The Emanant Insolvency of San Diego Unified School District: A Harbinger of Things to Come for Moreno Valley USD??

Original story by andrew.donohue
voice of sandiego

The public proclamations that the San Diego Unified School District faces a state takeover dropped like bombshells this month, but district leaders have had serious discussions about insolvency both publicly and privately for years.

At one point more than two years ago, former Superintendent Terry Grier was so concerned that school board members didn't grasp insolvency's consequences that he scheduled a private briefing from perhaps the state's foremost expert on it, San Diego County Office of Education Superintendent Randy Ward.

"We'd just had numerous discussions with them about the possibility of insolvency. They just didn't believe the state elected officials could or would allow it to happen," Grier said. "There was even early discussion about how becoming insolvent might be the right thing to do."

Ward knows state takeovers well. The state appointed him to take over Oakland Unified School District after it went broke in 2003. He unilaterally ran the district, cleaning up its finances after the superintendent was fired and the elected school board became an advisory council.

When he met with them, Ward didn't tell the board members they were headed for insolvency. Rather, he explained what would happen and how the district would need to take drastic measures to avoid it. "He also rang that warning bell loud and hard," Grier said.

At least twice since that meeting, while the state continually cut funding to local schools, the school board has made high-stakes gambles that state finances would improve or that school spending would significantly increase. In light of California's continued economic problems and those serious ongoing discussions about insolvency, those gambles have begun to look misguided at best and reckless at worst.

District officials have cast the financial crisis as one wholly of the state's making, but talk of insolvency has always hung over the financial gambles the district's taken in order to keep class sizes small and teachers employed in the short-term. The long-term consequences of those decisions only compound the trouble handed down by the state.

Just a year after Ward's talk, the school board entered into a labor contract that, while providing short-term relief, saddled it with burdens it may well not be able to handle. The contract was, by the board president's own admission, a "gamble." Then, this summer, the board voted to rehire hundreds of teachers based on rosy state projections, despite advice to the contrary from their staff and consultant.

Now, with the state's projections looking unlikely to materialize, school board President Richard Barrera is calling for the state to levy taxes on the wealthy, oil extraction or alcoholic beverages to save school districts from insolvency.

Grier, who left the district in 2009 for Houston, said the district's dynamics changed when the teachers union's slate of school board members, John Lee Evans and Richard Barrera, were elected in 2008 and joined with Shelia Jackson to form a pro-labor voting block.

When Barrera and Evans joined the board, Jackson put together a plan to cancel teacher layoffs that had been issued before their election, a move the new board approved unanimously.

Grier said the move went against staff's advice and had little justification as the district's enrollment had been shrinking for the better part of a decade and the teachers simply weren't necessary.

At the time, then-board member Katherine Nakamura said schools were fully staffed and it would be hard to even find places to put the teachers. She warned of the bad timing, too, considering the state's plight. "You don't eat a jelly donut in the middle of a heart attack, no matter how sweet it might be."

Nakamura ended up voting for the plan, though, saying she wanted to move the board forward.

Barrera said his decisions have nothing to do with his relationship with, and support of, labor unions. He said his relationship with the teachers union has soured thanks largely to his vote in favor of layoffs earlier this year.

Make no doubt about it: The state Legislature has made severe changes to the way it funds K-12 education, offering districts 15 percent less money than it did just a few years ago. And it's not even giving the districts the smaller checks it promised, forcing them to borrow money every year and bank on IOUs. That's put districts around the state in serious trouble.

In response, San Diego Unified has made its own harsh changes. It's cut staffing by 15 percent since 2009 and this year it ultimately laid off more than 1,000 workers, including 500 teachers. The threat of insolvency, for example, popped up during the school board's public deliberations about whether to issue layoff warnings to teachers this March.

Today, district leaders say they've cut to the bone and are now evaluating closing some schools. Teachers agreed to shorten the school year by five days the last two years, taking five unpaid days off and saving the district about $20 million.

But, despite those major changes, the school board has been banking on the state Legislature upping education funding or a roaring economy to come to the rescue before the consequences of some of its long-term decisions come due. Every cut that wasn't made a year ago compounds now, and only deepens the budget pain when it eventually has to be made.

Barrera said every budget decision he's had to make has involved risk. "We either risk the education of kids or we risk the financial health of the district, that's the situation we've been in, over and over and over again," he said.

The issue to Barrera is one of drawing a line in the sand.

The board has already made cuts that have raised class sizes to an unacceptable level and impacted the welfare of children, he said, but there's a point the board simply can't cross. If refusing to make cuts entails gambling against the financial health of the district, then that's what he's got to do, he said.

Choose against the financial health of the district too often, though, and you eventually run out of money to even keep a school district functioning.

That's the situation the district faces today.

It's already staring at a $60 million deficit for next year after managing a roughly $80 million deficit this year. It has a rather vague list of solutions to fund that deficit, from closing schools, to selling off land, to asking the union to make concessions on teacher salaries and benefits. All that will have to be decided soon.

If the state's optimistic revenue forecast fails to materialize, next year's deficit could nearly double for and the district will have to find more ways to cut without laying off teachers. So far, the only solution that's been floated for that problem is shortening the school year by seven days, a proposal that, again, the district would have to negotiate with its unions.

If the state goes ahead with the threatened midyear cuts, Barrera and Superintendent Bill Kowba say the district will be on its way to insolvency. If the district goes insolvent, it will get taken over by the state and local control would be eviscerated.

Budget decisions would be made unilaterally by a state-appointed trustee. The superintendent would be fired. The school board would be advisory. The state would have some power over school finances for decades as the district paid back its bailout loan.

Kowba, a former rear admiral in the Navy, served as Grier's chief financial officer. Grier said Kowba had continually raised red flags for the school board.

However, he said, often staff's warnings to the board went unheeded.

"We knew the cuts were going to be painful. We also knew from everyone we talked to that this was not going to get better. We kept sharing that with the board. They were in a hard position, I don't envy them," Grier said. "But they kept going in the opposite direction that staff recommended."

You can reach us at andrew.donohue@voiceofsandiego.org orwill.carless@voiceofsandiego.org. Follow us on Twitter:

San Diego Education Association Places Executive Director on Administrative Leave

The San Diego Education Association’s board of directors placed executive director Craig Leedham on paid administrative leave. Will Carless of Voice of San Diego has the story. As of today, no one from the union would explain the reasons behind the move. No one is talking on the record. Off the record, people who know Leedham describe him as ”nasty,” “aggressive,” “profane” and “paranoid.” 

Accurate or not, none of those attributes is sufficient to get you booted from a high-ranking position in one of the nation’s largest teacher union locals. Something very specific needs to have happened, and I suspect we’ll learn what it was before long. 

The union confirmed Tuesday afternoon that Leedham had been placed on leave. “San Diego Education Association Executive Director Craig Leedham is on paid administrative leave. It is inappropriate for further comment at this time about what is an internal matter,” President Bill Freeman said in a brief statement.

Leedham held several positions at various levels of the Wisconsin Education Association Council before taking a staff job with SDEA in 2006.

 “Teachers are telling us, they have the lowest level of job satisfaction in more than two decades and that a growing number are planning to leave the profession."

Randi Weingarten, President of the American Federation of Teachers.

WASHINGTON— Student Success Is Jeopardized when Teachers, Schools Are Denied Tools and Resources Critical to Teaching and Learning. Further, public opinion has a lasting negative effect on those of us who have chosen the Avocation of Education. According to “The MetLife Survey of the American Teacher: 'Teachers, Parents and the Economy.” “... budget cuts to public schools and the demonization of teachers have taken a toll on teachers’ job satisfaction and that jeopardizes student success."

More often than ever we hear educators as the root of all evil in public education. But this survey tells us what teachers themselves are thinking, and it’s very sobering. “Teachers are telling us they have the lowest level of job satisfaction in more than two decades and that a growing number are planning to leave the profession, according to Weingarten.

“It’s not surprising that the most satisfied teachers are those who have support; they are treated as professionals, are given opportunities for professional growth, teach in communities where parents and educators collaborate to improve teaching and learning, and have job security. Sadly, at a time when we need to recruit and retain talented teachers and prepare kids for the knowledge economy, the teaching profession is becoming less attractive and more difficult.

“We need to pay attention when the teachers most likely to be dissatisfied are those with at-risk students—students who have the most needs but the fewest resources, at school and at home, because of the economic crisis. Teachers consistently say they need the tools, resources and time to improve teaching and learning—the same things that teachers in top-performing countries receive virtually without fail. U.S. teachers are frustrated with unrelenting cuts in budgets, elimination of arts and after-school programs, larger class sizes, and accountability systems that over-rely on student test scores. This should call into question the obsession with cutting funding for public education and health and family services children and parents rely on.

“The report’s silver lining is that there’s more engagement among parents, teachers and community groups to help students succeed.

“This report provides a commonsense road map for what we need to do to build successful schools: respect teachers, engage parents and the community, and, even in tough times, provide the programs and resources necessary to ensure high-quality public schools." 

Some key findings from “The MetLife Survey of the American Teacher: Teachers, Parents and the Economy”:

• Teacher satisfaction has decreased by 15 points since “The MetLife Survey of the American Teacher” measured job satisfaction two years ago, now reaching the lowest level of job satisfaction seen in the survey series in more than two decades.
• This decline in teacher satisfaction is coupled with large increases in the number of teachers who indicate they are likely to leave teaching for another occupation, and in the number who do not feel their jobs are secure.
• Teachers with high job satisfaction are more likely to feel their jobs are secure and say they are treated as professionals by the community. They are also more likely to have adequate opportunities for professional development, time to collaborate with other teachers, more preparation and supports to engage parents effectively, and greater involvement of parents and their schools in coming together to improve the learning and success of students.
• More than three-quarters of teachers have faced budget cuts in their schools in the last year.
• Two-thirds of teachers report that their schools have had layoffs of teachers, parent/community liaisons or other staff in the last year.
• Nearly three in 10 teachers indicate that there have been reductions or eliminations of health or social services in their schools.
• Six in 10 teachers report that the average class size in their schools has increased.
• One-third of teachers also indicate that educational technology and materials have not been kept up to date to meet student needs.
• Students report greater parent engagement in their education compared with students 25 years ago. Two-thirds of today’s students report that they talk about things that happen at school with their parents every day, compared with four in 10 in 1988.
• There also has been a threefold increase in the number of students who report their parents visit their schools at least once a month, up from 16 percent in 1988 to 46 percent today.

What is a board of education? Or at least what is it supposed to be?

School board members make up the largest body of elected officials in the United States. We entrust them to set the policies of our most treasured institutions: our public elementary, middle and high schools. Every district has a board of education, and boards generally meet once or twice every month in meetings that are open to the public. Sort of.

These gatherings range from tame rubber-stamping sessions to intense, provocative discussions with the community where controversial issues are debated and landmark decisions are made.

School boards are nonpartisan at least on paper. In most districts, members serve four-year terms, and terms are staggered so seats don't become open all at once. In general, to run for school board, you have to be at least 18 years old, a citizen of the state, a resident of the district, a registered voter and eligible under the state constitution to be elected to public office. In makes ethical practical sense if members have had previous experience in the education field.

In most cases, a school district employee can't be a board member in that district. This means no teacher, principal, librarian, custodian or anyone else that works in a school in the district can serve on the school board, unless they resign from the employed position.

School districts are complex corporations; they' re often the largest employers in a community and the decisions they make reach far, affecting jobs, resources and most importantly, the education of all children.

What do they do?

Somewhere in between the agendas, public comment sessions and resolutions, school boards make a number of important decisions. School boards establish a vision for the community's schools. They have to set up and maintain an effective, efficient organizational structure for the district that lets the superintendent and administrators manage the schools, teachers teach and students learn.

They are responsible for hiring and evaluating a superintendent, evaluating and adopting policies that affect all schools in the district, serving as a judicial and appeals body when conflicts go unresolved, monitoring and adjusting district finances, and managing the collective bargaining process in the district.

A school board has a symbolic role as well. The behavior it shows off in the meeting room, the rapport among school board members and the relationships that members have with teachers and administrators in the district all add up to the climate of public education in a community. Whether healthy or dysfunctional, a school board has a heavy influence on the spirit that characterizes a community's impression of its school system.

How can I tell if my school board is doing a good job?

By attending a few school board meetings, you'll learn firsthand what school boards do. Call your district office to find out where and when meetings are held. Once you've observed your school board in action, you'll be prepared to ask the following questions:

·   How does the school board make decisions?  Do the members function as predictable, single-issue advocates, or do they approach each decision with an open mind? Do they seem to make strategic choices for the well-being of the district? Strong decision-making requires analysis, the balancing of needs and concerns, and the ability to see the long-term implications of an action.

·    How's the team spirit?  Does the board exhibit a healthy group dynamic, or is it a parade of egos marching single-file? Do members show respect and trust for each other, and for the operating rules of the board?

·    Is the board's authority well defined?  The classic challenges of management don't skip over your board of education. There's a delicate balance between the board's act of choosing a strong chief executive (the superintendent) and letting him or her lead the way and the board's tendency to get involved with many levels of decision-making.

·        


     Does the board understand the community?  One of the most difficult parts of school governance is creating a strong relationship with the public. An effective board knows and respects its community, and encourages the community's trust in its school system.

What should I look for in a school board candidate?

First of all, you should think about the issues that are important to you in your school district. Are you concerned about student transportation, textbook adoption, funding for extracurricular activities, new curriculum standards and/or construction of new school facilities? What's your hot button? You'll want to find out where the candidates stand on issues that are important to you.

You might also look for the following qualities:

·   The ability to work well with a team and support group decisions, along with an understanding that the board sets a climate for the entire district

   
    A desire to work toward a stronger relationship between the district and the public it serves

·       
    A keen eye toward serving the needs of all students, regardless of their     abilities and backgrounds

·       
    A professional, poised demeanor and respectful, respectable behavior    Respect for diverse points of view

    Commitment to the time and energy required each week for meetings, phone calls, conversations, visits to schools, and professional development seminars and workshops

    Knowledge about district policies, guidelines, needs, challenges and strengths. Experience working as an educator should be essential.


    At the heart of it all, members of a district's board of education must believe, unequivocally, in the value of public education. They must be dedicated to serving and teaching all children. They must believe in the democratic process and understand that their role is to act strategically, in line with the interests of the entire school community

UPDATE ON MORENO VALLEY USD SCHOOL BOARD TRUSTEE MIKE RIOS

Riverside Case Number RIF1201429; Charges: 2 Counts of Attempted Murder, 1 Count of Prevent/Dissuade from Testimony, Prevent/Dissuade from Testimony, 2 Counts of Assault With a Deadly Weapon, as Well as Four Enhancement Charges of 2x Serious Felony/Used Firearm, and 2x Intentionally Discharge Firearm.

HONORABLE   JUDGE BECKY DUGAN PRESIDING.

COURTROOM   ASSISTANT: LMJ-L. JUNIO

COURT   REPORTER: HL-H. LEE

PEOPLE   REPRESENTED BY DEPUTY DISTRICT ATTORNEY: MICHAEL BRUSSELBACK.

DEFENDANT   REPRESENTED BY DPD-MICHAEL MICALEFF.

DEFENDANT   PRESENT.

AT 10:10,   THE FOLLOWING PROCEEDINGS WERE HELD:

ORAL MOTION   BY DEFENSE REGARDING BAIL REDUCTION IS CALLED FOR HEARING.

PEOPLE   OPPOSE

MOTION   GRANTED

- - CUSTODY STATUS/INFORMATION - -

BAIL SET IN   AMOUNT OF $250000.00.

REMAINS   REMANDED TO CUSTODY OF RIVERSIDE SHERIFF.

CONDITIONS OF BOND IF POSTED:

1. NO   CONTACT WITH VICTIMS BY ANY MEANS

2. ABSTAIN   FROM ALCOHOL AND DO NOT GO TO PLACES

WHERE   ALCOHOL IS THE MAIN ITEM OF SALE

3. DO NOT   OWN/POSSESS/USE/HAVE ACCESS TO ANY

FIREARMS   DURING THE PENDENCY OF THIS CASE

ORAL   MOTION BY DEFENSE REGARDING RELEASE OF SAFE IS CALLED FOR HEARING.

MOTION GRANTED

COURT   ORDERS RETURN OF SAFE AND ALL NON-CONTRABAND/NON-EVIDENTIARY.

PROPERTY TO   THE DEFENDANT OR HIS GRANPARENTS

RAFAEL   MERCADO/ELENA MERCADO

ORAL MOTION BY DEFENSE REGARDING RELEASE   OF VEHICLE (HUMMER) IS CALLED FOR HEARING.

COURT AND COUNSEL CONFER REGARDING:   RETURN OF VEHICLE AT SIDE BAR

MOTION WITHDRAWN. Thanks Again to MVGordie (MVGordie.com)

Innovation Officer

Innovation


Enter the "innovation officer," a job title that is cropping up in school districts and state education departments nationwide. Often a top administrative position filled by a candidate from the corporate world, charter school management, or a district office,

The innovation officer (or a variant on that title) might oversee a "portfolio" of schools, lead the integration of new technology into the classroom, and redistribute central-office services.
Data on how many of those jobs exist are difficult to come by, but many identified by Education Week began in the past five years, with the more recent ones loosely coinciding with the Obama administration's Race to the Top and Investing in Innovation, or i3, competitions.
That shouldn't be a surprise, said Daniel A. Domenech, the executive director of the American Association of School Administrators, based in Alexandria, Va. During President George W. Bush's administration, districts developed administrative positions around "assessment and accountability," to garner favor and funds under the federal No Child Left Behind Act and its test-centered mandates, Mr. Domenech said.


How Much Substance?
Now, the Obama administration has awarded more than $4 billion so far in Race to the Top grants, which reward initiatives like school turnarounds, charter schools, and technology-based reform. School Improvement Grants offer $3.5 billion in federal aid to districts that agree to aggressive overhauls of their worst-performing schools. This year, the i3 fund awards $150 million in competitive grants for innovative practices proven to boost student achievement. Again, districts are responding, Mr. Domenech said, but will the administration's leverage really have an impact?


"They are just basically recooking or rewarming the old school," Mr. Domenech said. He added: "In the majority of cases, it's just a new title."
The U.S. Department of Education's top innovation official, however, disagreed.


"I don't think people are jumping in (to create the innovation officer positions) just because it's trendy," said James H. Shelton, the assistant deputy secretary for innovation and improvement. "I think districts are both seeing the upside of the opportunity and feeling the necessity that the pace of change should pick up dramatically."


Attracting Money
Innovation officers interviewed by Education Week did acknowledge a focus on procuring and managing state, federal, and private grants.
"That is what I do. All of it goes towards that," said Michael Haggen, the associate superintendent of innovative services for the St. Louis public school system, which enrolls 25,000 students.
Most of the time, Mr. Haggen's office, which manages federal School Improvement Grants the district received in 2010 to turn around 11 low-performing schools, must come up with an initiative, prove its worth and practicality, and then seek funding for it, he said.
"We're not going to write a grant with grandiose ideas," he said. "We are only going to put in there what we can do."
There's a similar approach in a much-smaller district, the 8,500-student Missoula County schools in Montana. As budgets are squeezed, Matthew Clausen, the director of creativity, innovation, and technology, seeks district funds, federal grants, and private money to support initiatives.
"The kind of things we are trying to do—our state budgets don't think about those things," said Mr. Clausen, who was hired in October as the first person to hold the position. "Grant funding is one of the ways to get the resources, so we can show they are successful and work them into state funding."
An undisclosed private foundation is supporting a pilot 1-to-1 iPad program for 120 elementary school students in Missoula, based on a similar Oregon initiative that is credited with helping to raise test scores.
Missoula's initiative illustrates Mr. Clausen's focus on technology. Before holding his current job, Mr. Clausen served in various district positions responsible for integrating technology into the classroom. It's a priority shared by innovation officers in smaller districts that don't have portfolios of schools or large federal support.
In Pennsylvania's 2,500-student South Fayette Township district, near Pittsburgh, Aileen Owens, the district's first director of technology and innovation, is focusing mostly on classroom technology and on the STEAM subjects: science, technology, engineering, arts, and math. Her goal is to train a new generation of software engineers and computer programmers.
A new computer-programming course enrolls 160 students in grades 5-7 this year, and 26 South Fayette high school students are enrolled in an after-school program that develops applications for Google's Android operating system.


While money for the programs is hard to come by—using free software and sharing costs with neighboring school districts are common—Ms. Owens prefers her small district. There, innovation can be nimble, as it should be, she said. "When you need to be innovative, you need to grapple with things quickly and move," said Ms. Owens, who was hired in July. "You don't want to wait a year to implement something."


Sharing What Works
In some large urban districts, new positions have formed to marry two new trends in education, "innovation" and school "portfolios."
Alyssa Whitehead-Bust, the chief of innovation and reform for the Denver public schools, oversees a portfolio of about 35 charter schools and 20 "innovation schools," which together enroll 18,000 of the district's 80,000 students.


In most cases, including in Colorado, innovation schools are not subject to certain state regulations and collective bargaining provisions, but are still operated by the school district. Some states and districts, most notably New York City, have taken the concept a step further and created "innovation zones," coordinated groups of schools within a district that pilot new programs and rigorously research them.
But rather than promote such schools as better alternatives to traditional schools, Ms. Whitehead-Bust aims to take what works in her portfolio schools—extended school days, for example—and scale it districtwide. The relationship works in reverse, too: A new initiative will allow charter schools to opt in to central-office services such as security, professional development, and English-language instruction, she said.
"It's a tighter, more congruent system, where schools get what they pay for and pay for what they get," said Ms. Whitehead-Bust, who was hired less than a year ago after working as an education consultant and founder of a charter school in Denver. "It's less about managing our portfolio of autonomous schools and more about creating district systems," she said.


Innovation Stakeholders
Christine Fowler-Mack, the chief of new and innovative schools and programs for the 42,000-student Cleveland district, oversees seven charter schools either operated or sponsored by the district. That puts her on the front lines of a larger effort by Cleveland Mayor Frank Jackson to reverse plummeting student enrollment, establish new charter schools, and overhaul rules on teacher compensation and tenure.
But as positive as "innovation" sounds, the plan in Cleveland has been criticized. The Cleveland Teachers Union accused Mr. Jackson and the school district of excluding the union from the new plan.
"The notion of innovative schools isn't at odds with us; it's the troubling track the district is often taking to shut out the union when it comes to reform that's related to innovation," said David Quolke, the president of the union, an affiliate of the American Federation of Teachers.
Both Mr. Quolke and Ms. Fowler-Mack highlighted successful innovation initiatives stemming from district-union collaboration, such as the 13 separate contracts agreed upon for Cleveland's innovation schools. But Mr. Quolke also noted that Mayor Jackson and the district consulted with Cleveland's business community when creating the new plan, highlighting what the union leader sees as the tendency for innovation to favor the private sector over teachers.
Indeed, for many innovation officers, building relationships with businesses is a large part of the job, a dynamic that can rankle parents and unions.
The Denver district, for example, will use an $800,000 donation from the Dell Foundation to train school leaders at charter schools to prepare them for jobs as principals at district-run schools.
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St. Louis is looking to the private sector to support new charter schools, including one that will incorporate literature into all the curriculum and another dedicated to environmental sustainability.
"There's no way to do this without the private sector," Mr. Haggen, the St. Louis associate superintendent of innovative services, said.
As federal policy and, perhaps, the presidential administration change, so could these new positions. The comprehensive, all-encompassing nature of "innovation" in education, allowing for an agile approach but a great deal of uncertainty, appears to also apply to the daily work of its district-level stewards. As Mr. Clausen said: "It's certainly been a challenge to know what I'm doing every day. There's limitless potential." 


Assistant Editor Michele McNeil contributed to this article.


Coverage of the education industry and K-12 innovation is supported in part by a grant from the Bill & Melinda Gates Foundation.
Vol. 31, Issue 22, Pages 6-7


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Score: 3
paulhoss@hotmail.com
7:07 AM on February 28, 2012
While "Innovation Officer" appears appropriate and clearly has great potential it also potentially adds another layer to the educational bureaucracy; one more insular division between someone in the classroom directly working with students.


I'd watch these appointments very carefully.
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Score: 1
Larry
12:57 PM on February 28, 2012
Those who were around when ESEA of 1965 came out will find this familiar territory. Title III of the orgininal act was dediated to innovation...and it set off many new directions that are commonplace today. What goes round comes round.
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Score: 0
DCGMentor
2:30 PM on February 28, 2012
Jason,
It is a funny thing about innovation. Some of the best innovations are not necessarily new. TV is 75 years old. Radio, 90. How about the refrigerator?


The question is not how to replace these but how to make them better thought the use of technology as a tool, not as a means and end unto itself.


The example I like to share is of a program that is approaching 40 years old and is nationwide. it is called the WISE program. (www.wiseservies.org)


It and others like it innovated the idea of experiential learning as a supplement to in class learning. What has changed is how we use the new technology. Experiential learning allows students to work with new technologies in subjects they are passionate about.


it was innovative back in 1973. It still is now. We should find ways to share it, not lose it.


In fact Denver had two HSs that had the program; Abraham Lincoln and East High schools, but somehow they lost out on that innovation as it was replaced with new innovation? Huh?

School Shooting Kills Two High School Students In Ohio

Originally Publishe

February 28, 2012, 9:14 a.m.

Edited by I, Praetorian

T.J. Lane, the teenager being held as the gunman in the deadly Ohio school shooting, is scheduled to have a proceeding in juvenile court on Tuesday afternoon, according to lawyers familiar with the case.

The appearance is scheduled for 3:30 p.m. Eastern time in Geauga County Juvenile Court. Lane has been in custody since Monday’s shooting spree at Chardon High School, which has claimed two students' lives. The usual procedure is for a teenage suspect to be treated as a juvenile until a decision is made by prosecutors on whether to charge him or her as an adult, one attorney said.

Lane, 17, is being represented by family attorney Robert Farinacci, who identified his client in a statement released to the media overnight, before the second victim died.

“The family wanted me to convey to the citizens of Geauga County and northeastern Ohio that the family is devastated by this most recent event,” Farinacci said. “They want to give their most heartfelt and sincere condolences to the family of the young man who passed and their continuing prayers are with all those who were injured."

“This is something that could never have been predicted. TJ's family has asked for some privacy while they try to understand how such a tragedy could have occurred and while they mourn this terrible loss for their community,” the lawyer said.

Farinacci described Lane as a fairly quiet and good kid.

“His grades are pretty impressive,” Farinacci said. “He's a sophomore. He's been doubling up on his classes with the intent of graduating this May. He pretty much sticks to himself but does have some friends and has never been in trouble over anything that we know about.”

Lane allegedly entered the high school cafeteria on Monday morning and shot five students. Daniel Parmertor died Monday afternoon and a second student, Russell King Jr., was reportedly declared brain dead Tuesday. The three others remain hospitalized in serious or critical condition.

The victims were found in separate areas at the school, said officials who are still investigating the incident.

King was studying alternative energy at nearby Auburn Career Center and, like some of the others who were shot, was waiting for a bus for his daily 15-minute ride to the center.

One Chardon High School student wounded in the shooting, Demetrius Hewlin, was in critical condition at Cleveland's MetroHealth System hospital Tuesday, a spokeswoman said.


More guns in schools: Texas boy, 12, pulls loaded pistol on classmate

It is Easy to Fire an Educator!

It is Easy to Fire an Educator!

The board minutes simply state“resigned for personal reasons.”

Moreno Valley, CA. Its a shame and ethically undefendable that Assistant Superintendent of HR, Henry Voros does not afford the same standard of proof with a dozen or more employees (all of whom are at the top of the salary scale and suspended without pay and without cause or due process) as Dr. White endeavors toward Board Trustee Mike Rios in her statement. (see Below.) I could not agree more though I don't care for Rios as a person. "Due Process" as Board Trustee Harold "Rick" Sayre mentioned.


Then again, is his sad little way, Voros is as much driven by personality dysfunction as is Rios. Harold “Rick” Sayres is also driving this back door effort to break the employees contract and their collective will to dessent or question administration. Via the conceit of these two self serving individuals they reduce payroll.

Who said it’s hard to fire a teacher? Its easy: conjure up any reason, refuse to follow state education department regulations for disciplining educators, Ignore Education Code and State Labor law, and Government Code, then suspend without pay. Done! Effectively fired at the date of suspension!

Voros has seen the actuarial table that shows the number of educators that will just leave (or quit) far out ways the number who will fight. There by producing an immediate half-million dollar savings to the district's publically inflatted bottom line. Those educators who are willing to fight, sometimes to the appellate level usually win, which costs the district hugely in the short run. However, the district doesn't have to disclose documentation to the press or public regarding these cases because they 
can claim confidentiality of the former employee.

The board minutes simply “resigned for personal reasons.”

CTA seems powerless or unwilling to effectively put a stop this trend. Last year was the implementation year for MVUSD. SO FAR, this tactic appears to be working without substantial resistance. 

ATTEMPTED KIDNAPING:  Moreno Valley  Police  look for suspect


BY DARRELL R. SANTSCHI

STAFF WRITER

dsantschi@pe.com

Originally Published: 23 February, 2012  05:30 PM

 In the Press Enterprise


A 14-year-old Moreno Valley girl and two boys managed to fight off a would-be kidnapper while walking near a middle school Tuesday evening. Police are looking for the driver of a 1990s Chevy Astro van who is believed to have tried to kidnap the girl as she was walking to Sunnymead Middle School at 6:15 p.m. The incident occurred near the intersection of Old Valley and Softwind drives northwest of the school. A 6-foot-tall, 180-pound black man wearing black clothing approached the girl and offered her moneyto get into the van, according to a news release from the Riverside County Sheriff’s Department. When she refused, the man stopped the van and ran after her. The girl and two juvenile boys managed to fight off the man and they ran to safety, the news release said. The girl later told her mother, who called police. Police are asking anyone with information to call the MVPD at 951-247-8700

My thanks to MVGordie.com


Mike Rios
sees the Judge!

Action Date	Action Text	Disposition	Hearing Type
02/15/2013 8:00 AM DEPT. PTS	O.R. FILING – ANNUAL REVIEW DATE (CLERK CALENDAR)	VACATED	ARRAIGNMENT
03/05/2012 8:30 AM DEPT. 41	PRELIMINARY HEARING	ACTIVE
03/01/2012 8:30 AM DEPT. 41	FELONY SETTLEMENT CONFERENCE	ACTIVE	TSC
03/01/2012 8:30 AM DEPT. 41	HEARING ON MOTION FOR BAIL REVIEW.	ACTIVE
02/21/2012 1:30 PM DEPT. 41I	FELONY INCUSTODY ARRAIGNMENT	DISPOSED	ARRAIGNMENT

John Ashbury of the Press Enterprise asked for and received permission to  video of the proceedings. See it all at the link below.

Mike Rios 

 RIF1201429

thanks again to MVGordie.com