Thursday, November 26, 2009
Tuesday, November 17, 2009
Friday, November 13, 2009
Budgetary Shortfalls Births an Irving Village
"Why close our schools?" Shock permeated the room. Weeping parents and students shared in disbelief as eight neighborhood schools were closed by the local board of education. They fell victim to budgetary shortfalls. The Irving Villiage Initiative led by Delia Armstrong Busby and other engaged community is born soon after the flurry of school shutdowns subsides.
The first wave of vocal participants in community meetings on school closure is teachers. Why did the school close? "We raised the test scores." "We strengthened instruction." Make the nonsensical make sense.
The next wave of meetings brought the ideas. "What about a vocational training center?" A hub if you will.
Pastor queried, what about a community garden? He suggested too, cradle to grave services in this "village- Irving Village.
Soon, a trek to the state capital in Denver bolstered the ideas for the village. Business leaders from the vocations-plumbing, electricity, construction ensue. Labor union leaders join the group as well. "Let's update the job preparations" they ask. Hence the word greening is introduced to the conversation. The talk turns to the environmental consciousness now leading the construction of wind driven energy sources. Now conversation turns to the needed preparation for green jobs.
In the spirit of true grassroots activism, the committee created an RFP for partnering with the school district to re purpose the now defunct middle school as a vocational hub with an inter generational center also to be housed on the campus. The plan visioned a regional vocational hub supporting a cradle to grave service center for the neighborhood community. A childcare center, non profit services and even a senior citizen's band could find a space in the Irving Village.
Recently, the school district's board of directors tasked the administration to start to incorporate the grassroots Irving Village initiative into a fully developed district plan for future implementation pending funding.
In the face of budget shortfalls, it is important for the community to stay engaged. Indeed, community can actively push the shifting paradigm to empower its own needs.
Weather the emotional waves fueled by change. Vision with fellow villagers to reconstitute the present for a new future. Remember the chaos precedes new social and economic norming. Each community can birth its own Irving Village Concept over time.
http://deliabusby.blogspot.com/2009/11/three-plans-one-goal-more-vocational.html
The first wave of vocal participants in community meetings on school closure is teachers. Why did the school close? "We raised the test scores." "We strengthened instruction." Make the nonsensical make sense.
The next wave of meetings brought the ideas. "What about a vocational training center?" A hub if you will.
Pastor queried, what about a community garden? He suggested too, cradle to grave services in this "village- Irving Village.
Soon, a trek to the state capital in Denver bolstered the ideas for the village. Business leaders from the vocations-plumbing, electricity, construction ensue. Labor union leaders join the group as well. "Let's update the job preparations" they ask. Hence the word greening is introduced to the conversation. The talk turns to the environmental consciousness now leading the construction of wind driven energy sources. Now conversation turns to the needed preparation for green jobs.
In the spirit of true grassroots activism, the committee created an RFP for partnering with the school district to re purpose the now defunct middle school as a vocational hub with an inter generational center also to be housed on the campus. The plan visioned a regional vocational hub supporting a cradle to grave service center for the neighborhood community. A childcare center, non profit services and even a senior citizen's band could find a space in the Irving Village.
Recently, the school district's board of directors tasked the administration to start to incorporate the grassroots Irving Village initiative into a fully developed district plan for future implementation pending funding.
In the face of budget shortfalls, it is important for the community to stay engaged. Indeed, community can actively push the shifting paradigm to empower its own needs.
Weather the emotional waves fueled by change. Vision with fellow villagers to reconstitute the present for a new future. Remember the chaos precedes new social and economic norming. Each community can birth its own Irving Village Concept over time.
http://deliabusby.blogspot.com/2009/11/three-plans-one-goal-more-vocational.html
Sunday, November 8, 2009
Three plans, one goal: More vocational schooling in D-11
Three plans, one goal: More vocational schooling in D-11
Comments 4 | Recommended2
November 07, 2009 3:25 PM
SUE McMILLIN
THE GAZETTE
Some teens drop out of school because the required courses seem irrelevant to their lives. What they’d rather have are classes that provide the skills to get a decent-paying job when they graduate from high school.
In the education world, there’s a lot of talk these days about ensuring that high schools grads are “workforce ready.” And many of the programs aimed at giving teens job skills are specifically aimed at retaining those who might drop out in school.
So it’s no surprise that some folks started to explore the idea of creating a vocational school in the Pikes Peak region.
Two community groups formed last spring for that purpose. One has applied to Colorado Springs School District 11 to open a charter school next fall. The second proposed a partnership with D-11 to include a vocational program in an intergenerational community center at the former Irving Middle School.
Both groups talked to D-11 as they drew up their plans. And D-11 board members and administrators attended some of the community meetings held by the Irving Village Community group.
That’s why members of both groups said they were surprised when D-11 unveiled a concept in late October for a “community career tech center” at Irving.
“They used the work of the Irving Village Community without acknowledgement or collaboration,” said Delia Armstrong Busby, who led the effort to propose an intergenerational center at Irving, which closed in May. “It smacks of disrespect. They didn’t even notify us of their presentation so we could be there to support it. We do support that concept; we just want the community that started it to be part of it.”
The charter group also said it wasn’t aware that the district was developing its own concept for a career and technical education center.
“We have been in daily contact with D-11 officials and I had no idea they were talking about this,” said Deb Chamberlain, a steering committee member for the proposed Colorado Springs Vocational Academy.
D-11 Deputy Superintendent Mike Poore said the district’s concept for a community career tech center is not an attempt to undercut the other efforts. He said administrators wanted to make sure the board liked the concept before they spent more time and resources fleshing it out and lining up community members to partner on it.
On Sept. 23, the D-11 board asked the administration to report on what vocational-type courses the district offers and develop some broad concepts on how it might expand or reconfigure those offerings. That report was presented at the Oct. 28 D-11 board meeting. It included a rundown of what the district offers at its five high schools, how students get college credit for certain coursework and an initial peek at how the district might expand its offerings.
Poore prefaced his remarks to the board by acknowledging the charter application and a “group of citizens that want to come into partnership” with D-11, and the apparent community interest in offering more vocational type classes so students could be prepared for the workforce or college.
He also warned them: “Once you see the challenges behind expanding career/tech programs, you might want to pull back.”
After some discussion, the board indicated it wanted the district to take the next steps, although several board members said they weren’t sure the district could afford such a large undertaking.
Poore said this week that there’s plenty of opportunity for the community to get involved. In fact, he said, the concept presented likely would be dependent on partners that would invest in portions of the program and revenue-producing activities that could support the other programs.
“It will take a tremendous amount of work to pull it off, and we’d have to have community partners to do that,” he said.
Poore and Kris Odom, D-11 executive director of contracting and procurement, said they envision members of the Irving Village group working with the district on plans for a career tech center, even through the group’s proposal was rejected by the district.
The Irving Village Community was notified in early October that its proposal didn’t meet the requirements of the contracting office, Odom said.
“It was a very good idea,” she said, but it didn’t fulfill their requirements for consideration. The letter she sent to organizers in October explained the shortcomings and offered a meeting, but no one responded to the contracting office, she said.
The D-11 concept
The district would continue to offer career-type courses in its high schools, but could expand the offerings at the Irving center. The concept includes renting out some space at the former middle school, such as the auditorium for performances and office space for community organizations, to help pay for other programs. It would operate more as a center where students might come for part of a day or evening rather than as a comprehensive high school.
Among the ideas:
• A culinary arts/catering program supported by a student-run restaurant at the site.
• A community clinic where students in medical technology and nursing courses could get practical experience.
• A student-run art gallery where student art could be sold.
• A digital/online learning center where students could make up credits or get ahead.
• Community gardens.
• A crafts/trade/hobby center.
• A cosmetology school supported by services it offers.
• Businesses, community groups, colleges or trade schools could run some of the program under partnership agreements with the district.
What’s next: The D-11 board directed the administration to pursue the concept, including some analysis of the resources that would be required.
—
Call the writer at 636-0251.
Comments 4 | Recommended2
November 07, 2009 3:25 PM
SUE McMILLIN
THE GAZETTE
Some teens drop out of school because the required courses seem irrelevant to their lives. What they’d rather have are classes that provide the skills to get a decent-paying job when they graduate from high school.
In the education world, there’s a lot of talk these days about ensuring that high schools grads are “workforce ready.” And many of the programs aimed at giving teens job skills are specifically aimed at retaining those who might drop out in school.
So it’s no surprise that some folks started to explore the idea of creating a vocational school in the Pikes Peak region.
Two community groups formed last spring for that purpose. One has applied to Colorado Springs School District 11 to open a charter school next fall. The second proposed a partnership with D-11 to include a vocational program in an intergenerational community center at the former Irving Middle School.
Both groups talked to D-11 as they drew up their plans. And D-11 board members and administrators attended some of the community meetings held by the Irving Village Community group.
That’s why members of both groups said they were surprised when D-11 unveiled a concept in late October for a “community career tech center” at Irving.
“They used the work of the Irving Village Community without acknowledgement or collaboration,” said Delia Armstrong Busby, who led the effort to propose an intergenerational center at Irving, which closed in May. “It smacks of disrespect. They didn’t even notify us of their presentation so we could be there to support it. We do support that concept; we just want the community that started it to be part of it.”
The charter group also said it wasn’t aware that the district was developing its own concept for a career and technical education center.
“We have been in daily contact with D-11 officials and I had no idea they were talking about this,” said Deb Chamberlain, a steering committee member for the proposed Colorado Springs Vocational Academy.
D-11 Deputy Superintendent Mike Poore said the district’s concept for a community career tech center is not an attempt to undercut the other efforts. He said administrators wanted to make sure the board liked the concept before they spent more time and resources fleshing it out and lining up community members to partner on it.
On Sept. 23, the D-11 board asked the administration to report on what vocational-type courses the district offers and develop some broad concepts on how it might expand or reconfigure those offerings. That report was presented at the Oct. 28 D-11 board meeting. It included a rundown of what the district offers at its five high schools, how students get college credit for certain coursework and an initial peek at how the district might expand its offerings.
Poore prefaced his remarks to the board by acknowledging the charter application and a “group of citizens that want to come into partnership” with D-11, and the apparent community interest in offering more vocational type classes so students could be prepared for the workforce or college.
He also warned them: “Once you see the challenges behind expanding career/tech programs, you might want to pull back.”
After some discussion, the board indicated it wanted the district to take the next steps, although several board members said they weren’t sure the district could afford such a large undertaking.
Poore said this week that there’s plenty of opportunity for the community to get involved. In fact, he said, the concept presented likely would be dependent on partners that would invest in portions of the program and revenue-producing activities that could support the other programs.
“It will take a tremendous amount of work to pull it off, and we’d have to have community partners to do that,” he said.
Poore and Kris Odom, D-11 executive director of contracting and procurement, said they envision members of the Irving Village group working with the district on plans for a career tech center, even through the group’s proposal was rejected by the district.
The Irving Village Community was notified in early October that its proposal didn’t meet the requirements of the contracting office, Odom said.
“It was a very good idea,” she said, but it didn’t fulfill their requirements for consideration. The letter she sent to organizers in October explained the shortcomings and offered a meeting, but no one responded to the contracting office, she said.
The D-11 concept
The district would continue to offer career-type courses in its high schools, but could expand the offerings at the Irving center. The concept includes renting out some space at the former middle school, such as the auditorium for performances and office space for community organizations, to help pay for other programs. It would operate more as a center where students might come for part of a day or evening rather than as a comprehensive high school.
Among the ideas:
• A culinary arts/catering program supported by a student-run restaurant at the site.
• A community clinic where students in medical technology and nursing courses could get practical experience.
• A student-run art gallery where student art could be sold.
• A digital/online learning center where students could make up credits or get ahead.
• Community gardens.
• A crafts/trade/hobby center.
• A cosmetology school supported by services it offers.
• Businesses, community groups, colleges or trade schools could run some of the program under partnership agreements with the district.
What’s next: The D-11 board directed the administration to pursue the concept, including some analysis of the resources that would be required.
—
Call the writer at 636-0251.
Thursday, October 22, 2009
Waiting on Amy
I just called Washington D.C. pursuing Amy Wilkins. Amy Wilkins is a principal of the Education Trust. All Kids can learn is one of the beliefs that I share with Amy so I am most interested in what other ideas may converge. Amy also shares a belief, that the teachers association or union if you will can voluntarily link teacher evaluation and assessment to student achievement. The recent Innovative Fund grants are indicators of a possible new direction from the AFL-CIO and its leader Randi Weingarten.
3.3 million dollars have been granted to the AFL-CIO's teachers. Parts of these funds are going to two of eight winning affiliates who will work to modify the link between teacher assessment and student attainment. The Obama administrations Race to the Top funding is a catalyst for this reform thinking. The Race to the Top funding includes the accountability premise: that student achievement is indeed linked to the quality of instruction.
New thinking can grow new tools in the educator's tool kit. If Amy and I are correct in our perspectives, the next four years of Obama incentivized reform, may bare sweet fruits for our nation's children. Possibly, this is the beginning of a means for reducing the oppressively high poverty rates among Americans. At the root of prosperity is a sound educational system.
Amy, where are you?
3.3 million dollars have been granted to the AFL-CIO's teachers. Parts of these funds are going to two of eight winning affiliates who will work to modify the link between teacher assessment and student attainment. The Obama administrations Race to the Top funding is a catalyst for this reform thinking. The Race to the Top funding includes the accountability premise: that student achievement is indeed linked to the quality of instruction.
New thinking can grow new tools in the educator's tool kit. If Amy and I are correct in our perspectives, the next four years of Obama incentivized reform, may bare sweet fruits for our nation's children. Possibly, this is the beginning of a means for reducing the oppressively high poverty rates among Americans. At the root of prosperity is a sound educational system.
Amy, where are you?
Educational Innovation and Economic Stimulus
The U.S. Department of Education's 2010 fiscal year budget of $47.6 billion includes an allocation of $517 million dedicated to the Teacher Incentive Fund which rewards principals, teachers, and other school personnel who raise student achievement, close achievement gaps and work hard to staff schools.
School districts across the country will be competing for the billions of dollars on the line. They will showcase their great schools, exemplary teachers and innovative ideas. There's no doubt that the stimulus money will be a boon for school reform. For years, school districts have shown that they have innovative ideas, but without proper funding those ideas never come to fruition.
Innovation and change should be energized with both an incentive and reward to replenish resources of ingenuity, commitment, and creativity. Only in public education is going the extra mile a donation expected of the dedicated few.
It is empowering to be recognized for turning gang infested schools from the strong hold of the socially impaired to havens where students can remediate themselves to academic achievement. Yes, placards and pats on the back feel good; but, they don't buy anything. Why are educators the only missionaries who trek the roadways of the under-achievers --prodding them to the higher places with maybe a brief notation in the annual assessment of their deeds and misdeeds in the educational workplace?
When an inspired teacher or administrator makes the difference in average yearly attainment a reward is more than appropriate. It is fully earned for having the tools to enable the struggling student to complete a toolkit that is in ill repair.
Based on the state funding tables issued by the U.S. Department of Education, Colorado is expected to receive $33,845,209 in Recovery Act funding for schools identified for improvement, corrective action and restructuring under Title I. This money is expected to come into play this fall.
If past history is any indicator the incentive program will be a success. Programs such as the Absence Addiction Approach recognized by the National Interagency Drug Institute and the U.S. Department of Education helped an academically impaired high school move from low attendance and floundering graduation rates to turn around status celebrated by its principal winning recognition as Outstanding Individual In School and feted by the state's governor. This turn around scenario was incentivized by outside funding. This shows what dynamic effects special funding can have.
The rewards reaped from the Teacher Incentive Fund will provide a tremendous opportunity for improving schools with hard work and innovation. The real winners though, will be the children.
Busby is a former Colorado Springs high school principal and school board member and an educational consultant with the Women's Workplace and Educational Initiative.
School districts across the country will be competing for the billions of dollars on the line. They will showcase their great schools, exemplary teachers and innovative ideas. There's no doubt that the stimulus money will be a boon for school reform. For years, school districts have shown that they have innovative ideas, but without proper funding those ideas never come to fruition.
Innovation and change should be energized with both an incentive and reward to replenish resources of ingenuity, commitment, and creativity. Only in public education is going the extra mile a donation expected of the dedicated few.
It is empowering to be recognized for turning gang infested schools from the strong hold of the socially impaired to havens where students can remediate themselves to academic achievement. Yes, placards and pats on the back feel good; but, they don't buy anything. Why are educators the only missionaries who trek the roadways of the under-achievers --prodding them to the higher places with maybe a brief notation in the annual assessment of their deeds and misdeeds in the educational workplace?
When an inspired teacher or administrator makes the difference in average yearly attainment a reward is more than appropriate. It is fully earned for having the tools to enable the struggling student to complete a toolkit that is in ill repair.
Based on the state funding tables issued by the U.S. Department of Education, Colorado is expected to receive $33,845,209 in Recovery Act funding for schools identified for improvement, corrective action and restructuring under Title I. This money is expected to come into play this fall.
If past history is any indicator the incentive program will be a success. Programs such as the Absence Addiction Approach recognized by the National Interagency Drug Institute and the U.S. Department of Education helped an academically impaired high school move from low attendance and floundering graduation rates to turn around status celebrated by its principal winning recognition as Outstanding Individual In School and feted by the state's governor. This turn around scenario was incentivized by outside funding. This shows what dynamic effects special funding can have.
The rewards reaped from the Teacher Incentive Fund will provide a tremendous opportunity for improving schools with hard work and innovation. The real winners though, will be the children.
Busby is a former Colorado Springs high school principal and school board member and an educational consultant with the Women's Workplace and Educational Initiative.
The Grassroots Organizers' Perfect Storm - The Fight For Paid Sick Leave
Grassroots groups stir the pot of human understanding. They fuel the awareness about why forty percent or more of hourly workers nationally are left outside the door of paid sick leave. Social change cannot occur without the inclusion of the disempowered workers who people the realms of the disposable employees are who are cast aside when illness overcomes the will to work.
Collectively, we as a society are no more powerful than the weakest among us. Some studies show that more than sixty percent of Americans workers receive paid sick leave. These of course are the workers who people the union roles or the ranks of the salaried employees. The forty percent or more in the ranks of the unpaid sick days remain dependent on grassroots advocacy groups such as 9-5 Women, Acorn, Citizen's Project, and Youth United for Work, JwJ as well as numerous other in the trenches organizations across the United States.
This state by state organizing is interminably slow with paid medical leave advances most prominently displayed in San Francisco, Milwaukee, and Washington D.C. In the case of Youth United in San Francisco, California, does regional culture influence the paid sick leave legislation which occurred? This legislative change is born in a state with a historic tendency to support paid leave for its workers. On a national state ranking system, California is among the most highly ranked and graded at B with no state earning an A. The ranking results from the quantity of paid leave allocated to workers. States such as Colorado rank at the C/D level due to the dearth of medical leave policy to democratize paid sick leave. Now, the city by city approach to change is moving to a country-wide effort to support the health initiative lead by Senator Kennedy.
Organizations are on board to promote social change legislation for paid sick leave. One such organization whose national office is in Denver, Colorado is 9-5 Women which is part of a broad national network pushing for country-wide paid sick leave relief. Value Families at Work includes this description of 9-5's effort at broad-based reform.
In Colorado, 9 to 5 has built a work-family coalition that is engaged in grassroots organizing, media outreach, and building support for public education and state policy efforts to provide time off work to parents to attend children's school activities; and to guarantee workers paid sick days. The coalition also works to bring Colorado voices into national efforts to protect and expand FMLA, win paid sick days, and to include work-family issues in local community benefits campaigns. Colorado is powerfully positioned in view of its recent victory over the Ward Connerly funded initiative to undermine civil rights.
Acorn is another imminent grassroots organizer. Acorn boasts an extensive national network infrastructure.
With a posted membership of 400,000; the organization identifies 116 chapters through out the United States. The Wall Street Journal included this information about the work of Acorn.
Since 1970, ACORN has been building community organizations that are committed to social and economic justice, and won victories on thousands of issues of concern to our members, through direct action, negotiation, legislative advocacy and voter participation. ACORN helps those who have historically been locked out become powerful players in our democratic system.
With grass roots leaders at work, opponents of paid sick leave may have their hands more than full. The controversial effort continues.
Delia Armstrong Busby is an award winning educator and former school board member. Contact at rubusy1@comcast.net
Collectively, we as a society are no more powerful than the weakest among us. Some studies show that more than sixty percent of Americans workers receive paid sick leave. These of course are the workers who people the union roles or the ranks of the salaried employees. The forty percent or more in the ranks of the unpaid sick days remain dependent on grassroots advocacy groups such as 9-5 Women, Acorn, Citizen's Project, and Youth United for Work, JwJ as well as numerous other in the trenches organizations across the United States.
This state by state organizing is interminably slow with paid medical leave advances most prominently displayed in San Francisco, Milwaukee, and Washington D.C. In the case of Youth United in San Francisco, California, does regional culture influence the paid sick leave legislation which occurred? This legislative change is born in a state with a historic tendency to support paid leave for its workers. On a national state ranking system, California is among the most highly ranked and graded at B with no state earning an A. The ranking results from the quantity of paid leave allocated to workers. States such as Colorado rank at the C/D level due to the dearth of medical leave policy to democratize paid sick leave. Now, the city by city approach to change is moving to a country-wide effort to support the health initiative lead by Senator Kennedy.
Organizations are on board to promote social change legislation for paid sick leave. One such organization whose national office is in Denver, Colorado is 9-5 Women which is part of a broad national network pushing for country-wide paid sick leave relief. Value Families at Work includes this description of 9-5's effort at broad-based reform.
In Colorado, 9 to 5 has built a work-family coalition that is engaged in grassroots organizing, media outreach, and building support for public education and state policy efforts to provide time off work to parents to attend children's school activities; and to guarantee workers paid sick days. The coalition also works to bring Colorado voices into national efforts to protect and expand FMLA, win paid sick days, and to include work-family issues in local community benefits campaigns. Colorado is powerfully positioned in view of its recent victory over the Ward Connerly funded initiative to undermine civil rights.
Acorn is another imminent grassroots organizer. Acorn boasts an extensive national network infrastructure.
With a posted membership of 400,000; the organization identifies 116 chapters through out the United States. The Wall Street Journal included this information about the work of Acorn.
Since 1970, ACORN has been building community organizations that are committed to social and economic justice, and won victories on thousands of issues of concern to our members, through direct action, negotiation, legislative advocacy and voter participation. ACORN helps those who have historically been locked out become powerful players in our democratic system.
With grass roots leaders at work, opponents of paid sick leave may have their hands more than full. The controversial effort continues.
Delia Armstrong Busby is an award winning educator and former school board member. Contact at rubusy1@comcast.net
Friday, July 31, 2009
Thursday, July 30, 2009
YouTube - Colorado Editorial Forum: Education Innovation and Economic Stimulus#watch-main-area
YouTube - Colorado Editorial Forum: Education Innovation and Economic Stimulus#watch-main-area: "delia armstrong busby economic stimulus obama alan ohashi o'hashi colorado editorial forum american"
Monday, July 13, 2009
Wednesday, June 10, 2009
Close a school, open a village by Sue McMillin
Close a school, open a village
May 27th, 2009, 5:40 pm · Post a Comment · posted by Sue McMillin
Sometimes ideas blossom quickly. That seems to be the case with a group of citizens who have gathered a few times in recent weeks to talk about the fate of Irving Middle School after it closes this week. When many folks were relaxing over the Memorial holiday weekend, the stalwarts in the group were doing paperwork to establish the Irving Village nonprofit to create an intergenerational community center at the school on Murray Boulevard.
And they're thinking that part of the center would house a charter school, the Irving Village Career-Vocational Prep Academy that would serve students in sixth through 12th grades. The kids could get training/apprenticeships/vocational certifications, and even walk away with associates degrees, according to Delia Armstrong-Busby, one of the leaders of the effort. Those involved in recent meetings have said there's a huge need for vocational education in the region because students who aren't college-bound find the traditional high school offerings irrelevant to their lives.
Some of the folks and businesses who've joined this effort include attorney Pete Lee, Rick Johnson of Johnson Plumbing and Heating, Open Range Construction and Pikes Peak Workforce.
Busby said the group will seek a charter from D-11 or the state charter authority, and has already floated the idea to the League of Charter Schools, which found the idea innovative. Busby said those interested in the projects or in donating to the start-up can contact her at rubusy1@comcast.net
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May 27th, 2009, 5:40 pm · Post a Comment · posted by Sue McMillin
Sometimes ideas blossom quickly. That seems to be the case with a group of citizens who have gathered a few times in recent weeks to talk about the fate of Irving Middle School after it closes this week. When many folks were relaxing over the Memorial holiday weekend, the stalwarts in the group were doing paperwork to establish the Irving Village nonprofit to create an intergenerational community center at the school on Murray Boulevard.
And they're thinking that part of the center would house a charter school, the Irving Village Career-Vocational Prep Academy that would serve students in sixth through 12th grades. The kids could get training/apprenticeships/vocational certifications, and even walk away with associates degrees, according to Delia Armstrong-Busby, one of the leaders of the effort. Those involved in recent meetings have said there's a huge need for vocational education in the region because students who aren't college-bound find the traditional high school offerings irrelevant to their lives.
Some of the folks and businesses who've joined this effort include attorney Pete Lee, Rick Johnson of Johnson Plumbing and Heating, Open Range Construction and Pikes Peak Workforce.
Busby said the group will seek a charter from D-11 or the state charter authority, and has already floated the idea to the League of Charter Schools, which found the idea innovative. Busby said those interested in the projects or in donating to the start-up can contact her at rubusy1@comcast.net
Share and Enjoy:
Monday, June 1, 2009
DELIA ARMSTRONG-BUSBY 8/16/2004 4800.00. DELIA ARMSTRONG-BUSBY 8/31/2004 4800.00 ... DELIA ARMSTRONG-BUSBY 6/30/2005 4800.00. Total: 91419.24 ...
DELIA ARMSTRONG-BUSBY 8/16/2004 4800.00. DELIA ARMSTRONG-BUSBY 8/31/2004 4800.00 ... DELIA ARMSTRONG-BUSBY 6/30/2005 4800.00. Total: 91419.24 ...
Delia Armstrong Busby Consulting provides drop out intervention services to many districts over time. Delia Armstrong Busby created the Absence Addiction Approach which is a proven intervention for dropout intervention. The creation of this program assisted in award winning out comes for students.
Delia Armstrong Busby Consulting provides drop out intervention services to many districts over time. Delia Armstrong Busby created the Absence Addiction Approach which is a proven intervention for dropout intervention. The creation of this program assisted in award winning out comes for students.
Sunday, May 31, 2009
The D-11 Fact Sheet Alliance for What?
The Alliance for Quality Public Schools was formed by Karen Teja, Jan Tanner, Tami Hasling, John Garten, as well as myself and numerous others in 2003.
It was used as a springboard to elect Tami Hasling to the School Board in 2005. I assisted with the appointment of Jan Tanner to the treasurer position through the intervention of then board president Sandy Shakes.
Through the efforts of the Alliance, a more moderate and less strident voice was established at the board level.
By 2007 Jan Tanner would be formally elected to the BOE where she was elected to a full term subsequent to her winning a recall election where she ran against Sandy Shakes
It was used as a springboard to elect Tami Hasling to the School Board in 2005. I assisted with the appointment of Jan Tanner to the treasurer position through the intervention of then board president Sandy Shakes.
Through the efforts of the Alliance, a more moderate and less strident voice was established at the board level.
By 2007 Jan Tanner would be formally elected to the BOE where she was elected to a full term subsequent to her winning a recall election where she ran against Sandy Shakes
Friday, May 29, 2009
"Yes She Can Campaign"
The "Yes She Can Campaign" of Delia Armstrong Busby is launched. With a career focussed on the interests of students and parents, Busby represents the best of the best when it comes to public service.
During her tenure on the school board, she helped fund the parent empowerment program with a sizable grant and assisted the training of parents in dealing with the affairs of their children in school.
She assisted parents and teachers in building teacher contracts that protected the rights of teachers and the needs of students and families.
She supported the building of Christa McAuliffe Elementary School on the eastside to empower all regions of the district to have needed access to schools.
She voted to support the continuance of neighbhorhood schools. She vote to allow parents a voice in schools where the environment was not in the best interest of students and families.
She facilitated community meetings where parents could voice concerns.
She supported and assisted achievement for students and staff
She understands the needs for and the validity of the master agreement to protect the interests of educators
She insisted that the superintendent contract included that the superintendent is responsible for student achievement and that this must be included in the contract between the board of education and the superintendent.
She understands perseverance overcoming unfair actions as an employee and moving to serve the community as the first African American woman to serve as a member of the district eleven school board in 143 years.
She has worked to develop the community involvement in the newly formed Irving Village non profit to stop the urban decay promoted by the closure of nine district eleven schools.
During her tenure on the school board, she helped fund the parent empowerment program with a sizable grant and assisted the training of parents in dealing with the affairs of their children in school.
She assisted parents and teachers in building teacher contracts that protected the rights of teachers and the needs of students and families.
She supported the building of Christa McAuliffe Elementary School on the eastside to empower all regions of the district to have needed access to schools.
She voted to support the continuance of neighbhorhood schools. She vote to allow parents a voice in schools where the environment was not in the best interest of students and families.
She facilitated community meetings where parents could voice concerns.
She supported and assisted achievement for students and staff
She understands the needs for and the validity of the master agreement to protect the interests of educators
She insisted that the superintendent contract included that the superintendent is responsible for student achievement and that this must be included in the contract between the board of education and the superintendent.
She understands perseverance overcoming unfair actions as an employee and moving to serve the community as the first African American woman to serve as a member of the district eleven school board in 143 years.
She has worked to develop the community involvement in the newly formed Irving Village non profit to stop the urban decay promoted by the closure of nine district eleven schools.
Wednesday, April 29, 2009
When School Bells Lose Their Ring
When School Bells Lose Their Ring
e-mail to a friend | print this | link to this
Contributed by: delia armstrong-busby on 4/29/2009
Reflections on the passing of your neighborhood schools...
New school buildings, new furnishings, great curb appeal. These are blessings coming with living in the newer parts of town --- often where the money is budgeted to put the new schools in place.
But watch out if you purchased your home in the older parts of your school district. You may find that your school district starts a process of neighborhood school deconstruction ---- which may mean a nightmare in some homes.
If you fail to live in the newer parts of town, you may find your school on the chopping block some time in the future.
Our property taxes don't go down immediately. But your neighborhood school services disappear. It can take about twenty-four to thirty six months for the value of your home to go down.
So, you keep paying the same prices for school taxes while neighborhood school services are reduced.
Yes, we hear this scenario is the right thing to do.
On the other hand, if your next move is out of the school district--- then what the school district says is a savings can be lost as the exodus away takes flight.
Picture neighborhood school fans flying the coop.
e-mail to a friend | print this | link to this
Contributed by: delia armstrong-busby on 4/29/2009
Reflections on the passing of your neighborhood schools...
New school buildings, new furnishings, great curb appeal. These are blessings coming with living in the newer parts of town --- often where the money is budgeted to put the new schools in place.
But watch out if you purchased your home in the older parts of your school district. You may find that your school district starts a process of neighborhood school deconstruction ---- which may mean a nightmare in some homes.
If you fail to live in the newer parts of town, you may find your school on the chopping block some time in the future.
Our property taxes don't go down immediately. But your neighborhood school services disappear. It can take about twenty-four to thirty six months for the value of your home to go down.
So, you keep paying the same prices for school taxes while neighborhood school services are reduced.
Yes, we hear this scenario is the right thing to do.
On the other hand, if your next move is out of the school district--- then what the school district says is a savings can be lost as the exodus away takes flight.
Picture neighborhood school fans flying the coop.
Sunday, January 18, 2009
We Are Barak Hussein Obama
Delia Armstrong Busby was the first African American principal in Colorado Springs and the first to serve on the District 11 Board of Education.
Provided by: Delia Armstrong Busby
The inauguration of Barack Obama leads me to these reflections---
The people of Colorado Springs were poised for change when Barack Hussein Obama appeared on the electoral scene. My first wave of "what in the world is happening here?" occurred during the democratic caucus in our neighborhood which is near Wasson High School.
My husband (Ron) and I arrived at Audubon Elementary School to find the largest democratic turnout in30 years. The next eye-opener was the campaign field workers at the Obama Party the evening of the caucus.
As newly selected Obama caucus delegates, Ron and I were surprised when we entered the Party at Phantom Canyon, to find a room full of energetic 20-somethings with faces aglow with happy and voices bubbly with "Yes, we can". It quickly reminded me of my days of high school supervision when the highlight of the evening might be stopping some youthful PDA (public display of affection). But the only PDA I found at Phantom Canyon was a philosophical love affair for Barack Obama.
This is my first experience with impassioned, youthful, campaigners in large numbers. To me it signals the changing of the generational guard. I am impressed.
Since moving to Colorado Springs in 1969, I have always had a personal sense of what I can do. And within this community, I have had the professional and personal opportunity of many firsts. This includes being the first African American female to be appointed to a high school principalship. In 1999, I became the first African American female elected to the Colorado Springs District Eleven School Board in over 140 years. Because of these experiences, the election of Barack Obama never seemed out of reach to me.
I certainly have been at the forefront of educational change in Colorado Springs for nearly40 years. My conclusion is that the community is empowering based on its perception of your ability to make a meaningful contribution. Obama arrived on the scene of a community hip-deep in a desire for better. A community still wanting to believe that America can indeed renew itself with the best leadership. There was and is a strong feeling of "we can be better" and "we can do better." Further, there are still numbers of people willing to extend themselves to make it so.
Since his election, the Obama team has been in constant touch keeping the dream of a renewed America alive. A day of service is being encouraged this month. The push for all of us to better our community by acting to make improvement or to just make a personal contribution to the common good is inspiring. We are Barack Hussein Obama. We make him possible because we make dreams come true when we continue to say yes to change and to hope and to seeing the possibilities of the new reality that emerges on Tuesday January 20, 2009.
Currently listening to:
Yes We Can: Voices of a Grassroots Movement (Barack Obama)
Released on: November 11, 2008
By: Various Artists and Barack Obama
Provided by: Delia Armstrong Busby
The inauguration of Barack Obama leads me to these reflections---
The people of Colorado Springs were poised for change when Barack Hussein Obama appeared on the electoral scene. My first wave of "what in the world is happening here?" occurred during the democratic caucus in our neighborhood which is near Wasson High School.
My husband (Ron) and I arrived at Audubon Elementary School to find the largest democratic turnout in30 years. The next eye-opener was the campaign field workers at the Obama Party the evening of the caucus.
As newly selected Obama caucus delegates, Ron and I were surprised when we entered the Party at Phantom Canyon, to find a room full of energetic 20-somethings with faces aglow with happy and voices bubbly with "Yes, we can". It quickly reminded me of my days of high school supervision when the highlight of the evening might be stopping some youthful PDA (public display of affection). But the only PDA I found at Phantom Canyon was a philosophical love affair for Barack Obama.
This is my first experience with impassioned, youthful, campaigners in large numbers. To me it signals the changing of the generational guard. I am impressed.
Since moving to Colorado Springs in 1969, I have always had a personal sense of what I can do. And within this community, I have had the professional and personal opportunity of many firsts. This includes being the first African American female to be appointed to a high school principalship. In 1999, I became the first African American female elected to the Colorado Springs District Eleven School Board in over 140 years. Because of these experiences, the election of Barack Obama never seemed out of reach to me.
I certainly have been at the forefront of educational change in Colorado Springs for nearly40 years. My conclusion is that the community is empowering based on its perception of your ability to make a meaningful contribution. Obama arrived on the scene of a community hip-deep in a desire for better. A community still wanting to believe that America can indeed renew itself with the best leadership. There was and is a strong feeling of "we can be better" and "we can do better." Further, there are still numbers of people willing to extend themselves to make it so.
Since his election, the Obama team has been in constant touch keeping the dream of a renewed America alive. A day of service is being encouraged this month. The push for all of us to better our community by acting to make improvement or to just make a personal contribution to the common good is inspiring. We are Barack Hussein Obama. We make him possible because we make dreams come true when we continue to say yes to change and to hope and to seeing the possibilities of the new reality that emerges on Tuesday January 20, 2009.
Currently listening to:
Yes We Can: Voices of a Grassroots Movement (Barack Obama)
Released on: November 11, 2008
By: Various Artists and Barack Obama
Tuesday, January 13, 2009
Children Engaged:AVisit To the Pikes Peak Urban League Child Development Center
Children Engaged: A Visit to the Pikes Peak Urban League Child Development Center
Smiling faces highlighted by hopeful, enthusiastic eyes helped to communicate the effectiveness of the Urban League Child Development Center run by Mrs. G. (Mildred Galbreath).
The Pikes Peak Urban League Child Development is partnered with Hope On Line Academy to create the educational setting which captures the learning energies of these children who are aged from kindergarten to second grade.
Research demonstrates that the years before the third grade are crucial. With this development center as a staging ground, young minds are being effectively prepared with literacy and mathematical curriculum. This rich curricular content is enhanced by a student-teacher ratio of about one to four. Add to this certified social worker support. With the assistance of a credentialed instructional coach, students have the equivalent of individual learning plans supervised by qualified instructional specialists.
What a wonderfully well executed design --- not only for at risk early learners---- but any early learners.
Hats off to Mrs. G and her children loving staff and the curricular/instructional assistance provided through Hope On Line Academy.
Observation completed by Delia Armstrong-Busby, Milken Educator, former School Board Director
Children Engaged: A Visit to the Pikes Peak Urban League Child Development Center
Children Engaged: A Visit to the Pikes Peak Urban League Child Development Center
Children Engaged: A Visit to the Pikes Peak Urban League Child Development Center
Smiling faces highlighted by hopeful, enthusiastic eyes helped to communicate the effectiveness of the Urban League Child Development Center run by Mrs. G. (Mildred Galbreath).
The Pikes Peak Urban League Child Development is partnered with Hope On Line Academy to create the educational setting which captures the learning energies of these children who are aged from kindergarten to second grade.
Research demonstrates that the years before the third grade are crucial. With this development center as a staging ground, young minds are being effectively prepared with literacy and mathematical curriculum. This rich curricular content is enhanced by a student-teacher ratio of about one to four. Add to this certified social worker support. With the assistance of a credentialed instructional coach, students have the equivalent of individual learning plans supervised by qualified instructional specialists.
What a wonderfully well executed design --- not only for at risk early learners---- but any early learners.
Hats off to Mrs. G and her children loving staff and the curricular/instructional assistance provided through Hope On Line Academy.
Observation completed by Delia Armstrong-Busby, Milken Educator, former School Board Director
Children Engaged: A Visit to the Pikes Peak Urban League Child Development Center
Smiling faces highlighted by hopeful, enthusiastic eyes helped to communicate the effectiveness of the Urban League Child Development Center run by Mrs. G. (Mildred Galbreath).
The Pikes Peak Urban League Child Development is partnered with Hope On Line Academy to create the educational setting which captures the learning energies of these children who are aged from kindergarten to second grade.
Research demonstrates that the years before the third grade are crucial. With this development center as a staging ground, young minds are being effectively prepared with literacy and mathematical curriculum. This rich curricular content is enhanced by a student-teacher ratio of about one to four. Add to this certified social worker support. With the assistance of a credentialed instructional coach, students have the equivalent of individual learning plans supervised by qualified instructional specialists.
What a wonderfully well executed design --- not only for at risk early learners---- but any early learners.
Hats off to Mrs. G and her children loving staff and the curricular/instructional assistance provided through Hope On Line Academy.
Observation completed by Delia Armstrong-Busby, Milken Educator, former School Board Director
Tuesday, January 6, 2009
Doubt:The Movie and Pedophilia in the Schoolhouse
Sister Aloysius, the catalytic character in the movie, Doubt; portrays the responsible educator confronted with the duty to act when faced with pedophilia in the schoolhouse.
My own experience with this duty to act was driven by the complaint raised by the boyfriend of a former student. The student, still traumatized by the experience of the sexual betrayal at the hands of a trusted staff member. I was newly appointed to my position as a high school principal, yet I did take the responsibility. At the time, the laws were different on one level, but the individual accountability for doing the "right thing" are always present. I initiated an investigation, talking to staff members who came forward with what they knew. It was a floodgate with yearbooks used to point out students who were victimized over time.
My investigation revealed that the staff member in question had seventeen years of complaints about inappropriate sexual relationships with male and female students.
After bringing this information to the superintendent, he then hired an investigator.
The investigator compiled an overwhelming body of evidence as a result of gathering signed statements from parents and students regarding the sexual activity with children in the school.
As the episode progresses, politics prevails. The individual in question is permitted to resign.
when he surfaces again it is as a staff member in an adjacent school district with a recommendation from a then member of the state board of education.
And parallel to the outcomes for the accused in the movie, the individual is left to repeat the behavior with a new audience of students.dophilia
My own experience with this duty to act was driven by the complaint raised by the boyfriend of a former student. The student, still traumatized by the experience of the sexual betrayal at the hands of a trusted staff member. I was newly appointed to my position as a high school principal, yet I did take the responsibility. At the time, the laws were different on one level, but the individual accountability for doing the "right thing" are always present. I initiated an investigation, talking to staff members who came forward with what they knew. It was a floodgate with yearbooks used to point out students who were victimized over time.
My investigation revealed that the staff member in question had seventeen years of complaints about inappropriate sexual relationships with male and female students.
After bringing this information to the superintendent, he then hired an investigator.
The investigator compiled an overwhelming body of evidence as a result of gathering signed statements from parents and students regarding the sexual activity with children in the school.
As the episode progresses, politics prevails. The individual in question is permitted to resign.
when he surfaces again it is as a staff member in an adjacent school district with a recommendation from a then member of the state board of education.
And parallel to the outcomes for the accused in the movie, the individual is left to repeat the behavior with a new audience of students.dophilia
Doubt:The Movie and Pedophilia in the Schoolhouse
Sister Aloyious, the catalytic character in the movie, Doubt; portrays the responsible educator confronted with the duty to act when faced with pedophilia in the schoolhouse.
My own experience with this duty to act was driven by the complaint raised by the boyfriend of a former student. The student still traumatized by the experience of the sexual betrayal at the hands of a trusted staff member. I was newly appointed to my position as a high school principal, yet I did take the responsiblity. At the time, the laws were different on one level, but the individual accountability for doing the "right thing" are always present. I initiated an investigation, talking to staff members who came forward with what they knew. It was a floodgate with yearbooks used to point out students who were victimized over time.
My investigation revealed that the staff member in question had seventeen years of complaints about inappropriate sexual relationships with male and female students.
After bringing this information to the superintendent, he then hired an investigator.
The investigator compiled an overwhelming body of evidence as a result of gathering signed statements from parents and students regarding the sexual acitivity with children in the school.
As the episode progresses, politics prevails. The individual in question is permitted to resign.
when he surfaces again it is as a staff member in an adjacent school district with a recommendation from a then member of the state board of education.
And parallel to the outcomes for the accused in the movie, the indiviual is left to repeat the behavior with a new audience of students.
My own experience with this duty to act was driven by the complaint raised by the boyfriend of a former student. The student still traumatized by the experience of the sexual betrayal at the hands of a trusted staff member. I was newly appointed to my position as a high school principal, yet I did take the responsiblity. At the time, the laws were different on one level, but the individual accountability for doing the "right thing" are always present. I initiated an investigation, talking to staff members who came forward with what they knew. It was a floodgate with yearbooks used to point out students who were victimized over time.
My investigation revealed that the staff member in question had seventeen years of complaints about inappropriate sexual relationships with male and female students.
After bringing this information to the superintendent, he then hired an investigator.
The investigator compiled an overwhelming body of evidence as a result of gathering signed statements from parents and students regarding the sexual acitivity with children in the school.
As the episode progresses, politics prevails. The individual in question is permitted to resign.
when he surfaces again it is as a staff member in an adjacent school district with a recommendation from a then member of the state board of education.
And parallel to the outcomes for the accused in the movie, the indiviual is left to repeat the behavior with a new audience of students.
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