Sunday, June 12, 2016

On the merit+worthiness of stargazing+strategizing+heavy lifting

4LAKids: Sunday 12•June•2016
In This Issue:
 •  EVENTS: Coming up next week...
 •  What can YOU do?

Featured Links:
 •  ► Friends4smf :: The GoFundMe campaign
 •  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.
“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. | …actually there are more than one:


From the AALA Update/

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 [] 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:


By Liam Dillon, Chris Megerian and John Myers | LA Times |

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.


: 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.

by Harold Meyerson/LA Times|

[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 |

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” - 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, 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.



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


Harold Meyerson | LA Times |

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.


Steve Lopez, LA Times |

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


Rebecca Klein Editor, HuffPost Education|

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.


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.


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.


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

REGULAR BOARD MEETING - June 14, 2016 - 1:00 p.m.

*Dates and times subject to change. ________________________________________
Phone: 213-241-5183
Phone: 213-241.8700


What can YOU do?
• E-mail, call or write your school board member: • 213-241-8333 • 213-241-6180 • 213-241-5555 • 213-241-6382 • 213-241-6388 • 213-241-6385 • 213-241-6387
...or the Superintendent: • 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: • There are 26 mayors and five county supervisors representing jurisdictions within LAUSD, the mayor of LA can be reached at • 213.978.0600
• Call or e-mail Governor Brown: 213-897-0322 e-mail:
• Open the dialogue. Write a letter to the editor. Circulate these thoughts. Talk to the principal and teachers at your local school.
• Speak with your friends, neighbors and coworkers. Stay on top of education issues. Don't take my word for it!
• Get involved at your neighborhood school. 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

Who are your elected federal & state representatives? How do you contact them?

Scott Folsom is a parent leader in LAUSD and was Parent/Volunteer of the Year for 2010-11 for Los Angeles County. • He is Past President of Los Angeles Tenth District PTSA and has represented PTA on the LAUSD Construction Bond Citizen's Oversight Committee for over 13 years. He currently serves as Vice President for Health, is a Legislation Action Committee member and a member of the Board of Directors of the California State PTA. He serves on numerous school district advisory and policy committees and has served as a PTA officer and governance council member at three LAUSD schools. He is the recipient of the UTLA/AFT "WHO" Gold Award and the ACSA Regional Ferd Kiesel Memorial Distinguished Service Award - honors he hopes to someday deserve. • In this forum his opinions are his own and your opinions and feedback are invited. Quoted and/or cited content copyright © the original author and/or publisher. All other material copyright © 4LAKids.
• FAIR USE NOTICE: This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. 4LAKids makes such material available in an effort to advance understanding of education issues vital to parents, teachers, students and community members in a democracy. We believe this constitutes a 'fair use' of any such copyrighted material. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes.