Cindy Ryu's Statement on "House 11" Challenging the Budget for Education

Rep Cindy Ryu is passionate about education and how it gives more people the opportunity to succeed.

She is a graduate of UW with a Masters in Business and two of her children are also graduates of the University. She and eleven other Democratic legislators are putting forward a bill challenging the House Budget.

______________________

On Monday, 11 freshman Democratic state representatives introduced House Bill 2078, which reduces preferential tax breaks in order to provide $170 million in 2011-13 for K-3 class size reduction. Thirty-six other Democrats have since joined the effort. Rep. Cindy Ryu (D-Shoreline), one of the original sponsors of House Bill 2078, issued the following statement.

Today I am announcing that I and ten other freshman Democratic Representatives are proposing House Bill 2078. It seeks to raise roughly $170 million to reduce K-3 class sizes by curtailing special tax preferences for mortgage lenders and out-of-state shoppers.

 

On Saturday, the House passed a budget proposal that requires $4.4 billion in deep funding reductions for public schools, colleges and human services for our most vulnerable neighbors.

One of the most painful choices in this budget was the decision to (again) suspend the effort to reduce class sizes in public schools. Education is my top priority, and the people of Washington passed I-728 because we know that children get more individual attention and do better in smaller classes. We must try to find a way to reduce class sizes and help children learn.

The amendment we are proposing to the B&O exemption for banks, worth $86.6 million over the next two years, protects local community banks while ensuring that Wall Street banks pay their fair share. The state Department of Revenue is unable to find any other state offering a similar exemption. These same Wall Street banks are enjoying record profits after receiving massive taxpayer bailouts. For example, JPMorgan Chase just gave CEO Jamie Dimon a $19 million raise. Our children and schools need $86 million more than the out-of-state bankers do.                                                                                                                         

Asking tourists to pay the same sales taxes the rest of us pay will not be popular, but we must remember that education is our paramount responsibility and it is more important to save our schools than it is to save preferential tax-treatment for out-of-state shoppers.

Passing this law will require a two-thirds vote in both the House and Senate because of I-1053. Meeting the two-thirds requirement will be difficult, but with so much at stake we must try.

In the remaining weeks of the legislative session, we must work together for a budget that is balanced morally as well as legally. I urge lawmakers of both political parties to join us in working for a budget that comes closer to meeting the needs of our people. Passing House Bill 2078 will bring us closer to that goal.

For more information:

State Rep. Cindy Ryu: (360) 786-7880

Another Passionate Letter on the Shoreline Historical Museum

Another good letter from a passionate Museum supporter and parent of a Shoreline student, Julie Houff. Julie is a very active member of the community from Lake Forest Park. She supports our schools and cannot understand how the School District could risk losing the Bond and/or destroying our Historical Museum.

IN HOPES THAT ALL LEGAL FACTS WILL BE CONSIDERED AND THAT ALL POSSIBILITIES WILL BE CONSIDERATE

In response to a previous letter to the editor of Shoreline Area News, by Kristine McLane titled 'To the Editor: Read the Facts About the School Bond', I followed the link to documents on the Ronald School Building issue, but only found laws relating to surplus school property. I could not find info on quit claim deeded school buildings or any documents specifically relating to the Museum and School District agreements. (Reminds me of that June public meeting when very general state laws were shared and many pertinent questions left unanswered) So, I took a look at the most relevant and helpful information-which, of course is the legally filed Deed and addenda agreements.

I am not an attorney, but after reading the documents, I would say the Museum owns the building. And, that the District may take it back ONLY if the District has sought all means to meet the needs of students without using the building, and can ONLY meet the needs of students by using the building.

Why the hurry to incorporate the Historic Ronald School into the high school? And for what specific purpose/s? I have not been notified of the desperate need that can ONLY be met by using that building. Has anyone? If you have, please share it. What is the logic to expensively modernize a historic building-wasting the huge investments made maintaining the historic interior and exterior look, when there are decent plans made that don't incorporate it, and an even better one could be requested to be drawn? Sure, more space can be better, in some cases. However, is it really necessary in this case? Will it be the only way to allow for the best education for Shorewood students?

As far as the "option" (offered by the District) of moving the building goes: How do you move a very large 100 year old brick building without partially or totally destroying it in the process? This very idea seems to fly in the face of consideration for those of us history enthusiasts. When the District's attorney was asked about what he knew in regards to this, he offered nothing. Why offer this option if it's not a truly viable one?

The District appears to be putting the fate our Shoreline/LFP history center in our-the voters-hands, but in a way that forces us to choose between keeping our complete Museum in it's current location/s in the preserved historic building that houses it, and our needed Levy/Bond measures? I don't know about you, but, I am very sad, anxious, and angry about this. Our school district residents don't deserve to be left in limbo, to only ASSUME that a vote FOR schools automatically means that the integrity of their museum and historic building is, or is not, at risk. Nor do they deserve to be made to decide whether or not to delay getting updated high schools or enough funds for operations in order to keep the integrity of their museum and historic building.

I happen to like Rep. Chase's suggestion of removing the Ronald Historic Building from the Levy/Bond proposals and plans altogether as a simple, no-nonsense, considerate way to get peace and peace of mind back in the community. At the very least, please, Shoreline School District, make it very very clear what the specific desired use is for the Ronald building that you absolutely cannot accomplish any other way. Perhaps you really do have a great plan that would sell me on confidently voting yes for your measures. I can't wait to hear about it.

I am a parent and I value education more than I can say and my WISH is to vote for Schools AND the ENTIRE Museum AND leave the historic building in the care of the Museum as was intended and agreed by both parties decades ago.

Julie Houff
LFP

32nd District Dems -Resolution Regarding Shoreline School District Levies and Bond

Press Release

Support School/Library Propositions for February's election
32nd District Democrats Endorse School Levies and Bonds for February 2010 Election
Support for Propositions in Edmonds, Northshore, and Shoreline

Shoreline, Wash. (January 15, 2010) Vowing to support the education of all residents of the community, the 32nd District Democrats voted to support bond and levies for the February 9, 2010 election at their January meeting. “Voters in the Edmonds, Northshore, and Shoreline School Districts are asked to support the propositions on their ballot,” said 32nd District Democrats Chair Carin Chase.

The Resolution adopted by the 32nd District Democrats states:

Therefore be it resolved that the 32nd District Democrats shall support the passage of the operations and technology levies on the February 9, 2010 ballot and encourage every voter in Shoreline and Lake Forest Park to vote; and

Be it further resolved that the 32nd District Democrats support the bond issue provided that the Shoreline Historical Museum remains in its present location and receive support from the City of Shoreline, the City of Lake Forest Park, the City of Seattle, and the Shoreline School District; (www.32democrats.org for full text)



“Yes for Shoreline Schools” has been individually endorsed by State Senator Darlene Fairley, State Representatives Maralyn Chase and Ruth Kagi, Shoreline City Councilmembers Keith McGlashan, Will Hall, Chris Eggen, Doris McConnell, Shari Tracey, and Chris Roberts, and many members of the Shoreline/Lake Forest Park community.

“Building the new high schools will bring needed jobs to the area, and provide a better learning atmosphere for all students, including our children with special needs,” said resolution sponsor and Shorecrest graduate Katie Rohs. “We have a responsibility to provide a 21st century education to all of our children.”

The District Democrats also voted to support the operations levies in Edmonds and Northshore. Kenmore City Councilmember Bob Hensel spoke in favor of the levies, stating that the Northshore schools are one of the best in the area.

Also at the meeting, the Democrats voted to support the King County Library Levy.

For more information on how to support the Edmonds levy, please visit - Vote Yes for Edmonds Schools

For more information on how to help support the Shoreline levies - please visit the Yes for Shoreline Schools campaign.

For more information on how to help support the Northshore propositions - please visit -
Citizens for Northshore Schools

The full text of the resolution supporting the Shoreline School District propositions is available on the website of the 32nd District Democrats – http://www.32democrats.org/library/884

Posted On: January 15, 2010




Resolution Regarding Shoreline School District Levies and Bond

• Whereas the 32nd District Democrats are strong supporters of education for all residents of our community; and

• Whereas the 32nd District Democrats are strong supporters of the Shoreline Historical Museum; and

• Whereas the Shoreline Historical Museum preserves the history of northern King County and educates the community about our region’s history; and

• Whereas the Shoreline Historical Museum is located in the Town Center area of the City of Shoreline, blocks from the Shoreline City Hall, and in a building designated as a community landmark; and

• Whereas the City of Shoreline has contributed nearly a million dollars to the Shoreline Historical Museum since 1995; and

• Whereas the Shoreline Historical Museum has renovated the Ronald School Building at its own cost; and

• Whereas the title to the Ronald School Building is held by the Shoreline Historical Museum and the ownership is challenged by the Shoreline School District; and

• Whereas the Shoreline School District has placed an operations levy, a technology levy, and a capital bond on the February 9, 2010 special election ballot; and

• Whereas the passage of the bond would lead to the construction of new high schools at Shorecrest and Shorewood; and

• Whereas all residents of Lake Forest Park and Shoreline would benefit from the construction of new facilities; and

• Whereas the construction new high schools would bring jobs and revenue to the City of Shoreline and neighboring communities; and

• Whereas the Shoreline School District would qualify for construction matching funds from the State of Washington with the passage of the bond;

• Therefore be it resolved that the 32nd District Democrats shall support the passage of the operations and technology levies on the February 9, 2010 ballot and encourage every voter in Shoreline and Lake Forest Park to vote; and

• Be it further resolved that the 32nd District Democrats support the bond issue provided that the Shoreline Historical Museum remains in its present location and receive support from the City of Shoreline, the City of Lake Forest Park, the City of Seattle, and the Shoreline School District; and

• Be it further resolved that the Shoreline School District ought to be more open and proactive in its communication with the City of Shoreline, the City of Lake Forest Park, the Shoreline Historical Museum and other community organizations with regard to their plans regarding the use of property managed by the Shoreline School District; and

• Be it further resolved that the Washington State Legislature should provide more and consistent funding for education, historical preservation and the arts, so municipalities do not have to continually rely on the voters for basic operations levies; and

• Be it further resolved that a copy of this resolution be sent to the commissioners of the Shoreline School Board, Shoreline School District Superintendent Sue Walker, the members of the Shoreline City Council, the members of the Lake Forest Park City Council, the members of the Seattle City Council, State Senator Darlene Fairley, State Representatives Maralyn Chase and Ruth Kagi, the elected and appointed Precinct Committee Officers in Shoreline and Lake Forest Park, published in the district newsletter, and sent to local media representatives.

Passed by the 32nd District Democratic Organization
January 13, 2010.

Value of Museums

Here is a useful article from a study about the "Value of Museums". It comes from a conference in the UK.



Below are some excerpts from their publication in 2007:


"Value of Museums"

I particularly like these points:

There was very strong evidence of powerful
learning outcomes for pupils:
• The vast majority of pupils of all ages (over 90%)
enjoy their museum visits and think they have
learnt something
• Older boys are uncharacteristically enthusiastic
• Teachers continue to value the inspirational quality
of museum work because it enables their pupils
to better understand their subject
• 99% of teachers think their pupils enjoyed the
museum experience
• 97% of teachers think their pupils are likely to
have been inspired to learn more
• 94% of teachers think their pupils will have
gained subject-related facts
• 82% of teachers think the museum experience is
likely to influence classroom teaching
• 94% of teachers think their pupils are likely to
have developed thinking skills and 89%
communication skills
• 94% of teachers think museums will enable their
pupils to feel more positive about learning
The significance of learning in museums
Museums are remarkable sites for learning, capable
of inspiring teachers and pupils alike and able to
respond flexibly to the interests of children and
young people. The experiences that museums can
offer can touch pupils deeply, generating curiosity,
motivating learning, and inspiring self-confidence.
The evaluation research shows clearly how
museums can contribute in powerful ways to a
number of important government agendas,
especially:
• Community cohesion and social inclusion
• Every Child Matters
• The review of the KS3 curriculum
• The implementation of Excellence and Enjoyment
in primary schools
• The professional development of teachers
• The development of schools and the curriculum




Background
Since 2003 the Department for Culture, Media and
Sport (DCMS) and the Department for Education
and Skills (DfES), now Department for Children,
Schools and Families (DCSF), have jointly
sponsored a partnership between national and
regional museums in England that is designed to
increase and deepen relationships between
museums and schools and to strengthen
relationships between museums and communities.
An evaluation of the programme was carried out
during 2006 and 2007. Twelve national museums
with over 50 regional museum partners were
together involved in seventeen discrete projects
across England. The findings from this research
study have been considered in relation to the
findings from three earlier evaluations of the
outcomes and impacts of learning in museums.1
A successful programme
The programme has been highly successful with:
• A strong emphasis on working towards social
inclusion
• Effective and deepening partnerships between
the educational sector and the museum sector
• Powerful learning outcomes for pupils, including
evidence of increased attainment
• The potential for strong partnerships between
museums and communities
A strong emphasis was found in the museums
on working towards social inclusion:
• There were clear socially inclusive targets for the
education and community work
• About one third (30.3%) of the schools that
museums worked with in the programme are
schools with the highest percentages of pupils
eligible for free school meals
• Museum staff demonstrated a thoughtful
approach to social inclusion
• Most projects were actively working towards
community cohesion
• Museum staff were addressing multiple barriers to
the use of museums
• The impact of engagement with museums on
vulnerable individuals can be powerfully illustrated
1 The term ‘museum’ includes all art museums and galleries.
02 INSPIRATION, IDENTITY, LEARNING: THE VALUE OF MUSEUMS SECOND STUDY
Effective and deepening partnerships between
the educational sector and the museum sector
were observed:
• Increased contacts between schools and
museums, especially those that involved a number
of sessions over a period of time, which could be
called ‘serial’ contacts
• An increased number of secondary schools
• Museums playing a powerful role in curriculum
development and delivery
• An appreciation by teachers of the learner-
centred methods used in museums
• A considerable increase in cross-curricular work
(from 3% in 2004 to 35%)
• Ambitions in some of the projects to influence
curriculum development and delivery at a national
level
• Teachers’ perceptions of the positive value of
museums for their own learning and professional
development
• The vast bulk (96%) of teachers who are satisfied
or very satisfied with their museum experience
There was very strong evidence of powerful
learning outcomes for pupils:
• The vast majority of pupils of all ages (over 90%)
enjoy their museum visits and think they have
learnt something
• Older boys are uncharacteristically enthusiastic
• Teachers continue to value the inspirational quality
of museum work because it enables their pupils
to better understand their subject
• 99% of teachers think their pupils enjoyed the
museum experience
• 97% of teachers think their pupils are likely to
have been inspired to learn more
• 94% of teachers think their pupils will have
gained subject-related facts
• 82% of teachers think the museum experience is
likely to influence classroom teaching
• 94% of teachers think their pupils are likely to
have developed thinking skills and 89%
communication skills
• 94% of teachers think museums will enable their
pupils to feel more positive about learning
There are excellent opportunities for museums
to work with the community but this still needs
considerable development:
• Community work is relatively new in many of the
museums in this study
• Some museums were using sophisticated ways of
engaging with communities, but some failed to
grasp what was needed
• Community groups use museums for different
purposes from schools, with more emphasis on
Skills and less on Enjoyment, Inspiration, Creativity
• Most community group leaders were satisfied with
their experiences
• All learning outcomes for community participants
were very positive and often stronger than those
of pupils of the same age. This was particularly
marked with the boys
• Museums have the potential to respond to
learning needs over a broad spectrum
• Not all museums seemed ready to work through
the internal cultural changes necessary to embed
community-based learning into museum culture
The significance of learning in museums
Museums are remarkable sites for learning, capable
of inspiring teachers and pupils alike and able to
respond flexibly to the interests of children and
young people. The experiences that museums can
offer can touch pupils deeply, generating curiosity,
motivating learning, and inspiring self-confidence.
The evaluation research shows clearly how
museums can contribute in powerful ways to a
number of important government agendas,
especially:
• Community cohesion and social inclusion
• Every Child Matters
• The review of the KS3 curriculum
• The implementation of Excellence and Enjoyment
in primary schools
• The professional development of teachers
• The development of schools and the curriculum

Committee to Save Our Shoreline Historical Museum

Committee to Save Our Shoreline Historical Museum


Board

Co Chairs – State Representative Maralyn Chase & Former Shoreline City Councilmember Janet Way
Vicki Westberg
Elaine Phelps
Jan Stewart
Mamie Bolender
Boni Biery


Dear Friends:

This is an open letter to all who care about saving history in Shoreline and our Historical Museum.

It is becoming clear that a new organization must be formed to stand up for our threatened Shoreline Historical Museum for our communities of Shoreline, Lake Forest Park and North Seattle. It is a Registered Historic Landmark and invaluable cultural asset for our City.

The Shoreline School District is moving forward with their plans to renovate (rebuild) the Shorewood HS and unfortunately the current plan includes no concept to save the museum. Instead they plan to “incorporate the Ronald School for shared use with the Shoreline Historical Museum”, according to their recent newsletter. However, this statement does not accurately represent the situation the museum is in. They are the owners of the building, but since the district owns the property, they are basically being evicted and asked to destroy their current institution and “settle” for whatever space is left.

Simply put, this plan will destroy the Shoreline Historical Museum, which is the cornerstone for our local culture and precedes the existence of the city itself.

This is unacceptable.

So a group is coming together to help publicize and make the case for saving the museum. Our Committee to Save Our Shoreline Historical Museum will garner support from other entities in our region and endeavor to inform citizens about the situation, especially during this immediate timeframe of the School Bond election.

To be clear, this organization is not opposed to renovation of our HS or the School Levy. We are simply opposed to any effort which would displace or undermine our community asset, the Shoreline Historical Museum. We believe these goals are compatible and that the Ronald School and Museum can live beside the Shorewood HS complex in harmony.
Just as the plans for the new Shorewood High School include a performance venue that can be used by the community as part of the Town Center, shouldn't the Town Center also include this "first town center" building? It is important to keep this building and the history it embodies. It was the original town center for Shoreline and the educational value of the building and the museum and it’s “living history” cannot be understated.

We support our schools, our community and especially promoting our local cultural assets in order to promote the economic well being of Shoreline, Lake Forest Park and our region.

We invite you to join us in an effort to preserve our community identity by preserving our history. There is much work to do, but great hope of success if we act now!

If you would like to be a member of our committee, please join us.
Contact us at
206-734-5545 or 206-365-4477, email janetway@yahoo.com.

Sincerely,

Janet Way
940 NE 147th St
Shoreline, WA 98155




Shoreline Historical Museum Facts:

• The Museum has Historic Landmark status
• The Historical Museum has been in existence since 1976
• The museum has received and matched grant funding from many governmental and non-profit entities including: WA State, King County, City of Shoreline, 4Culture and many others for over $1.5 million of taxpayer dollars to date. This figure does not even include the ongoing operating funding, provided by the City of Shoreline and Lake Forest Park.
• The Ronald School was built in 1912 and served as a school building until 1971
• The Ronald School was built on property donated by Judge James T Ronald. He was one of the pioneers who settled the Shoreline area, and former Mayor of Seattle.
• The Shoreline Historical Museum is a vital part of our “Town Center” and represents a crucial part of our local Cultural and Historic identity of Shoreline