Public Hearing
Public Hearing
Use of Categorical Flexibility for 2012-2013
At a regularly scheduled public meeting
of Corcoran Unified School District
CUSD Board Room, 1520 Patterson Avenue, Corcoran, California
May 22, 2012
6:30 p.m.
Due to the cuts to education by the State of California the District is allowed to transfer specific amounts from various categorical programs to any other educational purpose.
The District proposes to take advantage of the allowable transfer provision to sustain vital services and reduce the impact of the state cuts.
| 0000 | Supplemental Hourly Programs |
| 1200 | Morgan-Hart Class Size Reduction |
| 6258 | Physical Education Teacher Recruitment Grants |
| 6285 | Community Based English Tutoring (CBET) |
| 6760 | Arts and Music Block Grant |
| 7080 | Counselors, Grades 7-12 |
| 7390 | Pupil Retention Block Grant |
| 7393 | Professional Development Block Grant |
| 7395 | School and Library Improvement Block Grant |
| 7140 | Gifted and Talented Education (GATE) |
| 7294 | Math & Reading Training (SB 472) |
| 7296 | Math & Reading Professional Development |
| 2430 | Community Day Schools |
| 6205 | Deferred Maintenance |
| 6390 | Adult Education |
| 6405 | School Safety Block Grants (Carl Washington) |
| 7055 | CAHSEE Intervention Grants |
| 7156 | Instructional Materials Fund |
| 7271 | PAR |
| 7394 | Targeted Instructional Improvement Block Grant |
Public Hearing
PUBLIC NOTICE
NOTICE IS HEREBY GIVEN that on May 22, 2012, or as soon thereafter as
practicable at a regularly scheduled public meeting of the Board of Education of
Corcoran Joint Unified School District, which will be held at 1520 Patterson Avenue,
Corcoran, California, the Board will consider entering into energy service contracts with
AmSolar, or an affiliate, for the installation of certain energy savings measures and solar
generating facilities on the property of the Corcoran Joint Unified School District, and
related site agreements. Prior to consideration of the contracts, the Board will hold a
public hearing on and consider a resolution to adopt findings required by Government
Code, sections 4217.12, regarding anticipated energy cost savings and other benefits the
District may receive if the Board decides to enter into the energy service contracts and
related site agreements. The resolution, agreements and supporting documents will be on
the Board’s regular public agenda for public comment and discussion.
Rich Merlo, Superintendent
Corcoran Joint Unified School District
Bond Information Town Hall Meeting
TOWN HALL MEETING
Tuesday, May 15
6:00 p.m.
Technology Learning Center
1101 Dairy Ave.
The community is invited to attend
the meeting in order to get a better
understanding of the proposed
school bond and what the monies
from that bond would accomplish.
Frequently Asked Questions about Measure V (Bond)
Although it appears that our schools are in good shape based on achievements by our students, our classrooms need significant repairs. Faced with aging classrooms and the need to bring school facilities up to current standards, the Corcoran Unified School District has placed Measure V, a general obligation bond measure, on the June 5th ballot to modernize and renovate our aging schools.
The following information is provided to assist voters in understanding the facts behind Measure V and how its passage will affect the District and our community.
What is Measure V?
Measure V is a $9.0 million general obligation (G.O.) bond program. It is intended to address the needs of the student population through modernization projects. Measure V will modernize outdated classroom and school facility interiors and exteriors, replace aging portable classrooms, and repair dry rot and plumbing systems. Read more
Newly Appointed Administrators 2012-2013
Eduardo Ochoa Lora Cartwright Steve Berry
Click on “Read More” for Articles on Administrators
Caught in the Act: Carolyn Rooney
- How long have you worked at CUSD? 32 years
- What schools have you worked at in CUSD? John Muir Middle School and Kings Lake Education Center
- Why do you like working with students? I like the students and enjoy trying to motivate them. Some students have never been successful in their lives. When they get that first passing grade on a test or earn a credit, I like to see the smiles on their faces. Read more
Quotes and Proverbs
“Teachers should know to stop the lesson and make adjustments if the lesson is not working. Finding as much feedback from the student through various methods of checking for understanding is the mechanism from which teachers will know this. Leaders build into teachers the efficacy, skills and freedom to exercise this “adaptation” much the same way any employee at the Toyota car plants can shut down the whole assembly line when they detect failure in manufacturing quality.”
This is a quote we came up with after a discussion on building a collective efficacy among all staff members. Teachers should have the professional autonomy to stop a lesson and make adjustments because the core intent is student learning; not covering content. That is the paradigm shift we are seeing. Read more
Caught in the Act: Jennifer Banales-Estrada
- How long have you worked at CUSD? 19 years
- What schools have you worked at in CUSD? Ten years at Bret Harte in kindergarten and first grade; nine years at Kings Lake Continuation High School.
- Why do you like working with students? I enjoy working with my students and helping them work towards receiving a diploma.
- What do you like best about your job? When past students come back to tell me how well they are doing in college and work. I like the staff and all their support, and the smiles on the students’ faces. Read more
Powerful Learning and Teaching
Students Expressing Themselves
One of the questions that was posed to several administrators at a recent conference was, “why is it adults do most of the talking in our classrooms?” The implied question is, why do we not structure more opportunities for students to express themselves orally and academically?
The discussion was interesting because as we drilled down deeper and deeper into the why behind our work as educators, we found some critical factors. After we reflected on how most educators learned and “did school,” we realized that most of us learned sitting at a desk, listening, taking notes with little to no discourse during class time. Most of us did school well, and most of us learned in the traditional style of teaching and learning. In other words, most of us were “good at school.” It is important to note, we still have students like us, but the reality is most students are not. Read more
Corcoran Unified School District