1. WestEd.org San Bernardino County Office of Education Making Money Matter November 2012 Presented by: Jannelle Kubinec jkubinec@wested.org

2. WestEd.org About Today  Budget and program updates  Models for operating differently  Avoiding supplanting  Allocations  Learn from others and evaluate scenarios  Operations checklist 1

3. WestEd.org Making Money Matter  Valuing resources a means to support student achievement  Making every dollar count  Aligning resources to needs  Planning for improvement with resources in mind 2

4. WestEd.org San Bernardino County Revenues per Average Daily Attendance Source: California Department of Education 3

5. WestEd.org San Bernardino County Revenues and Expenditures per Average Daily Attendance Source: California Department of Education 4

6. WestEd.org San Bernardino County Funding and Academic Performance Source: California Department of Education, 2006-07 and 2009-10 5

7. WestEd.org 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 6

8. WestEd.org 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 7

9. WestEd.org But, Some Changes Ahead  Common Core State Standards (CCSS) are moving ahead  Further adjustments in programs Due to CCSS Limited funding 8

10. WestEd.org APPROACHING THIS YEAR & BEYOND

11. WestEd.org 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? 9

12. WestEd.org Trigger Cut Reactions  Shorter year Recover days with categoricals – limited option  Transportation Fees Categorical options  Redefining core program  Long-term focus 10

13. WestEd.org 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 11

14. WestEd.org 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 12

15. WestEd.org 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? 13

16. WestEd.org 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 14

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18. WestEd.org The Hierarchy of Supplementing Super Targeted Migrant Education Targeted Supplemental Resources Title III and EIA-LEP (Examples: Like general supplemental, but targeted and in addition to) General Supplemental Resource Title I and EIA-SCE (Examples: Intervention, supplemental materials, counselors, staff development) Core – General Operations & Required Program Elements Unrestricted General Fund (Examples: Regular classroom teachers and core textbooks) Supplement Supplement 2 Supplement 3 16

19. WestEd.org 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 17

20. WestEd.org 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 18

21. WestEd.org 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

22. WestEd.org 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? 20

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24. WestEd.org 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 22

25. WestEd.org Program Expectations Oriented to Results Grounded in Reality 23

26. WestEd.org 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 24

27. WestEd.org Where’s the Money? Instructional Materials Professional Development Assessments Classroom Resources 25

28. WestEd.org Where’s the Money? The Prior Cycle Instructional Materials Professional Development Assessments Classroom Resources IMRF Staff Development Buy Back Days SB 472/AB 430 Education Technology School Improvement Program STAR 26

29. WestEd.org 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 27

30. WestEd.org Local Budget Considerations Activity/ Requirement ClassificationDurationResponsibility NewRedirectCombo One- time Multi- year Ongoin g StateLEA Planning & Outreach Needs assessment and outreach XXX Identify gap XXX Develop and align curriculum guides XXXX Select instructional materials XXXX Restructure district systems XXX Implementation Purchase instructional materials and other resources XX Depends on state policy Provide professional development XX Depends on state policy Pilot assessment questions XX Depends on state policy Sustainability Maintain instructional materials and other resources XXX Monitor implementation XXX Fully implement CCS aligned assessments XX Depends on state policy 28

31. WestEd.org Summary of LEA Costs Activity Cost Estimate LEA with 5,000 Students Low RangeHigh 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 Assessments Depends on state policy (estimated cost $50 - $75 million annually statewide) Technology Depends on existing capacity and will vary significantly by LEA Approximately $1,500 per computer for acquisition and support 29

32. WestEd.org 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 30

33. WestEd.org STRATEGIC ALLOCATIONS

34. WestEd.org 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 31

35. WestEd.org 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 32

36. WestEd.org 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? 33

37. WestEd.org Ideals for Allocations  Priorities drive allocation decisions  Strong communication exist between central offices and sites  Sites and programs are accountable for effective funding use  Carryover is strategically directed 34

38. WestEd.org Allocating Title I and EIA Title I EIA EIA-SCEEIA-LEP Set-Aside/ Reservations Sites (School Plan, Site Council, ELAC, etc.) 35

39. WestEd.org 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 36

40. WestEd.org Steps to Centralized Services  Identify possible services  Consult with sites  Provide sites with documentation for plans Form B List of items with contribution amount for site  Approval by site council and Board 37

41. WestEd.org 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 Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) Start Date Completion Date Proposed Expenditures Estimated Cost Funding Source 38

42. WestEd.org Centralized Services: Listing in Plan 39

43. WestEd.org Centralized Services: Advice  Sites need to be involved  The 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 40

44. WestEd.org USING CATEGORICAL FUNDS EFFECTIVELY

45. WestEd.org 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 41

46. WestEd.org Example: English Learners  Performance of English Learners (ELs) has improved, but gap significant 42

47. WestEd.org Students Meeting State ELA Performance Standards (CA 2011 CST-ELA Results) True Gap Long-Term ELs clustered here Source: CDE 2011 43

48. WestEd.org 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 44

49. WestEd.org 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 45

50. WestEd.org Title III LEAs Meeting Two or More AMAOs: 2006– 2010 50 CELDT CELDT & academic test Source: California Department of Education, March 7, 2012 update 46

51. WestEd.org Title III AMAOs 1 & 2 Percent of LEAs/Consortia Meeting AMAOs (Note: AMAO 3 results pending] 51 Source: CDE June 2012 update 47

52. WestEd.org AMAO 1 Results: EL Student Level 52 Source: CDE June 2012 update % of ELs meeting progress expectations on CELDT 48

53. WestEd.org Percent of ELs meeting AMAO 1 by prior CELDT proficiency level 53 EA/A not EP = Early Advanced/Advanced not English proficient 49

54. WestEd.org Percent of ELs meeting AMAO 2 (CELDT English proficient criterion*) 54 Source: CDE August 2012 update * EA/Adv overall, all subskills intermediate or higher 50

55. WestEd.org 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? 51

56. WestEd.org ALIGNING RESOURCES

57. WestEd.org 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 52

58. WestEd.org 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 53

59. WestEd.org 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 54

60. WestEd.org 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 55

61. WestEd.org The Big Picture  What are the district’s expectations and priorities?  Who’s responsible? Site, central, etc.  Included in the Plan(s) with approvals? 56

62. WestEd.org The Big Picture  How are results and funding monitored? Clear process Timely reallocations Revision to Plan(s) Communication 57

63. WestEd.org Final Thoughts  Money matters if we make it matter  There’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 58

64. WestEd.org Thank you! Jannelle Kubinec 916.492.4069 jkubinec@wested.org