san bernardino county office of education making money matter
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San Bernardino County Office of Education Making Money Matter. November 2012 Presented by: Jannelle Kubinec [email protected]. About Today. Budget and program updates Models for operating differently Avoiding supplanting Allocations Learn from others and evaluate scenarios - PowerPoint PPT PresentationTRANSCRIPT
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San Bernardino County Office of Education
Making MoneyMatter
November 2012
Presented by:Jannelle Kubinec
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About Today
Budget and program updatesModels for operating differently
Avoiding supplantingAllocations
Learn from others and evaluate scenarios
Operations checklist
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Making Money Matter
Valuing resources a means to support student achievement
Making every dollar countAligning resources to needsPlanning for improvement with
resources in mind
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San Bernardino County Revenues per Average Daily Attendance
Source: California Department of Education
3
2006-07 2007-08 2008-09 2009-10 2010-11 $7,000
$7,500
$8,000
$8,500
$9,000
$9,500
$10,000
San Bernardino County
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San Bernardino County Revenues and Expenditures per Average Daily Attendance
Source: California Department of Education
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2006-07 2007-08 2008-09 2009-10 2010-11 $7,000
$7,200
$7,400
$7,600
$7,800
$8,000
$8,200
$8,400
$8,600
$8,800
$9,000 Revenues
Expenditures
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San Bernardino County Funding and Academic Performance
Source: California Department of Education, 2006-07 and 2009-10 5
600
650
700
750
800
850
900
2010-11 Base API
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Another Year, Another Dollar?
Looks like another year with the threat of trigger cuts
Other areas without change:• Federal funding uncertainty• Same accountability requirements• Weighted Student Formula conversations
continue
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Waiting for the Vote
Outcome of Proposition 30 and/or 38 will determine what happens next• Both measures would raise revenue• Voter favorability is waning • Trigger cuts automatic if Proposition 30 fails
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But, Some Changes Ahead
Common Core State Standards (CCSS) are moving ahead
Further adjustments in programs• Due to CCSS• Limited funding
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APPROACHING THIS YEAR & BEYOND
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What if…Mid-Year Cuts?
Answer and discuss the following questions:• How does your district plan to respond to
trigger cuts in 2012-13?• What will be the impact on 2013-14?• How will categorical funding be affected?
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Trigger Cut Reactions
Shorter year• Recover days with categoricals – limited
optionTransportation• Fees• Categorical options
Redefining core program Long-term focus
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Risks and Reality of Supplanting
Increasing pressure to “creatively” use categorical funding
Extremely important to ensure categorical funding is used for supplemental and allowed uses
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Rules are Clear, but Reality is Messy
In the simplest terms, supplement-not-supplant rules require that funds be used to provide services and support that meet the following criteria:
• Are above and beyond the “core” program
• Were not previously funded with a state or local resource
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Rules are Clear, but Reality is Messy
But, in reality, there are lots of questions:• How does one determine what would have
been in the absence of available funds?
• What happens if cuts are made because of budget reductions?
• If there are multiple funds that have supplement, not supplant restrictions, is there an order to correctly use the funding?
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Facts about Supplement, not Supplant
Supplement, not supplant is:• Specific on how money is used
• Tested year-to-year
• Possible to vary district to district (or region to region), but not site to site within a single district
• Expected that LEAs can demonstrate compliance» Presumed guilty until proven innocent
• A costly area of noncompliance
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The Hierarchy of Supplementing
Super TargetedMigrant
Education
Targeted Supplemental ResourcesTitle III and EIA-LEP
(Examples: Like general supplemental, but targeted and in addition to)
General Supplemental ResourceTitle I and EIA-SCE
(Examples: Intervention, supplemental materials, counselors, staff development)
Core – General Operations & Required Program ElementsUnrestricted General Fund
(Examples: Regular classroom teachers and core textbooks)
Supplement
Supplement2
Supplement3
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How to Approach Supplement,Not Supplant
There are many approaches to ensure that supplement-not-supplant requirements are met
Here are a few examples:
• Build from the ground up – start with “core” and add supplements to this
• Relative to what’s in place – start with last year and build forward to next year
• Revisions based on budget cuts – adjust “core” and then supplement
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Start with Core: What is It?
A major starting point for determining what is supplemental is knowing what is “core”
• For the purposes of determining categorical compliance, core is anything that is required to meet the basic instructional and support requirements for instructional delivery
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Start with Core: What is It?
With this in mind, for California, core includes:
• School facilities maintained to meet state and local health and safety requirements
• Classroom teachers
• School site and district administrators
• Instructional materials for core subject areas
• Instructional materials for English Language Development (ELD)
• Instructional day and year that meet minimum state requirements
• Standardized assessments required for state and federal accountability 19
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Start with Core: What is Supplemental?
If we start with core, anything that is provided above the core is potentially supplemental• That is, if it is not part of the support that was present the year
before
Considerations:• How many teachers, administrators, counselors, and other staff are
provided to all schools – without special consideration for additional needs of students at the site?
• What materials and assessments are provided to meet state requirements?
• What supplies and resources does a site need in order to support the basic educational needs of students?
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Preparing for Common Core State Standards
• College and career focused academic standards• California is among 45 states that have
adopted standards• Inform instruction• Learning measured through assessments• Resources required
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Program Expectations
Oriented to Results
Grounded in Reality
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What’s Involved?
• Academic standards are not new• Common Core State Standards encourage
a new approach to instruction• Overlap with prior standards• However, unique characteristics
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Where Was the Money?Now
Instructional Materials
Professional Development
Assessments
Classroom Resources
IMRF
Staff Development Buy Back Days
SB 472/AB 430
Education Technology
School Improvement Program
STAR
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Local Budget Considerations
Activity/Requirement
Classification Duration Responsibility
NewRedire
ctCombo
One-time
Multi-year
Ongoing
State LEA
Planning & Outreach
Needs assessment and outreach X X X
Identify gap X X XDevelop and align curriculum guides X X X X
Select instructional materials X X X X
Restructure district systems X X X
Implementation
Purchase instructional materials and other resources
X XDepends on state policy
Provide professional development X X
Depends on state policy
Pilot assessment questions X X
Depends on state policy
Sustainability
Maintain instructional materials and other resources
X X X
Monitor implementation X X X
Fully implement CCS aligned assessments X X
Depends on state policy28
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Summary of LEA CostsActivity Cost Estimate
LEA with 5,000 StudentsLow Range High Range
Curriculum Mapping and Instructional Material Review
$18 million $47 million $20,000-$40,000
Instructional Material Acquisition
$237 million $483 million
$40,000 (supplemental
materials only) or $101,500 over two
to three year period (new adoption)
Professional Development$175 million per
year for three years
$275 million per year from three
years
$300,000 to $500,000 over a two to three year period
AssessmentsDepends on state policy
(estimated cost $50 - $75 million annually statewide)
TechnologyDepends on existing capacity and
will vary significantly by LEA
Approximately $1,500 per
computer for acquisition and
support29
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A Worthwhile Investment
• Redirect time, energy, and funding to meet Common Core needs
• Treat every activity as an investment• Spending alone insufficient to
successfully implement• Efficiencies are possible with smart
planning
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STRATEGIC ALLOCATIONS
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Funding Allocation
Getting the right dollar to the right place is the first step in aligning funding• What’s needed• Who will implement• How much funding
Decision points:• Site versus district allocations• People versus dollars
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Fine Tuning 2012-13 Allocations
Now’s the time to fine tune 2012-13• Carryover• Reservations• Finalizing preliminary allocations
It’s also time to be thinking about 2013-14 allocations, especially if changes are planned
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How Does Your District Allocate Title I and Economic Impact Aid Funding?
Answer and discuss the following questions:• How does your district allocate Title I and EIA
funding?• Why is the allocation made this way?• What is the impact on site and program
behavior?• Are changes being considered?
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Ideals for Allocations
Priorities drive allocation decisionsStrong communication exist between
central offices and sites Sites and programs are accountable for
effective funding useCarryover is strategically directed
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Allocating Title I and EIA
Title I EIA
EIA-SCE EIA-LEP
Set-Aside/ Reservations
Sites(School Plan, Site Council, ELAC, etc.)
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Centralized Services
A centralized service refers to services or support organized centrally on behalf of sites
Centralized services can include administrative and direct service functions
To fully comply with the 85-15 rule, if centralized services are received by a site, they must be involved in the process of selection
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Steps to Centralized Services
Identify possible servicesConsult with sitesProvide sites with documentation for
plans• Form B• List of items with contribution amount for site
Approval by site council and Board
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Centralized Services: Form B
Same as CDE’s Form A with Centralized Services listed
PROGRAM SUPPORT GOAL # __ (Based on conclusions from Analysis of Program Components and Student Data pages)
Groups participating in this goal (e.g., students, parents, teachers, administrators):
Anticipated annual growth for each group:
Means of evaluating progress toward this goal: Group data to be collected to measure gains:
Actions to be Taken to Reach This GoalConsider all appropriate dimensions (e.g.,
Teaching and Learning, Staffing and Professional Development)
Start DateCompletion
Date
Proposed Expenditures
EstimatedCost
FundingSource
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Centralized Services: Listing in Plan
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Centralized Services: Advice
Sites need to be involvedThe amount of the service plus the site
directed allocation should match the total in the budget and CARS
Be sure to keep plans up to date, especially if changes are made after the approval of the SPSA
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USING CATEGORICAL FUNDS EFFECTIVELY
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Doing More is Nearly Impossible
There’s not enough time, energy, or money to realistically expect more
However, it’s reasonable to expect better results from a different approach
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Example: English Learners
Performance of English Learners (ELs) has improved, but gap significant
03-04 ELA 09-10 ELA 03-04 Math 09-10 Math0%
10%
20%
30%
40%
50%
60%
English Learners
Statewide
% P
rofic
ient
/Adv
ance
d
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2 3 4 5 6 7 8 9 10 110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
EL
RFEP
EL+RFEP
EO
IFEP
GRADE
% a
t P
rofi
cient
or
Advance
dStudents Meeting State
ELA Performance Standards(CA 2011 CST-ELA Results)
True Gap
Long-Term ELs clustered here
Source: CDE 2011
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Example: English Learners
Funding for ELs and students with disabilities have remained relatively untouched by budget reductions
Significant carryover in EIA and Title III attracting attention
Most districts have sufficient funding, but lack effective ideas for ELs
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Example: English Learners
What’s needed?• Language development and acquisition• Rigorous, differentiated content instruction
What works?• Sustained, focused Professional development• Academic language development• Instructional programs that accelerate progress
How to fund?• Title I, IIA, III• Economic Impact Aid
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Title III LEAs Meeting Two or More AMAOs: 2006–2010
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CELDT CELDT & academic test
Source: California Department of Education, March 7, 2012 update 46
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Title III AMAOs 1 & 2 Percent of LEAs/Consortia Meeting AMAOs(Note: AMAO 3 results pending]
51Source: CDE June 2012 update
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AMAO 1 Results: EL Student Level
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Source: CDE June 2012 update
% of ELs meeting progress expectations on CELDT
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Percent of ELs meeting AMAO 1 by prior CELDT proficiency level
53EA/A not EP = Early Advanced/Advanced not English proficient
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Percent of ELs meeting AMAO 2 (CELDT English proficient criterion*)
54Source: CDE August 2012
update
2007-08 2008-09 2009-10 2010-11 2011-1215
20
25
30
35
40
45
50
28.930.6
17.4 18.7
20.1
28.930.6
41.3
43.2
45.1
35.438.2
22.4 21.9 25.1
35.438.2
45.3
41.5
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< 5 yrs target
5 yrs + target
met < 5 yrs target
met 5 yrs + target
* EA/Adv overall, all subskills intermediate or higher
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Sharing Ideas
Answer and discuss the following questions:• How has your district approached
interventions?• How has your district approached EL support?• What’s been the impact on student
achievement?• Is funding a limitation?
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ALIGNING RESOURCES
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Aligning Resources is About
Spending the right dollar, at the right time, on the right thing
This requires:• Knowing what’s needed• Knowing what resources are required• Being ready to implement
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Who Manages the Resources
Within a school district there are many positions that should understand categorical programs• School site administrators• School site resource teachers• Curriculum and Instruction leadership• Business/finance leadership• Superintendents• Anyone funded with a categorical resource
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The Role of the Categorical Program Coordinator/Director/Crazy
At a minimum, ensures categorical resources are appropriately allocated and used• This may involve saying “no” at times
When optimal, supports the use of categorical resources to promote student achievement
A unique position – program and fiscal
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The Big Picture
How much funding is there?• Last year’s ending balance is this year’s
beginning balance• Most year’s awards are similar to the prior
year• ConApp/CARS totals should match budget
details
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The Big Picture
What are the district’s expectations and priorities?
Who’s responsible?• Site, central, etc.
Included in the Plan(s) with approvals?
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The Big Picture
How are results and funding monitored?• Clear process• Timely reallocations• Revision to Plan(s)• Communication
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Final Thoughts
Money matters if we make it matterThere’s generally enough to do what’s important• The big question is – “what’s important”
Bottom line:• Make your budget reflect and support your
district and site priorities
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