Please don't forget the Old Pueblo Hall exhibits. These are handmade crafts and arts by real people and so totally inspiring. Many schools also provide curricular based exhibits worth seeing, and then there are the wonderful 4-H things as well. The good side of the community is there. So many kids say they never knew that was out there.
Where can we buy it?
Danyelle Khmara, please take some time to read "Bridging Three Centuries" on the TUSD website under Information/History. Especially focus on the chapters involving the 1960s forward, for the purpose of learning the roots of much of today's TUSD stories. Human Bean, the same source will inform you that Tucson Mayor Jim Corbett (a colorful figure) appeared at Board meetings to speak on issues critical of the district. The district didn't just start in 2000.
This could apply in many jurisdictions.
Just last fall needing an answer to a question regarding a political candidate, I said, "Let's call Martin. He will know or he will find out." And an hour after asking him, I had the accurate answer from Martin. Throughout my 40 years in local politics Martin was a mainstay; a decent gentleman, and a solid support for his wife, family, and friends. We will not soon see his like again. RIP Martin.
I actually felt that David was moving closer to the reality base that those of us who wisely opposed 123 were occupying. Let's not beat him up for his past sins. He is realizing that the fox in the henhouse has been enjoying the chickens.
The history of magnets in TUSD has shown several things. In 1980 when we began the magnet process at Holladay Intermediate Magnet School, we, the teaching faculty who designed the actual instructional program that delivered the magnet focus, planned how to provide every child in the school with fine arts, performing arts, and physical education. The district didn't. What they provided was a 2 week paid inservice time to create the program. We did the work and created a working schedule for daily instruction. We expected a lot of high performing kids with interested parents would enroll. We got a few of that category. On the whole, what we enrolled from the magnet population was the lowest reader or behavioral problem from a lot of east side and central schools. We received students who were performing poorly in their home schools, or whose parents had conflicts with teachers/principals at the home school, or parents who were seeking free before and after school free child care programs and free transportation. We asked the district how they would evaluate the success of the program; there was no response. All they were interested in was student movement between schools. So we, the teaching faculty, designed a three part evaluation program in which we investigated parent, and student, attitudes and test scores, which we disaggregated by ethnic group, magnet status, and grade. We learned as a result that the majority of magnet parents came for child care, small class size, teacher aides, and finally the magnet focus. That trend remained true for the 10 years I worked there. We worked very hard to develop the academic learning of ALL students and had great success, as indicated by 2 stanine upward movement on standardized testing in the course of a single year. When you move from 2 to a 4, it's real progress. We also had movement from a 6 to an 8. This is major growth also. Now Holladay is no longer a magnet and no longer provides those opportunities, thanks to central administration neglect over years. The same is most likely true of the current soon to be lost magnets. What a pity!
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