RDA Exemption Request - Fiscal Status (CA Dept of Education)

RDA Exemption Request - Fiscal Status (CA Dept of Education):

RDA Exemption Request

---

The Department of Finance (DOF) stated it will consider exemptions to its estimates of RDA excess tax increment local revenue applied at the First Principal Apportionment. As a result, the California Department of Education has requested the Fiscal Crisis and Management Assistance Team (FCMAT) to receive the requests to forward to DOF. Please visit the FCMAT Web site (Outside Source) and select the RDA Exemption Request button.     

Questions:  Scott Hannan | SHannan@cde.ca.gov | 916-322-3024

Download Free Readers

 

http://www.fcmat.org/ 

Latest Updates

NEW - LEAs with Qualified or Negative Budget Certifications 2-2012

NEW - FCMAT Presentations to CCSESA, February 22, 2012

NEW - COE Fiscal Procedural Manual Update for 2012

NEW - Workshop for Charter School Fiscal Management

NEW - CASBO Sept. 28 State Budget Webcast Information(pdf)

NEW - State Intervention Presentation to Inglewood USD Board (powerpoint)

OCCUPY EDUCATION - Education is not for sale from Taiwan to Quebec .. #ows.

OCCUPY EDUCATION - Education is not for sale from Taiwan to Quebec ...:

Education is not for sale from Taiwan to Quebec One World One...

Education is not for sale from Taiwan to Quebec
One World One Struggle

Court upholds limits on religious messages in schools:

Court upholds limits on religious messages in schools

Bob Egelko

Monday, March 26, 2012

---

Print

E-mail

Share

Comments (0)

Font | Size:

---

3

MORE EDUCATION

• SF City College slashing summer school enrollment 03.26.12
• Education reformer Michelle Rhee tells her side 03.25.12
• UC review backs use of pepper spray on protesters 03.24.12

(03-26) 12:50 PDT WASHINGTON, D.C. -- The U.S. Supreme Court left intact Monday two rulings by the federal appeals court in San Francisco that limit the ability of teachers and charter schools to spread religious messages in the classroom.
In one case, the Ninth U.S. Circuit Court of Appeals upheld a San Diego County school district's orders to a high school math teacher to remove large banners declaring "In God We Trust" and "God Shed His Grace on Thee."
Those inscriptions and others that longtime teacher Bradley Johnson displayed on his classroom wall amounted to a statement of religious views that the Poway Unified School

Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2012/03/26/BAMF1NQBE3.DTL#ixzz1qGA3WFQy

RheeFirst! » D.C. test tampering hurting teachers, poisoning schools

RheeFirst! » D.C. test tampering hurting teachers, poisoning schools:

D.C. test tampering hurting teachers, poisoning schools

by admin

Written by Jay Mathews for The Washington Post.  Read the entire article here.
“When J.P. Cotton began teaching at Davis Elementary School in Southeast Washington in August 2010, he puzzled over the scores of his fifth-graders on the previous spring’s D.C. tests. They were doing poorly in his class, as were most of the children at a school long plagued by low expectations and teacher turnover.
Yet several of them had scored proficient as fourth-graders on the D.C. Comprehensive Assessment System exams. How could that be?
Cotton was dismissed last summer as the result…. of events he had nothing to do with.  Many incidents of possible test manipulation in the District — as indicated by large numbers of wrong-to-right erasures detected by the test company, CTB/McGraw Hill — have gone mostly uninvestigated and unpunished. These questions are poisoning the system.
The vast majority of possibly tainted test scores have been ignored. The new teacher evaluation system could be using distorted numbers.”

“Chartering Equity” | The G Bitch Spot

“Chartering Equity” | The G Bitch Spot:

“Chartering Equity”

by G Bitch

Mead, Julie, and Preston Green. Chartering Equity: Using Charter School Legislation and Policy to Advance Equal Educational Opportunity. National Education Policy Center, U. of Colorado, Feb. 21, 2012. PDF.
Charter schools are not panaceas—they can expand educational options or replicate current ones, do better or worse than traditional schools, and alone cannot solve all, or most, educational issues like racial disparities, poverty, paper-thin budgets, etc. One thing I do not believe was part of the charterization monologue about NO was this issue of “equity,” beyond the flawed assumption that charter schools offer lower-income parents the same type of “choice” that upper-income parents exercise when they move their children, and tuition money, from one private school to another. In practice, this is questionable.
This is not a cri de couer of disgruntled or offended parents or academics and mostly offers recommendations that states or charter authorizers can use if they choose to use charter schools to improve educational opportunities and to desegregate public schools. It assumes that charter schools are part of the fabric of 

A Different March Madness: The DCPS Lottery:

A Different March Madness: The DCPS Lottery

MONDAY, MARCH 26TH, 2012 AT 4:16 PM

Since last fall, I’ve been working on a new book about a year in the life of the DC public school system(s) — as seen primarily through two schools: one a brand-new charter school, the other a 90-year-old neighborhood school — so I was thrilled to hear that WAMU’s Kojo Nnamdi was dedicating a show to the DCPS lottery and various local parents’ reactions to it.

That show aired today. If you’re interested, you can listen here to my observations about the process as well as many other DC parents and representatives from DCPS.

All Education Matters: Bloomberg: Obama Relies on Debt Collectors Profiting From Student Loan Woe

All Education Matters: Bloomberg: Obama Relies on Debt Collectors Profiting From Student Loan Woe:

Bloomberg: Obama Relies on Debt Collectors Profiting From Student Loan Woe

by Cryn Johannsen

This article was published today, and discusses the cozy relationship that the Department of Education has with private debt-collection companies who are putting more pressure on borrowers to repay their student loans.

Here are some highlights:

• With $67 billion of student loans in default, the Education Department is turning to an army of private debt-collection companies to put the squeeze on borrowers. 
• Education Department contracts -- featuring commissions of as much as 20 percent of recoveries -- encourage collectors to insist on high payments
• Debt-collection companies helped the Education Department recover $11.3 billion in defaulted loans 

Bringing the Community to Schools Webinar Date: Tuesday, March 27, 2-3 p.m. ET

Event Registration (EVENT: 412491):

 

Bringing the Community to Schools

The "community school" model is turning school buildings into vibrant neighborhood hubs of activity. In addition to the academic program offered to students during the day, community schools provide a wide range of services to children in partnership with local organizations. The services include breakfast and dinner for low-income children; early-childhood programs; after-school recreation; academic enrichment; and adult education. One thriving program with a long track record in this field is the 13-year-old SUN Community Schools network in Portland, Ore., which stands for "Schools Uniting Communities." The network now includes 64 schools in six districts serving high numbers of poor and minority students across Portland and Multnomah County, and it says it has improved student academic growth while providing other neighborhood needs. Join us for a discussion about the SUN Community School model and how it interacts with students and their families.

Guests:

• Diana Hall, program supervisor, SUN Community Schools
• Lynn Blevins, principal, Lynch View Elementary School
• Ginny Scelza, SUN site manager, Lynch View SUN Community School

This webinar will be moderated by Christina A. Samuels, staff writer, Education Week

Register now for this free live webinar.

Webinar Date: Tuesday, March 27, 2-3 p.m. ET

Can't attend? All Education Week webinars are archived and accessible"on demand" for up to six months after the original live-streaming date.

Mike Klonsky's SmallTalk Blog: Duncan Etch-a-Sketches on publishing teacher names in Times

Mike Klonsky's SmallTalk Blog: Duncan Etch-a-Sketches on publishing teacher names in Times:

Duncan Etch-a-Sketches on publishing teacher names in Times

by Mike Klonsky

Talk about your Etch-a-Sketch politicians -- Arne Duncan was the first in line to applaud the L.A. Times for its publishing of teachers names alongside students test scores, a new low in public debasement of the teaching profession. "What's there to hide?" asked a glib Duncan back in August of 2010.

But now it's 2012 and the winds of change are blowing in the other direction (I hope). Not to mention that his boss is up for reelection in a few months and millions of teachers vote. For whatever reason, Duncan now says he's against the New York Times doing it.

 "Do you need to publish every single teacher's rating in the paper? I don't think you do," he said. "There's not much of an upside there, and there's a tremendous downside for teachers. We're at a time 

Create an Anti-Street Harassment PSA With Your Students « Feminist Teacher

Create an Anti-Street Harassment PSA With Your Students « Feminist Teacher:

Create an Anti-Street Harassment PSA With Your Students

by feministteacher

The success of last week’s International Anti-Street Harassment Week was astonishing. Organized by leading anti-street harassment activist Holly Kearl, founder of the well-known blog Stop Street Harassment, the week featured the work of the most cutting-edge activists in the field, including dance performances by Sydnie Mosleyand her Window Sex Project and a viral video featuring Joe Samalin and other male allies telling men to just stop harassing women in both English and Spanish.
As part of the week’s events, two of my students, Grace and Emma, and I spoke at the Meet Us On the Street rally in New York. Grace shared a portion of the testimony that she read to last year’s New York City Council hearing on street harassment and Emma, who is also a SPARK blogger against the sexualization of girls and women in the media, shared her own vision for safer streets and communities not just for herself but also for her 

Common Core State Standards Plan - Year 2012 (CA Dept of Education)

Common Core State Standards Plan - Year 2012 (CA Dept of Education):

State Schools Chief Torlakson Announces Plan to Implement Common
Core State Standards Presented to Governor and State Legislature

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today announced the Common Core State Standards (CCSS) Systems Implementation Plan for California was presented to executive and legislative branches of state government.

"After months of planning and collaborating with our implementation partners, we have presented the Governor and State Legislature with a living document to guide California's implementation of the Common Core State Standards," said Torlakson. "This work will take our state's already world-class standards to a new level, emphasizing a deep understanding of English-language arts and mathematics to ensure our students complete high school, ready to thrive in college and careers."

Standards define the knowledge, concepts, and skills students should acquire at each grade level. The CCSS were developed through a state-led initiative to establish consistent, clear education standards for English-language arts and mathematics across the nation. The standards are research-based and internationally benchmarked—i.e., they are informed by the practices of academically high-achieving nations around the world. The CCSS are designed to prepare students for success in college and careers not only in the nation, but in the competitive global economy.

The CCSS Systems Implementation Plan for California describes the major phases and activities in the implementation of the CCSS throughout California's educational system. The first phase involves increasing awareness of the CCSS, introduces the initial planning system to implement it, and establishes ways to collaborate with interested parties. The second phase outlines a transition period by building resources, assessing needs, establishing new professional learning opportunities, and expanding collaboration between stakeholders. The third phase will include the implementation of new professional learning support; fully aligned curriculum, instruction, and testing; and the integration of these elements for all students.

California's State Board of Education last adopted standards for English-language arts and mathematics in 1997. Although California's 1997 academic content standards and the CCSS for English-language arts and mathematics are equal in their level of rigor and call for high expectation for all students, the Common Core standards provide for additional skills and knowledge necessary in a global economy and technology-rich workplace. For example, under the CCSS students will learn to work collaboratively and use digital media to express and present evidence-based fiction and non-fiction literary analysis. The CCSS also focus on extending mathematical thinking to real-world challenges so that students develop a depth of understanding and an ability to solve everyday problems through the power of mathematics. Full implementation of the CCSS is expected in 2014-15.

To view the CCSS Systems Implementation Plan for California and additional CCSS resources, please visit the California Department of Education Web site at Common Core State Standards Resources - Curriculum & Instruction.

# # # #

Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

 

State Schools Chief Tom Torlakson Nominates Four Green Schools to Represent California in New National Green Ribbon Schools Program

LAWNDALE—State Superintendent of Public Instruction Tom Torlakson today nominated Lawndale's Environmental Charter High School (Outside Source) and three other schools to represent California in the inaugural year of the new federal Green Ribbon Schools Program.

The other nominees are:

• Longfellow Elementary School (Outside Source), Long Beach Unified School District.
• Grand View Elementary School (Outside Source), Manhattan Beach Unified School District.
• The Athenian School (Outside Source), a private school in Danville

"Our state has always been a leader in environmental protection, and these four schools are proof positive that California's schools are still leading the way," Torlakson said. "As a science teacher, it is heartening to see how these schools are weaving sound environmental practices into the lessons in their classrooms and the daily life of their campuses. They are schools of the future, in the here and now. I am sure they will more than hold their own in this exciting new national competition."

The U.S. Department of Education (USDE) unveiled the Green Ribbon Schools Program in September. The California Department of Education collaborated with several state agencies and interested parties in developing the Green Ribbon Schools award application. The award criteria was intended to focus on measurable outcomes wherever possible, and based on a comprehensive approach incorporating environmental learning with maximizing positive environmental and health impacts.

Each state was allowed to submit up to four nominees, one of which must be a private school. The California Association of Private School Organizations reviewed the nine private school applications and determined the private school nominee. If a state submits more than one public school, one must be a school with at least 40 percent of their students from disadvantaged backgrounds.

Some 52 California schools applied for one of programs. All applicants underwent a rigorous review before the four finalists were selected:

Environmental Charter High School, which has won numerous environmental awards, is called a "living campus" because 70 varieties of fruits and vegetables are raised at the school. The students, of which nearly 80 percent come from disadvantaged backgrounds, have constructed a rainwater capture system that supplies water to the grounds. Last month, the school unveiled its new solar greenhouse with a rooftop solar energy system and a solar-powered water pump to irrigate plants inside.

Longfellow Elementary School also has received many green awards, the latest of which is from the 2011-12 California K-12 School Recycling Challenge. The school has reduced its greenhouse gas emissions by 34 percent with everyday changes in behavior such as turning off all unneeded electrical equipment and lowering the thermostat. Any leftover "cold" food like milk or fruit from the cafeteria is collected daily and donated to the local food bank. In addition, 100 percent of its landscaping is considered water-efficient or regionally appropriate and the school produces its own compost.

Grand View Elementary School participates in Grades of Green Schools, Growing Great Schools, and is considered a "dark green" school because of its significant commitment to protect the environment. The school has reduced its lunch trash from 40 bags to two; and uses only certified green cleaning products. The school urges students to walk or bike to school and has established "Walk to School Wednesdays" with a "Walking School Bus" map that pinpoints locations where students can meet along the route and walk together.

The Athenian School has won many awards, including the Environmental Protection Agency's Green Power Partner Recognition. The school receives 65 percent of its electrical power from an array of solar panels the school installed on a hillside. About 60 percent of Athenian's waste is recycled content. And nearly two million gallons of water have been saved annually with the installation of an all-weather sports field with recycled infill.

The applications of the four nominees are being forwarded today to the USDE for award consideration. The winners are expected to be announced on Earth Day, April 22, 2012.

"We are extremely proud of our schools," Torlakson said, "and are hopeful that all nominees will be awarded so they will be able to serve as models to emulate around the nation."

For more information on the USDE Green Ribbon Schools Program, please visit the CDE Web site at Green Ribbon Schools Award Program - School Facility.

For Torlakson's Schools of the Future initiative, please visit the CDE Web site at Schools of the Future (PDF; 1MB; 92pp.) report.

# # # #

Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

IMPACT: Does it favor younger teachers? - D.C. Schools Insider - The Washington Post

IMPACT: Does it favor younger teachers? - D.C. Schools Insider - The Washington Post:

IMPACT: Does it favor younger teachers?

by Bill Turque

I finally obtained some data from DCPS on the demographics underlying the 2010-11 IMPACT scores. It’s difficult to draw strong conclusions from a one-year snapshot of the 4,000 educators who were evaluated. But it appears that, at least through the prism of IMPACT, the best teachers improve quickly in their first few years on the job and then hit a kind of plateau.
Read full article >>

John Kuhn Roars Back: Texans Rebel Against Testing - Living in Dialogue - Education Week Teacher

John Kuhn Roars Back: Texans Rebel Against Testing - Living in Dialogue - Education Week Teacher:

John Kuhn Roars Back: Texans Rebel Against Testing

by Anthony Cody

Texas has become a hotspot of rebellion against standardized testing. Earlier this year, state education commissioner Robert Scott compared test publishers to the military industrial complex. More than 100 school districts have passed a resolution saying standardized testing is "strangling" their schools. And on Saturday,several thousand Texans gathered at the state capitol in Austin for the Save Texas Schools rally. One of the speakers was a man we first heard at a similar protest more than a year ago, Superintendent John Kuhn.
Here is what Superintendent Kuhn had to say.
When a government fails to safeguard the development of its most vulnerable children and fails to ensure the advancement of their well-being;

When the Constitution no longer guides its leaders and the people must sue the state to force it to honor its 

Ed Reform Bill Needs To Make Illegal Lobbying Legal - Jonathan Kantrowitz - Connecticut News

Ed Reform Bill Needs To Make Illegal Lobbying Legal - Jonathan Kantrowitz - Connecticut News:

Jonathan Kantrowitz Political activist, health nut About Jonathan Kantrowitz

Ed Reform Bill Needs To Make Illegal Lobbying Legal

March 26, 2012 at 10:15 am by Jonathan Kantrowitz

It already tries makes an illegal state takeover legal:

by Jon Pelto from Wait,What

The Bridgeport Take Over: Another example of justice for some, rather than justice for all

It’s not like we didn’t know that the business elite are treated differently than the rest of us.

On July 6, 2011, the Connecticut State Board of Education voted 5 to 4 to take over the Bridgeport School System by “un-electing” the elected members of the school board and appointing their own team to run the schools.

Their action, as we know today, was illegal and the Connecticut Supreme Court overturned their vote and 

Chicagoland Researchers and Advocates for Transformative Education (CReATE): Press Conference - Remarks by Kevin Kumashiro, Isabel Nuñez, David Stovall, Therese Quinn, Erica Meiners and Julie Woestehoff

Chicagoland Researchers and Advocates for Transformative Education (CReATE): Press Conference - Remarks by Kevin Kumashiro, Isabel Nuñez, David Stovall, Therese Quinn, Erica Meiners and Julie Woestehoff:

Press Conference - Remarks by Kevin Kumashiro, Isabel Nuñez, David Stovall, Therese Quinn, Erica Meiners and Julie Woestehoff

by Create Chicago

Compilation of Comments for CReATE Press Conference

3/26/12, 11am, Hull-House Museum

(1) Kevin Kumashiro (Primary Contact Person)

Professor of Asian American Studies and Education
University of Illinois at Chicago
President-Elect, National Association for Multicultural Education
kevink@uic.edu, 773-996-8530

Good morning, and thank you for coming.  My name is Kevin Kumashiro.  I am a professor of Asian American Studies and the former chair of Educational Policy Studies here at the University of Illinois at Chicago.  I am the president-elect of the National Association for Multicultural Education, and I am also a coordinator of a citywide network of educational researchers called CReATE (Chicagoland Researchers and Advocates for Transformative Education). 

This morning, CReATE delivered to Mayor Rahm Emanuel, Chicago Public Schools CEO Jean-Claude Brizard, and the Chicago School Board an open letter of concern, titled “Misconceptions and Realities about Teacher and Principal Evaluation.”  Signed by 88 professors and researchers who specialize in education from 15 different universities throughout the Chicago and surrounding areas, this letter describes our concerns regarding Chicago’s implementation of legislation for the evaluation of teachers and principals, and offers our recommendations for moving forward.

This is not the first time that we have issued a joint statement.  Over a year ago, we began to issue statements and reports to contrast CPS’s approaches to school reform with the research on school reform. And our messages have been consistent: that some of Chicago’s school reforms lack a sound research basis, and more significantly, that research has already proven some of these reforms to be detrimental to student learning and success.

These messages similarly frame our open letter about teacher evaluation.  The 2010 amendment to the