Central Point School District #6

Jackson County School District 6:

The 2012-2013 budget reflects anticipated expenditures in the second year of the 2011-2013 biennium. As you recall, funding for the ’11-’13 biennium was set by the State at approximately 8% less than the ’09-’11 biennium.  This reduction followed a 5% cut from the previous biennium.  In effect, District 6 has made budget reductions in each of the last four years.  Budget cuts have primarily occurred through the elimination of personnel and reduced contract days for staff.  School District funding is dependent on State School Support funds, which are generated through taxes based on economic growth.  The State, as well as the national economy has been sluggish at best.  Current economic conditions indicate a slow, long term recovery for Oregon.

Based on budget decisions made last year, and the savings generated by contracting out transportation, the District is able to carry over approximately 12% of the 2011-2012 budget.  This carryover is largely represented by one-time sources of revenue that have been expended.  The greatest portion of carryover funds was the result of Federal Stimulus money, provided through the American Recovery and Reinvestment Act, State Fiscal Stabilization Funds, and the Edu-Jobs bill.

Based on current budget projections, the District will spend approximately 8 million more over the next three years than received in revenue. These projections are based on current staffing levels and the present ten day cut in the school year.  Absent an increase in State funding or a method of cost containment, the District will not have adequate resources to operate at the existing level through the 2013-2015 biennium.

Other factors that have an impact on the budget include; student enrollment, cost of instructional supplies, and utility costs, such as gas and electricity.  These are factors we don’t have control over, yet impact revenue and expenditures.   Perhaps the greatest cost issue we face going into the 2013-2015 biennium is the projected increase in PERS.  We estimate it will cost the District an additional $800,000 more the 2013-2014 budget, compounding each year compensation is increased. We must plan for this impact now so we aren’t faced with absorbing the increase in one year.

Based on the impact of the PERS increase in the 2013-15 biennium, this budget proposal includes funds to be set aside for this purpose.  In addition, the proposed budget reflects no increase in the number of employees, except as required through contract and federal mandates.  Therefore, anticipated funding will not allow for full staffing and a full academic year.  The budget will be based on the required State Education Compact, which replaces the previous District Improvement Plan.  Guidelines will continue to be based on goals in the District Strategic Plan and our Theory of Action.  Though funding is not adequate to implement these goals as intended, they still represent the best strategy for academic success.

Funding will be allocated on the following objectives;

1. Distribute the existing resources equitably across the District.
2. Maintain essential structures and programs that have demonstrated success.
3. Keep core instruction, the teacher and the classroom as the highest priority.

With these objectives in mind, focus will be on the following priorities;

• Maintain or increase instructional days.
• Maintain or improve class sizes at all levels.
• Provide for younger students and high needs students.
• Implement new Graduation Requirements and Standards
• Continue efforts in Professional Development
• Prioritize building maintenance needs
• Maintain technology support systems for instruction and management
• Maintain extra-curricular activities for students.
• Plan a three year budget, through the 2013-2015 biennium, maintaining a 5% Ending Fund Balance as stated in Board Policy DBDB

Respectfully,

Randy Gravon
Superintendent/Clerk

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The current trend to globalize our educational programs and the growing influence of technology on our lives requires today’s students to develop different and evolving skill sets to cope and thrive in this changing world. As computers continue to grow in every aspect of life, our education institutions must prepare students to work in a computer-driven economy.

Over 70% of American workers use a computer at work and use is growing rapidly. Routine based tasks are increasingly completed by computers and/or outsourced; therefore work for a growing number of Americans will be jobs that cannot be processed simply by a computer. We will need to teach our students to identify and solve problems (critical thinking); and to engage in complex human interactions (leading, teaching, collaborating and negotiating). If the U.S. is to maintain its high technology status in today’s global economy, computers must be given a more integral role in our schools. We will need to focus on fostering 21st century skills and knowledge rather than preparing students to do well on high stakes standardized tests. Students are more than ready to embrace the digital world, today’s students have grown up using digital technology in many aspects of their lives.  It is our responsibility to teach students to use technology to solve problems, not as a recreation tool or for simple routine based tasks.

Surveys show that, of young people aged 12-17:

• Over 50% have their own blog or contribute to another blog or website
• Over 50% download music
• Over 90% use the internet to search for information for class assignments
• Over 80% are given internet assignments to complete at school
• Over 60% are using online dictionaries, encyclopedias and thesauruses
• Over 70% say that having access to the internet helps them earn better grades

Despite the prevalence of technology in many parts of society, schools lag behind in teaching students to use it as a tool. This is true despite massive investments in educational technology over the past several decades. Since 1996, over $10 billion has been spent to acquire and integrate computer-based technologies into American schools. The federal government has spent an additional $3 billion. This has been one of the most costly educational initiatives in recent times. The U.S. ratio of students to computers has dropped from 125:1 in 1983 to 3:1 in 2008. Today, there is a growing trend in education to provide every student a laptop computer allowing them 24/7 access to the internet.   The State of Maine has been a national leader by providing Apple iBooks to all middle school and high school students and all teachers. Henrico County in Virginia and Cobb County in Georgia have provided laptops to all students in grades 6-12, over 45,000 computers. Texas is currently implementing a statewide rollout by providing laptops to all high school students.  Smaller, more transportable computers; such as the iPod, iPad, and Kindle, have provided greater access to more and younger students.   Many school districts across the county have implemented 1:1 programs with the goal of providing every student a personal digital application tool.

Does the massive investment of providing every student with a computer justify the benefits?

According to a study in 2007 by M. Dunleavy, S. Dexter and W.F. Heinecke, for the Harvard Graduate School of Education, there is much left to study and learn regarding the long term impact of technology on learning.  However, the result of their study of schools in Virginia indicates that the 1:1 student to networked laptop ratio contributes generally and significantly to the effectiveness of the learning environment.  They found the following factors:

• Improved academic achievement
• Increased equity of access/overcoming the digital divide (the haves and the have nots)
• Increased economic competitiveness of state or region
• Effects a transformation in the quality of instruction through increased student-centered   instruction; differentiated learning; problem or project-based learning and the use of higher order thinking skills.

I’m not surprised by these findings.  My own observations in Jennifer Anderson’s 3^rd grade classroom at Central Point Elementary demonstrated how proficient even young students are with technology.  The cost of using technology is not just related to hardware and software, there is a significant impact on teacher time as well.  Ms. Anderson has invested untold hours into creating and implementing a curriculum that utilizes technology. We have many teachers in District 6 who have taken on similar challenges.

This reflects the changing landscape of public education.  It is exciting and challenging work that must be done.  We are fortunate in District 6 to have teachers who embrace these challenges and move our entire organization ahead.  In the end, it is our students who reap the benefits.

Randy Gravon

Superintendent