Frequently Asked Questions

Districts can anticipate receiving their annual Arts and Music in Schools (AMS) budgets following a clear timeline aligned with Proposition 28 apportionments. These funds are allocated based on prior-year statewide total enrollment and the enrollment of economically disadvantaged pupils, aiming to supplement arts education programs.

For the 2024–25 Allocation, the timeline includes:

• Advance Principal Apportionment: Posted on July 18, 2024, with updates in August 2024.

• Preliminary Entitlements: Released in December 2024, providing detailed budget expectations for the upcoming school year.

For the 2023–24 allocation, the timeline was as follows:

• First Principal Apportionment: Posted on February 20, 2024, with resource codes entered in PeopleSoft and funds released shortly thereafter.

• Second Principal Apportionment: Posted on June 19, 2024, completing the fiscal year’s funding distribution.

In addition, communication efforts between November and December of each year, including updates from the California Department of Education (CDE), aim to engage districts and communities in preliminary budget discussions. These updates provide clarity on funding expectations and encourage early collaboration to align spending with the program's goals.

The allocations for Proposition 28 for fiscal years 2023–24 and 2024–25 are available, with specific guidelines for their use. Schools must access the 2023–24 allocation (Year 4 in your project string) first, as it is currently available. The 2024–25 allocation (Year 5 in your project string) will be opened after a one-on-one conversation to confirm usage plans. It is important to prioritize spending Year 4 funds first since each allocation comes with a three-year expiration period.

Finance is currently updating budgets to reflect the correct project years: Year 4 for the 2023–24 funds and Year 5 for the advanced apportionment of 2024–25. Schools are encouraged to strategically plan the use of Year 5 funds by splitting them between this school year and the next, helping to mitigate potential funding reductions for sections or supports in 2025–26. Please note that requisitions or personnel actions with a budget line labeled "Project Year 0" will be rejected. Ensure all financial actions are aligned with the updated budget strings. Notifications will be sent once project years are officially posted.

All annual allocations have a three-year period during which funds must be fully spent. Any remaining balance will be returned to the California Department of Education (CDE) by June 2026, the third year. The 2023-24 allocation funds must be expended no later than June 2026.

• Year 1: 2023-24: District reported zero spending for the 2023-24 allocation on September 30, 2024. Apportionment 2 posted on 06/24.

• Year 2: 2024-25: Funds will be released to the sites during the second semester, in January 2025. The annual report will be submitted by September 30, 2025.

• Year 3: 2025-26: All funds from this allocation must be used by June 2026, or they will be returned to the CDE. The Expenditure Report will be completed in October 2026.

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Status Updates:

The principals have completed their preliminary budget review and approved their budgets under Prop 28 guidelines. The site principals, along with the departments of Teaching and Learning-CCR, Finance, Human Resources, and Legal, will collaborate to ensure the expenditures align with the financial guidelines. Discussions will take place to ensure proper alignment. Below are the plans and next steps for scheduling 1-on-1 meetings to adjust or confirm your budget input, ensuring compliance with the 80/20 rule (80% for personnel costs and 20% for non-personnel expenditures). Additionally, we will provide details on how to access your budget and clarify the roles of the individuals involved in this process.

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Next Steps:

1. Communication with Finance: The Finance Department has been informed of the site budget approvals and has identified the assigned budget analyst to correctly categorize the budget lines.

2. Collaboration with Budget Analyst: 

▶Your budget analyst will assist you in navigating your approved budget and ensuring compliance with the 80/20 rule. 

▶The budget analyst will reach out to you first. Please wait for their communication before reaching out for clarifications or adjustments, as the costing scenarios must be completed first.

3. Use of Funds: 

▶You will first have access to the 2023-24 funding (Year 4 in your project string). 

▶ The 2024-25 funding will not be available until next year. 

▶ Ensure that Year 4 funds are used first, as each funding year expires after three years. 

▶ Example of a budget string: [01-677000-4-xxxx-xxxx-xxxx-Site#-46770]

4. Budget Categories: The following categories will be listed in your budget: 

i. Supplies: Initially, your funds will be listed under supplies. The finance team will reach out to you with additional information            once they have allocated funds to staffing or supplies. 

ii. Staffing: Includes certificated and classified salaries (FTE), extra duties, benefits, workers' compensation, etc. 

iii. Supplies: Includes classroom materials, instructional materials, partner costs, administrative costs, etc.

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Additional Support:

If you need further information or support, feel free to contact me at:  brahim.wahib@sweetwaterschools.org

For more detailed Prop 28 Resources, see the FAQs on Prop 28 funding on the CDE Prop 28 Arts and Music Education Funding FAQ.

District Accountability Plan for Prop 28 AMS Implementation

The purpose of this accountability plan is to establish a framework for ensuring compliance, transparency, and efficiency in the utilization of Prop 28 Arts and Music in Schools (AMS) funds. This plan outlines roles, responsibilities, and best practices for key district divisions and school sites, creating a sustainable and autonomous system to monitor annual allocations and the three-year expenditure timeline.

Vision Statement

To foster a thriving, equitable arts and music education program across the district by implementing a robust accountability system that empowers schools to maximize Prop 28 funds while ensuring compliance with state guidelines and fostering collaborative decision-making.

Core Goals

1️⃣. Ensure Compliance: Adhere to Prop 28 regulations, including the 80/20 expenditure rule and the supplement-not-supplant requirement.

2️⃣. Promote Transparency: Provide clear and accessible reporting to stakeholders, including students, parents, staff, and the community.

3️⃣. Strengthen Collaboration: Foster effective partnerships between divisions to support schools in meeting their arts education goals.

4️⃣. Establish Sustainability: Create systems that maintain accurate tracking and reporting for current and future allocations.

Roles and Responsibilities

▶ School Site - Principal

• • Strategic Planning: Conduct needs assessments in collaboration with school communities (teachers, students, parents, and staff) to identify gaps and set priorities for arts programs.

  • Budget Management: Develop and submit a detailed budget plan using district-provided tools to allocate funds for staffing and supplies within the 80/20 framework.

  • Program Oversight: Monitor implementation of new or expanded arts courses, staff hires, and resources to ensure alignment with site goals.

  • Reporting and Feedback: Provide updates to district leadership on progress and challenges, contributing to annual compliance reports.

▶ Teaching and Learning - Visual and Performing Arts (VAPA)

• Professional Development: Facilitate training for principals, arts coordinators, and staff on best practices for using Prop 28 funds.

• Resource Allocation: Provide tools, templates, and guidance for budget planning, compliance, and program development.

• Monitoring and Evaluation: Support sites in conducting evaluations of their arts programs and ensure alignment with district and state standards.

• Collaboration: Work with HR, Fiscal Services, IT, and Legal Services to address site needs and maintain compliance.

▶ Fiscal Services

• Fund Allocation: Distribute annual allocations to school sites based on state formulas and district priorities.

• Expenditure Monitoring: Track expenditures for compliance with the 80/20 rule, reporting requirements, and three-year timelines.

• Audits and Reporting: Prepare and submit annual compliance reports and audit documentation to the California Department of Education.

▶ Human Resources (HR)

• Recruitment and Hiring: Facilitate hiring processes for certificated and classified staff to support arts program expansion.

• Credentialing and Certification: Ensure that new hires meet state and district requirements.

• Collaboration with Sites: Address staffing needs as identified by principals in their budget plans, ensuring timely placement.

▶ Legal Services

• Compliance Oversight: Ensure collective bargaining agreements and working conditions for arts staff are equitable and align with district policies.

• Policy Guidance: Advise divisions and school sites on legal compliance with Prop 28 regulations, including staff contracts and supply purchases.

• Equity Assurance: Monitor for fair allocation of resources and staff across the district.

▶ Information Technology (IT)

• Data Systems Management: Develop and maintain a centralized data system to track FTEs, courses, student participation, and expenditures.

• Automation Tools: Implement automated tools to calculate and monitor compliance with the 80/20 spending rule.

• Reporting Systems: Provide dashboards and reports for stakeholders, ensuring data accuracy and transparency.

• Collaboration: Support Fiscal Services and Teaching and Learning with technical solutions for budgeting and compliance tracking.

Accountability and Monitoring

• Centralized Data System

▶IT Responsibility: Implement a robust platform that integrates data from HR, Fiscal Services, and school sites to track funding allocations and expenditures.

▶ Features: Real-time tracking, automated compliance checks, and customizable reports for stakeholders.

• Annual Compliance Reports

▶Teaching and Learning Responsibility: Compile and review school site data to ensure alignment with Prop 28 goals and regulations.

▶Submission: Fiscal Services submits final reports to the CDE, supported by Legal Services and IT.

• Three-Year Expenditure Timeline Monitoring

▶IT and Fiscal Services Collaboration: Track fund usage to prevent expiration of unused funds and ensure compliance with the three-year timeline.

• Stakeholder Engagement

▶School Site Responsibility: Host meetings with school communities to share progress, gather feedback, and adjust plans as needed.

▶District Responsibility: Provide regular updates to the school board and public on program outcomes.

Best Practices for Sustainability

▶ Build Capacity: Train principals and site leaders on data systems, compliance requirements, and budgeting tools.

▶ Standardize Processes: Develop district-wide templates and protocols for needs assessments, budget planning, and reporting.

▶ Foster Transparency: Share reports with stakeholders to build trust and demonstrate the impact of Prop 28 funds.

▶ Continuous Improvement: Conduct regular reviews of systems and processes, incorporating feedback from stakeholders to improve efficiency and outcomes.

Conclusion

This accountability plan ensures that Prop 28 AMS funds are utilized effectively, equitably, and sustainably. By clearly defining roles and responsibilities and implementing robust monitoring systems, the district can expand arts and music education opportunities for all students while maintaining compliance with state requirements.

Yes, Effective management and allocation of funds are essential for maximizing their impact on student learning and achievement. The Strategic Fund Allocation process helps ensure that resources are distributed in a way that supports the district's educational goals. To assist in this effort, the Strategic Budget Plan Toolkit provides a comprehensive set of tools and resources designed to guide principals and administrators through the budgeting process. By using these tools, educational leaders can make informed decisions that align financial resources with strategic priorities, ultimately enhancing the learning experience for students. The following components of the toolkit offer practical support for creating and managing a budget that fosters long-term educational success.

1. Budget Tool Guide for Principals: A comprehensive guide to assist principals in navigating and utilizing the budget tool effectively.

2. Spreadsheet Tool Components: The various elements and sections of the spreadsheet tool designed to help manage the budget allocation.

   • Brainstorming: A collaborative process for generating ideas and strategies to align the budget with the district’s goals.

   • Strategic Plan Goals & Objectives: The framework that defines the specific goals and objectives for the district, guiding budget decisions to support student success.

   • Annual Budget Allocation (80/20 Rule): A budgeting guideline where 80% of funds are allocated to personnel costs, and 20% are allocated to non-personnel expenditures.

   • 8-Year Longitudinal Calculator: A tool used to project and analyze the impact of budget decisions over an eight-year period.

3. Budget Tool PowerPoint (PPT): A presentation that provides an overview of how to use the budget tool effectively.

4. Budget Tool Video: A video resource that explains the functions and features of the budget tool in a visual format.

Yes, schools are required to prepare a Preliminary Budget Plan to ensure compliance with the 80/20 expenditure rule and to facilitate approval of their allocations. This plan must detail proposed expenditures, including staffing, supplies, partnerships, and administrative costs, and demonstrate adherence to the Prop 28 requirements for both the 2023-2024 and 2024-2025 funds. Having an approved Preliminary Budget Plan will also streamline collaboration with the budget analyst when creating costing scenarios and allocating funds effectively. Here's an example email of that process between the school site and the district:

Dear Principal,

I hope this message finds you well! I wanted to provide an update regarding your Prop 28 funds.

Your current budget plan meets the 80/20 expenditure requirement, even when both the 2023-2024 and 2024-2025 annual funds are considered together. However, please remember that these funds are distinct and must independently adhere to the 80/20 rule throughout the three-year phase. The final compliance report, due in July 2026 (upon fund expiration), must demonstrate adherence to this requirement for each fund separately.

To assist in getting your preliminary budget allocations approved before engaging finance for costing scenarios, I’ve summarized the following table for clarity:

School           Fiscal         Total Funds       Total Funds          80%             19%              19%              1% Admin     FTE         80%                   20% 

Name            Year               Allocated           Expended      Staffing         Supply        Expenditure        Cost                       Expended       Expended

ABC School    2023-2024     $482,671.00         $0.00            $0.00              $0.00              $0.00                $0.00           0         0.00%               0.00%

ABC School    2024-2025     $419,873.00     $181,688.00     $115,000.00     $60,436.00   $6,252.00         $0.00           0.6       27.39%           15.88%

Both Years      Totals            $902,544.00      $181,688.00     $115,000.00    $60,436.00    $6,252.00         $0.00           0.6       7.38%              9.13%

Thoughts & Questions:

1. Current Fund Use: You are approved to use 2023-2024 funds under "Project Year 4." You will need to work with your budget analyst to adjust expenditures for supplies and staffing to maintain compliance with the 80/20 requirement.

2. Future Fund Use: The opening of 2024-2025 "Project Year 5" funds is still under review.

3. Staffing Benefits: Please consider adding a 5% allocation for benefits to the staffing budget line in consultation with your budget analyst.

4. Next Steps: A meeting may be necessary to discuss and determine whether approval to release both years’ funds simultaneously is recommended.

Let me know if you have any questions or if additional clarification is needed at brahim.wahib@sweetwaterschools.org

Under Prop 28 Arts and Music in Schools (AMS) guidelines and district-recommended practices, a wide range of stakeholders can provide input on expanding arts programs to ensure they reflect the needs and aspirations of the school community. These stakeholders include:

1. Teachers and Staff

• VAPA Teachers: As content experts, VAPA teachers play a vital role in identifying program gaps, recommending resources, and proposing curriculum enhancements.

• General Education Teachers: Their perspectives can ensure arts programs integrate with other subjects to support cross-disciplinary learning.

2. School Leadership

• School Administrators: Principals and site leaders ensure arts expansion aligns with school goals, budget constraints, and logistical considerations.

• District Arts Coordinator: Provides strategic guidance, district-wide data, and resources to align site programs with district priorities.

3. Students

• Student Representatives: They offer insights into their interests, experiences, and the types of programs they find engaging.

• Student Organizations: Clubs or student councils can gather broader feedback from the student body.

4. Parents and Guardians

• Parent Organizations: Groups like PTAs or booster clubs provide valuable feedback and may help support programs through fundraising or advocacy.

• Surveys: Parent surveys can identify community priorities and areas of support for arts education.

5. Community Partners

• Local Artists and Arts Organizations: Their expertise and resources can enhance program quality through workshops, guest teaching, or mentorship opportunities.

• Cultural and Nonprofit Groups: These groups can ensure programs reflect and celebrate the diversity of the community.

6. Union Representatives

• They ensure staffing proposals for program expansion comply with collective bargaining agreements and advocate for teacher support and professional development.

7. School Board Members

• As decision-makers for budget and program approval, school board members can provide input and final oversight for arts program initiatives.

8. Advisory Committees

• Site Councils or Committees: Committees established at the school or district level that include teachers, parents, students, and community members are excellent forums for gathering comprehensive input.

Recommended Practices for Stakeholder Engagement

Host Public Forums: Provide a space for open dialogue where stakeholders can share ideas and feedback.

Conduct Surveys: Use digital and paper surveys to gather input from a larger audience.

Establish a VAPA Advisory Committee: Form a team with representatives from each stakeholder group to guide decisions and ensure ongoing collaboration.

Leverage Existing Meetings: Utilize school site council, parent organization, and staff meetings to discuss arts program priorities.

By involving these diverse voices, schools can ensure their arts programs are inclusive, innovative, and aligned with both Prop 28 guidelines and district goals.

School administrators—Principals in collaboration with teachers, families, and students—should together make the choice that best serves students in their local school community.
There are several conditions of receipt of funds that must be met and are subject to audit verification (see Frequently Asked Questions 25 and 30). Failure to comply with those requirements will result in the loss of some or all of the local educational agency’s (LEA’s) Arts and Music in Schools funding for the year. Coordination between the school and the LEA’s administration is necessary to ensure expenditures are consistent with all statutory requirements. More on CDE Question 12

The conditions of receipt of Prop 28 Arts and Music funding require careful coordination between school sites and the district's administration to ensure compliance with statutory requirements, avoiding potential financial penalties. School district departments such as Finance play a critical role in tracking expenditures and ensuring funds are allocated solely to eligible programs, supplies, and personnel. Curriculum and Instruction ensures that the programs funded align with the educational standards and goals of the arts curriculum, while HR is responsible for hiring and retaining appropriately credentialed staff to meet the program's instructional needs.

The Credentialing department ensures that teachers hired meet the specific qualifications required for arts education roles, as this compliance is a critical audit factor. Collaboration across these departments ensures that funding is used effectively, reporting is accurate, and the district remains in compliance with audit requirements. This integrated approach not only protects the funding but also supports the strategic implementation of arts programs to maximize student impact.

"Arts education program" includes (but is not limited to) instruction and training, supplies, materials, and arts educational partnership programs for instruction in dance, media arts, music, theatre, and visual arts including folk art, painting, sculpture, photography, craft arts, creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film, and video. See more on CDE Question 11

• The expanded definition of arts education programs, as detailed in the CDE Q&A, highlights a transformative opportunity to broaden access and engagement in the arts for students. By encompassing traditional disciplines such as dance, music, theatre, and visual arts alongside newer fields like media arts, computer coding, animation, and graphic design, the scope of arts education becomes more inclusive and reflective of 21st-century creative industries. This comprehensive approach recognizes diverse modes of creative expression, allowing students with varied interests and aptitudes to find their niche. It fosters aesthetic appreciation while developing practical skills that can lead to both personal fulfillment and professional opportunities.

• Philosophically, this expanded framework acknowledges the dynamic and interdisciplinary nature of the arts, making it more relevant to today’s students. Integrating cutting-edge fields like media arts with traditional forms of expression ensures that more students can see themselves as participants in artistic endeavors. By bridging the gap between classical and modern creative practices, the arts become a more integral part of the educational experience, encouraging broader participation and cultivating a generation of innovative thinkers who are prepared to contribute meaningfully to a creative and evolving society.

This year, we have a unique opportunity to strengthen our Visual and Performing Arts (VAPA) programs through the strategic use of Prop 28 funds, guided by the 80/20 funding requirement. To ensure compliance and maximize the impact of these funds, principals should thoughtfully allocate resources by focusing 80% on hiring and supporting school employees who directly enhance VAPA programs, such as teachers, instructional assistants, and other essential staff. The remaining 20% should be strategically invested in non-employee expenditures, including partnerships with external consultants, specialists, and organizations that bring innovative arts experiences to students. By engaging stakeholders—such as teachers, parents, students, and community partners—principals can identify priorities that align with both immediate needs and long-term goals, fostering sustainable and impactful arts programs.

Understanding the 80/20 Funding Requirements:

To maximize the impact of Prop 28, we must adhere to the following funding structure:

• 80% for School Employees: This portion is allocated for certificated employees, such as teachers, counselors, and TOSAs, as well as classified employees like instructional assistants, custodians, outreach liaisons, and other district positions that directly support our VAPA programs.

• 20% for Non-Employees: These funds can be used for external consultants, experts, and specialists who bring unique expertise to enhance our arts programs. Please note that expenditures from this category require completed consultant agreements and other relevant district documentation.

Strategic Planning and Collaborative Decision-Making:

To comply with the 80/20 requirements and maximize the impact of these funds, principals should adopt a strategic and inclusive approach to planning:

1. Engage Stakeholders: Involve teachers, staff, parents, students, and community partners in decision-making. Collaborative input ensures the funds are allocated in ways that address both immediate needs and long-term goals.

2. Develop Clear Priorities: Focus on initiatives that align with your school’s vision for arts education, such as hiring specialized VAPA staff, enhancing instructional materials, or establishing partnerships with local arts organizations.

3. Plan for Sustainability: Given the three-year funding phase, consider how to create lasting impacts by investing in programs, resources, and staff development that will continue to benefit students beyond the funding period.

4. Monitor and Adjust: Regularly review expenditures and program outcomes to ensure compliance with Prop 28 requirements and make necessary adjustments to optimize results.

Moving Forward Together

This is a pivotal moment to elevate the role of arts education in our schools. By thoughtfully allocating Prop 28 funds and fostering collaboration within your school communities, we can provide transformative experiences for our students and build vibrant, sustainable arts programs across the district.

Thank you for your continued leadership and commitment to our students. If you have any questions or need additional support, please don’t hesitate to reach out.

All funds must be used to provide expanded arts education programs, as described in Frequently Asked Question 11. California Education Code (EC) Section 8820(g)(1) requires that local educational agencies (LEAs) with an enrollment of 500 or more pupils ensure that at least 80 percent of expended funds will be used to employ certificated or classified employees to provide arts education program instruction. Up to 20 percent of the expended Arts and Music in Schools (AMS) funds may be used for “training, supplies and materials, and arts educational partnership programs,” which includes outside contractors. The department may, for good cause shown, provide a waiver from this requirement. More on CDE Question 13

The guidance for using Prop 28 Arts and Music in Schools (AMS) funds includes specific requirements categorized by instructional and non-instructional expenses, with clear distinctions for staffing, supplies, and administrative expenses. These restrictions ensure that funds are primarily allocated to directly support expanded arts education programs while maintaining compliance with California Education Code (EC).

Instructional Expenses (80% Minimum Allocation)

• Staffing: At least 80% of the AMS funds must be used to employ certificated or classified employees who provide arts education instruction. This ensures the majority of the funding directly supports program delivery by qualified personnel.

• Immediate Supervision: For arts instruction conducted during the regular school day, students must be under the supervision of a certificated employee to comply with attendance and instructional time requirements per EC sections 46300(a) and 47612.5(e)(1).

Non-Instructional Expenses (Up to 20% Allocation)

• Training: Professional development opportunities for staff involved in arts education can be funded within this category.

• Supplies and Materials: This includes purchasing resources like instruments, art supplies, costumes, and other materials essential for arts programs.

• Arts Educational Partnerships: LEAs may use funds to partner with outside organizations or contractors to enhance arts education, provided these expenditures align with statutory requirements.

Administrative Expenses (1% Cap)

• Indirect Costs: No more than 1% of the AMS funds can be used for administrative tasks, such as program oversight, reporting, and general LEA administrative support (Indirect Cost: Not for Site Expenditures).

Waivers and Flexibility

• The California Department of Education (CDE) may grant waivers for good cause, offering flexibility in cases where strict adherence to these requirements is impractical. A waiver for one school means a waver for all schools! This option is still being monitored for changes or accommodations that's consistent with our district and schools.

This structured allocation ensures that funding is used effectively, prioritizing direct student benefits while allowing limited resources for training, partnerships, and administrative support.

Schools can begin the process of accessing their site allocation funds after submitting and receiving approval for their preliminary budget from Dr. Alvarez and Mr. Wahib. Once approved, your budget analyst will initiate your site costing scenarios, which are essential for achieving your budget goals. Beginning in mid-November, Finance will send your site a message to review and amend your budget plan as needed. This review process includes collaborative discussions to refine the cost of each spending category listed in the preliminary budget. You will receive a costing spreadsheet and an accompanying email to facilitate this process. Once the costing scenarios are finalized, the budget analyst will post your budget lines to your site budget, officially granting access to the funds. Please note that some budgets may take longer to approve due to their complexity or unique needs.  

Example:

Attached is your school’s 2024-2025 Costing Scenario for Prop 28. This calculation includes staffing costs for both the 2024-2025 and 2025-2026 school years to ensure compliance with the 80% (staffing)/20% (equipment, supplies, and materials) allocation threshold. Below are the preliminary budget amounts based on the Prop 28 plan, developed and approved by Dr. Alvarez and Mr. Wahib. Adjustments have been made to ensure compliance with these thresholds.

Total Award: $200,500.00

Staffing (80%): $160,400.00

Equipment, Supplies, and Materials (19%): $38,095.00

Administrative Fee (1%): $2,005.00

Balance: $0.00 (100%)

We request that you review the costing scenario and submit any changes by Wednesday, November 20, 2024, to allow us to post the budget. Please indicate if a current staff member will be filling the requested positions so we can adjust amounts accordingly, or if it will be a new position to be filled.

The complex processes involved in maintaining a responsible closed-loop system of accountability for Prop 28 funds, including the role of each department and monitoring questions as follows:

Overview of the Closed-Loop Accountability System

Ensuring responsible use of Prop 28 funds involves a multi-departmental approach that addresses budget planning, approvals, compliance, and reporting. Each department has distinct responsibilities, and the complexity arises from the need to align these processes while adhering to legal, financial, and educational requirements.

Department and Process

1. School Sites: Development of Site Budget Plans

• Challenges: Ensuring site budgets align with Prop 28 requirements, including permissible expenditures like arts instruction, materials, and staffing.

• Accountability Risk: Variability in site expertise or understanding of Prop 28 guidelines could lead to non-compliance.

2. CCR (College and Career Readiness): Preliminary Site Budget Review and Approvals

• Complications: Balancing site-specific needs with overall district priorities while ensuring alignment with statutory and certification requirements.

• Accountability Risk: Inconsistencies or delays in budget review might lead to misallocated or unapproved spending.

3. Finance: Costing of Budget Lines for Each Site and Position Control

• Manage detailed cost analysis for staffing and resource allocation; integrate these with the district’s financial systems.

• Position control ensures accurate costing and funds allocation.

4. Human Resources: Credentialing and Certification Qualification

• Complications: Ensuring hires for Prop 28-funded positions meet credentialing and certification standards.

• Accountability Risk: Missteps in hiring could result in ineligible use of funds.

5. Legal: Bargaining Rights and Approval

• Complications: Negotiating collective bargaining agreements related to Prop 28-funded roles or activities.

  • Accountability Risk: Legal disputes or unresolved negotiations may delay implementation of approved plans.

6. School Sites: Requisitions for Supplies and Staffing Requests

• Complications: Ensuring timely and accurate requests while aligning them with approved budgets.

• Accountability Risk: Misalignment or delays in requisitions could disrupt program delivery.

7. CCR Director: Approvals in Financial and Supply Management System

• Complications: Overseeing numerous site submissions while ensuring compliance with district and state guidelines.

• Accountability Risk: Oversight lapses or bottlenecks in approval processes could result in untracked expenditures.

8. Information Technology: Running Expenditure Reports

• Complications: Generating precise, timely reports that track Prop 28 expenditures by site and category.

• Accountability Risk: Inadequate reporting tools or errors could hinder real-time monitoring and compliance verification.

9. Finance: Internal Auditor

• Complications: Conducting thorough audits to identify and rectify any discrepancies or misuses of funds.

• Accountability Risk: Insufficient audit depth or frequency could allow misuse of funds to go undetected.

10. Annual Reports to the Board for Approval

• Complications: Synthesizing data from multiple departments into clear, comprehensive reports.

• Accountability Risk: Incomplete or unclear reports might lead to insufficient oversight or delayed board action.

11. Report to CDE Website of Board-Approved Data

• Complications: Ensuring the timely and accurate upload of board-approved financial data to the California Department of Education (CDE) website.

• Accountability Risk: Non-compliance with CDE reporting requirements could result in penalties or loss of funding.

Monitoring of Expenditures

1. Primary Responsibility:

• The Finance Department, with the support of the Internal Auditor, holds the primary responsibility for monitoring expenditures of Prop 28 funds. This includes ensuring that all financial activities are consistent with the approved budgets, statutory requirements, and certification guidelines.

2. Supporting Roles:

• CCR Department: Ensures initial budget reviews and approvals align with district priorities and Prop 28 compliance.

• Information Technology Department: Provides essential expenditure reports to facilitate real-time monitoring.

• School Sites: Serve as the frontline for responsible fund utilization and adherence to approved budgets.

Key Strategies to Address Complications

• Cross-Departmental Collaboration: Regular meetings and shared platforms to streamline communications and align processes.

• Training and Guidelines: Comprehensive training for site leaders and department staff on Prop 28 rules and compliance requirements.

• Technology Integration: Use robust financial management systems to automate and standardize reporting.

• Internal Audits: Frequent internal checks to identify and address discrepancies early.

• Board Oversight: Detailed annual reporting ensures an additional layer of accountability.

This closed-loop system ensures all Prop 28 expenditures are properly monitored, from site-level planning to final state reporting.

"Arts education program" includes (but is not limited to) instruction and training, supplies, materials, and arts educational partnership programs for instruction in dance, media arts, music, theatre, and visual arts including folk art, painting, sculpture, photography, craft arts, creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film, and video. See more on CDE Question 11

• The expanded definition of arts education programs, as detailed in the CDE Q&A, highlights a transformative opportunity to broaden access and engagement in the arts for students. By encompassing traditional disciplines such as dance, music, theatre, and visual arts alongside newer fields like media arts, computer coding, animation, and graphic design, the scope of arts education becomes more inclusive and reflective of 21st-century creative industries. This comprehensive approach recognizes diverse modes of creative expression, allowing students with varied interests and aptitudes to find their niche. It fosters aesthetic appreciation while developing practical skills that can lead to both personal fulfillment and professional opportunities.

• Philosophically, this expanded framework acknowledges the dynamic and interdisciplinary nature of the arts, making it more relevant to today’s students. Integrating cutting-edge fields like media arts with traditional forms of expression ensures that more students can see themselves as participants in artistic endeavors. By bridging the gap between classical and modern creative practices, the arts become a more integral part of the educational experience, encouraging broader participation and cultivating a generation of innovative thinkers who are prepared to contribute meaningfully to a creative and evolving society.

The Sweetwater Union High School District (SUHSD) currently offers a diverse range of instructional arts programs designed to engage students in creative expression and skill development. These programs span both Visual and Performing Arts (VAPA) and Career Technical Education (CTE) pathways, providing students with opportunities to explore disciplines such as music, theater, dance, digital media, graphic design, and more. The following tables outline the district’s existing VAPA and CTE course offerings while highlighting the potential for expanding arts education through innovative new course development. By leveraging Prop 28 funds and collaborating with stakeholders, schools have the opportunity to propose and implement courses that align with emerging student interests and community needs, ensuring a vibrant and evolving arts program for all.

VISUAL AND PERFORMING ARTS

Course # Course Name Course Length     Grade

• 80012 ART SURVEY Year 7, 8

• 80042 VISUAL ARTS SCPA Semester 7, 8

• 80067 ARTS AND CRAFTS Year 7, 8

• 80280 MUSIC TECH INTRO Year 7, 8

• 93351 INTRODUCTION TO DESIGN  Year  9, 10, 11, 12

• 90511 IB MUSIC HL 2 Year  11, 12

• 90419 CHOIR MIXED ADVANCED Year 9, 10, 11, 12

• 90296 DIST SYMPHONIC ORCHESTRA Year 9, 10, 11, 12

• 90313 BAND CONCERT   Year 9, 10, 11, 12 [More...]

CAREER TECHNICAL EDUCATION

Course # Course Name Course Length     Grade

• 80012 ART SURVEY Year 7, 8

• 87397 CTE AME CHOIR Year 7, 8

• 90096 CTE MUSIC ENGINEERING II Year 9, 10, 11, 12

• 90174 CTE COMPUTER ART Year 9, 10, 11, 12

• 97354 CTE AME ADVANCED GUITAR Year 9, 10, 11, 12

• 97411 CTE THEATER DANCE 3-4 Year 9, 10, 11, 12

• 97388 CTE TECHNICAL THEATER 5-6 Year 9, 10, 11, 12

• 97394 CTE SCPA PIANO ADVANCED Year 9, 10, 11, 12

• 97503 CTE MUSIC ENGINEERING III Year 9, 10, 11, 12

• 97508 CTE GRAPHIC DESIGN & PRINT Year 9, 10, 11, 12 [More...]

NEW COURSE PROPSAL OPTION

In addition to these existing programs above, the district encourages schools to explore the possibility of introducing new and innovative arts courses to meet evolving student interests and community needs. All proposals for new courses are reviewed by the Curriculum and Instruction Council to ensure they align with district goals and standards. The links below provide guidance on the proposal process and resources for expanding arts education within the district Curriclum and Instruction Department

• Middle School New Course Proposal Sheet - 24-25 (Submitted annually)

• High School New Course Proposal Sheet- 24-25 (Submitted annually)

Guidelines Rules for using Prop 28 AMS funding in staffing, supplies, and administrative expenses?

• Prop 28 AMS funding must be allocated within specific categories to ensure compliance with state guidelines:

1. Staffing (80% Minimum Allocation): At least 80% of the total allocation must be used to employ certificated or classified staff who provide arts education instruction.

• Example: Hiring a music teacher or dance instructor to expand arts programs at the school falls under this category. Similarly, a classified instructional aide supporting VAPA classes qualifies as staffing.

2. Supplies, Partnerships, and Equipment (Up to 19%): No more than 19% of the funds can be spent on materials, equipment, consultants, or partnerships that support arts education.

• Example: Purchasing art supplies like paint, brushes, and canvases; renting lighting equipment for a theater production; or hiring an external consultant to conduct a music workshop.

3. Administrative Expenses (Up to 1%): A maximum of 1% of the funds can be allocated for administrative costs associated with implementing arts programs(Indirect cost: Not for Site expenditure).

• Example: Buying printer ink for VAPA program documentation, licensing art-related software, or purchasing office supplies needed for managing arts events.

These guidelines ensure the majority of Prop 28 funds directly benefit students through enhanced arts education while maintaining flexibility for necessary operational and material support.

See more in question (10): Are there restrictions on how schools can use this funding?

To address potential course assignments, it’s essential to identify the classroom teaching positions that may be required. Below is a list of certificated staff positions that align with specific courses, ensuring the right expertise is matched with student needs and curriculum goals. Our Human Resources team is committed to identifying and processing the most qualified candidates who meet the credentialing requirements as outlined by state guidelines, ensuring compliance and quality in every classroom

COURSES NEEDED: POTENTIAL POSITIONS

Certificated Course Certificated Course

Teacher, 7-12 Classroom Adaptive Dance Teacher, 7-12 Classroom Advance Photography

Teacher, 7-12 Classroom AP Music Theory Teacher, 7-12 Classroom Art Advanced

Teacher, 7-12 Classroom Art Appreciation Teacher, 7-12 Classroom Art Class

Teacher, 7-12 Classroom Art instructor Teacher, 7-12 Resource Arts

Teacher, 7-12 Classroom Arts and Crafts Teacher, 7-12 Classroom Arts Management

Teacher, 7-12 Classroom Band Teacher, 7-12 Classroom Beginning Strings

Teacher, 7-12 Classroom Cartooning and Animation Teacher, 7-12 Classroom Choir

Teacher, 7-12 Resource Chorus Teacher, 7-12 Classroom Color Guard instructor

Teacher, 7-12 Classroom CTE-AME Intermediate Mariachi Teacher, 7-12 Classroom Dance

Teacher, 7-12 Classroom Dance 1 Teacher, 7-12 Classroom Dance 2

Teacher, 7-12 Classroom Dance Class Teacher, 7-12 Classroom Designed Mixed Media

Teacher, 7-12 Classroom Dance II/Dance Choreograpphy Teacher, 7-12 Classroom Drama

Teacher, 7-12 Classroom Digital Media Advanced Teacher, 7-12 Classroom Drama and/or Choir

Teacher, 7-12 Classroom Drums, Beginning Teacher, 7-12 Classroom Folklorico Advanced

Teacher, 7-12 Classroom Fundamentals of Media Art Teacher, 7-12 Classroom Guitar Beginning

Teacher, 7-12 Classroom Guitar-Ukulele Teacher, 7-12 Classroom Mariachi

Teacher, 7-12 Classroom Music Technology Teacher, 7-12 Classroom Music Theory

Teacher, 7-12 Classroom Musical Theater Class Teacher, 7-12 Classroom Photography

Teacher, 7-12 Classroom Tech in Video Production Teacher, 7-12 Classroom Theater Production

Teacher, 7-12 Classroom VAPA Coordinator

Possible list with duplicates!!! (will update!!)

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Band Coaches Job Descriptions

Section Coach … Work with the Band Director to instruct students on techniques to improve their playing skills and music reading skills specific to their instrument. Work with sections and individuals as needed to support the students’ learning.

Visual Coach … Work with the Band Director to instruct students on techniques to improve their movement skills, including body movement for visual shapes, instrument positioning, etc. Consider the look of the entire ensemble as well as the individual’s techniques. Design the visual package for the band students that is complementary to the music and the guard visual picture.

Marching Coach … Work with the Band Director to instruct students on techniques to improve their marching skills for both parade marching and field show style marching. Work with sections and individuals regarding exercises and practice regimen that will develop the overall skills of the band members.

Percussion Coach … Work with the Band Director to instruct percussion students on techniques to improve their playing skills and music reading skills. Work with sections and individuals as needed to support the students’ learning. If necessary, write percussion parts that are aimed at the current level of student skill while incorporating “next level” ideas to continue their musical growth.

Drill Designer/Instructor … Work with the director to create a field show design that matches the instructors’ plan for the field show theme. Write all sets and coordinates that students will use to learn their proper movement and timing, while including visual ideas that stay with the year’s show theme. When possible, provide additional instructional materials that will assist in the students’ mastery of the show concept (i.e. digital files, videos, etc.). Make necessary adjustments to refine the show ideas based on the overall student level of skill.

Color guard-

Color Guard Section Tech- Work with the Guard Director to instruct students on techniques to improve their spinning skills and movement reading skills specific to their piece of equipment within the program. Work with sections and individuals as needed to support the students’ learning. Clean choreography sections with students.

Color Guard Choreographer- Work with the Guard Director to create choreography and teach phrases of different difficulty levels within the performance program. Consider the look of the entire ensemble as well as the individual’s techniques to enhance the overall production. Make necessary adjustments to refine the show ideas based on the overall student level of skill.

Color Guard Designer- Work with the Guard Director to design an indoor show that matches the instructors’ plan for the winter show theme. Write all of the sets for students to learn their proper movement and timing, while including visual ideas that stay with the year’s show theme. When possible, provide additional instructional materials that will assist in the students’ mastery of the show concept (i.e. digital files, videos, etc.). Make necessary adjustments to refine the show ideas based on the overall student level of skill.

DRAMA Assistant

Drama Director/Coach- Work with the drama teacher to conduct rehearsals, prepare schedules, organize sets and costumes. Will work with students (actors and stage crew) in building acting techniques, technical issues and design, and stage management. Will help the teacher with

supervision of students backstage and in house during performances.

CHOIR/orchestra-

Vocal Coach- Work with the Director to instruct students on techniques to improve their vocal skills and music reading skills specific to their tessitura. Assist with development of characteristic sound. Work with sections and individuals as needed to support the students’ learning. Support differentiation by working individually with struggling students to catch up with classmates, and by giving more advanced students

opportunities to enhance their development.

Instrument Coach- Work with the Director to instruct students on techniques to improve their playing skills and music reading skills specific to their instrument. Work with sections and individuals as needed to support the students’ learning. Support differentiation by working individually with struggling students to catch up with classmates, and by giving more advanced students opportunities to enhance their development.

Choral Clinician- Work with the ensemble to develop understanding of professional practices and outcomes. Curate experiences and lessons to enhance learning through the medium of vocal music. Support a healthy culture of artistic expression.

Band-

Section Coach- Work with the Band Director to instruct students on techniques to improve their playing skills and music reading skills specific to their instrument. Work with sections and individuals as needed to support the students’ learning.

Visual Coach- Work with the Band Director to instruct students on techniques to improve their movement skills, including body movement for visual shapes, instrument positioning, etc. Consider the look of the entire ensemble as well as the individual’s techniques. Design the visual package for the band students that is complementary to the music and the guard visual picture.

Marching Coach- Work with the Band Director to instruct students on techniques to improve their marching skills for both parade marching and field show style marching. Work with sections and individuals regarding exercises and practice regimen that will develop the overall skills of the band members.

Percussion Coach- Work with the Band Director to instruct percussion students on techniques to improve their playing skills and music reading skills. Work with sections and individuals as needed to support the students’ learning. If necessary, write percussion parts that are aimed at the current level of student skill while incorporating “next level” ideas to continue their musical growth.

Drill Designer/Instructor- Work with the director to create a field show design that matches the instructors’ plan for the field show theme. Write all sets and coordinates that students will use to learn their proper movement and timing, while including visual ideas that stay with the year’s show theme. When possible, provide additional instructional materials that will assist in the students’ mastery of the show concept (i.e. digital files, videos, etc.). Make necessary adjustments to refine the show ideas based on the overall student level of skill.

DANCEChoreography

Expert- Design original choreography or new interpretations of existing dances. Instruct dancers on dance steps, counting and techniques. Work with the dance director and team to fulfill the production's vision. Assist with communication between the director, music director, stage manager, cast, and crew.

Yes, the 80% allocation can fund a Visual and Performing Arts (VAPA) Coordinator position, provided that the role involves direct support or coordination of arts education programs. Since the coordinator's responsibilities would likely include program planning, support for arts educators, and integration of arts into the curriculum, it falls within the scope of employing classified or certificated staff to deliver or enhance arts instruction. It is critical, however, to clearly document how the position directly supports arts education to meet compliance requirements.

Yes, the 80% allocation can fund coach positions for leading sections of VAPA programs, provided the coaches are employed as classified or certificated staff and their primary duties involve direct instruction or support of arts education programs. These roles must be clearly tied to the expansion of arts programs as required by Prop 28. Coaches who oversee sections of VAPA programs—such as band, theater, visual arts, or dance—can qualify under the funding guidelines if their work directly enhances the student experience in arts education.

1. Qualifications for Coaches Leading VAPA Programs

Certificated Staff: 

• For positions requiring instruction or oversight of curricular arts programs during the school day, coaches should hold appropriate teaching credentials in the relevant arts discipline (e.g., music, visual arts, dance, theater).

• Certificated status ensures compliance with California Education Code (EC) sections 46300(a) and 47612.5(e)(1), which require that students be under the immediate supervision of a certificated employee to count for attendance apportionment.

Classified Staff: 

• For non-instructional or extracurricular arts programs, such as extended-day or after-school clubs, coaches can be classified staff with demonstrated expertise in the relevant discipline (e.g., professional experience, certifications, or training in the arts).

• These positions should still be tied to expanding arts opportunities for students and enhancing program quality.

1. Documentation and Compliance

To ensure compliance and audit readiness, LEAs must document:

• The coach's role and responsibilities, linking them directly to arts program expansion.

• Their qualifications, including teaching credentials for certificated staff or professional experience for classified staff.

• How the position aligns with Prop 28 requirements for using at least 80% of funds to support arts instruction.

By adhering to these guidelines, LEAs can leverage the funding to support specialized coaching positions that elevate the quality and accessibility of arts education programs.

Yes, the 80% allocation can fund classified or certificated staff supervising extended day arts programs such as an after-school art club. These programs align with the purpose of expanding arts education and involve direct instruction or supervision by qualified staff. To ensure compliance, it is essential that the staff meet the credentialing or classification requirements stipulated in the California Education Code.

Yes, the 80% allocation can fund classified or certificated staff collaborating on cross-curricular arts integration classes and activities. This type of collaboration enhances arts instruction by embedding creative practices into other subject areas, which expands the reach and impact of arts education. Similar to the other scenarios, the funding should be clearly tied to direct instructional support and collaboration that benefits student learning in the arts. In all cases, maintaining proper documentation of duties and alignment with Prop 28 goals is crucial for compliance and audit purposes.

Below are some helpful resources to answer questions about CTE teaching requirements and course offerings. You'll find links to the district's CTE course offerings, the CTC Designated Credentials website, and details on our district's credentialing team, who are experts on CTE requirements. Additionally, we've included the PSA 10-19, which explains how to add a CTE credential to an existing credential.

Here's a list of links that will answer this question:

• the District CTE course offering: LINK – Site

• CTC Designated Credentials website: Link  – All

• Our district credentialing team are hawks on CTE Requirements: Link – CTE Requirements

• Here’s a brief : PSA 10-19 Adding a CTE Credential to Another CredentialOpen PDF in current window.–

If you like the team and I can help walk you through this process 

Yes, funds can be used to support the teacher’s salary under the 80% requirement for direct instruction, as this role involves direct teaching of art through interdisciplinary integration. Note: Salaries are specific to an individual bases cases and requires the collaboration of HR, Finance, Legal and the prelimenary budget plan created by the school site.

Educators teaching CTE AME courses must hold a Designated Subjects CTE Credential in the Arts, Media, and Entertainment industry sector. This credential is designed for individuals with industry experience in areas such as animation, film, graphic design, or performing arts production. 

Yes, purchasing supplies directly used in the arts program is an allowable expense under the 20% category

Yes, professional development expenses for training the teacher to effectively combine art and social science curriculum fall under the 20% category.

Yes, partnerships with external organizations to enrich the arts program are allowed under the 20% category.

No, the school sites cannot spent/expend the 1% of the 20% catagory.because no more than 1% of the funds may be allocated to administrative expenses, including indirect costs. 

Prop 28 Transportation Funding Criteria for Arts Groups

When requesting to use Prop 28 funds for transportation, the following criteria must be met:

• The trip must enhance the arts education experience through performances, competitions, exhibitions, or workshops.

• The trip must be directly connected to student learning, skill development, or curriculum-based arts instruction.

• Trips taken solely as a reward will not be approved.

• The school site will process the transportation request using its Prop 28 supply allocation and must follow all district field trip procedures.

Prop 28 Site Budget Transfer Authorization and Examples

Answer: Yes, you can submit budget transfers; however, please do not move any funds from the salary and benefits lines. As usual, make sure you keep in mind the 80% and 20% criteria for spending the Prop 28 allocation and work with your budget analyst to clearly define your site needs as listed in the site budget plan.

Possible Scenarios & Examples:

• If your site originally allocated more funds for professional development but now needs additional instructional supplies, you can request a budget transfer within the non-salary lines.

• If an approved equipment purchase ends up costing less than anticipated, you may move the remaining funds to purchase additional approved supplies or materials.

• If your site underestimated transportation costs for a field trip that aligns with Prop 28 guidelines, you may shift funds from another non-salary category to cover the shortfall.

• If a planned guest artist program was canceled, you can reallocate those funds towards other approved arts enrichment activities at your site.