Is it politically incorrect to point out that the children of nearly every U.S. President in my lifetime as well as the children of most elected officials in Washington choose to attend private schools? We all know this to be true but no one seems to ask why. Or is the answer so obvious that the question seems irrelevant?
Perhaps it is because unlike Marietta City Schools, the DC schools have not realized that the best place to find the answers to better education lies with empowering the employees closest to the process. Teachers, administrators and staff that do the job day in and day out.
The Professional Learning Community (PLC) process begun over a year ago continues apace at the building and district level. The goal is to seek excellence and duplicate it. Find waste and eliminate it. And in general create a more productive and rewarding educational experience for our students and the community.
Many of our staff invest time and talent to move the process forward. Their enthusiasm is contagious and their desire to move more quickly is understandable. But one does not change a culture over night. And that’s precisely what is happening. A change in culture.
The core concept of PLC is based around four questions. 1. What essentials must all students learn? This addresses curriculum, how it is defined and executed. Are we on the right path in our teaching?
2. How can we be certain students have leaned it? This question goes to assessment. How do we measure the retention and understanding of the material taught?
3. What do we do for those who haven’t learned it? This question addresses the needs of those students whose skills fall beyond standards and require modified teaching methods and equipment.
4. What do we do for those who have already mastered the material? In other words, how can we serve the needs of students for whom the material falls short of their level of interest and ability?
The PLC process was begun last school year under Dr. Baker’s leadership. Several teams traveled to other schools where the concept has been at work successfully. They learned about challenges and successes and brought the information back.
Mr. Young has met authors of books on the subject and worked with the process in other districts. He stated last week his full endorsement and support of carrying the concept forward for the betterment of Marietta City Schools.
Your board understands and endorses the PLC process as the best means of maximizing our resources and offerings to students. We are currently examining non-curriculum areas to determine our status and develop targets for achievement over time.
The model we create may evolve with input from the community and administrators. It is fair to say that our position of being outside the system brings its own value to the table. We don’t know what cannot be done so it’s all possible at this point. We suffer no preconceptions.
Doing this work is taking time and talent and commitment, and not a small dose of faith in the outcome. The larger group that represents all the buildings in the district met last week. There were 23 members present and reports on the activities of each building were given. Good things are happening even though some feel the desire to move more quickly.
New buildings that enable people to communicate more easily with peers would be a big help. That too will come but will have to await approval by the larger community. This group is ready for the future of Marietta City Schools.
A forum for Marietta City Schools constituents and board members. Comments, suggestions, observations and information invited.
Monday, December 22, 2008
Programs vs: Activities
“That was my twenty-first Christmas program.” Those were the words of a long time band parent as she came down the steps of the balcony following last week’s performance by the various choirs and bands of the high school. Sorry if you missed it. It was the best show in town Monday night.
Once again the instrumental and choral groups combined to produce a spectacular musical experience performed by hundreds of students to the delight of hundreds more parents and onlookers. A testament to the growing strength of our music programs.
And programs is what they are. Not just activities. Not just individual groups of performers putting on their best show. A show performed by students who in many cases have been involved with the programs for nearly a decade.
Be it sports or academics or arts or any human endeavor, it takes years to develop skills and learn the best ways to perform an activity. Those years should be spent developing fundamentals and building on them to a point where the time spent in the beginning stages yields dividends in performance in later years.
Your school board recognizes that we need to be investing in and developing programs with a long-range goal in mind. Programs that will yield the best results for the dollars and time invested. And best serve students.
Too often schools find themselves dependent on a strong leader who can run a great program but does not leave a legacy. The successor, unless he/she has the same talents, skill set and devotion often cannot keep the program going at its previous level of performance.
By insisting on the creation of standards and methods in all our endeavors we will free ourselves from the ups and downs resulting from changes in personnel. A new leader should be able to look to an established set of operating criteria and carry on those parts of any program that have served well in the past. And avoid problems already discovered.
Sports and other extra-curricular activities are areas where the benefits of developing and maintaining programming are easy to spot. But the lessons there can cross many areas of curriculum. Which is what defining the program of study is intended to do.
Imagine a football team with coaches who agreed to a long-range plan that began in the early grades teaching foundation skills. Imagine that the plan built on those skills over the whole of the grade school, middle school and high school years. What might be the result?
We just might have teams that would rival those of the late 1950’s that were known statewide for their success. Now translate that to any curriculum subject you like. Math, science, reading or English. The results could be the same.
Programs that built on the strengths of the best teachers/coaches that produced the best results. Programs that would continue to operate at a high level producing great results no matter who was at the helm. Programs that have determined the best methods to produce the best results and have shared those methods.
It is just those kinds of results across the whole of our education system that this board seeks to achieve. It is this result that the Professional Learning Community process can produce as it moves ahead in its work to build on the programs and activities that produce the best results.
Admission to last week’s musical program was free. But at $10 a ticket it would have been a bargain. Do yourself a favor. Plan to see it next year, even if they do charge.
Once again the instrumental and choral groups combined to produce a spectacular musical experience performed by hundreds of students to the delight of hundreds more parents and onlookers. A testament to the growing strength of our music programs.
And programs is what they are. Not just activities. Not just individual groups of performers putting on their best show. A show performed by students who in many cases have been involved with the programs for nearly a decade.
Be it sports or academics or arts or any human endeavor, it takes years to develop skills and learn the best ways to perform an activity. Those years should be spent developing fundamentals and building on them to a point where the time spent in the beginning stages yields dividends in performance in later years.
Your school board recognizes that we need to be investing in and developing programs with a long-range goal in mind. Programs that will yield the best results for the dollars and time invested. And best serve students.
Too often schools find themselves dependent on a strong leader who can run a great program but does not leave a legacy. The successor, unless he/she has the same talents, skill set and devotion often cannot keep the program going at its previous level of performance.
By insisting on the creation of standards and methods in all our endeavors we will free ourselves from the ups and downs resulting from changes in personnel. A new leader should be able to look to an established set of operating criteria and carry on those parts of any program that have served well in the past. And avoid problems already discovered.
Sports and other extra-curricular activities are areas where the benefits of developing and maintaining programming are easy to spot. But the lessons there can cross many areas of curriculum. Which is what defining the program of study is intended to do.
Imagine a football team with coaches who agreed to a long-range plan that began in the early grades teaching foundation skills. Imagine that the plan built on those skills over the whole of the grade school, middle school and high school years. What might be the result?
We just might have teams that would rival those of the late 1950’s that were known statewide for their success. Now translate that to any curriculum subject you like. Math, science, reading or English. The results could be the same.
Programs that built on the strengths of the best teachers/coaches that produced the best results. Programs that would continue to operate at a high level producing great results no matter who was at the helm. Programs that have determined the best methods to produce the best results and have shared those methods.
It is just those kinds of results across the whole of our education system that this board seeks to achieve. It is this result that the Professional Learning Community process can produce as it moves ahead in its work to build on the programs and activities that produce the best results.
Admission to last week’s musical program was free. But at $10 a ticket it would have been a bargain. Do yourself a favor. Plan to see it next year, even if they do charge.
Wednesday, December 3, 2008
Winter
It’s 3:30 in the morning. Do you know where your school superintendent is? Winter has arrived and with it, the first day of delayed classes for many area schools.
Last Tuesday brought snow to some areas of the county and ice to many roads. And it left other areas with not a trace of the wintry white stuff. Therein lies the problem of winter weather and transportation decisions.
Most superintendents and/or their transportation managers are out and about in the middle of the night when snow or bad roads are predicted. They are trying to make the best decision possible based on first hand information about the safety of the morning trips to schools.
Last Tuesday, for many, the snow meant a more leisurely breakfast for teachers. A reprieve for students who didn’t study quite enough for that early morning test. And for parents who had to stay home with their youngsters an extra two hours it meant their work day schedules were disrupted. Fun for some, not for others.
The bottom line in making the decision to delay classes, or even close schools for the day is always student safety. And it’s not just the buses to consider as many students drive to school for various reasons. For many of these drivers these are first experiences with snowy or icy roads. An extra measure of caution is required.
There aren’t any easy answers. Some weather phenomena make a very hazardous situation in one or a few spots leaving others totally safe. At other times broad areas are affected and the decision is clearer, if not easier.
Folks from other districts communicate with us on this and other topics. We all share information and make decisions with the best on site observations possible.
A couple hours of warming sun and other traffic can make a world of difference to the condition of a road. As can the snow removal crews who may not have gotten around by school travel time but will be working in a couple more hours.
As townships, municipalities and the state have modified equipment, personnel and salt and sand availability, it has become more difficult to predict with accuracy when clearing efforts will take place. Budgets and or material availability have forced changes that impact service.
Another board member and I were speaking by phone Tuesday and we agreed conditions were not that bad. Then he became delayed in traffic. The reason was a vehicle off the road. Much later that day as I was returning from Vienna and coming through Boaz there were two very slick ice lines about a half mile long where the road was shaded by trees.
Wednesday I spoke with an administrator who travels route 60 from Lowell and he too experienced a vehicle off the road on his way to work Tuesday. Apparently there were good reasons to have made the call for a late start.
There are many ways to address late starting times with the schedule. Granted, it’s an interruption to the process whatever is done. But better that than a preventable accident.
There will always be Monday morning quarterbacks with just the right calls for Sunday’s football games. And it is far easier to look at Tuesday night’s snowfall from the comfort of Wednesday’s lunch discussion. But the decisions have to be made before the vehicles start to roll.
We have had our first taste of winter. It won’t be the last. And it won’t be the last time you can find a lot of local school folks out checking the roads while we sleep. It’s a comfort.
Last Tuesday brought snow to some areas of the county and ice to many roads. And it left other areas with not a trace of the wintry white stuff. Therein lies the problem of winter weather and transportation decisions.
Most superintendents and/or their transportation managers are out and about in the middle of the night when snow or bad roads are predicted. They are trying to make the best decision possible based on first hand information about the safety of the morning trips to schools.
Last Tuesday, for many, the snow meant a more leisurely breakfast for teachers. A reprieve for students who didn’t study quite enough for that early morning test. And for parents who had to stay home with their youngsters an extra two hours it meant their work day schedules were disrupted. Fun for some, not for others.
The bottom line in making the decision to delay classes, or even close schools for the day is always student safety. And it’s not just the buses to consider as many students drive to school for various reasons. For many of these drivers these are first experiences with snowy or icy roads. An extra measure of caution is required.
There aren’t any easy answers. Some weather phenomena make a very hazardous situation in one or a few spots leaving others totally safe. At other times broad areas are affected and the decision is clearer, if not easier.
Folks from other districts communicate with us on this and other topics. We all share information and make decisions with the best on site observations possible.
A couple hours of warming sun and other traffic can make a world of difference to the condition of a road. As can the snow removal crews who may not have gotten around by school travel time but will be working in a couple more hours.
As townships, municipalities and the state have modified equipment, personnel and salt and sand availability, it has become more difficult to predict with accuracy when clearing efforts will take place. Budgets and or material availability have forced changes that impact service.
Another board member and I were speaking by phone Tuesday and we agreed conditions were not that bad. Then he became delayed in traffic. The reason was a vehicle off the road. Much later that day as I was returning from Vienna and coming through Boaz there were two very slick ice lines about a half mile long where the road was shaded by trees.
Wednesday I spoke with an administrator who travels route 60 from Lowell and he too experienced a vehicle off the road on his way to work Tuesday. Apparently there were good reasons to have made the call for a late start.
There are many ways to address late starting times with the schedule. Granted, it’s an interruption to the process whatever is done. But better that than a preventable accident.
There will always be Monday morning quarterbacks with just the right calls for Sunday’s football games. And it is far easier to look at Tuesday night’s snowfall from the comfort of Wednesday’s lunch discussion. But the decisions have to be made before the vehicles start to roll.
We have had our first taste of winter. It won’t be the last. And it won’t be the last time you can find a lot of local school folks out checking the roads while we sleep. It’s a comfort.
Black Olives
Grandma always brought the black olives. But last Tuesday at breakfast there were no black olives. Only an egg/potato casserole, pastries, fruit, orange juice and milk.
And some coffee I was told could dissolve spoons.
Principal Mike Elliott presided over a recognition event for four students, parents of those students, teaching staff and administrators. At 7 in the morning, no less.
As Mr. Elliott pointed out, over 1.5 million students across the country are involved in the initial assessment/testing (PSAT) for National Merit scholars. It is an honor for any school to have one student recognized. And here we were with four. There are various levels of recognition and these four are on the course.
The breakfast was held in the library at the high school. Fitting enough for such an event as just outside the doors to the library is a large glass case similar to those outside the gymnasium recognizing sports figures. But this case has a series of pictures of Marietta High School graduates of note who have achieved success in various endeavors beyond school. It’s worth the visit. Quite a display.
Recent weeks have seen a discussion among board and administrators about support of activities beyond the obvious, sports and band and what we do for gifted students. Turns out we do quite a lot. But as with sports and band, none of the activities could be conducted without input (Time help and money) from parents and the community.
Our Gifted Services Coordinator, Tangie Rumbold provided a brief overview of some of what is provided for identified students. The district pays supplemental contracts for teachers who are responsible for Science Olympiad, Future Problem Solving, and Power of the Pen/Pencil. The district also pays for all transportation for the events where travel is involved (Model UN, Future Problem Solving State Bowl, Science Olympiad, Power of the Pen State Bowl). Both the middle and high school principals (from their principal account) provide funding for various activities which involve their identified students.
As with sports and band there are other fees for hotel and meals not covered by the monies the district provides. There are also monies to provide scholarships for those unable to afford the entire fees. We hope that no student who wants to participate is excluded for financial reasons.
One board member held forth that we are not so much an academic institution as a learning institution and as such we provide a wide variety of activities which all involve learning and reach out to the community in various ways and provide experiences for students. Admittedly not much income is derived selling popcorn at spelling bees and science fairs, but there are other means of support for such activities.
I took advantage of being at the school to wander around and take in some of the wall posters about other activities. Students Against Destructive Decisions (SADD) listed a series of activities that included dog walking. Who knew?
The November issue of The Original school newspaper covered recent stock market chaos as well as students involved in the local community theater production of ‘A Christmas Carol.’
And some coffee I was told could dissolve spoons.
Principal Mike Elliott presided over a recognition event for four students, parents of those students, teaching staff and administrators. At 7 in the morning, no less.
As Mr. Elliott pointed out, over 1.5 million students across the country are involved in the initial assessment/testing (PSAT) for National Merit scholars. It is an honor for any school to have one student recognized. And here we were with four. There are various levels of recognition and these four are on the course.
The breakfast was held in the library at the high school. Fitting enough for such an event as just outside the doors to the library is a large glass case similar to those outside the gymnasium recognizing sports figures. But this case has a series of pictures of Marietta High School graduates of note who have achieved success in various endeavors beyond school. It’s worth the visit. Quite a display.
Recent weeks have seen a discussion among board and administrators about support of activities beyond the obvious, sports and band and what we do for gifted students. Turns out we do quite a lot. But as with sports and band, none of the activities could be conducted without input (Time help and money) from parents and the community.
Our Gifted Services Coordinator, Tangie Rumbold provided a brief overview of some of what is provided for identified students. The district pays supplemental contracts for teachers who are responsible for Science Olympiad, Future Problem Solving, and Power of the Pen/Pencil. The district also pays for all transportation for the events where travel is involved (Model UN, Future Problem Solving State Bowl, Science Olympiad, Power of the Pen State Bowl). Both the middle and high school principals (from their principal account) provide funding for various activities which involve their identified students.
As with sports and band there are other fees for hotel and meals not covered by the monies the district provides. There are also monies to provide scholarships for those unable to afford the entire fees. We hope that no student who wants to participate is excluded for financial reasons.
One board member held forth that we are not so much an academic institution as a learning institution and as such we provide a wide variety of activities which all involve learning and reach out to the community in various ways and provide experiences for students. Admittedly not much income is derived selling popcorn at spelling bees and science fairs, but there are other means of support for such activities.
I took advantage of being at the school to wander around and take in some of the wall posters about other activities. Students Against Destructive Decisions (SADD) listed a series of activities that included dog walking. Who knew?
The November issue of The Original school newspaper covered recent stock market chaos as well as students involved in the local community theater production of ‘A Christmas Carol.’
Sunday, November 16, 2008
Veterans Day Oops
Tuesday the 11th was the 90th anniversary of the World War I armistice. According to the front page of a paper I skimmed while in Columbus that day, there are 2,269,000 vets alive from Operation Desert Shield/Gulf War. There are 7,125,000 Vietnam vets. Followed by 2,307,000 Korean War vets and 2,306,000 World War II vets. And one remaining World War I vet.
My intent the past few days was to write about the annual trip to Columbus to the Capital Conference and Trade Show put on by the Ohio School Boards Association. This was the 53rd such event and claimed over 10,000 attendees. That will have to wait.
One of the vendors at the show wanted to get more information to me about her product and she asked innocently, “Do you use email very much?” The question caused the same feelings that I get when a person in their 40’s or 50’s calls me “Sir.” Gotta be the graying hair and lining face causing this deferential treatment and assumed technological incompetence.
I replied slowly enough to watch her reaction vary from dang to wonderful as I said, “Only every couple of hours or so.” But I had been away from home for over a day and had not checked my email yet Tuesday. I used one of the complimentary stations and checked email about an hour later. It was then I knew there were problems afoot.
A local gentleman had written a polite but pointed email to me detailing his disappointment in finding our school calendar had chosen Monday the 10th instead of Tuesday the 11th to celebrate Veterans Day. He assured me that if we chose to make this same mistake again his children would be among the absent on the real holiday to celebrate and honor our vets appropriately.
Several emails back and forth over the next 24+ hours showed that indeed, at least one other time in the past 10 years the district’s calendar chose a day other than the actual 11th of November to celebrate Veterans Day. I suspect it was either a Friday or Monday to provide an extended week-end.
Not only had I received that email, but Central Office had received several phone calls with the same concern. Mr. Young fielded all of those calls for which he was available and assured the callers that as long as he had anything to do with it the error would not be repeated.
A friend recently offered me sympathy for the plight of school board members. When I asked why the sympathy he offered that he understood “…how little control you have.”
While his concern is valid overall, there are still many opportunities to shape the policies and activities of schools to reflect community values. Certainly determining the dates of holidays falls within the control of board members.
In spite of the many challenges facing us this is truly an exciting time for Marietta City Schools. Our academic scores have been on the upswing which speaks volumes about our staff and students. Our future with respect to buildings has many options which we will know shortly from the evaluations being done by the state.
We owe those veterans honored Tuesday no less than taking advantage of the freedoms they fought for and won for us. We owe our future generations no less than to honor the past and do the best we can to provide for the brightest future possible. The foundation of both debts is an investment in and commitment to education.
We erred. We will endeavor to not repeat the error. God Bless America.
My intent the past few days was to write about the annual trip to Columbus to the Capital Conference and Trade Show put on by the Ohio School Boards Association. This was the 53rd such event and claimed over 10,000 attendees. That will have to wait.
One of the vendors at the show wanted to get more information to me about her product and she asked innocently, “Do you use email very much?” The question caused the same feelings that I get when a person in their 40’s or 50’s calls me “Sir.” Gotta be the graying hair and lining face causing this deferential treatment and assumed technological incompetence.
I replied slowly enough to watch her reaction vary from dang to wonderful as I said, “Only every couple of hours or so.” But I had been away from home for over a day and had not checked my email yet Tuesday. I used one of the complimentary stations and checked email about an hour later. It was then I knew there were problems afoot.
A local gentleman had written a polite but pointed email to me detailing his disappointment in finding our school calendar had chosen Monday the 10th instead of Tuesday the 11th to celebrate Veterans Day. He assured me that if we chose to make this same mistake again his children would be among the absent on the real holiday to celebrate and honor our vets appropriately.
Several emails back and forth over the next 24+ hours showed that indeed, at least one other time in the past 10 years the district’s calendar chose a day other than the actual 11th of November to celebrate Veterans Day. I suspect it was either a Friday or Monday to provide an extended week-end.
Not only had I received that email, but Central Office had received several phone calls with the same concern. Mr. Young fielded all of those calls for which he was available and assured the callers that as long as he had anything to do with it the error would not be repeated.
A friend recently offered me sympathy for the plight of school board members. When I asked why the sympathy he offered that he understood “…how little control you have.”
While his concern is valid overall, there are still many opportunities to shape the policies and activities of schools to reflect community values. Certainly determining the dates of holidays falls within the control of board members.
In spite of the many challenges facing us this is truly an exciting time for Marietta City Schools. Our academic scores have been on the upswing which speaks volumes about our staff and students. Our future with respect to buildings has many options which we will know shortly from the evaluations being done by the state.
We owe those veterans honored Tuesday no less than taking advantage of the freedoms they fought for and won for us. We owe our future generations no less than to honor the past and do the best we can to provide for the brightest future possible. The foundation of both debts is an investment in and commitment to education.
We erred. We will endeavor to not repeat the error. God Bless America.
Sunday, November 9, 2008
New Buildings?
New school buildings! In Marietta? How can we be talking of such things? And when should somebody get married?
As we searched for a new school superintendent nearly 4 years ago a local resident and former school board member mentioned that he knew of a superintendent who would be great for Marietta. Sadly, he also knew that the superintendent was not available at that time.
Those familiar with the past three years remember the process of selection we underwent and the results and the wonderful progress made in our academic ratings over the period. Turns out we got the right superintendent at the right time to do the job that needed to be done at the time. Our system gleamed, our students performed.
When the position was again available this year I remembered that long ago conversation, shared it with another board member and he said, “We have to talk to anybody in a position to help. Let’s find him.”
I went to the person who had first mentioned Mr. Young to me and asked how I might find him to see if he was available as an interim superintendent. Fortunately, a phone number was available.
In the first call Mr. Young said, “I have wanted to be the superintendent at Marietta for years but the timing was never right. When can we meet?”
He was just finishing a job in South Point, Ohio and would be available to us in a few weeks time. Phone and personal interviews with board members were arranged and background checks were done. It looked like we had a very experienced superintendent, who had lived in Marietta, wanted to return and had a great record of accomplishment. A seasoned veteran was just what we needed.
Immediately upon hiring Mr. Young he began visiting our buildings. He looked closely at the conditions and compared them with what he knew from his many years in other districts. He also factored in security demands and technology changes and operating efficiencies. The demands of modern education.
Our first meeting with him after those inspections was a bit stunning. He challenged the board to begin the process to “Provide this community and its kids with the kind of facilities that will enable it to compete in the modern world and provide a good education comparable to other places.”
A tall order, and a completely new line of thinking for us. Fortunately we had not committed to any contracts to spend the capital improvement monies approved in the spring of the previous year. We were free to correct our course and chart a new direction with the community’s permission after evaluation by the state.
And that’s where we find ourselves today. Still awaiting final word from the state as to the condition and needs of our buildings. Waiting to hear what their recommendations and requirements will be and then seeking community approval to move forward.
There is much to be done and already Mr. Young is addressing community groups about the various possibilities and needs of the future. The results are encouraging. Those who have heard about what is possible are excited about making it happen.
Aside from churches there is nothing that speaks more clearly about a community than its investment in education and the future of its children. That investment is a beacon to employers and future residents and sends a message of hope and promise.
These may not be the easiest of times to undertake such a project. But as with marriage, if one waits for just the right moment to marry, one is destined to be single.
As we searched for a new school superintendent nearly 4 years ago a local resident and former school board member mentioned that he knew of a superintendent who would be great for Marietta. Sadly, he also knew that the superintendent was not available at that time.
Those familiar with the past three years remember the process of selection we underwent and the results and the wonderful progress made in our academic ratings over the period. Turns out we got the right superintendent at the right time to do the job that needed to be done at the time. Our system gleamed, our students performed.
When the position was again available this year I remembered that long ago conversation, shared it with another board member and he said, “We have to talk to anybody in a position to help. Let’s find him.”
I went to the person who had first mentioned Mr. Young to me and asked how I might find him to see if he was available as an interim superintendent. Fortunately, a phone number was available.
In the first call Mr. Young said, “I have wanted to be the superintendent at Marietta for years but the timing was never right. When can we meet?”
He was just finishing a job in South Point, Ohio and would be available to us in a few weeks time. Phone and personal interviews with board members were arranged and background checks were done. It looked like we had a very experienced superintendent, who had lived in Marietta, wanted to return and had a great record of accomplishment. A seasoned veteran was just what we needed.
Immediately upon hiring Mr. Young he began visiting our buildings. He looked closely at the conditions and compared them with what he knew from his many years in other districts. He also factored in security demands and technology changes and operating efficiencies. The demands of modern education.
Our first meeting with him after those inspections was a bit stunning. He challenged the board to begin the process to “Provide this community and its kids with the kind of facilities that will enable it to compete in the modern world and provide a good education comparable to other places.”
A tall order, and a completely new line of thinking for us. Fortunately we had not committed to any contracts to spend the capital improvement monies approved in the spring of the previous year. We were free to correct our course and chart a new direction with the community’s permission after evaluation by the state.
And that’s where we find ourselves today. Still awaiting final word from the state as to the condition and needs of our buildings. Waiting to hear what their recommendations and requirements will be and then seeking community approval to move forward.
There is much to be done and already Mr. Young is addressing community groups about the various possibilities and needs of the future. The results are encouraging. Those who have heard about what is possible are excited about making it happen.
Aside from churches there is nothing that speaks more clearly about a community than its investment in education and the future of its children. That investment is a beacon to employers and future residents and sends a message of hope and promise.
These may not be the easiest of times to undertake such a project. But as with marriage, if one waits for just the right moment to marry, one is destined to be single.
Wednesday, November 5, 2008
No Zero Zone
The No Zero Zone. What gets measured improves. This innocent phrase has much power in its few words.
If you were to count your steps each day do you think you would tend to look for opportunities to add steps toward that magic 10,000 we are all supposed to take for better health? What about calories?
The same is true of nearly all areas of life. If we pay attention and measure what is important, it tends to improve.
Video cameras in schools have positively impacted behavior in schools. The presence of cameras says behavior is being observed, measured. Improved behavior and safety are major outcomes.
Homework is a measure of student work and accomplishment. Done or not is one measure. Done well or not is another measure. Not doing homework is an indicator of lack of commitment, effort or caring. And results in getting a zero for the assignment.
It used to be relatively easy for a student to choose mediocrity and just skip doing homework as long as he was willing to accept a reduced grade. The schools, however, are judged on the accomplishments of students, not the choices of students.
One of the ideas that has come from the Professional Learning Community process is the No Zero Zone. It is being used with great results at Marietta Middle School. Now, if a student chooses not to do the homework assignment he gets to spend time after school doing that homework.
Parents are contacted by phone to inform them of the student’s late departure on days when they are assigned to the No Zero Zone. Sadly, some parents have learned to dodge these calls and the student avoids the assignment. A measure of parental commitment that does not speak well of their focus on student success.
One cannot just sit in the Zone but must actually produce the work in order to get credit. If the student chooses to not show up, a note is sent to the Assistant Principal and the result can be assignment to Lunch Detention.
Lunch Detention happens in the cafeteria in an area sectioned off by dividers with no opportunity for socialization. After lunch, the students remain in this section and are not permitted to go out for recess. For some, this is a great disincentive and is having the desired results. On a recent visit an administrator commented to me that he observes students actually doing homework during the lunch period in order to avoid being assigned to the No Zero Zone and starting the process that leads to Lunch detention.
The mere act of observing behavior is a measure in itself. Take for instance, students in hallways between classes. Teachers observing students in hallways after the class bell has rung results in more students being motivated to get to class on time.
This only works if, like No Zero, there is a consequence affixed to behavior beyond acceptable limits. That is, a tardy slip being sent to the Principal for those arriving late to class.
Much of what happens in schools is designed to prepare students for life in the workplace. Arriving a few minutes late is not a good choice at most jobs. Not completing assigned tasks is another poor choice with consequences. Easier to learn these skills at the school level than to lose jobs in later life.
Video cameras are a way of life today. The ones we recently approved for purchase meet state guidelines for new buildings and will be moved to new schools when that time comes. Monies approved last spring enable us to enhance student safety with this addition.
If you were to count your steps each day do you think you would tend to look for opportunities to add steps toward that magic 10,000 we are all supposed to take for better health? What about calories?
The same is true of nearly all areas of life. If we pay attention and measure what is important, it tends to improve.
Video cameras in schools have positively impacted behavior in schools. The presence of cameras says behavior is being observed, measured. Improved behavior and safety are major outcomes.
Homework is a measure of student work and accomplishment. Done or not is one measure. Done well or not is another measure. Not doing homework is an indicator of lack of commitment, effort or caring. And results in getting a zero for the assignment.
It used to be relatively easy for a student to choose mediocrity and just skip doing homework as long as he was willing to accept a reduced grade. The schools, however, are judged on the accomplishments of students, not the choices of students.
One of the ideas that has come from the Professional Learning Community process is the No Zero Zone. It is being used with great results at Marietta Middle School. Now, if a student chooses not to do the homework assignment he gets to spend time after school doing that homework.
Parents are contacted by phone to inform them of the student’s late departure on days when they are assigned to the No Zero Zone. Sadly, some parents have learned to dodge these calls and the student avoids the assignment. A measure of parental commitment that does not speak well of their focus on student success.
One cannot just sit in the Zone but must actually produce the work in order to get credit. If the student chooses to not show up, a note is sent to the Assistant Principal and the result can be assignment to Lunch Detention.
Lunch Detention happens in the cafeteria in an area sectioned off by dividers with no opportunity for socialization. After lunch, the students remain in this section and are not permitted to go out for recess. For some, this is a great disincentive and is having the desired results. On a recent visit an administrator commented to me that he observes students actually doing homework during the lunch period in order to avoid being assigned to the No Zero Zone and starting the process that leads to Lunch detention.
The mere act of observing behavior is a measure in itself. Take for instance, students in hallways between classes. Teachers observing students in hallways after the class bell has rung results in more students being motivated to get to class on time.
This only works if, like No Zero, there is a consequence affixed to behavior beyond acceptable limits. That is, a tardy slip being sent to the Principal for those arriving late to class.
Much of what happens in schools is designed to prepare students for life in the workplace. Arriving a few minutes late is not a good choice at most jobs. Not completing assigned tasks is another poor choice with consequences. Easier to learn these skills at the school level than to lose jobs in later life.
Video cameras are a way of life today. The ones we recently approved for purchase meet state guidelines for new buildings and will be moved to new schools when that time comes. Monies approved last spring enable us to enhance student safety with this addition.
Thursday, October 30, 2008
School Psychologists
Does your student have DIBELS? How would you know? What color are they? Where are they kept?
Last week’s visit with our two school psychologists was revealing, informative and a bit overwhelming.
Surprisingly, schools incur responsibility to provide services to children beginning at age 3 if it is suspected there are special needs. Services can continue through age 21.
Children must be evaluated for suspected significant developmental delays and if needed, services begun. These services may be delivered in a “center-based” facility such as Ewing School or the Ohio Valley Service Center or on an itinerant basis.
Services can take the form of up to 10 hours per week in a pre-school classroom setting to 1 hour per week in the student’s home. Some specialized services can continue through a student’s entire educational career following an Individual Education Plan (IEP) designed to address the student’s special needs.
If a student qualifies for yet other therapies such as speech, occupational or physical, those services may be provided in a center-based setting or at a provider’s facility.
These services continue as needed from age 3 and students may qualify to enter kindergarten if they have reached the age of 5 by August 1. But there are exceptions. Parents may request early admission to kindergarten.
Upon written request to the principal, school psychologists administer IQ tests and if the result is 115 or higher and the student will be 5 by October 1, admission may be granted. If the 5th birthday occurs before January 1 and the IQ is 130 or above they may also qualify for admission. Early admission hinges on a meeting with parents, principal, school psychologists and a kindergarten teacher to determine academic and social-emotional suitability.
Our psychologists find the early admission decision difficult even with testing. Input from pre-school teachers can be helpful, but many students are not enrolled in pre-school and do not have that background to assist the evaluation. Often recommending a pre-school setting is the better choice.
When students experience significant academic, emotional, behavioral or physical problems at school they may be referred for assessment to determine qualification in the following categories: developmental delay, learning disabilities, cognitive disability, deaf-blindness, deafness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic disability, other health impairment, speech/language impairment, traumatic brain injury and visual impairment.
Once determined that modifications or accommodations are required to best meet the student’s needs, an IEP is written to direct those services. Follow up testing is done every three years to determine continued or changing needs and student progress.
Reading is a skill basic to all other learning and is the primary focus of the early grades. It is important to know where our students are in their development and mastery of this skill. Hence, DIBELS. Dynamic Indicators of Basic Early Literacy Skills.
This assessment is administered to every kindergarten, first and second grade student in September, January and May by teachers, school psychologists and other staff members. Changes in scores are a good indicator of student progress through the year and from year to year.
My visit with the psychologists was at their request as School Psychology Awareness Week is upcoming November 4th thru 10th. I learned that there are 63,000 school psychologists in the country and 6 in Washington County.
There are a great many other services provided by this department beyond those described here. This letter does not do justice to what I learned about the services we provide, but I was permitted to depart on my own recognizance which I considered a personal success.
This letter written with input and assistance from Karen Binkley and Don Tekavec.
Last week’s visit with our two school psychologists was revealing, informative and a bit overwhelming.
Surprisingly, schools incur responsibility to provide services to children beginning at age 3 if it is suspected there are special needs. Services can continue through age 21.
Children must be evaluated for suspected significant developmental delays and if needed, services begun. These services may be delivered in a “center-based” facility such as Ewing School or the Ohio Valley Service Center or on an itinerant basis.
Services can take the form of up to 10 hours per week in a pre-school classroom setting to 1 hour per week in the student’s home. Some specialized services can continue through a student’s entire educational career following an Individual Education Plan (IEP) designed to address the student’s special needs.
If a student qualifies for yet other therapies such as speech, occupational or physical, those services may be provided in a center-based setting or at a provider’s facility.
These services continue as needed from age 3 and students may qualify to enter kindergarten if they have reached the age of 5 by August 1. But there are exceptions. Parents may request early admission to kindergarten.
Upon written request to the principal, school psychologists administer IQ tests and if the result is 115 or higher and the student will be 5 by October 1, admission may be granted. If the 5th birthday occurs before January 1 and the IQ is 130 or above they may also qualify for admission. Early admission hinges on a meeting with parents, principal, school psychologists and a kindergarten teacher to determine academic and social-emotional suitability.
Our psychologists find the early admission decision difficult even with testing. Input from pre-school teachers can be helpful, but many students are not enrolled in pre-school and do not have that background to assist the evaluation. Often recommending a pre-school setting is the better choice.
When students experience significant academic, emotional, behavioral or physical problems at school they may be referred for assessment to determine qualification in the following categories: developmental delay, learning disabilities, cognitive disability, deaf-blindness, deafness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic disability, other health impairment, speech/language impairment, traumatic brain injury and visual impairment.
Once determined that modifications or accommodations are required to best meet the student’s needs, an IEP is written to direct those services. Follow up testing is done every three years to determine continued or changing needs and student progress.
Reading is a skill basic to all other learning and is the primary focus of the early grades. It is important to know where our students are in their development and mastery of this skill. Hence, DIBELS. Dynamic Indicators of Basic Early Literacy Skills.
This assessment is administered to every kindergarten, first and second grade student in September, January and May by teachers, school psychologists and other staff members. Changes in scores are a good indicator of student progress through the year and from year to year.
My visit with the psychologists was at their request as School Psychology Awareness Week is upcoming November 4th thru 10th. I learned that there are 63,000 school psychologists in the country and 6 in Washington County.
There are a great many other services provided by this department beyond those described here. This letter does not do justice to what I learned about the services we provide, but I was permitted to depart on my own recognizance which I considered a personal success.
This letter written with input and assistance from Karen Binkley and Don Tekavec.
Tuesday, October 21, 2008
Professional Learning Community
We all have our stories. Things we tell ourselves and others over and over that we have come to believe. Things that by the telling define us.
Ponder your own stories for a moment. What is it you tell people about yourself? What is it you tell your friends when you are relaxed and others are telling their stories even if you and your friends have all heard each other’s stories before?
Now take a step back and reflect on the stories you tell about your job, your community. Your car, your bank, your kids, your barber. Your schools! Yes, your schools. What stories do you tell about your schools? What are your impressions and what do you tell others when the subject comes up?
That teacher who gave you a lousy grade because she didn’t like you? That math class that ruined your grade point average? That teacher who let you sleep in his class if you didn’t bother anyone else? That teacher who hadn’t changed his tests in 30 years and everybody had the answers? What about the one where the book was wrong but the teacher refused to believe it and marked your correct answer wrong because the key said you were wrong?
I’ve heard all of these and more on the negative side. But what of the positives? Who tells great positive stories about how a teacher inspired a student who raised himself out of ordinary circumstances to achieve success? Or the teacher who took a student who just couldn’t get it and found a way to teach the subject that ignited the student as never before? It happens. Thank goodness it happens.
There is a program in your schools by the name of Professional Learning Communities (PLC). It’s been happening for about a year and it involves tested methods to convey excellence and creativity within the system so that successes get multiplied and problems get shared for broader solutions.
It is a district wide activity and schedules have been creatively flexed to permit groups to work together within buildings. Teachers in the same grades share what works and what doesn’t. Teachers in the same discipline share best methods to convey material. One of the goals is to remove the “silo” effect of teaching and open the system to cooperation among peers to reach greater heights.
It involves a good deal of study to find out what has worked other places. And it involves sharing what works and doesn’t work within our own system to tighten up our methods.
Not everyone is enthusiastic. All too often programs of one sort or another have been adopted one year only to fall into disuse the next year. That has happened so often there is even a phrase to express the concept. “The bandwagon that we’re going to jump off next year.”
The success of this effort will be dependent upon experiencing some victories that are valued by the system itself. By students, teachers, administrators, the board and the community. A tall order, but the test scores thus far are showing a handsome payoff. A payoff we have probably not celebrated enough.
Professional learning communities will ultimately involve the community as it extends beyond the classroom and the buildings to the community in general. It will affect what kind of community we become, what kinds of jobs are created and what kind of people want to live and learn here. It will affect our story of who we are.
If you’re not excited about our story, maybe you can be part of the change as a new one gets written.
Ponder your own stories for a moment. What is it you tell people about yourself? What is it you tell your friends when you are relaxed and others are telling their stories even if you and your friends have all heard each other’s stories before?
Now take a step back and reflect on the stories you tell about your job, your community. Your car, your bank, your kids, your barber. Your schools! Yes, your schools. What stories do you tell about your schools? What are your impressions and what do you tell others when the subject comes up?
That teacher who gave you a lousy grade because she didn’t like you? That math class that ruined your grade point average? That teacher who let you sleep in his class if you didn’t bother anyone else? That teacher who hadn’t changed his tests in 30 years and everybody had the answers? What about the one where the book was wrong but the teacher refused to believe it and marked your correct answer wrong because the key said you were wrong?
I’ve heard all of these and more on the negative side. But what of the positives? Who tells great positive stories about how a teacher inspired a student who raised himself out of ordinary circumstances to achieve success? Or the teacher who took a student who just couldn’t get it and found a way to teach the subject that ignited the student as never before? It happens. Thank goodness it happens.
There is a program in your schools by the name of Professional Learning Communities (PLC). It’s been happening for about a year and it involves tested methods to convey excellence and creativity within the system so that successes get multiplied and problems get shared for broader solutions.
It is a district wide activity and schedules have been creatively flexed to permit groups to work together within buildings. Teachers in the same grades share what works and what doesn’t. Teachers in the same discipline share best methods to convey material. One of the goals is to remove the “silo” effect of teaching and open the system to cooperation among peers to reach greater heights.
It involves a good deal of study to find out what has worked other places. And it involves sharing what works and doesn’t work within our own system to tighten up our methods.
Not everyone is enthusiastic. All too often programs of one sort or another have been adopted one year only to fall into disuse the next year. That has happened so often there is even a phrase to express the concept. “The bandwagon that we’re going to jump off next year.”
The success of this effort will be dependent upon experiencing some victories that are valued by the system itself. By students, teachers, administrators, the board and the community. A tall order, but the test scores thus far are showing a handsome payoff. A payoff we have probably not celebrated enough.
Professional learning communities will ultimately involve the community as it extends beyond the classroom and the buildings to the community in general. It will affect what kind of community we become, what kinds of jobs are created and what kind of people want to live and learn here. It will affect our story of who we are.
If you’re not excited about our story, maybe you can be part of the change as a new one gets written.
Questions
Questions are the answer. It’s all about asking the right questions. And finding answers of course. Which is why when asked this week about St. Mary’s students riding Marietta City School buses I found myself needing to find an answer.
By law we are required to provide transportation for students who live in our district. And, we are reimbursed for providing the transportation. If you think about it, it makes sense for us to do the transportation as we are going past those houses picking up our own students. It’s efficient.
While we’re on buses, you might recall that your district bought two buses this past school year as per our budget. The cost of these was formerly reimbursed 100% by state funds. No longer. Of the approximately $85,000 per bus cost, the state helped by paying only about $16,000. total for the year. That figure is expected to decline further in future years.
Another question that came up this week has to do with the status of our examination of buildings and the possibility of getting new buildings. While we don’t have any final numbers from the state as yet, we do know a few things.
We know that much of the examination done in 2003 on the high school seems to have missed a number of concerns, it would appear that renovating the high school may still be in the works, but that is the only building considered by the state to not be replaced. Final figures we’re told will not be available until some time in November.
As per the original study, it would appear that replacement of the elementary buildings and the middle school would be recommended and supported by the state sharing in the funding of such a project.
We have actually had our status change from the original study. Whereas we were rated for a 39% state share of funding for such projects; owing to our loss of population we were moved to a 27% share by the state. However, by re-engaging the original renovation process we have been grandfathered in at the 39% rate. That will be a big savings for the community in the long run.
The levy funds approved last spring are being used for books and other long term materials and safety projects only. We are avoiding putting funds in to the buildings until we can get a better handle on how we may proceed. Except to protect short term use, we are certainly not going to spend your hard earned tax dollars on buildings that my not be in use in the long run. The money is instead being put aside pending the outcome of the studies and the decision by the community.
We are already faced with a situation that would be better served with new buildings. Some elementary class sizes are such that it would be helpful to have them all in one building so that the addition of one teacher could reduce the class size numbers. As it stands, in some cases, it would require 4 teachers to ease the situation.
Mr. Young has been visiting PTO meetings and discussing these concepts with teachers and parents. The questions being asked are good ones, forward looking ones. Some of the answers are available, and some will have to await further information from the state.
In the meantime, if you have questions about any aspect of school operations, ask. The answer really is in asking the right questions. Even if they seem difficult they are beneficial. Better facts than rumors.
By law we are required to provide transportation for students who live in our district. And, we are reimbursed for providing the transportation. If you think about it, it makes sense for us to do the transportation as we are going past those houses picking up our own students. It’s efficient.
While we’re on buses, you might recall that your district bought two buses this past school year as per our budget. The cost of these was formerly reimbursed 100% by state funds. No longer. Of the approximately $85,000 per bus cost, the state helped by paying only about $16,000. total for the year. That figure is expected to decline further in future years.
Another question that came up this week has to do with the status of our examination of buildings and the possibility of getting new buildings. While we don’t have any final numbers from the state as yet, we do know a few things.
We know that much of the examination done in 2003 on the high school seems to have missed a number of concerns, it would appear that renovating the high school may still be in the works, but that is the only building considered by the state to not be replaced. Final figures we’re told will not be available until some time in November.
As per the original study, it would appear that replacement of the elementary buildings and the middle school would be recommended and supported by the state sharing in the funding of such a project.
We have actually had our status change from the original study. Whereas we were rated for a 39% state share of funding for such projects; owing to our loss of population we were moved to a 27% share by the state. However, by re-engaging the original renovation process we have been grandfathered in at the 39% rate. That will be a big savings for the community in the long run.
The levy funds approved last spring are being used for books and other long term materials and safety projects only. We are avoiding putting funds in to the buildings until we can get a better handle on how we may proceed. Except to protect short term use, we are certainly not going to spend your hard earned tax dollars on buildings that my not be in use in the long run. The money is instead being put aside pending the outcome of the studies and the decision by the community.
We are already faced with a situation that would be better served with new buildings. Some elementary class sizes are such that it would be helpful to have them all in one building so that the addition of one teacher could reduce the class size numbers. As it stands, in some cases, it would require 4 teachers to ease the situation.
Mr. Young has been visiting PTO meetings and discussing these concepts with teachers and parents. The questions being asked are good ones, forward looking ones. Some of the answers are available, and some will have to await further information from the state.
In the meantime, if you have questions about any aspect of school operations, ask. The answer really is in asking the right questions. Even if they seem difficult they are beneficial. Better facts than rumors.
Monday, October 6, 2008
Head Count Weeks
This coming week is one of two weeks during the year when attendance matters most. Every student will be accounted for every day of the week and the total number will be used in calculating our funding level from the state. The count will be taken again in the spring and the equation adjusted further.
Here’s the way it works. Suppose your student attends every day but has an unexcused absence Friday. That means he was absent 20% of the week. And, that means the state will assume that he will be absent 20% of every week the rest of the year. And, they will enter that figure into the 24 page formula that is used to calculate how much money they send to your district.
It doesn’t have to make sense or be fair. They have your money and they will determine what to do with it. Likely they will continue to mislead you about the actual dollars sent back to your district.
There is also a calculation for transportation reimbursement and that count is taken next week also. It would be good if every student who might ride at any time throughout the year would ride every day next week to maximize the formula for reimbursement.
Members of the administration point out that the formula penalizes districts even more than might be apparent on the surface. It has to do with those students who likely to have an unexcused absence.
Think for a moment about your own experience and perhaps that of your children. If you were not in the habit of skipping school for an unexcused reason it is likely you attended and studied and worked on the task at hand.
On the other hand, if you were a student who did not particularly enjoy school, it is more likely you required teacher time and attention beyond regular classroom time. It is further likely you were a behavior challenge and more administrative time was invested in helping you get with the program. If, in fact, that ever happened. But they tried.
Along comes the state funding formula and its 24 pages of calculations and determines that if you skip school without a valid excuse during the head count week they are going to fund your district at a lower level. The net effect being that the student who costs more to serve causes the district to receive fewer dollars.
The bottom line is that schools are not a stand alone service. Friends, families and others who are interested in a student’s success in life are an essential part of the equation. Some students need more help than others but all benefit from any outside help.
There is a generally accepted concept about young people that has proven true far too often to be a mistake. If a young person has an adult in their life with whom they have a meaningful relationship, the young person has a greater chance of succeeding in life.
The relationship need not be formal or time consuming. All that is required is that the young person desires not to disappoint the adult who cares for him. It could be as simple as asking a student how school is going and taking a sincere interest in the answer.
Give us a hand this week by making sure every student you influence gets to school. Preferably by bus. Give us a continuing hand by taking an interest in a student. You may learn something. And they may help you with your phone or computer at a bargain rate.
Here’s the way it works. Suppose your student attends every day but has an unexcused absence Friday. That means he was absent 20% of the week. And, that means the state will assume that he will be absent 20% of every week the rest of the year. And, they will enter that figure into the 24 page formula that is used to calculate how much money they send to your district.
It doesn’t have to make sense or be fair. They have your money and they will determine what to do with it. Likely they will continue to mislead you about the actual dollars sent back to your district.
There is also a calculation for transportation reimbursement and that count is taken next week also. It would be good if every student who might ride at any time throughout the year would ride every day next week to maximize the formula for reimbursement.
Members of the administration point out that the formula penalizes districts even more than might be apparent on the surface. It has to do with those students who likely to have an unexcused absence.
Think for a moment about your own experience and perhaps that of your children. If you were not in the habit of skipping school for an unexcused reason it is likely you attended and studied and worked on the task at hand.
On the other hand, if you were a student who did not particularly enjoy school, it is more likely you required teacher time and attention beyond regular classroom time. It is further likely you were a behavior challenge and more administrative time was invested in helping you get with the program. If, in fact, that ever happened. But they tried.
Along comes the state funding formula and its 24 pages of calculations and determines that if you skip school without a valid excuse during the head count week they are going to fund your district at a lower level. The net effect being that the student who costs more to serve causes the district to receive fewer dollars.
The bottom line is that schools are not a stand alone service. Friends, families and others who are interested in a student’s success in life are an essential part of the equation. Some students need more help than others but all benefit from any outside help.
There is a generally accepted concept about young people that has proven true far too often to be a mistake. If a young person has an adult in their life with whom they have a meaningful relationship, the young person has a greater chance of succeeding in life.
The relationship need not be formal or time consuming. All that is required is that the young person desires not to disappoint the adult who cares for him. It could be as simple as asking a student how school is going and taking a sincere interest in the answer.
Give us a hand this week by making sure every student you influence gets to school. Preferably by bus. Give us a continuing hand by taking an interest in a student. You may learn something. And they may help you with your phone or computer at a bargain rate.
Wednesday, October 1, 2008
Staying Away
People are staying away from the ballpark in droves—and we can’t stop ‘em. Spoken by a sportscaster about Pittsburgh Pirates fans long ago, but true of school board meetings as well.
You can find the full meeting agenda on the school web site about Friday of the week before the meeting should you wish a preview. Last week’s meeting saw the usual details approving various people to perform a number of duties necessary to the operations and being paid varying rates for the service.
From $7 per hour for ticket takers at athletic events to $20 per hour for teachers who oversee Friday School operations to $857 for a class advisor. It takes a lot of folks to operate the system.
An interesting number is 382. That is the total of the nearly 12 single spaced pages of names that were approved as volunteers to work in the system. Each volunteer fills out an application that includes character references and those references are confirmed in writing before the board approves the volunteer. In total over 700 volunteers will likely be on the list by the end of the year.
We approved paying the Auditor of State $19,500 for the annual audit of our finances to assure accuracy and integrity. I’m told ours is an audit that the auditors enjoy doing because of our accuracy; willing and friendly cooperation and our accommodations are quite workable.
Also approved was a solicitation for bids for additional video cameras to be installed at the Middle School and the High School. This project has been in the works for some time and is needed for security and safety purposes. There are some cameras in place already and this constitutes an upgrade and expansion of the current systems
Here’s a place where your help would be appreciated. During the first full week of October we must take a head count every day. We then receive state funding per student based on the actual head count each day during that week and the count during one other week later in the year. If a student is in attendance only 4 of the 5 days and has an unexcused absence that fifth day, he is considered to be absent 20% of the time. The formula then considers that the student will also be absent all the other weeks of the year 20% of the time and adjusts our reimbursement downward accordingly. It’s not fair nor accurate, but then fairness was never an issue in this rigged game.
Our transportation reimbursement works similarly, so if you would kindly have your students attend school and ride the bus every day that week it could be very helpful. Not fair of us to encourage attendance and bus riding if that’s not their regular habit, but then turn about should be expected.
Next we come to Special Education transportation reimbursement. Long ago we were reimbursed 100% for actual transportation costs as many of our specials students had to be picked up individually at their door. That worked well until the state decided to reduce the total dollars available for the entire state and no longer fund total costs.
Now we receive 100% of our share of the total allocation across the state which is far less than 100% of costs. Notice the cleverness of the language. Sounds like a good deal until you listen closer.
The Pirates were having a losing season when fans were absent at the ballpark. We’re having a string of losing seasons in the game of state funding. Perhaps that accounts for low board meeting attendance.
You can find the full meeting agenda on the school web site about Friday of the week before the meeting should you wish a preview. Last week’s meeting saw the usual details approving various people to perform a number of duties necessary to the operations and being paid varying rates for the service.
From $7 per hour for ticket takers at athletic events to $20 per hour for teachers who oversee Friday School operations to $857 for a class advisor. It takes a lot of folks to operate the system.
An interesting number is 382. That is the total of the nearly 12 single spaced pages of names that were approved as volunteers to work in the system. Each volunteer fills out an application that includes character references and those references are confirmed in writing before the board approves the volunteer. In total over 700 volunteers will likely be on the list by the end of the year.
We approved paying the Auditor of State $19,500 for the annual audit of our finances to assure accuracy and integrity. I’m told ours is an audit that the auditors enjoy doing because of our accuracy; willing and friendly cooperation and our accommodations are quite workable.
Also approved was a solicitation for bids for additional video cameras to be installed at the Middle School and the High School. This project has been in the works for some time and is needed for security and safety purposes. There are some cameras in place already and this constitutes an upgrade and expansion of the current systems
Here’s a place where your help would be appreciated. During the first full week of October we must take a head count every day. We then receive state funding per student based on the actual head count each day during that week and the count during one other week later in the year. If a student is in attendance only 4 of the 5 days and has an unexcused absence that fifth day, he is considered to be absent 20% of the time. The formula then considers that the student will also be absent all the other weeks of the year 20% of the time and adjusts our reimbursement downward accordingly. It’s not fair nor accurate, but then fairness was never an issue in this rigged game.
Our transportation reimbursement works similarly, so if you would kindly have your students attend school and ride the bus every day that week it could be very helpful. Not fair of us to encourage attendance and bus riding if that’s not their regular habit, but then turn about should be expected.
Next we come to Special Education transportation reimbursement. Long ago we were reimbursed 100% for actual transportation costs as many of our specials students had to be picked up individually at their door. That worked well until the state decided to reduce the total dollars available for the entire state and no longer fund total costs.
Now we receive 100% of our share of the total allocation across the state which is far less than 100% of costs. Notice the cleverness of the language. Sounds like a good deal until you listen closer.
The Pirates were having a losing season when fans were absent at the ballpark. We’re having a string of losing seasons in the game of state funding. Perhaps that accounts for low board meeting attendance.
Sunday, September 21, 2008
Decisions
Where were the calculators when I went to school? All we had were slip sticks.
Schools play an important role in the lives of American youngsters. On average, 13 of the first 18 years of life revolve around schools and education. The quality of that education weighs significantly on that young person’s future.
One might think that the youngsters whose future is at stake are the highest consideration in any decisions having to do with schools. One would be mistaken more often than not.
The piece of school budgets devoted to employee expense is by far the largest. In our case it totals 83% of every dollar spent. That only leaves 17% to be impacted through better management of expenses. Managing the 83% is no mean feat either.
That 83% figure is in line with other budgets in service industries. And schools are certainly a service. The people who provide the service make up the largest expense.
The unions representing employees have a vested interest in getting raises and insuring that workers have a safe environment. Neither of these charges takes in to consideration the long term best interest of the students except where there are standards to be met by the employees for membership.
The administration is charged with keeping the operation functional and paying its bills which often means making decisions based on numbers rather than the best interest of students.
School boards are charged with seeing to it that the overall operation is conducted according to laws and the state constitution and find themselves operating in unfamiliar circumstances with others dictating much of what must be done.
Students themselves are not in a position to make choices and decisions in their own best interest. They are limited by the circumstances of the place where they live, the quality of schools and courses available at that location and their limited knowledge of what is available in areas unknown to them.
So who is ultimately in charge of schools? Who makes the decisions and how? Teachers? Custodians? Bus drivers? Administrators? Boards of education? Students?
They each play a role in that they are citizens of the community in which they reside. But the larger community that is not directly associated with schools at any given time plays the most significant role. They decide what’s important to them.
By their voices and their votes citizens of the community are in charge of making the decisions about what kind and quality schools the community will support. They make the basic decisions related to funding and regulation that ultimately dictate how schools will operate.
Everyone intuitively values schools, but most of us have only a fleeting relationship with schools and our impressions are formed during that passing association. What and how we think of schools becomes fixed in our minds over that 13 years period and most of us don’t keep up with changing demands, circumstances and opportunities involved with the larger picture of education. We’re stuck in our old models.
I remember buying a metal mechanical device that operated with a stylus and could add and subtract. It was called a calculator. I remember my father showing me how to do multiplication and division with a slide rule. It was also a calculator. Compared to today’s calculators both were like doing math with hammers and chisels on stone.
Today’s kids and tomorrow’s demands find both of those tools only in history. We need to be looking 40 years ahead, not behind.
Schools play an important role in the lives of American youngsters. On average, 13 of the first 18 years of life revolve around schools and education. The quality of that education weighs significantly on that young person’s future.
One might think that the youngsters whose future is at stake are the highest consideration in any decisions having to do with schools. One would be mistaken more often than not.
The piece of school budgets devoted to employee expense is by far the largest. In our case it totals 83% of every dollar spent. That only leaves 17% to be impacted through better management of expenses. Managing the 83% is no mean feat either.
That 83% figure is in line with other budgets in service industries. And schools are certainly a service. The people who provide the service make up the largest expense.
The unions representing employees have a vested interest in getting raises and insuring that workers have a safe environment. Neither of these charges takes in to consideration the long term best interest of the students except where there are standards to be met by the employees for membership.
The administration is charged with keeping the operation functional and paying its bills which often means making decisions based on numbers rather than the best interest of students.
School boards are charged with seeing to it that the overall operation is conducted according to laws and the state constitution and find themselves operating in unfamiliar circumstances with others dictating much of what must be done.
Students themselves are not in a position to make choices and decisions in their own best interest. They are limited by the circumstances of the place where they live, the quality of schools and courses available at that location and their limited knowledge of what is available in areas unknown to them.
So who is ultimately in charge of schools? Who makes the decisions and how? Teachers? Custodians? Bus drivers? Administrators? Boards of education? Students?
They each play a role in that they are citizens of the community in which they reside. But the larger community that is not directly associated with schools at any given time plays the most significant role. They decide what’s important to them.
By their voices and their votes citizens of the community are in charge of making the decisions about what kind and quality schools the community will support. They make the basic decisions related to funding and regulation that ultimately dictate how schools will operate.
Everyone intuitively values schools, but most of us have only a fleeting relationship with schools and our impressions are formed during that passing association. What and how we think of schools becomes fixed in our minds over that 13 years period and most of us don’t keep up with changing demands, circumstances and opportunities involved with the larger picture of education. We’re stuck in our old models.
I remember buying a metal mechanical device that operated with a stylus and could add and subtract. It was called a calculator. I remember my father showing me how to do multiplication and division with a slide rule. It was also a calculator. Compared to today’s calculators both were like doing math with hammers and chisels on stone.
Today’s kids and tomorrow’s demands find both of those tools only in history. We need to be looking 40 years ahead, not behind.
Wednesday, September 17, 2008
Free Money
Winston tastes good like……. Well, you know. Or maybe you don’t. Which would be better for you.
School Treasurer David Combs spent nearly four grueling hours with me and new board member Wendy Myers reviewing the wonderful complexities of school finances Wednesday. As usual, it was both enlightening and frustrating.
The enlightening part comes when one of the many intricacies finally makes sense. Frustrating when there remain what seems a lifetime of such puzzles yet a mystery. Further frustrating is wanting to share with folks what I think I understand but cannot find words to begin the explanation.
And yes, we worked on that 24 page document that explains how the state says they give us $5,732 per student in financial assistance which, after the 24 page formula comes down to our receiving something less than $2,000 in real money. More on that another time. Let’s talk about our buildings.
As discussed on several occasions we are having our buildings reviewed by state authorities to determine the status and recommendations. This follows the exam done in 2002 which was required to obtain our place in the long line of districts to receive state funding assistance to build new buildings and repair older ones.
The general rule is that if the repair costs exceed 66% of the replacement cost, the state will insist on replacement. At the time of our original survey, the recommendation was to eliminate all of our Elementary buildings and the middle school. We were to replace them all with new buildings.
At the same time, we were given number 414 in the line of more than 600 districts. Way down the line.
In the intervening time, many districts have built new buildings and renovated old buildings. Some districts have passed on the opportunity. There is a factor at work here that causes us to be doing the research into our status at this time. It’s called losing the money.
Basically, the state of Ohio has $4.2 Billion of tobacco settlement money that it must use within the next 24 months or it goes up in smoke. Which means we as a district must determine if we want to take our place in line, sell bonds to raise the money and be under contract to build before that 24 month deadline in order to get our share of the money.
If not, we will forever lose the opportunity for state money to participate in the project and any new buildings we need will be 100% our responsibility.
We will share more information as the reports become available and we will share what options we have when we know ourselves. The important factor at the moment is to get the facts so we are working from a solid base of information and understand our options.
To answer one question being asked by some…No, these studies are not costing the district any money. There’s that to be thankful for.
What we know so far is that our buildings have not gotten any younger since the study x years ago. And, the cost of repairs has gone up considerably.
What we also can determine is that security standards of today are virtually impossible if not ridiculously expensive to retrofit into the buildings we have. A safety factor not to be ignored.
Meanwhile, if you have opportunity to visit neighboring districts that have moved in to new facilities, do so and let us know what you think. We think our kids deserve the best to compete in the world. The question is, what does the community think?
School Treasurer David Combs spent nearly four grueling hours with me and new board member Wendy Myers reviewing the wonderful complexities of school finances Wednesday. As usual, it was both enlightening and frustrating.
The enlightening part comes when one of the many intricacies finally makes sense. Frustrating when there remain what seems a lifetime of such puzzles yet a mystery. Further frustrating is wanting to share with folks what I think I understand but cannot find words to begin the explanation.
And yes, we worked on that 24 page document that explains how the state says they give us $5,732 per student in financial assistance which, after the 24 page formula comes down to our receiving something less than $2,000 in real money. More on that another time. Let’s talk about our buildings.
As discussed on several occasions we are having our buildings reviewed by state authorities to determine the status and recommendations. This follows the exam done in 2002 which was required to obtain our place in the long line of districts to receive state funding assistance to build new buildings and repair older ones.
The general rule is that if the repair costs exceed 66% of the replacement cost, the state will insist on replacement. At the time of our original survey, the recommendation was to eliminate all of our Elementary buildings and the middle school. We were to replace them all with new buildings.
At the same time, we were given number 414 in the line of more than 600 districts. Way down the line.
In the intervening time, many districts have built new buildings and renovated old buildings. Some districts have passed on the opportunity. There is a factor at work here that causes us to be doing the research into our status at this time. It’s called losing the money.
Basically, the state of Ohio has $4.2 Billion of tobacco settlement money that it must use within the next 24 months or it goes up in smoke. Which means we as a district must determine if we want to take our place in line, sell bonds to raise the money and be under contract to build before that 24 month deadline in order to get our share of the money.
If not, we will forever lose the opportunity for state money to participate in the project and any new buildings we need will be 100% our responsibility.
We will share more information as the reports become available and we will share what options we have when we know ourselves. The important factor at the moment is to get the facts so we are working from a solid base of information and understand our options.
To answer one question being asked by some…No, these studies are not costing the district any money. There’s that to be thankful for.
What we know so far is that our buildings have not gotten any younger since the study x years ago. And, the cost of repairs has gone up considerably.
What we also can determine is that security standards of today are virtually impossible if not ridiculously expensive to retrofit into the buildings we have. A safety factor not to be ignored.
Meanwhile, if you have opportunity to visit neighboring districts that have moved in to new facilities, do so and let us know what you think. We think our kids deserve the best to compete in the world. The question is, what does the community think?
Tuesday, September 9, 2008
Numbers - Again. Looking up.
21-0-28. With school in session a couple weeks now it is time to be asking about numbers. How many students this year versus last? What are class sizes looking like? How are the numbers?
Glad you asked. The first number you might be interested in is 60. If you have had that many birthdays you can get a free pass to all Marietta City Schools’ sports events. This policy was in place last year and was continued. A nice bonus for having stuck around that long.
Then there are the total student figures. It gets a bit tricky here. On August 22 of ‘07 the official count was 2974. That was down from the previous year’s 3027. Then on December 12 the number was 2927. And on May 6 of ’08 the official count was 2936.
You can see quite a lot of fluctuation over the course of the year. The beginning number this year is 2987. Up 13 from the beginning number last year. Noticeably, this is the first increase in first day enrollment in memory. Perhaps as long as 30 years. What does this mean? Good question.
Asking questions about numbers yielded far more information than one might imagine. For instance, over the course of the year there are on average about 400 students who must be accounted for as they move in and out of the district.
Sometimes they become incarcerated. Some are on open enrollment. Some move in and out of foster homes and some choose home schooling or community schools.
What’s a community school? It’s not a home school and it’s not a building in the community. Probably a topic for further discussion as we dig deeper, but for the moment just imagine that your student enrolls in a program that he/she attends via computer.
The community schools are sanctioned by the state of Ohio but not subject to the same responsibility and reporting requirements that regular schools must demonstrate. Here’s the not so good part from the district standpoint.
The local district must pay at least in part for tuition, study materials, a computer and other associated costs. Last year this area of expenditures cost Marietta City Schools about $167,000.
We will look more closely at this another time.
These questions also uncovered a phantom building in our district. Really a cyber building where we house students for state reporting purposes that don’t really fit anywhere else, but we must keep track of them on a daily basis. What a nightmare!
Speaking of buildings, our “Central Receiving” building has drawn some interest as we move forward to dispose of it and consolidate that operation. The appraisal number there is $160,000 if you might have some interest yourself.
Then there are some savings numbers worth mentioning. Owing to a change implemented this year where middle school and high school students are responsible for purchasing locks for their lockers we have saved about 6 weeks of custodial time and two weeks of secretarial time.
That’s how long it took in years past to change all the combinations on the lockers and record the changes. Not sure why we weren’t smart enough to do this decades ago.
Apart from the savings, the students get to keep the locks for future use. The number at the top of this letter is my hall locker combination. My gym locker was 15-27-4. Now if I can just remember where I put the locks.
We have some class size issues to address. Sometimes these are readily solvable and at other times not. More on that subject later.
Glad you asked. The first number you might be interested in is 60. If you have had that many birthdays you can get a free pass to all Marietta City Schools’ sports events. This policy was in place last year and was continued. A nice bonus for having stuck around that long.
Then there are the total student figures. It gets a bit tricky here. On August 22 of ‘07 the official count was 2974. That was down from the previous year’s 3027. Then on December 12 the number was 2927. And on May 6 of ’08 the official count was 2936.
You can see quite a lot of fluctuation over the course of the year. The beginning number this year is 2987. Up 13 from the beginning number last year. Noticeably, this is the first increase in first day enrollment in memory. Perhaps as long as 30 years. What does this mean? Good question.
Asking questions about numbers yielded far more information than one might imagine. For instance, over the course of the year there are on average about 400 students who must be accounted for as they move in and out of the district.
Sometimes they become incarcerated. Some are on open enrollment. Some move in and out of foster homes and some choose home schooling or community schools.
What’s a community school? It’s not a home school and it’s not a building in the community. Probably a topic for further discussion as we dig deeper, but for the moment just imagine that your student enrolls in a program that he/she attends via computer.
The community schools are sanctioned by the state of Ohio but not subject to the same responsibility and reporting requirements that regular schools must demonstrate. Here’s the not so good part from the district standpoint.
The local district must pay at least in part for tuition, study materials, a computer and other associated costs. Last year this area of expenditures cost Marietta City Schools about $167,000.
We will look more closely at this another time.
These questions also uncovered a phantom building in our district. Really a cyber building where we house students for state reporting purposes that don’t really fit anywhere else, but we must keep track of them on a daily basis. What a nightmare!
Speaking of buildings, our “Central Receiving” building has drawn some interest as we move forward to dispose of it and consolidate that operation. The appraisal number there is $160,000 if you might have some interest yourself.
Then there are some savings numbers worth mentioning. Owing to a change implemented this year where middle school and high school students are responsible for purchasing locks for their lockers we have saved about 6 weeks of custodial time and two weeks of secretarial time.
That’s how long it took in years past to change all the combinations on the lockers and record the changes. Not sure why we weren’t smart enough to do this decades ago.
Apart from the savings, the students get to keep the locks for future use. The number at the top of this letter is my hall locker combination. My gym locker was 15-27-4. Now if I can just remember where I put the locks.
We have some class size issues to address. Sometimes these are readily solvable and at other times not. More on that subject later.
Monday, September 1, 2008
Board Candidate Questions
Following two days of interviewing the 8 candidates Wendy Myers was the unanimous choice to join the board. Welcome aboard Wendy.
Following the interviews Mr. Elliott, Mr. Young and your writer attended the Putnam PTO meeting. Over 50 people were present when I arrived. Questions and answers were flying back and forth. Wouldn’t it be wonderful if every PTO meeting had such an active level of participation?
One parent asked, “What were the criteria used to select the new board member?” The question deserves a better answer than was given that evening.
Here are the questions used in the interview process. Some generated more discussion than others but formed a basis for us to get to know the candidates. What we were searching for was someone who would make a complementary fit with the existing board. See how you would answer.
1. Why are you interested in being a school board member and what’s the most important issue facing our schools?
2. If appointed, will you run for re-election next year?
3. There was an election less than a year ago. What has changed to cause you to come forward for this position now?
4. If necessary, would you support closing a school for financial reasons?
5. Give an example of a situation where you changed a rather firm position/conviction based on further evidence or facts.
6. If you could change one thing about Marietta City Schools, what would it be?
7. If needed, will you support a levy or bond issue for this district?
8. What criteria do you use in evaluating educational programs?
9. What do you believe our schools “should” be accomplishing and why are we not doing so?
10. Is there anyone in the system you could not support or with whom you could not work? What connection, if any, do you have with the district?
11. We each bring something to the board, what unique qualities would you add to this board?
12. If not selected, would you be willing to serve on a board committee or provide other assistance?
13. Have you ever been in a position where you were responsible for evaluating, hiring and firing of personnel?
14. Is there anything we have not asked you that would assist us in making our decision? What would you like us to know about you?
We were fortunate to have so many talented folks interested in serving on the board. Each committed to help however they could.
At the PTO meeting it was evident that rumors of closing a school were what turned out so many parents. And as often happens, there were questions about what the board had done or said that were completely unknown to me.
In other words, rumors had driven stories that prompted emotions, questions and assumptions. And this was the first time some subjects were coming to my attention and that of Mr. Elliott.
The advice given was designed to help eliminate the spread of such negative feelings in the future. When you hear a story that just doesn’t seem right on its surface, go ask someone in a position to know the real story. Go to a source. Get the facts.
Your writer was presented one of his own letters from some months ago. Poorly worded, the reader drew an entirely different conclusion than intended by the writer. It happens. Let me be more precise.
This board is united behind the work of moving Marietta City Schools toward a bright future deserving of the remarkable past . We are committed to providing the best for the students of today and tomorrow. With your help we will achieve that goal.
Following the interviews Mr. Elliott, Mr. Young and your writer attended the Putnam PTO meeting. Over 50 people were present when I arrived. Questions and answers were flying back and forth. Wouldn’t it be wonderful if every PTO meeting had such an active level of participation?
One parent asked, “What were the criteria used to select the new board member?” The question deserves a better answer than was given that evening.
Here are the questions used in the interview process. Some generated more discussion than others but formed a basis for us to get to know the candidates. What we were searching for was someone who would make a complementary fit with the existing board. See how you would answer.
1. Why are you interested in being a school board member and what’s the most important issue facing our schools?
2. If appointed, will you run for re-election next year?
3. There was an election less than a year ago. What has changed to cause you to come forward for this position now?
4. If necessary, would you support closing a school for financial reasons?
5. Give an example of a situation where you changed a rather firm position/conviction based on further evidence or facts.
6. If you could change one thing about Marietta City Schools, what would it be?
7. If needed, will you support a levy or bond issue for this district?
8. What criteria do you use in evaluating educational programs?
9. What do you believe our schools “should” be accomplishing and why are we not doing so?
10. Is there anyone in the system you could not support or with whom you could not work? What connection, if any, do you have with the district?
11. We each bring something to the board, what unique qualities would you add to this board?
12. If not selected, would you be willing to serve on a board committee or provide other assistance?
13. Have you ever been in a position where you were responsible for evaluating, hiring and firing of personnel?
14. Is there anything we have not asked you that would assist us in making our decision? What would you like us to know about you?
We were fortunate to have so many talented folks interested in serving on the board. Each committed to help however they could.
At the PTO meeting it was evident that rumors of closing a school were what turned out so many parents. And as often happens, there were questions about what the board had done or said that were completely unknown to me.
In other words, rumors had driven stories that prompted emotions, questions and assumptions. And this was the first time some subjects were coming to my attention and that of Mr. Elliott.
The advice given was designed to help eliminate the spread of such negative feelings in the future. When you hear a story that just doesn’t seem right on its surface, go ask someone in a position to know the real story. Go to a source. Get the facts.
Your writer was presented one of his own letters from some months ago. Poorly worded, the reader drew an entirely different conclusion than intended by the writer. It happens. Let me be more precise.
This board is united behind the work of moving Marietta City Schools toward a bright future deserving of the remarkable past . We are committed to providing the best for the students of today and tomorrow. With your help we will achieve that goal.
Friday, August 22, 2008
Remarks
Opening remarks. What are opening remarks? Thursday was the first day of school for teachers. Students will arrive Monday. Thursday was the day when all 300+ staff members of the Marietta City Schools gathered to set the course for the new year. And they had to endure opening remarks. Some of those remarks were to be given by your writer.
As I struggled ahead of time to find words worthy of taking their time, I had kept my ears open for weeks hoping to hear something worth saying. Barely twelve hours before the event was to occur, I finally heard them.
But it was the time spent just before the meeting was to begin that was most telling about what is happening in your schools. I arrived early and just hung around in the lobby smiling and greeting and listening. And watching. And feeling the atmosphere.
We have a new Superintendent, two of our school staffs have new Principals, and we have four new employees who have come to us from other careers. All of these individuals have chosen the assignments they are about to undertake. They all have positive expectations of the time just ahead.
With talk lately about taking a new look at our aging buildings and what can be done, there is at least a sense that great things may happen. Yes, we still have financial challenges, but a new perspective is being brought to the whole question of education in the Marietta City Schools thanks in large measure to your new Superintendent. I could feel it in the lobby ahead of the meeting. A buzz.
Not since having been in China in 1988 had I gotten such a feeling of anticipation and expectation from a group of people. A sense of the possible. Expectation. The past few weeks of Olympic activities have shown us what possibilities and expectations can produce. The China I have seen on TV bears no resemblance to the China I saw twenty years ago.
Time for the meeting to start and I was first on the agenda with opening remarks. Right after the Pledge of Allegiance. Fortunately I had found the words I needed the evening before.
At a party thrown by the Putnam School staff for their departing Principal, Mr. Finley, there were many comments and observations. And a few tears. And excitement about their new Principal, Mr. Arnold. He is living up to their expectations. They are breaking him in gently.
It was Mr. Finley’s parting comments that were worthy of sharing. Although he was speaking to and about his staff and his twenty three years at Putnam School, his words were worthy of the entire district and every school. What the staff delivers every day.
He said, “You know, as I look back on my time at Putnam and working with this staff what makes it special is that you always assume the attitude of what CAN be done…..not why it can’t be done. That’s what makes the difference.”
Those few words set the tone for what is happening in your entire district. The district has traveled some rocky roads since I began watching in 1973. There have been many challenges and great accomplishments along the way. The moves forward have always been because of the focus on what CAN be done. There is a renewed sense of the possible in the Marietta City Schools. It is time now to move ahead with an expectation of what CAN be done.
As I struggled ahead of time to find words worthy of taking their time, I had kept my ears open for weeks hoping to hear something worth saying. Barely twelve hours before the event was to occur, I finally heard them.
But it was the time spent just before the meeting was to begin that was most telling about what is happening in your schools. I arrived early and just hung around in the lobby smiling and greeting and listening. And watching. And feeling the atmosphere.
We have a new Superintendent, two of our school staffs have new Principals, and we have four new employees who have come to us from other careers. All of these individuals have chosen the assignments they are about to undertake. They all have positive expectations of the time just ahead.
With talk lately about taking a new look at our aging buildings and what can be done, there is at least a sense that great things may happen. Yes, we still have financial challenges, but a new perspective is being brought to the whole question of education in the Marietta City Schools thanks in large measure to your new Superintendent. I could feel it in the lobby ahead of the meeting. A buzz.
Not since having been in China in 1988 had I gotten such a feeling of anticipation and expectation from a group of people. A sense of the possible. Expectation. The past few weeks of Olympic activities have shown us what possibilities and expectations can produce. The China I have seen on TV bears no resemblance to the China I saw twenty years ago.
Time for the meeting to start and I was first on the agenda with opening remarks. Right after the Pledge of Allegiance. Fortunately I had found the words I needed the evening before.
At a party thrown by the Putnam School staff for their departing Principal, Mr. Finley, there were many comments and observations. And a few tears. And excitement about their new Principal, Mr. Arnold. He is living up to their expectations. They are breaking him in gently.
It was Mr. Finley’s parting comments that were worthy of sharing. Although he was speaking to and about his staff and his twenty three years at Putnam School, his words were worthy of the entire district and every school. What the staff delivers every day.
He said, “You know, as I look back on my time at Putnam and working with this staff what makes it special is that you always assume the attitude of what CAN be done…..not why it can’t be done. That’s what makes the difference.”
Those few words set the tone for what is happening in your entire district. The district has traveled some rocky roads since I began watching in 1973. There have been many challenges and great accomplishments along the way. The moves forward have always been because of the focus on what CAN be done. There is a renewed sense of the possible in the Marietta City Schools. It is time now to move ahead with an expectation of what CAN be done.
Expectations
Mr. Findley would not do well in today’s school environment. He taught Problems of Democracy and was the head football coach. One seldom spoke to him without using both Mr. and sir in the same sentence. Yes, sir, Mr. Findley. But times have changed.
To address some of those changes and some yet to come, you might watch one of Governor Strickland’s 12 forums on education. Ours in Marietta is being conducted Monday, August 18 from 5 to 6:30 and will be broadcast live on public television. Check www.conversationeducation.org for more information.
Mr. Findley both commanded and deserved respect in a day when the expectation was to give everyone respect until they proved it was not deserved. The culture both in schools and in society has changed. Respect now is given only after earning it.
We do our students no favors by accepting this change in culture and lowering our expectations. Two recent stories related to me by local employers bear this out.
One new hire came with top grades from his college. He had great references. His performance on the job, however, was marred by his near constant text messaging. His unwillingness to change this habit netted him a pink slip.
Another new hire was given a job with a good deal of autonomy. He had a company vehicle to travel to jobs. He also had a habit of disappearing for periods of time to conduct his own errands and chores. He did not comprehend this was not part of his job description and his employer’s expectations. He was fired.
This year will see changes of expectations at many of our schools. Notably at the Middle School and High School. Parents will be notified in several ways. Please look for those notices.
A NO ZERO Policy will be in effect at MMS. No homework, OK. But you’re staying after school to complete assignment(s). Parents will be notified by phone and bus transport will be provided on a limited basis. The minimum expectation is that you do the work and attempt to learn the lessons.
Backpacks are back at the high school, but they have to stay under desks and out of walkways for safety purposes. Students were the originators of this change. They have earned the respect to have their request honored.
Then there is the cell phone policy at MHS. OK to bring them; but keep them in the locker during school hours. Mom’s text message is just going to have to wait till later. No need to cover the many other disruptive abuses of phones in recent past. This is a school. The expectation is study and learning. Parents can pick up confiscated phones by arrangement with the principal. Mr. Findley would have made you come to football practice to pick them up.
Progress Book is a service being expanded through the district. Parents will be able to view homework assignments, messages from teaching staff, attendance information and more via the internet. You should experience a reduction in grade card surprises and find it easier to keep up with your student’s progress.
A retired teacher with whom I spoke recently told me of his observation about himself and other teachers regarding expectations. He noticed that his minimum expectations soon became his maximum effort. His students noticed and lived down to his expectations. It worked the other way as well when he raised his expectations.
Our recent academic achievements should be applauded and appreciated. We owe it to our students to raise the bar of expectations. The grades in life come after graduation. It is easier to do the homework now.
To address some of those changes and some yet to come, you might watch one of Governor Strickland’s 12 forums on education. Ours in Marietta is being conducted Monday, August 18 from 5 to 6:30 and will be broadcast live on public television. Check www.conversationeducation.org for more information.
Mr. Findley both commanded and deserved respect in a day when the expectation was to give everyone respect until they proved it was not deserved. The culture both in schools and in society has changed. Respect now is given only after earning it.
We do our students no favors by accepting this change in culture and lowering our expectations. Two recent stories related to me by local employers bear this out.
One new hire came with top grades from his college. He had great references. His performance on the job, however, was marred by his near constant text messaging. His unwillingness to change this habit netted him a pink slip.
Another new hire was given a job with a good deal of autonomy. He had a company vehicle to travel to jobs. He also had a habit of disappearing for periods of time to conduct his own errands and chores. He did not comprehend this was not part of his job description and his employer’s expectations. He was fired.
This year will see changes of expectations at many of our schools. Notably at the Middle School and High School. Parents will be notified in several ways. Please look for those notices.
A NO ZERO Policy will be in effect at MMS. No homework, OK. But you’re staying after school to complete assignment(s). Parents will be notified by phone and bus transport will be provided on a limited basis. The minimum expectation is that you do the work and attempt to learn the lessons.
Backpacks are back at the high school, but they have to stay under desks and out of walkways for safety purposes. Students were the originators of this change. They have earned the respect to have their request honored.
Then there is the cell phone policy at MHS. OK to bring them; but keep them in the locker during school hours. Mom’s text message is just going to have to wait till later. No need to cover the many other disruptive abuses of phones in recent past. This is a school. The expectation is study and learning. Parents can pick up confiscated phones by arrangement with the principal. Mr. Findley would have made you come to football practice to pick them up.
Progress Book is a service being expanded through the district. Parents will be able to view homework assignments, messages from teaching staff, attendance information and more via the internet. You should experience a reduction in grade card surprises and find it easier to keep up with your student’s progress.
A retired teacher with whom I spoke recently told me of his observation about himself and other teachers regarding expectations. He noticed that his minimum expectations soon became his maximum effort. His students noticed and lived down to his expectations. It worked the other way as well when he raised his expectations.
Our recent academic achievements should be applauded and appreciated. We owe it to our students to raise the bar of expectations. The grades in life come after graduation. It is easier to do the homework now.
Wednesday, August 13, 2008
Good to Great
We have good schools. Which is why we don’t have great schools.
With that sobering punch to our pride Gerald Hasselman of Mississippi College opened a two day training with a group of 25 Marietta City Schools folks. The object was to relate how successful business techniques can be applied to education.
Dr. Hasselman built the case that unless we begin to apply these techniques in American education we will fall further behind a world education system that has already outpaced us. Further reducing our standards will not keep pace with other students hungry for education and advancement.
He contrasted Ford and Toyota and how by building from within and creating an entirely new quality luxury product, Lexus, Toyota was far more successful than Ford which chose to attempt to buy luxury by acquiring Jaguar and Land Rover, only to sell the lines years later at great loss.
The answers to our future lie withinand with our choices. The challenge is to best utilize and develop our people and resources. The method is by constantly seeking to improve on every system and operation within our district.
He touched the lightening rod of district consolidation as the means of achieving great savings. Experience proves that the savings are minimal at best and politically unachievable in our lifetimes. Yes, there is value in those sports rivalries that foster competitiveness in athletes as well as the classroom.
While it was a challenge to those of us who speak and understand Northern English to keep up with his Mih-sippi version of Southern English it was of great value to have his 40+ years of educational experience in the state that can claim to be the poorest in educational performance in the nation address this audience. He was able to cite case after case of the grinding poverty of school districts and families in Mississippi eliminating any argument from us about why our area with its social and financial challenges cannot move ahead.
A family of twelve children living in two abandoned school buses on cement blocks in a cotton field at the end of a dirt path left us no room to make excuses about local poverty conditions. We were further dispelled from argument by the story of a school principal who, given a virtually blank check opportunity by state officials to ask for what she needed at her school knew that what her students needed most was a reason to attend school. She asked for “Some of those red rubber balls they use in gym classes.”
The literally hundreds of stories and anecdotes painted a picture of possibility for the attendees, mostly principals, but also union leaders, administrators, a school board member and your new superintendent. The presenter had walked the walk and earned the right to talk the talk. We listened and were inspired.
Several times he alluded to the fundamental concept of choice saying, “Mississippi has the schools we have chosen to have.” Which is true. It is also a challenge to our community as well as his state.
The challenge of recognizing that choices have consequences brings in the notion of accountability for choices and the outcome of those choices.
Student achievement is recognized as an accountable outcome of schooling. Those to be held accountable for student achievement are students, the board of education, the central office and superintendent, principals, administrators, teachers and staff. At the foundation of the accountability for choices equation are parents and the community.
What will our choices be, now and in the future? And what will be the outcome?
With that sobering punch to our pride Gerald Hasselman of Mississippi College opened a two day training with a group of 25 Marietta City Schools folks. The object was to relate how successful business techniques can be applied to education.
Dr. Hasselman built the case that unless we begin to apply these techniques in American education we will fall further behind a world education system that has already outpaced us. Further reducing our standards will not keep pace with other students hungry for education and advancement.
He contrasted Ford and Toyota and how by building from within and creating an entirely new quality luxury product, Lexus, Toyota was far more successful than Ford which chose to attempt to buy luxury by acquiring Jaguar and Land Rover, only to sell the lines years later at great loss.
The answers to our future lie withinand with our choices. The challenge is to best utilize and develop our people and resources. The method is by constantly seeking to improve on every system and operation within our district.
He touched the lightening rod of district consolidation as the means of achieving great savings. Experience proves that the savings are minimal at best and politically unachievable in our lifetimes. Yes, there is value in those sports rivalries that foster competitiveness in athletes as well as the classroom.
While it was a challenge to those of us who speak and understand Northern English to keep up with his Mih-sippi version of Southern English it was of great value to have his 40+ years of educational experience in the state that can claim to be the poorest in educational performance in the nation address this audience. He was able to cite case after case of the grinding poverty of school districts and families in Mississippi eliminating any argument from us about why our area with its social and financial challenges cannot move ahead.
A family of twelve children living in two abandoned school buses on cement blocks in a cotton field at the end of a dirt path left us no room to make excuses about local poverty conditions. We were further dispelled from argument by the story of a school principal who, given a virtually blank check opportunity by state officials to ask for what she needed at her school knew that what her students needed most was a reason to attend school. She asked for “Some of those red rubber balls they use in gym classes.”
The literally hundreds of stories and anecdotes painted a picture of possibility for the attendees, mostly principals, but also union leaders, administrators, a school board member and your new superintendent. The presenter had walked the walk and earned the right to talk the talk. We listened and were inspired.
Several times he alluded to the fundamental concept of choice saying, “Mississippi has the schools we have chosen to have.” Which is true. It is also a challenge to our community as well as his state.
The challenge of recognizing that choices have consequences brings in the notion of accountability for choices and the outcome of those choices.
Student achievement is recognized as an accountable outcome of schooling. Those to be held accountable for student achievement are students, the board of education, the central office and superintendent, principals, administrators, teachers and staff. At the foundation of the accountability for choices equation are parents and the community.
What will our choices be, now and in the future? And what will be the outcome?
Wednesday, August 6, 2008
Push 2 to continue in Latin
When did we quit teaching Latin? But first things first. The school board will continue to accept letters of interest and resumes from parties interested in being considered for the vacant school board seat until August 8. Please submit them to the board office at 111 Academy Drive.
The board will conduct interviews of those interested at a special meeting on a date yet to be determined with the intent to appoint the new member at the August 18 board meeting.
Miss Reaping was a commanding figure in the hallways of my high school on the days she had all her students dressed in togas for some special event happening in Latin class. I was not among them.
There were two college bound “tracks” in those days. College Prep A (Arts/Academic, which included Latin) and College Prep C (Business/Commercial, no Latin). The “Trade” track included wood shop and metal working. The “Commercial” track included secretarial skills and basic accounting. And the “General” track was for those who sought a high school education with no further schooling in mind. They did not study algebra, geometry or foreign languages as I recall.
The decade old Watson-Crick DNA model discovery was still big news as I went off to college. Models of the double helix seemed to be everywhere. Today our seventh graders skim past those models and move on to more challenging material. The world has changed and with it, education.
In a few short years all students who receive a high school graduation diploma will have been taught Algebra I and II. They will have a more thorough grounding in the sciences than today and their course work will be more demanding overall.
The demands of testing to measure achievement force schools to focus on the tested areas at the expense of other academic pursuits. We can no longer afford the ‘luxuries’ of a more varied curriculum. While we still teach courses not subject to the testing requirements, they are falling by the wayside as demand for performance in the specified areas increases.
Put politically incorrectly, yet honestly, we have less to offer the Ivy League bound student and more to offer the state school bound student. As the Ivey Leaguers represent a smaller slice of the student body, this probably makes sense, but it still means a loss of options.
On the other side of the equation we have students at the high school level who struggle with reading, a basic skill that will impact the rest of their lives. If they did not get well grounded in the basics of reading skills in the early years of grade school, they will have problems ongoing as they study ever more challenging material. Yet we do not teach fundamental reading skills past the fifth grade level. Surely we can serve them better to prepare for the world ahead. Many of the challenges they face in other subject areas are related to their ability to read.
Mandates and funding issues severely limit and restrict the options available to local districts and boards but those are not reason to surrender our own desires and visions. It means we must be more creative, more aggressive. We cannot afford to wait for solutions from afar; the answers lie close at hand.
We can envision and create the educational future our children and we deserve. It begins with desire.
While the imposing visage of Miss Reaping is but a distant memory, she would have been pleased to hear on a modern answering machine, “ Push one to continue in Latin.”
The board will conduct interviews of those interested at a special meeting on a date yet to be determined with the intent to appoint the new member at the August 18 board meeting.
Miss Reaping was a commanding figure in the hallways of my high school on the days she had all her students dressed in togas for some special event happening in Latin class. I was not among them.
There were two college bound “tracks” in those days. College Prep A (Arts/Academic, which included Latin) and College Prep C (Business/Commercial, no Latin). The “Trade” track included wood shop and metal working. The “Commercial” track included secretarial skills and basic accounting. And the “General” track was for those who sought a high school education with no further schooling in mind. They did not study algebra, geometry or foreign languages as I recall.
The decade old Watson-Crick DNA model discovery was still big news as I went off to college. Models of the double helix seemed to be everywhere. Today our seventh graders skim past those models and move on to more challenging material. The world has changed and with it, education.
In a few short years all students who receive a high school graduation diploma will have been taught Algebra I and II. They will have a more thorough grounding in the sciences than today and their course work will be more demanding overall.
The demands of testing to measure achievement force schools to focus on the tested areas at the expense of other academic pursuits. We can no longer afford the ‘luxuries’ of a more varied curriculum. While we still teach courses not subject to the testing requirements, they are falling by the wayside as demand for performance in the specified areas increases.
Put politically incorrectly, yet honestly, we have less to offer the Ivy League bound student and more to offer the state school bound student. As the Ivey Leaguers represent a smaller slice of the student body, this probably makes sense, but it still means a loss of options.
On the other side of the equation we have students at the high school level who struggle with reading, a basic skill that will impact the rest of their lives. If they did not get well grounded in the basics of reading skills in the early years of grade school, they will have problems ongoing as they study ever more challenging material. Yet we do not teach fundamental reading skills past the fifth grade level. Surely we can serve them better to prepare for the world ahead. Many of the challenges they face in other subject areas are related to their ability to read.
Mandates and funding issues severely limit and restrict the options available to local districts and boards but those are not reason to surrender our own desires and visions. It means we must be more creative, more aggressive. We cannot afford to wait for solutions from afar; the answers lie close at hand.
We can envision and create the educational future our children and we deserve. It begins with desire.
While the imposing visage of Miss Reaping is but a distant memory, she would have been pleased to hear on a modern answering machine, “ Push one to continue in Latin.”
Sunday, July 27, 2008
I Want My $30 Back
Owing to career changes, board member Mark Mason submitted his resignation effective July 28. The process for replacing a board member is dictated by law. The board may not appoint a new member during the ten day period immediately following the resignation date. The replacement must be made during the next 20 day period or by the next regularly scheduled board meeting, whichever comes first. Failing to act, the appointment decision falls to the judge of the Probate Court.
Letters of interest and resumes are being accepted at the board office until August 8. Upon review of those resumes, a special board meeting will be called to interview the applicants individually. The board will then move to seat the new member at the August 18 meeting.
There is considerable information about board member responsibility and duties on the OSBA web site. Interested parties would do well to review it prior to submitting a letter of interest.
The first thing a board member must realize is that he/she has absolutely no power or authority except while in session at a board meeting. There are five members and any one member represents only 20% of the total board. It takes three members voting to make any decision effective.
In general, board members are elected to represent the public's interest and to be a sounding board in touch with community needs and interests. They are not in a position to affect the daily operations of the schools except by approving or disapproving board policy. They do, however, have both authority and responsibility for the funds of the district and are charged with keeping the schools solvent through proper budget management.
Mr. Mason's service to the district which covered one four year term and a second term which has one and one half years remaining saw many positive changes and many difficult decisions which have helped bring us to the present exciting moment in time. Schools are judged in part by the number of criteria measured by the state. There are 30 such criteria and Marietta City Schools has achieved a passing mark in 26 of those areas. That's not just good news it's absolutely great news of which we should all be proud.
Mr. Mason's successor will be asked about intention to run for a full term upon completing his unexpired term December 31, 2009. That intent is important as continuity helps keep focus on the challenges at hand and assure a cohesive team effort.
The cost to file a petition to run for the school board is $30 and is the source of some internal humor among the present members. When times get difficult and the job demands more time and energy than anticipated it is not uncommon for one member to say to another, "I want my $30 back."
The big picture of the job of board member is simple. The goal is to make decisions and set policy that is in the best interests of the total district – and all students. Achieving that is sometimes not as simple as it would seem.
When individuals approach a board member about a school issue, the process is also fairly simple. We ask if they have followed the system by addressing the question first to a teacher or coach, next to a principal, then to the superintendent. Most issues are resolved by following this chain of responsibility.
It is absolutely in everyone's best interest that a board member not have a personal agenda or mission but rather have the best operation and future of the district as the only objective.
Mr. Mason's background as teacher and the son of a teacher and principal brought a unique perspective to his position. His commitment to the district was unwavering. He will be missed.
No Plan for North Hills.........Yet
North Hills School. We have no plan. That’s the bottom line of the conversations that took place last Monday evening.
The truth is, we do not have a recently updated, solidly thought out plan based on facts and assumptions and best guesses for any of our buildings. Yes, we have maintenance plans, and update plans and general operating plans, but we lack a strategic buildings and grounds plan that reflects current realities and future trends.
There, it is said. And having said that, it behooves us as a community and district to develop just such a plan. The buildings are, after all, the property of the residents of the district. And a well thought plan is the best way to insure the future of the district and the resources.
We have spent much of the past three years addressing academic performance. The results have been nothing short of dramatic. And that in spite of an ever rising bar set by the state. Our test scores have risen with gratifying results. Our entire staff is to be complimented on this hard won achievement.
Lest we rest too comfortably, there is every possibility that we may not be able to continue to advance those scores as we have in the recent past. The reasons are legion, but they are all related to the fact that new requirements keep entering the system.
As the bar drops for including the test scores of the lowest achieving group, the average score is harder to maintain. Many of our neighboring districts are experiencing this phenomenon for the first time. They will have challenges holding their positions as well. More of those calculations another time, let us focus on the immediate future.
In our zeal for academic improvement we have shorted planning for the future. We have let slide a building and infrastructure plan.
The community members who attended the Monday meeting did not put it so bluntly, but their comments begged the questions, “What’s next? What’s your plan?” And they are legitimate questions.
It was just those sorts of questions the board was asking in January when there was a proposal to borrow for ten years the monies committed to us from the levy renewals last spring and begin major projects on many of our buildings. The first question asked was, “What’s the plan for this building for the next ten years?”
When we realized there was not a good answer we put the brakes on doing the major projects until such time as we could figure out what that plan should be for each building in the district. We are, however, moving ahead with projects that were essential to the maintenance and longevity of the buildings. We are addressing safety issues first.
Apart from retaining a great interim superintendent, the best thing that may have come from the Monday meeting is the realization that there are many community members eager to be a part of planning for the future. They know that schools are the bedrock of the community and want to be a part of insuring the future of their schools and their community. They are willing to invest time and talent into that planning process.
As Dr. Baker hands over the reins to Mr. Young the next few weeks, be thinking about what part you want play in the next steps for your schools. And yes, there is a board seat to be appointed. Your letter of interest and resume’ would be welcome. There will be a plan.
The truth is, we do not have a recently updated, solidly thought out plan based on facts and assumptions and best guesses for any of our buildings. Yes, we have maintenance plans, and update plans and general operating plans, but we lack a strategic buildings and grounds plan that reflects current realities and future trends.
There, it is said. And having said that, it behooves us as a community and district to develop just such a plan. The buildings are, after all, the property of the residents of the district. And a well thought plan is the best way to insure the future of the district and the resources.
We have spent much of the past three years addressing academic performance. The results have been nothing short of dramatic. And that in spite of an ever rising bar set by the state. Our test scores have risen with gratifying results. Our entire staff is to be complimented on this hard won achievement.
Lest we rest too comfortably, there is every possibility that we may not be able to continue to advance those scores as we have in the recent past. The reasons are legion, but they are all related to the fact that new requirements keep entering the system.
As the bar drops for including the test scores of the lowest achieving group, the average score is harder to maintain. Many of our neighboring districts are experiencing this phenomenon for the first time. They will have challenges holding their positions as well. More of those calculations another time, let us focus on the immediate future.
In our zeal for academic improvement we have shorted planning for the future. We have let slide a building and infrastructure plan.
The community members who attended the Monday meeting did not put it so bluntly, but their comments begged the questions, “What’s next? What’s your plan?” And they are legitimate questions.
It was just those sorts of questions the board was asking in January when there was a proposal to borrow for ten years the monies committed to us from the levy renewals last spring and begin major projects on many of our buildings. The first question asked was, “What’s the plan for this building for the next ten years?”
When we realized there was not a good answer we put the brakes on doing the major projects until such time as we could figure out what that plan should be for each building in the district. We are, however, moving ahead with projects that were essential to the maintenance and longevity of the buildings. We are addressing safety issues first.
Apart from retaining a great interim superintendent, the best thing that may have come from the Monday meeting is the realization that there are many community members eager to be a part of planning for the future. They know that schools are the bedrock of the community and want to be a part of insuring the future of their schools and their community. They are willing to invest time and talent into that planning process.
As Dr. Baker hands over the reins to Mr. Young the next few weeks, be thinking about what part you want play in the next steps for your schools. And yes, there is a board seat to be appointed. Your letter of interest and resume’ would be welcome. There will be a plan.
Tuesday, July 15, 2008
Purchases
Your school board approved/spent/invested $181,600 of your money at the June meeting. The expense came under the category of updating the math curriculum in the schools.
In years gone past when money was a bit more available (Yes, Virginia, there was such a time.) it was standard practice to update curriculum on a five year revolving schedule. In theory, every major subject had an overhaul and purchased new books and other materials to update the subject every five years.
Conversations among board members ahead of the meeting lead me to believe this purchase would be postponed. Though we had been apprised that an extensive committee had worked on the proposal for nearly a year and that this was their recommendation, there were those among us, myself included, who believed this was a purchase that could be delayed for a year.
After all, most of us still use the same ten numbers we were taught a long time ago, and some of us still can tell what year a movie was produced by deciphering the X’s, L’s, I’s, C’s and V’s at the end of the movie. Though admittedly it’s a challenge to do algebra with those same letters in lower case.
By meeting time we had received an email from the central office that went in to more detail about the process, the need for updating based on changes in state requirements of skills mastered needed to be judged proficient and the fact that the updating schedule had been shifted to a six year cycle to save money. Other details combined to permit the passage of the resolution with hardly a question. And the satisfaction of knowing that changing the cycle had saved at least some of the taxpayer’s cash.
Such was not the case with the proposed purchase of computers to assure that every elementary teacher has a functioning and internet capable machine at their disposal as the 2008-09 school year begins. That $103,000 purchase was delayed pending receipt of more information and understanding of how those machines will integrate with our overall Information Technology system as it evolves to serve us better in the next few years.
The board still very much has as a goal to make those computers available to every elementary teacher just as soon as possible once we feel assured that the purchase is the best one for the future of the district and the wisest use of the taxpayer’s dollars. We recognize, however, that we only get to use money once. And we want to be responsible in that use.
The recent equipment/inventory auction held at North Hills School was a preparatory move to enable us to put the building up for auction should we choose to do so. Much unused and outdated equipment was sold and the auction services were generously donated by Williams Auction Service. Thank you.
Speaking of donations, we regularly get them and acknowledge them at board meetings by resolutions of appreciation. We recently received a $1,000 cash donation from the Marietta Area Community Tennis Association along with a commitment to provide an additional $2,000 in labor to assist in maintaining the school’s tennis courts adjacent the Marietta Times. Again, much appreciated and given in a spirit of community.
While at this time there is no specific plan in mind for the North Hills building, a public meeting will be held Monday July 14 at 6:00 PM at the Administration Office to discuss the subject with interested parties. We invite your participation.
In years gone past when money was a bit more available (Yes, Virginia, there was such a time.) it was standard practice to update curriculum on a five year revolving schedule. In theory, every major subject had an overhaul and purchased new books and other materials to update the subject every five years.
Conversations among board members ahead of the meeting lead me to believe this purchase would be postponed. Though we had been apprised that an extensive committee had worked on the proposal for nearly a year and that this was their recommendation, there were those among us, myself included, who believed this was a purchase that could be delayed for a year.
After all, most of us still use the same ten numbers we were taught a long time ago, and some of us still can tell what year a movie was produced by deciphering the X’s, L’s, I’s, C’s and V’s at the end of the movie. Though admittedly it’s a challenge to do algebra with those same letters in lower case.
By meeting time we had received an email from the central office that went in to more detail about the process, the need for updating based on changes in state requirements of skills mastered needed to be judged proficient and the fact that the updating schedule had been shifted to a six year cycle to save money. Other details combined to permit the passage of the resolution with hardly a question. And the satisfaction of knowing that changing the cycle had saved at least some of the taxpayer’s cash.
Such was not the case with the proposed purchase of computers to assure that every elementary teacher has a functioning and internet capable machine at their disposal as the 2008-09 school year begins. That $103,000 purchase was delayed pending receipt of more information and understanding of how those machines will integrate with our overall Information Technology system as it evolves to serve us better in the next few years.
The board still very much has as a goal to make those computers available to every elementary teacher just as soon as possible once we feel assured that the purchase is the best one for the future of the district and the wisest use of the taxpayer’s dollars. We recognize, however, that we only get to use money once. And we want to be responsible in that use.
The recent equipment/inventory auction held at North Hills School was a preparatory move to enable us to put the building up for auction should we choose to do so. Much unused and outdated equipment was sold and the auction services were generously donated by Williams Auction Service. Thank you.
Speaking of donations, we regularly get them and acknowledge them at board meetings by resolutions of appreciation. We recently received a $1,000 cash donation from the Marietta Area Community Tennis Association along with a commitment to provide an additional $2,000 in labor to assist in maintaining the school’s tennis courts adjacent the Marietta Times. Again, much appreciated and given in a spirit of community.
While at this time there is no specific plan in mind for the North Hills building, a public meeting will be held Monday July 14 at 6:00 PM at the Administration Office to discuss the subject with interested parties. We invite your participation.
Friday, July 4, 2008
Long Term
Long Term
The board received a note of sympathy concerning our need to search for a Superintendent from a local resident who has a keen interest in Marietta City Schools. The note went on to encourage us to seek someone who will move him/herself and family to Marietta and put down roots.
The board that retained Dr. Baker was keenly interested in just such commitment. They made a point of stating their preference to have him live in the area, have his children attend our schools and build community relations. And he did.
That is, until life set in and duty to family called from the north to attend to ailing parents. Commuting turned to week-ending and week-ending turned to Mrs. Baker staying north for longer periods attending to her parents. And no one can fault the decision. One would wish for all children to be so attentive.
When Dr. Baker was interviewed one of his observations was that districts in Ohio that excel seem to be districts where the Superintendent has been in place for 10 or more years. Longevity pays dividends. His words and intent were sincere. Life intervened with its own demands. And opportunity knocked.
As previously stated, Dr. Baker leaves a legacy of accomplishment of which he and the district may be proud. His introduction of the Professional Learning Community concept will pay dividends as we learn and grow under its precepts.
Your writer was only indirectly involved with the hiring for Mr. Backus. I hosted him the morning of his final interview and was the director of the meeting where public questioning took place.
I knew the board intended to find someone who would carry on the long term tradition set by so many previous Superintendents. And Mr. Backus stated his intent toward longevity.
About two months after the start of the first school year of Mr. Backus’ time here I met him on the sidewalk near the Talley Ho one lunch time. I greeted him and asked how it was going. He replied ominously, “Jack, I’m going to be the most despised person in town shortly.” I expressed my dismay and he told me of the deep financial woes of the district that would require drastic action to save it from ruin. Further, that had he known the extent of these challenges before taking the job he would not have taken the job.
He went on to vindicate the board saying that they had no way of knowing how many problems were at hand with the finances. Only a very in depth look had revealed the truth.
This community well knows the anguish of closing two schools and discharging 45 employees. Not easy for anyone involved. But that’s what it took to get the spending in line with the revenues. That was the community’s wake up call and no one is eager to push the snooze button and fall back asleep.
Your current board members are keenly aware of the importance of continuity. At the same time, we are also aware of the trends in the profession that lead to shorter tenures in the Superintendent position. We are leaning toward hiring an interim person to give ourselves plenty of time to find a long term solution if one is available.
We welcome input from our fellow citizens and hope to find good ideas in the process. To that extent there will be a special board meeting at 6:00 PM on July 14th for the community to discuss the possible sale of the North Hills building. The meeting will be held at the administration building.
The board received a note of sympathy concerning our need to search for a Superintendent from a local resident who has a keen interest in Marietta City Schools. The note went on to encourage us to seek someone who will move him/herself and family to Marietta and put down roots.
The board that retained Dr. Baker was keenly interested in just such commitment. They made a point of stating their preference to have him live in the area, have his children attend our schools and build community relations. And he did.
That is, until life set in and duty to family called from the north to attend to ailing parents. Commuting turned to week-ending and week-ending turned to Mrs. Baker staying north for longer periods attending to her parents. And no one can fault the decision. One would wish for all children to be so attentive.
When Dr. Baker was interviewed one of his observations was that districts in Ohio that excel seem to be districts where the Superintendent has been in place for 10 or more years. Longevity pays dividends. His words and intent were sincere. Life intervened with its own demands. And opportunity knocked.
As previously stated, Dr. Baker leaves a legacy of accomplishment of which he and the district may be proud. His introduction of the Professional Learning Community concept will pay dividends as we learn and grow under its precepts.
Your writer was only indirectly involved with the hiring for Mr. Backus. I hosted him the morning of his final interview and was the director of the meeting where public questioning took place.
I knew the board intended to find someone who would carry on the long term tradition set by so many previous Superintendents. And Mr. Backus stated his intent toward longevity.
About two months after the start of the first school year of Mr. Backus’ time here I met him on the sidewalk near the Talley Ho one lunch time. I greeted him and asked how it was going. He replied ominously, “Jack, I’m going to be the most despised person in town shortly.” I expressed my dismay and he told me of the deep financial woes of the district that would require drastic action to save it from ruin. Further, that had he known the extent of these challenges before taking the job he would not have taken the job.
He went on to vindicate the board saying that they had no way of knowing how many problems were at hand with the finances. Only a very in depth look had revealed the truth.
This community well knows the anguish of closing two schools and discharging 45 employees. Not easy for anyone involved. But that’s what it took to get the spending in line with the revenues. That was the community’s wake up call and no one is eager to push the snooze button and fall back asleep.
Your current board members are keenly aware of the importance of continuity. At the same time, we are also aware of the trends in the profession that lead to shorter tenures in the Superintendent position. We are leaning toward hiring an interim person to give ourselves plenty of time to find a long term solution if one is available.
We welcome input from our fellow citizens and hope to find good ideas in the process. To that extent there will be a special board meeting at 6:00 PM on July 14th for the community to discuss the possible sale of the North Hills building. The meeting will be held at the administration building.
Family
The statistics cited last week telling of the measured improvement in many categories over the past few years are cause for positive expectations for Marietta City Schools, its students and staff. Certainly Dr. Baker’s leadership has been instrumental in making these improvements. The numbers produced during his time here have been impressive. And the endorsement of the direction of the district by the voters last spring in renewing the levies to continue funding near the previous levels spoke well of the accomplishments. We will miss him.
We will also miss Renee’ Schoonover, Principal at Phillips Elementary as she takes her many talents to another district to be closer to family and a new grandchild on the way. In both cases, careers are important, challenging, fulfilling; but family comes first as it should.
Witnessing these career moves made in large measure with family in mind brings to the forefront one of the most important factors in a successful student experience at any school. Family. Not necessarily a traditional family, but a support system that may be composed of friends, neighbors or shirttail relatives. People who care and let the student know they care.
A few months ago your writer was with a group of four teachers who were letting off steam after school hours in a hallway before going home for the day. The topics of conversation, as always with teachers, were centered around students and teaching. One of the teachers made a comment that contains far too much truth and deserves attention. She said, “Of course you realize, WE are raising these kids.”
The other teachers concurred and provided input as to the many things they were doing as teachers that in years gone by were activities more of parents than teachers. Teaching basic social skills,study skills, responsibility, manners and appropriate language usage and interaction with peers. There was a long stream of conversation on the topic until the group broke up and went their separate ways.
That conversation has caused me to be more aware of such things in the ensuing months as I travel about the schools watching and listening. All of the board members are aware of the concept and witness it as well. Education has changed in response to changing family units, job responsibilities, living arrangements and a host of other factors that affect a student’s life. The teachers of my youth would be overwhelmed with the changes from then to now.
School is no longer just about the three Rs and recess. Students no longer fit a predictable and definable set of criteria. And behaviors can range greatly from what would have been acceptable just a decade ago. In short, society is changing and those changes are reflected in our schools.
There is, however, that one underlying factor that is the most significant predictor of student performance, family support. Or at least the support of an adult in a student’s life who puts value on the relationship with the student. And who the student respects and does not wish to disappoint.
As we undergo the changes brought about by career moves and other outside factors we might each ponder how it is we could play a larger role in a student’s life thus helping the process and affecting the outcome in a positive way.
From asking a neighborhood student how their day went to giving time to chaperone an activity or provide some tutoring, nearly everyone can find a way to add that little bit extra that can make a significant difference. The teachers and students will notice and benefit. As will we all.
We will also miss Renee’ Schoonover, Principal at Phillips Elementary as she takes her many talents to another district to be closer to family and a new grandchild on the way. In both cases, careers are important, challenging, fulfilling; but family comes first as it should.
Witnessing these career moves made in large measure with family in mind brings to the forefront one of the most important factors in a successful student experience at any school. Family. Not necessarily a traditional family, but a support system that may be composed of friends, neighbors or shirttail relatives. People who care and let the student know they care.
A few months ago your writer was with a group of four teachers who were letting off steam after school hours in a hallway before going home for the day. The topics of conversation, as always with teachers, were centered around students and teaching. One of the teachers made a comment that contains far too much truth and deserves attention. She said, “Of course you realize, WE are raising these kids.”
The other teachers concurred and provided input as to the many things they were doing as teachers that in years gone by were activities more of parents than teachers. Teaching basic social skills,study skills, responsibility, manners and appropriate language usage and interaction with peers. There was a long stream of conversation on the topic until the group broke up and went their separate ways.
That conversation has caused me to be more aware of such things in the ensuing months as I travel about the schools watching and listening. All of the board members are aware of the concept and witness it as well. Education has changed in response to changing family units, job responsibilities, living arrangements and a host of other factors that affect a student’s life. The teachers of my youth would be overwhelmed with the changes from then to now.
School is no longer just about the three Rs and recess. Students no longer fit a predictable and definable set of criteria. And behaviors can range greatly from what would have been acceptable just a decade ago. In short, society is changing and those changes are reflected in our schools.
There is, however, that one underlying factor that is the most significant predictor of student performance, family support. Or at least the support of an adult in a student’s life who puts value on the relationship with the student. And who the student respects and does not wish to disappoint.
As we undergo the changes brought about by career moves and other outside factors we might each ponder how it is we could play a larger role in a student’s life thus helping the process and affecting the outcome in a positive way.
From asking a neighborhood student how their day went to giving time to chaperone an activity or provide some tutoring, nearly everyone can find a way to add that little bit extra that can make a significant difference. The teachers and students will notice and benefit. As will we all.
Wednesday, June 25, 2008
Statistics
Superintendent Baker assembled some statistics for a recent presentation. In spite of the gloom and doom surrounding school finances, not all our statistics are gloomy. In fact, there is much of which to be proud.
Our district rating determined by the State of Ohio has gone from “Academic Watch” in the 1996-97 school year to “Effective” in the 2006-07 year. There is a rating of “Excellent” which of course is the goal for all of our schools.
The High School graduation rate has improved considerably over time. From 89.6% in 1997-98 to 97% for the current year. Though strangely, our lowest rate was just two years ago at 88.3%. With that exception, the record shows we are trending upward.
Another measure applied by the State of Ohio is the percentage of Academic Standards met based on testing. The 2001-02 year yielded a 68% rate. The following year was the first year that Special Education scores were integrated into the formula for calculation. Our rate fell to 41%. However, we have trended upward since that year to the present 83% rate.
Our scores are now higher, including special education scores than before special education scores were included in the formula. It is telling also to note that our scores are the highest in the county and that we have the highest percentage of special needs and at-risk students.
These upward trending numbers are encouraging and speak well to the many positive things going on in the district and the accomplishments of the staff. One might think of them as productivity enhancements. We keep getting better even as the rules of the game change.
The challenges to this upward trend come from the other side of the equation, the input to the system.
The percentage of economically disadvantaged students was at a low in the 1999-00 year at 10.5%.The trend of this statistic has been upward with only one exception to the present 35.0% rate this year.
A further challenge is the increase in students with learning disabilities. From a low of 10.4% in the 1998-99 year, the overall trend is upward to the present 19.3%. Just last year the number went from 15.2% to 19.3%. We are experiencing ever more students with special needs.
The overall alarming trend is student enrollment in the K-12 system. From a peak of 5,712 in the 1970-71 school year the trend has been downward without an intervening up tick to the present 2,937 students in the year just completed. This is reflective of the population trend in the southeastern Ohio area. We are an aging population with fewer children of school age.
For those feeling the crunch of $4 gasoline prices, you might be interested to know your school system is experiencing the same pains at the pump. Our average daily travel for the bus fleet is 1,836 miles, or roughly a trip to Tampa, Florida and back. That travel burns 261 gallons of fuel each day and the total fuel cost this year is projected to top $200,000 versus the 2001 cost of ‘just’ $92,153.
One final note, the June 30 year end shows our carryover balance to be about $2,485,346. This is just two hundredths of a percent lower than last year which was the highest carryover in ten years.
This carryover gives us a bit of breathing room to pay the bills and make sure the paychecks cash until the next receipt of income to the bank account. This also permits us to spend a bit more than we take in until we can find additional savings or increased income or a combination of the two.
Our district rating determined by the State of Ohio has gone from “Academic Watch” in the 1996-97 school year to “Effective” in the 2006-07 year. There is a rating of “Excellent” which of course is the goal for all of our schools.
The High School graduation rate has improved considerably over time. From 89.6% in 1997-98 to 97% for the current year. Though strangely, our lowest rate was just two years ago at 88.3%. With that exception, the record shows we are trending upward.
Another measure applied by the State of Ohio is the percentage of Academic Standards met based on testing. The 2001-02 year yielded a 68% rate. The following year was the first year that Special Education scores were integrated into the formula for calculation. Our rate fell to 41%. However, we have trended upward since that year to the present 83% rate.
Our scores are now higher, including special education scores than before special education scores were included in the formula. It is telling also to note that our scores are the highest in the county and that we have the highest percentage of special needs and at-risk students.
These upward trending numbers are encouraging and speak well to the many positive things going on in the district and the accomplishments of the staff. One might think of them as productivity enhancements. We keep getting better even as the rules of the game change.
The challenges to this upward trend come from the other side of the equation, the input to the system.
The percentage of economically disadvantaged students was at a low in the 1999-00 year at 10.5%.The trend of this statistic has been upward with only one exception to the present 35.0% rate this year.
A further challenge is the increase in students with learning disabilities. From a low of 10.4% in the 1998-99 year, the overall trend is upward to the present 19.3%. Just last year the number went from 15.2% to 19.3%. We are experiencing ever more students with special needs.
The overall alarming trend is student enrollment in the K-12 system. From a peak of 5,712 in the 1970-71 school year the trend has been downward without an intervening up tick to the present 2,937 students in the year just completed. This is reflective of the population trend in the southeastern Ohio area. We are an aging population with fewer children of school age.
For those feeling the crunch of $4 gasoline prices, you might be interested to know your school system is experiencing the same pains at the pump. Our average daily travel for the bus fleet is 1,836 miles, or roughly a trip to Tampa, Florida and back. That travel burns 261 gallons of fuel each day and the total fuel cost this year is projected to top $200,000 versus the 2001 cost of ‘just’ $92,153.
One final note, the June 30 year end shows our carryover balance to be about $2,485,346. This is just two hundredths of a percent lower than last year which was the highest carryover in ten years.
This carryover gives us a bit of breathing room to pay the bills and make sure the paychecks cash until the next receipt of income to the bank account. This also permits us to spend a bit more than we take in until we can find additional savings or increased income or a combination of the two.
Sunday, June 15, 2008
Hitchhiking
I hitchhiked home Saturday with a laundry bag full of dirty clothes. They had just dropped me off at college Wednesday.
‘The board has cut so many classes at the high school there’s nothing left worth taking.’ ‘I hear there’s no electives left.’ ‘Well, there aren’t any Advance Placement classes at the high school.’ ‘Honors classes are out.’ ‘You might as well go to Washington State, there’s nothing at the high school.’
The latest round of rumors and false stories. These and more have been heard and relayed to various board members recently. Probably prompted by the board’s efforts to save enough money to keep the doors open for the next few years.
Let’s see if we can set a few things a bit straighter. Yes, we eliminated French I and Spanish IV and American Sign Language I. Decisions were based on a history of declining numbers of students in the subjects. We also backed off teaching life sciences (home economics) keyboarding and business classes at the high school, all taught in other areas of the system.
As to the Advanced Placement and Honors classes, we still have a full complement. More than any district in the county. We offer AP classes in Calculus, U.S. History, Government, Literature and Composition, Language and Composition and Biology. Last year included Chemistry.
As to honors classes, I’m told we nearly did not offer an honors English course next year owing to low numbers of students. But, when told of this possibility, students got together, spread the word that if enough students signed up the course would be offered. And it worked!
The questions are why did the interested students not sign up during the original class offerings? Why did it take a student to come forward and do our work for us? Where did our system not serve the students? Shouldn’t the system be promoting honors classes?
This board is pleased to offer classes with a reasonable number of students. Twenty is a good number that represents a responsible use of our teaching resources. Seven is not. Somewhere between those two numbers, discretion and judgment play a critical role. That is the decision left to a good manager. The board should have virtually no say in the matter where the importance of academics and student futures are concerned.
Bad information probably played a role here. And it may be playing a role in many of the above rumors and subsequent choices being made by students.
There is no question of the value of having the Post Secondary Option for high school students to gain college level credit by attending one of our local colleges for some courses. The question becomes whether it is a smart move for a student to take a few classes or switch to a full time college schedule.
For some students who are socially mature and able to make good decisions on their own about their time and study habits, it’s a good fit. For others, a part time exposure is a great choice to get their feet wet and better determine what they want to do with their college decisions.
For many, however, a full time decision based on poor or bad information may prove unsatisfactory. Especially if they are not socially ready to participate in an environment with classmate age ranges from the teens to the sixties.
When my Freshman homeroom teacher Mr. Graham witnessed my anxiety over not fitting in to the social circle at high school he advised, “Don’t worry, you’re just a late bloomer.”
These many years later I still take comfort in his advice. The hitchhiking was my way of delaying a real college experience for another year. I needed it. With $4 gas and persistent feelings of social ineptness I may resume hitchhiking.
‘The board has cut so many classes at the high school there’s nothing left worth taking.’ ‘I hear there’s no electives left.’ ‘Well, there aren’t any Advance Placement classes at the high school.’ ‘Honors classes are out.’ ‘You might as well go to Washington State, there’s nothing at the high school.’
The latest round of rumors and false stories. These and more have been heard and relayed to various board members recently. Probably prompted by the board’s efforts to save enough money to keep the doors open for the next few years.
Let’s see if we can set a few things a bit straighter. Yes, we eliminated French I and Spanish IV and American Sign Language I. Decisions were based on a history of declining numbers of students in the subjects. We also backed off teaching life sciences (home economics) keyboarding and business classes at the high school, all taught in other areas of the system.
As to the Advanced Placement and Honors classes, we still have a full complement. More than any district in the county. We offer AP classes in Calculus, U.S. History, Government, Literature and Composition, Language and Composition and Biology. Last year included Chemistry.
As to honors classes, I’m told we nearly did not offer an honors English course next year owing to low numbers of students. But, when told of this possibility, students got together, spread the word that if enough students signed up the course would be offered. And it worked!
The questions are why did the interested students not sign up during the original class offerings? Why did it take a student to come forward and do our work for us? Where did our system not serve the students? Shouldn’t the system be promoting honors classes?
This board is pleased to offer classes with a reasonable number of students. Twenty is a good number that represents a responsible use of our teaching resources. Seven is not. Somewhere between those two numbers, discretion and judgment play a critical role. That is the decision left to a good manager. The board should have virtually no say in the matter where the importance of academics and student futures are concerned.
Bad information probably played a role here. And it may be playing a role in many of the above rumors and subsequent choices being made by students.
There is no question of the value of having the Post Secondary Option for high school students to gain college level credit by attending one of our local colleges for some courses. The question becomes whether it is a smart move for a student to take a few classes or switch to a full time college schedule.
For some students who are socially mature and able to make good decisions on their own about their time and study habits, it’s a good fit. For others, a part time exposure is a great choice to get their feet wet and better determine what they want to do with their college decisions.
For many, however, a full time decision based on poor or bad information may prove unsatisfactory. Especially if they are not socially ready to participate in an environment with classmate age ranges from the teens to the sixties.
When my Freshman homeroom teacher Mr. Graham witnessed my anxiety over not fitting in to the social circle at high school he advised, “Don’t worry, you’re just a late bloomer.”
These many years later I still take comfort in his advice. The hitchhiking was my way of delaying a real college experience for another year. I needed it. With $4 gas and persistent feelings of social ineptness I may resume hitchhiking.
Wednesday, June 11, 2008
Putnam Rumors
"It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so." Mark Twain spoke these words a long time ago and they still hold true.
As school drew to a close last week and some neighboring schools closed for good, stories began to circulate about closing a school in the Marietta district. Putnam School specifically.
Possibly the speculation was prompted in part by the resignation of the Phillips School Principal, Renee’ Schoonover. We’re going to miss her, but thank her for her great service while with us. So let’s attempt to address the subject as best we can with the information at hand.
At the January board meeting when it was obvious that our last opportunity to reduce spending for the ’08-’09 school year lay before us in the form of the proposed Curriculum Guide, the board said no. We were not going to accept continuing down the path of spending over a million dollars more than we were projected to receive. Not a good plan.
The board charged the administration with finding a million dollars in savings and bringing that information back to us by Wednesday. They had just over one day to accomplish the task.
What resulted was a listing of potential savings divided into three categories based on the impact to students and staff. A total of nearly $3 million in savings was presented, though some changes were mutually exclusive. One of the items on that list was closing Putnam School for an estimated savings of over $300,000.
The board knew that any of the numbers on the list were hastily derived and not to be counted too closely. We further knew that closing a school involved quite a lot more than just shutting the doors and moving the students to other buildings. A lot of planning would have to be involved and many unasked questions would have to be addressed.
We have heard nothing further from the administration on this subject in subsequent meetings. We chose from the list and achieved about $700,000 in savings for next year. Which leaves us overspending our income by about $500,000. Not comfortable, but headed in the right direction. It buys us time to examine other options and possibilities.
The board is mindful that voters renewed expired levies just last spring with a small amount of new money available. But that new money is not sufficient to carry us very far forward if we overspend. And, it’s not a great time to ask for yet more money from voters. Probably won’t be for a while. We must survive on our current and foreseeable resources.
None of us has a magic wand. We cannot change the fact that our district has lost an average of over 89 students per year for the past ten years. While this loss is slowing, we are still losing. Thus far the incoming Kindergarten class for next year appears to be running about 20 fewer students than projected. The trend is undeniable and inalterable.
One possibility is to operate with one principal serving two schools which has been successful in the past. Other savings combinations may exist. We will be pursuing every avenue of survival.
It is this board’s wish to be transparent and to avoid surprises with its pubic. You now know as much as we think we know about the future of Putnam School.
Mark Twain was correct; but not helpful in our circumstance. We know that we do not know much of anything for certain. We are working to survive in an uncertain world. We will do our best to keep you informed.
As school drew to a close last week and some neighboring schools closed for good, stories began to circulate about closing a school in the Marietta district. Putnam School specifically.
Possibly the speculation was prompted in part by the resignation of the Phillips School Principal, Renee’ Schoonover. We’re going to miss her, but thank her for her great service while with us. So let’s attempt to address the subject as best we can with the information at hand.
At the January board meeting when it was obvious that our last opportunity to reduce spending for the ’08-’09 school year lay before us in the form of the proposed Curriculum Guide, the board said no. We were not going to accept continuing down the path of spending over a million dollars more than we were projected to receive. Not a good plan.
The board charged the administration with finding a million dollars in savings and bringing that information back to us by Wednesday. They had just over one day to accomplish the task.
What resulted was a listing of potential savings divided into three categories based on the impact to students and staff. A total of nearly $3 million in savings was presented, though some changes were mutually exclusive. One of the items on that list was closing Putnam School for an estimated savings of over $300,000.
The board knew that any of the numbers on the list were hastily derived and not to be counted too closely. We further knew that closing a school involved quite a lot more than just shutting the doors and moving the students to other buildings. A lot of planning would have to be involved and many unasked questions would have to be addressed.
We have heard nothing further from the administration on this subject in subsequent meetings. We chose from the list and achieved about $700,000 in savings for next year. Which leaves us overspending our income by about $500,000. Not comfortable, but headed in the right direction. It buys us time to examine other options and possibilities.
The board is mindful that voters renewed expired levies just last spring with a small amount of new money available. But that new money is not sufficient to carry us very far forward if we overspend. And, it’s not a great time to ask for yet more money from voters. Probably won’t be for a while. We must survive on our current and foreseeable resources.
None of us has a magic wand. We cannot change the fact that our district has lost an average of over 89 students per year for the past ten years. While this loss is slowing, we are still losing. Thus far the incoming Kindergarten class for next year appears to be running about 20 fewer students than projected. The trend is undeniable and inalterable.
One possibility is to operate with one principal serving two schools which has been successful in the past. Other savings combinations may exist. We will be pursuing every avenue of survival.
It is this board’s wish to be transparent and to avoid surprises with its pubic. You now know as much as we think we know about the future of Putnam School.
Mark Twain was correct; but not helpful in our circumstance. We know that we do not know much of anything for certain. We are working to survive in an uncertain world. We will do our best to keep you informed.