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Here are some interesting articles we received and discovered this past week…


Oxnard Opens Classroom Doors to a Specialized Program for Students With Emotional Needs

Quote from Article:

In Isabel Olachea’s classroom at McAuliffe School in Oxnard, things run just a little differently. 

There are only a handful of desks — no more than six. The space is just as inviting and welcoming as any other elementary classroom, full of color and motivational posters.

There are fidget bands — think an oversized rubber band — attached to the front of the desks so students with wiggly feet have someplace to channel their energy. 

There are things the kids can have at their desks like Play-Doh or stress balls to help them calm nerves. 

Then there’s a door that leads to something that immediately sets the space apart from its counterparts on campus.

It’s a quiet room, a space where students experiencing overwhelming feelings or anxiety can seek refuge. It’s a safe place, a haven for kids who are feeling overstimulated. 

The classroom is one of two brand new spaces in the Oxnard School District that are designed specifically for students who are classified as having a difficult time regulating their emotions. These kids often need smaller class sizes and a bit more structure to develop the skills that will allow them to be successful in school. 

“We’ve been here about a month and I have seen a lot of progress in my students already so they feel safe in this environment, they love coming to school,” Olachea said. “You know a lot of our students didn’t want to go to school anymore, but they like coming here now.” 


Mary Samples, longtime leader of the Ventura County Special Education Local Plan Area who retired last month, said she’s thrilled Oxnard started the TLC rooms this year. 

“We’ve had that kind of program in the county for 25 years,” Samples said. “The whole premise of this kind of specialized class is that we can give the kids the support they need and then get them into general education classrooms. It’s actually great that they are opening these rooms. They’ll be able to serve their own students and not send them out of their home district.” 

District Deeds Synopsis:

What a GREAT idea…Therapeutic Learning Classrooms (TLC’s)!

The Oxnard Elementary School District serves 16,599 Pre-K through 8th grade Students.  That is approximately 16% of the enrollment of thw San Diego Unified School District.

After reading about the TLC’s, we were sure that the SDUSD, serving 0ver 100,000 students, would have the same type of TLC’s on many campuses so we did a search on the district website to see where they were located.  This is what we got:

That’s right…no results.

We then called some of our contacts in the SDUSD and received the same answer.  No one had heard of TLC’s.

Unfortunately it is not hard to believe that the incompetent educational management of SDUSD Elementary School Superintendent Cindy Marten may have totally overlooked this valuable strategy for our Special Education Students even though the SDUSD serves over six times as many Students as Oxnard.

However we HOPE we are wrong.

If any of our readers are aware of TLC’s being used in the SDUSD, please leave a comment on this post so we can all be informed.

We’ve got our fingers crossed!!!

Parental Engagement: A Promise, Not a Program

Quote from Article:

“Parental engagement” is one of those self-evidently appealing ideas for improving education. Who doesn’t want to engage parents? What child isn’t well served by more of it? Yet doing it well is hard, because it means shooting straight with parents about how their daughters and sons are performing, and committing to making hard changes and expending real resources to help those children do better. It’s not a program. It’s a promise: to be honest and do right by all kids.

Schools that take parental engagement seriously first look at how they are communicating to parents about their children. What most requires clear communication is student performance, for which there are two time-honored means of sharing news—good or bad—with moms and dads: report cards and parent-teacher conferences. Every school, then, should ask itself: Are we maximizing the impact of these communications vehicles? The honest answer in many communities? Probably not.

Start with report cards. A new Fordham study by American University professor Seth Gershenson examined the relationship between scores on a high school end-of-course algebra exam and student grades. While test scores and grades are certainly meant to measure different aspects of a student’s academic performance, we might be concerned if students regularly receive glowing report cards while not demonstrating proficiency on external assessments of their content knowledge.

Sure enough, that’s exactly the pattern Gershenson found. Just 3 percent of students earning a B and 21 percent of students earning an A in their algebra class reached the highest level of achievement on the exam. For students receiving Bs, the larger picture is even more concerning. More than one-third (36 percent) of students who received Bs failed to score “proficient” on the exam. Even fewer B students met the “solid” level on the exam, which indicates college and career readiness. Considering that a B is generally considered to be a good grade, these findings do indeed suggest inflated grades.

District Deeds Synopsis:

It’s not a program. It’s a promise: to be honest and do right by all kids.”


How many phony Parent Engagement “programs” are currently being implemented in the SDUSD?



How many implied and overt promises “to be honest and do right by all kids” are BROKEN by the SDUSD every single day?



Could any description of “Parent Engagement” be more diametrically opposite than how San Diego Unified School District (SDUSD) Stakeholders are “engaged” in the SDUSD by untrustworthy Cindy Marten and Trustees Richard “Tricky Dick” Barrera, Kevin “Dismissal with Prejudice” Beiser, John “You Can’t Handle the Truth” Evans, Michael “Foggy Brain” McQuary and Sharon “Flying By The Seat of Our Pants” Payne.

Our post this week showing SDUSD inequities in the Pro Publica Report exposes and proves the fact that all the propaganda and lies by SDUSD leadership completely undermine any semblance of REAL Parent Engagement in the SDUSD.

Our numerous posts about the fake SDUSD graduation rates is also a perfect example of the results of “grade inflation” described in article.

And despite multi-million dollar marketing and photo ops efforts by the SDUSD can cover up these causes for the rapidly declining SDUSD enrollment,

That is also a cold, hard, FACT.


Aloha State Schools Set to Crack Down on Student Bullying

Quote from Article:

Bullying in Hawaii schools is poised to become a Class A offense for students in grades 7 through 12–on par with assault, burglary and possession of a firearm–following approval from the State Board of Education earlier this month.

The Hawaii Department of Education is soliciting public feedback on the changes to the student misconduct and discipline code, known as Chapter 19.

In addition to reclassifying bullying, the board also voted to raise student-to-student sexual harassment to a Class A offense beginning in 5th grade.

Under the new classifications, school leaders would have more room to impose harsher punishments, such as suspension or expulsion.

“The department is committed to providing equal access for all children to a quality public education within a positive learning environment,” Superintendent Christina Kishimoto said in a statement. “We want to ensure our students feel safe and are ready to learn in a system grounded in respect, aloha and community.”


Based on an investigation conducted between 2014 and 2016, federal officials found that nearly half of the state’s public school students who said they’d been bullied or harassed at school in recent years did not report the incidents, often because they felt school officials wouldn’t do anything about it.

Additionally, of the nearly 70,000 students in grades 5 through 12 surveyed in late 2014, almost one-third reported having been personally bullied or harassed at school–and close to two-thirds said it was due to their race, sex or disability. Of those who reported incidents to school officials, more than half reported that they were victimized again.


Under the department’s adopted changes, bullying, cyberbullying and harassment would be upgraded to the most serious offense classification for middle and high school students. Class A offences also include assault, fighting and weapons possession.

The new definition of bullying would include “any student-to-student written, verbal, graphic or physical act that hurts, harms or humiliates another student physically or emotionally, and is sufficiently severe, persistent or pervasive or creates an intimidating, threatening or abusive educational environment for the other student.”

Furthermore, the use of social media to target other students was added to the definition of cyberbullying. The rule change also acknowledges sexual orientation, gender identity and gender expression in its protections against bullying and harassment.

District Deeds Synopsis:

This article caught our eye because it appeared that Hawaii was on the brink of imposing harsh penalties on students who bully other students.

We then reviewed the SDUSD Student Discipline Policies and found that all of the Hawaii offenses and punishments described were already enclosed in SDUSD Admin Procedure 6290 – Suspension and Admin Procedure 6295 – Expulsion!

After reviewing all the documents we realized that the reason that we thought that there was no policy in the SDUSD similar to Hawaii was because Admin Procedures for Suspension and Expulsion are rarely shared or explained to most SDUSD Stakeholders.

We also realized, after talking to a number of school site personnel, that the Admin Procedures are applied and enforced completely differently depending on what school in what part of San Diego your student attends.

Again, just like the Pro Publica study exposed regarding Suspensions and Expulsions:

Based on the Pro-Publica facts, the basic inequity, inconsistency and unfairness of the SDUSD application of Suspensions and Expulsions toward Students of color cannot be denied.

And the cause of that inequity falls squarely on the weak, inexperienced shoulders of totally incompetent Superintendent  Cindy Marten.

Now for our Quote of the Week:

“Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of facts and evidence.”  – John Adams


Have a great week!!!



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