Sunday, March 7, 2010
Fight Crime: Invest in kids
At a recent school board meeting here in Fontana, a public speaker mentioned the following organization and its crusade to prevent kids from becoming criminals. Please take a look at the innovation plan they have put together with the help of law enforcement and other experts in the field. ~DSQ~
Fight Crime: Invest in Kids is an anti-crime organization of over 5,000 police chiefs, sheriffs, prosecutors, and violence survivors. We take a hard look at the research about what prevents kids from becoming criminals and put that information in the hands of policymakers and the general public. Video Link
Plan to Prevent Crime and Violence
FOR IMMEDIATE RELEASE — March 5,2010
Contact: Jennifer Ortega, (916) 837-3904, jortega@calfightcrime.org or Beth Helmsin, (916) 505-9149, bhelmsin@calfightcrime.org
ESCONDIDO — Assemblymember Nathan Fletcher (R-San Diego) andSan Diego County Sheriff William Gore visited students at Felicita Elementary School’s state-funded preschool, to see first-hand how early education is preparing children for the future.
“When children attend preschool, they learn how to get along with other kids and resolve conflicts peacefully.Down the road , they perform better in school and are far less likely to ever be arrested,” said Sheriff Gore, an advisory committee member of Fight Crime: Invest in Kids California – a bipartisan, anti-crime organization led by nearly 400 sheriffs, police chiefs, district attorneys and victims of violence. “Unfortunately, not enough kids have access to quality preschool.”
Assemblymember Fletcher joined Sheriff Gore in reading to the children and touring their classroom. They also met with local education leaders to discuss the benefits of high-quality preschool programs and the need for continued investments in early education. Other participants included: Felicita Elementary School Principal Henry Leso; Escondido UnifiedSchool District Preschool Director Jan Zelasko; Donald Klumker, Project Specialist for San Diego County Office of Education; Patty Chavez, Consultant for San Diego County Office of Education; and Vickie Ramos, Deputy Field Director for Preschool California.
“We all want bright futures for our kids, and a quality education is key to making that a reality,” Assemblyman Fletcher said. “Early learning opportunities deter crime and pave the way for our children to become healthy, thriving members of society. Today, I’m pleased to see our preschool programs at work and hope that the advantage of an early education will one day be available to every young Californian.”
Studies show that children who attend a high-quality preschool are less likely to get in trouble with the law than children who do not attend preschool, and they are up to 44 percent more likely to graduate from high school. Preschool also helps cultivate a well-educated, skilled workforce by giving young children a solid foundation of social and intellectual growth. In cost-benefit analyses, economists have found high-quality preschool provides an excellent return on investment.
However, access to quality preschool programs remains limited and many of the kids who need it most are not enrolled. Only 30 percent of eligible low-income 4-year-olds in San Diego County are enrolled in state- and federally-funded preschool programs. Moreover, low-income families have limited access to quality preschool. As of June 2009, San Diego County had nearly 2,100 3- and 4-year-olds on waiting lists for subsidized preschool.
Thanks to recent action in Washington, D.C., early childhood education has become a priority for lawmakers across the country. The American Recovery and Reinvestment Act (ARRA), or stimulus bill, provides more than $5 billion in early care and education funding.
Additionally, if legislation introduced by California Congressman George Miller (D-Martinez) passes the Senate and is signed by the President, early childhood education around the nation would be eligible for $8 billion in competitive grants over the next eight years.
In November 2009 Governor Schwarzenegger signed an executive order creating theCalifornia State Advisory Council on Early Childhood Education and Care that positions California to compete for and receive millions of dollars of federal funds for early education programs. The council, a statewide planning body, will ensure efficiency, effectiveness and accountability in California’s early childhood education system.
In 2008, the state made significant progress in the area of early education. AB 2759 (Jones) streamlined several preschool funding sources to assist in quality improvements, reduce administrative burdens and make preschool more accessible.
SB 1629 (Steinberg), also enacted in 2008, established the Early Learning Quality Improvement System advisory committee, which began meeting in March 2009. The committee will lay the framework for quality standards for preschool and child care programs. Development of the quality improvement system will consider research, policies, program information, and best practices at the national, state, and local levels.
On behalf of Fight Crime: Invest in Kids, Sheriff Gore, along with law enforcement leaders around the state, have called for continued investments in access to quality preschool as a means of protecting public safety.
###
Fight Crime: Invest in Kids California is a bipartisan, non-profit, anti-crime organization led by 400 sheriffs, police chiefs, district attorneys, and victims of violence. Its mission is to take a critical look at the research about what really works to keep kids from becoming criminals. Among the strategies proven to be effective are preschool, after-school programs, child abuse and neglect prevention programs, dropout-prevention programs and intensive interventions for juvenile offenders. www.fightcrime.org/ca
Fight Crime: Invest in Kids is an anti-crime organization of over 5,000 police chiefs, sheriffs, prosecutors, and violence survivors. We take a hard look at the research about what prevents kids from becoming criminals and put that information in the hands of policymakers and the general public. Video Link
Plan to Prevent Crime and Violence
CALIFORNIA — San Diego Sheriff and State Legislator Tour Preschool, Discuss Crime-Prevention, Economic Benefits
Mar 5th 2010
FOR IMMEDIATE RELEASE — March 5,2010
Contact: Jennifer Ortega, (916) 837-3904, jortega@calfightcrime.org or Beth Helmsin, (916) 505-9149, bhelmsin@calfightcrime.org
ESCONDIDO — Assemblymember Nathan Fletcher (R-San Diego) and
“When children attend preschool, they learn how to get along with other kids and resolve conflicts peacefully.
Assemblymember Fletcher joined Sheriff Gore in reading to the children and touring their classroom. They also met with local education leaders to discuss the benefits of high-quality preschool programs and the need for continued investments in early education. Other participants included: Felicita Elementary School Principal Henry Leso; Escondido Unified
“We all want bright futures for our kids, and a quality education is key to making that a reality,” Assemblyman Fletcher said. “Early learning opportunities deter crime and pave the way for our children to become healthy, thriving members of society. Today, I’m pleased to see our preschool programs at work and hope that the advantage of an early education will one day be available to every young Californian.”
Studies show that children who attend a high-quality preschool are less likely to get in trouble with the law than children who do not attend preschool, and they are up to 44 percent more likely to graduate from high school. Preschool also helps cultivate a well-educated, skilled workforce by giving young children a solid foundation of social and intellectual growth. In cost-benefit analyses, economists have found high-quality preschool provides an excellent return on investment.
However, access to quality preschool programs remains limited and many of the kids who need it most are not enrolled. Only 30 percent of eligible low-income 4-year-olds in San Diego County are enrolled in state- and federally-funded preschool programs. Moreover, low-income families have limited access to quality preschool. As of June 2009, San Diego County had nearly 2,100 3- and 4-year-olds on waiting lists for subsidized preschool.
Thanks to recent action in Washington, D.C., early childhood education has become a priority for lawmakers across the country. The American Recovery and Reinvestment Act (ARRA), or stimulus bill, provides more than $5 billion in early care and education funding.
Additionally, if legislation introduced by California Congressman George Miller (D-Martinez) passes the Senate and is signed by the President, early childhood education around the nation would be eligible for $8 billion in competitive grants over the next eight years.
In November 2009 Governor Schwarzenegger signed an executive order creating the
In 2008, the state made significant progress in the area of early education. AB 2759 (Jones) streamlined several preschool funding sources to assist in quality improvements, reduce administrative burdens and make preschool more accessible.
SB 1629 (Steinberg), also enacted in 2008, established the Early Learning Quality Improvement System advisory committee, which began meeting in March 2009. The committee will lay the framework for quality standards for preschool and child care programs. Development of the quality improvement system will consider research, policies, program information, and best practices at the national, state, and local levels.
On behalf of Fight Crime: Invest in Kids, Sheriff Gore, along with law enforcement leaders around the state, have called for continued investments in access to quality preschool as a means of protecting public safety.
###
Fight Crime: Invest in Kids California is a bipartisan, non-profit, anti-crime organization led by 400 sheriffs, police chiefs, district attorneys, and victims of violence. Its mission is to take a critical look at the research about what really works to keep kids from becoming criminals. Among the strategies proven to be effective are preschool, after-school programs, child abuse and neglect prevention programs, dropout-prevention programs and intensive interventions for juvenile offenders. www.fightcrime.org/ca
CAHSEE Exemption Laws
Click Here for Info on: CAHSEE CHANGE TO CALIFORNIA EDUCATION CODE FOR STUDENTS WITH DISABILITIES
All schools have received instruction from the Superintendent of Public Instruction on how to proceed with the exemptions. Please contact me if you are having a hard time getting your diploma.
EXEMPTION OF THE REQUIREMENT TO PASS THE
Beginning in the 2009–10 school year, California Education Code Section 60852.3 provides an exemption from meeting the California High School Exit Examination (CAHSEE) requirement as a condition of receiving a diploma of graduation for eligible students with disabilities who have an individualized education program (IEP) or Section 504 plan. The IEP or 504 plan must state that the student is scheduled to receive a high school diploma and has satisfied or will satisfy all state and local requirements for high school graduation on or after July 1, 2009.
You can find frequently asked questions and answers regarding the CAHSEE exemption for eligible students with disabilities on the CDE Exemption for Eligible Students with Disabilities Web page at http://www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp. For your convenience, a copy of the questions and answers has been enclosed.
Although students with disabilities are currently not required to pass the CAHSEE, it is essential that students with disabilities continue to participate in standards-based instruction that focuses on the knowledge and skills assessed by the CAHSEE. I encourage all students to continue taking the CAHSEE to show that they have met these standards.
I strongly encourage you and your staff to make services available to students so these students can continue to gain the knowledge necessary to meet the CAHSEE requirement. For the two years that students with disabilities were required to pass the CAHSEE, we saw a substantial increase in the number of students with disabilities meeting the requirement. More students were not only passing CAHSEE, they were receiving a set of knowledge and skills to help them succeed after graduation.
In these challenging fiscal times, I urge you to invest funds in CAHSEE Intensive Instruction programs not withstanding your ability to spend flexible categorical funds. Your continued efforts to provide assistance to struggling students ensures they will meet the CAHSEE requirement, earn a high school diploma, and be able to compete in our global economy.
If you have any questions regarding this subject, please contact Diane Hernandez, Administrator, CAHSEE Office, by phone at 916-445-9449 or by e-mail at dhernand@cde.ca.gov.
Sincerely,
JACK O'CONNELL
JO:dh
Enclosure (PDF; 51KB; 4pp.)
cc: California High School Exit Examination Coordinators
Special Education Administrators of County Offices
Special Education Local Planning Area Directors
Click Here for Info on: Exemption for Eligible Students with Disabilities
All schools have received instruction from the Superintendent of Public Instruction on how to proceed with the exemptions. Please contact me if you are having a hard time getting your diploma.
January 6, 2010
Dear County and District Superintendents and Charter School Administrators:EXEMPTION OF THE REQUIREMENT TO PASS THE
CALIFORNIA HIGH SCHOOL EXIT EXAMINATION
AS A CONDITION OF GRADUATION FROM HIGH SCHOOL FOR ELIGIBLE
STUDENTS WITH DISABILITIES
CALIFORNIA EDUCATION CODE SECTION 60852.3
Beginning in the 2009–10 school year, California Education Code Section 60852.3 provides an exemption from meeting the California High School Exit Examination (CAHSEE) requirement as a condition of receiving a diploma of graduation for eligible students with disabilities who have an individualized education program (IEP) or Section 504 plan. The IEP or 504 plan must state that the student is scheduled to receive a high school diploma and has satisfied or will satisfy all state and local requirements for high school graduation on or after July 1, 2009.You can find frequently asked questions and answers regarding the CAHSEE exemption for eligible students with disabilities on the CDE Exemption for Eligible Students with Disabilities Web page at http://www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp. For your convenience, a copy of the questions and answers has been enclosed.
Although students with disabilities are currently not required to pass the CAHSEE, it is essential that students with disabilities continue to participate in standards-based instruction that focuses on the knowledge and skills assessed by the CAHSEE. I encourage all students to continue taking the CAHSEE to show that they have met these standards.
I strongly encourage you and your staff to make services available to students so these students can continue to gain the knowledge necessary to meet the CAHSEE requirement. For the two years that students with disabilities were required to pass the CAHSEE, we saw a substantial increase in the number of students with disabilities meeting the requirement. More students were not only passing CAHSEE, they were receiving a set of knowledge and skills to help them succeed after graduation.
In these challenging fiscal times, I urge you to invest funds in CAHSEE Intensive Instruction programs not withstanding your ability to spend flexible categorical funds. Your continued efforts to provide assistance to struggling students ensures they will meet the CAHSEE requirement, earn a high school diploma, and be able to compete in our global economy.
If you have any questions regarding this subject, please contact Diane Hernandez, Administrator, CAHSEE Office, by phone at 916-445-9449 or by e-mail at dhernand@cde.ca.gov.
Sincerely,
JO:dh
Enclosure (PDF; 51KB; 4pp.)
cc: California High School Exit Examination Coordinators
Special Education Administrators of County Offices
Special Education Local Planning Area Directors
Click Here for Info on: Exemption for Eligible Students with Disabilities
Fontana Herald Articles on FUSD
FUSD spends millions on English language learners; funding comes from outside sources
By ALEJANDRO CANO
Published: Saturday, March 6, 2010 5:06 PM CST
The Fontana UnifiedSchool District spends roughly $5 million a year educating those students who speak any other language than English at home, state records show.
But the money which is used to benefit these students comes from state and federal funds, not the FUSD general budget.
According to Education Data Partnership (Ed-Data), the FUSD spent a total of $341.6 million during the 2007-2008 school year, out of which more than $166 million was invested in certified teacher salaries.
The data shows that FUSD spent more than $50 million in classified salaries during the same period, and a little more than $25 million in books and supplies.
Among the student population of about 41,000, of which 83 percent are Latino, a little more than 16,000 are English Language Learners (ELL). According to theCalifornia Department of Education (CDE), out of this number, more than 15,000 speak Spanish at home.
“Students who enroll in public education come to us with varying educational needs. We receive categorical funding to provide services to students who come to us and are identified as English Language Learners, Special Education, GATE, and/or Economically Disadvantaged,” said Cali Olsen-Binks, the FUSD Superintendent.
Binks added that FUSD has no additional staff to support ELL students and those teachers are required by the State of California to be certified to teach when the classroom population is more than 20 percent ELL.
“Our district has invested in staff development to further extend the knowledge and skills of our teachers in the area of ELL, but students who are performing low in language and vocabulary development benefit from this expertise as well,” said Olsen-Binks.
The superintendent also said that general fund dollars are used to offer translated information to parents of ELL students as mandated by law.
“The state funds we receive in categorical programs are being funded at the 07-08 level until the year 2013,” she added.
Out of 14,930 ELL students tested, 11 percent performed at an advanced level while 37 percent are at the intermediate level.
Countywide, there were more than 90,000 ELL students enrolled during the 2008-2009 school year. In California, there were more than 1.5 million ELL students enrolled during the same school period.
Reports indicate that public schools in San Bernardino County are spending more than $34 million in state and federal money to educate ELL students this year, an amount that has created controversy because some people believe that it is not worth spending that much.
However, federal law requires public schools to provide free education to all regardless of immigration and financial status.
The school-age population in the nation is about 53 million; however, this number could reach 58 million by 2020, experts said. According to the Pew Hispanic Center, a nonprofit research organization based in Washington, D.C., more than 80 percent of that growth will be the children of immigrant parents.
According to data, local districts receive funding from the state Economic Impact Aid; monies from the federal Title III, which benefits immigrant students; and money from the English Language Acquisition Program, which benefits students in the fourth to eighth grade.
Some monies also come from programs that benefit English learners that need special education and those enrolled in the Gifted and Talented Education program.
While the controversy continues, the FUSD has developed an eight-goal plan to benefit ELL students. The plan states that FUSD will develop and implement effective programs; will ensure that all students have access to the programs to master the English language; will ensure that all have access and master the core curriculum; will decrease the risk of failure, retention and drop-out rate; will promote bi-literacy in Bilingual Alternative Programs; will strengthen parent involvement; will increase EL participation in advanced academic programs; and will engage ELL students in meaningful cultural, social and academic activities.
By ALEJANDRO CANO
Published: Saturday, March 6, 2010 5:06 PM CST
The Fontana Unified
But the money which is used to benefit these students comes from state and federal funds, not the FUSD general budget.
According to Education Data Partnership (Ed-Data), the FUSD spent a total of $341.6 million during the 2007-2008 school year, out of which more than $166 million was invested in certified teacher salaries.
The data shows that FUSD spent more than $50 million in classified salaries during the same period, and a little more than $25 million in books and supplies.
Among the student population of about 41,000, of which 83 percent are Latino, a little more than 16,000 are English Language Learners (ELL). According to the
“Students who enroll in public education come to us with varying educational needs. We receive categorical funding to provide services to students who come to us and are identified as English Language Learners, Special Education, GATE, and/or Economically Disadvantaged,” said Cali Olsen-Binks, the FUSD Superintendent.
Binks added that FUSD has no additional staff to support ELL students and those teachers are required by the State of California to be certified to teach when the classroom population is more than 20 percent ELL.
“Our district has invested in staff development to further extend the knowledge and skills of our teachers in the area of ELL, but students who are performing low in language and vocabulary development benefit from this expertise as well,” said Olsen-Binks.
The superintendent also said that general fund dollars are used to offer translated information to parents of ELL students as mandated by law.
“The state funds we receive in categorical programs are being funded at the 07-08 level until the year 2013,” she added.
Out of 14,930 ELL students tested, 11 percent performed at an advanced level while 37 percent are at the intermediate level.
Countywide, there were more than 90,000 ELL students enrolled during the 2008-2009 school year. In California, there were more than 1.5 million ELL students enrolled during the same school period.
Reports indicate that public schools in San Bernardino County are spending more than $34 million in state and federal money to educate ELL students this year, an amount that has created controversy because some people believe that it is not worth spending that much.
However, federal law requires public schools to provide free education to all regardless of immigration and financial status.
The school-age population in the nation is about 53 million; however, this number could reach 58 million by 2020, experts said. According to the Pew Hispanic Center, a nonprofit research organization based in Washington, D.C., more than 80 percent of that growth will be the children of immigrant parents.
According to data, local districts receive funding from the state Economic Impact Aid; monies from the federal Title III, which benefits immigrant students; and money from the English Language Acquisition Program, which benefits students in the fourth to eighth grade.
Some monies also come from programs that benefit English learners that need special education and those enrolled in the Gifted and Talented Education program.
While the controversy continues, the FUSD has developed an eight-goal plan to benefit ELL students. The plan states that FUSD will develop and implement effective programs; will ensure that all students have access to the programs to master the English language; will ensure that all have access and master the core curriculum; will decrease the risk of failure, retention and drop-out rate; will promote bi-literacy in Bilingual Alternative Programs; will strengthen parent involvement; will increase EL participation in advanced academic programs; and will engage ELL students in meaningful cultural, social and academic activities.
Fontana Herald Articles on FUSD
FUSD approves huge program cuts, gives hundreds of pink slips in order to try to balance $30 million budget deficit
 |
| Residents pleaded with FUSD officials to not close the School of |
By ALEJANDRO CANO
The Fontana UnifiedDuring a tear-filled meeting on Wednesday, the FUSD Board of Education glumly approved a staff recommendation to make the cuts necessary
Included in the cuts were the closing of many popular programs, including music at the elementary school level. The School of Language Development, the Adults with Disabilities Program, the Alcohol and Drug Prevention Program, and several others were shut down.
The FUSD's unprecedented $30 million gap comes on top of a $17 million shortfall for the current school year.
Parents, teachers, students, and community members voiced their displeasure with the FUSD budget crisis at a special meeting on Monday and at the regular meeting two days later.
"It breaks my heart to hear students with so much potential ask us not to close programs," said Superintendent Cali Olsen-Binks. "We have a very difficult decision -- one that we don't want to make -- but it is something that has to be done."
Barbara Zimmerman, whose 46-year-old daughter has been in the Adults with Disabilities Program for two decades, argued the district will spend more money in legal battles that would follow the elimination of the program.
"It is clear that the district has no interest in protecting the adults with disabilities," said Zimmerman. "These people need to be educated, they need to be in school, and they too deserve free education."
Barbara Alva, a School of Language Development support teacher, pleaded with the district not to close the center that has as its main objective the preparation of non-English students for regular schools by teaching them the language.
Juana Ruiz, a student at the School of Language Development, talked about the importance of the center in the development of students. To be able to transition from one school to the other without language barriers in the way gives students confidence and helps build strong self-esteem, added Ruiz.
However, school officials argued that a master plan has been developed to further expand ELL education at local schools, so the program is no longer needed.
Following the direction of the budget committee, the FUSD voted in favor of more than 300 staff reductions, but decided not to issue pink slips at this time to warehouse workers and bookkeepers whose jobs had been in jeopardy.
Fontana Herald Articles on FUSD
Fontana Unified School District announces list of budget cuts
 |
| Protesters were upset about the huge cuts made by the Fontana Unified School District, which was faced with a $30 million shortfall. (Herald News photo by Alejandro Cano) |
Protesters express their disappointment over reductions
The Fontana Unified School District made massive cuts in programs on March 3 in order to try to balance a deficit of $30 million, the largest budget shortage in the district's history.While many parents, teachers, and students protested the board's decisions, the FUSD approved the following cuts for the 2010-11 school year:
• Staffing the class size reduction program at 30:1 in grades 1-3 to save $5,176,800.00
• Elimination of 18 positions, including 13 custodians, in the Maintenance and Operations Department to save $1,648,334.00
• Elimination of 10 elementary assistant principals and one high school assistant principal to save $1,252,163.00
• General budget reductions to services, including mailing of progress reports, elimination of minimum days, president salaries FTA and USW, and high school off-sites graduations, among others to save $1,159,314.00
• Elimination of 14 security guard and one police position to save $702,748.00
• Elimination of eight positions at the Facilities department to save $694,760.00
• Elimination of seven positions at the Elementary Instrumental Music Program to save $679,549.00
• Elimination of the School of
• Approved five furlough days for Fontana management and Police Officer Association employees to save $542,470.00
• Approval of single-track year calendar for all schools to save $415,301.00
• Elimination of four positions in the Printing and Mail services department to save $319,963.00
• Elimination of four positions in the Technology Department to save $277,809.00
• Elimination of 18 community aide positions in the Early Education Department to save $273,233.00
• Elimination of four positions in the Human Resources Department to save $269,769.00
• Elimination of one position in the Transportation Department to save $207,753.00
• Elimination of two counselor positions on the Alcohol and Other Drugs department to save $164,587.00
• Closing of the Naval Junior Reserve Officer Training Corps class at Fontana A.B. Miller High School to save $147,000.00
• Elimination of two positions to the Adult with Disabilities Program to save $123,000.00
• Reduction to the Gifted and Talented Education Program to save $86,280.00
• To keep the position of Administrative Secretary vacant to save $73,800.00
• Elimination of one position in the Media Center department to save $58,443.00
• Reduction of work year from 199 to 182 for seven Registered Nurses to save $58,423.00
• Moving Palmetto Elementary School to a single-track to save $55,039.00
• Elimination of one position in the
Source: FUSD
Subscribe to:
Posts (Atom)
