Page 6 EL UVALDE TIMES September b, 1979 Working With Your School (Ibis is the first of a series of excerpts from the book “Working With Your School" prepared by the Texas Advisory Committee to the United States Commission on Civil Rights). It will be highly beneficial to parents to understand our educational system, the rights parents have and the responsibilities of school boards. Chapter 1 Are You A: Parent with schoolage children? Student interested in a good education? Concerned person interested in the community? If you answer yes to at least one of these questions, this handbook is for you because it describes your rights in the public schools. How Is Education Related to the U.S. Constitution? Everyone living in the United States has certain rights guárante d by the U.S. Constitution. This handbook is wi ten to help you understand your rights relating 1 public education. As a parent, you have the right to want a good education for your children; as a student, you have a right to want a good education. But having the right to want a good education does not guarantee it. A good education comes only if you have good schools, and good schools are the result of people like you working to have them. Are you willing? This handbook gives information, ideas, and suggestions on methods you can use to improve the education of students. You can use this book as an individual on your own, or you can use it together with a group of parents or students. Remember, you have a right to expect good schools, and you have a right to get involved to improve them. In a sense, public education is like a pyramid of laws, policies, regulations, rules, guidelines, and practices built on a foundation we call the Constitution. In other words, at each level of the pyramid, there is a set of “do’s and don’ts” that guide the actions of people involved in public education. At the bottom of the pyramid, the Constitution applies to everyone in providing freedom of speech and religion and other rights. At each level, the “do’s and don’ts’’ can be directly traced to the Constitution. For example, the local school board’s policies must not violate your freedom of speech guaranteed by the Constitution. U.C.I.S.D. School Menu Thursday, September 9, 1979 Hamburger Lettuce & Tomatoes French Fries Onions & Pickles Lemon Pudding Friday, September?, 1979 Fish Krispie Catsup Seasoned Spinach Baked Beans Chilled Pears Batter Bread Monday, September 9, 1979 Barbecue Burger Seasoned Green Beans Whole Potato Pickle Slices Chilled Fruit Tuesday, September 11, 1979 Chicken Fried Steak & Gravy Buttered Peas Snowflake Potato Honey Hot Rolls Wednesday, September 12, 1979 Corn Chip Pie Pinto Beans Carrot Stick Fruit Cobbler Bread Subscribe To The Only Bilingual Newspaper In The VTintergarden Area. It is important to understand the education pyramid in order to make the best use of this handbook, so spend some time studying figure 1. At each level, you see the types of people and agencies that are responsible for the “do’s and don’ts.’’ Notice that the closer you get to the top of the pyramid, the fewer are the people involved and the more responsibilities and opportunities you have for involvement. For instance, the Constitution affects everybody, but the teacher’s classroom rules apply only to the students in the class. Try to put names of people, schools, or agencies at each level of the pyramid. If you don’t know many of the names now, try to fill them in after reading other parts of the book or after getting involved in school activities. When you are able to name individuals and agencies at each level and know their responsibilities, you will be in a very good position to improve public education. In chapter 2 you will see how important it is to know who the responsible persons are whenever you try to improve your school. The Education Pyramid Perents send itudenti to school within the framework ol ill the rules guidelines laws, and constitutions Teachers, couneelors. coeches, sponsors, and advisors establish certain rules and take actions withm school mies School pnnetpea issue certain rules in keeping with district policies and guidelines Loca/ district •ammistrators issue guidelines in keeping with school board policies Local school boiras adopt budgets and policies m keeping with the authority and (urisdiction allowed by State constitutions laws, policies, and gwdehnes Crty and county governments pass ordinances local schools must lollow Slate constitutions and laws apply to this level loo State education agencies adopt guidelines that indicate how Sute board policies States laws, and Federal laws win be earned out State boards ot education adopt policies to carry out Stale and national laws. State legrslatuns pass laws in keeping with Sute and U S Constitutions The people ol every State adopt State constitutions to define power and responsibilities ol Sute governments withm the hrmts ol the U S Constitution The President end Federal agencies issue instructions which tell how they win carry out the lews These are called Executive orders and agency regulations The Congress passes laws in keeping with the Constitution further delmmg powers and obligations ol government and prowdmg funds (appropriations) The United Slates Constitution, as the foundation of the pyramid • Gives government certain powers and responsibilities. • Prohibits government from certain aclions • Guarantees the individual certain rights. Figure 1 How Do the Courts Get Involved in Education? Under the Federal system of government set up by the U.S. Constitution, the courts are responsible for interpreting laws, rules, and regulations whenever there are disagreements or disputes. You can see the many court levels in figure 2. These Jose Leon Toral Por Don Tomas Ramos Este es el corrido de José Toral que murió juzgado por un tribunal El solo fue mártir de su religion, cambiando su vida cambiando su vida, por la de Obregon. Anduvo buscando la oportunidad y dia tras dia recorría la ciudad. La suerte fue suya y fue tan sencilla hallando a Obregon, alia en la Bonbilla. Fueron disparados con gran precision que rodo por tierra el Manco Obregon y Toral vengado se fue a la prisión. La Madre Conchita también fue juzgada y máximas penas, sufrió condenada sólita en su celda. Én cada oración al cielo pide, al cielo pide, para ellos perdón. Si no les perdonas Señor lo que han hecho decía poniendo mano en el pecho yo si les perdono, con el corazón. La esposa querida y su tierno hijo fueron a la cárcel por ultima vez Toral muy tranquilo sonriendo les dijo junto a vuestro padre, Os vere después. __ - courts have power and responsibility to: • review facts in cases brought to their attention; • interpret the U.S. and State constitutions; • decide if a constitution or law has been violated; • order punishment when there is a violation; • order action to be taken, when necessary; and, • order illegal actions or practices stopped. U.S. Constitution and Laws Over State Constitutions and Laws? When a State constitution or law is challenged, the courts can decide if it is in keeping with the U.S. Constitution and Federal laws. State education laws, therefore, must be in keeping with the U.S. Constitution. You can see, then, that every law, policy, guideline, regulation, rule, and practice related to public education can be traced back to the U.S. Constitution. The United States Supreme Court is the final legal authority, but decisions can be made by other courts, subject to final review by the Supreme Court. Actions, rules, regulations, and laws are assumed to be constitutional (legal) unless challenged by someone. For example, if a school board adopts a very severe policy on discipline, you can challenge it on grounds that the policy: 1. Violates a certain State law; 2. Violates State constitution; 3. Violates a Federal law; or, 4. Violates the U.S. Constitution. You can also challenge lack of action for the same reasons. In other words, you can say that a teacher, school district, or State or Federal agency has not taken action required by law and, therefore, is in violation of the Constitution. For example, if a school district has not taken steps to integrate its schools, you can challenge its lack of action as a violation of the Federal law and the Constitution. From the information we have provided thus far, it is clear that people in positions of authority, including teachers in public schools, have no legal power except that which is granted by the Constitution and laws passed under its authority. More information on the Constitution and the rights it protects is provided in chapter 3. In that chapter, you will see the specific rights you have with respect to the public schools. That chapter also SPEIR BROS- WALGREENS Prescription Specialists We Rent Wheel Chairs, Crutches, Walkers DELIVERY SERVICE OPEN SUNDA YS WEEKDA YS TO 8 P M Se Habla Español 117 N. West St, 278-2551 Uvalde Pest Control Bug the money is collected every year and spent in the same year. Other funds are borrowed under a system that permits school districts to sell “bonds.” These bonds are promises by the school district to make payments over the next 10, 20, or 30 years, until the total amount is paid. Payments include interest charged by the banks, companies, or individuals who loan money to the district by buying the bonds. Bonds are usually used to buy large items of equipment and to build or remodel buildings. These are called capital expenses. The school districts, then, collect taxes to pay for current operating costs and long-term bond debts for capital expenses. Money for your schools comes, from the four major sources shown in figure 3. Although bonds are listed as a major source, you should remember that local taxes are used to repay the bonds over a long period of time. The amount of money received from each source depends on many things, including local ' property values, number of students, types of cour-' ses taught, and applications (proposals) submitted for funds. The issue of school finance and its effect on equal educational opportunities is very complicated and often unfair to everyone. If you are interested in learning more about it and how it affects your district, you should read reports such as Mexican American Education In Texas: A Function of Wealth, published by the U.S. Commission on Civil Rights.1 Since tax money is being used to run your schools, you have an obligation to be concerned about how the money is used. Even if you 'do not own property, you still indirectly pay local property taxes when you pay rent to your landlord. If you live in public housing, you still must pay sales taxes and income tax, and both are used to help pay for the schools. Figure 2 Figure 2 Court Leverts Federal Oistnct Courts of Appeal Federal District • • State Supreme Courts State Appellate Courts State District Courts Local Courts Dont miss Part II in Our » t? *• Sept. 13 issue! A Bilingual Newspaper For A Bilingual Community... EL UVALDE TIMES" 278-3616 278-3016 J. HOWARD CARR, D.D.S., INC. AND ASSOCIATES WILLIS SPERRY, D.D.S. C. A. H^SS, D;D.S. 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