Bilingual Coordinators Network Meeting:English Learner Fiscal IssuesBilingual Coordinators Network Meeting:English Learner Fiscal Issues
Presented by:Jannelle KubinecAssociate Vice PresidentSchool Services of California, Inc.
Presented by:Jannelle KubinecAssociate Vice PresidentSchool Services of California, Inc.
English Learners and Fiscal Issues
The state’s financial death spiral has created systemic fiscal issues for all local educational agencies (LEAs)
Protecting the classroom from cuts is nearly impossible, given the level of reductions
The first to go have been the “extras” – extracurriculars, intervention programs, instructional support staff
Today we’re going to:
Provide context for evaluating the impact of the State Budget upon educational programs
Review what remains in support for English Learners
Describe how to support effective planning in light of tough financial times
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Revenue Limit 63.5%
Federal 7.9%
Other Local 5.7%
Other State 22.9%
Source: District Financial Reports, 2007-08Statistics are average unified school districts, 2007-08
$ Per ADA
% of Total
Revenue Limit $5,700 63.5
Federal Revenue 712 7.9
Other State Revenue
2,055 22.9
Other Local Revenue
516 5.7
Total $8,983 100.0%
The Average District Budget
There are many different kinds of funding that comprise a school agency’s budget
Which dollar supports an English Learner?
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Funding for English Learners
Here’s a listing of major programs and estimated amounts on a per-student basis:
Program Total Amount Per Eligible Student
Economic Impact Aid $994.3 million $315 - $400
English Language Acquisition Program (ELAP)
$63.1 million $100
Title III – Limited English Proficient
$136.8 million $95
Title III – Immigrant $24.1 million $95
Migrant $110.7 million $335
Others:-Title I, Part A-QEIA-TIIBG
$1.7 billion$405 million$855 million
$535VariesVaries
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The Budget Reality
LEAs have lost spending power as a result of 2008-09 and 2009-10 bBudget reductions
Revenue limit funding is around 15% below 2007-08 funding levels
Most state categorical programs start 2009-10 with a 20% funding hit
Offsetting the bad news of cuts have been unprecedented levels of categorical flexibility
The ongoing bad news related to state revenue has made the past 18 months feel like death by a thousand cuts
The Governor and Legislature have made two midyear cuts in 2008-09 (more are possible – even though the year is over) and 2009-10 is far from settled
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The State of Funding for English Learners
There are some cuts that affect English Learner-specific funding, but most resources are not directly affected
Federal funding remains steady
With major increase in Title I
Economic Impact Aid (EIA), the state’s major funding stream aimed toward English Learners and low-performing students is left whole
But LEAs are waiting for the sky to fall and are resistant to spend because cash flow remains a problem, class sizes are increasing, support services are dwindling
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The State of Achievement for English Learners
And, let’s not overlook accountability
With targets climbing, there will be more Program Improvement LEAs and Title I and III corrective action districts
Fact:
Virtually all LEAs need to make significant progress with EL student performance
With American Recovery and Reinvestment Act (ARRA) funding, there is the promise of more money
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The State of Achievement for English Learners
But how does an agency plan to spend resources when some parts of its budgets go up and some go down?
Options:
A little bit less of everything
A little bit less of some things
Something completely different
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The Budget and Student Achievement
The logic:
If what gets spent is often what gets done, then ensuring that what gets spent on what’s needed is important
If improvement plans describe what’s important, then having a real and meaningful budget as part of the plan is a must
But a good budget can’t stand on its own
Good plans must come first
Next, a budget has to support the plan
Finally, management practices have to be present to ensure proper execution
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The structure of the Improvement Plan template presumes a connection between planning, action, and results
Based on a Theory of Change
Tactics
Findings Needs Strategy Outcomes
Tactics are necessary to advance the strategy
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Keep in Mind . . .
This is strategic planning, not operational planningBoth address Who, When, What, and How, but with different point of focus
Strategic Operational
Focus Goals Project
Vision Big picture Immediate requirements
Level of Detail Points out direction Step by step
Budget Within the ballpark Down to the penny
Evaluation Progress toward goal Completion of project
Example: Professional Development
All administrators and grade level team leaders will participate in Professional Learning Community training during the summer; monthly structured teacher planning time
Detailed plan for developing Professional Learning Community training agenda and materials
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Guidelines to Maximize Funding Impact
Projected cuts to state funding will mean less of many things – programs, people, patience, time
Likely cuts implemented by LEAs may include professional development, academic coaching, intervention support programs, administration
Which could mean more of some things – pressure to reduce nonclassroom support (e.g., administrators and academic coaches), larger class sizes, anxiety regarding accountability requirements
Cuts will happen, but let’s be smart and avoid cuts in those areas where we have worked hardest to invest time, energy, and resources in recent years
For instance, if we have built up Professional Learning Communities through training and support, what happens next?
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Guidelines to Maximize Funding Impact
We are participating in a statewide demonstration project
Are we better off with categorical flexibility?
Can we demonstrate tangible results from ARRA?
If we believe that we can do a better job than the state in identifying where funding should be directed and that more federal funding helps, let’s prove it!
District/sitegoals
Options –allowed, butnot required
Meet LegalRequirements
(e.g., K-3 CSR limits,hire Art Teachers,
buy books)?Before Flex
(B.F.)
After Flex (A.F.)
80% of program requirements no longer apply; as a result, the distinction between “Must” “Could” and “Should”
actions fades away
Must Could Should Will
PrioritiesDetermine Spending
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Example of Effective Funding Use –Intervention Support
Take a close look at what’s been offered and how it’s been funded
Some funding may have come from Tier I programs – After School Education and Safety, Title I, Migrant Education, EIA
Some funding may have come from Tier III programs – Supplemental Hourly Programs, Targeted Instructional Improvement Block Grant, CAHSEE Intervention Grants, School and Library Improvement Block Grant (SLIBG)
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Example of Effective Funding Use –Intervention Support
With the cuts to Tier III programs, it is reasonable and advisable to consider whether Tier I programs and/or new ARRA funds can be used to fund after school, summer school, or other intervention activities
What level of program support is required based on student needs and district level priorities?
Consider level of funding and model for delivery (it may not be necessary to staff the same way or offer the same amount of time)
Does this require sites to change their school plans?
Does the district have carryover funds that can be directed to this activity?
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Example of Effective Funding Use –Professional Development
Most designated funding for professional development is now flexible
However, as districts and county offices that are in Title I Program Improvement need to keep in mind:
At least 15% of Title I funding must be used for professional development
In addition, other federal resources, such as Title IIA and Title III, may be used for this purpose
Finally, offer what can be supported
Training is great, but often follow-up is necessary to see a change in practice
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Closing Thoughts
The difference between a good budget and a great budget lies in what we achieve as a result of our investment
A budget that adds up and meets compliant requirements is good
A budget that does all that and gets resources to where they are most needed is great
An understanding of the basics is important whether you are a consumer or a producer of budgets
With this in mind, the budget is everyone’s responsibility – program people too!
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