District Office Hours
Monday – Thursday: 7:30 AM – 4:30 PM
District Office Hours
Monday – Thursday: 7:30 AM – 4:30 PM
Thursday, May 16, 2013
District Office – board room
300 Ash Street, Central Point
Tuesday, May 28, 2013
Patrick Elementary – room 18
1500 Second Avenue, Gold Hill
There was a tragic shooting at Sandy Hook Elementary School in Newtown, Connecticut today, December 14, 2012. This is yet another sad day for our country, and all school communities. Tragedies like this make us all understandably concerned about the safety of our own schools and our own children. Please know that in District 6 your child’s safety is our highest concern. We have emergency plans in place to ensure that all schools are as safe as possible. If you are concerned about the reaction of your child to these events, talk with your child’s teacher or your school principal.
We received notification from Central Point Chief of Police Kris Allison that CPPD will have increased patrols around our schools in response to the tragedy in Connecticut. The police have also assured us that any report from staff of anything suspicious will be a top priority.
In addition to increased police patrols, we will have our district counselors and school psychologists available to the schools to work with individual students or groups who may need help.
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;
With these objectives in mind, focus will be on the following priorities;
Central Point School District Board of Directors has implemented a process for “paperless” school board meetings. To view agendas, minutes and information for board meetings, click on the BoardBook link under Quick Links to the left, or go to the blue top bar – click on About Us and scroll down to Board & Budget meetings, this link will include archived information.
Focus On Education was the bi-monthly newsletter Central Point School District 6 sent out to patrons in the 1960’s, 70’s and 80’s, before the cost of mailing became prohibitive. With today’s technology, we can cost effectively send out a newsletter through the internet to better communicate what’s happening in your schools.
Focus On Education Vol. 1 Issue 1 (PDF Download)
We want to include you on our communication list to receive the new Focus On Education Newsletter being published online by the District.
Subscribe to future issues of Focus On Education here: http://www.district6.org/focus/subscribe/
Thanks for your support of District 6 education and the children of our community.
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:
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:
I’m not surprised by these findings. My own observations in Jennifer Anderson’s 3rd 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.
Summer has finally faded and we are deep into the brilliant colors of fall, warm days and colder nights. Students and staff have settled into a weekly routine and schools are buzzing with the sounds of learning. This is one of my favorite times of year.
As we head into the holiday months I continue to be impressed by what I see in the classrooms, teachers are providing challenging instruction and students are responding enthusiastically. Class sizes are larger than we’d like and resources are not as plentiful as previous years’, but the quality of instruction is the best I’ve ever seen. Our schools teach more students at a higher level than ever before. This is not just my opinion, State and Federal assessments document our success. Crater scored a trifecta on the Oregon School Report Card with all three high schools; Crater Renaissance Academy, Crater School of Business, Innovation and Science and the Crater Academy of Health and Public Service recieving “Outstanding” ratings by the State. In addition, all three high schools met Adequate Yearly Progress standards under No Child Left Behind. Very few high schools in the state met both of these benchmarks. All of our schools showed growth on State and Federal assessments with CPE missing an “Outstanding” ranking by .03 %.
The look of public education is changing in Oregon and across the nation. In District 6 we have been engaged in a reformation of our schools since 2005 when Crater High School received a Gates Foundation Grant to create small autonomous high schools within the Crater campus. The success of this initiative has been demonstrated annually with improved assessment scores, an increase in graduation rates and more students going on to higher education. We quickly realized you can’t change the high school without changing the middle and elementary programs as well. All of our teachers and administrators have engaged in on-going professional development to learn the skills necessary to prepare our students for the 21st Century. The result has been a steady pattern of growth in all of our schools.
What does 21st Century education look like? There is no clear answer to that question, but we know it will be significantly different than education of the past 20 years because the world has changed significantly during that period of time. There was no internet, no smart phones, and far less technology. The global economy was simply a concept at that time and few saw China and India as the emerging economic superpowers of the next century. Today we know our students must compete globally for future jobs and they must be able to think adaptively. That’s why much of our reform effort is focused on critical thinking and problem solving. It will not be enough for our students to simply know information, they must be able to use it critically and creatively and the must be able to effectively communicate and collaborate with others.
Though we are proud of how well our schools have performed on State and Federal assessments, we know this does not reflect the themes of 21st Century education. In addition to being competent in core subjects, our students must also develop career and life skills, learning and innovation skills and be well versed in information, technology and media skills. This is the framework for 21st Century learning. If you would like to know more about the focus of 21st Century Education, you can visit the Partnership for 21st Century Skills at; www.21stcenturyskills.org. This website provides a succinct summary of our challenges in the 21st century.
On Friday, October 7th, we will be transitioning our Google Apps (Gmail, Docs, Sites) to Google’s integrated authentication system. In order to do this, we must bring our passwords in line with Google’s requirement that all passwords must be at least 8 characters in length. This means that “fluffy” or “12345″ are not going to be valid password options from now on (sorry).
Furthermore, even if your password already meets the length requirement, you will need to complete the password change procedure to register the change with Google and ensure the accessibility of your account.
To avoid interruption to your accounts (including Gmail, Docs, Sites, and Powerschool), please change your password by Friday, October 7th. See this TSS knowledgebase article for instructions on changing your password.