American Indian Education Oversight Committee
January 25, 2012
Committee Members: Laura Lee George (Chair), André Cramblit (Parliamentarian), Deborah DeForge, Rodney Lindsay, Amber Machamer (Vice Chair), Kathleen Marshall, Rachel McBride, Russell "Butch" Murphy
Absent: Irma Amaro (excused), Helen Doherty (excused)
Office of the State Superintendent of Public Instruction (SSPI) Tom Torlakson: Update by Craig Cheslog, Principal Advisor to the SSPI
California Department of Education (CDE) Staff Present: Judy Delgado, Chavela Delp, and Ramona Hoffman
Guests: Coleen Bruno, Janine, Katherine Valenzuela
Meeting convened at 10:05 a.m.
ITEM 1―Update From the Office of the SSPI
- There is a setback regarding the planning of the legislative visits. The legislators are requesting travel expenses, but there is no funding available to cover their travel expenses. The SSPI and Craig Cheslog discussed other ways to make the legislative visits financially feasible. The American Indian Education Oversight Committee (AIEOC) Chair may be asked to co-sign a letter with the SSPI asking that tribal leaders around the state each contribute a portion of the travel cost for the legislators. A motion was made to have the AIEOC Chair do this; it was seconded; all in favor.
- There has been great concern from many local educational agencies (LEAs) including the Humboldt County Office of Education, regarding the 100 percent reduction in school transportation funding. Craig Cheslog said that the SSPI has signed a joint letter of opposition to that elimination of funding and is looking for other solutions to this problem. He said that school district superintendents can contact him directly with their comments and information about their district situation in regard to this particular issue. He and the SSPI are trying to gather testimony of this nature.
- Craig Cheslog said that the State Board of Education (SBE) is still busy addressing a variety of issues, including the development of the American Indian Education Curriculum Committee of the SBE, which was first proposed about a year ago. He hopes to have more details by the next AIEOC meeting. He said that the Governor’s Office is trying to get everyone to decrease the number of committees and commissions in the California state government. The work that the committees and commissions are tasked to do still needs to get done, but we’d like to show the Governor that this commission, the Curriculum Commission, is taking on more work, not just creating yet another commission. The SSPI and he want to see the development of the American Indian Advisory Committee to the SBE, progress forward.
- In regard to questions and concerns about state budget funding issues, Craig Cheslog said that the budget being developed is a complicated one. A recent poll indicates that a majority of California voters do not understand that kindergarten through grade twelve (K–12) education is the largest component of the state budget.
ITEM 8―Legislative Update, Presented by Katherine Valenzuela, Policy Advocate at Public Advocates
- There are a number of ongoing efforts regarding the development of the state budget and other legislation; some would have a significant impact on the California Education Code.
- Governor Brown introduced his proposal for the 2012–13 Budget Act on January 5, 2012. Katherine Valenzuela presented a brief summary of key points of interest, including the following:
- Almost all school funding is now included in a new weighted student funding formula.
- American Indian Early Education programs and the American Indian Education Centers are not included in the new weighted student funding formula. “It can be assumed that those funds will be distributed through the CDE, as they were before categorical flexibility was enacted in 2009.”
- Home to school transportation continues to be zeroed out.
- There is no requirement that weighted funds follow a student to their school, or be spent on those students. “That means that districts may receive extra money to address the needs of underserved students, but not actually spend that money on the students who generated it.”
- Most mandates are eliminated, and remaining mandates are distributed through an optional block grant. “Truancy intervention, physical education, and due process mandates are among those eliminated. As the block grant funding for districts is optional, districts may turn away that funding, and thus no longer be required to follow remaining mandates (school safety plans, the School Accountability Report Cards, pupil safety and health procedures, etc.).”
- New accountability measures will depend more on local oversight. “The Governor wants to create more qualitative, robust accountability measures at the local level to complement the increased funding flexibility he proposes to give to districts.”
- Transitional kindergarten is no longer required.
- Another year of mid-year trigger cuts is proposed. “If no new revenue measure passes in the November 2012 election, the Governor proposes another mid-year trigger cut scenario. A mid-year cut of $5.39 billion is proposed, with $4.8 billion of that targeting K–12 schools. That equates to no payments on deferrals (money still owed to schools from previous budget years) and a reduction of up to three weeks of classroom instruction.”
ITEM 2―Public Comment
- There was no public comment.
ITEM 4―California Longitudinal Pupil Achievement Data System, presented by Keric Ashley, Director, Educational Data Management Division, and Randy Bonnell, Administrator, California Longitudinal Pupil Achievement Data System (CALPADS) Operations Office
- The CALPADS is a longitudinal data system used to maintain individual-level student data, including student demographics, course data, discipline, assessments, staff assignments, and other data for state and federal reporting.
- There is more information available at CALPADS. Answers to frequently asked questions about the CALPADS are available at Frequently Asked Questions.
- The majority of the data collected by the CALPADS is what is required by the federal government. Much of the data collected is by school, and that data is available through DataQuest. DataQuest can be accessed on the CDE DataQuest Web page.
- The individual student data includes demographic information; eligibility (regardless of what school the eligibility was established) for the Migrant Education Program, Gifted and Talented Education Program, Special Education Program, and the Free or Reduced Price Meal Program; participation in other programs; grade level; enrollment status; course enrollment; course completion (grade/credits), disciplinary actions (suspensions, expulsions, truancy information), and the Statewide Student Identifier (SSID).
- The LEAs also submit data on staff such as teachers, including demographic data such as ethnic background, what job classification they have, what classes they are teaching, and their Statewide Educator Identifier Data (SEID) which is assigned by the Commission on Teacher Credentialing (CTC). The CTC tells the CDE what subjects the teachers are qualified to teach.
- By March 2012, the CALPADS will include for the first time, student assessment data such as the results from Standardized Testing and Reporting (STAR), California English Language Development Test (CELDT), and California High School Exit Exam (CAHSEE). Student assessment/testing data are uploaded to the CALPADS directly from the assessment centers so that school districts do not have to upload them.
- Once these various kinds of information are available to authorized CALPADS users, such as school counselors, they will be able to immediately see, for example, whether a new student is eligible for free lunch, whether he or she is an English Learner, whether he or she is in Special Education, what his or her CAHSEE test results were, etc. This will expedite the registration of each new student into appropriate programs, instead of having to wait for the student’s paperwork to arrive.
- Each school district will decide what level of CALPADS access and what type of CALPADS information is available to school district staff members, depending on the professional needs of specific staff in that particular district, while being responsible for important privacy issues.
- DataQuest now also provides information on the number and percentage of students who graduate from high school and who either enroll in higher education anywhere in the United States within 16 months, or earn higher education credit inside of California (only) within 16 months.
ITEM 5―Indian Land Tenure Curriculum in California, Presented by Cheryl Tuttle; Jared Aldern, Ph.D., Director, Land Tenure Education and Restoration Project; Ron Good, North Fork Mono Tribal Chairman
- The Indian Land Tenure Foundation works with Indian tribes nationally to help tribes regain some of their lands. Education is an important part of this. The Native American Land Curriculum for California Schools states the following:
Lessons of Our California Land is a standards-aligned curriculum that increases K–12 students' understanding of the history and meaning of California land, fostering appreciation for the motivations and knowledge of California Native American people who engage in land tenure, planning, and use issues.
In 2004, the Indian Land Tenure Foundation published its nationally focused K–12 curriculum, Lessons of Our Land. Since then, various local and state curriculum adaptations have been completed, including statewide adaptations in Montana, Minnesota, and Idaho. Here we present a Web-based California adaptation, Lessons of Our California Land.
November 2011 update: We have now posted a set of K–12 lessons focusing on the North Fork Mono Tribe and the South Central California region. We are in the process of developing lessons for all other regions in California. This is a living, dynamic curriculum; we are adding materials and enhancing lessons nearly every day. Check back often, and please contact us with your comments, suggestions for improvement, and questions.
- The Round Valley School District in Covelo , California, has adopted the Native American Land Curriculum and made it available on their Web site. The Web site states the following introduction to the Curriculum:
Round Valley Unified School District has made a commitment to include Native American curriculum into each grade level. Seventy-five percent of the students at RVUSD are Native American, most of which are members of the Round Valley Indian Tribe. The Round Valley Indian Tribe reservation is located near the school and the school is working in cooperation with the Tribal Council in researching and implementing Native American appropriate curriculum within the school day.
- Dr. Aldern and North Fork Mono Tribal Chairman Ron Goode discussed the process of using maps created or compiled by the Bureau of Indian Affairs (BIA) and the California Department of Water Resources (DWR) to help document, confirm, or reestablish the geographical location and parameters of tribal lands. Maps are also available from the California State Library and the United States Library of Congress. This process of studying the information on historical maps can also help officially-unacknowledged tribes to obtain precedent-setting recognition of traditional lands. Which maps to use is an important issue that can be controversial, such as when traditional lands were ceded to the United States but not recognized.
- The process being used to develop the Native American Land Curriculum and customize it for different tribal areas of California is one that requires approval by the authorities in each tribe. The curriculum is a “living” document that will be modified, revised, and corrected as time goes on. The curriculum is important not only for Native students, but for all students.
- The presenters from the Indian Land Tenure Foundation are requesting that the AIEOC advise the SSPI to approve the addition of a link from the CDE American Indian Resources to the Native American Land Curriculum for California Schools . Amotion for that advisory was made by Amber Machamer, seconded by Rodney Lindsay, all were in favor.
ITEM 3―CDE Updates, Presented by Judy Delgado
- A reduction in funding has been proposed in the Governor’s Budget for the Non-Proposition 98 funding for the American Indian Education Centers 2012–13 funding.
- If the American Indian Education Centers are taken out of “flexibility” (we still do not know), the CDE would offer a competitive grant. There will be a need to return to verifiable funding accountability for the Centers. The goal of the accountability requirements is to make sure that the Centers are accounting properly and using the funds they receive for the education of the students for whom the funds are provided.
- The CDE Legal Office will be asked to provide clarification relative to communication to the Centers about applying for new funding, if they are not in good standing (i.e., if they received funding in the past but currently owe some of that money back to the CDE, or if they have not filed reports to the CDE as required).
- The funding cycle for Tobacco-Use Prevention Education (TUPE) is October through September, so the new grants will go out in October 2012; the application will be available in May 2012. The funding will be about $50,000 for each grantee.
ITEM 7―Legislative Field Trips
- Planning for the legislative field trips is on hold for the moment, as was discussed in more detail in Item 1.
ITEM 9―Committee Business
- Review and approval of minutes of previous AIEOC meeting on November 16, 2011. The minutes will be corrected to reflect the fact that Russell “Butch” Murphy called in; his absence was excused. With that correction made, the minutes were approved.
- AIEOC officer nominations and vote. Deborah DeForge motioned, and Kathleen Marshall seconded the motion that Laura Lee George be reelected as AIEOC Chair, Amber Machamer be reelected as AIEOC Vice-Chair, and André Cramblit be reelected as Parliamentarian. All in favor.
ITEM 6―Draft of AIEOC Report
- In response to the SSPI’s request that the AIEOC present a report on the “state of American Indian Education statewide,” the 2011 AIEOC Report has been drafted by André Cramblit and Deborah DeForge. This report provides information on the achievements of the AIEOC as well as on the academic status of American Indian students in California. The AIEOC members each received a draft copy of the report.
- AIEOC Chair Laura Lee George asked that each AIEOC member take home the draft report, review it, study it, make any notations necessary on it, and bring the edited draft copy back to the next AIEOC meeting.
- It may be possible to add data available in the CALPADS to the draft report.
Laura Lee George—Asked for a motion to adjourn the meeting. Kathleen Marshall moved to adjourn the meeting. Rod Lindsay seconded. All in favor.
The meeting adjourned at 4:00 p.m.