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Recently Posted Questions and Answers

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Has the district investigated the opportunity of having students be placed in dual enrollment at UC-Davis or a community college for under-enrolled courses at the high school? It would eliminate teaching positions yet income from the students’ attendance at the high school would still be available. 

 It is the district's mission and responsibility to provide a free, high quality K-12 education to all Davis students.  Dual enrollment is already available with some restrictions. The district is exploring partnerships with community college but they are under similar budget reductions. Reductions are currently proposed to classes with low enrollment, with the exception of programs funded by Measures Q or W.

Woodland buses currently transport special education students in Davis. Is it cheaper to contract them rather than provide one van for the district?

Special education transportation is a specialized service that can not be provided with passenger vans.  We are required to provide these services to over 70 students. It is cost beneficial to contract to another school district that provides bus transportation rather than owning and operating DJUSD buses to provide the service.

Why is the Davis Parent Nursery School being retained for funding?

Fees at DPNS will be increased so that the program is self-supporting.

When a student residing outside of the district attends a DJUSD school, is that a boost in funding for the district or a negative? If it is a benefit to the district, is it possible to increase funding by opening up our schools to families employed in Davis but not living in Davis for school attendance?

A student who resides out of district and attends a DJUSD school brings additional per pupil state funding with them, though their families do not contribute to local parcel taxes.  Overall it is a financial benefit to the district.

There are currently about 330 out-of-district students (of 8550 total students) attending Davis schools.  The district encourages and accepts application from any interested student.  Requests for specific schools are accommodated as space permits.

Does the district lose funding whenever a student is on vacation?

Yes.  Regardless of whether the absence is excused or not, the district loses about $40 per day when a student is absent.  Obviously, when a child is ill they should stay home so they may recover and not infect others, but scheduling family trips during regular school holidays helps avoid lost funding. 

If you know your student will be absent for more than five consecutive school days, please consider requesting an independent study contract.  This allows them to keep up with school work and the district to receive daily funding on their behalf. 

If your child attends elementary school, request a contract in the school office.  To obtain an independent study contract for secondary students, contact the School for Independent Study at 757-5333.

Is there a proposal to decrease the school year?

The recent state budget agreement included temporary flexibility allowing school districts to reduce their school year from 180 to 175 days without penalty.  However, an accompanying reduction of salaries must be bargained with the individual employee groups.

Our district teachers currently work a 184 day school year, 180 of which are instructional days with students in the classroom.  Potential furlough days could be instructional or non-instructional.

Are cuts to administration included in the proposed budget reductions?

Yes.  The following administrative positions will be eliminated or reduced: PE Coordinator, GATE Coordinator, Climate Coordinator, English Language Learner Coordinator, Spanish Immersion FLAP Grant Coordinator, Adult Education principal, Custodial Supervisor.  Reductions will also be made in the following central administrative services: reception/customer service, custodial, fiscal, maintenance and publications.

In addition, district administrators accepted a 2% salary concession in 2009-10 and the four top-paid administrators took a 5% concession.

What is the impact of reductions to site program funds?

Each school receives an annual allocation of categorical funds to support site specific programs.  The school’s site council determines how these funds are spent, within guidelines provided by the state.  This money often supports supplemental reading, math and English Language Learner programs delivered by paraeducators; technology; and library materials.

To help manage budget reductions, the state recently gave school districts temporary flexibility to use categorical site program funds for general fund purposes.  Superintendent Hammond has proposed to re-direct two-thirds of 2010-11 site program allocations to fund core instructional services that would otherwise be cut.  Site councils would determine how the remaining one-third should be spent as part of their annual site planning process.

Can a school’s PTA/PTO raise funds to restore programs only at that site?

Superintendent James Hammond has requested that PTAs/PTOs: 

• Work closely with site councils and site administration to identify the classified positions that will be eliminated from the site plan and the classified and certificated positions that will be eliminated as part of district-wide reductions,
• Maintain the current practice of contributing to the highest priority site-desired projects and services as defined by the PTA/PTO, and
• Work closely with site councils, site administration and the Davis School Foundation to participate in the district-wide DSF campaign to mitigate the $5.6 million of reductions to the district’s core educational programs and services.

In addition, Dr. Hammond asks that all parties be cognizant of any fundraising efforts that will create disproportionate levels of support to school sites.  He will monitor these efforts to ensure balanced and equitable program/services/staffing across all sites.

What are categorical funds?

Categorical funds are provided to school districts by the state and federal governments so they may better meet the additional needs of some students (e.g. low socio-economic students, English Language Learners, students with special needs, etc.), or provide specific programs (e.g. adult education, California High School Exit Exam, class size reduction, site and library improvement, etc.)  These funds have restricted uses based upon the specific target of the program.

In past years, the Governor’s January budget proposal represented a worst-case scenario, and the outlook improved by May.  Is that expected to happen this year?

While a few years have followed that pattern, in 2009-10 the district identified $3 million in reductions as part of their early planning process and was forced to impose that same level of reduction in June. 

Though there is some indication that state revenues have begun to stabilize, the state still has a spending deficit from last year and the Governor’s January 2010 budget plan included several budget assumptions, including $6.9 billion in federal funding, that may prove overly optimistic. 

Are the proposed budget cuts consistent with Measures Q and W?

As core funding has eroded, so too has the district’s ability to maintain the full educational program provided in the past.  Parcel tax revenues usually fund some, but not all, of a particular program.  Measures Q and W continue to fund supplemental program for DJUSD students over and above what the state funds, and do so in the specific categories described in the ballot language for the measures.

Do special programs like GATE, Spanish Immersion and Montessori cost more per pupil than the general education program?

There is a basic cost for educating students in each classroom, whether the classroom is general education, GATE, Spanish Immersion, or another program.  In some cases, categorical funds specific to the program were available to fund district coordinators.  Where that categorical funding is now flexible, coordinator positions have been identified for reduction.

Are there courses with low enrollment, e.g. foreign language or music, being offered at the high school?

Some foreign language offerings are supported by Measure W, though often multiple levels of a language are taught in combination in one period and junior high students travel to the high school to take advantage of courses offered. 

Music offerings tend to have high enrollments, some more than 80 students per section.  The new Baroque Ensemble course was created by splitting one large course with two teachers into two smaller courses, at no additional staffing cost to the district.

Did the district consider the interests of students who may be struggling academically when budget reductions were identified?

The reduction plan continues the district’s current practice of maintaining smaller class sizes for at-risk students. The district will not “fully load” at-risk classes such as ACES, reading interventions, and/or Algebra One and remains committed to smaller class sizes for all at-risk/intervention courses to give those students the most positive learning environment needed to close their achievement gap(s).

With the proposed reduction of the 7^th grade school day from seven periods to six periods, will students still be able to take electives like foreign language and music?

District staff are working to maximize those options for students.  More information will be available when students make their course choices for next year.

What will be the impact of increasing class sizes on programs like Spanish Immersion, GATE and Montessori?

The answer to this question will become better known as the district moves through its Intent to Return/Enroll process this spring.  There is flexibility within the lay-off list to make reductions to Spanish Immersion and Montessori as needed.  GATE classes currently have a higher average in 4th-6th grades across the district compared to general education classes.

Why did the Particular Kinds of Services (PKS) resolution include more positions to be eliminated or reduced than the January budget reduction proposal?

By law, an employee who will be laid-off must receive first notice of possible action by March 15.  The district requires flexibility to respond to unknowns such as changing student enrollment, or complications in the seniority process that dictates lay-offs.  For that reason, more employees are typically noticed than will actually be laid-off.  The additional notices also allow the district to respond should the state impose greater than expected reduction in revenue.

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Previously Posted Questions and Answers

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What is the district’s total revenue?

The District’s adopted budget for 2009-2010 shows projected revenue of $71 million. The Charter Schools fund makes up $3.4 million of that.  A few small funds - adult education, childhood development, self insurance, cafeteria, maintenance, and facility and building funds – contribute a combined total of $4.1 million.  The General Fund accounts for 90% of revenue, or $63.5 million.

Within the General Fund, 78% of revenue comes from the state of California (a portion directly from local property taxes) and is largely calculated based on student attendance.  The remaining revenue comes from the federal government (4%) and local parcel taxes and fundraising (18%). 

Projected revenue is based on budget assumptions which may change throughout the year.  Districts are required to formally update their budgets at First Interim (December 15) and Second Interim (March 15) and adjustments are made to projections at that time.

How much do Measures Q and W contribute to the district’s revenue and what programs do they fund?

Measure Q contributes $4 million to the district annually.  Measure W contributes another $2.4 million to the General Fund.  These dollars can only be spent on programs defined within the ballot measures, but it is important to understand that parcel taxes often fund only a portion of a program, not the whole program.  A Citizen’s Oversight Committee reviews all expenditures. Both taxes will sunset in June 2012.

Measure Q provides funds to:

• Preserve reading specialists and aides;
• Preserve training available to all district teachers and staff;
• Preserve school-based technology support, classroom and library materials;
• Preserve additional class periods and teachers so that our secondary schools can offer music, art, foreign languages and career/technical courses;
• Preserve class size reduction programs;
• Preserve school counselors, nurses and others providing direct student support services;
• Improve nutrition at schools by providing students with fresh farm produce and;
• Implement a math specialist program for classroom support.

Measure W provides funds to:

• Preserve elementary science instruction;
• Preserve availability of class periods for core science, math, English, and social sciences;
• Preserve elementary music;
• Preserve librarians at elementary and secondary schools;
• Preserve secondary class size reduction for 9th and 10th grade English and math;
• Preserve availability of class periods for foreign language, music and physical education and
• Preserve athletics and co-curricular programs including drama, debate and journalism programs.

For more information, consult the 2010 report of the Measures Q and W Citizen's Oversight Committee.

 
What are the district’s expenditures?

Budgeted expenditures for 2009-2010 are $75.4 million, exceeding projected revenue by $4.4 million. General Fund expenditures account for $68 million of that.

Within the General Fund, 85% of the dollars are spent on employee costs. Operating expenses including utilities, copier, postage, phone expenses and other contracted services are 10%. Books, instructional supplies, office supplies and computer equipment are 4%, with the remaining 1% spent on capital and other outgo.

What is the impact on the district of state budget reductions?

State funding for DJUSD has been reduced by over $1,000 per student.

Does DJUSD have a structural deficit and if so, how much?

A structural deficit occurs when an organization’s ongoing expenses exceed its ongoing revenue. DJUSD does have a structural deficit, covered this year by one-time federal stimulus funds and spending down reserves. The District is deficit spending by about $5.6 million a year, and will need to reduce expenditures by that amount in order to maintain longterm fiscal solvency.

Why is it so difficult to reduce a school district’s budget?

Educating students is both labor intensive and highly regulated.  Employee compensation accounts for over 85% of the operating budget and the majority of the employees work under collective bargaining agreements that cannot be changed unilaterally. 

Has the district made spending cuts to adjust for lower revenues?

Yes.  The district reduced expenses by $3 million in 2009-2010, eliminating 22 certificated and 15 classified full-time equivalent positions.

The district is proposing $5.6 million in budget actions for the 2010-11 school year, requiring the elimination of more than 88 full-time equivalent positions.  This is a 11.9% reduction in the district’s current workforce.

What are the specific reductions proposed for 2010-11?

The Budget Reduction Plan for 2010-11 identifies $5.6 million in solutions achieved through a combination of employee concessions, program reductions, reallocation of previously restricted categorical funds and spending down reserves.   The specific proposals follow.

Superintendent's Revised Budget Reduction Proposal (January 22, 2010)

Did the district receive federal stimulus funds?

Yes.  In 2008-09 and 2009-10, the district received approximately $4.5 million through the American Recovery and Reinvestment Act (ARRA).  Some of this money was targeted for the needs of low socio-economic and special needs children.  The remainder was used to avoid making deeper cuts in 2009-10.

Will the district receive additional federal stimulus funds?

No further allocations are confirmed at this time.

 
Does the district have reserve funds to help close the budget gap?

Yes, the district does have carryover funds available.  The district keeps a 3% reserve – currently $2 million – for economic uncertainties and to remain fiscally solvent.  The district also maintains a 1% contingency, or $650,000, for current year operating emergencies.  This year the district also has a multi-year budget balance reserve to maintain fiscal solvency throughout the three year budget cycle.  In 2010 district reserves are 9-10% of General Fund expenditures, but the Superintendent's January budget plan reduces that amount to 4% by 2012.

Given that the state has temporarily reduced to 1% the mandated reserve for economic uncertainty, why is the district still retaining reserves in excess of that amount?

In order to manage its own lack of cash, the state of California deferred payments in apportionments to schools due in 2009-2010 to 2010-2011.  Additional deferrals are likely.  For this reason, the district is maintaining a higher than normal reserve to guarantee sufficient cash on hand to meet spending obligations, including payroll. 

The district’s proposed reduction plan includes spending down General Fund reserves by $350,000 a year.  This is one time money, once spent it is not available to cover future deficits.

As sound financial management, consistent with the advice of the Yolo County Office of Education and the Fiscal Crisis Management and Assistance Team, the district plans not to let reserve levels dip below 3%.

Does the district have property that could be sold to help close the budget gap?

The district does own two properties, Grande and Wildhorse/Nugget Field, originally intended as school sites but now declared surplus to educational needs.  The Grande site has been entitled by the City for development.  That process has not been initiated by the district for Wildhorse/Nugget Field.

Previously, proceeds from the sale of surplus property were restricted by the state for use on facilities.  That is, the money could only be spent on maintaining or constructing buildings in the district.

As part of a broader effort to provide districts with more local control over how they use diminished resources, the July 2009 state budget included temporary flexibility for districts to sell surplus properties and use the proceeds for any purpose.  Sale of the district’s surplus properties could temporarily avoid some program reductions for a short period of time.

There are, however, several reasons why the district may choose not to use this temporary flexibility:  

• The district has current facilities needs that would require the use of these funds in the foreseeable future.
• In selling property, the district must agree to forego future state emergency facility funding. 
• The market values of the properties are currently depressed, but expected to recover in the future.
• Proceeds from a sale are a one-time source of funds and do not address the district’s ongoing structural deficit.

Is the district considering closure of a school to address the budget deficit?

Several years of declining enrollment resulted in the closure of Valley Oak Elementary School in 2008.  Since then, the district’s student population size has stabilized and is projected to grow slowly over the next ten years.  The most recent demographic project is available here.

There are no school sites significantly under-enrolled at this time.  Increasing class size (affecting grades K-3 most notably) to close the budget gap calls into question whether all elementary campuses are needed, but the flexibility granted by the state to increase class size is temporary in nature.  To keep the option of returning to lower class sizes available, the district must maintain all its present school sites.

The estimated savings of closing an elementary school site is $350,000, and $450,000 for a junior high.  This amount would not close the budget gap and the discussion over which school to close would be deeply divisive for the community.  For this reason, Superintendent James Hammond is not recommending school closure at this time.

Why is DJUSD considering program cuts and employee compensation reduction?

Balancing the budget requires new revenue, reducing services (e.g. program cuts resulting in layoffs), and/or reducing the cost of services (e.g. employee salary reductions).

It is within the Board's authority to reduce programs; however, reduction in compensation must be negotiated and cannot be imposed unilaterally. The district has included $1 million in employee concessions as part of its 2010-11 Budget Reduction Plan.  Failure to negotiate those concessions will require an additional $1 million in program and workforce reductions.

How much money could be saved by furloughs and/or salary reductions?

If all employees participated, one furlough day would result in $250,000 in savings.  A 1% salary rollback would result in $500,000 savings.  Any concession of this nature must be collectively bargained with unions.

Is there a proposal to decrease the school year?

The recent state budget agreement included temporary flexibility allowing school districts to reduce their school year from 180 to 175 days without penalty.  However, an accompanying reduction of salaries must be bargained with the individual employee groups.

Our district teachers currently work a 184 day school year, 180 of which are instructional days with students in the classroom.

What impact does categorical "flexibility" have on the budget?

A large portion of state education funding, known as categorical, is allocated to districts for specific programs.  This year DJUSD received $9 million for these programs.  Categorical flexibility, granted in the state budget, means that some of that money need no longer be restricted to those programs and can be used for General Fund purposes, with the consequence that the program is reduced or no longer offered. This allows districts to make local decisions on how to respond to budget reductions. 

Categorical flexibility accounts for $1,165,000 of the $5.6 proposed 2010-11 cuts including reduction of the Adult Education program (retaining only English as a Second Language program, the high school diploma program and the Davis Parent Nursery School), Summer School (retaining only intervention classes for students at risk of failing), site discretionary funds, and deferred maintenance funds.

Categorical flexibility has allowed the district to temporarily reduce support programs in order to retain more core programming.

Is DJUSD required to balance its budget?

The district is required by state law to adopt a three year budget plan and submit it to the Yolo County Office of Education by June 30 each year.  This budget will be approved by the county if it shows the district is able to meet its financial obligations and maintain a reserve for economic uncertainty.  The district must also file interim reports on December 15 and March 15 showing a continued ability to meet financial obligations and maintain the reserve for the three year period.  If so, the county issues a “positive” certification of the budget.

If the budget plan shows the district may not meet its financial obligations, a “qualified” certification is assigned by the county. The district is then required to develop a fiscal recovery plan.  Depending upon the size of the problem and the district’s ability to address the issue, the county may require various levels of outside intervention to assist the district in achieving solvency.

If the district’s budget plan shows that it will not meet its financial obligations, a “negative” certification is assigned. The district is required to develop a fiscal recovery to address the problem and the county requires immediate intervention, which could involve setting aside decisions of the local governing board.

What does it mean to “self-qualify” a budget?

In self-qualifying, the district acknowledges at the time it submits its budget to the county that it may not meet its financial obligations over the three year budget period.  The remedies are the same as receiving a qualified certification from the county.

What are the key dates in the budget process?

• July 1, 2009: Budget submitted to Yolo County Office of Education
• September 17, 2009: 2008-2009 Unaudited Actuals
• December 15, 2009: First Interim Budget Report
• January 21, 2010: January State Budget Update
• March 15, 2010: Second Interim Budget Report, preliminary lay-off notices issued
• May 15, 2010: May State Budget Revision, final lay-off notices issued
• June 30, 2010: Adopt Final 2010-2011 Budget

How do I stay I informed about future decisions?

The Board of Education meets the first and third Thursday of each month.  Agendas and back-up documentation are available online.  Meetings are broadcast live and in replay on cable channel 17 and videostreamed at www.djusd.tv.

Current and historical documents are posted on the district’s website.

Where do I direct my budget related questions? 

Email your question to budgetinput@djusd.k12.ca.us.

May I make a donation to support the students of the school district?

We appreciate your support of our students.  You may donate directly to the district (526 B St., Davis, California 95616) or through one of our supporting foundations:

• Davis Bridge Educational Foundation
• Davis Farm to School Connection
• Davis High School Blue and White Foundation
• Davis School Arts Foundation
• Davis Schools Foundation