Let’s Talk January 2017

Q: There are some buildings on campuses, namely the children’s center at Emerson elementary, that are visibly old and appear as if they need attention. Parents are questioning the structural integrity of the building. How can parents be assured that these buildings are up to code and safe for our students?

A: Facilities will periodically assess our buildings. We will make sure the children’s center at Emerson is reviewed.

Q: On the subject of playground activities for elementary school students, what are some suggestions from the district about alternate forms of play that kids can participate in if they are not fans of sports or other competitive games at recess? Does the district support forming Lego clubs or having a drawing or chess area?

A: There are multiple avenues that students have for taking a “brain break” that each school has designed that does not include sports or competitive games. Last spring, elementary principals had a discussion on providing students alternative activities during recess such as computer time, library time, or other down time where students could go and recharge their batteries. Please contact your principal to see if this can be accommodated with the appropriate level of supervision at your school.

Q: Roosevelt has been without an upper playground structure all school year, thanks to delays with the office of the state architect. We were told that the worst-case scenario would be getting the work done over winter break, which didn’t happen. Can you please get an update from Facilities on this project?

A: The approval from the Division of State Architecture (DSA) has taken longer than expected and was not received in order to do the work over winter break. Facilities will contact your principal when a revised timeline is known.

Q: We have asked why advanced students cannot take 6th grade math at the elementary level so that they don’t have to take 3 years of math in one year once they get to 6th grade. We were told that it is because K-5 uses “Go Math” and 6-12 uses “CPM”. “Go Math” has curriculum through 8th grade. Since the 6th grade concepts and standards are consistent regardless of which book you use, why can’t we explore a way for students who accelerate in math to have the opportunity to begin that acceleration in elementary school?

A: Elementary schools are in the second year of implementing the Houghton Mifflin Go Math curriculum aligned to the California State Standards. To provide advanced 5th grade math, all or a portion of the 6th grade curriculum will require a few adjustments to the 5th grade curriculum. As the math curriculum is accelerated, that adjustment is going to impact not only the 5th grade curriculum but more than likely the 4th grade curriculum.

While the curriculum can be adjusted and accelerated, logistically a grade level is going to experience some challenges. A 5th grade classroom typically has 32 students. It may be that 10-15 students in a 5th grade classroom might be eligible and successful in a faster paced math curriculum. To accomplish this, it will require the 5th grade teachers to make schedule accommodations for the entire grade level.

One approach that some elementary schools have begun to implement is the departmentalization of mathematics and the creation of math groups that provide for additional math supports for students who need extra help as well as attending to students who need additional challenge. This approach can provide advanced 5th grade students an opportunity to begin and possibly complete the 6th grade math standards. This would help to alleviate the challenge of the math program in the middle school that some students experience.

As the decision are made about the sequence of the math courses beginning in the elementary schools, judicious assessments need to be made so that student academic success is maintained. Elementary principals will be having an evaluative discussion on the math departmentalization undertaken at some schools in the spring.

There also needs to be articulation between the middle school and elementary teachers, so that everyone is on board with the proposed plan for acceleration. In addition to scheduling considerations, the District also needs to provide time for the teachers to align curriculum and create alternative pacing. Professional development would also be required.

Therefore, although conversations and planning for acceleration in elementary school has begun, there is a lot more work that has to be done before implementation can happen. 5. Q: Health class can be taken during the summer for high school credit through various resources. Spanish class can be taken through Woodbury during the summer for high school credit. What other classes can students take during the summer to open up their high school schedule? A: Also available at Woodbury is Algebra 1, Geometry, Algebra 2, Pre-Calculus, AP Calculus, Spanish 2 and Spanish 3. Students can also take initial credit at the Options for Youth Summer School held at Burbank High School: Physical Education, World History, US History, Art History and Animation.

Q: Health class can be taken during the summer for high school credit through various resources. Spanish class can be taken through Woodbury during the summer for high school credit. What other classes can students take during the summer to open up their high school schedule?

A: Also available at Woodbury is Algebra 1, Geometry, Algebra 2, Pre-Calculus, AP Calculus, Spanish 2 and Spanish 3. Students can also take initial credit at the Options for Youth Summer School held at Burbank High School: Physical Education, World History, US History, Art History and Animation.

Q: In the December issue of BUSD School News, Jefferson, Roosevelt, and Stevenson discussed their science programs. They seem to be employing additional staff in order to provide a science experiment experience to their students. Why are they not able to do this through the classroom teacher? In the Jefferson article, it says: “Using our own science expert, Mr. Reed, Jefferson students will be actively involved in three different STEM topics throughout this school year. Mr. Reed will bring his lessons into each classroom with his STEM Wagon full of materials and supplies. The explorations are interactive and student-centered, incorporating the new Next Generation Science Standards (NGSS). All students, TK-5, will be given the opportunity to explore such topics as engineering, computer coding, and robotics. Science has never been this much fun!” With almost 800 students, Jefferson has a lot of classrooms. Is Mr. Reed no longer a classroom teacher and now a roving science teacher? Will this be the new model for all of the elementary schools?

A: Many of the elementary schools have begun to look at ways to enhance their science programs as they implement the new Next Generation Science Standards. We do not have dedicated elementary science teachers; however, a school may design a program or select a point person for the teaching of science or a portion of the science curriculum. Please discuss your science program with your principal to learn about the approach each school is taking to enhance their science programs.

Q: Can you briefly explain the District Budget? There is a General Fund, LCAP funds and Categorical funds? Are the categorical funds, Title 1, 2, 3, 4…9 etc.? Are there any other categorical funds? LCAP is supposed to meet the needs of foster youth, low income students and English language learners? Title 1 funds are to meet the needs of low income? What funding is used for Special Education? What funding is used for English language learners? To the nearest million or $100,000, how much money does the district get for each of these areas, General Fund, LACP, Title 1, 2, 3, 4 etc.?

A: Click HERE for the PDF version of this answer.

Q: BUSD provides district music weekly to 2nd through 5th graders. The District Music teacher that teaches at Roosevelt, teaches the ukulele as part of his weekly instruction for the 4th graders. The ukuleles were purchased by the Booster club. Is this opportunity, to learn a musical instrument which is taught by the district music instructor, available to all elementary schools? Does the Booster club have to purchase ukuleles or can they choose a different instrument? A: The Burbank Arts for All grant program paid for the purchase of the ukuleles. At the time the grant was given, the music teacher designed a program that allowed for music instruction to 4th and 5th grade students. This grant funded program has continued. A school’s music program is built from the program designed by the District. There is an allowance by the District for a school site to go beyond the foundational program and provide instrumental instruction. The decision to provide instrumental instruction is based on a discussion between the principal, music teacher (could be other teachers), the parent community, and booster should additional funding be required. In addition, the master plan for the arts is being reviewed by the District and this is a topic that will be discussed. This meeting is planned for a Board Study Session on February 9th.

A: The Burbank Arts for All grant program paid for the purchase of the ukuleles. At the time the grant was given, the music teacher designed a program that allowed for music instruction to 4th and 5th grade students. This grant funded program has continued. A school’s music program is built from the program designed by the District. There is an allowance by the District for a school site to go beyond the foundational program and provide instrumental instruction. The decision to provide instrumental instruction is based on a discussion between the principal, music teacher (could be other teachers), the parent community, and booster should additional funding be required. In addition, the master plan for the arts is being reviewed by the District and this is a topic that will be discussed. This meeting is planned for a Board Study Session on February 9th.