Saturday, January 11, 2014

My Happy Hacker: he (or she) takes orders from lawyers, but also seems to have a sense of humor


I'm awarding good humor points to my hacker, who has become quite playful during the past week. He (or she) is having fun, but doing no harm.

Less than a week ago I discovered that this page in my related website had been hacked.

HERE IS THE HACKED IMAGE OF A GRIEVANCE I SUBMITTED TO CVESD:



I published this blog post, which the hacker must have read. In the post I wrote that California Teachers Association (CTA) director Jim Groth, who had been Chula Vista Educators (CVE) grievance chair at the time, had turned up unexpectedly at the grievance meeting and said that the union did NOT support the grievance. The grievance merely asked that the district RESPOND to an earlier grievance. It appears that CTA was quite desperate to cover up illegal actions of pals of CVE President Gina Boyd.


Former CVE President Gina Boyd at her deposition.
This blogger has awarded to Gina the Alberto Gonzalez
CRS award for her amazing lack of knowledge and
substantial memory loss: "I don't know"--25 times and
"I don't remember (or recall, etc.)--35 times;
total cognition lapses: 60.


Sometime during the past few days, someone went to work on my grievance image again. But this time, my hacker did NOT hide any information. He (or she) just moved black boxes around! It's actually quite entertaining to examine his (or her) handiwork.

He (or she) enlarged the black box to cover EMPTY SPACE on this page:




and moved the black box sideways on this page!



I actually like my hacker now, but I'm still not terribly fond of the lawyers who ordered the hacking.


It should be noted that CTA isn't the only party trying to hide these events. Current CVESD board members Pam Smith and her faithful ally Larry Cunningham were involved in the criminal actions, and they also have paid tax dollars to lawyers to support efforts to shut down my website.

Update Jan. 14, 2014


Robin Donlan relied on the help of attorney Kelly Angell Minnehan to avoid answering deposition questions.
I just discovered that a section ofmy webpage containing Robin Donlan's deposition had been deleted. Part of the transcript in which Stutz Artiano Shinoff & Holtz attorney Kelly Angell (now known as Kelly Minnehan) stopped Donlan from answering a question about how Donlan felt when the principal discontinued programs without the approval of the staff was removed. Ms. Angell then proceeded to question the witness herself! I suspect there are other deletions in the deposition that I am not yet aware of.

Wednesday, January 08, 2014

Channel 6 San Diego: Teen files lawsuit against CVESD teacher accused of sexual molestation


John Raymond Kinloch (Photo from Crime Voice.com)

CVESD wants to blame someone else for not warning them ahead of time about Kinloch. But what about all the years that Kinloch spent at CVESD? After a few years, it simply makes no sense for district officials to claim they had no idea what was going on--unless the district also admits that it actually has very little clue about what is going on in most classrooms. Teacher evaluations are a joke, but not a very funny joke.

The district has a policy of letting school politics guide personnel decisions. And the policy is hurting a lot of kids. It's time for administrators to start showing up in classrooms, and to start talking to ALL staff members. When it comes to what kind of people are running classrooms, the blissful ignorance of administrators needs to end.

See SDER teacher evaluation plan.

See also "California Teachers Association protects child molesting teacher."

See all posts about arrested CVESD teacher John Kinloch.


Exclusive: Teen files lawsuit against teacher accused of sexual molestation
By Derek Staahl
Channel 6 San Diego
08 Jan 2014

CHULA VISTA – A Chula Vista teenager who testified that he was sexually exploited by his former second grade teacher has filed a lawsuit against the man and the school district.

The boy, who is now 17, accuses John Raymond Kinloch of childhood sexual assault, battery, and intentional infliction of emotional distress.

Kinloch is being held on 36 felony counts involving five alleged victims, according to Deputy District Attorney Enrique Camarena. The charges include lewd acts upon a child and possession of child pornography.

According to court documents, Kinloch taught the boy at Feaster Charter School and the two developed a close bond. The boy considered the 42-year-old San Ysidro man to be a father figure. The child was in third grade, but still regularly spending time with Kinloch, when the lewd acts began, Camarena said.

Kinloch is accused of improperly touching and kissing the boy, along with asking him to remove his clothes and taking pictures of him naked, according to court documents. Kinloch has pleaded not guilty to the charges and a trial is scheduled for April 1.

“Mr. Kinloch was in his classroom at school, disrobing this child with the door locked. That's negligent supervision in my mind,” Elaine Heine, the boy’s attorney, told San Diego 6.

The boy’s lawsuit, filed in August, also argues that the Chula Vista Elementary School District negligently hired Kinloch because he was a known distributor of child pornography.



In 1998, Kinloch agreed to testify in Great Britain about his involvement in a child pornography ring. In exchange for his testimony, the U.S. Attorney’s Office agreed to offer Kinloch immunity, and he was never charged, Camarena said. Kinloch was hired by the school district two years later.

Heine has filed claims against the U.S. Attorney’s Office and the California Commission on Teacher Credentialing on the boy’s behalf, and plans to add those agencies as defendants in her lawsuit. The lawsuit seeks an unspecified amount of damages.

The Chula Vista Elementary School District has filed a lawsuit against the federal Department of Justice, trying to determine why Kinloch’s background check raised no red flags.

HACKED CVESD GRIEVANCE: Who doesn't want you to read what's beneath the black box?

UPDATE JAN. 11, 2014:

My hacker has turned playful! He (or she) is moving black boxes around, but not hiding any information. See the story HERE.

ORIGINAL POST:

More than 10 years later, hackers are still helping to conceal the 2001 actions of CTA director Jim Groth

HACKED CVESD GRIEVANCE: Someone doesn't want you to read what's beneath the black box. (See original image below)


Yes, I've been hacked again, but things are getting better. This time the mysterious black box does not quite cover the targeted image on my related website.

More than 10 years later, hackers are still trying to conceal the 2001-2002 actions of former CVE president and current California Teachers Association (CTA) director Jim Groth, who worked on behalf of disgraced asst. superintendent Richard Werlin and board members at Chula Vista Elementary School District. Or was it the reverse? Were Werlin and CVESD working on behalf of Jim Groth? It's hard to unscramble the egg.

Jim "No response needed" Groth

In 2002 Chula Vista Educators' grievance chair Jim Groth unexpectedly came to a meeting at Chula Vista Elementary School District and announced that Chula Vista Educators did NOT support a grievance that merely asked that the district RESPOND to a teacher's grievance.

Why didn't Jim Groth (now a member of the state board of directors of California Teachers Association) insist that the district respond?

Well, that question seems to answer itself. Obviously, CTA and CVESD were covering up something. It appears that Groth's CTA directorship may be linked to his otherwise inexplicable decision to get in his car and drive to the district office to say that it was fine with him if the district ignored my June 9, 2001 grievance.

The original, unhacked grievance can be seen on my website. This is what it looks like:



The CTA website says that Jim Groth "is the past chair of the CTA State Council of Education Communications Committee." Perhaps that committee is in charge of hacking teacher websites?



Teflon trustees?

CVESD board members Pam Smith and Larry Cunningham, who spent tax dollars to cover up crimes, are still on the CVESD board, although the careers of several administrators have ended.

It seems that crime pays, as the saying goes, but only for teachers, union officials and board members--apparently not so much for administrators.

But now that I think about it, I realize that school board members are no longer quite so invulnerable. Bertha Lopez, who went along with the criminal actions of Pam Smith and Larry Cunningham at CVESD, is currently charged with criminal actions by the Public Integrity Unit. Maybe I should say that WASP school board members tend to be teflon.

It should be noted that this same case was investigated by school attorney Daniel Shinoff. A large number of documents he collected at Castle Park Elementary School have gone missing, as Mr. Shinoff and his partner Ray Artiano explained in this deposition.

Chapter 1: Is it wrong that I'm smiling?

Events similar to some of those recounted below have happened to me, and in such cases, I have changed the names of the people involved to protect the innocent and the guilty. Many, if not most, of the events are purely fictional. All the characters are fictional; I have made them up out of the bits and pieces of people I have known and read about and heard about, as well as people I have imagined.


In the beginning, I had no hint that Brightwell Elementary School would be transformed by a small man who arrived a month after the start of the year to replace the acting principal.

But perhaps there was a harbinger of what was to come when Leo announced at his very first staff meeting that he was changing the school starting time to half an hour earlier. All the important teachers were transported into cries and gasps of delight. They'd been asking for this for years! And here was Leo, giving them exactly what they wanted before they even asked him for it.

He seemed exactly the right person to lead Brightwell School. He stood in the middle of the teachers lounge, basking in the admiration of everyone who mattered.

Tippi said, "But what about the buses? They won't let you change the buses! It would mess up the schedule."

Leo smirked. "They'll change. I've already talked to them."

"If you can do that..." Tippi said.

"Then I can walk on water?" asked Leo. His mouth spread into an enormous smile.

"Yes!" The verbal teachers nodded their heads.

Leo looked happy and proud, as if he'd benefited mankind or won an election.

But I was struck by a memory. Wasn't that "walking on water" phrase used by Tippi just a month earlier, during a staff meeting with the acting principal? Had the acting principal told Leo that he would be placed, by the teachers who mattered, in the same category as Jesus if he simply changed the school starting time to make certain teachers happy?

Now that I think of it, there was another intimation of trouble to come on Leo's first day as principal, but at the time, it seemed to be just a fluke, a coincidence.

Leo decided to come on strong with a misbehaving sixth-grade boy who was sent to the office during the morning hours. Apparently, he really went hard on the kid. I guess he wanted to make an impression as a tough guy. It seems that the kid also wanted to make an impression. That afternoon the fire alarm went off, and we all filed out to the field. But as time went by and we were still out on the field, the word went around that there had been a bomb threat and the fire department would have to search all the rooms before we could go back in.

It was impossible at that time to know if we had a really weird kid in the school, or a really weird new principal--or both. Only time would tell.

Leo does not deserve all the credit for the transformation of Brightwell School. He was more of a catalyst, an agent who swam about happily in the stew of personalities that was connected to him. He seemed skilled at triggering chemical reactions in the brains of those he spent time with. Leo simply threw things off balance a bit, and what happened next was pretty much beyond his control. Some of the most important players in his drama had more degrees of separation from him than they did from Kevin Bacon, but they couldn't have achieved their goals without him.

One person Leo probably never met was the pothead who lived on Mariposa Street. When he wasn't smoking, the man liked to stand out in front of his house and keep an eye on things. He didn't have a job, so that gave him a lot of time to do his watching. His reports, delivered by a mutual acquaintance, became very important to Leo and the trio of teacher leaders who guided him. One staff member referred to these influential women as "the three holies", but most of the staff saw the three as an unexceptional feature of a typical principal's office.

Leo was vaguely aware of Beryl, a small, blonde young woman who spent hours and hours every night making lesson plans. It was lucky that she had already decided to separate from her boyfriend, because she had absolutely no life at all outside her work, and no man would have put up with it. But Leo didn't notice that she worked late every night, and came in on weekends. She wasn't on his radar. He never visited her classroom.

At least, not until the California testing. There were two rounds of standardized tests in the early 90s: the third grade tests in March, and the all-grades testing in May. The third grade tests were important because they were used by the state to give each school a rating. And Leo wanted a good rating. He hadn't been able to improve his old school, and he was going to do things differently this time. He was going get his allies to understand how important it was to change things. He was going to get them focused on his goals. 011313







Friday, January 03, 2014

More than 10 years later, hackers are still helping to conceal the 2001 actions of CTA director Jim Groth

UPDATE JAN. 11, 2014:

My hacker has turned playful! He (or she) is moving black boxes around, but not hiding any information. See the story HERE.

ORIGINAL POST:

More than 10 years later, hackers are still helping to conceal the 2001 actions of CTA director Jim Groth

HACKED CVESD GRIEVANCE: Someone doesn't want you to read what's beneath the black box. (See original image below)

Yes, I've been hacked again, but things are getting better. This time the mysterious black box does not quite cover the targeted image on my related website.

More than 10 years later, hackers are still trying to conceal the 2001-2002 actions of former CVE president and current California Teachers Association (CTA) director Jim Groth, who worked on behalf of disgraced asst. superintendent Richard Werlin and board members at Chula Vista Elementary School District. Or was it the reverse? Were Werlin and CVESD working on behalf of Jim Groth? It's hard to unscramble the egg.

Jim "No response needed" Groth

In 2002 Chula Vista Educators' grievance chair Jim Groth unexpectedly came to a meeting at Chula Vista Elementary School District and announced that Chula Vista Educators did NOT support a grievance that merely asked that the district RESPOND to a teacher's grievance.

Why didn't Jim Groth (now a member of the state board of directors of California Teachers Association) insist that the district respond?

Well, that question seems to answer itself. Obviously, CTA and CVESD were covering up something. It appears that Groth's CTA directorship may be linked to his otherwise inexplicable decision to get in his car and drive to the district office to say that it was fine with him if the district ignored my June 9, 2001 grievance.

The original, unhacked grievance can be seen on my website. This is what it looks like:



The CTA website says that Jim Groth "is the past chair of the CTA State Council of Education Communications Committee." Perhaps that committee is in charge of hacking teacher websites?



Teflon trustees?

CVESD board members Pam Smith and Larry Cunningham, who spent tax dollars to cover up crimes, are still on the CVESD board, although the careers of several administrators have ended.

It seems that crime pays, as the saying goes, but only for teachers, union officials and board members--apparently not so much for administrators.

But now that I think about it, I realize that school board members are no longer quite so invulnerable. Bertha Lopez, who went along with the criminal actions of Pam Smith and Larry Cunningham at CVESD, is currently charged with criminal actions by the Public Integrity Unit. Maybe I should say that WASP school board members tend to be teflon.

It should be noted that this same case was investigated by school attorney Daniel Shinoff. A large number of documents he collected at Castle Park Elementary School have gone missing, as Mr. Shinoff and his partner Ray Artiano explained in this deposition.

Wednesday, January 01, 2014

Southwestern College police chief who fired gun at head level in his headquarters is back without explanation


Update: Two employees who escaped police chief's bullet are still out on stress leave, but police chief is back on the job

I was right that the investigation of Liebert, Cassidy, Whitmore would not embarrass the Southwestern College. The law firm, which represents school districts, apparently found absolutely no problem with an upset police chief pulling out his gun and letting a bullet fly in police headquarters at Southwestern College. See updated story at bottom of this post.

"After his reinstatement, Cash dropped in on the office of The Sun and said he would be willing to talk to student journalists about the episode and subsequent events. During a two-and-a-half hour interview Cash again apologized for the gunfire and said the campus community did not need to worry. He refused to say why he was holding his gun that morning, why it was pointed at head level or why he pulled the trigger, citing 'personal confidentiality.'”

"Personal confidentiality"?" I don't think it's a confidential matter when a public employee shoots a gun in his office. The Chula Vista Police Department is failing, in this case, to fulfill its duty to protect the public. It does NOT need a "request" from the college before it investigates.

ORIGINAL POST:

The firm of Liebert, Cassidy, Whitmore represents school districts. I would assume that their investigation will not embarrass Southwestern College.

Police chief on leave following gun fire in HQ
David McViker
The Southwestern College Sun
10/09/2013

Campus Police Chief Michael Cash has been placed on administrative leave pending an investigation of an incident at police headquarters where a gun Cash was holding discharged and a bullet narrowly missed hitting a SWCPD clerk.

College officials have released very little information about the incident, but several sources have informed The Sun that the firing of the police handgun was part of what one described as a “scary and dangerous” situation.

Sources said Cash entered the SWCPD offices and removed his district-issued service weapon from its holster for reasons unknown and the weapon discharged. A single shot penetrated the wall, narrowly missed campus police clerk Grace David and lodged itself into an adjacent wall in the campus police reception area. Sources said it was unclear whether Cash fired the weapon intentionally or whether it was an accidental discharge.

Following the incident, sources said, Cash “had to be talked down” by SWCPD officers. Cash then surrendered the gun and collapsed to the ground, sources said, demonstrating “shock-like symptoms” and was taken away in an ambulance to a nearby hospital for evaluation. He was subsequently released.

David has been placed on medical leave and has not returned to work since the incident. SWCPD Sergeant Robert Sanchez was named acting chief while an investigation is being conducted.

Sources said the college originally planed to ask the Chula Vista Police Department to investigate the discharge, but CVPD spokesperson Captain Gary Wedge said the college has not requested CVPD assistance. Lillian Leopold, SWC Chief Public Infrmation and Government Relations Officer, said the college has asked the law firm of Liebert, Cassidy, Whitmore to conduct the investigation.

Leopold said college officials are not able to discuss the incident while the investigation is pending.

“We want to make sure that there is a thorugh investigation and that both the campus community, and any personnel matter involved with it, are looked at as thoroughly as possible to ensure that there is no attempt to hide any information. Once the investigation is over, it will depend on what we can and cannot release (due to privacy issues.)”

Some college employees, however, expressed frustration that a dangerous incident has been dealt with so quietly and without sharing information with the public. A number of college employees said they have been ordered not to discuss the episode.

“We literally dodged a bullet on this,” said a source that asked not to be identified. “We are very lucky no one was hit by gunfire that day. That was a very serious situation.”

A number of sources said that they felt it was important that a full accounting of the events that preceded and followed the shooting be made public. Sources also said that the event was “highly irregular” as district policy stipulates that weapons are to remain holstered when in an officer’s possession, except in the case of a threat.

“Police at all levels are carefully trained about gun safety,” said a source who asked not to be identified. “That’s like the first lesson on the first day of police academy. For an officer to discharge a weapon, that’s bad news.”

SWC campus police officers carry .40-caliber Glock handguns issued by the college. Glock handguns contain the “Safe Action” system, a fully-automatic safety system consisting of three passive, independently operating, mechanical safeties, which sequentially disengage when the trigger is pulled and automatically reengage when the trigger is released, according to information provided by the Glock Corporation. A Glock’s safety serves as a “drop safety” to discourage accidental discharge.

“To make a Glock fire you pretty much have to pull the trigger,” said a law enforcement professional who asked not to be identified. “I mean, guns are dangerous and things can go wrong, but we are trained to make sure things don’t go wrong.”


Secrecy surrounds return of police chief
Lina Chankar / Senior Staff Writer
The Southwestern College Sun
12/03/2013

Campus Police Chief Michael Cash was reinstated to his position by the college following a pair of investigations of an Aug. 23 incident where a handgun he was holding in police headquarters fired at head level and narrowly missed three employees in an adjacent room.

A preliminary investigation conducted by SWCPD Sgt. Robert Sanchez concluded that Cash was negligent and that the discharge of his district issue Glock handgun was not accidental. A subsequent investigation conducted by a retired San Diego Harbor Police chief called the gunshot an accident and recommended that Cash be reinstated. SWC president Dr. Melinda Nish announced in an Oct. 30 campus email that she was reinstating Cash.

“We are pleased to have Chief Cash returning to work today,” Nish wrote. “The district fully supports the return of Chief Cash as the head of the police department.”

Scores of campus employees and many students said they did not support the return of Cash. Many expressed surprise and “shock” at the decision to reinstate Cash and to allow him to carry a loaded weapon. Professor of Anthropology Dr. Mark Van Stone said the episode “doesn’t make any sense.”

“The story demands details, I want more details,” he said. “Why are the details a secret?”

Professor of Philosophy Alejandro Orozco agreed.

“Our administration is not being clear and forthcoming, and that is creating anxiety on the campus,” he said. “Our employees and the public need an explanation.”

Nish and other campus leaders refused to provide any information about the shooting and the chain of events that multiple eyewitnesses have called “bizarre,” “frightening” and “a very serious situation.” Some employees said they were ordered not to discuss the situation and were compelled to sign non-disclosure agreements. Public Information Officer Lillian Leopold acknowledged that was true.

Though neither the college nor investigator Betty P. Kelepecz will release any information about what happened the morning of the gunfire, several eyewitnesses have recounted virtually the same version of events. Only one of the employees, carpenter Billy Brooks, was willing to speak on the record.

Brooks said he arrived just before 10 a.m. Aug. 23 for an appointment with Cash. The chief was not in his office, Brooks said, so he stood in an adjoining waiting room. Campus Police Officer Jesse Osuna was sitting in the room and SWCPD Clerk Grace David was using a copy machine when they heard gunfire and a bullet whizzing through the room. Brooks said the bullet penetrated the wall and flew “head level” two feet behind him as he stood waiting for his appointment. The bullet flew about three feet behind the head of David, he said.

Brooks said he took a few steps toward the door so he could go into the locker room to see what had happened when Cash burst into the room.

“He was hysterical and kept hollering ‘Accidental discharge! Accidental discharge!’” Brooks said. “He became more and more hysterical and soon couldn’t hardly talk. He just kind of stuttered and went ‘da, da, da, da, da, da, da.’ He looked freaked out like he was going to faint.”

SWCPD employees told Cash to put down his gun, witnesses said, and he did. Cash then “went to the floor” on his hands and knees, Brooks said, and then rolled over on his back, apparently hyperventilating.

“He looked really sick and just kept trying to talk but all he did was stutter,” Brooks said. “Grace and the cops in the room were asking him ‘Are you alright, Chief? Are you alright?’ Someone called an ambulance and they took the chief away.”

Witnesses described Cash as demonstrating “shock-like symptoms” and looking like he was having an epileptic seizure. Leopold said Cash was examined at a local hospital and released. Nish put Cash on administrative leave for what turned out to be about five weeks.

Following the incident Chula Vista Police Department officials said they were “standing by” to study the situation and conduct an investigation. It is illegal to fire a gun within the city limits of Chula Vista or on a school campus anywhere in the state of California. SWC, however, never contacted CVPD about conducting an investigation, according to CVPD spokesperson Capt. Gary Wedge.

Leopold said Wedge was correct and that the college wanted to “avoid the appearance of the brothers in blue protecting one of their own.” Nish authorized SWC’s law firm Liebert Cassidy Whitmore to hire an independent investigator. Kelepecz, a retired police chief with a law degree, was selected.

Brooks said he was interviewed by Kelepecz and surprised by something she said during the course of the conversation.

“I asked Betty about the possibility of the chief coming back and she said, ‘Oh he’s coming back, that’s for sure. The chief is definitely coming back,’” Brooks said. “I thought it was weird that she had already made up her mind before the investigation had ended.”

Kelepecz was contacted multiple times for comment, but has not returned phone calls to her Orange County office. Multiple attempts by The Sun to obtain a copy of the report have been rejected or ignored by Nish and the college governing board. In a letter to Nish, Sun Editor-in-Chief David McVicker wrote that he and the editorial board rejected the college’s assertion that the information related to the gunfire was a confidential personnel matter.

“It is our belief that Southwestern College is now in violation of California Public Access and Media Law by refusing to divulge basic, routine information about the Cash incident and by covering up evidence, applying a gag order on employees and refusing to share reports paid for with public funds with the public that paid for them,” read the letter. “It is our position that the college is misinterpreting the ‘Personnel, medical and similar files’ clause of the Government Code section 6254(c) as justification for hiding the investigator’s report from public view.”

In an email to McVicker, Nish denied the college had ignored requests for the report and said she had turned the letter over to the college’s legal counsel.

Cash has been the center of controversies in previous positions. In 1987, while he was a member of the San Diego Police Department, Cash was suspended after a Municipal Court judge ruled that he had used excessive force during an arrest. Cash acknowledged the charge and said he was trying to help his partner arrest a suspected drug dealer named Terry Garrett.

“I’m trying to get in close to help my partner,” Cash recalled. “I slugged him (Garrett) right in the face, broke his nose, blood was everywhere. He had a bag of cocaine in his mouth.”

Cash reflected on the episode.

“Did I not punch anybody in the face after that?” he said in an interview with The Sun. “I don’t know. I have to be honest with you. I may not have for a while.”

In 2007 Cash was fired from his position as Director of Security of the San Diego Chargers when several players were determined to have been out past curfew prior to a game against the Minnesota Vikings. Cash also worked security for the NFL and had a leadership role in preparing for the last San Diego Super Bowl in 2003. Spokespersons for the NFL would not comment on Cash’s performance or why he left his position.

Cash said he was very sorry about the gunfire in campus police headquarters and wrote a Letter to the Editor to The Sun.

“I take full responsibility for the action, for it was I who accidently discharged my duty weapon, he wrote. “I am upset with myself for the events of that day, and I want to apologize to the entire Southwestern College community.”

After his reinstatement, Cash dropped in on the office of The Sun and said he would be willing to talk to student journalists about the episode and subsequent events. During a two-and-a-half hour interview Cash again apologized for the gunfire and said the campus community did not need to worry. He refused to say why he was holding his gun that morning, why it was pointed at head level or why he pulled the trigger, citing “personal confidentiality.”

Cash said he did not have any medical conditions, including diabetes or epilepsy, that may have caused him to fire his gun. He insisted he is in good health.

Two college employees who were in the room [WHEN] the bullet passed through are out on medical stress leave. Campus Police Officer Jesse Osuna and Clerk Grace David are on leave and neither has a scheduled return date.
Former SWC Vice President of Human Resources Albert Roman said the cases of Osuna and David were confidential under Health Insurance Portability and Accountability Act of 1996 (HIPAA). When challenged that HIPAA did not apply in Cash’s case, Roman said that he “did not feel comfortable” commenting on the findings of the internal and external investigations or the whereabouts of Osuna and David. Roman also declined to comment on possible lawsuits.

Brooks said he had no plans to ask for stress leave. As a former United States Marine, he said, he grew used to being around gunfire.

With contributions by David McVicker

Tuesday, December 31, 2013

CVESD takes multilevel approach to attendance


Yolanda Sierra meets with a parent at Loma Verde Elementary about a child’s attendance. Misael Virgen

Student absences cause a reduction in revenue for schools, so it pays to hire someone to help fix the problem.


School district takes multilevel approach to attendance
Chula Vista Elementary School District works with families to cut student absences
By Caroline Dipping
SDUT
Nov. 6, 2013

Truancy by the numbers:
Critical attendance referrals from school sites to the district level last year: 119
Cases that are scheduled each year to go before School Attendance Review Board: 50
Home visits made in a typical day by Yolanda Sierra: 7
Home visits made in the 2012-13 school year: 518
Of those, 265 were for attendance issues
Cases that went to the Truancy SARB Mediation program in 2012-13: 9

CHULA VISTA — Wearing sensible shoes and armed with the California Education Code, Yolanda Sierra starts most of her workdays knocking on doors as early as 6:45 a.m. If she doesn’t make contact with the family she wants to visit, she wedges her business card in the door.

If the card goes unheeded, she comes back within 24 hours. If she strikes out again, she sends out a letter.

“I’m very persistent,” Sierra said.

Sierra is the welfare and attendance technician/home visitor for the 29,200-student, 45-school Chula Vista Elementary School District. She is as responsible for getting kids into the classroom as she is working with parents to help them understand the importance of keeping their children in school.

In a typical day, Sierra may visit up to seven families. Since the school year began in July, she has visited 80 families where children have missed large amounts of school.

Sierra’s home visits are just one step in a multilevel approach the largest K-6 school district in California uses to ensure their students come to school every day. So often, it starts with educating and helping the parents.

“I think that our wraparound approach, trying to provide services, the home visiting, customizing the dialogue, that personal connection, is a big piece,” said Lisa Butler, student placement manager for the Chula Vista Elementary School District. “All the strategies happening have really created a culture in our district that we want kids at school.

“Administrators know it. Staff knows it. Everyone speaks to it.”

For their efforts, the Chula Vista district was designated earlier this year as one of 11 districts in the state as a model of attendance improvement and dropout prevention by the state’s School Attendance Review Board, or SARB. The district has received the designation before, including in 2008 and 2011.

About 1 million elementary school students in California were truant in the past year, according to a report released earlier this month by state Attorney General Kamala Harris. Truancy in California is defined as a student missing school or coming late by more than 30 minutes without a valid excuse at least three times during an academic year. Students who are absent for 10 percent of a school year are deemed chronically truant and at higher risk academically and socially.

Last year, the problem cost San Diego County elementary schools nearly $95 million — or about $211 per student — in state attendance money, the report showed. Missing large amounts of school during the K-6 years is among the strongest predictors of dropping out in high school, according to Harris’ report.

Depending on the statistics cited, between 82 and 98 percent of those currently incarcerated in state prison were truants.

In the Chula Vista district, the reasons a student may have a critical attendance issue are as many as the days of a school year. Some are as simple as a parent wanting to keep their child home on rainy days for fear they might catch a cold. Others are more complex.

Often, transportation is an issue. Occasionally, a child is afraid to go to school because of bullying. Sometimes a family is homeless.

There are parents who are reluctant to send their student to school if the child has a chronic medical condition such as asthma. Just as often, one or both parents have a health issue and they keep their child home to take care of things because there is nobody else to help out.

“We look to see if there are circumstances creating barriers for families,” Butler said. “What are the problems?

“We try to bring the support to the family. We try to look creatively at their barrier.”

For every reason, Chula Vista’s team works toward a solution.

Sierra has picked up students at their homes and brought them to school when transportation has been the problem. If it’s bullying, students meet with their principal and school counselor to discuss solutions.

CVESD works closely — so closely that some centers are on campuses — with Family Resource Centers that connect parents to needed medical care and social services. Accommodations are made with the school nurse if a child has a chronic illness and parents are reassured by Sierra and others that staff are equipped to handle medical situations.

With homeless families faced with the pressing reality of putting a roof over their heads, school is often the last thing on their minds. Sierra tries to get them to think outside the box.

“What I try to explain to them if the kids are in school, that is seven hours they don’t have to worry about what is going to happen,” she said. “I try to give them a different perspective.”

Chula Vista’s proactive approach has been practically perfect.

“Last year, 32 of our schools ended at 3 percent or less critical absence,” Butler said.

Yet, when all the district’s efforts don’t yield consistent attendance, the case is sent to Truancy SARB Mediation. The pilot program between the Chula Vista school district and the San Diego County District Attorney’s Office began last November and is slated to expand to all the county’s school districts this year.

The program is geared toward families and children younger than 11. Meetings between a parent or parents, their child, a school district representative and a deputy district attorney are held the first Wednesday of each month in the law library at the South Bay Courthouse in Chula Vista.

“It’s been an amazing successful program for families when nothing else has worked,” said Cyndi Jo Means, the mediating deputy district attorney. “These families have been to a lot of meetings at schools with a lot of people sitting across the table from them that they perceive as ganging up on them.

“The whole goal of the mediation is to even the playing field. This is one on one. Kids get to participate as much as the grown-ups.”

Agreements are made, not just by parents and kids, but by the school district as well.

“We totally change the dynamic,” Means said. “Parents are given credence and power in the situation where they haven’t felt like they had it before. They aren’t the only ones who have to change. The school has to change, too.”

Butler cited an example where change all around has led to success.

Two years ago, a fourth-grader with critical attendance faced many of the aforementioned barriers. Her mother struggles with her own health issues, she has a special-needs sibling, and she simply didn’t want to be at school.

Meetings with the school counselor and multiple home visits proved futile. Frustration did not begin to describe it for Butler and her staff.

Then the family was referred to the Truancy SARB Mediation program last year. The student was asked, “What do you want to do? What could we do to make school better for you?” And she was told her classmates missed her when she was not in school.

“That changed her countenance, that sense of belonging,” Butler said. “She got excited.”

Now in the sixth grade, the girl comes to school regularly. She spends part of her day helping a kindergarten teacher and she works in the library. Per her request — that was written into the SARB agreement — she has a specific adult she can reach out to if she has any problems.

“Sometimes, it looks like we just want the kids in school,” Butler said. “That is the perspective.

“It isn’t just the attendance record. Our team is really motivated because we are very concerned about the loss of human potential when those kids miss school. We want them to want to be in school, to see what exciting things are ahead for them. That is our motivation.”

Friday, December 27, 2013

Pertussis Cases in San Diego Double from Last Year

Pertussis Cases in San Diego Double from Last Year
So far this year, 334 cases of whooping cough have been reported locally, up from 165 in 2012
By Monica Garske
Dec 26, 2013

There’s been a major increase in the number of cases of whooping cough across San Diego County this year -- up double from last year’s count, according to the San Diego County Health and Human Services Agency (HHSA).

So far, 334 local cases of pertussis have been reported, including 12 new cases in local school districts. Compare that to 165 cases reported in San Diego County in 2012.

According to the HHSA, the one dozen new cases of whooping cough involved patients between the ages of six and 16. v This includes: a 12-year-old student at R. Roger Rowe School in the Rancho Santa Fe School District; a 6-year-old student at Cajon Park School in the Santee School District; an 11-year-old who attends Sycamore Canyon Elementary School in the Santee School District; an 11-year-old who attends Heritage Elementary School in the Chula Vista Elementary School District; a 14-year -old student at Hillsdale Middle School in the Cajon Valley Union School District; and two students – ages 15 and 16 – at La Jolla Country Day School in La Jolla.

The HHSA says additional recent cases include a person at Flying Hills Elementary School, two people who attend the San Onofre Child Development Center at Camp Pendleton, a person at Monarch School and a person at Rancho Bernardo Community Presbyterian Church Preschool.

All but the latter case involved patients with up-to-date immunizations.

Given the uptick in pertussis cases, county public health officer Wilma Wooten, M.D., M.P.H., says it’s important for locals to be up-to-date on their vaccines and booster shot.

“It’s likely that activity levels will remain elevated in the region,” Wooten said.

In order to combat whooping cough, the Centers for Disease Control and Prevention (CDC) says children should get doses of the DtaP vaccine at the ages of two months, four months, six months, 15 to 18 months and four to six years. The CDC also recommends that preteens and adults get a Tdap booster shot.

Individuals without medical insurance can get the shot from a County Public Health Center at no cost.

Health officials say pertussis symptoms include a cough and runny nose for one or two weeks, followed by weeks to months of rapid coughing fits that sometimes end with a whooping sound. A mild fever may also arise.

The disease is treatable with antibiotics.

Now, while cases of pertussis have doubled this year, the HHSA says the current number of cases is much lower than the record-setting number reported in 2010.

That year, a total of 1,179 cases of whooping cough were reported across the county, two of which resulted in infant deaths. In 2011, the number declined substantially, with a total of 400 cases reported in San Diego County.

For more information about whooping cough and local vaccination clinics, visit this website or call the HHSA Immunization Branch at (866) 358-2966.

Source: http://www.nbcsandiego.com/news/local/San-Diego-Cases-of-Pertussis-Whooping-Cough-Double-237339681.html#ixzz2ohuR0WPy

Thursday, December 12, 2013

South Bay school officials have entered a number of guilty pleas; trial Feb. 18, 2014 if any defendants remain

Former South Bay schools officials have day in court
Sweetwater and Southwestern administrators make pleas in corruption cases
By Susan Luzzaro
San Diego Reader
Dec. 7, 2013

On December 6, readiness conferences began in the South Bay courthouse at 1:30 p.m. and lasted until 4:00. All of the Sweetwater Union High School District and Southwestern College defendants appeared in court with the exception Jeff Flores, former program manager for Southwestern’s Proposition R.

Judge Ana España issued a $25,000 bench warrant for Flores.

In those brief hours on Friday — as attorneys scurried between the judge’s chambers and the clients in the courthouse hallways — deals were hammered out for Southwestern College’s remaining defendants.

Former Southwestern superintendent Raj Chopra pleaded guilty to a misdemeanor in October.

Former Southwestern trustee Yolanda Salcido pleaded guilty to a misdemeanor on count 48, perjury in relation to her 700 form. Sentencing was set for April 22, 2014, and Salcido faces a fine of up to $5000.

Former Southwestern vice president Nicholas Alioto pleaded guilty to one felony count, penal code 32. Alioto admitted to aiding former Proposition R program manager Henry Amigable to commit a felony by accepting a thing of value and failing to report it on his 700 form. Alioto will be sentenced on January 7.

The former facilities manager at Southwestern, John Wilson, also pleaded guilty to one felony, penal code 32, and will also be sentenced on January 7.

Both Alioto and Wilson face the possibility of a $10,000 fine and three years in a state prison. However, in pleading guilty, the court will consider alternatives to custody.

Earlier in the day on December 6, former Southwestern College trustee Jorge Dominguez pleaded guilty to a felony. In a related case, former superintendent Manuel Paul pleaded guilty to a misdemeanor.

Next Friday, again at 1:30, all of the Sweetwater defendants will return to the South Bay courthouse for a continuation of their readiness hearings.

Courtroom locker talk suggests that the Sweetwater hearings will look much the same as the Southwestern hearings: a sprinkling of felonies, a handful of misdemeanors, and a stage swept clean.

Deputy district attorney Leon Schorr said in a December 7 email: “As to remaining defendants we have a further date for readiness on the 13th and a trial date confirmed for the 18th of February for any and all that we are unable to resolve.”

Kellogg Elementary School sixth grader Natalie Medina's depiction of two cuddling penguins


Kellogg Elementary School sixth grader Natalie Medina's depiction of two cuddling penguins will adorn holiday greeting cards sent out by the Chula Vista Elementary School District this season. — Photo courtesy of the Chula Vista Elementary School District

Student's art to grace holiday card to community leaders
Chula Vista Elementary School District has held student card contest for 25 years
By Caroline Dipping
SDUT
Dec. 11, 2013

CHULA VISTA — Who needs Hallmark?

Not the Chula Vista Elementary School District.

As it has done for more than a quarter of a century, the school district is eschewing the business of buying and mailing out commercial holiday greeting cards in favor of issuing a more homegrown sentiment.

This year, more than 200 of the district’s “key communicators” will receive a greeting card adorned with art created by a Chula Vista student. Specifically, a colorful drawing of two cuddling penguins drawn by Kellogg Elementary School sixth grader Natalie Medina.

Natalie took first place in the school district’s biennial holiday greeting card competition. Her drawing of embracing penguins received the most votes from district personnel and community leaders including Mayor Cheryl Cox and Sunset Rotary Club members who cast their ballots last week in the district office. She received $75.

Camila Natalia Gomez, a fourth grader at Heritage Elementary, took second place with her wintry snowman and won $50 in the competition. Finney Elementary sixth grader Melissa Holtcamp placed third and won $25 for her portrait of a group of people holding hands and a peace symbol.

Each school in the Chula Vista Elementary School District was invited to submit one schoolwide winning card for the competition, with each school-level winner receiving a cash gift of $25. The second and third place winners were also recognized and one of their cards will be used for the 2014 mailings.

The teachers of the districtwide winners will each receive gift certificates. Recipients of the cards will include Mayor Cox and city council members, advisory group members and superintendents in other school districts.

Per district tradition, printing, postage and prize money were donated so there was no cost to taxpayers. This year, Copy Link Inc. in Chula Vista is paying for the printing of the cards and California Coast Credit Union is defraying the cost for postage and prizes.

Monday, December 09, 2013

Chula Vista Elementary teachers once again require loyalty to the Castle Park Family at election time for CVE president


Former Castle Park Elementary teachers Robin Donlan and Peg Myers.

The self-titled Castle Park Family seems to have run Chula Vista Educators for over a decade.


Gina Boyd was the first CVE President who was a member of the Castle Park Family

Since Gina Boyd was CVE president, every person who has held the office has been loyal to the group of teachers who rallied to conceal the illegal actions of teacher Robin Donlan and her power-hungry cohort at Castle Park Elementary from 2000 to 2005.

Once CTA and CVESD make up their minds to cover-up problems, they stick to their guns. Fixing mistakes is not on the agenda. Doing the right thing is not a priority. Protecting themselves and their organizations (in that order) is their goal, even when they have to break the law and violate the contract to do it.

Jim Groth and Peg Myers worked hard to keep the lid on things after Castle Park Elementary teachers went out of control. But when Peg Myers fell into disgrace after a few years as CVE President, apparently due to some type of scam, and clambered clumsily across the bargaining table to work with the district, her followers claimed to be shocked and dismayed that she would do such a thing. I guess they forgot why they were following her in the first place.

Jennefer Porch was president for a while, obediently falling in step behind Jim Groth.

But now teachers have rallied behind Manuel Yvellez, who's major difference with Ms. Porch is that he is livid about teachers being asked to implement Common Core standards.



Mr. Yvellez' CVE election victory was made possible by his PERB complaint about election irregularities. Here is a partial decision from the PERB board that includes a mention of this and other CVE problems, including the bizarre mid-term exit of Peg Myers.

I do applaud Manuel Yvellez for having the courage to challenge the corrupt hierarchy of CTA. But Mr. Yvellez actually boasts of having worked at Stutz Artiano Shinoff & Holtz law firm, which has worked behind the scenes with CTA to conceal events in schools, including Castle Park Elementary, so he can hardly claim to be a breath of fresh air for CVESD.

Interestingly, Mr. Yvellez leaves out the name of Dan Shinoff when he refers to the Stutz law firm, calling it "Stutz Gallagher and Artiano." But Mr. Shinoff was a partner at the firm well before Mr. Yvellez was employed. Mr. Yvellez is correct that Robert Gallagher still allowed the firm to use his name at the time Mr. Yvellez was employed. It would appear that Mr. Yvellez was wise to use Mr. Gallagher's name to recall a better time in the firm's history. But how can Mr. Yvellez distance himself from Dan Shinoff when he is so closely connected to individuals who helped Mr. Shinoff conceal events at Castle Park Elementary?

Isn't there any candidate for CVE president who cares about kids, teachers, the rule of law and transparency in government?

Sunday, December 08, 2013

Chula Vista Educators president Manuel Yvellez is wrong about Common Core, and how to teach sixth-grade math


Manuel Yvellez, President of Chula Vista Educators (CVE)

See all posts regarding Common Core.

CVE president Manuel Yvellez won office last August by promising to protect teachers from the District's implementation of Common Core standards. He said he'd insist on extra pay for teachers since they would have to design their own curriculum for Common Core.

But how does he propose to show that any given teacher actually designed an effective curriculum?

Here's an obvious way to figure out which teachers designed a good curriculum for Common Core: look at the test scores of their students. Would you agree to that, Mr. Yvellez? Unfortunately, the teachers union (CTA) has been reluctant to approve effective evaluations of teachers, with or without test scores.

WHY IS TEACHING MATH SO DIFFICULT FOR SO MANY TEACHERS?

I've been thinking about Mr. Yvellez' complaints about the strict timelines for sixth grade Common Core math lessons. This led me to ask myself why teaching math is so difficult for so many teachers.

Of course, there are many reasons, including the fact that most teachers were poorly taught when they themselves were students.

But another reason is that teachers simply don't want to be bothered. They have their way of doing things, and anyone who does things differently should get out of their school or, better yet, out of their district. I have noticed a couple of what I call "lazy teacher syndromes" among teachers at CVESD:

Lazy teacher syndrome #1: I can't be bothered with kids who are behind

At Castle Park Elementary, I was on the math committee with the Teacher of the Year. She stated, without embarrassment, "I don't have time to teach the kids who are behind." Many teachers can't be bothered to figure out how teach more than one level at a time. These teachers certainly shouldn't be paid by the district to develop curriculum.

Lazy teacher syndrome #2: It's not cool to know math

At other schools I taught at, teachers frequently boasted about how they couldn't do their own offspring's elementary math homework. They felt no shame, no embarrassment. They didn't sit down and study their kids' math books. It was apparently considered cool to be a college graduate and math teacher who couldn't do elementary math.

Another teacher at CVESD announced at lunch that there was a problem in the third-grade math book that she couldn't do, her students couldn't do, and none of the parents could do. "It can't be done," she stated. I offered to help her, and after school she showed me a word problem. As soon as I explained to her that the problem involved a number sequence, and that she just had to figure out what number came next, she immediately knew the answer.

This teacher wasn't lazy. And she appreciated the help I gave her.

But other teachers resented my thinking that I could solve a third-grade math problem. It is simply not considered cool among many CVESD teachers to be able to do elementary math. Being clueless is the way to popularity.




MUST MATH BE TAUGHT IN THE EXACT SEQUENCE CONTAINED IN MR. YVELLEZ' TEXTBOOK?

Mr. Yvellez complains in his campaign speech (see video below) that Common Core sixth-grade math topics such as fractions and decimals are taught in a different sequence than in his text books.

The Common Core timelines will work just fine if teachers teach basic number concepts in depth, WHILE TEACHING KIDS SIMPLY TO VARY THE WAY THE NUMBERS ARE WRITTEN, AS SEEN HERE:

There is no need to do advanced fractions before starting decimals and percentages and ratios. In fact, each concept can easily be combined, and should be combined, with the other concepts.


The sixth grade math Common Core standards that Mr. Yvellez rants about in his video (see below) specifically instruct the teacher to use VISUAL AIDS.

JUST DRAW A PICTURE! USE THE WHITEBOARD! THAT'S WHAT IT'S FOR!

AND THEN, HAVE THE KIDS DRAW A PICTURE!

MATH CAN BE BOILED DOWN TO ONE SIMPLE GOAL: finding different names for a number.

2 plus 2 is one name for a specific number. 4 is another name for that number. If you draw a picture, you see that 2 is half of 4.

The relationship between any two quantities can be expressed as a fraction, decimal, percentage or ratio.

And teachers should constantly use number lines, all kinds of number lines, showing fractions, decimals, whole numbers, etc.

TEACHERS SHOULD CONSTANTLY REVIEW BASIC CONCEPTS

ALL students can benefit from review of basic concepts. After the teacher has presented the basic concept, the advanced students can be challenged with more complicated problems on one side of the whiteboard, while proceeding with more basic ideas for the kids who are at or below grade level.

It can be done. I know, because I did it for years.

It's simple. You just divide the whiteboard in half, and let kids decide which problems they want to do, the easy ones or the hard ones. I liked to put my low-achievers in the front of the room, and the high achievers in the back. I went from side to side of the whiteboard, teaching one type of problem while the other group worked on its own.

I also had a clipboard with every child's name on it. I'd instruct the kids to cover their answers as soon as they were done. I'd come around and they'd show me, and I'd mark down if they had it right.

Then I'd go to the front and give the right answer. (Kids need feedback right away, right at the teachable moment.) I'd tell them to give themselves a star if they had it right, and to change the answer and then give themselves a star if they had it wrong. I wanted right answers, not wrong answers, on their papers.

My kids did terrific on standardized tests.

And we had fun. We all loved math.

Here's the 9 minute 16 second campaign video of Mr. Yvellez from YouTube. In it, Mr. Yvellez talks about how Common Core math standards might hurt students:



No teacher should teach in a way that harms students, and then blame Common Core. There is simply no excuse for such behavior.

And what about the District's responsibility?

The school district insists that teachers carefully evaluate their students' abilities, but the district doesn't even bother to find out if the teachers can do elementary math. Why not give teachers a math test? Then the teachers who do well can give some classes to the teachers who do poorly. But for heaven's sake, CVESD, don't do what you usually do: bring in some consultant and give him huge amounts of tax revenue to do what your teachers can do.

Note: Mr. Yvellez' CVE election victory was probably also helped by his PERB complaint about election irregularities. Here is a partial decision from the PERB board that includes a mention of this and other CVE problems, including the bizarre mid-term exit of former CVE President Peg Myers.

ORIGINAL POST:

Are some school districts misusing Common Core, rejecting the idea that concepts should be taught in depth?

I've been thinking about this issue, and I believe that Common Core is NOT being misused. Teachers can and should teach basic concepts in depth. They just can't go on and on for months teaching the details of a single basic concept. They have to create a broad understanding in their students of multiple basic concepts.

Common Core timelines can work is to teach basic concepts in depth by teaching the relationships between a variety of numerical conventions, such as fractions, decimals, percentages and ratios at a simple level for kids who are behind, while at the same time giving advanced students more difficult problems. It can be done. I know, because I did it for years. ALL students can benefit from review of basic concepts. Then the advanced students can be challenged by presenting more complicated problems on one side of the whiteboard, while proceeding with more basic ideas for the kids who are at or below grade level.

Comment on "Teachers can be bullied, too"
by Margaret Berry
Teaching Tolerance
3 November 2013

No one ever said teaching would be easy, but I never dreamed that with more than 27 years under my belt I would be treated like an outsider.

When I first read Common Core Standards I thought they would free me to teach my students what they needed when they needed it. I thought that with careful scaffolding and time, they would make progress. Little did I know that my school district would make Common Core more restrictive than a basal reading program. Who knew that someone with years and experience would be told, "not to worry, that mastery isn't necessary.... they will catch up next year or the next".

Tuesday, December 03, 2013

Tie teacher certification not just to completing a degree or program, but also to classroom performance.

Teacher quality matters more for student achievement, so we should quit certifying teachers who can't teach.

"Finding a way to guarantee an effective teacher in every classroom has vexed reformers for decades." So why not try thinking outside the box? Here's my simple plan: a great teacher in every classroom right now, without firing anyone.

See all posts regarding Common Core.

Common Core turns focus to teacher training: Column
Laura Vanderkam
USATODAY
October 1, 2013

Tie teacher certification not just to completing a degree or program, but also to classroom performance.
45 states have signed on to the Common Core idea.
A growing research consensus finds that teacher quality matters more than any other school-based factor.

Shortly before school started this fall, New York parents got some grim news. Student scores on old tests looked decent, but once the state aligned its tests with the more rigorous Common Core standards, proficiency rates plummeted.

Most likely, it will happen in your state, too, because 45 states have signed on to the Common Core idea. Soon parents nationwide will see just how much more students need to learn to succeed.

The good news is that changing one variable could change a lot. A growing research consensus finds that teacher quality matters more for student achievement than any other school-based factor (such as class size). Economist Eric Hanushek has calculated that replacing the bottom 7%-12% of U.S. teachers with average teachers would rocket the U.S. to the academic company of the world's highest-performing countries.

The bad news is that finding a way to guarantee an effective teacher in every classroom has vexed reformers for decades. If American schools want to clear the new bar set for them, they'll need a new idea, and they have at least one promising option. A few innovative programs are tying teacher certification not just to completing a degree or program, but also to classroom performance.


Alternative certification programs (think Teach for America) have blossomed in recent decades, but most new teachers still come from traditional schools of education where course work in these programs covers the theory, history and politics of education. Even great grades don't give principals insight into whether a new teacher will command the attention of 30 third-graders.

"Every time principals hire a teacher, they make a gamble," says Christina Hall, co-founder of the Urban Teacher Center. "They don't know if a teacher will improve student performance or not."

Competent teachers

As the stakes get higher, that matters. Students deserve teachers who are "competent in the real challenges they will face," says Stig Leschly, of Match Education, a training program in Boston. How do you explain complex content clearly? What does it mean to have high expectations for students in terms of how you comport yourself Monday morning?

These skills can be taught — and measured.

Match Education, for instance, puts its trainees through an intense program involving hundreds of student simulations. Halfway through the first year, these prospective teachers are scored on mini lessons presented to students. After several months of student teaching, they become full-time teachers but are granted a "Master's in Effective Teaching" only after an assessment of their first year on the job — using principal evaluations, student survey data, expert evaluations and student achievement data.

The Urban Teacher Center trains teachers in math, English language arts and special education, then places them in about 50 schools in Baltimore and Washington, D.C. To be certified, these new teachers must demonstrate student achievement over their first few years on the job.

For principals looking at a UTC-certified teacher's résumé, Hall says, they'll know "we cut the tail off the bell curve."

Rookie teachers

To be sure, such accountability puts pressure on rookie teachers, but "there's this mythology in education that your first year is just something you live through and then you become a real teacher," says Tim Daly, head of TNTP (formerly The New Teacher Project), which trains thousands of new teachers across the country. In reality, performance in training and your first year is fairly predictive of future performance.

Of course, what "performance" means for teachers is an ongoing debate. While UTC focuses on math and English — for which there are tests that show whether a teacher has added value — not all subjects have such assessments.

That doesn't mean accountability can't happen. TNTP evaluates teachers based on student surveys, principal evaluations and feedback from observers who score teachers on classroom performance. These scores are compared with other teachers teaching similar students. The goal is to certify only those TNTP teachers who are "better than most of their peers," says Daly. If teachers are not on a trajectory to be effective, "we part ways."

Used broadly, such accountability will help students meet the Common Core's standards. The key is to recognize, as Ellen Moir, founder of the New Teacher Center puts it, that "we don't have to certify every person that goes into a program."

Students deserve teachers who have data to show they can bring out their best.

Laura Vanderkam, author of What the Most Successful People Do Before Breakfast, is a member of USA TODAY's Board of Contributors.

CVESD superintendent Francisco Escobedo and the UCSD and CSU San Marcos joint doctorate in Educational Leadership


Does all the education theory go out the window as soon as a UCSD/CSU graduate meets the board and--more importantly--the board's lawyers? Or are "practical strategies" taught in the UCSD/CSU program that don't show up in the course descriptions--sort of like what's taught in some law schools? In fact, do "education leadership" programs even claim to deal with problems of law and ethics?

See all Francisco Escobedo posts.

Dr. Francisco (“Frankie”) Escobedo, superintendent of the Chula Vista Elementary School District, is a graduate of the UCSD Joint Doctoral Program in Educational Leadership. He was previously an assistant superintendent at the South Bay Union School District.

UCSD won't let the public see his dissertation:
Jose Francisco Escobedo (2008). Implementation of a district-initiated inquiry process in a Southern California School District.
Advisor: Janet H. Chrispeels

Here is a description of the UCSD program: Doctor of Education in Educational Leadership (downloaded Dec. 3, 2013):
The University of California, San Diego and California State University, San Marcos offer a Doctor of Education (Ed.D.) in Educational Leadership. This cohort-based three-year (including summers) doctor of education degree is designed to enable education leaders to participate in a research-based program while working in an educational setting. Please select the About tab above for more information.

The Joint Doctorate in Educational Leadership functions on a cohort based learning system. Our students represent groups of great depth in diversity and professional experience. Students include Superintendents, Assistant Superintendents, Principals and Assistant Principals, Program Directors at the Pre-K to University program level, Learning Specialists and School Counselors.

The Joint Doctorate in Educational Leadership has three foci. First, we are committed to a program of study that addresses issues of social justice in all aspects of education.

Second, we teach and use a strengths and asset-based inquiry approach that enables you to embrace your own strengths and to identify and build on the strengths of others as stepping stones to powerful leadership.

Third, we engage you in exploring cutting edge research and practices that will enable you to design and lead educational systems in and for the future.

Currently most educators are preoccupied with repairing a 19th century model of education. We believe we need leaders who know the past but envision the future and are prepared to design and lead in ways that meet the needs of 21st century learners. We envision a community of learners, who strive to critically review and engage in research as a way to contribute to knowledge, improve practice, build theory, and shape the future of education in the region.


Faculty and staff in the Doctor of Education in Educational Leadership
UCSD Affiliated Faculty:
Frances Contreras
Alan J. Daly
In addition to his K-12 public education experience, Alan has most recently...collaboratively supported the delivery of high quality services and research to 5 school districts focusing on the rigorous examination of strengths, building leadership capacity, and facilitating the potential of systems for transformation. Alan has presented at the local, state, and national level around conflict mediation, the creation and maintenance of positive school cultures, and the impact of current accountability structures. As a licensed educational psychologist, he has also provided consultation to school districts working to build and sustain systemic leadership capacity, district reform, and implementation of adult and student conflict mediation systems. Alan’s research interests include social capital, the analysis of social networks, trust, educational policy, and the building of strengths-based systems of support.

Amanda Datnow
Carolyn Huie Hofstetter--
Carolyn Huie Hofstetter works primarily with the Educational Leadership Program. She focuses on evaluation, assessment, and research methodologies, with special emphasis on the validity of assessments for English language learners and adult education students... She has served as principal investigator (PI) or co-PI on several educational projects, including an evaluation of a K-5 transitional bilingual education program (San Jose USD), evaluation of an analytic procedure to align content standards with test items (AAAS/Project 2061), and an evaluation of a professional development program for mathematics teachers of English learners (LHS/EQUALS)...

Currently she is overseeing a federally-funded evaluation of the Striving Readers Initiative at the San Diego USD, which provides intensive literacy instruction for middle and high school students.
Jim Levin
Paula Levin
Alison Wishard Guerra

CSUSM Affiliated Faculty:
Mark Baldwin
Erika Daniels
John Halcon
Kathy Hayden
Jennifer Jeffries
Delores Lindsey
Robin Marion
Grace McField
Sue Moineau
Patricia Prado-Olmos
Lorri Santamariã
Patricia Stall
Laurie Stowell

Friday, November 29, 2013

How did CVESD's Peg Myers spend over $700 per day in Long Beach?

In Chula Vista Elementary School District, Human Resources director (and former CVE President) Peg Myers easily wins first place in the high maintenance category for most expensive inservice/travel request ($2,124) in the January 23, 2013 board agenda. M. Saucedo went to the same Long Beach CABE conference, and stayed for one day longer, but came back with a travel request of $1,020, less than half of what Myers spent.

The following people were even more thrifty while attending the same conference for the same length of time:
N. Rojas $550
S. Johnson $879
R. Ponce, R $100 (perhaps stayed with friend/relative)
M. Stoneburg $879
S. Velazquez $879

Really, how many people can you take out to lunch or dinner at one time? And what purpose is served by taking out lots of people? Or, if Peg wasn't spending on others, how much was she spending on herself?

Myers, P[eg] Annual CABE Conference Long Beach 02/13/13 02/15/13 $2,124 District Admin Human Resources

The Superintendent and one board member also put in expense requests:

Luffborough, D 2013 NSBA Annual Conference San Diego 04/13/13 04/15/13 $1,215 District Admin Supt and Board

Escobedo, F 2013 NSBA Annual Conference San Diego 04/13/13 04/15/13 $1,030 District Admin Superintendent

Monday, November 18, 2013

Teachers who don't know how to teach are complaining about Common Core in Chula Vista Elementary School District


A parent protests at CVESD (apparently motivated by negative attitudes of teachers toward Common Core)

See all posts regarding Common Core.

Good grief, teachers! You're supposed to be professionals. If someone gives you a concept to teach, you should be able to teach it.

For years, teachers thought they were doing their jobs as long as they tore through the curriculum, making sure they were always on the highest page possible in the book. They weren't giving the kids--not even the fast learners--a deep understanding of concepts. If they had focused intensely on basic concepts they wouldn't have left so many kids behind.

Now they're complaining because no one is spoon-feeding them with lesson plans by pointing to a page in a textbook.

Common Core is nothing more than the type of teaching that all these teachers should have been doing all along.

Parents should be pleased. The school district is finally doing the right thing.

School officials have been cashing in on education programs as far back as I can remember. At last they've got a program to be proud of. It's time the US caught up to the teaching methods of higher-scoring countries.


Chula Vista school admin moves forward with Common Core Standards
Resistant parents say they are ignored and harassed
By Susan Luzzaro
Nov. 18, 2013

The Chula Vista Elementary School District had their first public hearing November 13 on how to deploy 4.6 million state dollars to implement “Common Core State Standards” and the “Smarter Balanced Assessments.” The rollout of these new standards and obligatory computerized testing generated a variety of concerns from district parents.

Mothers with young children waited hours to give their input because the district agendizes public comment last. One mother prefaced her remarks by quoting the head of the Chicago teachers’ union, Karen Lewis, who said, “We’re flying the Common Core airplane as we’re building it.”

[Maura Larkins comment: If a teacher didn't learn how to fly the teaching-a-concept airplane in teacher preparation classes, he or she certainly should have figured it out after a year or two in the classroom. If you don't manage to teach everything in the Standards, so be it. But don't pretend you don't know how to get to work and create the hard data that will help refine the time frames for the Standards.]

The quote refers to the fact that Common Core Standards were not field-tested prior to implementation and state-approved materials, and some Spanish-language testing material is still in the process of being designed.

Part of the district’s discussion the night of November 13 dealt with how best to use the one-time-only state money to get schools wired, purchase laptops, train teachers, acquire materials, and get students keyboard-ready for tests.

The district is considering apportioning $2.2 million to purchase laptop computers for the assessments; this will include 2759 laptops and 89 carts. The district considered iPads but determined the keyboard was not the best match.

In addition to state funding, technological upgrades for the school sites will come from district funds, Proposition E, and Community Facilities District Funding. The remaining money from the $4.6 million will be divided between teacher training and educational materials.

Parents who spoke in opposition to the Common Core Standards and Smarter Balance Assessment addressed several themes.

Parent Kristin Phatak said she is concerned that the new standards and computer assessments are driven by profits rather than what is good for kids. She asked the board: “Do any of the school-board members, their businesses, or nonprofits stand to make financial gains from the Common Core industry that has been built around our children?”

Phatak went on to say that in January 2013, the president of the board, Douglas Luffborough III, was a speaker at the Common Core Institute professional learning series “where his credentials included Common Core Blackbelt” a title which Phatak said offered lucrative speaking engagements.

[Maura Larkins comment: Good for him. Is Phatak suggesting that Common Core is a plot by Doug Luffborough to make money? Hardly. Sara Marie Brenner writes for the Washington Post, "Many people were invovled in the creation of the standards, including teachers, administrations, members of the business community, and even people with the ACT exam. You may see the entire list of people who took part in framing the standards on the National Governors Association website. The claim that teachers were not involved in framing these standards is blatantly false."

I think a more interesting question about Dough Luffborough is the one I discuss HERE.] ]


Phatak continued, “In February 2013 the president of the board presented a workshop at the Common Core Institute for the National Conference on Common Core Assessment where he was a keynote speaker. His title for this event was vice president for the Center of College and Career Readiness.”

In June 2011, Luffborough was scheduled to speak at the national conference on career and college readiness. His title at this event was vice president of Common Core Services West.

In a November 15 interview, Luffborough stated that he does not work for any of the companies listed in his bios and he does not have a "black belt" in Common Core Standards. He said the bios are mistaken and he will review them more closely in the future. Luffborough said he is a motivational speaker and that he was paid to speak at these conferences through his own motivational speaker business.

He said he has done educational consulting work for the past 20 years. From 2005–2009, he worked for Renaissance Learning, Inc. According to the LinkedIn website, “Renaissance Learning is the world's leading provider of computer-based assessment technology for K–12 schools. Renaissance Learning's tools provide daily formative assessment and periodic progress-monitoring technology to enhance the curriculum, support differentiated instruction…."

Luffborough was appointed to the school board to fill a vacancy in February 2009 and elected 2010.

Luffborough said he has three children in the Chula Vista school system, which was part of his incentive to be on the school board. He said he supports Common Core Standards and, as a parent, “I have seen my kids learning and growing.”

Phatak also pointed out that high-level administration in the district, cabinet members, received merit or bonus pay for student test scores. When the Reader asked her to verify that assertion, she forwarded an email from superintendent Francisco Escobedo that reads in part:

“Merit pay is not part of our compensation package for principals, teachers or administrators, however my cabinet does receive a merit pay depending on their overall evaluation. The evaluation consists of a multi-metric set of standards, which includes overall test scores as one measure.”


Another district parent named Anntoinette spoke about children experiencing stress and called it a tragedy that children who had once loved school and were successful now dread going to school.

[Maura Larkins comment: Whose fault is it if children are experiencing stress? The teachers are either venting their anger in their classrooms or simply don't know how to teach concepts. Either way, they should be ashamed of themselves for making kids suffer. But the fact is that the district has long used the most rigid, negative, unimaginative and controlling teachers to run the political machines in school staff lounges, so this is a case of chickens coming home to roost. Board members Pam Smith and Larry Cunningham have behaved the most egregiously in this respect.]

Parent Audrey read a letter she had written to her child’s principal asking to opt out her kindergartener from testing and test preparation. The letter said she has “watched with a breaking heart how her daughter’s love of school has dwindled by the inappropriate standards placed on her at her tender age.”

[Maura Larkins' response: My students always liked taking tests. I never made them worry about how they did. Tests are fun--an intellectual challenge, like playing a game. No matter what standards are in place, the teacher is always responsible for keeping kids motivated and confident. If a child isn't ready to master a specific skill, that child shouldn't be made to suffer. The child should be taught the skill at an introductory level, a level compatible with the child's readiness.]

Audrey then read a response from the principal that read, “your message has been received, the school takes the initiative to provide assessments in order to measure and monitor the progress of student learning, this must continue to provide a basic educational program…”

Parent Amber said she volunteers in her daughter’s kindergarten class because “I love to interact with the children and support my child’s hard working teacher.”

But, Amber said, “Earlier this week, a five-year-old was crying because she was frustrated with the day’s assignment of paragraph-mapping. Most of the children are struggling with learning the alphabet and they are being asked to deconstruct a paragraph….”

[Maura Larkins comment: I have listened for years to teachers attacking their colleagues who did not push kindergarteners to read. At Castle Park Elementary, a kindergarten teacher was fired, at the insistence of her fellow teachers, for giving kids the verbal background they needed before starting to read. But in the story above, it was the teacher who was at fault if she was expecting a child to read and write when mapping a paragraph, or to do anything else that was beyond her developmental stage. A 5-year-old can have lots of fun discussing an interesting story that is one paragraph in length. This teacher might be hard-working, but she doesn't seem to know how to make concepts accessible to 5-year-olds.]

Amber said she is also planning on opting out her child from all state and local testing because “that is where the money is being made and the data is being collected, and these tests will have no bearing on our children’s future.”

Cindy said, “My child has also been having difficulties with Common Core, starting last year. We had her crying, confused, utterly upset anytime she was given homework and I couldn’t help her with it. And I am a university graduate….”

These parents assert that they have been ignored by the board and some say the district has harassed them when they have attempted to share their point of view at district meetings.

Read more: http://www.sandiegoreader.com/news/2013/nov/18/ticker-chula-vista-school-admin-common-core/#ixzz2l3Nb7j4K be able to teach it.