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DC think tank: California online schools group should be investigated

Adolfo Guzman-Lopez — Fri, 27 Feb 2015 10:19:49 -0800

A Washington, D.C., think tank issued a report that says California Virtual Acadmies, a major online school network, has had more dropouts than graduates in most years.; Credit: Jeff J Mitchell/Getty Images

Adolfo Guzman-Lopez

A report released Thursday by a labor group-affiliated Washington think tank is questioning the education provided by an online public school program that says it is in a union fight.

The report by In the Public Interest, a group funded by unions, says the thousands of students enrolled in the California Virtual Academies online public school known as CAVA are receiving a substandard education by most measures.

"So in every year since CAVA began graduating students, with the exception of 2013, it has produced more dropouts than graduates,” said Shahrzad Habibi, who authored the report.

She said state test score data show that 71 percent of California public schools performed better than the virtual academies.

The report calls on California officials to investigate the online schools’ administration and finances.

California Virtual Academies enrolls about 14,000 kindergarten to 12th grade students through 11 sites, including those in Los Angeles, San Diego, and Fresno. It is run by a national for-profit company called K12 Inc.

In a written statement, California Virtual Academies did not dispute the reported low student performance numbers, but denied other allegations in the study, which it called “inaccurate and deeply flawed.”

“The report relies primarily on misinformation from the California Teachers Association — the union currently engaged in a coordinated and well-funded distortion campaign to unionize the eleven independent California Virtual Academies charter schools.”

In the Public Interest, which supports the work of labor unions, partnered with the American Federation of Teachers last year on a website to track for-profit charter school companies.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Election 2015: In LAUSD board election, it's charter schools vs. labor unions with others left behind

Annie Gilbertson — Fri, 27 Feb 2015 05:30:51 -0800

Los Angeles Unified school board candidates, from left, Andrew Thomas, Ref Rodriguez and Bennett Kayser take a group photo after a debate at Eagle Rock High School on Feb. 5, 2015. ; Credit: Cheryl A. Guerrero for KPCC

Annie Gilbertson

Los Angeles Unified school board candidate Ref Rodriguez collected $21,000 in campaign donations from employees of his charter school network, Partnerships to Uplift Communities, in his bid to unseat incumbent Bennett Kayser in East Los Angeles’ District 5.

Most striking, a handful of his workers – a janitor, maintenance worker, tutor — are donating at or near the contribution limit, $1,100.

The contributions are a measure of supporters' high hopes to unseat Kayser in favor of Rodriguez, a candidate friendly to charter schools.

Rodriguez, an charter school administrator at Partnerships to Uplift Communities, received most of his financial support from the California Charter School Association Advocates, which received donations from such wealthy donors as former New York Mayor Michael Bloomberg and philanthropist Eli Broad.

Kayser, a former teacher elected as a board member in 2011, collected his largest donations from labor unions, particularly the United Teachers Los Angeles.

Most of the money working toward Kayser and Rodriguez's reelection are not funneled into their individual campaigns, but to independent expenditure committees which are not subject to the $1,100 contribution limit.

In her first foray into political giving, Luz Maria Lopez, an office worker, donated $1,000 donation to the Rodriguez campaign, twice the amount of Partnerships to Uplift Communities' CEO, Jacqueline Elliot.

“I really believe in Ref. My kids go to PUC schools,” said Lopez, who has been employed by PUC since it opened 15 years ago.

The employee contributions weren't coerced and will not be reimbursed, Rodriguez said. Many of them can be traced back to a holiday break fundraiser at Rodriguez’s sister’s home in La Puente.

“I know for many of them this is a tremendous sacrifice,” he said. “It’s just been sort of an outpouring of folks belief in me and what we are trying to do for the city.”

Charter school groups major funders

Direct campaign donations from individual contributors, such as Rodriguez’ employees, make up 18 percent of the money spent in the LAUSD’s District 5 school board race.

The biggest donor is charter school advocacy groups, such as the California Charter School Association Advocates.

Donations have also come from self-described education reform groups that support charter school expansion and firing teachers deemed ineffective, among other issues.

All told, the advocacy groups contributed more than $700,000 to activities in support of Rodriguez and working against Kayser.

On the other side, UTLA funneled $330,000 of members’ contributions to activities supporting Kayser and working against Rodriguez.

While UTLA has turned up its political spending in the board race to stay competitive, it is routinely outspent, said Oraiu Amoni, the union’s political director.

“We never are going to be able to match [reformers] dollar for dollar,” Amoni said. “So our biggest thing is making sure our members are educated, are engaged, are aware — and vote.”

So far, campaigns and committees have spent more than $2 million on the 13 Los Angeles Unified school board candidates, according to filings with the L.A. City Ethics Commission. The contributions have paid for mailing of glossy ads, phone banks, billboards, robocalls and commercials on Spanish-language radio.

Total contributions are expected to increase in the few days remaining before the primary and swell again in any May runoff.

Even in major races, aggressive campaigns fueled by growing contributions from special interest groups make it difficult for candidates not affiliated with interest groups to stay competitive.

Limitless independent expenditures are "playing a major role in smaller and local elections,” said Ryan Brinkerhoff, campaign manager for Andrew Thomas, the unaffiliated candidate in the District 5 race.

Thomas, a professor at Walden University, donated $51,000 to his campaign, making him his own biggest contributor. He’s also attracted sizable local support: about 70 percent of his campaign donations come from residents who live in District 5.

Thomas has received no contributions from political action committees or advocacy groups.

Can he win?

“I think so, but it’s getting harder and harder,” Brinkerhoff said. “The results of this election are going to be very telling.”

Outside contributors, local concerns

When public schools were created in the United States, local communities were given control over their governance. Outside money “undermines the relationship between community members and their local public institutions,” according to John Rogers, an education professor at UCLA.

“It undermines their sense that they own those institutions, and those institutions are theirs to be shaped,” he said.

Without the funds from Broad, Bloomberg and other large donors, Rodriguez’s employees’ contributions would have made up more than 30 percent of his campaign support. Instead, it’s 4 percent.

Kayser has also received support from outside the district, including donations from the American Federation of Teachers and the California Teachers Association.

"The voters have an interest in open and transparent elections in which outside dollars don't have too large an influence," Rogers said.

To read more about the school board election and City Council races, visit the KPCC 2015 voter guide.

Clarification: This article has been updated to make clear that the California Charter Schools Association does not support or advocate for teacher firing policies. Support for incumbent Kayser from outside the district has also been noted.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Cal Lutheran University plans new art complex

Mary Plummer — Thu, 26 Feb 2015 13:21:41 -0800

The studio arts program at California Lutheran University in Thousand Oaks, Calif., includes courses in painting. ; Credit: Photo courtesy of Cal Lutheran/Brian Stethem

Mary Plummer

California Lutheran University in Thousand Oaks has taken the first steps toward building a new, art center with a commitment of at least $8 million in contributions and matching funds.

Over the weekend, the university's board of regents voted to spend $300,0o0 on design and planning for the new project. The complex will include offices and art studios in about 25,000 to 30,000 square feet of space.

The center will be the new home for the school's art department, which is currently spread out across the campus.

"The facilities that they're in now are really not optimal," said Karin Grennan, the media relations manager for the university.

The school offers instruction in studio arts, design and commercial art, digital art and art history.

Grennan said the new project will add to the university's recent art initiatives: in 2012, the faculty members launched an art conference that's attracted international interest. Two conferences have been held so far and the next one will take place in November. The university is also raising funds to build a new performing art center on campus.

Art collector and real estate developer William Rolland pledged up to $4 million toward the art center project, an amount the university will match.

Rolland has previously donated money to the university, including contributions for the football stadium and art gallery. Rolland spent several decades as a real estate developer in Ventura County, and once lived in Thousand Oaks.

This content is from Southern California Public Radio. View the original story at SCPR.org.

After recession cuts, LAUSD reconnects with community art groups

Mary Plummer — Thu, 26 Feb 2015 05:30:07 -0800

In this file photo, students warm up in a mariachi class at Hamilton High School.; Credit: Susanica Tam for KPCC

Mary Plummer

Los Angeles Unified's arts education leaders took steps to renew long-dormant community partnerships with arts organizations Wednesday, part of an effort to revitalize arts education in the nation’s second largest school district.

At the Los Angeles Cathedral in downtown L.A., the district's new arts ed director, Rory Pullens, held his first meeting with community arts organizations. More than 100 people representing several dozen groups attended the event.

Pullens outlined the district's arts plans and how community partners can help boost the arts for students.

“Guess what," Pullens said, getting a round of applause with cheers of support from some of the attendees. "We're back."

Pullens lauded the district's recent announcement clearing the way for arts funding for low-income students, and pointed to new allocations this year that helped some of the district's schools purchase items like art supplies.

He also said the district is working on a school survey to create an arts equity index that will change the way the district allocates arts funds. The index would measure how well schools are providing arts instruction and arts access to students. Originally planned for release last year, the index is now expected next month.

But Pullens also painted a grim picture of the district’s current arts offerings. He said about a third of the district's middle schools currently offer little or no exposure to the arts. Some of the district’s students can go through both elementary and middle school without taking a single arts class, he said. Because of gaps in arts instruction, students who start learning an instrument in elementary school, for example, might not have classes to continue music study in their middle or high schools.

Pullens further talked about widespread budget problems, but took district leaders to task for failing to restore arts funding to the budget as the recession eased.

He said the arts education branch is still facing a deficit. Superintendent Ramon Cortines told reporters recently that the district as a whole is looking at a $160 million shortfall heading into the 2015-2016 school year.

Despite the mixed funding news, for many in attendance, the meeting marked a positive shift in the district's arts strategy. Some groups currently serve as partners with the district, but the gathering was the first major effort in several years to reach out to organizations with the aim of restoring arts in the schools.

Jay McAdams, the executive director of 24th Street Theatre, said he remembered a few years back when the district emailed a cease-and-desist letter calling for an end to all arts partnership programs. He saw Wednesday's meeting as a major turnaround.

"This is just a real breath of fresh air. There’s hope, there’s hope for first time in a long time for arts," he said.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Spanish-language books for kids have a new LA home

Deepa Fernandes — Thu, 26 Feb 2015 05:30:06 -0800

La Librería co-founders, Chiara Arroyo (left) and Celene Navarrete (right) at the opening of their brick and mortar store on West Washington Blvd in Mid-City, Feb 21, 2015. The store sells children literature in Spanish. ; Credit: Deepa Fernandes / KPCC

Deepa Fernandes

A new Mid-City store specializing in Spanish-language books for children may help chip away at a problem facing public schools expanding their dual-language programs and parents working to raise bilingual children: a lack of books beyond translations of "Curious George."

La Librería, the first children’s Spanish-language literature store in Los Angeles, opened Feb. 21 at a location on West Washington Boulevard. The brick-and-mortar is the dream of two moms who started out selling their volumes at book fairs.

When they first started out, co-founders Celene Navarrete and Chiara Arroyo couldn’t believe the lack locally of good, Spanish-language literature for children.

"Especially in Los Angeles, it was shocking to see the books that I read in Mexico, in my hometown, many of them were not available here," said Navarrete.

So Navarrete and Arroyo began traveling to Mexico, Guatemala, Colombia, and Spain to find authentic, Spanish-language children's books.

"We found the classics, we found the books that we read when we were little," she said.

Although 64 percent of Los Angeles' children are Latino, locating children's works in Spanish beyond translations of popular books in English isn't easy.

This matters to educators who say young children need to read and hear language-rich stories to expand their vocabulary and engage with characters in settings they recognize.

“I’ve been a bilingual educator since the '80s, and as an educator you’re always striving to look for authentic literature,” said Norma Silva, principal of the UCLA Lab School, a dual-language pre-kindergarten and elementary school attached to the university's Graduate School of Education.

By authentic literature, Silva means books originally written in Spanish, using the “luscious language” of rich descriptions and vivid characters. These writings often come from Spanish-speaking countries.

Books translated from English to Spanish aren't enough, Silva said. Besides rich language, Silva looks for books from different countries — "because it’s important that we’re able to delve deeply in understanding differences,” she said. Silva believes books need to reflect the diversity among the children and their families.

Since books from Mexico use different language and tell different tales than books from Guatemala, Colombia or Spain, Silva wants the children at her school to experience them all.

So that’s what adults want.

According to Scholastic, one of the largest sellers in the U.S. of children's books in Spanish, kids have strong opinions about what they want to read. In a just completed survey, Scholastic found 91 percent of kids aged 6 to 17 said their favorite books were ones they picked themselves.

And kids age 6 to 8 are more likely to want characters that look like them than older kids.

The majority of the Spanish-language books in the March Scholastic catalog are translations of popular English language books, with a few books written in Spanish. The March catalog includes "Clifford the Dog" and stories about Sophia, the Disney princess, in Español.

"Kids who are Latino, they don’t just want to read books that are Latino or by Latino authors or with Latino characters — they want to be exposed to the diverse literature that is out there," said Mariel Lopez, who directs Scholastic's Spanish section.

Lopez adds that teachers in dual language immersion schools request Spanish language books which are translated from English so they can use the same book in both languages.

Luis Orozco, who has represented authors of books for Latino children for years, said changes in the publishing industry haven't helped writers of original Spanish-language works.

"As a result of the advent of technology, a lot of our [U.S.] publishers were forced to consolidate. So a book about a popular character that did well in English was easy to translate," he said.

But Orozco believes there is a major market among people who are eager for their kids to succeed and want more book choices for their children.

“They come to this country because they have better opportunities here," he said. "And the fact of the matter is that the traditional channels of distribution don’t have sales people that speak their language, that can speak to the authenticity of that product.”

At a recent presentation to parents, Orozco talked about the story, “Del Norte al Sur,” written by one of his authors, Rene Colato Lainez. It tackles the issue of family separation due to deportation.

After his talk, he said he sold out of every book.

Navarrete and Arroyo have scoured the Internet and traveled to Spanish-speaking countries to find authentic literature to sell. They found them, to their delight.

“There is this explosion of small independent [children’s] publishers in Spain, in Latin American countries,” Navarrete said. The two carefully selected books that would resonate with kids growing up in Los Angeles, and brought them back to stock their shelves.

At their store's grand opening on Feb. 21, parents and kids flooded in, devouring the books. One mother, bouncing her 10-month-old in a baby carrier, asked if the store had books from Guatemala.

To her surprise, the answer was "yes."

Arroyo and Navarrete hope eventually they can find a way for children to borrow their books for free, like a library. They said their goal is to break down barriers so that any child can read a book that speaks to them.

4 tips for finding and reading Spanish-language literature

1. Look for small or independent publishers that promote Latino authors and illustrators. Here are a few to start with:

2. Rich language matters. Browse for language in books that is rich and expressive. Children are never too young to be exposed to words heavy in imagery, that have double-meanings, or are alliterative. Through vivid descriptions, children can learn words to explain their own feelings and experiences.

3. Engage your children with the language as much as you engage them with the story. Explain the complex words and talk about context and meaning. Rich language can also help early readers with social emotional development, said Norma Silva of UCLA’s Lab School.

4. Besides books in hard copy, look for audio books. There is a long tradition of oral storytelling in many Latin American countries. Stories are told and passed on through generations, and today some Latino writers are also performers. Author Jose-Luis Orozco produces music, rhythms and basic literacy in addition to his stories.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Employee sues LAUSD superintendent third time alleging sexual harassment

Adolfo Guzman-Lopez — Wed, 25 Feb 2015 10:39:15 -0800

File photo: LAUSD Superintendent Ramon Cortines faces a suit brought by a school district employee, who has sued him twice before.; Credit: David McNew/Getty Images

Adolfo Guzman-Lopez

A Los Angeles Unified School District employee filed suit Wednesday accusing Superintendent Ramon Cortines of sexual harassment and retaliation, and alleging officials failed to intervene when told of the situation.

The lawsuit is the third one filed by Scot Graham, LAUSD's real estate director, who has made similar charges in previous complaints. The suit was filed in Los Angeles County Superior Court.

LAUSD General Counsel David Holmquist issued a statement Tuesday saying the courts have previously ruled on the case and the district is not aware of any new charges. "This is simply a frivolous refiling of the same allegations," he stated.

The latest suit alleges Cortines made sexual advances to Graham in 2000 soon after Cortines helped Graham get a job with the school district’s real estate leasing operations. Cortines left the school district that same year and Graham didn’t report what allegedly happened, according to the suit.

Graham claims that Cortines made additional sexual advances in 2010, the year the school board hired Cortines a second time to run the school district. The sexual advances were made at Cortines’ second home in Kern County, the suit alleges.

“Cortines’ advance shocked and disturbed Graham, who feared that declining Cortines’ request for sex would lead to unwarranted retaliatory consequences,” according to the lawsuit.

Graham said he notified his boss John Creer, and his boss’ boss James Sohn, but the school district conducted no investigation. Then in an October 2010 meeting, the suit claims General Counsel Holmquist “discouraged Graham from pursuing his claims, and suggested, in an intimidating and patronizing manner, that the incidents at the Ranch and Cortines’ unsolicited phone call were better left unreported.”

In May 2012, the district announced that it would pay $200,000 to Graham to settle his sexual harassment claims against Cortines, who by then had left the post. In the announcement, the district said Cortines denied sexually harassing Graham, but acknowledged they had a consensual relationship.

Graham later declined to sign off on the settlement. He filed one lawsuit in 2013 that was dismissed on a legal technicality and then a second one that was withdrawn in May 2014.

Five months later, the LAUSD school board rehired Cortines as an interim superintendent after the resignation of his predecessor, John Deasy. Cortines is expected to serve until a permanent replacement is chosen by the board later this year.

“What makes this different and new is the school board has rehired Ramon Cortines despite documented history of sexual harassment and sexual assault against Scot Graham,” said Rob Hennig, Graham’s lawyer.

By failing to investigate whether there was any merit to Graham’s allegations, the lawsuit argues, the school district failed in its duty to protect an employee from potential sexual harassment.

“Cortines shouldn’t have been rehired by the school board,” Hennig said.

In his statement, Holmquist said the district intends to "seek reimbursement for the taxpayers' dollars that are having to be expended in attorney's fees and costs" in dealing with Graham's allegations. The district said it spent about $240,000 defending itself against Graham's first two lawsuits.

Graham said in an interview Tuesday that he has been on leave since late last year because he’s developed a type of seizure disorder that prevents him from driving long distances.

He said he filed the latest lawsuit after the school board rehired Cortines and he was running into him in the workplace. Graham also said he felt his allegations were swept under the rug.

“No one came to talk to me…it was like being in a fraternity house,” he said.

The suit does not say how much in damages Graham is seeking, but it asks among other items for back pay, future pay, benefits, and compensation for medical treatment. It also seeks an investigation into Graham's accusations against the superintendent.

This content is from Southern California Public Radio. View the original story at SCPR.org.

LAUSD reopening libraries after recession closings

Annie Gilbertson — Wed, 25 Feb 2015 06:45:54 -0800

File photo: Lorne Street Elementary students had to grab books from a book bin after their library was closed during the recession.; Credit: Annie Gilbertson/KPCC

Annie Gilbertson

More than 200 Los Angeles Unified School District elementary school libraries have reopened in just two months, according to district officials.

Recession-era budget cuts had left many libraries without staffing. The cuts persisted even when the economy began to improve: a year ago half of the district's 650,000 students were still without a librarian or library aide.

Without library workers, state law prohibits students from browsing collections, pulling reference materials or checking out books.

“We have been living without libraries and, no, we don’t want to because they are essential for academic achievement and learning for our students," said Mark Bobrosky, a librarian at Walter Reed Middle School.

School board member Monica Ratliff created a task force to recommend ways to expand libraries after KPCC reported that Lorne Street Elementary in Northridge had a library full of books collecting dust.

"This idea of equity — we are trying to make sure we don't have library deserts," Ratliff said at the board's curriculum, instruction and assessment committee meeting on Tuesday.

Even when the board committed funds for elementary school libraries, the district found it hard to fill openings. Library aides worked just three hours a day, five days a week.

Members of the task force suggested assigning library aides to two schools, doubling their hours and providing benefits. Elementary school libraries began to quickly reopen.

But while conditions have improved for elementary students, middle school libraries are still hard hit, with nearly 65 percent of their campus libraries shuttered.

Bobrosky said reopening the libraries is vital for L.A. Unified's success in implementing the Common Core state standards, which require research projects incorporating a variety of texts.

This content is from Southern California Public Radio. View the original story at SCPR.org.

New online training aims to ferret out child abuse cases in California schools

Adolfo Guzman-Lopez — Tue, 24 Feb 2015 05:30:23 -0800

File: California school employees can now take their required training to spot child abuse and neglect by going online.; Credit: Cayoup/Flickr

Adolfo Guzman-Lopez

Public school employees can take their required annual training to spot child abuse or neglect online, California State Superintendent of Public Instruction Tom Torlakson announced Monday.

“Nothing is more important than the safety of our students,” Torlakson said in a written statement. “The new online training lessons will help school employees carry out their responsibilities to protect children and take action if they suspect abuse or neglect.”

A new California law requires school employees, including teachers, teacher aides, and substitute teachers, to show proof to their employers that they’ve taken the training.

“We were hearing anecdotally that there may have been suspicions of abuse and neglect that was not always reported and we wanted to do something about that issue,” said Stephanie Papas, a California Department of Education consultant.

Recent high-profile cases, such as that of former Miramonte Elementary teacher Mark Berndt, revealed that school employees failed to report allegations of abuse. Los Angeles Unified agreed to pay a record $140 million to settle claims filed by one group of students in the case and $30 million to a second group. Berndt is serving a 25-year sentence after pleading no contest to the charges of committing lewd acts on children.

Papas, who helped create the new two-hour online training, said the course will help employees tell if a child has been hurt from abuse or from an accident, for example.

“We have photos that are examples of, say, a welt that is in the shape of a belt buckle or a slap on a child’s cheek that’s left a hand imprint,” she said.

In-person trainings are more effective, she said, but they’re more expensive than online trainings. That pushed the Department of Education to provide the free online training for school districts still under budget constraints.

She said current employees have until this fall to show their school districts proof that they’ve taken the training.

This content is from Southern California Public Radio. View the original story at SCPR.org.

LAUSD teacher negotiations reached gridlock over budget

Annie Gilbertson — Fri, 20 Feb 2015 16:42:35 -0800

LAUSD Superintendent Ramon Cortines commented Thursday on teacher contract talks that have been ongoing since July.; Credit: Benjamin Brayfield/KPCC

Annie Gilbertson

A budget deficit is preventing the Los Angeles Unified School District from offering teachers more than a 5 percent raise, Superintendent Ramon Cortines said Friday.

"I want some resolution," Cortines told reporters, but he said the district is now projecting a shortfall of $160 million heading into the next school year.

United Teachers Los Angeles, the union representing 31,000 teachers, declared an impasse Thursday in the contract negotiations. The two sides have been bargaining since July.

The teachers haven't had a pay increase in eight years, and their salaries are below that of neighboring districts.

"You are not going to recruit and retain the quality teachers you need," UTLA President Alex Caputo-Pearl told KPCC's AirTalk this week. The union is seeking an 8.5 percent raise as well as smaller class sizes, more counselors and nurses, and revised teacher evaluations.

Cortines said the district's pay raise offer of 5 percent, retroactive to July 2014, would help make salaries more competitive. But he said the projected deficit is why LAUSD can't afford more.

Projections for the deficit have changed over the months. Last October, it was $365 million; in January, $88 million; and this month, $160 million.

Teachers union representatives said California schools are receiving more money this year than any time since the recession. Gov. Jerry Brown's Local Control Funding process, which gives local districts more resources for education, is projected to garner the district $240 million more next school year.

Cortines said he hopes to reach an agreement and he cautioned against any walkout.

"You talk about a budget deficit? It will exacerbate the budget deficit, because parents have other options," Cortines said. "They can go to other schools, private, parochial schools, they can go to charter schools, etc."

Cortines said a mediator is being called into the talks to help resolve the impasse.

The superintendent also repeated his doubts that the district can currently afford to put a computer in the hands of every district student. The program, a key initiative of his predecessor, John Deasy, used bond funds to pay for iPads and other devices.

Cortines said a statement elaborating on his remarks to reporters that "as we are reviewing our lessons learned, there must be a balanced approach to spending bond dollars to buy technology when there are so many brick and mortar and other critical facility needs that must be met."

This content is from Southern California Public Radio. View the original story at SCPR.org.

LAUSD decision ushers in new source of funding for arts education

Mary Plummer — Fri, 20 Feb 2015 15:38:01 -0800

File: Los Angeles Unified 6th-grader Jack Spiewak performs as Macbeth at Eagle Rock Elementary School. District schools can now use a major source of federal funds to incorporate the arts into academics.; Credit: Maya Sugarman/KPCC

Mary Plummer

Los Angeles Unified School District officials have cleared the way for principals to tap into a major source of funding for arts programs targeting low-income students starting this fall.

Although state and federal officials previously said national Title I dollars, allocated to help disadvantaged students improve in academics, could be used for the arts instruction, some district officials had been reluctant to move ahead. The latest decision reverses the district's long-standing practice and opens the door for Title I-funded arts instruction that helps students improve their academic performance.

"This has been a long time coming and this really is a day of rejoicing, quite frankly, in LAUSD," said Rory Pullens, the district's executive director of arts education.

A two-page memo issued Thursday from Pullens, Deputy Superintendent Ruth Perez and Karen Ryback, executive director of Federal and State Education Programs, confirms the arts as a core subject and allows schools with high percentages of low-income students to use Title I funds for the arts.

Those schools "may utilize arts as an integration strategy to improve academic achievement," the directive reads. However, Title I funds are not allowed "to fund programs whose primary objective is arts education," according to the memo. As an example, the funds could be tapped to help students learn a character's point of view in a lesson that requires acting out a skit.

Title I funding, developed in 1965 as part of President Lyndon Johnson's war on poverty, has been used historically to increase students success in reading and math. The funds have paid for efforts like reading coaches or math tutors, supplemental software programs and professional development for teachers to improve low-performing students' test scores.

At $14 billion a year, the Title I funds make up the federal government's largest expenditure for grades K-12. The majority of LAUSD schools receive Title I dollars.

Arts advocates have long sought to get the second-largest district in the country to shift its stance on Title I arts funding, arguing that the arts have been shown in research to boost student academic performance.

LAUSD joins just a handful of districts around the state that have committed to a district-wide Title I plan including the arts. San Diego Unified, Sacramento City Unified and Chula Vista Elementary School District are among them, according to Joe Landon, executive director of the California Alliance for Arts Education.

Landon says beyond these districts, the decision to use Title I for the arts is largely playing out on a school-by-school basis. Some principals are using Title I funds for the arts, but they're doing so largely under the radar, some fearing that state monitors will say the funds were used incorrectly.

"At each level, there are people that are afraid," Landon said. The reason: schools are accountable for how Title I dollars are spent and misuse could cause schools to lose a valuable funding source. Despite the state and federal directives on Title I allowing arts instruction in academics, school officials have been hesitant to make changes because Title I spending is monitored so closely.

Landon explained that a decision to use Title I funds for the arts is momentous for schools.

"When districts begin to move," he said, "that really changes it."

Attention turns to principals, funding gatekeepers

When Los Angeles Unified brought on Pullens, attracting him from a well-known arts school in Washington, D.C., he took on the task of securing Title I funding in his early months on the job. He said budgeting would be a huge challenge in increasing access to the arts for more of the district's students.

The deed now done, Pullens said: "This was clearly a very high priority of what we wanted to accomplish and we are just so thrilled that this has finally come to pass."

It'll now be up to school principals to decide how much of their Title I funding to allocate for arts instruction. Pullens said plans to train principals on the benefits of arts integration are underway.

While the Title I arts spending is not mandatory, he expects the new directive to free up significant funding for the district's arts efforts. He didn't have exact estimates, but pointed out that schools' Title I funds range anywhere from hundreds of dollars to hundreds of thousands of dollars per school.

As KPCC reported in July, only about 70 of the district's more than 500 elementary schools were on track to provide all four art forms (dance, visual arts, music and theater) for the 2014-2015 school year — a legal requirement under the California education code.

Cheryl Sattler, senior partner with the Florida-based consulting firm Ethica, has worked closely with about 100 school districts nationwide and estimates only two have used Title I funding for the arts.

“The urgency is to try to get kids to read," she said, "and if you have kids, for example, in the 10th grade who are reading at a 3rd or 4th-grade level, it’s really hard to think past that, because that’s the emergency.” The arts are often left out of the conversation, according to Sattler, which means they're left out of funding.

“I think the issue is that largely principals, and school improvement committees, and other folks who are worried about academic performance don’t always look to the arts and they don’t always know the research about how powerful arts can be,” she said.

The LAUSD directive described examples of arts integration activities that schools might consider:

Invite community members to demonstrate or share their talents with students as a prompt for a writing assignment.

Have students create models that display mathematical data pertaining to each planet of the solar system: distance from the sun, length of day and night, length of year, and day and night surface temperatures.

Ask students to create a small piece of dance/movement that models their understanding of geometric concepts.

Encourage students to explore the science of sound by utilizing rubber bands, oatmeal containers, coffee cans, balloons, etc. to construct one or more of the four families of musical instruments: strings, woodwinds, brass and percussion.

Have students write and perform a short skit to illustrate a literary character’s point of view.

Provide a lesson on utilizing a software program to create an animated film that highlights key historical events that occurred during the Civil War (In this instance, the cost of the software program would be an appropriate Title I expenditure).

Supporting Title I Schoolwide Program 2-19-2015

This content is from Southern California Public Radio. View the original story at SCPR.org.

Election 2015: iPad controversy looms large in LAUSD District 3 board race

Annie Gilbertson — Fri, 20 Feb 2015 05:30:26 -0800

At a recent LAUSD District 3 school board debate, teachers dressed as FBI agents in protest of board member Tamar Galatzan's support of the iPad program.; Credit: Annie Gilbertson/KPCC

Annie Gilbertson

As the city's March 3 primary election draws near, Los Angeles Unified school board candidates are blasting incumbents for the controversial iPad program.

Opponents sharply criticized the $1.3 billion bond-funded program at a debate Tuesday in West San Fernando Valley, where District 3 school board member Tamar Galatzan was elected in 2007.

"Galatzan said the district is going in the right direction," declared candidate Carl Petersen, a parent and businessman. "I don’t know how anyone can look at the events of the past year and come to that conclusion."

The program attracted national attention last December when the FBI raided district offices and carted off 20 boxes of bids, evaluations and correspondences with executives at Apple and its subcontractor Pearson, the manufacturer of the learning software loaded on to each device. The investigation is ongoing.

At the debate, teachers dressed in dark windbreakers with FBI plastered on the back in protest to Galatzan's support of the program. (They have not held similar demonstrations at election events in East Los Angeles' District 5, where Bennett Kayser, a teacher union ally, is running for re-election.)

Tom Richards, a Granada Hills parent, said he considers the iPad program a central issue as he weighs candidates.

"I think it's absolutely ridiculous," Richards said. "I don't believe that's a good way to spend the money that they have. Looking at some really fundamental needs — we don't have a librarian, but we want to give iPads?"

Galatzan was an early advocate for more technology in the classroom; it was her goal even before the iPad was on the market.

"There is a whole world out there that can be accessed through technology, and we need to take advantage of that," Galatzan told KPCC.

Her advocacy of technology hasn't always been controversial. Galatzan points to her 2010 initiative to fund school computer labs with a settlement from Microsoft.

The school board's support of the iPad program varied the first year, but waned in August after KPCC published a series of emails showing district administrators had close ties with Pearson, calling into question whether the bidding process was fair. Problems with the rollout of the devices and the effectiveness of the software they contained also eroded support for the program.

Still, school board members unanimously approved more iPad purchases after the FBI investigation came to light. Superintendent Ramon Cortines said the tablets were necessary for new digital state tests scheduled this spring and offered to purchase them under a different contract with Apple to avoid complications involving the federal probe.

If the candidates' positions are a measure of support for the program, it's unpopular at best. All of Galatzan's opponents are against it.

When asked in a KPCC election survey conducted if he supported the iPad program, Scott Schmerelson, a retired administrator and District 3 contender, responded: "Not when you are paying for them from LAUSD Bond Money! The taxpayers generously supported the bond issue with the belief that the money would be used to repair and modernize our schools."

Candidate Ankur Patel said in his answer to the survey, "I oppose the LAUSD’s iPad program. Throughout the program, important questions were not asked enough, and when they were, they were not answered properly."

Filiberto Gonzalez, another Galatzan challenger, said of the iPad project: "It was a mistake and ill-conceived from the very beginning. As was noted in the report by the U.S. Department of Education last month, the Common Core Technology Project (iPad program) lacked 'established metrics of success' and 'was difficult to show the impact of the investment.'

Elizabeth Badger Bartels is also running for the District 3 seat, but did not respond to the survey by deadline.

For more information on the school board candidates' positions and their backgrounds, read KPCC's 2015 Los Angeles primary election guide.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Miramonte students seeking more from LAUSD in compensation

Annie Gilbertson — Thu, 19 Feb 2015 05:30:24 -0800

Parents of students at Miramonte Elementary School escort children out of school on Feb. 6, 2012.; Credit: Grant Slater/KPCC

Annie Gilbertson

A lawyer representing 58 students who settled a lawsuit related to the Miramonte sex abuse scandal two years ago said his clients are owed more money because another group of students who settled their lawsuit last fall for $139 million may be paid more, and that violates the terms of the first group's settlement.

A total of more than 100 students and parents sued the district after former Miramonte Elementary School teacher Mark Berndt was charged with 23 counts of committing lewd acts, including feeding students cookies laced with semen. Berndt is serving 25 years in prison.

Attorney Paul Kiesel's clients were among the first group of students who settled in 2013 for $470,000 each, a total of $30 million. In a claim submitted to the district on Feb. 6, Keisel argues that settlement prohibits other students from receiving more than his clients.

The settlement for Kiesel's group states that it is the intent of the parties that any future Miramonte-related settlements pay less per plaintiff than the $470,000 figure. In the case of the suit that was settled for $139 million, a judge is deciding how much each plaintiff will receive; it is expected that some of the students will receive more than $470,000.

Kiesel's complaint seeks the difference between what his clients were paid and the highest amount awarded to students in the second group.

The $139 million settlement was the largest of its kind in Los Angeles Unified School District history.

If Kiesel's clients prevail, the district's overall tab for the Miramonte case could significantly increase from the $170 million in settlements awarded so far.

The school district has yet to respond to the claim and declined to comment for this story.

Kiesel would not discuss the claim in greater detail, but attorney Raymond Boucher, who also represented students in the initial settlement, characterized its language limiting the size of future settlements as a "fairness clause.

"We are talking about a number of young children and you want to make sure they are all treated fairly and equally," Boucher told KPCC.

Attorney Vince William Finaldi, who represented some of the students in the group that settled for $139 million last November, argued that the earlier settlement would need to include a "most favored nation clause" to prevail in court.

"It needs to have two elements," Finaldi said. "The first element is a statement by the settling party that 'we agree not to pay anyone else more than X amount.' It also needs a second clause which states, 'in the event we do pay someone more than X amount, then we'll pay you Y amount," Finaldi said.

The settlement for Kiesel and Boucher's clients does not include language stipulating what would happen if a future settlement pays out more money per plaintiff.

If L.A. Unified rejects Kiesel's claim, then he could ask a mediator or a court to resolve the dispute.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Teachers union declares impasse in LAUSD contract talks

Sandra Oshiro — Wed, 18 Feb 2015 19:08:34 -0800

UTLA says it is at an impasse with the Los Angeles Unified School District over a new contract for its 31,000 teachers. ; Credit: File photo by Letsdance Tonightaway/Flickr Creative Commons

Sandra Oshiro

The United Teachers Los Angeles declared an impasse Wednesday in its talks with the Los Angeles Unified School District.

The action opens the way for a mediator to be brought in to help bring about a settlement.

Contract talks have been ongoing since July, UTLA said on its website.

"There is still a significant gap between the two sides on compensation," the union stated. UTLA is seeking an 8.5 percent, one-year increase; LAUSD has offered a 5 percent increase.

The union said the district is "refusing to bargain in good faith on student learning conditions, and threatening educator layoffs as a scare tactic."

LAUSD Superintendent Ramon Cortines said in a statement that the district agrees the talks are at an impasse.

"I've been disappointed and frustrated by the lack of progress toward an agreement," he said. "It's my hope that the appointment of a mediator will lead to an expeditious settlement that ultimately supports our students and the District at large."

UTLA represents 31,000 members, including teachers and health and human service professionals.

The differences between the two sides amount to more than $800 million, the district said in its statement. Cortines has maintained that the district is facing a deficit. The union insists the district has money.

Other issues dividing the two sides include class room size and teacher evaluations.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Child care advocates hold hopes high for new bill to unionize providers

Deepa Fernandes — Wed, 18 Feb 2015 05:30:08 -0800

Child care provider Antonia Rivas leads children in yoga at her Reseda home on Feb. 13. Senate President Pro Tem Kevin de Leon is introducing a bill to fund child care and provider training, and set up a structure to facilitate collective bargaining for family child care workers.; Credit: File Photo: Maya Sugarman/KPCC

Deepa Fernandes

Senate President Pro Tem Kevin de Leon is introducing a new bill on Wednesday that aims to address the state's critical child care shortage and give providers the right to unionize.

The lack of sufficient child care has been statewide. In Los Angeles County, a recent study found only 2 percent of infants and toddlers have access to a licensed child care facility; for preschoolers, it's about 40 percent.

The shortage is most acute in low-income areas, and the bill aims to inject more child care vouchers into the system so poor families can have free child care.

A more controversial provision, however, would allow collective bargaining for those who provide child care in their homes whose earnings can fall near or below the minimum wage. Child advocates cite poor pay as a major reason why providers often leave the field.

“The turnover in the child care field is approaching 30 percent. So the lack of continuity and quality care is a major obstacle,” said El Cerrito Mayor Mark Friedman.

Friedman co-chairs a coalition of early childhood groups called Raising California Together. Preschool advocacy groups, anti-poverty and immigrant groups, NAACP, and the Santa Monica school district count among its members.

“I think one thing everybody agrees on as a high priority is getting more resources in the system, and if there is a strong union presence in the field that then there will be a stronger voice for those additional resources,” said Friedman.

Under the bill, a network of 32,000 home childcare providers statewide could unionize. Currently, providers operate as independent business owners and typically lack the right to organize and collectively bargain for wages.

Finding child care

For many families, having a quality child care option is their most pressing need.

Vicky Montoya, a Reseda mother of three, is desperate for a child care alternative to family members. Montoya’s 18-month-old son, Esteban, is a bright-eyed toddler who loves balls. He can fling one clear across a room, even a field. But all too often, when both his parents are at work, he’s not doing much.

“Sometimes he’s with an aunt, sometimes with my eldest daughter,” Montoya said in Spanish. “But he doesn’t really do anything, all he does is watch cartoons on TV. And he’s alone, there’s no other children around.”

Montoya works five hours a day at a solar company, where she makes $10 an hour. Her family depends on her income to supplement her husband’s low-wage, full-time job. Montoya applied for a child care voucher so Esteban could go to a properly licensed day care. She submitted two applications to a local agency over the last two months.

When she called the agency to find out the status of her applications, she said she wasn't given much information. “'You are on the waiting list,'” she said they told her, “'and there are people ahead of you.'”

Seeking unions as a solution

In Maryland, unionized providers reduced the wait list for poor families by 80 percent by securing state dollars to fund more free child care slots. According to a 2010 report by the National Women's Law Center, 14 states guarantee home-based child care workers the right to unionize.

SEIU Local 99 spokesperson Terry Carter said what local providers tell her is that they want a seat at the table where child care decisions are made.

“What collective bargaining would do for providers is it would let them sit down with the top decision makers in the state and say these are things that are simple to fix, they would vastly improve our ability to operate our businesses and they would give us the time to direct more of our attention and energies into raising California’s kids,” Carter said.

Some of those issues include delayed government payments for subsidized child child and the low reimbursement rate from the state for serving low-income kids.

Antonia Rivas, a Reseda child care provider, knows well the struggle of providing care in her home. She infuses yoga and meditation into daily lessons, and buys organic food, her major expense.

But she also has to pay her assistants, buy toys, books, and supplies. After her costs, she said there is not much left.

“I just got my 2014 W-2 and it's $24,000,” Rivas said. Her W-2 comes from the agency that pays her for the low-income kids she serves. Add to that the $15,000 from her private paying families and Rivas pulled in about $40,000 last year. After expenses, she estimates she netted less than the minimum wage for her time.

Rivas said with her low wages and delays in receiving payments from government agencies for subsidized child care, she is constantly relying on credit to keep her business running.

“We need to get a contract [and] better pay,” Rivas said.

Even if the child care legislation passes, a contract with the state would be a long way down the road. All child care providers would need to vote on whether they want union representation. And, if all that is successful, child care providers could then negotiate a labor contract.

Similar bills granting child care providers the right to unionize have made it out of the legislature, but both Gov. Arnold Schwarzenegger and Gov. Jerry Brown have vetoed them.

Opponents have called the effort to organize providers a move to empower labor unions, not fix a broken child care system.

Recent legal rulings are also presenting challenges to unions seeking to organize both child care workers and health care workers. The U.S. Supreme Court ruled last year in an Illinois case that home health workers could opt out of paying union dues, even though they are paid with state subsidies.

While Vicky Montoya waits for a better solution for her son's care, she pays Esteban’s aunt or a neighbor $10 a day to watch him while she works.

“I know lots of families who have to leave their children with a babysitter, usually just a woman who watches the child. But they are not trained and even their homes are not suitable for childcare,” she said.

Correction: A previous version of this story erroneously described a U.S. Supreme Court case as originating in Minnesota.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Followers of late educator Sal Castro work to keep his mission alive

Adolfo Guzman-Lopez — Tue, 17 Feb 2015 05:30:59 -0800

Supporters of the late educator and civil rights advocate Sal Castro are working to keep his Chicano Youth Leadership Conference alive.; Credit: Crystal Marie Lopez/Flickr

Adolfo Guzman-Lopez

When he died in 2013, Sal Castro drew praise as a Southern California civil rights leader who championed educational opportunities for generations of students of Mexican descent.

While a high school teacher in 1968, he helped thousands of students stage massive walkouts in Los Angeles' east side to protest high dropout rates and poor schooling that ignored their cultural background.

Supporters say his most influential legacy is the Chicano Youth Leadership Conference that he founded in 1963 as a weekend camp in the Santa Monica mountains. The gathering functioned as a cultural pep rally and intensive college application session.

“There was quite a large group of people that knew that this is not something that could die with him. That is when we had the idea to form a foundation to make sure that we keep his legacy alive,” said Myrna Brutti, the conference’s director.

Castro struggled to raise money for the conference, which counts among its alumni such well-known leaders as former Los Angeles Mayor Antonio Villaraigosa and filmmaker Moctesuma Esparza.

The Sal Castro Foundation typically spends about $60,000 to pay for the camp, including food and bus transportation. The group raises the money so that students can attend for free.

Applications to the next conference on March 6 have been sent to LAUSD high school campuses, targeting low-income Latinos, with a Feb. 20 deadline. Organizers hope in years ahead to open the conference to other Southland schools.

Brutti, a middle school principal, said she sees many more college application and high school to college bridge programs today. But a large group of high school students still go without college counseling, she said.

“These are 4.0, 3.7, 3.9, 4.2 [grade-point average] students that graduate from high school and go directly into the workforce because no one has taken the time to really go in depth on…what is available to them,” Brutti said.

The conference gives students like high school junior Savannah Pierce a broader view of their post-graduation choices. She attended the conference in October.

“I never really gave much thought to getting a doctorate degree,” Pierce said. “I thought I was going to do my four years of undergraduate and maybe graduate school. I never realized how many options and opportunities there were.”

When Castro talked to students of Mexican descent, he often transitioned seamlessly between English and Spanish, giving brief lessons on Mexican history and notable Mexicans. The current conference leaders are keeping that tradition alive.

“I never realized how deep and important my culture is and how rich it is with knowledge, and how hard people have worked in the past to get me where I am today,” Pierce said.

Other resources for students seeking help with college applications include:

1. California college and career planning

2. The College Board’s college planning helper

3. The Princeton Review’s college helper

This content is from Southern California Public Radio. View the original story at SCPR.org.