KIDS TO BE RESPONSIBLE AND TO PERSEVERE - ISN'T ENOUGH TO BRING POOR STUDENTS OUT... http://bit.ly/VdBSY5

Discipline Policy: WHY PUNISHMENT DOESN’T WORK: EdWeeks’s Bridging Differences | http://bit.ly/10PCFyF

4 teams out of 12 nationally: FOUR LAUSD/BEYOND THE BELL CYBERPATRIOT TEAMS ADVANCE TO NATIONAL FINALS!!!: from ... http://bit.ly/10PrXZ3

LAUSD PLANS TO ADD 1,000 NEW CAMPUS AIDES FOR SECURITY AT ELEMENTARY SCHOOLs+ smf’’s 2¢...: By Mariecar Mendoza, Daily News, http://bit.ly/10Niu4s + Huffington Post http://huff.to/1127zIR

Westside Forum - THE A v. Z DEBATE: CHARTERS, EVALUATION, DEASY+ smf’’s 2¢...: by Hillel Aron in LA School Report News | http:... http://bit.ly/10UOtEt

Los Angeles’ School Nightmare: ANOTHER SEX ABUSE SCANDAL: After years of complaints were apparently ignored, a f... http://bit.ly/14iLdlb

SADIES’S DREAM FOR THE WORLD: 11-Year-Old Transgender Girl Writes Essay In Response To Obama's Inauguration Spee... http://bit.ly/10KfuWn

LAUSD PRINCIPAL FAILED TO REPORT MOLESTATION BY TEACHER: The De la Torre Elementary principal first heard accusa... http://bit.ly/10JFX6s

ROOSEVELT’ HIGH SCHOOL’S FUTURE UNCERTAIN: School Scrambles to Meet LAUSD Deadline + smf’s 2¢: Superintendent De... http://bit.ly/W7ztz3

Today’s Civics Lesson IV: TONIGHT’S A v. Z DEBATE FOR LAUSD SCHOOL BOARD DISTRICT FOUR: see http://bit.ly/XzdkXc ... http://bit.ly/10D5oGJ

Our schools as a crime scene: 20 STUDENTS ABUSED AT DE LA TORRE ELEMENTARY: Former LAUSD teacher accused of mole... http://bit.ly/W1UpHD

FONTANA SCHOOL POLICE ACQUIRE AR-15s AND STORE THEM ON CAMPUSES WITHOUT CONSULTING SCHOOL BOARD. LA School Polic... http://bit.ly/W1HYMe

Today’s Civics Lesson III: THE FEDS’ POWER GRAB: It's time to have a conversation about the issue before we find... http://bit.ly/SGPA73

Today’s Civics Lesson II: [SCA 10] IT’S TIME TO BRING TRANSPARENCY TO BACK-ROOM LEGISLATING: It's time to bring ... http://bit.ly/14dlQBg

Today’s Civics Lesson I: GOVERNOR’S STATE-OF-THE-STATE ADDRESS - 9am on KPPC 89.3 /KABC-TV Channel 7 / CalChanne... http://bit.ly/Tr8AYS


NOT DEAD YET: Libraries still vital, Pew report finds + a elementary school librarian’s 2¢: By David L. Ulin, Lo... http://bit.ly/10vK3iA

ONE TODAY: the inaugural poem by Richard Blanco: the impossible vocabulary of sorrow that won’t explain the e... http://bit.ly/10znWMM

LEGISLATIVE ANALYST CLAIMS BROWN BUDGET MISUSES PROP 39 FUNDS, MISAPPLYING THEM TO PROP 98 GUARANTEE + smf’’s 2¢... http://bit.ly/10znWMJ


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


• LAUSD BOARD OF EDUCATION & COMMITTEES MEETING CALENDAR



What can YOU do?
• E-mail, call or write your school board member:
Tamar.Galatzan@lausd.net • 213-241-6386
Monica.Garcia@lausd.net • 213-241-6180
Bennett.Kayser@lausd.net • 213-241-5555
Marguerite.LaMotte@lausd.net • 213-241-6382
Nury.Martinez@lausd.net • 213-241-6388
Richard.Vladovic@lausd.net • 213-241-6385
Steve.Zimmer@lausd.net • 213-241-6387
...or your city councilperson, mayor, the governor, member of congress, senator - or the president. Tell them what you really think! • Find your state legislator based on your home address. Just go to: http://bit.ly/dqFdq2 • There are 26 mayors and five county supervisors representing jurisdictions within LAUSD, the mayor of LA can be reached at mayor@lacity.org • 213.978.0600
• Call or e-mail Governor Brown: 213-897-0322 e-mail: http://www.govmail.ca.gov/
• Open the dialogue. Write a letter to the editor. Circulate these thoughts. Talk to the principal and teachers at your local school.
• Speak with your friends, neighbors and coworkers. Stay on top of education issues. Don't take my word for it!
• Get involved at your neighborhood school. Join your PTA. Serve on a School Site Council. Be there for a child.
• If you are eligible to become a citizen, BECOME ONE.
• If you a a citizen, REGISTER TO VOTE.
• If you are registered, VOTE LIKE THE FUTURE DEPENDS ON IT. THEY DO!.


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.
• 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 as provided for in section 107 of the US Copyright Law. 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.
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Sunday, January 20, 2013

Using a magnet for a hammer when the butt of a gun will do


Onward! 4LAKids
4LAKids: Sunday 20•Jan•2013 M.L.King Jr. Weekend
In This Issue:
 •  UTLA MEMBERS RATIFY TEACHER EVALUATION AGREEMENT
 •  Safety: STUDENTS' SOCIAL, EMOTIONAL NEEDS ENTWINED WITH LEARNING, SECURITY
 •  CALLING CRENSHAW THE WORST IN L.A. UNIFIED, SUPT. JOHN DEASY GETS THE GREEN LIGHT TO TURN THE LANDMARK CAMPUS INTO THREE MAGNET SCHOOLS + smf’s 2¢
 •  PARENT TRIGGER PULLED ON LAUSD: P-Rev strikes again!
 •  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?


Featured Links:
 •  OUR CHILDREN, OUR FUTURE: What will California schoolchildren, your school district and YOUR School get when the initiative passes?
 •  Follow 4 LAKids on Twitter - or get instant updates via text message by texting
 •  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.
At a mini-debate Wednesday seeking the Northeast Democratic Club's’ endorsement for School Board (she didn’t get it), Board President Monica Garcia said there is nothing more important than teaching kids to read. This is not true. There is nothing more important than keeping kids safe and healthy. Nothing. No one cares whether the twenty first-graders at Sandy Hook were reading at grade level. If that statement seems insensitive or outrageous I say we are placing our sensitivity and outrage in the wrong bucket.


I am not going to rant at length at THE RE-RECONSTITUTION AT CRENSHAW HIGH SCHOOL – where parents and the community were ignored on Tuesday – or at the PROPOSED RECONSTITUTION UNDER THE PARENT TRIGGER AT 24TH STREET ELEMENTARY – where the parents and communality have been ignored up until Thursday morning, The current leadership in LAUSD systematically ignores parents and the community where+when it wishes to. This is selective ignorance.

I am an advocate for parents to be heard, listened-to and heeded. The Parent Trigger Law – unfortunately couched in the nomenclature of firearms and violence - is a blunt instrument to enforce the parent voice when it has been ignored. It’s bad law – law as a weapon – and it was designed+written for+by the forces that stand most to benefit from it. Had it been called “The Charter Trigger” or “The Reconstitution Trigger” it would’ve been more honest – but it would never have passed.

Being a principal is not a popularity contest ...but when parents and a principal lose respect for each other the result is impasse at best/trouble at worst. The parents at 24th Street Elementary were told and promised by Parent Revolution /aka/ P-Rev that the intent of the petition they signed is to remove the school’s unpopular principal and administration. But the Parent Trigger Law and the petition contains other provisions and other outcomes – and these are Reconstitution (closing and reopening the school after removing the entire staff and forcing them to reapply for their jobs) or bringing in another outside/charter operator.

I submit that the superintendent’s intent is the first and P-Rev’s is the second.

I drove by 24th Street School Saturday morning. From the outside it looks pleasant enough – with a faded sign on the front door offering Adult Ed English as a Second Language classes and the “Your Bond Dollars at Work” billboard out in front saying that the superintendent is Ramon Cortines and one of the school boardmembers is Yolie Flores-Aguilar. Yolie stopped being Flores-Aguilar four years ago, she stopped being a boardmember and Cortines ceased being the superintendent two years ago. Maybe it is time that 24th Street Elementary stopped being the School That Time Forgot.

When The Parent Revolutionaries dropped by Beaudry to turn in their petitions Thursday the superintendent invited them in for a little of the old photo op, speaking to them in Spanglish that gave that word a bad name. Where was all that welcoming when they began complaining about the principal and administration years before? Where was the engagement with the Local District and the special Superintendent’s Education Service Center with a focus on challenged schools? Where was the board member? Where was the Parent Community Services Branch? I could ask where was their PTA. …but they don’t have one. So let me ask: Why don’t they have one? Why did it take the outside provocateurs with paid community organizers - P-Rev - to make a difference?

Next week John Deasy, no longer the problem but now part of the solution, will be driven down to 24th Street School to meet with the parents.

And that same Dr. Deasy – who has been unable to implement his agenda of “transformational ®eform”, removing “bad teachers”, measuring Academic Growth Over Time through Value Added Modeling – (assessing teacher performance using student CST [California Standards Test] test scores) through contract negotiation, legislation in Sacramento, the Doe v. Deasy lawsuit (where both plaintiff and respondent were on the same side), No Child Left Behind and Public School Choice – now has two new tools in his tool box. Both are hammers. One is reconstituting schools though the Magnet Program, as practiced at Westchester and Crenshaw. The other is The Parent Trigger.

Meanwhile Greet Dot@Locke – not doing all that well - seems to have renegotiated its own preapproved charter renewal.

It is 44 days until the March 5th school board election when all of this may change.

It is neither LAUSD's fault nor doing that California has fallen to 49th in school funding among the states. But it is our problem.

"And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream."

The Dream endures.

¡Onward/Adelante! - smf


UTLA MEMBERS RATIFY TEACHER EVALUATION AGREEMENT
From UTLA: http://bit.ly/SneOHk

Saturday, 19 January, 2013 :: UTLA members voted to approve the supplemental evaluation agreement, with 66% of the members voting yes on the agreement and 34% voting no. A total of 16,892 ballots were cast. Votes were counted at UTLA headquarters today, January 19.

The agreement was the product of court-ordered bargaining with LAUSD. Judge James Chalfant ruled that test scores must be a part of teacher evaluations and directed UTLA and LAUSD to negotiate an evaluation system that includes CSTs (or face the threat of a court-imposed evaluation system).

The agreement UTLA reached with LAUSD complies with the court order while rejecting the high-stakes use of individual AGT/VAM scores. Under this agreement, multiple measures of student progress will be added to the evaluation process but a teacher’s individual AGT results cannot be used in the final evaluation. LAUSD had originally wanted a system that required 30% of a teacher’s evaluation to be based solely on test scores as reflected in his or her individual AGT rating.

In analyzing the evaluation agreement, the L.A. Times called it a “victory” for teachers and said that it bucks the trend nationwide of using VAM scores as punitive measures in teacher evaluations. Diane Ravitch, a national leader in the fight against the use of test scores in teacher evaluation, said the agreement “assures that scores will not be overused, will not be assigned an arbitrary and inappropriate weight, will not be the sole or primary determinant of a teacher’s evaluation.”

This agreement supplements the evaluation process, and no current contractual rights or protections have been removed. UTLA will be overseeing implementation to ensure that all rights and protections—both existing provisions and the new ones in the agreement—are upheld and enforced.



VOTE TALLY

YES 11,185 66%

NO 5,707 34%


Safety: STUDENTS' SOCIAL, EMOTIONAL NEEDS ENTWINED WITH LEARNING, SECURITY
RESEARCH AND SCHOOLROOM PRACTICE SHOW A SUPPORTIVE ENVIRONMENT CAN PROMOTE ACHIEVEMENT—AND STRESS CAN BE A HINDERANCE

By Sarah D. Sparks, Education Week | http://bit.ly/T6VPCy

January 10, 2013 :: Students' ability to learn depends not just on the quality of their textbooks and teachers, but also on the comfort and safety they feel at school and the strength of their relationships with adults and peers there.

Most of education policymakers' focus remains on ensuring schools are physically safe and disciplined: Forty-five states have anti-bullying policies, compared with only 24 states that have more comprehensive policies on school climateRequires Adobe Acrobat Reader.

Mounting evidence from fields like neuroscience and cognitive psychology, as well as studies on such topics as school turnaround implementation, shows that an academically challenging yet supportive environment boosts both children's learning and coping abilities. By contrast, high-stress environments in which students feel chronically unsafeRequires Adobe Acrobat Reader and uncared for make it physically and emotionally harder for them to learn and more likely for them to act out or drop out.

As that research builds, more education officials at every level are taking notice. For example, the federal government has prioritized school climate programs in its $38.8 million grants for safe and supportive school environments, and two states—Ohio and Wisconsin—have developed guidelines for districts on improving school life, according to the National School Climate Center, located in New York City.

Experts say that administrators who focus on using climate merely as a tool to raise test scores or to reduce bullying may set up their reform efforts to fail. Stand-alone programs targeting individual symptoms like bullying or poor attendance may not provide holistic support for students, and emerging research shows such a comprehensive approach is critical to improve school climate.


"There's anti-bullying, which is sort of the top, the visible part of an iceberg, and those are the formal policies where we tell kids, 'OK, don't bully each other,' " said Meagan O'Malley, a research associate at WestEd who specializes in the research group's middle-school-climate initiative in Los Alamitos, Calif. "But then under that, there's everything else that happens in that school, the interactions between people every single day that create an atmosphere that's either supportive of a bullying atmosphere or not. Programmatic interventions have to be one piece of a much larger body of work."

Students who experience chronic instability and stress have more aggressive responses to stress, along with poorer working memory and self-control, studies show. Building those skills in individual students can raise the tenor of the whole school.

"As much as we need to provide enriched experiences to promote healthy brain development," says Dr. Jack P. Shonkoff, the director of the Center on the Developing Child at Harvard University, "we also need to protect the brain from bad things happening to it. We all understand that in terms of screening for lead, because lead does bad things to a brain, mercury does bad things to a brain, … but toxic stress does bad things to a brain, too—it's a different chemical doing it, but it's still a big problem interfering with brain development."

It's easy to focus too much on the visible parts of the school climate iceberg and have school improvement efforts run aground on the massive issues below the surface.

Studies routinely show that students learn better when they feel safe, for example. Yet interventions that focus on visible signs of safety—metal detectors, wand searches, and so on—have not been found to deter crime and actually can make students feel less safe at school. What does reduce bullying and make students feel safer? According to an analysis of the National Crime Victimization Survey, only one intervention: more adults visible and talking to students in the hallways, a mark of a climate with better adult-student relationships.

Likewise, students' ability to delay gratification has been proven to be so linked to academic and social success that the Knowledge Is Power Program charter schools offer T-shirts for students bearing the mantra, "Don't Eat the Marshmallow!" That's a reference to a famous study that used the sweet treat in .

A 2012 follow-up to Stanford University's original "marshmallow study," however, found that regardless of a student's innate willpower, the child will wait four times longer for a treat when the child trusts the adult offering it to keep his or her word, and when the environment feels secure to the child.

SECURITY AND SELF-CONTROL

How can a school build a culture of trust and self-control with children from disadvantaged and unstable environments that often work against those characteristics?

At the Children's Aid College Prep Charter School in the Bronx borough of New York City, it starts as a classic game of telephone, with a class of excited kindergartners passing a message around their circle in theatrically careful whispers.

As is typical, the phrase that starts out as "stop and think" is comically garbled by the time it gets around the circle. But unlike in the traditional playground game, the school's "life coaches," Yvenide Andre and Patricia Li, take the students through multiple rounds, asking them to think about how to make the next round better: Listen to each other. Concentrate. Don't say the phrase louder than needed.

"It's all life skills: self-control, relating to other people, learning how to respond in the ways we want them to respond," Li explains.

The charter school, which was launched last fall, specifically recruits children from across the city who are homeless, in foster care, and in abject and concentrated poverty. It started with 132 children in kindergarten and 1st grade, and plans to add a grade each year up to 5th.

Drema Brown, the vice president of education for Children's Aid, says the school was founded on the premise of acknowledging students' challenges—but then deliberately putting that aside.

"When you approach these kids from the deficit model of 'they have all these problems,' that seeps into everything you do," Brown says. "We look at it as promise; we make sure every adult in the building understands those vulnerable areas as opportunities to practice our skills as professionals, and not as problems."

In addition to teachers, the school has full-time life coaches, like Andre and Li, who bridge social services and instruction. Teachers and life coaches are hired for their "commitment to not just delivering content but understanding the child in front of them," Brown says. Staff members receive continuing training, not just on ways to incorporate character curriculum or social skills into math class, but also on how to respect and respond to students who are acting out.

"Know who they are before they come in," Principal Ife Lenard tells teachers. "Don't find out about a student's problems because of an incident of acting out in the hallway."

Staff members like Andre and Li work with teachers to help students learn cognitive control and resiliency as well as social and emotional skills.

"People talk about things like 'caring is sharing,' but they don't talk about what to do if someone doesn't share," says Lenard, who also has a degree in clinical social work. "There are so many good things that can happen between an adult and a child or group of children, but that has to be modeled."

Each class in the school is named for a different high-profile college—Columbia, and Spelman and Yale, for example—and even in kindergarten, children are talking about what they want to study when they go to the "big school."

The administrators and researchers are building the path to college just a few steps ahead of the children. Stephanie M. Jones, an associate education professor at Harvard, and Robin T. Jacob, an assistant research scientist at the University of Michigan Institute of Social Research in Ann Arbor, have partnered with the school to test and develop SECURe, a whole-school-climate model so named for incorporating instruction in "social, emotional, and cognitive understanding and regulation."

"Executive function and cognitive regulation are a set of building blocks for many of the other skills that are targeted by other social-and-emotional-learning programs," Jones says. Among those skills: concentrating on a task or transitioning smoothly from one to another; identifying one's own and others' emotions and social cues; and engaging in planning and conflict resolution.

"In aggregate," Jones says, "having a whole population of kids with those skills is going to change the nature of the set of interactions in the classroom, the climate of the school—and it would play out in the lunchroom and playground as well."

The approach already has shown promise in a pilot study of 5,000 children in kindergarten through 3rd grade at six schools in the 14,200-student Alhambra elementary district in Arizona. Students at schools using the SECURe model in combination with the Success For All literacy program were statistically significantly more self-controlled, less impulsive, and had greater attention spans than their peers at nonparticipating schools. Moreover, the SECURe students also showed some improvement in standardized math and reading tests compared with their peers.

During a life-skills class in October, Li and Andre discuss a picture book on the brain with the kindergarten classes. Though simplified for the kindergartners, the book talks about how children's brains work, what decisionmaking and self-control are, and how students can think more clearly when "taking care of their brain" by sleeping and eating appropriately.

In addition to the telephone game, the kindergartners play a more advanced game of freeze, in which they dance and wriggle while music plays but then have to freeze and hold a particular position when it stops.

The game is a big hit—producing some stillness but also massive giggle fits—but Andre and Li press the students afterward on what they found hard about the game.

"My body danced like this, and it didn't want to stop," says Jordan, a little boy with a curly Mohawk and a grin. A girl mentions having to stop and remember what to do next when the music stopped.

The game offers a chance for discussion about how children might act without thinking, relating to a previous class about feelings and how students respond to arguments and other negative emotions.

Throughout the week, Li says, classroom teachers will refer to these lessons and use what the pupils know about their own thinking process to help them work through discipline issues or other problems in class.

INVOLVING STUDENTS

In the area of school climate, far more than academics, teachers and students have the opportunity to solve problems as equals. While a student struggling in math may not be able to articulate his or her own misconceptions about algebra, Thomas L. Hanson, the director of San Francisco-based WestEd's middle-school-climate project and a senior research associate with the group, and others say, teachers and particularly older students often agree on the main problems when they're surveyed on school climate.

"In most of the strong school reform models, you see a focus on school leaders, educators, data, standards—but you seldom see students as part of the reform strategy. The progress we can make with students on the sidelines is terribly limited," says J.B. Schramm, the founder of the Washington-based College Summit, which uses students to encourage one another to attend college.

"Students are not vessels to be filled with knowledge at schools," he says. "They can drive change."

Hanson and O'Malley of WestEd have seen that firsthand in 58 high schools and 15 middle schools in Arizona and California, which are implementing "listening circles."

Each such circle pulls in students from different social, racial, and interest groups from around the school to identify and solve problems related to campus climate. Adults sit outside the circle, in a "listen only" mode, Hanson says.
Being Assertive

Teachers and administrators have been surprised at how assertive students can be at those sessions, O'Malley says. For example, she recalls students at one high school who complained about trash regularly piling up on campus. In response, they raised money to buy 30 new trash cans and held a bin-decorating contest around the school. The district superintendent, who happened to be sitting in on the circle, was impressed by the students' initiative and agreed to pay to repaint the fading building in the school colors of green, white, and beige.

"It's a very, very powerful experience for a lot of people," O'Malley says. "Students want forums to express themselves about all things related to school. That's pretty typical for adolescent development; they want to be heard and understood as individuals."

WORKING TOGETHER

Getting students to work together to identify and solve problems can also reduce tensions and bullying among students of different races, social classes, or sexual orientations, the WestEd researchers have found.

A focus on climate can be particularly important in schools with changing demographics, according to research by Amy Bellmore, an assistant professor of human development in the education department at the University of Wisconsin-Madison.

"Within a bully-victim dynamic, there's an important notion of power: The bully is larger, more popular—or their group is represented to a larger degree," Bellmore says. "Kids are tuned in to the perspective of decisionmakers within their school environment."

Schools that celebrate all the different student groups and encourage students from different backgrounds to work together show lower intergroup bullying and more friendships across groups, Bellmore has found. Moreover, she notes, students with friends from a wide variety of backgrounds learn more strategies for coping with stress, be it bullying or a pop quiz.

Bringing students together to improve their campus climate can also help them build their own confidence and resiliency, Schramm says. Students will take more ownership of their learning and their school climate, he says, if school adults listen, help them understand the issues, and enable them to set measurable goals.

"But then you need to give them space," he says. "If you prepare them but then manage them too tightly, they won't take charge, because you're in charge. If you skip either the preparation or the space, it won't work."


REPORT OVERVIEW: Discipline Policies Shift With Views on What Works



CALLING CRENSHAW THE WORST IN L.A. UNIFIED, SUPT. JOHN DEASY GETS THE GREEN LIGHT TO TURN THE LANDMARK CAMPUS INTO THREE MAGNET SCHOOLS + smf’s 2¢
By Howard Blume and Stephen Ceasar, Los Angeles Times | http://lat.ms/V8fOl3

January 16, 2013, 4:00 a.m. :: No school has meant more to the African American community in Los Angeles than Crenshaw High. For most of its 45 years, it has been an established neighborhood hub, known for championship athletic teams and arts programs, sending graduates to top colleges.

But the Leimert Park campus has declined in recent years. Dropout rates have soared and student achievement has plummeted. L.A. Unified school Supt. John Deasy calls it one of the district's biggest disappointments.

In an effort to turn the school around, the Board of Education on Tuesday approved Deasy's drastic proposal to remake the campus into three magnets — and require teachers to reapply for their jobs.

Deasy's critics, including those at Crenshaw, were quick to complain. They say he is using an ax instead of a scalpel, that his approach would jettison talented people and abandon efforts that show some promise and deserve his support.

Rita Hall, a member of the school's first graduating class in 1969, told the board Tuesday that the school was once successful because of immense stability and support — which it lacks today. The campus, even through its struggles, is an important mainstay in the community.

"Crenshaw means family.... The board doesn't seem to recognize that there is a strong legacy and bond," Hall said. "We are very passionate about our school."

This is not the first time that Crenshaw, with an increasingly Latino student body, has been the focus of L.A. Unified's attention. Other efforts to turn around low achievement weren't successful. In 2005, the school lost its accreditation in a largely bureaucratic snafu. In 2008, the school failed to receive a state academic rating because it failed to test enough students.

Many parents are opposed to the new plan and pleaded with the board to delay the vote. Speakers blamed the district for the school's slow progress, telling the board that the campus has suffered through a parade of administrators — more than 30 principals and assistant principals over seven years, according to veteran Crenshaw teacher Alex Caputo-Pearl. The transition to magnet programs would be disruptive for students, they said.

Deasy argued that much of the sentiment expressed by parents and teachers is the reason the district is taking action to make sure student achievement becomes "dramatically and fundamentally better."

"It is a civil right for students to be able to read and do mathematics. It is a fundamental right to graduate — and it is not happening at Crenshaw," he said, adding, "Students are not learning. Students are not graduating. Students are not able to read."

Board member Marguerite Poindexter LaMotte, who represents the school and lives nearby, told the crowd to give the district a chance to transform the school into one that students could be proud of.

"We have got to change something at Crenshaw for the better," LaMotte said. "When they go to school in the morning — when I see them passing — I want them to say 'I go to Crenshaw and I'm proud to go to Crenshaw.' "

The board approved Deasy's plan unanimously with one member, Richard Vladovic, absent. After the vote, supporters began chanting "The fight is not over, we will take over!"

LaMotte quickly responded: "I'd want to know why anyone would want a child to go to a broken school."

The school, with more than 1,300 students — nearly all from low-income families — has made virtually no progress in increasing achievement in English and math. The percentage of students at grade level in English has declined slightly over four years, from 19% to 17%; in math, the figure has inched up — but only from 2% to 3%.

This year, there was an increase in Crenshaw's overall Academic Performance Index score, which includes results from all students tested. It rose from 554 to 569, which still leaves the campus among the lowest-performing in the state and, Deasy said, the worst in L.A. Unified. The school has also lost students, with many choosing other district schools or independent, publicly funded charter schools.

Deasy has authority under federal law to replace the staff at Crenshaw because of the school's poor performance, but he describes the move differently. Avoiding the term "reconstitution," which is used to describe a school that is substantially restaffed, he instead focuses on the changeover to a magnet program. But UCLA associate professor John Rogers said Deasy's move is essentially reconstitution under another guise.

The conversion echoes the strategy already employed at Westchester High, another comprehensive district high school where a majority of students are African American.

Magnet schools were designed to draw enrollment from across the district to promote integration.

District officials consider Westchester's changeover a significant improvement that allowed them to alter the culture of the school. Some Crenshaw parents, who followed events at Westchester, aren't persuaded.

In recent years, Crenshaw gained distinction as the turnaround project with the most direct community and teacher participation.

On July 1, 2008, Crenshaw joined forces with the Bradley Foundation and the Urban League — two local nonprofits with deep ties to the African American community — in an effort to bring together financial resources and outside expertise, while providing local autonomy outside of the direct management of L.A. Unified.

Some observers placed hopes for sustained improvement at Crenshaw because of the collaboration among outside groups, teachers and community members. The latter two groups had been meeting for some time as the Crenshaw Cougar Coalition to push the school forward.

The school is about two years into its current effort, which it calls the Extended Learning Cultural Model. It involves teachers receiving training on the culture of their students and students taking part in projects relevant to their lives.

In one class, for example, students received packets of school data, district policies and descriptions of theories about school reform. They had to argue which proposals made sense and support their choice with data. For math, the project was supposed to incorporate principals of geometry. Such projects also are supposed to include relevant internships in the community.

One casualty of Deasy's plan has been funding support for that effort from the New York City-based Ford Foundation.

The foundation provided a seed grant of $225,000 last year to help Crenshaw with its current plan and was in discussions to increase support.

"We're very impressed with the education model they were developing and we were disappointed when it looked like that would not continue," said Jeannie Oakes, who oversees Ford's education philanthropy.

Times staff writer Dalina Castellanos contributed to this report.

•• smf’s 2¢: Please re-read those last three paragraphs – the District is leaving a grant from the Ford Foundation on the table in favor of the mission of The Gates Foundation. And the (Chicago-based) Times does the truth and their readership no favors by styling the Ford Foundation as “New York based” - as if they are unwanted special interests from the east coast. Jeannie Oakes, Director of Education and Scholarship at Ford was formerly the Director at UCLA/IDEA - and was intimately involved and a guiding force in previous and ongoing school reform in LAUSD . Dr. Oakes worked intimately with LAUSD on school reform initiatives in the inner city – with a special focus on students of color – while “Rhode Island based” John Deasy was up the 10 freeway wreaking dubious reform in Santa Monica Unified.

Three additional points:

• LAUSD’s utter failure to involve the Crenshaw community in this decision - let alone build consensus - speaks reams about the “my way or the highway” sociopathic mentality of current leadership.
• The Magnet Program is one of the most successful+popular reforms ever undertaken in this District. It is here being used as a blunt weapon to enforce Public School Choice – the least popular and successful.
• Quoting Caprice Young: “Reconstitution never works, it never has. Only fresh-squeezed works.”


PARENT TRIGGER PULLED ON LAUSD: P-Rev strikes again!
►PARENTS DEMAND CHARTER IN LAUSD’S FIRST PARENT TRIGGER CAMPAIGN
--Teresa Watanabe , LA Times/LA Now | http://lat.ms/UAIG1A

January 17, 2013 | 5:26 pm :: A high-spirited group of nearly 100 parents descended on the Los Angeles Unified district office Thursday and turned in petitions demanding sweeping changes at their failing school in the first use of the controversial parent trigger law in the city.

But parents at 24th Street Elementary School in the West Adams neighborhood got a strikingly different reception in L.A. Unified than their counterparts did in Compton and the High Desert city of Adelanto, where parent trigger campaigns sparked long legal battles and bitter conflict.

L.A. Unified Supt. John Deasy greeted the parents in Spanish and welcomed them into the school board meeting room. After accepting the petitions signed by 358 parents, who represent 68% of the students, he pledged to work for “fundamental and dramatic change” at the school. The campus is one of the district’s lowest performing elementary schools, with two-thirds of students unable to read or perform math at grade level and has made little improvement in the last six years.

“It is absolutely the administration’s and my desire to work side by side with you so every student – todos los ninos – gets an outstanding education,” Deasy said, as parents erupted in applause and cheers.

In an unexpected twist, the president of the teachers union, Warren Fletcher, also showed up and told the assembled parents that the parent trigger law “is a tool like an axe” and that its successful use to convert an Adelanto elementary school to a charter campus would force the removal of all instructors there.

The Adelanto campaign marked the first victory in the state for proponents of the 2010 parent trigger law, which allows parents to petition to overhaul a school with new staff and curriculum, close the campus or convert it to an independent, publicly financed charter.

But Fletcher also appealed for collaboration between parents and United Teachers Los Angeles. “We wish to work with you. We wish to work as a team,” he said.

Ben Austin of Parent Revolution, the educational nonprofit that lobbied for the law and has organized parents, hailed the pledges for cooperation and unity. In the Compton and Adelanto campaigns, Parent Revolution and petition supporter clashed with school officials and teachers they said deliberately obstructed their efforts.

“Today was a new chapter in this movement,” Austin said. “It was a paradigm shift in changing the way that parents, educators and administrators talk about parent trigger.”

The school’s failures have been acknowledged by its staff, who submitted an improvement plan under the district’s process known as Public School Choice. But the district, which ordered the plan about a year ago after identifying the school as one of the lowest performers, rated it this week as inadequate.

Amabilia Villeda, a 24th Street parent leader, said ineffective leadership and teaching at the school had caused her daughter to fall several grade levels behind in reading. She said she is determined to get better outcomes for her two younger children.

The petition asks that the school be transformed into a charter. But Villeda and others said they would try to work for changes with the district before pursuing that option.
________________________

►LAUSD PARENTS DELIVER PETITION TO SUPERINTENDENT JOHN DEASY DEMANDING SCHOOL REFORM

By Christina Hoag, Associated Press, from the LA Daily News | http://bit.ly/XiuXuc

1/17/2013 04:31:41 PM PST :: LOS ANGELES -- Amabilia Villeda received a surprising phone call from her daughter's teacher one day -- the sixth-grader could barely read.

"How did this happen?" Villeda asked in Spanish. "Now she's in eighth grade and reads at third-grade level."

On Thursday, Villeda and a group of nearly 100 parents at 24th Street Elementary School arrived at the headquarters of the Los Angeles Unified School District to say they've had enough.

They presented Superintendent John Deasy a petition signed by 68 percent of the school's parents calling for immediate, significant action to improve one of the district's lowest performing grade schools, where just 30 percent of students are proficient in reading and 35 percent in math.

"The children aren't learning," said Villeda, who has a son in third grade at the school, located in an impoverished, mostly Hispanic immigrant neighborhood south of downtown Los Angeles. "That's what worries the parents."

The parents group, call the 24th Street Parents Union, is using California's landmark "parent trigger" law, which allows parents to force a district to undertake radical action to reform a low-performing school if more than half of parents sign a simple petition.

The parents want the district to install new school leadership, an improved academic program with high expectations for students, and ensure a clean and safe school, Villeda said. If that doesn't work, parents will move to convert the school into a charter, she added.

"I hope that now we are listened to, because before we did not receive any response," Villeda said to loud applause.

Deasy, who has embarked on an ambitious agenda to overhaul the nation's second-largest school district, welcomed the parents and promised to meet with them next week, saying he had just rejected a reform plan for the school as insufficient.

"It is absolutely my desire and my administration's to work side-by-side with you so all children at 24th Street get an outstanding education," he said.

Parents repeatedly asked Deasy why nothing had been done at the school. "I don't know," he said. "But I'm very sure you will not have long to wait now."

Warren Fletcher, president of teachers union United Teachers Los Angeles who also attended the impromptu meeting, told parents that he wanted to ensure that teachers were included in the reform discussion. "We wish to work as a team," he said. "We cannot do that as adversaries."

Several parents noted that teachers had been unresponsive to parents and had criticized the parent trigger law. Fletcher apologized. "If any teacher has not been responsive, that has been a mistake," he said.

Deasy appeared impressed with the turnout of parents, many of whom do not speak English. "This is powerful parent organizing and powerful parent choice," he said.

The case will be the third in the state under the parent trigger law. In both previous cases, in Compton Unified in Los Angeles County and Adelanto Elementary in San Bernardino County, parent advocates met with deep resistance from teachers and administrators and ended up in court.

Compton Unified won its legal battle when a judge threw out the petition on a technicality. In the Adelanto case, a judge ordered the district to comply with the petition and turn the school over to a charter operator starting in September.


HIGHLIGHTS, LOWLIGHTS & THE NEWS THAT DOESN'T FIT: The Rest (but not necessarily the best) of the Stories from Other Sources
THE GOVERNOR’S PROPOSED BUDGET BRINGS OPTIMISM + NEW STATEWIDE TESTING SYSTEM: Associated Administrators of Los ... http://bit.ly/Xu0ycw

A SUCCESSFUL DISCIPLINE POLICY THRIVES ON CONSISTENCY + smf’s 2¢: Commentary by Earl Perkins in EdWeek | http://... http://bit.ly/SnS2iw

GREEN DOT @ LOCKE: When at first you don’t succeed, reconstitute and reconstitute again – or - The reconstituti... http://bit.ly/13MB2Fi

PARENT TRIGGER PULLED ON LAUSD II: P-Rev strikes again!: SEE: PARENT TRIGGER PULLED ON LAUSD - 24th Street Elem... http://bit.ly/UAOyaZ

HEBREW-ENGLISH CHARTER SCHOOL IN VAN NUYS APPROVED BY LAUSD + smf’s 2¢: By Barbara Jones, Staff Writer | LA Dail... http://bit.ly/10he7ms

LA GORDA DREAMS BIG: Monica’s Big Big Billboard: by Scott Johnson, reblogged from Mayor Sam’s Sister City | http... http://bit.ly/10he1LF

PARENT TRIGGER PULLED ON LAUSD: 24th Street Elementary School the target of new parent petition By Brandon Lo... http://bit.ly/Vn3Lh2

THE CRENSHAW RECONSTITUTION: L.A. Unified to overhaul struggling Crenshaw High Calling Crenshaw the worst i... http://bit.ly/Vn3LgT

Briefly – POLL: STUDENT ENGAGEMENT WANES IN LATER GRADES: from ASCD SmartBrief: A recent Gallup poll of 500... http://bit.ly/X2piZ6

STILL NEED A FLU SHOT? Here's a list+schedule of LAUSD clinics: from LAUSD District Nursing via LA Daily News tw... http://bit.ly/1074AOY

Today, Tuesday, January 15, QUALITY COUNTS: INVOLVING STUDENTS IN SCHOOL CLIMATE -- an Education Week webinar fr... http://bit.ly/106yIdf

CALIFORNIA DROPS TO 49th IN SCHOOL SPENDING IN ANNUAL ED WEEK REPORT: By John Fensterwald, Ed Source Today | htt... http://bit.ly/ZRMuLO

UCLA STUDY POINTS TO IMMEDIATE HEALTH RISKS POSED BY CHILDHOOD OBESITY: Stephanie O'Neill| 89.3 KPCC http://bit.... http://bit.ly/VdoBza

PARENTS PLAN PROTEST OF DEASY’S PLANS FOR CRENSHAW HIGH SCHOOL: Vanessa Romo | Pass / Fail | 89.3 KPCC | http:/... http://bit.ly/VdoBz8

LAUSD SUPERINTENDENT JOHN DEASY WARNS SUSPENDING STANDARDIZED TESTS WOULD HURT AT-RISK STUDENTS: By Barbara Jone... http://bit.ly/UmHlLH

TO LOCK CLASSROOM DOORS OR NOT: After the Newtown and Taft shootings, educators in L.A. debate whether teacher t... http://bit.ly/VdoBiO


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


• LAUSD BOARD OF EDUCATION & COMMITTEES MEETING CALENDAR



What can YOU do?
• E-mail, call or write your school board member:
Tamar.Galatzan@lausd.net • 213-241-6386
Monica.Garcia@lausd.net • 213-241-6180
Bennett.Kayser@lausd.net • 213-241-5555
Marguerite.LaMotte@lausd.net • 213-241-6382
Nury.Martinez@lausd.net • 213-241-6388
Richard.Vladovic@lausd.net • 213-241-6385
Steve.Zimmer@lausd.net • 213-241-6387
...or your city councilperson, mayor, the governor, member of congress, senator - or the president. Tell them what you really think! • Find your state legislator based on your home address. Just go to: http://bit.ly/dqFdq2 • There are 26 mayors and five county supervisors representing jurisdictions within LAUSD, the mayor of LA can be reached at mayor@lacity.org • 213.978.0600
• Call or e-mail Governor Brown: 213-897-0322 e-mail: http://www.govmail.ca.gov/
• Open the dialogue. Write a letter to the editor. Circulate these thoughts. Talk to the principal and teachers at your local school.
• Speak with your friends, neighbors and coworkers. Stay on top of education issues. Don't take my word for it!
• Get involved at your neighborhood school. Join your PTA. Serve on a School Site Council. Be there for a child.
• If you are eligible to become a citizen, BECOME ONE.
• If you a a citizen, REGISTER TO VOTE.
• If you are registered, VOTE LIKE THE FUTURE DEPENDS ON IT. THEY DO!.


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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