Sorting Coloradoans like shoes: “by size, shape, and color.” Pilot starts in Denver Public Schools – Missouri Education Watchdog

Sorting Coloradoans like shoes: “by size, shape, and color.” Pilot starts in Denver Public Schools – Missouri Education Watchdog:

Sorting Coloradoans like shoes: “by size, shape, and color.” Pilot starts in Denver Public Schools

(The sorting people like shoes thing, yep, that’s part of a quote.  Scroll down to see the whole thing.)

Workforce pathways and digital workforce credentials are all the rage. If you haven’t heard, the state of Colorado is the first in the nation to launch an initiative (don’t worry your state will be working on something similar) to connect state employers and educators with individuals looking for job opportunities through a new online platform called Rework America Connected. You can read the June 2015 Press Releasehere and an excerpt from The Denver Business Journal article that lists some mega partners and some interesting quotes here:

“Rework America Connected, is a joint effort between Markle Foundation and the state, will use technology created by LinkedIn, Arizona State University and edX to offer tools and resources to individuals at all skill levels in an effort to develop a more qualified workforce.

The announcement was made by Gov. John Hickenlooper, Markle president and CEO Zoë Baird, Lt. Gov Joe Garcia (Now of WICHE, mentioned here), LinkedIn co-founder Allen Blue, edX president and COO Wendy Cebula, Intertech Plastics CEO Noel Ginsburg and Senior VP and COO of Kaiser Permanente, Nancy Wollen.”

“Colorado has one of the lowest unemployment rates in the country, but we know there is still work to do,” Hickenlooper said. “Innovative approaches like Rework will help end the skills mismatch and create a transparent job market.”Sorting Coloradoans like shoes: “by size, shape, and color.” Pilot starts in Denver Public Schools – Missouri Education Watchdog:

Seattle Schools Community Forum: South Shore Invites 100 Black Men to School

Seattle Schools Community Forum: South Shore Invites 100 Black Men to School:

South Shore Invites 100 Black Men to School

From SPS:

National African-American Parent Involvement Day
February 8, 2016
7 a.m. – 2 p.m.
South Shore PK-8

In a dynamic family engagement event, South Shore Pre-K – 8 School will be host to over 100 men of African descent, welcoming every child with enthusiastic “high fives” to school on Monday, February 8th in honor of the school’s 8th annual celebration of National African-American Parent Involvement Day (NAAPID).

Thereafter, families, district leaders, community members and friends of South Shore will participate in a day-long program of activities that will engage students and attendees to strengthen school-family-community partnerships to advance student success.

From NW Facts:

The goals of the event include:

1. Reframe the social and racial narrative concerning Black men by displaying and exposing students to the diversity of Black male excellence;
2. Affirming the importance of educational equity by celebrating children and families of African descent; and
3. Catalyzing regional adoption of NAAPID at other schools, school districts and communities throughout the region.

 Seattle Schools Community Forum: South Shore Invites 100 Black Men to School:

An Urban Teacher's Education: Preparing Innovative Change Agents for Justice

An Urban Teacher's Education: Preparing Innovative Change Agents for Justice:

Preparing Innovative Change Agents for Justice

After spending my day yesterday in a district discussion about how to remake and rebrand our high school, I got to thinking a lot about what we should be preparing students for after high school.

Before I go further, I want to emphasize that I believe that school is not just about preparing students for the future. It's about helping them manage their now. I think we often get so caught up in a focus on the future that we do damage to the now, but that's for another blog post.

When we do think about the future of students, which is often, we talk in terms of creating equal educational outcomes that will prepare them for participation in the economy.

"How can we ensure they'll be able to compete in the real world?"

"What skills and knowledge do they need to have options when they go looking for jobs?"

Now, I acknowledge there is a shred of legitimacy to these discussions. But I find them to be extraordinarily problematic, mostly because the presume the purpose of an education for an individual is, ultimately, to make money. And that notion is based on the even more problematic notion that the larger purpose for education systems is primarily to create a highly-competitive economy.

But even if we do accept participation in the economy as the highest aim of public education, what's so clear is that the way we talk about preparing students for their futures is wrapped in language An Urban Teacher's Education: Preparing Innovative Change Agents for Justice:

Welcome TFA 2016 Corps Members | Jamaal A. Bowman

Welcome TFA 2016 Corps Members | Jamaal A. Bowman:

Welcome TFA 2016 Corps Members 

JAMAAL A. BOWMAN

Dear TFA 2016 Corps Members,

Thank you for choosing to enter the teaching profession. Please stay longer than two years. Give the classroom at least five. If you’re placed in a “no excuses” school, just know that that is not the way things ought to be for children and it “doesn’t feel right” because it is not right. It is inhumane. Ask yourself what might be the unconscious impulses driving these policies and why many of the schools you went to did not treat you in this way. Your deductive reasoning will lead you to racism, and maybe a form of xenophobia. Children should be allowed to converse during breakfast and lunch and middle school kids especially should be allowed to transition from one class to another on their own while having casual conversation.

Further, your job is not to get higher test scores. Your job is to develop human beings who love life, learning, and the world. Test scores do not lead to college success. This is easily verifiable. A love of learning is sustainable, and happens through emotional intelligence and passion. Make these two things a pillar in your classroom.

Empower your students to lead, create, design, and build, not to simply work for a master. Empower parents with their right to refuse the state exams and to have a larger voice in their child’s education. Doing this empowers entire Welcome TFA 2016 Corps Members | Jamaal A. Bowman:

Should schools prepare students to lead the pack or be a pack leader? | Johnathan Chase | LinkedIn

Should schools prepare students to lead the pack or be a pack leader? | Johnathan Chase | LinkedIn:

Should schools prepare students to lead the pack or be a pack leader?

 "If you just learn a single trick, Scout, you'll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view... Until you climb inside of his skin and walk around in it."  ~ Atticus Finch

Many education reformers are determined to test, rate, and sort children to identify and reward those students who lead the pack rather than nurture, respect, and support all learners to cultivate future pack leaders.

This misguided obsession on continually evaluating and comparing student performance using a narrow set of numeracy and literacy skills will leave our children unprepared for the social and emotional challenges and “tests” of adulthood and employment. 

"Imagine two wolf packs, or two human tribes,” Mr. McIntyre said. “Which is more likely to survive and reproduce? The one whose members are more cooperative, more sharing, less violent with one another; or the group whose members are beating each other up and competing with one another?”…

This does not mean that alpha males are not tough when they need to be. One Should schools prepare students to lead the pack or be a pack leader? | Johnathan Chase | LinkedIn:

Save Our Schools March – SOS Position Papers

Save Our Schools March – SOS Position Papers:

SOS Position Papers

Better Assessment

For a printable (PDF) version of this document, click here,

“Malia and Sasha, my two daughters, they just recently took a standardized test. But it wasn’t a high-stakes test. It wasn’t a test where they had to panic. I mean, they didn’t even really know that they were going to take it ahead of time. They didn’t study for it, they just went ahead and took it. And it was a tool to diagnose where they were strong, where they were weak, and what the teachers needed to emphasize.

“Too often what we’ve been doing is using these tests to punish students or to, in some cases, punish schools. And so what we’ve said is let’s find a test that everybody agrees makes sense; let’s apply it in a less pressured-packed atmosphere; let’s figure out whether we have to do it every year or whether we can do it maybe every several years; and let’s make sure that that’s not the only way we’re judging whether a school is doing well.

“Because there are other criteria: What’s the attendance rate? How are young people performing in terms of basic competency on projects? There are other ways of us measuring whether students are doing well or not.” ~President Barack Obama

It’s clear there are many problems with our current assessment-for-accountability regime. Even our president– whose administration’s policies have encouraged a huge increase in the amount of testing students experience– has said that we need to rethink how we approach assessment and accountability.

Read More ...

Curriculum

For a printable (PDF) version of this statement, click here: Curriculum

One question, THE question, which has yet to be asked by Congress, is this: What are the goals of education in America? In other words, what do we wish to accomplish? That question should have been asked before Congress reauthorized ESEA as No Child Left Behind in 2001. Until Congress asks that question — and answers it – NCLB should not be reauthorized. President Bush and Congress did not ask THE question in 2001, and that is why NCLB has turned out to be such poor legislation.

Curriculum is the road map we use after we have answered the question: What are our goals? Curriculum tells us what our children should learn in order to achieve our goals. What should they know and be able to do by the time they graduate?

Read More ...

Equitable Funding

For a printable version of this statement, click here: Equitable Funding

With the creation of No Child Left Behind in 2003, the United States Department of Education has inserted itself into across-the-board education policy creation and even into individual classrooms. The role of the federal government in education should be limited to two things: economies of scale, and assuring equity for all American children.

Our schools are the stages where the real values and goals of America are played out every day. True democracy and equality under the law are meaningless unless we provide our children with the tools to participate fully in American life and citizenship.

Read More ...

 

Family Involvement

For a printable version of this statement, click on the title: Family Involvement

When parents, teachers, students, and others view one another as knowledgeable partners in education, a caring community forms around students. ~Wisconsin Department of Public Instruction

We’ve all heard it before — “parents are important,” “parents make a difference.” Parental involvement or engagement, pick your terms, it doesn’t matter. For too many of us, these are just words strung together making empty statements. And lawmakers set the phrases down in law, as if that will reform dysfunctional districts.

Read More ...

You Are Invited to Participate in the #HowMuchTesting Debate! | VAMboozled!

You Are Invited to Participate in the #HowMuchTesting Debate! | VAMboozled!:

You Are Invited to Participate in the #HowMuchTesting Debate!

As the scholarly debate about the extent and purpose of educational testing rages on, theAmerican Educational Research Association (AERA) wants to hear from you.  During a key session at its Centennial Conference this spring in Washington DC, titled How Much Testing and for What Purpose? Public Scholarship in the Debate about Educational Assessment and Accountability, prominent educational researchers will respond to questions and concerns raised by YOU, parents, students, teachers, community members, and public at large.

Hence, any and all of you with an interest in testing, value-added modeling, educational assessment, educational accountability policies, and the like are invited to post your questions, concerns, and comments using the hashtag #HowMuchTesting on Twitter,Facebook, Instagram, Google+, or the social media platform of your choice, as these are the posts to which AERA’s panelists will respond.

Organizers are interested in all #HowMuchTesting posts, but they are particularly interested in video-recorded questions and comments of 30 – 45 seconds in duration so that you can ask your own questions, rather than having it read by a moderator. In addition, in order to provide ample time for the panel of experts to prepare for the discussion, comments and questions posted by March 17 have the best chances for inclusion in the debate.

Thank you all in advance for your contributions!!

To read more about this session, from the session’s organizer, click here.

 You Are Invited to Participate in the #HowMuchTesting Debate! | VAMboozled!:

Emails reveal the “Gates Machine” in action after the Washington State Supreme Court’s decision that charter schools are unconstitutional | Seattle Education

Emails reveal the “Gates Machine” in action after the Washington State Supreme Court’s decision that charter schools are unconstitutional | Seattle Education:

Emails reveal the “Gates Machine” in action after the Washington State Supreme Court’s decision that charter schools are unconstitutional

 Is The Gates Foundation an invisible fourth branch of Washington’s state government?

In a previous post titled The charter school shell game in Washington State: Money laundering at its best (or worst?) by way of OSPI, I described how first private and now public money is being laundered through the Mary Walker School District and to charter schools. The first charter school to enjoy this set up is Rainier Prep which is located in the Highline School District

In this post I will provide the specifics of where this scheme originated, how it evolved and the players involved. This is an explicit example of how Bill Gates, through his foundation, is able to manipulate people and policies to fit his agenda, using millions of dollars to grease the wheels. This is also an example of Gates making an end run around the Democratic and legal processes.

Within days of the Supreme Court determining that charter schools are unconstitutional in Washington State, the Gates Foundation got busy working with the Washington State Charter School Association (WA charters).  WA charters contacted Superintendent Kevin Jacka with the Mary Walker School District (MWSD) as well as the State Office of Superintendent of Public Instruction (OSPI) to get the ball rolling on keeping charter schools open.

This is how it went. The Gates Foundation, contacted the Washington Charter Association and had them contact the Mary Walker School District to discuss with the Superintendent, Kevin Jacka, the idea of taking on the charter schools that had opened in Emails reveal the “Gates Machine” in action after the Washington State Supreme Court’s decision that charter schools are unconstitutional | Seattle Education:

CURMUDGUCATION: ESSA, Teachers, and Business Models

CURMUDGUCATION: ESSA, Teachers, and Business Models:

ESSA, Teachers, and Business Models

Thomas Arnett is an Education Research Fellow at the Clayton Christensen Institute for Disruptive Innovation, and he's written some classics in the reformster press (like this piece about why teachers shouldn't grade their own students). He has worked for Achievement First Charter and started his educationist career with TFA. So it would make sense to find some of his work on the website of the Brookings Institute, an organization that does an outstanding job of regularly publicizing how little economists understand about education.

"ESSA Unlocks Teacher Prep Innovation" wears its lack of educational understanding on its sleeve. ESSA presents an opportunity, but it's not an opportunity to improve anything about education-- instead, Arnett's understanding of the issues facing education is in this sentence:

But unfortunately, despite the fair amount of consensus regarding needed reforms, schools of education seem to have done little over the last 30 years to fundamentally change their business models to align with suggested reforms.

Yup. What teacher programs need is a new business model.

Arnett's theory is that university education programs are resistant to change because their business models discourage it. And I get that to a point-- as universities and colleges have changed to business models that are based on them acting like businesses instead of institutions of higher learning, getting warm, check-writing bodies in seats has become more of a priority. On the other hand, anyone who thinks that schools of education haven't changed anything in the last several CURMUDGUCATION: ESSA, Teachers, and Business Models:

Cha-Ching! Wealthy Charter School backers give big to Malloy – Malloy gives big to charter schools - Wait What?

Cha-Ching! Wealthy Charter School backers give big to Malloy – Malloy gives big to charter schools - Wait What?:
Cha-Ching! Wealthy Charter School backers give big to Malloy – Malloy gives big to charter schools

Call it the new American Way.  The billionaires, millionaires and corporate elite who fund charter schools give generously to Democratic and Republican politicians and the politicians return the favor by shifting public funds into the coffers of the privately owned, but publicly funded charter schools.

Here is in Connecticut the system was clearly on display last week when Governor Dannel Malloy and his sidekick, Lt. Governor Nancy Wyman, rolled out their new “austerity budget” for 2016-2017.

In classic fashion their plan slashes the full array of vital services while giving the wealthy yet another tax break.  Their plan makes absolutely no effort, what-so-ever, to require Connecticut’s richest resident to pay their fair share in taxes.

But their budget certainly targets the middle class and all of Connecticut’s working families, along with those who rely on state services to lead more fulfilling lives.

Failing to even identify where 40 percent of the budget cuts would even come from, Malloy proposed a spending plan that would provide $720 million less than what would be necessary simply to maintain the current level of state services.

Malloy targeted some of his deepest cuts for programs that help children in crisis, the developmental disabled, those with mental illness, Connecticut’s public schools, the state’s Cha-Ching! Wealthy Charter School backers give big to Malloy – Malloy gives big to charter schools - Wait What?:

My Year Volunteering As A Teacher Helped Educate A New Generation Of Underprivileged Kids vs. Can We Please, Just Once, Have A Real Teacher

My Year Volunteering As A Teacher Helped Educate A New Generation Of Underprivileged Kids vs. Can We Please, Just Once, Have A Real Teacher:

My Year Volunteering As A Teacher Helped Educate A New Generation Of Underprivileged Kids vs. Can We Please, Just Once, Have A Real Teacher

My Year Volunteering As A Teacher Helped Educate A New Generation Of Underprivileged Kids

Megan Richmond

Volunteer Teacher

When I graduated college last year, I was certain I wanted to make a real difference in the world. After 17 years of education, I felt an obligation to share my knowledge and skills with those who needed it most.

After this past year, I believe I did just that. Working as a volunteer teacher helped me reach out to a new generation of underprivileged children in dire need of real guidance and care. Most of these kids had been abandoned by the system and, in some cases, even by their families, making me the only person who could really lead them through the turmoil.

Was it always easy? Of course not. But with my spirit and determination, we were all able to move forward. 

Those first few months were the most difficult of my life. Still, I pushed through each day knowing that these kids really needed the knowledge and life experience I had to offer them. In the end, it changed all of our lives.

In some ways, it's almost like I was more than just a teacher to those children. I was a real mentor who was able to connect with them and fully understand their backgrounds and help them become the leaders of tomorrow.

Ultimately, I suppose I can never know exactly how much of an impact I had on my students, but I do know that for me it was a fundamentally eye-opening experience and one I will never forget.

Can We Please, Just Once, Have A Real Teacher?

Brandon Mendez

James Miller Elementary School Student

You've got to be kidding me. How does this keep happening? I realize that as a fourth-grader I probably don't have the best handle on the financial situation of my school district, but dealing with a new fresh-faced college graduate who doesn't know what he or she is doing year after year is growing just a little bit tiresome. Seriously, can we get an actual teacher in here sometime in the next decade, please? That would be terrific.

Just once, it would be nice to walk into a classroom and see a teacher who has a real, honest-to-God degree in education and not a twentysomething English graduate trying to bolster a middling GPA and a sparse law school application. I don't think it's too much to ask for a qualified educator who has experience standing up in front of a classroom and isn't desperately trying to prove to herself that she's a good person.

I'm not some sort of stepping stone to a larger career, okay? I'm an actual child with a single working mother, and I need to be educated by someone who actually wants to be a teacher, actually comprehends the mechanics of teaching, and won't get completely eaten alive by a classroom full of 10-year-olds within the first two months on the job.

How about a person who can actually teach me math for a change? Boy, wouldn't that be a novel concept!

I fully understand that our nation is currently facing an extreme shortage of teachers and that we all have to make do with what we can get. But does that really mean we have to be stuck with some privileged college grad who completed a five-week training program and now wants to document every single moment of her life-changing year on a Tumblr?

For crying out loud, we're not adopted puppies you can show off to your friends.

Look, we all get it. Underprivileged children occasionally say some really sad things that open your eyes and make you feel as though you've grown as a person, but this is my actual education we're talking about here. Graduating high school is the only way for me to get out of the malignant cycle of poverty endemic to my neighborhood and to many other impoverished neighborhoods throughout the United States. I can't afford to spend these vital few years of my cognitive development becoming a small thread in someone's inspirational narrative.

But hey, how much can I really know, anyway? I haven't had an actual teacher in three years.My Year Volunteering As A Teacher Helped Educate A New Generation Of Underprivileged Kids vs. Can We Please, Just Once, Have A Real Teacher:

Peltier: ‘My Forty Years In Prison’ | PopularResistance.Org

Peltier: ‘My Forty Years In Prison’ | PopularResistance.Org:

Peltier: ‘My Forty Years In Prison’

Coleman, FL – What can I say that I have not said before? I guess I can start by saying see you later to all of those who have passed in the last year. We Natives don’t like to mention their names. We believe that if we speak their names it disrupts their journey. They may lose their way and their spirits wander forever. If too many call out to them, they will try to come back. But their spirits know we are thinking about them, so all I will say is safe journey and I hope to see you soon.

On February 6th, I will have been imprisoned for 40 years! I’m 71 years old and still in a maximum security penitentiary. At my age, I’m not sure I have much time left.

I have earned about 4-5 years good time that no one seems to want to recognize. It doesn’t count, I guess? And when I was indicted the average time served on a life sentence before being given parole was 7 years. So that means I’ve served nearly 6 life sentences and I should have been released on parole a very long time ago. Then there’s mandatory release after serving 30 years. I’m 10 years past that. The government isn’t supposed to change the laws to keep you in prison — EXCEPT if you’re Leonard Peltier, it seems.

Now, I’m told I’ll be kept at USP Coleman I until 2017 when they’ll decide if I can go to a medium security facility — or NOT. But, check this out, I have been classified as a medium security prisoner now for at least 15 years, and BOP regulations say elders shall be kept in a less dangerous facility/environment. But NOT if you’re Leonard Peltier, I guess.

As you’ll remember, the history of my bid for clemency is long. My first app was with Jimmy Carter. He denied it. Ronald Reagan promised President Mikhail Gorbachev that he would release me if the Soviet Union released a prisoner, but Reagan reneged. George H.W. Bush did nothing. The next app was with Bill Clinton. He left office without taking action even though the Pardon Attorney did an 11-month investigation (it usually takes 9 months) and we were told she had recommended clemency. George W. Bush denied that petition in 2009. And in all of the applications for clemency, the FBI has interfered with an executive order. That’s illegal as hell!

Today, I’m facing another dilemma — an abdominal aortic aneurysm (AAA). It’s the size of an AAA battery. The doctor told me if it bursts, I can bleed to death. It’s also close to my spine and I could end up paralyzed. The good news is that it’s treatable and the operation has a 96-98 percent success rate. BUT I’m in a max security prison. We don’t get sent for treatment until it is terminal.

As President Obama completes the final year of his term, I hope that he will continue to fight to fulfill his promises, and further the progress his Administration has made towards working in partnership with First Peoples. It gives me hope that this President has worked hard to affirm the trust relationship with the Tribal Nations. With YOUR encouragement, I believe Obama will have the courage and conviction to commute my sentence and send me home to my family.

Looking back on the 40 years of efforts on my behalf, I am overwhelmed and humbled. I Peltier: ‘My Forty Years In Prison’ | PopularResistance.Org:

Seattle Schools Community Forum: Of Legislative Matters

Seattle Schools Community Forum: Of Legislative Matters:

Of Legislative Matters

Feb. 5th was one of the key dates in the 60-day legislative session.  It was the policy cut-off in the House of Origin.

Here are the next key dates:

Feb. 9th: Fiscal Cut-off in the House of Origin
Feb. 17: House of Origin Cut-off
Feb. 26th: Policy Cut-off in the Opposite House
Feb. 29th: Fiscal Cut-off in the Opposite House
March 4th: Opposite House Cut-off
March 10th: Last Day of Session

To note, Feb. 9th is this Tuesday.  By then, that leaves about one month left in the session.  I wouldn't say the legislature has set out a particularly ambitious session (except from their own viewpoints) but there are good things in there for public education.

These include:
- simple majority for school bond measures
- financing school facilities
- levy cliff
- high school graduation assessments requirements (SHB 2214 and HB 1855)
- of special interest to me and other public ed activists, a bill, HB 2576, to limit the amount of time any agency has to devote to fulfilling public disclosure requests
- both bills on raising the amount for school district directors compensation both passed out of committees. (SB 6459 and HB 2851)

However, that does not - in any way, despite the posturing of some - negate the lack of any real work on McCleary.  That some Republicans can't even agree to the terms of the one bill (HB 2366) (SB 6195) that came out of the Governor's work group (they want to push the timeline further out), should tell you something about their commitment to the work.

My belief is that there are those who want to dally and delay as long as possible.  Both sides agree it will be a heavy lift and there is no single source of existing money for McCleary. We all get that but honestly, where's there's a will, there's a way.  It would appear that some are quite myopic on this point.

Here's a great legislative wrap-up from WSSDA (Washington State School Seattle Schools Community Forum: Of Legislative Matters:

Teachers For Social Justice: Get on the BUS! Thurs Feb 18 TSJ ERSB Field Trip to Springfield!

Teachers For Social Justice: Get on the BUS! Thurs Feb 18 TSJ ERSB Field Trip to Springfield!:

Get on the BUS! Thurs Feb 18 TSJ ERSB Field Trip to Springfield!

Springfield Rally and Lobby Day for Elected Representative School Board

Thursday, February 18th

6:00 AM till 6:00 PM

The TSJ Bus will be at 1100 S. Hamilton.

Parking is available, $2-3 for the day

We're taking our fight for an Elected Representative School Board(ERSB)to Springfield!! Sign up to get on the TSJ bus to join hundreds of other parents, teachers, community members, and students in Springfield. Feb. 18, to let legislators know we want an elected representative school board in Chicago-now!! We will have a rally in the capital and talk to legislators.

We have 60 pledged "yes" votes in the State Assembly for House Bill 4682 for an elected school board. The time is now! This is our alternative to Rauner's state take over and Rahm's racist corporate agenda to break the CTU, cut resources to neighborhood schools, and privatize. When parents and grandparents have to go on a 34 day hunber strike to get a quality neighborhood high school (Dyett HS), it's time for an elected school board that represents the people who actually attend and teach in cps schools.

Food-We will provide breakfast for the bus (e.g., fruit, pan dulce), but please bring your own coffee! We also will get box lunches which cost $8-10. Please be prepared to pay IF you are able-everyone will get lunch, but TSJ is an all-volunteer organization and we all chip in what we can. 

* Space is limited!! Reserve your spot on the TSJ bus TODAY! Fill out the form, click here now! And please-we want to accommodate everyone who can go, so please do not commit unless you are sure that you can make it (to the best of your knowledge, of course!).

Email us if you have any questions!

You can learn more about this fight and TSJ's role in it on our ERSB Resource Page.Teachers For Social Justice: Get on the BUS! Thurs Feb 18 TSJ ERSB Field Trip to Springfield!: