THE NETWORK asks ----why does it seem that global neo-liberal corporate charter chains ranked highest---ergo, to make more money when the stock exchange becomes official with these corporate schools----tied to OLD WORLD TRIBE OF JUDAH?
Well, first these global banking 1% were overseas these several decades having built these hyper-neo-liberal corporate K-12 schools ---we discuss often how ASIAN parents and students HATED THEM.
Second, our US PUBLIC SCHOOLS open to all children were the mainstay of our CHRISTIAN students and these few decades these CHRISTIAN families are the ones sold on building 21st community charter schools---local and small----not knowing these hyper-global neo-liberal corporate charters are going to GOBBLE THEM UP.
HERE IS WHY BALTIMORE CITY IS FILLED WITH FAILING PUBLIC SCHOOLS IN DEEP DECAY UNABLE TO FUNCTION AS HIGH-PERFORMING SCHOOLS.
'CHARTER OF BALTIMORE CITY
(As Last Amended by Resolution 18-014 and by Chapters 459 & 460, Acts of 2019)'
Published by
BALTIMORE CITY DEPARTMENT OF LEGISLATIVE REFERENCE
Avery Aisenstark, Director2018
The reports of the Charter Revision Commissions that drafted the subsequent 1964 and 1994 Revisions are on file in the Library of the Department of Legislative Reference in City Hall. Charter amendments adopted after the 1994 Revision are identified in parenthesis at the end of the affected section or subsection.
Whether KIPP OR BASIS----the model of HITTING HARD and choosing which child or family stays in that system has pushed thousands of 99% WE THE BLACK CITIZENS out of city schools and out of the city.
WE DON'T WANT THEM say KIPP AND BASIS.
Without coincidence, this is what NOSY NEIGHBORS AND THE GANG are saying to ME-----as the HIT HARD------keeping me DOWN----working to PUSH ME OUT.
THIS IS THE ETHOS OF THE HYPER-NEO-LIBERAL GLOBAL CORPORATE CHARTER CHAINS.
KNOW WHAT? The global banking 5% freemason/Greek players come in black, white, and brown players---they come in FAKE JEWISH, FAKE MUSLIM, FAKE CATHOLIC, AND FAKE PROTESTANT-------so, all ROBBER BARON CLINTON/BUSH/OBAMA-------do not empower those 99% WE THE PEOPLE population groups.
PRAGERU.COM is global banking 1% OLD WORLD KINGS---TRIBE OF JUDAH as is MANHATTAN INSTITUTE.
Blacks in Power Don't Empower Blacks
Jason Riley
Mar 26, 20185.7m
Between 1970 and 2012, the number of black elected officials rose from fewer than 1,500 to more than 10,000. How has this affected the black community? Jason Riley of The Manhattan Institute answers the question in this video.
__________________________
This article by global banking 1% media outlet does a good job explaining what MOVING FORWARD ONE WORLD ONE GLOBAL ONLINE CORPORATE NEO-LIBERAL EDUCATION structure will look like. ONLINE because it will be continuous VOCATIONAL CERTIFICATIONS------ONLINE because they call for GLOBAL TEAM-BUILDING -----ONLINE because APPRENTICESHIP pre-K to career has our US 99% WE THE CHILDREN as child labor -------as early as possible. ON-THE-JOB TRAINING is pre-K---career.
THERE WILL BE NO BRICK AND MORTAR SCHOOLS----CORPORATIONS WILL HAVE TRAINING CENTERS ON CAMPUS.
What we see here with life-time employment and the ending of 3 phases of life-----EDUCATION---WORK----RETIREMENT. The lady acting as if these programs are HER IDEA----is simply repeating global banking 1% talking points---
SHE IS NOT EMPOWERED AT ALL.
Our local city schools and university academics these several centuries------WERE EMPOWERED IN CREATING LEARNING/WORK situations.
PLEASE NOTE THE POWERPOINT SHOWING HOW THE WORKPLACE 'CURVE' MOVES TO YOUNGER RETIREMENT.
Age 30---35 will be PEAK-----leaving of workforce. Age 8---30 will be apprenticeship education/labor. Leaving the workforce around age 40-------leaving RETIREMENT as too many years for CORPORATE SUSTAINABILITY.
Working 17 jobs with 5 corporations over those age 8-----30 years is not conducive to FAMILY, COMMUNITY, ENLIGHTENED living.
Apr 3, 2019, 03:59pm
What If The Future Of Work Starts With High School?
Heather E. McGowan Contributor Careers
I champion humans in the learning-centric future of work.
Nearly 100% of the jobs created during the economic recovery went to workers with postsecondary education training. That training really begins in high school. The work of the future will require a robust system of lifelong learning and high school may just be the fulcrum in that system, best positioned to make the necessary profound changes across the system.
Today
Right now, the university degree is the new high school diploma. It is the best proxy we have, but it remains insufficient. Four out of five CEOs say that skills gaps in creativity and problem solving make hiring difficult and nearly half of job tasks may be lost to automation within the next two decades. While we have substantial technical skills gaps we also have a profound shortage of non-technical, uniquely human skills such as empathy, social intelligence, creativity, communication and judgment among others. The Georgetown Center on Education and the Workforce predicted that without changes to our postsecondary education system immediately, our economy will be short 5 million workers by 2020. This is not new information but our responses to these challenges are insufficient. Merely pushing more people on the existing factory pipeline through higher education is not working. Nor are efforts to retrain those displaced in short-term skill acquisition boot camps. We need to start thinking differently.
Enter The Fourth Industrial Revolution
The first industrial revolution was steam, the second was electrification and mass production, and the third was the advent of computerized technologies and with it the automation of physical labor such as manufacturing. The fourth industrial revolution will be marked by many advances in many forms of technology but most notably the automation of cognitive labor. Anything mentally routine or predictable, no matter how cognitively intense, can and will be achieved by some form of technology. As a result, we need to think differently about what work humans best address and how we prepare them for that work.
The End of The Occupation Identity
We ask young children, “What do you want to be when you grow up?” and we ask university students to select their major prior to any higher education exploration or experiences. This line of questioning asks the individual to pick an aspirational future self based upon existing careers and to work towards realizing that static vision. Becoming that future self is a process of acquiring codified existing skills and knowledge. This worked in the past when occupations had so much durability that they spanned multiple generations and served as the basis of our surnames. According to research by the Foundation For Young Australians,in the developed world, today’s young people may have upwards of 17 jobs across five different industries in a single generation. Many of those jobs do not yet exist and those that do will be rapidly and radically reshaped by technology. We need to think differently about how we define ourselves beyond a one-time application of skills and knowledge in a single set career.
New Work Mindset: Learning Agility and Agency
If the future of work includes 15 or more jobs per person—we must rethink how we define ourselves. This will require a shift from a set identity bestowed by external validation (degree, job title, company affiliation) and focused around the application of skills and knowledge at a moment in time to an identity formed from internal validation rooted in purpose, passion, uniquely human skills, and fundamental literacies. This new work mindset will require a heightened level of self -awareness about one’s ability and methods for learning, adaptation, and value creation. This is a shift from learning to do to learning in order to continuously learn and adapt. This is a shift from storing stocks of knowledge to working in flows of emerging knowledge with a trans-disciplinary mindset of human and technology collaboration. This is analogous to learning to master a single instrument versus learning to conduct an orchestra.
In order to learn and adapt for life one must have agency. Marina Gorbis from the Institute for the Future declared, “Once we close the digital divide, we will need to bridge the motivational divide.” Motivation starts with understanding one’s purpose and passion. As work will change at a frenetic pace, we need to think less about an existing role we will fill and more about directing our unique abilities towards emerging challenges to create new value.
High School As The Fulcrum To Impactful Change
Previously considered too late for intervention, new evidence from neurological science, as noted in Age of Opportunity: Lessons from the New Science of Adolescence, now suggests critical brain development occurs during the adolescent years. Further, while identity development occurs throughout one's lifetime, Age of Opportunity author Laurence Steinberg notes that adolescence is the first time that individuals contemplate how our identity may affect our lives. As the future of work requires an internally validated identity born of self-awareness and coupled with learning agility and adaptability, this all points to re-imaging high school.
Some Promising Examples on Re-imaging High School
Many have approached the challenge of rethinking high school and the imperative to do so continues to grow. There are a number of efforts now underway that look promising because they are not simply about what is taught but how. These efforts put the student at the center with the responsibility for his or her own learning.
In 2014, Salman Khan of the Khan Academy launched the experimental Khan Lab School(K-12) where students are organized by their executive function rather than their age. They move through competencies rather than seat time or tests, each student is responsible to teach as well as learn to reinforce their capabilities, and each student has a passion project in addition to their core competencies and teaching responsibilities. I visited this one room schoolhouse for the 21st century a year ago and I was struck by the energy and enthusiasm in the engaged students who were clearly in control of their own learning.
In 2015, XQ Institute launched XQ:
The Super School Challenge.
In the words of cofounder Russlynn Ali, “In the last 100 years we have gone from the typewriter to the touch screen and from the silent movie to virtual and augmented reality yet our high schools remain frozen in time. When we reviewed the considerable research that supports the potential impact of reimagining high school we put forth the challenge.” The challenge inspired students, teachers and other interested people from 4,000 communities to get involved, and XQ eventually received more than 700 proposals for new or redesigned high schools—leading XQ to make a funded series of seed investments in 10 (now 19) different types of innovative public high schools. (A full list of the schools can be found here.) Despite their differences, all 19 schools are grounded in common, research-based design principles for effective high schools—including a broader vision for student success that’s expressed by a holistic set of learner goals. The XQ Learner Goals include Foundational Knowledge, to place information in proper context; Fundamental Literacies, including digital and computational proficiencies, to navigate this complex new world; Generous Collaborators, to work in cross cultural and trans-disciplinary teams; and Original Thinkers to create new value while serving our world’s most pressing challenges, cognizant that all students must become Learners For Life.
XQ's mission is to fuel America’s collective creativity to transform high school so every student succeeds—no matter their race, gender or zip code. This past year XQ released High School and the Future of Work: A Guide for State Policymakers, a new guide to offer perspectives to state-level policy leaders both how to transform high schools and why it is essential for a changing workforce. In full disclosure, I provide a paid keynote at the XQ Annual Symposium last summer.
In Ohio, another interesting experiment is underway at the PAST Foundation. The PAST Foundation takes a different approach by being a place for experimentation outside the structure of school system. Founder Annalies Corbin describes the PAST Innovation Lab, which opened in 2016,“We opened the lab, an education R&D prototyping facility, so that we could specifically test the boundaries of the work/school interface. By fully embedding teaching and learning in industry R&D, startup and launch we saw exponential growth in students grasp of what is possible. Thus far, we have found when no longer constrained by the limits of traditional high school, students in the PAST lab excelled — they found the connections between industries and application, and they are able to contribute to solving real-world challenges in real time as full active members of design teams — our kids are only constrained by the limits of their own knowledge, which grows daily.” Annalies recently launched a podcast called Learning Unboxed to facilitate discussions on the future of work and rethinking education.
In the early 1900s, in order to create a workforce for the second industrial revolution, a "high school movement" was launched that transformed high school education from merely a preparation for the rare few who attended college or university to a necessary foundational education for all. This was recognized as our first wave of education. With the third industrial revolution, a second wave from 1960-1990 when we doubled the number of higher education institutions in the United States in response to the rising demand for skilled talent. Many consider what we need now is a third wave of education. Whatever we decide to call it, to thrive in this fourth industrial revolution, where technology can assume many of our routine cognitive tasks, we need a robust system of life-long learning that begins with a reimagined high school to establish a strong foundation of learning agility and adaptability.
If you know of other experiments taking place to rethink high school, please tweet and share links to those efforts.
_________________________________________
We picked on TRIBE OF JUDAH for creating GLOBAL NEO-LIBERAL K-12 EDUCATION CORPORATE CHARTERS which will NOT be good for children---will exploit and harden children as if getting and maintain a job requires keeping old alliances 'US' and 'THEM'. The article above tells us that constant CHURN of jobs, corporations, communities while intense learning curves engulf people's lives-----there will be no way to have lasting ALLIANCES. The goal of MOVING FORWARD is to kill all ability of LABOR to gain any empowerment-----extreme power requires extreme poverty and repression. That is what this 21ST CENTURY WORK MODEL is designed to do.
Below is the other extreme-----and this from OLD WORLD KINGS KNIGHTS OF MALTA-----MONTESSORI is Catholic education and it is not bad-------attending MONTESSORI for centuries ended well for students. MONTESSORI is NOT the education model for MOVING FORWARD 21ST WORKFORCE. This video shows a BAPTIST community in rural US adopting MONTESSORI at the time US FOREIGN ECONOMIC ZONES are installing KIPPS/ BASIC as BOOTCAMP education model.
WE DO NOT LIKE OUR RELIGIOUS LEADERSHIP PULLING THE WOOL OVER THE EYES OF OUR US 99% WE THE PEOPLE-----KILLING REAL US PUBLIC SCHOOLS WITH RELIGIOUS CHARTERS WHICH WILL NOT SURVIVE MOVING FORWARD.
'Catholic Montessori
Rebuilding the Family and Education
We cannot know the consequences of suppressing a child’s spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.�
– Maria Montessori'
A Public School Transitions to Montessori
•Apr 25, 2019
In rural South Carolina, a Title I school makes the leap to become a Montessori school.
Latta Elementary School GRADES PK-4 | Latta, SC'
The FUTURE OF WORK does end HIGH SCHOOL as we often say and ends for most children MIDDLE SCHOOL. Pre-K to career has that workplace age at 8 years with apprenticeship to 30 years.
Here we have GEORGETOWN UNIVERSITY another OLD WORLD KINGS KNIGHTS OF MALTA education and workplace pushing MOVING FORWARD economy rather than FIGHTING and maintaining a 20th century model which was conducive to family, children, community, AND MORALS/ETHICS/RELIGION.
Having a high school job as has been the case is completely different then children being exposed to global industrial workplace conditions.
Apr 3, 2019, 03:59pm
What If The Future Of Work Starts With High School?
Heather E. McGowan Contributor
Careers
I champion humans in the learning-centric future of work.
Nearly 100% of the jobs created during the economic recovery went to workers with postsecondary education training. That training really begins in high school. The work of the future will require a robust system of lifelong learning and high school may just be the fulcrum in that system, best positioned to make the necessary profound changes across the system.
Today
Right now, the university degree is the new high school diploma. It is the best proxy we have, but it remains insufficient. Four out of five CEOs say that skills gaps in creativity and problem solving make hiring difficult and nearly half of job tasks may be lost to automation within the next two decades. While we have substantial technical skills gaps we also have a profound shortage of non-technical, uniquely human skills such as empathy, social intelligence, creativity, communication and judgment among others. The Georgetown Center on Education and the Workforce predicted that without changes to our postsecondary education system immediately, our economy will be short 5 million workers by 2020. This is not new information but our responses to these challenges are insufficient.
Merely pushing more people on the existing factory pipeline through higher education is not working. Nor are efforts to retrain those displaced in short-term skill acquisition boot camps. We need to start thinking differently.
_______________________
Yesterday we discussed hyper-global neo-liberal corporate K-12 charter chains---today we want to remind that these same entities exist as GLOBAL NGOS----they pretend to be public non-profit community charters when they are simply subsidiaries of existing global education corporations.
Enter The Fourth Industrial Revolution
The first industrial revolution was steam, the second was electrification and mass production, and the third was the advent of computerized technologies and with it the automation of physical labor such as manufacturing. The fourth industrial revolution will be marked by many advances in many forms of technology but most notably the automation of cognitive labor. Anything mentally routine or predictable, no matter how cognitively intense, can and will be achieved by some form of technology. As a result, we need to think differently about what work humans best address and how we prepare them for that work.
We that below with this GATEWAY COMMUNITY CHARTERS----which are tied to GATEWAY COMMUNITY COLLEGES. These are global neo-liberal education corporations tied to YALE/STANFORD owned/operated by global investment/hedge funds.
What GATEWAY does as the name implies is OPEN A GATE via calling themselves PUBLIC for INTERNATIONAL/GLOBAL K-12 to come in and kill our PUBLIC SCHOOL DISTRICT structures.
GATEWAY COMMUNITY COLLEGE will be that pathway for apprenticeship pre-K to career where children finish a elementary level education and enter what is called 'COMMUNITY COLLEGE' simply on-the-job training.
'GateWay Community College | Maricopa Community Collegeswww.maricopa.edu/colleges/gateway
Welcome to GateWay Community College Earn a degree or certificate while being part of a diverse and community-focused campus at GateWay Community College (GWCC). As a part of the first technical college in Arizona and the first to use community advisory committees, students don’t have to settle for second best. Join us and be first!
GATEWAY COMMUNITY CHARTERS
2015-16 Student Calendar 2017-18 ...savacharterschool.org/wp-content/uploads/GCC_School_Year...gateway community charters 2015-16 student calendar jul '17 0 jan '18 16 m t w t f m t w t f 3 4 5 6 7 1 2 3 4 5 aug 7-8 teacher in service days (no students) 10 11 ...
Gateway Community Charters, Sacramento - Place Lookupwww.placelookup.net/gateway-community-charters... Sacramento Charter Schools |
Gateway Community Charters. Each of our Sacramento charter schools has a unique mission and vision and has a track helping students succeed academically. Gateway Community Charters is located in North Highlands city of California state. On the street of Dudley Boulevard and street number is 5712'.
You may think GREAT FUTURES------FUTURES HIGH SCHOOL is a different charter from GATEWAY COMMUNITY CHARTERS but it is not----it is another SUBSIDIARY of a global education corporation trying to look LOCAL----trying to make this SCHOOL MARKET look diverse.
One thing we like with GREAT FUTURES-----FUTURE HIGH SCHOOLS is largely being an ONLINE format which is indeed what MIDDLE/HIGH SCHOOL will look like.
We see below ONE GLOBAL CHARTER CHAIN is taking PUBLIC SCHOOL space in every US state pretending to be DIVERSE ----LOTS OF CHOICES.
One more point is this--------GREAT FUTURE---FUTURE HIGH SCHOOL GATEWAY COMMUNITY SCHOOLS all push different population groups into separate schools as below were DISABLED students have a separate school
'Futures School is Connecticut’s first community-based special education school approved by the Department of Education.
We serve students 14 – 21 years of age with challenging behaviors and other cognitive or developmental disabilities including complex learning disorders, autism and acquired brain injuries.Futures School provides a wide range of customized and individualized education, transition and employment services on-site and in communities throughout Connecticut.We are proud of our West Hartford-based educational center where we house a state-of-the-art computer lab, individual student workspace and offices for school administrators, teachers, a counselor and a consulting psychologist'.
****************************************************************
'About Great Futures Online Program
(Courses are taken home)Students interested in taking classes through this program are encouraged to contact Amanda Pelukas pelukasa@wwcsd.net if you have any questions. A curriculum, a highly qualified teacher, and a mentor teacher will then be assigned to your child.
This will be the beginning of building a strong relationship and offering support to the student's social and academic needs during their enrollment.
We look forward to working with you and developing an individual academic plan that works for you and your child'.
*****************************************************
Futures High School – Grades 9-12
Providing students with an excellent, standards-based education that will prepare them for the rigor of university education and the competition of the workplace in a global environment.
School Accountability Report Card (SARC)
Local Control and Accountability Plan: Annual Update
Single Plan for Student Achievement
Futures – Goal 2 Immigrant Update
Futures LEA Plan Goal 2 Update
Futures High School Website
***************************************************
'BSD7: Future High Schools Webpage
BSD7: Future High Schools Webpage
Stranger Danger Alert
Reporting Bullying and Harassment
Project Connect
Bozeman Public Schools / District News / BSD7: Future High Schools Webpage
BSD7 Future High Schools
Posted on 04/20/2018
BOZEMAN, MONTANA
Updates and background information about Bozeman’s transition to two high schools'.
WELCOME From the Superintendent/CEO
Welcome to Gateway Community Charters (GCC).
As the Superintendent/CEO of the GCC, I am excited and proud to lead our dynamic charter school organization. Gateway Community Charters is a 501c3 nonprofit public benefit corporation that has been providing quality school choice options in the greater Sacramento region for over fifteen years.
This year we are celebrating our sixteenth year in operation! We began our operations in 2003 in an innovative partnership with the former Grant Joint Union High School District.
Gateway first opened Community Outreach Academy in 2003 with approx. 300 students in grades K – 10.
Building on our initial success, we opened Futures High School in fall of 2004, Community Collaborative Charter School in 2005 and Higher Learning Academy, California Aerospace Academy and Sacramento Academic and Vocational Academy all in the fall of 2007. In June of 2012, we voluntarily closed the California Aerospace Academy.
In 2013, we opened our first charter in partnership with the San Juan Unified School District – Gateway International School.
In 2015, we opened our first charter in partnership with the Yolo County Office of Education – Empowering Possibilities International Charter, in 2018 we built on the successful SAVA model and opened Sacramento Academic and Vocational Academy in partnership with Sacramento City Unified School District and Elk Grove Unified School District, bringing our current number of schools to nine charters serving approximately 4,700 K-12 students.
Each of our schools has a different and unique focus, from our Community Collaborative Charter School which is a K – 12th grade non-classroom based program serving primarily credit deficient and students ‘at – promise’ in need of greater support and remediation... and on to Community Outreach Academy (K – 8th college preparatory focus with an emphasis for English Language Learners), Futures High School (9 – 12th grade focus with an emphasis for English Language Learners), and Sacramento Academic and Vocational Academy (a 7th – 12th grade non-classroom based with an emphasis on careers and work force development).
Gateway International School (K-8th grade students) is an International Baccalaureate school.
Empowering Possibilities International Charter (K-8th grade students) is an International Baccalaureate candidate school. Higher Learning Academy (K-8th grade students) is a former core-knowledge school transitioning to become an international baccalaureate school serving students in the Del Paso Heights and Robla communities. We are pleased to offer these quality public school options in such different ways to best meet the unique and diverse needs of students in our communities.
“We are now at a point where we must educate our children in what no one knew yesterday and prepare our schools for what no one knows yet” (Margaret Mead, Anthropologist). In Gateway Community Charters, we are investing in classroom technology and methodologies to bring our students and their education into a rich and diverse future.
We are excited about the opportunity to prepare our students for the 21st Century through innovative quality schools.
We have an amazing team of teachers, principals, support staff, volunteers and board members who are all committed to the success of our students and schools.
Thank you for your interest in our organization and schools. We hope you are as dedicated and committed as we all are to making a difference in our student’s lives.
Our Mission and Vision
OUR MISSION STATEMENT
Our mission is to develop the whole child as a compassionate, life-long learner. Through inquiry, reflection and rigor, students will become globally aware and actively involved in their community and the world.
OUR VISION
Gateway International School will provide a safe learning environment where students are empowered to develop international awareness, self-sufficiency, and a sense of pride in their academic and personal success.
At GIS, we follow an incorporate the IB Mission Statement:
"The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect."
"To this end, the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment."
"These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
Embracing the IB Mission statement, the MYP has been devised at GIS to guide students in their search for a sense of belonging in the world around them. The course also aims to help students to develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. We teach student to become independent learners who can recognize relationships between school subjects and the world outside and learn to combine relevant knowledge, experience and critical thinking to solve authentic problems.
Well, first these global banking 1% were overseas these several decades having built these hyper-neo-liberal corporate K-12 schools ---we discuss often how ASIAN parents and students HATED THEM.
Second, our US PUBLIC SCHOOLS open to all children were the mainstay of our CHRISTIAN students and these few decades these CHRISTIAN families are the ones sold on building 21st community charter schools---local and small----not knowing these hyper-global neo-liberal corporate charters are going to GOBBLE THEM UP.
HERE IS WHY BALTIMORE CITY IS FILLED WITH FAILING PUBLIC SCHOOLS IN DEEP DECAY UNABLE TO FUNCTION AS HIGH-PERFORMING SCHOOLS.
'CHARTER OF BALTIMORE CITY
(As Last Amended by Resolution 18-014 and by Chapters 459 & 460, Acts of 2019)'
Published by
BALTIMORE CITY DEPARTMENT OF LEGISLATIVE REFERENCE
Avery Aisenstark, Director2018
The reports of the Charter Revision Commissions that drafted the subsequent 1964 and 1994 Revisions are on file in the Library of the Department of Legislative Reference in City Hall. Charter amendments adopted after the 1994 Revision are identified in parenthesis at the end of the affected section or subsection.
Whether KIPP OR BASIS----the model of HITTING HARD and choosing which child or family stays in that system has pushed thousands of 99% WE THE BLACK CITIZENS out of city schools and out of the city.
WE DON'T WANT THEM say KIPP AND BASIS.
Without coincidence, this is what NOSY NEIGHBORS AND THE GANG are saying to ME-----as the HIT HARD------keeping me DOWN----working to PUSH ME OUT.
THIS IS THE ETHOS OF THE HYPER-NEO-LIBERAL GLOBAL CORPORATE CHARTER CHAINS.
KNOW WHAT? The global banking 5% freemason/Greek players come in black, white, and brown players---they come in FAKE JEWISH, FAKE MUSLIM, FAKE CATHOLIC, AND FAKE PROTESTANT-------so, all ROBBER BARON CLINTON/BUSH/OBAMA-------do not empower those 99% WE THE PEOPLE population groups.
PRAGERU.COM is global banking 1% OLD WORLD KINGS---TRIBE OF JUDAH as is MANHATTAN INSTITUTE.
Blacks in Power Don't Empower Blacks
Jason Riley
Mar 26, 20185.7m
Between 1970 and 2012, the number of black elected officials rose from fewer than 1,500 to more than 10,000. How has this affected the black community? Jason Riley of The Manhattan Institute answers the question in this video.
__________________________
This article by global banking 1% media outlet does a good job explaining what MOVING FORWARD ONE WORLD ONE GLOBAL ONLINE CORPORATE NEO-LIBERAL EDUCATION structure will look like. ONLINE because it will be continuous VOCATIONAL CERTIFICATIONS------ONLINE because they call for GLOBAL TEAM-BUILDING -----ONLINE because APPRENTICESHIP pre-K to career has our US 99% WE THE CHILDREN as child labor -------as early as possible. ON-THE-JOB TRAINING is pre-K---career.
THERE WILL BE NO BRICK AND MORTAR SCHOOLS----CORPORATIONS WILL HAVE TRAINING CENTERS ON CAMPUS.
What we see here with life-time employment and the ending of 3 phases of life-----EDUCATION---WORK----RETIREMENT. The lady acting as if these programs are HER IDEA----is simply repeating global banking 1% talking points---
SHE IS NOT EMPOWERED AT ALL.
Our local city schools and university academics these several centuries------WERE EMPOWERED IN CREATING LEARNING/WORK situations.
PLEASE NOTE THE POWERPOINT SHOWING HOW THE WORKPLACE 'CURVE' MOVES TO YOUNGER RETIREMENT.
Age 30---35 will be PEAK-----leaving of workforce. Age 8---30 will be apprenticeship education/labor. Leaving the workforce around age 40-------leaving RETIREMENT as too many years for CORPORATE SUSTAINABILITY.
Working 17 jobs with 5 corporations over those age 8-----30 years is not conducive to FAMILY, COMMUNITY, ENLIGHTENED living.
Apr 3, 2019, 03:59pm
What If The Future Of Work Starts With High School?
Heather E. McGowan Contributor Careers
I champion humans in the learning-centric future of work.
Nearly 100% of the jobs created during the economic recovery went to workers with postsecondary education training. That training really begins in high school. The work of the future will require a robust system of lifelong learning and high school may just be the fulcrum in that system, best positioned to make the necessary profound changes across the system.
Today
Right now, the university degree is the new high school diploma. It is the best proxy we have, but it remains insufficient. Four out of five CEOs say that skills gaps in creativity and problem solving make hiring difficult and nearly half of job tasks may be lost to automation within the next two decades. While we have substantial technical skills gaps we also have a profound shortage of non-technical, uniquely human skills such as empathy, social intelligence, creativity, communication and judgment among others. The Georgetown Center on Education and the Workforce predicted that without changes to our postsecondary education system immediately, our economy will be short 5 million workers by 2020. This is not new information but our responses to these challenges are insufficient. Merely pushing more people on the existing factory pipeline through higher education is not working. Nor are efforts to retrain those displaced in short-term skill acquisition boot camps. We need to start thinking differently.
Enter The Fourth Industrial Revolution
The first industrial revolution was steam, the second was electrification and mass production, and the third was the advent of computerized technologies and with it the automation of physical labor such as manufacturing. The fourth industrial revolution will be marked by many advances in many forms of technology but most notably the automation of cognitive labor. Anything mentally routine or predictable, no matter how cognitively intense, can and will be achieved by some form of technology. As a result, we need to think differently about what work humans best address and how we prepare them for that work.
The End of The Occupation Identity
We ask young children, “What do you want to be when you grow up?” and we ask university students to select their major prior to any higher education exploration or experiences. This line of questioning asks the individual to pick an aspirational future self based upon existing careers and to work towards realizing that static vision. Becoming that future self is a process of acquiring codified existing skills and knowledge. This worked in the past when occupations had so much durability that they spanned multiple generations and served as the basis of our surnames. According to research by the Foundation For Young Australians,in the developed world, today’s young people may have upwards of 17 jobs across five different industries in a single generation. Many of those jobs do not yet exist and those that do will be rapidly and radically reshaped by technology. We need to think differently about how we define ourselves beyond a one-time application of skills and knowledge in a single set career.
New Work Mindset: Learning Agility and Agency
If the future of work includes 15 or more jobs per person—we must rethink how we define ourselves. This will require a shift from a set identity bestowed by external validation (degree, job title, company affiliation) and focused around the application of skills and knowledge at a moment in time to an identity formed from internal validation rooted in purpose, passion, uniquely human skills, and fundamental literacies. This new work mindset will require a heightened level of self -awareness about one’s ability and methods for learning, adaptation, and value creation. This is a shift from learning to do to learning in order to continuously learn and adapt. This is a shift from storing stocks of knowledge to working in flows of emerging knowledge with a trans-disciplinary mindset of human and technology collaboration. This is analogous to learning to master a single instrument versus learning to conduct an orchestra.
In order to learn and adapt for life one must have agency. Marina Gorbis from the Institute for the Future declared, “Once we close the digital divide, we will need to bridge the motivational divide.” Motivation starts with understanding one’s purpose and passion. As work will change at a frenetic pace, we need to think less about an existing role we will fill and more about directing our unique abilities towards emerging challenges to create new value.
High School As The Fulcrum To Impactful Change
Previously considered too late for intervention, new evidence from neurological science, as noted in Age of Opportunity: Lessons from the New Science of Adolescence, now suggests critical brain development occurs during the adolescent years. Further, while identity development occurs throughout one's lifetime, Age of Opportunity author Laurence Steinberg notes that adolescence is the first time that individuals contemplate how our identity may affect our lives. As the future of work requires an internally validated identity born of self-awareness and coupled with learning agility and adaptability, this all points to re-imaging high school.
Some Promising Examples on Re-imaging High School
Many have approached the challenge of rethinking high school and the imperative to do so continues to grow. There are a number of efforts now underway that look promising because they are not simply about what is taught but how. These efforts put the student at the center with the responsibility for his or her own learning.
In 2014, Salman Khan of the Khan Academy launched the experimental Khan Lab School(K-12) where students are organized by their executive function rather than their age. They move through competencies rather than seat time or tests, each student is responsible to teach as well as learn to reinforce their capabilities, and each student has a passion project in addition to their core competencies and teaching responsibilities. I visited this one room schoolhouse for the 21st century a year ago and I was struck by the energy and enthusiasm in the engaged students who were clearly in control of their own learning.
In 2015, XQ Institute launched XQ:
The Super School Challenge.
In the words of cofounder Russlynn Ali, “In the last 100 years we have gone from the typewriter to the touch screen and from the silent movie to virtual and augmented reality yet our high schools remain frozen in time. When we reviewed the considerable research that supports the potential impact of reimagining high school we put forth the challenge.” The challenge inspired students, teachers and other interested people from 4,000 communities to get involved, and XQ eventually received more than 700 proposals for new or redesigned high schools—leading XQ to make a funded series of seed investments in 10 (now 19) different types of innovative public high schools. (A full list of the schools can be found here.) Despite their differences, all 19 schools are grounded in common, research-based design principles for effective high schools—including a broader vision for student success that’s expressed by a holistic set of learner goals. The XQ Learner Goals include Foundational Knowledge, to place information in proper context; Fundamental Literacies, including digital and computational proficiencies, to navigate this complex new world; Generous Collaborators, to work in cross cultural and trans-disciplinary teams; and Original Thinkers to create new value while serving our world’s most pressing challenges, cognizant that all students must become Learners For Life.
XQ's mission is to fuel America’s collective creativity to transform high school so every student succeeds—no matter their race, gender or zip code. This past year XQ released High School and the Future of Work: A Guide for State Policymakers, a new guide to offer perspectives to state-level policy leaders both how to transform high schools and why it is essential for a changing workforce. In full disclosure, I provide a paid keynote at the XQ Annual Symposium last summer.
In Ohio, another interesting experiment is underway at the PAST Foundation. The PAST Foundation takes a different approach by being a place for experimentation outside the structure of school system. Founder Annalies Corbin describes the PAST Innovation Lab, which opened in 2016,“We opened the lab, an education R&D prototyping facility, so that we could specifically test the boundaries of the work/school interface. By fully embedding teaching and learning in industry R&D, startup and launch we saw exponential growth in students grasp of what is possible. Thus far, we have found when no longer constrained by the limits of traditional high school, students in the PAST lab excelled — they found the connections between industries and application, and they are able to contribute to solving real-world challenges in real time as full active members of design teams — our kids are only constrained by the limits of their own knowledge, which grows daily.” Annalies recently launched a podcast called Learning Unboxed to facilitate discussions on the future of work and rethinking education.
In the early 1900s, in order to create a workforce for the second industrial revolution, a "high school movement" was launched that transformed high school education from merely a preparation for the rare few who attended college or university to a necessary foundational education for all. This was recognized as our first wave of education. With the third industrial revolution, a second wave from 1960-1990 when we doubled the number of higher education institutions in the United States in response to the rising demand for skilled talent. Many consider what we need now is a third wave of education. Whatever we decide to call it, to thrive in this fourth industrial revolution, where technology can assume many of our routine cognitive tasks, we need a robust system of life-long learning that begins with a reimagined high school to establish a strong foundation of learning agility and adaptability.
If you know of other experiments taking place to rethink high school, please tweet and share links to those efforts.
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We picked on TRIBE OF JUDAH for creating GLOBAL NEO-LIBERAL K-12 EDUCATION CORPORATE CHARTERS which will NOT be good for children---will exploit and harden children as if getting and maintain a job requires keeping old alliances 'US' and 'THEM'. The article above tells us that constant CHURN of jobs, corporations, communities while intense learning curves engulf people's lives-----there will be no way to have lasting ALLIANCES. The goal of MOVING FORWARD is to kill all ability of LABOR to gain any empowerment-----extreme power requires extreme poverty and repression. That is what this 21ST CENTURY WORK MODEL is designed to do.
Below is the other extreme-----and this from OLD WORLD KINGS KNIGHTS OF MALTA-----MONTESSORI is Catholic education and it is not bad-------attending MONTESSORI for centuries ended well for students. MONTESSORI is NOT the education model for MOVING FORWARD 21ST WORKFORCE. This video shows a BAPTIST community in rural US adopting MONTESSORI at the time US FOREIGN ECONOMIC ZONES are installing KIPPS/ BASIC as BOOTCAMP education model.
WE DO NOT LIKE OUR RELIGIOUS LEADERSHIP PULLING THE WOOL OVER THE EYES OF OUR US 99% WE THE PEOPLE-----KILLING REAL US PUBLIC SCHOOLS WITH RELIGIOUS CHARTERS WHICH WILL NOT SURVIVE MOVING FORWARD.
'Catholic Montessori
Rebuilding the Family and Education
We cannot know the consequences of suppressing a child’s spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.�
– Maria Montessori'
A Public School Transitions to Montessori
•Apr 25, 2019
In rural South Carolina, a Title I school makes the leap to become a Montessori school.
Latta Elementary School GRADES PK-4 | Latta, SC'
The FUTURE OF WORK does end HIGH SCHOOL as we often say and ends for most children MIDDLE SCHOOL. Pre-K to career has that workplace age at 8 years with apprenticeship to 30 years.
Here we have GEORGETOWN UNIVERSITY another OLD WORLD KINGS KNIGHTS OF MALTA education and workplace pushing MOVING FORWARD economy rather than FIGHTING and maintaining a 20th century model which was conducive to family, children, community, AND MORALS/ETHICS/RELIGION.
Having a high school job as has been the case is completely different then children being exposed to global industrial workplace conditions.
Apr 3, 2019, 03:59pm
What If The Future Of Work Starts With High School?
Heather E. McGowan Contributor
Careers
I champion humans in the learning-centric future of work.
Nearly 100% of the jobs created during the economic recovery went to workers with postsecondary education training. That training really begins in high school. The work of the future will require a robust system of lifelong learning and high school may just be the fulcrum in that system, best positioned to make the necessary profound changes across the system.
Today
Right now, the university degree is the new high school diploma. It is the best proxy we have, but it remains insufficient. Four out of five CEOs say that skills gaps in creativity and problem solving make hiring difficult and nearly half of job tasks may be lost to automation within the next two decades. While we have substantial technical skills gaps we also have a profound shortage of non-technical, uniquely human skills such as empathy, social intelligence, creativity, communication and judgment among others. The Georgetown Center on Education and the Workforce predicted that without changes to our postsecondary education system immediately, our economy will be short 5 million workers by 2020. This is not new information but our responses to these challenges are insufficient.
Merely pushing more people on the existing factory pipeline through higher education is not working. Nor are efforts to retrain those displaced in short-term skill acquisition boot camps. We need to start thinking differently.
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Yesterday we discussed hyper-global neo-liberal corporate K-12 charter chains---today we want to remind that these same entities exist as GLOBAL NGOS----they pretend to be public non-profit community charters when they are simply subsidiaries of existing global education corporations.
Enter The Fourth Industrial Revolution
The first industrial revolution was steam, the second was electrification and mass production, and the third was the advent of computerized technologies and with it the automation of physical labor such as manufacturing. The fourth industrial revolution will be marked by many advances in many forms of technology but most notably the automation of cognitive labor. Anything mentally routine or predictable, no matter how cognitively intense, can and will be achieved by some form of technology. As a result, we need to think differently about what work humans best address and how we prepare them for that work.
We that below with this GATEWAY COMMUNITY CHARTERS----which are tied to GATEWAY COMMUNITY COLLEGES. These are global neo-liberal education corporations tied to YALE/STANFORD owned/operated by global investment/hedge funds.
What GATEWAY does as the name implies is OPEN A GATE via calling themselves PUBLIC for INTERNATIONAL/GLOBAL K-12 to come in and kill our PUBLIC SCHOOL DISTRICT structures.
GATEWAY COMMUNITY COLLEGE will be that pathway for apprenticeship pre-K to career where children finish a elementary level education and enter what is called 'COMMUNITY COLLEGE' simply on-the-job training.
'GateWay Community College | Maricopa Community Collegeswww.maricopa.edu/colleges/gateway
Welcome to GateWay Community College Earn a degree or certificate while being part of a diverse and community-focused campus at GateWay Community College (GWCC). As a part of the first technical college in Arizona and the first to use community advisory committees, students don’t have to settle for second best. Join us and be first!
GATEWAY COMMUNITY CHARTERS
2015-16 Student Calendar 2017-18 ...savacharterschool.org/wp-content/uploads/GCC_School_Year...gateway community charters 2015-16 student calendar jul '17 0 jan '18 16 m t w t f m t w t f 3 4 5 6 7 1 2 3 4 5 aug 7-8 teacher in service days (no students) 10 11 ...
Gateway Community Charters, Sacramento - Place Lookupwww.placelookup.net/gateway-community-charters... Sacramento Charter Schools |
Gateway Community Charters. Each of our Sacramento charter schools has a unique mission and vision and has a track helping students succeed academically. Gateway Community Charters is located in North Highlands city of California state. On the street of Dudley Boulevard and street number is 5712'.
You may think GREAT FUTURES------FUTURES HIGH SCHOOL is a different charter from GATEWAY COMMUNITY CHARTERS but it is not----it is another SUBSIDIARY of a global education corporation trying to look LOCAL----trying to make this SCHOOL MARKET look diverse.
One thing we like with GREAT FUTURES-----FUTURE HIGH SCHOOLS is largely being an ONLINE format which is indeed what MIDDLE/HIGH SCHOOL will look like.
We see below ONE GLOBAL CHARTER CHAIN is taking PUBLIC SCHOOL space in every US state pretending to be DIVERSE ----LOTS OF CHOICES.
One more point is this--------GREAT FUTURE---FUTURE HIGH SCHOOL GATEWAY COMMUNITY SCHOOLS all push different population groups into separate schools as below were DISABLED students have a separate school
'Futures School is Connecticut’s first community-based special education school approved by the Department of Education.
We serve students 14 – 21 years of age with challenging behaviors and other cognitive or developmental disabilities including complex learning disorders, autism and acquired brain injuries.Futures School provides a wide range of customized and individualized education, transition and employment services on-site and in communities throughout Connecticut.We are proud of our West Hartford-based educational center where we house a state-of-the-art computer lab, individual student workspace and offices for school administrators, teachers, a counselor and a consulting psychologist'.
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'About Great Futures Online Program
(Courses are taken home)Students interested in taking classes through this program are encouraged to contact Amanda Pelukas pelukasa@wwcsd.net if you have any questions. A curriculum, a highly qualified teacher, and a mentor teacher will then be assigned to your child.
This will be the beginning of building a strong relationship and offering support to the student's social and academic needs during their enrollment.
We look forward to working with you and developing an individual academic plan that works for you and your child'.
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Futures High School – Grades 9-12
Providing students with an excellent, standards-based education that will prepare them for the rigor of university education and the competition of the workplace in a global environment.
School Accountability Report Card (SARC)
Local Control and Accountability Plan: Annual Update
Single Plan for Student Achievement
Futures – Goal 2 Immigrant Update
Futures LEA Plan Goal 2 Update
Futures High School Website
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'BSD7: Future High Schools Webpage
BSD7: Future High Schools Webpage
Stranger Danger Alert
Reporting Bullying and Harassment
Project Connect
Bozeman Public Schools / District News / BSD7: Future High Schools Webpage
BSD7 Future High Schools
Posted on 04/20/2018
BOZEMAN, MONTANA
Updates and background information about Bozeman’s transition to two high schools'.
WELCOME From the Superintendent/CEO
Welcome to Gateway Community Charters (GCC).
As the Superintendent/CEO of the GCC, I am excited and proud to lead our dynamic charter school organization. Gateway Community Charters is a 501c3 nonprofit public benefit corporation that has been providing quality school choice options in the greater Sacramento region for over fifteen years.
This year we are celebrating our sixteenth year in operation! We began our operations in 2003 in an innovative partnership with the former Grant Joint Union High School District.
Gateway first opened Community Outreach Academy in 2003 with approx. 300 students in grades K – 10.
Building on our initial success, we opened Futures High School in fall of 2004, Community Collaborative Charter School in 2005 and Higher Learning Academy, California Aerospace Academy and Sacramento Academic and Vocational Academy all in the fall of 2007. In June of 2012, we voluntarily closed the California Aerospace Academy.
In 2013, we opened our first charter in partnership with the San Juan Unified School District – Gateway International School.
In 2015, we opened our first charter in partnership with the Yolo County Office of Education – Empowering Possibilities International Charter, in 2018 we built on the successful SAVA model and opened Sacramento Academic and Vocational Academy in partnership with Sacramento City Unified School District and Elk Grove Unified School District, bringing our current number of schools to nine charters serving approximately 4,700 K-12 students.
Each of our schools has a different and unique focus, from our Community Collaborative Charter School which is a K – 12th grade non-classroom based program serving primarily credit deficient and students ‘at – promise’ in need of greater support and remediation... and on to Community Outreach Academy (K – 8th college preparatory focus with an emphasis for English Language Learners), Futures High School (9 – 12th grade focus with an emphasis for English Language Learners), and Sacramento Academic and Vocational Academy (a 7th – 12th grade non-classroom based with an emphasis on careers and work force development).
Gateway International School (K-8th grade students) is an International Baccalaureate school.
Empowering Possibilities International Charter (K-8th grade students) is an International Baccalaureate candidate school. Higher Learning Academy (K-8th grade students) is a former core-knowledge school transitioning to become an international baccalaureate school serving students in the Del Paso Heights and Robla communities. We are pleased to offer these quality public school options in such different ways to best meet the unique and diverse needs of students in our communities.
“We are now at a point where we must educate our children in what no one knew yesterday and prepare our schools for what no one knows yet” (Margaret Mead, Anthropologist). In Gateway Community Charters, we are investing in classroom technology and methodologies to bring our students and their education into a rich and diverse future.
We are excited about the opportunity to prepare our students for the 21st Century through innovative quality schools.
We have an amazing team of teachers, principals, support staff, volunteers and board members who are all committed to the success of our students and schools.
Thank you for your interest in our organization and schools. We hope you are as dedicated and committed as we all are to making a difference in our student’s lives.
Our Mission and Vision
OUR MISSION STATEMENT
Our mission is to develop the whole child as a compassionate, life-long learner. Through inquiry, reflection and rigor, students will become globally aware and actively involved in their community and the world.
OUR VISION
Gateway International School will provide a safe learning environment where students are empowered to develop international awareness, self-sufficiency, and a sense of pride in their academic and personal success.
At GIS, we follow an incorporate the IB Mission Statement:
"The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect."
"To this end, the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment."
"These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
Embracing the IB Mission statement, the MYP has been devised at GIS to guide students in their search for a sense of belonging in the world around them. The course also aims to help students to develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. We teach student to become independent learners who can recognize relationships between school subjects and the world outside and learn to combine relevant knowledge, experience and critical thinking to solve authentic problems.
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