Sometimes you can have too much of a good thing! In this case our 2009 SAUSD thread has so many comments on it that it is now running too slowly. So we are starting this new thread for the second half of 2009.
So far this year we have had plenty to write about. The State budget cuts have had a devastating affect in Santa Ana. Layoffs have ensued.
To top this all off, the SAEA cut a weird deal with the SAUSD that essentially cut benefits for all the younger teachers. And then the SAEA held elections.
Now more budget cuts loom…and all the other issues remain. I expect this thread will fill up too before long…
I don’t see how Bilingual preferred/required is discrimination. That is the population we serve especially if the position requires working directly with parents. Plenty of positions in all fields (education and others) advertise Bilingual preferred/required.
Please don’t make that a race issue, either, because I know plenty of non-Hispanic white, African Americans and Asian teachers in this district who speak Spanish.
According to the Contract, the District can only require those qualifications previously posted. In this case, the only related posted qualification is an EL authorization. According to the contract, it cannot become a bilingual position if it was not originally posted as such.
Section 11.8.3 states, “District management shall select the most qualified unit member or applicant who has applied for the vacancy based upon the following criteria:
A. Posted qualifications for the vacancy including experience, appropriate credentials, and any special qualifications for the vacant position . . .”
I believe this language was added to the contract some years ago, with the help of Gladys, in order to prevent the District from manipulating the job “requirements” to match the qualifications of particular candidates.
SAEA needs to see that this portion of the contract is enforced. Has anyone received a response from SAEA on this issue?
Bunky,
You’re right. If you follow the chart…it says that the volunteers go in with the displaced teachers then they place them by seniority. They shouldn’t be placing them first if I am reading this chart correctly.
Correct me if I am wrong…
http://www.justanswer.com/ <–if you need law advice quickly…this is another site that you can go to.
JustAnswer.com, a Web site that provides expert advice on everything from legal to auto repair questions, has seen a spike since October in legal questions from readers about layoffs, unemployment and severance.
This is for people who haven’t already gotten a lawyer.
I recommend Ernest F. Ching Jr.
(he represented the counselors as well)
Bar Number 74253
Ching & Associates
160 S Old Springs Rd Ste 280
Anaheim, CA 92808
Phone Number (714) 637-9888
Fax Number (714) 637-9833
Good Luck…now everyone…go get an attorney or email me if you want to join our group.
I just can’t understand why anyone would take a TOSA position an do the job of an administrator for a teacher’s pay. About the only reason I can understand is that they probably don’t like actually teaching anymore.
Correction regarding TOSA qualifications and the contract: It was brought to my attention that the Board Approved Job Description for a TOSA requires that the candidate be bilingual/biliterate “as needed.” I’m not sure how this would relate contractually to the requirements posted on EdJoin.
We aren’t making it about discrimination…the district is. THEY are the ones choosing to not hire people back based on seniority. Playing favorites seems to be what they know how to do best.
http://www.edjoin.org/searchResults.aspx?keywords=santa+ana+unified
TOSA (Teacher on Special Assignment) – Adams Elementary – IN DISTRICT EMPLOYEES ONLY
Posted: 7/10/2009 – Deadline: 7/16/2009 4:30 PM PST
Certificated Staff 7/10/2009 Santa Ana Unified, Santa Ana
Orange County
$48,083 – $93,166
TOSA (Teacher on Special Assignment) – Garfield Elementary – IN DISTRICT EMPLOYEES ONLY
Posted: 7/10/2009 – Deadline: 7/16/2009 4:30 PM PST
Certificated Staff 7/10/2009 Santa Ana Unified, Santa Ana
Orange County
$48,083 – $93,166
TOSA (Teacher on Special Assignment) – Kennedy Elementary – IN DISTRICT EMPLOYEES ONLY
Posted: 7/10/2009 – Deadline: 7/16/2009 4:30 PM PST
Certificated Staff 7/10/2009 Santa Ana Unified, Santa Ana
Orange County
$48,083 – $93,
This is apparently what a TOSA does….
Santa Ana Unified
TEACHER ON SPECIAL ASSIGNMENT (TOSA)
SANTA AND UNIFIED SCHOOL DISTRICT
TEACHER ON SPECIAL ASSIGNMENT (TOSA)
Under the direction of the principal, assist in developing and implementing programs which will meet students’ academic needs as prescribed by the District. Assume a leadership role as part of the Site Instructional Leadership Team of the school to plan and implement cohesive and effective instruction, programs, and practices.
Let me translate that for you:
in other words sit in an office all day and play on the net, leave early and come to work late
REPRESENTATIVE DUTIES:
Provide leadership and support to school site by coordinating district initiatives, programs, and federal and state mandates.
Translated: You will NEVER see this person unless you are handing something IN
Assist/lead coordination of district assessments to include, but not limited to, Benchmark assessments, common assessments, CELDT, CST, etc.
Translated: Like I said before, this will be the only time you really see this person…when you have to hand your tests in or whatever they need from you at the time….they are basically test counters
Understand, utilize, and create reports on Data Director and other district data management systems. <–they do? Not where I’ve worked…I’ve done all of my own data director scores….and now they aren’t even having scoe…
Coordinate data collection, analysis, and site data dialogues to drive instruction. <–in other words they hand out the sign in sheet to your small group, give you the directions, they leave for 3 hours and then you hand them the paper
Promote effective classroom teaching by providing demonstration lessons, coaching, and staff inservice in the core subject areas. <- granted they will do this, but you have to ask them…they don’t do it regularly and it once a year is all
Facilitate the implementation of the school site programs and dissemination of information to staff and parents. <–oh really…how?
Maintain accurate records required for completion of District and state reports. <–they may submit something….I don’t know about this one. I do know that I submit a lot of logs etc then give that to this person
Participate in the site and District parent advisory committees, providing interpreting/translating services, as needed. <-I don’t see them doing this, but I could be wrong
Support the development and writing of the Single Plan for Student Achievement (SPSA). <–we all do this
Oversee initial/annual identification and placement of English Learners. <–ok I will give them this one
Assist in reclassifying English learners to Fluent English Proficient (FEP) and monitor progress, if applicable. yes, but we do that as well
Provide supplementary instruction and/or assessments to pupils as needed. <—nope …the ones I’ve had don’t
Attend district level meetings as assigned by the Principal. <–most likely yes…the principal doesn’t want to go
REPRESENTATIVE DUTIES: (CONTINUE)
Support and coordinate site level meetings, ie.e. School Site Council (SSC), English Learner Advisory Committee (ELAC), Title I, as assigned by the Principal. E
Support site in core/supplementary instructional materials distribution and usage. Perform other duties as assigned. E
KNOWDEDGE AND ABILITIES:
KNOWLEDGE OF:
Content Standards and Frameworks for California Public Schools
Curriculum and student development
Effective instructional strategies and techniques
District adopted programs and materials
District and State assessments
Staff development/coaching
ABILITY TO:
Organize and plan
Communicate effectively orally and in writing (Biliterate
English/Spanish as needed)
Interpret and analyze data and assessments
Work effectively with students, teachers, parents and school community
Group students for core subject area instruction
Present to groups
Model core subject area lessons
Lead group discussions effectively
Maintain records and reports
Perform the essential functions of the job
EDUCATION AND EXPERIENCE:
Bachelor of Arts/Science degree from an accredited institute
MA/MS in an education related field preferred
3 years of successful classroom teaching
bilingual/Biliterate English/Spanish as needed
LICENSES AND OTHER REQUIREMENTS:
Valid California teaching credential; and one of the following
Bilingual Cross-Cultural Specialist Credential;
Cross-cultural Language Academic Development;
Bilingual Certificate of Competence;
Multiple Subject Bilingual Emphasis Credential;
Single Subject Bilingual Emphasis Credential;
Language Development Specialist Certificate
Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.
Board Approved: 6/23/09
Maybe your school has had better ones than the ones I’ve experienced.
They are either people wanting to be thought of as administrators or people who have been removed as administrators but not put back in the classroom to teach. Either way it is pretty dismal.
The TOSAs at our school were all one of the above and what a mess they created and our principal just sat back and either let it happen or encouraged it (Willard).
And now they’re all clamoring for blessings from the new principal.
At the average teacher rate (salary + benefits) used by the District, 36 TOSAs will cost $3.1 million and, according to one Board Member, the cost to rescind 19 APs is about $2.5 million. These two amounts combined equal more than the District would need to supplement state CSR funding to implement CSR district-wide.
So instead of saving 232 teachers’ jobs, we’re saving 55 jobs, (over half administrative)? Maybe it makes sense to the District when they’re going to get $6.7 million in CSR money even if they go 30:1.
But, is sacrificing all those jobs really worth it when, in the process, we’re sacrificing 20:1 in the grades where students are learning to read? Is it worth it when we have a reserve that is $19 million above the required amount with another $10 million in Fund 17 that can be used, not to mention the other funds and stimulus money?
If the District thinks that this is the most effective use of money to impact student achievement, they may end up being disappointed. Combined with the cuts to classified, it can make one wonder if student achievement really is the priority this District claims it is.
Next Tuesday is a regular Board Meeting; it is no longer a study session. The next board meeting following this will be in August. The decision to eliminate CSR can still be reversed by the Board. Hopefully, many people will be in attendance to communicate to the District the value of CSR and the impact its elimination would have.
Also, here are the Board Members’ e-mail addresses. They need to hear from teachers, parents and other community members regarding the importance of maintaining class size reduction in the primary grades as well as your opinions on other important issues.
Jose Alfredo Hernandez, President
hernandez.ja@sbcglobal.net
Rob Richardson, Vice Presidentrob.richardson@ocgov.com
Audrey Yamagata-Noji, Clerk
Ayamagata-noji@mtsac.edu
John Palacio, Board Member
jpalacio@pacbell.net
Roman Reyna, Member
roman_a_reyna@hotmail.com
Wow, Patricia, if your numbers are accurate, then there is a lot more hope for the Riff’ed employees going foreward. Those counselors and music teachers might not have to fight each other for jobs. 😉
TOSA’s seem like more of the insider club mentality that is the hallmark of this grossly mismanaged school district. What the heck is the matter with Jane Russo that she cannot see that staffing CSR is a priority over giving principals their little friends to have lunch with each day?
Hey, where is Susan Mercer on this? Can you count on your union to do ANYTHING right?
That reminds me: Anyone else want to step forward about their experiences with the apparent SAEA union scam of “Anger Management Services”? Apparently teachers were targeted as “angry” and were told to take anger management training in order to get over their anger during grievances.
Not only is it humiliating to have completely incompetent grievance assistance when something goes wrong, but then the teacher is told that they have the problem personality that “needs” help. And guess who is there to “help” you with all your “anger” at the injustices that you’ve had to suffer?
That’s right: Scotty Miller and Jennifer Isensee, your SAEA board members, who have been using the union office mail and the union office phone number for their private anger management practices.
WHO pays for all that? How much do those stupid, questionable services cost? Your union looks like such a huge scam.
I hope one of the reps brings this up at the next meeting. Or will they be stonewalled as being “off topic”? These folks should be held accountable. Gladys too.
If you have problems with this issue or other issues and want to email : rvixen@gmail.com
If the board would rather keep “do nothings” rather than keeping class sizes low, then they need their heads examined. If they choose to do this, then I am starting a petition to get them out and off the board. We only need about 1200 signatures to do that….and I WILL.
Class sizes MUST BE LOWERED in ALL GRADES
(not just at QEIA schools)!
Why? SAUSD is one of the lowest performing districts in the state…that’s why. (the 600 club)… Adding MORE kids to a room…is just plain ole DUMB…DUMB…DUMB and the WORST decision ANY leader could make.
Why on earth would they rather keep test counters and starbuck runners over keeping class size low?
To: The Board Members SAUSD
hernandez.ja@sbcglobal.net; rob.richardson@ocgov.com;
Ayamagata-noji@mtsac.edu; roman_a_reyna@hotmail.com;
jpalacio@pacbell.net
From: Jill Puich / Teacher
I am writing to you to state my position on CSR. I will get right to the point as harsh as it may sound.
If you (as a board member) would rather keep “do nothings” (TOSA)s rather than keeping class sizes low, then you need your head examined.
If the board votes against CSR, I will personally start a petition to get each member out and off the board because you would be making a huge mistake when it comes to the children in this district.
We only need about 1200 signatures to recall a board member….and I WILL do that if your priorities don’t start changing to benefit the kids rather than the district’s wallet. SAUSD is NOT A BANK and padding it up must not be the #1 priority right now…KIDS should be and getting them into smaller class sizes so that they can have MORE individual attention NOT less (that’s just ludicrous).
Class sizes in the SAUSD MUST be a priority….and the #1 priority over ANYTHING else period. (ALL GRADES)
We are NOTHING like Laguna Beach or Capistrano Unif in regards to the population therefore we must NOT follow them when it comes to CSR because many of their students SPEAK ENGLISH and therefore can roll in a larger class size…OURS CAN’T!
Class sizes MUST BE LOWERED in ALL GRADES (not just at QEIA schools)!
Why? SAUSD is one of the lowest performing districts in the state…that’s why. (the 600 club)Adding MORE kids to a room…is just plain ole DUMB…DUMB…DUMB and the WORST decision ANY leader could make.
Why on earth would the board keep test counters and starbuck runners (TOSA) over keeping classs sizes low?
At the average teacher rate (salary + benefits) used by the District, 36 TOSAs will cost $3.1 million and, according to one Board Member, the cost to rescind 19 APs is about $2.5 million. These two amounts combined equal more than the District would need to supplement state CSR funding to implement CSR district-wide.
So instead of saving 232 teachers’ jobs, we’re saving 55 jobs, (over half administrative)? Maybe it makes sense to the District when they’re going to get $6.7 million in CSR money even if they go 30:1.
But, is sacrificing all those jobs really worth it when, in the process, we’re sacrificing 20:1 in the grades where students are learning to read? Is it worth it when we have a reserve that is $19 million above the required amount with another $10 million in Fund 17 that can be used, not to mention the other funds and stimulus money?
If the District thinks that this is the most effective use of money to impact student achievement, they may end up being disappointed. Combined with the cuts to classified, it can make one wonder if student achievement really is the priority this District claims it is.
I am asking you to vote for what is best for kids and to not vote as someone who is working as a President of a bank! How could one sleep at night knowing that they are tossing EL students into larger classes while the ‘do nothings” are kept at the school sites to run the errands for the principals?
I have been teaching for 20 years and KNOW what goes on at schools. TOSAs do zippo…nada…waste of money!
Thank you for your time!
Jill Puich
Teacher
#561 The last time a saw Susan, it was at the RA playing solitary in her computer instead of advocating for the teachers. No, she was not in Argentina, no, she does not look or act as Evita Peron. And not, she was not working for you or me.
TOSA = someone who wants to be known as a big shot, but wants to be outta the building by 2:00 and not have the responsibilites that a real administrator has…there…how’s that definition. 🙂
I’m sure there may be a “few” of them that really work hard, so I don’t want to lump them all into the “do nada” bag, but where are they?
As far as last years TOSA’s at Willard, you can add the following to the job description….. Make the classroom teacher’s job more difficult! Seriously! Oh and do it while interrupting a lesson in progress. Really Rebecca? You interrupted my class to do what? What a joke she was!
TOSA’s are a waste, but so is CSR. SAUSD had CSR for 10 years and most schools can be empirically proven that CSR have had zero effect on language arts performance. There are more variables that negatively impact student achievement. Until they are identified, go to 30 – 1 and close the budget gap.
Support union decertification. One district is enough.
I respect your opinion “outsider” but I disagree with it. The district has made tremendous growth with CSR, but the problem is that they don’t have it in ALL of the grades and the other issuse (I will discuss below). The district can choose to go to 30:1, but they will drop tremendously in the most crucial grades (1, 2, 3)…if you think the scores are low now, just watch what will happen if they go back to higher class sizes….DROP, DROP, DROP…state takeover…which couldn’t be much worse than the people running the district NOW.
This is the pattern:
Grade K-1 teachers must get the child up 16 reading levels. Bet you didn’t know that one outsider. If they don’t and that child is passed on to 2nd…that child is doomed and will eventually drop out of school if they continue on in that pattern.
In 2nd, the child will struggle if they are just lost in the shuffle…then going into 3rd, they are expected to do double the work and comprehend what they are reading even more than in the 2nd grade. These grades are crucial and they will eventually decide the child’s fate. I truly believe that.
If the child starts out LOW in these crucial grades, he/she must jump through hoops to get to that miracle….graduation.
Now, if you toss in more kids while those kids are struggling…what do you think the impact will be? It doesn’t take a rocket scientist to know that one. People who have never taught those grades before have no business telling what is best or what is not best for those kids. Unless you have tried it, then I will not honor what you are saying. I can respect your opinion, but unless you have walked in our shoes (tried it) you wouldn’t have any idea how difficult it is.
The Positive Side of CSR http://tiny.cc/PositivesOfCSR <---go here
Here’s another TOSA responsibility – order ping pong tables and then supervise kids playing ping pong at all three lunches day in and day out. Yup folks, think twice when you support the reinstatement of TOSAs because in many cases this is an example of how far removed they are from improving the learning environment at the school.
What school would ever think that this was an appropriate use of a TOSA – Willard!
Here’s another TOSA responsibility – order ping pong tables and then supervise kids playing ping pong at all three lunches day in and day out. Yup folks, think twice when you support the reinstatement of TOSAs because this is an example of how far removed they are from improving the learning environment at the school. What school would ever think that this was an appropriate use of a TOSA – Willard!
Let’s not forget those TOSA’s who were out of the class half of the day, but when they were in a class couldn’t control it if their lives depended on it! TOSA’s are just “place holders” for those getting preferential treatment from the DO that don’t want actual classroom positions. I witnessed the ping pong table situation…That is no joke…And that was just one example of TOSA’s job responsibility!! What about slapping children on the back of the head, calling students jack*****, and taking 2 hour lunch breaks! JILL…let’s get that petition going…We should get it going at the next board meeting!!!!
*And where is Susan Mercer in all this!!! This is the first year in quite awhile where there are still a great number of rif’ed teachers and WHAT is she doing for us!!!! She should be at the DO daily to ensure that the processes that are occurring are legitimate!!!!!!
I personally know that if our site is offered a TOSA (we have never had one), we will demand that this person actually teach classes. The effect of one extra teacher means 2 less students in every class. It just doesn’t make any sense to increase class sizes when there has been absolutely no decrease of administrators. At my site, I know that a TOSA would basically mean that we had an extra administrator or counselor when all we really need is another teacher. I don’t think that a TOSA would get the cush job that Jill is describing, rather they would be an administrator with an administrator’s hours, at a teacher salary. We need teachers, not more paper pushers.
TheOutsider (in #568),
1. Do you teach at the elementary level and, if so, what grade?
2. Do you honestly think that you could provide as much individual and small group support in a class of thirty first, second, and third graders as you could in a class of twenty, especially during the years when students are first learning to read?
Yes, good question….where is Susan Mercer and what is she doing to promote CSR?
Tmare, exactly. That’s what everyone needs to start doing….demanding that the TOSA actually work with children 99 percent of the time. Push it. Demand it! You know why they are there? Not to help kids.
BTW, we heard that all intermediate schools would be getting a TOSA, I haven’t seen that in the job descriptions yet, anyone heard anything? We’re definitely prepared to fight this if it means another teacher could be added to our over crowded classes.
TOSAs on paper are in schools to help students achieve. In reality, the positions are created to serve the site administrator (principal) and DO. Paperwork, paperwork, paperwork and ping pong tables.
As the district slowsly restores positions, teachers will be the last restored because teachers have the least value to the district. It’s all about assistant principals and TOSAs. Notice how quietly the assistant principal rifs were rescinded.
The classifieds PERB investigation has triggered a Federal Probe. A week ago last Thursday, the front office of the Central Kitchen was raided by FBI agents who confiscated computers and other incriminating items used in theft of food funds from students and the food programs that are supposed to be provided by SAUSD. This marks a turning point into criminal investigations.
What has made this PERB investigation progress are the employees who decided to document theft and other illegal activities, all the while collecting evidence such as falsified paperwork, death certificates, written reprimands from superiors who wanted to intimidate employees into silence etc. These employees have helped build a case that can be investigated and prosecuted. The ultimate beneficiaries are the students and the community of hard working resisidents.
If the reports are true, the INS and IRS are involved along with the FBI because of the unprecidented corruption allowed to flourish at SAUSD. This probe is investigating leads from ten years back or further. Past Board Member Nativo Lopez and past Superintendent Al Mijares may be involved and implicated in the investigations according to some speculation.
SAUSD and CSEA are under investigation. Collusion between the two organizations created a rich environment for massive illegal activities to go on for years. There’s a new sheriff in town. Next up: Certificated staff coming together for their own PERB action case against SAUSD and CTA/SAEA.
@ktla
CA Lawmakers Promise Budget Resolution This Week
http://www.ktla.com/news/landing/ktla-california-budget,0,1864031.story
It’s about d*** time.
Like I said before….this district’s luck is about to run out. You can only make “poor decisions” so long…..to be continued 🙂
If you want to make a difference to save Class Size Reduction, the Board needs to hear from you.
The Board needs to hear from teachers who have been riffed and those who haven’t, from primary and upper, from elementary and above. They need to hear from parents who want their child in a class of twenty, not thirty students. They need to hear from whoever believes that this is important for our students.
There is a Board Meeting next Tuesday, July 14th (6:00 p.m.). The e-mail addresses are reprinted below.
Help the Board Members to have a clear picture of the difference CSR makes. Help them to visualize the impact thirty students versus twenty would have on the students’ achievement. Give them an idea of what actually goes on during the school day with first, second, and third graders and the difference class size makes for the students. It’s not necessarily obvious to those who don’t live it each day of the school year. Your description can help the Board to understand the importance of continuing to implement this major reform.
Increasing class size, at any level, is not the direction to be going in. The decision to increase class sizes can be reversed. Your voice can make the difference.
hernandez.ja@sbcglobal.net;
rob.richardson@ocgov.com;
Ayamagata-noji@mtsac.edu;
roman_a_reyna@hotmail.com;
jpalacio@pacbell.net
In response to (569) Jill:
I believe you said it best when you said that, to paraphrase, if the district thinks the scores are low now… That is the point I was trying to make. Ten years of CSR and scores are still low. Why? It is not for too many students to teach. There are other reasons. If it was ineffective in 1st and 2nd why would expanding it to upper grades positively affect 1st and 2nd grades? It wouldn’t. Let’s not hide behind generalities.
How many of the 34 elem. schools failed to get even half of the 2nd grade to proficient or better. That is a measly 10 students per classroom or 1 of 2 students. Many were a lower percentage. Just ask the next teacher or the STAR testing results. Then the progression of those students to 3rd and up accentuates the past failures.
Saying relative to past failures of CSR, it would be worse with more students. Perhaps, but then again perhaps not. Prior to CSR teachers have been promising for years that less students means much better achievement. Now, with be benefit of 10 years history and it hasn’t panned out. It has been an expensive lesson in the complexity of teaching reading, comprehension, and writing. Less students is not a factor in better results.
SAUSD has the Open Court reading series, does it not? As I recall, all schools use it and it is not up to the discretion of the teacher to not use it, is that correct? If that is the case, Kinder is taught the sounds of the letters, print awareness and even some printing. With that foundation it is easier for the 1st grade teacher to teach reading with phonemic awareness and phonics using a whole lot of decodable books, two per sound as required by the state. They are reading all the time for a full year. It is a phonics based program. I have never seen reading levels as a part of the OC series. From what I read is that leveled reading is part of the whole language philosophy. If they can’t sound out words by the time they go to 2nd they will struggle whether they can read the arbitrary level 5 or level 12. If the entire school is leveled reading based, then the problem is what is being taught and not to how many. As I said before, there are many variables to teach reading and CSR is not that important. Teaching phonics is vital, and I think that if it is taught, the results will be significantly positive.
In response to #574
In response to #574
1. Irrelevant
2. Irrelevant as the issue is greater than what one person does or can do.
What is relevant is why are there so many SAIT schools and why is the district in DAIT status if CSR is so effective.
Is there any MJM -Michael Jackson Media- confirmation on the FBI raids? Once again the Register shrinks from any real news, the Times -huh?- and all our local corporate sponsored press has missed a story. Bloggers to the rescue!
Nice literary title, “Outsider.”
And I love that term, “irrelevant.” So ’60’s, so teen angst, but with a delightfully loopy yet predictable OC Reich-wing twist.
I lost two posts to this thread right now. there seems to be a software glitch, so I recommend that if you will be doing a lengthy post (like I just lost) that you use caution and put it onto a word document and then copy/paste here, in case it gets lost like mine did.
I will re do the post I had in mind. However can someone explaint DAIT/SAIT? thanks
584- To be fair, your ideas on phonics are “relevant.”
Your ideas on education and SAUSD would also be far more relevant if you taught in our district, lived in a barrio, or grew up w/12 other family members in a 2 bedroom apartment.
Reality and experience are relevant, it is time you started to play with others, outsider. I can tell you enjoy the sandbox, now go out to the field at recess.
#578 Central Kitchen Raided,
Welcome and thanks for the post. Those are interesting developments and I’ve heard some similar stories. It would be interesting if anyone who was there would report on what that looked like.
Are any of the other local SUCCESSFUL school districts committed to keeping CSR? We know from experience that Russo has deliberately violated the law by misusing CSR funds in a fraud attempt to steal money from the state that was caught by teachers exposing the scam. Why in the world would anyone think that she is committed to that program after all the ghost rosters with ghost teachers and all the fines she racked up after she was busted?
Did other local districts drop CSR almost from the get-go like SAUSD or did they keep them. I am thinking about GOOD districts like Irvine, Costa Mesa, Tustin, Organge, Buena Park, GG, etc… SAUSD tends to just do whatever is easy, not necessarily what is RIGHT FOR THE STUDENTS.
If it is true that the feds are involved and using this blog for ideas on where to look for problems, I certainly hope that some of the “leaders” in this school district’s scams are examined.
Outsider is out of touch…has never experienced what we have so just consider the source. We all KNOW that CSR does make a difference as proven here:
http://tiny.cc/PositivesOfCSR
It is like trying to talk John and Ken into liking teachers. Outsider has a right to his opinion and we can respect it, but we do not in a million years agree with it. Thanks outsider for presenting your view though.
to 346 Patricia O’Neil What have you heard about the election challenge? Did you go to CTA for help? or Did you stop at the union level?
Let’s get back on track.
The SAUSD is not doing what QEIA is asking them to do…is our MAIN point. We must make certain that the QEIA money is going to keeping the class sizes down….PERIOD. If the district chooses to find a loophole…then they may end up paying that money back and then some. Remember their last effort at trying to save money? That got them into a big, big mess with the state. I don’t think that they should be trying it at a time like this when they are being investigated.
Our other point is this:
Secondary should NEVER have over 30 themselves, but they have over 40.
Elementary is being funded for CSR, calling it CSR, but in reality it is NOT CSR. It is actually called “packing them in like sardines” and hoarding the money. Don’t you find that morally wrong?
I think we need a lot of changes if they vote to hoard the money instead of putting people into the classrooms who ACTUALLY WORK DIRECTLY with CHILDREN rather than monitoring a ping pong game or running an errand for the principal.
I urge the board to do what is RIGHT for children and to vote for how the funds were originally intended.
CSR definition MEANS – REDUCING the size of classrooms
If one takes this money, then one is obligated to reduce the class size, NOT increase it. Keep that in mind when you vote.
Lastly, if you had a child….would you rather have that child placed into a classroom of 30 or 20?
If you had a teenager in Secondary, would you prefer to have your teen in a classroom of 40 or 30 especially if the district has the money to do so?
#586 SAIT stands for School Assistance and Intervention Team. This is a designation for under performing schools that require an intervention team to be housed in a school. I believe Kennedy, Lowell, and now Century are/were SAIT schools. SAUSD is a DAIT (district assistance and intervention team) district because we are year 3 in program improvement. We actually are year 4 but the state gave us a break a few years ago. Orange County Department of Ed. is our provider to oversee progress.
Thanks Bunky
In a nutshell…
adding more children to classrooms is almost like the Board is saying, “we give up on you, kids.”
I don’t think the district can really expect POSITIVE changes by making the class sizes bigger, but they CAN expect a big disaster. I will come back here later on and say “I told them so” after they try this new and improved money savings plan…ugh…that will get them where??? taken over by the state…
Think people…not a good move to do this right now.
Thanks Bunky. And thanks to everyone who continues to read and post at will here. The discussions continue to be interesting and informative.
Every dysfunctional organization stacks itself with positions like the Teachers on Special Assignments (TOSA) because it does not value the core work of what needs to be done. TOSAs wind up entertaining principals, acting as snitches and enforcers as well as presenting a crummy role model of not bothering to even keep regular hours or demonstrate rigorous work that is required in teaching which will destroy morale further.
Generally, they are the burn-outs that spend more time cottening up to principals to secure those positions than concentrating on becoming a better teachers. REAL teachers who are competent don’t have time to play those petty political games – they are busy doing the work of the school district (supposed) focus – teaching the students.
How is Russo justifying keeping these principals’ pets around instead of demanding that teachers get back in the classrooms and actually TEACH?
This kind of padding the castle with your handpicked friends is at every level in the district. Russo and her zillion assistant Superintendents is a perfect example.
It seems that everyone agrees on one thing…TOSA’s are a BAD idea and a complete waste of funds. The district is spending around $3M for these teachers in elementary schools. I think everyone should come to the board meeting on Tuesday, July 14th to voice their opinion about this misuse of funds.
This is an interesting website!
There have been many who have posted about “Failed Administrators” being promoted into the district offices. Principals who were so hated and so incompetent that Mijares would just find a desk for them at the top. I think many got pushed out with Mijares departure, but who knows how many “consultants” (what was the job that that anger managment employee was doing, as discussed a while back…it didnt sound like she had a real teaching job… but more of a pseudo admin. position?)and other feather nesting positions are bogging down the budget, still?
It seems like that crony culture is still alive and well under Russo. Promoting the burn-out teachers into make-work, do-nothing positions and at the pleasure of the principal seems like a waste of resources. Are the principals so weak that they can’t do the jobs themselves or figure out a way to get everyone to pitch in a little so that each site can have the maximum teachers to get the job done?
Are those SAIT and DAIT programs even effective? With all the employee layoffs, it seems like it would be just about impossible to have continuity and learning progress ensured for the students from year to year. what a mess…..
RE 589 Jill
TheOutsider is not convinced that CSR makes a difference even after reading the Web Site dedicated just to the positives. A page of quotes without the link to the documentation is not proof. Class Size Resolutions (where class is misspelled) is just a resolution. Local success stories come from Tennessee and Wisconsin where it discusses implementation since this notable work is from November 1999.
I think that your hypothesis would be more compelling if you had fewer links and that they were more recent and relevant. I am open to read compelling evidence that CSR is effective only in Santa Ana Unified. For example, whatever school you teach in, what are your STAR scores for the past two years in 2nd grade (which is the earliest year given).
Also, I am intrigued by the 16 levels the child must pass (Post 569). Where can I find these 16 levels and is it standard for all K-1 classrooms?
While you say that “People who have never taught those grades before have no business telling what is best… for those kids. I think it is safe to say Ms. Russo never did, neither did the entire school board, many at CTA and AFT yet it is their business to do just that. One does not have to teach those grades to have a valid opinion. As it happened, I did.
Thank you Count the votes (587) for your acknowledgment. Phonics is relevant today as it ever was. A persons past shouldn’t make a difference.
Should the peasants of France not have revolted because they didn’t grow up wealthy and have no right to say otherwise? The blacks of the civil rights movement didn’t think so as most of the founding fathers of the NAACP were white.
Class size will not be greater than 31 after 3 weeks. The only reason it could be more is when the union ignores you as SOP (Standard Operating Procedure).
#597 it was a typo, but thanks…I fixed it. You are entitled to your opinion as well.
My main point is: The district is receiving funding to lower class sizes (QEIA and CSR) even with the 30% penalty, but they aren’t doing it.
Yes, the test scores in this district are terrible, but adding more kids isn’t going to make them better…it will make them worse
(500 club).
I am also suggesting that we do what is best for kids (not test scores).
Test scores in the SAUSD are terrible, but we mustn’t give up on these kids even if our leaders have.
Outsider, thanks for posting…I will definitely be back with the info that you would like to see. Yes, in grade 1, we have to get the kids reading 60 words per minute http://tiny.cc/WordsPerMinute <--go here for chart Also, teachers have used what is called DRA. Students in grade one were expected to be reading a level 16 book by the end of the school-year to be "at grade level." You can look up the standards for each grade if you'd like to. Although the DRA http://tiny.cc/lexiledatabase
is not mandatory any longer, many teachers use this as another assessment for reading. They also use Accelerated Reader.
What it is basically….you go to a local library or go online (find a book at a level 16) hand it to a child.
If the child makes 5 or more mistakes within the first paragraph that book is too difficult.
The 90-94 percent range represents the student’s instructional level, and it is the instructional level that should be reported (at the end of the grading period). A student’s independent level is the level at which he/she reads with 95-100 percent accuracy, with fluency, and comprehension. A student’s independent level is generally one or two levels lower than his/her instructional level.
http://fab.lexile.com/
http://books.atozteacherstuff.com/leveled-books/index.php?p=getdb&db_id=1
http://books.atozteacherstuff.com/leveled-books/index.php?p=getdb&db_id=2
When DRA was mandatory….grade 1 students were expected to pass level 16
http://www.readinga-z.com/guided/correlation.html <--chart that shows each grade level http://tiny.cc/chart933 <--chart 2 The San Diego Unif District appears to explain it best http://studata.sandi.net/assessment/DRA_FAQ.asp
You may also read more here
http://teachers.net/mentors/remedial_reading/topic2452/6.20.08.07.58.21.html
Evidence that CSR does work:
Heninger’s API in 2000 was 537 in 2008 it was 739
Here is HENINGER 2nd grade from 2003-2008
Avg MEan score
2003- 295.6
2004- 301
2005-318.4
2006- 316.1
2007- 339.1
2008- 353.7
Next is the percent of students scoring at proficient or adv. in 2nd grade
2003- 8%
2004-14%
2005-26%
2006-24%
2007-45%
2008-52%
Heninger went from 537 (the 500 club) to the (700 club) 739 with CSR! The numbers speak for themselves.
This data shows that CSR was and continues to work at Heninger Elementary (taught there for 6 years) great teachers there by the way. Grade 3 is coming. Grade 1 does NOT have test scores (just scoe results.) Stay tuned…..data is coming 🙂
I say…if it is working (especially at Heninger)…keep doing it!
Heninger Elementary
Third grade (known to be the MOST difficult test -wise) keep that in mind (very difficult test) yet the kids still went up from 299-322 (23 point GAIN) and also here:
%proficient or adv
15%, 2003
7%, 2004
16%, 2005
21%, 2006
20%, 2007
30% 2008
I think that 15% to 30% is pretty good for EL students. Why would you take that away from them?
fourth grade
MEAN SCORE
2003-2008
314 to 341 (they went UP 27 points) that’s A LOT
% proficient or adv
17%, 24%, 25%, 30%, 35%, 46% <---BIG improvement (way to go) fifth grade mean score 310-326 <---went up 16 points (that's great) keep going %proficient or adv 13%, 26%, 31%, 26%, 22%, 28% <--great job...great progress All students at Heninger made growth and progress under CSR. They are on their way to the 800 club if you don't change things ...that is!