1. Bilingual Coordinators Network Meeting: English Learner Fiscal Issues Presented by: Jannelle Kubinec Associate Vice President School Services of California, Inc. Presented by: Jannelle Kubinec Associate Vice President School Services of California, Inc.

2. 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 1

3. Revenue Limit 63.5% Federal 7.9% Other Local 5.7% Other State 22.9% Source: District Financial Reports, 2007-08 Statistics are average unified school districts, 2007-08 $ Per ADA % of Total Revenue Limit$5,70063.5 Federal Revenue7127.9 Other State Revenue 2,05522.9 Other Local Revenue 5165.7 Total$8,983100.0% The Average District Budget There are many different kinds of funding that comprise a school agency’s budget Which dollar supports an English Learner? 2

4. Funding for English Learners Here’s a listing of major programs and estimated amounts on a per-student basis: ProgramTotalAmount 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 $535 Varies 3

5. 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 4

6. 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 5

7. 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 6

8. 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 7

9. 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 8

10. The structure of the Improvement Plan template presumes a connection between planning, action, and results Based on a Theory of Change Tactics FindingsNeedsStrategy Outcomes Tactics are necessary to advance the strategy 9

11. Keep in Mind... This is strategic planning, not operational planning Both address Who, When, What, and How, but with different point of focus StrategicOperational FocusGoalsProject VisionBig pictureImmediate requirements Level of DetailPoints out directionStep by step BudgetWithin the ballparkDown to the penny EvaluationProgress toward goalCompletion 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 10

12. 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? 11

13. 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/site goals Options – allowed, but not required Meet Legal Requirements (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 Priorities Determine Spending 12

14. 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) 13

15. 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? 14

16. 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 15

17. 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! 16