Ante el cambio hay gran éxodo de alumnos y maestrosby Yolanda Arenales| La Opinión2010-06-14 -- A sólo unas semanas de que entre en vigor el nuevo plan de reestructuración interno para revertir los pobres resultados académicos en la escuela Fremont High, lo único que todos tienen claro es que en este nuevo experimento del Distrito Escolar Unificado de Los Ángeles (LAUSD) están enfrentando a una verdadera lucha de poder. Entre los padres y estudiantes existe el temor de que el cambio se convierta en un "experimento" más en el que los alumnos sean, de nuevo, los más perjudicados. Paola López, una estudiante de Fremont, cuenta que algunos jóvenes han pedido el traslado a otras escuelas del distrito para evitar la presión que puede acarrear los cambios, y en busca de escuelas donde los mejores resultados son ya una realidad. "Yo me quedo porque creo que tengo derecho a una buena educación aquí, donde vivo", dice López. Muchos estudiantes como Paola reclaman que los cambios dejen de ser una lucha de poder entre el distrito y los sindicatos y se centren en lo que de verdad importa: el progreso de los alumnos. El próximo 1 de julio comenzará oficialmente la nueva etapa de la secundaria Fremont, siguiendo el plan de restructuración anunciado por el LAUSD a fines del año pasado. El objetivo es sacar a la escuela de la situación de bajo desempeño en la que ha estado sumida por los últimos 12 años, pero la transición no está libre de polémica. "Queremos despolitizar el proceso", dice Carla Vega, madre de un alumno en Fremont. Siendo madre de tres hijos educados en las escuelas del distrito, Vega ha luchado ya en muchas batallas en busca de mejores opciones educativas en su comunidad, y ahora se enfrenta a ésta con optimismo. "Creo que el cambio va a ser para bien", dice basando en parte su esperanza en los fondos adicionales que la escuela pueda recibir como apoyo para implementar su reforma interna. Por ejemplo, según el Departamento de Educación de California, Fremont encaja en los criterios federales para recibir una Beca de Mejora Escolar (SIG) de $6 millones en los próximos tres años, de los cuales tres cuartas partes deberían destinarse a la plantilla de enseñanza. Sin embargo, el hecho de que todos los maestros actuales de Fremont deben solicitar de nuevo su puesto para poder continuar enseñando en esta escuela bajo el nuevo plan de reestructuración, ha ahuyentado a muchos con amplia experiencia. En torno al 40% de los 250 maestros de este plantel no han renovado su solicitud para el puesto, según explica Joe Vaca, un ex alumno de Fremont y maestro de la escuela desde hace 10 años. "Yo crecí en el barrio y mi sueño siempre fue jubilarme en esta escuela", dice Vaca, quien optó por buscar trabajo en otra escuela donde comenzará a impartir clases el próximo otoño. "Como alumno viví en primera persona los problemas a los que se enfrentan ahora sus estudiantes, pero la restructuración va a ser un cambio impuesto por el distrito ignorando a los que afrontan la realidad diaria de esa comunidad", sostiene Vaca. Algunos maestros sienten que el procedimiento se ensaña con ellos al culparlos por resultados sobre los cuales, dicen, tienen un control limitado. La escuela tiene un índice de desempeño de 524 puntos, frente al objetivo de 800 y el promedio de 694 en LAUSD y sólo un 13.6% de los estudiantes alcanzó el nivel de aprendizaje correspondiente a su grado según, los estándares de California (CST), o más alto el año pasado. Hasta ahora, y a unas semanas de que empiece el nuevo ciclo escolar, los maestros que sí optaron por seguir las reglas impuestas por el LAUSD y solicitaron de nuevo su puesto, aún no saben quiénes serán readmitidos y quienes no, tampoco se sabe quienes reemplazarán a los maestros que irán. "Hay demasiadas interrogantes. No creo que nos estén informando bien", sostiene Liz Rivera, una residente del área, quien percibe la restructuración como una maniobra política para "quedar bien" ante el gobierno estatal y federal. Por su parte, Rafael Balderas, director de la escuela Fremont no contestó a los reiterados intentos de este periódico por conseguir información actualizada sobre la situación de su escuela, y se limitó a decir que lo hará en el futuro próximo. Para Siris Barrios, de la organización Community Coalition, que aboga por el progreso del Sur de Los Ángeles, uno de los efectos positivos del proceso es la atención que ha despertado. "Lo importante ahora es que se incluya la participación de la comunidad", dice Barrios, señalando que su organización está programando reuniones con LAUSD para conseguirlo. Entre las prioridades que quieren plantear destacan la recuperación de "los olvidados’ –los chicos que abandonaron la escuela sin terminarla-, conseguir servicios de terapia familiar, e incluir academias de enseñanza práctica a nivel universitario que faciliten él éxito de los jóvenes Fremont, el reto es mejorar las "calificaciones" actuales:
| Before the change there is great exodus of students and teachersby Yolanda Arenales | La Opiniónwith apologies, automatic translation by Google Translate - cleaned up by smf2010-06-14 -- In the couple weeks before the new internal restructuring plan to reverse the poor academic performance at Fremont High School comes into effect the only thing that is clear is that this new experiment at Los Angeles Unified School District (LAUSD) is facing a real struggle for power. Among parents and students there are concerns that the change will become an "experiment" in which most students are, again, the hardest hit. Paola Lopez, a student at Fremont, says that some young people have requested a transfer to other schools in the district to avoid the pressure that can lead to changes, and are looking for schools where the best results are now a reality. "I choose to stay because I believe I have the right to a good education here, where I live," says Lopez. Many students like Paola desire that the reform cease to be a power struggle between the district and the unions and that the focus shift to what really matters: the progress of students. Next July 1 will officially begin the new regime at Fremont High School, following the restructuring plan announced by the LAUSD late last year. The aim is to get to school out of the situation of poor performance in which it has been mired for the past 12 years ...but the transition is not without controversy. "We want to depoliticize the process," says Carla Vega, mother of a student at Fremont. As the mother of three children educated in district schools, Vega has already fought in many battles in search of better educational options in their community, and it now faces this one with optimism. "I think the change will be for good," she says partly basing her hopes on the additional funds that the school may receive as a support to implement its internal reform. For instance, under the California Department of Education,, Fremont fit the federal criteria to receive a School Improvement Grant (SIG) of $ 6 million over three years, of which three quarters should be directed to the teaching staff. However, under the new restructuring plan the fact that all current teachers must reapply for their jobs at Fremont has alienated many with extensive experience. About 40% of the 250 teachers of the faculty have not renewed their application for their positions, says Joe Vaca, a former student of Fremont and school teacher for 10 years. "I grew up in the neighborhood and my dream always was to retire at this school," says Vaca, who chose to seek employment in another school where he will begin to teach next fall. "As a student I experienced first-hand the problems that students now face, but the restructuring will be a change imposed by the district ignoring those who face the daily reality of this community," says Vaca. Some teachers feel that the procedure is implacable and leads to results to which, they say, they have no control. The school has a Academic Performance Index (API) of 524 points, against a target of 800 and average 694 in LAUSD and only 13.6% of students are performing a grade level according to the California Standards Tests (CST) or higher last year. Until now, a few weeks from the start of the new school year, even teachers who do chose to follow the rules imposed by the LAUSD and reapplied for their jobs - do not yet know who will be readmitted and who will not; further it is not known who will replace teachers who leave. "There are too many questions. I do not think we are well informed," said Liz Rivera, an area resident, who sees the restructuring as a political maneuver to "save face" by the state and federal government. For his part, Rafael Balderas, principal of the Fremont did not respond to repeated attempts by this newspaper to get an update on the status of the school, saying only that he will in the near future. To Siris Barrios, of the organization Community Coalition, which advocates the advancement of South Los Angeles, one of the positive effects of the process is the attention it has attracted. "The important thing now is to include the participation of the community," Barrios said, noting that his organization is planning meetings with LAUSD to get it. Among the priorities they want to raise include the recovery of "the forgotten", the boys who left school without finishing," to get family therapy services and include practical teaching academies at university level to facilitate the achievement of young people At Fremont, the challenge is to improve the "skills" :
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additional content:
UTLA responds to Cortines plan to restructure Fremont HS under NCLB | http://bit.ly/d1INsW
United Teacher articles
- Fremont High takes fight to the School Board (5/21/10) by UTLA staff
- We are all Fremont (4/23/10) by UTLA members
- Fremont High calls for reform,not reconstitution (3/26/10) by UTLA staff
- Fighting the good fight (1/26/10) by the Save Fremont Committee
- Why Fremont Matters (1/22/10) by UTLA/AFT Vice President Josh Pechthalt
- Reconstitution: Publicity stunt, not real reform (1/22/10) by the Save Fremont Committee
Background – from UTLA
In a letter dated December 9, LAUSD Superintendent Ramon Cortines announced the restructuring of Fremont HS. The Superintendent cited continued poor performance at Fremont as the reason to invoke the provisions of NCLB to begin restructuring the High School.
- See Cortines' restructuring letter
The school will report directly to Cortines beginning July 1, 2010.
UTLA is outraged that this takeover was brought to the attention of the teachers and UTLA leadership at the last minute. “At this point, we are not sure what form this restructuring will take. We will insist that teachers, parents, community members, UTLA and other bargaining units must be a part of the process,” said UTLA president A.J. Duffy.
UTLA remains committed to positive change at schools. We believe that change must occur collaboratively between teachers, parents, community members and the District along with other bargaining unit partners.
UTLA is making an official request to negotiate the details of this process.
Confusion at Fremont High School for axed teachers | http://bit.ly/bnbG9z
Jose Lara | The South Los Angeles Report
4-5-2010 | Los Angeles school officials decided at the end of 2009 to close Fremont High School in South Los Angeles and start afresh. All the teachers were fired, but some are confused as to why they have been asked to re-apply for their jobs.
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