As we move into the 2011 calendar year Fountain Hills Unified School District continues to seek system improvement to meet our student learning mission. The new calendar year will bring ongoing efforts to improve instruction, curriculum and assessment.
In December we added SuccessMaker software at Four Peaks ES and Fountain Hills Middle School to provide students and parents a software enrichment program available at their school site and from home. This program allows students an engaging program that assesses each individual student then provides an individualized program for mathematics and reading improvement. As we monitor student progress the number of building site licenses may increase to provide a wider range of student access. We will also explore a similar program for McDowell Mountain ES for the 2011-12 schoolyear. Also trained were our FHUSD elementary teachers in the use of Apple iTouches to utilize in grades 2-5 classrooms seeking to enhance reading fluency and access a number of educational applications for learning enrichment. The teachers have these with full implementation planned immediately after winter break.
In January we will reconvene our McREL Community Stakeholder group to review our progress on goals made during the 2009-2010 school year. We will provide the group with updated district student achievement data and continue our dialogue on making FHUSD a school system with 24/7 access through a number of learning platforms.
FHUSD is rapidly moving toward regular online credit courses for secondary students registered in our school system. We believe digital learning will become a regular aspect of student learning systems either for enrichment or school credit. In January we will likely have a hybrid program featuring digital learning from FHUSD certified teachers adding an online vendor for the beginning of 2011-12 to provide students more course options.
Finally, FHUSD is exploring the use of the Cambridge International Curriculum to provide our students with a college ready/career ready curriculum. With over 90 percent of our students moving into higher education upon graduation, it will enhance our students opportunity in the new Arizona State "Move on When Ready" initiative. It will also enhance our grades 11-12 Advance College Placement courses and community college dual enrollment courses. This could possibly begin in the the 9th grade for next school year expanding to grade 10 and grades 6-8 for the 2012-13 school year.
Now is the time for our school system to move forward with a strong intentional focus on improvement. Despite the funding shortages and negative national debate toward public schools, FHUSD intends to move forward for meaningful school restructuring that results in student success for all.
Wednesday, December 22, 2010
Monday, November 8, 2010
Elections Over - Now What?
The campaign rhetoric and signs are gone from our desert byways with the completion of the midterm elections. The Arizona Republican Party has a super majority in both the Senate and the House with the power to overcome any veto by newly elected Governor Jan Brewer. The Senate President, Russell Pierce, sent out a letter on his election to friends signed "Tea Party Senate President-Elect". The public defeated Propositions 302 and 301 that would have turned over to the Legislature for the General Fund voter protected dollars concerning First Things First, Birth to Age 4, support systems and Land Conservation Fund. The state budget deficit appears to be over one billion dollars short with another billion dollars projected shortfall for next year. Finally, Senator John Huppenthal was elected State Superintendent of Public Instruction telling our area superintendents that he "looked forward to working as a team." With this all in place the question becomes "what now?" for the State of Arizona.
From public education comes the question how much can we take from our system and truly educate our young people. FHUSD placed additional dollars based on the federal teacher hire legislation that kept our KG and 1st grade classes below 25. We are told, though the money will eventually arrive at FHUSD, not to spend it as it will likely be lost through other means due to state budget shortfalls. Our preschool-grade 2 school, McDowell Mountain, received a 1st grader today from a Valley district with 40 1st graders in their classroom - 40! The same building received 11 new students, mostly from the Valley, in one 24 hour period late last month.
We cannot continue to lose programs, increase class sizes and cut staff to fully educate our 1 million public school children in our great state. Through this "Great Recession" let us expect of our Legislative leaders to protect the core elements of our schools that includes the art, music, technology and physical education. Let us expect that they strategically recognize their role as gatekeepers of Arizona's present and future with a firm intention to work with school superintendents and educational organizations to together steer through this economic storm. This is not a time for political agendas rather "people" agendas that include our public school students and their families. Finally, let us expect a transparent dialogue that is open and inclusive without regard for political party, ethnicity, social class or title. Let us expect forward and progressive thought and approaches as this is a 21st Century world interrelated to national and international events. President Lincoln said it best in December 1862: "Still the question recurs 'can we do better?' The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficuty, and we must rise with the occasion. As our case is new, so we must think anew, and act anew."
From public education comes the question how much can we take from our system and truly educate our young people. FHUSD placed additional dollars based on the federal teacher hire legislation that kept our KG and 1st grade classes below 25. We are told, though the money will eventually arrive at FHUSD, not to spend it as it will likely be lost through other means due to state budget shortfalls. Our preschool-grade 2 school, McDowell Mountain, received a 1st grader today from a Valley district with 40 1st graders in their classroom - 40! The same building received 11 new students, mostly from the Valley, in one 24 hour period late last month.
We cannot continue to lose programs, increase class sizes and cut staff to fully educate our 1 million public school children in our great state. Through this "Great Recession" let us expect of our Legislative leaders to protect the core elements of our schools that includes the art, music, technology and physical education. Let us expect that they strategically recognize their role as gatekeepers of Arizona's present and future with a firm intention to work with school superintendents and educational organizations to together steer through this economic storm. This is not a time for political agendas rather "people" agendas that include our public school students and their families. Finally, let us expect a transparent dialogue that is open and inclusive without regard for political party, ethnicity, social class or title. Let us expect forward and progressive thought and approaches as this is a 21st Century world interrelated to national and international events. President Lincoln said it best in December 1862: "Still the question recurs 'can we do better?' The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficuty, and we must rise with the occasion. As our case is new, so we must think anew, and act anew."
Tuesday, September 14, 2010
November Election Will Influence Education in Arizona
The November 2010 election will greatly impact and influence the future of public education in the great State of Arizona. I want to encourage all of you to take the time to review the candidate perspectives on public education as the campaigns gear up for the final vote.
For Arizona Superintendent of Public Education
Penny Kotterman and John Huppenthal face off for this important position of leading the future of over 1 million public school students in over 200 school districts. Their backgrounds in education, experience and views differ greatly on all the key areas including the the role of assessment, instruction, staff evaluation, professional staff support and accountability. This is an important role with the current reform legislation and educational cuts seen over the past four years.
For Arizona Governor
Current Governor Jan Brewer and current Attorney General Terry Goddard also show a definite difference toward the direction and support of education. Obviously, many other challenges exist in this key leadership role but differences on education are also very evident in their campaign literature and interviews.
Proposition 302
This is the request by the Arizona Legislature to have the Birth to age 5 "First Things First" voter protected, federal tobacco settlement money ($340 million) returned to the state to help mitigate the state budget deficit. Again, a key vote for schools from both perspectives as mid-year school budget cuts could occur to public schools without these funds returned to the legislature. Arizona is still facing a $700 million to $1 billion shortfall for the 2011 budget year. On the other hand, these funds serve the needs of thousands of young, at risk Arizona children, who without early intervention, will place a great burden on school and community support systems. This is one decision all voters should study carefully.
As a school superintendent it is not my role to publically recommend specific candidates for elective office. However, it is my role to encourage all of you to "Vote 4 Education" when you go to the November polls. In most cases the candidates have been very clear on their values and beliefs toward education as an investment for the future of Arizona or as an on going expense that receives no consideration in these difficult economic times. Regardless of your choices honor your voice in the process by voting in November.
For Arizona Superintendent of Public Education
Penny Kotterman and John Huppenthal face off for this important position of leading the future of over 1 million public school students in over 200 school districts. Their backgrounds in education, experience and views differ greatly on all the key areas including the the role of assessment, instruction, staff evaluation, professional staff support and accountability. This is an important role with the current reform legislation and educational cuts seen over the past four years.
For Arizona Governor
Current Governor Jan Brewer and current Attorney General Terry Goddard also show a definite difference toward the direction and support of education. Obviously, many other challenges exist in this key leadership role but differences on education are also very evident in their campaign literature and interviews.
Proposition 302
This is the request by the Arizona Legislature to have the Birth to age 5 "First Things First" voter protected, federal tobacco settlement money ($340 million) returned to the state to help mitigate the state budget deficit. Again, a key vote for schools from both perspectives as mid-year school budget cuts could occur to public schools without these funds returned to the legislature. Arizona is still facing a $700 million to $1 billion shortfall for the 2011 budget year. On the other hand, these funds serve the needs of thousands of young, at risk Arizona children, who without early intervention, will place a great burden on school and community support systems. This is one decision all voters should study carefully.
As a school superintendent it is not my role to publically recommend specific candidates for elective office. However, it is my role to encourage all of you to "Vote 4 Education" when you go to the November polls. In most cases the candidates have been very clear on their values and beliefs toward education as an investment for the future of Arizona or as an on going expense that receives no consideration in these difficult economic times. Regardless of your choices honor your voice in the process by voting in November.
Wednesday, August 18, 2010
"Public School Reality during the “Great Recession”
"Public School Reality during the “Great Recession”
Currently, it is a continuing challenge to many public school superintendents nationally and in the State of Arizona during this “Great Recession” According to our state budget office, it has seen in 4 years the loss of over $877 million from Arizona public schools. Added to this is the continued ignorance and fiction that many well-meaning community members and legislators operate under how school funding can be applied.
Computers, software, textbooks and major facility projects may only be purchased through “capital” dollars designated to “only” be used in this manner. “Maintenance & Operations” dollars for teachers and support staff salaries has been dramatically reduced during this time period. For Fountain Hills Unified SD “capital” dollars for computer technology/and support software is one affordable “capital” alternative to replace teachers lost due to continuous cuts. This is a financial reality when 43% of the state budget goes toward education. It is also an educational reality as our young learners of today will be the digital learners and citizens of the 21st century.
We value our teachers as our greatest resource, but 75% of the budget is in personnel costs. This year FHUSD lost $800,000 due to the loss of $220 per student from our state student formula. Also, our K-3 elementary class sizes including kindergarten (KG) has moved from 19-24 to 27-29. With the loss of state supported full day kindergarten funding ($330,000 locally), our local K-3 override allowed us to maintain the program but increased KG-grade 3 class sizes. Valley districts choosing to fund only half-day KG or charge full day fees saw their students flock to neighboring full day districts. Our KG enrollment is 30 above last year but our class sizes have increased 6-7 students per classroom. Finally, the state appears to be $1.5 billion short for the fiscal year which could lead to further mid-year cuts.
My hope is the federal teacher jobs legislation passed last week will soon allow FHUSD to bring back a number of teachers focusing on our elementary grade levels. This will be dependent upon our state leaders designating the federal money as regular basic education dollars and not tied specifically to Title I schools. My other hope is community members and legislators will pause in stomping public education for a schoolhouse that no longer exists or convenient political gain during an election year. Instead, let us realize public education is the investment for the many and honor our educational professionals that are ‘the gardeners of young souls.” By the way this superintendent and his dedicated staff like a good challenge
Currently, it is a continuing challenge to many public school superintendents nationally and in the State of Arizona during this “Great Recession” According to our state budget office, it has seen in 4 years the loss of over $877 million from Arizona public schools. Added to this is the continued ignorance and fiction that many well-meaning community members and legislators operate under how school funding can be applied.
Computers, software, textbooks and major facility projects may only be purchased through “capital” dollars designated to “only” be used in this manner. “Maintenance & Operations” dollars for teachers and support staff salaries has been dramatically reduced during this time period. For Fountain Hills Unified SD “capital” dollars for computer technology/and support software is one affordable “capital” alternative to replace teachers lost due to continuous cuts. This is a financial reality when 43% of the state budget goes toward education. It is also an educational reality as our young learners of today will be the digital learners and citizens of the 21st century.
We value our teachers as our greatest resource, but 75% of the budget is in personnel costs. This year FHUSD lost $800,000 due to the loss of $220 per student from our state student formula. Also, our K-3 elementary class sizes including kindergarten (KG) has moved from 19-24 to 27-29. With the loss of state supported full day kindergarten funding ($330,000 locally), our local K-3 override allowed us to maintain the program but increased KG-grade 3 class sizes. Valley districts choosing to fund only half-day KG or charge full day fees saw their students flock to neighboring full day districts. Our KG enrollment is 30 above last year but our class sizes have increased 6-7 students per classroom. Finally, the state appears to be $1.5 billion short for the fiscal year which could lead to further mid-year cuts.
My hope is the federal teacher jobs legislation passed last week will soon allow FHUSD to bring back a number of teachers focusing on our elementary grade levels. This will be dependent upon our state leaders designating the federal money as regular basic education dollars and not tied specifically to Title I schools. My other hope is community members and legislators will pause in stomping public education for a schoolhouse that no longer exists or convenient political gain during an election year. Instead, let us realize public education is the investment for the many and honor our educational professionals that are ‘the gardeners of young souls.” By the way this superintendent and his dedicated staff like a good challenge
Wednesday, August 4, 2010
New School Year Brings More Learning Opportunities
The 2010-11 school year offers a great opportunity for Fountain Hills Unified School District intiatives to enhance student learning.
First of all our entire school district will be trained in a statewide benchmark system that will allow us to assess our students in "real time" on the state standards and change our instruction to meet identified gaps. Called ATI Galileo we implemented it last year establishing a year of data to provide our teachers specific data on areas of the AZ standards. Early this fall they will all receive training on using this same tool to create course work and formative assessments for classroom instruction. In short, we will know our student needs during the school year and make adjusments during the year to support successful state AIMS assessment scores.
Secondly, we are moving toward a 24/7 school district adding this year assistive technology that students can access at school and at home. High school faculty will provide several sections of onliine courses done on a "Moodle" platform. Students in class and at home will be able to access online curriculum, course notes and texts in addition to having on going conversations with classmates and the instructor. At the elementary level we are adding iTouches to promote reading fluency and engaging applications. Finally in grades 3-8 and eventually K-2 we have assistive software that will offer students mulitiple opportunities for enrichment both in the classroom and at home. This implementation will start in early October.
Today's public schools must continue to be "professional learning environments seeking continuous improvement." FHUSD will continue to strive for excellence with our latest initiatives.
First of all our entire school district will be trained in a statewide benchmark system that will allow us to assess our students in "real time" on the state standards and change our instruction to meet identified gaps. Called ATI Galileo we implemented it last year establishing a year of data to provide our teachers specific data on areas of the AZ standards. Early this fall they will all receive training on using this same tool to create course work and formative assessments for classroom instruction. In short, we will know our student needs during the school year and make adjusments during the year to support successful state AIMS assessment scores.
Secondly, we are moving toward a 24/7 school district adding this year assistive technology that students can access at school and at home. High school faculty will provide several sections of onliine courses done on a "Moodle" platform. Students in class and at home will be able to access online curriculum, course notes and texts in addition to having on going conversations with classmates and the instructor. At the elementary level we are adding iTouches to promote reading fluency and engaging applications. Finally in grades 3-8 and eventually K-2 we have assistive software that will offer students mulitiple opportunities for enrichment both in the classroom and at home. This implementation will start in early October.
Today's public schools must continue to be "professional learning environments seeking continuous improvement." FHUSD will continue to strive for excellence with our latest initiatives.
Wednesday, July 7, 2010
Parents Can Enhance Brain Development with Reading
I recently returned from a Brain Research Summit that reviewed over the course of three days brain growth and development. Parents of young children can greatly enhance their child's development by creating the following practices regularly in their home:
1. Read orally to children from birth on a daily basis. The sounds heard during reading develops brain processes eventually builidng into memory, attention and sequencing development. Only 50% of all infants are routinely read to by their parents. Literally, the oral language can drive the brain's "architecture" within.
2. Words need to be spoken regularly within the household. Infants hearing oral language develop the same processes seen in being read to on a regular basis. Noisey toys do not take the place of healthy oral interaction and positive play.
3. Households with higher number of words heard per hour also create more affirmations for the infant than prohibitions. It is a more positive environment for language development and is noticeably lower in households with fewer words spoken hourly. This appears to be driven by socio-economic factors (SES) with higher SES homes having more words with more affirmations on an hourly basis. As SES decreases words are less with more prohibitions than affirmations on an hourly basis.
4. Children lacking early birth - age 5 brain development can have a "gap" that builds to over five years by the age of fifteen - called "auditory processing disorder" that can be mistaken for ADHD. This becomes even more apparent in school classrooms as over 80% of instruction is "oral" language.
5. Students establishing early reading fluency with comprehension will read up to 65 minutes a day (4,358,000 words per year) a year compared to the students in the 30th percentile averaging 1.8 minutes a day reading (106,000 words per year). Increasing by only 8 minutes a day will take student to 70 percentile (622,000 words per year).
Generally, as reading fluency strengthens so will student accuracy and comprehension of materials read. Fluency becomes a strong predictor of student performance.
1. Read orally to children from birth on a daily basis. The sounds heard during reading develops brain processes eventually builidng into memory, attention and sequencing development. Only 50% of all infants are routinely read to by their parents. Literally, the oral language can drive the brain's "architecture" within.
2. Words need to be spoken regularly within the household. Infants hearing oral language develop the same processes seen in being read to on a regular basis. Noisey toys do not take the place of healthy oral interaction and positive play.
3. Households with higher number of words heard per hour also create more affirmations for the infant than prohibitions. It is a more positive environment for language development and is noticeably lower in households with fewer words spoken hourly. This appears to be driven by socio-economic factors (SES) with higher SES homes having more words with more affirmations on an hourly basis. As SES decreases words are less with more prohibitions than affirmations on an hourly basis.
4. Children lacking early birth - age 5 brain development can have a "gap" that builds to over five years by the age of fifteen - called "auditory processing disorder" that can be mistaken for ADHD. This becomes even more apparent in school classrooms as over 80% of instruction is "oral" language.
5. Students establishing early reading fluency with comprehension will read up to 65 minutes a day (4,358,000 words per year) a year compared to the students in the 30th percentile averaging 1.8 minutes a day reading (106,000 words per year). Increasing by only 8 minutes a day will take student to 70 percentile (622,000 words per year).
Generally, as reading fluency strengthens so will student accuracy and comprehension of materials read. Fluency becomes a strong predictor of student performance.
Tuesday, June 1, 2010
Fountain Hills HS Class of 2010
The Fountain Hills High School "Class of 2010" completed Commencement ceremonies on Friday, May 28th at Fountain Hills Park. As with all of our graduating classes, they exemplified how an individual and a group of young students can achieve and build their future within a public school system.
With students born in 32 states, this class had 15 students graduate with a "Diploma of Highest Distinction" (3.75 GPA with at least 5 Advance Placement courses in 3 content areas) and 32 graduate with a "Diploma with Honors" (3.5 GPA with a minimum of 5 AP courses) among its 176 graduates. They received scholarship offers for over $3 million dollars to attend University of California Berkeley, the 3 Arizona University Honors Colleges, Missouri, Purdue, Notre Dame, Boston College, West Virginia, and Azusa Pacific to name just a few destinations. A combined 64 will attend Arizona State University, University of Arizona and Northern Arizona University next school year.
On Monday, May 31st, I attended the Fountain Hills annual Memorial Day Ceremony held at the Veterans Memorial Park. The keynote speaker, Carlos Hadaway, spoke to the need for Patriotism to be found in our country and schools. In our FHUSD school system, the U.S. Constitution booklet is provided for our middle school 7th and 8th graders as part of their U.S. History curriculum. Our McDowell Mountain ES annually invites veterans to speak at Veteran's Day Assemblies having the Joe Foss Veterans' group and Scottsdale City Councilman Robert Littlefield speak over the past two years on the importance for patriotism. The Constitution and our government is further reinforced in our junior mandated U.S. History course and again as a senior graduation requirement in the semester Government course. All students daily start the school day with the Pledge of Allegiance.
Public schools are one of the best examples on why our country will never lose their want or need for patriotism. For they serve and strengthen each other as they educate and honor all students that choose to live for the American Dream. A dream that has no boundaries, no barriers and offers hope for the future seen daily in America's public schools.
With students born in 32 states, this class had 15 students graduate with a "Diploma of Highest Distinction" (3.75 GPA with at least 5 Advance Placement courses in 3 content areas) and 32 graduate with a "Diploma with Honors" (3.5 GPA with a minimum of 5 AP courses) among its 176 graduates. They received scholarship offers for over $3 million dollars to attend University of California Berkeley, the 3 Arizona University Honors Colleges, Missouri, Purdue, Notre Dame, Boston College, West Virginia, and Azusa Pacific to name just a few destinations. A combined 64 will attend Arizona State University, University of Arizona and Northern Arizona University next school year.
On Monday, May 31st, I attended the Fountain Hills annual Memorial Day Ceremony held at the Veterans Memorial Park. The keynote speaker, Carlos Hadaway, spoke to the need for Patriotism to be found in our country and schools. In our FHUSD school system, the U.S. Constitution booklet is provided for our middle school 7th and 8th graders as part of their U.S. History curriculum. Our McDowell Mountain ES annually invites veterans to speak at Veteran's Day Assemblies having the Joe Foss Veterans' group and Scottsdale City Councilman Robert Littlefield speak over the past two years on the importance for patriotism. The Constitution and our government is further reinforced in our junior mandated U.S. History course and again as a senior graduation requirement in the semester Government course. All students daily start the school day with the Pledge of Allegiance.
Public schools are one of the best examples on why our country will never lose their want or need for patriotism. For they serve and strengthen each other as they educate and honor all students that choose to live for the American Dream. A dream that has no boundaries, no barriers and offers hope for the future seen daily in America's public schools.
Friday, May 21, 2010
The Lessons of Proposition 100
As a public school superintendent I have been frustrated with the lack of progress in dealing with sustainable education funding for the State of Arizona. However, the passage of Proposition 100 does give me pause to see a clear statement made by the voters of our great state. On several fronts the 64% "Yes" vote speaks to the following:
1. Despite the Legislative lack of leadership and consistent "non starter" behavior to finding workable and structual revenue solutions, the people understand the need for a quality education program regardless of the platform: higher education, public school, charter, home school and on-line options.
2. Secondly, the people clearly understand, that even in the toughest of economic times, education must be seen as a priority from a bi-partisan point of view avoiding the idealogy that creates on going lose-lose options for students and their communities.
3. Finally, the people understand that part of the return for the great State of Arizona will come by further protecting home prices with great schools. I have yet to meet a family not move into Fountain Hills Unified SD that did not spend a great deal of time studying our school system for their children's future.
This sales tax increase has a 3 year limitation that clearly needs to be honored for all the voters regardless of their voting choice. This vote gives Arizona education hope and needed revenue for the near future. We need to honor it with the effort demonstrated by the people's vote in this most difficult of times.
1. Despite the Legislative lack of leadership and consistent "non starter" behavior to finding workable and structual revenue solutions, the people understand the need for a quality education program regardless of the platform: higher education, public school, charter, home school and on-line options.
2. Secondly, the people clearly understand, that even in the toughest of economic times, education must be seen as a priority from a bi-partisan point of view avoiding the idealogy that creates on going lose-lose options for students and their communities.
3. Finally, the people understand that part of the return for the great State of Arizona will come by further protecting home prices with great schools. I have yet to meet a family not move into Fountain Hills Unified SD that did not spend a great deal of time studying our school system for their children's future.
This sales tax increase has a 3 year limitation that clearly needs to be honored for all the voters regardless of their voting choice. This vote gives Arizona education hope and needed revenue for the near future. We need to honor it with the effort demonstrated by the people's vote in this most difficult of times.
Sunday, May 2, 2010
Legislature and School Funding at Dangerous Crossroads
The Arizona Legislature has had a difficult task balancing large budget revenue shortfalls with finding new revenue sources and choosing programs for reductions. 43% of the state budget goes to school funding (public schools, charter schools, higher education) that also includes $55 million presently used for private school vouchers. The private school tax credit vouchers were extended to April 15th by the Legislature keeping public school and charter school tax credits at the present December 31st cut-off date. The stated belief is that the more public school/charter school students that go into private schools, the more money the state can save in public school funding.
With the legislature ending this week FHUSD will lose about $928,000 before the results of the May 18th 1% Sales Tax Proposition. This is the third straight year of school funding cuts including mid-year cuts implemented when revenue projections fell short. If Proposition 100 fails at the ballot box FHUSD will need to cut $1.7 million.
One very important aspect of the budget not being publicized due to the over emphasis on the current cuts and September 18th is two November 2010 ballot measures to help solve the 2012 budget. The two measures are the state recovering voter protected funds from the "First Things First" Birth to Age 4 support funds ($380 million) and the State Land Conservation Fund ($120 million). These funds are presently part of the Legislative plan to solve the 2012 budget deficit that will most likely rival this year's shortfalls. Without these funds it is highly likely the state will again have to make mid-year cuts which creates major problems for schools.
By contract law school districts must provide a full-year contract for certified (teaching) staff that must be honored for the entire year. A $500 milliion shortfall does not allow school districts any options for cutting staff at mid-year to face likely further budget cuts. Most districts use 75-79% of their budgets based on personnel costs. It would be next to impossible for schools to make any substantial cuts in the event the legislature again sought to cut school funding due to revenue shortfalls.
In essence the Legislature's continued emphasis on gimmicks in place of restruturing a fundamentally flawed system overly based on consumption is leading them down a path toward a game of Russian Roulette. They have now let another session go by without any fundamental change in the tax system. They are now dependent upon the voters for Proposition 100 and the two November measures to save the 2012 budget. In the meantime, education and social services continue to carry the burden for a failure to lead and to act in time when real leadership is needed within a sustained bi-partisan effort.
With the legislature ending this week FHUSD will lose about $928,000 before the results of the May 18th 1% Sales Tax Proposition. This is the third straight year of school funding cuts including mid-year cuts implemented when revenue projections fell short. If Proposition 100 fails at the ballot box FHUSD will need to cut $1.7 million.
One very important aspect of the budget not being publicized due to the over emphasis on the current cuts and September 18th is two November 2010 ballot measures to help solve the 2012 budget. The two measures are the state recovering voter protected funds from the "First Things First" Birth to Age 4 support funds ($380 million) and the State Land Conservation Fund ($120 million). These funds are presently part of the Legislative plan to solve the 2012 budget deficit that will most likely rival this year's shortfalls. Without these funds it is highly likely the state will again have to make mid-year cuts which creates major problems for schools.
By contract law school districts must provide a full-year contract for certified (teaching) staff that must be honored for the entire year. A $500 milliion shortfall does not allow school districts any options for cutting staff at mid-year to face likely further budget cuts. Most districts use 75-79% of their budgets based on personnel costs. It would be next to impossible for schools to make any substantial cuts in the event the legislature again sought to cut school funding due to revenue shortfalls.
In essence the Legislature's continued emphasis on gimmicks in place of restruturing a fundamentally flawed system overly based on consumption is leading them down a path toward a game of Russian Roulette. They have now let another session go by without any fundamental change in the tax system. They are now dependent upon the voters for Proposition 100 and the two November measures to save the 2012 budget. In the meantime, education and social services continue to carry the burden for a failure to lead and to act in time when real leadership is needed within a sustained bi-partisan effort.
Monday, March 29, 2010
May 18th Sales Tax and Education
Proposition 100 asks for a temporary 1% sales tax for the next 3 years affecting future local and state education, police and fire protection services. It will automatically repeal on May 31, 2013. It will devote 2/3 to generating revenues for "maintaining" present education funding and 1/3 to health and human services and public safety. We will place a FHUSD Proposition 100 "fact sheet" on our district website (www.fhusd.org) by March 30th and for distribution during a School Board budget workshop that same day (5:30 a.m.). We will also make these available at soon to be scheduled evening building meetings with staff and parents.
Regardless of the outcome for the Proposition 100 vote, all public school systems in the State of Arizona will see substantial cuts to their funding including full day Kindergarten funding and soft capital funds. Maintenance & operations funds will also be cut affecting programs, extracurricular activities and increasing class sizes. On March 30th we unveil a "Budget A" based on current Legislative cuts to education and a "Budget B" based on the unsuccessful passage of Proposition 100.
Since the 2008-2009 school year FHUSD has had the following budget reductions:
$294,000 - 2008-09
$370,000 - 2009-10
$952,000 - 2010-11 (Budget A)
$1,700,000 - 2010-11 (Budget B - Prop. 100 voted down)
We will continue to communicate information as needed through our website, building meetings, this blog and the media. I encourage you to call me directly (480)664-5010 or e-mail bmyhr@fhusd.org if you have any questions.
Regardless of the outcome for the Proposition 100 vote, all public school systems in the State of Arizona will see substantial cuts to their funding including full day Kindergarten funding and soft capital funds. Maintenance & operations funds will also be cut affecting programs, extracurricular activities and increasing class sizes. On March 30th we unveil a "Budget A" based on current Legislative cuts to education and a "Budget B" based on the unsuccessful passage of Proposition 100.
Since the 2008-2009 school year FHUSD has had the following budget reductions:
$294,000 - 2008-09
$370,000 - 2009-10
$952,000 - 2010-11 (Budget A)
$1,700,000 - 2010-11 (Budget B - Prop. 100 voted down)
We will continue to communicate information as needed through our website, building meetings, this blog and the media. I encourage you to call me directly (480)664-5010 or e-mail bmyhr@fhusd.org if you have any questions.
Thursday, March 18, 2010
Reflections on ASCD and MEC2010 Conferences
Over the past 10 days I was able to attend the National Association for Supervision and Curriculum (ASCD) Conference and AZ Microcomputers in Education (MEC) Conference. These two conferences offered a number of professional reflections on the future course of education for public schools.
Reflection #1
School performance and relationships will be dominant factors in the future of American public schools. The need for schools to meet the personal learning needs of all students preparing them for a lifetime of learning driven by technology, global employment competition, online learning and collaboration skills will be the new educational norm.
Reflection #2
Schools must embrace that today's students at very young ages can learn to use technology to benefit their personal development and improve school achievement. All schools should look to have handhelds and/or mini-computers available for elementary age students and beyond. Our kids are wired differently and for that matter wired for the future.
Reflection #3
American education is not losing the most important battle for its economic future as our system still dominants in creating problem solvers, collaborators and entrepreneurs. While other countries dominant "academic" tests their rote, mechanical focus on academic content with no application still makes them only future, intelligent "worker bees" while Americans will still dominant in leadership positions, patents, new industry and Nobel Prizes. While many are alarmed by our poor showing on international tests the countries dominanting these tests envy and push for reform closer to our own American system. I encourage you to read "Catching Up or Leading the Way" by Michigan State's Yong Zhou and realize that the "2 Million Minutes" dvds making American students look lazy miss the point on the need for balance between activities, academic rigor, knolwedge and application. An historical precedent was our 1950s Sputnik panic that featured a Life Magazine article with similar conclusions being driven by current "achievement testing" advocates. Our system diversity provides uniques experiences most countries cannot copy or create. We are not perfect but we must protect our system uniqueness while meeting the needs of all students.
I continue to reflect on these and many other ideas brought out over the past several months as our public school system faces massive funding cuts and staff layoffs. It is an interesting time for education with the need for a non-political fair and balanced look at our school systems for our country's future.
Reflection #1
School performance and relationships will be dominant factors in the future of American public schools. The need for schools to meet the personal learning needs of all students preparing them for a lifetime of learning driven by technology, global employment competition, online learning and collaboration skills will be the new educational norm.
Reflection #2
Schools must embrace that today's students at very young ages can learn to use technology to benefit their personal development and improve school achievement. All schools should look to have handhelds and/or mini-computers available for elementary age students and beyond. Our kids are wired differently and for that matter wired for the future.
Reflection #3
American education is not losing the most important battle for its economic future as our system still dominants in creating problem solvers, collaborators and entrepreneurs. While other countries dominant "academic" tests their rote, mechanical focus on academic content with no application still makes them only future, intelligent "worker bees" while Americans will still dominant in leadership positions, patents, new industry and Nobel Prizes. While many are alarmed by our poor showing on international tests the countries dominanting these tests envy and push for reform closer to our own American system. I encourage you to read "Catching Up or Leading the Way" by Michigan State's Yong Zhou and realize that the "2 Million Minutes" dvds making American students look lazy miss the point on the need for balance between activities, academic rigor, knolwedge and application. An historical precedent was our 1950s Sputnik panic that featured a Life Magazine article with similar conclusions being driven by current "achievement testing" advocates. Our system diversity provides uniques experiences most countries cannot copy or create. We are not perfect but we must protect our system uniqueness while meeting the needs of all students.
I continue to reflect on these and many other ideas brought out over the past several months as our public school system faces massive funding cuts and staff layoffs. It is an interesting time for education with the need for a non-political fair and balanced look at our school systems for our country's future.
Thursday, March 11, 2010
FHUSD Directors and Town of FH Town Council Partner
This morning our FHUSD Board of Directors, Town of Fountain Hills Town Council and Town of Fountain Hills Staff met for their semi-annual meeting to discuss shared concerns, partnerships, goals and future efforts. It is a blessing for our community to have these two groups communicating on a regular basis to coordinate efforts that frequently affect our two organization's stakeholders. We share many mutual challenges and partnerships that directly influence the quality of life for our Fountain Hills community.
These on going conversations regarding safety, parks, education, communication, budget and facilities are just a few of the many areas openly communicated during these meetings. Due to the leadership of Mayor Jay Schlum, Town Manager Rick Davis, and FHUSD Board President Dr. C.T. Wright, we are able to make strategic decisions using our shared resources to positively influence our town's present and future for citizens of all ages. These are "open meetings" and covered by our local newspaper.
These on going conversations regarding safety, parks, education, communication, budget and facilities are just a few of the many areas openly communicated during these meetings. Due to the leadership of Mayor Jay Schlum, Town Manager Rick Davis, and FHUSD Board President Dr. C.T. Wright, we are able to make strategic decisions using our shared resources to positively influence our town's present and future for citizens of all ages. These are "open meetings" and covered by our local newspaper.
Tuesday, February 23, 2010
Follow FHUSD on Twitter
In a continued effort to communicate on our FHUSD activities, awards and events I have established a Twitter account "bfmyhr5454" to provide quick texts on our efforts. You can also access directly on our FHUSD district website found at www.fhusd.org. Scroll down and simply click on the Twitter logo.
Immediate ED Funding Future Cloudy
FHUSD has studied many different scenarios in order to do their share of cost cutting measures greatly supported by our local overrides. We have saved thousands in electrical costs with our updated facilities in terms of chillers, HVAC systems and lights. We are prepared to go the 2010-11 school year without full-day KG funding (maintaining full-day program using K-3 override dollars) and without soft capital funding (textbooks, software and low level maintenance). Over the past two years we have cut classified, secretarial, administrative and teaching positions. Last year we also raised athletic and club fees to help mitigate the cost of having a broad extracurricular program to enrich student lives. The state has also took facility renewal dollars that we have overcome with local capital override support.
Currently, we have asked our building principals to work with staff to cut up to 10% based on the uncertainity of our future funding. That would result in another $1.2 million in cuts above and beyond the loss of the full day KG funds and soft capital. This would have to come from personnel and programs directly affecting our students' academic experience. As the Legislature makes budget decisions we will have building specific meetings to discuss the proposed cuts in personnel and program. It is our hope that the $287 million statewide that has been "swept" back over the past three years, not including full-day KG and soft capital amounts, will be enough to help our state through this crisis.
On possible solution may rest with the 1% Sales Tax measure in May 2010. This "temporary" 1 cent per $1 spent will go 2/3 toward state education and 1/3 toward state health/safety programs.
As a district we are lucky to have the continued support of our three local overrides that have helped to this point to protect our staff and programs.
Currently, we have asked our building principals to work with staff to cut up to 10% based on the uncertainity of our future funding. That would result in another $1.2 million in cuts above and beyond the loss of the full day KG funds and soft capital. This would have to come from personnel and programs directly affecting our students' academic experience. As the Legislature makes budget decisions we will have building specific meetings to discuss the proposed cuts in personnel and program. It is our hope that the $287 million statewide that has been "swept" back over the past three years, not including full-day KG and soft capital amounts, will be enough to help our state through this crisis.
On possible solution may rest with the 1% Sales Tax measure in May 2010. This "temporary" 1 cent per $1 spent will go 2/3 toward state education and 1/3 toward state health/safety programs.
As a district we are lucky to have the continued support of our three local overrides that have helped to this point to protect our staff and programs.
Wednesday, February 3, 2010
FH Drug Abuse Coalition Offers Culture Change
The recent development of the FH Drug Abuse Coalition led by FHHS parent, Carol Groux, offers an opportunity for various stakeholder groups to make a difference with the FH adult community "cultural acceptance" of teen use of alcohol and drugs. Having been the school superintendent for three years and the co-HS principal last year, I have direct knowledge on how this behavior is promoted and supported by adults.
This adult behavior includes adult sponsored pre-functions for school Junior/Senior Prom, Homecoming and other major high school events. It includes the purchase and distribution of alcohol to groups of students without their parents knowledge. It includes not holding their children to agreed to school codes As a school district we have always forwarded information on harmful behavior directly to parents and when appropriate the Maricopa County Sheriff's Office. In the case of athletic and leadership codes of conduct, we have sought to enforce student and parent agreements to not partake in this behavior in order to hold office or to participate in excurricular activities.
It has been difficult with school officials and myself facing resistance especially when loss of leadership titles or loss of playing time is involved. I have seen many young lives lost during my 30 plus years as an educator. In most cases adult indifference, denial or outright support led to the loss of teenagers' lives or major dysfunction to their educational careers.
The local schoolhouse cannot do this alone. It must involve all the community stakeholders seeking to promote education and responsibility toward the use of alcohol and drugs. It must involve adults holding adults responsible as a parent, an educator, a coach and a community member. The newly formed FH Drug Abuse Coalition offers our community a great opportunity to make a difference.
This adult behavior includes adult sponsored pre-functions for school Junior/Senior Prom, Homecoming and other major high school events. It includes the purchase and distribution of alcohol to groups of students without their parents knowledge. It includes not holding their children to agreed to school codes As a school district we have always forwarded information on harmful behavior directly to parents and when appropriate the Maricopa County Sheriff's Office. In the case of athletic and leadership codes of conduct, we have sought to enforce student and parent agreements to not partake in this behavior in order to hold office or to participate in excurricular activities.
It has been difficult with school officials and myself facing resistance especially when loss of leadership titles or loss of playing time is involved. I have seen many young lives lost during my 30 plus years as an educator. In most cases adult indifference, denial or outright support led to the loss of teenagers' lives or major dysfunction to their educational careers.
The local schoolhouse cannot do this alone. It must involve all the community stakeholders seeking to promote education and responsibility toward the use of alcohol and drugs. It must involve adults holding adults responsible as a parent, an educator, a coach and a community member. The newly formed FH Drug Abuse Coalition offers our community a great opportunity to make a difference.
Wednesday, January 13, 2010
Legislative Session Will Key Future of Education
The new Arizona Legislative session brings with it difficult challenges filled with opportunities created from the current state and federal economic crisis. I will not begin to claim insight into all the many challenges are legislators will face. However, I do offer up the following for consideration.
This should be seen as a once in a lifetime opportunity for the Legislature to set aside partisan politics and agressively attack the current "structural" changes needed to make our state system sustainable in the 21st Century. Gimmicks, short term solutions and one sided political agendas will only delay and destroy the synergy needed to truly embed systemic changes. The current gaps and long standing loopholes are well known to the leadership. The question remains whether they have the political courage, the skills and the political will to make our state better for the many not the "elite" groups
As an educator the Early Childhood education funds, First Things First, should not be used to supplant a broken financial system without a guarantee of repayment with interest. Our underfunded system suffers daily with unnecessary personnel costs and program costs brought on by our lack of proactiveness in the birth to 4 age group. This in turn puts even more pressure for many students to have the full-day kindergarten option, currently slated to be cut.
Now is not the time to continue the practice of millions of dollars to private schools and certainly not the time to increase the amount per family allowed for this misrepresentation clearly displayed in recent newspaper exposes.
Now is not the time to continue the on going reduction in corporate taxes rather to consider a suspension even a short term return to the 2004 qualifying tax rate.
Now is not the time to defer educational dollars needed to support personel, maintenance and capital needs creating greater capacity and budget shortfalls. With public and higher education taking up 43% of a state budget in a 3 billion dollar shortfall, flexibility of all funds must be seriously considered allowing districts and colleges the opportunity to complete their educational mission. Just as the Legislature has had their hands tied by voter mandated initiatives so have educational leaders by the never ending accountability policies and bureaucratic quagmire. Smaller government with common sense controls would suffice in this difficult time. The cost of doing business needs to turn back with a priority to the classroom and instruction. A government policy review committee has come up with some excellent recommendations that will reduce costs and staff time.
We have told our FHUSD faculty and staff that they should expect salary reductions, personnel reduction in force and loss of programs. My hope is that the Legislature will truly move to right our state financials systems so that my servant-leaders can focus and feel supported in meeting their educational mission for all students. The rhetoric seen over the past 18 months without decision-making does not and will not serve the greater good of our Arizona.
I often think of Lincoln in time of crisis. His Annual Message to Congress (December 1, 1862) should be heeded by us all:
"Still the question recurs 'can we do better?' The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise to the occasion. As our case is new, so we must think anew and act anew."
This should be seen as a once in a lifetime opportunity for the Legislature to set aside partisan politics and agressively attack the current "structural" changes needed to make our state system sustainable in the 21st Century. Gimmicks, short term solutions and one sided political agendas will only delay and destroy the synergy needed to truly embed systemic changes. The current gaps and long standing loopholes are well known to the leadership. The question remains whether they have the political courage, the skills and the political will to make our state better for the many not the "elite" groups
As an educator the Early Childhood education funds, First Things First, should not be used to supplant a broken financial system without a guarantee of repayment with interest. Our underfunded system suffers daily with unnecessary personnel costs and program costs brought on by our lack of proactiveness in the birth to 4 age group. This in turn puts even more pressure for many students to have the full-day kindergarten option, currently slated to be cut.
Now is not the time to continue the practice of millions of dollars to private schools and certainly not the time to increase the amount per family allowed for this misrepresentation clearly displayed in recent newspaper exposes.
Now is not the time to continue the on going reduction in corporate taxes rather to consider a suspension even a short term return to the 2004 qualifying tax rate.
Now is not the time to defer educational dollars needed to support personel, maintenance and capital needs creating greater capacity and budget shortfalls. With public and higher education taking up 43% of a state budget in a 3 billion dollar shortfall, flexibility of all funds must be seriously considered allowing districts and colleges the opportunity to complete their educational mission. Just as the Legislature has had their hands tied by voter mandated initiatives so have educational leaders by the never ending accountability policies and bureaucratic quagmire. Smaller government with common sense controls would suffice in this difficult time. The cost of doing business needs to turn back with a priority to the classroom and instruction. A government policy review committee has come up with some excellent recommendations that will reduce costs and staff time.
We have told our FHUSD faculty and staff that they should expect salary reductions, personnel reduction in force and loss of programs. My hope is that the Legislature will truly move to right our state financials systems so that my servant-leaders can focus and feel supported in meeting their educational mission for all students. The rhetoric seen over the past 18 months without decision-making does not and will not serve the greater good of our Arizona.
I often think of Lincoln in time of crisis. His Annual Message to Congress (December 1, 1862) should be heeded by us all:
"Still the question recurs 'can we do better?' The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise to the occasion. As our case is new, so we must think anew and act anew."
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