An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
Carlos Santiago, Senior Deputy Commissioner for Academic Affairs, presented the first half of this presentation on Academic Transfer pathways.
Dale Allen, Vice President for Community Engagement at Quinsigamond Community College and Phil Sisson, Provost/Vice President of Academic & Student Affairs at Middlesex Community College presented the second half of this presentation on Guided Pathways to Success.
This was presented at the March 10, 2015 Board of Higher Education meeting.
For more information, please visit www.mass.edu.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
OTC 18: California Zero-Textbook-Cost Degrees Implementation UpdateUna Daly
Planning and early implementation of California Community College Chancellor’s Office (CCCCO) Zero-Textbook-Cost Degrees (ZTCs) program shifted into full-scale implementation in January 2018, with a total of 23 colleges developing full degree and certificate pathways that have eliminate textbook costs for students. ZTCs include two-year associate degrees and career technical education (CTE) certificates that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the leadership driving this program forward. The lead at the state Chancellor’s office will describe the vision of the program and plans for future innovation. Technical assistance providers from College of Canyons and West Hill College Lemoore will share details of the training and evaluation programs supporting the transformational work at the participating colleges. The chair of the statewide Academic Senate OER Task Force will describe the essential role of faculty adoptions in maximizing the impact of ZTC degrees throughout our state.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
Presented at the joint meeting of the Boards of Higher Education and Elementary and Secondary Education on January 26, 2016 at Roxbury Community College.
C:\fakepath\welcome to the career technical education in service 080510marianedoyle
Professional Development presentation for Career Technical Education teachers on Aug. 5, 2010. Addresses program assessment tool, data, district direction for CTE, curriculum direction, and 21st century careers.
Transportation Alternatives Program (TAP): The Regional Role in Project Selec...RPO America
Presentation by Katie Caskey, Minnesota Department of Transportation; and Josh Pearson, Region 9 Development Commission, at the 2014 National Rural Transportation Conference.
Governor Kitzhaber has proposed moving Oregon to an education system that cares more about outcomes that seat time and that abandons Oregon’s siloed approach to setting budgets for PreK, K-12, higher education and community colleges. It’s a major transformation, but it is necessary for the health of our communities and economy.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
Carlos Santiago, Senior Deputy Commissioner for Academic Affairs, presented the first half of this presentation on Academic Transfer pathways.
Dale Allen, Vice President for Community Engagement at Quinsigamond Community College and Phil Sisson, Provost/Vice President of Academic & Student Affairs at Middlesex Community College presented the second half of this presentation on Guided Pathways to Success.
This was presented at the March 10, 2015 Board of Higher Education meeting.
For more information, please visit www.mass.edu.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
OTC 18: California Zero-Textbook-Cost Degrees Implementation UpdateUna Daly
Planning and early implementation of California Community College Chancellor’s Office (CCCCO) Zero-Textbook-Cost Degrees (ZTCs) program shifted into full-scale implementation in January 2018, with a total of 23 colleges developing full degree and certificate pathways that have eliminate textbook costs for students. ZTCs include two-year associate degrees and career technical education (CTE) certificates that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the leadership driving this program forward. The lead at the state Chancellor’s office will describe the vision of the program and plans for future innovation. Technical assistance providers from College of Canyons and West Hill College Lemoore will share details of the training and evaluation programs supporting the transformational work at the participating colleges. The chair of the statewide Academic Senate OER Task Force will describe the essential role of faculty adoptions in maximizing the impact of ZTC degrees throughout our state.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
Presented at the joint meeting of the Boards of Higher Education and Elementary and Secondary Education on January 26, 2016 at Roxbury Community College.
C:\fakepath\welcome to the career technical education in service 080510marianedoyle
Professional Development presentation for Career Technical Education teachers on Aug. 5, 2010. Addresses program assessment tool, data, district direction for CTE, curriculum direction, and 21st century careers.
Transportation Alternatives Program (TAP): The Regional Role in Project Selec...RPO America
Presentation by Katie Caskey, Minnesota Department of Transportation; and Josh Pearson, Region 9 Development Commission, at the 2014 National Rural Transportation Conference.
Governor Kitzhaber has proposed moving Oregon to an education system that cares more about outcomes that seat time and that abandons Oregon’s siloed approach to setting budgets for PreK, K-12, higher education and community colleges. It’s a major transformation, but it is necessary for the health of our communities and economy.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
Description of findings from the Adaptation Road Map for Lao from the Decision and Policy Analysis Program from the International Centre for Tropical Agriculture (CIAT).
Extended Local Control Funding Formula presentation by Public Advocatesdistrict5united
Extended Local Control Funding Formula presentation by Public Advocates. In this PowerPoint, Public Advocates outlines the major changes the Local Control Funding Formula makes to school finance in California. They discuss funding and spending based on student needs, the benefits and concerns around local control, the state priorities’ broad definition of school success, Local Control and Accountability Plans and the importance of community involvement under LCFF. Afterwards, they develop talking points for the School Success Express.
New & Next Webinar Series | Top Facilities and Operations Challenges Facing C...Morgan Noonan
Cushman & Wakefield’s Education Practice Group is a full-service, integrated advisory team focused on real estate solutions for the education sector. Join the Group’s Global Leader, Craig Cassell, as he shares thoughts and ideas on recent trends in the industry regarding enhancing the student experience, driving operational savings, and funding new buildings and renovating existing ones.
Another common pitfall we see is the treatment of blended learning as a standalone education program instead of integrated into the costs associated with day-to-day instruction.
Assessing cost trade offs within the ongoing instructional budget will allow blended learning to be both scalable and sustainable.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
A Year of Transition
1. A Year of Transition:
Preparing Classified Leaders for
Common Core, Local Control
Funding Formula and Smarter
Balance Assessments
Sherry Skelly Griffith
Director, Governmental Relations
February 28, 2014
1
2. What We Will Cover Today
• At the Core: Common Core Implementation &
Classified Leaders
• Smarter Balanced Assessments: Technology and
Change Impacting Classified Leaders
• Local Control Funding Formula and Local Control
Accountability Plans
• One Voice for Students
3. “At the Core” of Common Core
Where are we today?
•Districts and schools in varying stages of
implementation
•Use of the $1.25 billion for CCSS Implementation
•ACSA Survey
•Recently approved Mathematics Programs K-8
•CDE release of new additions to the collection of
CCSS professional learning modules – Brokers of
Expertise – http://ccssplm.myboe.org/
•Development of the new ELA/ELD Curriculum
Framework
3
4. Next Steps for Common Core
Implementation
• One Voice for Students – Multi-year Investment in
Common Core Implementation
• Technology Equity for all Students – ACSA requests
One-time Set aside
• Common Core Messaging – What is Common Core?
• Quality Professional Development
4
5. THE ROLE OF CLASSIFIED
LEADERS & COMMON CORE
IMPLEMENTATION
5
6. Business & Fiscal Services
• Wisely spending CCSS Set Aside Funds
• Assessing Instructional Materials Costs without
categorical funding
• Advising district leadership in phasing-in professional
development costs
• Assessing technology costs
• Hiring/Training staff
6
7. Human Resources/Personnel
• Assessing professional development needs of
teachers, principals, administrators and classified
personnel
• Advising changes to personnel evaluations of
teachers based on adjusted teaching practices and
outcomes to implement common core.
• Assessing which Institutions of Higher Education
have implemented common core instructional
strategies into their education department program
offerings to credential candidates.
7
8. Maintenance &
Operations/Technology
• Classroom and Technology changes based on new
instructional strategies (e.g. space for performance
based instruction, etc.)
• Assist with facility and space needs for technology
Technology:
• Assessing technology needs that are instructionally
driven as well as assessment driven.
• Assess space needs for computer labs, etc.
8
9. Student Services/Instructional
• Ensuring the district has defined the roles of
instructional aides
• Assisting in the selection of instructional materials
and resources
• Working with families to understand Common Core
9
10. Smarter Balanced Assessments
Where are We Today?
•Field testing begins March 18th for Smarter Balanced
Assessments aligned with the Common Core State
Standards in English-language arts and mathematics.
Computer-based testing will run thru June 6.
•More than 3 million students in school districts, county
offices of education, and charter schools will have had a
chance to try the new system
10
11. Smarter Balanced Assessments
•
Smarter Balanced assessments are aligned with the Common
Core State Standards, which California adopted in 2010. The new
assessments will be computer-based, allowing for a much
broader range of test questions and will emphasize critical
thinking, reasoning, and problem solving – modeling the kind of
teaching and learning needed to prepare all students for the
demands of college and the modern workplace.
•
No student, school or district scores will be produced from this
year’s field test because its purpose is to “test the test” – to
determine how well the test questions and technology work
•
Spring 2015 – First statewide administration of SBAC grades 3-8
11
and 11
12. Smarter Balanced Assessments
•
The California Online Field Test Administration Manual for the Smarter
Balanced Field Test is posted at
http://sbac.portal.airast.org/ca/field-test-ca/resources. The manual
contains instructions on test administration procedures, specifically for
local educational agency testing coordinators, test site coordinators and
test administrators.
•
The Smarter Balanced Assess-ment System Web page at
www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp contains information on the
field test, including practice tests, technological readiness tools,
accessibility for all students, and more.
•
California TAC – http://californiatac.org – was launched in December to
serve as a clearinghouse of testing information, providing forms,
instructions, and videos as well as a schedule of workshops about how
12
to administer the field tests.
13. Smarter Balanced Assessments
• The CDE also sends out a “Field Test Flash” via email
listserv designed to deliver up-to-the-minute
information about the upcoming test. To join the Field
Test Flash listserv directly, send a blank email to
subscribe-caaspp@mlist.cde.ca.gov.
• The CDE and K-12 High Speed Network,
www.cde.ca.gov/ls/et/st/highspeednetwork.asp, are
jointly working to assist LEAs in understanding the
role of the K12HSN in preparing for the field test.
13
15. Business & Fiscal Services
• Budgeting for Technology Costs both short term and
long term
• Use of LCFF Funds
• Use of one-time funds (e.g. set-asides, grants, etc)
• On going capital budget needs and costs
15
16. Human Resources/Personnel
• Selection of testing proctors
• Training for testing proctors
• Professional Development for Teachers – Testing
Administration/Technology and Performance based
Assessments
16
17. Technology
• Needs assessment (e.g. bandwidth, hardware,
devices, facilities)
• Capital Budget needs both short term and long term
• Set up, oversight, trouble shoot
• Training staff and students
17
19. Student Services/Instructional
• Identify and support key SBAC leads and proctors
• Working with families and students to understand
SBAC
• Professional Development for staff and students
• Data collection and outcomes (e.g. Field Test)
19
20. GLANCE AT THE 2014-2015
BUDGET PROPOSAL FROM
THE GOVERNOR
20
21. 2014-15 State Budget:
K-12 Proposal - Overview
• K-12 overall Prop 98 funding of $61.6 billion
• $5 billion in ongoing funding for categorical programs
outside LCFF
• K‐12 Deferrals - $5.6 billion to eliminate remaining interyear funding deferrals
• LCFF - $4.5 billion for school district and charter
implementation and $25.9 million for COE implementation
(fully funds COEs)
• COLA Increases - provides .86% increase to LCFF base
grants and some remaining categorical programs
22. 2014-15 State Budget:
K-12 Proposal - Overview
• Prop 39 energy efficiency - $316 million for the
second of a 5-year program
• $46.5 million increase for state testing programs
• Independent study reform
• School facility finance - funds shifts and reform
• Special Education - adjustments for growth and
COLA
• Emergency Repair Program - increase of $188.1
million (one‐time)
24. The New Local Control
Accountability Program (LCAP)
•
•
•
•
•
•
State Priorities
SBE Template
Local Plan – Goals, Actions, Expenditures
Community Engagement and Public Hearings
Align Plan and Budget
Oversight, Technical Assistance, Intervention
25. Accountability – State Priorities
1) Compliance with Williams criteria – instructional
materials, teacher assignments and credentials,
facilities
2) Implementation of SBE adopted academic content
standards, including programs and services for ELs to
access the Common Core and ELD standards
3) Parental involvement
4) Pupil Achievement – statewide assessments, API,
completion of A-G requirements, CTE sequences and
AP courses, EL progress toward proficiency, college
preparation (Early Assessment Program)
26. Accountability – State Priorities
(cont..)
5) Pupil engagement – attendance, dropout and
graduation rates
6) School climate – suspension and expulsion rates, etc.
7) Access, including for subgroups and special needs, to a
broad course of study in specified subject areas
8) Pupil outcomes in those specified subject areas
27. California’s Low K-12 Spending
• Roughly $2500 per pupil less than the national average
in 2012-13
• Would have required $15.3 billion more to reach the
national average in 2012-13
• LCFF is about distribution – it does not increase funding
• Not clear if state revenues will increase sufficiently to
allow full implementation of LCFF by 2020-21
• Funding gap with rest of nation is likely to remain without
a significant change in state revenue/expenditure
policies
28. LCFF Entitlement Target
• Entitlement Target = Base Grant + Augmentations +
Supplemental Grant + Concentration Grant + Addons
• Base Grant per ADA (will receive annual COLA)
K-3 = $6,845
4-6 = $6,947
7-8 = $7,154
9-12 = $8,289
• Augmentations – 10.4% ($711.88) for K-3 CSR and
2.6% ($215.51) for 9-12
29. LCFF Entitlement Target
• Supplemental Grant – additional 20% of Base
Grant + Augmentations for each EL, low income
and foster pupil (by enrollment)
• Concentration Grant – additional 50% of Base
Grant + Augmentations for each student eligible for
supplemental grant above 55% concentration
threshold
• Add-ons – Home-to-School Transportation and
Targeted Instructional Improvement Grant (TIIG)
30. LCFF
Entitlement Target
TIIG Add-on
Trans. Add-on
Concentration Grant
Supplemental Grant
K – 3 CSR Augmentation
Base Grant
9 - 12
Augmentation
Hold Harmless
Funding
2012-13 TIIG
2012-13 Trans.
2012-13
“Included”
Categoricals
2012-13
Revenue Limit
31. Economic Recovery Target
• Goal is to restore all districts to at least 2007-08 funding
levels by leveling up LCFF “losers”
• ERT = undeficited revenue limit in 2012-13 + COLA
(1.94%) for 2013-14 thru 2020-21 + categorical funding in
2012-13 w/o 20% flex reductions or “fair share” reductions
• A district will transition toward the greater of its LCFF
Entitlement Target or ERT
• Most districts will have LCFF ET > ERT
32. Flexibility vs. Targeting
• It’s the Local Control Funding Formula!
• But, it also targets funding to specific student
characteristics and needs
• Both flexibility and resource “equity” are core tenets
of the LCFF and both are supported by research and
practice
• State Board tasked with maintaining the right balance
33. Expenditure of Supplemental and
Concentration Grant Funds
SBE to adopt regulations by Jan 31, 2014 that:
•Require a school district, COE, or charter school to “increase
or improve services” for grant generating students “in
proportion to the increase in funds apportioned on the basis
of the number and concentration” of those students
•Authorize use of these grant funds for school-wide or districtwide purposes in a manner that is no more restrictive than the
restrictions in Title I of the federal No Child Left Behind Act of
2001
34. Key Questions On Supplemental and
Concentration Spending Restrictions
• How to demonstrate increased or improved services?
– Do we identify a 2012-13 baseline of services?
– Is the core educational program counted as part of “services”
for these students?
• How is the proportionality requirement met?
• When is school wide or district wide use of these funds
appropriate?
35. THE ROLE OF CLASSIFIED
LEADERS AND LCFF/LCAP
35
36. Business and Fiscal Services
• Role in developing the LCAP
• Participate in community and parent engagement
opportunities
• Work closely with curriculum, instruction, assessment
and accountability staff and advisory committees
• Advise leadership regarding appropriate funding
streams to be used for program, salaries, etc.
• Educate parents and the community regarding the
funding formulas
36
37. Human Resources & Personnel
•
•
•
•
•
•
Participation in the community and parent engagement
opportunities
Role in developing the district’s LCAP
Analyzing LCAP to determine additional staffing needs per the 8
priorities.
Assessing shifts in staffing patterns based on the LCAP
Recruitment and hiring of staff to serve unduplicated count
students (e.g. English learners, Foster Youth, socioeconomically
disadvantaged)
Identifying and providing quality professional development tied to
the LCAP
37
38. Maintenance and Operations
• Assessing school climate and campus safety
• Technology
• Align technology support to all aspects of the LCAP
38
39. Student Services/Instructional
• Special attention to unduplicated count students
• Providing quality parent engagement opportunities
• Implementing LCAP regarding school climate and
culture
• Data & Needs Assessment
39
40. Next Steps for LCFF/LCAP
• Development of Evaluation Rubric
• Development of Collaborative
• Final Regulations
40
41. Classified Leaders are integral to
Common Core, SBAC and LCFF
implementation
What other roles should classified
leaders play?
41