Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
“Design to Align for Success!”
SSDA 34th
Annual Spring Conference
March 6-8, 2017
12:30 - 3:30 pm
Pre-Conference only - $9...
SSDA	 Page 2	 Jan/Feb 2017
SSDA’s“Design toAlign for Success” Conference
March 6-8, 2017
McClellan ConferenceCenter
5411 L...
SSDA	 Page 3	 Jan/Feb 2017
Barrett Snider
Capitol Advisors Group
On the first Monday in December,
nearly a month after the...
SSDA	 Page 4	 Jan/Feb 2017
On the Assembly side, the Assembly Education Committee lost both of its Republican members, one...
SSDA	 Page 5	 Jan/Feb 2017
BYU Independent Study Online is UC approved as an out-of-state high school (BYU
Independent Stu...
SSDA	 Page 6	 Jan/Feb 2017
Small school districts want their students to graduate on time. Whe...
SSDA	 Page 7	 Jan/Feb 2017
New Expanded Fair Pay ProtectionsNew Expanded Fair Pay Protections
Paul D. Knothe
Liebert Cassi...
SSDA	 Page 8	 Jan/Feb 2017
solutions uniquely geared toward a small district. They
gained access to 300+ courses for credi...
SSDA	 Page 9	 Jan/Feb 2017
The fill-in questions included in some FuelEd courses is
an important feature that helps both s...
SSDA	 Page 10	 Jan/Feb 2017
LCAPca  Progress Adviser are your
district-wide continuous improvement
system. Creating your L...
Cooperative Strategies is celebrating its m...
Over the past 25 years, Cooperative Strategies has helped more than 2,000 LEAs across 
the  country  with  a  variety ...
SSDA	 Page 13	 Jan/Feb 2017
The average college graduate has more than $35,000 in student loan debt, according to Edvisors...
SSDA	 Page 14	 Jan/Feb 2017
SSDA	 Page 15	 Jan/Feb 2017
Dr. Carrie Mitchell
Program Director, Swun Math
Ready – Fire – Aim!
Just three years into Comm...
SSDA	 Page 16	 Jan/Feb 2017
The Next Era
of Doing Business
Ray Morgan Company leverages techno...
SSDA	 Page 17	 Jan/Feb 2017
Governor Brown Releases 2017-18
Budget Proposal
Governor Brown Releases 2017-18
Budget Proposa...
SSDA	 Page 18	 Jan/Feb 2017
ernor notes that even with the adjustments, the Prop 98
guarantee continues to grow in 2017-18...
SSDA	 Page 19	 Jan/Feb 2017
lion in general obligation bonds for K-12 schools allocated
through the current School Facilit...
SSDA	 Page 20	 Jan/Feb 2017
es, essentially implementing this plan over four years in-
stead of three. The Administration ...
SSDA	 Page 21	 Jan/Feb 2017
State Treasurer John Chiang and ScholarShare recognize that students, parents, teachers, and
SSDA	 Page 22	 Jan/Feb 2017
School Districts
Banta Elementary School District
Surprise Valley Joint Unified School Distric...
SSDA	 Page 23	 Jan/Feb 2017
Danny Y. Yoo
Liebert Cassidy Whitmore
This year has kept many
agencies on their toes when
it c...
SSDA	 Page 24	 Jan/Feb 2017
Upcoming SlideShare
Loading in …5

California Small School District Association | Jan-Feb Newsletter featuring Swun Math's Carrie Mitchell


Published on

Swun Math's Program Director Carrie Mitchell wrote an excellent piece on the importance of teacher development within schools, especially with the rapidly changing common core standards in math, specifically.

Check out slide 15 to read Carrie's thoughts on teacher development and how California schools can equip their teachers with the proper tools to help their students succeed!

Published in: Education
  • Be the first to comment

  • Be the first to like this

California Small School District Association | Jan-Feb Newsletter featuring Swun Math's Carrie Mitchell

  1. 1. “Design to Align for Success!” SSDA 34th Annual Spring Conference March 6-8, 2017 12:30 - 3:30 pm Pre-Conference only - $95.00 Visit Small School Districts’ Association ~ 925 L Street, Suite 1200 ~ Sacramento ~ CA ~ 95814 ~ (P) 916.662.7213 ~ (F) 916.443.7468 Pre-Conference ~ FREE with FULL Conference Registration “Way Cool Tools and Hot Technologies in 2017” James Spellos, Founder of Meeting U Workshops - partial listing Monday, March 6th Events 2 Pre-Conferences 12:30 - 3:30 pm ~ Reception 4:00 - 6:00 pm ~ Keynote Speaker 6:00 - 7:00 pm ~ Dessert & Aperitif Crawl 7:00 - 9:00 pm “Discovering Common Sense in Common Core Mathematics Teaching and Learning” and “Cracking the Code of Common Core Math” Joost DeMoes, Kern County Office of Education Erin Walker, Elementary Education Dr. Michael KirstTerri Thoran James Spellos 2017 Keynote Speakers Kevin Gordon Jack O’Connell Understanding Your Role as a Board Member Board Members Use of Social Media Board Ethics and Form 700 A Brown Act Refresher Coarse Running an Effective Meeting Governance Handbook - Why You Need One! SB 1029 - Local Bond Debt Reporting New Statutory Requirements Transportation: How Will Districts Pay to Replace Buses Under the New Law? CalSTRS/CalPERS Reform ….. Rearranging the Deck Chairs on the Titanic Federal Updates The Complex Nature of Leaves Negotiations in Troubling Times in Education  Budget Planning And Strategies  STRS/PERS  Educators Shortage (2 Hour Workshop) Teacher Shortage ~ Ideas, Options and Trends Advancing Transpar- rency and Accounta- bility: How a District Educated Parents to be True Stakeholders School Dashboard ~ What Does it Mean to My District? From Gotcha to Growth: A Rede- signed System for Teacher Evaluations Leading Learning: Your Leadership Matters in Student Success School Facilities Program - “Back to the Future” Top 10 Tips for a Trouble Free Construction Project My Voters Approved My Bond Now What? Considerations and Strategies When Issuing Debt Social Tsunami: How to Drink from the Information Fire Hose Using a Straw Online Curriculum for Every CTE Classroom Use of Technology to Improve Writing Designing a Master Schedule for Student Success Kids Teaching Kids - Social Emotion Skills with Media Governance Legal/Fiscal HR/Personnel Accountability Technology/C & I Facility/Bond NEWSLETTERNEWSLETTER In this issue: Jan/Feb 2017 New Legislators Sworn-In in Sacramento, Kick off 2017-18 Legislative Session . . . . . . . . . . . . . . . . . . . . . . . . . . 3 New Expanded Fair Pay Protections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Achieving Remarkable Success with Online Credit Recovery Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Are your employees eligible for student loan forgiveness? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Give Teachers the Professional Development They Need (and Want!) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Governor Brown Releases 2017-18 Budget Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 ScholarShare Scholar Dollars Grant Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 New Year, New Minimum Wage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Small School Districts Association 925 L Street, Suite 1200, Sacramento, CA 95814 Fax: (916) 443-7468 Tel: (916) 662-7213
  2. 2. SSDA Page 2 Jan/Feb 2017 SSDA’s“Design toAlign for Success” Conference March 6-8, 2017 McClellan ConferenceCenter 5411 LuceAvenue, McClellan, CA 95652 REGISTER TODAY! EARLY BIRD discount extended through January 31, 2017 (IF APPLICABLE) Name Title Please print your name as you would like it to appear on your name badge - Please complete a registration form for each attendee. District/Company School Site City Zip Phone (____) Fax (___) E-mail Address 2017 ANNUAL SPRING CONFERENCE DISTRICT/COE REGISTRATION RATES: Spring Registration Fees Include: Choice of Two Sunday Pre-Conferences, General Sessions, Workshops, Receptions, Meals and much more! Membership Package Plan Members Non-Members Early Bird Through Jan. 31 Beginning Feb. 1 Early Bird Through Jan. 31 Beginning Feb. 1 Registration Fee 1st Attendee No Charge No Charge $428 $475 $630 2nd Attendee $383 $425 $383 $425 $630 3rd Attendee $338 $375 $338 $375 $630 4th Attendee $293 $325 $293 $325 $630 5th Attendee FREE FREE FREE FREE $630 6th Attendee $293 $325 $293 $325 $630 Retired Superintendent $275 ~ $248 One-Day Rates Can’t attend the entire conference? Just coming for a day? Members Non-Member Monday, March 6, 2017: $150 $300 Tuesday, March 7, 2017: $275 $550 Wednesday, March 8, 2017: $150 $300 Meal or Reception Only: $ 45 $ 90 CANCELLATION POLICY - Cancellations must be received in writing By December 31, 2016........................................................................................................................................Full Refund Between January 1, 2017 and February 28, 2017 .........................................................................$100.00 Cancellation Fee After February 28, 2017.......................................................................................................................................No Refund Notice of cancellation must be written and sent to: SSDA Annual Conference - Cancellations 925 L Street, Suite 1200, Sacramento, CA 95814 Fax: (916) 443-7468 or Email: 3% credit card processing fee will be applied when paying via credit card The Lions Gate Hotel Accommodations Reduced room rates of $95.00 per night, please call (877) 539-7070 and mention Group Code SSDA17 to receive the reduced pricing (cutoff date for the reduced room rates is Sunday, February 12, 2017). SEND YOUR REGISTRATION VIA: MAIL: Small School Districts’ Association 925 L Street, Suite 1200 Sacramento, CA 95814 FAX: (916) 443-7468 EMAIL: P.O #: __________ Credit Card:  Visa  MasterCard  AMEX Billable Amount: $_______________  Full Conference  One-Day Rate  Two-Day Rate Credit Card #: ________________________________________________ Exp.: __________________________ Billing Address: ______________________________________________________________________________ Date: ____________________ Signature: _________________________________________________________ Name as it appears on card: ____________________________________________________________________
  3. 3. SSDA Page 3 Jan/Feb 2017 Barrett Snider Capitol Advisors Group On the first Monday in December, nearly a month after the election, California’s State Legislators were sworn into office and bills were introduced, marking the official start of the 2017-18 Legislative Session. In taking stock of the changes from the election, there are a number of remarkable take-aways and issues that are worth considering: Democrats Capture Supermajority in Both Houses – Legislative Democrats have reached the requisite number of votes to enact legislation over the objec- tions of Governor Brown after securing two-thirds of the seats in each house of the Legislature (they con- trol 27 of 40 seats in the State Senate and 55 of the 80 seats in the Assembly). The two-thirds vote threshold is required not only to override a Governor’s veto, but also to pass or increase taxes, put statewide ballot propositions before voters, change the rules of the houses, etc. While this is interesting political trivia, it is unclear if Democrats can exercise this author- ity to push a more progressive agenda without im- mediately losing it in the next election. For example, many of the seats Democrats picked up in the No- vember election are in marginal legislative districts where Republicans can easily mount a serious effort to unseat Democrats in future elections. Additionally, Governor Brown is extremely popular with California voters (particularly independent voters), making ef- forts to go around him rife with political peril. Reformers vs. Labor – While Democrats picked up additional seats in both houses of the State Legis- lature, the political backdrop for schools within the democratic caucus is shifting. School reformers like the California Charter Schools Association (CCSA) and EdVoice were the clear winners in terms of elect- ing moderate democrats over candidates funded by more traditional labor interests (like the California Teachers Association, California Federation of Teach- ers, California School Employees Association, etc.). This could have implications for labor priorities like AB 52 (Cooper), the mandatory orientation bill, which has already been introduced in the 2017-18 session. School Board Caucus Grows – Another interest- ing thing about the legislature’s new members is that a remarkable number of new legislators are former school board members. This dynamic may help school advocates find a receptive audience on a number of crucial issues for schools. Senate Education Committee Overhaul – The adjournment of the 2015-16 Legislature marked the end for a large number of Legislators elected under the state’s prior term limits. The list of termed out members included three members of the Senate Ed- ucation Committee: Senator Carol Liu (D-La Cañada Flintridge), chair of the committee, Senator Bob Huff (R-San Dimas), vice chair of the committee, and Sena- tor Loni Hancock (D-Berkeley). Additionally, the com- mittee also lost Senator Marty Block (D-San Diego), who did not seek reelection. As the departing mem- bers spent their lengthy legislative careers working on and shaping education policy, their departures were a great loss of experience and expertise for the Committee. For the 2017-18 Regular Session, the size of the Senate Education Committee has been reduced from nine members to seven. Senator Ben Allen (D-Santa Monica) has been appointed chair of the committee and newly elected Senator Scott Wilk (R-Santa Clarita) will serve as vice chair. The commit- tee is rounded out with Senator Cathleen Galgiani (D- Stockton), Senator Connie Leyva (D-Chino), Senator Tony Mendoza (D-Artesia), Senator Richard Pan (D- Sacramento), and Senator Andy Vidak (R-Hanford). Senators Leyva, Mendoza, Pan, and Vidak served on the committee last session. Continued on page 4 New Legislators Sworn-In in Sacramento, Kick off 2017-18 Legislative Session
  4. 4. SSDA Page 4 Jan/Feb 2017 On the Assembly side, the Assembly Education Committee lost both of its Republican members, one to term limits (Assembly Member Kristin Olsen, R- Modesto) and the other when Assembly Member Young Kim (R- Fullerton) lost her reelection bid. While Assembly Member Patrick O’Donnell (D-Long Beach) will return as chair of the committee, the remaining committee members had yet to be announced at the time of print. Important 2017 dates for legislative business – Finally, as the 2017-18 Regular Session gets under way, here are the important dates to keep in mind: Jan. 4 Legislature reconvenes Jan. 10 Budget Bill must be submitted by Governor Feb. 17 Last day for bills to be introduced Apr. 6 Spring Recess begins upon adjournment Apr. 17 Legislature reconvenes from Spring Recess Apr. 28 Last day for policy committees to hear and report fiscal bills for referral to fiscal committees May 12 Last day for policy committees to hear and report to the floor non-fiscal bills May 19 Last day for policy committees to meet prior to June 5 May 26 Last day for fiscal committees to hear and report bills to the floor + Last day for fiscal com- mittees to meet prior to June 5 May 30 - June 2 Floor Session only + No committee may meet except for Rules and Budget Conference Committees June 2 Last day to pass bills out of house of origin + Committee meetings may resume June 15 Budget Bill must be passed by midnight July 14 Last day for policy committees to hear and report fiscal bills for referral to fiscal committees July 21 Last day for policy committees to hear and report bills + Summer Recess begins upon ad- journment Aug. 21 Legislature reconvenes from Summer Recess Sept. 1 Last day for fiscal committees to meet and report bills to the Floor Sept. 5 – 15 Floor session only + No committee may meet for any purpose Sept. 8 Last day to amend on the Floor Sept. 15 Last day for any bill to be passed + Interim Recess begins on adjournment Oct. 15 Last day for Governor to sign or veto bills Continued from page 3 New Legislators Sworn-In in Sacramento, Kick off 2017-18 Legislative Session
  5. 5. SSDA Page 5 Jan/Feb 2017 BYU Independent Study Online is UC approved as an out-of-state high school (BYU Independent Study High School), with comprehensive online courses (over 100 UC- approved online courses), and as an online publisher of content (BYU High School Suite). As a quick overview, we have three main options available for your students: Our UC-approved core and elective courses are available to all high school students, college-bound and otherwise. BYU Independent Study high school courses are evaluated for their rigor and efficacy and are accredited by the Northwest Accreditation Commission (NWAC), a division of AdvancED. BYU Independent Study Courses: School (Our teacher) OPTION 1 With the BYU High School Suite, your teachers can teach our 7th- through 12th-grade curriculum, and your school and teachers are in control! The learning management system uses your school’s colors and brand, and the courses can be customized to meet the individual needs of your students. We provide ongoing consulting, so you always have support. BYU High School Suite: Online Publisher (Content only- your teacher) OPTION 2 We offer more than 200 engaging, transferable university courses that are fully accredited by the Northwest Commission on Colleges and Universities (NWCCU). Accessed online, they can be taken virtually anywhere. Most universities and high schools approve and transfer our course credit based on our accreditation. High school students do not need to formally apply to BYU to take any of these online university courses. Additionally, we offer several AP courses for high school and college credit. Dual- Enrollment Courses OPTION 3 With these options, you can provide your teachers and students online curricula, credit recovery courses, and blended curricula options to meet the various needs of your school or district. Let us know if you have any questions or if you would like to schedule a visit with us to discuss this opportunity further. How can BYU Independent Study help my district?
  6. 6. SSDA Page 6 Jan/Feb 2017 DO MORE WITH ONLINE COURSES Small school districts want their students to graduate on time. Whether your students need core or elective credit for original or credit recovery, BYU Independent Study has flexible online options that will keep your busy students on track in high school. We offer 200 courses for credit recovery, blended and online options for your students, starting as low as $30 per course per student. All with the same quality content and school support for which BYU Independent Study is known. For more information, visit, or set up a free consultation by emailing or call (801) 422-3510.
  7. 7. SSDA Page 7 Jan/Feb 2017 New Expanded Fair Pay ProtectionsNew Expanded Fair Pay Protections Paul D. Knothe Liebert Cassidy Whitmore California has statutorily prohibit- ed unequal pay on the basis of sex since 1949. As a previous blog post explained, that law was amended in 2016 to formally change the standard for equal pay claims based on sex. Instead of requir- ing equal pay for “equal” work, the statute now requires equal pay for “substantially similar work when viewed as a composite of skill, effort, and re- sponsibility, performed under similar working conditions.” Effective January 1, 2017, the protection of the California Fair Pay Act also applies to race and ethnicity, following Gover- nor Jerry Brown’s signing of S.B. 1063, titled the “Wage and Equality Act of 2016.” This statute provides another avenue for employees to bring pay fairness claims, but is not a mas- sive change to the employer’s obligations, as discrimination in pay is already prohibited under the FEHA. While disparities in pay based on sex, race, or ethnicity are prohibited, the Fair Pay Act specifically allows employees to be paid differently based on: • A seniority system • A merit system • A system that measures earnings by quantity or quality of production • A bona fide factor other than sex, race, or ethnicity; such as education, training, or experience. This factor shall apply only if the employer demonstrates that the factor is not based on or derived from a sex, race, or ethnicity- based differential in compensation, is job-related with respect to the position in question, and is consistent with a business necessity. For purposes of this provi- sion, “business necessity” means an overriding business purpose such that the factor relied upon effectively ful- fills the business purpose it is supposed to serve. This defense does not apply if the employee demonstrates that an alternative business practice exists that would serve the same business purposes without producing the wage differential. Another amendment to the Fair Pay Act, A.B. 1676, also ef- fective January 1, 2017, prohibits employers from relying solely on an employee’s prior salary to justify a disparity between the salaries of similarly situated employees. Em- ployers routinely consider a new hire’s previous salary as part of crafting a competitive package to attract the em- ployee; however, as the Legislature noted, “When employ- ers make salary decisions during the hiring process based on prospective employees’ prior salaries or require women to disclose their prior salaries during salary negotiations, women often end up at a sharp disadvantage and histori- cal patterns of gender bias and discrimination repeat them- selves, causing women to continue earning less than their male counterparts.” Employers may continue to consider a new hire’s previous salary; however, it may not be the only justification for com- pensating that employee differently than an employee of a different sex, race, or ethnicity performing the same or substantially similar work. This factor may be taken into consideration along with frequently related factors such as differences in experience, skill, or qualifications. (See Green v. Par Pools, Inc. (2003) 111 Cal.App.4th 620, 629-30.) Finally, the California Fair Pay Act may not be applicable to public agency employers. The Fair Pay Act is part of the Labor Code, and courts have held that provisions of the La- bor Code that are not made expressly applicable to public agencies do not apply. (Johnson v. Arvin-Edison Water Stor- age Dist. (2009) 174 Cal.App.4th 729, 736; Division of Labor Law Enforcement v. El Camino Hospital Dist. (1970) 8. Cal. App.3d Supp.30, 34.) As noted above, other statutes that are clearly applicable to public agency employers prohibit discrimination in pay. Employers can protect themselves against claims under the Fair Pay Act by auditing their pay practices, reviewing and revising job descriptions, and ensuring that articulable jus- tifications exist for any disparities between employees per- forming similar work. Paul D. Knothe, Attorney in the Los Angeles office of Liebert Cassidy Whitmore, advises and represents clients in the areas of employment law and labor relations. He can be reached at
  8. 8. SSDA Page 8 Jan/Feb 2017 solutions uniquely geared toward a small district. They gained access to 300+ courses for credit recovery, text- book replacement, course expansion, real-time inter- vention and intervention support, LMS integration, and course customization all within one license. This power- ful partnership and rich portfolio of solutions ignited the success of the academic recovery and the high school credit recovery programs. How the Programs Work Williams has two dedicated recovery program teachers who provide one-to-one tutoring for students taking on- line courses in one of two computer labs in the school. Students in the two programs attend their traditional classes during the week and study their online courses in the school computer labs every Saturday morning, and they can access their courses from home as well. In the seventh and eighth grade academic recovery pro- gram, teachers in traditional classes identify students who earned less than 60 percent in a core course. The students are enrolled into a FuelEd online course compa- rable to the core course the student failed. Students must complete all the activities in the online course and earn 70 percent to pass the course, as opposed to the required 60 percent in the original course. Similarly, high school students are enrolled in Williams’ credit recovery program the semester after they failed a traditional semester-equivalent course. Students must take an entire online course in the online learning lab, and must pass that course with a score of at least 70 percent. California certified FuelEd teachers are the teachers of re- cord for all online high school credit recovery courses. This approach to assisting at-risk students, “shifts respon- sibility to the student and most students respond well,” say Dr. Richter. “They like accessing their assigned instruc- tion on their own time, sometimes from home. They also like being able to check their performance and progress in the FuelEd platform. Students, who know they are close to completion, sometimes study after school in the computer lab. They are excited about their success and being caught-up.” Achieving Remarkable Success with Online Credit Recovery Programs Achieving Remarkable Success with Online Credit Recovery Programs What do you do when you become principal of a 7th– 12th grade school where 30 percent of all high school students are credit deficient? Look to the experience of Dr. Nicholas Richter and the remarkable turnaround suc- cess story of Williams Junior Senior High School in Wil- liams, California. When Dr. Richter became the principal of Williams Junior Senior High School in 2012, he inherited a school strug- gling to spark success in its students. The school was comprised of an at-risk population in which 90 percent of all students qualified for free or reduced-priced lunches, and more than 60 percent of the high school students were English Language Learners. While there was a credit recovery program in place, it was failing to reach these struggling students. Dr. Richter and his staff immediately turned their atten- tion toward implementing an impactful high school cred- it recovery program and a unique interventional academ- ic recovery program for seventh and eighth graders. He and his staff knew it was essential to intervene with strug- gling students as soon as possible; they did not want to let even first semester seventh graders get behind. They also wanted to keep students on track, in school, and on target to graduate through- out their school experience. Through careful research and product testing they decided to partner with Fuel Education (FuelEd) to implement two inte- gral programs. The Williams Unified School District and Dr. Richter found in FuelEd an edu- cational partner with a portfolio of Continued on page 9
  9. 9. SSDA Page 9 Jan/Feb 2017 The fill-in questions included in some FuelEd courses is an important feature that helps both students and teach- ers. Dr. Richter says, “When you see students’ words, you get a sense for whether they really know the material. This product (FuelEd) is more academically rigorous than other digital options we reviewed.” Critical Elements in Success Reflecting on the three years since the inception of the junior and senior high programs, Dr. Richter makes sev- eral observations he feels have been key contributors to their success. • Struggling students need to experience a little suc- cess and once that happens, they typically embrace their responsibility to improve. • To have that initial success, each student needs to work individually with a dedicated teacher who can personalize the instruction to address the student’s prior experiences, current situation, and future goals. Achieving Remarkable Success with Online Credit Recovery Programs Achieving Remarkable Success with Online Credit Recovery Programs • Instruction must be engaging and exciting. The high quality FuelEd online courses and dedicated teachers and mentors create the right combination for success. Dr. Richter attributes the program success to the fact that, “Students like the programs and their newfound success. They like the control they have over their learning with the self-paced online courses and the progress informa- tion the FuelEd learning platform provides.” As of June 2015, no Williams’ high school students were credit deficient and all students but one junior high stu- dent were promoted to high school. Fuel Education has special pricing and licensing spe- cifically for SSDA members! Contact us today by call- ing 855.402.3533 or by visiting us a to start the journey of sparking success in your district and schools. Continued from page 8 Jack Schreder Associates, Inc. School Facility Planning, Demographics, and Capital Funding Specialists  DSA Closeout Certification Management  School Facility Program Eligibility Reports  State School Facility Program Applications  Construction Modernization Facilitation  SFP Audit Close-Out Assistance  GIS Smart Mapping, Demographic Studies  Developer Fee Justification Studies Implementation  School Facility Needs Analysis (Level 2 3 Fees)  Facility Master Plans, Student Yield Studies  Demographic Analysis Enrollment Projections  Lease-Leaseback Planning  Local Funding Options  Negotiated Mitigation Agreements “Planning for the Future of California’s Public Schools” Jack Schreder Cheryl King Elona Cunningham Kristen Schreder Jamie Iseman Tamara Caspar Evelyn Schafer Melanie Bravo Mora 2230 K Street Sacramento, CA 95816 (916) 441-0986 FAX 441-3048
  10. 10. SSDA Page 10 Jan/Feb 2017 LCAPca Progress Adviser are your district-wide continuous improvement system. Creating your LCAP SPSA is just the beginning, with the launching of the newly updated LCAPca, Progress Adviser is your go to solution for monitoring goals initiatives as you build bridges to close the achievement gap. Ask us how! | Tel: 877.955.8478 | OnPointInnovative Learning Environments Partner with OnPoint to create an on-going, reflective, and adaptive relationship to meet the needs, initiatives and defined goals of your school or district. Call us today! | Tel: 888.937.3320 Consulting Curated Educational Products Installation Setup Professional Development Training
  11. 11.     COOPERATIVE STRATEGIES, LLC DONATING ITS   ENROLLMENT PROJECTION SERVICES  Cooperative Strategies is celebrating its merge with DeJONG‐RICHTER by granting a donation  of enrollment projection services to school districts nationwide.    Irvine, CA – Cooperative Strategies, LLC, an educational facilities planning consulting  firm,  is  excited  to  announce  it  will  be  offering  a  donation  of  enrollment  projection  services to several public school districts across the country.   These donations are a way to celebrate the recent merger of Cooperative Strategies with  DeJONG‐RICHTER,  LLC  of  Hilliard,  Ohio,  a  nationally‐recognized  educational  planning  firm  with  advanced  approaches  that  combine  key  data  analysis  with  community  outreach.  Their  focus  on  educational  assessments  aids  Local  Educational  Agencies  (ʺLEAsʺ)  in  crafting  facilities  plans  that  reflect  the  unique  needs  of  their  students.  ʺThe unifying of Cooperative Strategies and DeJONG‐RICHTER is an exciting time for  the firm. To kick off this new chapter, we wanted to give back to those who have helped  get  us  to  where  we  are  now,ʺ  said  Benjamin  Dolinka,  Chief  Executive  Officer  of  Cooperative Strategies.  The selected school districts will receive:   One  Enrollment  Projection  study  that  looks  at  expected  student  populations  over a 10‐year year period.    Will include low, moderate, and high enrollment scenarios, accompanied with a  recommendation  of  which  scenario  to  choose  based  on  the  school  districtʹs  history.    An offer of one (1) in‐person meeting with the deserving district.   School  districts  interested  in  applying,  please  contact  Cooperative  Strategies  at  844.654.2421 ext. 320 or email at to receive the application  format required for potential grantees.  Applications will be received through March  15, 2017 and the chosen school districts will be contacted prior to March 31st.  SSDA Page 11 Jan/Feb 2017
  12. 12.     Over the past 25 years, Cooperative Strategies has helped more than 2,000 LEAs across  the  country  with  a  variety  of  services  such  as  financial  advisory,  demographic  and  facilities planning. Cooperative Strategies stands by the philosophy of being one of the  only  firms able  to  plan,  finance,  and  execute  services with  an  educational  focus. The  firm has also established a positive track record of assisting LEAs with demographic  work  and  demographic  projections  to  plan  for  anticipated  enrollment  increases  and  decreases.   Uniting with DeJONG‐RICHTER has given the firm a heavier emphasis on community  outreach  in  order  to  understand  the  dynamics  and  desires  of  each  of  the  clients  and  their communities. These ideals echo the firmʹs mission to build long‐term relationships  with clients and provide them with resources and services for any and all of their needs  along the way. This commitment allows the clients the peace of mind to focus on their  core mission of educating students.    For  additional  information  about  Cooperative  Strategies,  please  visit                    SSDA Page 12 Jan/Feb 2017
  13. 13. SSDA Page 13 Jan/Feb 2017 The average college graduate has more than $35,000 in student loan debt, according to Edvisors, a trusted source of information that helps students and families plan and pay for college. Balancing student loan payments and other monthly living expenses can be stressful for many educators. But assistance is out there. The federal government offers three student loan forgiveness programs that teachers and public school district employees may qualify for – they could have $5,000, $17,500 or the remaining balance of their loan forgiven. Your employees may be eligible for loan forgiveness if they’re a: • full-time teacher who has taught or will teach in a qualified low-income school for five consecutive years; • school employee or other qualifying public service organization employee who has made 120 qualifying payments; • Perkins Loan borrower; or • Parent PLUS Loan borrower who meets qualifying conditions. Federal forgiveness programs can be confusing to navigate and may not work for everyone. As part of our commitment to helping educators plan for a successful financial future, Horace Mann offers Student Loan Solutions workshops to explain program details and eligibility requirements. Represen- tatives can also walk your employees through the forgiveness process from start to finish. To schedule a Student Loan Solutions workshop, contact a local Horace Mann representative or visit TPA-0051 Are your employees eligible for student loan forgiveness?
  14. 14. SSDA Page 14 Jan/Feb 2017
  15. 15. SSDA Page 15 Jan/Feb 2017 Dr. Carrie Mitchell Program Director, Swun Math Ready – Fire – Aim! Just three years into Common Core, math teachers across the country are continuing to refine their instructional delivery to meet the new grade-level content expectations. Having experi- encedthenewstatetestsandmeasured student growth for a few years, student performance goals are growing less fuzzy. But still, according to a 2016 study by the RAND Corporation, most K-12 math teachers say they are only “at least moderately prepared” to help students meet math standards. They need different tools to refine their aim. The good news? Teachers know what PD they need. Perhaps not surprisingly, K-12 math teachers want PD specifical- ly aligned with the eight Standards for Mathematical Practice (MPs) – the habits of mind used by mathematical thinkers. Edu- cators recognize they are no longer in the business of teaching kids to “do math right.” Gone are the days of plug-and-chug, just get the right answer and move on. Today’s students must conceptualize relationships between numbers and their values, understand, critique, and explain multiple solutions, and accu- rately apply their knowledge to real-world problems. K-12 teachers want to learn to adapt their instructional deliv- ery to include the MPs. But how? Align PD to the curriculum. Identify the most important mathematical practice for your teachers to develop, and look for ways to include it directly into an upcoming lesson. For ex- ample, according to the RAND study, the MP with the highest need rating is MP 1 – Make sense of problems and persevere in solving them. Choose a professional development company or coach to bring new learning to the faculty. Then, in teams, identify teacher and student behaviors that would demon- strate sense making and perseverance within the next unit of study. What tools or models will be used, and how? What spe- cific questions will be posed to students, and exactly where in the lesson they be asked? What words could students use to answer the questions, to whom are they talking, and for how long? What strategies will encourage students to take another try at a difficult problem? What role will the teacher play while students are engaged in purposeful struggle? Determine whether your adopted curriculum is sufficient, or supplemen- tal materials are needed. Gain consensus about where a few key ideas will be inserted into a lesson and try it out. Demonstrate what application of professional develop- ment actually looks like in teachers’ own classrooms. Give Teachers the Professional Development They Need (and Want!) Most teachers benefit from seeing a new professional skill modeled by a coach in the teacher’s very own classroom. While the coach may teach all or part of a lesson, the focus of the demonstration is student engagement with the MP. Find an efficient way to share classes, plan for roving substitute teachers, or make creative use of the existing school schedules to get a grade-level team of teachers to watch a demonstra- tion lesson – including a pre- and post-briefing with the coach. Coach teachers in their own classrooms. After teachers have tried out their new learning from the PD with their stu- dents, bring the coach back to watch the teacher infuse the MP into a math lesson. Having the coach work with one teacher at a time is most comfortable in the beginning, but the most powerful learning for teacher teams comes from a lesson study guided by the coach. Again, the focus of the observation re- mains on the engagement of students with the MP. Build an infrastructure and establish a culture for success. This means training administrators to know what to look for when they visit classrooms to observe student learning. When site principals focus in on one mathematical practice at a time, they can cross-pollinate from one classroom to the next, have teachers share their successes on a bulletin board or at a staff meeting. Keeping the PD alive through consistent attention is key to ensuring both teacher and student success. An admin coach can help principals hone their observations to the single mathematical practice under study – and can help them form insightful comments and questions to pull teachers power- fully together in their professional learning. It’s true, there’s a great deal more to learn about how to best help students meet the Common Core math standards. Yet what we know already is that our aim improves each time stu- dents use the MPs and practice mathematical thinking. Our teachers want and need additional professional development in this area. They’re right. Let’s give it to them. CITATION: Hamilton, Laura S., Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susan- nah Faxon-Mills and V. Darleen Opfer. What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics? Findings from the American Teacher and American School Leader Panels. Santa Monica, CA: RAND Corporation, 2016. search_reports/RR1404-1.html. Swun Math is unlike other professional development companies, which of- ten provide scattered, one-off seminars. We prefer to build deep partner- ships with our client schools and districts. As seasoned professionals with proven skills in classroom management, lesson planning, and instructional design, we understand the value of trust and transparency, as well as build- ing a sustainable relationship. In other words, we’re in it for the long haul. AUTHOR: Dr. Carrie Mitchell is Program Director for Swun Math, consulting with schools and districts in the areas of Common Core math, assessment de- sign, and instructional leadership. 714-600-1130
  16. 16. SSDA Page 16 Jan/Feb 2017 B Y M I C H E L L E C A R L The Next Era of Doing Business Ray Morgan Company leverages technology to save your company time and money T he workplace is evolving. Gone are the days of hulking filing cabinets and the intraoffice migration of paper from one desk to another to another. We’ve gone from machines that produce seven copies per minute to those that can churn out 100 in that same time. Copy machines don’t just copy anymore — they print, scan, fax, e-mail, collate and staple. We don’t even need to print — we have “the cloud” which enables us to work from any device anywhere. Today’s technology is making work- places more efficient. If you’re a business owner, you don’t want to be stuck in the past — because it could be costing you time and money. Enter a new era: Ray Morgan Company is a Document Technology Solutions company that specializes in helping businesses improve efficiency and cut costs. “We have evolved from a hardware- centric company to a technology-solu- tions-based organization.” says President Greg Martin. “We utilize a consultative, collaborative process to meet and exceed our clients’ goals.” That process starts with a unique assess- ment that analyzes your business’ current hardware inventory, outsourcing, paper usage, workflow and storage needs. Using real workplace data, Ray Morgan Company develops a custom plan of solutions that can revolutionize your office. Martin emphasizes that copiers and printers may be a minor part of a larger solution. Other solutions include applica- tions that allow a paperless workflow, new multifunctional devices that can replace existing hardware, cloud-based storage and professional IT services. This detailed assessment separates Ray Morgan Company from its competi- tion — which may be more concerned with sales than engineering an efficient work- flow plan for a client. High tech companies have chosen to partner with Ray Morgan Company because of the ability to under- stand secure complex networks and how to implement the proposed solution in their environment. When a customer makes this technology investment, they know it is only as good as the implementation, so they choose Ray Morgan Company because they know it will work as promised and the same implementation team will be there for ongoing support. Ray Morgan Company not only helps other businesses evolve — it has also evolved alongside changes in the way we work. Ray Morgan Company was estab- lished in 1956 in Chico by its namesake founder, a tireless businessman who was the salesman and service tech by day and “did the books” at night. When the company transitioned to its current ownership group in the 1990s, it was just copiers. Executive Vice President Chris Scarff recalls the shift from being a sales company to a technology company. “When the digital copier was released, … that changed the impact we had on the day-to-day business [our customers] were conducting,” he says. Realizing the potential for networking these devices, Ray Morgan Company invested in software applications that could help its customers work smarter. That shift allowed Ray Morgan Company to expand its scope beyond hardware, and today, IT services is the company’s fastest-growing division. “I’m proud that we’ve always been a little ahead of the game when it comes to technology,” Scarff says. “That’s a differen- tiator for us.” Now celebrating its 60th year of busi- ness, Ray Morgan Company has regional offices across Northern California, Central California, the Bay Area and Nevada, and has an impressive roster of 25,000 custom- ers that range from small businesses to large government entities including some Fortune 500 organizations. Ray Morgan Company was also recently awarded the Sacramento Kings contract for the new arena. Through its excel- lent customer service, Ray Morgan Company has helped all of these businesses move to a more sustainable, more viable future. “Ray Morgan Company is big enough to matter but small enough to care,” Martin says. nagroMyaR“ Company is big enough to matter and small enough to care.” GREG MARTIN President, Ray Morgan Company Call Ken Mills (530)230-4876 to schedule a 15 min consultation. Education Solutions Website
  17. 17. SSDA Page 17 Jan/Feb 2017 Governor Brown Releases 2017-18 Budget Proposal Governor Brown Releases 2017-18 Budget Proposal Abe Hajela Capitol Advisors Group The Governor released his Janu- ary Budget Proposal for 2017-18 on January 10th. As expected, Gover- nor Brown took a cautious and fis- cally conservative approach to California’s revenue vola- tility and the general uncertainty regarding the national economy and possible changes in federal policy. Governor Brown stated that adjustments are necessary to keep the state’s general fund in balance, but fortunate- ly revisions to the Proposition 98 guarantee are handled in a manner that avoid cuts compared to 2016-17 spend- ing levels. Having said that, after a number of years of strong growth in funding for LCFF implementation and other education priorities, the Governor proposes overall K-12 funding that is essentially flat for 2017-18. With ris- ing costs related to CalSTRS and CalPERS, this is likely to cause fiscal pressure on many local education agencies (LEAs). The Governor did acknowledge that spending will be adjusted depending on revenue figures that will be available in May, and if more optimistic forecasts (such as those by the Legislative Analyst’s Office (LAO)) turn out to be accurate, the news for LEAs could improve. Revenue Volatility and Fiscal Prudence – It was no sur- prise that Governor Brown opened his press conference with concerns about an economic downturn. He utilized two familiar charts that indicated that most balanced budgets have been quickly followed by huge deficits and that the “tide” of revenues (after several very good years) hasbeguntoturn. TheGovernornotedthatCaliforniahas a very progressive tax system that relies on high income earners generally, and capital gains revenue in particular, for a large proportion of annual revenue. He commented that it was fine to rely on the wealthiest Californians to pay a fair share for spending programs, but that the price of a progressive tax system is extreme revenue volatility. He argued that a progressive tax system requires con- stant fiscal prudence and a large budget reserve to deal with inevitable downturns. The Proposition 2 “Rainy Day Fund” is calculated to re- quire $1.156 billion in payments for state debts and lia- bilities, with an equal amount to the Budget Stabilization Account (BSA), which is the Prop 2 general fund reserve. The BSA is projected to reach $7.9 billion by the end of 2017-18, with an additional $1.5 billion in the discretion- ary general fund reserve, for a total of almost $9.5 billion. Perhaps recognizing other spending and cost pressures, unlike last year, the Governor is not proposing an addi- tional discretionary transfer to the BSA. Governor Brown’s letter to the Legislature, to which his larger 2017-18 Budget Summary is attached, states that this budget “will be the most difficult we have faced since 2012.” While the general fund does continue to grow slowly compared to the prior year, tax receipts are slight- ly lower than was projected in the 2016-17 Budget Act. The Governor proposes balancing the budget through spending adjustments over the three-year fiscal years covered by the Budget. He acknowledges, however, that “it is possible that revenues will recover in the coming months, particularly if final income tax receipts in April surge.” We believe there is a fair chance that revenues will come in higher than projected in this January pro- posal, but agree with the Governor that the overall eco- nomic picture is more uncertain and unpredictable than in past years. While the Governor declined to anticipate possible changes in federal funding, potential reductions in for specific programs (particularly healthcare) could have significant impacts on the California budget. Actions to Balance the Budget – The Governor pro- poses $3.2 billion in “budget solutions” to prevent a new general fund deficit, with the goal of minimizing actual cuts to programs. $1.7 billion is achieved by adjustments to the Proposition 98 guarantee from 2015-16 through 2017-18, which are discussed in detail below. The Gov- Continued on page 18
  18. 18. SSDA Page 18 Jan/Feb 2017 ernor notes that even with the adjustments, the Prop 98 guarantee continues to grow in 2017-18 compared to the prior year. The remaining adjustments are in the non- Prop 98 portion of the budget, and are primarily realized by the elimination of unallocated prior year one-time spending for affordable housing and modernizing state office buildings, and by suspending planned rate increas- es for child care in 2017-18. K-12 Spending and LCFF Implementation – After sev- eral years of strong growth in Prop 98 spending, and larger than expected allocations toward full implementa- tion of the LCFF, 2017-18 will level off considerably. This is consistent with what we’ve been predicting for the last 18 months or so. While the Prop 98 guarantee contin- ues to grow modestly, overall funding is largely “flat” for a number of reasons. First, the Prop 98 calculation is adjusted downward in 2015-16 by $400 million and in 2016-17 by $500 million, the amounts the Department of Finance (DOF) believes are necessary to satisfy the minimum funding guarantee. These adjustments act to reduce the guarantee in 2017- 18 as well, with an overall savings to the state of about $1.7 billion. The Prop 98 guarantee still increases in 2017- 18 over prior year, and is projected to be $73.5 billion. For comparison, in November the LAO projected that the Prop 98 guarantee for 2017-18 would be $1 billion higher at about $74.5 billion. The Governor does not propose trying to make retroac- tive cuts to prior year spending for K-12, but instead es- sentially shifts costs from prior years to the beginning of 2017-18. So the reductions are largely achieved through accounting amendments to expenditures in the 2015-16 and 2016-17 budget years. A little over $300 million of one-time discretionary money from 2015-16 is shifted to 2016-17, and then a little over $850 million in LCFF fund- ing for 2016-17 is shifted to the first month of 2017-18. In essence, this is a one-time “deferral” of 2016-17 LCFF pay- ments from June, 2017 to the first month of FY 2017-18 (thus the deferral is immediately paid off in July, 2017). The Prop 98 shifts and deferral described above leave considerably less funding available for LCFF implementa- tion in 2017-18. According to the DOF, the proposed $744 million allocation will be sufficient to cover the cost for the COLA on the statewide LCFF Target. Please note this does not mean each district will receive prior year fund- ing plus a COLA, it just means total LCFF funding is be- ing increased only by the amount of the COLA and LEAs may or may not receive additional LCFF funding based on their actual funding and “gap.” This modest allocation for LCFF means no overall closure of the statewide gap, and for 2017-18 the LCFF will remain funded at the same proportion as in 2016-17, which is 96%. One-Time Discretionary Funding – The Governor pro- poses to provide $287 million in 2017-18 of fully flexible, one-time funding for school districts, charter schools and county offices of education. As predicted, this is a smaller amount compared to the last three years, which provided a total of nearly $5 billion in one-time funds. However, LEAs will still welcome this one-time funding which is dis- tributed on a per ADA amount. This funding will again be used to offset any prior year mandate claims. Rising Pension Costs – Proactively paying down the state’s long-term liabilities remains a principal legacy is- sue for Governor Brown. In 2017–18, the employer contri- bution rates for CalSTRS and CalPERS will climb to 14.43% and 15.8%, respectively, before continuing their sharp, upward trajectory over the next several years. Already, the CalPERS employer contribution rate is expected to exceed 28% in 2023-24. Despite Governor Brown’s insis- tence that the pension plans be more aggressive about paying down future liabilities, the budget proposal does notproposeanyaugmentationtocoverthehigherschool employer contribution rates. School Facilities – California voters passed Proposition 51, the state school facilities bond which authorizes $7 bil- Continued on page 19 Continued from page 17 Governor Brown Releases 2017-18 Budget Proposal Governor Brown Releases 2017-18 Budget Proposal
  19. 19. SSDA Page 19 Jan/Feb 2017 lion in general obligation bonds for K-12 schools allocated through the current School Facilities Program (SFP). The Governor’s concerns with the current SFP are well known, and the January proposal suggests that some shortcom- ings with the current funding and allocation system are apparent in recent audit findings issued by the Office of State Audits and Evaluations. The Administration propos- es to work with the State Allocation Board and the Office of Public School Construction to revise policies and reg- ulations to ensure that “basic terms, conditions, and ac- countability measures” are clear for all participants in the program. The Governor also states his intent to introduce legislation that will add facility bond expenditures to the annual K-12 Audit Guide. However, the Director of the De- partment of Finance did acknowledge that the basic rules of the SFP were included in Proposition 51 and cannot be altered by the Governor and Legislature. The proposal concludes that once the accountability and audit mea- sures described above are in place, “the Administration will support the expenditure of Proposition 51 funds.” Reforming Special Education’s Funding Distribution – While not providing any specific new proposal related to special education, the Governor called for a renewed discussion with stakeholders on redesigning the state’s special education funding model. Governor Brown has longfavoredasystemthatfundsdistrictsdirectlythrough an adjustment to their LCFF, rather than through SELPAs. However, such a change may be attractive in theory but raises many practical concerns about the delivery of ser- vices to children and, more importantly, leaves the issue of adequate special education funding unaddressed. Any reforms, according to the Governor, must incorporate the following principles: • “School funding mechanisms should be equitable, transparent, easy to understand, and focused on the needs of students. 
 • “General purpose funding should cover the full range of costs to educate all students. • “School districts should be provided the flexibility to establish goals and design innovative ways of deliver- ing services to all students. • “School districts are responsible for planning and implementing programs that lead to continuous im- provement, measured by academic outcomes.” Teacher Shortage – The Administration does not pro- pose additional resources to address the growing edu- cator shortage. The Governor’s proposal does highlight a number of investments contained in the 2016-17 State Budget and some of the on-going work at the Commis- sion on Teacher Credentialing, including: • Updating teacher and administrator standards to re- flect adoption of the Common Core and Next Genera- tion Science Standards (NGSS). • Creating an online dashboard of information on teach- er supply and demand and educator preparation. • Extending the validity period for teacher licensing exams. • Establishing the Teacher Permit for Statutory Leave to authorize long-term substitutes for teachers on ex- tended leave. We expect a number of legislative proposals in 2017 to make further attempts at addressing this growing problem. Child Care – In last year’s Budget Act, the Legislature and Administration agreed on a three-year, $100 million investment in 8,877 California State Preschool Program (CSPP) slots though 2019-20. This augmentation plan adds 2,959 slots on April 1 each year ending in 2020. The Administration proposes $87.9 million in General Fund dollars for rate and CalWORKs increases, as well as $23.5 million in Proposition 98 dollars to pay for the planned additional slots (each of these amounts are budget ad- justments from 2016-17). However, they also propose pausing this augmentation plan for 2017-18 for both CSPP slots and provider standard reimbursement rate increas- Continued on page 20 Continued from page 18 Governor Brown Releases 2017-18 Budget Proposal Governor Brown Releases 2017-18 Budget Proposal
  20. 20. SSDA Page 20 Jan/Feb 2017 es, essentially implementing this plan over four years in- stead of three. The Administration estimates that pausing this plan for the 2017-18 budget year saves $121.4 million in non-Proposition 98 General Fund and $105.4 million in Proposition 98 General Fund. The Administration also proposes a net increase of $4.8 million in federal Child Care and Development funds and $120.1 million fed- eral funds for Temporary Assistance for Needy Families (TANF), bringing the total federal funding to $736.6 mil- lion for these purposes. Additionally, the Governor suggests streamlining various eligibility rules and policy changes to better align early education programs to transitional kindergarten to foster efficiency. The Governor proposes the following • Authorize the use of electronic applications for child care subsidies, making it less burdensome for eligible families to access care and more efficient for provid- ers to process applications. • Allow children with exceptional needs whose families exceed income eligibility guidelines access to part- day state preschool if all other eligible children have been served. This allows part-day state preschool providers the flexibility to fill unused slots with other students who would benefit from early in- tervention or education. • Align the state’s definition of homeless- ness with the federal McKinney-Vento Act for purposes of child care eligi- bility. Many providers receive both federal and state funds and dif- ferent definitions of homeless- ness can be confusing. • Eliminate licensing require- ments for state preschool programs utilizing facili- ties that meet transition- al kindergarten facility standards, specifically K-12 public school buildings. • Allow state preschool programs flexibility in meeting minimum adult-to-student ratios and teacher educa- tion requirements, allowing for alignment with similar transitional kindergarten requirements. • Simplify the process by which school districts can align program minutes for state preschool and transi- tional kindergarten students. Career Technical Education Incentive Grant Program – The Administration propose to fund the final year of the three-year program at $200 million, calling the program the largest of its kind in the country, investing $900 mil- lion over a three-year period. Adult Education Block Grant Program – The Governor proposes to fund the program at $500 million with on- going Prop 98 funding, with no changes to the program. Proposition 39 – The January proposal provides nearly $423 million to support school district, county office and charterschoolenergyefficiencyprojectsin2017-18. With- out action by the Legislature, 2017-18 would be the final year of the five-year funding commitment for schools. Cost of Living Adjustments – DOF calculates the COLA at 1.48 percent, which impacts the LCFF Target as well as categorical programs that remain outside of the LCFF. Accountability – The Administration does not propose any additional funding for the new statewide accountability system, and the State Board will develop its state plan with federal funds. We will discuss these issues, and many more, at our free Budget Perspectives Workshops start- ing January 17th. To find the Workshop closest to you, go to workshops.html. Continued from page 19 Governor Brown Releases 2017-18 Budget Proposal Governor Brown Releases 2017-18 Budget Proposal
  21. 21. SSDA Page 21 Jan/Feb 2017 State Treasurer John Chiang and ScholarShare recognize that students, parents, teachers, and administrators are spending more time on endless fundraising events to pay for equipment and programs that are essential to providing kids with well-rounded educations. That is why ScholarShare is launching a new grant program called Scholar Dollars that will be awarding 20 grants of up to $25,000 to K-8 public and charter schools statewide. Schools are free to spend the grants on musical instruments, computers, library books, sports equipment, field trips, or gardening tools. The grants can also be used for tutoring labs, science and technology and math instruction, student counseling, clubs, and many other activities. Participation in the Scholar Dollars program is simple. Beginning February 1, 2017, register your school online at and then get your community to vote in support of your plan to spend the grant money. The schools that earn the most votes will be awarded grants. (Grants will be awarded in five categories based on enrollment size.) “We see Scholar Dollars as an opportunity to collaborate with K-8 schools in calling attention to theimportanceofstartingtosaveearlyforcollege,”saidStateTreasurerJohnChiang. “Together, we can enrich the current educational experiences of students while we also inform families about how the state’s ScholarShare program can make saving for college easy and convenient.” Look out for a live video announcement that you can share on social media about this exciting opportunity. For information about the program, visit ScholarShare Scholar Dollars Grant Program
  22. 22. SSDA Page 22 Jan/Feb 2017 School Districts Banta Elementary School District Surprise Valley Joint Unified School District Associates Dale Scott Company Digital Deployment, Inc Next Gen Math, LLC Parent Square New Returning Members
  23. 23. SSDA Page 23 Jan/Feb 2017 Danny Y. Yoo Liebert Cassidy Whitmore This year has kept many agencies on their toes when it comes to complying with the Fair Labor Standards Act. Thissummer,theNinthCircuit issued its Flores v. City of San Gabrieldecisionandchanged the way many agencies calculate their regular rate of pay. You can read about Flores here and here. Also in the summer, the federal Department of Labor (“DOL”) issued new regulations that would change the salary basis test for FLSA overtime exemptions. These regulations were supposed to go into effect on December 1, 2016, but they have been put on hold by a temporary injunction. You can read about the regulations and the injunction. As we look toward 2017, there is yet another wage and hour compliance issue that many California public agencies should take note of: minimum wage. Earlier this year, we discussed Senate Bill 3, which will increase California’s minimum wage each year so that it will reach $15 per hour in 2022. Effective January 1, 2017, the minimum wage in California will be $10.50 per hour. (The federal minimum wage is still $7.25 per hour.) Does this new California minimum wage apply to your public agency? Effective January 1, 2017, Labor Code section 1182.12 expressly states that for the purposes of California’s minimum wage, “employer” includes the “state, political subdivisions of the state, and municipalities.” Thus, we recommend that general law cities comply with the state minimum wage requirements. However, for counties and charter cities, there is a strong argument that the state minimum wage does not apply to those agencies because those agencies have exclusive rights under the state constitution to set compensation for their own employees. In some limited instances, a matter of statewide concern can potentially supersede a county’s or charter city’s ability to set compensation for its employees. Counties and charter cities must, of course, comply with any minimum wage that they have set for themselves. For example, the City of Santa Clara’s minimum wage will be $11.10 per hour, effective January 1, 2017. For counties and charter cities, legal counsel should be consulted in determining whether the minimum wage law applies to them. What should our agency do about it? If the state minimum wage applies to your agency, ensure compliance by reviewing the pay schedule for your employees, including part-time and seasonal workers. The following chart is a guide for the minimum pay that complies with the new California minimum wage of $10.50 per hour: Hours Per Week Weekly Minimum Monthly Minimum Yearly Minimum 20 $210 $910 $10,920 30 $315 $1,365 $16,380 40 $420 $1,820 $21,840 If your agency pays employees around or below these thresholds, we recommend that you carefully review the hourly rate at which your agency is paying them. Please note that if your agency does need to raise the hourly rate for a particular employee or class of employees, you may have to negotiate with the appropriate employee bargaining unit because this directly affects their members’ wages. Will the DOL regulations regarding the threshold salary for exempt employees affect compliance with the California minimum wage? No. TheDOLregulationsonlyaddressthethresholdsalary for employees who are exempt from FLSA overtime. Employers are still required to pay minimum wage to these employees, regardless if they are exempt from overtime. As a practical matter, however, the minimum salary thresholds for FLSA overtime exemptions ($455 per week) are higher than the state minimum wage requirements for a 40-hour employee ($420 per week). Therefore, if an employee is properly classified as exempt from FLSA overtime, then he or she is being paid at least the state minimum wage. Does this apply to independent contractors or interns? No. This only applies to employees. Agencies should be cautious, however, on relying on the classification of independent contractor or intern and should conduct an independent review of whether contractors and interns mayactuallybeclassifiedasemployees. Onthatpoint,we do not recommend employers changing an employee’s title to a “contractor” or an “intern” in an attempt to avoid paying minimum wage. Danny Y. Yoo, Attorney in the Los Angeles office of Liebert Cassidy Whitmore, represents public agency clients in all facets of labor and employment law. As a litigator, he has successfully represented clients in administrative appeal hearings of employee discipline. Danny can be reached at New Year, New Minimum WageNew Year, New Minimum Wage
  24. 24. SSDA Page 24 Jan/Feb 2017