Following the release of the May Revision budget, I think it is clear that Governor Arnold Schwarzenegger heard the outcry from the education community over his initial budget proposals. I welcome his new proposal and his retreat from suspending Proposition 98, but make no mistake, even under his new proposal, schools still must absorb cuts—ten percent from specific programs such as class size reduction, counselors, and targeted remediation programs. I am also concerned about a proposal that relies so heavily on future revenues of the State Lottery alone to fund schools. Unfortunately this plan, like many before it, fails to address the long-term funding needs of our schools. It fails to address the fundamental disconnection between what we expect from our schools and students, and what we invest in them. We still face a long road ahead, but I will continue to work with the Legislature and the Governor to find a budget compromise that meets the needs of not only our young people, but all Californians.
As I have said in the past, even during tough fiscal times there is much we can and should do for our students. That is why I joined Senator Darrell Steinberg and Assembly Member Dave Jones this month in highlighting a new legislative bill package aimed at expanding quality preschool options for children in California. The bills, Senate Bill 1629 and Assembly Bill 2759, would streamline funding for preschool and improve preschool quality. Improving access to quality preschool is a major step we must take to close the achievement gap in California schools.
On the accountability front, I released the 2007 Base Academic Performance Index (API) report, growth targets, and school rankings that allow comparisons of California schools. The 2007 Base API shows the percentage of elementary schools at or above the statewide performance target of 800 is 36.7 percent, up from 34.6 percent in 2006; middle schools is 24.6 percent, up from 23.9 percent; and high schools is 14.5 percent, up from 13.6 percent. California schools continue to rise to the challenge of high expectations and a major component to this is that the API pushes schools to make improvements each year. It is due to your hard work that we can continue to say “all boats are rising” in California public schools.
In other news, Alameda County Superior Court Judge Robert Freedman has approved a final agreement, reached May 30, in a lawsuit challenging the requirement that students with disabilities pass the California High School Exit Examination (CAHSEE). The settlement puts to rest this challenge, leaving the exit exam in place for all students. Most importantly, it will ensure that all students in the class of 2008 and beyond will have the opportunity to continue to get the assistance they need to learn the critical skills measured on the CAHSEE.
I am also pleased with developments in the area of career technical education (CTE) this month. The University of California (UC) clarified its policy regarding high school CTE courses that meet the University's "a-g" admission criteria. This action encourages the development of multiple pathways in the kindergarten through grade twelve (K-12) system to prepare students for both college and careers. I am delighted that the UC has developed standards and clarified its policy regarding the acceptance of CTE courses for the purpose of qualifying students for entry into the UC system.
Physical education was also in the news this month, as the Curriculum Development and Supplemental Materials Commission voted to recommend that the State Board of Education adopt the draft Physical Education Framework for California Public Schools, the first standards-based framework in physical education.
Our charter schools also received a boost in May, as 151 of them will share nearly $18 million in Charter School Facilities Grant Program funding. In this round of funding, this grant provides reimbursement of facility rent and lease expenses incurred in the 2006-07 fiscal year. Because of the current state budget crisis, funding for this program next year may be cut by $2 million, so these monies will help alleviate some of the financial burdens charter schools are facing.
I encourage everyone to check out the Comprehensive Needs Assessment (CNA) report of the Migrant Education Program in California. This report is designed to help migrant students who often lag behind in their studies through no fault of their own, but rather because of the itinerant nature of their lives. The CNA will help us identify the needs of these students, analyze that information, then help to develop a plan to deliver services to meet those needs.
Given California's fiscal problems and their impact on school operations across the state, our schools need every bit of support we can give them. Accordingly, I encourage you to visit and to inform your schools about the DonorsChoose.org Web site (Outside Source), a fantastic way for individual citizens to help schools, teachers, and students right now. I am proud to be fulfilling a request on DonorsChoose.org for new bookshelves for a third grade classroom at Woodbine Elementary School in Sacramento. I would like to challenge all Californians to go online to DonorsChoose.org and make a choice to help improve public education.
Finally, as many of you know, our good friend Bill Padia, formerly Deputy Superintendent of the CDE’s Assessment and Accountability Branch, very recently retired after 33 years of service at the Department. I am deeply grateful to Bill for his service to the CDE and to the schools, teachers, and students of our state. His replacement is Deb Sigman, who over the past four years has served as the state testing director and has been a valuable member of my leadership team. Good luck, Bill and welcome aboard, Deb!
Honoring Teachers
Gregory McFall teaches U.S. History at Johnson Middle School in Westminster in the Westminster Elementary School District (Orange County).
Mr. McFall truly believes in his students and in their ability to succeed. He is committed to finding what works for his students with limited social and cultural experiences and building upon their accomplishments, one success at a time. "I feel educators can effectively break the cycle of poverty to equip and prepare students for college and a career,” Mr. McFall wrote in his application for the California Teachers of the Year Program. “To diminish the effects of poverty in education, teachers must root the community's fundamental ideas into our schools to increase economic opportunities for our students and their parents. We must seek out corporate and community leaders to embrace the school and model cooperation. We must look carefully at the school culture and the school recreational programs, and align our school practices with the positive influences within the community to ensure we are providing educational equity for all students. Only through the mutual relationship of community, district, and school can we break the effects of poverty on education and take steps to guarantee high achievement for all students across the nation."
Mr. McFall earned a Bachelor of Arts degree in Criminology at California State University, Fullerton in 1990 and a Master of Arts degree in Curriculum and Instruction at Concordia University in 2007. He received a teaching credential from National University in 1997 and is a Highly Qualified Teacher.
Intensive Autism Spectrum Disorder Trainings for New Teachers
The Diagnostic Center, Southern California has been hosting and working closely with the Los Angeles County Autism Spectrum Alliance (LACASA). This committee has held monthly meetings at the Diagnostic Center since January 2008 to address the recommendations from the State Superintendent of Public Instruction Autism Advisory Committee and the Legislative Blue Ribbon Commission on Autism recommendations. LACASA members include a representative from each of the 15 special education local planning areas (SELPAs) in the county as well as representatives from Regional Centers; Protection and Advocacy, Inc.; and additional parent representatives.
LACASA is sponsoring a series of three five-day summer intensive autism spectrum disorder (ASD) trainings for new teachers. Participants will be provided extensive resource materials. The training program will be presented by both Diagnostic Center staff and highly skilled trainers form the various school districts throughout the county.
The Diagnostic Center has just recently distributed its Professional Development Services booklet for 2008-09, describing a collection of training opportunities it provides to school districts throughout southern California. Eight of the Diagnostic Center’s workshops focus on ASD. These workshops are hosted by various SELPAs in southern California and are open to all educators. The booklet is posted on the Diagnostic Center Southern California Web site (Outside source). The list of scheduled workshops and contact information will be posted on the Web site in August.
For additional information or assistance, please contact Deborah Holt, Director, Diagnostic Center, Southern California, at 323-222-8090 or by e-mail at dholt@dcs-cde.ca.gov.
William F. Goodling Even Start Family Literacy Program
The California Department of Education (CDE) is proud to highlight this month the William F. Goodling Even Start Family Literacy Program. The 78 projects currently funded integrate early childhood education, adult education, parenting education, and interactive literacy activities. They serve an average of 7,000 children and 6,000 families per year. California has funded Even Start projects since 1989.
Even Start staff has collected yearly data to assess the progress of children and adults in these programs. Adults make consistent and impressive gains learning English. Parents stay actively involved in the schooling of their children. The children develop stronger pre-literacy and social emotional skills than children who attend other preschool programs. Two small sample studies conducted by staff also indicate that children in kindergarten through grade three (K-3), previously served by Even Start programs, have higher attendance and promotion rates, and tend to perform at grade level on the K-3 reading and mathematics state standards.
Under the No Child Left Behind (NCLB) Act of 2001 Title 1, Part A and Title 3 funds can be used to support the full range of family literacy activities, including parenting education, and support to enhance the capacity of parents to support their children’s learning, if the local educational agency has exhausted all other reasonably available sources of funding.
Update on the Westland Beef Recall Reimbursement Claim
On April 22, 2008, the California Department of Education’s (CDE) Food Distribution Program submitted a reimbursement claim on behalf of school districts, recipient agencies, commodity processors, and distributors to the U.S. Department of Agriculture (USDA) for approximately $3 million to cover costs associated with the Westland beef recall. Reimbursable costs included destruction, transportation to a disposal site, one month of storage, and processing fees. The CDE expects to receive payment from the USDA before the end of the fiscal year and mail reimbursements to districts in a timely manner.
The CDE has ordered replacement beef from the USDA. A portion of replacement beef has been delivered to school districts, recipient agencies, and commodity processors for use this school year. The remaining replacement beef will be shipped for use in the 2008-09 school year.
More than 4.5 million pounds of beef and more than 158,000 cases of processed end-products containing beef were destroyed by agencies, distributors, and commodity processors in California.
The CDE appreciates your cooperation, understanding, and patience during this recall process.
If you have any questions regarding this subject, please contact Amy Bell, Commodity Consultant, Nutrition Services Division, at 916-322-5051 or by e-mail at abell@cde.ca.gov.
Grants for California Schools to Become Ocean Guardians
The National Oceanic and Atmospheric Administration’s (NOAA) Office of National Marine Sanctuaries has announced it is offering "Ocean Guardian” grants of up to $6,000 to a number of California schools whose students create a school or community-based conservation project that protects their local watershed and the ocean.
Kindergarten through high schools are eligible in the California counties of Marin, San Francisco, Alameda, San Mateo, Santa Cruz, Santa Clara, Monterey, San Benito, San Luis Obispo, Santa Barbara, and Ventura. A total of $100,000 is being made available through the grant program.
“California can set a great example for schools nationwide by promoting environmental conservation in their local community with funding from the Ocean Guardian School project,” said Seaberry Nachbar of the NOAA Office of National Marine Sanctuaries.
In return for taking steps to protect the ocean, each school will receive funds to implement its project and a plaque designating it as an Ocean Guardian School. Funding will range from $2,000 to $6,000, depending on the scope of the conservation project proposed by the school. Examples of conservation projects include planting school gardens or nature corridors with native plants, initiating recycling programs to reduce litter, and working with communities to address water quality issues in local watersheds that lead to the ocean.
Interested schools can contact Seaberry Nachbar by e-mail at seaberry.nachbar@noaa.gov to receive an application and guidelines on how to create an action plan for implementing an Ocean Guardian School. You can find additional information on the Ocean Guardian School Web page (Outside Source).
On The Right Track 6 Symposium
The sixth annual On The Right Track Symposium, co-sponsored by the California Department of Education and the California Comprehensive Center at WestEd, will take place in the Fall of 2008. This year, the one-day symposium, will be held in both Northern and Southern California. More information will soon follow.
Questions regarding the Symposium should be directed to the District and School Program Coordination Office at 916-319-0833. If you would like to receive a registration flyer when it becomes available, please send your name and e-mail address to DSPC@cde.ca.gov.
Coastal Academy Wins Exemplary Independent Study Recognition Award
Coastal Academy, a direct-funded charter school authorized by the Oceanside Unified School District, was named a recipient of the Exemplary Independent Study Recognition Award (EISRA) at the California Consortium for Independent Study Conference in Monterey on April 8, 2008.
The EISRA was awarded for the first time. This is a joint project of the California Consortium for Independent Study and the California Department of Education, designed to recognize excellent educational practices in schools where independent study is the primary mode of instruction.
Two other regular public schools, Mt. Everest Academy and Orange County Community School, also received the award. In announcing the award, State Superintendent of Public Instruction Jack O'Connell stated, "Each of these schools demonstrates that independent study, at its best, provides both a rigorous academic program and the flexibility and personalization to ensure student success. The exemplary practices employed by these award-winning schools can be models for other schools using independent study. All three schools have exceeded the Accountability Performance Index target of 800."
Independent study is authorized by California Education Code sections 51745 – 51749.3. This is an alternative educational instructional strategy for students in kindergarten through adult education. Students work on their own according to written agreements and under the general supervision of credentialed teachers. Independent study offers flexibility to meet individual student needs, interests, and styles of learning.
The EISRA designation is for a period of three years, and the recipient schools must submit an annual assurance of compliance in order to maintain the title.
Helping Charter Schools Comply with Federal and State Requirements
The Charter Schools Division (CSD) is assisting the Categorical Program Monitoring Office to provide clear guidance to charter schools regarding the proper use of state and federal funds. Monitoring protocols used on site visits to verify program compliance have been rewritten to reflect appropriate charter school considerations.
So far, the Title I, Part A; Program Improvement; and English Learner Program documents have been modified and will soon be posted on the CDE Web site in preparation for the 2008-09 monitoring cycle. Charter schools are encouraged to review these documents and direct any questions to Patrick McMenamin, Administrator, Categorical Program Monitoring Office, at 916-319-0357 or by e-mail at pmcmenam@cde.ca.gov.
Ridgecrest Charter School Receives Scrutiny and Support
Ridgecrest Charter School, located in a remote part of Kern County, was one of the first in the state to be chartered on appeal by the State Board of Education (SBE). While a relatively high academic performer when initially chartered, the school's performance has declined over the past several years, and it was one of the lowest-performing schools in the surrounding area in 2007. Therefore, the school received considerable scrutiny at the April meeting of the Advisory Commission on Charter Schools (ACCS) and subsequently at the May meeting of the SBE.
The Charter Schools Division (CSD) took the lead in reviewing the school's educational program and academic progress, as well as visiting the school twice this year. "It was a close call," said CSD Director Carol Barkley, "whether to revoke this school at the end of this year, or to give it one additional year to improve performance."
Ultimately, the SBE decided to allow the school to continue operation in 2008-09 (the last year in the charter's current term), but with substantial assistance and support from the UCLA School Management Program, a respected school assistance and intervention team (SAIT) provider. "I believe the result is a win-win," continued Barkley. "The school continues operation as desired by many local residents, and the SBE has assurance that every effort will be made to improve academic performance."
The school staff and representatives of the School Management Program will make regular reports to the ACCS and SBE during 2008-09. These reports will be critical evidence in the decision of whether to renew the Ridgecrest charter for another term.
Limits on Transferring or Borrowing Cafeteria Funds
The Governor’s Budget proposes to allow local educational agencies (LEAs) to shift up to 50 percent of the funding from specific categorical programs, including Child Nutrition, into other specified programs as long as the receiving program does not end up with more than 155 percent of the amount allocated to the LEA.
Please note that federal regulations prohibit LEAs from using or transferring money from the cafeteria fund for non-food service expenditures.
The Title 7, Code of Federal Regulations (7 CFR) provide minimal flexibility to utilize cafeteria funds since all federal, State, and local revenues received by the school food service are to be used only for the operation or improvement of a food service program (7 CFR 210.2 and 210.14[a]).
Federal regulations also impose limitations on borrowing money from the cafeteria account. Specifically, LEAs may consider transfers and expenses from the cafeteria account as a loan if “a bona-fide loan agreement complete with interest payment provisions is executed before, not after, the funds are withdrawn from the account.”
State law provides fiscal sanctions for non-compliance. California Education Code (EC) Section 38101(f) states if the California Department of Education (CDE) and Department of Finance concur that a district has improperly transferred cafeteria funds, a district will be directed to transfer double the amount improperly transferred to the general fund back to the cafeteria fund.
The CDE recommends that LEAs refrain from transferring cafeteria funds for non-food service related expenditures in order to avoid non-compliance with federal regulations and state law.
The CDE will be releasing a Management Bulletin addressing this issue in detail in the near future. In addition, to avoid the opportunity for LEA non-compliance, the CDE has recommended that the Legislature remove Child Nutrition from the list of programs from which categorical funds can be transferred.
If you have any questions regarding cafeteria fund issues, please contact Jennifer Sheldon, Child Nutrition Consultant, Nutrition Services Division, at 916-322-3195 or 800-952-5609, or by e-mail at jsheldon@cde.ca.gov.
