News Briefs | FYI
December 9, 2019
Auditor: LCFF funds not reaching targeted groups
California’s Local Control Funding Formula has not ensured that funding benefits intended student groups, according to a recent audit by the state. State Auditor Elaine M. Howle released a report in November that revealed districts are using dollars meant for English language learners, foster youth or low-income students for general purposes. California’s LCFF funding system was established in 2013-14 and provides base grants, as well as supplemental and concentration funding for high-need students. “We are particularly concerned that the state does not explicitly require districts to spend their supplemental and concentration funds on the intended student groups or to track their spending of those funds,” the audit reads. “Without a means of tracking how districts use supplemental and concentration funds, state and local policymakers and other local stakeholders lack adequate information to assess the impact of those funds on the outcomes of intended student groups.” The audit looked at three school districts and found that since 2013-14, they had identified $320 million as being part of their base funds rather than supplemental and concentration funds. This was due to the state directing districts to estimate their supplemental and concentration funds based on prior‑year spending, rather than using formulas described in state law, which are based on districts percentages of intended student groups.  “This approach essentially deferred full implementation of these formulas,” the report reads. The report recommended changes to state law that would require tracking and reporting of the LCFF funds and how they are spent. Read the full report here:
https://www.auditor.ca.gov/reports/2019-101/index.html
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Constancio appointed to CDE Operations and Administration 
State Superintendent of Public Instruction Tony Thurmond has appointed Lisa Constancio as Deputy Superintendent of the Operations and Administration Branch of the California Department of Education.  The branch oversees the apportionment of state and federal resources to Local Educational Agencies; assistance to LEAs for fiscal and business aspects of public schools; school facilities and transportation; and CDE budget, accounting, information systems, and personnel services. Constancio is the former director of the School Fiscal Services Division and the Charter Schools Division. “Lisa brings with her a wealth of knowledge and experience after over 13 years of dedication to the Department in various roles,” said Thurmond, in a news release.  Prior to joining CDE, Constancio was the Operations Manager for the Department of General Services’ Office of Public School Construction, where she worked with leaders of the charter community in crafting the regulations for the $1 billion Charter School Facility Program funded through state general obligation bonds. She has a master’s degree in Organizational Management from the University of Phoenix and a Bachelor of Arts in Psychology from California State University, Sacramento.


Report looks at out-of-school factors affecting students in LA
The connection between educational performance and out-of-school factors such as health and poverty is examined in a recent report from the UCLA Center for the Transformation of Schools and the Black Male Institute. “Beyond the Schoolhouse” looks at why black students in LA County schools are more likely than their peers to be suspended, chronically absent and underprepared for college. Researchers found these students are also more likely to be homeless, live in foster care, and lack access to food, parks and clean air. The report makes the case that this “accumulation of disadvantage” affects the educational outcomes of black students in LA County.  “Considerable attention has been focused on efforts to reform schools and raise student achievement. However, far less attention and effort has been directed at addressing the out-of-school factors that influence a child’s development, or the economic conditions in the neighborhoods where they live. We must do both,” the report reads. “Failure to recognize how poverty, health and educational performance interact has made it more difficult for education policy to have a positive impact on the needs of the most vulnerable children.” The report makes a number of recommendations, including targeting more LCFF funding to areas where Adverse Childhood Experiences are the greatest, expanding school and community-based afterschool programs, and embracing alternative strategies to punitive discipline. Read the report at
http://transformschools.ucla.edu/beyond-the-schoolhouse/
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FYI
ACSA award nominations due Jan. 16
Know an administrator who deserves recognition for excellence in their field? Nominate them for one of ACSA’s Administrator of the Year awards or special awards. Through this awards program, ACSA honors administrators and others for their achievements and dedication to public education. Nominations are sought for Administrator of the Year in 21 job-alike categories, as well as the five special awards: Marcus Foster Memorial Award for Administrator Excellence, Ferd. Kiesel Memorial Distinguished Service Award, Partners in Educational Excellence Award, Robert E. Kelly Award, and Valuing Diversity Award. Visit
acsa.org/awards
to use the online portal to submit a nomination. The deadline for nominations in all regions is Jan. 16, 2020 at 11:59 p.m. Regions will then select their region winners and state finalists, which are forwarded to the statewide Awards Committee. For questions, contact statewide awards coordinator Emily Agpoon at
eagpoon@acsa.org
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CTC seeks feedback on Theatre and Dance TPEs
The Commission on Teacher Credentialing is seeking feedback on the draft Theatre and Dance Teaching Performance Expectations, which were developed by groups of experts from each of the two content areas in collaboration with CTC staff. Each survey will remain open through Friday, Dec. 20, 2019. Respondents should be knowledgeable about the current scope of the necessary knowledge, skills, and abilities to be a Theatre or a Dance teacher in California. Theatre:
https://www.surveymonkey.com/r/DraftTheatreTPESurvey
Dance:
https://www.surveymonkey.com/r/DraftDanceTPESurvey

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