4 EDCAL April 23, 2018
LAD
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results. The LCFF established a new way to
redistribute Proposition 98 funding. How-
ever, this new funding distribution method
did nothing to increase the total amount of
funding.
In a study released in February 2018 by
the Learning Policy Institute, “Money and
Freedom: The Impact of California’s School
Finance Reform,” researchers found that
LCFF revenue increases have a significant
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impact on the average high school gradua-
tion rates for a plurality of student demo-
graphics in districts statewide.
ACSA urges the Legislature and the
governor to establish new LCFF targets
in this legislative cycle. At a minimum, we
believe the new total LCFF target should
be a base grant that is the national average
for every California school district, plus the
supplemental and concentration grants as
additional resources for eligible local edu-
cational agencies. ACSA is co-sponsoring
AB 2808 (Muratsuchi) which establishes a
higher LCFF base grant funded by growth
within Proposition 98. The funding goal set
within the Local Control Funding Formula
should be adjusted to reflect current and
future funding needs, and Muratsuchi’s AB
2808 provides an avenue to achieve those
objectives.
ACSA requested the following: Increase
LCFF funding levels through the base
grant, while maintaining the supplemental
and concentration grant funding levels;
create a new long-term education funding
plan; and support Muratsuchi’s AB 2808.
AB 1220
Another issue ACSA members were
promoting to policymakers was to support
Assemblymember Shirley Weber’s AB
1220. This is a bill Weber introduced last
year and is still under consideration in the
Capitol.
It is often stated that a teacher is the
most important individual for a student’s
academic success. If that is the case, then
public policy must ensure that teachers
receive the best opportunity to succeed.
ACSA believes AB 1220 would be a move
in that direction.
California is facing a severe teacher
shortage due primarily to a high number of
retirements and high turnover. The supply
of quality candidates is shrinking while the
number of inexperienced teachers is in-
creasing. Exacerbating the problem is that
often school leaders must make a decision
whether or not to grant permanent status
to a teacher after they have only had 15-18
months on the job.
A new teacher faces many challenges.
These challenges range from managing the
complexities of providing differentiated
standards-based and engaging instruction
to meet the needs of each student, effective-
ly collaborating with peers, engaging par-
ents in a meaningful way, and learning to
manage a classroom all within 15 months.
California is one of only five states that
has a probationary period of two years
or less. Because of statutory deadlines,
California’s probationary law is the shortest
of all. Thirty-two states have a three-year
probationary period; nine states have four-
or-five years; and four states have no tenure.
One method to maintain the quality of
teacher candidates is to extend the proba-
tionary period for new teachers in order
to provide them the tools for long-term
success. A third year of coaching, mento-
ring, or professional development for new
teachers will help the employee improve,
keep them in the teaching career and
strengthen the academic achievement for
students. A third year will result in a better
prepared teacher, reduce the turnover of our
newest teachers, and ultimately enhance the
academic success for our students.
ACSA supports an extension of the
teacher probationary period to three years.
In the third year of probation, a teaching
candidate shall be observed, coached and/
or mentored, and provided feedback. At
the end of the third year, the school district
maintains the ability to non-reelect the
probationary employee.
School celebrates continuing ed, culture
Silicon Valley Adult Education joined
other California adult schools in honoring
Adult and Continuing Education Week,
April 9-13.
The week’s theme was “Today’s Stu-
dents, Tomorrow’s Workforce.” The San
Jose school provides instruction to more
than 1,200 adults every year.
“Many people want to work in our
community, and we can help them develop
skills to fill local jobs that are available,”
said Silicon Valley Adult Education
Principal Gloria Curd. “Our Adult Basic
Education, High School Diploma and ESL
classes lay the groundwork to meet the
basic skills required by employers.
Those who already possess those skills
can step right into our career training pro-
grams in such fields as healthcare, automo-
tive repair, and construction trades, many of
which lead to paid internships.”
Visit Silicon Valley Adult Education
online at www.metroed.net/SVAE.
ACSA 2018 LEADERSHIP SUMMIT
NOVEMBER 8-10, 2018 | SAN DIEGO
#acsasummit
CALL FOR PRESENTATIONS
Share your tools, your solutions and your knowledge!
ACSA’s premier professional development event is an opportunity for school leaders to share, network and communicate with one another. In 2018, our goal is to develop and strengthen the attendees’ leadership skills. We would
like to invite our members to present at this year’s Summit in San Diego, November 8-10, 2018. These sessions should encourage participation, sharing and networking between the presenters and attendees. We are looking for
informative and energetic presentations that highlight a specific practice that fall under one of this year’s conference themes:
■ DESIGN THINKING
■ TRANSFORMATIVE LEARNING
■ COACHING AND MENTORING
■ FOSTERING CLIMATE AND CULTURE
This year concurrent breakout sessions will be 60 minute sessions to be held all three days of the event. We encourage teams to submit their presentations and if selected, up to 5 presenters can register for the Summit
at the reduced presenter rate.
To be considered, please complete your submission online. The submission must include the title and description of the presentation and what “tools” the participant can expect to leave the session with.
To submit a proposal, visit www.acsa.org/leadershipsummit
All proposals must be received by April 25, 2018