2012–13 CALIFORNIA PARTNERSHIP GREEN “AB 519” ACADEMIES (Green CPAs) FISCAL TIMELINE
JUNE 30, 2012
Due: (1) 2012–13 Letter of Intent to continue funding; and (2) 2012–13 Budget with narrative. The letter requires approval and signature of the principal and district superintendent. The Budget must also be approved by the district financial officer.
Grant Award Notification (AO-400) letters for $81,000 grants are processed and mailed to the district superintendent (original); and the site coordinator (copy).
Letter of Intent to continue funding and the program budget (mailed in April/May of each year) must be received prior to issuance of grant awards.
Signed copies of the AO-400are DUE to the California Department of Education (CDE) within 10 days of receipt of the AO-400 packet.
2010–11 End-of-Project (EOP) Expenditure Report and narrative is DUE July 31, 2012, for $42,000 planning grants. This report may be submitted at any time prior to the end of the grant period, but only after all funds have been fully expended. The EOP report itemizes actual grant expenditures with a description of activities or purchases. Work with your district to complete this report.
STATE BUDGET APPROVED
Grants are contingent on the inclusion of CPA funds in the approved state budget and will not be processed until the state budget is approved and signed by the Governor.
PAYMENT: 1st payment/50 percent of $81,000 grant is processed for current fiscal year grant.
2011–12 Annual Reports ($72,000/$81,000 grants) for all funded programs are due October 15, 2012. The report is completed online through the California Partnership Academies Annual Report (CAPAAR) system. The report includes program requirement components as well as the individual student data portion for the 2011–12 school year. This portion calculates the total qualified funding for the academy.
The Annual Report must be submitted prior to final payments being issued.
2011–12 End-of-Project (EOP) Expenditure Report and narrative are DUE January 31, 2013,
for $18,000 supplemental grants. This report may be submitted at any time prior to the end of the
grant period, but only after all funds have been fully expended. The EOP report itemizes actual
grant expenditures with a description of activities or purchases. Work with your district to complete
this report. Final payment will be issued after the EOP is received and approved.
PAYMENT: 2nd payment/final payment processed for prior fiscal year grant ($72,000/$81,000), based on number of qualified students in the 2011 Annual Report and approval of this report. (This may take longer when questions/problems are identified.)
ANNUAL CONFERENCE. March 10-12, 2013. See the CDE CPA Web site under the conference link for details. http://www.cde.ca.gov/ci/gs/hs/cpagen.asp
APRIL 30, 2013
2010–11 ($72,000 grant) End-of-Project (EOP) Expenditure Report and narrative is DUE April 30, 2013, for fiscal year 2010–11 grant award funds (30 days after the end-of-grant period). This report may be submitted at any time prior to the end of the grant period but only after all funds have been fully expended.The 2010 grant funds must be spent by March 31, 2013 (each grant has a nineteen month spending cycle).The EOP report itemizes actual grant expenditures with a description of activities or purchases and is enclosed with the Grant Award Notification Letter.
CPA Report Writing
There are three major reports that are required by CPA programs. All reporting is done to the CDE, but initial submissions for each report go to Mike Aaronian (firstname.lastname@example.org). Mike typically will assist with final signatures (at the District level) and submission to the CDE.
Critical Dates (occurring each school year):
October 15th: CPA Annual Report is due.
June 30th: CPA Letter of Intent Packets are due.
August 31: CPA End-of-Project (EOP) Report is due.
CPA Annual Report
Each year, a CPA must report on several critical elements of its program. The report is web-based, and is referred to as the CAPAAR system. The College and Career Readiness Collaborative Office will provide each academy lead teacher with an ID and password to use on the CAPAAR system. The CCRC Office will also assist in collecting some of the data needed for the report. The rest of the student data is collected from the District PowerSchool system. The CCRC Office has also conducted a report workshop designed to walk new users through the process of signing-on to CAPAAR and entering student and program data. The usual due date for the annual report is October 15th of each school year. For more information about reporting, contact Mike Aaronian at the CCRC Office.
CPA Letter of Intent Packet
At the end of each school year, a CPA program is required to submit a packet of information referred to as the Letter of Intent Packet. This packet acknowledges the District’s commitment to following the CPA model for another school year. The packet has the actual Letter of Intent, which confirms the commitment, a budget proposal which describes the Academy plan for spending grant funds for the upcoming year, and a budget narrative to accompany the budget. All forms are provided from the CDE CPA Office in the form of templates. Each program must submit its completed Letter of Intent Packet by June 30th of each year.
CPA End-of-Project (EOP) Report
This report documents how grant funds were spent, covering a two-year cycle, such as 09-11. Every academy completes the EOP report at the end of its second year of funding, and each year afterwards. The procedure for completing this report is to:
Schedule an appointment with Carmel Aguilar. Carmel works at the District Office in the Budgets department. Carmel will work with you to complete your EOP report, your report will document how all academy funds were spent, and describe the expenditures through a budget narrative.
Complete the budget templates (from CDE) and gather the necessary signatures.
Submit to Mike Aaronian, save a copy for your records.
EOP needs to be submitted by August 31st of each school year. Mike Aaronian usually calls for the reports one week prior to the State deadline of August 31.
CPA Annual Conference
Attendance of the Annual CPA conference is a required part of being a CPA academy. Each Academy must send a team of teachers/counselors/administrators/partners to the conference each year. The conference features speakers and seminars designed to inform your team and increase your programs’ effectiveness. There are also opportunities to present best practices and lead seminars of your own.
Registration: the CDE will send out registration information in the fall. It’s important to get all attending team members to register early. All registration forms, travel forms and expense sheets go through the College and Career Readiness Collaborative office – Delmy Cornejo.
Academy Lead Responsibilities (from CASN – Patricia Clark)
PATHWAY COORDINATING TEACHER/S
(LEADS/Co-LEADS) (DIRECTOR/CO-DIRECTORS) Each Pathway will have a lead teacher who has primary responsibility for coordinating successful Pathway implementation/operations and for assuring Pathway student success. (Note: In some Pathways there may be co-leads/co-directors and/or an assistant lead/director that share coordination responsibilities and release time. Additionally, in many effective Pathways, leadership is distributed and shared cooperatively within the Pathway team. All Pathway teachers are teacher-leaders with one (or two) coordinating lead/s.)
Pathway Leadership involves a combination of duties in addition to teacher, including program director, instructional leader, student advocate, publicist/salesperson, bookkeeper, counselor, team builder, vision-keeper, coach, motivator and cheerleader. Answering to many different stakeholders, a Pathway lead implements the best course for student success & ongoing Pathway improvement & growth. In addition to an ability to leap tall buildings at a single bound, some of the Pathway leadership duties involve:
OVERALL PATHWAY LEADERSHIP:
co-construct and support a system of shared beliefs and values (aligned with site and District values) which form a basis for Pathway action
work with pathway team to develop and disseminate a pathway vision and mission and an annual pathway action plan which addresses critical pathway components
collectively accept responsibility for Pathway student learning and for the overall success of the Pathway and of Pathway students
develop and implement Pathway policies (aligned w. District/Site SLC policies)
participate in the collection and analysis of Pathway student data and adjust Pathway instruction and other aspects of the Pathway based on that data analysis (serve as Pathway data wonk & continuous improvement guide)
develop and deploy a system of “scaffolds” and supports for student success
participate in Pathway staff development opportunities and implement agreed-upon ideas and strategies.
Facilitate regularly scheduled Pathway team meetings; meet with team members during common planning time to discuss Pathway coordination, instructional and learner issues, curriculum integration, partnership activities, and other student success strategies; Facilitate good interpersonal relationships among Pathway team members.
Work with Pathway team and school administration to develop and oversee Pathway recruitment, student support, budget, schedule, and other critical aspects of Pathway success
Coordinate orders for equipment and instructional supplies; maintain accurate records
Organize field trips, job shadowing experiences, etc. Arrange transportation. Handle permission slips, obtain needed signatures, process required paperwork, manage other logistics; maintain accurate records
Organize and maintain Pathway Advisory Board which includes industry, postsecondary, governmental, and community partners as well as site/district representatives, one or more parent/student/teacher representatives; co-facilitate regularly scheduled meetings
Coordinate postsecondary and middle school articulation
Collaborate with site-administrators to coordinate development of Pathway Master Schedule
Work with the Pathway Counselor, the College and Career Center staff, and other stakeholders to coordinate college and career guidance for students and their families
Coordinate Pathway communication (within the Pathway team; with Pathway students, parents/guardians/families; with Pathway Advisory Board; with Pathway partners; with appropriate District personnel; at the site (with Administration, counselors, other Pathways/SLCs, Department Heads), etc.
Complete all required reports and all required paperwork in a timely manner
Coordinate special Pathway events and special opportunities for students
Coordinate Pathway public relations and publicity
Coordinate Pathway Fundraising/Grant Proposal Writing/Resource Development
Leap tall buildings at a single bound
Keep and advocate for the Pathway vision
Advocate for pathway students and teachers
Celebrate Pathway successes
Work with the Pathway team to clarify vision, goals, and priorities
Work with the Pathway team to develop and implement an annual action plan for Pathway school-based learning; including, the use of data and a continuous cycle of improvement
Work with the Pathway team to develop an Pathway sequence of integrated courses and assuring a “school within the school” structure, including:
Grade 9 – At least 1 career-technical/lab class & 2/3 academic classes, including English & Social Studies/Science.
Grade 10 – At least 1 career-technical/lab class & 2/3 academic classes, including English & Social Studies
Grade 11 – At least 1 career-technical/lab class & 2/3 academic classes, including English & Social Studies
Grade 12 – At least 1 career-technical/lab class & 1/2 academic classes, including English & Social Studies
(NOTE: Pathway structures may vary. Some include a middle college approach with juniors and seniors enrolled in dual enrollment courses and/or college courses. Others include one or more online classes and/or credit for community-based or work-based Senior Projects and/or internships tied to academic work.)
Serve as Instructional Leader & Professional Development Coordinator
Teach with the team and assist team members in building an inviting, stimulating, supportive, personalized, rigorous, and challenging teaching and learning environment for the students
Work with the Pathway team to build a high performance, college and career going culture
Work to build the Pathway teaching team as a professional learning community
Plan and implement integrated, standards-based academic and career-technical curriculum around the Pathway theme
Assure alignment of both academic and technical curriculum with State, national, and industry standards (as appropriate)
Support/coach teachers to “flavor” their courses with the Pathway theme
Support/coach Pathway teachers to increase both the academic rigor and career and community relevance of their courses
Promote active learning strategies including project-based learning, problem-based learning, inquiry-learning, service learning, etc.
Plan/Coordinate Performance-based/Authentic Assessment and Public Exhibitions of Student Learning
Work with the Pathway teaching team to plan, implement, and assess structured Pathway Student Portfolios – purposeful collections of student work which illustrate mastery and/or growth toward mastery of academic and career-technical standards; includes 6-year plan
Develop/Enhance Senior Projects (related to the Pathway theme)
Promote and coordinate Pathway Service Learning Program, including, develop/enhance Peer Education and/or Advocacy projects related to your Pathway theme
Seek and coordinate resources for the team and keep informed of new trends and programs both in education and in the broader industry theme
Facilitate effective use of common planning time within the Pathway
Work collaboratively with other stakeholders to facilitate the successful inclusion of both special needs students and ELL students into the Pathway
Work with Pathway Team, District/Site School to Career personnel, Pathway Placement Director, and Pathway Advisory Board to provide:
Structured field experiences/study trips beginning in Grade 10
Structured job shadowing experiences beginning in Grade 10
Service-learning tied to the Pathway career theme beginning in Grade 10
Student Run Enterprise (if applicable)
Student Internships (often summer following junior year)
Pathway Certification of Mastery (tied to Industry standards)
Work-based Learning Plans, Portfolios, and Projects
Work with the Pathway Team and Industry partners to connect work-based/community-based learning with classroom learning
Coordinate Pathway student college and career development, including working with
Pathway Career Development Coordinator to prepare students for, place students in, and monitor student success in job shadowing experiences, summer internships, and other community/work-based learning opportunities
Organize and Implement Pathway Field Trips and Field Experiences
GUIDANCE & COUNSELING
Work to assure inclusive student recruitment and selection (balancing equity and choice)
(Each Pathway should reflect the diversity of the school as a whole.)
Provide student assessment, including career interest inventories
Plan and implement College & Career Portfolios
Develop and/or Use Individualized Education Plan that includes a plan for transition from high school to college and career
Provide a Mentoring Program for Pathway students (professional adult-student, academic peer mentoring, email mentors)
Implement Advisories (and/or Advisory strategies which are embedded in the Pathway) plus individual and group counseling
Plan and implement Student-led conferences
Provide support for postsecondary application process and job placement assistance
STUDENT VOICE AND SCAFFOLDING FOR STUDENT SUCCESS
Engage students as co-creators of ongoing Pathway success
Engage students in support for student achievement of all (peer tutors, etc.)
Provide opportunities for under-performing students to “catch up” and for all students to accelerate their learning (credit recovery, extended learning time, dual enrollment, online courses, etc.)
Provide support for students to prepare for State exams, including California High School Exit Exam
Provide support for students to prepare for SAT/ACT and other college or career (apprenticeship) entrance exams and/or certification exams
Provide support for students to complete financial aid forms, apply for scholarships, etc.
Provide opportunities for students to participate in Pathway student leadership and other leadership development opportunities
Build in a student advisory program so that every pathway student is well known and supported to succeed in challenging academic and technical courses and in other ways
As part of a pathway continuous cycle of inquiry and improvement, provide opportunities for students to reflect on and/or to assess aspects of the Pathway (focus groups, surveys, assessment sheets, reflection logs, etc.
PARENT/SUPPORTING ADULT/HOME PARTNERSHIP
Develop a clearly defined Pathway-Home Partnership with ongoing parental/guardian/ supporting adult contact/communication
Provide opportunities for Parents/Guardians/Supporting Adults/Families to engage as co-partners in support of student learning & achievement and as active participants in Pathway governance and events
Develop strategies so that Parents/Guardians/Supporting Adults are knowledgeable about the pathway as well as the college & career going process (workshops for parents, etc.)
Work with Site/District Staff and Pathway Advisory Board to coordinate 2 & 4-year College/University-articulation & partnership agreements
Develop Pathway action plans for essential Pathway components (curriculum integration, support for student success, partnership development and sustainability, etc.)
Provide orientation and support for new Pathway faculty/staff
Work with District/Site Administrators and Pathway support providers to assure ongoing and embedded professional development, including training in Pathway design and enhancement,
Pathway instructional design, research-based instructional practices, industry internships and job shadowing for teachers, looking at student and teacher work, etc.
Work with District/site Administrators and Pathway support providers to assure time for integrated curriculum development
Work with District/site administrators, staff, and counselors to assure access to Pathway data; create a data gathering system for Pathway use; Use Pathway student data (both quantitative and qualitative data) for continuous Pathway improvement, including an annual Pathway self-assessment and review of progress
Understand and utilize support from Site/District Programs and personnel, such as Director of Secondary Programs, School to Career Coordinator, Small Learning Communities Coordinator, etc.
Represent the Pathway on the site Instructional Leadership Council and other appropriate District/Site Committees, Task Forces, Work Groups, etc.
Help to coordinate services and communication with the other Pathways/Houses/ SLCs, the guidance department, the school administration, the rest of the school, and with community partners and stakeholders. (also listed in overall duties)
Assist in development, implementation, and monitoring of management plans and grants as they relate to school, district and Board of Education priorities and curriculum implementation.
Participate in interviewing and selection of new staff for the Pathway team.
Academy Team Responsibilities
PATHWAY TEAM RESPONSIBILITIES
To the extent possible, each Pathway teacher will be part of a Pathway team with a common planning period. (At a minimum, academic and technical teachers who share students in common (often a grade-level team of teachers) should share a common planning period.)
As a team member, each Pathway teacher is expected to share in Pathway roles and responsibilities:
Responsibilities Shared by All Pathway/House Teachers
Support the agreed-upon Pathway/House vision and goals
Participate in regularly scheduled Pathway/House team meetings
Collaborate with Pathway team members to design & teach interdisciplinary units
Help monitor student progress
Help maintain home-school contacts/communication
Participate in student and/or parent conferences
Participate in recruitment functions
Work to develop, implement, and refine Pathway/House integrated curriculum
Secondary Work Day (No School, Middle & High School Students Only)
Presidents' Week Recess (No School)
End of Trimester 2
Open House – Elementary Schools (Minimum Day, Elementary Schools)
Open House – Middle Schools (Minimum Day, Middle schools)
Open House – High Schools (Minimum Day, High schools)
Minimum Day – Middle and High School (Mark Report Cards)
End of 3rd Quarter
Spring Recess (No School)
Memorial Day (District Holiday)
Last Day of School (noon dismissal)
Section VI – Budgets
CPA Lead Teachers oversee their Academy Budget. Budgets, PRs, and POs are monitored and created in the District Bi-Tech system. Lead Teachers can be granted access to Bi-Tech by contacting Mike Aaronian. There is also training opportunities for lead teachers to learn how to navigate the Bi-Tech system, contact Mike Aaronian for more information.
Budget information is part of the Letter of Intent completed at the end of each school year, AND the End of Project report due August 31st.
For CPA programs, there are clear guidelines:
*No more than 40 percent should be allocated for personnel costs (line items 1000, 2000, and 3000 inclusive)
*No more than 25 percent should be allocated for technology.
*Field trips should be instructional in nature and tied to the career area of the academy
Planning Your Budget:
Evaluate the progress of the Academy each year. Use the CPA funds for time to
evaluate for program improvement.
Include input from your Advisory Committee when developing the Academy’s
budget for the upcoming year. Carefully plan expenditures of the grant funds, as
well as the district and business partner matches for the success of the Academy
and the students.
The CPA grant funds are supplemental in nature, use these funds for
activities/items over and above what is offered at the school site as part of every
student’s standard curriculum.
Make sure that your budget forms are completed thoroughly and accurately and
that the narrative portion is included with enough detail to show a good picture of
Make sure the budget includes the appropriate signatures from the principal and
the district business manager.
*Be careful NOT to supplant activities or items, such as:
Annual allocated classroom supplies for ALL school classrooms
Standard classroom textbooks
CPA budgets are organized around the types of funds. Below is a brief summary of the budget classifications:
1000 Certificated Personnel Salaries (District) or Partner Time (Bus.)
2000 Classified Personnel Salaries
3000 Employee Benefits
4000 Books and Supplies
5000 Services and Other Operating Expenses/Travel and Conferences
6000 Capital Outlay (Refer to District for capital outlay dollar threshold)
7000 Indirect Rate (CDE approved rates apply. Visit CDE Web site at: http://www.cde.ca.gov/fg/ac/ic)
Sample CPA Budget Narrative
*A complete CPA budget includes the budget form and the budget narrative. The narrative explains the numbers shown on the budget form. Carmel Aguilar (email@example.com; ext. 11138) in the Fiscal Department will support you with getting accurate budget numbers. The sample below is a BUDGET NARRATIVE, which is completed by each Academy Lead Teacher.
EXAMPLES ONLY: The descriptions and line items may or may not apply to your specific CPA program. This example pertains to a Biotechnology Academy
CPA GRANT FUNDS NARRATIVE
DISTRICT MATCH NARRATIVE
BUSINESS MATCH NARRATIVE
$4,000 = Extra time for curriculum development
$1,082 substitute time
$10,000 = 1/6 coordinator time to plan, coordinate, & oversee academy components/activities
$18,285 = Class size reduction costs
$2,640 = Subs for planning time
$4,000 = 8 days site administration support above normal responsibilities
$4,000 = After school Tutoring Program
$4,775 = Estimated value of advisory committee meetings
$20,000 = Estimated value of classroom speakers
$11,000 = Estimated value of mentor coordination
$18,000 = Estimated value of partners’ time in job shadowing coordination/ activities
$3,300 Part-time secretary: 20 weeks, provides general support
Certificated Benefits (approx.): Certificated time @ 25% = $3,500
Part-time secretary @ 8% =$825
$8,750 = 25% benefits for above costs
$9,750 = Anatomical models for Health studies; DNA lab and teaching activity lab