Monday, April 23, 2012

WHEN PUT TO A TEST, TESTING CULTURE FLUNKS

Opinion By Robert Schaeffer, Atlanta Journal Constitution | http://bit.ly/JsD2w7

Monday, April 2, 2012   ::  Across the U.S., the politically mandated misuse of standardized tests is damaging public schools and the children they serve. The Atlanta Journal-Constitution’s investigation of suspicious test scores around the nation is just the latest example. Experts may debate the methodology, but there is no question that cheating on standardized exams is widespread. In just the past three academic years, FairTest has documented confirmed cases of test score manipulation in 33 states plus the District of Columbia.

These scandals are the predictable result of over-reliance on test scores. As the renowned social scientist Donald Campbell concluded more than 30 years ago, “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” Campbell continued, “[W]hen test scores become the goal of the teaching process, they both lose their value as indicators of educational status and distort the educational process in undesirable ways.”

Testing experts have long recognized this problem. Their professional standards for educational assessment warn against relying on tests as the sole or primary factor to make high-stakes decisions.

Enhanced test security may reduce the number of reported problems. A real solution, however, requires a comprehensive overhaul of federal, state and local testing requirements. President Barack Obama, Education Secretary Arne Duncan and many governors regularly issue high-sounding statements about assessment reform. At the same time, the federal government is adding incentives for cheating by ratcheting up the emphasis on standardized exam scores.

Many state officials are going along to win federal funds. Initiatives such as Race to the Top and the criteria for waivers from No Child Left Behind escalate the role of annual high-stakes annual testing. New requirements to assess teachers based on their students’ scores, in particular, virtually guarantee even more cheating will take place.

These policies contradict the findings and recommendations of Incentives and Test-Based Accountability in Education, released last year by the National Research Council of the National Academies of Science. That study’s distinguished panel of experts concluded that high-stakes testing has not improved educational quality

Cracking down on cheating is necessary but far from sufficient. The reports by the Georgia Office of Special Investigators should be a national model of “best practices” for detecting and responding to testing irregularities. Unfortunately, educational bureaucrats may have vested interests in protecting current policies and personnel.

Comprehensive reviews by independent law enforcement professionals are often necessary. Combined with the full range of forensic detection tools — including analyses for high numbers of erasures, unusual score gains and patterns of similar responses — this approach has proved most likely to root out the truth.

More policing and better after-the-fact investigations will not, however, solve the many problems caused by the misuse of standardized exam scores. Instead, high-stakes testing requirements must end. They cheat students out of a high-quality education and cheat the public out of accurate information about school quality.

Robert Schaeffer is public education director for FairTest: National Center for Fair & Open Testing.

LAUSD BACKTRACKS ON MANDATORY COLLEGE PREP

The 2005 plan to mandate that incoming freshman be required to pass college prep classes is under threat as officials fear that students will be unable to cope.

by S.D. Lawrence, education News |  http://bit.ly/InvI2d

Monday, April 23rd, 2012  ::  Los Angeles Unified School District is experiencing cold feet over its long term plan to raise academic standards. Eight years ago the second largest school district in the nation adopted a plan to have all students take college-prep classes. This plan is due to take effect this fall and would require incoming freshmen to pass these classes if they wish to graduate. However, district officials have just realized the potential downside of their plan: what happens to students who can’t cope with the more rigorous classes?

“If we don’t do something, we have to be prepared to be pushing out kids as dropouts,” said Deputy Supt. Jaime Aquino at a school-board committee meeting Tuesday. “We face a massive dropout rate in four years.”

Officials have now released an amended plan, which would reduce overall graduation requirements and allow students to ‘pass’ the college-prep classes with a D-grade, despite the public university system in California requiring a C or better for admission.

Under the proposed alterations students will be able to graduate if they have 170 credits, down from 230 under the current plan.

“I know of no other school district in California that is reducing graduation requirements by 60 units and calling it an improvement,” said former senior district official Sharon Robinson.

She is not the only one skeptical of the proposed changes:

Former school board member Marlene Canter, who also supported the more rigorous requirements, said, “It doesn’t make sense,” to push for a college-prep curriculum but not the grades necessary for the courses to count.

Students at Los Angeles have said that officials’ fears over plummeting graduation rates are ungrounded and most will have no problem getting through the courses if they become mandatory. Senior Erik Segura said that under the current system where minimal effort is required, ‘They just start slacking off and getting lazy’.

Another student, junior Rosario Lopez also supports the idea of higher benchmarks for success:

“If the students know they can just pass with a D,” she said, “then they’re not going to take the initiative to get a higher grade.”

OBAMA ADMINISTRATION TO REAUTHORIZE PERKINS CAREER AND TECHNICAL EDUCATION ACT

Administration is investing $1 billion to reauthorize and transform the Carl D. Perkins Career and Technical Education Act.

by S.D. Lawrence, EducATIONnEWS |  http://bit.ly/IjErP4

Monday, April 23rd, 2012  ::  US Secretary of Education Arne Duncan has visited the Des Moines Area Community College in Arkeny, Iowa to release the Obama administration’s blueprint for providing high quality job training opportunities, with a focus on reducing skill shortages, spurring business growth and encouraging new investment and economic growth. Duncan considers these initiatives vital to aiding recovery from the economic depression. Last year, 60% of new jobs went to people with a bachelor’s degree. Over the next 10 years he estimates 66% of new jobs will require at least some degree of education beyond high school. However educational attainment rates are not currently keeping up with demand.

“In the knowledge-based economy, lifelong learning is so critical. And that means that the traditional mission of career and technical education has to change,” Secretary Duncan said. “It can no longer be about earning a diploma and landing a job after high school. The goal of CTE should be that students earn an industry certification and postsecondary certificate or degree — and land a job that leads to a successful career.”

They aim to transform Career and Technical Education by reauthorizing the Carl D. Perkins Career and Technical Education Act of 2006, which introduced important changes in federal support. Although this Act helped improve the learning experiences of students, Duncan doesn’t believe it went far enough.

The Administration’s plan for reauthorizing the Act will transform the program in four areas:

Alignment, which ensures that the CTE programs taught match the labor needs of the market;

Collaboration, which incentivizes school and HE institutions to work with employers and industries to ensure CTE programs are the highest quality they can be;

Accountability, which institutes common definitions and performance measures to allow CTE programs to demonstrate they are improving academic outcomes;

Innovations, which promotes systematic reform to support implementation and innovation at the local level.

 

The Administration’s FY 2013 budget proposes an additional $1 billion to help 500,000 (a 50 percent increase) high school students participate in Career Academies, programs offered in high school that combine college curricula with a career emphasis, such as healthcare or engineering

Mónica García: LAUSD SCHOOL BOARD PRESIDENT TARGET OF RECALL / LANZAN CAMPAÑA PARA DESTITUIR A LA PRESIDENTA DE LA JUNTA ESCOLAR

 

Eastside Sun / Northeast Sun / Mexican American Sun / Bell Gardens Sun / City Terrace Comet / Commerce Comet / Montebello Comet / Monterey Park Comet / ELA Brooklyn Belvedere Comet / Wyvernwood Chronicle / Vernon Sun |



By Gloria Angelina Castillo, EGP Staff Writer |  http://bit.ly/I1lYXN

By Gloria Angelina Castillo, Reportera de EGP |  http://bit.ly/Ikjk2l

April 19, 2012   :: A campaign to recall Los Angeles Unified School District (LAUSD) Board of Education President Monica García was formally launched last week, the Los Angeles City Clerk’s office has confirmed.

The campaign was announced on April 11 in front of LAUSD’s headquarters, one day after the city clerk received the recall notice.

García, who represents the second district, is termed out. Her term ends June 30, 2013. A replacement could be elected in March or May 2013, depending on whether there is a runoff for her seat, Maria de la Luz Garcia, senior project coordinator for Office of the City Clerk-Election Division told EGP.

While the recall process has been initiated and García has been served, the group cannot start collecting signatures quite yet, according to Maria Garcia. They must first show proof that the notice was published in a local newspaper, submit copies of the petitions they intend to circulate and once they receive approval they’ll have 120 days to collect 26,608 signatures from registered voters in the district, and have them certified, Maria Garcia said.

Backers of the recall seem not to be worried about the time crunch, the signatures or the cost of a special election.

As reported by EGP on April 5, the recall appears to be fueled by anger over the proposed elimination of adult education and early education and other programs, and García was targeted for recall because she is president of the school board.

“Our community cannot take any more of these cuts,” recall petitioner Robert Skeels told EGP.  “It’s not [just] about her [García] but it is about a board that has continually punished the community. We believe by taking out the president of the board, we’ll send a clear message,” Skeels told EGP Wednesday.

Image from website RecallMonicaGarcia.com

Lea esta nota EN ESPAÑOL: Lanzan Campaña para Destituir a la Presidenta de la Junta Escolar

Related story: Angry Adult Ed Supporters Threaten Recall of LAUSD Board Members

Skeels said they encourage residents in other LAUSD districts to begin recall campaigns against their school board representative, which can only be initiated by the voters of a district.

The board is not getting enough political pressure from the community, Skeels said.  It might seem unusual to target a board member in the last year of her term, “but other board members need to understand they can’t do this,” he said.

Though a recall election could be pricey for taxpayers, Skeels said taxpayers are already paying for the costly decisions of the board.

In the recall notice — signed by three community activists, a teacher and an adult school student — recall proponents state they want to recall García because she has ignored stakeholders and is to blame for the layoff off thousands of LAUSD teachers and staff. While some of the teachers have been rehired, recall petitioners say the yearly layoff notice process has left teachers demoralized and has disproportionately hurt schools in poor areas.

Under García’s tenure, public schools have been systematically starved while hundreds of millions of dollars in LAUSD properties and resources have been handed over to privately managed charter school operators, the notice claims.

“The hallmark of García’s tenure has been hundreds of millions of dollars squandered on unnecessary tests, consultants, and questionable hiring priorities,” the notice states.

García accused backers of the recall of playing politics and being a distraction to efforts to protect children’s education.

“…Instead of getting involved in politics that only derail the work we should be doing, I welcome everyone to join me in figuring out how we can work together to serve our children during these hard economic times,” García told EGP in written statement.

Supporters of García say she has done much to improve schools and bring about needed reforms.

García’s track record shows she is a reformer, Maria Brenes, executive director of Innercity Struggle, told EGP. She helped bring about the A-G college prep requirements, supported charter schools and small schools in her district. She fought for Felicitas and Gonzalo Mendez and Esteban Torres high schools, and has supported teacher-lead collaborations for in-house reforms, said Brenes, whose husband Luís Sánchez ran unsuccessfully last year for the school board district 5 seat and was formerly García’s chief of staff.

Brenes, who has been involved in education and school reform for many years, says the backers of the recall are part of the status quo, and have targeted García because she is a Latina leader of the Eastside. She said the school board has a difficult job to do, with all the funding cuts.

“These are challenging times because of the state crisis, and people have a right to be angry… Like all board members, Monica’s hands are tied when it comes to these cuts because so much revenue comes from the state.”

For the Record: An earlier version of this story incorrectly identified Luís Sánchez as Mónica García’s chief of staff, he no longer holds that position. He does, however,  still serves as a “Senior Advisor to the Board President,” and has started his own consulting firm, according to Maria Brenes.

19 Abril , 2012   :: Una campaña para destituir a la presidenta de la junta escolar del Distrito Escolar Unificado de Los Ángeles (LAUSD) se lanzó formalmente la semana pasada, la oficina de la Secretaria Municipal de Los Ángeles ha confirmado.

La campaña se anunció el 11 de abril frente a la sede de LAUSD, un día después que la Oficina de la Secretaria Municipal recibió el aviso del esfuerzo para destituir a García.

Lea estas nota EN INGLÉS: LAUSD School Board President Target of Recall

Nota relacionada: Manifestantes Amenazan con Destituir a los Miembros de la Junta de LAUSD

Mónica García, quién representa el segundo distrito de la junta escolar, ha llegado al fin del límite de mandatos en la junta; su mandato termina el 30 de junio 2013.

Su repuesto podría ser elegido en marzo o mayo de 2013, dependiendo de si hay una segunda elección, de acuerdo con María de la Luz García, coordinadora de proyecto de la División de Elecciones de la Oficina de la Secretaria Municipal.

Imagen de RecallMonicaGarcia.com

Mientras que el proceso de destitución se ha iniciado y García se ha sido notificada, el grupo aún no puede comenzar a colectar firmas, dijo María García. Primero deben mostrar prueba de que el aviso del esfuerzo de destitución se ha publicado en un periódico local, y copias de la petición que planifican distribuir se deben someter a la Oficina de la Secretaria Municipal, ella explicó.

Una vez que las peticiones sean aprobadas, el grupo tendrá 120 días para recoger 26,608 firmas de votantes registrados en el distrito afectado, luego las firmas deben ser recibidas antes de que se programe una elección, dijo María García.

Sin embargo, los partidarios de la destitución no parecen estar preocupados ni por la falta de tiempo, ni por las firmas necesarias, ni por el costo de una elección especial.

Como informó EGP el 5 de abril, los esfuerzos de destitución parecen estar alimentados por el coraje sobre la propuesta eliminación de la educación de adultos y la educación temprana así como otros programas, y García es el blanco porque es la presidenta de la junta escolar.

“Nuestra comunidad ya no puede soportar más recortes”, dijo Robert Skeels a EGP. “No sólo se trata de ella [García], pero se trata de una junta que no ha dejado de castigar a la comunidad. Creemos que al sacar a la presidente de la junta, vamos a enviar un mensaje claro”, Skeels dijo a EGP el miércoles.

Skeels dijo que residentes en otros distritos de LAUSD también pueden iniciar campañas para destituir a sus representantes en la junta escolar, el proceso sólo puede ser iniciado por los votantes de ese distrito.

Puede parecer inusual dirigir un esfuerzo como este hacía un miembro de la junta en el último año de su mandato, pero otros miembros de la junta deben entender que hay consecuencias, él dijo.

A pesar de que una elección de destitución podría ser caro para los contribuyentes de impuestos, Skeels dijo que los contribuyentes ya están pagando por las decisiones costosas de la junta.

En el aviso del esfuerzo para destituir a García los proponentes—tres activistas de la comunidad, un profesor y un estudiante de una escuela de adultos—indican que quieren remover a García porque ella ha ignorado a las partes interesadas y es la culpable del despido de miles de maestros y personal de LAUSD.

Aunque algunos de los profesores han sido contratados de nuevo, los peticionarios afirman que las notificaciones anuales de despedido han desmoralizado a los maestros y ha herido de manera desproporcionada a las escuelas ubicadas en zonas pobres.

Bajo el liderazgo de García, las escuelas públicas han sido sistemáticamente privadas de cientos de millones de dólares en propiedades del LAUSD y otros recursos que se han entregado a los operadores privados de escuelas charter, indica el aviso.

“El sello de la presidencia de García es cientos de millones de dólares despilfarrados en pruebas innecesarias, consultores y prioridades cuestionables de contratación”, señala el aviso.

García acusó a los partidarios del esfuerzo para destituirla de hacer política y de ser una distracción a los esfuerzos de proteger la educación de los niños.

“… En vez de involucrarse en la política que sólo descarrilar el trabajo que debemos hacer, les doy la bienvenida a todos a unirse a mí para averiguar cómo podemos trabajar juntos para servir a nuestros niños durante estos tiempos económicos difíciles”, dijo García a EGP en una declaración escrita.

Los partidarios de García dicen que ella ha hecho mucho para mejorar las escuelas y realizar reformas necesarias.

El récord de García demuestra que es una reformadora, dijo María Brenes, directora ejecutiva de Innercity Struggle. Ella ayudó a lograr que sean obligatorios los requisitos A-G de preparación universitaria, ha apoyado las escuelas charter y escuelas pequeñas en su distrito. Luchó por la construcción de las preparatorias Felicitas y Gonzalo Méndez y Esteban Torres, y ha apoyado los planes de instrucción creados por profesores, dijo Brenes, cuyo esposo Luís Sánchez se postuló sin éxito el año pasado como candidato al asiento del distrito 5 de la junta escolar. Él también es el jefe de personal de García.

Brenes, quien ha estado involucrada en la reforma de educación en escuelas de la zona por muchos años, dice que los partidarios de la destitución son parte del statu quo y se han dirigido a García porque ella es una líder latina del Este de Los Ángeles.

“Estos son tiempos difíciles a causa de la crisis del Estado, y la gente tiene el derecho a tener corajes… [pero] Al igual que todos los miembros de la junta, las manos de Mónica están atadas cuando se trata de estos recortes porque tanto de los ingresos provienen del estado”, dijo Brenes.

3 Responses to “LAUSD School Board President Target of Recall” (from EGP)

  1. Chance LaRue on April 19th, 2012 10:34 pm   ::  There’s really no defending Monica Garcia, who has compromised the integrity of the board and the quality of education in our community. When she was untroubled by revealatins that Ramone Cortines took a $100k position with Scholastic as a consultant, despite the clear conflict of interst it presented because Scholastic makes $16 million annually for providing LAUSD with standardized testing, a controversial topic as it is, I took notice.

    Garcia went on to overlook the brutal bullying of teachers who were unjustly liabled by LAT and LAUSD when their test scores were made public, an awful humiliation made worse by browbeating from Thier administrators. This was the catylist for one young Teacher’s suicide and following the reports on housed teachers, it also marked an all out declaration of war against us.

    Garcia allowed the CBA, labor laws and state education codes to be trampled upon when she okayed the displacement of Clinton MS teachers weeks after he cut off date of March 15 . This was done after two years after these veteran teachers were recruited to work in this school which had a demographic of children with about 98% below proficiency in basic English, their parents unable to speak any English at all and poverty a daunting deterrent for progress. Unsure what was happening, the teachers ended up in limbo, parents and students’ protests for them went ignored and the school was made into a charter, which was the plan all along. Unloading costly veterens teachers sweetened the pot. Deasy has demanded a clause in the present CBA that liberates him from duty to hire displaced teachers, so these Dedicated professionals will not be placed after being usurped because they failed to get kids who can’t speak English to grade level according to a test that has a nearly 50% margin of error, is compromised by widespread cheating, and pits these kids against those in white affluent schools .

    Their parents never weighed in though they should have been…                                                                                                                                                                                               

  2. Luis Gabriel Sanchez on April 20th, 2012 2:43 am  ::  Garcia is being used as the Latina mascot for the billionaires that will never set foot in a public school classroom by themselves, but that want to take public resources for private charter companies, evaluate and fire teachers based on student test scores, NOT hold students accountable for their learning and test scores, and hire non-educators to lead the school system.                                                                                                                                              
  3. Martha Infante on April 20th, 2012 7:23 pm   ::  How far has Brenes strayed from her roots as an activist to an executive…to cast aspersions on those who participate in something as grassroots as a recall campaign is pretty disappointing.

    I am a Latina from Boyle Heights and Monica Garcia’s leadership has left a lot to be desired. The recall is the culmination of her fervent support for Public School Choice policy that has not proven to improve schools and instead has thrown existing schools into massive turmoil. The CREDO report from Stanford University about charter schools verifies this.

    To name-call instead of arguing the merits of the issue is indicative of the lack of legitimacy in her leadership and of that of her supporters.

Academia Semillas del Pueblo: CULTURAL SCHOOL’S CHARTER RENEWED DESPITE QUESTIONS

By Gloria Angelina Castillo, EGP Staff Reporter | Eastside Sun / Northeast Sun / Mexican American Sun / Bell Gardens Sun / City Terrace Comet / Commerce Comet / Montebello Comet / Monterey Park Comet / ELA Brooklyn Belvedere Comet / Wyvernwood Chronicle / Vernon Sun | http://bit.ly/IMDi4a

April 19, 2012   ::  Despite the superintendent’s recommendation against renewing the charter for Xinaxcalmecac Academia Semillas del Pueblo in El Sereno, the Los Angeles Unified School District School Board Tuesday approved the school’s charter petition for another five years, and a condition that the school undergo another review in two years.

The board’s vote was split 4 to 3; Board Members Marguerite LaMotte, Bennett Kayser and Tamar Galatzan voted against the renewal.

The vote came after a heated discussion during which LaMotte complained that the charter school was receiving preferential treatment over other district “focus” schools that will be undergoing reform. She said charter and district schools should be treated the same, calling to attention Semillas’ academic performance scores which she said were no better than two South Los Angeles district schools put up for reform.

“You took La Salle and threw out the window, here you say this one has ‘culture’… If you’re going to be transparent, you have to be transparent for everyone,” she said. If Semillas is approved, then La Salle and Dorsey High should be removed from the public school choice reform process, LaMotte said.

Academia Semillas de Pueblo Principal Marcos Aguilar addressed the board dressed as an Aztec Dancer. Students learn the ancient dances as part of the school’s cultural enrichment program. (LAUSD School Board Meeting Screen Grab)

“Cheating is cheating, and I’m sick of it,” LaMotte told Board President Mónica García, who defended Semillas’ reauthorization on grounds that LAUSD does not have a process for properly evaluating innovative schools that do not fit the typical school model.

She said staff did the best it could with the evaluation process it has to work with, but added the process fails to account for the other valuable measures of student success.

Semillas has an API of 624, below the California Department of Education Similar Schools Median of 778, Resident Schools Median Score of 748 and Comparison Schools Median of 747. The school is in “Program Improvement Year 5” for it’s second year and did not meet the minimum performance criteria in the State Education Code, according to the staff report.

Last year, Semilla’s 2010-2011 API score dropped 92 points, following a 30-point improvement jump the year prior, when its 2009-2010 API increased to 716, according to the LAUSD School Report Card.

In 2010-2011, only 34 percent of students scored proficient or advance in English Language Arts, and only 39 percent in math, according to the same report card.
García said the school is actually performing better than current metrics indicate.

She acknowledges that the school is “struggling,” but said the school board “needs to do more to recognize schools of innovation.”

Academia Semillas del Pueblo was originally approved by the Board of Education in 2001. Its charter was renewed in 2007, despite a staff recommendation against renewal because of the school’s poor test scores.

The school has a dual language and International Baccalaureate programs with instruction in English, Nahuatl (an indigenous Mexican dialect), and previously in Mandarin, and cultivates cultural and intellectual heritage and social awareness, according to the report.

While the charter for the high school was not up for renewal, several speakers cited the achievements of high school students who came up through Semilla’s K-8 program as reasons for renewing the elementary school’s charter.

Marcos Aguilar, principal of both the K-8 program and the high school, told the board the school is the district’s first IB school and is a sought after safe and encouraging environment, He said they have a nearly 100 percent attendance rate and an 80 percent college acceptance rate. “Our students have outperformed their peers in local schools,” Aguilar said.

Parents and other stakeholders told the board the school has zero gang violence, and is a school their children are eager to attend every day.

Nonetheless, Galatzan said charter schools are given contracts and have to live up to certain expectations. She said Semillas was already given a second chance. “We’ve tried and our responsibility is to no longer renew that experiment,” she said.

Garcia said if LAUSD fails to reauthorize the school, it would likely seek charter approval from the Los Angeles County Board of Education.

Kayser expressed concern that approving the Academia Semillas charter despite the school’s weak performance would set a new precedent.

“What will that mean for the next school that comes with similar issues? Will we be able to take action or will this be the new standard?” Kayser asked.

There was some discussion about holding off on approving the charter for 5 years, but LAUSD General Counsel David Holmquist said the charter petition would be automatically approved if the board failed to act Tuesday.

Board member Zimmer, who added a friendly amendment to review the school’s progress in two years, said LAUSD needs to come up with a way to accurately measure this school’s performance.

“If then, under an accurate model of measuring there is still underperformance, that is a different question for me,” he said.

Responding to comments from the public, Kayser asked why there was a discrepancy in the academic achievement being boasted.

José Cole-Gutiérrez, director of LAUSD Charter Schools Innovation and Charter Schools Division, implied that speakers could have been referring to the high school, which is a separate charter school that is not up for renewal this year.

After the vote, LaMotte said she wanted all focus schools in her district to be treated the same, and demanded Dorsey and another high school be reassessed.

Garcia told LaMotte, contrary to the school-of-residence focus schools she was mentioning, like Dorsey High School, as a charter school, Academia Semillas is a school of choice for parents and no one was being forced to attend.

“Sometimes the answer is shut it down… [that’s] not my answer for this one,” Garcia said.

LaMotte, however, was not buying Garcia’s explanation of the difference.

“They were worse than my schools,” she said. “I’m tired of having to assess our schools and nothing is being done for them. This is wrong.”

SPELLING KOUNTS –or- ROBBING THE CRADLE OF ®EFORM

from School Board President Mónica García’s e-newsletter of 23 April 2o12

image

2cents smf:  Don’t get me wrong, 4LAKids is occasionally guilty of misspellings and typos – and I am first to admit that the rules of punctuation+grammar are made up as I go along. 

But I am not the president of the board of education in the second largest school district in the nation - loudly promising  to be best in the west with 100% graduation and every child college and career prepared - while presiding over 11,70o RIFs, elimination of Adult Ed, a catastrophic reduction in Early Childhood Ed and elimination of Elementary Arts and Music Ed in the district that was until two years ago was the poster child for Arts Education …and this is just what she’s done for us in the past six weeks!

If this is Leading Change - if this is “the future only sooner” -  maybe we need to dispense with both the leadership and the change!

Sunday, April 22, 2012

CORONA-NORCO USD IN INLAND EMPIRE GIVES TEACHERS THE FREEDOM TO EXPERIMENT INSTEAD OF PRESCRIBED LESSON PLANS, boosting scores and graduation rates in the heavily Latino, low-income district.

By Stephen Ceasar, Los Angeles Times | http://lat.ms/HY6cgr

Corona-Norco Unified

Alejandra Zamora, left, and Saraiyah Hatter at Santiago High. As head of the Black Student Union, Hatter reached out to the Latino campus group. (Francine Orr, Los Angeles Times / April 12, 2012)

April 22, 2012  ::  The third-graders struggled to keep pace. And their teachers at Parkridge Elementary School in Corona wanted to know why.

The teachers met after school recently and delved into sheets of data and reading comprehension test questions. They quickly found the reason: Their students could predict events in a story but only a third of them could infer how an incident would affect the story's outcome.

The five teachers developed plans to aggressively target the lackluster skill. And on Friday, 85% of the students passed the test.

"We were successful," said Patty Evalle, one of the teachers. "The hard work that we put in really paid off."

The commitment to student achievement is common in the Corona-Norco Unified School District. The Riverside County school system has garnered attention and honors for its steady gains in state and college entrance test scores, its above-average graduation rates and the academic ascent of its minority, low-income and special education students.

Most recently, the 53,400-student district was named a finalist for the Broad Prize for Urban Education, which honors academic excellence in largely minority and low-income districts across the nation.

As the 10th-largest system in the state, Corona-Norco appears to have mostly avoided the pitfalls common to similar districts with diverse student populations and budget constraints. About half the students are Latino and are mostly low-income. The district's $371-million budget has been cut by $140 million since 2007-08.

"Many school districts use their demographics and rate of poverty as a justification for low performance by their students," said Arun Ramanathan, executive director of Education Trust-West, a nonprofit advocacy group. "It's encouraging to see Corona-Norco posting such great performance despite that."

Teachers, parents and administrators attribute the district's strength to strong relationships that may only receive lip service elsewhere.

It is most apparent in the lack of strife between the district and its unions. In 2010, teachers and administrators took a 5% pay cut to avoid teacher layoffs. Teachers, who meet weekly to discuss strategies and tweak lesson plans, are given freedom to experiment in the classroom and are active in developing curriculum.

Various student and parent advocacy groups offer support on the 49 campuses.

Across the board, students have made dramatic gains in state test scores in recent years. The district has an above-average Academic Performance Index rating of 815 and a 92% graduation rate. The system is narrowing the gap between white and Asian students and their African American and Latino peers. These groups, according to the Education Trust-West, have made among the greatest gains in the number of students scoring at or above grade level in English and math in the state between 2003 and 2010.

The system aims to bridge that achievement gap early. One tool is a dual-language immersion program.

Beginning in kindergarten, these classes are largely split between those still learning English and native English speakers. Instruction is 90% in Spanish and 10% in English in kindergarten, a proportion that will shift to 50-50 by fourth grade.

The program continues into middle school and high school, with certain classes conducted solely in Spanish.

On a recent morning at Garretson Elementary School, where about a third of the 1,000 students speak little to no English, kindergartners sat cross-legged as teacher Maribel Segundo called on them to finish the sentence "La mariposa toma nectar en…" "The butterfly drinks nectar from..."

She called on Mallory and Pedro, Armando and Gavin. Each gave an answer in Spanish.

One girl, her blond hair in a ponytail, raised her hand, seemingly eager to answer.

"Si, Jordan," the teacher said.

"Maestra, puedo tomar agua?" she asked, then frowned after the teacher quickly said no to a water break.

By design, the district stays away from prescriptive lesson plans, allowing teachers and administrators at individual schools to develop their own strategies to reach the same goal — higher student achievement.

The idea is to increase the connection between instructors and what they teach, creating more accountability within the ranks, said Colleen Hawkins, director of curriculum and instruction.

"We don't go buy something and impose it on them," she said. "They are invested in it and created it. They own it and own the results."

That freedom and time for collaboration allows teachers to reach students in their own way, said Evalle, the third-grade teacher. "We can be who we are as teachers."

Students also are encouraged to get involved in their education. Senior Saraiyah Hatter felt a divide between the Latino and black students at Santiago High School and set out to help close it.

As president of the Black Student Union, the 18-year-old reached out to the Latino group on campus and held an event with the club to promote togetherness.

"We talked about how gang violence has separated us, but how we have to strive for something greater — together," said Hatter, who plans to attend UCLA in the fall.

The support from teachers and administrators at the school has allowed other programs to take root. The Black Student Union created a tutoring program for all students. A parent group on campus, initially focused on assisting the school's black population, has branched out to helping all students. The parents, many of whom no longer have students at the school, mentor students, monitor grades and celebrate students' success.

When Hatter's brother attended Santiago in 2005, the average African American student had a 2.3 grade-point average. As of last quarter, that has risen to a 3.0 average.

"That's saying that the average African American at Santiago High School is now eligible to apply to a UC," she said. "That is amazing to even say."

Saturday, April 21, 2012

wtf?: A DAY AFTER DEASY SAYS HEALTH ED WILL BE SAVED LAUSD PUTS THIS SURVEY ON THEIR FACEBOOK PAGE

http://www.facebook.com/LosAngelesSchools

image

BENNETT KAYSER SHARES HIS VIEWS ABOUT LAUSD, PROP 39, REDISTRICTING & A-G

The School Board member talks about Prop. 39, Redistricting and District plans to relax minimum credits for high school students to boost graduation rates.

By Ajay Singh  | HP/MtW PATCH | http://bit.ly/JyTiGi

Photos (click below for larger)

Los Angeles International Charter High School Director of Planning and Development Tony Torres.

Occidental College Upward Bound Academic Coordinator Violeta Mendoza.

The audience at the Historic Highland Park Neighborhood Council meeting.

CD 14 Area Director Zenay Loera and Field Deputy Nate Hayward.

LAUSD Board of Education Member Bennett Kayser shows a Redistricting map.

21 April 2011  ::   If your child goes to an LAUSD school—or if you have an interest in the nation’s second-largest public school network—there are three things to note about Bennett Kayser, the newest member on the District’s Board of Education.

The first is that he opposes Proposition 39, the 2000 ballot initiative that, among other things, allows charter schools to share unused public school property. The second thing about Kayser is that he does not agree with the new Redistricting maps that sever in half several of the communities in our local District 5. And finally, Kayser opposes any lowering of the bar for high schools students to graduate without meeting the grade requirements to gain admission into a four-year university or a two-year state college.

Kayser openly displayed those views at a meeting of the Historic Highland Park Neighborhood Council on Thursday evening. (He acknowledged to Patch that he might have missed the meeting were it not for a Patch story that informed him he was scheduled to speak at the monthly forum—evidently the HHPNC failed to tell him about the event.)

Proposition 39

Kayser opened his talk to a packed audience at the Highland Park Senior Citizens’ Center on Figueroa Street by denouncing Prop. 39—but at the same time admitting that as a public servant he had no choice but to follow the law that stems from the approved ballot measure.

When he himself voted for Prop. 39 in the aftermath of the 2000 stock market crash, “it seemed like a really good way to help the schools that were struggling with budget cuts and the poor economy,” Kayser said.

“Well, in fact, if you’ve read the fine print—which, I’m embarrassed to say, I didn’t—the Proposition says that charter schools can take empty classroom space for their own use in public schools in California.”

That, said Kayser, has been a highly contentious issue at Highland Park’s Benjamin Franklin High School, with which a Hermon-based charter school wants to share campus space, under Prop. 39 laws. The school, called Los Angeles International Charter High School, wants to use 12 vacant classrooms at Franklin, where the staff opposes any such sharing.

“As far as I know, at this point an [LAUSD] offer has been made to the charter school, and there hasn’t been a reply yet as to whether they’re going to accept the offer,” Kayser said. “I’m not a supporter of Prop. 39 by any means, but it is state law,” he added. “But sometimes there are alternatives, and I’m trying to find them to support the community.”

Tony Torres, the director of planning and development at the Los Angeles International Charter High School, told Kayser that the charter school would respond to the LAUSD offer on May 1. He then asked Kayser to clarify his position on Prop. 39. “Prop. 39 offers have been made all across the School District, not just in Highland Park,” he said, adding: “Am I correct?”

Kayser responded that that is indeed the case. “I find that Proposition 39 generally was a mistake,” he said. “But it was approved and therefore I’m supportive of it—I took an oath of office to support the laws of the State of California.”

LAUSD Redistricting

Kayser told the audience that about a dozen years ago he chaired a charter reform committee that rewrote that Constitution of Los Angeles. “We changed the rules somewhat on reapportionment,” Kayser said, referring to the Redistricting process that occurs every 10 years in keeping with new U.S. Census data.

One of the rules was for Redistricting to keep communities whole and not split them, Kayser said. “The next thing was to have the districts compact, similar to the state of Wyoming, if at all possible, like a rectangle.” He added: “As the redistricting has gone on this year, that’s not being honored, at least not in District 5.”

Pointing to a map whose copies were distributed to attendees, Kayser noted that LAUSD District 5 doesn’t look very compact. “Several people have said it looks like a snake,” he said, adding: “It cuts off Atwater Village in half. Los Feliz is cut in half. Griffith Park is gone from the District. It also removes Marshall High School and Garfield High School from District 5.”

He and his staff, said Kayser, are fighting hard to get the new Redistricting maps changed. “We’ve presented an alternative map that meets all the requirements,” he said. “It better shows diversity than the new map that was drawn by the Redistricting Commission, the majority of which was appointed by the mayor.”

Lowering the Graduation Bar

Kayser wasn’t quite finished talking about the LAUSD’s new redistricting maps when he was interrupted by an audience member who asked him about the LAUSD’s recent plan to relax the so-called ‘A to G’ grades for high school students starting in the fall, as a way of boosting graduation rates.

“I want to know how that is going to be effective in helping our students get into the UCs and the Cal States,” asked Violeta Mendoza, an upward bound academic coordinator at Occidental College.

“That’s exactly what I’ve been saying at the Board meetings,” Kayser responded, inspiring a brief applause from the audience. “I am opposed to the new UC and Cal State standards of the reduction of 30 percent of the credits required.”

As a member of the LAUSD curriculum committee, Kayser said he’s hoping to get that changed. “What I’ve been suggesting is that we keep the number of units required so that the students can have electives and a well-rounded education,” he explained. “

Kayser said he is proposing that LAUSD adopt a two-tier graduation in which the first tier would require students to meet the less stringent requirements that were proposed last week. The second tier would allow students to opt for the full A to G program.

“So when students graduate, their diplomas would have a gold seal on them that says they made the extra effort and have the extra grades—much in the same way we do with students who have 4.0 or higher on their grades,” Kayser said. “If you agree with me and want to send some letters and e-mails to the Board [of Education] that would be great.”

LAUSD CHIEF WANTS TO KEEP HEALTH CLASS AS GRADUATION REQUIREMENT

By Barbara Jones, Staff Writer, LA Daily News |http://bit.ly/HVMD8k

Taft High Health Education Department Chair Bridget Brownell poses with students holding papers with topics they learned about in health class. The LAUSD superintendent decided to keep the classes as a graduation requirement. (Michael Owen Baker/Staff Photographer)

04/21/2012 08:39:21 AM PDT  ::  Los Angeles Unified Superintendent John Deasy said Friday that health-education class should remain a requirement for high-school graduation, overruling a recommendation by his staff.

Administrators were inundated with an avalanche of critical emails after Deputy Superintendent Jaime Aquino unveiled a plan Tuesday to switch the one-semester class from a required to an elective course, beginning this fall.

The change was included in a plan to overhaul LAUSD graduation requirements so they match the minimum standards for admission to California's public universities. Because health isn't required by either the UC or CSU system, it would become an optional course.

In an email, however, Deasy said he believes the lessons

Taft High sophomore Katie Smilanick looks at the pamphlets in her health class on April 19. 2012. (Michael Owen Baker/Staff Photographer)

taught in health class are too critical to be offered as simply an elective.

"We use this course for our work on many, many issues, like anti-bullying, healthy nutrition and lifestyle, etc.," he wrote. "Given this, I feel that it must remain in the plan."

The curriculum proposal set for a school board vote next month would shrink the graduation requirement from 230 to 170 units, starting with the Class of 2016.

Students would no longer have to take any elective classes to graduate. However, they would have to pass a third year of math and take two years of a foreign language, in addition to the current requirements for English, science, social studies and performing arts.

And, beginning with the Class of 2017, students would have to earn at least a C in those core classes rather than a D, the current passing grade.

Officials worry that the district's already dismal dropout rate will worsen under the tougher academic and grading standards. They hope that making elective classes entirely optional would leave students' schedules open to get remedial help during the school day.

Deasy's recommendation, first announced via Twitter by the district's social media director, drew immediate praise from school board member Bennett Kayser, who taught health class for 14 years.

"Kids get information about nutrition, the dangers of obesity, the dangers about being around toxic substances that cause asthma, sexually transmitted diseases, teen pregnancy," Kayser said. "The health teacher may be the only place they know where to turn.

The message also spread quickly among teachers and students at Taft High School. A contingent from the Woodland Hills campus spoke out against the plan during Tuesday's school board meeting, and they were organizing a larger demonstration for next month's meeting.

"I am relieved to hear that Dr. Deasy has researched this issue and has recognized the value of our health-education program," said Bridget Brownell, who has taught health at Taft for 14 years and chairs the school's Education Department.

Brownell is known affectionately as "Mama B" to many of her students, a testament to the bonds she builds as she talks about the challenges facing today's teens - AIDS, bullying, depression, drugs, obesity, pregnancy and sexuality.

And the students can raise issues of their own, asking questions about their changing bodies, seeking advice about relationships, getting support for a healthier diet, voicing fears about a parent's illness.

"It's interesting because it's about them," said Alex Sandoval, 16, who lobbied the school board on Tuesday to retain the course as a requirement. "They can talk about whatever is bothering them and it helps them to know, `I'm normal, I'm OK.' "

Taft High junior Alex Sandoval, left, and the school's Health Education Department Chair Bridget Brownell meet in the classroom on April 19, 2012. Sandoval has been instrumental is leading the fight to keep health classes safe from LAUSD cuts. (Michael Owen Baker/Staff Photographer)

Jonah Banks, a 15-year-old sophomore who took the class last year, said there are no limits to where the discussions may go.

"We can talk about anything, and it's totally cool and comfortable," he said. "I learned a lot about risky behavior and how to do what's right. I learned that I'm not going to ruin my life for one good time."

Asked to rate the value of health class on a scale of one to 10, Katie Smilanick answered matter-of-factly, "54."

"There were things going on with my family that the class helped me understand and made me able to cope," she said. "I don't really know where I'd be if I hadn't had this class. The teachers are superheroes."

Friday, April 20, 2012

L.A. UNIFIED GRADUATES: Diplomas, yes; learning, maybe

By Karin Klein, Editorial Staff, LA Times | http://lat.ms/HXsSQ2 L.A. Unified student

A student ponders an algebra problem. (Los Angeles Times / April 18, 2012)

April 19, 2012, 6:00 a.m.  ::  The call to lower graduation standards in the Los Angeles Unified School District reminds me of a conversation I had with a representative of the construction industry seven years ago, back when the school board was first considering requiring all students to take the full series of college-preparatory classes in order to earn a diploma.

His group favored the switch to a college-prep requirement because the sequence of courses known as "A through G" would also prepare students better for jobs that don't require a college degree. Precious few of L.A. Unified's graduates could pass the written test for his group's apprenticeship program in construction because they lacked the math skills.

I asked him what was required to pass that test, and he said Algebra I and some Geometry. That was curious because those courses already were required for a high school diploma in L.A. Unified; the college-prep requirement added a third year of high school math to that, Algebra II.

When told that the students already had to pass the two courses he had mentioned to graduate, he at first refused to believe that was true. Then he said that although the students might be taking the courses, they sure weren't learning the material.

There's the rub. The schools and the state can set all the requirements they want, but until we pay attention to whether students are actually learning what they need to learn rather than filling a seat in a class that meets a certain requirement, we will continue the frustrating reality of high school graduates who theoretically qualify for college but have to take remedial courses once they get there, and who cannot pass a basic test to drive a delivery truck or work on a construction site.

A THRU G IN LAUSD: Magical Thinking, not Educational Leadership

LAUSD's TOO HIGH GRADUATION BAR: The district's policy requiring students to pass a college-prep curriculum to graduate was a product of magical thinking rather than wise educational leadership

LA Times Editorial | http://lat.ms/Je1DQnHigh school

An abysmally small percentage of students who graduated from L.A. Unified schools last year -- 15% -- qualified to enter a four-year college. The (Los Angeles Times / April 18, 2012)

April 19, 2012  ::  There's a lot more to improving education than just raising the bar and expecting everyone to reach it, as the Los Angeles Unified School District is discovering about its ill-conceived, 7-year-old policy to require students to pass a college-prep curriculum in order to graduate.

The district's intentions were good. Not only were too few students attempting the so-called A through G curriculum — a required series of high school English, math, social studies and other courses required for entry to California's public four-year colleges and universities — but the numbers attempting it were much lower among disadvantaged black and Latino students. Before the policy was adopted, many school administrators assumed these students were incapable of or uninterested in a future in college and steered them toward a less rigorous course of study.

What the district should have done is to undertake a thoughtful overhaul of the curriculum, preparing students before they entered high school for the more challenging academic course load and continuing with tutoring and support as they moved from ninth to 12th grades.Instead, under political pressure from justifiably frustrated community groups, the school board merely passed a resolution calling for all students to be required to pass the full college-prep series of courses, starting with the freshman class of 2012.

The resolution was a product of magical thinking rather than wise educational leadership. It created no plan for how the new bar would be reached — a plan that should have started with an intensive focus on lower-school math, because the single biggest obstacle to completing college prep was that so many students arrived at high school unprepared for algebra and flunked it repeatedly. Board members and teachers who protested that the resolution would lead to high dropout rates were roundly booed.

As Times staff writer Howard Blume reported Wednesday, the administration now wants to scale back on graduation requirements, with Deputy Supt. Jaime Aquino echoing some words familiar from seven years ago: "We face a massive dropout rate" if the policy goes forward.

An abysmally small percentage of students who graduated from L.A. Unified schools last year — 15% — qualified to enter a four-year college. The district could certainly improve on this, yet the school board has little choice at this point but to ease the requirements; it would be unfair and counterproductive to hold students to a standard they have not been prepared to achieve. But in its next move to improve educational outcomes, the board should focus first on a coherent plan for improving instruction, not on an arbitrary bar.

A “D” FOR DEASY?: Strive for A's Not D's

Rebecca Joseph

by Rebecca Joseph, Associate Professor, California State University, Los Angeles in the Huffington Post | http://huff.to/HUWUXt

04/19/2012 4:43 pm   ::  Superintendent John Deasy this week announced plans to adjust pre-approved changes to the graduation standards for the Los Angeles Unified School District (LAUSD), the second largest school district in the country. This choice partially delays a brave plan LAUSD school board members passed in 2005 to raise graduation standards. Intended to go into effect next school year, the LAUSD school board graduation plan would have made it necessary for LAUSD students to take the required classes to make it four year public colleges, which includes raising the passing grade from a D to a C.

Earlier this week Deasy introduced a plan that would allow students to continue to receive D's on their transcripts for one additional year while reducing the credits to graduate from 230 to 160. While he keeps the college readiness standards, I believe his basic plans are flawed.

Academic scholar Mike Rose famously wrote, "Students will float to the mark you set." With D's in the teacher arsenal, they allow students to float near the bottom. With lower units to graduate, many other students will float at the bottom because failure will become a viable option as they can spend significant time during the school year repeating core classes rather than advancing.

Many brave school districts and charter schools around the country are eliminating D's, requiring college readiness standards, and pushing kids to take more rather than fewer units to graduate. Their students are doing better. They are not dropping out. They are not repeating classes multiple times. They are going to college.

In high schools across California, when students receive D's in core college readiness classes, they can graduate from high school. However, they cannot qualify for any of our public four year colleges for two reasons. None accept D's in core college readiness class, and all have minimum GPA standards. Moreover, to qualify for the University of California system, they must also complete 11 out of 15 required college readiness classes by the end of 11th grade. Truly competitive students take more the 15 classes, including honors and AP classes.

Currently, college readiness among LAUSD students is dismal. Less than 50% of seniors take the required college readiness classes to qualify for a public four year university in California. Even worse, only 15% of students who started in 9th grade and made it to graduation last year qualified for admissions to a University of California or California State University campus.

One of the major reasons is the huge prevalence of D's.

The D is a grade I've never quite understood. If students do enough work to get a D, then how hard is it for the teacher and student to work towards a C? If they do so little work that they get a D, then don't they truly deserve an F? At least with an F, they are forced to retake a class.

Yet for one more year D's will become a default grade for thousands upon thousands of teachers and students.

I meet LAUSD kids all the time who have received many D's. They are so much smarter than these grades. Some are happy with these grades, while others want to remake their records. Yet in these tough economic times, they have limited ways to make up these grades. Because of severe budgets, LAUSD has cut summer school for most students and has proposed severe cuts to other ways kids can remediate their grades-including adult school and online courses.

Moreover, budget cuts have led to significant counseling cuts throughout the district, state, and country. When I visited several high schools in March to promote college access, I met schools with limited resources to help kids make it to four year colleges. They help students graduate but stop there for the majority of students.

Sadly, a high school diploma is no longer enough to help most students make a decent living. There are fewer and fewer jobs available where high school graduates can receive living wages, career advancement, and benefits. Unemployment rates for these students are staggering. Additionally, research shows California's economy needs 100,000 more college graduates every year to make our economy more viable. Finally, community colleges in California are increasingly challenging places for students with low GPAs to make it through to AA degrees or four year colleges.

To help decrease the high school dropout and college readiness rates, Deasy should be focusing on increasing rigor in academic instruction. Rather than embedding it into the school day, he should be emphasizing multiple paths towards academic remediation, including support classes, smaller class sizes, tutoring, and summer and adult school. He should be increasing not decreasing intensive academic and college counseling in schools.

Our schools need to promote higher standards. LAUSD should and can become a leader in the country of a movement to move kids towards true college readiness. Keeping D's in place for an additional year and cutting core services allows the low bar to remain in place, and in my mind, is more indicative of the grade the Superintendent should receive for his current efforts.

  • An Associate Professor at California State University, Los Angeles, Dr. Rebecca Joseph believes that college should be an option for all and devotes her teaching, research, presentations, evaluations, and service to helping all students receive a high quality, college ready education. She also helps students and schools focus on empowering students throughout the college readiness, application, and admissions process. She is an expert on helping student write powerful college application essays to communicate their unique stories as well as helping kids prepare to transfer to four year colleges. Dr. Joseph is a member of NACAC, WACAC, AERA, and NCTE and an expert for Unigo. She can be followed on twitter @getmetocollege and on her website getmetocollege.org.

OUT-OF-STATE EXPANSION OF CALIFORNIA CHARTER SCHOOL COMPANIES COULD AFFECT IN-STATE GROWTH

By Louis Freedberg ~ EdSource Extra | http://bit.ly/JbExMR

Elementary kids w/ pencils

April 16th, 2012   ::  The decision by two of California’s best known charter management organizations to try to open schools in Memphis and Nashville raises this question: Will the expansion of California-based charter schools outside the state come at the expense of their growth inside the state?

Nearly four years ago, Green Dot Public Schools, which runs 18 charter schools in Los Angeles, opened a charter school in the South Bronx. But it hardly led to a surge of California-based charter schools to open similar schools outside the state. That may be about to change.

Aspire Public Schools, the state’s largest charter school provider, with 34 schools in six California cities, wants to open ten charter schools in Memphis over the next five years. Rocketship Education, which currently runs five charter schools in San Jose, wants to open eight schools in Nashville and another eight in Memphis.  It has already signed on to open eight in Milwaukee over the next several years.

Charter schools have expanded steadily in California over the past decade — even during the grim economic environment in recent years – and there are now almost 1000  of them.

Going deeper

See this EdSource post on growth of charter schools in California in the current school year.

For background on charter schools in California, go here for a series of EdSource reports.

Yet charter school advocates have long complained about what they believe are adverse conditions for charter schools in California, principally receiving less money than regular public schools for each student in attendance, having to pay for the costs of facilities out of funds that should be going into the classroom, and having to go through an often arduous and at times unsuccessful process to apply for and receive a charter.

As California’s budget situation has deteriorated, charter schools, like regular public schools, have suffered additional cuts, further depressing the amount they receive from the state per student to even further below what charter schools receive in many other states.

But one major advantage charter schools have over regular public schools is that they can choose when and where to operate, including moving out of state.

Elise Darwish, Aspire’s chief academic officer, said that its out-of-state expansion plans don’t mean that it is giving up on California. “Our focus is still California, but there are a lot of kids who need help (outside the state),” she said.

She said California’s financial situation played a part in Aspire looking elsewhere — and that the finances in Memphis are far more favorable than they are in California. “If we want to serve more kids more quickly, we have to look out of state,” said Darwish.

Based on finances alone, the allure of operating in a state like Tennessee is self-evident. If its application to open a school in Memphis is successful, Aspire will receive an average of $8,100 per student. In California they get an average of $6,300 per student.

It is significant that Aspire, which operates schools in Los Angeles, Oakland, Stockton, Sacramento, Modesto and East Palo Alto, has no specific plans to open more schools in California, beyond increasing the enrollment in its existing schools, which have a total enrollment of about 12,000 students. A 2011 study by Bellwether Education Partners actually did a simulation to see how Aspire would fare financially in other states compared to California if it opened up exactly the same operations there. The report found  that Aspire would do better in 18 out of 23 states it looked at.

But Jed Wallace, president of the California Charter School Association, says he doesn’t believe that the current out-of-state push will slow charter expansion in California. “As far as taking the edge off of growth, I don’t see it,” he said. “The pipeline (of new charter schools) appears to be every bit as robust as in the early years.”

He noted that despite the budget crisis in California, and the complaints about how charter schools are disadvantaged relative to public schools, the number of charter school has continued to grow at approximately the same pace during the recession years as they did earlier. Even Rocketship is set to open 20 new charter elementary schools in Santa Clara County by the 2016-17 school year.

Charter schools now enroll some 412,000 students in California, out of a total enrollment of some 6.2 million public school children.

But Wallace also argues that California’s environment as a charter school incubator is “not as attractive as elsewhere.” “There are challenges that our state should continue to look at to maintain its position of leadership in the charter school sector,” he said.

But Kate Ford, the former long-time principal of the Peabody Charter School in Santa Barbara, which was granted one of the first charters in the state in 1993, thinks that California’s charter school growth could well be affected by out-out-state expansion of leading charter school organizations. “It is almost impossible to open new charters (in California) that are meeting the needs of kids and teachers at the same time,” said Ford. ”It is very difficult to operate in a fiscal environment with a lack of facilities and unequal funding for charter schools.”

Ford is now a senior program officer at the Bill and Melinda Gates Foundation, which has given Memphis’ public schools $90 million for its Teacher Effectiveness Initiative, and which has also helped to negotiate a “compact” between the Nashville school district and charter schools, and is doing the same in Memphis.

What could happen, she said, is that a greater share of charter schools opening in California will be small, single-school operators, rather than those operated by the larger established charter management organizations. Because of the enormous challenges, she said, small charter school operators “will find it very difficult to expand.”  Their growth could also affect the quality of the education they are able to offer compared to more established operators like Aspire and Rocketship.

Ford noted that for a California-based organization, opening a charter school in another state, especially one as distant as Tennessee, presents obstacles of its own.  ”It is a huge, huge challenge,” she said.  “It must say something that despite all these hurdles, it is a better bet than growing in California right now.”

But not all of California’s large charter management organizations are eyeing an out-of-state expansion.  Judy Burton, president of Alliance College-Ready Charter Schools, says she is still committed to California, and has no plans to expand outside of  the state.

So far, Alliance is focused exclusively on Los Angeles Unified–it has opened 20 schools there and is planning on opening another this fall.   Yet Burton says she gets regular appeals from other states and cities–most recently Memphis and Louisiana–to open schools there.

“We haven’t stopped opening schools in California, we haven’t given up, and we don’t intend to give up,” she said. “ I am not a quitter; we have a mission to accomplish.  I am not easily deterred.”

Nonetheless, she complained bitterly about the difficulties of operating charter schools–and that she hasn’t completely ruled out an out-of-state start-up in the face of tempting offers from beyond California’s borders.

“It is more difficult to do business here when we are courted by other states, and we are offered funds, when they are reaching out and inviting us rather than making it more difficult to get petitions approved or renewed,” she said.  ”We are interested, we just haven’t made that decision.”

The Gates Foundation’s Ford said the expansion of California-based charter schools is “great for Memphis,” she said — and less so for California.

Ford said, “I am delighted they are coming to Memphis where there have been some real difficulties in providing an outstanding education to all students.”

That said,  she anticipates the tide will turn back when financial conditions improve in the state. “Whenever it is favorable and financially feasible to operate in California, they will be back again, because it is home,” she said.

Thursday, April 19, 2012

CLINICS SET OUT TO LOWER ILLNESS RELATED ABSENTEEISM AT SCHOOLS

By: Mayra Ramirez LAUSD Journal | http://bit.ly/HUsdNy

Posted: April 19, 2012  ::  A terrible toothache.  Bad asthma.  Out-of-control diabetes.  These and other health issues that go untreated can keep students out of school, in some cases, for days at a time.   Of course, parents and guardians want to help their child, but lack of health insurance, an inability to pay, time off from work or transportation hurdles can prolong the illness. This delay in care often results in more lost days of school.

To address these obstacles to learning, Wellness Centers are being built on 13 school campuses, making a range of treatments available for an increasing number of students and families in the Los Angeles Unified School District (LAUSD) who will no longer have to do without. These Wellness Centers will offer preventive physical, mental and oral health, which 27 percent of LAUSD’s uninsured students’ lack. They will also provide more than 65,000 healthcare visits annually to students and through school-linked programs and partnerships.

“Students and parents are often burdened with the academic impact health issues like asthma, diabetes, a toothache, or obesity,” said Maryjane Puffer, Executive Director of the Trust of the LAUSD.  “When these issues are left untreated, not only do they affect the student’s health but it keeps the child away from learning, sometimes for days. This year, the Wellness Centers will help target those concerns and reach a larger number of students and their families.”

New Wellness Centers are scheduled to open on campuses throughout the District this summer and fall.

The Los Angeles Trust for Children’s Health (L.A. Trust), an independent  nonprofit organization originally created by the LAUSD, has worked in consort with LAUSD Facilities, Student Health and Human Services and community clinic partners to develop new facilities for use by the school communities in and around Belmont HS, Carson HS, Crenshaw HS, Fremont HS, Garfield HS, Gage MS, Hollywood HS, Jefferson HS, Jordan HS, Locke Early Education Center, Manual Arts HS, Monroe HS, and Washington Preparatory HS.. With joint-use facilities bond funds totaling $29 million approved by the LAUSD Board of Education in 2008, these model health centers will serve students, families and communities. The Wellness Centers, in collaboration with parent centers, student engagement, partnerships and schools, seek to lower absenteeism related to illness by December 2015.

LAUSD has a long history of supporting school-based health centers (SBHCs), including the operation of over a dozen SBHCs by Student Health and Human Services personnel (doctors, nurses and mental health professionals).  Over the past 20 years, there have been greater partnerships with outside operators, such as hospitals, community clinics, and LA County Department of Health.

Support from non-profits like the L.A. Trust has helped all operators provide services, including medical equipment, start-up funding, and technical assistance. The L.A. Trust led three dynamic Learning Symposia, bringing school and clinic leadership together to formalize mutual goals and operations for the Wellness Center this year and will continue convening partners through the next phase of implementation.  LAUSD, the L.A. Trust and partners see the new Wellness Centers as the “next generation” of SBHCs—they will provide a more robust support system for the community at large. The Wellness Center clinic partners are: Asian Pacific Health Care Ventures, Inc., St. John’s Well Child and Family Center, South Central Family Health Center, Northeast Community Clinics, Watts Health Care Corporation, Bienvenidos, UMMA Clinic, Saban Clinic, T.H.E. Clinic and Valley Community Clinic.

The vision for the Wellness Centers is to serve all students, their families and the community where they have easy access: the neighborhood school. By bringing services to the campus they provide convenient, culturally competent, and community-focused care that works to keep students in school. Each Wellness Center will leverage partnerships with other partners, such as parent centers, promotora programs, student leadership councils, small learning communities, afterschool programs, and social services to change the health of the community. Exercise and nutrition programs, sexual health education for students and parents, and career pathway programs are all core components of the larger Wellness Networks.

“We must all work together toward wellness, not only treatment of disease, but prevention and education” said Puffer. “We want to let the community know that schools are not only where you take your kids to learn but also a place where they can get the services and support that they need; and the same for their parents.  With nearly 650,000 students enrolled in LAUSD schools, this is about the future of Los Angeles.”

STATE ATTORNEY GENERAL’S OFFICE WARNS 2-TIER PRICING FOR COLLEGES IS ILLEGAL

By Vanessa Romo  KPCC Blog: Pass / Fail | http://bit.ly/J8lgvA

Santa Monica College

mylocationscouts/Flickr/Creative Commons

April 18, 2012 | A controversial plan by Santa Monica College to charge more for some popular courses is illegal, California’s Attorney General says.

California’s Attorney General says a plan by Santa Monica College to charge more for some popular courses is illegal.

Earlier this month, Santa Monica College Board members decided to charge students several times the normal price for some high-demand classes taught over the summer, setting up a two-tier system.

The original idea was to relieve overcrowding, but it set off a violent clash on campus, with some students getting pepper-sprayed

After that incident, the trustees dropped the plan for the summer. But by then, the state’s Community College Chancellor, who also opposes the plan, had asked the Attorney General’s Office for a ruling on its legality. Their conclusion:

"The education code doesn’t allow for this two-tiered system," says Paul Feist, vice president of communications for the chancellor’s office. "Employers who want to contract with the community college who want to provide instruction to workers or potential workers and the employers pays the cost of that instruction."

Santa Monica College disagrees. In the 57-page legal analysis administrators filed when they first proposed the two-tier system, they argued that the system was legal and necessary. But now they’ve put their plans on hold, indefinitely. 
Should they decide to someday move forward with two-tier fees, it’s possible the college could face legal action.

SENDING 6500 KIDS TO A MOVIE ABOUT BULLYING DOESN’T END BULLYING, IT PROMOTES THE MOVIE

6,500 LAUSD students to watch ‘Bully’ documentary today

-- Teresa Watanabe, LA Times | http://lat.ms/HVu2wW

April 17, 2012 | 11:21 am :: As schools take an increasingly tough tack on the problem of bullying, the Los Angeles Unified School District is teaming up with Hollywood to send 6,500 students from 49 schools to the Nokia Theater on Tuesday to watch the acclaimed documentary, "Bully."

The unprecedented event is sponsored by the Los Angeles Fund for Public Education, which aims to inspire students to take on the issue and plans to announce new grants for anti-bullying programs in the next few days.

The filmmakers say 13 million children are bullied each day but L.A. Unified's Judy Chiasson, who heads the district's human relations office, cautioned that such data are difficult to gather because definitions of bullying range wildly from an accidental push to full-blown assault. She said that national estimates of the percentage of children who have been bullied also vary widely from 30% to 70%.

But even if the scope of bullying is unclear, Chiasson said that every district school has been directed to address the problem in some way. "Everybody is talking about it," she said. "Everybody."

On Monday, Carson High School was one of several campuses that prepared students for the film with exercises about bullying. In Terri Ann Sullivan's English class, students explored a case study about a girl who starting a rumor about a friend, then found herself shunned and harassed by her and her group for the rest of the year.

History teacher Merri Weir asked students to come up with a definition of bullying, then write about their experience with it as victim, perpetrator or bystander. Confessions spilled out -- some anonymously on Post-Its and others publicly shared.

Murielle Alconcel, 17, spoke of her shame at failing to help a longtime friend who was being shunned by her group. Charles Dulce shared his pain over being taunted as fat, Carlo David for being an Asian American with glasses in a nearly all-Latino school and another student for being gay. Alveena Aleem, a Muslim of Pakistani descent, said a classmate texted a taunt about the death of her "uncle"; when she asked who that was, he replied "Osama Bin Laden."

The event Tuesday, which is also being financially supported by AEG and the Weinstein Co., aims to help such students learn ways to step up against bullying. "We're here to remove all barriers that get into the way of students being successful and bullying is certainly one of them," said Daniel Chang, the fund's executive director.

LAUSD PROPOSES TO ELIMINATE D’S AS PASSING GRADES

smf: ‘Proposes’ being the operative verb, not ‘eliminate’

By Tony Pierce | KPCC | http://bit.ly/Jmp8IZ

Hamilton

Tony Pierce / KPCC Marquee out front of Hamilton High

April 18, 2012 |News spread fast Wednesday that the Los Angeles Unified School District was planning on lowering their standards and would soon allow Ds to be passing grades.

Small detail: it wasn't true.

Among other outlets, somehow the Los Angeles Times had gotten its facts wrong. While describing how high schoolers were being required to take college prep classes, the paper erred in saying that district officials were "offering details of a proposal to reduce overall graduation requirements and allow students to pass those classes with a D grade."

Not only did this allow Matt Drudge of the powerful Drudge Report to write an eyebrow-raising headline and tweet ("LA Schools May Lower Graduation Standards To Curb Dropouts"), but it inspired the LA Times' beloved columnist Steve Lopez to blast an angry blog mini-column on LA Now.

"Could you send a worse message to kids than to tell them D's are just fine?" Lopez asked rhetorically in his post "Plans to make Ds a passing grade deserve an F."

Lopez continued, "Yeah, I understand the goal is to keep kids from flunking or dropping out, but telling students you don’t really expect much of them could end up being just as corrosive."

But the strange thing is, Ds are already passing grades at LAUSD. The proposal the district wants to enact in 5 years is to raise the bar not lower it, Stephanie Abrams, the LAUSD Social Media Director, told KPCC on Wednesday.

"The proposals include raising the passing grade from a 'D' to a 'C' in 2017," Abrams explained on Facebook, "because the UC system doesn't recognize 'Ds' as passing."

Abrams had a busy day on Twitter explaining to the outraged and misinformed.

"Nope, we're RAISING standards," she tweeted to Drudge and others who expressed concern.

The only other major proposals the district is suggesting is to: end the current requirement for health and technology classes, ensure that students successfully pass two foreign language classes to graduate, and they must also pass three years of math to get their diploma.

"They will no longer have to pass those [tech and health classes]," Abrams told KPCC, explaining that technology classes include learning Powerpoint, Excel, and carpentry, among others. "[Students] can focus on their core curriculum. But if you're failing math, focus on that."

And by pass, in 2017, that means get a C.