California Association for Supervision and Curriculum Development (CASCD)
The California Association for Supervision and Curriculum Development (CASCD) is a diverse community of educators throughout California committed to promoting exemplary practices that ensure all learners reach their fullest potential.
A MESSAGE FROM CASCD
HEALTH AND SAFETY GUIDEBOOK TO MINIMIZE RISK TO ACCELERATE LEARNING IN THE ERA OF COVID-19!
Health & Safety Guidebook
Minimize Risk to Accelerate Learning in the Era of COVID-19
As we all know, this coming school year will be like none other, as the ongoing COVID-19 pandemic—and fallout from the extended school facility closures it has caused—adds complexity to the already challenging work of starting a new school year. Now, more than ever, school systems will need to pay particular attention to keeping students safe while ensuring that all students—especially those who are members of vulnerable populations—have access to targeted instruction and the support they need in order to succeed. During these next months, school systems must also focus on addressing the social-emotional needs of students, staff, and families, and on maintaining transparent communication with their school communities through this unprecedented era in education. Increased collaboration with public health systems and officials will bring new perspectives to the running of schools and strengthen the public response to COVID-19. Through it all, California educators will continue to rise to the challenge of mitigating risk while accelerating learning in the era of COVID-19.
Panic to Practical: Remote Learning Done Right!
A Professional Development Series Created by Meg Ormiston
About the Series
Commercial for the Panic to Practical: Remote Learning Done Right Series
Overview of the Series Panic to Practical: Remote Learning Done Right Series by Meg Ormiston
Thrust into eLearning, and then remote learning teachers everywhere tried to retrofit the school schedule into an online world, with technology tools many had never used. Now we need to re-energize all teachers and plan for an uncertain future of education for everyone as we create NOW Classrooms. Virtual, hybrid, or face-to-face education is changing, and we have designed this professional learning series to help teams of educators think outside the box of school.
Leading School Equity and
Advancing Anti-Racism While
Protecting Ourselves From
Secondary Traumatic Stress
Leading School Equity and Advancing Anti-Racism While Protecting Ourselves From Secondary Traumatic Stress A growing research base and clinical literature has been devoted to anti-racism work and dismantling systems of oppression through culture change and transformative protocols in the schools. However, far too little attention has been devoted to helping equity leaders address their own negative effects of exposure to others' history of trauma and oppression in the schools, termed secondary traumatic stress. This introductory workshop introduces participants to evidence-based techniques designed to foster preparedness, resilience, and effective coping strategies (i.e., self-care) for educators engaged in anti-racism work in the schools. The presenters emphasize the practical application and dissemination of these skills in school environments. Differentiate between the concepts of secondary traumatic stress, vicarious trauma, and compassion fatigue and the factors that underlie each concept Identify effective self-care coping strategies for school leaders exposed to traumatized individuals within systems of oppression. Describe effective self-regulation strategies while engaging in anti-racism work and in the aftermath of confronting and dismantling inequitable structures in the schools. November 16, 2020 2:30pm-4:30pm Central Watch live on Zoom or On-Demand for 30 days after the event. 2 PD Hours How do I view? What you will learn! Dr. Darnisa Amante-Jackson is an educational and racial equity strategist that is deeply committed to the studies of culture; innovation; equity and adult development. Since earning her master’s degree in Socio-cultural Anthropology from Brandeis University, and her doctorate from Harvard’s Educational Leadership Doctorate (Ed.L.D.), Dr. Amante-Jackson has honed her knowledge to transform organizations, nonprofits and schools on issues of equity, diversity, inclusion, and belonging. Dr. Amante-Jackson currently serves as the President/Founder of The Disruptive Equity Education Project (DEEP) and DCCP (DEEP Corporate Consulting Partners) where she supports superintendents, teachers, principals, non profit leaders, corporations, commercial real estate and boards to achieve equitable culture and to systematically dismantle oppression. For over two decades, Dr. Jason Ness has dedicated himself to the improvement of people’s lives. As a licensed clinical psychologist, certified school psychologist, and veteran high school principal, Dr. Ness specializes in working with children, adolescents and adults with a variety of emotional and behavioral needs. With a history of working in private practice, K-12 school systems, and in matters before criminal courts, Dr. Ness has been able to develop an extensive knowledge base. This, along with his expertise in psychological assessment, mental health, crisis management, counseling, and leading complex and diverse school systems, has allowed him to partner with professionals in a variety of settings. As the Co-Founder of Ness Psychological Services, Dr. Ness now provides direct psychological services to individuals and families, peak performance training for athletes, and critical professional development, consultation, training, and education to schools, school districts and organizations.
Don't forget to stay active in California ASCD through Twitter and Facebook. Be sure your contact information with CASCD is current.
Stay in touch and share on CASCD Twitter and Facebook page. Sharing our successes, ideas and thoughts during these challenging times is a gift to your colleagues.
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ASSISTANT EXECUTIVE DIRECTOR NEEDED:
Newly retired? Looking for a leadership position that supports CA educators?
California ASCD is looking for an experienced leader that will support the strategic and operational work of a statewide professional association. A background in curriculum and instruction is desirable.
Please contact us via email at: firstname.lastname@example.org or send a resume and 2-3 letters of recommendation to:
P.O. Box 1841, Oroville, CA 95965
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Professional Development Activities
for more information!
The Educator resource for ASCD Constituent Communities
TRAUMA INFORMED SCHOOLS
In meeting the needs of the Whole Child, schools, teachers and educator preparation programs continue to evolve their practices to address the reality of how trauma impacts children as people and as learners. In this issue, we offer a collection of original articles, videos and tools created by pioneering voices addressing this significant challenge. We hope these resources help frame the issue for you as you continue to learn, teach and lead. See more quality ASCD resources on this topic here.
Interested in digging deeper? Feel free to contact this issue’s contributing subject matter experts directly! Their contact information is included with each article.
Have valuable, original contributions you’d like to add to this theme? Want to offer feedback on this issue?
Please email them to Walter McKenzie at email@example.com. Thank you!
Don't forget to stay active in CASCD through Twitter and Facebook. Be sure your contact information with CASCD is current.
Please stay in touch and share on CASCD Twitter and Facebook page. Sharing our successes, ideas and thoughts during these challenging times is helpful to your colleagues.
If you are working from home or have changed positions and contact information, please make sure to change your contact information with CASCD. To make changes, email firstname.lastname@example.org
Are you a member of California ASCD?
CASCD members are active and involved in the changing face of education. Join CASCD and become empowered with innovative solutions to support the success of all learners.
We encourage all interested members to take advantage of opportunities for engagement with CASCD.CASCD strives to exist as a vibrant and active network where anyone who cares about quality teaching, leading and learning is welcome and can find meaningful ways to engage. Our members frequently volunteer to host workshops and institutes at their schools, serve on committees, produce newsletter articles or webinars, and serve the Association in a variety of ways. If you are a CASCD member and would like an opportunity for greater involvement, speak with a Board Member or our Executive Director, Kathleen McCreery at 916-206-8103, about opportunities.
GRAND CANYON UNIVERSITY
EARN YOUR DEGREE
in as little as 12 months
For more information please contact:
Cameron Whitcomb | (323) 514-1367 |
CALIFORNIA'S EDUCATION FUNDING CRISIS EXPLAINED IN 12 CHARTS
AUTHORS Carrie Hahnel Independent Education Consultant PUBLISHED
October 2020 Summary
California is the fifth largest economy in the world and the wealthiest state in the nation. The Golden State is home to countless tech giants, an enormous entertainment industry, major agricultural regions, and many other successful industries. California households earn a median income of $71,000 per year, more than $10,000 above the national average. However, California school funding—even before COVID-19—was insufficient to meet educational goals and address the needs of students, particularly given the state’s high cost of living. How can that be true? Why is education funding so low in California, despite its wealth and comparatively high tax revenues?
Through a series of 12 charts, we explain what is happening. For solutions, see the final section of this infographic and the in-depth report Securing and Protecting Education Funding in California.FOGRAPHIC
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THE PROBLEM: For decades, California has been underspending on education, especially given its high cost of living and the needs of its students.
CALIFORNIA HAS BEEN SPENDING LESS THAN THE NATIONAL AVERAGE ON K–12 EDUCATION FOR DECADES
After decades of underinvestment, California K–12 spending had nearly caught up to the national average before the current (2020) recession. In 2018, California spent $12,498 per pupil compared with $12,612 nationally, still well below other states like New York, Illinois, and New Jersey.
Per Pupil K–12 Education Spending, 2002–18
Source. Summary Tables: Table 8. Per Pupil Amounts for Current Spending of Public Elementary–Secondary School Systems. In 2002 to 2018 Public Elementary–Secondary Education Finance Data by U.S. Census Bureau, n.d., (https://census.gov/data/tables/2018/econ/school-finances/secondary-education-finance.html).
BUT WHEN ADJUSTED FOR DIFFERENCES IN COST OF LABOR, CALIFORNIA CONTINUES TO SPEND FAR LESS
Teachers and other school staff, like all workers in California, are paid more than those in other states. When adjusted for regional cost differences using the most recent Comparable Wage Index data, California spends well below the national average and less than many demographically similar states.
Per Pupil K–12 Education Spending, 2017
Source. From Quality Counts 2020: State Grades on School Finance: 2020 Map and Rankings by Education Week Research Center, 2020, June 2 (https://secure.edweek.org/media/33qc-school-finance-table.pdf).
BECAUSE OF CALIFORNIA’S HIGHER COST OF LIVING, SCHOOLS AND DISTRICTS IN THE STATE CAN AFFORD FEWER TEACHERS, STAFF, AND SERVICES GIVEN AVAILABLE RESOURCES
This translates into larger class sizes and fewer pupil support personnel. In fact, California ranks at or near the bottom nationally when it comes to the number of students per teacher, guidance counselor, and librarian. Because salaries occupy a larger share of the budget, that also translates into fewer books and classroom supplies.
Student-to-Teacher and Student-to-Staff Ratios
Sources. Information about teachers from Rankings of the States 2019 and Estimates of School Statistics 2020 [Report] by National Education Association Research, 2020, June (https://nea.org/sites/default/files/2020-07/2020%20Rankings%20and%20Estimates%20Report%20FINAL_0.pdf). Information about counselors and librarians from “Table 213.20: Staff Employed in Public Elementary and Secondary School Systems, by Type of Assignment and State or Jurisdiction: Fall 2016” by National Center for Education Statistics, n.d. (https://nces.ed.gov/programs/digest/d18/tables/dt18_213.20.asp).
ALTHOUGH MEETING CALIFORNIA’S DIVERSE STUDENT NEEDS COSTS MORE, CALIFORNIA’S HIGHEST POVERTY DISTRICTS ARE FURTHEST AWAY FROM ADEQUATE FUNDING
California has the highest poverty rate in the nation when accounting for the cost of living, and income inequality has worsened in recent years. The COVID-19 pandemic is exacerbating the situation. Further, 38 percent of California’s K–12 students are or have been English learners. The state does spend more in districts serving higher percentages of low-income students and English learners, but not enough. Schools in the top quartile of student poverty would need to spend 46 percent more to meet these students’ needs. And because of long-standing neighborhood segregation and systemic racism, these high-poverty schools serve primarily Black and Latinx students, presenting a serious equity problem.
Actual Spending and Projected Adequate Cost Per Pupil
Source. From Getting Down to Facts II: Working Toward K–12 Funding Adequacy. California’s Current Policies and Funding Levels [Report], by J. Imazeki, P. Bruno, J. Levin, I. Brodziak de los Reyes, and D. Atchison, 2018, September, Policy Analysis for California Education (https://edpolicyinca.org/publications/working-toward-k-12-funding-adequacy-californias-current-policies-and-funding-levels).
THE REASON: California is spending less on education because of policy choices it has made. The state directs fewer resources to education than do other states, and its chosen tax sources are volatile, making education funding vulnerable during economic downturns.
CALIFORNIA IS A RELATIVELY HIGH-TAX STATE, BUT IT INVESTS LESS OF ITS TOTAL ECONOMY IN EDUCATION THAN DO MOST OTHER STATES
California ranks 10th nationally in per capita tax revenue. However, it puts only 3 percent of those revenues into education—less than comparable states. Also, education dollars must be spread across more students, since California has a comparatively high percentage of school-age children and children participating in the public school system. This drives down total per pupil spending.
State Per Capita Tax Revenues and Total Economic Effort on Education
Source. From State and Local Tax Revenue, Per Capita: 1977 to 2017, by Tax Policy Center, n.d. (https://taxpolicycenter.org/statistics/state-and-local-tax-revenue-capita); The Adequacy and Fairness of State School Finance Systems (2nd ed.), by B. D. Baker, M. Di Carlo, and M. Weber, 2020, February, Albert Shanker Institute, Rutgers Graduate School of Education, p. 9 (https://schoolfinancedata.org/wp-content/uploads/2020/02/SFID_AnnualReport_2020.pdf); Summary Tables: Table 8. Per Pupil Amounts for Current Spending of Public Elementary–Secondary School Systems. In 2002 to 2018 Public Elementary–Secondary Education Finance Data by U.S. Census Bureau, n.d., (https://census.gov/data/tables/2018/econ/school-finances/secondary-education-finance.html).
CALIFORNIA SPENT MORE ON EDUCATION BEFORE 1978’S PROPOSITION 13 SEVERELY LIMITED THE GROWTH OF PROPERTY TAXES
Voter-approved Prop 13 limited the local property tax rate to 1 percent and capped the annual increase in the assessed value at no more than 2 percent each year, or the rate of inflation, whichever is lower. The proposition led to an immediate and significant decline in state and local revenues. Since 1977, property tax revenues have declined 12 percent. To compensate, state income tax revenues have increased by 226 percent, and sales tax revenues have increased by 107 percent.
Change in California Revenues, 1977 to 2017
Source. From California’s State and Local Revenue System, by R. C. Auxier, T. Gordon, and K. Rueben, 2020, July, Urban Institute, p. 7 (https://taxpolicycenter.org/sites/default/files/publication/159764/californias-state-and-local-revenue-system.pdf).
CALIFORNIA’S REVENUES NOW RELY HEAVILY ON THE INCOME TAX, WHICH IS MORE VOLATILE THAN THE PROPERTY TAX
California’s top 1 percent of income earners pay more than 40 percent of personal income taxes. These high income earners’ taxes are largely based on capital gains as well as partnership income, dividends, interest, and rent. When the economy is in turmoil, the tax base in California declines more than it does in other states.
Change in California Personal Income Tax Revenue, 1987–2018
Source. From Historical Data, by Legislative Analyst’s Office, n.d. (https://lao.ca.gov/PolicyAreas/state-budget/historical-data).
WITH LESS PROPERTY TAX REVENUES, CALIFORNIA’S SCHOOLS ARE MORE DEPENDENT ON STATE FUNDS THAN SCHOOLS ARE IN MOST OTHER STATES
Because education funding is heavily reliant on the state’s General Fund and therefore on volatile income taxes, state education funds are highly vulnerable to economic fluctuations. School funding surges in good economic years and plummets during economic contractions.
Percentage of K–12 Education Funds by Source, California and U.S., 2019–20
Source. From Securing and Protecting Education Funding in California [Report], by C. Hahnel, H. J. Hough, and J. Willis, 2020, September, Policy Analysis for California Education (https://edpolicyinca.org/publications/securing-and-protecting-education-funding-california).
STATE SPENDING ON EDUCATION HAS GROWN AT A SLOWER RATE THAN SPENDING ON OTHER PROGRAM AREAS
Over the past four decades, California K–12 education spending has increased by 1.5 times and higher education spending has increased by 1.7 times. In comparison, spending on police and corrections has nearly tripled and spending on health and hospitals and public welfare has more than quadrupled. As a result, the percentage of overall state and local spending on K–12 education has decreased from 25 to 18 percent, and the percentage of spending on higher education has decreased from 11 to 9 percent.
Changes in California State and Local Expenditures, by Program, 1977–2017
Source. From State and Local Finance Data: Exploring the Census of Governments, by Urban Institute, n.d. (https://state-local-finance-data.taxpolicycenter.org).
Note. Excludes spending on government-run liquor stores, utilities, and insurance trusts. Medicaid spending is divided between the public welfare and health and hospitals functional categories, with the majority allocated to the former. 2001 and 2003 local government aggregates are not available; missing values are connected by a line of best fit.
MAKING MATTERS WORSE: A dollar doesn’t stretch as far as it once did. Costs are increasing and demographic changes are causing fiscal challenges for districts.
SCHOOL DISTRICT COSTS ARE INCREASING FASTER THAN REVENUES, FURTHER DRAWING DOLLARS AWAY FROM THE CLASSROOM
Districts are spending more on health care for current employees and retirees, and they are making larger contributions to employee pension funds to pay down massive unfunded liabilities. While these additional costs do not necessarily translate into better health care or larger retirement benefits, they do make public education more expensive.
Changes in Per Pupil Spending Since 2003–04
Source. Figure is based on and updated from analysis in The Challenges of Employee and Retiree Health Benefit Costs for California Districts [Report], by P. Bruno, 2019, May, Policy Analysis for California Education (https://edpolicyinca.org/publications/challenges-employee-and-retiree-health-benefit-costs-california-districts).
Note. Inflation adjusted. Excludes county offices of education and joint-powers authorities.
MANY SCHOOL DISTRICTS ARE EXPERIENCING DECLINING ENROLLMENT
California’s birth rate has fallen, its population growth is slowing, and migration—in part due to high housing costs—is drawing Californians from coastal to inland areas. As a result, many school districts are experiencing declining enrollment. During the COVID-19 pandemic, many parents say they are considering leaving the public education system altogether or moving out of state. Districts lose per pupil revenues as enrollment drops, but they are often unable to reduce staffing, facilities, and debt payment costs at the same rate.
Projected Changes in California School District Enrollment, 2018–28
Source. From Changes in K–12 Enrollment across California’s Counties, by R. Mehlotra, J. Lafortune, and P. Warren, 2020, February, Public Policy Institute of California (https://www.ppic.org/interactive/changes-in-k-12-enrollment-across-californias-counties/).
WITHOUT INTERVENTION, THE PANDEMIC-INDUCED RECESSION IS LIKELY TO PUT DISTRICTS IN FINANCIAL DISTRESS FOR THE NEXT DECADE
During and in the wake of the Great Recession (2007–08 to 2012–13), the number of school districts in fiscal distress surged. Many posted “qualified” budgets, signaling an inability to meet financial obligations for the current and next 2 fiscal years, and a small number posted “negative” budgets, indicating an inability to meet obligations in the current or next fiscal year. California economic forecasts are still uncertain, but a recovery is likely to take at least a few years. This slowdown could push many districts back into fiscal distress. In 2020–21, the state deferred a significant amount of funding to school districts in the hopes that federal stimulus funding would come through—something that has not materialized as of October 2020.
Share of School Districts with Poor Budget Ratings, 2001–19
Source. From personal communication with Legislative Analyst’s Office, 2020, October 5.
THE SOLUTIONS: California’s leaders and education stakeholders must invest in California’s future.
To get there, all the following are needed:
Read more about these solutions in Securing and Protecting Education Funding in California.
Endnotes can be found in the full infographic here.
Professional Development Events
Previous webinar links!
In case you missed the webinar with Dr. Douglas Reeves on 10/28/2020 here's the link for "Boosting Creativity from the Classroom to the Boardroom".
In case you missed it here's the link for the virtual webinar entitled "Too Many Standards, Too Little Time" on 9/23/2020 with Dr. Douglas Reeves.
In case you missed it here's the "Link" for virtual webinar "Ensuring Equitable Opportunities for Students with Disabilities" on 6-24-2020 with Dr. Douglas Reeves and Kate Anderson Foley.
In case you missed the webinar with Dr. Douglas Reeves on 6/17/2020 here's the link for "No Matter What: Leadership in Uncertain Times".
In case you missed the virtual webinar with Dr. Douglas Reeves on June 3, 2020, here's the "Link" for "Seven Ways to Prepare for the 2020-21 Opening of the School Year"
Capturing Kids' HeartsR
powered by Flippen Group
10 TIPS TO LEADING IN A CRISIS
by Chris White
The Privilege to Lead: An educator's guide to growing through adversity.
Copyright (c) 2020, Flippen Group. All rights reserved. Do not redistribute.
We encourage active membership in our parent organization, ASCD!
Did you know that when you register for conferences or make purchases from ASCD, our CA affiliate can benefit? Simply place the items for purchase in your ASCD shopping cart and then enter CAAFF in the space for promotional code. ASCD will return 5% of your conference registration and 2% of your book purchases to us to support programs in California. We thank you!
Character in Context - Elementary LessonSlide deck & discussion questions you can use with your students for the election.
Introducing IBM a leader in Artificial Intelligence, together with
We know that AI will change 100% of jobs over the next 10 years. We also know that students today will need to understand AI to be successful in the modern workforce, regardless of their career path. It’s imperative for teachers to have the tools to prepare students for a modern workforce, and through this PD experience, teachers will be able to equip their students to think about how AI impacts their lives and what it means for their professional futures. The IBM AI Education experience will educate and inspire educators at all levels and in all content areas around what AI is, the ethics behind AI, and tools and resources to bring AI into your classroom or school.
IBM, a leader in Artificial Intelligence (AI) is partnering to bring you IBM AI Education, an immersive, interactive professional learning opportunity of virtual events designed by and for educators. Attendees will learn how to infuse their curriculum and instruction with the knowledge, skills, and values driving innovation in AI today.
Events are FREE for all educators.
More information to come soon.
This Teachable Moment: New eBook for Families on Doing PBL at home
SoCalGas Grant helps bring free ST Math to over 700,000 Southern California Students!
Los Angeles, Calif., July 14, 2020 — Southern California Gas Company (SoCalGas), the primary provider of natural gas to Central and Southern California, recently announced a $10,000 grant to MIND Research Institute to help sustain COVID-19 relief efforts in the Los Angeles area and beyond. The grant supports the estimated 200,000 students in SoCalGas’ service regions who utilized ST Math prior to the pandemic’s related school closures, and an additional 500,000 students who have joined the program since.
According to a report published in April 2020 by NWEA, student progress in math is at greatest potential for risk due to COVID-19 related school closures, and students could return to school in the fall “with less than 50% of the learning gains and in some grades, nearly a full year behind what we would observe in normal conditions.” With support from SoCalGas, ST Math can help reverse that trajectory by providing students with access to meaningful math learning. Please click this link for the full article.
Known for their ST Math program, MIND Research Institute is a nonprofit, organization committed to providing students with a solid foundation in math. They provide a ton of free printable STEM resources for families, as well as a new video and activity series, Developing Our MathMINDs, dedicated to supporting families that are now teaching and learning math at home. Their storybook board games, MathMINDs Games, are also available for purchase.
MIND's flagship program, ST Math, is a PreK-8 visual instructional program that leverages the brain's innate spatial-temporal reasoning ability to solve mathematical problems. ST Math's unique, patented approach provides students with more equitable access to deep conceptual learning.
At MIND Research Institute, our mission is to ensure that all students are mathematically equipped to solve the world's most challenging problems. With schools across the country temporarily closing, we're providing resources and no-cost access to ST Math so the learning can keep on happening at home. Learn more at:
California ASCD 2020 Congratulates our Outstanding Instructional Leader Award Recipient
Dr. Mary Ann Dewan, Santa Clara County Superintendent, was selected as the CASCD Outstanding Instructional Educator (OIL) Award for many reasons. She has vast experience spanning over 30 years in education. She has done extensive work in early learning, launching the Strong Start Coalition composed of community leaders and organizations to expand high quality early learning opportunities throughout Santa Clara County. She also demonstrates her commitment and focus on equity through the Inclusions Collaborative to provide more opportunities for students with disabilities to be meaningfully included. Her leadership also led to the My Name, My Identity - asking educators to pledge to pronouncing students' names correctly to foster a sense of belonging and to build positive relationships within the classroom.
Most recently, as the Santa Clara County Superintendent, she has supported the 32 superintendents in the county in navigating through school closures by providing advocacy and garnering local financial support for connectivity and device needs within districts. She has organized twice weekly meetings with the Public Health Department and County Counsel to keep the district leaders apprised and supported. Dr. Dewan stepped forward providing resources and guidance during this most difficult time, advocating and supporting superintendents in a thoughtful, calm and deliberate manner. Her graceful leadership and critical listening provided the necessary support to allow for collective and timely support to each respective community. She is certainly an educational leader worthy of emulation.