Bill Watkins

THOUSAND OAKS, CA. - The California Lutheran University Center for Economic Research and Forecasting will present its Ventura County Economic Forecast in two seminars on Thursday, Feb. 17.

CERF Executive Director Bill Watkins will present the forecast. Jack O’Connell, former California Superintendent of Public Instruction, will speak on “The State of Education.”

The east county event, which will include breakfast, will be held from 7:30 to 10 a.m. in CLU’s Lundring Events Center. The west county seminar, which will include lunch, will be from 11:30 a.m. to 2 p.m. at the Ventura Beach Marriott.

CERF provides local, state and national forecasts for government, business and nonprofit leaders throughout the country. Watkins has been providing accurate, unflinching forecasts for more than 10 years and has been widely published in academic journals, traditional media and new media. He and other members of the CERF team are quoted regularly by news organizations including the Wall Street Journal, CNN, NBC, Fox Business Network, Forbes and Bloomberg News. Watkins, who has a doctorate in economics, previously served as an economist with the Board of Governors of the Federal Reserve System in Washington, D.C.

O’Connell served as state superintendent from 2003 until term limits forced him to step down in January. A democrat, he was the state senator representing the 18th district from 1994 to 2002 and the assemblyman representing the state’s 35th district from 1982 to 1994. Currently a resident of San Luis Obispo, O’Connell attended Oxnard High School and returned to his alma mater to teach government for several years before entering politics. Quality education has been a priority throughout his career and he was the author of many landmark education bills.

Lundring Events Center is located in the Gilbert Sports and Fitness Center north of Olsen Road near Campus Drive on the Thousand Oaks campus. The Ventura Beach Marriott is at 2055 E. Harbor Blvd.

Registration, which includes a copy of the forecast, is $150. To register, go to http://www.clucerf.org. For more information, visit the website or call (805) 493-3358.

Fillmore Unified School District

FILLMORE UNIFIED SCHOOL DISTRICT REGULAR MEETING OF THE BOARD OF EDUCATION
TUESDAY, FEBRUARY 1, 2011
6:30 P.M. - REGULAR MEETING
627 SESPE AVENUE, FILLMORE, CALIFORNIA

AGENDA
6:30 p.m.
A. CALL TO ORDER AND PLEDGE OF ALLEGIANCE TO THE FLAG
B. ROLL CALL
C. CLARIFICATION OF AGENDA AND TIME ALLOCATIONS FOR DISCUSSION ITEMS
D. PUBLIC COMMENT ON AGENDA ITEMS AND NONAGENDA ITEMS, PETITIONS
This is the time and place to address the school board. State law prohibits the Board from acting on issues not included on the agenda; however, requests may be made for discussion of specific topics at subsequent meetings.
E. STUDENTS FIRST Henry Mayo Newhall Foundation
F. WRITTEN COMMUNICATION Notice from Ventura County Office of Education to Accept the Positive Certification for the First Interim Report Submitted by the District for the Period Ending October 31, 2010 (Materials)
6:45 p.m.
G. STANDING REPORTS 10 minutes Student Representative’s Report 10 minutes Board Members’ Reports 10 minutes Superintendent’s Report
o Farm Advisory Board Recommendation for Cooperative
Agreement with Local 4-H Clubs
7:15 p.m.
H. ACTION - CONTINUED »

Here is the Video of the School Boards Study Session on "Program Improvement" from Tuesday, January 18, 2011

Check back next week for a post on budget information for the District. Answers to the following questions:
What does the District spend on Administrative salaries and benefits?
What does the District spend on books and supplies?
How much does the District spend at each school site?

Camarillo, CA. - As part of a concerted effort to create an academically college-ready population, CSU Channel Islands (CI) has implemented a number of programs to help students get up to speed academically by the time they start classes their freshman year. The two key components are the Early Start Program and the CSU’s ground breaking Early Assessment Program, both of which have the potential to dramatically decrease the need for remediation during a student’s university experience.

In March 2010, CSU trustees adopted the “Early Start” policy to help students be better prepared in mathematics and English when they enter the CSU as incoming freshmen. Remediation at the college level is not only extremely costly but often results in students falling behind their classmates as they attempt to complete degree requirements. Since its adoption by the trustees, each of the 23 CSU campuses has been working to develop individual Early Start campus plans.

Dr. Renny Christopher, Associate Provost, said, “As a new campus, CI had an opportunity to develop some extremely innovative programs for freshman writing that have greatly helped new students reach desired levels in language skills, so we’ve been successful in our efforts in this area since even before this new initiative.”

Dr. Robert Bleicher, Professor of Education and Director of CI’s Early Assessment Program (EAP), stated that in the eight years that the program has been in place, both math and English tests have shown overall, countywide improvement. The EAP is a voluntary part of the California Standards Test (CST). “We give the assessment test to students in the 11th grade to determine where they stand academically in both math and English.”

Students who are not college ready in English can take the Expository Reading and Writing Course (ERWC), developed by the CSU, their senior year in high school, which qualifies as an A to G college preparatory course. Those not ready in math can take during their senior year the Assessment and Learning in Knowledge Spaces (ALEKS) online module to enhance their math skills. Last year, three high schools and this year 12 of the 26 high schools in the CI early assessment service area adopted the course in English or math or both.

Bleicher also mentioned that CI offers professional development programs in both English and math to high school teachers and other educators, on a district by district basis, to inform them about college readiness and strategies designed to prepare students for success in college.

About California State University Channel Islands
CSU Channel Islands (CI) is the only four-year, public university in Ventura County and is known for its interdisciplinary, multicultural and international perspectives, and its emphasis on experiential and service learning. CI’s strong academic programs focus on business, sciences, liberal studies, teaching credentials, and innovative master’s degrees. Students benefit from individual attention, up-to-date technology, and classroom instruction augmented by outstanding faculty research.

Josh Overton spoke at the monthly Character Counts Assembly.
Enlarge Photo

On Monday, January 10, 2011, San Cayetano School recognized good citizenship and character at their Peacebuilder Assembly for the month of January. Mr. Josh Overton came to San Cayetano to speak to the students about what a good citizen is and how displaying good character could enrich the students and others in the community around them. Each teacher chose a student from his or her class whom showed excellent character and peace-building skills. ASB President, Cali Wyand, and Vice President, Lizzie Castaneda assisted Mr. Overton in handing out the Peacebuilder Awards. The Peacebuilders for January are: Oscar Arriola, Ariel Magana, Alejandro Lanza, Bela Ibarra, Isabela Regalado, Benjamin Stoessel, Gabriela Herrera, Vanessa Cabral, Ixa Ibarra, Janeah Castro, Ruby Baez, Vivianna Ruiz, Carla Olvera, Yazmin Amaya, Jose Acosta, Hailey Avila, Gustavo Valedez, Nathan Carrillo, Clark Helm, and Tereliz. Cali and Lizzie then announced to the students that John Paul Pet is sponsoring the San Cayetano Character Counts Award of a $100.00 savings bond. Mr. Overton presented the Character Counts Award to a deserving first grade student. Miguel Valdez was chosen by the first grade teachers as a model of outstanding behavior and kindness to the other students. To conclude the assembly, students were reminded to turn in their Perfect Attendance tickets. Each month all students who come to school, each day, on time, are given an orange raffle ticket. The students place their tickets in a box and one ticket is drawn. The student whose ticket is drawn is given a backpack full of supplies. Each month, the tickets will be put into a larger box that will be kept until the end of the year. In June, Mrs. Marholin, the principal, will draw from the tickets to give away new bicycles, an I-pod shuffle, and three large stuffed animals.

Mariah Perez

Fillmore High School will be starting our annual Pennies for Patients charity drive at the end of the month. The drive will begin January 31st and will end February 11th. As you all may know Pennies for Patients is a Charity that specifically benefits children with Leukemia and Lymphoma. This year the committee in charge is looking to raise at least $50.00 per classroom so that our drive can make a real impact for those in need. In addition, the classroom that raises the largest amount of donations will receive a free BBQ lunch from the Fire Department and Sheriff Department. Once again anything you can give will go towards a good cause and will be greatly appreciated.

Coming up we have our FHS campus beautification day which will be held January 22nd from 8a.m. to 12p.m. This is also opened to the community so we hope to have as many people as possible attend. By coming and helping out you also get the chance to get community service hours. Once again we hope to get as many people as possible to help beautify our school.

A teen education program, “Every 15 minutes” will take place at 1 p.m. on January 24th on Second Street at the Fillmore High School baseball field area. This is an anti-drunk driving program for Seniors and Juniors. It is sponsored by the Police and Fire Departments and the Fillmore Unified School District. It will be interactive. It is a National campaign aimed at reducing teen deaths.

THOUSAND OAKS, CA. The founding father of the psychiatric rehabilitation field will be the first speaker in a new endowed lecture series at California Lutheran University.

Dr. Robert Liberman, a distinguished professor of psychiatry at the UCLA School of Medicine, will present “The Social Brain: How We Can Use It In Health and Disease” at 2:45 p.m. Monday, Feb. 7, in Room 102 of the Swenson Center for Social and Behavioral Sciences.

The free public lecture will be the first in a series established by the estate of Paul and Eleanor Culver of Lake Sherwood in conjunction with the recent opening of the Swenson Center. The endowment will support guest lectures, seminars and undergraduate research opportunities.

Liberman will also present seminars on “Stigma and Criminalization of the Mentally Ill” and “Recovery from Madness” for students in the social sciences who have been selected as Culver Scholars.

A resident of the Conejo Valley for more than 40 years, Liberman was a close friend of Paul Culver. Both were leaders of the Lake Sherwood Community Association.

Liberman, a tireless advocate for providing patients and their families with access to the most effective treatments, has designed novel and successful therapy programs for people with schizophrenia and other disabling mental disorders that have been translated into 24 languages and used on every continent.

At UCLA, where he has been on faculty since 1970, Liberman has conducted research, treated patients and taught undergraduates, graduate students, medical students, psychiatric residents and mental health practitioners from community mental health centers. Psychiatrists and psychologists have come from Europe, South America, Africa and Asia to learn from him.

Closer to home, Liberman led the Oxnard Mental Health Center from 1970 to 1975 and developed and directed the Clinical Research Unit at Camarillo State Hospital from 1970 to 1997.

Liberman, who received his medical degree from Johns Hopkins School of Medicine, has written more than 10 books and more than 400 journal articles. The American Psychiatric Association, the National Alliance on Mental Illness, the National Institutes of Health and many other organizations have honored him for his work. In 2002, the World Health Organization of the United Nations presented him with the Human Rights Award.

The Swenson Center is located at the corner of Faculty Street and Pioneer Avenue on the Thousand Oaks campus. For more information, contact Randy Toland at (805) 493-3015.

"Can you give an estimate as to what percentage of time is spent at school board meetings talking about what individual campuses are doing to get out of PI status? I’m not there for the meetings but it just seems to me that this should be a big issue for board members and they should be grilling the superintendent and principals on a pretty regular basis about this. Are board members complacent about this? Are board members getting this type of information privately during closed sessions because it’s embarrassing to the district?"

- Submitted by Fillmore Resident via email, (requested to stay anonymous because of connections to the District*)

For an explanation on Program Improvement see: www.fillmoregazette.com/front-page/state-releases-school-progress-report

My read of this question is that it is asking for my opinion based on what I have seen. So please keep in mind that this particular post is essentially my opinion.
As I prepare to answer this question I find that I want readers to know that I am no fan of “standardized testing”. I feel that those bubble tests have numerous problems, and surely fail to assess the “whole child”. That being said, standardized tests are in fact a part of the current system of public education. The tests are not only used to assess students in grade and high school, but also for entry into many colleges and universities. This is changing. Some colleges are moving away from the SAT. Progress is happening. You will see in my response below that I think changes are needed throughout the public education system, and surely rethinking standardized testing is one of them. But because our local district must adhere to the “laws of the land”, we must continue to operate within the world of standardized tests, not matter how much we wish them gone. But I think both the environment and students can benefit from a discussion of how to better prepare our students to not only do better on those assessments, BUT to learn how to better understand concepts and ideas, think critically about problems put before them and to think outside the box or bubble. If our students get better at those things, they are sure to improve on many levels, and those nasty standardized tests just may be one of them. The folks, who study how people learn, have this information; our schools have access to the current information about how we all learn. We just need to demand the effective processes be implemented. And many of them cost little or no money. (More on that later)

1. Give an estimate as to what percentage of time is spent at meetings talking about what individual campuses are doing to get out our PI status?
At most meetings, I have seen very little if no attention, discussion or direction given regarding the fact that all schools are currently in PI status. So far this year, the Board HAS heard once from each principal regarding his or her plans, goals and changes currently being implemented. From what I have heard most changes are based around the idea of "collaboration", including an emphasis on writing throughout subjects, targeting assistance to each students needs and for the elementary schools to learn what Principal Chrissy Schieferle and staff are doing at Mountain Vista in order to mirror that schools improvement. All plans sounded great although I did not see any clear expectations laid out by the Board for the Principals.
To be frank, I saw a slight shift occur during the recent campaign (disclosure: I was a candidate, in case you didn't know) and following the election. Last year, when parents brought concerns regarding "program improvement" to the Board, Board members seemed to not know anything about it, and to state that all the schools were "excellent". Some Board members seem to still be clinging to the idea that the schools are excellent while at the same time calling for more discussion on how the schools are improving. I am closely watching how the new Board members add to the conversation, and whether or not the Board as a whole either faces this head on or continues to stick its head in the sand.
In my opinion the “PI” issue is so much more than curriculum and collaboration. It is about a true change at the very core of the entire District, here is a quote from the CEO of Baltimore Schools (similar position to superintendent) Andres Alonso “"We have very, very consciously looked at the history of the district, look at what has been done in the past, and we have very, very intentionally tried to do things in a very different way." (www.huffingtonpost.com/2011/01/17/andres-alonso-ceo-of-balt_n_810085.htm...) Alonso was quoted in an interview he gave about the changes he oversaw in that District, which according to the article turned an underperforming District into one of the best in the state.
Now, all that being said, today, Tuesday January 18th the Board will have it’s first ever (to my knowledge) study session on “Program Improvement”. The title of the session is “ Program Improvement: What it is? What it means? And what we are doing about it?” I will be there. And a full report will be made in the paper this week. So the Board will spend one hour learning about Program Improvement. I hope that it grabs their attention and they grasp the seriousness. No one wants the state to take over one of our schools. No one.

2. Are Board members complacent about this? In my opinion they are. Some Board members might be waking up a bit, but the jury is still out on this one. I really think this is an issue that should have folks asking more tough questions, and being much clearer with administrators about what the Board expects to see each and every year. Ask this again in June. And remember, a big part of “PI” is the school choice conversation as well. This year FUSD had declining enrollment. Board members were presented with the numbers. In this tight financial situation each student that leaves the District means less income for the District. Not one question was asked about WHY students were leaving the District. Not one. I would really like to see the Board get interested in the “PI” issue not because it means the schools are “failing” the state standards, but because it means that the schools are “failing” the students, and the community. Remember, the quality of our local schools affects what businesses fill our business parks, it affects property values, crime levels. It affects community. When all schools are in PI that means that students have the right to transfer to a non-PI school outside of the District. That is a right that the law guarantees. The Board should be vigorous about addressing this issue first because of what it means for the students, but second because of the affects that on going “PI” designation has on the number of students enrolled in FUSD schools.

3. Are board members getting this type of information privately during closed sessions because it’s embarrassing to the district?” This is a tougher question to answer since the public is not privy to what is discussed in closed sessions. If I understand the restrictions pertaining to closed sessions, any general discussion regarding Program Improvement SHOULD be happening in open session. Again I want to emphasize, that I know of nothing indicating that this is being discussed in closed session, I’m simply responding to this question. I think it would benefit the Board and District as a whole to shed more light on this issue not only because the public should be fully informed about the true state of the schools, but because it would improve the public's perception that the Board is knowledgeable on this and is demanding improvement at all schools, and is prepared to hold administrators accountable. *Keep in mind that employee evaluations made by the Board are generally protected, and MAY be discussed in closed session, and therefore need not be released to the public. BUT the public may participate in evaluation processes. Some Boards do hear from the public regarding administrator and superintendent evaluations.

I hope that answers your questions. Feel free to send a follow up, or post a comment here.

What do you think? Are the School Board members taking this issue seriously? Is it really that ‘big” of an issue? Do you care whether or not your child’s school is in “PI” status?

Thanks for reading, post a comment because School Matters.

Kimberly Rivers
School Matters Blog at www.fillmoregazette.com/blogs
schoolmatters@fillmorgazette.com
Mail to: Fillmore Gazette, attn: School Matters, 408 Orchard Street, Fillmore, 93015

FILLMORE UNIFIED SCHOOL DISTRICT REGULAR MEETING OF THE BOARD OF EDUCATION
627 SESPE AVENUE, FILLMORE, CALIFORNIA

TUESDAY, JANUARY 18, 2011

5:30 P.M. – STUDY SESSION
6:30 P.M. - REGULAR MEETING
APPROXIMATELY 9:00 P.M. – CLOSED SESSION

AGENDA
The public may review or request a copy of support materials provided to the Board Members where the word materials appears.
5:30 p.m.
A. CALL TO ORDER AND PLEDGE OF ALLEGIANCE TO THE FLAG
B. ROLL CALL
C. PUBLIC COMMENT ON CLOSED SESSION AND NONAGENDA ITEMS, PETITIONS
This is the time and place to address the Board. State law prohibits the Board from acting on issues not included on the agenda; however, requests may be made for discussion of specific topics at subsequent meetings.
D. STUDY SESSION Program Improvement
6:30 p.m.
E. STUDENTS FIRST Michael CONTINUED »

What: FUSD School Board Study Session on "Program Improvement"; What it is? What it means? What is the District doing about it?
When: Tuesday, January 18th, 5:30-6:30pm
Where: School Board meeting room at FUSD offices on Sespe in Fillmore
Why: This meeting is open to the public. It will be a good time to come and hear about what the District is doing about the fact that ALL seven schools are currently in "PI".

The School Board general meeting will begin at 6:30 following the study session.

Here's a portion of the article, see the full piece at : www.vcreporter.com/cms/story/detail/?id=8531

“What we’ve tried to do in Ventura County is keep chaos away from kids and families,” said Mary Samples, special education local plan area director. “We have worked so hard and diligently with the mental health department to keep everything intact.”

The cash-strapped Office of Education will owe approximately $2.5 million for mental health services and up to another $5 million in residential social services during the span of the MOU, Samples said.

“Additional money will now be coming out of school districts, and something else will have to be given up on the general education side of things,” said Samples.

Gov. Jerry Brown’s proposed budget spared additional cuts to K-12 public education, if a five-year extension of temporary tax increases is approved by voters in June.

But unless an increase in state revenue is provided by the voter-approved tax extension in June, the 2011-12 school year for K-12 California public schools is forecast to lose $2 billion in funding due to the cuts Schwarzenegger had enacted, according to the nonpartisan Legislative Analyst’s Office.

Extending the higher tax rates on sales, vehicles and incomes would offset some of the $2 billion in projected school district losses, Brown said.

*************
Ok this is Kimberly again, What do you think of this? Surely special education is a vital and important part of pur public education system, and these program are mandated by the State, but notice that according to this article the "estimated price tag is $7.5 Million" of special education programs in the County serve "550 students". And when we do the math, this comes out to $13,636.36 is being spent per student. See the article for the wide range of services provided, again ALL valuable and needed by these students and families, but note that (according to the article) even Mary Samples, "special education local plan area director" indicates that "something else will have to be given up on the general education side of things".

What are your thoughts on this?

Camarillo, CA. - CSU Channel Islands was recently selected as one of 115 institutions nationwide chosen by the Carnegie Foundation to receive their 2010 Community Engagement Classification. This is an elective classification which recognizes exemplary practices among all populations in a university-wide commitment to community engagement and service learning. Service learning is a teaching and learning method linking course content to “real-life” experiences that center around a community need or issue.

The Carnegie Foundation requested broad information which required a thorough and comprehensive examination of the University’s programs and relationships. The Community Engagement Classification recognizes that CI lives up to its mission and commitment to serve the region. This classification will not be awarded again for another five years.

CI featured a number of efforts to engage young people in STEM careers and majors (science, technology, engineering and math). An example is the Summer Science Institute, which is designed to encourage Oxnard College students to pursue STEM majors and to transfer to a four-year university. This past summer 60 students enrolled in 3 week classes, working with faculty research mentors, to study either the health of the ocean from a tall ship or investigate “crime scenes” set up on the CI campus. CI students served as peer mentors.

“At Channel Islands, we share a strong commitment to give back to the community in which we live,” stated President Richard R. Rush. “Alexis de Tocqueville, in his 1830 account of Democracy in America, called the acts of service he observed “habits of the heart.” Integrating service into student learning, faculty research, and staff activities not only provides better prepared students, but also strengthens the entire community. I am proud of our campus efforts and our ‘habits of the heart’.”

Since its inception, CI has been building the infrastructure for community engagement and service learning on campus. This effort has been supported by funding, by curriculum and faculty development, by student interest and opportunity, and community partnerships.

The ultimate test of service learning and community engagement is the impact it has on both the University and the wider community. Pilar Pacheco, Associate Director of the Center for Community Engagement, mentioned that, “Through community engagement students begin to understand civic responsibility, which contributes to their learning. They develop leadership skills and a clearer vision of their social responsibility. The relationships they make in this program help them feel more a part of the community and give them a sense that there is application for their studies and that their participation has an impact,” she explained.

Pacheco stressed that this was a University-wide distinction because these concepts permeate every facet of life

About California State University Channel Islands
CSU Channel Islands (CI) is the only four-year, public university in Ventura County and is known for its interdisciplinary, multicultural and international perspectives, and its emphasis on experiential and service learning. CI’s strong academic programs focus on business, sciences, liberal studies, teaching credentials, and innovative master’s degrees. Students benefit from individual attention, up-to-date technology, and classroom instruction augmented by outstanding faculty research.