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Source:AUSD Budget Community Meetings Notes Answers to Questions Raised at 2007 Community Budget MeetingsQuestions below were asked at the January 29, February 1 and February 5 Community Budget Meetings as well as sent via Email. Questions
Answers
A Retired administrators are occasionally called upon to temporarily replace principals who are sick or need to take a leave of absence due to medical, bereavement or family necessity. These administrators are paid out of unrestricted general funds as with other subsitute pay. During 2005-06 and portions of 2006-07 a retired administrator was used to coordinate the one-time planning and logistics of several school moves during Measure C construction. These services were paid out of Measure C funds. To date, the district has paid $37,000 to retired administrators who have filled in for principals or adminstrators on leave. $10,000 of this is for a substitute principal at the Alameda Science and Technology Institute. A Educational technology is no longer a "nice to have" budget item. Technology, in the classrooms and at the District level, has become as mainstream as white boards and textbooks. Even more so now-a-days, as whiteboards are connected to a computer, textbooks are becoming electronic readers, and on-line resources accompany all new curriculum programs. Every major grant now has a technology component as part of the implementation program and as an evaluation component. School site plans require a technology component, food services, the National School Lunch Program require electronic reporting and support, and many school and district mandates require website communication and documentation. Technology is an integral component of multiple State and Federal programs. Such as the: California School Information Systems, CBEDS, R-30, SNOR, Perkins, No Child Left Behind and the list goes on. School Districts do not have the option of not participating in these technology requirements. For five years the Alameda School District hobbled along trying to meet all of these requirements with no impact on the general budget. Two years ago a technology grant was used to add a site tech support person. At the end of this school year that money will no longer be available. Without funding from the District there will be no available site technical support for the classrooms. Additionally, one additional tech support person is being requested to share some of these duties. We currently have over 3,000 computers throughout the District. Industry standards recommend that for 3,000 computers have about six support technicians. AUSD Technology Services is requesting two support technicians. The following chart lists the number of schools and support staff for four school districts. Finally, we are requesting a teacher on special assignment to assist with classroom technology, teacher training and grant activities. This position will be funded from categorical moneys and will not have any impact to the general budget. A Yes. This is listed on the Spending Reduction Plan as a potential revenue enhancement, Item 9b, Revenue-Leases. We will require that all organizations occupying space sign an annual lease stipiulating payment for space. A If the current athletic budget is reduced, the high schools will make the decision about how best to do it. A No. However board meeting agendas are posted on the website the Friday before a board meeting. Board exhibit items for the proposed Spending Reduction Plan will be posted under www.alameda.k12.ca.us/budgetmeetings. A If a student is identified as having a false address, a process is in place to return the student to his or her home school. We will continue to enforce our Board Policy on boundaries and work to ensure students are enrolled in their appropriate school. A The proposed Spending Reduction and Resource Allocation Plan tries to reduce costs but there are certain protrams and services that must be provided. The proposed reductions do impact staffing across the district. A Yes. We have done this as a result of a request at the community budget meetings. The direct link is www.alameda.k12.ca.us/2006-07budget A We are maintaining ongoing communications with our City and other districts. We have asked the Association of Low Wealth School Districts for a list of other school districts that receive less than the state average Base Revenue Limit (BRL) so that we can be in contact with them. A Yes. Both the Superintendent and Alamedans for Better Schools are working with Senator Don Perata and other elected officials to equalize funding for Alameda Unified School District. Parents and community members who would like to help can get connected to their efforts through the Alameda For Better Schools Wikispace A According to the Education Code, our budget must be approved and adopted by June 30, 2007. This budget must be a balanced budget or the County Office of Education will not approve it and will assign a fiscal advisor to AUSD. A When we developed our budget reductions we looked at staffing ratios of comparable districts and determined that our high schools did not have comparable staffing ratios. This spending reduction item is intended to make the staff-to-student ratios more comparable at both comprehensive high schools. Currently each high school is assigned two full-time vice principals. Alameda High School has 1,927 students and a ratio of 642 students to 1 site administrator. Encinal High School has 1,146 students and a ratio of 382 students to 1 site administrator. With the reduction of one Vice Principal, the ratio would be 573 students to 1 site administrator. (Principals and vice principals are counted as site administrators.) A We have 23 site administrators (not including head couselors, psychologists and program specialists) for a total cost of $2.5 million dollars for salaries and benefits. We also have 15 district office administrators at a total of $2 million dollars for salaries and benefits. One third of these, or 5.7 FTE are funded from categorical funds. A Yes. Past experience tells us that there can be a positive, negative, or no change at all to the Governor's initial budget projections released each January. On February 21, the state's Legislative Analyst review of the Governor's proposed budget predicted less-than-expected income tax payments and higher-than-predicted spending commitments will create a $2.7 billion dollar shortfall unless lawmakers cut programs or raise taxes. A There are 215 students in 6th grade, 246 students in 7th grade, and 218 students in 8th grade. It is expected that all students will attend high school after completing 8th grade. A Yes. We are currently involved in a professional demographic study that will provide hard data that will enable us to do more long-term planning. AUSD selected Lapkoff & Bogalet Demographic Research to develop a housing forecast, student yield study, district-wide enrollment forecast, and a sub-area enrollment study. They conducted a study in late 1990s so they can use that information along with current information to create a more accurate report. Community meetings to discuss the implications of the data will be held in March and April of 2007. A There are two different kinds of year round schools. A single-track schedule generally calls for an instructional year of 180 days, with short breaks or 'intersessions' interspersed throughout the school year. In this particular model there may be an increase in student achievement, but it does not address having increased enrollment or cost savings; in fact if the school were the only school in the district on a year-round schedule, it would increase costs. A multi-track schedule staggers the instructional and vacation/intersession periods of each track throughout the entire year, so that some students are revceiving instruction while others are on vacation. The pracice of multi-trakc year round schools is primarily for schools with a large enrollment but inadequate facilities. We consider this model not educationally sound due to a lot of research demonstrating that there were no significant increases in student achievement. In fact, there were more concerns around students being able to have a summer job, if they are on that particular track, or that extra-curricular activities such as athletics, might not be available to them. A The 2006-2007 adopted budget is available on line at www.alameda.k12.ca.us/2006-07budget. Hard copies of the budget in the SACS format (School Account Code Structure) are availalbe through the AUSD Business Office, 337-7066. A Although the State of California provides categorical funding for class size reduction programs, the programs are not fully funded and require additional funding contributions from districts. In 2006-2007, AUSD will contribute approximately $414,000 out of our general fund budget to pay for the full cost of 20/1 classes in grades K-3 and 9th grade math and English. A The 'hole' is not simply a result of arbitration. The arbitration decision involves AEA, but AUSD contracts with other employee groups who have 'me too' clauses. This resulted in all empoyees receiving a salary increase for a total expenditure in the 2006-2007 budget year of $4.2 million--$2.1 million for 2005-06, and $2.1 million for 2006-07. In addition, when the school year began, the district needed to add fall teaching positions as required by contractual staffing obligations ($500K), and pay for various special education settlements ($100K). A No. The Arbitrator's role was to help AUSD and AEA agree on how to interpret the salary formula in the 2003-2006 contract. A The salary increase formula that was settled with the July 2006 abitration award, was for the third year of the Alameda Education Association's 2003-2006 employment contract, 20005-06. All AUSD teachers received this retroactive pay in their November 2006 paycheck. Because of the "me too" clauses of our other bargaining units, and the district's commitment that all employees receive the same percentage raise, the cost of this 3.9% raise was $2.1 million for the 2005-06 school year and $2.1 million for the 2006-07 school year. The portion paid for teachers' salaries was approximately $1.4 million. These costs are ongoing. A The district paid approximately $39,000 for attorney fees in connection with the arbitration. A When a retired principal or administrator is asked to provide a temporary service for AUSD, they are paid at the per diem rate (daily rate) that they had when they retired. This usually ranges from $375-$500 per day. A ACLC is a public charter school of the AUSD and receives full Base Revenue Limit (per student funding from the state) for each student enrolled. When a student chooses to attend ACLC it reduces the enrollment of AUSD and the Base Revenue Limit for each student is credited to ACLC, not AUSD. A The Spending Reduction Task Force reviewed this item for cost savings. Interdistrict students (students who live outside of Alameda) constitute one-thrid of the student population, and were enrolled specifically for the early college high school concept. If the program closed these students would have to return to their home districts, resulting in a loss of revenue. ASTI may be helping to close the 'achievement gap' with a high population of students of color and an API of 890. ASTI is accomplishing what may public and charter schools are not. Contractual obligations stipulate that the program be in place for 10 years, otherwise, we forfeit five portable classroom. A preliminary analysis shows a savings of $79K, excluding the cost of the loss of portables, if the program were to be closed. A Alameda Unified School District - no staffing formula - 1 VP per middle school, 2 VPs per high school A Figures below do not include intervention counselors hired in 2007 under special categorical funding from the state. Alameda Unified School District - 1 counselor per middle school; 1:450 students at high school A A comparative analysis was conducted to compare AUSD with other school districts with similar enrollment, Base Revenue Limit, demographic composition, and academic programs. The following data was collected: Note: Of the districts listed below only AUSD includes psychologists, program specialists, and head counselors in its administrative structure. For the purpose of comparing equally, AUSD has excluded these positions from the percentage.Percentage of Budget that goes to Administrative Salaries Alameda Unified School District - 5% A Budget reports were presented at Board of Education meetings on October 24 and November 28, 2006. Additionally, a spending reductions/reallocation calendar and timeline was presented in order to prepare for this process. At that time, the Board approved a $2.1 million budget revision with the stipulation that budget cuts for 2007-2008 would be necessary. A As emphasized in all of our discussions and community meetings, there is an absolute need for AUSD to look at ways to avoid ongoing need to make budget reductions. The additions proposed to Special Education and Technology Services are necessary to address immediate problems (as presented in the 1-30-07 Board of Education meeting reports) and to actually create savings for future costs (program costs, legal costs, maintenance costs. It is anticipated that the short term investment will result in long-term return and cost savings. A The Superintendent will present a list of recommendations to the Board of Education at the February 13 Board Meeting. The Board will consider all information, community input and staff recommendations when making its final approval. A We have thoroughly examined the potential to make categorical funding shifts. While there are few additional shift options (from those presented) we will continue to review alternative funding sources while maintaining legal fiscal practices. A Cuts are not targeted at Wood. They would affect all middle schools and would have the potential to offer expanded program opportunities for students. A No. The middle school consolidation idea (leading to closure of Wood) would result in a calculated savings of $585,000. A This is a preliminary list. Through this continuous process of reviewing spending reduction ideas/list items with the community and staff, items may change (adds or removals). A We do not have the ability to opt out of No Child Left Behind. Only a state department of education can initiate this process. A Some athletic programs would continue to be offered. Central Support Services (AUSD central office) will work with site administrators and staff to redistribute students into classes. Students who were enrolled in JROTC classes would be placed in Physical Education classes. A No tasks will be added for teachers because of administrative or classified staff reductions. In the even of reductions of high school administrative staff, central office administrative staff will work with site administrators to review and assist in redistribution of duties. A As indicated in an in-depth analysis reported at Board of Education meetings, there is a need to provide much better support for educational technology that directly impacts students and their learning. There is also a serious need for technology support for the hardware, sytems, networks, and software that is being used by our students. A No. There is no order of priority to the ideas presented on the Preliminary Spending Reduction and Resource Allocation Plan. A AUSD has experienced a steady decline in enrollment for the last six years. This was compounded by the closure of the Harbor Island housing development which created a loss of approximately 300 students to AUSD. The new development, Summer House, is currently re-opening in phases, but has only generated 16 students to date. Declining enrollment is an issue in almost half of California school districts, particularly urban ones. A In any consolidation effort, attention would be given to student programs, services, logistics, human resources, etc., through a coonsolidation committee of stakeholder representatives (parents, school and district staff, community members, students). A We will continue to update our website and other information sources with current information and updates on the process. Alamedans for Better Schools, who developed the Measure A Parcel Tax campaign, and the Alameda Education Foundation, have already begun to help. Their first meeting was February 8, 2007. We appreciate and will continue to ask for assistance as we progress. A No. We will continue to provide core academic subjects/courses of study for all students. We will continue to identify alternative options as needed. A School districts are not permitted to solict students from other districts. We are, however, permitted to consider requests for inter-district transfers into AUSD. We currently do accept these transfers and can continue to do so provided tha we have classroom space available. Our student information records indicate that we currently have 430 inter-district students (roughly 5% of our total enrollment of 9800 students). A There is no way to avoid impacting services (due to the fact that 92% of our unrestricted budget is allocated to personnel costs) but we are trying to look at the reductions so that they have the least amount of impact on learning, students, and educational programs. A We currently cannot see a way to do this. It would require an extensive legal analysis and would not assist us in dealing with the immediate problem. A A professional survey and market analysis was conducted to determine the amount per parcel that the community would support. The June 2005 Measure A ballot measure passed by 51 votes. A The level of developer fees is stipulated by the State. Developer fees can only be used for one-time capital improvement, not on-going operating costs. A Yes. However, the revenue must be on-going, not one-time. Our operating costs are on-going and require on-going revenue or on-going reductions. A Yes. However, the revenue would be one-time, and could only be used to fund one-time expenditures. Our operating costs are on-going and require on-going revenue or ongoing reductions. A Yes. AUSD has hired professional demographers to study our community and develop enrollment projections. The enrollment projections will factor in the impact of new housing developments in Alameda. A With every challenge comes opportunity, and restructuring Chipman Middle School, including the use of the former Woodstock Elementary School as an adjunct campus, is one such opportunity. There is currently an inequity in the size of our middle schools that impacts services and program options for students. By consolidating middle school students into two larger schools, these inequities, such as the number of elective offerings, could be addressed. To accomplish this we would convene a broad-based task force that would include the community in the process to work on the program and facility design. Some options could be: An 8th grade academy at the former Woodstock site that could focus on science careers, service learning, and preparatory electives for the Alameda Science and Technology Institute (ASTI), our early college high school on the College of Alameda campus. A We recognize that 6th graders who would need to change schools could potentially be attending school on three physical campuses. Our job would be to be in close communication with the families to minimize the impact of the move. It's important to remember that students would be part of the same group of students and teachers as they moved from grade to grade. A Systems to create a safe and nurturing learning environment will be developed to tackle behavior issues. Many larger schols do this phenomenally well through a solid communication system between staff, parents, and administration, and by having explicit procedures in place. A consolidation task force could address this as part of its planning. A The traffic impact will be examined and we will work with the AC Transit system to accommodate school schedules. Transportation plans would be in place before school starts in the fall. We will need feedback from parents to learn more about his impact. A There is no significant data that indicates higher academic performance based solely upon school size. Most of the research available cites larger schools that develop small learning communities, or academies, within a larger school setting. In these studies comparative data shows varied differences in academic performance that takes place in "small learning communities" (smaller focus schools within larger school settings) that focus on specific learning outcomes . Advantages of larger schools Can develop multiple content area teaming (e.g., English, History/Social Science, Science) so that each teaching team will get to know one another's students well and can plan and integrate instruction together. Disadvantages of larger schools Potential for more school safety/behavior problems A The re-districting lines have not yet been determined. If the consolidation proposal goes forward, a recommendation for a new attendance boundary would be based on results of a comprehensive demographic study currently underway. This study will provide the specifics of birth rates, grade level prgressions, private school trends, percentage of students attending charter schools, and housing and enrollment forecasts. This data will help us plan our budget and facility needs and determine whether attendance boundaries need to be realigned. A We are currently in conversation with the State Department of Education to provide guidance in this area. More information will follow. A No. The State Department of Education regulates which grade levels are eligible for Class Size Reduction funding. Education Code 52080-52090 is the reference. A It is a difficult task to isolate the exact cost of our assessment system as we are required to participate in the State's STAR program (Standardized Testing and Reporting), the California English Language Development Test (CELDT), the California High School Exit Exam (CAHSEE), Physical Fitness testing, etc. as well as provide benchmark assessments for English Language Arts and Mathematics for our Title I and Program Improvement schools. In addition, the AUSD has required common assessments in English Language Arts and Math, such as teacher designed end-of-course assessments to measure progress on student learning. Our student assessment software application, "Measures," costs $17,136 each year and houses all state and District student achievement data. Staffing in the Assessment Office is 1 Coordinator of Assessment & Intervention and 2.5 Classified staff for a total personnel cost of $246,000.A As a standards-based educational system, AUSD schools progress in a cycle of continuous improvement using the curriculum (what students need to know and be able to do), instruction (how will students learn it?), and common assessment (how will we know students know it and what do we do if they don't know it?). We are guided by State curriculum documents, such as the English Language Arts and Mathematics frameworks, Academic Program Survey, and California Distinguished School rubrics, that tell us that it is essential to have a foundation of standards-based instructional materials (curriculum), research-based instructional strategies (instruction), and ongoing assessments that show teachers where their students' gaps and strengths are, so that they can use this information for instructional planning and intervention. In addition, AUSD collects school and District-wide data for program planning and support. State guidance tells us that teachers should provide curriculum embedded assessments every 6-8 weeks, where AUSD provides mostly trimester assessments. Teachers use the student reports generated from our Measures assessment database for planning and collaborating with other grade level/course-alike teachers on best instructional practices and next steps. Currently, our Assessment Department has been working with teachers to streamline and refine our benchmark assessments so that they are more meaningful and useful. This input from teachers has already lead to changes made this year, and more refinement is ahead. In addition, we have a Measures training plan in progress so that teachers will understand how to use the system and how to use the data to improve student achievement. A AUSD has budgeted $617K for on-going professional services such as those needed for audits, legal services, financial information systems, student information system reporting, and professional development for teachers and staff. An additional $143K is budgeted for one-time professional services such as the FCMAT reports for Technology Services and Special Education, and the Demographic Study currently underway. Next year's professional services expenses will be reduced by one-time discretionary expenditures.
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