Petition to Rene R. Escalante, Francis “Chiz” G. Escudero, Virgilio S. Almario, Leonor Magtolis-Briones
We seek the return of 'Philippine History' in Junior High School and Senior High School.
To : Virgilio S. Almario, Chairman, National Commission for Culture and the Arts (NCCA); Dr. Rene R. Escalante, Chairman, National Historical Commission of the Philippines (NHCP); Leonor Magtolis-Briones, Secretary, Department of Education; Francis “Chiz” G. Escudero Senator (Chair for Comm. on Education, Arts and Culture), Philippine SenateFrom: Concerned Araling Panlipunan teachers, students, and citizens of the Philippines --- Greetings! On April 14, 2014, the Department of Education (DepEd) of the Philippines promulgated DepEd Order 20, s. 2014 – 'Additional Information and Corrigendum to DepEd Order No. 31, s. 2012 (Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013)'. Under said order, the dedicated course on Philippine History was REMOVED from the core curriculum of instruction of Araling Panlipunan (Social Studies) in the junior high school (and even senior high school) of the Philippines. As a result, Philippine History is no longer taught as a dedicated course of critical thinking and analysis in both junior high school and senior high school. Philippine History, as a dedicated course, is solely studied in the elementary level (through grades 5 and 6) and the collegiate level (Readings in Philippine History). Its removal from the secondary education tranche obstructs the cohesion of study on Philippine History in basic education. --- In our belief of developmental learning, meaningful learning should be appropriate according to the stages of human development. According to Erik Erikson's ‘stages of psychosocial development’, each stage of human progression has their respective level of maturity and concern. In this particular case, a 5-11 year old (middle childhood) has a divergent form of thinking schema from a 12-19 years old (adolescence). With that, we firmly believe that a cohesive follow-up on the advancement on the study of Philippine History should be considered for each tranche in basic education: for elementary (middle childhood), junior high school (mid-adolescence), and senior high school (late adolescence), as a form of bridging towards their higher critical form of study on ‘Readings of Philippine History’ in college. Scaffolding an interrelated study on Philippine History as one grows from a childhood to early adulthood is an appropriate means of learning Philippine History. --- Currently, the perennial counterreaction we hear from authorities regarding the issue are the following: (a) the curriculum of the Araling Panlipunan is already SEAMLESS, (b) the current Araling Panlipunan curriculum is already DECONGESTED, (c) EXPERTS have already carefully prepared the curriculum for Araling Panlipunan, and (d) the Araling Panlipunan curriculum for secondary education has already Philippine History INTEGRATED into it. Four years since the implementation of DepEd Order 20, 2014, worrisome signs have already cropped up despite the aforementioned reasons. Although the design may be seamless, the outcomes seen from students are left much to be desired. As an example, many high school and even college students have questioned why Epi Quizon, the actor who played Apolinario Mabini, was constantly ‘sitting’ in the historical film, “Heneral Luna.” Unfortunately, these students are unaware that Mabini was crippled or a ‘ lumpo.’ This was a perennial comment from high school and even college students when the film was first released. This was a year after the implementation of DepEd Order 20, 2014. Up to this day when students watch Heneral Luna through purchased audio-visual formats, there will be young people who will ask that question. Why? Because despite the seamless curriculum of AP, Philippine History has been relegated as a minor sub-topic in high school Araling Panlipunan Curriculum. In many cases despite its so-called ‘integration’, much of Philippine History is NEGLECTED to prioritize main topics in the high school AP curriculum. In addition to this, the limited weekly periods given to AP (3 one-hour meeting a week compared to other subjects) also limits the topics altogether. Time constraints also limits the time for other main topics in AP secondary education. As a result, integration of Philippine History is unworkable due to the SHEER LIMITED TIME. In other words, the SEAMLESS curriculum of AP with INTEGRATED Philippine History in secondary education in order to DECONGEST the curriculum has BEEN RENDERED USELESS by the IMPRACTICALITY on the ground. We need to ask whether the EXPERTS tasked to design the curriculum ever took into consideration the (a) developmental ages of the students, (b) realities of on-the-ground teaching/learning, and (c) consultation with feedbacking from actual teachers or practitioners on the ground. As it is, the impression given is that the curriculum designed by these experts are OUT OF TOUCH with the actual practice of secondary education. With the current susceptibility of adolescence on HISTORICAL REVISIONISM through Facebook and other social media, it cannot be helped asking: how did the outright removal of Philippine History from the current AP curriculum contributed to this dilemma? As a result of these flaws and questions, we desire the return of Philippine History as a DEDICATED course in secondary education, for both junior high school and senior high school. --- Although we appreciate the inclusion of Contemporary Issues (grade 10) in junior high school, we must protest the removal of Philippine History as a dedicated course from the secondary tranche of basic education. Benchmarking with other schools in Asia and the world (such as Korea, Japan, and Malaysia), it is proven that NATIONAL HISTORY is a RELEVANT component in ALL tranches of basic and tertiary education (elementary, secondary, and collegiate levels.) Although 'K to 12' is a relevant reform that we acknowledge as an important cog in the development of our nation, we must seek the return of Philippine History in the secondary level of Philippine basic education as a means of (a) cultural heritage, (b) self-identification with the nation, and (b) conduits of critical thinking. Early in 2014, Araling Panlipunan teachers from both public and private schools have respectfully protested this issue. Unfortunately, our voices fell on deaf ears. With that, we humbly ask the National Historical Commission of the Philippines (NHCP) and the National Commission for Culture and the Arts (NCCA) to COMPEL the DepEd to REVIEW its policy of removing Philippine History as a dedicated subject in the secondary level of basic education and RETURN it as a reinvigorated discipline. The NHCP, with its mandate of developing 'educational materials in various media, implement historical educational activities for the popularization of Philippine history, and disseminate information regarding Philippine historical events, dates, places and personages' (as stipulated in section 5, letter b of Republic Act No. 10086) must act on this policy mistake of DepEd as it IMPEDES the popularization of Philippine History and proper dissemination regarding Philippine historical events, dates, places and personages. The NCCA, with its mandate to 'conserve and promote the nation’s historical and cultural heritage' (as stipulated in section 12, letter b of Republic Act No.7356) must act on this policy mistake of DepEd as it CONTRADICTS proper conservation and promotion of the nation's historical and cultural heritage. ---We also request the honorable Secretary of the Department of Education to PERSONALLY REVIEW this DepEd Policy. Based on the aforementioned arguments, it can be said that the removal of Philippine History in secondary education is unpopular and is divergent from the aims of K-to-12.May we also request the honorable senator who chairs the Committee on Education, Arts, and Culture to EXAMINE this DepEd Order whether it achieves its constitutional aim to inculcate "patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country..." as prescribed Article 14, Section 3, subsection 2 of our constitution. This is a good opportunity to review an aspect of Philippine historical education in aid of legislation--- As a recommendation, the following can be a suggested matrix for Araling Panlipunan in the secondary tranche of basic education: GRADE SCHOOL - Grade 5 : "Philippine History 1" [ALREADY IMPLEMENTED but needs further decongestion]- Grade 6 : "Philippine History 2" [ALREADY IMPLEMENTED but needs further decongestion. Transfer Post-war topics to Contemporary Philippine History] JUNIOR HIGH SCHOOL - Grade 7 : "Asian History" [ALREADY IMPLEMENTED] - Grade 8 : "World History" [ALREADY IMPLEMENTED] - Grade 9 : "Economics" [ALREADY IMPLEMENTED] - Grade 10 : "Contemporary Philippine History and Global Issues" (Post-war Philippine History is tackled alongside global issues e.g. global issue of 'Human Rights' in unison with the discussion of 'Martial Law in the 1970s') SENIOR HIGH SCHOOL - Grade 11 : "Philippine Culture, Society, and Politics" - one sem [ALREADY IMPLEMENTED] - Grade 12 : "Philippines Diplomatic History with ASEAN and China" - one sem (this will be a core research and survey subject that explores the diplomatic history of the Philippines with its neighbors in order to understand current international issues e.g. the 'West Philippine Sea Dispute') The aforementioned matrix are suggestions only. There are other ways where Philippine History can be included in both junior high school and senior high school as dedicated subjects.With that, we are strongly seeking the return of at least only ONE (1) dedicated Philippine History subject for each tranche of high school: one for JHS and one for SHS. --- As a matter of reinforcement, we also ask the NHCP and the NCCA to hold a national dialogue on the question of having Philippine History in secondary education. This national dialogue can include the following - I. Academics and historians from select Philippine Universities, such as:- History Department, School of Science Sciences, Ateneo de Manila University- History Department, College of Liberal Arts, De La Salle University- History Department, Faculty of Arts and Letters, University of Santo Tomas- History Department, College of Social Sciences and Development, Polytechnic University of the Philippines- History Department, College of Arts and Sciences, University of Asia and the Pacific- Department of Anthropology, Sociology and History, School of Arts and Sciences, University of San Carlos- History-Political Science Department, College of Arts and Sciences, Silliman University,- History Department, College of Arts and Social Sciences, MSU-Iligan Institute of Technology II. Academics and educational practitioners from select Philippine Universities, such as:- Education Department, School of Social Sciences, Ateneo de Manila University- Br. Andrew Gonzalez FSC College of Education, De La Salle University- Department of Teacher Education, College of Education, University of Santo Tomas- College of Education, Polytechnic University of the Philippines- Faculty of Behavioral and Social Sciences, College of Teacher Development, Philippine Normal University- College of Education, National Teacher’s College- School of Education and Human Development, University of Asia and the Pacific- Department of Teacher Education, College of Education, Arts and Sciences, National University- Institute of Education, Far Eastern University- College of Education and Liberal Arts, Adamson University- College of Education, Silliman University- School of Education, University of San Carlos- College of Education, MSU-Iligan Institute of Technology III. Academics, historians, and practitioners from historical and AP teacher’s organizations, such as:- Philippine Historical Association (PHA)- Philippine National Historical Society (PNHS)- Bagong Kasaysayan (BAKAS)- Kalipunan ng mga Nagkakaisang Guro ng Araling Panlipunan (KALINAGAN)- Organization of Social Studies Teachers in the Philippines, Inc. (OSSTP) IV. Araling Panlipunan Subject Area Coordinators from select schools, such as:- Private Sectarian Schools- Private Chinese Schools- Science High Schools- Public Schools We urge for a national dialogue from various stakeholders as organized by your agencies. Through this venue, (a) position papers from each organization/institute, (b) discourse on the relevance of Philippine History, and (c) collective public statements can be made in order to advance a general consensus from various patrons of Philippine History education. This general consensus should be forwarded to the DepEd. --- As such, we, concerned Araling Panlipunan teachers, students, and citizens of the Philippines, respectfully ask the NHCP and the NCCA to humbly but firmly urge the DepEd to review its policy of removing Philippine History as a dedicated discipline in the secondary level and return this highly valuable form of study as soon as possible. If possible as well, a national dialogue on the dedicated study of Philippine History in secondary education should be organized as well. We also ask the honorable Secretary of the Department of Education and the honorable Senator that chairs the Committee on Education, Arts, and Culture to review the effectiveness of removing Philippine History as a dedicated course from secondary education. Thank you very much. [October 27 Revision]
Petition to Colby-Sawyer College
Make Colby-Sawyer College Admit Failure and Apologize to Supragya Rijal
ProblemColby-Sawyer College has become a corrupt institution. We can no longer trust our senior staff to ensure our student’s safety, inclusivity, or civil liberties. Colby-Sawyer has prided itself on being an inclusive, diverse community for students of all races, ethnicities, creeds, gender, sexual orientation, abilities and ages, yet corruption has plagued this campus on an institutional level. Racism has surfaced and has affected the student body in numerous, dangerous ways.SolutionColby-Sawyer College must accept responsibility for the pains and perjury that the institution has so wrongfully subjected Supragya Rijal to. Colby-Sawyer College MUST: -Issue a public apology to Supragya Rijal and his family for the insensitive, wrongful, and racially motivated actions that were so heinously slapped onto his student records.-Pay for the pains and perjury that the institution has subjected Supragya Rijal to, to include: payment of all legal fees, reimbursement of all tuition costs, and payment for mental health services.-Fire the publicly and blatantly racist "safety officers" on the grounds of hate speech who have been found to not only have publicly disseminated racist, xenophobic discourse, but who have also fabricated and used anti-American statements against Supragya in official police reports.Personal story11/28/2018, 08:30 a.m.: a wake-up call turned into a nightmare. There is no easy way of describing the intense emotions one feels at 08:30 a.m. when there is chaotic pounding on a flimsy wooden door. Life doesn't prepare you to witness someone you truly care about getting cold metal handcuffs slapped around their wrists, and being forcefully pushed around a small room. Hundreds of questions thrown in the air, yet not a chance to catch just one. Barely awake and stumbling, Supragya Rijal was taken into custody by ICE wearing only a t-shirt, sweatpants, and sandals, on the 28th day of November, in the middle of a harsh winter storm. A coat was haphazardly flung onto him by his request. ICE is as cold as it sounds.Everything changed on the night of the 3rd of October, when Supragya Rijal was arrested for a felony b charge of criminal threatening- a false, fabricated, and racially tinged accusation that had no preponderance of evidence: "Prior to my arrest, I was having dinner with a white student on campus. I was trying to have some conversation with him and we ended up talking mostly about hunting. I was telling him about how my grandfather used to hunt back in Nepal. The student somehow misinterpreted the whole conversation and got the idea that I was planning a mass shooting and reported it to the Campus Safety. After receiving the complaint from that student, the Campus Safety officer without even questioning me once reported the case straight to the NLPD and added a completely false and fabricated statement saying that “I’ve seen him intoxicated and spouting off things about America and that he hated white people”. The NLPD found no weapons or any such evidence in my apartment. However, I was dragged by the NLPD with loaded guns at midnight, stripped searched, subjected to a body cavity check, and locked up in the county jail for two nights. Instead of acknowledging its mistakes and attempting to make things right, Colby-Sawyer College has expelled me."Supragya's VISA and SEVIS were ultimately terminated by Colby-Sawyer College, which meant that he was required to leave the country immediately. Supragya, having been released on bail due to personal recognizance, was unable to return to Nepal as one of his bail conditions was to stay in New Hampshire to await due process to take its course; it is projected that the criminal charges will be dropped due to a lack of evidence. 11/28/2018, 18:27- Supragya is in transit to Strafford County House of Corrections, where he will sit, alone and confused, traumatized for the second time, all because of Colby-Sawyer College's grave mistakes. We will no longer be silenced. Colby-Sawyer College MUST pay.Justice for Supragya.
Petition to Mr Tom Shearer
Quest for Quality and Accountability: Support the International Educator Bill of Rights
From around the globe, you may have heard or experienced basic essential agreements being neglected or overlooked in the international educational arena. Thousands of examples from many reliable sources have been shared in forums that can be accessed by school boards, accrediting bodies, government entities and recruitment agencies to proactively support international educators (in teaching and non-teaching positions), but more often than not, these areas of concern and their possible solutions continue to remain unchanged and unexamined. You may strongly consider signing the petition as a FIRST STEP if you are: *A supporter of quality educational opportunities in global regions*If you are an employee (teaching and non-teaching) teaching abroad* An international university recruiter *A parent , family member or friend with ties to an international educator /school From various sites and corners of the world: "When my teachers are happy at work they like to teach. I mean they like it anyway because that's what they do. But they really love it; I mean like A LOT when they feel happy. Then, when they are so happy like that, my brain gets full of super amazin' ideas. All teachers need to be happy because then the kids can be happy too." (Student, Age 7) 'Do not assume what your contract states is what you will get...everything is subject to change and can get taken away. We can do better with the right support.' 'Accreditation measures miss the mark and focus on the school and students. What about everything in the middle? Like the staff? Ask us the right questions, we will give you the best answers for improvement.' 'Leadership is often overwhelmed by issues with personnel contracts and general unrest. A more streamlined, evolved and smart process to help schools self-evaluate would put the spotlight back on the students and teaching.' 'I had to write my own job description after accepting a position...and my evaluations were based on a generic description that had zero to do with my role at the school. Make me a person, make my goals clear and my evaluation match my job and I will blow my students' minds . ' 'School evaluations were administered incorrectly and stats were manipulated by administrators and then sent for accreditation and the school board for approval. Breaking the cycle will bring way for huge improvements.' 'Staff retention in the school is a measure of how unhappy teachers are having essentially been employed under false presences; offered all manner of possibilities and opportunities, none of which come to light. Teacher retention is the new 'cool'. ' There has always been strong empirical evidence that educators are the most important school-based determinant of student achievement. According to a 2017 report in The Atlantic, "...there are more than 8,000 international schools, serving 4.5 million students with 420,000 teachers. And, according to ISC, demand is rising—in the next 10 years, experts expect the number of international schools to double to more than 16,000 schools and 8.75 million students worldwide." More than ever, an increasing demand for international teachers means that head hunters, recruitment fairs and school administrators have to work together to support the exponential growth with a set of essential agreements that focus on the educator. It is time to increase what educators expect and deserve from hiring fairs/agencies, school administrators, international school boards, accrediting agencies, The Office of Overseas Schools as well as local and regional labor unions and ministries of education. Sign the petition and help bring the International Educator Bill of Rights into circulation as just ONE WAY to start thinking about change. Step 2: This is already in the works. See our updates! Meanwhile, keep signing and keep commenting.
Petition to counseling and student support services, Paula Wallace, Savannah College of Art and Design
Improve mental heath at SCAD
The Savannah College of Art & Design has been struck by tragedy yet again. Within the first quarter of the 2018-2019 academic year, three student deaths have been reported. While any loss is utterly tragic, the fact that two of these cases were ruled as suicides makes the situation even more dire. We are a school of artists and creatively-minded individuals and many of us have suffered from or currently suffer from some form of mental health issue. Yet, we have very few options to treat these issues. Our on-campus counseling services are sorely lacking in both the number of available counselors and the types of counseling they provide. Due to these issues students are either faced with waiting two weeks, or more likely upwards of a month, to have a session with a SCAD counselor. That, or they are forced to find privatized counseling that they often cannot afford. Also, for those who have experienced forms of sexual assault, whether on campus or in the surrounding city, there is no specific support system available to the victims other than generalized counseling services that often do not have the specific skills necessary to treat victims. It is obvious that changes are necessary in this flawed system. While SCAD does offer better mental health services than some college campuses, we would like for some changes to be made. The first change is that SCAD counseling more actively engages with it's students outside of Bradley Hall, the designated counseling building, by making counselors available for group therapy sessions at designated major buildings during midterms and finals weeks. Secondly, we ask that SCAD provides a mandatory assembly among each grade level on an annual basis that informs students of the signs of mental health decline and suicide risk and what to do, or what services are available to them, if they notice these signs in themselves or their peers. Thirdly, we hope that SCAD will hire more counselors, some being specifically trained in sexual assault, so as to decrease the wait time for students to make appointments and allow students with every kind of issue to be addressed. Finally, and most importantly, we ask SCAD to review and amend it's very strict absence policy. While we understand the well-intended, and in some cases necessary, four-absence-per-course policy it has a drastically negative affect on students who are currently suffering from a mental health decline. The change we would like to be made is that if students can either provide written recognition of their mental health decline from a licensed therapist with the guarantee that they will continue treatment or agree to undergo a series of mandatory counseling sessions with SCAD counseling, these individuals be given a 1-2 absence extension per class. With the absence policy looming over them, students feel the need to push past their suffering and attend class which only increases their stress and ultimately harms them more. This needs to change. We, the students of Savannah College of Art & Design, humbly ask for your consideration of these changes. Our student body is devastated at having lost so many peers and we cannot take another tragedy. Please, take the time to read over our requests and think of the benefit they will have on our community as a whole.
Petition to Flagstaff Unified School District, Kara Kelty, Carol Haden, Kathryn Kozak, Christine Fredericks, Carole Gilmore
Reopen Flag Middle School!!
Flagstaff has two public middle schools located on the same North-South corridor, only 1.8 miles away from each other. FUSD continues to lose middle schoolers (and upper elementary, in anticipation of middle school) to charter schools because families want a middle school closer to home or one that has a better reputation. There is no doubt that countless families each year from the Fort Valley corridor and University heights, among others, are faced with the choice of either staying with FUSD or going to a closer charter school. Why are these our only choices? Shouldn't the kids on this side of town get the benefits of community bonds and strong neighborhoods that come with being able to go to your neighborhood public middle school? Personally, growing up I could walk or bike to my elementary, middle and high school. Almost every one of my friends went to all the same schools as me and lived nearby. That's what I want for my kids, too. And I want to support FUSD. Public education is what most of us grew up on, and it served us well. I'm not going to suggest exactly how FUSD do this, but clearly the district has knowledgeable and creative decision-makers that can come up with a good plan given viable options based on financial and enrollment information. The district may initially say the upgrades to the building will be too costly, but we know there's other schools getting renovations and priorities can be shifted based on what makes the most sense for the district and city as a whole. Let's re-open Flag Middle!! Situated to the west of downtown, Flag Middle is perfectly located to become (again) a wonderful neighborhood school to many. A school we've loved . . well, never really stopped loving. Check out our page on Facebook and like us to get updates: https://m.facebook.com/Re-Open-Flag-Middle-2135740750077359
Petition to Kish Khemani
Save the Old Town School of Folk Music
It's time for new leadership at the Old Town School of Folk Music. With the announcement Oct. 22 that the school will sell its historic home in Lincoln Park, one of Chicago's most important cultural and educational institutions has hit rock bottom. The School's board and leadership team would have people believe that the 909 W. Armitage building -- where classes have been held for 50 years! -- is being sold to create an endowment. What they don't want to admit is that it is their mismanagement that has jeopardized the School's future. In 2009, in the midst of the worst recession since the 1930s, the School’s board of directors committed millions of dollars to put up a second building in Lincoln Square, thinking that expansion there would increase student enrollment. Lo and behold, enrollment did not increase. Instead, this foolish decision saddled the School with enormous debt and with increased operating costs -- which led the leadership to increase the price of classes dramatically, which further reduced enrollment, creating the death spiral the school now confronts. The Armitage building is being sold because the School can't afford to operate three buildings at current class enrollment levels. But by selling the building, the School will see student enrollment decline even further, which means the death spiral will continue. It's sad, especially for the teaching staff, because when enrollment drops, they lose their livelihoods. We need new leadership -- board members who care about the students and faculty first, and professional managers who know something about how to run a multimillion-dollar business and cultural institution. Despite the lack of enrollment growth, and the School's financial difficulties, the school has substantially increased compensation for its executive director, Bau Graves. Graves' total compensation rose 52 percent from 2009 to 2016 (from $166,593 to $254,871), according to the school's IRS Form 990s. How can the board justify paying the executive director a quarter of a million dollars a year when the School's finances have gotten steadily worse during his tenure? And when he and his team have demonstrated through their actions that they would rather diminish the student experience -- by raising class prices and cutting programs -- than learn 21st century marketing techniques? We believe it is absolutely possible for the School to grow its student enrollment. It should own an amazing database of members and students who – by enrolling in classes and attending concerts – have told the School a lot about their musical interests. This information can be used to create targeted marketing initiatives for classes and programs. A modest investment in analyzing the School’s customer database and building digital marketing programs will do far more to address the School’s long-term financial problems than the cost-cutting measures the current leadership prefers. It is time to recommit to the School's core mission -- to be a SCHOOL. A place where students learn and become part of a musical community, and where amazing musicians support their ability to make music by sharing their gifts and talents. We, the most loyal students and friends of the Old Town School, call on board chairman Kish Khemani, other board members and their administration to serve their community better by taking the following actions: 1. Hire professional managers who understand how to operate a nonprofit business in the 21st century. 2. Find new board members who believe it is possible to *grow* student enrollment with the right marketing strategies -- and will insist on hiring a staff who will do just that. 3. Provide more transparency about the decision to sell the Armitage building – give us evidence that the sale is part of a coherent plan to restore the School's financial health, not just a desperate short-term fix. Questions we would like answered: What is the projected annual income that will come from the endowment created by the sale of the building? What guarantee is there that this endowment will be protected – and grown – rather than raiding it annually to close budget deficits? How much revenue will be lost by canceling classes at Armitage, and how does that amount compare to the annual income from the endowment? What will closing the Armitage building mean for the income of faculty? How many staff positions, full- and part-time, will be lost as a result of the closure? 4. Guarantee that the School's faculty and staff will not be harmed financially by the sale of the Armitage building. 5. Conduct a thorough and professional examination of class pricing to determine whether changes in price structure -- for instance, lower prices for some classes or additional discounts for students who take multiple classes -- could actually increase revenue for the School. 6. Engage professional assistance to improve marketing -- especially digital marketing -- to increase student enrollment. 7. Create some kind of student council or advisory board to serve as a forum for discussion of school policies and to provide a conduit for student input to the administration. After all, student tuition is by far the largest source of revenue for the school. We know of no other school that lacks some kind of student government or advisory board.
Petition to Del Phillips III Ph.D, Jeremy Johnson, Jim Hawkins, Sarah Andrews
Stop Stage 1 - Sumner County Schools Temporary Rezoning Plan
Who are we? Stop Stage 1 is a group of concerned families and citizens affected by the proposed temporary changes to Sumner County school zones. Our goals are to provide alternative solutions to the current proposal while remaining empathetic to the needs of the county as a whole. We have two areas of focus: Stop Stage 1 (Temporary Rezoning) Temporary rezoning has the potential to disrupt the learning environment for all K-12 students attending the Beech and Station Camp schools. Under the proposed Stage 1 plan, some students may change schools as many as 5 times before graduating. The educational and psychological impact of these transitions can affect the overall performance of every student in each of those schools, not just those individuals being transferred. Another concern is the strain these temporary changes will place on the affected neighborhoods. Many families in these areas are active participants in their current schools. Stage 1 changes can affect more than just test scores. Athletics, fundraising, and overall community support may falter under these conditions. Additionally, these areas may be negatively affected by the unnecessary increase in traffic. Support Growth (Stage 2) The proposed development of a new school is something we embrace! We understand the need for growth and do not wish to impede progress. By supporting the new school, we are helping to control the overall expansion and lead our communities in a positive direction. We believe accelerating this existing plan is a critical component for the permanent solution to the county wide overpopulation issue. Summary and Execution We agree with the need for immediate action to control the overcrowding of Sumner County schools. However, we disagree with proposed reaction outlined in the Stage 1 plan. We aim to discover Board's motivation to design the proposed map. We will then review the factors the Board utilized when determining this course of action. We plan to attend each School Board meeting in which the public is allowed, to show our support for keeping our community whole. In each instance we are permitted by law, we will address the Board with our concerns and possible solutions. We will be hosting community meetings to discuss the information obtained, and work towards our common goal of preserving the educational integrity of our community. We will be presenting a formal proposal to the Board containing our recommendations. This petition shall serve as one of many evidences that our community is concerned for the education of our children and the preservation of quality of life for all citizens in the affected area. By affixing your signature, you are presenting proof to the Sumner County School Board and other local government officials that you are part of a better solution.
Petition to LAUSD Board of Education, Monica Garcia, George McKenna, Scott Schmerelson, Nick Melvoin, Kelly Gonez, Richard Vladovic, Tyler Okeke, AUSTIN BEUTNER
LAUSD: Renew the charter of Anahuacalmecac World School
Anahuacalmecac International University Preparatory of North America is in a struggle for its survival. The Superintendent of LAUSD has recommended denial of the petition to renew the charter of Anahuacalmecac. Anahuacalmecac is the only school designed to attend to the needs and goals of Indigenous students in the urban inner city of Los Angeles. In 2008, Anahuacalmecac became the City of Los Angeles' first public school in the City of Los Angeles authorized to become an International Baccalaureate World School. Since then, Anahuacalmecac has garnered national attention as it advances culturally-rooted, relevant and relational education including native language learning in Nahuatl, land-based learning and community-centered teaching. College-bound, culturally-rooted and community-centered...our existence is our resistance.