Tuesday, April 22, 2008

Taft High School: TOWN HALL MEETING TO DISCUSS CHAMPS CHARTER - 7pm Tuesday, 22 April

Town Hall Meeting Set to Discuss CHAMPS Charter; Guests include Canter, Cortines and Duffy;  All are urged to attend


A town hall meeting will be held April 22nd, at 7:00 pm in Taft Hall to discuss LAUSD's offer to house CHAMPS Charter School on the Taft campus. Board of Education member Marlene Canter, LAUSD senior deputy superintendent Ramon Cortines, UTLA president A. J. Duffy, as well as other representatives from LAUSD and UTLA will be there to answer questions and hear concerns.


The Taft School Site Council (SSC) recently sent a letter to Marlene Canter, Jean Brown, and David L. Brewer III asking them to rescind the charter offer. There are several ramifications to having a charter on the Taft campus that could negatively affect student achievement and school climate according to the SSC letter.

 

William Howard Taft High School

5461 Winnetka Ave

Woodland Hills, CA 90364

[map]


Parents, students, faculty and community members are urged to attend this very important meeting.

VALLEY FLUNK THE BUDGET TOWN HALL MEETING 7pm Thursday evening April 24th

California State PTA says

"Flunk the Budget, Not our Children"

A PTA campaign to stop the 10% cut to Education and Children’s Services

31st District PTSA invites everyone to an
EDUCATION TOWN HALL

7-9 PM,   Thursday,   24 April 2008

You don't need to be a PTA member to join us in this important work!

* Tired of fund raising just to meet the budget shortfalls at your local school?

*Learn about the LAUSD Budget process and what the Governor’s proposed 10% cuts in education will mean for your school and family.

* Join us to find out what we can do as a TEAM (Together Everyone Accomplishes More)

to help refocus attention on the educational needs of the children of California.

Hosted by Germain Street School PTA

20730 Germain Street
Chatsworth CA 91311

[map]

(Between Chatsworth and Devonshire Street, Desoto and Mason Avenue,
Thomas Guide page 500, C3)

Major Presenters:
Julie Korenstein, LAUSD School Board Member, District 6
Jean Brown,  LAUSD District 1 Superintendent
Representative of Ronni Ephraim,  LAUSD Supt. of Professional Development
Cecelia Mansfield, California State PTA Advocate

Representative of  UTLA  (United Teachers of Los Angeles)
Representative of  AALA (Associated Administrators of Los Angeles)
Tana Ball representing LAUSD Board Member Tamar Galatzan

Representative of Assemblyman Cameron Smythe
Representative of Assemblywoman Audra Strickland

Monday, April 21, 2008

CALIFORNIA PUBLIC SCHOOLS SEEK PRIVATE MONEY JUST TO COVER THE BASICS

 

California public schools, budget cuts

Gina Ferazzi / Los Angeles Times

High school students wash cars at Peninsula High School to raise money for the Peninsula Education Foundation's Save Our Teachers Now campaign in Rolling Hills Estates .

Foundations are nothing new, but they're multiplying as huge budgets cuts loom. And beyond enrichment, their goals now are saving teacher positions and keeping class sizes down.

By Seema Mehta, Los Angeles Times Staff Writer

Saturday, April 19, 2008 - South Orange County families are being urged to donate $400 per student to save the jobs of 266 teachers in the Capistrano Unified School District.

Parents at Long Beach's Longfellow Elementary are among countless statewide who are launching fundraising foundations.

Bay Area parents launched a campaign featuring children standing in trash cans; the theme is "Public Education Is Too Valuable to Waste."

A free public school education is guaranteed by the state Constitution to every California child. But as districts grapple with proposed state funding cuts that could cause the layoffs of thousands of teachers and inflate class sizes, parents are being asked to dig deeper into their pocketbooks to help.

"Public education is free, but an excellent public education is not free at this point," said Janet Berry, president of the Davis Schools Foundation, which recently launched the Dollar-a-Day campaign, urging citizens of the city near Sacramento to donate $365 per child, grandchild or student acquaintance.

But "we never really imagined the magnitude of the problem, the budget cuts, would be this great."

Educators must finalize their budgets for the next school year before Sacramento votes on the state's spending plan. Gov. Arnold Schwarzenegger's proposed budget would cut about $4.8 billion in education funding this year and next. As a result, potential layoff notices have been issued to 20,000 teachers, librarians, nurses and others.

In addition to increasing class sizes, school districts across the state are considering closing schools, eliminating International Baccalaureate and Advanced Placement courses and doing away with sports.

School districts have long trotted out worst-case scenarios in an effort to sway lawmakers before they vote on the budget; this year, however, educators and politicians say lean times are ahead.

Public school district fundraising foundations were first formed after voter approval in 1978 of Proposition 13, which limited property tax increases and dramatically reduced school finances. Those groups have long helped parents in affluent areas enrich their children's public school educations in ways that include field trips, music classes and such expensive classroom equipment as digital cameras, scientific robots and laptops. Today, such groups are fighting to pay for the basics: teachers' jobs, manageable class sizes, nurses.

"It's gone beyond frills at this point," said David Wagman, president of the Peninsula Education Foundation, which is asking Palos Verdes parents for $200 per child to save the jobs of 59 teachers. PTAs and students are also holding fundraisers.

Education officials acknowledge that these fundraising groups are more successful in wealthier areas, increasing the divide between the haves and the have-nots. And they can make financially strapped parents in affluent districts feel like second-class citizens.


Achievement gap

"Parents in well-to-do communities can raise significant sums of money to augment their local schools' budgets, while schools in low-income neighborhoods fall further behind," said state Supt. of Public Instruction Jack O'Connell. "This is part of the reason that we have an achievement gap in California. We have an economic and moral imperative to close this gap."

In the Anaheim City School District, four of every five students qualify for free or reduced-price lunches, a poverty indicator. A district volunteer-led foundation raises about $50,000 annually through employee contributions and fundraisers to send all sixth-graders to overnight science camp in the San Bernardino Mountains.

The Anaheim parents are never asked to do more than volunteer for small fundraisers, such as bake sales or selling gift wrap or entertainment books.
"It's not even a consideration to be able to ask them for money," said district spokeswoman Suzi Brown. "When we look at what other districts are doing, they've got foundations that have paid staff. We don't compete with that at all. We are in a completely different league."

David Long, California's education secretary, acknowledged the inequity but said money from nonprofit organizations and federal funds earmarked for poorer schools help level the playing field somewhat. However, he said the only way to fix the state's finances is for the Legislature to approve Schwarzenegger's budget stabilization act, which would put away surplus revenue during economic booms for use in leaner times.

"We do not want to continue to have these conversations" about cuts, he said. "It's hurtful for the children of California."

Meanwhile, more than 600 foundations across the state are raising money for public schools and districts, said Susan Sweeney, executive director of the California Consortium of Education Foundations. In recent months, she has seen an increase in the number of calls from parents interested in starting such groups.

Longfellow Elementary parents in Long Beach are among them. After learning of the potential state budget cuts, combined with the loss of some federal funding, parents decided to create the Longfellow Legacy Foundation.

Jim Zellerbach, a co-founder with two children at the school, said the group hopes to boost campus coffers by the 2009-10 school year, too late to stop anticipated cuts to the school nurse, librarian and other programs expected in the coming school year.

Longtime foundations are also stepping up their efforts. The Irvine Public Schools Foundation, which raises $3 million annually and has raffled off a house each year since 2004, is convinced that state cuts are only going to slice closer to the bone in coming years. To prepare, the group is launching a university-like fundraising effort this fall, complete with an endowment.

"The only way to take good districts and make them great is to do private fundraising. But it's even more urgent now with the terrible budget cuts," said Jerry Mandel, the foundation's chief operating officer.

Even in rosier financial times, parents are bombarded with requests for money for proms and yearbooks, field trips and gym clothes. And they get fed up.
Jill Case, whose son is a senior at Aliso Niguel High School in Aliso Viejo, said she spends $100 to $200 at the start of each school year and writes frequent additional checks throughout the year. Case, who runs a nonprofit organization that helps disabled children and senior citizens, said she does not think she can afford to write a $400 check to the foundation of the school district, Capistrano Unified.

"There's an assumption that everyone here is rich and what's the big deal," said Case, of Laguna Niguel. "But there are families that are struggling. That's what bothers me the most. The truth is, I've been struggling too. You always come up with something for your kids. You don't want them to feel left out. . . . That's not the way it's supposed to be in public schools."

Those concerns are driving the second goal of foundations across the state: raising public awareness of how schools are funded in California. The state ranks 46th in the nation in per-pupil spending.

Schools in the Alameda Unified School District have reduced their budgets by $7.7 million in seven years. So when community members learned that the governor's proposed budget would mean an additional $4.5 million in cuts next year, they placed a parcel tax for schools on the June ballot, their second in four years.

The proposal, which would expire in four years if approved, would create a $120 annual levy on residential properties and would charge businesses $120 to $9,500, depending on size.


Trash can campaign

To raise awareness, a parent who runs an ad agency created the "Step Up" campaign.

Students, teachers and coaches have perched inside trash cans around Alameda, with signs reading "Our students / teachers / coaches are too valuable to throw away." Similar mottoes were placed on city garbage trucks, trash bins and T-shirts.

When Schwarzenegger attended a conference Wednesday at the Hornet, an aircraft carrier now docked in Alameda as a museum, 200 parents, students and teachers protested.

"There's nothing like showing up when the governor's there and sticking real kids and real teachers in trash cans," said Brooke Briggance of the Alameda Education Foundation, "and saying, 'You know what? This is what you're doing.' "

California public schools seek private money just to cover the basics - Los Angeles Times

THE NEED FOR CHARTER SCHOOLS

 

L.A. Unifed should treat the public campuses as partners, not threats.

[If the LA Times and/or Mayor Riordan are going to spell "unified" that way we obviously need something in our schools!]

Opinion By Richard Riordan


April 21, 2008  — Strong leaders hire talented executives. Supt. David L. Brewer's hiring of Ramon C. Cortines as chief operating officer of the Los Angeles Unified School District gives Brewer such an executive and demonstrates a welcome commitment to tackle the many problems the district faces.

Cortines -- with his experience heading school districts in New York City, San Francisco, San Jose and, for a short time, L.A. -- is the team leader Brewer needs to fully implement his strategy to partner with outside organizations, such as the Los Angeles Urban League, Cal State L.A., Loyola Marymount and other entities, to turn around our most troubled public schools. Cortines' ties to Mayor Antonio Villaraigosa, for whom he was a top education advisor, provide the foundation for another important relationship for Brewer and the district.

One more partnership needs to be added to the mix: charter schools. For too long, the district has treated charter schools as a threat. The teachers union and its allies are challenged by these schools, which operate outside the district's direct control, and the district has responded by resisting their creation, denying up-and-coming charters the space and support they need and deserve.

But the district need not be threatened by these schools. After all, they are public schools authorized by the district. The children they educate are our children too. In fact, 7% of all public school students in Los Angeles now attend a charter school. The district oversees them and is called on to renew their charters every five years, or close them down if they are unsuccessful.

Consider how much good it would do all Los Angeles students if the district's leaders and those from high-performing charter schools sat down together and formed a mutually beneficial partnership, one involving significant exchanges of resources and information. Traditional public schools could learn from and adopt the best practices leading to success in high-performing charter schools -- practices such as empowering principals, offering a rigorous curriculum, regularly using student assessment data to improve instruction, relying on technology to operate central offices efficiently and extending the school day.

Partnerships come in all different forms. They require some give-and-take by both sides. For its part, the district should end its obstructionism and instead engage in a collaborative planning process to ensure charter schools' access to public school facilities, help them build or remodel schools and permit charter schools to get the maximum per-pupil dollars without playing games. On the other side, charter schools should find ways to assist traditional public schools without criticizing them. They should also be open to negotiating with the teachers unions without surrendering to them.

The district's record of resistance to charters has stymied the educational potential of many students, but the hiring of Cortines shows that Brewer is capable of starting over. Now the question is whether he will follow up that encouraging decision with real changes in the lives of students. There is no better place to start than with the charters.

Imagine how much academic improvement we might see citywide if all our schools worked together and learned from one another.

Richard Riordan is a former mayor of Los Angeles.

The need for charter schools - Los Angeles Times

L.A. RETHINKING ITS ANTI-GANG PROGRAMS

 

As Villaraigosa plans to drop L.A. Bridges, the effectiveness of such initiatives remains unknown.

By David Zahniser, Los Angeles Times Staff Writer


April 21, 2008 — Los Angeles Mayor Antonio Villaraigosa made a splash when he announced plans last week for ending L.A. Bridges, an anti-gang initiative under fire since the Riordan administration for failing to demonstrate clear results.
But in dropping the L.A. Bridges programs and shifting the money to his appointed "gang czar," Villaraigosa put off yet again answering one key question: Are these programs, which last year received $13.2 million, successful in quelling violence and keeping kids out of gangs?

When Villaraigosa's proposed budget is made public today, it is expected to offer an additional $7.2 million to gang prevention and intervention programs, allowing the same contractors who ran programs under L.A. Bridges the opportunity to apply for even more money.

Because the anti-gang efforts are being redesigned, a full evaluation of those programs won't be practical until at least 2010, said Deputy Mayor Jeff Carr, the city's gang czar.

"It's going to be a couple years" before the results are in, he said. "And really, it will be beyond that. Because we're setting something new in motion."

Politicians have struggled for nearly a decade to assess the city's signature anti-gang initiative, ever since former Mayor Richard Riordan was denounced by City Council members and community leaders for criticizing it. Two recently commissioned reports have sharply critiqued the city's overall anti-gang strategy, yet did not evaluate L.A. Bridges.

Villaraigosa aides say L.A. Bridges has become such a sacred cow that the only way to reform it is to rebuild it from the ground up -- a process that will take two years to complete and review.

"There has been a need to reform the way we provide these services for more than a decade, and up until now that reform has been thwarted by politics," said Villaraigosa spokesman Matt Szabo.

The review of the new programs will come partway into Villaraigosa's second term, if he is reelected. Even City Controller Laura Chick, who pushed for anti-gang initiatives to prove their worth, is leaving the evaluation to her successor.
"There will be no real performance audit, or real audit and evaluation by me," said Chick, who leaves office in June 2009.

Until now, L.A. Bridges has been supervised by the city's Community Development Department, an agency whose top executive reports to Villaraigosa.

Bridges I tries to keep middle school students from joining gangs by providing tutoring and other activities. Bridges II tries to reach older kids already in gangs and sends intervention workers to crime scenes to avert additional violence.
Aides to the mayor insist that his new anti-gang initiative will ultimately be measured for success, using $900,000 already earmarked for an outside evaluation. Academic experts will rely on data to identify the most vulnerable children, then use quantifiable measures to determine whether they are being helped.

Although such a strategy may sound obvious, it is a dramatic departure from the way L.A. Bridges was supervised, said civil rights attorney Connie Rice, who helps run the Advancement Project Los Angeles, a public policy nonprofit.

"To you and me, it may seem small because it should have been done years ago," Rice said. "But you can't ignore the fact that it's finally being done."

Under Villaraigosa's proposal, prevention programs once spread across 27 middle schools will now be placed primarily in 12 gang-reduction zones -- neighborhoods where gang violence is four times the citywide average.
Instead of focusing on children who face milder difficulties, the programs will target children who are at the most extreme risk of joining gangs, Carr said. Each of the 12 zones -- neighborhoods such as Panorama City, Cypress Park and Baldwin Village -- will receive $1 million per year in prevention funds, enough to target at least 200 children per zone.

Councilwoman Janice Hahn questioned whether that would be enough for places hard hit by violence, such as Watts. "I mean, all of Markham Middle School" -- which has an enrollment of 1,500 -- "is at risk of joining gangs," she said.

Each zone will also get $500,000 per year for gang intervention.

L.A. Bridges was established by the City Council after the death of 3-year-old Stephanie Kuhen, who was riding with her parents on a Cypress Park street in 1995 when gang members surrounded their car and started shooting at them.
In 2000, the program came under fire from then-City Controller Rick Tuttle, who said it was so poorly run that it should be shut down. The council responded by denouncing Tuttle -- and demanding that L.A. Bridges stay put.

"I knew it was a bad idea 10 years ago, the way Bridges was going," Tuttle said last week, looking back on the fight.

City officials received an evaluation of L.A. Bridges' intervention programs two years later, which found that one city contractor had taken two teens out of gangs. Meanwhile, gang-prevention contracts were so lax that workers could meet the city's requirements by taking certain children to a baseball game and a picnic in a 12-month period, Carr said.

Still, one longtime gang outreach worker defended his program, saying it kept kids in school and worked to stem the tide of violence. Those successes were never analyzed by the bureaucrats who supervised the contracts, said Howard Uller, president emeritus of Toberman Settlement House.

"They never asked us to show results," he said. "We were giving them objectives, marketable objectives, that would show the impact. But they didn't understand the program."

In 2007, Rice's Advancement Project received roughly $600,000 from the city to provide an assessment of its gang-reduction activities. Rice called for $1 billion to combat the problem and urged that all anti-gang programs be placed under a single authority.

Although her report acknowledged "significant shortcomings" in individual programs, it did not examine them in depth.

"We were specifically instructed in our contract not to evaluate specific programs," Rice said. "Because there's no point in evaluating Bridges if your overall strategy is wrong."

Even Chick, not known for shying from a fight, never audited the effectiveness of the anti-gang programs during her seven years in office. Instead, she released a report in February calling for various anti-gang programs to be shifted into the mayor's office, and pointed out, yet again, that they weren't being properly reviewed.

"Los Angeles has historically awarded agencies multiple contracts year after year after year without holding them accountable by tying the dollars to proof that the desired results have been achieved," she wrote in her report.

In fact, Villaraigosa already had some ability to hold anti-gang programs accountable, since he has the power to hire and fire any department head responsible for such initiatives.

UCLA adjunct professor Jorja Leap, who contributed to Chick's report, said the city controller's approach was strategic, taking a look at the bigger picture while avoiding the backlash that greeted previous reviews of anti-gang programs.

"I think she decided to go down another road to be more effective," Leap said. "Rick Tuttle told the story, and look what happened."

Leap said she offered the Community Development Department a free review of L.A. Bridges four years ago and got nowhere. But she voiced hope that results would be measured this time around, using basic questions such as: Has a targeted child stayed in school? What is their attendance record? Were they placed on the state's gang database?

If the city fails to evaluate its redesigned programs, support for such initiatives will evaporate, Leap added.

"This is it," she said. "If they blow this, it's over."

 

smf:  LA Bridges - well intended but ineffective - became institutionalized in the bureaucracy. Bureaucracies are self-perpetuating, sacred-cow status becomes the desired outcome. Programs are prescriptive and not holistic. Accountability is compliance driven; eventually their focus, mission and goals become compliance; it becomes abaout the funding, not the outcome .We are fighting gangs by filling out forms.

 In 1995 LA Bridges was created by the City Council in reaction to the Stephanie Kuhen tragedy - an innocent three year old child was shot to death one night in Cypress Park in a turf war with between the CP gang  neighboring Avenues gangs.  Stephanie should be a sophomore in high school, not a picture on a web page.

This latest explosion was touched off by broad-daylight gunfire and killings in that same neighborhood - on the front lawn of an elementary school - between those same gangs. The victims this time were maybe not so innocent - but a two year old was almost a victim and bullets were pried from the ceiling of an occupied second grade classroom.

What better evidence can their be, a generation later, that LA Bridges isn't working?

L.A. rethinking its anti-gang programs - Los Angeles Times

ALLEGATIONS FOLLOWED EDUCATOR AS HE CLIMBED THE LADDER

An assistant principal charged in the sexual abuse of a 13-year-old student rose through the ranks of the L.A. school district despite accusations of having dated another pupil.

By Robert J. Lopez and Molly Hennessy-Fiske | Los Angeles Times Staff Writers

April 20, 2008 — Stephen T. Rooney was looking for a promotion. He had been a teacher and dean at Foshay Learning Center for more than five years and was ready to rise in the Los Angeles Unified School District.

Among his recommendations was a glowing letter from Foshay's principal, Veronique D. Wills, who said he "is highly capable of making significant contributions to the educational community."

Seven months later, in September 2006, Rooney was assigned to Fremont High in South Los Angeles as an assistant principal.

He was arrested in February 2007 for allegedly threatening the stepfather of a then-16-year-old Foshay student he had reportedly been dating, according to police records and interviews.

When no charges were filed, school district officials -- apparently violating their own policy -- transferred Rooney as an assistant principal to Markham Middle School in Watts.

Rooney, 39, was arrested again last month.

He is now in jail, awaiting trial on five counts of committing forcible lewd acts against a 13-year-old Markham student. Rooney pleaded not guilty March 19 and is being held on $1 million bail.

Dmitry Gorin, Rooney's attorney, said his client has done nothing wrong. He said there is "no physical evidence" that proves the charges. Rooney is an educator committed to helping youths and a patriot who serves as a captain in the California National Guard, Gorin said.

The latest arrest has raised questions about why L.A. Unified officials failed to heed signs some parents, teachers and former students say were apparent as Rooney climbed the district's promotional ladder. They say he was prone to angry outbursts with staff and appeared overly friendly with some female students.

During his time at Foshay, Rooney allegedly flirted with girls he taught, collected photos of them and lavished the 16-year-old he allegedly dated with gifts that included a designer purse and an iPod, according to interviews with her relatives and former students.

Rooney began his career in L.A. Unified in 2000 at Peary Middle School in Gardena, where he took over a rowdy eighth-grade science class midyear. He received a letter of recommendation from a colleague in June 2000. "He instilled order [and] discipline and had a sincere concern for the students," Frank Greger wrote.

In an interview, Greger said Rooney was dedicated but wanted to teach physical education. He found that opportunity at Foshay, a kindergarten through 12th-grade campus near the Coliseum.

After arriving there in 2001, Rooney taught high school physical education, coached the boys' junior varsity basketball team and taught life skills, according to Wills' letter.

With his close-cropped brown hair and clean-shaven face, Rooney had a youthful look. He rode a Triumph motorcycle.

Rooney "tried to be cool" by telling jokes, and he appeared to favor girls who would "flirt" with him and give him photos, said Lina Aldana, who graduated last year and now attends UC Santa Barbara.

"He would only flirt with the girls that allowed him to," Aldana said in an e-mail.
Another former student, who received a "C" in Rooney's life skills class, praised him as "very fair and fun . . . strict as all teachers need to be."

The former student, who asked not to be identified, said Rooney "was too friendly with everyone -- that's why everybody loved him so much -- and young, impressionable girls thought he was infatuated with them."

Foshay graduate Cristina Melendez, now at Cal State Long Beach, described Rooney in an e-mail as "a wonderful teacher as well as friend."

While working at Foshay, Rooney earned a master's degree in administration from Pepperdine University in 2003. (Rooney's teaching and administrative credentials were suspended March 18, according to the state Commission on Teacher Credentialing.)

Rooney's first arrest came two years after he apparently began mentoring the Foshay girl. And, in November 2005, Rooney and other teachers were invited to the girl's quinceañera, or 15th birthday party, at the family's house.

Family members, who asked not to be named to protect their privacy, said they considered Rooney an advisor who wanted to help.

But by mid-2006, that had changed, they said.

The girl began visiting him at his loft near Staples Center, family members said. The pair went on motorcycle rides and hung out at the mall, at Marina del Rey and at the L.A. Zoo.

About that same time, Rooney divorced his wife of 10 years, court records show.
Relatives recalled seeing Rooney fight with the girl, once breaking her cellphone. When they asked her to stop seeing him, they said she would plead with them not to get involved.

The mother said she didn't confront Rooney or report him to school officials because she feared he would harm her daughter.

In May 2006, the family said, Rooney took the girl on a trip to New York City, where relatives believed the pair went to look at colleges.
Gorin, Rooney's attorney, maintains that the educator "didn't do anything criminal in that relationship."

When he arrived at Fremont High in fall 2006, Rooney oversaw discipline on the 5,000-student campus.

"He was well-liked," recalled John Mullens, who has taught at Fremont for 32 years.

Matthew Taylor, the union chapter chairman, said Rooney earned the respect of teachers because he sought their views on school improvement.

But he said Rooney quickly displayed an angry side, including the time he allegedly got into a shoving match with a teacher, who later filed a grievance. (That complaint was dropped when Rooney was transferred after his February arrest.)

Taylor said he alerted Fremont Principal Larry Higgins. His office referred calls seeking comment to district headquarters, where spokeswoman Susan Cox declined to discuss the case, citing an ongoing internal investigation.

Meanwhile, Rooney was still seeing the Foshay student, her family members said.

The girl's stepfather said in an interview that he and Rooney had an altercation when the educator showed up at their home smelling of alcohol and threatened him with a gun.

Police investigated whether to charge Rooney, but prosecutors did not file charges because the girl said Rooney did not threaten her stepfather, according to Sandi Gibbons, spokeswoman for L.A. County Dist. Atty. Steve Cooley.

Interviewed by detectives, the girl "admitted . . . that she has had an ongoing sexual relationship with Steve Rooney," according to an affidavit filed with a search warrant.

In the latest case, Rooney is alleged to have committed lewd acts on at least two occasions against the Markham student, including once in his school office, Deputy Dist. Atty. Darci Lanphere said in court. She alleged that Rooney wanted to take the girl to Florida.

smf: Rooney is innocent until proven guilty.

However he should never have been returned to a school setting after the initial accusations were made and remained unresolved; the rights of children must outweigh the rights of adults in cases like this.

Allegations followed educator as he climbed the ladder - Los Angeles Times

Editorial: PAY INCENTIVE CAN LURE TEACHERS TO POOR SCHOOLS

San Jose Mercury News Editorial

04/21/2008 — California faces a shortage of math and science teachers, but it's not evenly spread. In low-performing districts, the proportion of teachers lacking sufficient knowledge of these subjects is far greater, and it presents one more obstacle to preparing students for college.

The state has the legal and moral obligation to erase this inequity. Last week, the Senate Education Committee took a small but monumental step when it passed a bill providing districts with a way to pay higher salaries to math and science teachers in troubled schools.

The full Legislature should approve it.

Paying these teachers more makes sense under the law of supply and demand. College graduates with math and science majors can choose from many lines of work - accountant, researcher, financial analyst - more lucrative than teaching. And if they do want to teach, they gravitate toward higher-performing schools.

But what would seem an obvious solution in the private sector is prohibited in K-12 schools in California. Under a standard union contract, teachers in all subjects must be paid on the same salary scale.

SB 1660, sponsored by Sen. Gloria Romero, D-Los Angeles, would remove that barrier for the lowest-performing schools in districts. As an incentive for local teachers unions to negotiate changes in pay scales, the bill would free up to 20 percent of some special purpose money, known as categorical grants, for higher math and science pay.

Statewide, the pot is $112 million. But it's not clear how much would be available at the bargaining table for individual districts, or if local teachers would take advantage of it. Our bet is that district unions led by younger, farsighted teachers might.

Studies have shown a link between teachers with appropriate credentials and student performance. But across high-minority, low-income districts, one out of seven science teachers lack a credential to teach the subject, compared with only one out of 25 in low-minority districts. The bill would give districts facing a critical shortage of qualified teachers in these subjects another option.

SB 1660 is a priority of the Sacramento-based citizen advocacy group EdVoice. But it's opposed, not surprisingly, by the statewide teachers unions: the California Teachers Association and the American Federation of Teachers.

The CTA believes that all teachers, like assembly-line workers, should be paid the same wage. It argues that a "two-tier pay structure" will "corrode the morale and overall effectiveness of all the teachers at the site." That view ignores the needs of struggling children and the competition in the job market for math and science majors.

The unions also argue that working conditions affecting all teachers, not just better pay for a few, must first be addressed. We agree in principle, but pushing for reforms on many fronts must not stand in the way of improvements that are immediately achievable.

Romero's bill is not about unions. It's about the civil rights of children in struggling schools to have well-qualified teachers. That's why its passage is so important.

 

smf opines:

This issue is an interesting one, fraught with pitfalls and blessed with the best of intent.

1. EdVoice is not EdSource, a frequent misunderstanding. EdVoice is an advocacy/lobbying organization frequently aligned with the charter school community and their agenda, EdSource in an information sharing one.

EdVoice's webpage says:

There are 261 groups registered to lobby education issues in Sacramento.

Teachers, administrators, school districts, textbook publishers, librarians, custodians, school nurses, cafeteria workers and testing services - you name it -- hire advocates to speak for them in the state Capitol.

Schoolchildren and their parents have EdVoice!

Lovely on the face of it but, but EdVoice claims 37,000 members and the California State PTA with it's 110 year history of advocacy for schollchildren and  their parents claims about 1 million - PTA is probably a more authentic voice. Further, the real strength of any advocacy organization comes from where its funding comes from. Again, from the EdVoice  website:

EdVoice was established by our state's leading educational philanthropists who understand that the future of California will be shaped by the quality of education our public schools deliver.

Follow the money: EdVoice's founders and chief sponsors are Reed Hastings and Steve Poizner. EdVoice' voice is their voice.

2. Public service is a noble calling, but full disclosure is a good thing too. Senator Romero is about to be termed out and is a declared candidate for Superintendent of Public Instruction.

3a. If Math and Science teachers are to be rewarded with more pay maybe they should be rewarded with more pay wherever the teach math and science.

3b: If we are to make teaching in lower performing schools more attractive maybe we should make it more attractive to all teachers: new, experienced, English, Social Studies, Math, Science, Art, etc.

And what about General Ed teachers in elementary school? And preschool for that matter.

4. And when this initiative proves successful and these schools test out of the low-performing range do we reward success by cutting teacher's salaries?

 

Editorial: Pay incentive can lure teachers to poor schools - San Jose Mercury News

Saturday, April 19, 2008

S-CHIP - PRESIDENT IS REBUFFED ON PROGRAM FOR CHILDREN

 

By ROBERT PEAR | ny tIMES

April 19, 2008 — WASHINGTON — The Bush administration violated federal law last year when it restricted states’ ability to provide health insurance to children of middle-income families, and its new policy is therefore unenforceable, lawyers from the Government Accountability Office said Friday.

The ruling strengthens the hand of at least 22 states, including New York and New Jersey, that already provide such coverage or want to do so. And it significantly reduces the chance that the new policy can be put into effect before President Bush leaves office in nine months.

At issue is the future of the State Children’s Health Insurance Program, financed jointly by the federal government and the states. Congress last year twice passed bills to expand the popular program, and Mr. Bush vetoed both.

State officials of both parties say the policy, set forth in a letter to state health officials on Aug. 17, has stymied their efforts to cover more children at a time when the number of uninsured is rising and more families are experiencing economic hardship.

In a formal legal opinion Friday, the accountability office said the new policy “amounts to a marked departure” from a longstanding, settled interpretation of federal law. It is therefore a rule and, under a 1996 law, must be submitted to Congress for review before it can take effect, the opinion said.

But Jeff Nelligan, a spokesman for the federal Centers for Medicare and Medicaid Services, said, “G.A.O.’s opinion does not change our conclusion that the Aug. 17 letter is still in effect.”

The letter told states what steps they needed to take to be sure the children’s health program would not displace or “crowd out” private coverage under group health plans. The White House cited the policy as a justification for rejecting a proposal by New York State to cover 70,000 additional youngsters.

What happens next is not clear. New York, New Jersey and several other states have filed lawsuits challenging the Bush administration policy. In addition, Congress may consider legislation to suspend the directive.

Deborah S. Bachrach, a deputy commissioner in the New York State Health Department, said, “The opinion from the Government Accountability Office vindicates our position that the federal government did not have authority to issue the Aug. 17 directive.”

The 1996 law, the Congressional Review Act, was enacted to keep Congress informed about the rule-making activities of federal agencies. If Congress objects to a new rule, it can pass “a joint resolution of disapproval,” which the president can sign or veto.

Under the Aug. 17 directive, states cannot expand the Children’s Health Insurance Program to cover youngsters with family incomes over 250 percent of the federal poverty level ($53,000 for a family of four) unless they can prove that they already cover 95 percent of eligible children below twice the poverty level ($42,400).

Moreover, in such states, children who lose or drop private coverage must be uninsured for 12 months before they can enroll in the Children’s Health Insurance Program, and co-payments in the public program must be similar to those in private plans.

The legal opinion was requested by Senators John D. Rockefeller IV, Democrat of West Virginia, and Olympia J. Snowe, Republican of Maine. In view of it, they urged the administration to rescind the Aug. 17 directive.

The administration told states they must comply with the directive by August of this year or else they face “corrective action.” Compliance could mean cutting back programs.

The Justice Department contends that the letter is “merely a general statement of policy with nonbinding effect,” But Gary L. Kepplinger, general counsel of the accountability office, said administration officials had treated it as “a binding rule.”

President Is Rebuffed on Program for Children - New York Times

PRIMARY LURES THOSE TOO YOUNG TO VOTE

 

The New York Times


by  JACQUES STEINBERG - NY Times

April 19, 2008 -FLOURTOWN, Pa. — The primary race between Senators Hillary Rodham Clinton and Barack Obama could be decided in places like this bedroom community in southeastern Pennsylvania, where polls show the two Democratic presidential candidates running tight.

So it was with obvious gravity that 74 fourth graders at Erdenheim Elementary School assembled this week behind the glass and tan brick walls of their classrooms to debate the campaign’s central issues. The children, most 9 or 10, then signaled their preferences for the Democratic nomination in a gradewide straw poll.

“It’s a battle between man and the environment, and the environment’s losing right now,” Michael Kassabian announced to his fellow voters in Renea Boles’s room, before explaining that he was endorsing Mr. Obama at least partly because of the candidate’s enthusiasm for renewable energy sources.

Henry Centeno said that the candidates’ stances on health care should take precedence, and that his support depended on which candidate would guarantee health insurance for anyone age 25 or younger. Why 25? “If it’s 25,” he said, “Miss Boles would still have free health care.” (His teacher, he knew, is 24.)

Just as their parents and grandparents are paying close attention to the drawn-out fight for the Democratic nomination, so too are those who will not cast an official vote for president for another decade or so. While no polling outfit has systematically canvassed those Americans who are more attuned to the nuances of Hannah Montana than Hannah Arendt, the enthusiasm generated by similar straw polls in places like Austin, Tex.; Scotch Plains, N.J.; and Broward County, Fla., suggests that young children are more engaged in this year’s presidential race than any other in recent memory.

That is at least partly because even the youngest school-age children are aware that either Democratic nominee would make history. So, for that matter, would the presumed Republican candidate. “McCain would be the oldest elected president,” said Anthony Bosca, another student in Miss Boles’s class.

The war in Iraq and the calls by the Democratic candidates to withdraw American troops also loom large. When the children in Miss Boles’s class were asked if they knew anyone who had served in Iraq, Elizabeth Reynolds shot up her hand. “Dana’s uncle,” she said, pointing toward Dana Jones, who related how her uncle had recently returned from a tour in the Army, but would soon be going back to Iraq.

The children here have been bombarded with television commercials for the candidates in recent weeks — with those in Miss Boles’s class saying they had seen campaign advertisements during “American Idol,” “Jeopardy,” “Who Wants to Be a Millionaire,” CBS’s coverage of the Masters golf tournament and even on Nickelodeon.

“It’s just a frenzy,” said Barbara Stefano, whose fourth-grade classroom is down a blue-and-cream cinder block corridor from Miss Boles’s, and who has been teaching for 44 years. “They know a lot more than they ever have. They know there’s a primary. I don’t ever remember talking about the primary in class before.”

The students are also talking about the presidential race with their parents, and even doing some independent research.

“I remember something I learned about Hillary,” Elizabeth told her classmates. “It’s not like a marriage between Hillary and Bill. It’s more like an agreement. She helps him. He helps her.”

Asked where she had gleaned this information about Mrs. Clinton, from New York, and her husband, the former president, she said, “I saw it on AOL.com.”

Sitting nearby, Ethan Steinberg sought to summarize the Democratic candidates’ Senate votes on an early measure to authorize the war. “At first Hillary wanted the war to go on,” he said, recounting a newspaper article he had read. “Then a little later she changed her mind and wanted the troops to come home. Obama voted that the troops shouldn’t go to war. He thought it would cause too many problems.”

Soon after, Colin Criniti, the classroom’s resident expert on Senator John McCain of Arizona — he had dutifully reported to his teacher when Mr. McCain’s opponent Mitt Romney dropped out of the race — raised a hand.

“If Hillary or Obama win, they will pull the troops out of the war,” Colin said. “I think it’s a stupid idea. We’ll lose everything we’ve worked for.”

Colin said he was supporting Mr. McCain, who, he said, offered the promise of a more measured approach to the war.

After the children spent time discussing short position papers that the teachers had prepared on subjects like health care and education, it was time to vote.

Each child received a thin strip of white paper with open boxes next to the names of Mrs. Clinton and Mr. Obama, of Illinois. (Since there is no contested Republican primary in Pennsylvania, the teachers had focused on the Democratic race.)

“Fold it once,” Miss Boles instructed. “No origami.”

The children then stuffed their ballots into a cardboard box that had been wrapped in bright yellow paper.

Later, the teachers announced the gradewide results: 52 votes for Mr. Obama and 21 for Mrs. Clinton (with one ballot, marked for both, disqualified). In Miss Boles’s class, the vote was more lopsided: Mrs. Clinton garnered just 2 of the 20 votes cast.

But to their teachers, the children’s preferences were less important than their embrace of politics.

“I feel better about our future,” said Mrs. Stefano, 62. “I’m getting to the point where I’m going to need these kids to take care of me. This gives me hope.”

Sandra Jamison, Marjorie Connelly and Megan Thee contributed reporting.

STUDENTS JOIN EFFORTS TO FIGHT SCHOOL CUTS

GOAL OF RALLIES, ROAD TRIPS: PREVENT LAYOFFS

By Dana Hull and Sharon Noguchi | San Jose Mercury News

04/19/2008 -- San Jose's Overfelt High School students handed out postcards urging the governor, "Please don't kidnap my dreams." The Angry Tired Teachers, a rock band from Hayward, are taking a statewide "Cuts Hurt" bus tour. College students plan to march Monday in Sacramento and Los Angeles.

Gov. Arnold Schwarzenegger's proposed budget would slice roughly $5.6 billion from education - the most severe cut in nearly three decades. After the initial shock, education advocates have mobilized an intense statewide lobbying campaign to fight impending layoffs of teachers, librarians and counselors.

From now until the budget passes, there will be scores of rallies, letters and Sacramento road trips as teachers, parents and students pressure legislators to protect education in the face of the state's projected $8 billion deficit.

These activists have a built-in support network: 28,000 school administrators, more than 300,000 teachers, and 6.3 million students. That's not even counting their parents.

Advocates for parks, prisons and foster care - also on the chopping block - can't match the sheer size and reach of the education lobby.

"Education is a very big industry in California, and they are very well-organized. They know how to work it," said Barbara O'Connor, director of the Institute for the Study of Politics and Media at California State University-Sacramento. "They are well-funded because of union dues, and they hire very sophisticated

onsultants. They know how to take their message to the public for maximum political leverage."

It's unlikely that Sacramento will ultimately make such draconian cuts, said Bob Wells, executive director of the Association of California School Administrators.

Still, local school districts are highlighting worst-case scenarios. Superintendent Bob Nuñez said the East Side Union High School District would have to cut $12 million by laying off 128 employees, including 13 bilingual counselors and all of the district's librarians.

That's led to student rallies, including the one at Overfelt on Wednesday. "We need the library to study," said senior Juan Quiñones, 18. "How can a library function without a librarian?"

The Education Coalition, a statewide group that is orchestrating many of the protests, says it's trying to inform the public about the high stakes.

"Our job is to let them know: Here's what a $5 billion cut to your schools looks like," said Wells, whose group is a key coalition member. The public, he said, "is taking matters into their hands and saying, 'You can't do that.' "

Efforts to fight the budget cuts run the gamut, from letter writing to media-savvy publicity stunts like students in Alameda standing in large garbage bins to show their education is being "thrown away." The California State PTA, which has 1 million members, has organized a "Flunk the Budget, Not Our Children" campaign. Thursday, members will rally at the Capitol, then again at their respective legislators' district offices Friday.

"This is the biggest proposed cut that we've ever seen," said Robin Swanson, a Sacramento political strategist hired as the Education Coalition's spokeswoman. "You don't have to do a lot to get folks engaged."

Facing snowballing protests, Schwarzenegger appears increasingly open to the idea of raising taxes.

"He wants everything on the table," said Sabrina Lockhart, a spokeswoman for the governor. "He's willing to deal with lawmakers and talk about all ideas."

This spring's budget battle is the latest round in the ongoing fight between the governor and teachers, who are among his most vocal critics. The acrimony stretches back to 2004, when Schwarzenegger persuaded the Legislature to suspend the minimum guarantee for education - something he's proposing again for next year.

Three years ago, teachers led the successful charge against three Schwarzenegger ballot measures that would have limited teacher tenure, job security and union dues.

Educators plan to win this time, too. However, they don't say how the state should close the budget gap - only that education should be spared.

But it's unlikely that schools, which consume nearly half the state budget, can escape unscathed. Republicans have pledged not to increase taxes, and some GOP votes are essential to meet the Legislature's two-thirds majority required for passing the budget.

If students could craft the state budget, the decisions might be easier.

In Palo Alto, Gunn High School students playing the "2008 California Budget Challenge" game during economics classes last week chose to increase K-12 education by $9 billion.

"If you expand enrollment at state colleges, you will build a highly skilled workforce," said senior Noah Azarin, 18.

Instead, the students slashed child care for poor people. They increased existing taxes and approved new ones on carbon emissions and "services."

Raising taxes is something that Californians need to consider, said state Sen. Elaine Alquist, D-San Jose, who appeared at an Independence High School rally Friday in San Jose.

"Cutting education funding in Silicon Valley," she said in an interview, "is like cutting the state's economic throat."

IF YOU'RE INTERESTED

Play the California Budget Challenge, put together by the non-profit Next 10, at www.next10.org.

Students join effort to fight school cuts - San Jose Mercury News

OTHER STATES WOO CALIFORNIA TEACHERS AMID WAVE OF PINK SLIPS

By ALLISON HOFFMAN – the associated press

18 April 08 -- SAN DIEGO (AP) — Precious Jackson has two years of teaching under her belt and two school teacher-of-the-year awards to show for it. She also has a pink slip.

Now Jackson is a prime target for growing school districts across the country hoping to cherry-pick from thousands of California teachers who have been warned they could be laid off because of state budget woes.

"Your future is in our classroom," the Fort Worth, Texas, school district says on a San Diego billboard. It plans to send recruiters to the city next month to dangle $3,000 signing bonuses.

Several Los Angeles-area newspapers are carrying ads for the Clark County, Nev., school district, which hopes to lure teachers to Las Vegas with $2,000 incentives.

"We don't hear things like that here," said Jackson, 25, who teaches English at Lincoln High School, her alma mater in San Diego's hardscrabble Lincoln Park neighborhood. "Instead we just don't know what to expect, and it makes us feel underappreciated."

Jackson was among a wave of teachers hired in recent years as California raised education spending to cut class sizes. Now she is at the mercy of state legislators who are negotiating more than $4 billion in education cuts proposed by Gov. Arnold Schwarzenegger to combat a budget shortfall caused by the housing slump and a stagnant economy.

During budget stalemates, layoff notices are practically a rite of spring for California public school teachers. State law requires teachers be notified by March 15 if their jobs are in jeopardy for the next school year, and districts routinely cast a wide net to prepare for the worst. In previous fiscal crises, only a small fraction of those who got pink slips eventually lost their jobs.

This year, some districts, including the behemoth Los Angeles Unified, have avoided layoff notices to teachers, but many are preparing for deep cuts. About 14,000 teachers have received pink slips throughout the state, according to the California Teachers Association.

San Diego Unified School District, the state's second-largest, has issued the most with about 900. Notices were sent out by seniority, touching people with fresh credentials like Jackson.

The notices also went to experienced hands like Lincoln High's Guillermo Gomez, 37, who was named a San Diego County Teacher of the Year in 2006 for his work in suburban Chula Vista. He lost his seniority when he joined the San Diego district last year to help launch a new college-track program in social justice at Lincoln.

Only math, science and special-education teachers were protected in San Diego.

"I took a risk and a $10,000 pay cut to come here," said Gomez, whose wife, an elementary-school teacher, was also given notice. "Now we're in limbo and waiting for the worst."

Recruiters from other districts aren't shy about boasting their advantages.

"We don't have an ocean but we have a very good climate, and for a teacher's salary we're considerably more affordable than what San Diego or California is," said Clint Bond, a spokesman for the Fort Worth Independent School District.

Andrea Wiesner, a middle-school teacher in San Diego whose one-year contract won't be renewed, plans to apply in Henderson, Nev., south of Las Vegas, to take advantage of generous student-loan repayment assistance offered by the Clark County School District.

"I worked really hard to be a teacher and now it's like, `Well, if you want to stay in California, go back and work jobs you worked in college,'" the 28-year-old said. "But I can't just volunteer. I need a job."

In the past, Clark County hired from shrinking districts in cities like Detroit. This year, the district is targeting California, where prospective hires can easily drive to weekend interviews, said Martha Tittle, chief human resources officer.

Yet she also worries that California teachers will back out of their new jobs if the state fixes its budget problems, as it has in the past.

"If we fill offers with people who may change their minds because they have other options, that doesn't help us," Tittle said.

Some California teachers, however, say they've had enough spring budget anxiety.

Patrick Konen, 25, a history teacher who got a pink slip in his second year at San Diego Unified, interviewed this week in districts outside Atlanta. His wife, a fifth-grade teacher who was given notice by a neighboring district, was offered a job in Georgia on the spot, and the principal offered to help him find a position.

"In San Diego you're throwing yourself at principals and begging them to hire you, and you maybe get an offer two days before the school year starts," said Konen, a California native. "I don't want to live that way, and I think we deserve better."

The Associated Press: Other states woo California teachers amid wave of pink slips

HUNDREDS IN SAN DIEGO JOIN MARCH TO PROTEST EDUCATION CUTS

By Kristina Davis | UNION-TRIBUNE STAFF WRITER

April 19, 2008  -- SAN DIEGO – Teachers, parents and students marched by the hundreds Saturday to protest proposed budget cuts and teacher layoffs that are threatening schools across the state.

The downtown rally, which drew an estimated 500 protesters, began in Balboa Park and ended at the state government building on Front Street.

“No more cuts!” the crowd chanted during the march.

Several protesters held signs criticizing Gov. Arnold Schwarzenegger, who is calling for $4.4 billion in cuts to education statewide to meet California's projected $16 billion budget shortfall.

Many of the teachers who participated have already received pink slips from their various school districts, including fourth-grade teacher Ben Champion, who stole the show in a bright yellow chicken suit with a sign that read: “This is Fowl.”

The 30-year-old said the San Diego Unified School District was partly to blame for laying him off despite being voted Teacher of the Year at Baker Elementary School last year.

“They took the easiest route by just cutting teachers, instead of looking at other things to cut,” said Champion. “The effect will be catastrophic.”

Kids of all ages showed solidarity with their teachers, chanting, “Yay for school!” before the march.

“They are sending the message to everyone that they are concerned about their education,” said Andrea Thrower, a teacher at Cubberley Elementary School in Serra Mesa. “What about children who are going to face sitting in classrooms of 40? They will be greatly impacted if these cuts go through.”

In Balboa Park, 918 apples were arranged in the shape of a large apple to represent each educator who has been laid off in San Diego's school district.

An estimated 2,000 teachers countywide could lose their jobs if the cuts are approved.

PARENTS SIGNAL LAWSUIT AGAINST L.A. SCHOOLS AFTER BREWER DENIES REQUEST: Group of mostly Black parents retain civil rights attorney in battle against i-Division program

By OLU ALEMORU, Staff Writer | Los Angeles Wave newspapers

17.APR.08 - WESTCHESTER — Parents fighting to hold a re-election that tagged their school for a new Los Angeles Unified School District academic program have sought representation from a noted trial attorney to sue the district after LAUSD Superintendent David L. Brewer denied their request.

The predominantly Black group of parents at Cowan Avenue Elementary School here have had preliminary discussions with Anthony Willoughby, a senior partner at the law firm of Willoughby and Associates.

Willoughby, whose firm specializes in the areas of civil rights, business and criminal litigation, was honored in 1993 by the NAACP Legal Defense Fund as Civil Rights Advocate of the Year.

According to parent spokeswoman Gerald Riberio, Willoughby, who was unavailable for comment, has written to Brewer “putting him on notice.”
As reported in The Wave last week [4/10/08: PARENTS WARN OF POTENTIAL LAWSUIT OVER LAUSD VOTE], parents want a re-vote into the March 5 balloting that voted Cowan to join the LAUSD’s controversial Innovation Division, or iDivision.

The program matches a family of campuses — a high school and all of its “feeder” schools at the elementary and middle school levels — with a network partner in a bid to improve academic performance. In the case of the group that includes Cowan Avenue, the partner would be Loyola Marymount University.

On the day the election took place, a bomb scare was reported, resulting in 145 parents not casting their votes, and prompting calls for a re-run election.

However, in a letter to the school dated April 10, Brewer informed parents that he would not authorize a re-vote citing a number of reasons for his decision.

“First, I asked the LAUSD Legal Department to review this matter from a legal perspective,” he wrote. “After completing a thorough review of the matter by LAUSD counsel and an independent outside counsel, they each concluded that we were not required to hold another vote as a matter of law.”

The letter goes on: “An important determining factor in the mind of the outside expert is that of the 131 students who left school that day because of the bomb scare and did not return, 81 of those students’ parents did indeed cast a vote.

“The percentage of student absentee parents who voted was consistent with the overall voting percentage, which was approximately 60%. These three factors led me to conclude that there was not a sufficient denial of fundamental fairness in the process and a new vote is not necessary.”

Brewer concluded that some parents will be unhappy with his decision, but hopes the community can move forward with the iDivision program.

“Many parents feel angry and betrayed,” said Riberio. “Willoughby’s letter has put Brewer on notice that the battle has just begun. We plan to file an injunction and go to court on this issue.”

Thursday, April 17, 2008

SCHOOL LEADERSHIP'S UNFINISHED AGENDA

 Education Week

Integrating Individual and Organizational Development

Learning is not workshops and courses and strategic retreats. It is not school improvement plans or individual leadership development. These are inputs. Rather, learning is developing the organization, day after day, within the culture.

 

Published Online: April 7, 2008 | Published in Print: April 9, 2008

Commentary By Michael Fullan

Illustration: Jonathan Bouw for Education Week

In their aptly named book on organizational management, Jeffrey Pfeffer and Robert I. Sutton write about Hard Facts, Dangerous Half-Truths, and Total Nonsense. A hard fact is something for which there is solid evidence. A dangerous half-truth is when this fact is superficially applied. And total nonsense is often the outcome of not knowing the difference.                               

We can gain insight about the current state of school leadership by applying this organizational thinking to two of education’s hard facts: The principal is crucial to school success, and professional learning communities are more effective than individual professionals working in isolation. In doing so, we should remember that the danger in the half-truth is not just that it is incomplete or misleading, but that its proponents are unaware that it is not true.

Let’s begin with the first hard fact. Principals do make a difference in school improvement and student achievement. As my colleague Kenneth Leithwood has concluded from his research, in impact on student learning, the principal is second only to the teacher. This is why policymakers have decreed that we must produce school principals who have the qualities known to make a difference.

In the best cases, this push for high-quality principals has led to the development of rigorous programs designed to produce candidates who promise to make a significant difference in school improvement. The hard fact is that this is a step in the right direction. The half-truth is the assumption that it will be sufficient to make a decided difference. In other words, these high-quality individual-development programs are not in themselves a bad idea, but they are incomplete. They represent one part of a whole—individual, but not organizational, development. They give policymakers a false sense that they are actually solving a problem.

Consider examples of some of the best of these programs. The recent McKinsey & Co. report on "How the World's Best-Performing School Systems Come Out on Top"Requires Adobe Acrobat Reader cites three such principal-development programs, in Boston, Chicago, and Singapore. Boston, for example, develops new principals by focusing on a fellowship program that includes three days a week of apprenticeship and two days a week in classes, supported by mentors and coaches and clustered in learning networks. Similar programs have been established through new leadership academies in New York City and several other districts.

Whole countries have established high-quality “qualifications” programs for new school principals. The Scottish Qualification for Headship program, which recently received rave reviews in an Organization for Economic Cooperation and Development report, is a good case in point. It takes two to three years to complete, through courses, experiential learning, mentoring, and coaching. Similarly, in England, the National College of School Leadership has developed a qualifications program that is mandatory for all school heads.

So what’s the half-truth? It is that individual leaders, no matter how great, can carry the day. They can’t. It may be possible for this or that heroic leader to change the organization for a time, but it won’t happen in numbers. The culture of the organization is too powerful for one or even many individuals to overcome. (Incidentally, although this may seem like a backhanded compliment, the greatest contribution of good qualifications programs may be in avoiding bad leaders.)

Everybody knows that the culture of the organization is crucial, and that purposeful, collaborative organizations are more effective (a hard fact). Therefore, the reasoning goes, we should implement “professional learning communities” everywhere (a dangerous half-truth). My colleagues and I, as well as other researchers elsewhere, have found that professional learning communities are being implemented superficially. They give the educators involved a false sense of progress, while the deeper cultural changes required for school improvement are not being tackled.

In my most recent book, The Six Secrets of Change (Jossey-Bass, 2008), one of the secrets to successful change I identify is that “learning is the work.” It is a maxim precisely about the need to address day-to-day cultural change. Learning is not workshops and courses and strategic retreats. It is not school improvement plans or individual leadership development. These are inputs. Rather, learning is developing the organization, day after day, within the culture.

There is much more to organizational development than I can address in this brief essay. It is about openness of practice, precision, creativity, wise and continuous use of data, learning from each other inside and outside the organization, and linking into the big picture. This is turning out to be much harder than anyone thought, and the presence of half-truths in action serves only to give the semblance of progress, dangerously taking the pressure off the need to focus on the deeper changes required. In short, changing cultures is the hard fact that remains elusive. An even harder fact is sustaining a learning culture once it is implemented.

Learning is not workshops and courses and strategic retreats. It is not school improvement plans or individual leadership development. These are inputs. Rather, learning is developing the organization, day after day, within the culture.

We can draw two conclusions from this kind of analysis. The first is that, within both individual-development and organizational-development pursuits we should push for quality implementation.

The second and more powerful conclusion, however, is that we should never do one without the other; that is, we should not have leadership-development programs for individuals in the absence of parallel strategies focusing on changing the culture of school systems. It will take the combined efforts of both components. Individual and organizational development must go hand in hand.

As an early example of this integration, I offer our work in York Region District School Board, a large, multicultural urban district just north of Toronto. York Region consists of some 160 elementary and 30 secondary schools. District leaders there started with organizational development, and then reinforced it with systematic individual development. Concentrating first on the former, the district established a literacy collaborative framework, worked with school teams, and went about its business of identifying and sharing effective practices. Learning networks also have been established, whereby schools learn from each other. York is, in other words, working directly on changing the culture of its schools and the district itself. Organization development means system development as well.

As York began to identify the particular leadership qualities associated with success, district leaders turned their attention to individual development, by creating a “leadership-development framework.” The leadership-development requirement applies to all future and current principals. There are three dimensions: roles, competencies, and learning activities. The roles are: (1) emergent leaders (those preparing to become principals), (2) first-time administrators, and (3) experienced assistant principals and principals.

Competencies fall into four domains: setting direction and sustaining the vision, building relationships, leading and managing instruction, and further developing the organization. For each domain, the knowledge, skills, and subcompetencies required are spelled out.

The third, crosscutting dimension concerns the learning activities and experiences people will need in order to obtain the competencies.

The daily concentration on effective teaching and learning practices meshes with the individual development requirements. And with so much mutual reinforcement, the culture of the district gets changed, through the combined efforts of individual leaders and collaborative learning communities that support, stimulate, and add to each other.

Even strong, national school systems benefit from viewing change through this individual and organizational lens. Finland, for example, which has been the top performer in literacy, math, and science among the 32 OECD countries, has strong teachers and school principals. But unless it fosters daily learning among educators (good teachers working with other good teachers get even better) and pays explicit attention to individual leadership development, even Finland’s overall system will weaken. A recent OECD review observed that 60 percent of Finland’s school principals will retire in the next few years, and recommended that the country “develop a clear national strategy for leadership and succession.”

In short, efforts to reform school systems are doomed unless educators can combine and integrate individual and organization development, focusing on mutually reinforcing content and strategies. This is demanding and unending work. The best guideline for doing it well is to work explicitly on both elements, and on their integration. And, as you do so, worry about whether you may be engaged in a half-truth.

Whole or full truths are hard to come by in the school improvement business. Unless we combine and integrate these two important aspects of leadership development within a single strategy, we will never progress. It is easier to do one without the other, but that is ultimately self-defeating. The promise is that, if we work on both components in tandem, we may get the significant breakthroughs in system transformation that we have been seeking.

Michael Fullan is a professor emeritus at the University of Toronto’s Ontario Institute for Studies in Education, and serves as a special adviser on education to the premier of Ontario (www.michaelfullan.ca).

Education Week: School Leadership’s Unfinished Agenda

SCHWARZENEGGER’S BROKEN PROMISES ON HIGHER EDUCATION AND A NEW STUDY ON THE EFFECTS OF CUTS

 

Robert-Cruickshank.gifBy Robert Cruickshank | California Progress Report

April 17, 2008 - California higher education has not been having a good decade. When Arnold first took office a series of major cuts were made to the UC, CSU, and community college budgets. In 2004 a compact was agreed to between the UC and CSU leaders and Arnold, guaranteeing a stable, if low, level of funding. That agreement has been heavily criticized for having accepted a lower standard of state support - and that criticism looks to be merited, as Arnold now proposes to violate that agreement with his 10% cut of higher ed funding.

As a new study by the Campaign for College Opportunity shows, the proposed cuts would have the effect of severely curtailing enrollment by as much as 27,000 over the next two years, which is the size of an average UC or CSU undergraduate campus enrollment. And a study by the UC Academic Senate found that "to maintain educational quality" student fees would have to rise from $7,500 to $10,500 - a staggering increase from an already high level:

“"The Schwarzenegger revision accelerates the redefinition of the University of California away from a public university and toward a 'public-private partnership,' " the UC study said. "The university becomes dependent on high student fees for delivering its core educational mission. . . . The university becomes quasi-private or poor -- or perhaps both at once."

“UC has been suffering for years from what the Academic Senate study called a "hollowing out" because of lack of money. "From a distance, all appears normal; once one goes inside, the damage is clear," it said. Leaky roofs go unrepaired; valuable faculty leave for better-paying universities...”

The problem of "faculty brain drain" from public to private institutions is a serious one across the country but is hitting UC and CSU the hardest, as their funding has been the most dramatically impacted.

The study and the cuts were the subject of an article in today's LA Times which contained some quotes from higher ed leaders about the impact of these cuts:

“Diane Woodruff, chancellor of the California Community Colleges, said the governor's proposed cut would mean those campuses would not be able to provide classes for more than 50,000 students. An additional 18,500 would not receive financial aid.

“The cutbacks would most affect low-income, first-generation and nonwhite students, who generally depend more on university services, she said...

“"By 2025. if we continue on this same course of cumulative budget cuts on a cyclical basis, the California workforce will be 3 million short and California will not be competitive," Cal State Chancellor [Charles] Reed said.”

In other words, Arnold's proposed 10% cut of higher education would have a crippling effect on California's economy. The student fees increases would squeeze middle-class families even more dramatically, and would be difficult for young students to pay - especially as student loan availability is shrinking due to the credit cruch - even the notorious Sallie Mae claimed "we're at the cusp of peak lending."

But this is sadly part of a larger pattern for Arnold and his Republican allies. Don't let their occasional bickering and infighting fool you - they stand shoulder to shoulder when it comes to this state's future. They all agree that our economy and the middle- and working-classes should be sacrificed for the sake of a few wealthy Californians who don't want to pay more taxes. They agree that to save voters $150 a year in vehicle license fees, public education - from kindergarten to undergraduate - should be destroyed.

The article notes that "Despite the dire situation the universities and community colleges find themselves in, education leaders have been reluctant to challenge the governor." It looks like that task is going to fall to the students who, abandoned by their schools' administrators, are launching a statewide protest on Monday, April 21 to oppose these cuts.

Robert Cruickshank is a historian, activist, and teacher living in Monterey. He is a contributing editor at Calitics.com and works for the Courage Campaign, in addition to teaching political science at Monterey Peninsula College. Currently he is completing his Ph.D. dissertation in US history, on progressive politics in San Francisco in the 1960s and 1970s. A native Californian, he was raised in Orange County and educated at UC Berkeley.

 

Schwarzenegger’s Broken Promises on Higher Education and a New Study on the Effects of Cuts - California Progress Report

L.A. TEACHERS UNION TARGETS PACT ON CHARTERS

By Naush Boghossian, Staff Writer |  LA Daily News

4/17/2008 - Launching a pitched battle against Los Angeles Unified over plans to dole out more space for the growing charter-school movement, the teachers union said Wednesday that it will aggressively campaign against traditional schools sharing sites with the popular independent schools.

Demonstrations by parents and teachers and community meetings have already begun, just days after the district offered space to more than three dozen charter schools - the most so far - as part of a settlement of a lawsuit challenging the LAUSD's lagging efforts to share its facilities under Proposition 39.

But some schools and teachers said the plans are too disruptive because they include mixing some elementary and secondary students and allocating classrooms that already are in use.

"This has to do with a bad law, and instead of the district fighting this they chose to make a settlement that will impact the educational programs at the host schools by taking away precious space," said A.J. Duffy, president of United Teachers Los Angeles.

"And having a high school or middle school on an elementary campus is total madness and a very serious potential security and safety situation for students."

Changing the law

In addition to rallying parents, teachers and community-based organizations, Duffy said, the union will begin talking with legislators about changing the charter law.

And he said he has already received dozens of complaints from parents concerned that the decision will lead to overcrowded classrooms and cuts in key services and programs.

"Anything that impacts the already existing programs at the school is unacceptable because that's not good for our students," Duffy said.

But Caprice Young, head of the state's Charter Schools Association, said the union's campaign is motivated by fear and not concern for students' welfare.

"Duffy is just frightened that the teachers on those campuses are going to realize that they don't have to be confined to the rule-bound system that they're currently working under," Young said.

"When they're teaching side by side next to charter schools, they're going to see that they can be treated like professionals, that they can have control over the curriculum, that they can be engaged with the students in ways they've always desired, and they're going to want that freedom."

The arguments offered in the indented portion above read like a union/anti-union/another-union turf war for the hearts and minds of teachers. If that is the argument then Duffy & Caprice need to take a breath and retire to thei corners. The question is must always be what's in the best interest of kids? - and I seriously doubt if either UTLA or The Charter Schools Association are the answer to that question.

As we accumulate "not the answers" an argument certainly can be made that LAUSD as it is isn't the answer either. Duffy says "Anything that impacts the already existing programs at the school is unacceptable because that's not good for our students."  Hopefully he means anything that negatively impacts... etc. - (as I think this interpretation of Prop 39 does)  but it's easy to turn his words against him because some of the "the already existing programs at the school" - the status quo - are unacceptable because they're not good for our students!     —smf

For now, the LAUSD finds itself caught in the middle of trying to comply with a legal settlement while also grappling with scarce space.

Greg McNair, the LAUSD associate general counsel who oversees the district's Proposition 39 program, said the district does not believe the law benefits either charter or noncharter students.

But McNair said the offers of space for charter schools will not be revoked unless it is determined that space calculations have been inaccurate.

While he acknowledged that sharing campuses might not be the answer, a dialogue is needed to find a better solution.

"It's a law forcing something to happen that just can't happen at LAUSD, and we feel badly for charter and noncharter parents," he said.

"We'd like to use this as an opportunity to bring everyone to the table to have a dialogue to have a solution to this issue: How do we get seats for charter-school students who need seats?"

Young said part of the problem is the district's unwillingness to open a handful of closed campuses.

While district officials say they've offered to use bond money earmarked for charter schools to bring closed campuses up to code, charter officials said they never received such an offer.

Currently, there is about $60 million in facilities bond money for charter schools. Each school would cost about $15 million to prepare for student occupancy and could accommodate up to three charter schools, McNair said.

While encouraged by the district's efforts to give more space to charters, charter leader Jacqueline Elliot said the discontent on both sides indicates alternatives are needed.

"We don't want the public-school campuses to feel like charters are being forced onto them and we don't want to go into situations where schools don't want us," said Elliot, founder and co-CEO of PUC Schools.

"LAUSD can help charters find better facilities and give fiscal support. It doesn't have to be this."

A parent's concern

Jennifer deSpain, parent of a Taft High student, said the offer of space at Taft to charter schools will compromise services.

The district has offered CHAMPS charter 15 classrooms at Taft.

And deSpain said she also is concerned about security as well as the loss of students - and state money - by eliminating an open-enrollment option that allowed Taft to offer leftover seats to students districtwide.

"This school has worked so hard in improving test scores ... so another school can come in and use our facilities? It isn't fair," she said.

"Why should our students and our school lose this space? It's a detriment to the success of Taft to provide space to a charter school."

Still, some charters that have long struggled under difficult circumstances are looking forward to finally having a school to call their own.

The 140-student Synergy Charter Academy of South Los Angeles has been operating out of a church facility for four years.

While the learning environment has been less than ideal, in a community where nearby schools are underperforming, Synergy students have gotten high scores on statewide standardized tests.

The district now has offered the charter six classrooms at nearby Hobart Boulevard Elementary - space it will use to start up a middle school, said Meg Palisoc, co-founder and co-director of the school.

"We're a nomadic school ... and we are grateful and excited to be able to get some space," Palisoc said. "What will be helpful is if we don't have to pack up all the time.

"We really believe that the achievement gap is too big a problem for any one group to solve and we really want to work together - and we're going in hoping LAUSD will have the same attitude."

 

L.A. teachers union targets pact on charters - LA Daily News