Budgeting From the BlacktopBudgeting From the Blacktop
¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela
Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre
Is Extra Funding Helping English Learners? One School’s Contentious Decision
After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty
Manejando el presupuesto: Cómo una escuela intenta cerrar la brecha de disparidades
Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades
A Day With a Sixth-Grader: How One School Supports a High-Needs Student
Budgeting From the Blacktop: How One School Is Trying to Bridge Inequities
Sponsored
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FM","link":"/"}},"news_10991305":{"type":"posts","id":"news_10991305","meta":{"index":"posts_1591205157","site":"news","id":"10991305","score":null,"sort":[1466125879000]},"guestAuthors":[],"slug":"ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela","title":"¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela","publishDate":1466125879,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/05/16/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Un puñado de niños de primer grado están sentados, piernas cruzadas, sobre un tapete de los colores del arco iris, ojos puestos sobre Katherine Craig, especialista en lectura de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> en Sacramento.\u003c/p>\n\u003cp>Ella está a cargo de un programa especial para los que tienen dificultades con la lectura, llamado en inglés, \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS – Instrucción sistemática en la conciencia fonológica, la fónica y palabras comunes).\u003c/p>\n\u003cp>Al comienzo de cada clase, Craig baraja unas cartas didácticas y pide que los estudiantes pronuncien las letras y combinen los sonidos.\u003c/p>\n\u003cp>“Es muy científico”, explica Craig. “Me siento casi como un médico que realiza una prueba, y se ve cuál es la prescripción. Hay mucha repetición. He dictado este programa durante cinco años, y siempre veo que los estudiantes progresan un montón\".\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/264385801\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Muchos de los estudiantes en la clase que dicta Craig están aprendiendo el inglés – o son los que hablan el inglés como segundo idioma. La mayoría habla el español en casa, aunque otros hablan el hmong. Reciben unos 45 minutos de instrucción intensa cuatro días a la semana sobre lo básico del idioma inglés. Los maestros indican que este programa es determinante, por lo que les da a los que aprenden el inglés el conocimiento lingüístico para “romper el código” y entender el contenido académico más riguroso en sus salones de clase.\u003c/p>\n\u003cp>Fue por esta razón que muchos quedaron muy sorprendidos cuando el director redujo el programa el año pasado. Antes, había cuatro especialistas en la lectura. Ahora, sólo les queda Craig.\u003c/p>\n\u003cp>Después, hace unos meses, otras malas noticias: Craig aprendió que el año entrante van a eliminar su posición.\u003c/p>\n\u003cp>“El recurso de mayor valor es el recurso humano”, afirma Craig. “Nuestros niños de verdad se benefician del apoyo adicional que reciben, con base en sus necesidades. Entonces, sí que me pone un poco nerviosa pensar qué ocurrirá ahora”.\u003c/p>\n\u003cp>\u003cstrong>Decisiones de gasto difíciles\u003c/strong>\u003c/p>\n\u003cp>A pesar de recibir $187.000 adicionales este año para ayudar a los niños en riesgo – \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\" target=\"_blank\">la manera nueva de distribuir el dinero del estado \u003c/a>– Oak Ridge tiene que hacer recortes porque están desapareciendo varias vertientes más de financiación.\u003c/p>\n\u003cp>Una gran porción del dinero del estado el año entrante pagará el salario del subdirector de la escuela. Pero algunos maestros aseveran que los especialistas son de mayor importancia.\u003c/p>\n\u003cp>Maestra de cuarto grado, Stephanie Smith, dice que hay una población “oculta” de niños que aprenden el inglés en Oak Ridge. Dominarán el inglés para las conversaciones, pero no lo dominan para lo académico. Tampoco dominan bien su idioma materno – entonces con frecuencia se encuentran estancados.\u003c/p>\n\u003cp>“Yo sí creo que nos hace falta más personal”, comenta Smith. “Para mí esto es enorme, porque un programa de clases brillante no va a hacer ninguna diferencia a menos que comprendamos sistemáticamente dónde vamos a colocar nuestros recursos humanos”.\u003c/p>\n\u003cfigure id=\"attachment_10991311\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991311\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/CraigClassroom-800x500-800x500.jpg\" alt=\"Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500-400x250.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenya Vargas Zepeda, de nueve años, es una niña que aprende inglés en Oak Ridge que sigue con dificultades. La niña de cuarto grado nació en México y cursó los estudios preescolares allí. Ha asistido a la escuela primaria de Oak Ridge desde el kinder, y dice que su mayor obstáculo es la redacción.\u003c/p>\n\u003cp>“Cuando era chiquita, tenía mucha imaginación en la cabeza. Tenía un montón de ideas para escribir”, cuenta Kenya. “No sé qué pasó, pero ya no son tan buenos mis pensamientos. Y no sé bien qué escribir\".\u003c/p>\n\u003cp>La madre de Kenya, April Ybarra, es una dirigente vociferante en Oak Ridge quien intenta hacer más responsables a la escuela y al \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Distrito Escolar Unificado de Sacramento\u003c/a> en cuanto a las decisiones referente al gasto de los fondos adicionales del estado destinados a los estudiantes que aprenden el inglés.\u003c/p>\n\u003cp>[contextly_sidebar id=\"spcwfvgc2x98egGeDSbmvwtDxyFGNipa\"]\u003c/p>\n\u003cp>Tanto ella como otros que abogan por la educación temen que los dirigentes escolares sencillamente financian al personal y a los programas existentes sin explorar otras maneras de abordar mejoras en la escuela para este grupo de estudiantes en particular.\u003c/p>\n\u003cp>“Las escuelas ahora tienen la libertad de gastar este dinero adicional, entonces les resulta fácil decir, ‘deberíamos usar este dinero para pagar el salario de una bibliotecaria’. Pero, realísticamente, ¿ayudará aquella bibliotecaria más a los que aprenden inglés que un especialista en lenguas?” pregunta Ybarra. En realidad, este temor ha llegado al punto álgido en dos distritos escolares en California – en \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> y en \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Insisten los grupos de derecho de interés público, tales como \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> y \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, que estos distritos privan a los niños que aprenden inglés de los fondos estatales que deberían ser destinados a su educación.\u003c/p>\n\u003cp>\u003cstrong>Los que aprenden inglés se enfrentan con una transición difícil\u003c/strong>\u003c/p>\n\u003cp>En la escuela primaria de Oak Ridge, un mayor número de niños que aprenden inglés se dirige a las clases de educación general. No obstante, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\" target=\"_blank\">el año pasado los resultados de los exámenes a nivel estatal\u003c/a> indicaron que más de la mitad de este grupo no cumple con las nuevas normas académicas llamadas \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. Esta situación es un reflejo de lo que ocurre por todo el estado.\u003c/p>\n\u003cp>Los educadores dicen que se debe a que los que aprenden el inglés ingresan al sistema de escuelas públicas con muy diversos niveles de habilidad lingüística.\u003c/p>\n\u003cfigure id=\"attachment_10991312\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991312\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Kindergartners-800x532-800x532.jpg\" alt=\"Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532-400x266.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Me senté con el director de la escuela de Oak Ridge, \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\">Daniel Rolleri\u003c/a>, para entender por qué había eliminado las posiciones de especialistas de lengua para colocar los fondos estatales destinados a la ayuda para estudiantes que aprenden el inglés al salario de un subdirector.\u003c/p>\n\u003cp>Rolleri insiste que el subdirector se encarga de controlar los problemas de comportamiento estudiantil en la escuela, lo cual ayuda a todos los niños – incluyendo a los que aprenden inglés – a enfocarse en el aprendizaje. Dice que los estudiantes que tienen dificultades con el inglés recibirán apoyo del instructor de educación especial de la escuela.\u003c/p>\n\u003cp>Agrega que los maestros de la escuela tienen la capacitación y las habilidades para ayudar a que todos los niños que aprenden inglés cumplan con \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\" target=\"_blank\">las nuevas normas académicas más rigurosas\u003c/a>.\u003c/p>\n\u003cp>“Nuestros maestros son talentosos, y una vez que tengamos el tiempo de discutir y analizar (las normas), no tardarán en correr con la pelota”, afirma Rolleri.\u003c/p>\n\u003cp>Encima de esto, indica que los resultados de los exámenes ya no serán la única manera de medir el éxito de una escuela. Bajo el nuevo sistema de rendimiento de cuentas del estado, los elementos como la participación estudiantil y el ambiente en la escuela también serán factores.\u003c/p>\n\u003cp>“Cuando se trata de la realidad que vive la comunidad a la que servimos, siento que estamos ofreciendo la más alta calidad de educación que podemos para nuestros estudiantes y nuestras familias, y siento que por esto nos quieren y están verdaderamente agradecidos”.\u003c/p>\n\u003cp>Pero todas estas decisiones de gasto son un juego de azar, y la comunidad está tensa. La única manera de saber si los más de 500 estudiantes de la escuela de Oak Ridge se beneficiarán, es con volver en unos pocos años.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el cuarto de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Al igual que otras escuelas, la primaria Oak Ridge en Sacramento recibe fondos especiales del estado para apoyar a estudiantes aprendiendo Inglés. ¿Pero qué tan efectivo es el gasto de ese dinero?","status":"publish","parent":0,"modified":1466203857,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1622},"headData":{"title":"¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela | KQED","description":"Al igual que otras escuelas, la primaria Oak Ridge en Sacramento recibe fondos especiales del estado para apoyar a estudiantes aprendiendo Inglés. ¿Pero qué tan efectivo es el gasto de ese dinero?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela","datePublished":"2016-06-17T01:11:19.000Z","dateModified":"2016-06-17T22:50:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10991305 http://ww2.kqed.org/news/?p=10991305","disqusUrl":"https://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela/","disqusTitle":"¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela","path":"/news/10991305/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/05/16/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Un puñado de niños de primer grado están sentados, piernas cruzadas, sobre un tapete de los colores del arco iris, ojos puestos sobre Katherine Craig, especialista en lectura de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> en Sacramento.\u003c/p>\n\u003cp>Ella está a cargo de un programa especial para los que tienen dificultades con la lectura, llamado en inglés, \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS – Instrucción sistemática en la conciencia fonológica, la fónica y palabras comunes).\u003c/p>\n\u003cp>Al comienzo de cada clase, Craig baraja unas cartas didácticas y pide que los estudiantes pronuncien las letras y combinen los sonidos.\u003c/p>\n\u003cp>“Es muy científico”, explica Craig. “Me siento casi como un médico que realiza una prueba, y se ve cuál es la prescripción. Hay mucha repetición. He dictado este programa durante cinco años, y siempre veo que los estudiantes progresan un montón\".\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/264385801&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/264385801'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Muchos de los estudiantes en la clase que dicta Craig están aprendiendo el inglés – o son los que hablan el inglés como segundo idioma. La mayoría habla el español en casa, aunque otros hablan el hmong. Reciben unos 45 minutos de instrucción intensa cuatro días a la semana sobre lo básico del idioma inglés. Los maestros indican que este programa es determinante, por lo que les da a los que aprenden el inglés el conocimiento lingüístico para “romper el código” y entender el contenido académico más riguroso en sus salones de clase.\u003c/p>\n\u003cp>Fue por esta razón que muchos quedaron muy sorprendidos cuando el director redujo el programa el año pasado. Antes, había cuatro especialistas en la lectura. Ahora, sólo les queda Craig.\u003c/p>\n\u003cp>Después, hace unos meses, otras malas noticias: Craig aprendió que el año entrante van a eliminar su posición.\u003c/p>\n\u003cp>“El recurso de mayor valor es el recurso humano”, afirma Craig. “Nuestros niños de verdad se benefician del apoyo adicional que reciben, con base en sus necesidades. Entonces, sí que me pone un poco nerviosa pensar qué ocurrirá ahora”.\u003c/p>\n\u003cp>\u003cstrong>Decisiones de gasto difíciles\u003c/strong>\u003c/p>\n\u003cp>A pesar de recibir $187.000 adicionales este año para ayudar a los niños en riesgo – \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\" target=\"_blank\">la manera nueva de distribuir el dinero del estado \u003c/a>– Oak Ridge tiene que hacer recortes porque están desapareciendo varias vertientes más de financiación.\u003c/p>\n\u003cp>Una gran porción del dinero del estado el año entrante pagará el salario del subdirector de la escuela. Pero algunos maestros aseveran que los especialistas son de mayor importancia.\u003c/p>\n\u003cp>Maestra de cuarto grado, Stephanie Smith, dice que hay una población “oculta” de niños que aprenden el inglés en Oak Ridge. Dominarán el inglés para las conversaciones, pero no lo dominan para lo académico. Tampoco dominan bien su idioma materno – entonces con frecuencia se encuentran estancados.\u003c/p>\n\u003cp>“Yo sí creo que nos hace falta más personal”, comenta Smith. “Para mí esto es enorme, porque un programa de clases brillante no va a hacer ninguna diferencia a menos que comprendamos sistemáticamente dónde vamos a colocar nuestros recursos humanos”.\u003c/p>\n\u003cfigure id=\"attachment_10991311\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991311\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/CraigClassroom-800x500-800x500.jpg\" alt=\"Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500-400x250.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenya Vargas Zepeda, de nueve años, es una niña que aprende inglés en Oak Ridge que sigue con dificultades. La niña de cuarto grado nació en México y cursó los estudios preescolares allí. Ha asistido a la escuela primaria de Oak Ridge desde el kinder, y dice que su mayor obstáculo es la redacción.\u003c/p>\n\u003cp>“Cuando era chiquita, tenía mucha imaginación en la cabeza. Tenía un montón de ideas para escribir”, cuenta Kenya. “No sé qué pasó, pero ya no son tan buenos mis pensamientos. Y no sé bien qué escribir\".\u003c/p>\n\u003cp>La madre de Kenya, April Ybarra, es una dirigente vociferante en Oak Ridge quien intenta hacer más responsables a la escuela y al \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Distrito Escolar Unificado de Sacramento\u003c/a> en cuanto a las decisiones referente al gasto de los fondos adicionales del estado destinados a los estudiantes que aprenden el inglés.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tanto ella como otros que abogan por la educación temen que los dirigentes escolares sencillamente financian al personal y a los programas existentes sin explorar otras maneras de abordar mejoras en la escuela para este grupo de estudiantes en particular.\u003c/p>\n\u003cp>“Las escuelas ahora tienen la libertad de gastar este dinero adicional, entonces les resulta fácil decir, ‘deberíamos usar este dinero para pagar el salario de una bibliotecaria’. Pero, realísticamente, ¿ayudará aquella bibliotecaria más a los que aprenden inglés que un especialista en lenguas?” pregunta Ybarra. En realidad, este temor ha llegado al punto álgido en dos distritos escolares en California – en \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> y en \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Insisten los grupos de derecho de interés público, tales como \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> y \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, que estos distritos privan a los niños que aprenden inglés de los fondos estatales que deberían ser destinados a su educación.\u003c/p>\n\u003cp>\u003cstrong>Los que aprenden inglés se enfrentan con una transición difícil\u003c/strong>\u003c/p>\n\u003cp>En la escuela primaria de Oak Ridge, un mayor número de niños que aprenden inglés se dirige a las clases de educación general. No obstante, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\" target=\"_blank\">el año pasado los resultados de los exámenes a nivel estatal\u003c/a> indicaron que más de la mitad de este grupo no cumple con las nuevas normas académicas llamadas \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. Esta situación es un reflejo de lo que ocurre por todo el estado.\u003c/p>\n\u003cp>Los educadores dicen que se debe a que los que aprenden el inglés ingresan al sistema de escuelas públicas con muy diversos niveles de habilidad lingüística.\u003c/p>\n\u003cfigure id=\"attachment_10991312\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991312\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Kindergartners-800x532-800x532.jpg\" alt=\"Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532-400x266.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Me senté con el director de la escuela de Oak Ridge, \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\">Daniel Rolleri\u003c/a>, para entender por qué había eliminado las posiciones de especialistas de lengua para colocar los fondos estatales destinados a la ayuda para estudiantes que aprenden el inglés al salario de un subdirector.\u003c/p>\n\u003cp>Rolleri insiste que el subdirector se encarga de controlar los problemas de comportamiento estudiantil en la escuela, lo cual ayuda a todos los niños – incluyendo a los que aprenden inglés – a enfocarse en el aprendizaje. Dice que los estudiantes que tienen dificultades con el inglés recibirán apoyo del instructor de educación especial de la escuela.\u003c/p>\n\u003cp>Agrega que los maestros de la escuela tienen la capacitación y las habilidades para ayudar a que todos los niños que aprenden inglés cumplan con \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\" target=\"_blank\">las nuevas normas académicas más rigurosas\u003c/a>.\u003c/p>\n\u003cp>“Nuestros maestros son talentosos, y una vez que tengamos el tiempo de discutir y analizar (las normas), no tardarán en correr con la pelota”, afirma Rolleri.\u003c/p>\n\u003cp>Encima de esto, indica que los resultados de los exámenes ya no serán la única manera de medir el éxito de una escuela. Bajo el nuevo sistema de rendimiento de cuentas del estado, los elementos como la participación estudiantil y el ambiente en la escuela también serán factores.\u003c/p>\n\u003cp>“Cuando se trata de la realidad que vive la comunidad a la que servimos, siento que estamos ofreciendo la más alta calidad de educación que podemos para nuestros estudiantes y nuestras familias, y siento que por esto nos quieren y están verdaderamente agradecidos”.\u003c/p>\n\u003cp>Pero todas estas decisiones de gasto son un juego de azar, y la comunidad está tensa. La única manera de saber si los más de 500 estudiantes de la escuela de Oak Ridge se beneficiarán, es con volver en unos pocos años.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el cuarto de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10991305/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela","authors":["211"],"programs":["news_72"],"series":["news_19298"],"categories":["news_18540","news_8"],"tags":["news_17286"],"featImg":"news_10991307","label":"news_72"},"news_10991233":{"type":"posts","id":"news_10991233","meta":{"index":"posts_1591205157","site":"news","id":"10991233","score":null,"sort":[1466125828000]},"guestAuthors":[],"slug":"despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre","title":"Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre","publishDate":1466125828,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/04/18/budgeting-from-the-blacktop-a-day-in-room-30\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nEl salón 30 de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> en Sacramento está adornado de afiches de inspiración.\u003c/p>\n\u003cp>Juegos de mesa y útiles para las artes llenan los estantes. En un rincón hay una máquina de cinta rotativa para hacer ejercicio. A diario los estudiantes se suben a la máquina para controlar el nivel de estrés y dar enfoque a sus energías.\u003c/p>\n\u003cp>Al otro lado del salón está sentada Danielle Martin, la trabajadora social de la escuela. Esta mañana tiene sobre el escritorio una pila de expedientes estudiantiles y se prepara a hacer unas llamadas por teléfono a varias familias. Pero primero, enciende un pequeño dispositivo sobre el escritorio llamado “pantalla contra el sonido”, que produce un constante zumbido de sonido blanco.\u003c/p>\n\u003cp>“Es como una pequeña zona de protección”, explica Martin. “Mucho de lo que aquí ocurre podría ser sensible, pero también es un espacio privado, confidencial\".\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/259701864\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>A continuación Martin llama a los padres de una niñita que ha estado participando en peleas. Martin les dice que la niña necesita ayuda y quiere que los padres le den permiso para registrarla en consejería de grupo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>La escuela primaria de Oak Ridge es única dentro del \u003ca href=\"http://www.scusd.edu/\">Distrito Escolar Unificado de la Ciudad de Sacramento\u003c/a> por lo que tiene en su recinto un \u003ca href=\"http://www.scusd.edu/student-support-centers\">Centro de Apoyo para Estudiantes\u003c/a> al que se dedican dos profesionales. Hace varios años la instalación del Centro se hizo posible con millones de dólares de fondos federales. Sin embargo, ahora los fondos se están agotando.\u003c/p>\n\u003cfigure id=\"attachment_10991237\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991237\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/DanielleMartin-800x492-800x492.jpg\" alt=\"Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \" width=\"800\" height=\"492\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492-400x246.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Dentro de la nueva manera de distribuir fondos para las escuelas en California\u003c/a>, Oak Ridge recibe $187.000 adicionales este año para los estudiantes en riesgo – pero no es suficiente para cubrir todos los profesionales ni los programas que ha ido añadiendo a través de los años.\u003c/p>\n\u003cp>El director de la escuela ahora intenta calcular cómo gastar aquellos fondos para surtir el mayor impacto.\u003c/p>\n\u003cp>Bethany Coburn, la otra trabajadora social en Oak Ridge, indica que contar con un espacio como el salón 30 es crítico para los estudiantes con altas necesidades por lo que les ayuda a ellos y a sus familias con todo – desde los desahucios hasta la violencia doméstica. Llegan hasta 70 estudiantes por semana al Centro para recibir servicios especiales.\u003c/p>\n\u003cp>“Los maestros deben abordar tanto”, comenta Coburn. “Nosotros podemos quitarles algo de esa presión, de esa carga, para que puedan dictar sus clases y enfocarse en lo académico”.\u003c/p>\n\u003cp>Coburn, quien también es la coordinadora del Centro de Apoyo para Estudiantes, explica que ella y Martin intentan no dejar que las preocupaciones sobre el presupuesto sean distracción de su labor, porque en cualquier momento puede surgir una crisis.\u003c/p>\n\u003cp>Hoy no es ninguna excepción.\u003c/p>\n\u003cfigure id=\"attachment_10991238\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991238\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/BethanyCoburn-800x503-800x503.jpg\" alt=\"Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503-400x252.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Un niño de segundo grado recién llegado a la escuela llega al salón 30 porque dice que se va a lesionar a sí mismo. Martin se apresura a intervenir, sin querer sobrepasarse. Lo lleva a su cubículo y comienza una conversación informal con él, la cual llega a ser una serie de preguntas de evaluación del riesgo de suicidio.\u003c/p>\n\u003cp>“Me dijo la señorita Allison que estabas pensando tal vez herirte a ti mismo”, le dice Martin al muchacho.\u003c/p>\n\u003cp>Él confirma lo que dijo la señorita, y después le insta que no llame a sus padres porque dice que habrá consecuencias si se enteran que él se encuentra en problemas. Martin se esmera por calmar sus temores.\u003c/p>\n\u003cp>“Cuando llegan los chicos a verme, normalmente no es por estar metidos en problemas. Entonces, tú no estás metido en problemas conmigo”, responde Martin con simpatía.\u003c/p>\n\u003cp>El niño suspira hondo, aliviado. Treinta minutos más tarde, Martin y el estudiante emergen del cubículo, y el niño se sube a la cinta rotativa para desahogarse.\u003c/p>\n\u003cp>En este año escolar, el Centro de Apoyo para Estudiantes realizó cuatro evaluaciones de riesgo de suicidio para estudiantes en la escuela. A nivel del distrito, se han completado más de 50 evaluaciones.\u003c/p>\n\u003cfigure id=\"attachment_10991240\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991240\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-800x736.jpg\" alt=\"Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \" width=\"800\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-400x368.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Explican Coburn y Martin que están tratando a ayudar a los pequeñitos a entender sus emociones antes que se intensifiquen. Otra manera es mediante las sesiones semanales de consejería en grupo. El día de hoy, Coburn lleva a un pequeño grupo de estudiantes de primer grado al salón 30 durante la hora del almuerzo, los sienta en una mesa y lee un libro sobre los sentimientos mientras ellos disfrutan de trozos de manzana y galletas.\u003c/p>\n\u003cp>“¿Me pueden contar sobre un momento en el que se sintieron tristes?” pregunta Coburn.\u003c/p>\n\u003cp>“Me siento triste porque me enojo. Triste y enojada”, responde una de las chiquitas.\u003c/p>\n\u003cp>“A veces esos sentimientos se acompañan, y eso está bien”, le explica Coburn. “Lo importante es que aprendamos a manejar y a controlar esos sentimientos”.\u003c/p>\n\u003cp>Muchos padres dicen que agradecen lo que ocurre en el salón 30.\u003c/p>\n\u003cp>Amanda Hawkins se aparece en el salón para visitar rápidamente a su hijo, Mekhi, quien cursa sexto grado. Al comienzo del año, Mekhi no prestaba atención en clase, era respondón y golpeaba a otros niños. Ahora reacciona menos y tiene mayor enfoque.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ShYkCkf7jNMrFHCptWKTbj29AUja2cnX\"]\u003c/p>\n\u003cp>“Me siento muy orgullosa de él por las decisiones que ha tomado”, comenta Hawkins. “Todo lo que quiero es que sea la persona que es\".\u003c/p>\n\u003cp>Este año Oak Ridge terminó por usar parte de los fondos adicionales del estado para los gastos del salón 30 por el impacto que surte sobre los niños de altas necesidades. Pero el año entrante el dinero se destinará a otra posición. Por ende, Oak Ridge tendrá que valerse de otra vertiente de fondos federales para mantener en función el centro.\u003c/p>\n\u003cp>“Me parece que el trabajo que realizamos no necesita comentario”, afirma Coburn. “Servimos a tantos estudiantes, y yo creo que somos un bien de mucho valor dentro de la escuela y la comunidad. Me parece que sería una gran pena que desapareciera”.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el tercero de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"La escuela primaria Oak Ridge, en Sacramento, creó un programa donde los alumnos reciben ayuda para manejar su estrés y trauma. Pero el futuro financiero del programa es incierto.","status":"publish","parent":0,"modified":1466203817,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1336},"headData":{"title":"Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre | KQED","description":"La escuela primaria Oak Ridge, en Sacramento, creó un programa donde los alumnos reciben ayuda para manejar su estrés y trauma. Pero el futuro financiero del programa es incierto.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre","datePublished":"2016-06-17T01:10:28.000Z","dateModified":"2016-06-17T22:50:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10991233 http://ww2.kqed.org/news/?p=10991233","disqusUrl":"https://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre/","disqusTitle":"Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre","path":"/news/10991233/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/04/18/budgeting-from-the-blacktop-a-day-in-room-30\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nEl salón 30 de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> en Sacramento está adornado de afiches de inspiración.\u003c/p>\n\u003cp>Juegos de mesa y útiles para las artes llenan los estantes. En un rincón hay una máquina de cinta rotativa para hacer ejercicio. A diario los estudiantes se suben a la máquina para controlar el nivel de estrés y dar enfoque a sus energías.\u003c/p>\n\u003cp>Al otro lado del salón está sentada Danielle Martin, la trabajadora social de la escuela. Esta mañana tiene sobre el escritorio una pila de expedientes estudiantiles y se prepara a hacer unas llamadas por teléfono a varias familias. Pero primero, enciende un pequeño dispositivo sobre el escritorio llamado “pantalla contra el sonido”, que produce un constante zumbido de sonido blanco.\u003c/p>\n\u003cp>“Es como una pequeña zona de protección”, explica Martin. “Mucho de lo que aquí ocurre podría ser sensible, pero también es un espacio privado, confidencial\".\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/259701864&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/259701864'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>A continuación Martin llama a los padres de una niñita que ha estado participando en peleas. Martin les dice que la niña necesita ayuda y quiere que los padres le den permiso para registrarla en consejería de grupo.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>La escuela primaria de Oak Ridge es única dentro del \u003ca href=\"http://www.scusd.edu/\">Distrito Escolar Unificado de la Ciudad de Sacramento\u003c/a> por lo que tiene en su recinto un \u003ca href=\"http://www.scusd.edu/student-support-centers\">Centro de Apoyo para Estudiantes\u003c/a> al que se dedican dos profesionales. Hace varios años la instalación del Centro se hizo posible con millones de dólares de fondos federales. Sin embargo, ahora los fondos se están agotando.\u003c/p>\n\u003cfigure id=\"attachment_10991237\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991237\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/DanielleMartin-800x492-800x492.jpg\" alt=\"Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \" width=\"800\" height=\"492\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492-400x246.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Dentro de la nueva manera de distribuir fondos para las escuelas en California\u003c/a>, Oak Ridge recibe $187.000 adicionales este año para los estudiantes en riesgo – pero no es suficiente para cubrir todos los profesionales ni los programas que ha ido añadiendo a través de los años.\u003c/p>\n\u003cp>El director de la escuela ahora intenta calcular cómo gastar aquellos fondos para surtir el mayor impacto.\u003c/p>\n\u003cp>Bethany Coburn, la otra trabajadora social en Oak Ridge, indica que contar con un espacio como el salón 30 es crítico para los estudiantes con altas necesidades por lo que les ayuda a ellos y a sus familias con todo – desde los desahucios hasta la violencia doméstica. Llegan hasta 70 estudiantes por semana al Centro para recibir servicios especiales.\u003c/p>\n\u003cp>“Los maestros deben abordar tanto”, comenta Coburn. “Nosotros podemos quitarles algo de esa presión, de esa carga, para que puedan dictar sus clases y enfocarse en lo académico”.\u003c/p>\n\u003cp>Coburn, quien también es la coordinadora del Centro de Apoyo para Estudiantes, explica que ella y Martin intentan no dejar que las preocupaciones sobre el presupuesto sean distracción de su labor, porque en cualquier momento puede surgir una crisis.\u003c/p>\n\u003cp>Hoy no es ninguna excepción.\u003c/p>\n\u003cfigure id=\"attachment_10991238\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991238\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/BethanyCoburn-800x503-800x503.jpg\" alt=\"Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503-400x252.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Un niño de segundo grado recién llegado a la escuela llega al salón 30 porque dice que se va a lesionar a sí mismo. Martin se apresura a intervenir, sin querer sobrepasarse. Lo lleva a su cubículo y comienza una conversación informal con él, la cual llega a ser una serie de preguntas de evaluación del riesgo de suicidio.\u003c/p>\n\u003cp>“Me dijo la señorita Allison que estabas pensando tal vez herirte a ti mismo”, le dice Martin al muchacho.\u003c/p>\n\u003cp>Él confirma lo que dijo la señorita, y después le insta que no llame a sus padres porque dice que habrá consecuencias si se enteran que él se encuentra en problemas. Martin se esmera por calmar sus temores.\u003c/p>\n\u003cp>“Cuando llegan los chicos a verme, normalmente no es por estar metidos en problemas. Entonces, tú no estás metido en problemas conmigo”, responde Martin con simpatía.\u003c/p>\n\u003cp>El niño suspira hondo, aliviado. Treinta minutos más tarde, Martin y el estudiante emergen del cubículo, y el niño se sube a la cinta rotativa para desahogarse.\u003c/p>\n\u003cp>En este año escolar, el Centro de Apoyo para Estudiantes realizó cuatro evaluaciones de riesgo de suicidio para estudiantes en la escuela. A nivel del distrito, se han completado más de 50 evaluaciones.\u003c/p>\n\u003cfigure id=\"attachment_10991240\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991240\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-800x736.jpg\" alt=\"Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \" width=\"800\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-400x368.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Explican Coburn y Martin que están tratando a ayudar a los pequeñitos a entender sus emociones antes que se intensifiquen. Otra manera es mediante las sesiones semanales de consejería en grupo. El día de hoy, Coburn lleva a un pequeño grupo de estudiantes de primer grado al salón 30 durante la hora del almuerzo, los sienta en una mesa y lee un libro sobre los sentimientos mientras ellos disfrutan de trozos de manzana y galletas.\u003c/p>\n\u003cp>“¿Me pueden contar sobre un momento en el que se sintieron tristes?” pregunta Coburn.\u003c/p>\n\u003cp>“Me siento triste porque me enojo. Triste y enojada”, responde una de las chiquitas.\u003c/p>\n\u003cp>“A veces esos sentimientos se acompañan, y eso está bien”, le explica Coburn. “Lo importante es que aprendamos a manejar y a controlar esos sentimientos”.\u003c/p>\n\u003cp>Muchos padres dicen que agradecen lo que ocurre en el salón 30.\u003c/p>\n\u003cp>Amanda Hawkins se aparece en el salón para visitar rápidamente a su hijo, Mekhi, quien cursa sexto grado. Al comienzo del año, Mekhi no prestaba atención en clase, era respondón y golpeaba a otros niños. Ahora reacciona menos y tiene mayor enfoque.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Me siento muy orgullosa de él por las decisiones que ha tomado”, comenta Hawkins. “Todo lo que quiero es que sea la persona que es\".\u003c/p>\n\u003cp>Este año Oak Ridge terminó por usar parte de los fondos adicionales del estado para los gastos del salón 30 por el impacto que surte sobre los niños de altas necesidades. Pero el año entrante el dinero se destinará a otra posición. Por ende, Oak Ridge tendrá que valerse de otra vertiente de fondos federales para mantener en función el centro.\u003c/p>\n\u003cp>“Me parece que el trabajo que realizamos no necesita comentario”, afirma Coburn. “Servimos a tantos estudiantes, y yo creo que somos un bien de mucho valor dentro de la escuela y la comunidad. Me parece que sería una gran pena que desapareciera”.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el tercero de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10991233/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre","authors":["211"],"programs":["news_72"],"series":["news_19298"],"categories":["news_18540","news_8"],"tags":["news_17286"],"featImg":"news_10991234","label":"news_72"},"news_10953857":{"type":"posts","id":"news_10953857","meta":{"index":"posts_1591205157","site":"news","id":"10953857","score":null,"sort":[1463382354000]},"guestAuthors":[],"slug":"are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision","title":"Is Extra Funding Helping English Learners? One School’s Contentious Decision","publishDate":1463382354,"format":"image","headTitle":"Election 2016 | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela\" target=\"_blank\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003cbr>\nA handful of first-graders sit cross-legged on a rainbow-colored rug with their eyes fixed on Katherine Craig, the reading specialist at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>She’s in charge of a special program for struggling readers called \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS).\u003c/p>\n\u003cp>At the beginning of every class, Craig shuffles through a stack of flashcards and asks students to sound out letters and blend those sounds together.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“It’s very scientific,” Craig says. “I almost feel like a doctor who gives a test, and you see what the prescription is. There’s a lot of repetition. I’ve been teaching this program for five years, and I always see students make a ton of growth.”\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/264385801\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Many of the students in Craig’s classes are English learners -- or those who speak English as a second language. Most speak Spanish at home, but others speak Hmong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They get about 45 minutes of intense instruction four days a week on the basics of the English language. Teachers say this program is instrumental because it gives English learners the linguistic know-how to “crack the code” to more rigorous course content in their classrooms.\u003c/p>\n\u003cp>That’s why many of them were shocked when the principal scaled back the program last year. Before, there were four reading specialists. Now, they’re down to Craig.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>Join reporter Ana Tintocalis for an \u003ca href=\"https://www.instagram.com/kqednews/\">Instagram tour\u003c/a> of Oak Ridge Elementary, led by its students.\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/kqednews/\">\u003cimg src=\"http://u.s.kqed.net/2016/05/13/InstaTakeover375.jpg\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/aside>\n\u003cp>Then, a few months ago, more bad news: Craig learned her position will be cut next year.\u003c/p>\n\u003cp>“The most valuable resource is a human resource,” Craig says. “Our kids really do benefit from getting extra support based on their needs. So it does make me just a little bit nervous about what is going to happen now.”\u003c/p>\n\u003cp>\u003cstrong>Tough Spending Decisions\u003c/strong>\u003c/p>\n\u003cp>Despite getting an extra $187,000 this year to help at-risk kids -- \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">the state’s new way of handing out money\u003c/a> -- Oak Ridge still has to make cuts because several other streams of funding are drying up.\u003c/p>\n\u003cp>A big chunk of the state money next year is paying for the school’s assistant principal. But some teachers argue specialists are more critical.\u003c/p>\n\u003cp>Fourth-grade teacher Stephanie Smith says there is a “hidden” population of English learners at Oak Ridge. They may speak English conversationally but they are not proficient academically. They’re also not proficient in their native language -- so they’re often stuck.\u003c/p>\n\u003cp>“I do think we do need more staff,” Smith says. “That’s a huge thing for me because a glossy cool curriculum is not going to make a difference unless we systematically figure out where we are going to put our human resources.”\u003c/p>\n\u003cfigure id=\"attachment_10955029\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg\" alt=\"Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-10955029\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-1180x738.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nine-year-old Kenya Vargas Zepeda is one English learner at Oak Ridge who still struggles. The fourth-grader was born in Mexico and went to preschool in that country. She has attended Oak Ridge since kindergarten and says her biggest obstacle is writing.\u003c/p>\n\u003cp>“When I was little, I used to have a lot of imagination in my head. I used to have all these ideas to write about,” Kenya says. “I don’t know what happened, but my thoughts aren’t that good anymore. And I don’t really know what to write down.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"llWeOaKbKMvfX69dRkVq6svymuD0LkqC\"]\u003c/p>\n\u003cp>Kenya's mother, April Ybarra, is an outspoken parent leader at Oak Ridge who is trying to hold the school and the \u003ca href=\"http://www.scusd.edu/\">Sacramento Unified School District\u003c/a> more accountable for how officials choose to spend additional state funding intended for English learners.\u003c/p>\n\u003cp>She and other education advocates worry that school leaders are simply funding existing people and programs without exploring other ways to approach school improvement for this specific group of students.\u003c/p>\n\u003cp>“Schools now have the freedom to spend this extra money. So it’s easy for them to say, ‘We should use this money to pay for a librarian.’ But, realistically, will that librarian help English learners more than a language specialist?” Ybarra asks.\u003c/p>\n\u003cp>In fact, that concern has reached a boiling point in two California school districts -- \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> and \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Public interest law groups, including the \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> and \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, insist those districts are depriving English language learners of state funds that should be directed to their education.\u003c/p>\n\u003cp>\u003cstrong>English Learners Face Difficult Transition\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge, more English learners are transitioning to mainstream classes. However, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\">state test results last year\u003c/a> show more than half of them are not meeting new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. The situation mirrors what is happening at schools across the state.\u003c/p>\n\u003cp>Educators say that’s because English learners enter the public school system at so many different levels of language proficiency.\u003c/p>\n\u003cfigure id=\"attachment_10955078\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg\" alt=\"A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills.\" width=\"800\" height=\"532\" class=\"size-medium wp-image-10955078\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I sat down with Oak Ridge principal \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\" target=\"_blank\">Daniel Rolleri\u003c/a> to find out why he eliminated the full-time language specialists in favor of putting state funds intended to help English learners toward an assistant principal.\u003c/p>\n\u003cp>He argues the assistant principal manages student behavior problems at school, which helps all children -- including English learners -- focus on learning. He says students struggling with English will get support from the school’s special education instructor.\u003c/p>\n\u003cp>He adds that the school’s classroom teachers have the training and skills to help all of their English learners meet \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\">new more rigorous academic standards.\u003c/a>\u003c/p>\n\u003cp>“We have talented teachers, and once we have time to discuss (the standards) and analyze them, they’ll take off and run with it,” Rolleri says.\u003c/p>\n\u003cp>On top of that, he points out test scores will no longer be the only way to measure school success. Under the state’s new accountability system, things like student engagement and school climate will likely be factored into the mix.\u003c/p>\n\u003cp>“When you deal with the reality of the community that we serve, I feel that we are providing the highest-quality education that we can for our students and our families, and I feel they genuinely appreciate it and love us for that.”\u003c/p>\n\u003cp>But all these spending decisions are a gamble, and the community is on edge. The only way to find out if the more than 500 students at Oak Ridge will benefit is to come back in a few years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This report is the fourth in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Like other schools, Sacramento's Oak Ridge Elementary gets additional state funding to help its English learners. But is the money being used effectively?","status":"publish","parent":0,"modified":1474939393,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1211},"headData":{"title":"Is Extra Funding Helping English Learners? One School’s Contentious Decision | KQED","description":"Like other schools, Sacramento's Oak Ridge Elementary gets additional state funding to help its English learners. But is the money being used effectively?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Is Extra Funding Helping English Learners? One School’s Contentious Decision","datePublished":"2016-05-16T07:05:54.000Z","dateModified":"2016-09-27T01:23:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10953857 http://ww2.kqed.org/news/?p=10953857","disqusUrl":"https://ww2.kqed.org/news/2016/05/16/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision/","disqusTitle":"Is Extra Funding Helping English Learners? One School’s Contentious Decision","nprStoryId":"478186769","path":"/news/10953857/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela\" target=\"_blank\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003cbr>\nA handful of first-graders sit cross-legged on a rainbow-colored rug with their eyes fixed on Katherine Craig, the reading specialist at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>She’s in charge of a special program for struggling readers called \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS).\u003c/p>\n\u003cp>At the beginning of every class, Craig shuffles through a stack of flashcards and asks students to sound out letters and blend those sounds together.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“It’s very scientific,” Craig says. “I almost feel like a doctor who gives a test, and you see what the prescription is. There’s a lot of repetition. I’ve been teaching this program for five years, and I always see students make a ton of growth.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/264385801&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/264385801'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many of the students in Craig’s classes are English learners -- or those who speak English as a second language. Most speak Spanish at home, but others speak Hmong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They get about 45 minutes of intense instruction four days a week on the basics of the English language. Teachers say this program is instrumental because it gives English learners the linguistic know-how to “crack the code” to more rigorous course content in their classrooms.\u003c/p>\n\u003cp>That’s why many of them were shocked when the principal scaled back the program last year. Before, there were four reading specialists. Now, they’re down to Craig.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>Join reporter Ana Tintocalis for an \u003ca href=\"https://www.instagram.com/kqednews/\">Instagram tour\u003c/a> of Oak Ridge Elementary, led by its students.\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/kqednews/\">\u003cimg src=\"http://u.s.kqed.net/2016/05/13/InstaTakeover375.jpg\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/aside>\n\u003cp>Then, a few months ago, more bad news: Craig learned her position will be cut next year.\u003c/p>\n\u003cp>“The most valuable resource is a human resource,” Craig says. “Our kids really do benefit from getting extra support based on their needs. So it does make me just a little bit nervous about what is going to happen now.”\u003c/p>\n\u003cp>\u003cstrong>Tough Spending Decisions\u003c/strong>\u003c/p>\n\u003cp>Despite getting an extra $187,000 this year to help at-risk kids -- \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">the state’s new way of handing out money\u003c/a> -- Oak Ridge still has to make cuts because several other streams of funding are drying up.\u003c/p>\n\u003cp>A big chunk of the state money next year is paying for the school’s assistant principal. But some teachers argue specialists are more critical.\u003c/p>\n\u003cp>Fourth-grade teacher Stephanie Smith says there is a “hidden” population of English learners at Oak Ridge. They may speak English conversationally but they are not proficient academically. They’re also not proficient in their native language -- so they’re often stuck.\u003c/p>\n\u003cp>“I do think we do need more staff,” Smith says. “That’s a huge thing for me because a glossy cool curriculum is not going to make a difference unless we systematically figure out where we are going to put our human resources.”\u003c/p>\n\u003cfigure id=\"attachment_10955029\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg\" alt=\"Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-10955029\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-1180x738.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/CraigClassroom-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nine-year-old Kenya Vargas Zepeda is one English learner at Oak Ridge who still struggles. The fourth-grader was born in Mexico and went to preschool in that country. She has attended Oak Ridge since kindergarten and says her biggest obstacle is writing.\u003c/p>\n\u003cp>“When I was little, I used to have a lot of imagination in my head. I used to have all these ideas to write about,” Kenya says. “I don’t know what happened, but my thoughts aren’t that good anymore. And I don’t really know what to write down.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kenya's mother, April Ybarra, is an outspoken parent leader at Oak Ridge who is trying to hold the school and the \u003ca href=\"http://www.scusd.edu/\">Sacramento Unified School District\u003c/a> more accountable for how officials choose to spend additional state funding intended for English learners.\u003c/p>\n\u003cp>She and other education advocates worry that school leaders are simply funding existing people and programs without exploring other ways to approach school improvement for this specific group of students.\u003c/p>\n\u003cp>“Schools now have the freedom to spend this extra money. So it’s easy for them to say, ‘We should use this money to pay for a librarian.’ But, realistically, will that librarian help English learners more than a language specialist?” Ybarra asks.\u003c/p>\n\u003cp>In fact, that concern has reached a boiling point in two California school districts -- \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> and \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Public interest law groups, including the \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> and \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, insist those districts are depriving English language learners of state funds that should be directed to their education.\u003c/p>\n\u003cp>\u003cstrong>English Learners Face Difficult Transition\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge, more English learners are transitioning to mainstream classes. However, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\">state test results last year\u003c/a> show more than half of them are not meeting new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. The situation mirrors what is happening at schools across the state.\u003c/p>\n\u003cp>Educators say that’s because English learners enter the public school system at so many different levels of language proficiency.\u003c/p>\n\u003cfigure id=\"attachment_10955078\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg\" alt=\"A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills.\" width=\"800\" height=\"532\" class=\"size-medium wp-image-10955078\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/05/Kindergartners-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I sat down with Oak Ridge principal \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\" target=\"_blank\">Daniel Rolleri\u003c/a> to find out why he eliminated the full-time language specialists in favor of putting state funds intended to help English learners toward an assistant principal.\u003c/p>\n\u003cp>He argues the assistant principal manages student behavior problems at school, which helps all children -- including English learners -- focus on learning. He says students struggling with English will get support from the school’s special education instructor.\u003c/p>\n\u003cp>He adds that the school’s classroom teachers have the training and skills to help all of their English learners meet \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\">new more rigorous academic standards.\u003c/a>\u003c/p>\n\u003cp>“We have talented teachers, and once we have time to discuss (the standards) and analyze them, they’ll take off and run with it,” Rolleri says.\u003c/p>\n\u003cp>On top of that, he points out test scores will no longer be the only way to measure school success. Under the state’s new accountability system, things like student engagement and school climate will likely be factored into the mix.\u003c/p>\n\u003cp>“When you deal with the reality of the community that we serve, I feel that we are providing the highest-quality education that we can for our students and our families, and I feel they genuinely appreciate it and love us for that.”\u003c/p>\n\u003cp>But all these spending decisions are a gamble, and the community is on edge. The only way to find out if the more than 500 students at Oak Ridge will benefit is to come back in a few years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This report is the fourth in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10953857/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision","authors":["211"],"programs":["news_72"],"series":["news_19298","news_19101"],"categories":["news_1758","news_18540","news_8"],"tags":["news_17766","news_19294","news_95","news_17286","news_17041"],"featImg":"news_10954854","label":"news_72"},"news_10929762":{"type":"posts","id":"news_10929762","meta":{"index":"posts_1591205157","site":"news","id":"10929762","score":null,"sort":[1460963151000]},"guestAuthors":[],"slug":"budgeting-from-the-blacktop-a-day-in-room-30","title":"After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty","publishDate":1460963151,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre\" target=\"_blank\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nRoom 30 at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> in Sacramento is decked out with inspirational posters.\u003c/p>\n\u003cp>Board games and art supplies fill the shelves. An exercise treadmill is tucked in one corner. Students use this piece of equipment on a daily basis to manage stress and refocus their energy.\u003c/p>\n\u003cp>Across the room sits school social worker Danielle Martin. She has a stack of student files on her desk this morning and gets ready to make some phone calls to families. But first, she turns on a small device in her cubicle called a “sound screen,” which produces a constant buzz of white noise.\u003c/p>\n\u003cp>\"It’s like a little buffer,” Martin says. “A lot of what happens here could be sensitive, but it’s also a private confidential space.”\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/259701864\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Martin then calls the parents of a young girl who has been getting into fights. Martin says the girl needs help and she wants their permission to get her some group counseling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oak Ridge is unique in the \u003ca href=\"http://www.scusd.edu/\">Sacramento City Unified School District\u003c/a> because it has a \u003ca href=\"http://www.scusd.edu/student-support-centers\">Student Support Center\u003c/a> on campus with two dedicated professionals. Millions of dollars in federal funding made that possible several years ago. But now, that funding is drying up.\u003c/p>\n\u003cfigure id=\"attachment_10930556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10930556\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg\" alt=\"Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives.\" width=\"800\" height=\"492\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-960x590.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">California’s new way of handing out school funding\u003c/a>, Oak Ridge is getting an additional $187,000 this year for its at-risk students -- but it’s not enough to cover all the people and programs it has added over the years.\u003c/p>\n\u003cp>The principal is now trying to figure out how to spend that money so that it has the biggest impact.\u003c/p>\n\u003cp>Bethany Coburn, the other school social worker at Oak Ridge, says having a space like Room 30 is critical for high-needs students because it helps them and their families with everything from evictions to domestic violence. As many as 70 students come here every week for special services.\u003c/p>\n\u003cp>“Teachers are dealing with so many things,” Coburn says. “We can take some of that pressure, some of that load off of them, so that teachers can teach and focus on academics.”\u003c/p>\n\u003cp>Coburn, who is also the Student Support Center coordinator, says she and Martin try not to let budget concerns get in the way of their work, because a crisis could come up at any moment.\u003c/p>\n\u003cp>Today is no exception.\u003c/p>\n\u003cfigure id=\"attachment_10930565\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10930565\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg\" alt=\"Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students.\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-1180x741.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-960x603.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A second-grade boy who is new to the school is brought to Room 30 because he says he’s going to hurt himself. Martin springs into action, but is careful not to overreact. She takes him into her cubicle and begins a casual conversation with the boy, which eventually evolves into a line of questioning as part of a suicide risk assessment.\u003c/p>\n\u003cp>“Ms. Allison told me that you were thinking of possibly hurting yourself,” Martin says to the boy.\u003c/p>\n\u003cp>He confirms what Martin was told, and then urges her not to call his parents because he says there will be consequences if they find out he is in trouble. Martin does her best to settle his fears.\u003c/p>\n\u003cp>“When kids come see me, they’re usually not in trouble. So you are not in trouble with me,” Martin responds sympathetically.\u003c/p>\n\u003cp>The boy lets out a big sigh of relief. Thirty minutes later, Martin and the student come out of her cubicle, and the boy hops on the treadmill to walk it off.\u003c/p>\n\u003cp>This school year, Oak Ridge’s Student Support Center performed four suicide risk assessments on students at the campus. More than 50 assessments have been completed districtwide.\u003c/p>\n\u003cfigure id=\"attachment_10930607\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10930607\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg\" alt=\"Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy.\" width=\"800\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-400x368.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-1180x1086.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-960x884.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coburn and Martin says they’re trying to help little ones understand their emotions before things escalate. Another way is through weekly group counseling sessions.\u003c/p>\n\u003cp>On this day, Coburn brings a small group of first-grade students into Room 30 during lunch, sits them down at a table and reads a book about feelings as they munch on apple slices and crackers.\u003c/p>\n\u003cp>“Can you tell me a time when you felt sad?” Coburn asks the kids.\u003c/p>\n\u003cp>“I feel sad because I get mad. Sad and mad,” responds one of the little girls.\u003c/p>\n\u003cp>“Sometimes those feelings go together, and that’s OK,\" Coburn tells her. \"The important thing is that we learn to manage those feelings and control them.”\u003c/p>\n\u003cp>Many parents say they appreciate what’s happening in Room 30.\u003c/p>\n\u003cp>Amanda Hawkins pops into the room for a quick visit with her son, Mekhi, who’s in the sixth grade. Earlier this year, Mekhi wasn’t listening in class, and he was talking back and hitting other kids. Now he’s less explosive and more focused.\u003c/p>\n\u003cp>[contextly_sidebar id=\"LsEKR6HOfZFBnuSX3qBVEu1KYfm4079p\"]\u003c/p>\n\u003cp>“I’m very proud of him for the choices he has made,” Hawkins says. “I just want him to be the person that he is.”\u003c/p>\n\u003cp>This year Oak Ridge did end up using part of its extra state funding to support Room 30 because of its impact on high-needs kids. But next year the money is going to a different position, and so Oak Ridge will have to tap into another stream of federal funding to keep the center alive.\u003c/p>\n\u003cp>“I think the work we do speaks for itself,” Coburn says. “We serve so many students, and I think we’re a valuable asset to the school and the community. I think it would be a shame for it to go away.\"\u003c/p>\n\u003cp>\u003cem>This report is the third in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n","blocks":[],"excerpt":"Sacramento's Oak Ridge Elementary created Room 30 to help at-risk kids manage stress and trauma. But the program's financial future is uncertain.\r\n","status":"publish","parent":0,"modified":1466126729,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1115},"headData":{"title":"After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty | KQED","description":"Sacramento's Oak Ridge Elementary created Room 30 to help at-risk kids manage stress and trauma. But the program's financial future is uncertain.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty","datePublished":"2016-04-18T07:05:51.000Z","dateModified":"2016-06-17T01:25:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10929762 http://ww2.kqed.org/news/?p=10929762","disqusUrl":"https://ww2.kqed.org/news/2016/04/18/budgeting-from-the-blacktop-a-day-in-room-30/","disqusTitle":"After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty","nprStoryId":"478269937","path":"/news/10929762/budgeting-from-the-blacktop-a-day-in-room-30","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre\" target=\"_blank\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nRoom 30 at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> in Sacramento is decked out with inspirational posters.\u003c/p>\n\u003cp>Board games and art supplies fill the shelves. An exercise treadmill is tucked in one corner. Students use this piece of equipment on a daily basis to manage stress and refocus their energy.\u003c/p>\n\u003cp>Across the room sits school social worker Danielle Martin. She has a stack of student files on her desk this morning and gets ready to make some phone calls to families. But first, she turns on a small device in her cubicle called a “sound screen,” which produces a constant buzz of white noise.\u003c/p>\n\u003cp>\"It’s like a little buffer,” Martin says. “A lot of what happens here could be sensitive, but it’s also a private confidential space.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/259701864&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/259701864'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Martin then calls the parents of a young girl who has been getting into fights. Martin says the girl needs help and she wants their permission to get her some group counseling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oak Ridge is unique in the \u003ca href=\"http://www.scusd.edu/\">Sacramento City Unified School District\u003c/a> because it has a \u003ca href=\"http://www.scusd.edu/student-support-centers\">Student Support Center\u003c/a> on campus with two dedicated professionals. Millions of dollars in federal funding made that possible several years ago. But now, that funding is drying up.\u003c/p>\n\u003cfigure id=\"attachment_10930556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10930556\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg\" alt=\"Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives.\" width=\"800\" height=\"492\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/DanielleMartin-960x590.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">California’s new way of handing out school funding\u003c/a>, Oak Ridge is getting an additional $187,000 this year for its at-risk students -- but it’s not enough to cover all the people and programs it has added over the years.\u003c/p>\n\u003cp>The principal is now trying to figure out how to spend that money so that it has the biggest impact.\u003c/p>\n\u003cp>Bethany Coburn, the other school social worker at Oak Ridge, says having a space like Room 30 is critical for high-needs students because it helps them and their families with everything from evictions to domestic violence. As many as 70 students come here every week for special services.\u003c/p>\n\u003cp>“Teachers are dealing with so many things,” Coburn says. “We can take some of that pressure, some of that load off of them, so that teachers can teach and focus on academics.”\u003c/p>\n\u003cp>Coburn, who is also the Student Support Center coordinator, says she and Martin try not to let budget concerns get in the way of their work, because a crisis could come up at any moment.\u003c/p>\n\u003cp>Today is no exception.\u003c/p>\n\u003cfigure id=\"attachment_10930565\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10930565\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg\" alt=\"Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students.\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-1180x741.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/BethanyCoburn-960x603.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A second-grade boy who is new to the school is brought to Room 30 because he says he’s going to hurt himself. Martin springs into action, but is careful not to overreact. She takes him into her cubicle and begins a casual conversation with the boy, which eventually evolves into a line of questioning as part of a suicide risk assessment.\u003c/p>\n\u003cp>“Ms. Allison told me that you were thinking of possibly hurting yourself,” Martin says to the boy.\u003c/p>\n\u003cp>He confirms what Martin was told, and then urges her not to call his parents because he says there will be consequences if they find out he is in trouble. Martin does her best to settle his fears.\u003c/p>\n\u003cp>“When kids come see me, they’re usually not in trouble. So you are not in trouble with me,” Martin responds sympathetically.\u003c/p>\n\u003cp>The boy lets out a big sigh of relief. Thirty minutes later, Martin and the student come out of her cubicle, and the boy hops on the treadmill to walk it off.\u003c/p>\n\u003cp>This school year, Oak Ridge’s Student Support Center performed four suicide risk assessments on students at the campus. More than 50 assessments have been completed districtwide.\u003c/p>\n\u003cfigure id=\"attachment_10930607\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10930607\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg\" alt=\"Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy.\" width=\"800\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-400x368.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-1180x1086.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TreadmillSupportCenter-960x884.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coburn and Martin says they’re trying to help little ones understand their emotions before things escalate. Another way is through weekly group counseling sessions.\u003c/p>\n\u003cp>On this day, Coburn brings a small group of first-grade students into Room 30 during lunch, sits them down at a table and reads a book about feelings as they munch on apple slices and crackers.\u003c/p>\n\u003cp>“Can you tell me a time when you felt sad?” Coburn asks the kids.\u003c/p>\n\u003cp>“I feel sad because I get mad. Sad and mad,” responds one of the little girls.\u003c/p>\n\u003cp>“Sometimes those feelings go together, and that’s OK,\" Coburn tells her. \"The important thing is that we learn to manage those feelings and control them.”\u003c/p>\n\u003cp>Many parents say they appreciate what’s happening in Room 30.\u003c/p>\n\u003cp>Amanda Hawkins pops into the room for a quick visit with her son, Mekhi, who’s in the sixth grade. Earlier this year, Mekhi wasn’t listening in class, and he was talking back and hitting other kids. Now he’s less explosive and more focused.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’m very proud of him for the choices he has made,” Hawkins says. “I just want him to be the person that he is.”\u003c/p>\n\u003cp>This year Oak Ridge did end up using part of its extra state funding to support Room 30 because of its impact on high-needs kids. But next year the money is going to a different position, and so Oak Ridge will have to tap into another stream of federal funding to keep the center alive.\u003c/p>\n\u003cp>“I think the work we do speaks for itself,” Coburn says. “We serve so many students, and I think we’re a valuable asset to the school and the community. I think it would be a shame for it to go away.\"\u003c/p>\n\u003cp>\u003cem>This report is the third in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10929762/budgeting-from-the-blacktop-a-day-in-room-30","authors":["211"],"programs":["news_72"],"series":["news_19298"],"categories":["news_1758","news_18540","news_8"],"tags":["news_19294","news_95","news_3457","news_17286","news_17041","news_2138"],"featImg":"news_10930570","label":"news_72"},"news_10926773":{"type":"posts","id":"news_10926773","meta":{"index":"posts_1591205157","site":"news","id":"10926773","score":null,"sort":[1460559623000]},"guestAuthors":[],"slug":"manejando-el-presupuesto-como-una-escuela-intenta-cerrar-la-brecha-de-disparidades-2","title":"Manejando el presupuesto: Cómo una escuela intenta cerrar la brecha de disparidades","publishDate":1460559623,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Empiezan las clases en 10 minutos en Oak Ridge Elementary en Sacramento. El director de la escuela, Daniel Rolleri está sobre el pavimento saludando a los estudiantes, como suele hacer.\u003c/p>\n\u003cp>Oak Ridge es como muchos otros recintos educativos por todo el estado dorado. Los estudiantes en su mayoría son pobres. Muchos luchan por aprender el inglés. Otros no lo saben hablar.\u003c/p>\n\u003cp>“Existe un ciclo vicioso de pobreza, un ciclo vicioso de situaciones difíciles en la vida de nuestras familias”, explica Rolleri, al dar las últimas vueltas al recinto antes de sonar la campana. “La educación tiene que ser la mayor niveladora para que nuestros estudiantes tengan éxito en la vida.”\u003c/p>\n\u003cp>Ahora Rolleri tiene la responsabilidad de manejar las finanzas de la escuela bajo el audaz nuevo experimento de California promulgado hace tres años conocido como la Fórmula de Financiación bajo Control Local.\u003c/p>\n\u003cp>El cerrar la brecha de las disparidades es el eje central de este enfoque innovador que se da después de años de pleitos judiciales sobre la financiación del estado y sobre las calificaciones a nivel estatal, las cuales indican que la brecha académica en el estado no ha cambiado en absoluto.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>El objetivo del sistema de financiación es sencillo: Darles a las escuelas como Oak Ridge más dinero y mayor control sobre cómo gastar ese dinero. A cambio, los dirigentes escolares deben demostrar que las decisiones que toman en cuanto al gasto logran que más estudiantes en riesgo aprendan.\u003c/p>\n\u003cp>La esperanza es que los dirigentes escolares locales – y no los legisladores estatales – opten por estrategias y programas más enfocados, porque son ellos quienes comprenden las necesidades particulares de sus estudiantes.\u003c/p>\n\u003cp>Por ende, ahora las escuelas públicas con grandes números de estudiantes de reducidos ingresos, que aprenden el inglés y niños de acogida, reciben mayores ingresos de dinero cada año. “Es una manera de financiar las escuelas en zonas con altas tazas de pobreza y de necesidad,” dice Rolleri. “Darles fondos adicionales y permitir que contraten los recursos adicionales. Es posible que cueste tiempo y energía lograr los resultados, pero, al final del día, lo que requiere son seres humanos.”\u003c/p>\n\u003cp>\u003cstrong>Nueva libertad para gastar\u003c/strong>\u003c/p>\n\u003cp>Hace seis años, Oak Ridge Elementary estaba entre las peores escuelas en el estado. El distrito finalmente respondió y le asignó un nuevo equipo académico, que fue un respiro de vida nueva para la escuela.\u003c/p>\n\u003cp>Ahora, bajo el nuevo sistema estatal para financiar las escuelas, Oak Ridge recibe aproximadamente $185.000 en ingresos adicionales estatales para sus estudiantes necesitados. La escuela tiene un presupuesto operativo general de $1,4 millones.\u003c/p>\n\u003cp>Pero, esto es lo que pasa: A pesar del dinero que llega del estado, Oak Ridge todavía tiene que hacer recortes porque se están secando varias otras vertientes de financiación del distrito y federal – dólares con los que se pagan sueldos y los programas centrales a esta escuela.\u003c/p>\n\u003cfigure id=\"attachment_10926780\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri.jpg\" rel=\"attachment wp-att-10926780\">\u003cimg class=\"size-medium wp-image-10926780\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri-800x493.jpg\" alt=\"Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>No es típico, pero hay un número creciente de escuelas en California que enfrentan el mismo problema.\u003c/p>\n\u003cp>Recientemente, Rolleri tuvo que cortar a cuatro maestros de recursos, cosa que no conviene en esta escuela, donde todas las manos van a la obra.\u003c/p>\n\u003cp>Entre los estudiantes, corren muy alto y muy rápido las tensiones. El día de hoy, irrumpe una pelea después del almuerzo. A una niña del sexto grado le golpean en el rostro.\u003cbr>\n“Se va a relajar a mi oficina un rato,”dice Rolleri, en lo que la acompaña hacia su oficina. “Está un poco agitada y alterada.”\u003c/p>\n\u003cp>Todos los maestros de esta escuela tienen una forma particular de calmar a los estudiantes. La técnica que emplea Rolleri es la aromaterapia. La niña se sienta en su oficina, y él permite que seleccione de entre tres diferentes aromas. Él enciende una pequeña fuente, y le da a la niña un poco de tiempo a solas. Rolleri explica que los niños reaccionan así no porque son malos, sino porque en la escuela y en casa, tienen estrés y frustración.\u003c/p>\n\u003cp>El director está empeñado en usar los fondos del estado para programas que ayudan a los estudiantes a sentir amor propio.\u003c/p>\n\u003cp>\u003cstrong>Calculando las cifras\u003c/strong>\u003c/p>\n\u003cp>Después del almuerzo y de un recreo, Rolleri se enfoca en finalizar el presupuesto del año entrante. Consume apresurado una barra alimenticia, se quita la corbata y enrolla las mangas.\u003c/p>\n\u003cp>“Cuando primero asumí el puesto de director, lo que más me costó entender fue el presupuesto,” comenta Rolleri. “Ahora que tengo más experiencia y comprensión, se me hace un poco más fácil, pero sigue siendo difícil.”\u003c/p>\n\u003cp>Esta tarde Rolleri se encuentra un poco más nervioso de lo normal. Dentro de una hora tiene una reunión con autoridades del distrito para revisar el plan de gastos, y no logra que las cifras encajen.\u003c/p>\n\u003cfigure id=\"attachment_10926782\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice.jpg\" rel=\"attachment wp-att-10926782\">\u003cimg class=\"size-medium wp-image-10926782\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice-800x590.jpg\" alt=\"Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado.\" width=\"800\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice-400x295.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bajo las nuevas reglas de financiación, Rolleri debe demostrar que está gastando los fondos adicionales del estado en personas y en programas que mejorarán el rendimiento de los estudiantes.\u003c/p>\n\u003cp>“El solo hecho de contar con fondos adicionales, recursos adicionales, no hace que el trabajo sea fácil,” explica Rolleri. “Y yo pienso que es una percepción errónea que tienen algunas personas. No es fácil. Yo diría que hasta es más difícil porque hay una obligación inherente que con esto no podemos fracasar, no podemos arruinarlo.”\u003c/p>\n\u003cp>En su mayoría, los distritos escolares por todo el estado de California han estado gastando su parte de los fondos adicionales del estado en aumentar los sueldos de los maestros – lo cual conlleva a graves inquietudes sobre si es un uso apropiado del dinero.\u003cbr>\nLos dirigentes de las escuelas, sin embargo, insisten en que pagarles más dinero a los maestros sí ayuda a los estudiantes en riesgo, porque los buenos maestros sienten mayor voluntad de seguir empleados a largo plazo en las escuelas difíciles.\u003c/p>\n\u003cp>En Oak Ridge, Rolleri piensa usar una gran parte del dinero adicional para una posición: la de subdirector.\u003c/p>\n\u003cp>Rolleri cree que esta posición es crítica porque es la primera línea de defensa para todo lo que ocurre en la escuela, desde atender a padres que discuten hasta ayudar a estudiantes con dificultades.\u003c/p>\n\u003cp>\u003cstrong>El valor de la subdirectora\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Subdirectora de la escuela de Oak Ridge, Tiffany Wilson, rara vez se encuentra sentada en su oficina. Más bien, se le encuentra corriendo por toda la escuela, ayudando a estudiantes.\u003c/p>\n\u003cp>Hoy Wilson está sentada bajo un árbol en el jardín comunitario de la escuela, hablando con un estudiante que tiene dificultades en una clase.\u003c/p>\n\u003cp>Wilson, quien fue premiada maestra del año en el condado de Sacramento, aprende que el niño es el segundo hijo de tres y que siente que su mamá ya no lo quiere. No tiene padre presente.\u003c/p>\n\u003cp>Wilson explica que su rol ayuda a los estudiantes de alta necesidad en la escuela porque cuando ella atiende sus problemas personales, los maestros pueden dedicarse a la instrucción, y los niños al aprendizaje.\u003c/p>\n\u003cp>“Si bien el impacto que tengo yo sobre lo académico puede ser algo más indirecto, yo sí creo que mi rol es importante por ayudar que los maestros no se sientan abrumados,” comenta Wilson. “Yo me puedo encargar de ciertas cosas, lo cual permite que ellos se dediquen a su cometido.”\u003c/p>\n\u003cfigure id=\"attachment_10926783\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg\" rel=\"attachment wp-att-10926783\">\u003cimg class=\"size-medium wp-image-10926783\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn-800x588.jpg\" alt=\"Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn-400x294.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hasta el momento, grupos como la American Civil Liberties Union indican que no hay garantías los dólares adicionales produzcan mejores resultados académicos.\u003cbr>\nLas autoridades educativas del estado replican que esto es porque California acaba de cambiar a una nueva prueba estandarizada a nivel estatal, y éste es el primer año en el que todas las escuelas públicas deben implementar las normas académicas del llamado Common Core. \u003c/p>\n\u003cp>Encima de esto, continúan las autoridades educativas del estado, California está en el proceso de desarrollar un nuevo sistema de rendición de cuentas que mide el rendimiento de las escuelas de una forma completamente nueva, usando múltiples medidas, incluyendo el ambiente en la escuela, la participación de los padres y las calificaciones de las pruebas.\u003c/p>\n\u003cp>Aún así, algunos críticos temen que los dirigentes escolares simplemente están financiando a personas y programas ya existentes, sin explorar otras maneras de dirigirse a mejorar las escuelas.\u003c/p>\n\u003cp>\u003cstrong>Logrando el apoyo de los padres\u003c/strong>\u003c/p>\n\u003cp>En la escuela de Oak Ridge Elementary, la mayoría de los padres con autoridad apoyan la decisión del director por gastar una cantidad importante de los fondos adicionales del estado en el sueldo de la subdirectora de la escuela.\u003cbr>\n“He visto cambios en la escuela,” comenta April Ybarra, madre sin pareja con dos hijas estudiantes en Oak Ridge. “Los administradores están tratando de hacer una diferencia. Yo pienso definitivamente que es un esfuerzo de equipo.”\u003c/p>\n\u003cp>El proceso de formular un presupuesto para la escuela local también es un esfuerzo de equipo bajo el nuevo enfoque de financiación.\u003c/p>\n\u003cp>Los dirigentes del distrito y de las escuelas tienen la obligación ahora de incluir a los padres en el proceso, permitiendo que den sus opiniones en cuanto al tipo de programa y servicios que quieren para sus hijos.\u003c/p>\n\u003cp>Es otro cambio al terreno de juego en la financiación de las escuelas en California.\u003c/p>\n\u003cfigure id=\"attachment_10926817\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall.jpg\" rel=\"attachment wp-att-10926817\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall-800x473.jpg\" alt=\"Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \" width=\"800\" height=\"473\" class=\"size-medium wp-image-10926817\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall-400x237.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Durante décadas, las autoridades escolares, desde los superintendentes hasta los oficiales de finanzas, operaban en su propia sede distrital.\u003c/p>\n\u003cp>Ahora están dejando las oficinas para organizar reuniones comunitarias sobre el presupuesto, relacionándose con los padres de familia y liderando talleres sobre las nuevas reglas de financiación. \u003c/p>\n\u003cp>Rolleri distribuyó encuestas y realizó reuniones después de las horas de escuela en Oak Ridge para conseguir las reacciones de los padres de familia. Un consejo escolar conformado por padres, maestros y administradores aprobó el plan de gastos.\u003c/p>\n\u003cp>“Yo siento que tenemos voz en el proceso,” dice Ybarra. “El problema es que no hay suficientes padres de la escuela que entiendan o que les importe lo que significa este dinero y para qué se puede usar.”\u003c/p>\n\u003cp>Un informe de Ed Trust West del 2015 halla que las nuevas reglas para el gasto en California consiguen que participen más personas, pero en algunos distritos y en algunas escuelas no hay un “profundo nivel de participación.”\u003c/p>\n\u003cp>Rolleri es uno de los directores que agradece tener más libertad en cuanto al gasto a cambio de la participación de la comunidad.\u003c/p>\n\u003cp>“De ninguna manera somos perfectos,” comenta Rolleri. “Pero, al final del día, estamos intentando cumplir con las necesidades de todos. Con los datos que salgan del rendimiento estudiantil, voy a poder entender mejor lo que debemos hacer para dar apoyo y para seguir adelante.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el primero de Budgeting From the Blacktop/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Oak Ridge Elementary in Sacramento is one of many schools grappling with how to bridge disparities under the state's new way of handing out money.\r\n","status":"publish","parent":0,"modified":1460576152,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":2167},"headData":{"title":"Manejando el presupuesto: Cómo una escuela intenta cerrar la brecha de disparidades | KQED","description":"Oak Ridge Elementary in Sacramento is one of many schools grappling with how to bridge disparities under the state's new way of handing out money.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Manejando el presupuesto: Cómo una escuela intenta cerrar la brecha de disparidades","datePublished":"2016-04-13T15:00:23.000Z","dateModified":"2016-04-13T19:35:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10926773 http://ww2.kqed.org/news/?p=10926773","disqusUrl":"https://ww2.kqed.org/news/2016/04/13/manejando-el-presupuesto-como-una-escuela-intenta-cerrar-la-brecha-de-disparidades-2/","disqusTitle":"Manejando el presupuesto: Cómo una escuela intenta cerrar la brecha de disparidades","path":"/news/10926773/manejando-el-presupuesto-como-una-escuela-intenta-cerrar-la-brecha-de-disparidades-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Empiezan las clases en 10 minutos en Oak Ridge Elementary en Sacramento. El director de la escuela, Daniel Rolleri está sobre el pavimento saludando a los estudiantes, como suele hacer.\u003c/p>\n\u003cp>Oak Ridge es como muchos otros recintos educativos por todo el estado dorado. Los estudiantes en su mayoría son pobres. Muchos luchan por aprender el inglés. Otros no lo saben hablar.\u003c/p>\n\u003cp>“Existe un ciclo vicioso de pobreza, un ciclo vicioso de situaciones difíciles en la vida de nuestras familias”, explica Rolleri, al dar las últimas vueltas al recinto antes de sonar la campana. “La educación tiene que ser la mayor niveladora para que nuestros estudiantes tengan éxito en la vida.”\u003c/p>\n\u003cp>Ahora Rolleri tiene la responsabilidad de manejar las finanzas de la escuela bajo el audaz nuevo experimento de California promulgado hace tres años conocido como la Fórmula de Financiación bajo Control Local.\u003c/p>\n\u003cp>El cerrar la brecha de las disparidades es el eje central de este enfoque innovador que se da después de años de pleitos judiciales sobre la financiación del estado y sobre las calificaciones a nivel estatal, las cuales indican que la brecha académica en el estado no ha cambiado en absoluto.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>El objetivo del sistema de financiación es sencillo: Darles a las escuelas como Oak Ridge más dinero y mayor control sobre cómo gastar ese dinero. A cambio, los dirigentes escolares deben demostrar que las decisiones que toman en cuanto al gasto logran que más estudiantes en riesgo aprendan.\u003c/p>\n\u003cp>La esperanza es que los dirigentes escolares locales – y no los legisladores estatales – opten por estrategias y programas más enfocados, porque son ellos quienes comprenden las necesidades particulares de sus estudiantes.\u003c/p>\n\u003cp>Por ende, ahora las escuelas públicas con grandes números de estudiantes de reducidos ingresos, que aprenden el inglés y niños de acogida, reciben mayores ingresos de dinero cada año. “Es una manera de financiar las escuelas en zonas con altas tazas de pobreza y de necesidad,” dice Rolleri. “Darles fondos adicionales y permitir que contraten los recursos adicionales. Es posible que cueste tiempo y energía lograr los resultados, pero, al final del día, lo que requiere son seres humanos.”\u003c/p>\n\u003cp>\u003cstrong>Nueva libertad para gastar\u003c/strong>\u003c/p>\n\u003cp>Hace seis años, Oak Ridge Elementary estaba entre las peores escuelas en el estado. El distrito finalmente respondió y le asignó un nuevo equipo académico, que fue un respiro de vida nueva para la escuela.\u003c/p>\n\u003cp>Ahora, bajo el nuevo sistema estatal para financiar las escuelas, Oak Ridge recibe aproximadamente $185.000 en ingresos adicionales estatales para sus estudiantes necesitados. La escuela tiene un presupuesto operativo general de $1,4 millones.\u003c/p>\n\u003cp>Pero, esto es lo que pasa: A pesar del dinero que llega del estado, Oak Ridge todavía tiene que hacer recortes porque se están secando varias otras vertientes de financiación del distrito y federal – dólares con los que se pagan sueldos y los programas centrales a esta escuela.\u003c/p>\n\u003cfigure id=\"attachment_10926780\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri.jpg\" rel=\"attachment wp-att-10926780\">\u003cimg class=\"size-medium wp-image-10926780\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri-800x493.jpg\" alt=\"Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>No es típico, pero hay un número creciente de escuelas en California que enfrentan el mismo problema.\u003c/p>\n\u003cp>Recientemente, Rolleri tuvo que cortar a cuatro maestros de recursos, cosa que no conviene en esta escuela, donde todas las manos van a la obra.\u003c/p>\n\u003cp>Entre los estudiantes, corren muy alto y muy rápido las tensiones. El día de hoy, irrumpe una pelea después del almuerzo. A una niña del sexto grado le golpean en el rostro.\u003cbr>\n“Se va a relajar a mi oficina un rato,”dice Rolleri, en lo que la acompaña hacia su oficina. “Está un poco agitada y alterada.”\u003c/p>\n\u003cp>Todos los maestros de esta escuela tienen una forma particular de calmar a los estudiantes. La técnica que emplea Rolleri es la aromaterapia. La niña se sienta en su oficina, y él permite que seleccione de entre tres diferentes aromas. Él enciende una pequeña fuente, y le da a la niña un poco de tiempo a solas. Rolleri explica que los niños reaccionan así no porque son malos, sino porque en la escuela y en casa, tienen estrés y frustración.\u003c/p>\n\u003cp>El director está empeñado en usar los fondos del estado para programas que ayudan a los estudiantes a sentir amor propio.\u003c/p>\n\u003cp>\u003cstrong>Calculando las cifras\u003c/strong>\u003c/p>\n\u003cp>Después del almuerzo y de un recreo, Rolleri se enfoca en finalizar el presupuesto del año entrante. Consume apresurado una barra alimenticia, se quita la corbata y enrolla las mangas.\u003c/p>\n\u003cp>“Cuando primero asumí el puesto de director, lo que más me costó entender fue el presupuesto,” comenta Rolleri. “Ahora que tengo más experiencia y comprensión, se me hace un poco más fácil, pero sigue siendo difícil.”\u003c/p>\n\u003cp>Esta tarde Rolleri se encuentra un poco más nervioso de lo normal. Dentro de una hora tiene una reunión con autoridades del distrito para revisar el plan de gastos, y no logra que las cifras encajen.\u003c/p>\n\u003cfigure id=\"attachment_10926782\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice.jpg\" rel=\"attachment wp-att-10926782\">\u003cimg class=\"size-medium wp-image-10926782\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice-800x590.jpg\" alt=\"Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado.\" width=\"800\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice-400x295.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bajo las nuevas reglas de financiación, Rolleri debe demostrar que está gastando los fondos adicionales del estado en personas y en programas que mejorarán el rendimiento de los estudiantes.\u003c/p>\n\u003cp>“El solo hecho de contar con fondos adicionales, recursos adicionales, no hace que el trabajo sea fácil,” explica Rolleri. “Y yo pienso que es una percepción errónea que tienen algunas personas. No es fácil. Yo diría que hasta es más difícil porque hay una obligación inherente que con esto no podemos fracasar, no podemos arruinarlo.”\u003c/p>\n\u003cp>En su mayoría, los distritos escolares por todo el estado de California han estado gastando su parte de los fondos adicionales del estado en aumentar los sueldos de los maestros – lo cual conlleva a graves inquietudes sobre si es un uso apropiado del dinero.\u003cbr>\nLos dirigentes de las escuelas, sin embargo, insisten en que pagarles más dinero a los maestros sí ayuda a los estudiantes en riesgo, porque los buenos maestros sienten mayor voluntad de seguir empleados a largo plazo en las escuelas difíciles.\u003c/p>\n\u003cp>En Oak Ridge, Rolleri piensa usar una gran parte del dinero adicional para una posición: la de subdirector.\u003c/p>\n\u003cp>Rolleri cree que esta posición es crítica porque es la primera línea de defensa para todo lo que ocurre en la escuela, desde atender a padres que discuten hasta ayudar a estudiantes con dificultades.\u003c/p>\n\u003cp>\u003cstrong>El valor de la subdirectora\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Subdirectora de la escuela de Oak Ridge, Tiffany Wilson, rara vez se encuentra sentada en su oficina. Más bien, se le encuentra corriendo por toda la escuela, ayudando a estudiantes.\u003c/p>\n\u003cp>Hoy Wilson está sentada bajo un árbol en el jardín comunitario de la escuela, hablando con un estudiante que tiene dificultades en una clase.\u003c/p>\n\u003cp>Wilson, quien fue premiada maestra del año en el condado de Sacramento, aprende que el niño es el segundo hijo de tres y que siente que su mamá ya no lo quiere. No tiene padre presente.\u003c/p>\n\u003cp>Wilson explica que su rol ayuda a los estudiantes de alta necesidad en la escuela porque cuando ella atiende sus problemas personales, los maestros pueden dedicarse a la instrucción, y los niños al aprendizaje.\u003c/p>\n\u003cp>“Si bien el impacto que tengo yo sobre lo académico puede ser algo más indirecto, yo sí creo que mi rol es importante por ayudar que los maestros no se sientan abrumados,” comenta Wilson. “Yo me puedo encargar de ciertas cosas, lo cual permite que ellos se dediquen a su cometido.”\u003c/p>\n\u003cfigure id=\"attachment_10926783\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg\" rel=\"attachment wp-att-10926783\">\u003cimg class=\"size-medium wp-image-10926783\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn-800x588.jpg\" alt=\"Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn-400x294.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hasta el momento, grupos como la American Civil Liberties Union indican que no hay garantías los dólares adicionales produzcan mejores resultados académicos.\u003cbr>\nLas autoridades educativas del estado replican que esto es porque California acaba de cambiar a una nueva prueba estandarizada a nivel estatal, y éste es el primer año en el que todas las escuelas públicas deben implementar las normas académicas del llamado Common Core. \u003c/p>\n\u003cp>Encima de esto, continúan las autoridades educativas del estado, California está en el proceso de desarrollar un nuevo sistema de rendición de cuentas que mide el rendimiento de las escuelas de una forma completamente nueva, usando múltiples medidas, incluyendo el ambiente en la escuela, la participación de los padres y las calificaciones de las pruebas.\u003c/p>\n\u003cp>Aún así, algunos críticos temen que los dirigentes escolares simplemente están financiando a personas y programas ya existentes, sin explorar otras maneras de dirigirse a mejorar las escuelas.\u003c/p>\n\u003cp>\u003cstrong>Logrando el apoyo de los padres\u003c/strong>\u003c/p>\n\u003cp>En la escuela de Oak Ridge Elementary, la mayoría de los padres con autoridad apoyan la decisión del director por gastar una cantidad importante de los fondos adicionales del estado en el sueldo de la subdirectora de la escuela.\u003cbr>\n“He visto cambios en la escuela,” comenta April Ybarra, madre sin pareja con dos hijas estudiantes en Oak Ridge. “Los administradores están tratando de hacer una diferencia. Yo pienso definitivamente que es un esfuerzo de equipo.”\u003c/p>\n\u003cp>El proceso de formular un presupuesto para la escuela local también es un esfuerzo de equipo bajo el nuevo enfoque de financiación.\u003c/p>\n\u003cp>Los dirigentes del distrito y de las escuelas tienen la obligación ahora de incluir a los padres en el proceso, permitiendo que den sus opiniones en cuanto al tipo de programa y servicios que quieren para sus hijos.\u003c/p>\n\u003cp>Es otro cambio al terreno de juego en la financiación de las escuelas en California.\u003c/p>\n\u003cfigure id=\"attachment_10926817\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall.jpg\" rel=\"attachment wp-att-10926817\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall-800x473.jpg\" alt=\"Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \" width=\"800\" height=\"473\" class=\"size-medium wp-image-10926817\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall-400x237.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Durante décadas, las autoridades escolares, desde los superintendentes hasta los oficiales de finanzas, operaban en su propia sede distrital.\u003c/p>\n\u003cp>Ahora están dejando las oficinas para organizar reuniones comunitarias sobre el presupuesto, relacionándose con los padres de familia y liderando talleres sobre las nuevas reglas de financiación. \u003c/p>\n\u003cp>Rolleri distribuyó encuestas y realizó reuniones después de las horas de escuela en Oak Ridge para conseguir las reacciones de los padres de familia. Un consejo escolar conformado por padres, maestros y administradores aprobó el plan de gastos.\u003c/p>\n\u003cp>“Yo siento que tenemos voz en el proceso,” dice Ybarra. “El problema es que no hay suficientes padres de la escuela que entiendan o que les importe lo que significa este dinero y para qué se puede usar.”\u003c/p>\n\u003cp>Un informe de Ed Trust West del 2015 halla que las nuevas reglas para el gasto en California consiguen que participen más personas, pero en algunos distritos y en algunas escuelas no hay un “profundo nivel de participación.”\u003c/p>\n\u003cp>Rolleri es uno de los directores que agradece tener más libertad en cuanto al gasto a cambio de la participación de la comunidad.\u003c/p>\n\u003cp>“De ninguna manera somos perfectos,” comenta Rolleri. “Pero, al final del día, estamos intentando cumplir con las necesidades de todos. Con los datos que salgan del rendimiento estudiantil, voy a poder entender mejor lo que debemos hacer para dar apoyo y para seguir adelante.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el primero de Budgeting From the Blacktop/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10926773/manejando-el-presupuesto-como-una-escuela-intenta-cerrar-la-brecha-de-disparidades-2","authors":["211"],"programs":["news_6944","news_72"],"series":["news_19298"],"categories":["news_18540","news_8","news_13"],"tags":["news_2998","news_17286"],"featImg":"news_10926777","label":"news_72"},"news_10927435":{"type":"posts","id":"news_10927435","meta":{"index":"posts_1591205157","site":"news","id":"10927435","score":null,"sort":[1460559618000]},"guestAuthors":[],"slug":"un-dia-acompanando-a-un-estudiante-de-sexto-grado-como-apoya-una-escuela-a-un-estudiante-con-altas-necesidades","title":"Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades","publishDate":1460559618,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Me reúno con Carlos Delrio, de 11 años, al fondo del recinto escolar de \u003ca href=\"http://oakridge.scusd.edu/\" target=\"_blank\">Oak Ridge Elementary\u003c/a>, donde le deja su mamá todos los días antes de empezar las clases. Es un niño dulce, con carita graciosa y rellena. Delrio es fanático de los superhéroes, y siempre lleva un juego de tarjetas coleccionables de sus favoritos cruzados con capa.\u003c/p>\n\u003cp>Hoy, nos dirigimos a su aula de sexto grado donde su maestra, Sarah Wagner, nos recibe a nosotros y a los demás estudiantes en el umbral de la puerta.\u003c/p>\n\u003cp>“Buenos días, Carlos,\" sonríe Wagner, dándole la mano.\u003c/p>\n\u003cp>Delrio es uno de unos 200 estudiantes en la escuela de Oak Ridge considerado estudiante que aprende inglés [English language learner en inglés]. Hay un total de 500 estudiantes en la escuela. Delrio habla español en casa, y le cuesta leer y escribir en inglés. También tiene una discapacidad de aprendizaje, por lo que le lleva más tiempo comprender ciertos conceptos.\u003c/p>\n\u003cp>Bajo el sistema innovador nuevo de finanzas para las escuelas del estado, las escuelas como Oak Ridge ahora reciben más dinero -- y tienen mayor control sobre cómo gastar ese dinero -- para ayudar a apoyar a los niños con altas necesidades.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oak Ridge cuenta con $185.000 adicionales con los cuales operar este año.\u003c/p>\n\u003cp>Tres veces al día, Delrio sale de su aula normal para recibir apoyo adicional.\u003c/p>\n\u003cp>\u003cstrong>El reparto de apoyo de Oak Ridge\u003c/strong>\u003c/p>\n\u003cp>Delrio pasa la mayor parte de su tiempo en un aula tradicional. Oak Ridge, así como otras escuelas públicas en California, cree que los estudiantes con altas necesidades reciben beneficios cuando se incorporan al aula con otros muchachos. \u003c/p>\n\u003cp>Pero aun así, Delrio recibe atención en particular.\u003c/p>\n\u003cp>Este año, Oak Ridge está usando los ingresos adicionales para extender las horas de los asistentes de instrucción para que puedan ayudarlo a él y a otros estudiantes en riesgo.\u003c/p>\n\u003cp>Cuando llega la hora de su primera clase de apoyo, Delrio salta de pie y se dirige al Aula 27, para ver a Jocelyn Ramírez, la asistente de instrucción para educación especial de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_10927474\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg\" alt=\"Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Yo lo conozco mucho mejor,” explica Ramírez. “Yo sé lo que es capaz de hacer y lo que no. Eso me ayuda mucho a la hora de personalizar lo que le estoy enseñando.”\u003c/p>\n\u003cp>Ramírez ayuda a Carlos y a tres estudiantes más a recortar formas para aprender sobre las fracciones. Delrio recibe 40 minutos de instrucción en las matemáticas básicas en esta clase, y me doy cuenta que es claro que participa más y se siente más cómodo – bromeando con los otros muchachos y ayudando a Ramírez con la asignación.\u003c/p>\n\u003cp>“Cuando Carlos entra a mi aula, se siente completamente relajado”, comenta Ramírez. “Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.”\u003c/p>\n\u003cp>Pero, admite que Delrio tiene mucho camino que recorrer en lo académico – sigue sin poder sumar o restar mentalmente. \u003c/p>\n\u003caside class=\"pullquote alignright\">‘Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.'\u003c/aside>\n\u003cp>Esto es problemático porque las normas académicas más rigorosas del estado, llamadas Common Core, requieren que los niños usen sus habilidades de criterio mental a un nivel mucho más elevado. \u003c/p>\n\u003cp>\u003cstrong>Un paso para adelante, otro paso para atrásk\u003c/strong>\u003c/p>\n\u003cp>Antes de comenzar las clases hoy, me senté con la maestra tradicional de Delrio, Sarah Wagner, para conversar sobre la ayuda que recibe Delrio en la escuela.\u003c/p>\n\u003cp>Wagner dice que si bien agradece el personal de apoyo dedicado, quisiera que Oak Ridge gastara hasta más de los fondos estatales en otras intervenciones para los estudiantes que las necesitan.\u003c/p>\n\u003cp>Wagner tiene 32 estudiantes en su clase, y explica que no le puede dar a Delrio la atención que se merece.\u003c/p>\n\u003cp>“Es difícil, porque al final del día, como maestra, simplemente quieres sentir que has hecho una diferencia en sus vidas,” comenta Wagner, con inicio de lágrimas en los ojos. “Me preocupa que no hago lo suficiente por ellos.”\u003c/p>\n\u003cfigure id=\"attachment_10927482\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/Carlos4Square-1.jpg\" alt=\"Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo.\" width=\"800\" height=\"530\" class=\"size-full wp-image-10927482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Después del recreo, Delrio se dirige de vuelta al aula de Wagner para la clase de inglés, y al concluir el día, está puliendo sus habilidades de lectura con otro grupo pequeño de muchachos en el Aula 27.\u003c/p>\n\u003cp>“No se trata de ver dónde empiezan los estudiantes, sino ver hasta dónde han llegado,” explica Katherine Craig, maestra de recursos de lectura de Delrio en Oak Ridge.\u003c/p>\n\u003cp>En la clase tradicional de Delrio, los demás estudiantes de sexto grado leen una complicada novela de misterio. Pero en el salón de Craig, el niño de 11 años opta por una obra clásica de Dr. Seuss, “¡Cómo el Grinch robó la Navidad!”\u003c/p>\n\u003cp>“En mi clase, pueden sentir la libertad de leer y disfrutar del libro que quieran,” comenta Craig. “Les ayuda mucho para ganar confianza y motivación por lo que son capaces de leer, y pueden sentir el éxito.”\u003c/p>\n\u003cp>Cuando Delrio comenzó a recibir el apoyo de Craig, leía sólo 14 palabras por minuto, y con las justas lograba completar una frase. Ahora lee hasta 26 palabras por minuto, y es capaz de terminar pequeños párrafos.\u003c/p>\n\u003cfigure id=\"attachment_10927510\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg\" alt=\"Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927510\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Para todas estas personas él es importante, para la comunidad él es importante”, explica Craig. “A mí me parece maravilloso para Carlos ver que avanza en la lectura, pero avanza de otra forma. Sencillamente toma tiempo.”\u003c/p>\n\u003cp>Oak Ridge y otras escuelas públicas en el estado pronto tendrán una idea más clara de los resultados que han logrado con el apoyo económico.\u003c/p>\n\u003cp>El año pasado California debutó una nueva prueba estandarizada, y los educadores anticipan recibir datos de rendimiento más robustos, los cuales podrán influir mucho en sus decisiones de gastos para el año entrante. \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el segundo de \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop/Manejando el presupuesto\u003c/a>, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Las escuelas en California ahora tienen mayor control sobre dinero extra para sus estudiantes más necesitados. ¿Cómo funciona esto en la práctica? Nos pasamos un día con Carlos Delrio en la primaria Oak Ridge en Sacramento. ","status":"publish","parent":0,"modified":1460494865,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1269},"headData":{"title":"Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades | KQED","description":"Las escuelas en California ahora tienen mayor control sobre dinero extra para sus estudiantes más necesitados. ¿Cómo funciona esto en la práctica? Nos pasamos un día con Carlos Delrio en la primaria Oak Ridge en Sacramento. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades","datePublished":"2016-04-13T15:00:18.000Z","dateModified":"2016-04-12T21:01:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10927435 http://ww2.kqed.org/news/?p=10927435","disqusUrl":"https://ww2.kqed.org/news/2016/04/13/un-dia-acompanando-a-un-estudiante-de-sexto-grado-como-apoya-una-escuela-a-un-estudiante-con-altas-necesidades/","disqusTitle":"Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades","path":"/news/10927435/un-dia-acompanando-a-un-estudiante-de-sexto-grado-como-apoya-una-escuela-a-un-estudiante-con-altas-necesidades","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Me reúno con Carlos Delrio, de 11 años, al fondo del recinto escolar de \u003ca href=\"http://oakridge.scusd.edu/\" target=\"_blank\">Oak Ridge Elementary\u003c/a>, donde le deja su mamá todos los días antes de empezar las clases. Es un niño dulce, con carita graciosa y rellena. Delrio es fanático de los superhéroes, y siempre lleva un juego de tarjetas coleccionables de sus favoritos cruzados con capa.\u003c/p>\n\u003cp>Hoy, nos dirigimos a su aula de sexto grado donde su maestra, Sarah Wagner, nos recibe a nosotros y a los demás estudiantes en el umbral de la puerta.\u003c/p>\n\u003cp>“Buenos días, Carlos,\" sonríe Wagner, dándole la mano.\u003c/p>\n\u003cp>Delrio es uno de unos 200 estudiantes en la escuela de Oak Ridge considerado estudiante que aprende inglés [English language learner en inglés]. Hay un total de 500 estudiantes en la escuela. Delrio habla español en casa, y le cuesta leer y escribir en inglés. También tiene una discapacidad de aprendizaje, por lo que le lleva más tiempo comprender ciertos conceptos.\u003c/p>\n\u003cp>Bajo el sistema innovador nuevo de finanzas para las escuelas del estado, las escuelas como Oak Ridge ahora reciben más dinero -- y tienen mayor control sobre cómo gastar ese dinero -- para ayudar a apoyar a los niños con altas necesidades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oak Ridge cuenta con $185.000 adicionales con los cuales operar este año.\u003c/p>\n\u003cp>Tres veces al día, Delrio sale de su aula normal para recibir apoyo adicional.\u003c/p>\n\u003cp>\u003cstrong>El reparto de apoyo de Oak Ridge\u003c/strong>\u003c/p>\n\u003cp>Delrio pasa la mayor parte de su tiempo en un aula tradicional. Oak Ridge, así como otras escuelas públicas en California, cree que los estudiantes con altas necesidades reciben beneficios cuando se incorporan al aula con otros muchachos. \u003c/p>\n\u003cp>Pero aun así, Delrio recibe atención en particular.\u003c/p>\n\u003cp>Este año, Oak Ridge está usando los ingresos adicionales para extender las horas de los asistentes de instrucción para que puedan ayudarlo a él y a otros estudiantes en riesgo.\u003c/p>\n\u003cp>Cuando llega la hora de su primera clase de apoyo, Delrio salta de pie y se dirige al Aula 27, para ver a Jocelyn Ramírez, la asistente de instrucción para educación especial de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_10927474\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg\" alt=\"Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Yo lo conozco mucho mejor,” explica Ramírez. “Yo sé lo que es capaz de hacer y lo que no. Eso me ayuda mucho a la hora de personalizar lo que le estoy enseñando.”\u003c/p>\n\u003cp>Ramírez ayuda a Carlos y a tres estudiantes más a recortar formas para aprender sobre las fracciones. Delrio recibe 40 minutos de instrucción en las matemáticas básicas en esta clase, y me doy cuenta que es claro que participa más y se siente más cómodo – bromeando con los otros muchachos y ayudando a Ramírez con la asignación.\u003c/p>\n\u003cp>“Cuando Carlos entra a mi aula, se siente completamente relajado”, comenta Ramírez. “Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.”\u003c/p>\n\u003cp>Pero, admite que Delrio tiene mucho camino que recorrer en lo académico – sigue sin poder sumar o restar mentalmente. \u003c/p>\n\u003caside class=\"pullquote alignright\">‘Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.'\u003c/aside>\n\u003cp>Esto es problemático porque las normas académicas más rigorosas del estado, llamadas Common Core, requieren que los niños usen sus habilidades de criterio mental a un nivel mucho más elevado. \u003c/p>\n\u003cp>\u003cstrong>Un paso para adelante, otro paso para atrásk\u003c/strong>\u003c/p>\n\u003cp>Antes de comenzar las clases hoy, me senté con la maestra tradicional de Delrio, Sarah Wagner, para conversar sobre la ayuda que recibe Delrio en la escuela.\u003c/p>\n\u003cp>Wagner dice que si bien agradece el personal de apoyo dedicado, quisiera que Oak Ridge gastara hasta más de los fondos estatales en otras intervenciones para los estudiantes que las necesitan.\u003c/p>\n\u003cp>Wagner tiene 32 estudiantes en su clase, y explica que no le puede dar a Delrio la atención que se merece.\u003c/p>\n\u003cp>“Es difícil, porque al final del día, como maestra, simplemente quieres sentir que has hecho una diferencia en sus vidas,” comenta Wagner, con inicio de lágrimas en los ojos. “Me preocupa que no hago lo suficiente por ellos.”\u003c/p>\n\u003cfigure id=\"attachment_10927482\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/Carlos4Square-1.jpg\" alt=\"Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo.\" width=\"800\" height=\"530\" class=\"size-full wp-image-10927482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Después del recreo, Delrio se dirige de vuelta al aula de Wagner para la clase de inglés, y al concluir el día, está puliendo sus habilidades de lectura con otro grupo pequeño de muchachos en el Aula 27.\u003c/p>\n\u003cp>“No se trata de ver dónde empiezan los estudiantes, sino ver hasta dónde han llegado,” explica Katherine Craig, maestra de recursos de lectura de Delrio en Oak Ridge.\u003c/p>\n\u003cp>En la clase tradicional de Delrio, los demás estudiantes de sexto grado leen una complicada novela de misterio. Pero en el salón de Craig, el niño de 11 años opta por una obra clásica de Dr. Seuss, “¡Cómo el Grinch robó la Navidad!”\u003c/p>\n\u003cp>“En mi clase, pueden sentir la libertad de leer y disfrutar del libro que quieran,” comenta Craig. “Les ayuda mucho para ganar confianza y motivación por lo que son capaces de leer, y pueden sentir el éxito.”\u003c/p>\n\u003cp>Cuando Delrio comenzó a recibir el apoyo de Craig, leía sólo 14 palabras por minuto, y con las justas lograba completar una frase. Ahora lee hasta 26 palabras por minuto, y es capaz de terminar pequeños párrafos.\u003c/p>\n\u003cfigure id=\"attachment_10927510\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg\" alt=\"Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927510\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Para todas estas personas él es importante, para la comunidad él es importante”, explica Craig. “A mí me parece maravilloso para Carlos ver que avanza en la lectura, pero avanza de otra forma. Sencillamente toma tiempo.”\u003c/p>\n\u003cp>Oak Ridge y otras escuelas públicas en el estado pronto tendrán una idea más clara de los resultados que han logrado con el apoyo económico.\u003c/p>\n\u003cp>El año pasado California debutó una nueva prueba estandarizada, y los educadores anticipan recibir datos de rendimiento más robustos, los cuales podrán influir mucho en sus decisiones de gastos para el año entrante. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el segundo de \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop/Manejando el presupuesto\u003c/a>, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10927435/un-dia-acompanando-a-un-estudiante-de-sexto-grado-como-apoya-una-escuela-a-un-estudiante-con-altas-necesidades","authors":["211"],"programs":["news_72"],"series":["news_19298"],"categories":["news_18540","news_8"],"tags":["news_95","news_2998","news_17286"],"featImg":"news_10927473","label":"news_72"},"news_10915808":{"type":"posts","id":"news_10915808","meta":{"index":"posts_1591205157","site":"news","id":"10915808","score":null,"sort":[1459753502000]},"guestAuthors":[],"slug":"budgeting-from-the-blacktop-how-oak-ridge-wraps-its-arms-around-one-student","title":"A Day With a Sixth-Grader: How One School Supports a High-Needs Student","publishDate":1459753502,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>I meet 11-year-old Carlos Delrio at the back of campus at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento, where his mom drops him off every day before school. He’s a sweet boy with a cute, pudgy face. Carlos is a superhero fanatic, always carrying around a pack of trading cards with his favorite caped crusaders.\u003c/p>\n\u003cp>Today, we head to his sixth-grade class where his teacher, Sarah Wagner, greets us and the other students outside her door.\u003c/p>\n\u003cp>\"Good morning, Carlos,” says Wagner, with a handshake and a smile.\u003c/p>\n\u003cp>Carlos is one of about 200 students at Oak Ridge considered an \u003ca href=\"http://www.cde.ca.gov/sp/el/\">English-language learner\u003c/a>. There are 500 students in all at the school. He speaks Spanish at home, and has a hard time reading and writing in English. He also has a learning disability, so it takes him longer to understand certain concepts.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/257287720\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Under the state’s groundbreaking \u003ca href=\"http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp\">new school finance system\u003c/a>, schools like Oak Ridge now get more money -- and more control over how to spend that money -- to help support these high-needs students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oak Ridge has an additional $185,000 to work with this year.\u003c/p>\n\u003cp>[contextly_sidebar id=\"olBwKetMk1m9vvp4M5J5xQrfu5d1Ewsc\"]\u003c/p>\n\u003cp>Three times a day, Carlos leaves his regular class for extra support.\u003c/p>\n\u003cp>\u003cstrong>Oak Ridge’s Supporting Cast\u003c/strong>\u003c/p>\n\u003cp>Carlos spends most of his time in a traditional classroom. Oak Ridge, like some other public schools in California, believes students with special needs benefit when they are integrated with other kids.\u003c/p>\n\u003cp>But Carlos still gets special attention.\u003c/p>\n\u003cp>Oak Ridge is spending its additional revenue this year to extend the hours of instructional aides so they can help him and other at-risk students.\u003c/p>\n\u003cp>When it’s time for his first support class, Carlos jumps to his feet and heads to Room 27 to see Jocelyn Ramirez, the school’s special education instructional aide.\u003c/p>\n\u003cfigure id=\"attachment_10917047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10917047\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosSpecialClass-800x493.jpg\" alt=\"Oak Ridge Elementary special instructional aide Jocelyn Ramirez hands out customized assignments to Carlos Delrio (C) and four other students in her math support class.\" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-800x493.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oak Ridge Elementary special instructional aide Jocelyn Ramirez hands out customized assignments to Carlos Delrio (C) and four other students in her math support class. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I know him a lot better,” Ramirez says. “I know what he’s able to do and not able to do. That really helps me customize what I’m teaching him.”\u003c/p>\n\u003cp>Ramirez is helping Carlos and three other students cut out shapes to learn about fractions. He receives 40 minutes of basic math instruction in this class, and I notice he is clearly more engaged and more comfortable -- joking with the other kids and helping Ramirez with the assignment.\u003c/p>\n\u003cp>“When Carlos comes into my room, he’s 100 percent himself,” Ramirez says. “He loves learning, and working in a small group really helps him because it gives him more time to focus.”\u003c/p>\n\u003cp>But she admits Carlos has a long way to go academically -- he still can’t add or subtract in his head.\u003c/p>\n\u003caside class=\"pullquote alignright\">'He loves learning, and working in a small group really helps him because it gives him more time to focus.'\u003c/aside>\n\u003cp>That’s troubling because the state’s more demanding academic standards, called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, require kids to use their critical thinking skills at a much higher level.\u003c/p>\n\u003cp>\u003cstrong>One Step Forward, One Step Back\u003c/strong>\u003c/p>\n\u003cp>Before the school day began today, I sat down with Carlos' regular classroom teacher, Sarah Wagner, to talk about the help he's receiving at the school.\u003c/p>\n\u003cp>Wagner says that while she’s grateful for the school’s dedicated support staff, she wishes Oak Ridge would spend even more state funding on additional interventions for the students who need it.\u003c/p>\n\u003cp>Wagner has 32 kids in her class, and says she cannot give Carlos the attention he deserves.\u003c/p>\n\u003cp>“It’s hard because at the end of the day, as a teacher, you just want to feel like you’ve made a difference in their lives,” says Wagner, who begins to tear up. “I worry that I’m not doing enough for him.”\u003c/p>\n\u003cfigure id=\"attachment_10917050\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10917050\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/Carlos4Square-800x530.jpg\" alt=\"Carlos Delrio plays four square with his classmates at recess.\" width=\"800\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-800x530.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio plays four square with his classmates at recess. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After recess, Carlos heads back to Wagner’s class for English, and at the end of the day, he’s honing his reading skills with another small group of kids in Room 27.\u003c/p>\n\u003cp>“It’s not where the kids start. It’s seeing how far they come,” says Katherine Craig, Carlos' reading resource teacher at Oak Ridge.\u003c/p>\n\u003cp>In his larger class, the other sixth-grade students are reading a complicated mystery novel. But in Craig’s room, the 11-year-old chooses a Dr. Seuss classic, “How The Grinch Stole Christmas.”\u003c/p>\n\u003cp>\"In my class, they can feel the freedom to read and enjoy any book they choose,\" Craig says. \"It really helps them gain confidence and motivation that they can read, and that they can be successful.\"\u003c/p>\n\u003cp>When Carlos began receiving Craig’s support, he was reading only 14 words a minute, and could barely get through a sentence. Now he’s up to 26 words a minute and can finish small paragraphs.\u003c/p>\n\u003cfigure id=\"attachment_10917143\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-10917143 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosHandRaised-800x493.jpg\" alt=\"Eleven-year-old Carlos Delrio participates in a group discussion in his sixth grade classroom at Oak Ridge Elementary.\" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-800x493.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1180x727.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-960x592.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eleven-year-old Carlos Delrio participates in a group discussion in his sixth-grade classroom at Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“All these people care about him, this community cares about him.” Craig says. “I think it’s wonderful for Carlos to see he is making growth in reading, but it’s in a different way. It just takes time.”\u003c/p>\n\u003cp>Oak Ridge and other public schools in the state will soon get a clearer picture of whether their support is paying off.\u003c/p>\n\u003cp>California debuted a \u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\">new state standardized test\u003c/a> last year, and educators are expecting to receive more robust achievement data, which may significantly influence their spending decisions for next year.\u003c/p>\n\u003cp>\u003cem>This report is the second in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n","blocks":[],"excerpt":"California schools now have more control over extra dollars for their neediest students. How does it work in practice? We spend a day with Carlos Delrio at Sacramento’s Oak Ridge Elementary.","status":"publish","parent":0,"modified":1463427201,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1055},"headData":{"title":"A Day With a Sixth-Grader: How One School Supports a High-Needs Student | KQED","description":"California schools now have more control over extra dollars for their neediest students. How does it work in practice? We spend a day with Carlos Delrio at Sacramento’s Oak Ridge Elementary.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"A Day With a Sixth-Grader: How One School Supports a High-Needs Student","datePublished":"2016-04-04T07:05:02.000Z","dateModified":"2016-05-16T19:33:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10915808 http://ww2.kqed.org/news/?p=10915808","disqusUrl":"https://ww2.kqed.org/news/2016/04/04/budgeting-from-the-blacktop-how-oak-ridge-wraps-its-arms-around-one-student/","disqusTitle":"A Day With a Sixth-Grader: How One School Supports a High-Needs Student","nprStoryId":"478269696","path":"/news/10915808/budgeting-from-the-blacktop-how-oak-ridge-wraps-its-arms-around-one-student","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>I meet 11-year-old Carlos Delrio at the back of campus at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento, where his mom drops him off every day before school. He’s a sweet boy with a cute, pudgy face. Carlos is a superhero fanatic, always carrying around a pack of trading cards with his favorite caped crusaders.\u003c/p>\n\u003cp>Today, we head to his sixth-grade class where his teacher, Sarah Wagner, greets us and the other students outside her door.\u003c/p>\n\u003cp>\"Good morning, Carlos,” says Wagner, with a handshake and a smile.\u003c/p>\n\u003cp>Carlos is one of about 200 students at Oak Ridge considered an \u003ca href=\"http://www.cde.ca.gov/sp/el/\">English-language learner\u003c/a>. There are 500 students in all at the school. He speaks Spanish at home, and has a hard time reading and writing in English. He also has a learning disability, so it takes him longer to understand certain concepts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/257287720&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/257287720'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Under the state’s groundbreaking \u003ca href=\"http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp\">new school finance system\u003c/a>, schools like Oak Ridge now get more money -- and more control over how to spend that money -- to help support these high-needs students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oak Ridge has an additional $185,000 to work with this year.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Three times a day, Carlos leaves his regular class for extra support.\u003c/p>\n\u003cp>\u003cstrong>Oak Ridge’s Supporting Cast\u003c/strong>\u003c/p>\n\u003cp>Carlos spends most of his time in a traditional classroom. Oak Ridge, like some other public schools in California, believes students with special needs benefit when they are integrated with other kids.\u003c/p>\n\u003cp>But Carlos still gets special attention.\u003c/p>\n\u003cp>Oak Ridge is spending its additional revenue this year to extend the hours of instructional aides so they can help him and other at-risk students.\u003c/p>\n\u003cp>When it’s time for his first support class, Carlos jumps to his feet and heads to Room 27 to see Jocelyn Ramirez, the school’s special education instructional aide.\u003c/p>\n\u003cfigure id=\"attachment_10917047\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10917047\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosSpecialClass-800x493.jpg\" alt=\"Oak Ridge Elementary special instructional aide Jocelyn Ramirez hands out customized assignments to Carlos Delrio (C) and four other students in her math support class.\" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-800x493.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oak Ridge Elementary special instructional aide Jocelyn Ramirez hands out customized assignments to Carlos Delrio (C) and four other students in her math support class. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I know him a lot better,” Ramirez says. “I know what he’s able to do and not able to do. That really helps me customize what I’m teaching him.”\u003c/p>\n\u003cp>Ramirez is helping Carlos and three other students cut out shapes to learn about fractions. He receives 40 minutes of basic math instruction in this class, and I notice he is clearly more engaged and more comfortable -- joking with the other kids and helping Ramirez with the assignment.\u003c/p>\n\u003cp>“When Carlos comes into my room, he’s 100 percent himself,” Ramirez says. “He loves learning, and working in a small group really helps him because it gives him more time to focus.”\u003c/p>\n\u003cp>But she admits Carlos has a long way to go academically -- he still can’t add or subtract in his head.\u003c/p>\n\u003caside class=\"pullquote alignright\">'He loves learning, and working in a small group really helps him because it gives him more time to focus.'\u003c/aside>\n\u003cp>That’s troubling because the state’s more demanding academic standards, called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, require kids to use their critical thinking skills at a much higher level.\u003c/p>\n\u003cp>\u003cstrong>One Step Forward, One Step Back\u003c/strong>\u003c/p>\n\u003cp>Before the school day began today, I sat down with Carlos' regular classroom teacher, Sarah Wagner, to talk about the help he's receiving at the school.\u003c/p>\n\u003cp>Wagner says that while she’s grateful for the school’s dedicated support staff, she wishes Oak Ridge would spend even more state funding on additional interventions for the students who need it.\u003c/p>\n\u003cp>Wagner has 32 kids in her class, and says she cannot give Carlos the attention he deserves.\u003c/p>\n\u003cp>“It’s hard because at the end of the day, as a teacher, you just want to feel like you’ve made a difference in their lives,” says Wagner, who begins to tear up. “I worry that I’m not doing enough for him.”\u003c/p>\n\u003cfigure id=\"attachment_10917050\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10917050\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/Carlos4Square-800x530.jpg\" alt=\"Carlos Delrio plays four square with his classmates at recess.\" width=\"800\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-800x530.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio plays four square with his classmates at recess. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After recess, Carlos heads back to Wagner’s class for English, and at the end of the day, he’s honing his reading skills with another small group of kids in Room 27.\u003c/p>\n\u003cp>“It’s not where the kids start. It’s seeing how far they come,” says Katherine Craig, Carlos' reading resource teacher at Oak Ridge.\u003c/p>\n\u003cp>In his larger class, the other sixth-grade students are reading a complicated mystery novel. But in Craig’s room, the 11-year-old chooses a Dr. Seuss classic, “How The Grinch Stole Christmas.”\u003c/p>\n\u003cp>\"In my class, they can feel the freedom to read and enjoy any book they choose,\" Craig says. \"It really helps them gain confidence and motivation that they can read, and that they can be successful.\"\u003c/p>\n\u003cp>When Carlos began receiving Craig’s support, he was reading only 14 words a minute, and could barely get through a sentence. Now he’s up to 26 words a minute and can finish small paragraphs.\u003c/p>\n\u003cfigure id=\"attachment_10917143\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-10917143 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosHandRaised-800x493.jpg\" alt=\"Eleven-year-old Carlos Delrio participates in a group discussion in his sixth grade classroom at Oak Ridge Elementary.\" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-800x493.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1180x727.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-960x592.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eleven-year-old Carlos Delrio participates in a group discussion in his sixth-grade classroom at Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“All these people care about him, this community cares about him.” Craig says. “I think it’s wonderful for Carlos to see he is making growth in reading, but it’s in a different way. It just takes time.”\u003c/p>\n\u003cp>Oak Ridge and other public schools in the state will soon get a clearer picture of whether their support is paying off.\u003c/p>\n\u003cp>California debuted a \u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\">new state standardized test\u003c/a> last year, and educators are expecting to receive more robust achievement data, which may significantly influence their spending decisions for next year.\u003c/p>\n\u003cp>\u003cem>This report is the second in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10915808/budgeting-from-the-blacktop-how-oak-ridge-wraps-its-arms-around-one-student","authors":["211"],"programs":["news_72"],"series":["news_19298"],"categories":["news_18540","news_8"],"tags":["news_95","news_2998","news_17286","news_17041"],"featImg":"news_10916820","label":"news_72"},"news_10900024":{"type":"posts","id":"news_10900024","meta":{"index":"posts_1591205157","site":"news","id":"10900024","score":null,"sort":[1458543956000]},"guestAuthors":[],"slug":"budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities","title":"Budgeting From the Blacktop: How One School Is Trying to Bridge Inequities","publishDate":1458543956,"format":"image","headTitle":"Budgeting From the Blacktop | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>School starts in 10 minutes at Oak Ridge Elementary in Sacramento. Principal Daniel Rolleri is on the blacktop greeting students as he usually does.\u003c/p>\n\u003cp>Oak Ridge is like many other campuses in cities across the Golden State. The students are mostly poor. Many are struggling to learn English. Others don’t speak it at all.\u003c/p>\n\u003cp>“There’s a vicious cycle of poverty, there’s a vicious cycle of difficult situations going on in our families’ lives,” says Rolleri, as he makes his final rounds before the bell rings. “Education needs to be the greatest equalizer for our students to succeed in life.”\u003c/p>\n\u003cp>Rolleri is now tasked with steering the school’s finances under California’s bold new experiment in school finance known as the Local Control Funding Formula enacted three years ago.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/253793618\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Bridging the educational disparities is at the heart of the groundbreaking approach. It comes after years of state funding lawsuits and state test scores showing the state’s academic achievement gap has not budged.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The goal of the funding system is simple: Give schools like Oak Ridge more money and more control over how to spend that money. In exchange, school leaders have to demonstrate their spending decisions are getting more at-risk students learning.\u003c/p>\n\u003cp>The hope is that local school leaders -- not state legislators -- will choose more targeted strategies and programs because they understand the unique needs of their students.\u003c/p>\n\u003cp>[contextly_sidebar id=\"goYTdYuA4FtnStHWLFkyBUmYGw8TwTyo\"]\u003c/p>\n\u003cp>So now, public schools serving large numbers of low-income students, English-language learners and foster youth are getting extra cash infusions every year.\u003c/p>\n\u003cp>“This is the way to fund schools in these high-poverty, high-needs areas,” Rolleri says. “Give them additional money and allow them to hire the additional resources. Getting results may take time and energy but, at the end of the day, it takes human bodies.”\u003c/p>\n\u003cp>\u003cstrong>New Spending Freedom\u003c/strong>\u003c/p>\n\u003cp>Six years ago, Oak Ridge Elementary was one of the worst schools in the state.\u003c/p>\n\u003cp>The district finally responded and brought in an academic team that breathed new life into the campus.\u003c/p>\n\u003cp>Now, under the state’s new way of funding schools, Oak Ridge is getting roughly $185,000 in additional state revenue for its high-needs students. The school has a $1.4 million operating budget overall.\u003c/p>\n\u003cp>But here’s the thing: Despite this money coming in from the state, Oak Ridge still has to make cuts because several other streams of district and federal funding are drying up -- those dollars have been paying for people and programs at the heart of this campus.\u003c/p>\n\u003cfigure id=\"attachment_10901003\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901003\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/PrincipalRolleri-800x493.jpg\" alt=\"Oak Ridge Elementary School Principal Daniel Rolleri looks out a hallway window as he makes the rounds on campus. The school serves low-income families in a challenging neighborhood in Sacramento.\" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-800x493.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-1180x727.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-960x592.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oak Ridge Elementary School Principal Daniel Rolleri looks out a hallway window as he makes the rounds on campus. The school serves low-income families in a challenging neighborhood in Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It’s not typical, but a growing number of schools in California face the same challenge.\u003c/p>\n\u003cp>Rolleri recently had to cut four resource teachers, which is not good for this all-hands-on-deck kind of school.\u003c/p>\n\u003cp>Tensions can run high really fast among students. On this day, a fight breaks out after lunch. A sixth-grade girl is hit in the face.\u003c/p>\n\u003cp>“She’s going to relax in my office for a little bit,” says Rolleri, as he walks her to his office. “She’s a little emotional, a little upset.”\u003c/p>\n\u003cp>Every teacher at this school has a way of helping kids calm down. Rolleri’s technique is aromatherapy. He sits the girl down in his office, lets her choose from three different aromas, turns on a small water fountain, and gives her some time alone.\u003c/p>\n\u003cp>Rolleri says students lash out not because they're bad kids, but because there’s distress and frustration in school and at home.\u003c/p>\n\u003cp>He’s determined to use state funding on programs that help kids feel good about themselves.\u003c/p>\n\u003cp>\u003cstrong>Crunching the Numbers\u003c/strong>\u003c/p>\n\u003cp>After lunch and recess, Rolleri focuses on finalizing next year’s budget. He scarfs down a meal bar, takes off his tie and rolls up his sleeves.\u003c/p>\n\u003cp>“When I first took over as principal, the budget was the hardest thing for me to grasp and understand,” Rolleri says. “Now that I have more experience and understanding, it’s a little bit easier, but still hard.”\u003c/p>\n\u003cp>Rolleri is a bit more nervous than usual this afternoon. He’s meeting with district officials in an hour to go over the spending plan, and the numbers aren’t adding up.\u003c/p>\n\u003cfigure id=\"attachment_10901013\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901013\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/PrincipalsOffice-800x590.jpg\" alt=\"Principal Daniel Rolleri works from his desk on a typical school day morning. He's leading a campus which is facing some serious financial decisions despite getting additional revenue from the state.\" width=\"800\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-800x590.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-400x295.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-1180x870.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-960x708.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Daniel Rolleri works from his desk on a typical school day morning. He's leading a campus which is facing some serious financial decisions despite getting additional revenue from the state. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new funding rules, Rolleri must also show that he’s spending the additional state revenue on people and programs that will improve student performance.\u003c/p>\n\u003cp>“Just because we do have additional funding, additional resources, doesn’t make the job easy,” Rolleri says. “And I think that’s the misperception some people have. It’s not easy. I would even say it’s harder because inherently there is the obligation that we can’t ruin this, we can’t mess this up.”\u003c/p>\n\u003cp>For the most part, school districts up and down California have been spending their share of extra state funding on teacher pay raises -- raising serious concerns over whether that’s an appropriate use of the money.\u003c/p>\n\u003cp>School officials, however, insist paying teachers more money does help at-risk students because good educators are more willing to stay at tough schools for the long haul.\u003c/p>\n\u003cp>At Oak Ridge, Rolleri plans to use a big chunk of the additional revenue for one position: the assistant principal.\u003c/p>\n\u003cp>He believes this position is critical because it’s the first line of defense for everything on campus, from dealing with arguing parents to helping struggling students.\u003c/p>\n\u003cp>\u003cstrong>An Assistant Principal's Value\u003c/strong>\u003c/p>\n\u003cp>Oak Ridge Assistant Principal Tiffany Wilson rarely sits in her office. Instead, she can be found darting around campus helping students.\u003c/p>\n\u003cp>Today Wilson is sitting under a tree at the school's community garden talking with a student who is struggling in class.\u003c/p>\n\u003cp>Wilson, a former Sacramento County teacher of the year, finds out the boy is a middle child and he feels like his mother doesn’t care about him anymore. His father is not in the picture.\u003c/p>\n\u003cp>Wilson says her role helps high-needs students on campus because dealing with their personal struggles allows teachers to teach, and kids to learn.\u003c/p>\n\u003cp>“While my impact on academics might be a bit more indirect, I do think my role is important in making teachers not feel overwhelmed,” Wilson says. “I can pull things off their plate, which allows them to teach their hearts out.”\u003c/p>\n\u003cfigure id=\"attachment_10901011\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901011\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/PlayGroundCheckIn-800x588.jpg\" alt=\"Principal Daniel Rolleri checks in with the school's behavioral specialist during recess at Oak Ridge Elementary.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-800x588.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-1180x867.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-960x705.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Daniel Rolleri checks in with the school's behavioral specialist during recess at Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California’s next big challenge is making sure schools like Oak Ridge are improving student performance based on their spending decisions.\u003c/p>\n\u003cp>So far, groups like the American Civil Liberties Union say there’s no assurance the additional dollars are producing better academic results.\u003c/p>\n\u003cp>State education officials say that’s because California just switched to a new standardized state test, and this is the first year all public schools must implement Common Core academic standards.\u003c/p>\n\u003cp>On top of that, state education officials say the state is in the midst of developing a new accountability system that measures school achievement in an entirely new way, using multiple metrics, including school climate, parent involvement and test scores.\u003c/p>\n\u003cp>Even so, some critics worry school leaders are simply funding existing people and programs without exploring other ways to approach school improvement.\u003c/p>\n\u003cp>\u003cstrong>Getting Parent Buy-In\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge Elementary, most parent leaders support the principal’s decision to spend a sizable amount of extra state funding on the school’s assistant principal.\u003c/p>\n\u003cp>“I’ve seen the changes at the school,” says April Ybarra, a single mom with two girls at Oak Ridge. “The administrators are trying to make a difference. I definitely think it’s a team effort.”\u003c/p>\n\u003cp>The local school budgeting process is also a team effort under the new funding approach.\u003c/p>\n\u003cp>District and school leaders are now required to include parents in the budgeting process, allowing them to weigh in on the types of programs and services they want for their kids.\u003c/p>\n\u003cp>This is yet another game changer in California school finance.\u003c/p>\n\u003cfigure id=\"attachment_10901015\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901015\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/HandballWall-800x473.jpg\" alt='A handball court is decorated with school pride at Oak Ridge Elementary, one of seven \"priority schools\" in the Sacramento Unified School District.' width=\"800\" height=\"473\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-800x473.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-400x236.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-1180x697.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-960x567.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A handball court is decorated with school pride at Oak Ridge Elementary, one of seven \"priority schools\" in the Sacramento Unified School District. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For decades, school officials, from superintendents to finance officers, operated on their own at district headquarters.\u003c/p>\n\u003cp>Now they’re getting out of their offices and organizing community budget meetings, interacting with parents face-to-face, and leading workshops on the new funding rules.\u003c/p>\n\u003cp>Rolleri passed out surveys and held afterschool meetings at Oak Ridge to get feedback from his families. A school site council made up of parents, teachers and administrators approved the final spending plan.\u003c/p>\n\u003cp>“I do feel like we have a say in it,” Ybarra says. “The problem is not enough parents at the school understand or care about what this money means and what it can be used for.”\u003c/p>\n\u003cp>A 2015 Ed Trust West report finds California’s new spending rules are getting more people involved, but some schools and districts are still not experiencing a “deep level of engagement.”\u003c/p>\n\u003cp>Rolleri is one principal who appreciates having more spending freedom in exchange for community involvement.\u003c/p>\n\u003cp>“We’re not perfect by any means,” Roller says. “But, at the end of the day, we’re trying to make sure we’re meeting everyone’s needs. Student data is going to be the best place for me to figure out what we need to do to support and move forward.”\u003c/p>\n\u003cp>\u003cem>This report is the first in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of the NPR reporting project \u003ca href=\"http://www.npr.org/series/473636949/schoolmoney\" target=\"_blank\">School Money\u003c/a>, a nationwide collaboration between NPR’s Ed Team and 20 member station reporters exploring how states pay for their public schools and why many are failing to meet the needs of their most vulnerable students.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Oak Ridge Elementary in Sacramento is one of many schools grappling with how to bridge disparities under the state's new way of handing out money.\r\n","status":"publish","parent":0,"modified":1463427107,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":62,"wordCount":1851},"headData":{"title":"Budgeting From the Blacktop: How One School Is Trying to Bridge Inequities | KQED","description":"Oak Ridge Elementary in Sacramento is one of many schools grappling with how to bridge disparities under the state's new way of handing out money.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Budgeting From the Blacktop: How One School Is Trying to Bridge Inequities","datePublished":"2016-03-21T07:05:56.000Z","dateModified":"2016-05-16T19:31:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10900024 http://ww2.kqed.org/news/?p=10900024","disqusUrl":"https://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities/","disqusTitle":"Budgeting From the Blacktop: How One School Is Trying to Bridge Inequities","nprStoryId":"478016957","path":"/news/10900024/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School starts in 10 minutes at Oak Ridge Elementary in Sacramento. Principal Daniel Rolleri is on the blacktop greeting students as he usually does.\u003c/p>\n\u003cp>Oak Ridge is like many other campuses in cities across the Golden State. The students are mostly poor. Many are struggling to learn English. Others don’t speak it at all.\u003c/p>\n\u003cp>“There’s a vicious cycle of poverty, there’s a vicious cycle of difficult situations going on in our families’ lives,” says Rolleri, as he makes his final rounds before the bell rings. “Education needs to be the greatest equalizer for our students to succeed in life.”\u003c/p>\n\u003cp>Rolleri is now tasked with steering the school’s finances under California’s bold new experiment in school finance known as the Local Control Funding Formula enacted three years ago.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/253793618&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/253793618'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Bridging the educational disparities is at the heart of the groundbreaking approach. It comes after years of state funding lawsuits and state test scores showing the state’s academic achievement gap has not budged.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The goal of the funding system is simple: Give schools like Oak Ridge more money and more control over how to spend that money. In exchange, school leaders have to demonstrate their spending decisions are getting more at-risk students learning.\u003c/p>\n\u003cp>The hope is that local school leaders -- not state legislators -- will choose more targeted strategies and programs because they understand the unique needs of their students.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>So now, public schools serving large numbers of low-income students, English-language learners and foster youth are getting extra cash infusions every year.\u003c/p>\n\u003cp>“This is the way to fund schools in these high-poverty, high-needs areas,” Rolleri says. “Give them additional money and allow them to hire the additional resources. Getting results may take time and energy but, at the end of the day, it takes human bodies.”\u003c/p>\n\u003cp>\u003cstrong>New Spending Freedom\u003c/strong>\u003c/p>\n\u003cp>Six years ago, Oak Ridge Elementary was one of the worst schools in the state.\u003c/p>\n\u003cp>The district finally responded and brought in an academic team that breathed new life into the campus.\u003c/p>\n\u003cp>Now, under the state’s new way of funding schools, Oak Ridge is getting roughly $185,000 in additional state revenue for its high-needs students. The school has a $1.4 million operating budget overall.\u003c/p>\n\u003cp>But here’s the thing: Despite this money coming in from the state, Oak Ridge still has to make cuts because several other streams of district and federal funding are drying up -- those dollars have been paying for people and programs at the heart of this campus.\u003c/p>\n\u003cfigure id=\"attachment_10901003\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901003\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/PrincipalRolleri-800x493.jpg\" alt=\"Oak Ridge Elementary School Principal Daniel Rolleri looks out a hallway window as he makes the rounds on campus. The school serves low-income families in a challenging neighborhood in Sacramento.\" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-800x493.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-1180x727.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalRolleri-960x592.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oak Ridge Elementary School Principal Daniel Rolleri looks out a hallway window as he makes the rounds on campus. The school serves low-income families in a challenging neighborhood in Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It’s not typical, but a growing number of schools in California face the same challenge.\u003c/p>\n\u003cp>Rolleri recently had to cut four resource teachers, which is not good for this all-hands-on-deck kind of school.\u003c/p>\n\u003cp>Tensions can run high really fast among students. On this day, a fight breaks out after lunch. A sixth-grade girl is hit in the face.\u003c/p>\n\u003cp>“She’s going to relax in my office for a little bit,” says Rolleri, as he walks her to his office. “She’s a little emotional, a little upset.”\u003c/p>\n\u003cp>Every teacher at this school has a way of helping kids calm down. Rolleri’s technique is aromatherapy. He sits the girl down in his office, lets her choose from three different aromas, turns on a small water fountain, and gives her some time alone.\u003c/p>\n\u003cp>Rolleri says students lash out not because they're bad kids, but because there’s distress and frustration in school and at home.\u003c/p>\n\u003cp>He’s determined to use state funding on programs that help kids feel good about themselves.\u003c/p>\n\u003cp>\u003cstrong>Crunching the Numbers\u003c/strong>\u003c/p>\n\u003cp>After lunch and recess, Rolleri focuses on finalizing next year’s budget. He scarfs down a meal bar, takes off his tie and rolls up his sleeves.\u003c/p>\n\u003cp>“When I first took over as principal, the budget was the hardest thing for me to grasp and understand,” Rolleri says. “Now that I have more experience and understanding, it’s a little bit easier, but still hard.”\u003c/p>\n\u003cp>Rolleri is a bit more nervous than usual this afternoon. He’s meeting with district officials in an hour to go over the spending plan, and the numbers aren’t adding up.\u003c/p>\n\u003cfigure id=\"attachment_10901013\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901013\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/PrincipalsOffice-800x590.jpg\" alt=\"Principal Daniel Rolleri works from his desk on a typical school day morning. He's leading a campus which is facing some serious financial decisions despite getting additional revenue from the state.\" width=\"800\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-800x590.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-400x295.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-1180x870.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PrincipalsOffice-960x708.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Daniel Rolleri works from his desk on a typical school day morning. He's leading a campus which is facing some serious financial decisions despite getting additional revenue from the state. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new funding rules, Rolleri must also show that he’s spending the additional state revenue on people and programs that will improve student performance.\u003c/p>\n\u003cp>“Just because we do have additional funding, additional resources, doesn’t make the job easy,” Rolleri says. “And I think that’s the misperception some people have. It’s not easy. I would even say it’s harder because inherently there is the obligation that we can’t ruin this, we can’t mess this up.”\u003c/p>\n\u003cp>For the most part, school districts up and down California have been spending their share of extra state funding on teacher pay raises -- raising serious concerns over whether that’s an appropriate use of the money.\u003c/p>\n\u003cp>School officials, however, insist paying teachers more money does help at-risk students because good educators are more willing to stay at tough schools for the long haul.\u003c/p>\n\u003cp>At Oak Ridge, Rolleri plans to use a big chunk of the additional revenue for one position: the assistant principal.\u003c/p>\n\u003cp>He believes this position is critical because it’s the first line of defense for everything on campus, from dealing with arguing parents to helping struggling students.\u003c/p>\n\u003cp>\u003cstrong>An Assistant Principal's Value\u003c/strong>\u003c/p>\n\u003cp>Oak Ridge Assistant Principal Tiffany Wilson rarely sits in her office. Instead, she can be found darting around campus helping students.\u003c/p>\n\u003cp>Today Wilson is sitting under a tree at the school's community garden talking with a student who is struggling in class.\u003c/p>\n\u003cp>Wilson, a former Sacramento County teacher of the year, finds out the boy is a middle child and he feels like his mother doesn’t care about him anymore. His father is not in the picture.\u003c/p>\n\u003cp>Wilson says her role helps high-needs students on campus because dealing with their personal struggles allows teachers to teach, and kids to learn.\u003c/p>\n\u003cp>“While my impact on academics might be a bit more indirect, I do think my role is important in making teachers not feel overwhelmed,” Wilson says. “I can pull things off their plate, which allows them to teach their hearts out.”\u003c/p>\n\u003cfigure id=\"attachment_10901011\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901011\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/PlayGroundCheckIn-800x588.jpg\" alt=\"Principal Daniel Rolleri checks in with the school's behavioral specialist during recess at Oak Ridge Elementary.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-800x588.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-1180x867.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/PlayGroundCheckIn-960x705.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Principal Daniel Rolleri checks in with the school's behavioral specialist during recess at Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California’s next big challenge is making sure schools like Oak Ridge are improving student performance based on their spending decisions.\u003c/p>\n\u003cp>So far, groups like the American Civil Liberties Union say there’s no assurance the additional dollars are producing better academic results.\u003c/p>\n\u003cp>State education officials say that’s because California just switched to a new standardized state test, and this is the first year all public schools must implement Common Core academic standards.\u003c/p>\n\u003cp>On top of that, state education officials say the state is in the midst of developing a new accountability system that measures school achievement in an entirely new way, using multiple metrics, including school climate, parent involvement and test scores.\u003c/p>\n\u003cp>Even so, some critics worry school leaders are simply funding existing people and programs without exploring other ways to approach school improvement.\u003c/p>\n\u003cp>\u003cstrong>Getting Parent Buy-In\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge Elementary, most parent leaders support the principal’s decision to spend a sizable amount of extra state funding on the school’s assistant principal.\u003c/p>\n\u003cp>“I’ve seen the changes at the school,” says April Ybarra, a single mom with two girls at Oak Ridge. “The administrators are trying to make a difference. I definitely think it’s a team effort.”\u003c/p>\n\u003cp>The local school budgeting process is also a team effort under the new funding approach.\u003c/p>\n\u003cp>District and school leaders are now required to include parents in the budgeting process, allowing them to weigh in on the types of programs and services they want for their kids.\u003c/p>\n\u003cp>This is yet another game changer in California school finance.\u003c/p>\n\u003cfigure id=\"attachment_10901015\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10901015\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/03/HandballWall-800x473.jpg\" alt='A handball court is decorated with school pride at Oak Ridge Elementary, one of seven \"priority schools\" in the Sacramento Unified School District.' width=\"800\" height=\"473\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-800x473.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-400x236.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-1180x697.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/03/HandballWall-960x567.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A handball court is decorated with school pride at Oak Ridge Elementary, one of seven \"priority schools\" in the Sacramento Unified School District. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For decades, school officials, from superintendents to finance officers, operated on their own at district headquarters.\u003c/p>\n\u003cp>Now they’re getting out of their offices and organizing community budget meetings, interacting with parents face-to-face, and leading workshops on the new funding rules.\u003c/p>\n\u003cp>Rolleri passed out surveys and held afterschool meetings at Oak Ridge to get feedback from his families. A school site council made up of parents, teachers and administrators approved the final spending plan.\u003c/p>\n\u003cp>“I do feel like we have a say in it,” Ybarra says. “The problem is not enough parents at the school understand or care about what this money means and what it can be used for.”\u003c/p>\n\u003cp>A 2015 Ed Trust West report finds California’s new spending rules are getting more people involved, but some schools and districts are still not experiencing a “deep level of engagement.”\u003c/p>\n\u003cp>Rolleri is one principal who appreciates having more spending freedom in exchange for community involvement.\u003c/p>\n\u003cp>“We’re not perfect by any means,” Roller says. “But, at the end of the day, we’re trying to make sure we’re meeting everyone’s needs. Student data is going to be the best place for me to figure out what we need to do to support and move forward.”\u003c/p>\n\u003cp>\u003cem>This report is the first in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of the NPR reporting project \u003ca href=\"http://www.npr.org/series/473636949/schoolmoney\" target=\"_blank\">School Money\u003c/a>, a nationwide collaboration between NPR’s Ed Team and 20 member station reporters exploring how states pay for their public schools and why many are failing to meet the needs of their most vulnerable students.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10900024/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities","authors":["211"],"programs":["news_6944","news_72"],"series":["news_19298"],"categories":["news_18540","news_8","news_13"],"tags":["news_2998","news_18743","news_17286","news_17041"],"featImg":"news_10901007","label":"news_72"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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