SquareState - public education

Act now to support a parent's right to opt-out their kids from the CSAP!

Andrea Merida — Tue, 07 Feb 2012 01:12:29 GMT

Rep. Judy Solano introduced a bill this year, HB 12-1049, the "Parental Rights Regarding Statewide Ed Assessment" bill. This bill would allow parents the right to opt out their children from the CSAP/TCAP without repercussions aimed at their child, teacher or school.

Why is this important? Plainly and simply, the stakes have become too high regarding the CSAP/TCAP, and consequently, school leaders and districts have adopted a punitive attitude toward families and students who choose to opt out.
School curriculums are now firmly focused toward teaching to the test, and CSAP scores are used to close schools and fire teachers, even in populations who are not linguistically ready to take the test.

According to a Pueblo elementary school parent, for example, the principal is actually punishing children (whose) parents have opted out of CSAP. The principal is withholding recess and keeping them out of events due to the parent's decision.

Another Colorado parent writes:

I have now opted out my children for four years and am still pretty involved in our school district...the schools are supported with OUR tax dollars, so we have EVERY right to have a say in how those monies are spent.
But it's amazing what her high school is telling the kids (about opting out of CSAP): You can't graduate and you can't get into college. (emphasis mine)
They're saying if we don't come in tomorrow or have a doctor's note for all absences, all of my children will be "withdrawn" from the school. We're in IOWA (for a family funeral)!! This is all about CSAP and their bitterness towards me for exercising my right to opt my kids out and my right of free speech.

As Diane Ravitch, an education historian, former supporter of No Child Left Behind and outspoken critic of high-stakes testing, says, "No high-performing nation tests its students every year or uses student test scores to evaluate teacher quality." Parents are making serious and informed decisions about curriculum for their kids, and they know what's best for their children.

A parent in the Poudre Valley school district is taking matters into her own hands:

We are opt-out parents in Poudre School District. After considering the options, we have decided (our children) will ride the bus to school next week with their peers, stay in the front office during CSAP, and then join their schoolmates when actual learning commences at 9:10 am. They will have books to read while at school, and their time there will likely be more productive than at home, which is the alternative.
I suspect by reading books their time will actually be more productive than their schoolmates taking the state-mandated high-stakes standardized testing. Most productive of all would be if they and everyone else were actually getting instruction and learning to analyze information and think critically, instead of taking tests designed to fail lower-performing schools and turn them into for-profit charter schools, part of the overall ideological assault on public education in the hopes of turning our precious children into a commoditized profit center for educational corporations.

And it appears that the pressure exerted upon so-called virtual school families may even be worse. Online school parents are reporting intimidation and suspension of access to grades, etc., when they choose to opt out their children from CSAP. This is ironic, since many of these parents have reacted to promises of flexibility when choosing these schools in the first place.

My daughter is a student at Colorado Virtual Academy. For years, I've allowed the administration at my daughter's school to intimidate and threaten me into forcing my daughter to take the CSAP. My daughter has a 504 plan and is exempt from testing, if it is too stressful. She has severe Panic / Anxiety Disorder, and her panic attacks center around school and testing. Regardless, a school administrator told me my daughter wouldn't be welcome back the next year if she didn't take the CSAP. The same administrator told me how to have my daughter cheat on the test so that the test would still count, but it wouldn't be as stressful on my daughter.

And another COVA parent writes:

"..yesterday COVA (Colorado Virtual Academy) has shut off all access to my son's school. I cannot log attendance, have him take any assessments after we complete lessons or have my son complete any "online only" lessons.
I am being forced to call in and ask for permission to school my son. The last letter that I received stated that if I didn't reschedule a time for my son to take the CSAP, I would be forced to meet with administration and my son would have to undergo rigorous testing. I am not interested in putting my son through any of this.
They have taken away the "Internet Service Provider" reimbursement for the coming school year also. That actually cracks me up- my convictions about my son taking the CSAPs are not for sale. Getting a check for $120 bucks is not going to do anything. I am now forced to call the school and again explain that no means no. I am worried how this will turn out. I hope that I can get on with schooling my son ASAP. I am not totally sure where to go after today if they insist on meeting face to face first before they allow my son to continue going to school.

It's for these reasons, and a myriad more, that Rep. Solano's bill is vital, and it's time for parents to get involved.

So here's your opportunity. HB1049 has been scheduled for its first hearing before a committee on Thursday, February 9. The House State, Veterans, and Military Affairs committee meets immediately after the whole House adjourns its session, or roughly at 9:30 a.m., in room 0112 in the ground floor of the state capitol building.

Can you join in and show support, either by testifying or by simply helping to fill up the room?

Uniting4Kids has prepared a great guide on how to testify, and you can read it here.

Also, please take time to sign the petition and send a note to the members of the State Affairs committee, urging them to vote yes on this bill.

If you'd like to make your own, direct contact, the members of the committee are here.

Please support this initiative, whether you're a public school parent or not. Since parents pay the taxes, their rights should be maintained throughout the educational life of their children. Please either testify, bear witness with your presence, and/or sign the petition. A parent's constitutional right to raise their children free from unreasonable state interference, as supported by the 14th Amendment to the U.S. Constitution, should not stop when they drop their child off at the classroom.

Please do what you can to stand with Colorado's parents.

Gov. Brian Schweitzer: Why I Support Emily Sirota for Denver School Board

Emily Sirota — Tue, 20 Sep 2011 15:27:37 GMT

Below is a letter from Montana Gov. Brian Schweitzer about our grassroots campaign for the school board here in Denver. The letter went out to hundreds of supporters and activists. Gov. Schweitzer's endorsement follows endorsements from (among others) City Council president Chris Nevitt, State Rep. Joe Miklosi, City Councilwoman Deb Ortega, Denver Auditor Dennis Gallagher and State Sen. Evie Hudak.

Gov. Schweitzer is coming to Denver to support the campaign in the next few weeks. In the next week, check our website at www.sirotaforschools.com for details about the event. I'd love to see you there! - Emily

Dear Friend,
As the governor of Montana, I know that my home state and Colorado face many similar challenges when it comes to education policy.
That's why I'm writing to tell you some great news: You have the opportunity to support a bright, talented and dedicated mom who is running for the Denver Public Schools Board of Education right now - Emily Sirota.
I first met Emily many years ago when she was working on Capitol Hill - and I was as impressed with her then as I am now. When I was elected governor of Montana, I was thrilled when Emily agreed to work in my Economic Development office on many of the very education challenges you are facing in Denver. She worked collaboratively with the business community, workforce leaders, K-12 leaders, the university and community college system, and government leaders to improve educational opportunities for Montanans.
Emily spearheaded the effort through the Economic Development office to increase access to quality, affordable early childhood education. Thanks to the work of Emily and others in our administration, we were able to enact full day kindergarten across the state in my first term as governor.
When Emily left our administration and moved to Denver to get her degree in social work, it was a big loss for our administration. But we knew our loss would be your community's gain. She is a brilliant, motivated and compassionate person who has an incredible breadth of experience. If you elect her to the school board, she is going to bring the same skills and independence to the job that she brought to us here in Montana.
So when you cast your ballot for school board in the upcoming 2011 election this Fall, vote for Emily - and then tell all your friends to vote for her, too. And if you can volunteer for her campaign or make a donation to her campaign, do that too at www.sirotaforschools.com.
As someone who knows Emily well and who worked with her on many of the education issues that the Denver School Board now confronts, I can tell you she's the right person for the job.
Sincerely,
Gov. Brian Schweitzer
P.S. Save the date - I'll be in Denver in mid-October for an event to support Emily's candidacy. In the next week, go to www.sirotaforschools.com for details about the event.

Denver Public Schools' best reform often goes unheeded

Andrea Merida — Tue, 30 Aug 2011 19:33:10 GMT

While the politics of education reform swirl all around us, it's important to keep clear on what works and what doesn't. The good news is that the Denver Public Schools is actually doing very well in supporting a particular segment of our student population, English learners. The confusing part is that we seem ready to ignore that fact and follow a path that is completely divergent from real, lasting reform. The right path to close the achievement gap and provide opportunity for all Denver's students is clear, and we would do well to heed the evidence.

In 1999, the Department of Justice won a decision on behalf of the Congress of Hispanic Educators which asserted that the Denver Public Schools lacked adequate programs for students of limited English proficiency. DPS was ordered to allow parents to choose either full Spanish-language instruction, sheltered instruction (English with instructions in Spanish) or complete English immersion for their children (Click here to read those court documents).
Around 35 percent of DPS students are classified as English language learners (ELLs). Not all these students come from Spanish-speaking homes; they also speak Vietnamese, Arabic, Somali, Nepali, and Karen/Burmese. Spanish-speaking students represent around 57 percent of DPS' ELL population.

The CSAPs taken in March 2011 show that "exited" ELLs, or those students who now are proficient enough to be placed in English-only classrooms, outperform district averages. Keeping in mind that these standardized tests are only an indicator of performance, these students also have surpassed Asian/Pacific Islander and Anglo students in many categories. These exited ELLs now take the CSAP in English.

The following graphs show the percentages of elementary-aged ELLs scoring at or above proficiency in subjects tested by CSAP. ELLs outperform their Anglo counterparts in reading, writing and math and are very competitive with Asian students in science.

In middle school, ELLs outperform Asian students in reading, writing and math, though they lag behind them in science, as well as behind their Anglo counterparts in all areas.

Finally, for high schoolers, ELLs outperform the district average in all subjects except science.

DPS clearly successfully prepares ELLs for an English-speaking world and is rapidly closing the achievement gap. In just a few short years, we will see impressive overall improvement in the rates of students testing at or above proficiency on the CSAPs. Obviously, one of the best reform tools is the ELA program used in our neighborhood schools.

However, few of the most recent innovation schools approved by the Board of Education feature ELA programs as found in our neighborhood schools. The overwhelming majority of teachers hired at these new schools are uncertified and therefore do not have the credentials to teach in our ELA classrooms. None of our charter schools provide parents the right to choose appropriate instruction for their children, nor do they offer any ELA program at all.

If our ELA programs work so well for such a significant number of our students, why wouldn't we insist upon them in every school, or just require new schools to meet certain criteria?

There is also the issue of civil rights. The 1999 court decision also found that DPS was in violation of the Educational Opportunities Act of 1974, Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of 1990, which guarantee all students the right to equal educational opportunity. If education truly is the civil rights issue of our time, we should ensure that every school, public, charter or innovation, meets or exceeds our ELA program found in neighborhood schools.

Our ELA program is there for the taking, and all a parent need do is ask. There is no application or lottery, only an aptitude test to make recommendations to the parent. There is no special grant needed to pay for it; it's a normal expenditure in our budget. But in our pell-mell hurtle toward "innovation," we have stripped away opportunity from the children that most need support. For non-English speaking parents, there is no longer a choice. ELLs now desperately hunt for a school that could serve them or just simply flounder without support. We have become a district that creates diasporas, not opportunity.

The path to closing the achievement gap and, therefore, a strong school district, is to ensure that all our students have equitable opportunities to robust and challenging academics. We have to reform schools according to the needs of the kids actually in our schools, not for kids we might wish we had.

This November, the Board will consider approval of a few new schools. Denver residents, please tell your elected board representatives at board@dpsk12.org to first carefully consider the actual needs of our children and to put sound educational policy in place of ideology or buzzwords. It is, after all, for the kids.

P.S.: You can read up on other policy issues, sign up for my newsletter, etc., at my website, www.andreamerida.com. Proud to be the only school board member in Colorado with an outreach-focused website!

Let's stop the spin and start the real school reform

Andrea Merida — Sun, 14 Aug 2011 16:47:50 GMT

As adults, some of the best ways to teach kids is to model good behavior.

At Thursday's board meeting, you will hear the breathless and excited delivery of the statistic that "our graduation rate has gone up by 500 students in the last two years! " The presentation that will be made to the board on Thursday, August 18 is here.

But I'm not so sure about that statistic.

Let me be clear. I am very proud of DPS' graduates. Our graduates are achieving this milestone while faced with considerable pressure. Their families support them in these turbulent economic times, often facing foreclosure and transience. Most of them qualify for free and reduced lunch, or in other words, come from low-income homes. A good chunk of them come from homes in which English is likely not spoken much, if at all. In short, our graduates are survivors, made of the same stuff as scrappy French, Spanish and American pioneers in Colorado.

Additionally, lots of credit needs to be given to their parents, who provide for their kids under considerable duress, who insert themselves into their students' education lives whether they themselves were successful in school or not, and who show these young people the value of hard work and a good education. This is not to say that parents of students who take longer or who find different paths or who don't even cross the finish line aren't any less committed. They are still a valued part of the fabric of DPS, and often these are the kids most hurt by large class sizes and weakened student support services.

I would be remiss in forgetting the teachers and collaborative principals that are also woven into this fabric. These are the ones that got into this game because of love for kids and for our democracy. These are the ones that bear the brunt of the whims of politicians that dabble in education policy who mostly have never taught or have held a teacher's or principal's certification. In spite of the roadblocks we politicians keep throwing in front of them, in spite of the cowardice in having a real discussion about what a good education actually costs, and in spite of the scapegoating and blame game, they keep plugging along, managing to make a difference in the lives of their students.

No, the real DPS heroes are all these people. So please don't interpret what's coming next as any sort of disparaging remark about our students, parents, teachers or principals that lead by collaboration.

On Tuesday, August 2, Superintendent Tom Boasberg released a statement about a hike in graduation rates over the last two years. Some of the numbers he cited caused me to dig a little deeper, given the penchant for careless statistical reporting (see last year's post about fudging the dropout rates).

So I sent him an email, asking for clarification, on Thursday, August 4. To date, he has not even given me the courtesy of acknowledging my email, nor has his chief of staff.

In the press release, Superintendent Boasberg cited a preliminary Class of 2011 population of 3,373, and he said this number represents an increase of 4% from 2010. This statement seems to indicate that the Class of 2010 was 3,238 large.

However, when I look at the Colorado Department of Education (CDE) data (this link downloads a spreadsheet), "Graduation Rates For the class of 2010," it shows a total graduating population of 2,634.

Now, I'm not a math whiz, but 4% of 3,373 is about 135. If I subtract 135 from 3,373, I get 3,238. This is the number that appeared in the press release, but it shows a difference of 604 from CDE's numbers.

Further, when I look at our own numbers from DPS Planning (2009/10 Graduation and Completer Report), we only graduated 2,634, which would substantiate my calculations. Planning is the DPS internal department responsible for statistics and reporting, including what gets reported to CDE.

On top of all this, Boasberg cites that Abraham Lincoln High School graduated 377, yet Planning shows 208. So I wonder which number is correct. So I said in my email:

It appears that, while we are accurately reporting our data to CDE via the Planning Department's reports, you are actually reporting to the public something completely different. Would you please justify this? Perhaps there's a subtlety that I'm not understanding...I have been known to be obtuse.

Now, there is a twist here. The CDE recently changed the way it calculates "graduates." For them, there is a distinction between "graduate" and "completer," They say:

Graduation Rates.Graduation rates are calculated based on high school graduates only. A graduate is a student who completed locally-defined requirements for graduation. If a student is not considered a graduate by the local board of education, then he/she is not included in the graduation rate calculation.

Completer Rates. Completer rates are calculated based on all students who are graduates, plus those who are not considered graduates but receive another certificate or designation of high school completion.

This would assume that the completer rate would be a larger number. If you look at the spreadsheet, the completer rate is a larger number. So maybe it justifies Tom Boasberg's number?

It does not. It doesn't match. Why the discrepancy? Why report the real numbers to CDE but tell the taxpaying public something completely different?

Why is this a big deal? Simply put, when we prevaricate, we are focusing more on happy talk than in making that graduation or completer rate larger and more meaningful. When we're not honest about the real situation, we cheat kids of our best effort, and we waste your hard-earned tax dollars that are the shared sacrifice for the good of Denver's kids.

In addition to fudging these numbers, Mr. Boasberg's statement chirps, "... the increase in graduates is coupled with an increase in the rigor of the district's college-readiness curriculum." And yet, Westword recently broke the story of the scandal of how the administration of North High School's credit recovery program has been fraught with negligence and flat-out corruption, making a diploma from North not worth the paper it's printed on. And worse, this credit recovery system is being used throughout the district, even though we have perfectly good contract schools like Life Skills Center of Denver that could teach us a thing or two about best practices.

I don't know about you, but I'm pretty weary of this type of prevarication for no good reason other than to save face. It serves no one, not students, teachers, parents, well-meaning central administration staff, taxpaying public...no one except the Superintendent. It hurts our kids.

Instead of focusing on spin, we should be expanding sensible, true, research-based reforms, such as pre-K programs, full-day Kindergarten, small classes, parent involvement, strong,experienced teachers, a well-rounded curriculum and evaluation systems that go beyond test scores. We already have the body of evidence right here in Denver that shows that when we invest in our neighborhood schools, and when we work hand-in-hand with all stakeholders, we make magic for our kids. It's happening right now, without "reforms" that lead to privatization, and unfortunately, in spite of the district's push to dismantle our community hubs, the public schools.

This status quo has to stop. The spin machine has to stop. Anyone that tells you that the current DPS administration is on the right track is lying to you, and most of all, is lying to our kids. Denver's kids need us to model the good behavior of telling the truth. We owe Denver's kids that much, at least.

By the way, did you know I'm the only school board member in Colorado with an active, outreach-focused website? Visit my website at www.andreamerida.com, and sign up for the newsletter or blog updates...and feel free to leave a comment or two. I actually do answer.

FDR He Ain't

Zappatero — Tue, 19 Jul 2011 22:07:48 GMT

He may be a Constitutional scholar, but President Obama is showing by the day he's no historian and there is much he could have learned his Democratic predecessors - if it isn't already too late:

President Obama is asking the CEOs of Time Warner, AT&T, and other major companies in a meeting today to funnel money into the nation's public schools, which are facing steep budget cuts on the state level this year.
The Wall Street Journal's Stephanie Banchero writes that both Bank of America and Microsoft will announce new investments in K-12 education after the meeting: $50 million for programs to prepare low-income students for college and a $15 million investment in video-game technology for the classroom, respectively.
According to data from the National Association of State Budget Officers, 18 states cut spending for K-12 instruction in fiscal year 2011 by $1.8 billion. Proposed cuts for the next fiscal year are much steeper: They total $2.5 billion for K-12 schools.

He may get some slight investments from corporations who hope to eventually earn a profit from their minor good will. He may even replace the horrible multi-billion-dollar cuts, but it's doubtful. Most CEO's would choke at the thought of a no-strings-attached disbursement from their corporate coffers into the public domain.

Republicans will attack this idea and accuse the man as they've done since before Day 1 of his presidency. Obama's been playing nice while others have taken advantage of his naivaté. They have expressed their hatred of him, and by extension us, in a multitude of ways. As of last night Obama was still praising the ideal of bipartisanship with those who are working non-stop to make him fail. At some point he needs to take up their challenge and take them on with the facts and the backing of the American people.

He should welcome the hatred of the CEO, the Oligarch, the Reactionary and the Radical. He'd have Joe Sixpack on his side. He'd have me on his side, for what it's worth. It might be uncomfortable at first, but he would warm to it, and he could easily win re-election from a public still yearning for his leadership.

Many, including I, had projected a bit of FDR onto Obama as he came into office. I'm beyond hoping for that much at this point. I hope we're not all beyond such feelings.

UPDATE: More FDR here: FDR Address at Forbes Field in 1936

Even more FDR here: FDR speech warning of the "smooth evasions" of Republicans who lie about their plans for Social Security, etc.....

Live and Learn, Barack!

DPS Parent: Boasberg, the Denver Plan is a failure

DefenseDenver — Mon, 14 Feb 2011 03:29:54 GMT

February 12, 2011

Dear Superintendent Boasberg,

When I opened The Denver Post this morning and read about the 52% graduation rate in DPS, I was stunned. We have had The Denver Plan for six years now, and all we can manage is a 5% improvement in our graduation rate? Particularly when this "improvement" is due to nothing other than a "lowering of the academic bar" to make DPS numbers look better than they are? Proof of this is in the increased remediation rate to 55% of our DPS graduates who attend college. That is outrageous!

It is time to fix our schools, starting with the high schools. By "fix" I do not mean closing the schools and replacing them with charters. Find six excellent principals, or pairings of competent assistant principals with smart business people, (not those from education corporations), and put them into the failing high schools: Manual, Montbello, North, West, Lincoln, and possibly Kennedy. That leaves only five decent high schools remaining to serve the students in DPS: East, GW, TJ, and South. How can you spend six years not addressing the most pressing problem in DPS, that three fifths of our traditional high schools are failing their students and the remaining two fifths are struggling to competently serve all of their students?

I am tired of reading quotes from you in the paper which frequently contain the following words, "we are very concerned," and "it speaks clearly to the need..." Clearly, the DPS Administration knows what is wrong. Quit being "concerned" and do something constructive. Parents, teachers, and school administrators have turned around many DPS neighborhood elementary schools in the past decade. Even some of the middle schools have been turned around or are making significant progress. If the community can do it, surely 900 Grant with its wealth of human resources should be able to accomplish the same feats on a much larger scale.

Bill Gates is an accomplished businessman. He has yet to prove himself an esteemed educator. Gambling our kids' education with a bet on corporate America seems very shortsighted. "Rolling up one's sleeves" and getting to work is a time-tested method of success. We Westerners still have that quality in our fabric. We would embrace that type of effort.

Sincerely,

Kristen T.
A DPS Parent & Graduate

P.S. While writing this, I received your e-mail letter to the DPS Community. Your "spinning" of the story is, in fact, quite misleading. What truly is important is the quality of the DPS high school graduate. I would like to see a true measurement of the academic level of our graduates as demonstrated by results from the ACT or SAT. With remediation rates as high as 55%, one has to infer that our students are not as prepared for college or a career as they once were. Tragically, this truth is never told.

________________________

We at DeFENSE know what works. It includes:

Building trust among school leaders, teachers, and students. A four-year study of over 400 Chicago elementary schools found that higher levels of trust in a school community is associated with higher levels of growth in student achievement. When members of a school community support one another, listen to and respect input from all levels, and work together toward common goals, students show greater achievement gains.

Collective leadership. School communities led by principals who meaningfully involve teachers, parents and community members in making school-wide decisions are more successful than those where the principal makes decisions without others' input.

Reducing class sizes. Smaller class sizes have been linked to benefits as wide-ranging as increased student achievement, reductions in the achievement gap, greater effort and engagement among students, reduced health care costs, and more.

Read more at our "What Works" page. Thanks for reading.

Attend an evening with Diane Ravitch, champion of public schools

DefenseDenver — Tue, 01 Feb 2011 05:59:10 GMT

Plan to attend An Evening With Diane Ravitch, moderated By Eli Stokols of Fox31 News. You will not want to miss the chance to hear the author of "The Death and Life of the Great American School System: How Testing and Choice are Undermining Education."

In her latest book, distinguished education scholar and former proponent of the federal No Child Left Behind Act Diane Ravitch raises concerns over testing mania and school choice. In the process, she is reframing the national debate over the best ways to improve our nation's public schools.

From 1991 to 1993, she was Assistant Secretary of Education and Counselor to Secretary of Education Lamar Alexander in the administration of President George H.W. Bush. She was responsible for the Office of Educational Research and Improvement in the U.S. Department of Education. As Assistant Secretary, she led the federal effort to promote the creation of voluntary state and national academic standards.

From 1997 to 2004, she was a member of the National Assessment Governing Board, which oversees the National Assessment of Educational Progress, the federal testing program. She was appointed by the Clinton administration's Secretary of Education Richard Riley in 1997 and reappointed by him in 2001. From 1995 until 2005, she held the Brown Chair in Education Studies at the Brookings Institution and edited Brookings Papers on Education Policy. Before entering government service, she was Adjunct Professor of History and Education at Teachers College, Columbia University.

Here's some footage of a talk she gave last fall in Los Angeles with the local teacher's union...

Out of a shared commitment to Colorado's public school children, the following hosts are pleased to bring you the opportunity to share an evening with Dr. Ravitch:

University of Colorado at Denver, Denver Classroom Teachers Association (DCTA), Uniting 4 Kids, Democrats for Excellent Neighborhood School Education (DeFENSE), Jeanne Slavin Kaplan, Northeast Community Congress on Education (NCCE), Black Education Advisory Committee (BEAC)

Sponsors:University of Northern Colorado - College of Education and Behavioral Sciences, Piton Foundation, Every Child Matters, Connect Us, Friends of the Open Schools (FOTOS), Progress Now, University of Northern Colorado - Center for Urban Education, Community College of Denver, Metro State College

The sponsoring groups do not want anyone to be deterred from attending because of cost. Therefore, if ticket cost is an issue, please contact dcta@coloradoea.org or call 303-831-0590 for scholarship information.

DETAILS:

Where:
Universitiy of Colorado at Denver
Tivoli Student Union
900 Auraria Pkwy.
Turnhalle Event Room
2nd Fl. Rm 250
Denver, CO

When:

Thursday February 17, 2011 from 6:00 PM to 9:00 PM MST

Reception, Book Signing and Preferred Seating:
$50.00
6:00 pm to 7:30 pm

Speech and Q & A (Prior to Event): $10.00
7:30 pm to 9:00 pm

Speech and Q&A Only:
(Day of Event)
$15.00
7:30 pm to 9:00 pm

Event to support Friends of Education

To register for event, click here.

For more information, send an email to dcta@coloradoea.org or call 303-831-0590. We hope you can join us!