Education in transition spanish version ppt (11 5-13)


Published on

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • This 2013-14 school year can be characterized by historic education reform in our nation and within our state. This past summer the California legislature adopted a new school finance model called the “Local Control Funding Formula or LCFF.” This is the first time our state has changed the school funding methodology in almost fifty years. Additionally, most states across the nation have adopted, for the first time, the same set of academic standards. These are called the “Common Core State Standards.”
  • This presentation will focus on three key educational reform movements:Local Control Funding Formula (LCFF)Local Control Accountability Plan (LCAP)Common Core State StandardsI’ll begin by reviewing the major components of the Local Control Funding Formula.
  • As our state was deliberating the school finance reform movement they narrowed their focus on five key goals:Ensuring equity and additional resources for students with greater needs: a) Low-income students; b) English learners; and c) Foster youth.The desire for the state to support local decision-making.Developing a system of accountability.Providing transparency regarding school budgeting.And, aligning the budget with an accountability plan.
  • For over four decades California has funded education through a school finance model made up of a base revenue limit or common amount of funding for students in elementary and secondary school. Additionally, in the past, school districts have been provided over forty categorical or restricted funds for programs such as, but not limited, to fine arts and music programs, professional development, school counseling and class size reduction programs, and more. Our past practice has held school funding separate from student achievement and accountability plans.By comparison, our state’s new school funding model, the Local Control Funding Formula provides a base amount of funding for students per grade span. Additionally, supplemental and concentration funding is provided to support at risk student populations who are dealing with poverty, learning English, or are foster youth. Class size reduction funds are provided at grades TK-3, however the target class size has increased to 24 students:1 teacher, and this ratio is required to be phased in by 2020-2021. Finally, an accountability plan must be aligned to the school district’s funding expenditure plan.
  • For the current 2013-14 school year all of the roughly 1,000 school districts in California were guaranteed a minimum level of funding for the first year of implementation of the LCFF formula. This minimum level of funding is the 2012-13 hold harmless amount or for our district about $5,078 per student. The LCFF formula aspires to gradually increase funding per student over the next eight years. Ultimately, the state hopes to fully fund the LCFF formula by 2020-2021. While this sounds exciting at first there are a few cautionary notes to consider:First, the legislature used the Department of Finance state revenue projections as the main source of funding for LCFF. This means that the state currently does not have the funding necessary to fully fund LCFF, but rather they are hoping the state’s economy rebounds from the Great Recession at a fast enough pace to fully fund LCFF by 2020-2021.Second, funding of the LCFF formula is also based on the state finding a way to backfill revenues generated from Proposition 30, which has a sales tax expiring in 2016 and an income tax expiring in 2018.Finally, it is not widely understood that fully funding the LCFF formula means that California will be restoring public education funding back to what we were funded in 2007-08 levels by 2020-21. Thus, the LCFF does not bring new money to education but rather “restores” the massive budget cuts of over 20% that education sustained over the 6 year period of the Great Recession. The good news is over the next eight years the state hopes to provide just over $200 per pupil more per year.
  • The LCFF funding formula is still being finalized at the state level and is scheduled to be released in January 2014. At this point school districts know that the LCFF will have four main components:There will be a Base Grant per Grade Span. This will make up the vast majority of the new funding model.Supplemental and concentration grants will be provided as additional revenues to support English learners, foster youth, and students living in poverty.And, “Add-Ons” will be given for TK-3 class size reduction and transportation.This chart shown is in “draft form” as the exact percentages of funding that will be provided for each of these categories will not be released by the state until January 2014.
  • The second part of our presentation is a review of the new “Local Control Accountability Plan or LCAP.”
  • Although the details and template for the Local Control Accountability Plan or LCAP will not be released by the state until about March 2014, we do know that there will be eight key components of the LCAP. The key areas of focus will be:Student AchievementStudent EngagementSchool ClimateOther Student OutcomesCredentials and MaterialsParent InvolvementCourse AccessImplementation of the Common Core Standards
  • Governing Boards will be expected to adopt an LCAP plan by July 1, 2014. As you heard earlier, the state plans to release the LCAP template for school districts to use in March 2014. The LCAP plans will be 3 year plans that are aligned to the budget and have annual student achievement goals.The state also requires that school districts adopt the coming school year’s budget no later than June 15 of each year. This means that we will need to adopt both the 2014-15 district budget and the LCAP plan end of May or beginning of June 2014.
  • When developing the district LCAP plan the state requires school districts to focus on the areas of “involvement” and “transparency”.In order to achieve the state’s criteria of involvement Governing Boards must consult with teachers, principals, school personnel, students, and local bargaining groups regarding the LCAP. Additionally, the district’s parent advisory committee and English Language Acquisition Committee (ELAC) must be allowed to review and comment on the LCAP plan. The superintendent must respond in writing to comments.Within the area of transparency the district must notify the public of an opportunity for written comment regarding the LCAP. In addition, the Board must hold two public hearings: one for recommendations and comments; and the other running concurrent to the public hearing for the budget.
  • Just as the county and state currently have fiduciary oversight of our district budget they will now also have oversight of our district’s LCAP plan. School districts will be required to submit their LCAP plans to the county office of education by August 15th of each year and then by October 8th the county office of education must indicate that they approve the district’s LCAP plan or indicate that the plan has strengths and weaknesses; provide an academic expert or team; or request that the state superintendent of public instruction assign the Collaborative for Educational Excellence to our district for assistance.The state has the authority to intervene if a district fails to improve outcomes for 3 or more subgroups during 3 of 4 consecutive years. If this happens the state may appoint an academic trustee, they may supersede the authority of the district’s Governing Board, they can impose budget revisions, and they can unilaterally make changes to a district’s LCAP plan.
  • This slide shows our district’s timeline for developing the LCAP.Between Nov and Jan we will be educating and consulting our stakeholders about the LCFF, LCAP, and Common Core StandardsFrom Nov to Feb we will also meet with district committees made up of teachers, principals, staff, students, bargaining groups, our district’s parent advisory groups, and the school ELACs and district DELACWe will analyze student achievement data and research from Nov through MarchFrom March through April we’ll establish the LCAP goalsIn May, shortly after the Governor releases his state budget we’ll align the LCAP goals with the district budgetBy mid-May we’ll publish the draft of our district’s LCAP plan on the district website and create an opportunity for written public commentsThe two required public hearings will take place during our Board meetings end of May and beginning of June 2014, located at the Lemon Grove Community Center at 6pm
  • This slide can be edited to include the presenter(s) name(s).
  • Taken from the Bureau of Labor Statistics (2010), this chart demonstrates the value of education. Less education = Higher unemployment and lower wages
  • Current standards feature large amounts of knowledge and recall learning targetsUnder-developing critical thinking abilitiesDisadvantaged in college and the workplace
  • Now it is your turn to provide the district with your recommendations about the development of the Local Control Accountability Plan or LCAP. This slide is one you saw earlier in the presentation and it shows the 8 key areas of the LCAP plan:Student AchievementStudent EngagementSchool ClimateOther Student OutcomesCredentials and MaterialsParent InvolvementCourse AccessImplementation of the Common Core StandardsPlease take the next 15 minutes to gather into small groups of 2-4 people per group and discuss these 8 areas and come up with recommendations. At the close of 15 minutes your group will have an opportunity to write your recommendations on the charts around the room. Additionally, we will be providing you with individual feedback sheets that you may choose to complete and provide to the district as well.
  • Education in transition spanish version ppt (11 5-13)

    3. 3. ACTO LEGISLATIVO AB 97 - LCFF  Igualdad y recursos adicionales para estudiantes con grandes necesidades: Estudiantes de bajo ingreso  Estudiantes aprendiendo inglés  Hijos de crianza   Toma de desiciones locales  Responsabilidad  Transparencia  Alineamiento de presupuesto/Plan de responsabilidad
    4. 4. FINANCIAMIENTO PARA ESCUELAS DE CALIFORNIA ANTES Y DESPUÉS DE CLASES LCFF Antes LCFF Después LCFF Límite de ingresos de financiamiento  Reducción del tamaño de las clases K-3 LCFF base de subvención según el grado escolar Subvenciónes suplementarias y de concentración (sin duplicidad)  K-3 Reducción del tamaño de las clases – 24:1 faceta en objetivo  Control local del plan de rendimiento de cuentas 40+ Categóricos      Rendimiento de cuentas, aparte del financiamiento.
    5. 5. 6,952 7,056 7,266 7000 6000 5000 4000 3000 2000 1000 0 5,078 Incremento LCFF LCFF Increase Incremento 2012-13 LCFF META DE LA BASE DEL FINANCIAMIENTO PARA EL 2020-21 8000 2007-08 Nível de restauración del financiamiento
    6. 6. LCFF COMPONENTES DEL FINANCIAMIENTO Subvención Base Grant Subvención supplementaria Supplemental Grant Concentración Grant Concentrationde la Subvención Ajuste de la reducción CSR Adjustment de las aulas Transportationy& TIIG Transportación Agregados Add-Ons de TIIG
    8. 8. Ambiente escolar Implementación de los estándares del nucleo común Acceso a cursos LOCAL Credenciales/ Materiales Participación de los padres 8 PARTES DEL Otros resultados de estudiantes PLAN DE CONTROL Logros de los estudiantes PARA EL PLAN DE RENDIMIENTO DE CUENTAS Compromiso de los estudiantes
    9. 9. LCAP CRONOLOGÍA DEL DESARROLLO  La mesa directiva adopta LCAP para 1 de julio, 2014 El patrón fue lanzado en marzo de 2014  Plan de 3- Años   Alinear el plan con el presupuesto Metas anuales para todos los grupos de estudiantes  Pasos de acción y gastos 
    10. 10. LCAP PROCESO DEL DESARROLLO Involucramiento  La mesa directiva debe consultar con: Maestros Directores Personal escolar  Alumnos  Grupos locales de negociaciones    Presentar para revisar y comentar:  Comité consejero de padres(PAC) e ELAC  Superindente deberá responder por escrito a los comentarios recibidos Transparencia   Notificar al público de la oportunidad de comentar por escrito 2 Audiencia pública: Recomendaciones & comentarios  1 en las audiencias públicas de presupuesto 
    11. 11. REVISION DEL PROGRESO DEL LCAP DEL CONDADO/ESTADO  Oficina de educación del condado   15 de agosto – Los distritos envian LCAP a la oficia de educación del condado 8 de Oct. – COE Aprueba el LCAP o…    Identifica las fortalezas y debilidades Asigna experto/equipo académico Solicita SPI asigna a Excelencia educativa en colaboración de California (CCEE, por sus siglas en inglés) para brindar asistencia.  Intervención del superintendente estatal de instrucción si…  Si el distrito falla en mejorar los resultados para 3 ó más subgrupos 3 de 4 años consecutivos ENTONCES…  Designar un administrador académico  Aceptar y rescindir las acciones de la mesa directiva  Imponer revisiones de presupuesto  Hacer cambios de LCAP
    12. 12. LCAP CRONOLOGÍA DEL DESARROLLO Pasos de acción 1. Educar & consultar con / los participantes LCFF, LCAP, y normas básicas comunes Fecha Nov 2013 – Ene 2014 2. Reunión con comités del distrito: - Maestros, directores, personal, grupos de Nov 2013 – Feb 2014 negociación. - Comité consejero para padres - ELACs y DELAC 3. Analizar la información y la investigación sobre el aprovechamiento de los estudiantes 4. Establecer metas para LCAP Nov 2013 – Mar 2014 Mar – April 2014 5. Alinear las metas de LCAP con el presupuesto Mayo 2014 6. Publicar en la página Web del distrito un borrador de LCAP y oportunidad de comentarios por escrito May 2014 7. Audiencias públicas May - June 2014
    14. 14. Normas básicas comunes: Una oportunidad para progresar
    15. 15. EL VALOR DE LA EDUCACIÓN La educación paga Tasa de desempleo en 2010 Sueldo semanal en 2010 ($) Doctorado Profesional Maestría Liconciatura Asociado Algo de colegio Diploma de preparatoria Promedi o Menos de preparatoria Promedi o
    16. 16. ¿ESTAMOS PREPARANDO A NUESTROS ESTUDIANTES? El aprovechamiento de los estudiantes esta drasticamente bajo. Nuestra nación enfrenta un momento de crisis cuando se trata de preparar a nuestros estudiantes para los rigores de la universidad y las demandas de la fuerza laboral.
    17. 17. ¿Por qué necesitas las Normas básicas comunes? -Bajos niveles de Rigor -Falta de claridad -Inconsistencias
    18. 18. Qué son las normas básicas comunes? Sistema para prepararse para la universidad/trabajo
    19. 19. ¿De dónde proviene? Asociación nacional de gobernadores Consejo de colegiados académicos ACT(pruebas universitarias) Logros (Governadores y negocios) Mesa directiva universitaria Adoptado por los estados voluntariamente.
    20. 20. ¿Porqué son mejor los estándares del Nucleo Común? • • • • • • Incremento en la complejidad de los textos Enfoque en situaciones del mundo real Profundidad en lugar de amplitud Enfocarse en justificar y presentar Lectura y escritura crítica en todas las áreas Reordenar el contenido de matemáticas
    21. 21. Beneficios de las normas básicas comunes Habilidades en lugar de memorizar Competitividad en el área laboral
    22. 22. EVALUACIONES Este año: 5to y 8vo Práctica de pruebas estatales de ciencias. Próximo año: La prueba de práctica de balance inteligente SBAC, por sus siglas en inglés
    23. 23. Implementación de fondos Dos años para gastar: $780,000 Tecnología Desarrollo profesional Materiales de instrucción
    24. 24. Student Engagement Student Achievement School Climate Parent Involvement Credentials/ Materials Implementation of Common Core Standards Course Access 8 PARTS LOCAL CONTROL ACCOUNTABILITY PLAN Other Student Outcomes