Tuesday, June 30, 2009

LAUSD TO DISCIPLINE BIRMINGHAM HIGH SCHOOL ADMINISTRATORS OVER “BRUNO” PHOTO SHOOT

By Connie Llanos, Staff Writer|LA Newspaper Group/Daily News

This is one of the GQ photos of Sasha Baron Cohen's Bruno character posing with members of the Birmingham High School football team. (Photo: Mark Seliger)

July 1 -- Birmingham High School administrators will be disciplined for allowing student athletes to appear in a suggestive GQ magazine photo shoot with "Bruno" star Sacha Baron Cohen, Los Angeles Unified officials announced Tuesday.

While parental consent was granted for the April 16 photo shoot, LAUSD Schools chief Ramon Cortines said the forms lacked "specificity" about the nature of the photos.


●●smf's 2¢: 10.2 Miles from Hollywood and Vine - There has been some bad taste here - and some poor judgment. Bruno/Borat star Sasha Baron Cohen is an agent provocateur in the arena of bad taste, and everyone from the football team to the principal to the 24th Floor of Beaudry has been the victim of as powerful a piece of Hollywood Press Agentry as we've seen in this town in decades. A publicity shoot for the movie in GQ magazine has become a cause celebré (or perhaps horriblé) and LAUSD has been played like a rube by the Hollywood hucksters.

You can't buy publicity like this for an upcoming movie release!

Cohen's brand of humor is about provoking predicable overreaction from self-appointed guardians of propriety and good taste – the folks H.L. Mencken called the  ‘boobsgeoisie’ - and Superintendent Cortines has predictably overreacted like a small town school official in a Marx Brothers movie.


Cortines said "appropriate personnel action" would be taken against Birmingham's principal, Marsha Coates, and athletic director, Richard Prizant. But he said personnel matters were confidential and he could not specify the disciplinary actions.

"Rules were broken. The principal is ultimately responsible, but I also hold accountable the athletic director, who is also the school's filming coordinator and was present when the pictures were taken," Cortines said.

"I also want parents to know that this district will allow no one to take advantage of our students."

District officials said they did not know if Birmingham students will also appear in the "Bruno" film, due out July 10.

Officials also expect to learn more about how the film shoot was allowed to occur when they speak to students who return to campus in the fall. The Office of Inspector General is also looking at whether GQ's publishing company, Conde Nast, gave the school any donations above and beyond any payments given to the school for filming on campus.

"I also believe the film and production companies share some responsibility," Cortines said adding that he plans to ban the companies from filming on any district property for a year.

A spokeswoman for Seliger Studios, which organized the photo shoot, could not be reached for comment.

SacBee: THE IOU MAN COMETH?

The Sacramento Bee CapitolAlert

Tue, Jun 30, 2009 6:01 am

Today is the day.

Do lawmakers and Gov. Arnold Schwarzenegger reach a meeting of the minds on the state budget, or do they issue an invitation to Controller John Chiang to issue IOUs for the first time in 17 years?

Both houses likely will be in session all day and into the evening, but look for the real action at the negotiating table in the Governor's Office.

A key issue is $3.3 billion in budget savings that have to be approved by midnight -- in the current fiscal year -- or will be lost forever. Democrats are pushing the cuts to schools and redevelopment agencies to be approved by midnight, but the GOP and the governor want a full package before signing off.

The 1992 version of this melodrama ended badly, with drunken shouting, a fistfight, and a mysteriously stopped clock in the Assembly. Ultimately, the production ran all summer, with IOUs, court fights and rock-bottom performance ratings for politicians of all stripes.

Monday, June 29, 2009

NO SIGN OF DEAL TO CLOSE CALIFORNIA BUDGET

By Juliet Williams | Associated Press |from MercuryNews.com

06/29/2009 06:45:49 PM PDT | Updated: 06/29/2009 09:14:53 PM PDT

SACRAMENTO — (AP)—The California Senate on Monday approved a Democratic budget-balancing plan that faced a certain veto from Republican Gov. Arnold Schwarzenegger as the state headed toward issuing IOUs for the first time since the 1990s.

The plan would use a combination of spending cuts and tax and fee increases to eliminate a $24.3 billion budget deficit, but Schwarzenegger repeated his vow to veto it.

"I think that they know I will never sign those kinds of things so why waste the time, why run out of time and then all of a sudden we have to hand out IOUs?" Schwarzenegger told reporters.

But Senate President Pro Tem Darrell Steinberg, D-Sacramento, said Democrats would not accept the deep cuts in college aid, health care and welfare programs sought by Schwarzenegger.

"We have made cuts in those areas, but we are not cutting deeper," he said. "Hear us loudly: It's not where we will go."

The Senate met after the Assembly approved many of the same bills Sunday night following hours of debate.

Hours after passing the Democratic plan on a series of largely party-line votes, the Senate reconvened to try to push through three stopgap measures that would save more than $4 billion and hold off the need for IOUs.

But Republicans balked. "The time has passed for doing just one part of the problem," said Sen. Bob Dutton, R-Rancho Cucamonga. "That's why you see we can't support this at this point in time."

The stopgap bills, unlike the measures in the full Democratic plan, needed two-thirds majorities, and some Republican votes, to pass.

All three fell short on initial roll calls, but Senate leaders delayed announcing the final votes in hopes of picking up some GOP support later in the evening.

The state controller has said he will have to start issuing the IOUs unless lawmakers balance the budget by the end of the fiscal year today.

Roughly $3 billion worth of IOUs will be issued in July unless a compromise on closing the deficit is reached quickly. They will be sent to state contractors, college students, welfare recipients, low-income seniors, the disabled and others who depend on or deliver social services.

REVISED BUDGET BILLS PASSED BY ASSEMBLY & SENATE – VETO CERTAIN

Calif. Senate OKs budget headed for certain veto

By JULIET WILLIAMS – Associated Press

2PM Monday June 29 - SACRAMENTO, Calif. (AP) — The California Senate has approved a Democratic budget that faces a certain veto from Republican Gov. Arnold Schwarzenegger as the state heads toward issuing IOUs.

The plan the Senate approved Monday would cut spending and increase taxes and fees to bridge a $24.3 billion budget deficit, but Schwarzenegger vows to veto it.

Senate President Pro Tem Darrell Steinberg said Democrats would not accept the deep cuts in college aid, health care and welfare programs sought by Schwarzenegger.

The Assembly approved many of the same bills Sunday night following hours of debate.

The state controller has said he will have to start issuing the IOUs unless lawmakers balance the budget before the fiscal year ends Tuesday.

SB 16x3 - REVISED BUDGET BILL: SPENDING CUTSIncludes over $12 billion in reductions, including In-Home Supportive Services, SSI/SSP, regional centers (identical to what Governor proposed in May), mental health, Medi-Cal, as previously passed by the Budget Conference Committee in early June (see AB 42x3, AB 43x3, AB 44x4 and AB 45x3 - the budget trailer bills - that detail how these cuts will be achieved in education, human services, health, developmental services)ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 47 to 28 (final vote).(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

BUDGET TRAILER BILLS PASSED BY ASSEMBLY:

AB 39x3 - REVENUES: VEHICLE LICENSE FEE: STATE PARKS - FUEL TAXES: EMERGENCY SERVICESIncludes a total of over $2 billion in raising taxes and fees, most to take effect on October 1, 2009 including $1.50 tax per pack of cigarettes raising about $1 billion, and imposing a 9.9% oil tax severance. The bill also includes a $15 increase to the vehicle license fee, to be dedicated for parks maintenance effective January 1, 2010, generating $200 million (and that same amount would be shifted to the state general fund to off-set the need for other reductions). Republicans say this bill required 2/3rds approval from both houses - Democrats say it does not. This is one of 2 bills dealing with raising revenues or fees (AB 40x3 is the other).ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 44 to 31 (final vote).(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09) (CLICK HERE FOR HTML VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

SB 17x3 - TAXATION TRAILER BILLIncludes changes that defers payments, increases tax withholding.ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 42 to 31 (final vote).(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

AB 37x3 - COURTS AND PUBLIC SAFETY TRAILER BILLIncludes state law changes that implements cuts to public safety and the judiciary.ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 47 to 28 (final vote).(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09

AB 40x3 TRANSPORTATION - FEES - TRAILER BILLTransportation trailer bill includes state law change that would implement transportation related fees including increase of driver license fees (generates $230 million in full budget year) and changes related to gasoline user fee. This is the second of two bills dealing with increasing revenues that Republicans say require a 2/3rds vote of both houses - a contention that Democrats say they do not agree with. ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 45 to 31 (final vote).(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

AB 41x3 - PUBLIC RESOURCES TRAILER BILLMakes changes to state law impacting resources and environmental budgetsASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 46 to 30(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09) (

AB 42x3 EDUCATION FINANCE TRAILER BILLBudget trailer bill that makes changes in state laws impacting education, including temporary suspension of the California High School Exit Examination, and cuts to higher education. ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 42 to 30 (final vote).(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

AB 43x3 HUMAN SERVICES TRAILER BILL (INCLUDES IHSS, SSI/SSP, CalWORKS)This is the human services budget trailer bill dealing with changes in state law to In-Home Supportive Services (IHSS) that includes the elimination of all services for persons with functional index score under "2"; state law changes that authorize the reduction of SSI/SSP grants to couples to lowest amount allowed by the federal government and a $5 additional cut to grants for individuals, effective October 1, 2009, cuts to community care licensing, cut to CalWORKS. ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 47 to 28.(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

AB 44x3 HEALTH TRAILER BILL (INCLUDES MEDI-CAL, DEVELOPMENTAL SERVICES) Includes changes and additions to state law relating to reductions and changes to mental health, Medi-Cal, Healthy Families, adult care health care, and includes state law changes authorizing the suspension of the children's dental disease program. Contains also two issues under the Department of Developmental Services relating to the Porterville Developmental Center regarding the limitation in existing law limiting the total number of persons in the secure treatment facility to include residents receiving services in the center's transition treatment program, and also a provision related to the Adult Residential Facilities for Persons with Special Health Care Needs (referred to as the "SB 962 homes") pilot program and extending it to January 1, 2011.

CDCAN Note: see also AB45x3 for trailer bill dealing with other developmental services trailer bill state law changes.ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 47 to 28 (final vote)  (CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

AB 45x3 - DEVELOPMENTAL SERVICES TRAILER BILL (PUBLIC SOCIAL SERVICES)Includes the changes in state law need to implement the reductions to developmental services, including regional centers. Includes authorization for the State to seek a Medi-Cal state plan amendment to increase the numbers of persons who could be covered by the Medi-Cal program within developmental services; includes changes in state law that narrows and reduces services under the Early Start (Early Intervention program), uniform or mandatory holiday schedule for regional center providers, and other changes to state law to implement the proposals for reductions that total over $334 million in state general fund spending during the 2009-2010 State budget year ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 48 to 28 (final vote)(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09)

AB 46x3 STATE GOVERNMENT TRAILER BILLIncludes changes to state law that would authorize the sale of a portion of State Compensation Insurance Fund; also other general government changes to state law.ASSEMBLY ACTION 06/28/09: PASSED Assembly by vote of 45 to 28 (final vote)(June 29)(CLICK HERE TO VIEW PDF VERSION OF BILL AS PASSED BY ASSEMBLY 06/28/09

SPECIAL EDUCATION LEGISLATIVE ALERT: Language being voted on in California that you need to be aware of, changes that are pending!

from Kristie | http://educateadvocateca.com

California Association for Parent-Child Advocacy reports that Regional Centers are being gutted!

Regional centers are nonprofit private corporations that contract with the Department of Developmental Services to provide or coordinate services and supports for individuals with developmental disabilities. They have offices throughout California to provide a local resource to help find and access the many services available to individuals and their families.

Regional centers provide diagnosis and assessment of eligibility and help plan, access, coordinate and monitor the services and supports that are needed because of a developmental disability. There is no charge for the diagnosis and eligibility assessment.

The California Association for Parent-Child Advocacy is a collaborative, statewide organization which monitors, analyzes, and responds to both legislative and policy initiatives which would affect the education and lifelong prospects for students with disabilities in California.

Educate. Advocate. CA.

http://educateadvocateca.com | Educating ourselves as parents and caregivers to better Advocate for our children with special needs.

 

proposed legislation: AB45x3

 

General Prohibitions

SEC. 13. Section 4648.5 is added to the
Welfare and Institutions Code
, to read:
   4648.5.  (a) Notwithstanding any other provision of law or
regulations to the contrary, retroactive to July 1, 2009, a regional
centers' authority to purchase the following services shall be
suspended pending implementation of the Individual Choice Budget and
certification by the Director of Developmental Services that the
Individual Choice Budget has been implemented and will result in
state budget savings sufficient to offset the costs of providing the
following services:
   (1) Camping services and associated travel expenses.
   (2) Social recreation activities, except for those activities
vendored as community-based day programs.
   (3) Educational services for children three to 17, inclusive,
years of age.
   (4) Nonmedical therapies, including, but not limited to,
specialized recreation, art, dance, and music.
   (b) For regional center consumers receiving services described in
subdivision (a) as part of their individual program plan (IPP) or
individualized family service plan (IFSP), the prohibition in
subdivision (a) shall take effect on August 1, 2009.
   (c) An exemption may be granted on an individual basis in
extraordinary circumstances to permit purchase of a service
identified in subdivision (a) when the regional center determines
that the service is a primary or critical means for ameliorating the
physical, cognitive, or psychosocial effects of the consumer's
developmental disability, or the service is necessary to enable the
consumer to remain in his or her home and no alternative service is
available to meet the consumer's needs.

SEC. 14. Section 4648.6 is added to the
Welfare and Institutions Code
, to read:
   4648.6.  The department, in consultation with stakeholders, shall
develop an alternative service delivery model that provides an
Individual Choice Budget for obtaining quality services and supports
which provides choice and flexibility within a finite budget that in
the aggregate reduces regional center purchase of service
expenditures, reduces reliance on the state general fund, and
maximizes federal financial participation in the delivery of
services. The individual budget will be determined using a fair,
equitable, transparent standardized process.

SEC. 15. Section 4659 of the Welfare
and Institutions Code
is amended to read:
   4659.  (a) Except as otherwise provided in subdivision (b) or
(c) (e) , the regional center shall
identify and pursue all possible sources of funding for consumers
receiving regional center services. These sources shall include, but
not be limited to, both of the following:
   (1) Governmental or other entities or programs required to provide
or pay the cost of providing services, including Medi-Cal, Medicare,
the Civilian Health and Medical Program for Uniform Services, school
districts, and federal supplemental security income and the state
supplementary program.
   (2) Private entities, to the maximum extent they are liable for
the cost of services, aid, insurance, or medical assistance to the
consumer.
   (b) Any revenues collected by a regional center pursuant to this
section shall be applied against the cost of services prior to use of
regional center funds for those services. This revenue shall not
result in a reduction in the regional center's purchase of services
budget, except as it relates to federal supplemental security income
and the state supplementary program.
   (c) Retroactive to July 1, 2009, notwithstanding any other
provision of law or regulation to the contrary, regional centers
shall not purchase any service that would otherwise be available from
Medi-Cal, Medicare, the Civilian Health and Medical Program for
Uniform Services, In-Home Support Services, California Children's
Services, private insurance, or a health care service plan when a
consumer or a family meets the criteria of this coverage but chooses
not to pursue that coverage. If, on July 1, 2009, a regional center
is purchasing that service as part of a consumer's individual program
plan (IPP), the prohibition shall take effect on October 1, 2009.

   (d) (1) Retroactive to July 1, 2009, notwithstanding any other
provision of law or regulation to the contrary, a regional center
shall not purchase medical or dental services for a consumer three
years of age or older unless the regional center is provided with
documentation of a Medi-Cal, private insurance, or a health care
service plan denial and the regional center determines that an appeal
by the consumer or family of the denial does not have merit. If, on
July 1, 2009, a regional center is purchasing the service as part of
a consumer's IPP, this provision shall take effect on August 1, 2009.
Regional centers may pay for medical or dental services during the
following periods:

   (A) While coverage is being pursued, but before a denial is made.

   (B) Pending a final administrative decision on the administrative
appeal if the family has provided to the regional center a
verification that an administrative appeal is being pursued.


   (C) Until the commencement of services by Medi-Cal, private
insurance, or a health care service plan.

   (2) When necessary, the consumer or family may receive assistance
from the regional center, the Clients' Rights Advocate funded by the
department, or area boards on developmental disabilities in pursuing
these appeals.

   (c)

(e) This section shall not be construed to impose any
additional liability on the parents of children with developmental
disabilities, or to restrict eligibility for, or deny services to,
any individual who qualifies for regional center services but is
unable to pay.
   (d)

(f) In order to best utilize generic resources,
federally funded programs, and private insurance programs for
individuals with developmental disabilities, the department and
regional centers shall engage in the following activities:
   (1) Within existing resources, the department shall provide
training to regional centers, no less than once every two years, in
the availability and requirements of generic, federally funded and
private programs available to persons with developmental
disabilities, including, but not limited to, eligibility
requirements, the application process and covered services, and the
appeal process.
   (2) Regional centers shall disseminate information and training to
all service coordinators regarding the availability and requirements
of generic, federally funded and private insurance programs on the
local level.

(3) (A) To ensure that these services and
supports are provided in the most cost-effective and beneficial
manner, regional centers may utilize innovative service-delivery
mechanisms, including, but not limited to, vouchers; alternative
respite options such as foster families, vacant community facility
beds, crisis child care facilities; group training for parents
on behavioral intervention techniques in lieu of some or all of the
in-home parent training component of the behavioral intervention
services; purchase of neighborhood preschool services and needed
qualified personnel in lieu of infant development programs;
and
alternative child care options such as supplemental support to
generic child care facilities and parent child care cooperatives.

   (B) Retroactive to July 1, 2009, at the time of development,
review, or modification of a child's individualized family service
plan or individual program plan, the regional center shall consider
both of the following:

   (i) The use of group training for parents on behavioral
intervention techniques in lieu of some or all of the in-home parent
training component of the behavioral intervention services.


   (ii) The purchase of neighborhood preschool services and needed
qualified personnel in lieu of infant development programs.

   (4) If the parent of any child receiving services and supports
from a regional center believes that the regional center is not
offering adequate assistance to enable the family to keep the child
at home, the parent may initiate a request for fair hearing as
established in this division. A family shall not be required to start
a placement process or to commit to placing a child in order to
receive requested services.
   (5) Nothing in this section shall be construed to encourage the
continued residency of adult children in the home of their parents
when that residency is not in the best interests of the person.
   (6) When purchasing or providing a voucher for day care services
for parents who are caring for children at home, the regional center
may pay only the cost of the day care service that exceeds the cost
of providing day care services to a child without disabilities. The
regional center may pay in excess of this amount when a family can
demonstrate a financial need and when doing so will enable the child
to remain in the family home.
   (7) A regional center may purchase or provide a voucher for
diapers for children three years of age or older. A regional center
may purchase or provide vouchers for diapers under three years of age
when a family can demonstrate a financial need and when doing so
will enable the child to remain in the family home.

SEC. 29. (a) The State Department of Developmental
Services shall provide information to the Assembly Committee on
Budget and the Senate Committee on Budget and Fiscal Review during
budget hearings for the 2010-11 fiscal year regarding the effect on
the developmental service system of the specific cost containment
measures implemented to achieve up to three hundred thirty-four
million dollars ($334,000,000) in General Fund reductions for the
2009-10 fiscal year pursuant to Item 4300-101-0001 of Section 2.00 of
the Budget Act of 2009.

   (b) The department shall continue to convene, as appropriate, a
stakeholder review process to obtain information and comments about
implementation of the cost containment measures and their effect on
the developmental service system. The stakeholder review process
shall include statewide organizations representing the interests of
consumers, family members, service providers, and statewide advocacy
organizations, as well as policy and fiscal staff of the Legislature.

LEAST COSTLY PROVIDER

D) The cost of providing services or supports of comparable
quality by different providers, if available , shall be
reviewed, and the least costly available provider of comparable
service, including the cost of transportation, who is able to
accomplish all or part of the consumer's individual program plan,
consistent with the particular needs of the consumer and family as
identified in the individual program plan, shall be

selected. In determining the least costly provider, the availability
of federal financial participation shall be considered. The consumer
shall not be required to use the least costly provider if it will
result in the consumer moving from an existing provider of services
or supports to more restrictive or less integrated services or
supports
.

Early Start

SECTION 1. Section 95004 of the
Government Code
, as amended by Section 1 of Chapter 3 of
the 3rd Extraordinary Session of the Statutes of 2008, is amended to
read:

   95004.  The early intervention services specified in this title
shall be provided as follows:
   (a) Direct services for eligible infants and toddlers and their
families shall be provided pursuant to the existing regional center
system under the Lanterman Developmental Disabilities Services Act
(Division 4.5 (commencing with Section 4500) of the Welfare and
Institutions Code) and the existing local education agency system
under appropriate sections of Part 30 (commencing with Section 56000)
of the Education Code and regulations adopted pursuant thereto, and
Part C of the Individuals with Disabilities Education Act (20 U.S.C.
Sec. 1431 et seq.).
   (b) (1) In providing services under this title, regional centers
shall comply with the Lanterman Developmental Disabilities Services
Act (Division 4.5 (commencing with Section 4500) of the Welfare and
Institutions Code, and its implementing regulations (Division 2
(commencing with Section 50201) of Title 17 of the California Code of
Regulations) including, but not limited to, those provisions
relating to vendorization and ratesetting, and the Family Cost
Participation Program, except where compliance with those provisions
would result in any delays in, the provision of early intervention,
or otherwise conflict with this title and the regulations
implementing this title (Chapter 2 (commencing with Section 52000) of
Division 2 of Title 17 of the California Code of Regulations), or
Part C of the Individuals with Disabilities Education Act (20 U.S.C.
Sec. 1431) et seq. 1431 et seq.) , and
applicable federal regulations contained in Part 303 (commencing with
Section 303.1) of Title 34 of the Code of Federal Regulations.
Notwithstanding any other law or regulation to the contrary, a family'
s private insurance for medical services or a health care service
plan identified in the individualized family service plan, other than
for evaluation and assessment, shall be used in compliance with
applicable federal and state law and regulation.

   (2) When compliance with this subdivision would result in any
delays in the provision of early intervention services for the
provision of any of these services, the department may authorize a
regional center to use a special service code that allows immediate
procurement of the service.
   (c) Services shall be provided by family resource centers that
provide, but are not limited to, parent-to-parent support,
information dissemination and referral, public awareness, family
professional collaboration activities, and transition assistance for
families.
   (d) Existing obligations of the state to provide these services at
state expense shall not be expanded.
   (e) It is the intent of the Legislature that services be provided
in accordance with Sections 303.124, 303.126, and 303.527 of Title 34
of the Code of Federal Regulations.
SEC. 2. Section 95014 of the Government
Code
is amended to read:
   95014.  (a) The term "eligible infant or toddler" for the purposes
of this title means infants and toddlers from birth through two
years of age, for whom a need for early intervention services, as
specified in the federal Individuals with Disabilities Education Act
(20 U.S.C. Sec. 1431 et seq.) and applicable regulations, is
documented by means of assessment and evaluation as required in
Sections 95016 and 95018 and who meet one of the following criteria:
   (1) Infants and toddlers with a developmental delay in one or more
of the following five areas: cognitive development; physical and
motor development, including vision and hearing; communication
development; social or emotional development; or adaptive
development. Developmentally delayed infants and toddlers are those
who are determined to have a significant difference between the
expected level of development for their age and their current level
of functioning. This determination shall be made by qualified
personnel who are recognized by, or part of, a multidisciplinary
team, including the parents. A significant difference is defined
as a 33-percent delay in one developmental area before 24 months of
age, or, at 24 months of age or older, either a delay of 50 percent
in one developmental area or a 33-percent delay in two or more
developmental areas. The age for use in determination of eligibility
for the Early Intervention Program shall be the age of the infant or
toddler on the date of the initial referral to the Early Intervention
Program.

   (2) Infants and toddlers with established risk conditions, who are
infants and toddlers with conditions of known etiology or conditions
with established harmful developmental consequences. The conditions
shall be diagnosed by a qualified personnel recognized by, or part
of, a multidisciplinary team, including the parents. The condition
shall be certified as having a high probability of leading to
developmental delay if the delay is not evident at the time of
diagnosis.
   (3) Infants and toddlers who are at high risk of having
substantial developmental disability due to a combination of
biomedical risk factors, the presence of which is diagnosed by
qualified clinicians recognized by, or part of, a multidisciplinary
team, including the parents.

   (b) Regional centers and local educational agencies shall be
responsible for ensuring that eligible infants and toddlers are
served as follows:
   (1) The State Department of Developmental Services and regional
centers shall be responsible for the provision of appropriate early
intervention services in accordance with that
are required for California's participation in
Part C of the
federal Individuals with Disabilities Education Act (20 U.S.C. Sec.
1431 et seq.) for all infants eligible under Section 95014, except
for those infants with solely a visual, hearing, or severe orthopedic
impairment, or any combination of those impairments, who meet the
criteria in Sections 56026 and 56026.5 of the Education Code, and in
Section 3030(a), (b), (d), or (e) of, and Section 3031 of, Title 5 of
the California Code of Regulations.
   (2) The State Department of Education and local educational
agencies shall be responsible for the provision of appropriate early
intervention services in accordance with Part C of the federal
Individuals with Disabilities Education Act (20 U.S.C. Sec. 1431 et
seq.) for infants with solely a visual, hearing, or severe orthopedic
impairment, or any combination of those impairments, who meet the
criteria in Sections 56026 and 56026.5 of the Education Code, and in
Section 3030(a), (b), (d), or (e) of, and Section 3031 of, Title 5 of
the California Code of Regulations, and who are not eligible for
services under the Lanterman Developmental Disabilities Services Act
(Division 4.5 (commencing with Section 4500) of the Welfare and
Institutions Code).
   (c) For infants and toddlers and their families who are eligible
to receive services from both a regional center and a local
educational agency, the regional center shall be the agency
responsible for providing or purchasing appropriate early
intervention services that are beyond the mandated responsibilities
of local educational agencies and that are required for
California's participation in Part C of the federal Individuals with
Disabilities Education Act (20 U.S.C. Sec. 1431 et seq.)
. The
local educational agency shall provide special education services up
to its funded program capacity as established annually by the State
Department of Education in consultation with the State Department of
Developmental Services and the Department of Finance.
   (d) No agency or multidisciplinary team, including any agency
listed in Section 95012, shall presume or determine eligibility,
including eligibility for medical services, for any other agency.
However, regional centers and local educational agencies shall
coordinate intake, evaluation, assessment, and individualized family
service plans for infants and toddlers and their families who are
served by an agency.
   (e) Upon termination of the program pursuant to Section 95003, the
State Department of Developmental Services shall be responsible for
the payment of services pursuant to this title.
SEC. 3. Section 95020 of the Government
Code
is amended to read:
   95020.  (a) An eligible infant or toddler shall have an
individualized family service plan. The individualized family service
plan shall be used in place of an individualized education program
required pursuant to Sections 4646 and 4646.5 of the Welfare and
Institutions Code, the individualized program plan required pursuant
to Section 56340 of the Education Code, or any other applicable
service plan.
   (b) For an infant or toddler who has been evaluated for the first
time, a meeting to share the results of the evaluation, to determine
eligibility and, for children who are eligible, to develop the
initial individualized family service plan shall be conducted within
45 calendar days of receipt of the written referral. Evaluation
results and determination of eligibility may be shared in a meeting
with the family prior to the individualized family service plan.
Written parent consent to evaluate and assess shall be obtained
within the 45-day timeline. A regional center, local educational
agency, or the designee of one of those entities shall initiate and
conduct this meeting. Families shall be afforded the opportunity to
participate in all decisions regarding eligibility and services.
   (c) Parents shall be fully informed of their rights, including the
right to invite another person, including a family member or an
advocate or peer parent, or any or all of them, to accompany them to
any or all individualized family service plan meetings. With parental
consent, a referral shall be made to the local family resource
center or network.
   (d) The individualized family service plan shall be in writing and
shall address all of the following:
   (1) A statement of the infant's or toddler's present levels of
physical development including vision, hearing, and health status,
cognitive development, communication development, social and
emotional development, and adaptive developments.
   (2) With the concurrence of the family, a statement of the family'
s concerns, priorities, and resources related to meeting the special
developmental needs of the eligible infant or toddler.
   (3) A statement of the major outcomes expected to be achieved for
the infant or toddler and family where services for the family are
related to meeting the special developmental needs of the eligible
infant or toddler.
   (4) The criteria, procedures, and timelines used to determine the
degree to which progress toward achieving the outcomes is being made
and whether modifications or revisions are necessary.
   (5) (A) A statement of the specific early
intervention services necessary to meet the unique needs of the
infant or toddler as identified in paragraph (3), including, but not
limited to, the frequency, intensity, location, duration, and method
of delivering the services, and ways of providing services in natural
generic environments , including group training for
parents on behavioral intervention techniques in lieu of some or all
of the in-home parent training component of the behavior intervention
services, and purchase of neighborhood preschool services and needed
qualified personnel in lieu of infant development programs
.

   (B) Retroactive to July 1, 2009, at the time of development,
review, or modification of an infant's or toddler's individualized
family service plan, the regional center shall consider both of the
following:

   (i) The use of group training for parents on behavior intervention
techniques, in lieu of some or all of the in-home parent training
component of the behavior intervention services.

   (ii) The purchase of neighborhood preschool services and needed
qualified personnel, in lieu of infant development programs.

   (6) A statement of the agency responsible for providing the
identified services.
   (7) The name of the service coordinator who shall be responsible
for facilitating implementation of the plan and coordinating with
other agencies and persons.
   (8) The steps to be taken to ensure transition of the infant or
toddler upon reaching three years of age to other appropriate
services. These may include, as appropriate, special education or
other services offered in natural environments.
   (9) The projected dates for the initiation of services in
paragraph (5) and the anticipated duration of those services.
   (e) Each service identified on the individualized family service
plan shall be designated as one of three types:
   (1) An early intervention service, as defined in subsection (4) of
Section 1432 of Title 20 of the United States Code, and applicable
regulations, that is provided or purchased through the regional
center, local educational agency, or other participating agency. The
State Department of Health Care Services, State Department of Social
Services, State Department of Mental Health, and State Department of
Alcohol and Drug Programs shall provide services in accordance with
state and federal law and applicable regulations, and up to the level
of funding as appropriated by the Legislature. Early intervention
services identified on an individualized family service plan that
exceed the funding, statutory, and regulatory requirements of these
departments shall be provided or purchased by regional centers or
local educational agencies under subdivisions (b) and (c) of Section
95014. The State Department of Health Care Services, State Department
of Social Services, State Department of Mental Health, and State
Department of Alcohol and Drug Programs shall not be required to
provide early intervention services over their existing funding,
statutory, and regulatory requirements.
   (2) Another service, other than those specified in paragraph (1),
which the eligible infant or toddler or his or her family may receive
from other state programs, subject to the eligibility standards of
those programs.
   (3) A referral to a nonrequired service that may be provided to an
eligible infant or toddler or his or her family. Nonrequired
services are those services that are not defined as early
intervention services or do not relate to meeting the special
developmental needs of an eligible infant or toddler related to the
disability, but which that may be
helpful to the family. The granting or denial of nonrequired services
by a public or private agency is not subject to appeal under this
title. Notwithstanding any other provision of law or regulation
to the contrary, retroactive to July 1, 2009, with the exception of
durable medical equipment, regional centers shall not purchase
nonrequired services, but may refer a family to a nonrequired service
that may be available to an eligible infant or toddler or his or her
family.

   (f) An annual review, and other periodic reviews, of the
individualized family service plan for an infant or toddler and the
infant's or toddler's family shall be conducted to determine the
degree of progress that is being made in achieving the outcomes
specified in the plan and whether modification or revision of the
outcomes or services is necessary. The frequency, participants,
purpose, and required processes for annual and periodic reviews shall
be consistent with the statutes and regulations under Part C of the
federal Individuals with Disabilities Education Act (20 U.S.C. Sec.
1431 et seq.) and this title, and shall be specified in regulations
adopted pursuant to Section 95028.
SEC. 4. Section 95021 is added to the
Government Code
, to read:
   95021.  (a) Retroactive to July 1, 2009, notwithstanding any other
provision of law or regulation to the contrary, any vendor who
provides applied behavioral analysis (ABA) services or intensive
behavioral intervention services, or both, as defined in subdivision
(d), shall:
   (1) Conduct a behavioral assessment of each infant or toddler to
whom the vendor provides these services.
   (2) Design an intervention plan that shall include the service
type, number of hours, and parent participation needed to achieve the
goals and objectives of the infant or toddler, as set forth in his
or her individualized family service plan (IFSP). The intervention
plan shall also set forth the frequency at which the progress of the
infant or toddler shall be evaluated and reported.
   (3) Provide a copy of the intervention plan to the regional center
for review and consideration by the planning team members.
   (b) Retroactive to July 1, 2009, notwithstanding any other
provision of law or regulation to the contrary, regional centers
shall:
   (1) Only purchase ABA services or intensive behavioral
intervention services that reflect evidence-based practices, promote
positive social behaviors, and ameliorate behaviors that interfere
with learning and social interactions.
   (2) Only purchase ABA or intensive behavioral intervention
services when the parent or parents of an infant or toddler receiving
services participate in the intervention plan for the infant or
toddler, given the critical nature of parent participation to the
success of the intervention plan.
   (3) Not purchase either ABA or intensive behavioral intervention
services for purposes of providing respite, day care, or school
services.
   (4) Discontinue purchasing ABA or intensive behavioral
intervention services for an infant or toddler when his or her
treatment goals and objectives, as described under subdivision (a),
are achieved. ABA or intensive behavioral intervention services shall
not be discontinued until the goals and objectives are reviewed and
updated as required in paragraph (5) and shall be discontinued only
if those updated treatment goals and objectives do not require ABA or
intensive behavioral intervention services.
   (5) For each infant or toddler, evaluate the vendor's intervention
plan and number of service hours for ABA or intensive behavioral
intervention no less than every six months, consistent with
evidence-based practices. If necessary, the intervention plan's
treatment goals and objectives shall be updated and revised.
   (6) Not reimburse a parent for participating in a behavioral
services treatment program.
   (c) For infants and toddlers receiving ABA or behavioral
intervention services on July 1, 2009, as part of their IFSP,
subdivision (b) shall apply on August 1, 2009.
   (d) For purposes of this section the following definitions shall
apply:
   (1) "Applied behavioral analysis" means the design,
implementation, and evaluation of systematic instructional and
environmental modifications to promote positive social behaviors and
reduce or ameliorate behaviors which interfere with learning and
social interaction.
   (2) "Intensive behavioral intervention" means any form of applied
behavioral analysis that is comprehensive, designed to address all
domains of functioning, and provided in multiple settings for no more
than 40 hours per week, across all settings, depending on the
individual's needs and progress. Interventions can be delivered in a
one-to-one ratio or small group format, as appropriate.
   (3) "Evidence-based practice" means a decisionmaking process which
integrates the best available scientifically rigorous research,
clinical expertise, and individual's characteristics. Evidence-based
practice is an approach to treatment rather than a specific
treatment. Evidence-based practice promotes the collection,
interpretation, integration, and continuous evaluation of valid,
important, and applicable individual- or family-reported,
clinically-observed, and research-supported evidence. The best
available evidence, matched to infant or toddler circumstances and
preferences, is applied to ensure the quality of clinical judgments
and facilitates the most cost-effective care.
   (4) "Parent" has the same meaning as defined in paragraph (15) of
subdivision (b) of Section 52000 of Title 17 of the California Code
of Regulations.
   (5) "Parent participation" shall include, but shall not be limited
to, the following meanings:
   (A) Completion of group instruction on the basics of behavior
intervention.
   (B) Implementation of intervention strategies according to the
intervention plan.
   (C) If needed, collection of data on behavioral strategies and
submission of that data to the provider for incorporation into
progress reports.
   (D) Participation in any needed clinical meetings.
   (E) Purchase of suggested behavior modification materials or
community involvement if a reward system is used.


SEC. 6. Section 4435 is added to the
Welfare and Institutions Code
, to read:
   4435.  (a) The department shall establish a prevention program for
at-risk babies. For purposes of this section, "at-risk baby" means a
child under 36 months of age who is otherwise not eligible for the
California Early Intervention Program pursuant to Title 14
(commencing with Section 95000) of the Government Code or services
provided under the Lanterman Developmental Disabilities Services Act
(Division 4.5 (commencing with Section 4500)) and whose genetic,
medical, developmental, or environmental history is predictive of a
substantially greater risk for developmental disability than that for
the general population, the presence of which is diagnosed by
qualified clinicians.
   (b) This program shall provide intake, assessment, case
management, and referral to generic agencies. For purposes of this
section, "generic agency" means any agency that has a legal
responsibility to serve the general public and that is receiving
public funds for providing these services.
   (c) The department shall allocate to each regional center, subject
to appropriation, specific funding for this program. A regional
center's total expenditures for purchasing or providing services
under the prevention program shall not exceed the funding allocated
in its contract for this purpose.
   (d) The department shall establish policies and procedures for
implementation of the prevention program by regional centers. These
policies and procedures shall define other services included in this
program and the process for appealing denial of eligibility for the
prevention program.

Supported Living

SEC. 24. Section 4689 of the Welfare
and Institutions Code
is amended to read:
   4689.  Consistent with state and federal law, the Legislature
places a high priority on providing opportunities for adults with
developmental disabilities, regardless of the degree of disability,
to live in homes that they own or lease with support available as
often and for as long as it is needed, when that is the preferred
objective in the individual program plan. In order to provide
opportunities for adults to live in their own homes, the following
procedures shall be adopted:
   (a) The department and regional centers shall ensure that
supported living arrangements adhere to the following principles:
   (1) Consumers shall be supported in living arrangements which are
typical of those in which persons without disabilities reside.
   (2) The services or supports that a consumer receives shall change
as his or her needs change without the consumer having to move
elsewhere.
   (3) The consumer's preference shall guide decisions concerning
where and with whom he or she lives.
   (4) Consumers shall have control over the environment within their
own home.
   (5) The purpose of furnishing services and supports to a consumer
shall be to assist that individual to exercise choice in his or her
life while building critical and durable relationships with other
individuals.
   (6) The services or supports shall be flexible and tailored to a
consumer's needs and preferences.
   (7) Services and supports are most effective when furnished where
a person lives and within the context of his or her day-to-day
activities.
   (8) Consumers shall not be excluded from supported living
arrangements based solely on the nature and severity of their
disabilities.
   (b) Regional centers may contract with agencies or individuals to
assist consumers in securing their own homes and to provide consumers
with the supports needed to live in their own homes.
   (c) The range of supported living services and supports available
include, but are not limited to, assessment of consumer needs;
assistance in finding, modifying and maintaining a home; facilitating
circles of support to encourage the development of unpaid and
natural supports in the community; advocacy and self-advocacy
facilitation; development of employment goals; social, behavioral,
and daily living skills training and support; development and
provision of 24-hour emergency response systems; securing and
maintaining adaptive equipment and supplies; recruiting, training,
and hiring individuals to provide personal care and other assistance,
including in-home supportive services workers, paid neighbors, and
paid roommates; providing respite and emergency relief for personal
care attendants; and facilitating community participation. Assessment
of consumer needs may begin before 18 years of age to enable the
consumer to move to his or her own home when he or she reaches 18
years of age.
   (d) Regional centers shall provide information and education to
consumers and their families about supported living principles and
services.
   (e) Regional centers shall monitor and ensure the quality of
services and supports provided to individuals living in homes that
they own or lease. Monitoring shall take into account all of the
following:
   (1) Adherence to the principles set forth in this section.
   (2) Whether the services and supports outlined in the consumer's
individual program plan are congruent with the choices and needs of
the individual.
   (3) Whether services and supports described in the consumer's
individual program plan are being delivered.
   (4) Whether services and supports are having the desired effects.
   (5) Whether the consumer is satisfied with the services and
supports.
   (f) The planning team, established pursuant to subdivision (j) of
Section 4512, for a consumer receiving supported living services
shall confirm that all appropriate and available sources of natural
and generic supports have been utilized to the fullest extent
possible for that consumer.

   (g) Regional centers shall utilize the same supported living
provider for consumers who reside in the same domicile, provided that
each individual consumer's particular needs can still be met
pursuant to his or her individual program plans.

   (h) Rent, mortgage, and lease payments of a supported living home
and household expenses shall be the responsibility of the consumer
and any roommate who resides with the consumer.

   (i) A regional center shall not make rent, mortgage, or lease
payments on a supported living home, or pay for household expenses of
consumers receiving supported living services, except under the
following circumstances:

   (1) If all of the following conditions are met, a regional center
may make rent, mortgage, or lease payments as follows:

   (A) The regional center executive director verifies in writing
that making the rent, mortgage, or lease payments or paying for
household expenses is required to meet the specific care needs unique
to the individual consumer as set forth in an addendum to the
consumer's individual program plan, and is required when a consumer's
demonstrated medical, behavioral, or psychiatric condition presents
a health and safety risk to himself or herself, or another.


   (B) During the time period that a regional center is making rent,
mortgage, or lease payments, or paying for household expenses, the
supported living services vendor shall assist the consumer in
accessing all sources of generic and natural supports consistent with
the needs of the consumer.

   (C) The regional center shall not make rent, mortgage, or lease
payments on a supported living home or pay for household expenses for
more than six months, unless the regional center finds that it is
necessary to meet the individual consumer's particular needs pursuant
to the consumer's individual program plan. The regional center shall
review a finding of necessity on a quarterly basis and the regional
center executive director shall annually verify in an addendum to the
consumer's individual program plan that the requirements set forth
in subparagraph (A) continue to be met.

   (2) A regional center that has been contributing to rent,
mortgage, or lease payments or paying for household expenses prior to
July 1, 2009, shall at the time of development, review, or
modification of a consumer's individual program plan determine if the
conditions in paragraph (1) are met. If the planning team determines
that these contributions are no longer appropriate under this
section, a reasonable time for transition, not to exceed six months,
retroactive to July 1, 2009, shall be permitted.

   (j) All paid roommates and live-in support staff in supported
living arrangements in which regional centers have made rent,
mortgage, or lease payments, or have paid for household expenses
pursuant to subdivision (i) shall pay their share of the rent,
mortgage, or lease payments or household expenses for the supported
living home, subject to the requirements of Industrial Welfare
Commission Order No. 15-2001 and the Housing Choice Voucher Program,
as set forth in Section 1437f of Title 42 of the United States Code.

   (k) Regional centers shall ensure that the supported living
services vendors' administrative costs are necessary and reasonable,
given the particular services that they are providing and the number
of consumers to whom the vendor provides services. Administrative
costs shall be limited to allowable costs for community-based day
programs, as defined in Section 57434 of Title 17 of the California
Code of Regulations, or its successor.

   (l) Regional centers shall ensure that the most cost-effective of
the rate methodologies is utilized to determine the negotiated rate
for vendors of supported living services, consistent with Section
4689.8 and Title 17 of the California Code of Regulations.

   (m) For purposes of this section, "household expenses" means
general living expenses and includes, but is not limited to,
utilities paid and food consumed within the home.

   (n) A supported living services provider shall provide assistance
to a consumer who is a Medi-Cal beneficiary in applying for in-home
supportive services, as set forth in Section 12300, within five days
of the consumer moving into a supported living services arrangement.

SEC. 25. Section 4689.05 is added to the
Welfare and Institutions Code , to read:
   4689.05.  (a) A regional center shall not purchase supportive
services, as defined in Section 12300, for a consumer who meets the
criteria to receive, but declines to apply for, in-home supportive
services (IHSS) benefits, as set forth in Section 12300, except as
set forth in subdivision (d).
   (b) Consistent with Section 4648, a regional center shall not
purchase supported living services for a consumer to supplant IHSS.
   (c) Between the date that a consumer applies for IHSS and the date
that a consumer's application for IHSS is approved, a regional
center shall not purchase supportive services for the consumer at a
rate that exceeds the IHSS hourly rate, which includes the IHSS
provider hourly wage, the provider's hourly payroll taxes, and the
hourly administrative costs, for the county in which the consumer
resides.
   (d) A regional center executive director may waive the
requirements set forth in subdivision (a) if the executive director
finds that extraordinary circumstances warrant the waiver, and that a
finding is documented in an addendum to the consumer's individual
program plan.

Respite Changes

SEC. 20. Section 4686.5 is added to the
Welfare and Institutions Code
, to read:
   4686.5.  (a) Retroactive to July 1, 2009, notwithstanding any
other provision of law or regulation to the contrary, all of the
following shall apply:
   (1) A regional center may only purchase respite services when the
care and supervision needs of a consumer exceed that of an individual
of the same age without developmental disabilities.
   (2) A regional center shall not purchase more than 21 days of
out-of-home respite services in a fiscal year nor more than 90 hours
of in-home respite services in a quarter, for a consumer.
   (3) (A) A regional center may grant an exemption to the
requirements set forth in paragraphs (1) and (2) if it is
demonstrated that the intensity of the consumer's care and
supervision needs are such that additional respite is necessary to
maintain the consumer in the family home, or there is an
extraordinary event that impacts the family member's ability to meet
the care and supervision needs of the consumer.
   (B) For purposes of this section, "family member" means an
individual who:
   (i) Has a consumer residing with him or her.
   (ii) Is responsible for the 24-hour care and supervision of the
consumer.
   (iii) Is not a licensed or certified residential care facility or
foster family home receiving funds from any public agency or regional
center for the care and supervision provided. Notwithstanding this
provision, a relative who receives foster care funds shall not be
precluded from receiving respite.
   (4) A regional center shall not purchase day care services to
replace or supplant respite services. For purposes of this section,
"day care" is defined as regularly provided care, protection, and
supervision of a consumer living in the home of his or her parents,
for periods of less than 24 hours per day, while the parents are
engaged in employment outside of the home or educational activities
leading to employment, or both.
   (5) A regional center shall only consider in-home supportive
services a generic resource when the approved in-home supportive
services meets the respite need as identified in the consumer's
individual program plan (IPP) or individualized family service plan
(IFSP).
   (b) For consumers receiving respite services, on July 1, 2009, as
part of their IPP or IFSP, subdivision (a) shall apply on August 1,
2009.
   (c) This section shall remain in effect until implementation of
the individual choice budget pursuant to Section 4648.6 and
certification by the Director of the Department of Developmental
Services that the individual choice budget has been implemented and
will result in state budget savings sufficient to offset the costs
associated with the repeal of this section. This section shall be
repealed on the date of certification.

Minors out of home Placement Fees

SEC. 27. Section 4784 of the Welfare
and Institutions Code
is amended to read:
   4784.  (a) The Director of Developmental Services shall establish,
annually review, and adjust as needed, a schedule of parental fees
for services received through the regional centers. This
Retroactive to July 1, 2009, this schedule shall
be revised to reflect changes in economic conditions that affect
parents' ability to pay the fee, but not to exceed an inflationary
factor as determined by the department.
   (b) The parental fee schedule established pursuant to this section
shall be exempt from Chapter 3.5 (commencing with Section 11340) of
Part 1 of Division 3 of Title 2 of the Government Code.
   (c) In establishing the amount parents shall pay, the director
shall take into account all of the following factors:
   (1) Medical expenses incurred prior to regional center care.

   (2) Whether the child is living at home.

   (3) Parental payments for medical expenses, clothing, incidentals,
and other items considered necessary to the normal rearing of a
child.

   (4) Transportation expenses incurred in visiting a child.

   (d) All parental payments shall be deposited in the Program
Development Fund established in Chapter 6 (commencing with Section
4670) to provide resources needed to initiate new programs,
consistent with approved priorities for program development in the
state plan.

   (1) The current cost of caring for a child at home, as determined
by the most recent data available from the United States Department
of Agriculture's survey on the cost of raising a child in California,
adjusted for the Consumer Price Index (CPI) from the survey date to
the date of payment adjustment.

   (2) Medical expenses incurred prior to regional center care.


   (3) Whether the child is living at home.

   (4) Parental payments for medical expenses, clothing, incidentals,
and other items considered necessary for the normal rearing of a
child.

   (5) Transportation expenses incurred in visiting a child.


   (d) The parental fee schedule shall exempt families with an income
below the federal poverty level from assessment and payment of the
parental fee.

   (e) (1) The adjusted fee shall be assessed in full for children,
when the out-of-home placement commences on or after July 1, 2009.

   (2) For children placed out-of-home prior to July 1, 2009, the
department shall determine the increase in the parental fee above the
amount assessed using the fee schedule in effect on June 30, 2009.
This fee increase shall be implemented over three years, with
one-third of the increase added to the fee on July 1, 2009, one-third
of the increase added to the fee on July 1, 2010, and the final
third added to the fee on July 1, 2011.

   (f) Notwithstanding any other provision of law or regulation to
the contrary, retroactive to July 1, 2009, all fees collected shall
be remitted to the State Treasury to be deposited as follows:


   (1) Fees collected up to the amount that would be assessed using
the fee schedule in effect on June 30, 2009, shall be deposited into
the Program Development Fund established in Chapter 6 (commencing
with Section 4670) to provide resources needed to initiate new
programs, consistent with approved priorities for program development
in the state plan.

   (2) Fees collected using the July 1, 2009, schedule that are
greater than the amount that would have been assessed using the fee
schedule in effect on June 30, 2009, shall be deposited into the
Program Development Fund and shall be available for expenditure by
the department to offset General Fund costs.

Day Programs

SEC. 26. Section 4692 is added to the
Welfare and Institutions Code
, to read:
   4692.  (a) Retroactive to August 1, 2009, subject to subdivisions
(c) and (e), regional centers shall not compensate a work activity
program, activity center, adult development center, behavior
management program, social recreation program, adaptive skills
trainer, infant development program, program support group (day
service), socialization training program, client/parent support
behavior intervention training program, community integration
training program, community activities support service, or creative
arts program, as defined in Title 17 of the California Code of
Regulations, for providing any service to a consumer on any of the
following holidays:
   (1) January 1.
   (2) The third Monday in January.
   (3) The third Monday in February.
   (4) March 31.
   (5) The last Monday in May.
   (6) July 4.
   (7) The first Monday in September.
   (8) November 11.
   (9) Thanksgiving Day.
   (10) December 25.
   (11) The four business days between December 25 and January 1.
   (b) Retroactive to August 1, 2009, subject to subdivisions (c) and
(e), regional centers shall not compensate a transportation
vendor/family member, transportation company,
transportation/additional component vendor, transportation broker,
transportation assistant/vendor, transportation vendor/auto driver,
or transportation vendor/public or rental car agency or taxi, in
accordance with Title 17 of the California Code of Regulations, for
transporting any consumer to receive services from any of the vendors
specified in subdivision (a) for any of the holidays set forth in
paragraphs (1) to (11), inclusive, of subdivision (a).
   (c) If a holiday listed in this section falls on a Saturday or a
Sunday, the following Monday shall be deemed to be the holiday in
lieu of the day observed.
   (d) Contracts between the vendors described in this section and
regional centers shall reflect the holiday closures set forth in this
section and shall be renegotiated accordingly, as necessary.
   (e) The department may adjust the holidays set forth in
subdivision (a) through a program directive. This directive shall be
provided to the regional centers and posted on the department's
Internet Web site at least 60 days prior to the effective date of the
change in holiday.

ABA

SEC. 19. Section 4686.2 is added to the
Welfare and Institutions Code
, to read:
   4686.2.  (a) Retroactive to July 1, 2009, notwithstanding any
other provision of law or regulation to the contrary, any vendor who
provides applied behavioral analysis (ABA) services, or intensive
behavioral intervention services or both, as defined in subdivision
(d), shall:
   (1) Conduct a behavioral assessment of each consumer to whom the
vendor provides these services.
   (2) Design an intervention plan that shall include the service
type, number of hours and parent participation needed to achieve the
consumer's goals and objectives, as set forth in the consumer's
individual program plan (IPP) or individualized family service plan
(IFSP). The intervention plan shall also set forth the frequency at
which the consumer's progress shall be evaluated and reported.
   (3) Provide a copy of the intervention plan to the regional center
for review and consideration by the planning team members.
   (b) Retroactive to July 1, 2009, notwithstanding any other
provision of law or regulation to the contrary, regional centers
shall:
   (1) Only purchase ABA services or intensive behavioral
intervention services that reflect evidence-based practices, promote
positive social behaviors, and ameliorate behaviors that interfere
with learning and social interactions.
   (2) Only purchase ABA or intensive behavioral intervention
services when the parent or parents of minor consumers receiving
services participate in the intervention plan for the consumers,
given the critical nature of parent participation to the success of
the intervention plan.
   (3) Not purchase either ABA or intensive behavioral intervention
services for purposes of providing respite, day care, or school
services.
   (4) Discontinue purchasing ABA or intensive behavioral
intervention services for a consumer when the consumer's treatment
goals and objectives, as described under subdivision (a), are
achieved. ABA or intensive behavioral intervention services shall not
be discontinued until the goals and objectives are reviewed and
updated as required in paragraph (5) and shall be discontinued only
if those updated treatment goals and objectives do not require ABA or
intensive behavioral intervention services.
   (5) For each consumer, evaluate the vendor's intervention plan and
number of service hours for ABA or intensive behavioral intervention
no less than every six months, consistent with evidence-based
practices. If necessary, the intervention plan's treatment goals and
objectives shall be updated and revised.
   (6) Not reimburse a parent for participating in a behavioral
services treatment program.
   (c) For consumers receiving ABA or behavioral intervention
services on July 1, 2009, as part of their IPP or IFSP, subdivision
(b) shall apply on August 1, 2009.
   (d) For purposes of this section the following definitions shall
apply:
   (1) "Applied behavioral analysis" means the design,
implementation, and evaluation of systematic instructional and
environmental modifications to promote positive social behaviors and
reduce or ameliorate behaviors which interfere with learning and
social interaction.
   (2) "Intensive behavioral intervention" means any form of applied
behavioral analysis that is comprehensive, designed to address all
domains of functioning, and provided in multiple settings for no more
than 40 hours per week, across all settings, depending on the
individual's needs and progress. Interventions can be delivered in a
one-to-one ratio or small group format, as appropriate.
   (3) "Evidence-based practice" means a decisionmaking process that
integrates the best available scientifically rigorous research,
clinical expertise, and individual's characteristics. Evidence-based
practice is an approach to treatment rather than a specific
treatment. Evidence-based practice promotes the collection,
interpretation, integration, and continuous evaluation of valid,
important, and applicable individual- or family-reported,
clinically-observed, and research-supported evidence. The best
available evidence, matched to consumer circumstances and
preferences, is applied to ensure the quality of clinical judgments
and facilitates the most cost-effective care.
   (4) "Parent participation" shall include, but shall not be limited
to, the following meanings:
   (A) Completion of group instruction on the basics of behavior
intervention.
   (B) Implementation of intervention strategies, according to the
intervention plan.
   (C) If needed, collection of data on behavioral strategies and
submission of that data to the provider for incorporation into
progress reports.
   (D) Participation in any needed clinical meetings.
   (E) Purchase of suggested behavior modification materials or
community involvement if a reward system is used.

For the Bill Language please go too  http://www.cdcan.us/budgetbillsjune2009.htm

ON GRADUATION DAY, ANOTHER VIEW OF THE LAUSD: L.A.'s public school system is plagued by budget cuts, layoffs and low test scores. But as my daughter and her classmates received their diplomas, there was also something to celebrate.

By Beth Shuster | Opinion From the Los Angeles Times

June 29, 2009 - As an education editor for The Times, I tend to see the worst of Los Angeles' public school system. Budget cuts, teacher layoffs, high dropout rates, low test scores. The list goes on. And on.

As the mother of a Los Angeles Unified School District graduate, I saw the best the system has to offer this month.

There in the football stadium at Cleveland High School in Reseda was a portrait of America as it is today.

Sitting shoulder to shoulder on the bleachers, we cheered along with the sisters and brothers of one graduate as they held up a homemade sign: "First Male in our Family" to get a diploma. One mom said her son is going into the military. I recognized a family whose daughter is going to Sarah Lawrence College and another whose daughter is going to UC Santa Barbara. Success has many definitions on graduation day.

The evening began with a speech by Principal Bob Marks. One mom in front of me didn't recognize him, and that was OK with her. "Thank God we don't know him," she laughed.

I looked over to the crowd standing next to the bleachers. They couldn't get seats. They were my daughter's humanities magnet teachers, smiling, talking, joking. They were cheering on these kids they had taught philosophy, art history, literature and film -- all without the help of textbooks, instead using photocopied materials and a few field trips to plays, an opera and art museums. These teachers made up for a lack of resources with their determination, dedication and ingenuity.

Three students made heartfelt speeches, and another rapped his heart out. The audience roared its approval. Forty valedictorians (those with a 4.0 grade point average and above) had gold tassels hanging from their mortar boards.

Then about 700 kids' names were called out by counselors with all the enthusiasm of Trevor Denman proclaiming the winning horse at Santa Anita. Air horns blew, drums rolled for band members' friends, and the deafening whoops from family members added up to a cacophonous celebration of success.

I heard the names of kids we had known from preschool, elementary school, middle school. Where did the time go?

But it was the last name called that drew tears universally. Kenza Kadmiry, sitting in a wheelchair, was handed her diploma by the principal. She had become the soul of this class, its tragedy and its hope. Kenza was hit by a car in February as she walked her bike across the street, and is now a quadriplegic. But her smile that night was huge. A fundraiser for her the week before drew about 500 friends of Cleveland. Families pull together in times of trouble, and this public school is, wonder of wonders, a family.

And then it was over. A swift 80 minutes (Thank you, Mr. Marks) and the gates were flung open. We ran onto the field, searching for our graduate.

The troubling stories that I had edited that week vanished from my mind as I finally found something to celebrate: a public school that worked.

Beth Shuster is the K-12 education editor at The Times.

TO FIX THE BUDGET, FIRST FIX THE STATE

George Skelton

Six simple steps for remodeling the government.

George Skelton: Capitol Journal | LA TIMES

 

June 29, 2009 From Sacramento -- Once again, Capitol politicians are fighting over how to fix the chronically bleeding state budget. And again, the answer should be clear: It's unfixable.

It will remain unfixable until California's system of governance is pulled apart and overhauled.

Interactive: Can you balance the budget?
  • Interactive: Can you balance the budget?
  • Full coverage: California's state budget crisis
  • Now, they're trying to fix an old, stalled clunker without the right parts.

    Anticipating the e-mails, here are two simple truths:

    Gov. Arnold Schwarzenegger could fire every state employee under his control -- roughly 235,000 -- and that wouldn't come close to balancing the budget.

    Yes, illegal immigration is a drain on the state treasury -- maybe responsible for a fifth or more of the $24-billion deficit -- but there's little Sacramento can do about that. Washington sets most of the rules.

    "California government does not work because it cannot work," Micah Weinberg, senior research fellow at the New America Foundation, told a reform forum sponsored by his organization last week.

    John Grubb, senior vice president at the Bay Area Council, a business group that advocates calling California's first constitutional convention since 1879, put it this way: "You hear 'Throw the bums out!' If you throw the bums out, the next legislators are going to have the same problems."

    In this system, it's easy to resemble a bum.

    There are many ways California government could be improved, but these are my priorities:

    * Realign state and local responsibilities. Return to the separate roles that were played productively through most of the 20th century until Proposition 13 messed things up three decades ago.

    Easy. This isn't an argument about Prop. 13's low residential property tax rates, although I'd argue that big business hasn't been paying its fair share. It's about the unintended consequences of shifting more power over local policy and tax revenue from the communities to Sacramento. It's also about the need to relieve the state's financial burden. The locals should regain control over services and take back the responsibility for financing them. That probably means making it easier for them to raise taxes.

    "The fundamental question we have to answer," says Fred Silva, fiscal policy advisor for the reform group California Forward, "is what should be the balance of power between the state and community governments."

    * Rebuild the state's outdated tax machine. It needs to be less volatile, more reliable whether in boom times or bust.

    It has been leaning too heavily on rich people, who have good and bad years, causing roller-coaster tax trauma in the Capitol. In 2007, the richest 1% paid 48% of the state income tax. The top 5% paid 68%.

    Moreover, the sales tax was designed for the mid-20th century and ignores our economy's increasing reliance on tax-exempt services. The taxable percentage of California's consumption has been falling.

    A blue-ribbon commission's long-awaited recommendations on how to modernize the tax system is due July 31. But the panel has been thinking so far out of the box -- leaning toward junking the progressive income tax entirely and going to a flat tax and replacing the state sales and corporations taxes with a new "business net receipts" tax -- that it could confuse voters and make them suspicious.

    Then we would wind up keeping the same old decrepit machine.

    * End Capitol gridlock. The main causes of legislative dysfunction are term limits and, especially, the two-thirds majority vote requirement for money bills.

    Term limits have sapped the Legislature of experience, policy knowledge and long-range vision. About the only thing most lawmakers look at beyond their short tenures is the next political job. That's human nature. More power has seeped to the special interests.

    Budgets wouldn't be incessantly late if they could be passed on a majority vote, as in 47 other states. Allow the majority party to act. If it screws up, the voters can install the other party in power. That happens periodically in Congress but very rarely in California's Legislature.

    Tax increases should be allowed on a majority vote too. But that won't happen as long as voters regard legislators as lower than lizard bellies. At least permitting a majority budget vote would get things moving in the Capitol.

    * Elect more pragmatists and fewer ideologues. Bring in some centrists.

    Voters took a step toward that last November when they passed Proposition 11. Starting with the 2012 election, legislative districts no longer will be gerrymandered by legislators to protect themselves. Districts will be drawn by an independent commission. And the hope is that some seats will become more competitive between the parties.

    There'll be an open primary measure on the June 2010 ballot. Under it, all voters would cast ballots in the same primary. The top two vote-getters, regardless of party, would advance to the general election. The goal is to force candidates to appeal to a broad range of voters, not just to the party core. It's worth a try.

    * Reform the rotten initiative process. It's dominated by special interests with overflowing wallets, in cahoots with a growing political-industrial complex of consultants.

    Ballot-box budgeting has handcuffed the Legislature, squirreling away tax money for specific projects that may not have a high priority.

    One solution: Require any initiative that would spend money to identify the revenue source.

    And return to an "indirect initiative" process -- long ago foolishly discarded -- in which the Legislature could alter a measure before it went on the ballot.

    * Apply vision to budgeting. Enact budgets good for two years, rather than one. And Sacramento still needs a spending cap and a real rainy day fund.

    Much repairing is needed.

    Just don't tell me that California's budget can be fixed "once and for all" before the Fourth of July fireworks. If at least a patchwork budget isn't enacted by then, the state could explode into a grand finale.

    Sunday, June 28, 2009

    Video en español: LIECHTY M.S. STUDENTS DENIED DIPLOMAS FOR PROTESTING LAUSD BOARD PRESIDENT MONICA GARCIA

    June 22 - Univision34 Los Angeles

    Students/Parents/ACLU interviewed at this L.A. Unified School District school, Liechty Middle School. It is a 2 year old school and some 70% of its teachers received pinkslips this year due to budget cuts by superintendent Ray Cortines and LAUSD school board.

    UNTIE THE HANDS OF CALIFORNIA SCHOOL DISTRICTS

    By Gary Toebben | The Business Perspective| from EGPNews.com

    The L.A. Area Chamber, together with nearly 100 of our members, recently traveled to Sacramento on our annual advocacy trip with an agenda to recover, reform and rebuild California. Budget issues and the state’s fiscal crisis are top of mind for all lawmakers, but reform is about much more than balancing the budget. It’s about encouraging business growth and investing in today’s students to ensure a competitive workforce for tomorrow’s economy.

    California schools are facing drastic budget cuts that will impact every district, every school and every classroom. Having already cut more than $5.15 billion (or $860 per student) in K-12 education expenditures, our school districts still face an additional $6 billion (or $1,000 per student) in cuts for the 2010-11 fiscal year. Like the state Legislature that has been hindered in balancing the budget due in part to past voter-approved initiatives, our school districts are limited by the California Education Code in the actions they can take to effectively manage resources from the state. Simply put, their hands are often tied at a time when budget resources are limited and must be redirected to best serve the needs of students.

    Today, the California Education Code includes mandates on class size, textbooks, testing and a plethora of other district functions. State law also places limitations on how school districts manage and terminate both certified (teachers) and classified (other) employees. With so many requirements and so little flexibility, California’s school districts will have limited options for dealing with the next round of school cuts unless Gov. Schwarzenegger and the Legislature act.

    The Chamber advocated for charter school-like flexibility in our school districts. We urged lawmakers to consider 10 recommendations that would enable school districts to manage budget cuts while minimizing the impact on students. Chief among these recommendations is providing local control to districts to determine how budget cuts should be made.

    In today’s economy, school reform is about high standards and accountability. It’s about fixing what’s broken and keeping what works. It’s about investing the dollars we have directly in local school sites and in teachers and students. Let’s give our school districts the flexibility they need to weather this economic storm without sacrificing tomorrow’s workforce.

    And that’s The Business Perspective.

    The Business Perspective is a weekly opinion blog piece by Gary Toebben, President & CEO of the Los Angeles Area Chamber of Commerce, produced with the input of Samuel Garrison, Vice President of Public Policy.

    Saturday, June 27, 2009

    The news that didn’t fit from June 28

    BRUNO PHOTOS AT BIRMINGHAM HIGH SCHOOL RAISE EYEBROWS
    Saturday, June 27, 2009 1:41 PM
    By Connie Llanos, Staff Writer LA Newspaper Group/Daily News  Updated: 06/26/2009 10:26:18 PM PDT    This is one of the GQ photos of Sasha Baron Cohen's Bruno character posing with members of the Birmingham High School football team. (Photo: Mark Seliger)   Los Angeles Unified officials are demanding answers after "Bruno" star Sacha Baron Cohen and the Birmingham High football team appeared in…


    PRESIDENT OBAMA, LAUSD BOARD OF EDUCATION RECOGNIZE CALIFORNIA ACADEMIC DECATHLETES
    Friday, June 26, 2009 8:19 AM
    SOURCE California Academic Decathlon   SACRAMENTO, Calif., June 25, 2009 /PRNewswire-USNewswire via COMTEX/ ----LAUSD Board of Education passes resolution supporting the program while President Obama meets with the national champion team from Moorpark High School at the White House.   President Obama honored the national champion Academic Decathlon team from Moorpark High School yesterday.


    FLEXIBILITY KEY FOR LOCAL CHARTER SCHOOLS: Direct control allows school officials to avoid drastic cuts and layoffs.
    Thursday, June 25, 2009 4:30 PM
    By Paul Aranda Jr., EGP Staff Writer: Eastside Sun / Northeast Sun / Mexican American Sun / Bell Gardens Sun / City Terrace Comet / Commerce Comet / Montebello Comet / Monterey Park Comet / ELA Brookyln Belvedere Comet / Wyvernwood Chronicle / Vernon Sun  With the effects of the ongoing budget cuts still to be determined, local charter schools appear to have weathered the storm that has hit their…


    IVY ACADEMIA CHARTER SCHOOLS UNDER INVESTIGATION
    Thursday, June 25, 2009 4:20 PM
    By Connie Llanos, Staff Writer – Los Angeles Newspaper Group/Daily News  6/25 - The Los Angeles district attorney issued search warrants this week at several Ivy Academia campuses, one of the state's top performing charter schools, in connection with an ongoing investigation, officials said Wednesday.   "A series of search warrants were issued at several locations (Tuesday)," said Sandi Gibbons,


    VILLARAIGOSA SAYS HE’S STAYING PUT
    Thursday, June 25, 2009 4:19 PM
    EGP NEWS SERVICE: Eastside Sun / Northeast Sun / Mexican American Sun / Bell Gardens Sun / City Terrace Comet / Commerce Comet / Montebello Comet / Monterey Park Comet / ELA Brookyln Belvedere Comet / Wyvernwood Chronicle / Vernon Sun  June 25, 2009 | 2:09 pm  - Months of speculation came to an end Monday, when Los Angeles Mayor Antonio Villaraigosa took advantage of a national TV platform to…


    BUDGET VIDEO FROM SPEAKER BASS: California faces the worst financial crisis since the depression, and the options are between bad and worse.
    Thursday, June 25, 2009 8:31 AM
    This video highlights what would happen if we accept the…


    A Year @ Locke: MUCH DONE, MUCH TO DO AT L.A. CHARTER SCHOOL: There have been dramatic changes and gains as a charter school, but the challenges are still daunting.
    Saturday, June 27, 2009 6:54 PM
    Editorial from the Los Angeles Times  June 25, 2009 - Teenagers never look more innocent than at their high school graduation. That was certainly true of the graduates of Locke High School, which a year ago was one of the most troubled schools in one of the nation's most troubled school districts. Off campus, many of them might wear gang colors, but on Wednesday they were draped in baby blue…


    L.A. UNIFIED OKs $1.6 BILLION IN CUTS OVER THREE YEARS: Plan makes layoffs more likely for 4,000 teachers and staff, though union leaders are trying to save jobs.
    Saturday, June 27, 2009 6:53 PM
    By Jason Song | LA Times     Ricardo DeAratanha/Los Angeles Times - Cafeteria worker Brenda Carson chants slogans outside L.A. Unified headquarters on Tuesday. Up to 2,000 school staffers could lose their jobs in cutbacks.          June 24, 2009  - The Los Angeles Board of Education on Tuesday approved nearly $1.6 billion in cuts over the next three years that will result in layoffs and increased…


    LAUSD Clippings 6/23
    Tuesday, June 23, 2009 5:16 PM
    LOS ANGELES TIMES  ► Summer school programs in L.A. and Pasadena areas still have open seats  3:14 PM | June 22, 2009  After school districts across California, including Los Angeles Unified, slashed summer school offerings to deal with state budget cuts, parents have been scrambling to find summer placements for their children.


    HOME and AWAY  - 6/23
    Tuesday, June 23, 2009 7:39 AM
    Steve Sicula – Washington Post Writers Group


    L.A. SCHOOLS: BOND PROGRAM CONTINUES TO BE VIABLE
    Monday, June 22, 2009 4:46 PM
    LA Newspaper Group | Daily News Wire Services  Updated: 06/22/2009 02:26:02 PM PDT  The Los Angeles Unified School District's bond program continues to be viable even though it is being impacted by the current economic crisis, the LAUSD announced today.   Like most homes in Southern California, the assessed value of property within LAUSD is also declining, and that limits the ability to sell bonds


    SUPREME COURT BACKS REIMBURSEMENT FOR PRIVATE IDEA TUITION
    Monday, June 22, 2009 3:28 PM
    By Mark Walsh and Erik W. Robelen | Education Week / Edweek.org.  Published Online: June 22, 2009 -- Federal law authorizes reimbursements for private school tuition, even when a child has never received special education services from a public school, the U.S. Supreme Court ruled today.  The justices ruled 6-3 in Forest Grove School District v. T.A. (Case No. 08-305)


    VILLARAIGOSA SAYS HE WON’T RUN FOR GOVERNOR
    Monday, June 22, 2009 2:03 PM
    from the SacBee Los Angeles Mayor Antonio Villaraigosa took himself out of the race for governor of California today, telling a national television audience that he wants to concentrate, instead, on solving his city's problems.


    TWO STUDENTS, TWO SCHOOLS -- 20 miles and a world apart
    Monday, June 22, 2009 4:41 PM
    Meet Kyle Gosselin and Henry Ramirez. Kyle attends La Cañada High; Henry was at South L.A.'s Jefferson High before moving to Texas. Their backgrounds may be worlds apart, but their dreams are similar.       Henry Ramirez concentrates in his U.S. history class at South L.A.’s Jefferson High School. He has since moved for the second time to Spring, Texas


    THE BIG CONSTITUTIONAL CONVENTION QUESTION: Who's going to fix California?  We could appoint delegates or elect them, but just randomly selecting them might be the most promising idea.
    Monday, June 22, 2009 4:41 PM
    By Steven Hill | Opinion From the Los Angeles Times        June 22, 2009 -- Is a constitutional convention in California's future?   With the state's fiscal woes mounting and Sacramento seemingly frozen in place, a group of California leaders has proposed a constitutional convention as a way to fix the Golden State's deeply entrenched structural problems.  


    LA SCHOOLS CHIEF SAYS PARCEL TAX THE ONLY WAY TO BALANCE LA UNIFIED BUDGET + VOTERS TOSS SOUTH PASADENA SCHOOLS A LIFESAVER
    Saturday, June 20, 2009 8:52 PM
    LA SCHOOLS CHIEF SAYS PARCEL TAX THE ONLY WAY TO BALANCE LA UNIFIED BUDGET  Adolfo Guzman-Lopez | KPCC  Jun 19, 2009  -- Los Angeles Unified schools chief Ramon Cortines said today that a parcel tax on next year’s ballot might be the only way to balance the district’s budget in the coming years.  The superintendent said he’s researching the details of the parcel tax proposal.

    BRUNO PHOTOS AT BIRMINGHAM HIGH SCHOOL RAISE EYEBROWS

    By Connie Llanos, Staff Writer LA Newspaper Group/Daily News

    Updated: 06/26/2009 10:26:18 PM PDT

    This is one of the GQ photos of Sasha Baron Cohen's Bruno character posing with members of the Birmingham High School football team. (Photo: Mark Seliger)

    Los Angeles Unified officials are demanding answers after "Bruno" star Sacha Baron Cohen and the Birmingham High football team appeared in provocative poses shot on campus for a racy GQ magazine photo spread.

    The photos, which appear on the GQ Web site, show Cohen in a skimpy red swimsuit and athletic cup, seemingly working out with the student athletes. In one shot, the scantily clad star of the irreverent comedy is posed atop an athlete who is doing a push-up.

    "I hold the principal and the athletic director accountable, and I have asked the local district superintendent to take appropriate action," LAUSD Superintendent Ramon Cortines said Friday.

    District officials said Principal Marsha Coates and Athletic Director Richard Prizant were aware of the photo shoot. Coates declined to comment on the photos, and Prizant could not be reached.

     

     

    PHOTO GALLERY

    Sasha Baron Cohen's Brüno posing with football players from Birmingham High for GQ

    Jean Brown, the local district superintendent for the west San Fernando Valley, said she was talking with Birmingham officials.

    "We are exploring the consequences and hope to make a determination soon," Brown said.

    "Permission was obtained from the athletic director, who is the school's point person for Film LA," the agency that coordinates film productions in the city, she said.

    "Ultimately, the principal is responsible."

    "Bruno," which debuts next Friday, stars Cohen as a flamboyant Austrian fashion reporter and is rated R for sexual content. Universal Pictures, which is releasing the movie, did not return phone calls.

    Friday, June 26, 2009

    PRESIDENT OBAMA, LAUSD BOARD OF EDUCATION RECOGNIZE CALIFORNIA ACADEMIC DECATHLETES

      SOURCE California Academic Decathlon

      SACRAMENTO, Calif., June 25, 2009 /PRNewswire-USNewswire via COMTEX/ ----LAUSD Board of Education passes resolution supporting the program while President Obama meets with the national champion team from Moorpark High School at the White House.

      President Obama honored the national champion Academic Decathlon team from Moorpark High School yesterday evening at the White House.

      "It's always a thrill," said Larry Jones, Moorpark's coach, who had met Presidents Bill Clinton and George W. Bush after two of his team's three prior national victories, in 1999 and 2003.

      On Tuesday, the Los Angeles Unified School District (LAUSD) Board of Education also acknowledged the nine teams in the district that advanced to the California Academic Decathlon state finals in March. Cliff Ker, LAUSD Academic Decathlon Coordinator, introduced the Decathletes and their coaches to the board and to Superintendent Ramon Cortines.

      "There are few other opportunities in high school for students who share an academic pursuit to work so intensely together towards a common goal," said John Bennett, coach at Garfield High School since 1984. "Our students master massive amounts of information, all the while learning to organize their lives so that the first year of college becomes anti-climatic."

      Following his remarks and those of Brenda Guzman, a Stanford-bound Decathlete from Crenshaw High School, the Board unanimously approved a resolution, "Ensuring the Future of the Academic Decathlon," forming a task force to raise the funds needed to continue the program in the LAUSD.

      "President Obama and the Board of Education are sending an important message to students and their supporters all around the country," said Daniel Berdichevsky, a member of the nonprofit California Academic Decathlon's Board of Directors. "These kinds of educational opportunities can change lives and inspire entire communities."

      For more information on the California Academic Decathlon, or to learn about sponsorship opportunities, visit www.academicdecathlon.org.

      About the California Academic Decathlon

      Founded in 1979, the California Academic Decathlon has brought collaborative learning opportunities to hundreds of thousands of students at over 500 schools across the state, helping them build skills necessary for success in high school, college, and beyond. Participants work with one another and with dedicated coaches to learn a diverse curriculum; they then compete regionally and statewide in ten academic events. The California Academic Decathlon is the nation's largest Academic Decathlon state organization.

      Thursday, June 25, 2009

      FLEXIBILITY KEY FOR LOCAL CHARTER SCHOOLS: Direct control allows school officials to avoid drastic cuts and layoffs.

      By Paul Aranda Jr., EGP Staff Writer: Eastside Sun / Northeast Sun / Mexican American Sun / Bell Gardens Sun / City Terrace Comet / Commerce Comet / Montebello Comet / Monterey Park Comet / ELA Brookyln Belvedere Comet / Wyvernwood Chronicle / Vernon Sun

      With the effects of the ongoing budget cuts still to be determined, local charter schools appear to have weathered the storm that has hit their traditional public school neighbors. Charter schools are public schools that operate independently of larger districts.

      In an EGP News survey of several local charter schools, administrators echoed familiar messages. They said the autonomy and independence at their schools have so far prevented some of the cuts the Los Angeles Unified School District has outlined for its campuses. One of the key cuts the charter schools have been able to avoid has been teacher layoffs. Although the school officials have made budget adjustments to compensate for funds that the state has delayed, the cuts have so far avoided producing a direct impact on the classroom.

      Ricardo Mireles, executive director of Academia Avance Middle School said that one of the keys to the school’s ability to continue its current operations are new partnerships with other community-based organizations. The Highland Park charter will collaborate with the Jaime Escalante Math Program at East Los Angeles City College for additional math instruction and materials. The City Hearts non-profit organization will provide students with theatre classes. El Centro de Pueblo and the North East Community Clinic will provide family counseling.

      With only one campus, Mireles has greater flexibility than other local charter schools. One of the keys to ensuring the school receives state funding is to increase student enrollment. This fall, the school will expand to include the 11th grade, which will increase student enrollment to 360. Mireles said he has reduced costs such as health care benefits, but not salaries. He said there is no plan to lay off any staff members.

      The Partnership to Uplift Communities (PUC) operates eight charter schools in northeast Los Angeles and northeast San Fernando Valley. In Eagle Rock, the CALS Charter Middle School has provided parents an alternative to local public middle schools since the fall of 2000. This fall PUC will open the Santa Rosa Charter Academy in Highland Park.

      Ref Rodriguez, Ed. D, co- chief executive and co-founder of PUC Schools, said the key to preventing cuts to critical resources is financial flexibility.

      Teachers at PUC schools are not members of United Teachers Los Angeles (UTLA), but are unionized, Rodriguez said. The difference, he said, is “Our union does not dictate how our schools are run.”

      He said there will be no staff layoffs or salary freezes. In fact, with the new school set to open this fall, Rodriguez said PUC plans to increase its staff.

      As part of its budget adjustments, the Los Angeles Unified School District recently announced the elimination of summer school for elementary and middle schools. Only high school students in need of required courses for gradation will have access to summer school. As a measure to ensure that summer school will be available, CALS Charter Middle School and nearby Excel Charter Academy will combine their summer school programs on one campus.

      Rodriguez said the difference at PUC compared to LAUSD is the administrative staff.

      “We are much more centralized [than LAUSD],” he said.

      Unlike the nation’s second largest school district that grants PUC its charters, school principals do not receive promotions to work in positions at the district headquarters. Rodriguez said PUC pays its personnel at the schools more than most of its administrators because of their direct work with students. He said PUC is able to hire non-educators for administrative positions.

      For Marcia Aaron, executive director of KIPP L.A. Schools, the current budget conflict has allowed the charter management company to “cut back on the small things that add up over time.”

      Among the cuts pursued by KIPP LA Schools are expenses related to substitute teachers, travel and outside consulting. Although the charter school company has been able to save funds by leaving certain open positions unfilled, no teacher layoffs are expected. In fact, the company is currently in the process of hiring additional teachers to accommodate for the upcoming expansion of the student population from the current level of 212 to over 360.

      Aaron said there is “high interest” in the local community for the KIPP Los Angeles College Preparatory School for the upcoming school year. The middle school moved into its new Boyle Heights campus in February 2009.

      Aaron said the current cuts discussed by the LAUSD are especially critical for the communities in the eastside of Los Angeles.

      “Our education system is in crisis,” she said.

      As part of her efforts to maintain KIPP LA Schools’ academic programs, Aaron said her team proceeds with caution when it comes to budget adjustments.

      “We’ll be prudent, but if we cut key components of our program, we will have long-term negative impacts.”

      IVY ACADEMIA CHARTER SCHOOLS UNDER INVESTIGATION

      By Connie Llanos, Staff Writer – Los Angeles Newspaper Group/Daily News

      6/25 - The Los Angeles district attorney issued search warrants this week at several Ivy Academia campuses, one of the state's top performing charter schools, in connection with an ongoing investigation, officials said Wednesday.

      "A series of search warrants were issued at several locations (Tuesday)," said Sandi Gibbons, spokeswoman for the District Attorney's office.

      "They are in connection with an ongoing criminal investigation by the District Attorney's public integrity division."

      She would not elaborate on the nature of the investigation.

      Tatyana Berkovich, president and founder of Ivy Academia, said all four campuses in the West Valley, including Woodland Hills, West Hills, Winnetka and Chatsworth, were served with warrants but she was not told what the investigation was about.

      "They haven't told us the who, what, where, when or why, ... but we have no problem with them looking, we are a public entity, we have nothing to hide," Berkovich said.

      Officials at the charter school division of Los Angeles Unified School District would not comment on Ivy Academia and referred all inquiries to Jerry Thornton, LAUSD's inspector general.

      Thornton was not available for comment Wednesday.

      In 2007 the Office of Inspector General released an audit that criticized some of the school's financial practices, raising concern about co-mingling funds between the nonprofit charter and for-profit groups affiliated with the organization.

      The investigation followed accusations from former teachers and parents at Ivy who said the school was padding its attendance figures to boost state funding.

      The school's state standardized test scores place it in the top tier of schools in LAUSD and the state, and its charter was reauthorized by the district last year for a five year term.

      Ivy Academia serves 700 students on its four campuses from kindergarten to 12th grade.

      VILLARAIGOSA SAYS HE’S STAYING PUT

      EGP NEWS SERVICE: Eastside Sun / Northeast Sun / Mexican American Sun / Bell Gardens Sun / City Terrace Comet / Commerce Comet / Montebello Comet / Monterey Park Comet / ELA Brookyln Belvedere Comet / Wyvernwood Chronicle / Vernon Sun

      June 25, 2009 | 2:09 pm  - Months of speculation came to an end Monday, when Los Angeles Mayor Antonio Villaraigosa took advantage of a national TV platform to tell Angelenos (and anyone interested) that out of love for the city of angels, he will forgo a chance to run for governor in 2010 and instead shepherd L.A. through its current fiscal crisis.

      Appearing on CNN's "The Situation Room," with Wolf Blitzer, a dejected looking Villaraigosa said he could not leave Los Angeles "in the midst of a crisis."

      The mayor, who will be sworn into a second four-year term on July 1, said it was an "agonizing decision."

      "The reason why I didn't early on make a decision one way or another was because, as I said, this city's given me so much, I didn't want to walk away," he said. "But … the challenges of the state are so great, as well. I was speaker of the Assembly, I have a great deal of support in the Legislature and throughout the state, but this is about the city I love."

      Los Angeles is facing a remarkable $530 million deficit, and may be forced to layoff and furlough large numbers of city workers.

      "I said to Los Angeles four years ago to dream with me. I said we were going to take on the many challenges that we face in the city — public schools and public safety, the issue of the environment. I said that we were going to do everything we could to come together as a city, and I can't leave this city in the middle of a crisis."

      The mayor's "Partnership for Los Angeles Schools," Los Angeles Unified School District schools under his direction as part of a multi-year experiment, are also facing huge challenges as a result of a billion dollar plus LAUSD budget shortfall.

      Teachers at nine of the 10 partnership schools were recently polled about the school partnership's success so far. At eight of the schools, an overwhelming number of teachers expressed a lack of confidence in the mayor's leadership, and frustration over his lack of attention to their concerns.

      Villaraigosa said his youngest child, who is 16 year old, was also a factor in his decision. He said he did not want to be away as she finishes up her last two years of high school.

      Since winning re-election with what pundits said was a disappointing 55 percent vote, Villaraigosa had played coy when asked about his aspirations of becoming California's governor.

      "The fact of the matter is we've got many challenges in this city. In a time when unemployment is at 12.5 percent (in Los Angeles), a 55 percent approval isn't so bad,'' he said. "But I recognize that I've got a lot of work to do … and I've got to do a better job even than the job that we've done over the last four years."

      Villaraigosa declined to say whom he would back in the Democratic gubernatorial primary.

      "In term of who I like — I've not focused on that. I'm focused on my job and the challenges that we're facing, and there's plenty of time to weigh in on that race," he said.

      BUDGET VIDEO FROM SPEAKER BASS: California faces the worst financial crisis since the depression, and the options are between bad and worse.

      http://democrats.assembly.ca.gov/members/a47/

      This video highlights what would happen if we accept the Governor's proposals without any modifications.  As you can see, the picture is not pretty.

      As your Assemblymember, I need to know your priorities as I prepare to vote on the difficult choices before us.  Please take this budget survey to assist me with this urgent matter.

      http://democrats.assembly.ca.gov/speaker/FightingForOurFamilies/default.aspx?utm_source=email&utm_medium=eAlert&utm_campaign=SpeakerBassFightingForFamilies

      Thank you for taking an active part in California's future.

      Sincerely,


      Speaker Karen Bass

      Press Release Update: June 24, 2009

       

      Assembly Speaker Bass Updates Budget Progress

      (Sacramento) – The State Assembly and State Senate debated and voted today on the spending cuts included in the Legislative Budget Conference Committee’s revisions to the state budget. The Conference Committee’s proposal was defined after more than a month of public debate. However, GOP Lawmakers refused to vote for the spending cuts, leaving the state without the needed budget revisions for another day. The budget revision package will be reconsidered tomorrow.

      Assembly Speaker Karen Bass (D-Los Angeles) and Assemblymember Noreen Evans (D-Santa Rosa), Chair of the Budget Conference Committee, told reporters it is critically important for the Legislature to pass the budget package because the state will be out of cash as of July 1st.

       

      Budget Conference Committee Chair Evans Updated Budget Status

      Sacramento) – The State Assembly and State Senate debated and voted today on the spending cuts included in the Legislative Budget Conference Committee’s revisions to the state budget. The Conference Committee’s proposal was defined after more than a month of public debate. However, GOP Lawmakers refused to vote for the spending cuts, leaving the state without the needed budget revisions for another day. The budget revision package will be reconsidered. Budget Conference Committee Chair Noreen Evans (D-Santa Rosa) says Republicans should not be claiming they don’t know what’s in the legislation and says it’s critically important for the Legislature to pass the budget package because the state will be out of cash as of July 1st.  Here’s more in this Assembly Access video.

      Here are links to audio of Speaker Bass and Assemblymember Evans:

      Speaker Bass’ opening statement to reporters this afternoon after the Assembly floor session. (2:30)

      Speaker Bass says it’s ironic that GOP lawmakers refused to vote for billions of dollars in cuts because they say they want deeper cuts.

      Speaker Bass says Democrats do not want to vote for the deep spending cuts but did so because it’s the right thing to do.

      Speaker Bass says policy reforms need to be considered immediately after the Governor and Legislature deal with the immediate cash crisis.

      Assemblymember Evans says GOP lawmakers should know what’s in the legislation.

      Assemblymember Evans says she remains hopeful the GOP lawmakers will decide to vote for the budget solutions.

      Capitol Office:
      State Capitol
      P.O. Box 942849
      Sacramento, CA 94249-0047
      (916) 319-2047
      Fax: (916) 319-2147

      District Office:
      5750 Wilshire Blvd.
      Suite 565
      Los Angeles, CA
      90036
      (323) 937-4747
      Fax: (323) 937-3466

      A Year @ Locke: MUCH DONE, MUCH TO DO AT L.A. CHARTER SCHOOL: There have been dramatic changes and gains as a charter school, but the challenges are still daunting.

      Editorial from the Los Angeles Times

      June 25, 2009 - Teenagers never look more innocent than at their high school graduation. That was certainly true of the graduates of Locke High School, which a year ago was one of the most troubled schools in one of the nation's most troubled school districts. Off campus, many of them might wear gang colors, but on Wednesday they were draped in baby blue robes, perfectly behaved as they slow-marched in rows of four around the athletic field.

      These youngsters were at the forefront of a daring effort to show that dismal schools can be transformed. They were given a taste of how education could look. But even a charter takeover could not change Locke enough, quickly enough. Not in one year.

      A daunting challenge

      Jeremy Zuniga wasn't about to give in. His history students pestered him to administer the final exam early because many of them wouldn't be attending school the last couple of weeks. Never did. They'd worn the reviled uniforms all year; they'd kept the graffiti down. But just because Green Dot was running things now, that didn't mean they would give up this longtime Locke practice.

      Many teachers caved. Zuniga didn't. But neither did a number of his students. He asked the ones with solid B averages, why flunk after months of hard work? Their only answer: We just don't come to school the last couple of weeks.

      Green Dot Public Schools is ending its first year at Locke with solid accomplishments, some of them striking in comparison with the lethargy that prevailed in previous years. Most students say the school improved greatly as a charter, and those who disagree object to the very things that make the transformation so appealing to adults: the uniforms, the security guards who made sure they didn't cut class. Locke took on new energy as a cadre of idealistic teachers mapped out instructional plans to grab their students' attention. Attendance was up significantly. Troublemaking -- fights, tagging, arson fires and the like -- decreased dramatically.

      Yet the makeover of Locke proved far more daunting than Green Dot or its teachers anticipated. This attempt to turn around an existing large and troubled school was unlike anything it had attempted before, marking the first true test of whether a charter's formula for success might be applied to regular public schools. At its start-up schools, Green Dot controls enrollment and attracts motivated families from across attendance boundaries who must agree to its rules. The result is small charters with high graduation and college attendance rates. At Locke, Green Dot took the risk of operating under the same conditions that hobble many public schools -- accepting all the students within the attendance boundaries, whether or not they wanted a charter school, would follow its rules or even understood what the change was about.

      That openness meant a sudden October influx of hundreds more students than the school had staff or space for -- a total of more than 2,800 students assigned to several smaller academies. Teachers who had been promised class sizes capped at 28 were teaching 33, sometimes up to 40. The transiency that has always plagued the Los Angeles Unified School District continued to be a part of life at Locke. Students simply disappeared during the year. Many said they were transferring to another school, but administrators were too overwhelmed to find out if this was true in many cases. Ronnie Coleman, principal of the two large "Launch to College" academies for 10th- through 12th-graders, suspects the school made little headway on the dropout problem this year. Meanwhile, scores of new students enrolled up to two weeks before classes ended, unprepared for their studies or life at their new school. Locke is much changed from what it was a year ago, but it is not transformed.

      Many teachers at the academies for the older students sound a little discouraged. They started last fall ready for an educational revolution. But a culture of failure doesn't turn around on a Green Dot dime. Zuniga struggled to get his students to do research. They learned to complete basic homework, such as filling out work sheets, but stubbornly resisted assignments that required initiative. He settled for the less ambitious goal of getting them to take notes. This year, they simply copied word for word from PowerPoint presentations. Next year, he'll eliminate some of the visual props so they'll have to listen and decide what to jot down.

      Better security prevails at Locke, the teachers said, but not academic rigor. There were supposed to be remedial courses in math and English for students who failed the high school exit exam last year. But there weren't enough computers for the online curriculum, and teachers scrambled to come up with courses on their own. They feel nowhere close to a Launch to College. And even the teachers who look young enough to be high school students themselves criticize Green Dot for hiring too many inexperienced teachers who lack credentials. They need coaches, mentors, more experienced teachers to show them how to use instructional materials, said Maggie Bushek, who just completed three years of teaching English. Instead of investing in teacher training, she said, Green Dot relies too much on scripted off-the-shelf curriculum. Classroom discipline is a frequent problem, teachers complained; students think they can curse, walk around, write all over their books.

      The teachers might feel more uplifted if they heard their students talk about them. Maybe many of these teenagers aren't responding yet to the higher standards, but they clearly sense a profound change in their classes. All of those interviewed -- even the students who liked "the old Locke" better -- praised their teachers without reservation.

      "The old teachers used to give us a packet [of work sheets] and tell us to sit down and do it," said Darryl, a junior. "You couldn't ask something, they didn't want to hear from you, they would just sit down and do their own thing." This year, he and fellow junior Lee agree, the teachers are up out of their seats and teaching. They explain things better. They don't mind explaining it again. They treat students respectfully. They offer extra help, during class or after school.

      Signs of success

      The "new Locke" may have been appreciated most by students who already were aiming to succeed. One junior talked about how the calmer campus, with fewer worries about avoiding fights or being urged to cut classes, made it possible for him to get involved in sports and bring his grades up. New graduate Micheal McElveen had always done well at Locke but had to struggle against the continual uproar to do so. He credits the changes under Green Dot with helping him gain admittance to American University in Washington, D.C., where he'll start in the fall.

      As for the less ambitious students, if they're not exactly more ready for college, at least they're getting somewhat more ready for a diploma. This year, significantly more sophomores passed the high school exit exam (the earliest grade the test is administered). And Green Dot introduced a genuinely useful dropout-prevention program, Advance Path, that allows students to make up credits via online courses that they complete at their own pace. It also opened the Opportunities academy, a closely supervised program for youngsters recently released from juvenile detention.

      Coleman is frank about the progress at her academies -- and lack of it. The school met its goals on campus safety, she said. And students came to understand and accept, albeit with the usual envelope-pushing, that they would wear uniforms and attend classes once they got to school. The school's truancy rates are significantly lower than last year's.

      She agrees with her faculty that teachers received too little support and training and that some floundered as a result. The school never got close to the level of parental involvement that Green Dot has long touted as one of its hallmarks; the outreach coordinator built a small corps of volunteers and stopped there. And she would have liked to do more to make sure that students were truly attending different schools rather than dropping out.

      But Coleman, whose "summer vacation" will consist of one week off and shorter workweeks, already has teacher committees in place to address most of these issues. Higher goals are being set for the outreach staff. Class sizes will be 24 to 27 students -- with enough teachers in place to stick to those numbers even if attendance is markedly higher than expected.

      What makes Locke different under Green Dot, then, isn't that the charter operator has the magic formula for successful schools. It's that the people in charge don't spend years obfuscating, defending and delaying when things don't work. They do something to fix it.

      The future of Locke is in the ninth-grade academies that will add a new freshman class each year until they resemble the usual Green Dot model: small schools built from the freshmen up. These students will have no firsthand knowledge of the old Locke ways. They'll think uniforms are natural. They'll know how to take notes. And, Zuniga hopes, they won't think of finals week as their own personal vacation.

      Previous editorials in this series can be found at latimes.com/locke-high.

      Wednesday, June 24, 2009

      L.A. UNIFIED OKs $1.6 BILLION IN CUTS OVER THREE YEARS: Plan makes layoffs more likely for 4,000 teachers and staff, though union leaders are trying to save jobs.

      By Jason Song | LA Times

       

      imageRicardo DeAratanha/Los Angeles Times - Cafeteria worker Brenda Carson chants slogans outside L.A. Unified headquarters on Tuesday. Up to 2,000 school staffers could lose their jobs in cutbacks.

       

       


      June 24, 2009  - The Los Angeles Board of Education on Tuesday approved nearly $1.6 billion in cuts over the next three years that will result in layoffs and increased class sizes and could one day mean the elimination of such key programs as all-day kindergarten and summer school. The action also makes it increasingly likely that many of those targeted for layoffs, including about 2,200 teachers and up to 2,000 school staff, such as custodians and cafeteria workers, will be dismissed, although union leaders said they are still negotiating to save jobs.
      Including the latest reductions, Los Angeles Unified School District officials have now slashed almost $700 million -- or about 10% of the district's operating budget -- from this year's books, which includes federal grant money and other funding. Programs, including most summer school offerings and arts education, have already been scaled back due to funding shortages.

      "Passing this budget makes me sick to my stomach," said Yolie Flores Aguilar, one of five board members who approved the budget.
      Marguerite Poindexter LaMotte and Julie Korenstein voted against the proposal.
      The cuts include about $132 million for the district's current fiscal year, which ends this month, and about $143 million for next year. In an effort to preserve funding for instruction, district officials approved taking money from such areas as teacher training, professional development and transportation.

      The potential cuts would increase substantially for the next two years. Then, in 2011-12, when federal education stimulus money is scheduled to run out, district officials project that they will have to slash the budget by about $844 million.

      The officials warn that if L.A. Unified does not receive additional funding by then, or get concessions from its unions, including shortened work schedules and pay cuts, programs such as summer school and full-day kindergarten would have to be canceled.

      Most summer school offerings were canceled for this year, saving the district almost $34 million.

      Teachers union officials have not agreed to any pay cuts or scheduling changes, said President A.J. Duffy, who said he hopes to avoid layoffs. But Duffy said the latest reductions would have a devastating effect.

      "The quality of education in this district will most assuredly go down," the union chief said.

      Teachers union officials have harshly criticized the district's handling of the budget crisis, holding rallies and hunger strikes. They have urged the district to use additional federal stimulus money this year to save teaching positions, and not to allow individual schools to use the funds to pay nonteaching staff.

      Supt. Ramon C. Cortines and others have said that it would be irresponsible to spend all of the federal money at once and that giving school staff more autonomy will help cut bureaucracy at district headquarters. Excess staffing is partly to blame for L.A. Unified's budget problems, district officials have said.

      L.A. Unified officials are required to submit balanced budgets for three years at a time and Cortines acknowledged that some of the projections contained in the latest document were not concrete. Several board members said they had no choice but to vote for the plan Tuesday, but that they would not approve some specifics later on.

      "I cannot imagine cutting full-day kindergarten," board member Tamar Galatzan said.

      Cortines and union officials are pressing state legislators to allow districts to submit fewer than three years of balanced budgets at a time.

      The superintendent, who fought for composure recently when discussing the dire state of the budget, has also suggested that the school board consider putting a parcel tax on next spring's ballot to provide more funding for schools.

      "It will be difficult for the community to support a parcel tax but we have no choice," he said.

      Some board members said they doubted that the public would support another tax and urged district officials to find other revenue sources by selling property or other assets.

      Cortines also said the district's unions have been unwilling to offer concessions. "I have not received any alternative solutions from our collective bargaining units," he said.

      Union leaders have said they have negotiated in good faith.

      Board member Korenstein, who is retiring after more than 20 years on the board, said she had hoped to end her tenure on a more positive note.

      "It is the worst of all times," she said.

      Tuesday, June 23, 2009

      LAUSD Clippings 6/23

      LOS ANGELES TIMES

      Summer school programs in L.A. and Pasadena areas still have open seats

      3:14 PM | June 22, 2009

      After school districts across California, including Los Angeles Unified, slashed summer school offerings to deal with state budget cuts, parents have been scrambling to find summer placements for their children. A story about their struggles in The Times last week prompted several responses from programs with open seats:

      http://latimesblogs.latimes.com/lanow/2009/06/summer-school-options.html

      DAILY NEWS

      L.A. schools: Bond program continues to be viable

      Daily News Wire Services

      Updated: 06/22/2009 02:26:02 PM PDT

      The Los Angeles Unified School District's bond program continues to be viable even though it is being impacted by the current economic crisis, the LAUSD announced today.

      http://www.dailynews.com/breakingnews/ci_12666429

      ► Some campus projects face delays due to economy

      FUNDING: Weak investor demand hurts, but new schools to be built on schedule.

      By Connie Llanos connie.llanos@dailynews.com 818-713-3634 Staff Writer

      Updated: 06/23/2009 08:39:34 AM PDT

      Due to weak investor demand for public sector bonds, a number of Los Angeles Unified school improvement projects funded under a $7 billion measure approved by voters in November will be delayed, officials said Monday.

      http://www.dailynews.com/search/ci_12668712?IADID=Search-www.dailynews.com-www.dailynews.com

      LAUSD may have to forgo Academic Decathlon contest

      FUNDING: District says more private donations are needed.

      By Connie Llanos connie.llanos@dailynews.com 818-713-3634 Staff Writer

      Updated: 06/23/2009 08:42:03 AM PDT

      After winning the national Academic Decathlon championship for 10 of the past 23 years, cash-strapped Los Angeles Unified may have to cancel its participation in the prestigious competition unless it can raise at least $100,000 in private donations.

      http://www.dailynews.com/news/ci_12668040

      ► Villaraigosa made the responsible decision by eschewing a run for governor

      Updated: 06/22/2009 08:42:30 PM PDT

      AFTER reveling in the speculation for far longer than was necessary or seemly, Mayor Antonio Villaraigosa finally put an end to the political guessing game Tuesday and announced that he would not run for governor of California in 2010.

      http://www.dailynews.com/opinions/ci_12668217

      EDUCATION WEEK

      ► Published Online: June 22, 2009

      Calif. Charter Group Proposes Renewal Standards

      By Lesli A. Maxwell

      California’s influential charter school organization announced a plan last week that its leaders say would make it easier for school districts to shut down the largely independent public schools when they fail to meet minimum academic benchmarks.

      http://www.edweek.org/ew/articles/2009/06/19/36califcharter.h28.html?tkn=NNLFmpkb7GSVIlKMC1LXUFy54WDf7IOC%2BJXN&print=1

      ► Scam bars parents from seeing LA school graduation

      LOS ANGELES (AP) — The head of the Los Angeles Unified School District has apologized after hundreds of people apparently were shut out of a high school graduation because of a phony ticket scheme.

      Many parents and guests with genuine tickets were barred from attending Thursday's ceremonies at Kennedy High School after the stadium capacity of 3,700 was reached and the gates were closed.

      District Superintendent Ramon Cortines said Friday that the bleachers were packed because many people held forged tickets.

      Authorities said they didn't know about the forgeries at the time and apologized to people who didn't get to see their children or friends graduate.

      The school is trying to compile video footage of the event for those who were shut out.

      ###

      ► News in Brief

      California Groups Sue Over Program Reviews

      A number of California education organizations have filed suit accusing the state of violating federal laws and the state constitution by suspending the monitoring of specialized education programs for at least one year.

      The lawsuit, filed June 11 in superior court in San Francisco, says programs that won’t be reviewed include those serving students who are English-language learners, migrants, and neglected, delinquent, or homeless.

      Without the monitoring, said Shelly Spiegel Coleman, the executive director of Californians Together, one of the groups bringing the lawsuit, “the districts are not held accountable for providing the services that are needed and for using the money to support the academic success of the students.”

      Jack O’Connell, the state superintendent of public instruction, announced in a March 23 memo to school districts that he was suspending all “nonmandated on-site categorical program monitoring visits for at least one year.” He wrote: “During these challenging times, I want districts and schools to be able to focus their energy on improving student achievement and not on preparing for program audits.”

      ###

      LA OPINION

      EL LAUSD lucha contra el hacinamiento

      Con la construcción de nuevas escuelas, el Distrito Escolar pretende aliviar el problema e instituir el calendario tradicional en los planteles

      Rubén Moreno |

      2009-06-23

      Rubén Moreno/  ruben.moreno@laopinion.com

      Aun con el descenso en el registro de alumnos y con 77 nuevos recintos abiertos hasta el momento, el Distrito Escolar Unificado de Los Ángeles (LAUSD) sigue teniendo más niños por escuela que la mayoría de los campus que hay en California.

      http://www.impre.com/laopinion/noticias/2009/6/23/el-lausd-lucha-contra-el-hacin-131588-1.html

      USA TODAY

      Do schools need more PE time to fight obesity?

      By Nancy Armour, The Associated Press

      CHICAGO — The gym at Eberhart Elementary School is bright and spacious — with high ceilings, several basketball hoops, even a large, colorful climbing wall.

      http://www.usatoday.com/news/education/2009-06-21-physical-education_N.htm

      SAN FRANCISCO GATE

      Budget crisis forces deep cuts at Calif. schools

      By TERENCE CHEA, Associated Press Writer

      Sunday, June 21, 2009

      (06-21) 15:05 PDT Richmond, Calif. (AP) --

      California's historic budget crisis threatens to devastate a public education system that was once considered a national model but now ranks near the bottom in school funding and academic achievement.

      http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2009/06/21/national/a114003D38.DTL&type=printable

      NEW YORK TIMES

      New York pays many teachers to do nothing

      Karen Matthews, Associated Press

      Tuesday, June 23, 2009

      (06-23) 04:00 PDT New York --

      Hundreds of New York City public school teachers accused of offenses ranging from insubordination to sexual misconduct are being paid their full salaries to sit around all day playing Scrabble, surfing the Internet or just staring at the wall, if that's what they want to do.

      http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/06/23/MNHQ18BMQ0.DTL&type=printable

      CITY NEWS SERVICE

      ► Bond Program
         LOS ANGELES (CNS) - The Los Angeles Unified School District's bond
      program continues to be viable even though it is being impacted by the current
      economic crisis, the LAUSD announced today.
         Like most homes in Southern California, the assessed value of property
      within LAUSD is also declining, and that limits the ability to sell local bonds
      over the next few years, according to the district.
         ``No one is untouched by this economic crisis,'' LAUSD Superintendent
      Ramon C. Cortines said. ``We have hit a hurdle, but still we have a plan in
      place to deliver on the district's commitment to enable every student to attend
      a neighborhood school operating on the traditional, September-June calendar
      instead of a year-round schedule by 2012.''
         In addition, the state has frozen voter-approved bond funds for the
      construction and modernization of schools for an indefinite period of time,
      according to the LAUSD, meaning that by fall the State will owe $1 billion of
      construction matching funds to the district.
         But despite California's fiscal emergency and the freeze on state
      matching funds, the LAUSD has been able to continue with its bond program
      because of its ability to sell local bonds, according to the district.
         ``The current bond program will be completed for the students of Los
      Angeles,'' said Guy Mehula, LAUSD chief facilities executive. ``In addition, we
      are exploring every funding and financing opportunity that would enable the
      district to undertake additional projects at our aging and deteriorating
      schools as early as possible, as well as creating much-needed jobs.''

      CALIFORNIA EDUCATION CAN’T AFFORD MORE CUTS

      by Ellinorianne in the Orange County Progressive


      Mon Jun 22, 2009 at 11:39:45 AM PDT - This is what it's come down to?  We really want to continue the downward spiral of our schools by deepening already severe budget cuts?

      It's bleak for a reason, because California used to lead the way in education and almost everything else and right now it seems the only thing we are leading in is the doom and gloom of the current economic cloud that hangs over the entire Nation.  We're leading the way in shrinking the Government to the size we can drown it in a toilet.


      RICHMOND, Calif. (AP) - California's historic budget crisis threatens to devastate a public education system that was once considered a national model but now ranks near the bottom in school funding and academic achievement.

      Deep budget cuts are forcing California school districts to lay off thousands of teachers, expand class sizes, close schools, eliminate bus service, cancel summer school programs, and possibly shorten the academic year.
      ...

      "California used to lead the nation in education," U.S. Education Secretary Arne Duncan said during a recent visit to San Francisco. "Honestly, I think California has lost its way, and I think the long-term consequences of that are very troubling."

      Source

      So what are our local [Orange County] Republican leaders saying about this?

      Nothing new, that's for sure and still attempting to sell the same tired talking points.  

      Democrats want California schools to get billions that voters rejected reads the headline with nothing to support this supposition besides the same old tire excuses.


      Sen. Mimi Walters, R-Laguna Niguel, said the proposal to commit $7.9 billion to schools directly contradicts the people's will.

      "The voters have spoken and we need to listen," Walters said. "Unfortunately, the majority party in Sacramento isn't listening."

      Democrats counter that a lawsuit already has been filed by the California Federation of Teachers over the disputed $7.9 billion and, if the state loses, it could be forced to begin payments much sooner than the proposed 2011-2012.

      "The state is still at risk for owing the entire (amount) immediately," said Senate President Pro Tem Darrell Steinberg, D-Sacramento. "So what the conference committee action allows is for an easy payment plan."

      I've spoken to your constituents Senator Walters and many of them are heart sick regarding the cuts to the education system, Republican and Democrat alike would rather pay more taxes than see our children's futures slashed even further by legislators in Sacramento who don't even have children in the public school system.

      And there is a reason voters passed prop 98, so that in times like these we wouldn't jeopardize our public education system in the name of Howard Jarvis.  We get that people feel taxed enough already, but there are huge segments of our population that are not taxed enough already.

      TEA parties should start so that we can demand that corporations pay their fair share in property taxes.  WE should demand that the tax code be far more progressive so that someone making $50,000 a year isn't paying the same rate as someone making $900,000 a year.  Reagan got it, why can't the yacht party of no get it?

      So here I go again, quoting the Binder Poll released right after the majority of the propositions failed in May.  And in the poll, 57% of those questioned said they'd rather pay more in taxes than see education and health care services cut.  FIFTY SEVEN PERCENT.  Is that a landslide?  No, but it's a simple majority and many of those people voted NO on Prop 1A and 1B.

    • 75 percent support increasing taxes on alcoholic beverages (62 percent among 'No on 1A' voters)
    • 74 percent support increasing taxes on tobacco (62 percent among 'No' voters)
    • 73 percent support "imposing an oil extraction tax on oil companies just like every other oil producing state" (60 percent among 'No' voters)
    • 63 percent support "closing the loophole that allows corporations to avoid reassessment of the value of new property they purchase" (58 percent among 'No' voters)
    • 63 percent support "increasing the top bracket of the state income tax from 9.3 percent to 10 percent for families with taxable income over $272,000 a year and to eleven percent for families with taxable incomes over $544,000 a year (51 percent among 'No' voters)
    • 59 percent support prohibiting corporations from using tax credits to offset more than fifty percent of the taxes they owe (55 percent among 'No' voters)
    • As Calitics puts it so eloquently, Facts Are Stupid Things, Californians would rather pay more in taxes than see the education system gutted.


      Contrary to what the Governor is saying after the defeat of his proposals, Prop 1A did not fail because voters delivered a message to "go all out" in cutting government spending. The all-time record low turnout for a statewide special election clearly demonstrates the lack of depth to that argument. Prop 1A did not
      generate a spike in turnout and taxes were not cited as the main reason why voters overwhelmingly rejected Prop 1A.  Support for a state budget that relies solely on spending cuts is very limited - even among those voting no on Prop 1a.  

      ...

      Voters simply do not trust the leadership in Sacramento, and recognize that the failed special election was just another example of the inability to bring real solutions to voters. When given two choices, four out of five voters - even among those who voted 'Yes' on 1A - agreed that the special election was just another example of the failure of the Governor and Legislature, who should make the hard decisions necessary to really fix the budget. Only 20% agreed the special election was a sincere effort to fix the state's budget mess.

      Stop blaming each other and start fixing this mess right now.  Democrats have compromised far too much and Republicans refuse to budge.  Just as the situation is complicated, so is the message that the voters sent on May 19th.

       

      - Ellinorianne  is the nom-de-blog of Heather Pritchard

      HOME and AWAY - 6/23

      image

      Steve Sicula – Washington Post Writers Group

      Monday, June 22, 2009

      L.A. SCHOOLS: BOND PROGRAM CONTINUES TO BE VIABLE

      LA Newspaper Group | Daily News Wire Services

      Updated: 06/22/2009 02:26:02 PM PDT

      The Los Angeles Unified School District's bond program continues to be viable even though it is being impacted by the current economic crisis, the LAUSD announced today.

      Like most homes in Southern California, the assessed value of property within LAUSD is also declining, and that limits the ability to sell local bonds over the next few years, according to the district.

      "No one is untouched by this economic crisis," LAUSD Superintendent Ramon C. Cortines said. "We have hit a hurdle, but still we have a plan in place to deliver on the district's commitment to enable every student to attend a neighborhood school operating on the traditional, September-June calendar instead of a year-round schedule by 2012."

      In addition, the state has frozen voter-approved bond funds for the construction and modernization of schools for an indefinite period of time, according to the LAUSD, meaning that by fall the State will owe $1 billion of construction matching funds to the district.

      But despite California's fiscal emergency and the freeze on state matching funds, the LAUSD has been able to continue with its bond program because of its ability to sell local bonds, according to the district.

      "The current bond program will be completed for the students of Los Angeles," said Guy Mehula, LAUSD chief facilities executive. "In addition, we are exploring every funding and financing opportunity that would enable the district to undertake additional projects at our aging and deteriorating schools as early as possible, as well as creating much-needed jobs."

      PINK SLIPS HAVE A DEVASTATING IMPACT ON SCHOOLS

       

      PinkFriday046.jpg

      By Julie Van Winkle | California Progress Report

      6/22 -- On Monday, June 22, 2009, I will join the California Federation of Teachers to launch a radio ad about the current California state budget crisis. I have been teaching for 5 years, the past two at Liechty Middle School in Pico-Union School District, in Los Angeles. I teach 6th and 7th grade Math and Science. I love my job and I love my students. I am also, one of many teachers across the state that has received a pink slip.

      I specifically sought to teach in the Pico-Union School District and had hoped to work with these remarkable kids for years to come. Unfortunately, the governor and Republican legislators had other priorities than protecting public education. They prefer to protect oil companies and corporations, not education.

      I have been devastated on several levels. A few days before I got my pink slip, I had been approved for a loan to buy my first home. Because I do not have definite employment for next year, I have had to put off fulfilling that dream.

      42 other teachers at my school have received pink slips. Many of us have been teaching the same students for two years, and it's hard for the students - and for the teachers - to know that our school could change so drastically, and that relied-upon teachers may not be returning to their schools.

      Being a teacher requires a lot of energy and enthusiasm. It's hard to go to school day after day and act confidant and in-control, when there is so much uncertainty.
      I'm upset that this situation has been consuming my thoughts during the final days that I'll spend with my students.

      That’s why I agreed to speak out. In the ad, I call upon the governor and Republican legislators to stop destroying our future. Today’s students are our future. Laying off their teachers dooms them to a lesser future than they deserve, and our state requires.

      Julie Van Winkle was a math and science teacher at Liechty Middle School in Pico-Union School District in Los Angeles before being pink slipped.

      NO APOLOGY, NO DIPLOMA –A principal withholds graduation certificates over a student protest.

      By JOHN CADIZ KLEMACK | KNBC News

      Updated 11:30 AM PDT, Mon, Jun 22, 2009

      Angry parents gather outside John Liechty Middle School after 15 students were denied their graduation diplomas for protesting their keynote speaker, a member of the LAUSD Board.

      Is it freedom of speech or lack of respect?

      That's the question after Thursday's graduation ceremony at John Liechty Middle School.

      Angry parents crowded the school's lobby demanding a meeting with Principal Jeanette Stevens to discuss the issue, but were turned away Monday morning.

      It comes after 15 students chose to protest their graduation speaker, LAUSD Board President Monica Garcia.  The students and their parents said they chose to do so to protest teacher layoffs and increased class sizes.

      "We didn't stand up," said Ender Perez, who continues to refuse to apologize for Thursday's events, "we just sat in our seats and turned our backs to her."

      Some parents said they backed their students for the idea.  Olga Ochoa said the issue of respect goes both ways.

      "They don't do nothing good for the students," she said, "because they cut the teachers and put a lot of students in the same room."

      As the 15 students made their way across the stage and shook hands with the principal, they said they did not get their certificates and instead got a message.

      "She squeezed my hand and said I wouldn't get my diploma."

      The school district issued a statement saying, "The LAUSD's John Liechty Middle School works to provide students with an appropriate learning environment that includes being safe, being responsible and being respectful. During any school event, Liechty Middle School expects students to demonstrate respectful behavior. We have postponed distribution of approximately 15 eighth grade certificates until we are able to discuss the culmination events with those students and parents. Today, Monday, June 22, 2009, we are continuing to issue diplomas to all parents that come to school and meet with school officials. More than 500 culmination certificates were distributed at Friday’s event and this morning."

      The principal at Liechty told parents Monday morning that even with a written apology from students, their acts at graduation will be considered their first warning when school starts up again in the fall.

       

      LIECHTY The late John Liechty

      ●● He told me once after we had a public disagreement at a board meeting to never apologize when I know I’m right. I told that story at the dedication of his school, maybe some of those students heard him.  - smf

      SUPREME COURT BACKS REIMBURSEMENT FOR PRIVATE IDEA TUITION

      By Mark Walsh and Erik W. Robelen | Education Week / Edweek.org.

      Published Online: June 22, 2009 -- Federal law authorizes reimbursements for private school tuition, even when a child has never received special education services from a public school, the U.S. Supreme Court ruled today.

      The justices ruledRequires Adobe Acrobat Reader 6-3 in Forest Grove School District v. T.A. (Case No. 08-305) that 1997 amendments to the Individuals with Disabilities Education Act meant to rein in the costs of private school placements did not remove the power of hearing officers and federal judges to order such reimbursements under the proper circumstances.

      “A reading of the act that left parents without an adequate remedy when a school district unreasonably failed to identify a child with disabilities would not comport with Congress’ acknowledgment of the paramount importance of properly identifying each child eligible for services,” Justice John Paul Stevens wrote for the majority.

      His opinion was joined by Chief Justice John G. Roberts Jr. and Justices Anthony M. Kennedy, Ruth Bader Ginsburg, Stephen G. Breyer, and Samuel A. Alito Jr.

      Justice David H. Souter, in a dissent joined by Justices Antonin Scalia and Clarence Thomas, warned that the majority’s decision could prove costly for school districts.

      “Special education can be immensely expensive, amounting to tens of billions of dollars annually and as much as 20 percent of public schools’ general operating budgets,” Justice Souter wrote.

      “The more private placement there is, the higher the special education bill, a fact that lends urgency to the IDEA’s mandate of a collaborative process” in developing individualized education plans under the law, Justice Souter added.

      The ruling is winning praise from some advocates for students with disabilities, but criticism from national groups representing teachers and school boards.

      “We think the court got it wrong,” said Michael D. Simpson, the assistant general counsel of the Washington-based National Education Association, which filed a friend-of-the court brief supporting the school district’s stance. “Our fear is that it’s actually going to have a tremendous and very adverse impact on the money that public schools receive and on their ability to provide special education services because the money is going to be reduced.”

      But Curtis L. Decker, the executive director of the Washington-based National Disability Rights Network, which filed a friend-of-the-court brief on behalf of the family, said the ruling sends an important message to school districts, which he argues in some cases fail to act in the best interests of families.

      “Our experience across the country is it does take parents being aggressive to get some school districts to follow the process” under the IDEA for appropriately identifying, evaluating, and serving special-needs students, he said. “I hope the positive impact will be a clear message to schools that they can’t sort of get out from under their responsibility by just ignoring the child and putting the parents off.”

      Second Time Around

      The case raised the question of whether parents in a special education dispute with a school district may be reimbursed for “unilaterally” placing their child in a private school when that child has never received special education services from the district.

      The court took up the same issue in 2007, in Board of Education of New York City v. Tom F., and deadlocked 4-4. Justice Kennedy had recused himself in the case for undisclosed reasons. (“Court Is Split on IDEA Private-Placement Case,” Oct. 17, 2007.)

      The new case was from the 6,000-student Forest Grove district in Oregon. The district appealed a ruling in favor of parents who sent their son to a private school for children with behavioral and emotional problems some two years after a district evaluation had determined that the boy was ineligible for special education.

      The district eventually determined that the student had attention deficit hyperactivity disorder, but that the disorder wasn’t affecting his educational progress. The parents appealed to a hearing officer, who ruled they should be reimbursed for enrolling their son in a residential program with tuition of more than $5,000 a month.

      A federal district court reversed the hearing officer, but a panel of the U.S. Court of Appeals for the 9th Circuit, in San Francisco, held in a 2-1 ruling last year that the district court should reconsider whether the parents were entitled to reimbursement.

      The IDEA says tuition reimbursements for such unilateral private school placements are available only to students “who previously received special education and related services.” The appeals court held that the language, added in the 1997 reauthorization of the IDEA, did not “create a categorical bar to recovery of private school reimbursement for all other students.”

      Reimbursement Authorized

      That decision was then appealed to the Supreme Court, which heard arguments in May. (“Reimbursement for Private Placement Again Topic of Supreme Court Scrutiny,” May 13, 2009.)

      In his opinion upholding the 9th Circuit today, Justice Stevens said there was no evidence Congress intended to “supersede” two other Supreme Court decisions that authorized reimbursement for private school tuition under the IDEA.

      “Consistent with our decisions in [School Committee of] Burlington [v. Department of Education of Massachusetts] and [Florence County School District No. 4 v.] Carter,” Justice Stevens wrote, “we conclude that IDEA authorizes reimbursement for the cost of private special-education services when a school district fails to provide a [free, appropriate public education] and the private-school placement is appropriate, regardless of whether the child previously received special education or related services through the public school.”

      Francisco Negron, the general counsel of the Alexandria, Va.-based National School Boards Association, which filed a friend-of-the-court brief supporting the Oregon district, said his organization was disappointed by the ruling and may turn to Congress for a remedy.

      “The question for us now is whether we seek a legislative fix,” he said, to make clear that a family may not seek reimbursement for unilaterally placing a child in private school to get special education services without first receiving such services from a district.

      Overall, Mr. Negron said he fears the ruling will discourage collaboration between public schools and families “in determining the best placement for a special-needs child.”

      Lindsay E. Jones, the senior director for policy and advocacy for the Council for Exceptional Children, a Reston, Va.-based professional organization of educators who work with students with special needs, echoed this concern.

      “We feel it undermines the collaborative intent and spirit and structure of IDEA,” she said of the ruling. “It allows parents to bypass the special education process altogether.”

      VILLARAIGOSA SAYS HE WON’T RUN FOR GOVERNOR

      http://cl.exct.net/?ju=fe5417777061027d7c1c&ls=fdf01672736d037572177274&m=fefc1172766306&l=feca16737661057a&s=fe391572756d017d761670&jb=ffcf14&t=

      from the SacBee

      Los Angeles Mayor Antonio Villaraigosa took himself out of the race for governor of California today, telling a national television audience that he wants to concentrate, instead, on solving his city's problems.

      TWO STUDENTS, TWO SCHOOLS -- 20 miles and a world apart

      Meet Kyle Gosselin and Henry Ramirez. Kyle attends La Cañada High; Henry was at South L.A.'s Jefferson High before moving to Texas. Their backgrounds may be worlds apart, but their dreams are similar.

       

      Henry Ramirez

      Henry Ramirez concentrates in his U.S. history class at South L.A.’s Jefferson High School. He has since moved for the second time to Spring, Texas -- Anne Cusack / Los Angeles Times

      By Mitchell Landsberg  | Column One – LA Times

      June 22, 2009  -- Henry Ramirez, meet Kyle Gosselin.
      We thought you should be introduced, at least virtually, because you have some things in common. You're a couple of low-key, low-drama, low-maintenance 17-year-olds who have just navigated 11th grade at large public high schools. Both of you are planning to go to college. Both thinking about careers in medicine. Both willing to work hard (but not insanely hard). Both smart (but not gunning to be No. 1).

      Yet how different two young lives can be.

      In the 20 or so miles that separate Jefferson High School from La Cañada High, in the miles between inner city and suburb, there exists a social chasm so deep as to seem unbridgeable. It is possible that, growing up in the same metropolitan area, you have never been in the same place at the same time.

      Twenty miles, as we'll see, can be farther than 1,500.

      ***

      La Cañada High is about as good as public education gets in California. It is the reason why many people live in La Cañada Flintridge, where tasteful, multimillion-dollar homes sprawl at the foot of the San Gabriel Mountains. College is a given for almost everyone. The dropout rate is close to zero. Students don't qualify for free lunches, but they can buy sushi. Built in the 1960s and oddly evocative of the television show “The Jetsons,” the campus recalls a time when California schools didn't so much anticipate the future as embody it.

      Jefferson, in hard-core South L.A. gang territory, is an improving school that nevertheless exemplifies all the challenges of urban education. It has an inspiring history, but its recent past has been troubled. Today it is a landing pad for the children of immigrants. Nearly half the students learn English as a second language. Free lunch is available to anyone willing to stand in line. About 800 freshmen arrive each year, most ill-prepared for high school. Four years later, about 200 pick up diplomas.

      ***

      You began your junior years in September: Kyle at La Cañada, Henry at Jefferson.

      Conventional wisdom says 11th grade is the toughest, most stressful year of high school for college-bound students: the hump, the back stretch, when students load up on Advanced Placement classes and take a slew of tests -- including the SAT -- while juggling a full-tilt social schedule. If the pressure got to either of you, you hid it well.

      ***

      Kyle is 6 feet 4 and possibly still growing. Lean, fit, a little bit shaggy, he looks primed for either of his extracurricular passions, baseball and rock 'n' roll. Exceedingly polite to adults, he comes across as a consummate nice guy.

      He has attended La Cañada schools since kindergarten. His family's home is modern and spacious, complete with pool and spa.

      Kyle's parents, Janna and Craig, are lawyers who place paramount priority on the education of Kyle and his younger brother. Janna is a past president of the La Cañada Education Foundation, which has raised as much as $1.3 million a year for local schools. Craig worked as in-house counsel for Vans Shoes but refused an offer to move to Northern California, in large measure because of La Cañada's schools.

      Henry might not stand out in a crowd. He's soft-spoken, average height, dresses modestly, doesn't cause trouble. But he has a killer smile and a quiet determination, and he can be a class leader. Girls seem drawn to him.

      Born in L.A., Henry has spent his life on the move. Little hops, one neighborhood to the next. He attended four elementary schools, stayed in one middle school, then began Jefferson High -- only to be whisked off to Idaho and then a suburb of Houston for the first semester of 10th grade.

      Upon returning to L.A., Henry, his parents, two younger brothers and a younger sister rented a single room in an apartment in Watts. As 11th grade began, Henry's mother, Irma, and stepfather, Raul Ramirez, worked at a convalescent hospital in La Habra. In Henry, they see hope for a success they were never able to achieve.

      Irma, a high school graduate who had two years of college in El Salvador, never reached her goal of a nursing license. Raul, a native Californian, dropped out of Roosevelt High. Of Henry, he said: "He could be whatever he wants to be . . . We're pretty sure he's not interested in gangs or anything like that."

      ***

      Superficially, your schools are more alike than different. Between classes, the hallways can seem crowded and chaotic, although you both navigate the maelstrom with calm assurance. Like most students, you eat lunch outdoors in the same spot every day, with the same friends. Your teachers are mostly seasoned and dedicated. By 11th grade, most students -- even at a school like Jefferson, which has been called a "dropout factory" -- are there to learn. Or at least to graduate.

      Still, if you could trade places for a day, you'd also see vast differences.

      ***

      On a warm October morning, Henry begins school with Life Skills, a required class. When it ends, he waits by the door for his friend Jessica Martinez, who greets him with a hug and then lays her head on his shoulder. Two other girls come to join her, and Henry leaves to go to French 3.

      Class is conducted in a mix of English and elementary French, with almost all of the French coming from the teacher, Richard Jessel. The students go over an assignment in which they wrote two- and three-word sentences, such as "She walks" and "You are working." Henry -- known here as Henri -- seems among the more advanced, whispering prompts to a girl next to him when she is called on to speak. Jessel, a veteran teacher who grew up partly in France, is patient, never condescending, but clearly frustrated. "They're not really ready for French 3, but they're here," he said.

      Where would they be in a standard French curriculum? "I'd place them in the middle of my second semester of French 1," he said. "There's not a lot of willingness to study at home, not a lot of motivation." The students are also shy, he said, fearful of sounding stupid. And there is almost no chance that any have traveled to French-speaking countries.

      Henry spends lunch working with another student on a project for their English class.Afterward, he has Introduction to Sociology, a project-based class that seems impressively stimulating, and Geometry, which he is repeating. Since Jefferson is on a block schedule, his other classes are on alternate days: Honors U.S. History, Honors American Literature, Chemistry and Algebra 2. Henry takes no Advanced Placement classes, a disadvantage when he applies to college. But it's hardly a slacker's schedule.

      ***

      Let's confront a hard truth. Any visitor to your two schools can't help but notice that the La Cañada students, while hardly perfect, seem more focused, more driven to succeed than the average student at Jefferson. It's something that deeply frustrates Juan Flecha, the Jefferson principal. "They're such nice kids," he said of his pupils, adding: "They're so unmotivated." Flecha understands where they're coming from. He grew up poor, 10 blocks from Jefferson.

      Flecha makes no excuses. Although he has presided over a sharp increase in test scores, he volunteered that only 27% of his students graduate in four years and only 16% take a college prep curriculum. "That's terrible," he said. But he speaks compassionately about the challenges they face: failing elementary and middle schools. Collapsing families. Entrenched poverty. Epidemic violence. On the first day of class this year, at 10:30 a.m., a man with an AK-47 was spotted firing shots a half-block from campus.

      At La Cañada, violence is scarcely a concern. Elementary schools and the one middle school are excellent. Students are highly motivated, highly competitive. "I don't have dress code violators. I don't have fights," said Principal Damon Dragos. "The kids all come very well prepared. The question is not whether they're going to college; it's whether it's the college of their choice."

      ***

      Another October morning. Kyle starts his day in Advanced Placement English, where the topic is the Chaucer poem "Troilus and Criseyde." Then, it's SSR -- basically, homeroom, where students are given 15 minutes for "sustained silent reading."

      German 3 is next. It begins with the young teacher, Melanie Sos, saying: "So, guten morgan. Wie geht's?" ("Good morning. How's it going?") Like Henry's French class, much of this class involves the teacher speaking the foreign language and the students responding, sometimes in German, sometimes in English. But the level is markedly higher. Kyle and a classmate pore over a story, taking turns reading the German and translating. Kyle reads with some ease. The day's homework is to write 15 sentences summarizing what they've read.

      By now, Sos said, maybe half the students have traveled to Germany.

      The rest of Kyle's day consists of Pre-Calculus, Honors Physics, Advanced Placement U.S. History and baseball.

      Like most kids his age in La Cañada, Kyle has given a lot of thought to college. Asked at the beginning of the year if he'd thought about specific schools, he gave a detailed answer: "I've been thinking, like, Claremont-McKenna, USC, UCLA," he said. "Dartmouth is a great school. Then I've been looking at liberal arts schools: Amherst, Haverford, Georgetown, maybe Johns Hopkins. . . . Maybe I'd apply to UCSD because they have a good pre-med program."

      By spring, he had taken an East Coast college tour with his parents, hitting eight schools in six days, and had met for 80 minutes with La Cañada's college counselor.

      In his perfect world, Kyle would be offered a baseball scholarship or at least be admitted to one of his "reach" schools on the strength of his playing. He was on La Cañada's successful varsity team this year, but didn't start much. He knows that academics are his ticket. His grades are a mix of A's and Bs, but since AP classes are given extra weight, his grade point average is over 4.0.

      He took the PSAT sophomore year, and the SAT and ACT this year. He didn't have to go far for his SAT prep classes, which were held in his living room by his mom, Janna, and a friend; they started a small SAT prep business after seeing what else was available.

      Henry began his junior year without a clue where he might want to go to college. After talking to the school nurse, a UC Santa Barbara graduate, he decided it sounded like a good place, because he likes the beach.

      On the day that Henry was scheduled to take the PSAT, Flecha led a visitor to the classroom where students were working on the test. Flecha didn't spot Henry. The teacher looked around. No Henry. Flecha returned to his office, crestfallen.

      Reached at home, Henry explained that his family had out-of-town relatives. Flecha slumped into his chair. "Isn't that something?" he asked. "All in a day's work around here."

      Later in the fall, UCLA sent mentors to Jefferson to help students prepare their college application essays. Henry, whose grades have mostly been A's and Bs, with some lapses, called his "The Rollercoaster," writing about family tensions and his frequent moves. "The major problem was, I could never get used to something. I would always think it would get snatched away."

      Not long after, Henry's parents told him they were returning to Texas -- in less than a week. On Jan. 27, the family piled into a car attached to a rental trailer. They made the 1,500-mile drive in two days. About half an hour outside Houston, Henry began to cry. "It really got to me," he said.

      Henry now has his own room in a new five-bedroom house owned by an aunt. It's in an ethnically diverse, middle-class subdivision in Spring, a bedroom community on Houston's northern fringes. Spring is not as affluent as La Cañada, but its upwardly mobile Sun Belt vibe feels light years from South L.A. Henry's new school, Klein Oak High, seems more La Cañada than Jefferson, with an airy suburban feel, a diverse student body of 3,400 and a tradition of academic success. Most students graduate, and of them, 85% to 90% will go to college, Assistant Principal Joyce Wells said.

      "I think it's a nice school," said Raul Ramirez. He thought it was a big improvement over Jefferson.

      Henry didn't much care. He liked the new house but wished it were in L.A. He thought the school was fine, but his friends weren't there. He seized on something that most teenagers would see as a plus -- the laptop he was assigned -- and decided that he hated it. "Work sheets are easier," he said.

      Still, there were students who remembered him from his previous sojourn in Texas. Walking out of class one day not long after arriving, he was greeted by a girl who threw her arms around him in a hug. He smiled, shyly.

      ***

      The school year's ending. You probably won't run into each other this summer -- although Henry, who seems to be feeling OK about Texas, is hoping to come to L.A. to hang with his old friends. Kyle will be at baseball camp and community college, fulfilling a high school arts requirement. Same city, different circles. Different boys, similar dreams.

      THE BIG CONSTITUTIONAL CONVENTION QUESTION: Who's going to fix California? We could appoint delegates or elect them, but just randomly selecting them might be the most promising idea.

      By Steven Hill | Opinion From the Los Angeles Times


      June 22, 2009 -- Is a constitutional convention in California's future?

      With the state's fiscal woes mounting and Sacramento seemingly frozen in place, a group of California leaders has proposed a constitutional convention as a way to fix the Golden State's deeply entrenched structural problems.

      Perhaps the most important question about a constitutional convention is: Who would be the delegates charged with designing California 2.0, and how would they be chosen?

      There are three basic ways to select such delegates: Appoint them, elect them or randomly select them. Each has its pros and cons. There is no perfect method, maybe only a "least worst" one.

      APPOINTED DELEGATES: Some people believe this will ensure that the best and brightest are picked.

      That sounds nice in theory, but who would do the appointing? The Legislature? The governor? Some have proposed that a bunch of good-government groups should be picked to lock themselves in a room and roll up their sleeves. But who would pick them?

      Appointing delegates raises fundamental questions about the independence and legitimacy of the delegates: Will they be seen as beholden to the same political leaders and special interests that are perceived as already controlling the political process?

      And there would be no guarantee that appointed delegates would result in a convention as diverse as the state itself. It seems instructive that of the 14 states that automatically call a constitutional convention every 10 or 20 years, none appoint delegates.

      ELECTED DELEGATES: Supporters of this method say it would confer legitimacy because the delegates would be democratically selected by voters. And it is a process familiar to voters and the media, especially if it uses existing legislative districts.

      But if we elect the delegates just as we elect the Legislature, the results likely would mirror a Legislature widely viewed as a failure.

      State Assembly districts are huge, each with more than 450,000 people. Reaching that many voters would require significant financial resources, giving an advantage to candidates who have access to money, organized special interests and political party support.

      Sound familiar?

      That scenario, along with the fact that elections would not necessarily guarantee that the delegates would reflect the state's diversity, could undermine the convention's credibility.

      Another possible -- and perhaps more grass-roots -- election method is to select delegates by county caucuses. Candidates could present themselves to their local constituencies and neighbors.

      But what caucuses would do the electing, and who would be the members? The caucus systems in most states have been replaced with primaries because caucuses were notorious for low participation and domination by the most zealous activists. And delegates selected by caucus may not be representative of the entire state.

      RANDOM SELECTION: This method might sound the strangest but actually may hold the most promise. It has been used in Canada and elsewhere. A scientific sampling of Californians would be randomly selected from the statewide voter list, like a jury pool.

      The Bay Area Council, a group of business leaders, has proposed randomly selecting 400 Californians to create a body of average citizens who could bring their common sense and pragmatism to the problems at hand. Those delegates would be paid to participate for eight months, starting with an intensive two-month education process in which they would hear from many experts about the problems and potential solutions for California.

      Random selection likely would be the best method for ensuring a truly representative body and for shielding delegates against special-interest influence. And a group made up of "people just like us" brings a sense of grass-roots legitimacy to the process.

      Interestingly, a statewide poll commissioned by the New America Foundation in November 2006 found strong support (73%) for a randomly selected deliberative body, and that the public has a lot more trust in such a "citizen body" than in a government-appointed panel or even a panel of independent experts.

      So the voters may be out in front of the leaders on this one. After considering all the possibilities, random selection may turn out to be the "least worst" method. California also could try an interesting hybrid, selecting delegates by a combination of random selection, election or appointment.

      However the delegates are selected, their proposals would be put on the ballot for voters to decide. One way or another, it would be the voters of California who design California 2.0.

      Steven Hill is director of the Political Reform Program of the New America Foundation and the author of "10 Steps to Repair American Democracy." ( www.10Steps.net).

      Saturday, June 20, 2009

      LA SCHOOLS CHIEF SAYS PARCEL TAX THE ONLY WAY TO BALANCE LA UNIFIED BUDGET + VOTERS TOSS SOUTH PASADENA SCHOOLS A LIFESAVER

      LA SCHOOLS CHIEF SAYS PARCEL TAX THE ONLY WAY TO BALANCE LA UNIFIED BUDGET

      Adolfo Guzman-Lopez | KPCC

      Jun 19, 2009  -- Los Angeles Unified schools chief Ramon Cortines said today that a parcel tax on next year’s ballot might be the only way to balance the district’s budget in the coming years.

      The superintendent said he’s researching the details of the parcel tax proposal. To succeed without a costly campaign, he’d have to secure the support of the school district and outside groups.

      The superintendent said he’s researching the details of the parcel tax proposal. To succeed without a costly campaign, he’d have to secure the support of the school district's Board of Trustees as well as other groups.

      Ramon Cortines: "I think that means the City Council. I think it means the mayor’s office. I think it means the 28 cities that comprise this school district. It will take everybody."

      Cortines warned that budget cuts from Sacramento are so large that in two years, Los Angeles Unified could be forced to cut full-day kindergarten and lay off half the district’s art and music teachers. The school board votes Tuesday on the immediate layoffs of about 2,000 teachers.

       

      _________________

      VOTERS TOSS SOUTH PASADENA SCHOOLS A LIFESAVER

      By Caroline An, Staff Writer | Pasadena Star News

      Education

       

      06/19/2009 -- SOUTH PASADENA - South Pasadena's public schools got a big boost from voters, who have approved a parcel tax expected to raise about $2 million a year to save the jobs of at least 19 teachers and counselors, according to final vote results released Friday.

      Voters in the South Pasadena Unified School District passed ballot Measure S by 67.7 percent. The measure needed approval of at least two-thirds (66.67%) of voters to pass.

      The mail-in ballot election was held Tuesday, but 223 additional mail-in ballots had to be counted before final results could be released, the Los Angeles County Registrar-Recorder's Office said.

      Parcel owners will pay a $288-per-year tax under Measure S.

      "This is exciting. I'm thrilled for our students and for the teachers who will have their jobs back," Superintendent Brian Bristol said.

      Saving the teaching positions will allow the district of about 4,200 students to keep smaller class sizes of 20 students per teacher in the elementary grades and in ninth-grade English and math classes, he said.

      Had Measure S not passed, those classes would have grown to 30 students.

      Earlier this year, the district's school board had voted to eliminate 40 teaching and counseling positions, nearly 20 percent of staff. Bristol said a "minimum" of 19 teachers and counselors will now be brought back this fall.

      Library services and visual and performing arts programs also will be restored through Measure S funding.

      But Bristol warned that the school board is still discussing potential cuts to those programs. Even with the parcel tax, the district earlier this year had to cut $1 million from a $5.3 million budget for the 2009-10 school year.

      More districts may have ask residents to approve parcel taxes simply to "keep the lights on and the doors open," state Superintendent of Public Instruction Jack O'Connell said Friday.

      The South Pasadena district is the second district in the West San Gabriel Valley to seek a parcel tax. Last month, San Marino voters passed Measure E to stave off $5 million in budget cuts. Property owners will pay $795 per year for the next six years under Measure E.

      On June 30, the La Cañada Unified School District will hold an election for Measure LC, a parcel tax of $150 per year per property for the next five years that will raise $4.5 million a year.

      And on Friday, Los Angeles Unified School District Superintendent Ramon Cortines said he will ask that a parcel tax be placed on an upcoming ballot to help the district close a $131.7 million budget deficit.

      "Parcel taxes soften the blow for districts," said O'Connell, who is pushing for legislation to lower the passage threshold for parcel taxes from 66 percent to 55 percent.

      Even in a recession, voters appear willing to pass bond measures and parcel taxes to help their local schools, he added.

      "That's why it's important we reduce the vote threshold," said O'Connell. "The money is spent on local priorities - from class size reduction to career technical education to paying for teacher salaries."

      The news that didn’t fit from June 21st

      CORTINES WANTS LAUSD TO CONSIDER PARCEL TAX + ELIMINATING FULL DAY KINDERGARTEN A POSSIBILITY
      Friday, June 19, 2009 5:24 PM
      Cortines wants LAUSD to consider parcel tax  -- Jason Song | LA Times LA NOW Blog  4:51 PM | June 19, 2009  L.A. Unified School District Supt. Ramon C. Cortines said this afternoon that he wants the district to consider introducing a parcel tax to raise money for education.  Cortines has raised this issue in the past as a partial solution to L.A. Unified's budget woes.

      THE NATION’S REPORT CARD: Music & Visual Arts Education
      Friday, June 19, 2009 5:05 PM
      PRESS RELEASES    Statement from U.S. Secretary of Education Arne Duncan on Results of NAEP Arts 2008 Assessment                              

      SB381 - VOCATION EDUCATION BILL IS A STEP BACK FOR ACADEMICS
      Friday, June 19, 2009 9:28 AM
      By Veronica Melvin | OpEd in LA Newspaper Group/Daily News     19 June 2009 -- IN 1968 more than 20,000 high school students marched out of Los Angeles Unified School District eastside campuses and staged sit-ins to protest policies that steered the brightest students to trade classes rather than higher education.  

      LAUSD TEACHERS APPROVE CONTRACT AS LAYOFFS LOOM
      Friday, June 19, 2009 5:24 PM
      by Howard Blume | LA Times LA NOW Blog  7:06 PM | June 18, 2009  Teachers have accepted a new contract that includes no pay raise for last year, this year or next year, but will allow them to take formal contract grievances public.  The leaders of United Teachers Los Angeles had insisted to members that they could do no better on salary issues during tough economic times, and the membership


      THE LAUSD BUDGET UPDATE: June 18, 2009
      Thursday, June 18, 2009 4:51 PM
      a cheap shot from smf/4LAkids: 32 bullets, right through the heart of public education from the PowerPoint presentation from senior staff to the Board of Education @ today’s meeting                    “The Los Angeles Unified School District (LAUSD) pays its bills almost entirely with money from the State.  As a result, California’s deepening budget crisis has required…..


      STATE SUPERINTENDENT O'CONNELL ON VOTE TO ELIMINATE CAHSEE
      Thursday, June 18, 2009 8:45 AM
      Release: #09-91   June 16, 2009  Contact: Hilary McLean    E-mail: communications@cde.ca.gov    Phone: 916-319-0818  Schools Chief Jack O'Connell Responds to Conference  Committee Vote to Eliminate the High School Exit Exam  SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell issued the following statement in reaction to the Legislative Budget Conference Committee's vote


      CA DEMOCRATS UNVEIL BUDGET PLAN, SCHWARZENEGGER VOWS VETO
      Thursday, June 18, 2009 8:39 AM
      By Mike Zapler – San Jose Mercury News Sacramento Bureau  6/18 - SACRAMENTO — With California veering toward insolvency, partisan sniping over the budget intensified Wednesday in the Legislature. Democrats unveiled their blueprint to close the state's $24 billion budget shortfall, and Republican Gov. Arnold Schwarzenegger vowed to veto the plan because it calls for new taxes on oil, tobacco and


      DEMOCRATS PUSH TO SUSPEND CALIFORNIA HIGH SCHOOL EXIT EXAM (CAHSEE)
      Thursday, June 18, 2009 8:30 AM
      by Jim Sanders from the Sacramento Bee   Published Thursday, Jun. 18, 2009 - A California law requiring high school seniors to pass a high-stakes exit exam before receiving their diplomas is targeted for elimination, at least temporarily, because of the state's fiscal mess.  Democratic legislators are pushing the idea of lifting the mandate, arguing that it's not fair to expect schools hammered


      CHARTER SCHOOL STUDENTS DO NOT OUTPERFORM TRADITIONAL PUBLIC SCHOOL STUDENTS, ACCORDING TO REPORT
      Tuesday, June 16, 2009 5:35 PM
      REPORT REVIEWED  70 PERCENT OF US CHARTER SCHOOLS   17 percent of charter students outperformed traditional schools    37 percent underperformed traditional schools….


      CALIF. AID REQUEST SPURNED BY U.S.: Officials Push State To Repair Budget
      Tuesday, June 16, 2009 3:44 PM
      By David Cho, Brady Dennis and Karl Vick  Washington Post Staff Writers    Tuesday, June 16, 2009 -- The Obama administration has turned back pleas for emergency aid from one of the biggest remaining threats to the economy -- the state of California.   Top state officials have gone hat in hand to the administration, armed with dire warnings of a fast-approaching "fiscal meltdown" caused by a


      LAUSD's HOMELESS EDUCATION PROGRAM SAVED FROM BUDGET CUTS
      Tuesday, June 16, 2009 3:30 PM
      By Emily Lerman in News | LAist.com     Photo by = Manny = via the LAist Featured Photos pool on Flickr  June 15, 2009 2:00 PM -- Just last week, the LAUSD's Homeless Education Program was at risk of becoming a victim of the many budget cuts. The program aims to "ensure that homeless youth have access to a free public education, equal to that of any other youth". General Jeff, Skid Row


      LAWMAKERS’ PLAN EASES GOVERNOR’S PROPOSED CUTS: Budget panel wants to keep parks open and keep healthcare for low-income children.
      Tuesday, June 16, 2009 8:00 AM
      GOP leaders scoff at proposed tax hikes and criticize Democratic leaders for addressing only part of the deficit.  By Shane Goldmacher | LA Times       June 16, 2009  -- Reporting from Sacramento -- A state budget panel Monday rejected some of Gov. Arnold Schwarzenegger's most extreme proposals to close the state's deficit through cuts to government programs as the leaders of the Assembly and


      AMERICORPS FIRING PROBED
      Tuesday, June 16, 2009 7:48 AM
      LA Times – Morning Briefing  June 15 - WASHINGTON, D.C. - Sen. Charles E. Grassley (R-Iowa) is asking for information on any role First Lady Michelle Obama's office may have played in the president's decision to fire the inspector general of AmeriCorps over his investigation of Sacramento Mayor Kevin Johnson.  Grassley requested that Alan Solomont, chairman of the government-run Corporation for


      CALIFORNIA CHARTER SCHOOLS STRONGER IN READING THAN MATH + THE SPIN!, THE SPIN!!
      Tuesday, June 16, 2009 7:20 AM
      A Stanford University study of charter schools in 15 states and the District of Columbia found, nationally, only 17% of charter schools do better academically than their public counterparts.   By Mitchell Landsberg | From the Los Angeles Times        6:54 PM PDT, June 15, 2009 -- California charter schools outperform traditional public schools in reading but significantly lag in math,

      NATIONAL CHARTER SCHOOL STUDY/PAID FOR BY CHARTER ORGANIZATIONS: “As a collective group, students in charter schools are not faring as well as students in traditional public schools."
      Monday, June 15, 2009 4:00 PM
      from Larson Communication On behalf of CREDO at Stanford University  Stanford University released a major report today providing the most detailed look to date at how charter schools are performing across the nation compared to their traditional public school counterparts.  The report provides an in-depth examination of 16 states, including: Arkansas, Arizona, California, Colorado (Denver), DC,


      6/15 - From LAUSD Clipping Service
      Monday, June 15, 2009 2:19 PM
      LA TIMES    Van Nuys high school student wins Princeton Prize in Race Relations  4:31 PM | June 12, 2009  Lauded for her work in uniting students across the ethnic divide,  a graduating senior and salutatorian at Birmingham High School in Van

      SHE FINALLY HAS A HOME: HARVARD

      Khadijah Williams, 18, overcomes a lifetime in shelters and on skid row.Harvard

      Brian Vander Brug / Los Angeles Times --Khadijah Williams, with her mother, Chantwuan, left, and sister Jeanine at a storage facility, says of her mother: “She would tell me I had a gift, she would call me Oprah.”

       

      By Esmeralda Bermudez | LA Times


      June 19, 2009 --  Khadijah Williams stepped into chemistry class and instantly tuned out the commotion.
      She walked past students laughing, gossiping, napping and combing one another's hair. Past a cellphone blaring rap songs. And past a substitute teacher sitting in a near-daze.

      Quietly, the 18-year-old settled into an empty table, flipped open her physics book and focused. Nothing mattered now except homework.

      "No wonder you're going to Harvard," a girl teased her.

      Around here, Khadijah is known as "Harvard girl," the "smart girl" and the girl with the contagious smile who landed at Jefferson High School only 18 months ago.

      What students don't know is that she is also a homeless girl.

      As long as she can remember, Khadijah has floated from shelters to motels to armories along the West Coast with her mother. She has attended 12 schools in 12 years; lived out of garbage bags among pimps, prostitutes and drug dealers. Every morning, she upheld her dignity, making sure she didn't smell or look disheveled.

      On the streets, she learned how to hunt for their next meal, plot the next bus route and help choose a secure place to sleep -- survival skills she applied with passion to her education.

      Only a few mentors and Harvard officials know her background. She never wanted other students to know her secret -- not until her plane left for the East Coast hours after her Friday evening graduation.

      "I was so proud of being smart I never wanted people to say, 'You got the easy way out because you're homeless,' " she said. "I never saw it as an excuse."

      A drive to succeed

      "I have felt the anger at having to catch up in school . . . being bullied because they knew I was poor, different, and read too much," she wrote in her college essays. "I knew that if I wanted to become a smart, successful scholar, I should talk to other smart people."

      Khadijah was in third grade when she first realized the power of test scores, placing in the 99th percentile on a state exam. Her teachers marked the 9-year-old as gifted, a special category that Khadijah, even at that early age, vowed to keep.

      "I still remember that exact number," Khadijah said. "It meant only 0.01 students tested better than I did."

      In the years that followed, her mother, Chantwuan Williams, pulled her out of school eight more times. When shelters closed, money ran out or her mother didn't feel safe, they packed what little they carried and boarded buses to find housing in Los Angeles, San Francisco, Ventura, San Diego, San Bernardino and Orange County, staying for months, at most, in one place.

      She finished only half of fourth grade, half of fifth and skipped sixth. Seventh grade was split between Los Angeles and San Diego. Eighth grade consisted of two weeks in San Bernardino.

      At every stop, Khadijah pushed to keep herself in each school's gifted program. She read nutrition charts, newspapers and four to five books a month, anything to transport her mind away from the chaos and the sour smell.

      At school, she was the outsider. At the shelter, she was often bullied. "You ain't college-bound," the pimps barked. "You live in skid row!"

      In 10th grade, Khadijah realized that if she wanted to succeed, she couldn't do it alone. She began to reach out to organizations and mentors: the Upward Bound Program, Higher Edge L.A., Experience Berkeley and South Central Scholars; teachers, counselors and college alumni networks. They helped her enroll in summer community college classes, gave her access to computers and scholarship applications and taught her about networking.

      When she enrolled in the fall of her junior year at Jefferson High School, she was determined to stay put, regardless of where her mother moved. Graduation was not far off and she needed strong college letters of recommendation from teachers who were familiar with her work.

      This soon meant commuting by bus from an Orange County armory. She awoke at 4 a.m. and returned at 11 p.m., and kept her grade-point average at just below a 4.0 while participating in the Academic Decathlon, the debate team and leading the school's track and field team.

      "That's when I was really stressed," she says, at once sighing and laughing.

      Khadijah graduated Friday evening with high honors, fourth in her class. She was accepted to more than 20 universities nationwide, including Brown, Columbia, Amherst and Williams. She chose a full scholarship to Harvard and aspires to become an education attorney.

      Early adversity

      She tried her best; she never smoked or drank, never did drugs, and she never put us in abusive situations. However, that was the best she could do.

      There are questions about her mother Khadijah is not ready to ask, answers she is not ready to hear. How did her mother end up on the streets? How come she never found a stable home for her daughters? Why wasn't there family to turn to, no father, no grandparents? And what will become of her little sister?

      "I don't know. I don't know," is often her response. Ask personal questions about her mother and the fire in Khadijah's eyes turns dim. She knows when she arrives in Cambridge, Mass., she will need to seek counseling. So much of her life is a blur.

      She knows she was born in Brooklyn, N.Y., to a 14-year-old mother. She thinks Chantwuan might have been ostracized from her family. She may have tried to attend school, but the stress of a baby proved too much. When Khadijah was a toddler, they moved to California. A few years later, Jeanine was born.

      She has chosen not to criticize her mother. Instead Khadijah said she inspired her to learn. "She would tell me I had a gift, she would call me Oprah."

      When her college applications were due in December, James and Patricia London of South Central Scholars invited Khadijah to their home in Rancho Palos Verdes to help her write her essays.

      When they went to return her to skid row, her mother and sister were gone.

      Khadijah accepted the Londons' invitation to spend the rest of her school year with them.

      In their comfortable hilltop home, Khadijah learned a new set of lessons. The orthopedic doctor and nurse taught her table manners, money management and grooming.

      She won't be the first homeless student to arrive at Harvard.

      Julie Hilden, the Harvard interviewer who met with Khadijah to gauge whether she should be accepted, said it was clear from the start that Khadijah was a top candidate. But school officials had to make sure they could provide what she needed to make the transition successful.

      They plan to connect her with faculty mentors and potentially, a host family to check in with every so often. She will also attend a Harvard summer program at Cornell to take college-prep courses.

      "I strongly recommended her," Hilden said. "I told them, 'If you don't take her, you might be missing out on the next Michelle Obama. Don't make this mistake.' "

      Seeking connections

      "I think about how I can convince my peers about the value of education. . . . I have found that after all the teasing, these peers start to respect me . . . . I decided that I could be the one to uplift my peers . . . . My work is far reaching and never finished."

      Khadijah expected to feel more connected after nearly two years at Jefferson, to make at least one good friend.

      Students flock to the smart girl for help with homework and tests and class questions. She walks through campus tenderly waving and smiling and complimenting everyone she knows.

      But when prom pictures arrive, they show her posing alone in a silky black and white dress. In her yearbook, hundreds of familiar faces look back, but the memories are missing.

      "It's a nice, glossy, shiny, colorful yearbook," she said. "But it feels like they're all strangers. I'm nowhere in these pages."

      In the last six months, she saw her mother only a few times and on Thursday tried to find her. Khadijah headed to a South-Central storage facility where they last stored their belongings.

      She found Chantwuan sitting on a garbage bag full of clothes.

      "Khadijah's here!" her sister Jeanine yells. Chantwuan's face lit up.

      She explained the details of her graduation, the bus route to get there and gave her mother a prom picture. She said she would leave for summer school Friday.

      There is no talk of coming home of for Thanksgiving or Christmas.

      Proudly, Khadijah modeled her hunter green graduation cap and gown and practiced switching the tassel from right to left as she would during the ceremony.

      "Look at you," her mother says. "You're really going to Harvard, huh?"

      "Yeah," she says, pausing. "I'm going to Harvard."

      Friday, June 19, 2009

      CORTINES WANTS LAUSD TO CONSIDER PARCEL TAX + ELIMINATING FULL DAY KINDERGARTEN A POSSIBILITY

      Cortines wants LAUSD to consider parcel tax

      -- Jason Song | LA Times LA NOW Blog

      4:51 PM | June 19, 2009

      L.A. Unified School District Supt. Ramon C. Cortines said this afternoon that he wants the district to consider introducing a parcel tax to raise money for education.

      Cortines has raised this issue in the past as a partial solution to L.A. Unified's budget woes. The school board is scheduled to vote Tuesday on a plan to slash about $130 million from the 2009-10 budget, and Cortines warned that the situation could only get worse in the future.

      The superintendent said at a news conference that he hoped the tax, which would need board approval before going to voters, could be put on next spring's ballot. He also said he hoped state legislators would  relax rules requiring school districts to submit a balanced budget for three years, something Cortines feels is unrealistic in today's economic climate.

      "It's somewhat insane in the unpredictable state we live in," Cortines said.

      Cortines also apologized to parents and friends of Kennedy High School students who were kept out of the campus' graduation ceremony Thursday night. Students at the Granada Hills school were each given six tickets to the event, but someone made forgeries. As a result, the bleachers became overcrowded and school district police were forced to close the gates, keeping about 200 people from entering.

      __________________________

      LAUSD Kindergarten May Get Cut in Half

       

      By John Gregory

      19 June  | 10AM - LOS ANGELES (KABC) -- Los Angeles Unified teachers have a new contract, but more cuts could be on the way for teachers and school programs.

      The district is trying to balance a $131 million budget deficit.

      The proposed cuts keep coming, and so do the protests.

      Concerned by LAUSD's efforts to balance its budget by reducing school programs, an Aztec dance troupe protested Friday morning.

      "We are very concerned of all the cuts, and we are confident that the board will be able to find a better way," said protester Judith Cuauhdmoc.

      LAUSD Board Superintendent Ramon Cortines is talking about cutting back on the kindergarten program, making it a half day instead of a full day starting in 2011.

      An increase in class size is proposed, from 20 students to 29 students, and there would be more cuts to arts and music programs within the district.

      Cortines said part of the problem is the way the money is allocated by Sacramento. School officials said they don't know how much money will be available in the future.

      "I am budgeting for a worst case scenario. I have done that from the beginning. You can't take to the bank hot air and promises, and so I'm looking at the whole issue in a realistic way," he said.

      The teachers' union agreed to a new contract on Thursday, one that does not include wage increases.

      Union officials said they understand the problem is much bigger than just L.A. Unified.

      "California being the seventh largest economy in the world, really is one of the economic engines of the United States, and if California goes under, the rest of the country is going to be in bad shape," said UTLA president A.J. Duffy.

      Cortines said he is not giving up on his efforts to find new funding for the district. He is planning to go to the school board to propose a new property tax within the L.A. Unified District, calling it a parcel tax. He will make that proposal at Tuesday's school board meeting.

      THE NATION’S REPORT CARD: Music & Visual Arts Education

      image PRESS RELEASES


      Statement from U.S. Secretary of Education Arne Duncan on Results of NAEP Arts 2008 Assessment

      FOR RELEASE:
      June 15, 2009

      Contact: David Thomas, Justin Hamilton
      (202) 401-1576
      or justin.hamilton@ed.gov

      U.S. Secretary of Education Arne Duncan released the following statement today regarding results of the National Assessment of Educational Progress (NAEP) Arts 2008 assessment of Music and Visual Arts at Grade 8:

      These results are important for several reasons. First, they remind us that the arts are a core academic subject and part of a complete education for all students. The arts are also important to American students gaining the 21st century skills they will need to succeed in higher education and the global marketplace – skills that increasingly demand creativity, perseverance, and problem solving combined with performing well as part of a team.

      The results also remind us that learning in the arts can and should be rigorous and based on high standards, and that it can be evaluated objectively, using well-designed measures.

      This Arts Report Card should challenge all of us to make K-12 arts programs more available to America’s children and youth. Such programs not only engage students’ creativity and academic commitment today, but they uniquely equip them for future success and fulfillment. We can and should do better for America’s students.

      clip_image002Executive Summary

      Racial/ethnic and gender gaps evident in both music and visual arts

      Frequency of arts instruction remains steady

      More students writing down music and writing about their artwork in arts classes

      This report presents the results of the 2008 National Assessment of Educational Progress (NAEP) in the arts, which was given to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts.

      Examples of What Students Know and Can Do in the Arts

      Music

      71% correctly identified a symphony orchestra as the type of ensemble that played a piece
      of music

      52% were able to identify Africa as the region of origin for a musical excerpt and could describe a characteristic of the music's style

      20% were able to identify the name of a piano dynamic marking and explain its meaning

       

      Visual Arts

      53% were able to describe specific differences in how certain parts of an artist's self-portrait were drawn

      34% were able to describe two characteristics of the medium of charcoal as used in an artist's self-portrait

      19% were able to connect the formal characteristics of an artist's self-portrait with what the artist was trying to communicate

      Download sections of the report (or the complete report) in a PDF file for viewing and printing:

      NCES 2009-488 Ordering information

      LAUSD WORKING WITH $1.1 BILLION (THAT'S WITH A 'B') DEFICIT

      EDUCATION: AS A RESULT, LARGER CLASSES AND MORE PROGRAM CUTS ARE EXPECTED.

      By Connie Llanos, Staff Writer | LA Newspaper Group/Daily News

      June 19, 2009 -- The Los Angeles Unified School District unveiled a financial blueprint for the next three years Thursday that projected a $1.1 billion deficit through 2012, likely causing more class size increases, program cuts and steep reductions to services.

      District officials are weighing whether to propose a new parcel tax that could help support LAUSD's budget.

      They said all federal stimulus dollars have been used to plug holes and fund required programs. They asked employee unions for concessions and community members for support of the potential tax that could be voted on as early as this fall.

      LAUSD board members will vote on the proposal Tuesday.

      Visibly exhausted, LAUSD Superintendent Ramon Cortines choked up twice as he spoke to board members saying his final budget went against his "core beliefs and values."

      "However it is the only alternative ... unless we all share responsibility for addressing this economic crisis," Cortines said.

      The veteran schools chief had 10 protesters camp out in front of his Pasadena home Wednesday night until local police were called. They were denouncing the layoffs of about 2,500 teachers, 400 counselors and 2,800 nonteaching staff, steps the district took to close a $596 million budget gap for next year.

      To address the three-year funding gap, district officials spelled out a plan that includes cutting more people from the district headquarters, shortening the work year for non-school-based employees to a 10-month calendar, and cutting special programs by about $40 million.

      DECLINING ENROLLMENT

      Without increased funding from Sacramento by 2010-11, district officials said they would have to cancel summer school again, increase the kindergarten class size ratio to 29:1 and cut arts and music programs in half.

      The following year's cuts would include the elimination of full-day kindergarten and all arts and music programs, with a salary reduction for all employees of about 5 percent.

      LAUSD chief financial officer Megan Reilly said many of the cuts could have been avoided if the district had reduced spending over the years in light of declining enrollment.

      The district's projected enrollment for next year is about 630,000 students, down from a peak of 745,000 in 2002.

      "If we had started to look at declining enrollment we could have done these reductions through attrition alone," Reilly said.

      Board members continued to ask employee unions to share the sacrifice.

      "We are asking again for all bargaining units to join us for shared solutions," board president Monica Garcia said.

      "The window is upon us. ... We are interested in preserving more jobs and we're interested in doing this together."

      Blanca Gallegos, spokeswoman for SEIU Local 99, said her union, as well as others, is interested in talking to the district to come up with a plan.

      "We also want to save jobs and protect services, but we need the district to come forward with the information to make informed decisions," Gallegos said.

      SEIU is preparing for an annual visit to Sacramento next week and Gallegos challenged the board to join her members.

      "This is a bigger fight and we need to all come together to meet this crisis."

      While no amounts or timelines were discussed for the parcel tax that school district officials included in their budget, Cortines said the tax would help save full day kindergarten, reinstate smaller class sizes in K-5 and save arts and music programs.

      The board also said it would lobby Sacramento for more flexibility.

      PRESSURE ON LAUSD

      Specifically the district is seeking to eliminate the requirement to submit a three-year balanced budget to the state and more financial flexibility similar to that allotted to charters.

      As district officials looked to finalize their budget plan, a group of local teachers who had been on a hunger strike also brought their action to an end promising to keep pressure on LAUSD until all teachers were saved.

      "We began this fast with a message of conscience, sacrifice, dedication and purification," said English teacher Sean Leys, who has been fasting for 26 days. "We call on the conscience of every individual who shares a stake in educating our communities, too many of whom could not see this as a civil rights issue before now.

      SB381 - VOCATION EDUCATION BILL IS A STEP BACK FOR ACADEMICS

      By Veronica Melvin | OpEd in LA Newspaper Group/Daily News

       

      19 June 2009 -- IN 1968 more than 20,000 high school students marched out of Los Angeles Unified School District eastside campuses and staged sit-ins to protest policies that steered the brightest students to trade classes rather than higher education.

      Despite the effort, a policy requiring college preparatory coursework would not be adopted until 2005, under the guidance of then-School Board President Jose Huizar.

      Now California legislators would turn back the clock on the academic gains of the past 40 years if Senate Bill 381 is passed in the Assembly. The bill - co-authored by Sen. Rod Wright (D-Los Angeles) and Sen. Mark Wyland (R-Carlsbad) - would prohibit school districts from implementing graduation requirements composed of college preparatory courses that help students meet admissions requirements for the University of California and California State University systems unless the districts also adopt alternative coursework toward entry-level employment skills in business or industry.

      Guiding students toward limited career choices - as SB381 proposes - negates them the opportunity to compete in a rapidly changing economy in which graduate-level education is increasingly required.

      According to a statewide survey by the Public Policy Institute of California, "Higher education faces long-term challenges, such as projections for increased need for college-educated workers in coming years."

      The survey also revealed that nearly all Californians believe higher education to be important to the state's economic future and quality of life. Despite public support for higher education, too many state legislators are willing to back legislation that again relegates students to trade classes. The importance of supporting both college and career courses cannot be ignored.

      Today, many trades and trade unions require their members to have a solid understanding of math, science and English, and spend considerable resources training members in these subjects. In fact, trade associations lose countless potential members who don't pass apprenticeship and entrance exams.

      In some California schools, students are already being prepared for both college and career. More than a dozen districts throughout the state are launching college preparatory and career-ready initiatives that fuse the two disciplines, rather than offer diverging college prep or vocational education tracks as SB381 advocates. The benefits of doing so are multifold: Students are more interested in the material they are learning and experience greater comprehension through real-world and project-based applications.

      As a result, students are more likely to stay in school, graduate prepared for a full array of post-secondary options. Many school districts, like LAUSD, are adopting this multiple pathway approach to high school reform.

      Wright said that some students' "interest, aptitude or dreams don't require a degree from a four-year university."

      While this may be true, it is not the state's decision to prepare some children for college and not others. If a child is prepared for the rigors of college, are they not also better-prepared for success in any career?

      Veronica Melvin is executive director of the Alliance for a Better Community, a non-profit organization in the Los Angeles region.

      ●●smf’s 2¢: While I strongly support Career Technical Education as an alternative pathway to high school graduation I’m afraid SB 381 lacks the specificity and funding to accomplish what it sets out to do. A real CTE course of study should mandate a rigorous career and standards aligned curriculum; this bill invites a ‘shop class’ mentality and second class diploma. 

      As it is LAUSD’s supposedly rigorous A-G college prep grad requirements (which accept a ‘D’ grade to pass a class)  is misleading. The UC and CSU programs  do recognize less than a ‘C’ – and a student needs a good Grade Point Average and high test scores – and, unfortunately, a bundle of ca$h – to secure entry into the UC/CSU system.  A recent LA Times editorial would require that ca$h for community colleges also.

      Thursday, June 18, 2009

      LAUSD TEACHERS APPROVE CONTRACT AS LAYOFFS LOOM

      by Howard Blume | LA Times LA NOW Blog

      7:06 PM | June 18, 2009

      Teachers have accepted a new contract that includes no pay raise for last year, this year or next year, but will allow them to take formal contract grievances public.

      The leaders of United Teachers Los Angeles had insisted to members that they could do no better on salary issues during tough economic times, and the membership responded, even though the union's governing House of Representatives strongly opposed the deal.

      In the final tally, 81.4% of union members voted yes, with about a third of the 48,000 members  casting ballots. The vote should not be read as a statement of contentment: Earlier this year, nearly three-fourths of teachers who voted endorsed a one-day strike to protest pending layoffs and increasing class sizes that are scheduled to take effect July 1. UTLA canceled the strike when a Los Angeles County Superior Court judge issued a restraining order.

      Just before the balloting on the contract, union President A.J. Duffy sent members an automated phone call that made no mention of salary issues but lobbied for the pact, while also urging members to pressure district leaders to bring back all teachers. More than 2,500 could be laid off as of July 1.

      Some civic leaders have been pushing UTLA to accept temporary compensation reductions as a way to limit layoffs. Union leaders have proposed instead that L.A. Unified use as much of its federal stimulus money as necessary this year to save jobs now, even if that creates precarious finances for the following year.

      District officials are scheduled to take up new budget-cutting measures next week, but those   cuts aren't expected to result in additional teacher layoffs.

      Other touted elements of the deal include: new contract language meant to enforce better safety conditions at schools, more say for teachers in teacher-training efforts and a panel to study how to make teacher salaries more competitive.

      Even amid the layoffs, the district is hiring teachers in some areas. This week, the district estimated that it needed to hire 108 math teachers, 100 science teachers and 130 special education teachers.

      The contract agreement concludes a complicated and hard-fought process that began in spring 2007, just after a deal for a 6% raise. The union and district couldn't agree on salary and other issues for the 2007-'08 year and 2008-'09 year. Meanwhile, the state economy deteriorated. The new pact closes out issues stretching back to July 1, 2007, and will be in effect until July 1, 2011.

      Both the union and district will be able to reopen some issues, including salary, before the expiration of the new contract.

       

      Permalin

      LOW-PERFORMING CHARTER SCHOOLS IN CALIFORNIA COULD CLOSE UNDER PLAN: Statewide group for charter schools proposes a new means of measuring their quality.

      The idea draws qualified praise from state and local education officials.

      By Mitchell Landsberg from the Los Angeles Times

      June 18, 2009 -- The leading organization of charter schools in California is proposing a new way to evaluate them, one that could lead to the closure of many low-performing schools.

      The proposal, being unveiled today by the California Charter Schools Assn., comes on the heels of a Stanford University study released earlier this week that found wide variation in quality among the state's roughly 800 charter schools.

      Jed Wallace, the association's new chief executive officer, said the initiative has long been a goal of his, and will help fulfill the promise of the charter movement, in which public schools are granted nearly full independence with the understanding that they can face closure if they don't succeed.

      "We have, clearly, some of the most successful schools in the nation that are charter schools in Los Angeles and California," Wallace said, "but we also have some that are not measuring up."

      Under the organization's proposal, school districts that authorize charter schools would review them based on their "predicted performance" on standardized tests. This would be determined by comparing charter students to their peers in traditional public schools who have similar backgrounds and a past record of similar test scores. The idea is to measure the "value added" by a charter school.

      The proposal drew qualified praise from state and local education officials, who stressed they hadn't studied it in detail.

      "This is a spectacular idea," said Ted Mitchell, president of the state Board of Education. "I think that in too many cases, membership associations roll over on issues of quality among their membership, and this is definitely not the case" with the charter group.

      He said, however, that it could be "a long road" to state adoption of the association's plan, or one like it.

      Currently, charter renewal falls under a 2003 law that allows school performance to be evaluated in one of five ways, including an "alternative accountability system." Critics have said the vagueness of the statute provides leeway for political pressure to determine whether a low-performing school stays open.

      The association's proposal calls for the closure of the lowest-performing 1% of California's charter schools next year -- about eight schools. After that, any school would be closed if it fell 10% or more below its predicted performance for the three years that led up to its application for renewal.

      Wallace estimated that a dozen schools a year statewide would fall beneath that bar, more as the charter movement expands. He said the new standards dovetail with calls from President Obama and U.S. Secretary of Education Arne Duncan for greater accountability in the charter movement.

      Carol Barkley, director of the state Department of Education's Charter School Division, said she did not know how many charter schools were shut down in a typical year, but said that many were closed for reasons other than academic performance.

      Jose J. Cole-Gutierrez, director of the Charter Schools Division for the Los Angeles Unified School District, said the district renewed the charters of 34 schools in the 2008-09 school year and denied four, resulting in their closure. The year before, it did not deny any.

      image●● smf's 2¢: Te charter community's own study says 17% of charters do better than traditional schools, 46% do just as well and 34% do worse …so they propose to eliminate the bottom 1%? -

      1. CLARIFICATION #1: 'Ted Mitchell, president of the state Board of Education' is also CEO of NewSchools Venture Fund; over the last 8 years, NewSchools has provided more than $100 million in venture capital and supported 25 entrepreneurial nonprofit and for-profit organizations (ie: charter schools & charter management organizations).
      2. CLARIFICATION #2: 'Jose J. Cole-Gutierrez, …said the district renewed the charters of 34 schools (and) denied four, resulting in their closure.' The district denying charters is not the final word. Schools with denied charters can and do appeal to the County Board of Education and to Mr. Mitchells's own state board - both filled by political appointees - where they receive a generally more welcome hearing. At least one of the denied charters cited by Cole-Gutierrez as being closed had its charter granted on appeal by the county board against the recommendation of county staff and the superintendent.

      THE LAUSD BUDGET UPDATE: June 18, 2009

       a cheap shot from smf/4LAkids: 32 bullets, right through the heart of public education

       

      from the PowerPoint presentation from senior staff to the Board of Education @ today’s meeting


      The Los Angeles Unified School District (LAUSD) pays its bills almost entirely with money from the State.  As a result, California’s deepening budget crisis has required severe budget reductions.

      An overview of California’s financial crisis.

      • Worst economic crisis since the Great Depression has created massive unemployment and budget deficits for governments across the country.
      • More than 706,000 Californians have lost their jobs in the past 12 months.
      • Huge drop in corporate, sales, personal income, property, and other taxes has impacted Sacramento.
      • Voters rejected the bailout measures on the May 19 ballot.

      Public education is suffering because of this crisis.

      • “California schools are grossly underfunded. California’s public schools ranked 47th among states in per pupil funding and at the bottom quartile in spending as a percentage of per capita personal income – and that was before losing over $5 billion in ongoing, core instructional funding.
      • “California ranks last among the states in the number of school staff per student. California would need to hire 96,000 additional teachers, 9,000 administrators, 42,000 librarians, counselors, nurses, instructional aides and 66,000 janitors, bus drivers and security guards to reach the NATIONAL AVERAGE in student to staff ratios.”

      Source: Education Management Group, a coalition of school districts, county offices and statewide associations

      this just in:

      Ramon Cortines gets emotional over LAUSD cuts

      3:20 PM | June 18, 2009

      Los Angeles Unified School District Supt. Ramon C. Cortines fought for composure twice this morning when discussing upcoming budget cuts.

      The district must cut about $132 million from this year's budget before July because of reduced state funding due to the economic crisis and L.A. Unified's declining enrollment. The district has already chopped almost $560 million this year and has issued about 2,500 preliminary layoff notices, mainly to elementary school teachers, and virtually eliminated programs like summer school.

      The school board is scheduled to vote on the cuts, which will mainly come from further program reductions, next Tuesday.

      "I want you to know that some of the recommendations I have made ... go against my core beliefs and values," Cortines said as he appeared to tear up.

      He had to pause to regain his composure later in the meeting as well.

      Union officials have vigorously protested the cuts and urged the district to use more federal stimulus money to save jobs and protect class size. Teachers union leaders held a demonstration several weeks ago to protest the budget and sat in the street in front of district headquarters, resulting in almost 40 union members being arrested.

      A small splinter group of teachers has also been conducting a water-only fast in protest.

      -- Jason Song at LAUSD headquarters LA Times blog


       

       

      The Entire PowerPoint

      Budget Presentation 061809 FINALv4

       

      We have taken multiple cuts from Sacramento.

      Our ratio of employees to students has also contributed to our challenge.

      In addition, we have not changed our workforce calendar to 10 months to match the decline in schools that operate year round.

      Finally, we support our employees, but we need to acknowledge the tradeoffs that we are making.

      • Even as revenues have declined, through the Health Benefits Committee, the District followed the unions’ lead to prioritize improving LAUSD’s health benefits package. Over the course of three years, the District’s concessions will have added $216 million in benefits costs to the operating budget (all funds).

      Our goal has always been to protect the classroom.

      Our Approach

      1. Leverage new revenues – Stimulus Funding
      2. One time items (delayed textbook purchases)
      3. Non-labor reductions (consultants, travel, etc.)
      4. Hiring freeze
      5. Right Size Central Office & Local District
      6. Program Reductions
      7. Borrowing (Certificate of Participation, Worker’s Compensation fund)
      8. Priority is to minimize the impacts on the classroom

      Federal Stimulus Breakdown

      GUIDELINES

      $312.1 Million - Title I (Economically Disadvantaged) funds are split 50/50 between fiscal years. Funds must be used for Title I purposes only. LAUSD must share a portion of the overall funds (or services) with local private or charter schools because money is allocated by the number of poor children that live in the area, not only the number that attend LAUSD schools.

      $151.6 Million - IDEA (Special Education) funds are split 50/50 between fiscal years; a portion will go to general fund.

      $513.2 Million - Fiscal Stabilization—Money is to be used for programs such as Title I-Economically Disadvantaged, Title II-Teachers, Title III-English Learners, and other federal education purposes or reforms.

      Of the 60% we are allowed to use to reduce the deficit we have been able to prevent 6,500 job losses.

      To balance the 2009-10 budget, we tried to spare the classroom by reducing consultants, delaying purchasing and freezing discretionary expenditures

      • Reduced outside contractors and consultants = $38 million
      • Delayed purchasing new math ($29.5 million) and English Language Arts ($70 million) textbooks
      • Used savings from Workers’ Compensation fund
      • Used ending balances and flexibilities from frozen programs
      • Froze all travel costs
      • Froze facility rental expenses

      Since March 15th we have been proactively able to save 6,326 jobs.

      • We have been able to accomplish this through early retirement, school repurchases, Title I stimulus, decentralized programs, and resignations.

      94% of our certificated workforce will have jobs next year.

      91% of our classified workforce will have jobs next year.

      Budget deficit solutions for 2009-10: $143.3M

      • Cancellation of elementary and middle summer school and intersession, and limited high school classes = $33 M
      • Transportation cuts across the board = up to $16 M
      • Central office streamlining = $17.3 M
      • Moving some non-school staff to a 10 month calendar= $12 M
      • Deferred maintenance = $25 M
      • Categorical program reductions = $40 M

      How else can unions help?

      • Work together to educate the community about the need for a parcel tax
      • Jointly advocate in Sacramento for legislative changes & no more cuts to education
      • Promote higher employee attendance rates
      • Freeze step and column (automatic raises)
      • Most Central and Local District office employees switch from year-round work schedule to B-Basis (10.75 months) work pay schedule = ~$21 million (As a result of fewer year-round schools.)
      • Unpaid non-work days, also known as furlough days. One day = ~$15 million
      • Salary reductions 1% = ~$40M

      What can parents, guardians, and communities do to help?

      • Learn about why LAUSD needs a parcel tax
      • Lobby state and federal elected officials personally and in writing
      • Encourage perfect attendance for students and teachers
      • Volunteer to work in our schools
      • Contribute to LAUSD’s non-profit Educational Foundation to support individual schools or programs

      STATE SUPERINTENDENT O'CONNELL ON VOTE TO ELIMINATE CAHSEE

      California Department of Education News Release

      Release: #09-91
      June 16, 2009

      Contact: Hilary McLean
      E-mail: communications@cde.ca.gov
      Phone: 916-319-0818

      Schools Chief Jack O'Connell Responds to Conference

      Committee Vote to Eliminate the High School Exit Exam

      SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell issued the following statement in reaction to the Legislative Budget Conference Committee's vote today to eliminate the California High School Exit Exam as a condition of graduation.

      "The budget conference committee's decision today is a huge setback for California students. The implementation of the California High School Exit Exam is the greatest high school reform effort we have made in a generation. The argument that our expectations should be lowered because of budget cuts to public education heaps insult on injury to students and teachers who are being impacted by the budget crisis. I guarantee that businesses in our state and around the world are not lowering expectations for their employees. This exam helps focus attention and resources on students who are struggling. We will do a grave injustice to our students if we do not ensure that they have the minimal skills needed to survive in the increasingly competitive global economy.     

      "The committee's decision will lead to minimal savings because the majority of students pass the Exit Exam on the first administration, which under this proposal, will stay in place. I continue to call on the Legislature and the Governor to find a budget solution that protects students. The decision to eliminate the Exit Exam as a condition of graduation does the opposite. I strongly urge the members of the Budget Conference Committee to revisit this ill-conceived decision."

      CA DEMOCRATS UNVEIL BUDGET PLAN, SCHWARZENEGGER VOWS VETO

      By Mike Zapler – San Jose Mercury News Sacramento Bureau

      6/18 - SACRAMENTO — With California veering toward insolvency, partisan sniping over the budget intensified Wednesday in the Legislature. Democrats unveiled their blueprint to close the state's $24 billion budget shortfall, and Republican Gov. Arnold Schwarzenegger vowed to veto the plan because it calls for new taxes on oil, tobacco and car registrations.

      The Democratic proposal has much in common with Schwarzenegger's budget plan, calling for cuts to education, the social safety net and prisons. But the differences between the two approaches threatened to trigger a protracted stalemate, despite warnings that the state must pass a budget soon to avoid running out of money next month.

      Democrats rejected some of the governor's most drastic cuts, such as eliminating the state welfare program, slashing an in-home nursing program by 90 percent and ending health insurance for children whose families can't afford private insurance, but don't qualify for Medi-Cal. Those programs would still be cut under the Democratic plan, but by significantly less.

      The majority party also refused a Schwarzenegger proposal to reduce about 235,000 state workers' salaries by an additional 5 percent, in addition to the 9.2 percent cut those workers have taken through unpaid furloughs. And it declined to scrap Cal Grants, the state's college financial aid program, while putting forward a controversial proposal to suspend the high school exit exam.

      To make up for those lost savings, Democrats suggested several accounting maneuvers that would raise billions of dollars upfront but push the deficit into the future. They would delay one month's worth of state payroll costs — about $1.2 billion — until the fiscal year that starts in July 2010 and impose a 3 percent income tax withholding for payments to independent contractors, netting a one-time gain of nearly $2 billion.

      Those ideas would be over and above nearly $3 billion in one-time accounting maneuvers that Schwarzenegger proposed. By resorting to those one-time tools to paper over the deficit, lawmakers are banking on the economy making a comeback in coming months.

      Perhaps most controversial, Democrats called for about $2 billion in tax increases. Those include a 9.9 percent oil extraction tax, a $1.50-per-pack tobacco tax and a $15 increase for car registrations. Money from the vehicle fee would be used to prevent closing state parks.

      But the political terrain for higher taxes is unwelcoming, at best.

      While Schwarzenegger and a handful of Republican lawmakers agreed to $12.5 billion in tax increases earlier this year to patch a previous deficit, the governor says that is as far as he is willing to go. To even reach the governor's desk, the tax increases would have to be approved by two-thirds majorities in both houses, a hurdle that appears insurmountable given stiff GOP opposition.

      "I will, without any doubt, veto it," Schwarzenegger said Wednesday afternoon after meeting with Democratic legislative leaders about their plan. "I'm very, very much against any tax increase whatsoever."

      Even so, Democrat lawmakers — who are under intense pressure from state Democratic Party activists, labor groups and advocates for the needy to press for extra tax revenues — vowed to put their plan up for votes next week. Assuming those votes fail, how hard Democrats dig in after that could determine how close the state comes to a fiscal train wreck.

      Controller John Chiang said that the state will run out of cash July 28. But he and Treasurer Bill Lockyer have said a budget plan needs to be adopted several weeks before then — July 1 at the latest — to avoid missing billions in payments to service providers and vendors.

      If the tax increases are ultimately defeated, the battle will shift to how to make up the gap between the two plans, which could be several billion dollars. Altogether, the Democratic proposal called for $11.5 billion in spending cuts, while Schwarzenegger put forward $16 billion in cuts.

      Sen. Mimi Walters, R-Laguna Hills, said that she and probably other Republicans would reject the Democratic spending cuts as too shallow.

      "I don't think that Democrats have come to grips," she said, "with the reality that deeper cuts will have to be made."

      In another point of controversy — and confusion — Democrats also proposed suspending the high school exit exam for an unspecified period of time. High school 10th-graders who now take the exam would still do so to satisfy the federal No Child Left Behind law, but passing the test would no longer be required to graduate.

      Assembly Speaker Karen Bass, D-Los Angeles, said it doesn't make sense to keep the mandate in place at the same time the state is cutting resources that help schools meet the requirement.

      But Jack O'Connell, the state superintendent of public instruction, said: "I strongly disagree with this concept that we should have lower expectations and lower standards as a result of the budget crisis."

      Democratic staffers were unable to provide an estimate of how much the proposal would save, but O'Connell believed the amount would be small.

      Bay Area News Group Sacramento Staff Writer Steven Harmon contributed to this report.

      DEMOCRATS PUSH TO SUSPEND CALIFORNIA HIGH SCHOOL EXIT EXAM (CAHSEE)

      by Jim Sanders from the Sacramento Bee

      Published Thursday, Jun. 18, 2009 - A California law requiring high school seniors to pass a high-stakes exit exam before receiving their diplomas is targeted for elimination, at least temporarily, because of the state's fiscal mess.

      Democratic legislators are pushing the idea of lifting the mandate, arguing that it's not fair to expect schools hammered by budget cuts to meet every threshold they have in the past.

      Controversy over the exit exam is part of a wider drive to give school districts more control over spending, a push that could provide discretion to shorten the school year as well.

      A joint legislative conference committee voted along party lines this week, with Republicans opposed, to allow students to graduate in coming years without passing the two-part test of reading, writing and arithmetic skills.

      The exam would continue to be administered in high schools to meet federal accountability requirements, but only 10th-graders would take it, and there would be no penalty for failure.

      The proposal is expected to save less than $10 million per year statewide, unless schools supplement that sum by reducing or eliminating remedial programs for low-achieving students.

      Jack O'Connell, state superintendent of public instruction, called the committee vote "a huge setback."

      "We will do a grave injustice to our students if we do not ensure that they have the minimal skills needed to survive in the increasingly competitive global economy," O'Connell said in a statement.

      Assembly Speaker Karen Bass countered that basing diplomas on the exit exam would hurt students affected by campus belt-tightening.

      "Why would you hold kids accountable to a standard that we're not providing the resources for them to meet?" she said.

      Opponents of the exit exam contend that not all students are good test-takers or receive equal instructional opportunities, and that an all-or-nothing test disregards student achievement in passing courses or completing research projects.

      Shortly after joining the Legislature in 2004, Bass pushed unsuccessful legislation that would have made the exit exam one of "multiple measures" for determining proficiency.

      The exit exam measures mathematics skills taught in eighth and ninth grades, and reading and writing skills from 10th grade.

      Ninety percent of California's high school class of 2008 passed the exit exam by last May, but the success rate tends to be lower for minority groups – except for Asians – and for English learners, special education students and those from low-income families.

      The California Teachers Association, among other groups, has supported efforts in years past to provide alternatives to students who can't pass the exit exam. Officials could not be reached for comment Wednesday.

      Senate President Pro Tem Darrell Steinberg supports easing the diploma requirement.

      "How do you cut school funding and at the same time mandate that they continue to do everything that we tell them to do?" Steinberg said. "That just isn't fair."

      Many students are likely to struggle with the exit exam because summer school, small class sizes, counseling and other key services are being affected by budget cuts, said Bob Wells of the Association of California School Administrators.

      Gov. Arnold Schwarzenegger does not favor eliminating the exit exam requirement, even temporarily.

      "If any proposal comes down with that element, the governor will veto it," said Aaron McLear, Schwarzenegger's spokesman.

      There was some confusion over precisely what the legislative conference committee approved.

      A one-paragraph agenda synopsis released at the committee meeting Tuesday said that the proposal would "eliminate," beginning in 2009-10, the statute that ties passage of the exit exam to high school graduation.

      The Department of Finance and top aides to Steinberg and Bass said Wednesday, however, that the intent is to suspend the mandate for three years. The Assembly and the Senate are expected to vote on the proposal next week.

      Bass said a suspension would give schools some breathing room during the current recession and provide time to study the program's deficiencies.

      Scott Plotkin, executive director of the California School Boards Association, said that schools would retain rigorous testing and academic content standards during any suspension.

      "You're not turning your back on accountability or academic rigor," he said of the proposal.

      But to Kirk Clark, of California Business for Education Excellence, passing the exit exam is a no-brainer to measure minimal workplace skills.

      "I think it's a giant step backward," Clark said of the committee's vote.

      Tuesday, June 16, 2009

      CHARTER SCHOOL STUDENTS DO NOT OUTPERFORM TRADITIONAL PUBLIC SCHOOL STUDENTS, ACCORDING TO REPORT

       

      REPORT REVIEWED  70 PERCENT OF US CHARTER SCHOOLS


      17 percent of charter students outperformed traditional schools


      37 percent underperformed traditional schools 


      46 percent showed no significant difference


      California's charter school students were roughly on par with their traditionally schooled peers.

      image

      By Connie Llanos, Staff Writer | LA Newspaper Group/Daily News

      06/16/2009 -- Charter school students are not performing as well as their peers at traditional public schools, according to a landmark report released Monday that also pointed to a need for more accountability at the increasingly popular alternative campuses.

      The study by Stanford University's Center for Research on Education Outcomes looked at more than 70 percent of that nation's charter school students, providing one of the first national snapshots of their academic performance.

      Margaret Raymond, the report's author, said the study examined individual student data from schools in 16 states, including California, and found large variations in charter school performance.

      The study found 17 percent of charter students outperformed traditional schools; 37 percent underperformed traditional schools and 46 percent showed no significant difference.

      Overall, California's charter school students were roughly on par with their traditionally schooled peers.

      While the study found charter students on average scored just one percentage point lower in math and less than a percentage point lower in reading than their peers at traditional schools, researches said it was the first solid evidence of an achievement gap between students learning under the two education models.

      The findings point to a need for increased scrutiny of the tuition-free public school, including more aggressive actions to close under-performing campuses, the report said.

      "There are people who consider the charter school experiment to be about the functioning of competitive markets," Raymond said.

      "You'd expect underperforming schools would be recognized and students and parents would act accordingly... but whether you're looking at authorizing, closing or parents choosing other schools this part doesn't seem to be working."

      The study comes at a time when charter schools are receiving increased attention as President Barack Obama and Secretary of Education Arne Duncan are encouraging the opening of more charter schools.

      Jed Wallace, president and CEO of the California Charter Schools Association, said he welcomed the findings, which he said echoed his group's cry for more accountability.

      "Charter school performance is mixed and improved accountability measures for charter schools would serve the interest of the movement well," Wallace said.

      "A large number of our schools are far exceeding their expectations, becoming some of the best schools in the country, while others are lagging behind. The challenge now is we need to push accountability systems that will result in these schools improving or they will close."

      The report pointed out several gains for charter schools revealing that 17 percent of all charters are out-performing their traditional school counterparts.

      Also, students from low-income families and English language learners fared better in their math and reading test scores at charters school and students at these schools tended to perform better over time with test scores improving by the second or third year of attendance.

      The report also found that charters in states that limit the number of charter schools tended to perform worse than charters in states with no caps.

      Still the Stanford report says education officials should use academic achievement - not just financial and management strength - as a criterion for closing schools.

      Fundamental to the charter school movement is the reciprocal notion of flexibility in exchange for accountability. Essentially, it means charter schools can have the freedom to educate the way they want to as long as the schools can prove they are doing a sound job.

      "Authorizers must be willing and able to fulfill their end of the original charter school bargain: accountability in exchange for flexibility," the report reads.

      "When schools consistently fail, they should be closed."

      Jose Cole Gutierrez, executive director of the charter school division at Los Angeles Unified School District, said his office is preparing a new charter policy this week, that calls for more attention to student achievement and test scores when approving or renewing schools.

      "Areas we are looking at for sure are academic achievement, finances, governance and fulfilling the terms of charter... any significant concerns in any one of those areas could call for different measures all the way up to school closures," Cole-Gutierrez said.

      Overall education experts agree that the report begs for more research into the educational practices inside charter schools, to better figure out what is leading so many to excel and others to fail.

      "Charters are designed to educate kids and to provide options for different kinds of educational programs, now we know some are doing really, really well, some are in the middle and some are at the bottom," said Penny Wohlstetter, director of the Center on Educational Governance at the University of Southern California.

      "What we don't know is the difference in educational strategies that the high flyers are using, or the ones that are causing others to not be so successful."

      CALIF. AID REQUEST SPURNED BY U.S.: Officials Push State To Repair Budget

      washingtonpost.com

      By David Cho, Brady Dennis and Karl Vick

      Washington Post Staff Writers


      Tuesday, June 16, 2009 -- The Obama administration has turned back pleas for emergency aid from one of the biggest remaining threats to the economy -- the state of California.

      Top state officials have gone hat in hand to the administration, armed with dire warnings of a fast-approaching "fiscal meltdown" caused by a budget shortfall. Concern has grown inside the White House in recent weeks as California's fiscal condition has worsened, leading to high-level administration meetings. But federal officials are worried that a bailout of California would set off a cascade of demands from other states.

      With an economy larger than Canada's or Brazil's, the state is too big to fail, California officials urge.

      "This matters for the U.S., not just for California," said U.S. Rep. Zoe Lofgren, who chairs the state's Democratic congressional delegation. "I can't speak for the president, but when you've got the 8th biggest economy in the world sitting as one of your 50 states, it's hard to see how the country recovers if that state does not."

      The administration is worried that California will enact massive cuts to close its deficit, estimated at $24 billion for the fiscal year that begins July 1, aggravating the state's recession and further dragging down the national economy.

      After a series of meetings, Treasury Secretary Timothy F. Geithner, top White House economists Lawrence Summers and Christina Romer, and other senior officials have decided that California could hold on a little longer and should get its budget in order rather than rely on a federal bailout.

      These policymakers continue to watch the situation closely and do not rule out helping the state if its condition significantly deteriorates, a senior administration official said. But in that case, federal help would carry conditions to protect taxpayers and make similar requests for aid unattractive to other states, the official said. The official did not detail those conditions.

      California is among several states that have asked for a bailout from the Treasury Department. A few have gotten some traction, notably Michigan, whose economy is among the country's weakest and is struggling to deal with the fallout from the bankruptcies of General Motors and Chrysler. To stave off mass layoffs, Treasury officials are considering helping the state's auto suppliers stay afloat and convert their businesses to support other industries.

      California Controller John Chiang, a Democrat, warned last week that the state was "less than 50 days away from a meltdown of state government."

      While its fiscal crisis is severe, experts say the state is unlikely to default on what it owes, even if it runs out of cash. It can raise money through taxes and other means to assure repayment of its debt. Most likely are massive cuts in public services.

      "After June 15th, every day of inaction jeopardizes our state's solvency and our ability to pay schools and teachers and to keep hospitals and ERs open," Gov. Arnold Schwarzenegger (R) said Friday.

      Problems unique to California have made it hard for the state to find a way out of its crisis.

      The state entered the downturn burdened with an inflexible budgeting apparatus, constrained by a state ballot initiative approved by voters in 1978 that severely limited property taxes in California. The signature example of "ballot box budgeting" left the Golden State inordinately reliant on the personal income tax, which accounts for half of revenue to Sacramento.

      California's budget is also heavily dependent on taxes paid on capital gains and stock options, which have been clobbered during the meltdown of financial markets. State budget analysts made their annual estimate of revenue a month before the crisis spiked in the fall and have been backpedaling ever since.

      "Those revenue projections turned out to be wildly optimistic, but nobody was predicting the October collapse of the financial markets," said Michael Cohen, deputy analyst in the Legislative Analyst's Office.

      Consider capital gains -- income from sales of stocks or other assets. In California, that income dropped to $52 billion in 2008 from $130 billion a year earlier. It is estimated to be $36 billion this year.

      By February, the shortfall was projected at $42 billion over two years. Lawmakers stared at the figure for weeks, stymied by the state constitution's requirement that the budget pass with two-thirds of the legislative vote and their own profound partisanship. The deadlock broke when a moderate Republican defied his caucus's pledge against any tax hike, but it didn't end there.

      In April, budget analysts revised revenue projections downward by another $12 billion. And in May, voters overwhelmingly rejected the portions of the February deal that legally had to be put before them, taking $6 billion off the table.

      To close an annual gap now put at $24 billion, Schwarzenegger and leaders of the legislature's Democratic majority have put aside talk of tax increases to concentrate on cuts. Most dramatically, Schwarzenegger would eliminate the state's basic welfare program, which serves 1.3 million.

      Facing gridlock and few options other than severe cuts, California began to look to Washington for help. State Treasurer Bill Lockyer sent a letter to Geithner in mid-May, urging him to consider helping cash-strapped municipalities.

      "A fiscal meltdown by California or any other large state or municipality would surely destabilize the U.S., if not worldwide, financial markets," Lockyer wrote. If the state were to default, it could shake bond markets and undermine investor confidence in a still-fragile financial system.

      Tom Dresslar, a spokesman for Lockyer, said California will not default on its general obligation debts. But by late July, the state conceivably could run out of money to operate, as revenue continues to deteriorate while costs keep mounting. "The problem is getting worse, certainly not getting better," he said.

      In testimony before Congress, Geithner did not rule out aiding California. But he was far from enthusiastic about such a proposal, instead suggesting that Congress was better positioned to help the states -- and that states should balance their budgets.

      "A lot of the burden," Geithner said, "is going to be on them to lay out a path that gets their deficits down to the point where they're going to be able to fund themselves comfortably."

      Most members of California's congressional delegation have also been ambivalent about whether to press for federal help.

      State officials are "not expecting any help from the federal government," Dresslar said. "At this point, we're on our own."

      LAUSD's HOMELESS EDUCATION PROGRAM SAVED FROM BUDGET CUTS

      user-pic

       

      By Emily Lerman in News | LAist.com

      cuts hurt kids.jpg

      Photo by = Manny = via the LAist Featured Photos pool on Flickr

      June 15, 2009 2:00 PM -- Just last week, the LAUSD's Homeless Education Program was at risk of becoming a victim of the many budget cuts. The program aims to "ensure that homeless youth have access to a free public education, equal to that of any other youth". General Jeff, Skid Row activist and founder of Issues and Solutions, sent an email to the director of these programs explaining the importance of these services and asked them to reconsider. In an email from LAUSD's Melissa Schoonmaker, he received word that his efforts paid off:

      Over the past week, the District has re-evaluated the fiscal resources allocated to the Program and has assured me that the initial monies will remain intact during the 2009-2010 school year. The District has committed to preserving services to our homeless students and their families in order to remove barriers to the educational success and achievement of our students...The voices of our community partners, such as yours, were instrumental in maintaining the Homeless Education Program despite a grim fiscal environment and severe budget cuts.
      In a time that seems to be filled with a series of bad news regarding budget cuts, it's encouraging to see the hard work of dedicated citizens rewarded with favorable outcomes, especially when dealing with such crucial services.

      LAWMAKERS’ PLAN EASES GOVERNOR’S PROPOSED CUTS: Budget panel wants to keep parks open and keep healthcare for low-income children.

      GOP leaders scoff at proposed tax hikes and criticize Democratic leaders for addressing only part of the deficit.

      By Shane Goldmacher | LA Times


      June 16, 2009  -- Reporting from Sacramento -- A state budget panel Monday rejected some of Gov. Arnold Schwarzenegger's most extreme proposals to close the state's deficit through cuts to government programs as the leaders of the Assembly and Senate announced their own plans for billions of dollars in additional taxes.

      The joint legislative committee nixed Schwarzenegger's plans to borrow $1.9 billion from local governments, close adult day-care centers and eliminate a health insurance program for low-income children. The panel voted to shave $70 million from the Healthy Families program that serves those children, but that cut, like most others the members agreed on, was significantly smaller than the governor's.

      Committee members also said no to cutting off state funds for roughly 220 parks, proposing to keep them open with a new annual $15-per-vehicle fee on California drivers.

      At the same time, Assembly Speaker Karen Bass (D-Los Angeles) announced that she wants $1 billion in new taxes on the tobacco and oil industries. And Senate President Pro Tem Darrell Steinberg (D-Sacramento) said Democrats in his house will push next week to suspend $2 billion in corporate tax breaks that were passed in February but have not yet taken effect.

      Both leaders said the revenue from such moves would soften the blow for the state's neediest, who rely on services that will certainly be reduced as the Legislature looks for ways to plug a projected $24.3-billion shortfall.

      "Would you rather take 900,000 kids off the healthcare rolls or delay a corporate tax break?" Steinberg said in an Internet question-and-answer session with Californians on Monday evening.

      Bass said she expects the Legislature to take "a balanced approach" combining new revenue and service cuts.

      "The cuts will be deep and painful," she said, "but we will not eliminate basic safety net programs."

      Bass said a 9.9% tax on oil pumped from California land is "absolutely on the table."

      Democrats are also eyeing possible tax hikes on tobacco products and liquor, though they did not provide details.

      Schwarzenegger and GOP lawmakers, some of whose votes would be needed, have said they would not support new levies to balance the budget.

      Schwarzenegger's spokesman, Aaron McLear, said Monday that the governor was not prepared to go along with the proposals to raise taxes or roll back corporate tax breaks, and he said the legislators' efforts at cutting state programs so far have been insufficient.

      "They are nowhere near solving the $24-billion deficit that the state faces," McLear said.

      The jockeying comes as California faces the prospect of being unable to pay all its bills as of July 28, according to Controller John Chiang. Members of the panel, which includes both Assembly and Senate members, said they hope to complete their work and send a budget plan to the full Legislature for approval within the week.

      Though lawmakers have raised the possibility of resolving only part of the deficit immediately and addressing the rest later, Schwarzenegger has insisted that they send him a plan to close the entire shortfall.

      Republicans on the committee criticized the dominant Democrats for not tackling the full deficit.

      "We're falling well short," said Assemblyman Roger Niello (R-Fair Oaks).

      Schwarzenegger had said that eliminating the Healthy Families program would save roughly $368 million. The panel's proposal for a $70-million reduction in the program says panel members hope charitable donations will make up the difference.

      The governor proposed shuttering any state parks that could not generate enough in visitor fees to operate without government money. Niello said Republican votes for the higher car fees the committee wants instead are about as likely as the "survival of a scoop of ice cream on the pavement in the middle of July."

      "This is our best effort to save the parks," countered Assemblywoman Noreen Evans, the Santa Rosa Democrat who chairs the joint budget committee. "If the Republicans want to close the parks, then the Republicans want to close the parks."

      Schwarzenegger would eliminate Adult Day Health Care programs, a $170.5-million savings. But the panel restored much of that money, lowering the savings to $26.8 million. Cutbacks to a handful of AIDS/HIV education, prevention and treatment programs were lowered by roughly $50 million, to $33.5 million.

      The lawmakers agreed with the governor's proposal to shift $336 million away from transit programs to the state's general fund. And they supported his one-year suspension of state payments for an open-space program that gives property-tax exemptions to certain landowners. Under the program, the state reimburses counties, mostly in rural areas, for the exemptions. But counties would be on the hook for the $34.7-million tab in the fiscal year that begins July 1.

      The panel also agreed to reduce a state requirement that local governments keep shelter animals alive for six days before euthanizing them, shortening the mandate to three days for a projected savings of $25 million.

      The lawmakers rejected Schwarzenegger's proposals to save $28 million by indefinitely suspending a state law requiring local governments to give absentee ballots to any voter who requests one and to maintain lists of permanent absentee voters. And they dismissed his plan to save $14 million by putting on hold another law requiring local officials to intervene in child custody disputes, including the recovery of abducted children.

      Meanwhile, on Monday evening Steinberg announced that he would voluntarily cut his salary by 5%. He urged all other legislators to follow his lead.

      "We have to demonstrate we will share the sacrifice, share the pain as well," he said. Steinberg's salary is $133,639 a year.

       

      Times staff writers Eric Bailey, Patrick McGreevy and Michael Rothfeld contributed to this report.

      AMERICORPS FIRING PROBED

      LA Times – Morning Briefing

      June 15 - WASHINGTON, D.C. - Sen. Charles E. Grassley (R-Iowa) is asking for information on any role First Lady Michelle Obama's office may have played in the president's decision to fire the inspector general of AmeriCorps over his investigation of Sacramento Mayor Kevin Johnson.

      Grassley requested that Alan Solomont, chairman of the government-run Corporation for National and Community Service, which runs AmeriCorps, provide all records related to contacts with the first lady's office. Both Solomont, a Democrat, and the board's vice chairman, Republican Stephen Goldsmith, have said they backed President Obama's decision to fire Gerald Walpin.

      White House spokesman Josh Earnest said Michelle Obama played no role in the decision

       

      ● Michelle Obama is the founder of  Public Allies Chicago, an AmeriCorps program that prepares youth for public service.

      CALIFORNIA CHARTER SCHOOLS STRONGER IN READING THAN MATH + THE SPIN!, THE SPIN!!

      A Stanford University study of charter schools in 15 states and the District of Columbia found, nationally, only 17% of charter schools do better academically than their public counterparts.

      By Mitchell Landsberg | From the Los Angeles Times


      6:54 PM PDT, June 15, 2009 -- California charter schools outperform traditional public schools in reading but significantly lag in math, according to a national study released Monday by researchers at Stanford University.

      The study of charter schools in 15 states and the District of Columbia found that, nationally, only 17% of charter schools do better academically than their traditional counterparts, and more than a third "deliver learning results that are significantly worse than their student[s] would have realized had they remained in traditional public schools."

      "We find that a pretty sobering finding," said lead researcher Margaret Raymond, director of the Center for Research on Education Outcomes.

      Charter schools have been widely scrutinized, but the Stanford study was one of the broadest and deepest attempts to come to grips with their progress, in part because the researchers were able to look at test scores down to the level of individual students.

      In California, the study found that charters overall did about the same as regular public schools, with reading gains more or less balanced by the math deficit. But the researchers stressed that charter schools vary widely in quality, making it difficult to generalize about their performance.

      They also said that while California students, on average, did much worse in math in their first year in a charter school, they outperformed their traditional public school counterparts after two years. They also found that several groups, including low-income students and English-language learners, did better overall in charters.

      Charters are public schools that operate independently, with only limited oversight by school districts or other authorities. Intended as laboratories of innovation and excellence, they are growing rapidly and have powerful advocates in President Obama and Education Secretary Arne Duncan. There are more than 700 charter schools in California, the most of any state, and more than 4,000 nationwide.

      Raymond said her center evaluated student performance at more than 2,400 charter schools in the states that agreed to participate.

      "The good news is that we have a number of states" -- she named Arkansas, Colorado, Illinois, Louisiana and Missouri -- "where the average charter school performance is actually better" than that of traditional public schools. There are six states -- Arizona, Florida, Minnesota, New Mexico, Ohio and Texas -- where charters showed significantly worse performance.

      Randi Weingarten, president of the American Federation of Teachers, issued a statement saying that the study demonstrates "that charter schools are not the panacea they often are made out to be, and that our national focus must continue to include discussion of how to support and improve our regular public schools."

      Jed Wallace, executive director of the California Charter Schools Assn., which represents and supports charter schools, said he welcomed the report, even those parts that showed charters in less than a flattering light. Asked why California charters were doing worse in math than their traditional counterparts, Wallace said, "My sense is that we've got a lot of relatively young charter schools, and a lot of the entrepreneurial thrust and momentum is translating into progress in English arts, and math, which requires a greater sophistication in many ways . . . is just not there yet."

      He added that some charter schools were "just not up to the challenge" and should be closed.

      The researchers had access to individual student records, and could assess student progress over three years of testing. They were able to compare charter students who had left traditional public schools with "virtual twins" who had stayed. To do this, they matched up the charter students with all the students at their former public school who closely matched them in terms of test scores, ethnicity, family income and other factors. Then they created "twins" by taking an average of those other students' scores over the ensuing years.

      This methodology drew criticism from the Center for Education Reform, a Washington-based nonprofit that is an advocate for charter schools. Jeanne Allen, the center's president, issued a statement saying that the Stanford report "fails the most important and most objective test of student data analysis through their use of virtual twins to replicate real student growth by creating `straw men' subjects."

      However, Priscilla Wohlstetter, a professor of education at USC who issues an annual report on the progress of California charter schools, said she had reviewed the study and found the methodology to be sound.

      She urged the researchers to focus on why some schools do better than others.

      "Let's take a look at what's making the difference," she said. "What are the educational strategies that are being used in the high fliers, or in the ones that consistently don't do well?"

      _______________________________________

      In public relations parlance the following is called ‘getting in front of the story’, framing it in the best possible light - ‘wagging the dog’.

      REMEMBER GENTLE READER: THIS REPORT WAS COMMISSIONED AND PAID FOR BY THE CHARTER COMMUNITY. Note exactly who the recommendations “…which included lifting charter school caps at the national level and removing other barriers that prevent new, high-quality charter schools from opening” come from. -smf

      _______________________________________

      THE SPIN, THE SPIN!!: The California Charter Schools Association Response to the CREDO Report

       

      June 15, 2009

      Good afternoon, Scott,

      A new report issued today by CREDO at Stanford University found that there is a wide variance in the quality of the nation’s charter schools, indicating that students in charter schools overall are not doing as well as students in traditional public schools.

      The report, entitled, “Multiple Choice: Charter School Performance in 16 States,” recognized a strong national demand for more charter schools, and found that 17 percent of charter schools nationwide were performing significantly better than traditional public schools. The report also found that 37 percent of charter schools showed gains that were worse than their traditional public school counterparts, with 46 percent of charter schools demonstrating no significant difference.

      According to the report, results for charter schools in California were mixed. However, there were some key positive findings, including:

      • For low-income students, charter schools had a larger and more positive effect than for similar students in traditional public schools.

      • English Language Learner students reported significantly better gains in charter schools, while special education students showed similar results to their traditional public school peers.

      • Students do better in charter schools over time. While first-year charter school students on average experienced a decline in learning, students in their second and third years in charter schools saw a significant reversal, experiencing positive achievement gains.

      The report had some encouraging recommendations, which included lifting charter school caps at the national level and removing other barriers that prevent new, high-quality charter schools from opening. The report also called on authorizers to adopt thoughtful and consistent standards for holding charter schools accountable for their academic outcomes.

      The Association will continue to study the findings of this report. We know that California’s charter school movement has opened doors of opportunity for literally hundreds of thousands of students in California and we know that recent studies that provide a localized look at California charter school performance have found that:

      • About 70 percent of charter schools in the Los Angeles and Oakland unified school districts outperform their nearby district public schools according to two separate district-level reports on the performance of charter schools.

      • Twelve of the state's 15 highest-performing public schools serving low-income students are charter schools, according to a recent Association analysis.

      In the meantime, our work with the Member Council to develop an improved accountability framework for charter schools continues. We are delighted with the Member Council’s leadership on their effort to strengthen accountability measures for charter schools. This week, the Member Council will consider adopting new minimum renewal standards that are currently under development. These will allow us to continue advancing the long term interests of the movement while positioning California charter schools favorably in competition for federal stimulus funding.

      As we further develop our Strategic Snapshot for the new direction of the Association, we are intent on ensuring that we are able to increase the supply of new successful charter schools coming on line in California, while providing technical assistance and other key supports to existing schools. We are continuing to respond to nearly unanimous support from our members to increase our effectiveness in Sacramento and are working with authorizers across the state to improve the policy environment for charter schools. As we continue to support the movement’s expansion, the Association will ensure that accountability remains front and center.

      Click here to review a copy of the CREDO report.

      Regards,

      Jed Wallace
      President and CEO
      California Charter Schools Association

      Monday, June 15, 2009

      FAREWELL, MS. SANLIN: Teacher of the Year is Inspired and Enlightened by Talented, Laid-Off New Teacher

      A letter to 4LAKids from a reader.

      June 15, 2009

      Hi Scott,
      Its starting to happen. These teachers are not waiting around for the District or state to get their act together. I hope that writing about individuals will convey the deeply personal effects these layoffs will have on the children and the educational community. I hope you can find space in your blog to post this.


      Thanks!


      Martha Infante

       

      Farewell, Ms Sanlin

      Ms. Tracie Sanlin, New Teacher

      Tracie Sanlin is a second year teacher at Los Angeles Academy Middle School in South Los Angeles.  June 30th will be her last day as a teacher in LAUSD.

       

      Dear Ms. Sanlin,

      My mind is having a hard time accepting the reality of what is to come in less than three weeks.  You, a superbly talented new teacher, who has been a source of invigoration and inspiration to me and fellow colleagues for the last two years, have chosen not to linger in limbo and have accepted a teaching position in New York City next year.  When you received your Reduction in Force notice on March 15th, I know you hoped it would be rescinded, and that the District would realize that you cannot decimate a struggling school by laying off 23 of its 112 committed teachers.  This is, however, what happened and it means that 200 students in our hard to staff school in South Central Los Angeles, will be deprived of the magic of your teaching and your vibrant personality next school year. 

      I remember your first year of teaching (last year), when we shared a class of difficult students.  One, in particular, posed a plethora of challenges.  I was at my wits end with interventions, when you calmly turned around to look at me at a meeting and told me of your surprise home visit to the student's house.  You had kept a minute by minute log of the student's egregious behavior in class and proceeded to recite it to her gathered family.  "At 2:21 pm, Sara* got out of her seat and hit Diego in the head.  2:23 p.m.  After I isolated Sara in the front row, she threw her notebook at Mario.  2:27 p.m.  Sara shouts profanity across the room...,"  Sara's mouth dropped as you recited these facts to her parents because she never believed a teacher, much less a new one, would ever dare visit her home.  In your class, Sara succumbed to your authority.  In mine, she hovered over the acceptable behavior line.

      Your classroom management was instant.  You immediately picked up on the nuances that linked motivation and performance.  You knew how to engage the students while upholding high standards of student conduct and civility, even though you were not assigned the Honors classes.  This allowed you to attack the California Standards in US History in a planned, methodical way (although you had been told they would be impossible to cover in a year) and taught them in-depth, with complexity.  Your students, by the end of the year, were performing on-par with the Honors students.  You not only covered all of the material, you infused it with literature, music, and primary sources.  When I asked you where you came up with such great ideas, you answered "its in the standards."  

      You brought our department into the 21st century by establishing a google group where we could post updates, pacing plans, and lesson ideas.  You showed us how we could have a common calendar and receive email updates when we were off track.  Thanks to you, the chronic problem of communication at a three track school was resolved.

      You taught your science class with the same creativity and intensity, and managed to conduct several labs that involved students handling hazardous materials, combustibles, and possible projectiles.  Not once was there a behavior problem.  In fact, you knew how to motivate students to prove to you that they were responsible enough to handle these objects, and you established clear rules of behavior during these times.

      As an African-American teacher, you were a role model to young girls who idolized your wardrobe and were intrigued by your "proper" language.  You had the teachers laughing in the lunchroom when you described how your students would sneak by your classroom, dragging their friends along so they could hear how you spoke.  I'm sure it wasn't just your language that attracted them.  It was also your quick wit, your tech-savviness, and your ability to not fall for the obligatory tricks they will play on new teachers.  

      Our school has marched in front of Beaudry, leafleted every Friday for three months, called, emailed, and faxed our board members to no avail.  You and 22 other talented teachers will be unwillingly removed from our school site on July 1st.  I knew you would not, and should not, leave your fate in the hands of people who have admitted themselves to not know the solution to this overwhelming economic crisis.  The money the charter school in New York spent to fly you out for an interview was money well spent.  They have stolen the light of our future from under our noses, and we were powerless to stop it from happening.  Tracie Sanlin, my esteemed colleague, I thank you for your two years of service to L.A. Academy.  Your students will never forget you, and neither will I.

      L Martha Infante

      CCSS California Teacher of the Year 2009

      Los Angeles Academy Middle School

      Los Angeles Unified School District

      323-270-0588

      *not student's real name

        The writer is Past President of the Southern California Social Science Association and is currently serving her term as California CCSS Teacher of the Year for 2009.  For more information about author you can visit  scssa-ccss.org or contact merrellfrankel@mac.com 

      The author can be reached via email at martha.infante@gmail.com or by phone at 323-270-0588.

      NATIONAL CHARTER SCHOOL STUDY/PAID FOR BY CHARTER ORGANIZATIONS: “As a collective group, students in charter schools are not faring as well as students in traditional public schools.”

      from Larson Communication On behalf of CREDO at Stanford University

      Stanford University released a major report today providing the most detailed look to date at how charter schools are performing across the nation compared to their traditional public school counterparts.  The report provides an in-depth examination of 16 states, including: Arkansas, Arizona, California, Colorado (Denver), DC, Florida, Georgia, Illinois (Chicago), Louisiana, Massachusetts, Minnesota, Missouri, New Mexico, North Carolina, Ohio and Texas.

      Key findings from the report include:

      image • As a collective group, students in charter schools are not faring as well as students in traditional public schools.
      • 17 percent of charter schools reported academic gains that were significantly better than traditional public schools, while 37 percent of charter schools showed gains that were worse than their traditional public school counterparts, with 46 percent of charter schools demonstrating no significant difference.
      • For students that are low income, charter schools had a larger and more positive effect than for similar students in traditional public schools. English Language Learner students also reported significantly better gains in charter schools.
      • Students do better in charter schools over time. While first year charter school students on average experienced a decline in learning, students in their second and third years in charter schools saw a significant reversal, experiencing positive achievement gains. 
      • The report found that achievement results varied by states that reported individual data, with charter schools in five states significantly outperforming their traditional peers, four states showing no difference and with six states significantly underperforming their traditional peers.

      ●●smf’s 2¢: Caveat Emptor/follow the money/who paid for the study? -- For all of it’s ambivalence about Charter School performance  this report  A Framework for Operational Quality: A Report from the National Consensus Panel on Charter School Operational Quality  is from  The Center for Research of Educational Outcomes at Stanford University [CREDO] in partnership with the National Association of Charter School Authorizers, the National Alliance for Public Charter Schools, and the Colorado League of Charter Schools  - collectively the the Charter School Quality Consortium.

      National Charter School Study - Press Release

      National Charter School Study - Executive Summary

      National Charter School Study - Full Report

      National Charter School Study - Technical Appendix

       


      Press Release
      State Report

      6/15 - From LAUSD Clipping Service

      LA TIMES

      Van Nuys high school student wins Princeton Prize in Race Relations

      4:31 PM | June 12, 2009

      Lauded for her work in uniting students across the ethnic divide,  a graduating senior and salutatorian at Birmingham High School in Van Nuys, has been awarded the Princeton Prize in Race Relations.

      http://latimesblogs.latimes.com/lanow/2009/06/van-nuys-high-school-student-wins-princeton-prize-in-race-relations.html

      DAILY NEWS

      Students to compete in 'White House Music Series'

      Daily News Wire Services

      Updated: 06/15/2009 06:52:52 AM PDT

      Area students from Eagle Rock High School, the Los Angeles County High School for the Arts and Washington Preparatory High School will join other students from Chicago, Dallas, New Orleans and New York City in Washington D.C. for today's opening of the White House Music Series.

      http://www.dailynews.com/breakingnews/ci_12593027

      School chief rescinds 505 LAUSD layoffs

      DISTRICT: Stimulus funding, retirement program facilitated teacher buy-back.

      Staff and Wire Services

      Updated: 06/12/2009 10:09:29 PM PDT

      Layoff notices for 505 Los Angeles Unified teachers and counselors were rescinded Friday by Schools Chief Ramon Cortines.

      http://www.dailynews.com/education/ci_12582315

      Week in review: summer school and historic monuments

      Updated: 06/13/2009 05:51:19 PM PDT

      The closing of summer school

      It's not such a surprise that California's budget problems are leading school districts around the state to cancel most summer-school offerings.

      For instance, the Los Angeles Unified School District decided to save $34 million by canceling summer school for about 225,000 elementary and middle school students. In response, LAUSD teachers have been offering parents who want their children to remain academically engaged this summer some workshops and take-home resources.

      Such efforts are certainly welcome.

      The Roman Catholic archdiocese is also attempting to come to a partial rescue, reminding families with students in secular schools that some parochial and other Catholic schools in Southern California welcome summer-semester students as well.

      Those classes usually involve a cost - sometimes a (relatively) nominal $100 or so, sometimes much more. But it might beat the cost of day care.

      And it surely beats the cost of an uneducated California.

      DAILY BREEZE

      South Bay high schools make Newsweek's best list

      From staff reports

      Posted: 06/14/2009 07:04:37 AM PDT

      Areawide. Newsweek magazine released its annual list of the 1,500 top public high schools in the country last week, showing some surprising results for South Bay campuses.

      Here are the rankings for local schools that made the list: 56, Hawthorne Math & Science Academy; 144, Palos Verdes Peninsula High; 185, Palos Verdes High; 299, Mira Costa High; 351, California Academy of Math & Science; 445, Animo Venice; 582, Animo Leadership; 667, Harbor Teacher Preparation Academy; 738, Redondo Union High; 977, Animo Inglewood; 1,062, Carson High; 1,326, El Segundo High; 1,375, Narbonne High; 1,463, Westchester High.

      http://www.dailybreeze.com/news/ci_12589067

      LA OPINION

      LAUSD en un estira y encoje de nómina: Asegura que podrá salvar la mayoría de empleos en riesgo; maestros siguen en huelga de hambre

      Rubén Moreno

      2009-06-13

      clip_image002

      Huelguistas instalados frente a las oficinas centrales del LAUSD en protesta por los recortes[Fotos: Emilio Flores/La Opinión]

      En tres meses el Distrito Escolar Unificado de Los Ángeles (LAUSD) ha dado la vuelta a la tortilla de los despidos hasta asegurar ahora la continuidad de más del 71% de los puestos que planeaba cancelar ante el déficit fiscal.

      Entre estos se incluyen 505 consejeros y maestros de secundaria no permanentes que el Distrito Escolar anunció ayer que podrá seguir ofreciendo tras revisar sus cuentas.

      Sin embargo, de las 8,846 notificaciones de despido enviadas en marzo, aún hay 2,520 posiciones que podrían ser canceladas.

      El superintendente, Ramón Cortines, expresó estar "profundamente consternado por el número de empleados que tenemos que recortar".

      "Estamos haciendo todo lo posible para salvar los puestos de trabajo", indicó.

      Pero distinto piensan algunos maestros, quienes ayer continuaban plantados, aunque sin mucho éxito, frente a las oficinas de LAUSD con sus tiendas de campaña para exigir a esta institución que mantenga a todos los maestros en clase.

      "Por ahora nadie del distrito ha hablado con nosotros, pero vamos a seguir en la lucha", dijo José Lara, maestro de la secundaria Santee y uno de los organizadores de la huelga de hambre con la que algunos docentes quieren llamar la atención del distrito.

      Por contra, la activista Dolores Huerta se acercó ayer a los maestros para ofrecerles su apoyo.

      La continuidad de los puestos que se proyectaban suspender llega luego de continuas reuniones donde todos los departamentos del distrito están analizando la situación fiscal para ajustar sus propios presupuestos en base a los fondos existentes y los recibidos en el paquete del estímulo económico federal.

      El presidente del Sindicato de Maestros de Los Ángeles (UTLA), A.J. Duffy, criticó al distrito por no mantener a la unión informada sobre el progreso de los puestos que se están pensando salvar y saber los últimos avances a través de la prensa, al tiempo que aseguró desconocer "los números reales con los que se están trabajando".

      "Todavía no sabemos cuántos puestos son los que se podrán mantener o si se podrán salvar más de los que están diciendo", señaló.

      Cortines atribuyó la rescisión de las notificaciones al "resultado directo del programa de jubilación anticipada y de que las escuelas contraten maestros y consejeros adicionales en los planteles intermedios y secundarias".

      El distrito escolar concedió la autoridad a las escuelas para que decidan los puestos que cada plantel puede mantener,

      Pero para Lara "no es suficiente lo que se está haciendo".

      "Primero dicen que no hay dinero, y luego por arte de magia lo encuentran para mantener algunos puestos", criticó. "Mientras haya maestros despedidos y no usen todo el dinero del estímulo federal para salvar trabajos, el tamaño del salón de clases irá en aumento".

      La situación resulta compleja, luego de que el LAUSD enfrenta un déficit de 1,900 millones de dólares en los dos próximos años escolares y sus directivos aseguran que el dinero del estímulo federal no es suficiente para mantener todas las posiciones.

      Hasta ahora LAUSD ha obtenido 369 millones de dólares en base al paquete de estímulo federal y no conocerá hasta octubre cuánto será el monto restante por recibir.

      Por otra parte, funcionarios del distrito sostienen que lo que se mantendrá son las posiciones y no a trabajadores concretos, luego de aplicarse los derechos de antigüedad de los empleados.

      Así, por ejemplo, de los 2,875 administradores que recibieron notificación de despido, 278 de ellos serán transferidos a puestos de maestro, desbancando a quienes ocupaban estos cargos.

      Entre tanto, los huelguistas tomarán un respiro el fin de semana para dormir en sus casas, aunque Sean Lyes, maestro de la escuela Lincoln quien asegura no haber ingerido nada más que agua desde hace 17 días, proseguirá en casa con la huelga de hambre antes de regresar el lunes con su tienda de campaña frente a las oficinas del Distrito Escolar.

      En tres meses el Distrito Escolar Unificado de Los Ángeles (LAUSD) ha dado la vuelta a la tortilla de los despidos hasta asegurar ahora la continuidad de más del 71% de los puestos que planeaba cancelar ante el déficit fiscal.

      http://www.impre.com/laopinion/noticias/la-california/2009/6/13/lausd-en-un-estira-y-encoje-de-129891-1.html

      Tú sí puedes hablar inglés: Agencias de Contigo |

      2009-06-14

      La Opinión Contigo

      "No puedo", "No tengo tiempo", "No lo necesito, mis hijos me traducen", "No me gusta", "¡Qué flojera!", o simplemente: "No hablo inglés, ¿y qué?", son algunos de los pretextos que escuchamos frecuentemente de inmigrantes que no dominan el idioma del país en donde viven y trabajan.

      http://www.impre.com/contigola/comunidad/2009/6/14/tu-si-puedes-hablar-ingles-129943-1.html

      Educación especial se rezaga en LAUSD: Oficina que sirve a los discapacitados acumula reportes que están sólo en inglés

      Rubén Moreno |

      2009-06-14

      En la oficina de educación especial del Distrito Escolar Unificado de Los Ángeles (LAUSD) existen cerca de 1,300 reportes en espera de ser traducidos. O lo que es lo mismo, hay al menos 1,300 padres con hijos en educación especial en el distrito que no entienden por completo las necesidades escolares de sus menores por la barrera del idioma.

      http://www.impre.com/laopinion/noticias/primera-pagina/2009/6/14/educacion-especial-se-rezaga-e-130058-1.html

      USA TODAY

      Calif. teachers say layoffs will hurt students

      clip_image003 Tents line the sidewalk outside of John Liechty Middle School in Los Angeles, where teachers are mounting a hunger strike to protest impending layoffs.

      LOS ANGELES (AP) — Sean Leys sat huddled and still in a tent on a sidewalk outside of a Los Angeles middle school, fatigued by an ongoing hunger strike but resolved to protest looming teacher layoffs.

      http://www.usatoday.com/news/education/2009-06-13-calif-teachers-layoffs_N.htm

      NEW YORK TIMES

      No Longer Letting Scores Separate Pupils

      By WINNIE HU

      STAMFORD, Conn. — Sixth graders at Cloonan Middle School here are assigned numbers based on their previous year’s standardized test scores — zeros indicate the highest performers, ones the middle, twos the lowest — that determine their academic classes for the next three years.

      http://www.nytimes.com/2009/06/15/education/15stamford.html?_r=1&ref=education&pagewanted=print

      MERCURY NEWS

      Layoffs mean LA schools lose new breed of teachers

      By CHRISTINA HOAG Associated Press Writer

      Posted: 06/13/2009 11:36:02 AM PDT

      clip_image005clip_image006

      LOS ANGELES—Sean Leys sat huddled and still in a tent on a sidewalk outside of a Los Angeles middle school, fatigued by an ongoing hunger strike but resolved to protest looming teacher layoffs.

      http://www.mercurynews.com/natbreakingnews/ci_12584825

      NEWSWEEK

      The Top of the Class: The complete list of the 1,500 top U.S. high schools

      Newsweek Web Exclusive

      Public schools are ranked according to a ratio devised by Jay Mathews: the number of Advanced Placement, Intl. Baccalaureate and/or Cambridge tests taken by all students at a school in 2008 divided by the number of graduating seniors. All of the schools on the list have an index of at least 1.000; they are in the top 6 percent of public schools measured this way.

      http://www.newsweek.com/id/201160/output/print

      COMPUTER WORLD

      Computer science is widening the education gap: Minority students are in danger of being made technologically rich but cognitively poor

      Richard Tapia

      June 15, 2009 (Computerworld)

      This article is excerpted from the afterword to Stuck in the Shallow End: Education, Race, and Computing, by Jane Margolis, and is reprinted by permission of The MIT Press. All rights reserved.

      http://www.computerworld.com/action/article.do?command=viewArticleBasic&articleId=9132825

      EXAMINER

      LAUSD is setting up a task force to improve teacher quality

      June 14, 4:11 PM

      Are any members of the task force going to be teachers or will they be administrators, business, and college people who are not in schools? College personnel look at teaching from an idealized point of view, and business people look at the bottom line. Only teachers see the human factors—teachers working with students individually, in small groups, in large classes, and in multiple classes each day.

      http://www.examiner.com/x-3311-LA-Public-Education-Examiner~y2009m6d14-LAUSD-is-setting-up-a-task-force-to-improve-teacher-quality

      LA OPINIÓN

      AT VIEW PARK DROPPING OUT IS NOT AN OPTION: The charter high school graduates 100% of its students for the third year in a row

      By Rubén Moreno | La Opinión (translated by LAUSD Translation Service)

      June 11, 2009 -- Chairs, flowers, balloons shaped like mortarboards and great music. To the casual observer it would seem to be just one more graduation in the Los Angeles Unified School District (LAUSD). But the one celebrated this week at [View Park Prep HS] Charter had something different about it.

      For the third year in a row, this small independent high school in South Los Angeles graduated 100% of its seniors. On the stage, 67 impatient students waited to receive their diplomas and then have their picture taken with their togas on.

      The secret to their success, according to Michael Piscal, president of the Inner City Organization Foundation (ICEF), which operates the school, is that “we have very few students, and that allows a much closer and more personal relationship with the teachers and parents.”

      Charter schools, whose growth has been rapid in California due to their success, operate independently of the administration of school districts and can handle their funds directly, offer a specialized curriculum and limit the number of students.

      In View Park, there are 400 students in the four high school grades. This is a much smaller number than the 5,000 that attend some traditional schools like Roosevelt, or the more than 3,000 that Santee accommodates in its classrooms.

      While in the regular schools in LAUSD, 67.5% of students graduate, charter schools operating in Los Angeles achieved, in 70% of all cases, better results than the traditional campuses with which they could be compared in the realm of academic progress.

      “There is an extraordinary commitment on the part of our teachers to teach youngsters,” added Piscal, who emphasizes the importance of the “rigorous programs, excellent teachers and a welcoming environment” for families.

      For Tymita Bennet, who radiated happiness at her daughter Gynai Seaborne’s graduation, the key is that parents can be involved at school “because we feel welcome.”

      “Although there have been difficult times, we have always had the support of the teachers,” added the student, one of the 40 graduates in this school who have been admitted to the UC system, whereas the rest of them will attend Cal State, community colleges or out-of-state universities.

      According to Darnise Williams, the principal of the school, this campus not only sets a goal of graduating all of its students, but also for them to be accepted in one of the hundred best institutions in the country so that they can contribute what they have learned once they are back in their communities.

      But not everyone will return to their real origins. Clarice Valentine arrived in California after Hurricane Katrina, and she appreciates the support she has received at this school to help her graduate.

      “For a lot of people Katrina was a nightmare, but it saved my life,” said the student. “I was afraid to come to Los Angeles, leave my friends and face a new environment. That’s why I focused on my studies, and now when I see my life before the hurricane, I don’t recognize myself,” she added alluding to the fact that if she had remained in New Orleans, she wouldn’t have graduated.

      Once you’ve graduated, “now is when the real work starts,” said Clarc Douglas, a well-known African American lawyer who was the speaker at the graduation ceremony. “The country and the state need you in order to progress. Don’t let other people’s opinions become your realities.”

      L.A. UNIFIED VOTE FORETELLS DIFFICULTIES FOR SCHOOL REFORM + PAYING FOR BAD TEACHERS

      __________________________________

      ●●smf's 2¢: The LA Times goes the old Daily News route:

      1. Basing a "news" story on the opinion of a source: "business leader Carol Schatz said she was appalled."

      2. Following up this sort of opinionated news with a "me too" editorial the next day, and…

      3. Joining the game of political gotcha by confusing Poor Teachers (The kind that aren't very good teachers) with Bad Teachers (the kind who commit criminal acts). Or is it the Times Editorial policy to criminalize poor instructional technique?

      Here's a direct quote from the first article: "She had attended to support a resolution to speed the firing of teachers ACCUSED of serious crimes." (Emphasis added). This points to a failure in the Civics Education of just about everyone from the quoted party to the Times reporters; The Board of Ed who voted for the resolution, the legal eagles who blessed the resolution language and the Times Editorial Board.

      • Since when does anyone fire anyone ACCUSED of anything?
      • What happened to due process and innocent until proven guilty?

      Don’t get me wrong; the status quo is unacceptable. And UTLA leadership has often been and continues to be an obstacle to reform. However in this case a good deal of the blame/responsibility/lack-of-accountability accrues to the Board of Education and Superintendent - whom methinks currently protesteth too much.

      This is a fine moment to get real and not confuse the bad apples with the forces of evil.

      The LAUSD policy of housing alleged wrongdoers and paying them (in essence bribing them out of their right to a speedy resolution of their case ) instead of acting deliberately is bad policy and a fine way to keep everyone’s lawyer employed.

      But it's LAUSD policy, Not State of California policy.

      The other issue - about evaluating and retraining or removing poor teachers is an issue that WILL require collective bargaining AND legislative relief.

      A: Without doubt here are teachers who shouldn't be teaching because they are educationally inept. They should be brought up to standard or encouraged politely and then forcefully to find another line of work. Lifetime tenure should not extend where it negatively effects the education of students.

      B: And there are bad people who prey on children and behave inappropriately. They should be accused, arrested, adjudged and fired. With all deliberate speed. Deliberate and Speed are not LAUSD's strong points and that needs to be corrected.

      But A. and B. are NOT the same problem and anyone who says otherwise is itchin' for a fight. A fight they will lose in court. A fight all kids will lose because little or nothing will be solved.

      _________________________________

      Failure Gets A Pass: L.A. UNIFIED VOTE FORETELLS DIFFICULTIES FOR SCHOOL REFORM: Debates Between The Board and The Union Grow More Heated as Teacher Appraisals and Tenure Gain National Attention.

      By Jason Song and Jason Felch from the Los Angeles Times

      June 14, 2009 | After listening to the debate at last week's Los Angeles school board meeting, business leader Carol Schatz said she was appalled.

      She had attended to support a resolution to speed the firing of teachers accused of serious crimes. But even this proposal -- tiptoeing on the margins of improving teacher quality -- generated heated objections from the teachers union and its supporters.

      With some last-minute amendments and sniping among board members, the resolution passed by a single vote.

      "I came away depressed," said Schatz, who heads the 500-member Central City Assn. of Los Angeles. "If they can barely pass something like that, how are they going to tackle teacher quality?"

      By even grazing the hot-button topic, the nation's second largest district has entered one of the most contentious debates in American education, one that increasingly is pitting powerful teachers unions against school boards and would-be reformers.

      Teacher effectiveness is considered one of the most significant factors in student success. But giving it a hard look can involve reexamining teacher tenure, teacher evaluations, dismissal of "bad" teachers and merit pay for "good" ones -- all highly charged political issues, especially in California.

      Such scrutiny historically has been urged by those on the right, but Democrats -- including President Obama and Arne Duncan, his education secretary -- have recently embraced it.

      "If a teacher is given a chance or two chances or three chances but still does not improve, there is no excuse for that person to continue teaching," Obama said in a March speech.

      The issue came up again this month in a study by the New York-based education reform group the New Teacher Project, which described a "national failure" to measure teacher success.

      In California, a Times investigation recently found, it is remarkably time-consuming and cumbersome for school districts to fire teachers who don't meet standards. A review of cases in which teachers statewide contested their firings showed that far more teachers were fired for egregious acts than for poor teaching.

      In L.A., the debate is only beginning. The Los Angeles Unified School District has set up a task force, headed by education reformer and former Occidental College President Ted Mitchell, to make recommendations on improving teacher quality.

      The panel, whose other members are to be chosen by Supt. Ramon C. Cortines, is not limited to looking at teachers accused of egregious or immoral acts. It may delve into what is good and bad teaching, who should be the judge and how the system should promote the good and purge the bad.

      Complaining that he had been left out of the process thus far, A.J. Duffy, president of United Teachers Los Angeles, proposed unsuccessfully to delay the vote on the resolution on teacher firing. He was noncommittal about whether he would support the task force.

      "If I'm comfortable with the composition of the task force, then I'll agree to be a part of it," Duffy said. "Otherwise, that issue is going nowhere."

      Yolie Flores Aguilar, the member of the school board who proposed the task force, conceded that it could be difficult to surmount opposition.

      "This is the sacred cow of all sacred cows," she said.

      Just discussing the firing of teachers accused of crimes prompted sharp debate at L.A. Unified's board meeting Tuesday.

      The measure, which passed 4-3, was a considerably whittled-down version of a proposal by school board member Marlene Canter to urge the state to speed the termination of poorly performing and abusive teachers.

      Confronting strong opposition from fellow board members and the teachers union, Canter focused exclusively on teachers deemed to have committed immoral acts, such as physical or sexual abuse.

      "This isn't about teacher evaluation!" she said repeatedly during Tuesday's hearing.

      At the insistence of union members, the measure was amended to include administrators as well.

      Still, the resolution was rejected by the union and some board members.

      "This is a political mishmash under the guise of helping children," said Marguerite Poindexter LaMotte, before casting her vote in opposition. She was joined by colleagues Julie Korenstein and Richard Vladovic.

      Duffy questioned the motives of Schatz and other business leaders. "They want to break the power of the union," he said.

      But school board member Tamar Galatzan said the resolution should have been a "slam dunk."

      "I think they [union officials] see it as a slippery slope toward revamping rules on tenure and seniority," Galatzan said.

      California lawmakers appear willing to wade into the debate but say that for any reform to be successful, it has to have the backing of teachers unions.

      "There is tremendous political pressure in Sacramento," said state Sen. Gloria Romero (D-Los Angeles), chairwoman of the Senate Education Committee, referring to the power of teachers unions and others. "But with President Obama calling for a restructuring of public education, we have a window of opportunity to . . . run with it as fast as we can."

      Teachers unions, including UTLA, say they are not opposed to reforms but want to help shape them, given their collective experience in the classroom. Student test scores, they say, cannot be used as the sole indicator of teacher quality.

      California is building separate databases for student test scores and teacher information, but the law prohibits using either database for teacher evaluation.

      The policy recently drew strong rebukes from Duncan, the education secretary and former head of Chicago public schools.

      "It's like suggesting we judge a sports team without looking at the box score," Duncan said of California's policy at a speech to the Institute for Educational Science last week. "I think that's simply ridiculous."

      ____________________________

      PAYING FOR BAD TEACHERS: California has long put an outmoded notion of teacher protection over the interests of students. Now that practice may cost the state some federal money.

      LA Times Editorial

      June 15, 2009: They put it off. They debated it at length and watered it down. And in the end, the Los Angeles Unified school trustees barely passed a resolution asking the Legislature to make it a little easier to fire teachers accused of serious crimes. Mind you, not the ineffective teachers who sleep in the classroom, ignore the curriculum and pass their unprepared students to the next grade. Just the ones who stand accused of abusing or molesting students.

      Union leaders warn that the Legislature will never comply without their stamp of approval, and they're probably right. Failure to put the interests of children over the power of unions is characteristic of California education policy.

      It also puts the state out of touch with education reforms sweeping the nation, and could put our schools out of contention for new pots of federal money. Just two days after the resolution squeaked through last week, Secretary of Education Arne Duncan made it clear that antiquated notions of teacher protection will not pass muster with the Obama administration. Teachers should be evaluated, retained and paid based on how well their students learn, Duncan said, and that includes progress on standardized tests.

      California couldn't do that if it wanted to right now. At the behest of unions, the state put a firewall between student data and teacher performance. The data "may not be used ... for purposes of pay, promotion, sanction or personnel evaluation," the law reads. Duncan has $4.3 billion in competitive grant money to parcel out to schools that meet his standards for innovation, and California's perverse position on teacher pay and firing isn't likely to make the grade. But Duncan has a role to play in making that more feasible. The kinds of data called for by the No Child Left Behind Act don't measure individual student progress. The federal law has long needed revision to emphasize yearly growth rather than meeting an arbitrary, inconsistent bar called "proficiency."

      We agree with union leaders that teachers need decent job protection and that they should not be judged by test results alone. But a recent study by the New Teacher Project, a training organization in New York, found that in many schools where teachers agreed that a colleague should be fired for poor performance, no one was even given an "unsatisfactory" rating on evaluations. Some objective measures are necessary.

      We are so far from that in California. Here, it is considered revolutionary for a school board to beg for relief from a tortuous, money-wasting teacher termination process that is nearly doomed to failure anyway. Duncan has given the state a new reason to act on behalf of children, an incentive it shouldn't need in the first place.

      Saturday, June 13, 2009

      The news that didn’t fit from June 14

      SOME L.A. TEACHERS GET A REPRIEVE FROM AX | LA Weekly | Friday, Jun. 12 2009 @ 5:42PM | By Steven Mikulan ● L.A. school superintendent Ray Cortines announced today that the LAUSD is rescinding layoff notices for 505 teachers. The breakdown, according to the L.A. Daily News, includes "271 non-permanent, secondary English teachers; 114 non-permanent, secondary social studies teachers; and 120 non-permanent, secondary counselors."

      The announcement brings little cheer, however, to United Teachers L.A., the teachers union. UTLA greeted the news with a press-released shrug: "The decrease from an initial announcement of 6,000 UTLA member layoffs to the current 2,500," the union statement said, "represents some progress but there is clearly a long way to go."

      The union and school board continue to clash over how to spend stimulus-package funds, with LAUSD preferring to spread out the money to cover expenses over the next two years, while UTLA is calling for it to be spent immediately to save as many member jobs as possible and to avoid expanding classroom sizes.

      THE MYTH THAT COLLEGE IS FOR EVERYONE: It’s both “impolite and impolitic” to say so, but the modern idea that everyone should get a college education is, frankly, dumb, said Michael Moynihan in Reason.com. | http://www.reason.com/news/printer/133973.html

      Clip from Best Columns in The Week - 6/19: Too many people are attending college these days,” said Michael Moynihan. It’s both “impolite and impolitic” to say so, but the modern idea that everyone should get a college education—emphatically supported by President Obama—is, frankly, dumb. Obama is now planning a massive expansion of the federal Pell Grant program, making a college education another taxpayer-funded entitlement open to all.

      But here’s the reality: More than two-thirds of U.S. high school graduates, a recent Harvard University study found, are unprepared to enter a traditional four-year liberal arts program. Indeed, “more than 40 percent of students who enter college drop out before graduation.” Today, many young people enter college out of obligation, seeing it purely as a means to a higher salary.

      College makes great sense for those who truly value a higher education, and will make use of it after graduation. But not everyone is capable of academic success, and for those destined for “a management-level job training program at Hertz,” college is just an expensive waste of time.

      WHY TOTS SHOULDN’T WATCH TV | Health and Science | The Week 6/19

      If you have a baby or a toddler, turn off that TV. A new study finds that when children are exposed to a lot of TV before the age of 2, they are deprived of interaction with adults, which can lead to delays in brain and language development. University of Washington researchers found that for every hour the TV set was on, even if it was just in the background, adults spoke from 500 to 1,000 fewer words to children. When the distraction of the boob tube was present, children spoke less, too, and there were fewer conversations between the adults and the children. This was true whether the show was a kid’s program or an adult show that parents were watching in the child’s presence. Speaking directly to a child, previous research has shown, is critical to brain development. In surveys, 30 percent of Americans admit to having the TV on all day long, whether anyone is watching or not. Television, researcher Dimitri Christakis tells LiveScience.com, “is a poor caregiver substitute. My recommendation is that children under the age of 2 be discouraged from watching television.”

      From UCLA/IDEA Education News Roundup for June 11

      NATION NEEDS MAJOR REFORMS IN EDUCATION

      By Walter Wiliams/Oakland Press -- The Program for International Student Assessment (PISA) is an international comparison of 15-year-olds conducted by The Organization for Economic Cooperation and Development (OECD) that measures applied learning and problemsolving ability. In 2006, U.S. students ranked 25th of 30 advanced nations in math and 24th in science. McKinsey & Company, in releasing its report “The Economic Impact of the Achievement Gap in America’s Schools” (April 2009) said, “Several other facts paint a worrisome picture. First, the longer American children are in school, the worse they perform compared to their international peers. In recent cross-country comparisons of fourth-grade reading, math, and science, U.S. students scored in the top quarter or top half of advanced nations. By age 15, these rankings drop to the bottom half. In other words, American students are farthest behind just as they are about to enter higher education or the workforce.”

      POLL: MOST SUPPORT MORE TAXES FOR EDUCATION: Support strongest among Democrats. -- KRCA -- The majority of Sacramento-area residents are willing to pay higher taxes to fund college education, according to results of a new Sacramento State survey released Tuesday. The poll found that 58 percent of residents support the additional fees so all qualified Californians can have an equal opportunity to receive a college education. Among Democrats, 72 percent backed a tax increase, while 40 percent of Republicans favored such an idea. Among those responding, 60 percent of residents from both Sacramento and Yolo counties supported a tax increase, while 54 percent of those questioned from Placer County liked the suggestion. Another finding was that 81 percent of people consider the economy to be a big challenge, while 89 percent are concerned about the state budget deficit. Despite worries over these financial situations, 89 percent think a college education is a good long-term investment.

      PUSH IS ON FOR A ‘COMMON’ EDUCATION STANDARD FOR U.S. SCHOOLCHILDREN: The state-by-state system leaves many students 'inadequately prepared,' Education Secretary Arne Duncan said Wednesday at a Monitor breakfast.
      By Dave Cook/Christian Science Monitor -- Education Secretary Arne Duncan threw his weight Wednesday behind a “common” education standard for all of America’s schoolchildren, saying the current state-by-state system has produced uneven results in which some students “are totally, inadequately prepared to go into a competitive university, let alone graduate.” Mr. Duncan, who has been on a cross-country “listening tour” in preparation for submitting revisions for the No Child Left Behind Act, says he’s encountered support for the idea of a national standard. “Teachers have been really positive on this idea of common standards,” he said at a Monitor-sponsored breakfast for reporters. “That has played much better with teachers than I thought it would.” The secretary acknowledged, though, that what he calls “common higher standards, internationally benchmarked” would face hurdles and involve political pain.

      TRUTH IN TEACHING - Editorial/New York Times -- Education reform will go nowhere until the states are forced to revamp corrupt teacher evaluation systems that rate a vast majority of teachers as “excellent,” even in schools where children learn nothing. Education Secretary Arne Duncan was right to require the states that participate in the school stabilization fund, which is part of the federal education stimulus program, to show — finally — how student achievement is weighted in teacher evaluations. The states have long resisted such accountability, and Mr. Duncan will need to press them hard to ensure they live up to their commitment. A startling new report from a nonpartisan New York research group known as The New Teacher Project lays out the scope of the problem. The study, titled “The Widget Effect,” is based on surveys of more than 16,000 teachers and administrators in four states: Arkansas, Colorado, Illinois and Ohio.

      SCHWARZENEGGER THREATENS TO SHUT DOWN STATE GOVERNMENT: The governor says that if a budget deal isn't reached, he won't approve emergency borrowing to tide California over. By Shane Goldmacher/Los Angeles Times -- Gov. Arnold Schwarzenegger vowed Wednesday to let California government come to a "grinding halt" rather than agree to a high-interest loan to keep the state afloat if he and the Legislature do not close the yawning budget gap in coming weeks. At the same time, the governor reversed himself on a proposal to end health insurance for families of police officers and firefighters who died in the line of duty. Schwarzenegger called the plan, first reported by The Times on Tuesday, a "terrible screw-up" that is being corrected. The proposed cut was tucked away in a list of regulations that would be suspended if Schwarzenegger's latest budget revisions are adopted. It would have saved the state $1 million in 2009-10. State finance officials say California coffers will be empty in late July unless the projected $24-billion budget shortfall is resolved quickly. Schwarzenegger said that emergency borrowing would be too expensive and that his threat to block it was necessary to prod lawmakers into swift action.

      SCHWARZENEGGER SEEKS ONLINE REVOLUTION IN SCHOOLS - By Juliet Williams/Washington Post -- In the state that gave the world Facebook, Google and the iPod, Gov. Arnold Schwarzenegger says forcing California's students to rely on printed textbooks is so yesterday. The governor recently launched an initiative to see if the state's 6 million public school students can use more online learning materials, perhaps saving millions of dollars a year in textbook purchases. "California is home to software giants, bioscience research pioneers and first-class university systems known around the world. But our students still learn from instructional materials in formats made possible by Gutenberg's printing press," Schwarzenegger wrote in a recent op-ed in the San Jose Mercury News. In a state with a projected $24 billion budget deficit, Schwarzenegger has asked education officials to review a wealth of sources that already are on the Internet, many of which are free, and determine whether they meet curriculum standards.

      LAUSD CANCELING SUMMER SCHOOL: DO WE REALLY WANT TO GO THERE? -- By Anthony Asadullah Samad/San Francisco Beyond Chron -- The Superintendent of the second largest school district in the United States, Ray Cortines, recently announced that the Los Angeles Unified School District will be canceling summer school as a cost-cutting remedy for the district’s $400 million dollar budget shortfall. Who thought of this bright idea? Can the School Board really be serious? The city of Los Angeles has enough problems controlling summer youth violence when summer school is in. Now the 700,000-pupil district, with the 57% graduation rate — that annually sends a quarter of its student population to summer school — wants to send nearly 200,000 latch-key children home for the summer. Do we really want to go there? Have we finally gotten to the point where our children have become unwilling pawns in the state’s (and city’s) budget games? It appears so.

       

      SECRETARY ARNE DUNCAN ADDRESSES THE FOURTH ANNUAL INSTITUTE OF EDUCATION SCIENCES RESEARCH CONFERENCE
      Saturday, June 13, 2009 10:04 AM
      Critical highlights from Susan Ohanian, Speech by Arne Duncan          Susan Ohanian, a longtime teacher and free-lance writer whose articles have appeared in periodicals ranging from the Atlantic and Washington Monthly to Phi Delta Kappan and Education Week MAINTAINS A WEBSITE HTTP://WWW.SUSANOHANIAN.ORG THAT REFLECTS her LEADERSHIP ROLE IN THE RESISTANCE AGAINST NCLB, HIGH STAKES TESTING AND

      GOOD BYE, MR. HAUSKE
      Wednesday, June 10, 2009 11:19 PM
      83-YEAR OLD VETERAN PRINCIPAL TO BE HONORED BY LAUSD SCHOOL BOARD  JONATHAN HOUSKE RETIRING AFTER 58 YEARS OF SERVICE  Los Angeles—Lloyd Jonathan Houske, principal of Cahuenga

      L.A. SCHOOLS CHIEF PROPOSES GUTTING WATCHDOG’S OFFICE | Deficit: Inspector general would be mostly sidelined during financial crisis.
      Wednesday, June 10, 2009 2:03 PM
      By Connie Llanos, Staff Writer | LA NEWSPAPER GROUP/Daily NeWs  6/11/2009 - Los Angeles Unified Superintendent Ramon Cortines has proposed gutting the district's watchdog Inspector General's Office with a budget cut of 50 to 75 percent, described as potentially "catastrophic" to the department's operations.   The Office of Inspector General has traditionally monitored some of the district's most

      THE HITS JUST KEEP ON COMING…
      Tuesday, June 09, 2009 6:33 PM
      gallows humor from 333 S. Beaudry     Next season, watch for: Dancing With The Lemons!

      CALIFORNIA CRISIS SLAMS K-12 HARD
      Tuesday, June 09, 2009 12:26 PM
      by Lesli A. Maxwell | Education Week  Published Online: June 8, 2009   Published in Print: June 10, 2009  California educators, already reeling from billions of dollars in spending cuts to public schools this year, are scrounging for even more ways to save money in the final weeks of the academic year as the state’s finances continue to melt down.   This time around, educators say they won’t

      Schwarzenegger: DIGITAL TEXTBOOKS CAN SAVE MONEY, IMPROVE LEARNING + NYTimes: CONNECTICUT SCHOOL DISTRICT TOSSES ALGEBRA TEXTBOOKS AND GOES ONLINE
      Tuesday, June 09, 2009 12:25 PM
      Digital textbooks can save money, improve learning  By Arnold Schwarzenegger | Special to the san jose Mercury News  6/7/09 -- Today, our kids get their information from the Internet, downloaded onto their iPods, and in Twitter feeds to their cell phones. A world of up-to-date information fits easily into their pockets and onto their computer screens. So why are California's public school
       

      OpEd: SPEND THE FEDERAL STIMULUS MONEY ON SMALLER CLASSES: The LAUSD could avoid crammed classrooms by not laying off more than 2,000 teachers.
      Tuesday, June 09, 2009 6:07 AM
      By Maria Elena Durazo and Steve Zimmer | Opinion From the Los Angeles Times  June 9, 2009 - Supt. Ramon C. Cortines is determined to decentralize the cumbersome Los Angeles Unified School District, and that's a laudable goal. But his recent decision to allow individual schools to decide how to spend federal stimulus funds has paved the way for serious inequities.   Some schools are using the

      UTLA FILES 14 COMPLAINTS AGAINST LAUSD
      Tuesday, June 09, 2009 11:54 AM
      GRIEVANCE: Claims stimulus money is being spent the wrong way.  By Connie Llanos, Staff Writer | Los Angeles Newspaper Group (Daily News)  Los Angeles teacher union officials filed 14 complaints against the L.A. Unified School District on Monday, claiming it allowed schools to spend too much federal stimulus money on out-of-classroom jobs, which they said would boost class sizes and jeopardize

      Update: THE CARDINAL MAKES AN OFFER
      Monday, June 08, 2009 8:57 PM
      Archdiocese offers summer school to public school students  Pasadena Star-News - 8 June 5PM  More than 135 campuses in Los Angeles County will be open to students in grades K through12, according to Archdiocese spokesman Tod Tamberg. ...  LA Archdiocese offers summer school  abc7.com - 8 June 4PM  The Archdiocese of Los Angeles is offering summer classes at local Catholic schools. "In speaking

      ADD IT UP: VALLEY MATH CHAMPS
      Monday, June 08, 2009 11:57 AM
      By Dennis McCarthy, Columnist | LA Daily News “Odds and ends from Around the Valley”    Sixth-grader "mathletes" from Sutter Middle School are, from left to right first row: Sergio Mares, Xavier Escobar, Clarissa Olivar, Danielle Clarke, Alejandra Rojas. Back row: math coach Dana Rosenstock, Principal Michael Smith and teachers Michelle Weiss and Hasmik Mheryan. The sixth-graders won the

      THE CARDINAL MAKES AN OFFER
      Monday, June 08, 2009 10:33 AM
      The Morning sixpack news blog @ the LAWeekly reports:   Monday, Jun. 8 2009 @ 6:13AM - Cardinal Roger Mahony will announce today that the L.A. Archdiocese will invite LAUSD Students to participate in summer school classes and after-school programs at local Catholic schools. City News Service (subscription required)

      SECRETARY ARNE DUNCAN ADDRESSES THE FOURTH ANNUAL INSTITUTE OF EDUCATION SCIENCES RESEARCH CONFERENCE

      Critical highlights from Susan Ohanian, Speech by Arne Duncan

      • Susan Ohanian, a longtime teacher and free-lance writer whose articles have appeared in periodicals ranging from the Atlantic and Washington Monthly to Phi Delta Kappan and Education Week MAINTAINS A WEBSITE HTTP://WWW.SUSANOHANIAN.ORG THAT REFLECTS her LEADERSHIP ROLE IN THE RESISTANCE AGAINST NCLB, HIGH STAKES TESTING AND POLITICO-CORPORATE TAKEOVER OF CURRICULUM. 

      • ARNE DUNCAN IS THE SECRETARY OF EDUCATION.

       

      MS. OHANIAN’S HIGHLIGHTS:

      • Data gives us the roadmap to reform.
      • Over $100 billion in new resources is coming to education.
      • We need robust data systems to track student achievement and teacher effectiveness.
      • we will ask thousands of communities across America to close and reopen schools based on data
      • We will ask millions of teachers to use student achievement and annual growth to drive instruction and evaluation.
      • Data may not tell us the whole truth, but it certainly doesn't lie.
      • [NCLB]let every state set its own bar and we now have 50 states, 50 different states all measuring success differently and that's starting to change. We want to flip that. We want to set a high bar for the entire country against states' and districts' ability to create and hit that higher bar, give them the chance to innovate and whole them accountable for results.
      • Through the Council of Chief State School Officers, 46 states and three territories have agreed to work on a common core of internationally benchmark standards.
      • We're competing with children from around the globe for jobs of the future.
      • Many teachers are hungering for data to inform what they do.
        to somehow suggest that we should not link student achievement and teacher effectiveness, it's like suggesting we judge a sports team without looking at the box score.
      • It's too early to see real results about performance-pay initiatives. There aren't a lot of studies showing it boosts student achievement, but there is plenty of evidence that it boosts worker productivity in other industries so why shouldn't we try it?
      • And hopefully, some day, we can track children from preschool to high school and from high school to college and college to career. We must track high-growth children in classrooms to their great teachers and great teachers to their schools of education.
        Which schools of education are producing the teachers that produce the students that improve the most year after year? We need to know that answer.
      • I think our children today are at a disadvantage. Children in India and China go to school al to more time than our children do. I think we're setting our children up for long-term failure.
      • We have these large pots of money.


      For Ohanian's rebuttal to this kind of data worship, see Accountability and the Slippery Language of Public Relations.

       

      SECRETARY DUNCAN’S SPEECH

      FOR RELEASE:| June 8, 2009

      Secretary Duncan: Good morning, and thank you, Stuart, so much for that nice introduction.

      I also want to say thank you to Sue Betka for her leadership at IES, as well as the entire career staff. Sue has been so helpful during this transition. I know that she'll continue to be a great, great resource for our new Director and let's give John Easton a big round of applause. Let's hear it for John.

      (Applause.)

      As everyone knows, John Easton is a colleague for whom I have tremendous respect. I feel so fortunate that we're going to be able to continue to work together. The Chicago Consortium on School Research enjoys a similar independent relationship to the Chicago Public Schools as IES does to the Department of Education.

      John always told us the cold, hard truth, without regard to ideology or politics. And so many of our most important reforms in Chicago were a direct result of work and data produced by the Consortium, the idea of ending social promotions, keeping our freshman on track and trying to dramatically raise graduation rates, tracking college enrollment, development growth models and thinking very differently about how we turn around under-performing schools.

      The common denominator for all of these policy decisions was that they were informed by data. I am a deep believer in the power of data to drive our decisions. Data gives us the roadmap to reform. It tells us where we are, where we need to go, and who is most at risk.

      There's a lot I don't like about No Child Left Behind, but I will always give it credit for exposing our nation's dreadful achievement gaps. It changed American education forever and forced us to take responsibility for every single child, regardless of race, background, or ability. And this is just one example of how data affects policy and there are many, many more.

      I'm actually thrilled to have a leader like John working with us here in Washington and I'm absolutely committed to relying on high-quality, independent research, funded by IES to inform our thinking.

      So thank you, John, for coming to Washington and agreeing to serve, and thank you, Sue, as well as the entire career staff, for your extraordinary service.

      I want to begin this morning by talking about the historic opportunity we have today. We will never have a chance like this again. We have a president who is passionate about public education. He and his wife were not born with silver spoons in their mouths. They are who they are because they worked so hard and because they got a great education.

      We have absolute bipartisan leadership on the Hill who see the need and the opportunity for us to get dramatically better. We have more proven strategies out in school districts around the country, rich, poor, rural, urban, suburban, have this flourishing of innovation and entrepreneurial ideas over the past 10, 15 years. We've never had so many examples of success before.

      And thanks to the Recovery Act, we also have some money and money does matter. Over $100 billion in new resources is coming to education. It would have been unimaginable just a few months to think about that.

      And the Recovery Act focuses on four broad areas of reform. We're convinced that with unprecedented resources must come unprecedented reform. Just simply investing the status quo isn't going to get us where we need to go.

      We're focused on college and career-ready international benchmark standards. We have many states, as you know, voluntarily moving in that direction. We're thinking a lot about teacher quality, great talent matters tremendously, how we attract and attain the best and brightest teachers and principals in our business and how we get them to work in some of our toughest schools.

      We're thinking about turning around schools. If we were to take -- we have about 100,000 schools in our country. If we were to take the bottom one percent each year, the bottom thousand, and year after year turn them around, over the next four or five or six years, we could basically eliminate those drop-out factors from our nation.

      And finally, we need robust data systems to track student achievement and teacher effectiveness.

      Today's speech is the first of a series of policy speeches around those four assurances leading up to the Race To The Top in innovation and what works, grants that will be coming soon.

      Race To The Top and to What Works in Innovation Funding, $5 billion in discretionary money and I was talking to Secretary Page recently. I think he has $17 million. We have $5 billion. Think about the opportunity we have to make a difference.

      The time frame now, the rough time frame is to have draft applications out in July, final applications out by October, a deadline of February and to get grants out by -- a deadline of December and then to get grants out to states and districts by February.

      Today, of course, I want to focus on data and I'm blessed to have an audience that knows what I mean when I use words like regression models and effect size indicators. While these words may have meaning for all of you, as you know, they have very little meaning to the general public. And one of our collective challenges is to talk about data and research and ways that people understand. That's one of John's tremendous gifts is to take complicated ideas and make them understandable. That is the only way that good ideas can lead to action and