Watch the latest Harvest of the Month video to learn more about how local farmers are providing our students with delicious, healthy fruits and vegetables every month.
June Harvest of the Month Virtual Field Trip video links:
Thursday, June 4, 2015
June Harvest of the Month is Red Seedless Watermelon
The Harvest of the Month for June is the Red Seedless Watermelon from Eagle Eye Produce in Hemet, CA. Find this refreshing fruit on school salad bars every Wednesday during the month of June.
Watch the latest Harvest of the Month video to learn more about how local farmers are providing our students with delicious, healthy fruits and vegetables every month.
YouTube: http://tube.sandi.net/video/videos/4300/harvest-of-the-month-red-seedless-watermelon
Watch the latest Harvest of the Month video to learn more about how local farmers are providing our students with delicious, healthy fruits and vegetables every month.
Two Super Bowl MVPs visit Lincoln High School
IN THE NEWS: Students at Lincoln High School got to hear from two football legends and Lincoln alumnus that if you dream big, anything is possible. As part of the lead-up to Super Bowl 50, the NFL is honoring players who played in the Super Bowl and presenting them with a gold football at their respective high schools. Marcus Allen, Terrell Davis and several other former Lincoln players visited the campus on Tuesday to receive their gold footballs and share their great memories of Lincoln High School.
Wednesday, May 27, 2015
New multi-purpose track and field opens at Whittier K-12
IN THE NEWS: A multi-purpose tack and field was dedicated Tuesday at Whittier K-through-12 school. However, it isn't your ordinary track. It's customized for special needs students. The promise of leaving "no student behind" isn't just lip service for the San Diego Unified School District, and thanks to tax payer money, school officials turned a dirt lot into a true field of dreams. On Tuesday, district leaders, teachers and parents joined students to celebrate the completion of a new multipurpose, synthetic field. Watch more at CBS 8.
Tuesday, May 26, 2015
Lindbergh Schweitzer students visit plane that will fly around the world
When pilot Robert DeLaurentis called Lindbergh Schweitzer Elementary Principal Victoria Peterson a few weeks ago to introduce himself and talk about his plans to fly solo around the world, she was thrilled at the prospect of her students being included in his historic endeavor.
The natural connection of Charles Lindbergh’s famous flight and the school’s namesake is what brought the pilot and the principal together. Eager to share the project with students and answer questions, DeLaurentis arranged a trip to Landmark Air, Hanger 3, located near Lindbergh Field, to show the students the actual plane that he will be flying around the world for the next 90 days.
Eager fourth-grade students from Mrs. Catarius’ and Mrs. Bennett’s classes got to try on his survival suit as well as enter the cramped quarters of the plane and see the equipment he will use to help him navigate around the globe. When the students asked if he was afraid, Delaurentis told the students that he has only been a pilot for five years, and fear is what prepares us to face challenges.
On the plane’s outer shell is a sticker of the school’s mascot, which happens to be a tiger sitting on top of the world. As part of the around-the-world flight, he will also retrace the flight path that Charles Lindbergh flew back on May 21, 1927 when he became the first person to fly solo across the Atlantic Ocean.
The students sent him off with a rousing cheer of his flight-themed phrase, “I can fly through life!” Delaurentis left San Diego on May 17, and his solo flight will officially end when he lands in San Diego sometime in late August.
The now fourth graders will then be fifth graders, and will be ready to have the pilot return to their school with his stories from his trip around the world.
The natural connection of Charles Lindbergh’s famous flight and the school’s namesake is what brought the pilot and the principal together. Eager to share the project with students and answer questions, DeLaurentis arranged a trip to Landmark Air, Hanger 3, located near Lindbergh Field, to show the students the actual plane that he will be flying around the world for the next 90 days. Eager fourth-grade students from Mrs. Catarius’ and Mrs. Bennett’s classes got to try on his survival suit as well as enter the cramped quarters of the plane and see the equipment he will use to help him navigate around the globe. When the students asked if he was afraid, Delaurentis told the students that he has only been a pilot for five years, and fear is what prepares us to face challenges.
On the plane’s outer shell is a sticker of the school’s mascot, which happens to be a tiger sitting on top of the world. As part of the around-the-world flight, he will also retrace the flight path that Charles Lindbergh flew back on May 21, 1927 when he became the first person to fly solo across the Atlantic Ocean.
The students sent him off with a rousing cheer of his flight-themed phrase, “I can fly through life!” Delaurentis left San Diego on May 17, and his solo flight will officially end when he lands in San Diego sometime in late August.
The now fourth graders will then be fifth graders, and will be ready to have the pilot return to their school with his stories from his trip around the world.
Wednesday, May 13, 2015
Inside the Local Control Funding Formula
California is in its second year of using the Local Control Funding Formula (LCFF) to fund K-12 education.
This change was considered by many to be revolutionary in that it streamlined the state’s funding formula to allow school districts to exercise greater discretion in deciding how funding should be used to serve local needs and better support the neediest students.
With LCFF, the allocation has changed from the state’s former flat, per-student allocation to one that has equity at its core. Now, California school districts that have higher concentrations of students with greater needs, such as low-income students, English learners, and foster youth (referred to as “focus” students in San Diego Unified), receive proportionately more funding to support those students. And, although there are some important guidelines with this funding model, the state does not dictate how the funds must be spent; that decision is left up to local districts. Under LCFF, the number of categorical funds – those with ‘strings’ attached for their use – was cut from 30 to 14, allowing districts far greater flexibility in determining how to support their respective student populations most effectively.
Under LCFF, districts receive two types of allocations per student. One is called “base funding” and is received for all students. The second type of funding, “supplemental and concentration funding,” is allocated based on the concentration of focus students (low income, English learners and foster youth) at each school.
As required by LCFF, extensive community engagement is conducted to ensure transparency in the process and to help all stakeholders more fully understand the new model. In addition to presentations conducted throughout the year, the Board of Education conducted a special workshop focused on LCFF on May 6, 2015. Superintendent Cindy Marten, Chief Financial Officer Jenny Salkeld, and other district leaders presented information to explain how the district receives and spends LCFF dollars.
Superintendent Marten emphasized that the LCFF supports a district focus on equity that began several years ago.
“Our Vision 2020, developed in 2009 with its 12 indicators for quality schools in all neighborhoods, reflects a moral imperative that one’s zip code should not dictate a student’s access to or success in a rigorous college- and career-ready education,” she said.
The superintendent also stressed that LCFF funding supports strategies and actions that are prioritized by data analysis and community feedback. Given that over 63 percent of district students are considered focus students, many supports are provided districtwide; however, they are designed to principally benefit focus students.
Some strategies —ones that emerged as top priorities from community feedback— not only benefit focus students but all students. These include lowering class sizes and increased counselor support. In addition to these districtwide strategies that provide additional resources at each school campus, schools also receive funds to implement site-specific strategies.
During discussion, board trustees emphasized the need for clear communication to continue reaching out to all stakeholders in the San Diego Unified community. Vice President John Lee Evans suggested including “equity” in the name for the new funding model, thereby coining a new acronym, LCEFF. Trustees noted that there are positive trends for some of our metrics (e.g., improving graduation rate and decreasing dropout rate); however, continual data analysis is needed to understand where some student groups need additional support.
Superintendent Marten indicated that this year’s data analysis has identified three student groups (English learners, students with disabilities, and African American students) for which specific, focused supports need to be implemented. Trustee Richard Barrera stressed that our core belief in equity will only be realized with a corresponding investment in equity.
More information about LCFF is available on the district website at www.sandi.net/lcff. All of the LCFF workshop materials are available at the Board Docs meeting site at http://www.boarddocs.com/ca/sandi/Board.nsf/goto?open&id=9MHQLS5EA307. The video of the meeting is available at http://www.sandi.net/cms/lib/CA01001235/Centricity/domain/431/reports/2015/0506/video.html.
This change was considered by many to be revolutionary in that it streamlined the state’s funding formula to allow school districts to exercise greater discretion in deciding how funding should be used to serve local needs and better support the neediest students.
With LCFF, the allocation has changed from the state’s former flat, per-student allocation to one that has equity at its core. Now, California school districts that have higher concentrations of students with greater needs, such as low-income students, English learners, and foster youth (referred to as “focus” students in San Diego Unified), receive proportionately more funding to support those students. And, although there are some important guidelines with this funding model, the state does not dictate how the funds must be spent; that decision is left up to local districts. Under LCFF, the number of categorical funds – those with ‘strings’ attached for their use – was cut from 30 to 14, allowing districts far greater flexibility in determining how to support their respective student populations most effectively.Under LCFF, districts receive two types of allocations per student. One is called “base funding” and is received for all students. The second type of funding, “supplemental and concentration funding,” is allocated based on the concentration of focus students (low income, English learners and foster youth) at each school.
As required by LCFF, extensive community engagement is conducted to ensure transparency in the process and to help all stakeholders more fully understand the new model. In addition to presentations conducted throughout the year, the Board of Education conducted a special workshop focused on LCFF on May 6, 2015. Superintendent Cindy Marten, Chief Financial Officer Jenny Salkeld, and other district leaders presented information to explain how the district receives and spends LCFF dollars.
Superintendent Marten emphasized that the LCFF supports a district focus on equity that began several years ago.
“Our Vision 2020, developed in 2009 with its 12 indicators for quality schools in all neighborhoods, reflects a moral imperative that one’s zip code should not dictate a student’s access to or success in a rigorous college- and career-ready education,” she said.
The superintendent also stressed that LCFF funding supports strategies and actions that are prioritized by data analysis and community feedback. Given that over 63 percent of district students are considered focus students, many supports are provided districtwide; however, they are designed to principally benefit focus students.
Some strategies —ones that emerged as top priorities from community feedback— not only benefit focus students but all students. These include lowering class sizes and increased counselor support. In addition to these districtwide strategies that provide additional resources at each school campus, schools also receive funds to implement site-specific strategies.
During discussion, board trustees emphasized the need for clear communication to continue reaching out to all stakeholders in the San Diego Unified community. Vice President John Lee Evans suggested including “equity” in the name for the new funding model, thereby coining a new acronym, LCEFF. Trustees noted that there are positive trends for some of our metrics (e.g., improving graduation rate and decreasing dropout rate); however, continual data analysis is needed to understand where some student groups need additional support.
Superintendent Marten indicated that this year’s data analysis has identified three student groups (English learners, students with disabilities, and African American students) for which specific, focused supports need to be implemented. Trustee Richard Barrera stressed that our core belief in equity will only be realized with a corresponding investment in equity.
More information about LCFF is available on the district website at www.sandi.net/lcff. All of the LCFF workshop materials are available at the Board Docs meeting site at http://www.boarddocs.com/ca/sandi/Board.nsf/goto?open&id=9MHQLS5EA307. The video of the meeting is available at http://www.sandi.net/cms/lib/CA01001235/Centricity/domain/431/reports/2015/0506/video.html.
Early Childhood Education program enrollment starts this month
Starting this month, the Early Childhood Education (ECE) Program is enrolling children for the 2015-16 school year.
Early childhood education provides children with the critical foundational skills, strategies, and experiences that promote success in school and beyond. Extensive research shows that students who participate in high-quality early childhood education programs:
Approximately 3,000 students are registered each year in the State Preschool program. Numerous program options are available to qualifying families to enroll their children:
These enrollment fairs will be conducted at middle and high schools in the communities served by the State Preschool programs. The calendar of enrollment fairs will be finalized May 18 and will be posted on the ECE program website.
Each registration event will provide for both scheduled appointments and walk-ins. The enrollment fair calendar will include an appointment hotline families can use to schedule appointments at their convenience.
For additional information, please contact the Early Childhood Education Programs office at 858-496-8126.
Early childhood education provides children with the critical foundational skills, strategies, and experiences that promote success in school and beyond. Extensive research shows that students who participate in high-quality early childhood education programs:
- Engage in more complex activities with peers and materials
- Enter kindergarten with necessary skills for school tasks
- Show greater knowledge of numerical concepts
- Are less often retained or placed in special education classes
Approximately 3,000 students are registered each year in the State Preschool program. Numerous program options are available to qualifying families to enroll their children:- State Preschool Head Start Extended Day Classrooms (6.5 hours) at 17 different locations across the district
- Three-hour State Preschool Programs, with both morning and afternoon sessions at 43 different elementary school locations
- Full-day care is offered for families who qualify and meet both income and needs requirements at Child Development Centers (CDCs) in 12 different locations across the district.
These enrollment fairs will be conducted at middle and high schools in the communities served by the State Preschool programs. The calendar of enrollment fairs will be finalized May 18 and will be posted on the ECE program website.
Each registration event will provide for both scheduled appointments and walk-ins. The enrollment fair calendar will include an appointment hotline families can use to schedule appointments at their convenience.
For additional information, please contact the Early Childhood Education Programs office at 858-496-8126.
Tuesday, May 12, 2015
Three district schools honored with 2015 Gold Ribbon Schools Award
Henry, Scripps Ranch and Serra high schools have been honored as 2015 California Gold Ribbon Schools. Health Sciences High and Middle College, Preuss and San Diego Vision Academy Middle charter schools also appeared on the 2015 list of Gold Ribbon schools released by the California Department of Education on May 5.
This is the first year that the California Gold Ribbon Schools Awards Program has been implemented. The program is temporarily taking the place of the California Distinguished Schools Program, which is on hiatus while the state transitions to new assessment and accountability systems.
The Gold Ribbon awards recognize California schools that have demonstrated exemplary achievements in implementing the academic content and performance standards adopted by the State Board of Education – including the Common Core State Standards for English Language Arts and Mathematics, California English Language Development Standards and Next Generation Science Standards.
“These schools are academically successful, vibrant and innovative centers of learning and teaching,” State Superintendent Tom Torlakson said. “They provide great examples of the things educators are doing right—embracing rigorous academic standards, providing excellence and creativity in teaching, and creating a positive school climate.”
Schools apply for the Gold Ribbon awards based on a model program that includes standards-based activities, projects, strategies and practices. The new award is recognizing middle and high schools this year and elementary schools in 2016.
In addition to receiving a Gold Ribbon Award, Serra High School and the three charter schools were distinguished as Title I Academic Achieving Schools. This recognition is given the schools on the list receiving federal Title I funds that assist in meeting the educational needs of students living at or below the poverty line.
"It is a great honor and privilege to become a Gold Ribbon School Award Recipient," said Serra High Principal Vincent Mays. "I am so proud of our dedicated faculty and staff members, they embodied the true spirit of professionalism. They have worked tirelessly with our student body to push them to greater academic heights. I know that our parents and community members also celebrate this special honor."
For more information and a complete list of recipients, please visit the California Gold Ribbon Schools Program on the California Department of Education’s Web site.
This is the first year that the California Gold Ribbon Schools Awards Program has been implemented. The program is temporarily taking the place of the California Distinguished Schools Program, which is on hiatus while the state transitions to new assessment and accountability systems.The Gold Ribbon awards recognize California schools that have demonstrated exemplary achievements in implementing the academic content and performance standards adopted by the State Board of Education – including the Common Core State Standards for English Language Arts and Mathematics, California English Language Development Standards and Next Generation Science Standards.
“These schools are academically successful, vibrant and innovative centers of learning and teaching,” State Superintendent Tom Torlakson said. “They provide great examples of the things educators are doing right—embracing rigorous academic standards, providing excellence and creativity in teaching, and creating a positive school climate.”
Schools apply for the Gold Ribbon awards based on a model program that includes standards-based activities, projects, strategies and practices. The new award is recognizing middle and high schools this year and elementary schools in 2016.
In addition to receiving a Gold Ribbon Award, Serra High School and the three charter schools were distinguished as Title I Academic Achieving Schools. This recognition is given the schools on the list receiving federal Title I funds that assist in meeting the educational needs of students living at or below the poverty line.
"It is a great honor and privilege to become a Gold Ribbon School Award Recipient," said Serra High Principal Vincent Mays. "I am so proud of our dedicated faculty and staff members, they embodied the true spirit of professionalism. They have worked tirelessly with our student body to push them to greater academic heights. I know that our parents and community members also celebrate this special honor."
For more information and a complete list of recipients, please visit the California Gold Ribbon Schools Program on the California Department of Education’s Web site.
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