Saturday, February 21, 2009

The news that didn’t fit from February 22

AFTER BUDGET BATTLE, BASS HAS NEWS FOR HER ALMA MATER: The Assembly speaker, visiting Hamilton High School, says the blueprint includes 'devastating' cuts to education.

By Catherine Ho | LA Times

February 21, 2009 -- As her colleagues attended a budget-signing ceremony in Sacramento, state Assembly Speaker Karen Bass was a world away as she visited her alma mater in West Los Angeles on Friday morning to address a younger but no less demanding group.

GET LIT PLAYERS BRING POETRY’S EMOTIONS TO OTHER LA TEENAGERS : Troupe performs original works, compares Henry Wadsworth Longfellow with hip-hop artist Talib Kweli, and recites lively versions of Ezra Pound, Langston Hughes, Gwendolyn Brooks and Edgar Allan Poe.

By Scott Gold | LA Times

February 20, 2009 -- For as long as he can remember, Dario Serrano's life was all screeching tires and echoing gunshots, babies' cries and barking dogs, a symphony, as he puts it, of "hood rats and gangsters," of "vatos vatos and payasos" -- dudes and numskulls, loosely translated.

By high school, he'd pretty much given up on himself. He bounced around between three schools. He started selling pot, though he always seemed to smoke more than he sold. His GPA fell to 0.67, which is about as bad as you can get and still be showing up.

Literature, it is fair to say, was not resonating. "I mean, 'The Great Gatsby'?" he says incredulously, and when he puts it like that, Lincoln Heights does feel pretty far from Long Island.

NO DAY 107, BUT COUNTING DOWN TO THE NEXT ELECTION

SacBee CapitolAlert: Shane Goldmacher | Capitol Alert Coordinator

Gov. Arnold Schwarzenegger today will sign the budget package that the Legislature passed early Thursday morning.

Then comes the list of line-item vetoes.

[smf: The gov signs at 1PM, the list of line item vetoes should be available after that. California government is only transparent after the fact]

Of course, as Jim Sanders reports in today's Bee, more money woes could be in the state's future as the economy continues to falter.

Day 106 | 6:17 AM: SENATE APPROVES BUDGET PLAN!

The state Senate voted early Thursday to approve a massive budget package of tax increases, spending cuts and borrowing to close a $40 billion deficit after granting major concessions to one holdout Republican senator.

STATE HELD HOSTAGE

Sacramento Bee cartoonist Rex Babin: "Nobody move or the State gets it!"

STIMULUS BILL PROMOTES STABLE, ADEQUATE FUNDING

SCHOOL FUNDING UPDATE from National Access Network, Teachers College, Columbia University

smf: ‘Adequate’ is never enough and ‘promotes’ is not ‘provides’. However…

17 February, 2009 - The $789 billion federal stimulus bill, which was passed by Congress last weekend, allocates roughly $100 billion for educational purposes. This figure is almost double the U.S. Department of Education’s $59.2 billion discretionary budget---and gives promise to education advocates that the Obama administration will live up to its commitment to reform and improve education in the United States. Shortly after the compromise was announced, Speaker of the House Nancy Pelosi’s office issued a statement emphasizing the importance of “strategic investments in education,” stating that education is “one of the best ways to help America become more productive and competitive.”

More Budget Stuff at: 4LAKids-A state without a budget, A government without a clue.

AFTER BUDGET BATTLE, BASS HAS NEWS FOR HER ALMA MATER: The Assembly speaker, visiting Hamilton High School, says the blueprint includes 'devastating' cuts to education.

By Catherine Ho | LA Times

February 21, 2009 -- As her colleagues attended a budget-signing ceremony in Sacramento, state Assembly Speaker Karen Bass was a world away as she visited her alma mater in West Los Angeles on Friday morning to address a younger but no less demanding group.

Inside a music classroom at Hamilton High School, less than 36 hours after state legislators ended months of intense budget negotiations, she pressed headphones to her ears and bobbed her head, a bewildered half-smile creeping across her face.

"It's a whole new world," Bass said, handing the headphones back to senior Karla Subero, who had electronically arranged the tracks -- a process completely foreign to the highest-ranking Democrat in the Assembly.
Bass appeared relaxed and energetic, arriving in a bright blue blazer along with an entourage of press and staff who tailed her as she visited classrooms and chatted with students at the humanities magnet from which she graduated in 1971.
Students enthusiastically greeted Bass with cheers, applause and even a standing ovation inside the school auditorium, but they also had questions about budget cuts to education: If children are the future, why is education getting cut even one cent? How did California get to a point where it needs to slash its budget so severely? What do the cuts mean for students on their way to college?

Bass took the questions in stride, saying that although the budget includes "devastating" cuts to education, she hopes the federal stimulus bill will help cushion some of the blow.

"Unfortunately, we had to do devastating cuts to education because California was literally running out of money," she said to a packed auditorium of about 300 students. "I'm hoping our economic stimulus will help make the cuts not as devastating. But the reality is, it is going to hurt education overall."

She said the housing crisis in California -- coupled with taxpayers who no longer are contributing to the state at the same levels as before the stock market crash -- led to the current fiscal crisis in California. The only option was to cut everything, including education, which accounts for about 40% of the state budget, Bass said.

"Every area of our society had to pay, had to be cut," she said. "Every single person has to pay a little more and receive a little less from their government."

For college-bound students, this will mean paying more for college, and schools accepting fewer students, she said.

Bass said there's no guarantee California will not face another budget impasse. The budget was held up for three months as legislators waged partisan battles over raising taxes and approving deep cuts to education and healthcare that would lift the state out of a projected $42-billion deficit. It was finally approved early Thursday morning after Sen. Abel Maldonado (R-Santa Maria) agreed to support the spending plan in exchange for a concession that would amend the way California conducts its primary system.

"Californians cannot rest assured that this won't happen again," she said. "Until we change the two-thirds requirement to pass the budget, it probably will happen again. The first order of business is to change the two-thirds requirement."

Had the budget been delayed any further, the state would have had to lay off 20,000 workers and halt 276 public works projects.

Still, Bass told reporters, "I don't think it's anything to celebrate . . . We did what we had to do."

Despite the somber tone in addressing the budget crisis, Bass was upbeat and drew cheers and loud whoops from students.

She recalled her time at Hamilton, during which she became involved in civil rights activism, and she encouraged students to get involved in their community.

"Being an activist on any level, getting people elected, whether or not you're old enough to vote. . . . That's the way we change the world."

GET LIT PLAYERS BRING POETRY’S EMOTIONS TO OTHER LA TEENAGERS

Troupe performs original works, compares Henry Wadsworth Longfellow with hip-hop artist Talib Kweli, and recites lively versions of Ezra Pound, Langston Hughes, Gwendolyn Brooks and Edgar Allan Poe.

Poetry

Robert Gauthier / Los Angeles Times - Jazmine Williams, 15, a sophomore at Hamilton High, leads other Get Lit Players onto the stage during a performance at Dorsey High. Audio slide show >>>

By Scott Gold | LA Times


February 20, 2009 -- For as long as he can remember, Dario Serrano's life was all screeching tires and echoing gunshots, babies' cries and barking dogs, a symphony, as he puts it, of "hood rats and gangsters," of "vatos vatos and payasos" -- dudes and numskulls, loosely translated.

By high school, he'd pretty much given up on himself. He bounced around between three schools. He started selling pot, though he always seemed to smoke more than he sold. His GPA fell to 0.67, which is about as bad as you can get and still be showing up.

Literature, it is fair to say, was not resonating. "I mean, 'The Great Gatsby'?" he says incredulously, and when he puts it like that, Lincoln Heights does feel pretty far from Long Island.

When a friend suggested that poetry might be his thing, Serrano scoffed. Grudgingly, he started tagging along to a poetry club, and one day last year he took his lunch break in a classroom where a teen troupe called Get Lit was holding auditions.

Get Lit's artistic director, an African American artist named Azure Antoinette, performed an original composition called "Box," a denunciation of anyone who would define her by the color of her skin, who would lump together, thoughtlessly, faces of color:

"The general population has come to a consensus that we don't have a prayer," she said, her voice filling the room. "All we have is prayer. . . . We are not victims."

This, Serrano thought, was something he could get behind.

Today the nonprofit Get Lit Players are barnstorming Los Angeles, kids performing for kids, thousands of them over the course of a dozen school performances this winter and spring.

Some of their readings are of the classic variety -- Ezra Pound; Langston Hughes; "The Boy Died in My Alley" by the great Gwendolyn Brooks, written in the voice of a girl who confesses that she heard the gunshot but didn't think much of it because she'd also heard "the thousand shots before."

But much of their material consists of in-your-face original compositions -- about teenage mothers and mixed-race children, about gang violence and immigrant pride -- that are performed in English, Spanish, Portuguese and Bengali, like a soundtrack to a modern, messy L.A.

Serrano, now 18, has become a troupe leader. Poetry, he says, saved his life. He graduated last year from Marshall High School, earning straight A's in the homestretch, he said, and now attends East Los Angeles College, where he is considering a career in education.

One of his compositions, "Home Is," is an anchor of the Get Lit shows. Like many poets before him, Serrano has discovered that unvarnished autobiography often makes for the strongest material:

You can say it to my face; I ain't afraid to admit

I was other stereotypes: A joker, a drug broker, a known toker, a first day of school loner

A drug abuser, a street cruiser

But I guess you can say

I'm a geek, incognito

It is a rainy afternoon in West Hollywood, and Diane Luby Lane is insisting that she is not a crier, though this is the third time she has cried before finishing a bowl of soup. They are not tears of sadness, nor joy, but rather a passion for the written word that feels disarming in a busy, digital world.

"Listen to this," Lane says, and from her purse, she produces a copy of Walt Whitman's "Leaves of Grass" that has very nearly been loved to death. She reads from Whitman's "Song of Myself": "I will not have a single person slighted or left away."

"He's saying: 'I'm for you,' " Lane says; literature, in other words, is for everyone.

Lane, 40, Get Lit's founder and executive director, did not always believe that.

She does not equate the troubles of her youth with the difficult lives of many troupe members; her childhood in suburban New Jersey, she says, was merely unimaginative.

She was a middling student and did not find literature until after she dropped out of college. It was the late 1980s, and she was modeling overseas. The other models, from Russia, Germany and France, "were not brain surgeons," she said, yet they were versed in Tolstoy, in Goethe. Lane decided that she should be, too.

The other thing she keeps in her purse is a journal titled "Books I've Read," and they're all there, hundreds of them, including "Shogun" and "Animal Farm"; seven Carlos Castanedas in a row; plays by Neil Simon.

In 2005, she launched a well-received one-woman show about books and the impact they had on her life, which begat similarly themed school workshops and then Get Lit. Lane makes her living as a successful commercial actor, but makes her life in poetry.

"This is so cheap and so accessible, something we can get into the hands of our kids," Lane says, holding up her Whitman. "They will find what they are looking for. A lot of children are just broken. But they can be saved."

On Wednesday, the troupe huddled behind a thick theater curtain in the auditorium of Dorsey High School. Its shows are designed to drum up interest not only in poetry and literacy, but also in the auditions Get Lit will hold in coming weeks. This one looked like it might be a tough show, and a tough sell.

No one seemed to know how to operate the auditorium's lights, or the thermostat, for that matter, turning the building into a dank, dim grotto. The 200 students filing in, meanwhile, looked uninterested at best. Many had hooded sweat shirts pulled over their faces; a few wore sunglasses in the dark room. When Lane and Antoinette performed an opening segment, intertwining poetry with dizzying statistics about illiteracy and education, there were audible yawns.

Backstage, Lane gathered her flock. "Remember," she told them, "you are poets. They have never seen literature the way you do it." She was right.

Ryan Jafar, a 17-year-old from the Los Angeles Center for Enriched Studies, took the stage first.

He blinked into the restless crowd, then said quietly: "This is for everyone who's ever felt weird or different."

Then he launched into an original composition, "Space Traveler." Before long, he was on fire, ranting against pop culture "garbage" and rampant commercialism.

By the time he reached the climax of his piece -- "Cars? Clothes? Hos? No! No! No!" -- the audience was roaring its approval.

Over the next hour, the performers deftly wove together well-known poetry and hip-hop-styled "slam" poetry. Serrano performed "Alone" by Edgar Allan Poe, but not before pointing out that he'd often felt alone himself, back when he was flunking out of high school:

"From childhood's hour I have not been as others were."

Jafar compared a line from Henry Wadsworth Longfellow's "The Children's Hour" to a line from Talib Kweli in which the hip-hop artist dotes on his son. "It's the exact same thing," Jafar told the students. "Just in different language."

By the time it was over, 12 students had joined the troupe onstage to sample poetry and pledge to audition.

Antoinette, the artistic director, closed the show with a performance of "Box," the poem that got Serrano hooked two years ago:

Don't put me in a box

If you must, put me in a box of writers, poets, artistic dreamers, patriots for world peace. . . .

Put me in a box with no walls, no top, no bottom . . . where I will flourish, where I can turn the Earth on its ear.

Serrano, his work done for the day, listened from the darkness backstage, his eyes closed, his body swaying to the rhythm of the words.

Friday, February 20, 2009

CALIFORNIA STATE PTA RESPONDS TO STATE BUDGET

http://rs6.net/tn.jsp?et=1102468268771&e=001PnICtGh5o-ZA6gGCiU0DqGs1vdUIw4FTcjBX5Emf2OgQFZECo40p2S3vHxDg2PSFUBBHtY74sqzsZw1_gtZSKxPOdyzS2QhG8SdxOhvRKHM=

PRESS RELEASE

February 20, 2009

For Immediate Release

Contact:
Carol Kocivar
Vice President, Communications
(415) 577-1125

communications@capta.org
Alison apRoberts
Communications Manager
(916) 440-1985, ext. 106
aapRoberts@capta.org

 

California State PTA Responds to State Budget

SACRAMENTO - California State PTA President Pam Brady issued the following statement today in response to the budget adopted by state lawmakers and signed today by the Governor.

"This budget does not value the children of California. Instead, it puts on entire generation of children - and the state's very future - at risk.

"Some new revenues are part of this budget, and for that we acknowledge the Governor and legislators for recognizing the need to take a balanced approach to the state's budget crisis. Even so, the severe cuts that are included in the final budget threaten our state's commitment to a world-class education.

"These cuts are almost certainly going to drive California - already a dismal 47th - to the bottom among all states in per-pupil spending. That means cutting teachers, arts, classroom materials, counselors, nurses, small class sizes, and much more that children need to succeed in school and life.

"California cannot afford to go backward in its commitment to children and students, especially in challenging economic times.

"In the coming weeks, we will continue to analyze the details of the budget package, including several statewide initiatives that will be placed on the May 19 ballot as part of the budget deal.

"And California State PTA will continue to advocate for legislators and the Governor to develop a farsighted budget plan and process - a plan with vision, a plan that is a reflection of the hopes and dreams of the next generation, and a plan that is truly focused on the future of our state."

###

everychild.onevoice.

The California State PTA has nearly 1 million members throughout the state working on behalf of public schools, children and families, with the motto, "Every child, one voice." The PTA is the nation's oldest, largest and highest profile volunteer organization working to improve the education, health and welfare of all children and youth. The PTA also advocates at national, state and local levels for education and family issues. The PTA is nonprofit, nonsectarian and noncommercial.

For more information about the California State PTA, visit  www.capta.org.

NO DAY 107, BUT COUNTING DOWN TO THE NEXT ELECTION

SacBee CapitolAlert: Shane Goldmacher | Capitol Alert Coordinator

Gov. Arnold Schwarzenegger today will sign the budget package that the Legislature passed early Thursday morning.

Then comes the list of line-item vetoes.

[smf: The gov signs at 1PM, the list of line item vetoes should be available after that. California government is only transparent after the fact]

image Of course, as Jim Sanders reports in today's Bee, more money woes could be in the state's future as the economy continues to falter.

"If I could tell you what revenues are going to be in May, I would not be making this call from Sacramento -- I'd be making it from Las Vegas," quipped H.D. Palmer, a spokesman for Schwarzenegger's Department of Finance.

I'd bet the under on that.

The real drama of the weekend will be at the California Republican Party's convention, which descends on Sacramento this evening.

In terms of budget fallout, there's the pending resolution to censure every Republican lawmaker who voted for taxes.

But there's also early jockeying in the 2010 governor's race between Meg Whitman and Steve Poizner.

Both candidates have been very critical of the budget deal struck in the Legislature.

(Speaking of sharp words from gubernatorial candidates, check out Lt. Gov. John Garamendi say this week, "We have an infection here. And it's a Republican infection, and it's really spreading across this nation.")

VICTORY LAP? Schwarzenegger, meanwhile, won't be anywhere near the GOP activists. The governor is off to Washington this weekend, in preparation for next week's National Governors' Association conference.

He'll also appear on at least two Sunday talk shows -- ABC's "This Week with George Stephanopoulos" as well as CNN's Sunday show.

FURLOUGH FRIDAY: Believe it or not, it's been only two weeks since the first state worker furlough.

Photo credit: After the Legislature approved the state budget, Gov. Arnold Schwarzenegger removed the numbers from the "deficit clock," outside his Capitol office on Thursday, Feb. 19, 2009. Credit: AP Photo/ Rich Pedroncelli.

Thursday, February 19, 2009

LAUSD BUDGET UPDATE AS OF 2/18/09

Subject to change based on updates from the State

from the office of superintendent Ramón C. Cortines

OVERVIEW

1. Based on current projections from the State, our projected district shortfall is between $600 and $700 million and the prospects do not look any brighter for future years. We also do not know if we will have class size or categorical flexibility, so we must prepare for the worst case scenario.

2. My philosophy for moving forward will be the same as the 2000 Plan adopted by the Board

a) Central offices are to be right-sized and to focus on core operations, monitoring and oversight

b) The local districts are to provide support and service to schools

c) The schools are the heart of our District and are where teaching and learning takes place

3. Federal Stimulus money will provide some temporary relief, since the money is for one time expenses (spread over two years). Flexibility and use of this money still has not been determined.

a) Although the stimulus money has yet to be finalized, I will recommend that the majority of any unrestricted resources to be set aside to protect the schools.

CENTRAL – RIGHT-SIZED

We will be streamlining the central office to ensure the majority of our resources are at the school site.

1. I have recommended a 30% reduction in most central offices. We are in the process of reviewing the budgets and discussing how to implement our decentralized governance model.

2. Further, I am considering a recommendation to reduce the work year for most non-school based employees. Besides providing substantial savings, it will emphasize that our highest priority is support of the local school.

3. We are also reviewing outside contractors with the goal of substantially reducing costs and administered accounts.

LOCAL DISTRICT OFFICES SUPPORT AND SERVICE TO SCHOOLS

Via the decentralization of the central office, the local district offices will be responsible for working with their schools to ensure each school receives the service and support they need.

1. However, I am recommending that local district offices be cut up to 50%. I will expect my leaders in the local districts to work smarter to target services to the schools that need the most support.

2. While we have benefited from many ancillary programs that support our student population, we must now cut some of these programs to focus our limited resources on our core instructional program.

LOCAL SCHOOLS – WHERE TEACHING AND LEARNING TAKES PLACE

My approach is to build a school district from the classroom out, so that we can minimize the impact on teachers. The percentage of cuts will be the lowest at the school level, but given the cumulative size of our school budgets, the dollar amount will be large.

1. Since we don't have all of the necessary budget information from the State, we must be conservative by noticing a potentially larger number of certificated employees on March 15th

a. All certificated administrators will be notified

b. Since central and local district certificated employees have rights to the classroom, we will need to notify some permanent teachers.

c. To ease the impact on our novice teachers, we have implemented an aggressive early retirement incentive program (ERIP)

NEXT STEPS

February 26th: 2009-10 Budget Development process with recommendation for March 15th letters

March –June: Hold public reviews of the budget to ensure we all agree on our priorities

Council of Great City Schools – Update on Stimulus Package 2/17/09

Disclaimer – details have not been finalized on how and when the funds will be allocated to LAUSD, especially the State Fiscal Stabilization funds

Overview of Federal Stimulus Package - Jeff Simmering

Five major types of aid to be expended over a 2 yr period (potential for flexibility to spread over 3 yrs)

  1. Non Categorical Aid – State Fiscal Stabilization: $40B for education (broadly defined)
    1. Proportionally allocated based on split b/w K-12 and higher education state reductions
    2. Distribution of funds will vary state by state, but can be used to backfill state cuts
    3. Distributed on per capita basis
    4. Use of funds are based on ESEA, IDEA, Perkins, School modernization or repair
  2. Categorical IDEA: $12.2 B ($11.3B traditional part B, $400M early Childhood, $500M infant and toddler)
    1. 50% of funds can be used to offset Spec Ed use of General Funds
  3. Categorical Title I: $13B ($10B Regular, $3B School Improvement)
    1. Allocated by targeted and equity formulas
    2. 95% will be passed through to LEAs
    3. 1% used for State Administration
    4. 4% school improvement activities
  4. Secretary Bonus or Incentive: states that have made good progress will be awarded $5B ($2.5 allocated on basis of Title I)
    1. Progress defined as states that are increasing equitable distribution of teachers, improved data systems, and improved assessments
  5. School Construction Bonds - $22B tax subsidizes or bonding authority
    1. After you sell your bonds the interest that you pay will be given a tax credit
    2. Can be used as new construction and land acquisition

Council of Great City Schools estimate of stimulus for LAUSD (over two years)

- Title I: $398M

- IDEA: $168M

- Ed-Tech: $9.7M

- State Stabilization has not been determined

Key Takeaways for LAUSD

1. We will need to be flexible in our projections until we receive the final allocations from the State

2. We need to be conservative with our projected use of our funds, because we do not know the magnitude of the cuts that from the State

3. Stimulus funds are one time funds, so we can not rely on using them to cover ongoing expenses

4. Depending on the cuts from the State, we will use the majority of the funds to help schools offset some of their reductions

Day 106 | 6:17 AM: SENATE APPROVES BUDGET PLAN!

http://cl.exct.net/?ju=fe5e1775726501787513&ls=fdf01672736d037572177274&m=fefc1172766306&l=feca16737661057a&s=fe391572756d017d761670&jb=ffcf14&t=

http://cl.exct.net/?ju=fe5d177572650178751c&ls=fdf01672736d037572177274&m=fefc1172766306&l=feca16737661057a&s=fe391572756d017d761670&jb=ffcf14&t=

Senate approves budget plan

The state Senate voted early Thursday to approve a massive budget package of tax increases, spending cuts and borrowing to close a $40 billion deficit after granting major concessions to one holdout Republican senator.
Read More
 

Tuesday, February 17, 2009

STIMULUS BILL PROMOTES STABLE, ADEQUATE FUNDING

SCHOOL FUNDING UPDATE from National Access Network, Teachers College, Columbia University

smf: ‘Adequate’ is never enough and ‘promotes’ is not ‘provides’. However…

17 February, 2009 - The $789 billion federal stimulus bill, which was passed by Congress last weekend, allocates roughly $100 billion for educational purposes. This figure is almost double the U.S. Department of Education’s $59.2 billion discretionary budget---and gives promise to education advocates that the Obama administration will live up to its commitment to reform and improve education in the United States. Shortly after the compromise was announced, Speaker of the House Nancy Pelosi’s office issued a statement emphasizing the importance of “strategic investments in education,” stating that education is “one of the best ways to help America become more productive and competitive.”

The stimulus bill, technically entitled the American Recovery and Reinvestment Act of 2009, calls for $53.6 billion to be put toward state fiscal stabilization, of which $39.5 billion is allocated for education (k-12 and higher education), and the remaining $8.8 may be used to avert budget cuts in education, or for other basic state services, as determined by the Governors. The bill identifies funding stability and adherence to scheduled formula increases (presumably including those required by court orders or legislative responses to adequacy litigations) as priorities.

Specifically, to be eligible for stabilization funds, the state must maintain support for elementary, secondary, and public postsecondary education at least at the levels of fiscal year 2006, and the funding received must first be used to restore state aid to school district’s under the State’s primary elementary and secondary education funding formulae to the greater of the fiscal year 2008 or 2009 level in each of fiscal years 2009, 2010 and 2011; where applicable, existing formula increases for elementary and secondary education for fiscal years 2010 and 2011 are to be implemented, allowing the funds to be used to permit the phase-in of previously enacted equity and adequacy adjustments. The strong action taken by the federal government to channel such a considerable sum of money into state education stabilization bolsters the legal argument that children’s constitutional right to an “adequacy” education includes both adequate and stable funding.

The Stabilization funding also is geared toward inducing states to address seriously a number of major issues that have arisen under the federal No Child Left Behind Act. Thus, in its application for funding, the states must provide assurances that they will address four key areas: 1) achieving equity in teacher distribution; 2) establishing a longitudinal data system; 3) enhancing the quality of assessments relating to English language learners and students with disabilities and improving state academic content standards; and 4) ensuring compliance with corrective actions required for low-performing schools. (Details on existing compliance problems in each of these areas are discussed in Michael A. Rebell and Jessica R. Wolff, Moving Every Child Ahead: From NCLB Hype to Meaningful Educational Opportunity ( 2008)). For specific details on the amount of funding for which each state is eligible under the American Recovery and Reinvestment Act, see the recent report of The Center on Budget and Policy Priorities.

In addition to providing stabilization money, the Act calls for a $13 billion increase in Title I funding, a $12.2 billion increase for the Individuals with Disabilities Education Act (IDEA), and $2.1 billion for Head Start and Early Head Start programs. The U.S. Secretary of Education may waive or modify existing maintenance of effort requirements. The Secretary will also have a $5 billion incentive grant fund to be awarded in 2010 to states that have made progress on initiatives like improving equitable distribution of teachers, establishing longitudinal data systems, and enhancing assessments for English language learners and students with disabilities.

Some Critics question the sustainability of programs after the 2-year infusion of federal stimulus money runs dry, and are concerned about the expanded federal role in education that will accompany the act. Others, however, see positive possibilities in the enhanced federal role. Jack Jennings, president of the Center of Education Policy was quoted in Education Week as stating that the Act “not only makes it more legitimate for the federal government to ask for accountability, it also [opens up] the questions of what should the feds be doing to help schools.”

Saturday, February 14, 2009

The news that didn’t fit from Feb 15th

STAFF DEVELOPMENT FOR TEACHERS DEEMED FRAGMENTED: Training Still Tends to Take Place Outside Schools
Thursday, February 12, 2009 12:02 PM
By Stephen Sawchuk | EdWeek | Vol. 28, Issue 21, Page 7  11 Feb 2008 – Washington -- Although American teachers spend more working hours in classrooms than do instructors in some of the top-performing European and Asian countries, U.S. students have scored in the middle of the pack on a number of prominent international exams in recent years.   That paradox appears to stem at least in part from


URBAN DISTRICTS COMPARE NOTES ON OPERATIONS:
Thursday, February 12, 2009 11:50 AM
By Dakarai I. Aarons | EdWeek | Vol. 28, Issue 21, Pages 1,14      Published in Print: February 11, 2009 -- Urban school systems are large businesses, charged with running a wide range of noninstructional functions that typically don’t garner them much national notice.   But now, thanks to the work of a coalition of big-city districts, their leaders are gathering data on how those operations


LEGISLATIVE LEADERS, SCHWARZENEGGER REACH TENTATIVE BUDGET DEAL
Thursday, February 12, 2009 10:17 AM
Giveth+Taketh away: The plan would cut $8.6 billion in K-14 education funding, but under the deal lawmakers would ask voters to change state law to restore that money for schools.           By Dan Smith and Kevin Yamamura | Sacramento Bee     Wednesday, Feb. 11, 2009 -- Legislative leaders and Gov. Arnold Schwarzenegger have reached a tentative deal to close the state's projected $40


DEAL REACHED ON $789 BILLION STIMULUS PACKAGE
Thursday, February 12, 2009 10:14 AM
Zachary Coile, San Francisco Chronicle Washington Bureau     The final package, likely to be approved by week's end, will be less generous to California than the House version of the bill. But the state will still reap tens of billions of dollars for education, infrastructure, health care costs and other programs.        Thursday, February 12, 2009 -- House and Senate leaders, under intense


Steve Zimmer: SCHOOL BOARD CANDIDATE LOOKS TO APPLY EXPERIENCE AS A TEACHER, COUNSELOR, ACTIVIST
Thursday, February 12, 2009 9:05 AM
BY VINCE ECHAVARIA | The Argonaut  Thursday, February 12, 2009 - As a 17-year educator, Steve Zimmer is hoping to apply his experience as a counselor and work with innovative classroom programs as a member of the Los Angeles Unified School District (LAUSD) Board of Education.  Zimmer, who has spent his teaching career at Marshall High School in Silver Lake, is seeking the school board's


LAUSD REACHES THREE-YEAR DEAL WITH EMPLOYEES UNIONS ON HEALTH BENEFITS
Thursday, February 12, 2009 8:54 AM
LAUSD reaches three-year deal with teachers unions on health benefits  Adolfo Guzman-Lopez | 89.3FM KPCC   Listen    February 11, 2009 -- The Los Angeles Unified School District and eight of its labor unions unveiled a tentative health and welfare agreement today that affects 250,000 employees, retirees, and their dependents. KPCC's Adolfo Guzman-Lopez has the story.  Adolfo Guzman-Lopez: Both


UNIONS, LAUSD AGREE ON HEALTH PLAN
Wednesday, February 11, 2009 4:40 PM
KNBCNews  BREAKING NEWS: 4:00 PM PST, Wed, Feb 11, 2009    AP - Jan. 29, 2008: Hundreds of Los Angeles Unified School District teachers and others take to the streets in a rally organized by their union, United Teachers Los Angeles, to protest state and local cuts to schools funding, in downtown Los Angeles.   LOS ANGELES -- One day after the union representing Los Angeles Unified School


RALLYING FOR SCHOOL FUNDS: Educators, parents protest proposed budget cuts, citing kids as custodians of future economy.
Wednesday, February 11, 2009 4:50 PM
Education    Demonstrators rally Tuesday at Glenoaks Elementary School. Reducing school funding would “put an entire generation of children at risk,” which “threatens the future workforce and economy,” said California PTA President Pam Brady. (Alex Collins/News-Press)  By Zain Shauk | Glendale news Press  Feb 11 - NORTH GLENDALE — State Supt. of Public Instruction Jack O’Connell rallied with


ARNOLD. GOP LEGISLATORS GET AN “F” IN EDUCATION
Thursday, February 12, 2009 9:17 AM
Peter Dreier | The Huffington Post        Read More: California Education Coalition, California School Boards Association; Association Of California School Administrators; Parent Teacher Association, California Teachers Association, Education; Budget; California; Arnold Schwarzenegger, Schools, Superintendents, Taxes, Teachers, Politics News   Posted February 9, 2009 | 06:33 PM (EST) You don't


THREE TOUGH STEPS TO FISCAL SANITY IN CALIFORNIA
Monday, February 09, 2009 12:18 PM
George Skelton, Capitol Journal | LA Times    February 9, 2009  -- From Sacramento -- California state government is collapsing. It has been for years, actually. Something needs to change drastically.  As President Obama remarked last week at a congressional Democratic retreat: "If you're headed for a cliff, you've got to change directions."  Sacramento is sliding fast toward the cliff's edge.


CHARTER SCHOOLS STRUGGLE TO SECURE SUITABLE CAMPUSES:
Monday, February 09, 2009 12:11 PM
L.A. Unified is required to provide space for charter schools, but many have been operating out of hotels and sharing campuses with traditional schools for years as unused campuses remain closed.  By Raja Abdulrahim | LA Times     February 9, 2009  -- More than five years ago, Ivy Academia's campus was a Hilton hotel. Students poured water from silver pitchers and teachers used ballrooms as


L.A. CHARTER STAFF REACHES TO TEACHER’S UNION
Monday, February 09, 2009 12:10 PM
Saying that things have changed at the celebrated campus, nearly 80% of faculty at the Accelerated School, near downtown, have turned in signature cards indicating a desire to join UTLA.   By Howard Blume | LA Times  February 9, 2009 -- A teacher-driven effort to unionize a celebrated Los Angeles charter school has, for the first time, extended the reach of the powerful local teachers union

TEACHERS SQUARE OFF FOR BOARD

Monday, February 09, 2009 11:34 AM
By Melissa Pamer, Staff Writer | Los Angeles Newspaper Group      2/9/09 -- After taking an unexpected turn last year, the race to replace Marlene Canter on the Los Angeles school board assumed an unusual dynamic: It became teacher versus teacher.   Two candidates have remained in the contest, following surprise signature- gathering glitches that knocked out a potential front-runner and another


SANTA ANA SEEKS TO EASE HIGH SCHOOL GRADUATION REQUIREMENTS: The current requirement of 240 credits, one of the toughest in the state, leaves students little room to retake failed courses. Officials hope lowering it to 220 will decrease the dropout rate.
Sunday, February 08, 2009 1:28 PM
Irfan Khan / Los Angeles Times - Brito David, left, and Eldi Urquiza, both 15, learn woodworking at Valley High School in Santa Ana.  By Tony Barboza | Los Angeles Times    February 8, 2009 -- While high schools across the state are toughening their graduation requirements to prepare students for college, one of the state's largest school districts is planning to make it easier for students to


THEATRICS BY THE TEACHERS

Sunday, February 08, 2009 12:53 PM
OpEd in the Los Angeles Newspaper Group By Richard J. Riordan, David A. Lehrer and Joe R. Hicks     February 8, 2009 -- Los Angeles is often referred to as the "entertainment capital of the world," with ample justification. The studios, stars and multimedia companies located here are truly the source of much of the world's diversions.   Last week, however, the city was entertaining the world for

Thursday, February 12, 2009

STAFF DEVELOPMENT FOR TEACHERS DEEMED FRAGMENTED: Training Still Tends to Take Place Outside Schools

Education Week

By Stephen Sawchuk | EdWeek | Vol. 28, Issue 21, Page 7

11 Feb 2008 – Washington -- Although American teachers spend more working hours in classrooms than do instructors in some of the top-performing European and Asian countries, U.S. students have scored in the middle of the pack on a number of prominent international exams in recent years.

That paradox appears to stem at least in part from a failing of the United States’ systems for supporting professional learning, concludes a new report released here last week. American teachers, it finds, are not given as many opportunities for on-the-job training as their international peers, and their effectiveness appears to suffer as a result.

The time U.S. teachers actually spend in professional training largely continues to take place in isolation, rather than in school-based settings that draw on teachers’ collective knowledge and skills, the report says.

Secretary of Education Arne Duncan addresses the audience during a press conference to announce the release of the National Staff Development Council report on professional development in Washington on Feb. 4. —Christopher Powers/Education Week

Despite some recent improvements in professional-training opportunities, “we’re way behind other countries that are high-achieving in terms of the time and intensive opportunity for deep learning they provide,” said Linda Darling-Hammond, a Stanford University professor who co-wrote the report with four colleagues at that university’s School Redesign Network. “We still see teachers engage in really short one- and two-day workshops rather than ongoing, sustained support that we now have evidence changes practices and increases student achievement.”

A new push to reorient staff development nationwide could come from the new U.S. secretary of education, Arne Duncan, who praised the report at its unveiling in Washington. In his remarks, Mr. Duncan named improving the quality of teaching “one of [the new federal education administration’s] top two priorities, along with raising standards.”

Ms. Darling-Hammond, who was one of President Barack Obama’s top education advisers during his run for the White House, said one way to do so would be to introduce “more clarity and purposefulness” into the spending criteria for the No Child Left Behind Act’s $3 billion Title II teacher-quality state grant program. ("Grants in NCLB to Aid Teaching Under Scrutiny," Dec. 3, 2008.)

Reviewing the Research

Linda Darling-Hammond addresses the audience during a press conference to announce the release of the National Staff Development Council report on professional development in Washington on Feb. 4. —Christopher Powers/Education Week

The report establishes an overall picture of the nation’s professional development by linking a review of the research literature on staff training with data from a nationally representative survey of teachers. It also incorporates information on the staff-development practices of countries such as Finland, Japan, Singapore, and Sweden, whose students excel on international tests, such as the Program for International Student Assessment, or PISA.

Ms. Darling-Hammond and her colleagues extensively reviewed the research literature on professional development. The review included a synthesis of results from those studies employing the most scientifically rigorous research methodologies.

That synthesis found that training programs of a certain duration—30 to 100 hours of time over six months to a year—positively influenced student achievement, while those with fewer than 14 hours had little effect.

The report’s authors also drew on qualitative research to outline common features of professional development that appear to be associated with changes in teacher practices. Such features include a sustained curriculum that is connected to teachers’ classroom practice, focuses on specific content, aligns with school improvement goals, and fosters collaboration among a school’s staff.

Lessons From Abroad

Professional-development practices in some of the top-performing industrialized countries frequently align to such a research base, while those in the United States largely contradict it.

Many of the countries that perform well on international achievement tests allow teachers relatively more time to meet together to share ways of improving their teaching than the United States does, and teachers spend fewer hours actually in the classroom, the report says. U.S. teachers spend about 80 percent of their working time engaged in instruction, while for most industrialized countries, the figure is only 60 percent.

In Japan, for instance, teachers engage during work hours in a practice called “lesson study,” in which colleagues observe one teacher’s lesson and then analyze it for strengths and weaknesses. ("In 'Lesson Study' Sessions, Teachers Polish Their Craft," Feb. 11, 2004.)

But in the United States, professional learning typically takes place in isolated settings, rather than being integrated into teachers’ day-to-day activities or with peers. Data from the federal Schools and Staffing Survey, a nationally representative survey of 130,000 teachers, revealed that in 2003-04, 92 percent of teachers reported participating in workshops over the past year, while only 22 percent made visits to other schools to observe good teaching in action, the report states.

Teachers’ lesson planning in the United States also averages between three and five hours a week and is typically scheduled independently, rather than coordinated with other teachers’ schedules. But in most European and Asian countries, teachers spend 15 to 20 hours a week on those activities and generally perform them in collaboration with their peers, the report says.

“In the U.S., professional development is predominantly an individual enterprise focused on serving individuals rather than focusing on what students need,” said Stephanie Hirsh, the executive director of the Dallas-based National Staff Development Council, a nonprofit membership body that seeks improvement to professional-development systems and the report’s sponsor.

Although no causal evidence exists to link other countries’ professional-development techniques directly to their scores on international tests, the alignment of those countries’ practices to the research “suggest[s] that there may be some connection between the opportunities for teacher development and the quality of teaching and learning that result,” the report says.

Experts who study teacher development abroad echoed many of the report’s findings.

“If we want professional teachers, we need to treat them like professionals. That means ensuring that they are accountable for results, but giving them the professional autonomy to teach well,” Susan K. Sclafani, an official in former President George W. Bush’s administration who has studied teacher development in Singapore, wrote in an e-mail.

“That means that they work together on addressing ‘difficult cases,’ children who do not learn easily to high levels,” she continued.

Beginning Improvements

Some emerging practices in the United States show signs of leading toward a vision of sustained profession learning that is more in tune with international practices.

For example, in the 2003-04 sass study, 63 percent of teachers said they took part in peer observation and 46 percent in mentoring or coaching, in which selected coaches observe teachers’ lessons, provide feedback, and model instructional practices. And nearly 71 percent of teachers with fewer than five years of experience reported being assigned a master or mentor teacher.

Research on the effects of coaching programs remains nascent, but the report deems the practice worthy of additional attention.

A tough look at overhauling the nation’s professional-development systems is also likely to raise controversial questions about other teacher-quality structures.

Ms. Sclafani, who is now the director of state services for the National Center on Education and the Economy, a Washington-based nonprofit group that promotes a tighter link between education and workforce development, noted that several of the top-performing countries have stricter front-end selection criteria for teachers, larger class sizes, and longer hours to facilitate on-site professional learning. The United States, in contrast, typically has lax entry standards and smaller classes, and the majority of teachers receive no more than 16 hours of training in their subject per year.

Questions about such differences should be on the table as stakeholders reconsider the nation’s systems for deploying professional development, Ms. Sclafani indicated.

“If we want to be a high-performing nation, we need to change our system and our practices,” she said. “Our children are no different.”

URBAN DISTRICTS COMPARE NOTES ON OPERATIONS:

edweek.org

By Dakarai I. Aarons | EdWeek | Vol. 28, Issue 21, Pages 1,14

Published in Print: February 11, 2009 -- Urban school systems are large businesses, charged with running a wide range of noninstructional functions that typically don’t garner them much national notice.

But now, thanks to the work of a coalition of big-city districts, their leaders are gathering data on how those operations are run, in the hope of improving their business practices.

The Performance Measurement and Benchmarking Project, led by the Washington-based Council of the Great City Schools, aims to help districts create benchmarks for operational performance and learn from other districts that are delivering services in the most efficient and effective way.

Days to Complete Work Orders

Districts’ timeliness in completing work orders varies widely. Those with lower completion times were more likely to have a management system in place with funding to address repairs. They were also more likely to have higher rates of customer satisfaction than those with longer wait times. - SOURCE: Council of the Great City Schools

“We thought it was important to launch this project so big cities could compare themselves to each other on operations that were critical to their mission, and we’d have some way of building some confidence and improving our overall noninstructional operations,” said Michael D. Casserly, the executive director of the council, which represents 67 urban school districts. “We really are extremely determined to improve academically and operationally, and we need good and comparable data to do both.”

The push for more data reflects a growing trend among district leaders to import methods used in private business, in an effort to show efficiency and progress to a skeptical public accustomed to reading about cases of waste and mismanagement in urban schools.

Beverly L. Hall, the superintendent of the 49,000-student Atlanta public schools, said the project also is a compliment to the council’s ongoing work on measuring and evaluating academic achievement.

“Even before the economic climate we are in, there are always people who are skeptical about whether the urban systems in particular were being efficient and effective,” said Ms. Hall, who chairs one of the council’s task forces that launched the data-gathering effort five years ago. “Now that we can benchmark, I think it will help us to do our own self-checking about our efficiency and effectiveness.”

3,000 Data Points

Through the work of the member districts and the council’s staff, more than 3,000 data points were collected to examine districts’ performance in four areas: business operations, finance, human resources, and information technology. The work is being done on a volunteer basis by school district executives, with no outside funding.

Since the latest round of data, a 264-page report called "Managing for Results in America’s Great City Schools,” was presented to members this past fall, district leaders have been using it for comparison purposes.

The project also produced four initial case studies, which looked at a handful of measures in procurement, maintenance operations, financial management, and food services. Known as the “essential few,” the measures were picked from a set of “key performance indicators,” considered important for superintendents and school board members to have for a quick understanding of the operational health of their districts.

“No one district has indicators that are exemplary,” Mr. Casserly said, “but there are some districts that seem to do uniformly better than others. We are doing case studies on their practices and what allows their indicators to be as good as they are.”

The goal, he said, is to transform those performance indicators into a discussion of policy and resources by superintendents and school board members.

One measure, for example, examined the number of teacher vacancies that had been filled by the first day of school. Districts reported between 46 percent and 100 percent of their vacancies filled, with the median at 64 percent.

In examining performance metrics in transportation, the council looked at the weighted average age of school bus fleets. Districts have to consider the capital costs of buying new buses against the maintenance costs of repairs for an older fleet. The report recommends using a “careful life-cycle cost analysis” to balance the two factors.

The data analysis revealed trends that reflect different climates. For example, the three districts with the oldest bus fleets were in balmy Southern California, where buses last longer, while Northeastern school districts were well represented among those with an average fleet age less than the median level of 6.7 years.

Ms. Hall said when her team uses the performance indicators to help set benchmarks for the Atlanta school system, they examine whether policy or local preferences contribute to higher or lower costs.

“When there are variations, we look at these as opportunities to improve our practices,” she said. “And we look at whether it is an intentional variation because of policies, or if there are things we should all be doing differently.”

Close Look

For example, she found that Atlanta spent more money busing students than some other systems did, which she explained as a legacy of an earlier time of busing for desegregation. Parents and communities, she said, now have become accustomed to having buses to transport children.

Atlanta also doesn’t benefit from a wide-ranging transportation system like that in New York City, where Ms. Hall has spent a majority of her career.

As the 408,000-student Chicago school district prepares its budget for the 2010 fiscal year, its operational teams are working on creating performance metrics for each of the district’s “cost centers,” such as transportation and food service. The benchmarking data from the council’s reports make up a key element of the process, providing information for staff members to use as they begin establishing goals, Chicago officials said.

“It’s a good check for us. You start the conversations of ‘Why is our performance at this level?’” Pedro Martinez, the district’s chief operating officer, said. “What that drives is also conversations with other districts to say ‘What are you doing better to reduce your cost?’ Sometimes it can be replicated, but sometimes it can’t.”

Mr. Martinez said the value of the data makes the labor-intensive undertaking worthwhile.

“We are seeing people welcome this. On the instructional side, they have always been under a lot of pressure to measure things,” he said. “Now that we are putting this on the noninstructional side, it changes things. People realize that it’s not just the instructional side that has to be accountable for performance measurement. We are all trying to get better.”

Mr. Martinez, who is the benchmarking project’s leader on financial measures, said finding comparable data on the business operations of school districts was often difficult in the past. Studies have examined government and private industry for benchmarking purposes, he noted, but not large school districts.

“Generally, we have found there is a lot of support from the superintendents and the chief financial officers and the chief operations officers,” Ms. Hall said of the project. “They want to really have these indicators against which to benchmark their work. Gone are the days where you could just say, ‘We believe we are efficient.’ You have to have metrics to measure it against.”

The Council of the Great City Schools used Six Sigma, a business-management strategy that includes complex statistical calculations, to help verify the data.

As part of the council’s goal of “fostering a safe environment” during the project, the raw data collected are shared only among staff of the council and the technical teams. All public reports of the data identify each district by a number, not by name. To further preserve confidentiality, the number is shared only with the school district for its staff to use in comparisons with other districts.

As the project continues, the council plans to do more case studies to examine other areas of performance, and it may send technical teams to look more deeply at districts that are performing at a higher rate.

Mr. Martinez said that for the next round of financial data, there are plans to break out the performance of districts by enrollment, which will allow for more-direct comparisons between the larger districts, such as Chicago and Los Angeles. One human-resource measurement will look at the rate at which teachers leave the profession within the first five years, for example.

Another next step for the project will be allowing districts to make real-time performance measurements through the council’s Web site. Mr. Casserly said members have tested a prototype, with the hope that a system will be up and running within a few months.

With the recession causing district budgets to take a hit, Ms. Hall said, the need for operational efficiency has become even more of an imperative.

“We have been doing this kind of work on the achievement side,” she said. “Now we have something similar in operations looking at our business practices. There’s nothing like a crisis to really drive it home.”

Coverage of leadership is supported in part by a grant from The Wallace Foundation.

 

LEGISLATIVE LEADERS, SCHWARZENEGGER REACH TENTATIVE BUDGET DEAL


Giveth+Taketh away: The plan would cut $8.6 billion in K-14 education funding, but under the deal lawmakers would ask voters to change state law to restore that money for schools.

By Dan Smith and Kevin Yamamura | Sacramento Bee


Wednesday, Feb. 11, 2009 -- Legislative leaders and Gov. Arnold Schwarzenegger have reached a tentative deal to close the state's projected $40 billion budget gap, according to sources close to the negotiations.

Staff members are working out some drafting issues, one source said, but a vote is scheduled for Friday.

The plan includes $15.8 billion in spending cuts, $14.3 billion in taxes and $10.9 billion in borrowing, according to a budget outline obtained by The Bee.  

continues after jump


Highlights Calif. budget proposal

Associated Press

By The Associated Press

Wednesday, February 11, 2009 -- Here is some of the language that emerged Wednesday as lawmakers and Gov. Arnold Schwarzenegger sought to forge a compromise on the state's budget deficit. Democrats want to bring a budget package to a vote on Friday.

Additionally, lawmakers were waiting to see how much federal money California would receive under the stimulus bill that appears headed to President Barack Obama's desk. It could change how much money the state would have to borrow to get through the next fiscal year.

Revenue:

  • Raises between $12 billion over two years or $14 billion over five years through a variety of taxes. Under the proposal, the higher taxes would be in effect for two years. However, Republicans would allow taxes to stay longer — nearly five years — if voters approved a state spending cap.
  • Increases the state sales tax by 1 percent for two years or five years.
  • Raises the fee for licensing vehicles to 1.15 percent of market value, up from the current .65 percent. A portion of the fee will be dedicated to law enforcement.
  • Adds a 12-cent gasoline tax.
  • Imposes a one-time 5 percent surcharge on people who owe personal income tax in 2009.
  • Reduces the amount taxpayers can claim on dependent care credit to the federal level of $100 instead of $300.

Cuts:

  • Reduces education spending by $8.6 billion over two years, likely forcing schools to lay off teachers, slash salaries and postpone spending on construction and textbooks purchases. However, the proposal would give districts greater flexibility in spending money that is normally dedicated to specific programs.
  • Continues a two-day-a-month furlough for 238,000 state workers, trims overtime pay and eliminates Lincoln's Birthday and Columbus Day as paid state holidays, saving $1.4 billion.
  • Cuts prison medical budget by 10 percent to save $181 million.
  • Eliminates the state's annual cost-of-living increases for recipients of the state's welfare-to-work program known as CalWORKS to save $79 million.
  • Eliminates the state and federal cost-of-living increase for seniors and disabled people receiving Supplemental Security Income/State Supplementary Payment for a $594.1 million savings.
  • Unless the federal government provides extra state aid, the legislative leaders have agreed to make further reductions to the courts; Medi-Cal, the state's health insurance program for the poor; CalWORKS; in-home support for seniors; and other social service programs by $948 million.

Borrowing:

  • Asks voters to approve a $10 billion plan to borrow against the lottery's future revenues over the next two fiscal years.
  • Asks voters to temporarily shift $227 million in voter-approved funding from Proposition 63, the state mental health fund, to pay for a low-income child development program known as the Early Periodic Screening, Diagnosis and Treatment Program.
  • Asks voters to redirect $608 million in First 5 money for early child development to other children's programs.

Budget reform:

  • Imposes a limit on the amount the state can spend each year based on state revenue over the previous 10-year period. Money above that amount would be saved in a rainy day fund.

Protecting education:

  • Asks voters to modify Proposition 98, the voter-approved minimum school funding guarantee, to protect education funding when state revenue rebounds after lean budget years.

Economic stimulus:

  • Grants tax credits for small businesses, corporations that operate in multiple states and movie studios to encourage production within the state.
  • Removes environmental hurdles for some transportation projects through 2010. Allows the state to expand partnerships with private companies on projects such as toll roads.
  • Exempts environmental reviews for selling surplus state property.

SACcBee continued

Leaders are counting on federal stimulus money as the package approaches closure in Washington. If California receives at least $10 billion, more than half of that money -- $5.5 billion -- would eliminate the need for a short-term loan, while $1.8 billion would eliminate taxes and $1.2 billion would eliminate spending cuts.

The plan would raise sales taxes by 1 cent on the dollar, increase income taxes across the board and hike the vehicle license fee from the current 0.65 percent of the vehicle's value to 1.15 percent. The taxes would last a minimum of two years. If the federal stimulus money arrives, the income tax increase would be reduced.

The proposal would cut the state's dependent credit in half, raising taxes for parents and those who take care of elders.

The deal asks the Legislature to approve whatever deal is struck between Schwarzenegger and state employee unions to save $1.3 billion, whether through furloughs or other means. Administration officials have been bargaining with labor unions over the governor's twice-monthly furlough plan, which began last week.

While businesses were unable to obtain rollbacks in labor provisions related to meal breaks and overtime pay, they scored victories on tax code changes. A major shift in how the state calculates each company's sales could save businesses an estimated $650 million in state taxes. Republicans also have asked for a $2,000 tax credit per each new employee hire.

The budget package relies on $10.9 billion in borrowing. State leaders are counting on a plan to borrow against future California Lottery revenues, which also would require voter approval. The lottery proposal, passed last year in the Legislature, estimated that California would receive $5 billion in the next fiscal year for budget relief, but it is unclear whether the state could obtain as much money given the economic downturn and tight credit market

The state would obtain another $5.5 billion in short-term loans with no defined way to pay it back by 2011. If the state receives more than $10 billion in stimulus money, it would not seek those loans.

The plan would cut $8.6 billion in K-14 education funding, but under the deal lawmakers would ask voters to change state law to restore that money for schools. The proposal also reduces money for California State University and the University of California by 10 percent.

Schwarzenegger would score wins on environmental changes to stimulate construction, under the plan. The proposal gives the state unlimited authority to use public-private partnerships for state transportation projects through 2017. It also authorizes a limited number of projects to use a process that combines the design and construction phases of projects, a change opposed by the state's public engineers' union. And the proposal exempts eight major state highway projects from environmental review while allowing for an expedited permitting process.

Legislative leaders met with Schwarzenegger until late Tuesday night and have tentative plans to convene today. Both Republican caucuses have scheduled lunch meetings.

Senate Republican leader Dave Cogdill said he could not guarantee votes, but told his members that the deal is as good as they're going to get. "I've negotiated it to the point where I think it doesn't get any better," he said today, emerging from a private GOP caucus. "We're waiting to see all the language and all of that so I'm not ready to commit who the votes will be at this point."

Other legislative leaders were more vague.

Asked to confirm a tentative agreement, Assembly Republican leader Mike Villines responded with a short e-mail saying simply: "Sorry ... I can't say anything buddy."

Senate President Pro Tem Darrell Steinberg, speaking to the Sacramento Press Club luncheon, said there was a "common framework" for a deal with some details to be worked out.

Assembly Speaker Karen Bass said, "We're very close and I'm optimistic that we'll have a vote before the week is over."

But Bass declined to confirm a deal, saying that language must be drafted and there are several "loose ends" to be tightened.

"I've been in this position now, it seems like every week for the last five weeks," she said. "And, you know, we get back in the room and something blows up."

As a trade off for new taxes, Republicans demanded that the deal include a limit on future state spending. Under the tentative agreement, the restriction would require the state to place money into a rainy-day fund after reaching a limit determined by state revenues over a 10-year period.

Voters would have to approve the spending limit, likely in a special election later this year, and it is particularly controversial among education groups who constantly seek more state money for schools. Concerned that the state's powerful teachers' union would try to kill the spending restriction at the ballot, budget negotiators included a provision that would extend the new taxes to five years if the spending cap passes.

Steinberg told the Press Club the spending cap would not include Proposition 98, the 1988 ballot measure that guarantees levels of state support for schools. School spending, he said, would still increase along with future revenues.

Economists have estimated that California could receive at least $10 billion in federal stimulus relief for schools and social services. That money could offset some proposed budget cuts in those areas, depending on how much California receives.

Steinberg said the state is counting on "significant" money from the federal government from the stimulus package that is approaching closure in Washington. That money, he said, could offset some proposed budget cuts, depending on how much California receives.

Republicans and Schwarzenegger also asked for business-friendly changes in environmental and labor laws, emphasizing that looser regulations would help the economy rebound in California. While sources said unions have been successful in fighting labor changes, the deal exempts some major state highway projects from environmental review to hasten construction.

Steinberg said a deal must be approved this week to head off postponement of 145 Caltrans projects, "massive" layoffs of state employees and a further lowering of the state's credit rating.

Asked if large-scale layoffs could be averted, Steinberg answered, "Things are moving in a positive direction."

The leaders have been especially tight-lipped about details of the budget elements, fearing too much advance knowledge will allow interest groups to mobilize and pressure lawmakers. One of the most powerful labor groups, Service Employees International union, launched an attack this afternoon after early reports of a deal.

"The cash crisis is real and needs to be solved with new revenues," said Courtni Pugh, SEIU executive director. "It is not an acceptable trade to fix this year's budget by destroying our future with deeper cuts made permanent by a budget cap."

A Teamsters official recently threatened to launch a recall against lawmakers who vote to approve a relaxation of labor rules. The California Republican Party next week will consider a resolution to censure any GOP lawmaker who votes to increase taxes.


Jim Sanders, Shane Goldmacher and Aurelio Rojas of The Bee's Capitol Bureau contributed to this report.

DEAL REACHED ON $789 BILLION STIMULUS PACKAGE

SFGate

Zachary Coile, San Francisco Chronicle Washington Bureau

The final package, likely to be approved by week's end, will be less generous to California than the House version of the bill. But the state will still reap tens of billions of dollars for education, infrastructure, health care costs and other programs.

 

Thursday, February 12, 2009 -- House and Senate leaders, under intense pressure from President Obama, buried their differences over competing economic stimulus bills Wednesday and agreed to a $789 billion package aimed at jump-starting the economy.

The final package, likely to be approved by week's end, will be less generous to California than the House version of the bill. But the state will still reap tens of billions of dollars for education, infrastructure, health care costs and other programs.

At least 12 million California taxpayers will see their payroll taxes cut, although lawmakers trimmed the tax cut from $1,000 to $800 for couples earning up to $150,000, and from $500 to $400 for individuals making up to $75,000.

A $15,000 tax credit for new home purchases, which home builders and real estate interests pushed to revive the housing market, was pulled from the bill. But car buyers will be able to deduct the sales tax they pay on a new vehicle.

The deal was announced in embarrassingly awkward fashion. House Speaker Nancy Pelosi was noticeably absent when Senate Majority Leader Harry Reid stepped to the microphones Wednesday afternoon to say, "The difference between the Senate and House versions we've resolved."

But, in fact, they hadn't.

Pelosi and other House Democrats, including Martinez Rep. George Miller, were still negotiating over key provisions, including trying to boost the amount of money for school construction. White House Chief of Staff Rahm Emanuel, who helped broker the deal, was called in to iron out the differences.

Money for education

By late afternoon, Obama had issued a statement praising the deal. Pelosi stepped out of negotiations briefly Wednesday evening, saying the delay had allowed her to nail down a promise of more money for education.

"We have come to an agreement with the Senate as to how we'll go forward, and I think people are pretty happy about that," she said. "We had to make sure that the investments in education were there."

Lawmakers said the deal would restore about $10 billion in a fiscal stabilization fund for the states, which was cut in half by the Senate. Under the Senate bill, California would have received about $4 billion, and that share could grow by about $1 billion under the compromise.

Governors would be allowed to use the money to modernize public schools but not build new ones.

The deal showed the immense clout of three Republican senators, Susan Collins and Olympia Snowe of Maine and Arlen Specter of Pennsylvania, who demanded that the price tag be kept under $800 billion. The three moderate GOP members also fought for, and won, more tax cuts and more infrastructure spending.

Spending, tax cuts

The final bill is a mix of about 65 percent spending and 35 percent tax cuts, with roughly $150 billion devoted to spending on highways, bridges, water systems, electricity transmission lines, broadband expansion and other infrastructure projects.

"I'm particularly pleased that we have produced an agreement that has a top line of $789 billion," Collins said. "It is a fiscally responsible number that reflects our efforts to truly focus this bill on programs and policies and tax relief that will help turn our economy around."

But some House Democrats were unhappy with the way the deal was negotiated with the Senate. Rep. Barbara Lee, D-Oakland, chairwoman of the Congressional Black Caucus, said she was upset that tax provisions kept growing even as spending programs to help those hard-hit by the recession were shrinking.

"I'm very disappointed at how the Senate negotiations have gone. ... You have two or three members of the Senate negotiating the bill for the whole country," she said.

Details are unclear

Details were still sketchy Wednesday night, but Lee said she was pleased to hear some money had been restored for education and for a program to help communities buy foreclosed properties.

"We want to support the president. We know this is not a perfect package," she said. "We were very disappointed it didn't go further in the negotiations in alleviating suffering ... but we understand the political realities of what is taking place."

The final bill includes a $70 billion provision to keep the alternative minimum tax from hitting upper-middle-class taxpayers, a provision the Congressional Budget Office said would do little to stimulate the economy.

But the measure also provides $14 billion for one-time $250 payments to Social Security recipients, poor people on Supplemental Security Income, and veterans receiving disability and pensions, all of whom are seen as likely to spend the money quickly.

House Republicans denounced the deal. House Minority Leader John Boehner, R-Ohio, said, "It appears that congressional Democrats have made a bad bill worse by reducing tax relief for working families to pay for more wasteful government spending."

Stimulus compromise

Highlights of a nearly $789 billion version of President Obama's economic recovery plan agreed to by Democrats and moderate Senate Republicans. Additional debt costs would add about $330 billion over 10 years. Many provisions expire in two years.

Spending

-- Aid to poor/unemployed: $40 billion to provide extended unemployment benefits; $20 billion to increase food stamp benefits.

-- Direct cash payments: $14 billion to give one-time $250 payments to Social Security recipients, poor people on Supplemental Security Income, and veterans receiving disability and pensions.

-- Infrastructure: $46 billion for transportation projects; $8.4 billion for mass transit; $8 billion for construction of high-speed railways and $1.3 billion for Amtrak; $4.6 billion for the Army Corps of Engineers; $4 billion for public housing improvements; $6.4 billion for clean and drinking water projects; $7 billion to bring broadband Internet service to underserved areas.

-- Health: $21 billion to subsidize insurance premiums for the unemployed under the COBRA program; $87 billion to help states with Medicaid; $19 billion to modernize health information technology systems.

-- State aid: $5 billion to help states defray budget cuts.

-- Education: $54 billion in state fiscal relief to prevent cuts in state aid to school districts, with up to $10 billion for school repair; $26 billion to school districts to fund special education and the No Child Left Behind law for students in K-12; $17 billion to boost the maximum Pell Grant by $500 to $5,350; $2 billion for Head Start.

Taxes

-- New tax credit: Approximately $115 billion for a $400 per-worker, $800 per-couple tax credits in 2009 and 2010.

-- AMT: About $70 billion to spare about 24 million taxpayers from being hit with the alternative minimum tax in 2009.

-- Home buyer credit: $3.7 billion to repeal a requirement that an $8,000 first-time home buyer tax credit be paid back over time for homes purchased from Jan. 1 to Aug. 31, unless the home is sold within three years.

Steve Zimmer: SCHOOL BOARD CANDIDATE LOOKS TO APPLY EXPERIENCE AS A TEACHER, COUNSELOR, ACTIVIST

BY VINCE ECHAVARIA | The Argonaut

Thursday, February 12, 2009 - As a 17-year educator, Steve Zimmer is hoping to apply his experience as a counselor and work with innovative classroom programs as a member of the Los Angeles Unified School District (LAUSD) Board of Education.

Zimmer, who has spent his teaching career at Marshall High School in Silver Lake, is seeking the school board's District 4 seat held by Marlene Canter in the election Tuesday, March 3rd. District 4 includes the local communities of Westchester, Venice, Mar Vista, Playa del Rey, Playa Vista and Del Rey.

While he has valued his time in the classroom interacting with students, Zimmer says he is ready to use that experience to help a school district, which has faced a variety of struggles, move forward.

"I'm passionate about the learning and teaching process," said Zimmer, who began teaching English as a second language at Marshall High and now teaches English and history in addition to counseling.

"I live for the engagement of that life experience (of the students) with the subject matter."

The Hollywood resident said he spends his time both teaching and working as a counselor with intervention programs that help at-risk students. He says he has "seen innovation work within LAUSD" and wants to ensure the district is represented by someone who has experience in the classroom in addition to developing innovative programs and addressing health issues.

"We have been able to create very successful programs at Marshall and have so many support services in place," Zimmer noted.

A native of Connecticut, Zimmer earned his Bachelor of Arts from Goucher College in Baltimore and moved to Los Angeles to join Teach for America in 1992. He believes he is the candidate who can bring people to the table while maintaining much of the independence represented by current District 4 member Canter.

Referring to the district's economic challenges as it faces a more than $250 million budget deficit and deals with the aftermath of a payroll debacle last year, Zimmer says the district needs to have strong leadership when challenging the budget priorities and the governor.

"For far too long the district has prioritized things other than the classroom in its financial decision making," he said.

In the District 4 race, Zimmer is opposing Michael Stryer, a Fairfax High School teacher and former executive at what is now investment bank J.P. Morgan. The two men recently discussed their priorities at candidate forums in West Los Angeles and Woodland Hills.

Zimmer says he and Stryer do not seem to differ tremendously on issues but in terms of perspective, saying Stryer has worked in finance and the private sector, while Zimmer has the perspective of a community organizer. Among the endorsements Zimmer has received are from Los Angeles Mayor Antonio Villaraigosa, United Teachers Los Angeles union and the Los Angeles County Federation of Labor, while Stryer has been backed by 11th District City Councilman Bill Rosendahl and the Los Angeles Times.

As a candidate seeking the District 4 seat, Zimmer calls the district the "most diverse in LAUSD in every way," including demographics as well as "temperature-wise," referring to its coverage from the San Fernando Valley to the coastal communities.

"In a lot of ways it's a snapshot of L.A.," he said.

Zimmer says as a candidate, he has become familiar with communities in the Argonaut coverage area and notes that while the district needs to work to raise the "excellence bar" for performance at some schools, the local community schools have extraordinary potential.

One of Zimmer's priorities that he wants to apply in communities such as Del Rey is having safe passages to school. With the Westchester area's move toward local governance as five schools have voted for autonomy within LAUSD, Zimmer says he is a strong supporter of the effort.

"It's a critical experiment for the district with an important and well resourced partner in LMU," said Zimmer, referring to the Loyola Marymount University Family of Schools. "We need to really have genuine autonomy while staying in the district and not going charter."

While Zimmer says it will be difficult to have changes with autonomy while maintaining the diversity of the schools and the rights of teachers, he is looking forward to working with the groups involved in the effort.

If elected to the school board, Zimmer says he will focus on three primary issues — safe schools for every student, meaningful options for every family and excellence. In regard to safety, Zimmer said he will work to ensure students feel safe at school and have safe passages to and from school.

As a board member, he would also try to help families be able to make choices regarding their child's public education and would work to ensure that the best teachers are recruited and receive proper training.

With the election less than a month away, Zimmer says it will be difficult to leave teaching behind if he earns a seat on the school board, but he believes he has the background to contribute to education in a different way.

"I feel very strongly that if you have a set of skills that can help in a crisis, then you should try to step up and lend a hand," he said.