The Falcon's Nest

Our Public Education System - Part I

2011-12-20T12:29:00.000-08:00

Recently, I attended three education-related events/workshops reinforcing my firmbelief that our quest for a quality 21st century education for "allstudents" will be a journey of possibility littered with misconceptions,assumptions, data comparisons, and myriad of reform strategies. The threeevents and their dates were the Arizona School Board Association/Arizona SchoolAdministrator Annual Conference (12/15-16), Lexile Reading Standards and theCommon Core Standards (12/12) and the Morrison's Institute "State of theState" Conference (11/30). These events neither fully judged our currentpublic school education system as failing our students, nor honored it as thebest in the world. What these events did point out is that as Americans we"own" and created our current system of education; we"control" the future of the system that our students will competewithin the global, Information Age; and we can "restructure" thesystem as needed for all students. Below is the first of three blogs.
System Factor #1 - "System Ownership"

Our system is one of independence, societal lag (failure to adapt/change),activities, and growing choice contradicting itself at every turn. As Americanswe still offer and created one of the best environments for an education. Thisis despite the system originally created and still systemically structured as astudent "sorting" system and not a system created for 21st century "success forall." It is a system that has seen its lexile levels for nationaltextbooks drop dramatically from the 1960s and now has a system lacking strongK-12 informational text and strong core, literacy practices. It is a system envied by many, but now seen falling behind to a world community. A world community changing through technology and communication that now provides a lifestyle opportunity never seen before through education.

We currently have and own the most children in poverty for anyindustrialized nation in the world and know that our so-called"achievement gap" is created from many of our children spendingtime in literacy poor homes. Driven by low socio-economic factors, the longschool summer break based on a long ago outdated agrarian calendar, furthercomplicates and deprives many from overcoming their lack of core literacyskills. The State of Arizona has 50% of their one million school age childreneligible for federal freed and reduced school lunch programs. 25% of allArizona children live at or under the current federal poverty level. It is asystem that has taken over the past 4 years over $1 billion away from its K-20school systems and will further reduce educational funds by not replacing thepreviously supplanted state education dollars for federal K-12 EduJobs dollars ($35million) ending this school year.

On the other hand we own this system with students that create, experiment,innovate and think independently for themselves due to a society that generateseducation through various school and societal platforms anchored by a nationalpublic school system. It is all ours with other nations sending their studentshere to live in the success of our country's university and college system thatbuilds upon academia with social skills and emotional intelligence that cannotoccur through standardized or criterion-referenced international assessments. Itssuccess is measured and is developed through many factors (music, art,athletics, community activities, diversity) that cannot be seen in its entirelythrough international comparisons.

Confused About AZ Education Accountability? So Are the Schools

2011-10-10T12:28:00.000-07:00

With Senate Bill 1286, the Arizona State Legislature established a new accountability system for Arizona public schools. Modeled after "parts" of well-funded school initiatives in Florida and Colorado, it will maintain the current school labels (Excelling, Highly Performing, Performing Plus, Under Performing, Failing) and add school grades (A, B, C, D, and F). Using current Arizona Instrument to Measure Standards (AIMS) data, both the labels and new grades will be generated from this single, student assessment score.

The confusion in the new system comes with how AIMS data is used by each of these school accountability measures. The labels measure the percentage of students meeting or exceeding the grade level state standards in addition to graduation, dropout rates and other value related data. The new school grades will place a major emphasis on weighted measures including student growth with the lowest performing students weighted twice. An "expected growth" calculation will also occur as well as a "cut-off" point system that will make about 30% of all schools in Arizona "D" schools compared to 10% for the labels "underperforming" schools. These school grades have twice been delayed due to the outcry from the obvious disconnect between the two systems. "Excelling" schools in the labels format are being seen as "C" schools in the grade format as the grade system utilizes fewer, meaningful school success measures into account.

It is unfortunate the Arizona Department of Education continues to take a single snapshot of data in time and not fully design an accountability system with many data points of student achievement. School labels and school grades are just one piece of the education system that should recognize that "learning is a constant, but time is the variable." Many indicators of school success exist that would meet the accountability need as well as truly and fairly assessing our students' social, emotional and learning levels.

A more proactive and well thought out variety of researched success measures would better serve our shared goal of school improvement rather than a simplistic letter grade created at a single point in time during each school year. All of us should be concerned about systemic school improvement not creating shortsighted, internal system obstacles.

"Hey, This is Hard Work"

2011-09-16T11:02:00.000-07:00

Fountain Hills USD continues to seek learning for all students. Working with education author/consultant ("Focus" and "Results: How Can We Achieve Unprecedented Improvements in Teaching and Learning"), Mike Schmoker, our Four Peaks ES and Fountain Hills MS administrators and teachers will meet throughout the 2011-12 school year. Their goal is one that every school district and building in the U.S. must answer during this major national era of school restructuring. How do we create a learning system that meets the new Common Core Standards, that meets the increased high stakes assessment needs of our students and that systemically meets our educational mission of "learning for all students?"

Despite the ongoing loss of state Arizona public school funding ($1.4+ billion) and some 6700 teachers lost statewide (U.S. Census Bureau), FHUSD will continue to build on our "school system's capacity" to meet this challenge:

1. Identification of the Common Core Language and Mathematics "Power or Anchor" Standards are key.

Current state standards across our nation would take more than a 300+-day school year and over a 12-year school career would take up to 23 years to complete (Marzano). We are aggressively working to deconstruct the CCS to identify coverage with depth without creating learning gaps.

2. Implementation of student enrichment and intervention programs that create "multiple opportunities" for student learning success. These include technology tools (iTouches web tools, and iPads), enrichment software (SuccessMaker and Waterford), Response to Intervention (RTI), co-teaching models and school site intervention courses.

3. Professional development for faculty that includes the use of the PD360 online resource that will allow for individual, group, building and district wide improvement resources. Professional Learning Communities have also been formed.

4. A continuation of the current classroom walkthrough system with an emphasis on a few specific teaching behaviors and checks for understanding that will provide building data and staff reflection on classroom instructional practices.

5. Finally, a renewed effort on the part of building principals to take "leading indicator" data to have regular and ongoing discussions on needed "second order" teaching behaviors. This will require a continuous discussion on building data walls both at the elementary grade level and secondary department level.

This is the real work of education and it is hard work with little time provided in the current educational system that suffers from "institutional lag." and time constraints. Our ability to create capacity to consistently and to continuously "do the work" will ultimately determine our learning systems success and the success of our students.

2011 N. Scottsdale Lock-Up: Dr. Bill Myhr

2011-08-24T12:53:00.000-07:00

2011 N. Scottsdale Lock-Up: Dr. Bill Myhr

Meeting Challenges to Attain Student Achievement

2011-07-29T08:09:00.000-07:00

As the new 2011-12 school year opens on August 8th, FHUSD again seeks to strengthen system capacity to meet our student mission. This year will see a number of changes as the district seeks to consolidate buildings in order to protect instructional programs, low elementary class sizes and staff salaries. This district capacity building will specifically be seen in several key areas:

New mathematics curriculum aligning the district to the National Common Core Standards will be in place for 2011-12. Textbooks will be in hardback and digital versions to offer students and families flexibility in accessing this curriculum. The 7th grade will see new health textbooks and curriculum.

McDowell Mountain Elementary School will implement Waterford software enrichment program in grades pre-school-grade 2 to partner with SuccessMaker software implemented last year in grades 3-8. This digital platform will strengthen student learning engagement opportunities as well as regularly assessing their core reading and mathematics knowledge and skills.

FHUSD faculty members will access PD360 online support to strengthen their content knowledge, instructional strategies and classroom tools. This system will be available 24/7 to provide support for district-wide, building-wide, small group and individual improvement initiatives. This program will also offer building administrators and teacher leaders enhanced academic walkthrough support for classroom data gathering and support for classroom instructional improvement.

Additional programs will be seen in the Fountain Hills HS Career Technical Education for Nursing and Computer Aided Drawing (CAD), 5th grade band, 4th-5th grade Spanish, additional middle school electives and additional technology (iTouches, iPads, building computer labs and SMARTBoards).

All campuses will be wireless for the new school year as we move toward a more supportive and flexible digital platform with an emphasis on mobile technology. High school students will be allowed during the school year to bring their personal technology devices to school for flexibility and use, when appropriate, within the classroom.

With the closure of Four Peaks Elementary School, building consolidation on the FH Middle School campus will strengthen programs by creating grades 4-8 for a Four Peaks ES (grades 4-5) and Fountain Hills Middle School (grades 6-8). Grade 3 will stay on the McDowell Mountain ES campus strengthening the upcoming need for all 3rd graders to meet high stakes state reading assessment. This will enhance our vertical and horizontal curriculum and instructional articulation for the new Common Core Standards and current State of Arizona Standards.

We continue to ask for your support in creating a successful learning environment plagued by hundreds of millions of dollars in state funding cuts the past four years. Through the partnerships developed with our parents, Fountain Hills service clubs, the Fort McDowell Yavapai Nation, the Golden Eagle Education Foundation, the Fountain Hills Parent-Teacher Organization, booster clubs and Town of Fountain Hills; our students our positioned to meet their future educational needs. Follow our accomplishments on Facebook "Fountain Hills Unified School District", Twitter @bfmyhr5454, and our school district website www.fhusd.org. Let us all aspire to enhance our students' future lives.

"Are We (FHUSD) Getting Better"

2011-06-03T11:30:00.001-07:00

As the students and staff leave for summer vacation, it is time to ask the annual question. "Are we (FHUSD) getting better?" It will be a question asked several times to all our district directors and to our building principals during the end-of-the-year evaluations. It would be an easy answer to look back saying we have suffered from continuous Legislative cutbacks and a slow district enrollment decline. But then most Arizona districts could fall back on these well publicized factors.

No, the bottom line is all about FHUSD "getting better" and in doing so meeting our student learning mission. Let me share some summary reflections in key areas.

Instruction
1. Our FHUSD Staff has received intensive training in "Response to Intervention" (RTI) strengthening our ability to meet the needs of all students individually.
2. Our Special Education staff with regular education faculty have received ongoing training on the "co-teaching model"
3. Our FHUSD faculty have received specific packets and resources on the new National Core Standards set for implementation in 2012-2013 - next year with team and administrative leaders will be involved in continuous training.
4. We continue with administrative walkthroughs to gather data on student learning with an option to evolve it further next year through PD360 tools.

Technology
1. Our grades 2-5 classrooms have added Apple iTouches to promote a new learning platform and student engagement with mobile technology.
2. Our SPED Dept. has implemented the use of iPads to enhance student learning activities with
students having special needs.
3. FHUSD has implemented Pearson's "Success Maker" software for grades 3-8 to strengthen student learning opportunities before, during and after school.
4. Next year our preschool through grade 3 will have the "Success Maker" companion called "Waterford" to enrich and gain learning opportunities.
5. Our elementary grades have implemented document cameras as a classroom tool enhancing and engaging students.
6. Next year all FHUSD campuses will be wireless to allow for mobile connectivity
7. Next year FHHS students will have the ability to bring personal technology devices to school to utilize and move toward a 24/7 learning opportunity.

Student Achievement Data
1. Our McDowell Mountain ES, grades pre-2, utilized student "data walls" this year for mathematics, reading, atendance and behavior. Next year grades 3-8 will also utilize this procedure to raise all students to standard and above with the belief that each teacher is responsible for all students in that schoolhouse.
2. Next year will be our third year utilizing ATI Galileo benchmark assessment system. It has provided our teaching teams with very specific data on teaching and curriculum gaps for their "real curriculum" taught in the classroom.

Character Training
1. We have expanded the use of Youth Frontiers to our high school campus to provide ongoing reinforcement of anti-bullying strategies as well as need for teamism and collaboration. These programs are now seen on all our campuses. Our campuses with the newly found support of the Fountain Hills Coalition continues efforts on educating students and parents on the dangers of the Internet, alchohol and the use of drugs.

Curriculum and Program
For 2011-12 FHUSD will see new mathematics curriculum to meet not only Arizona standards but the national Common Core Standards. We will also see new Health textbooks, a Career Technical Nursing program and the return of Computer Assisted Drawing. Our 5th graders will now have access to both Band and Spanish a year earlier. As we speak, our staff led by Dr. McElligott, is working on a STEM Center "School within a School" for FHUSD to become a science, technology, engineering and mathematics destination.

Are we better? It really can only be answered by how we meet the needs of each and every student. Regardless of programs and initiatives our true sense of improvement must be seen with how our students produce in and out of the classroom. That is the big constant that we must continue to strive for FHUSD to truly "get better."

"It's Only 3.2%"

2011-04-15T08:15:00.000-07:00

Our Arizona Legislative leaders during their most recent $179 million cut to K12 public education stated: “It is only 3.2%.” This is a fact, but this is the 4th straight year of cuts costing the state K12 system over $850 million—adding up to 14.7%. In doing this “it is only a 3.2% cut,” they completely dishonor the Proposition 100 one cent sales tax with a 63% statewide majority vote, more than double the cuts proposed by Governor Brewer’s state education budget and ignore pleas from state business leaders that includes the Arizona Business and Education Coalition (ABEC) and the former Intel CEO that jobs won’t follow to a state with underfunded schools. However, the Legislature has continued to protect and increase the state prison budget failing to see the connection between putting money into early childhood success and educational systems. As one Arizona paper recently printed. “Prisons and jails have been a growth industry in a state that has few other growth industries.” Instead, they have added only a high stakes 3rd grade reading test. This reading test will take place without the support systems and millions of dollars infused into the Florida K12 system by Governor Jeb Bush’s model the Arizona Legislature copied. Instead, our Legislature choses to pay a much higher cost to society by enabling a growing prison population and budget filled with increasingly uneducated, school dropouts that research shows costs over $20,000 a year to house. The research also shows these inmates are produced from social economic factors including drug use, poverty, unemployment and single parent homes. Horace Mann stated, “Education is the great equalizer” but does an Arizona educational system equally exist for “all” students to turn around from society’s dysfunctions? I served on a Washington State Prison Community Board for a new prison (Stafford Creek, built 2000) costing $450 million dollars to build with state-of-art medical, dental, kitchen and library facilities that most schools would view with envy. For the almost 2000 inmates – over 80% school dropouts - it took almost 1000 employees to meet their daily needs 24/7. Now add to this a shrinking list of Arizona K12 school support systems – nurses, librarians, Fine Arts specialists, unfunded preschool, half day funded kindergarten, increased class sizes and loss of programs throughout the entire K12 system. Maybe, the Texas prison reform legislation that saved that state almost $1 billion, that ABEC has shared with our Legislative leaders, should be studied rather than the unfunded Florida education plan. This may not be at the level described as the “Fog of War” but it has certainly created another fog -- a “Fog of Despair” that will produce students during this Great Recession that will lose hope with no school safety supports available. Instead, they will attend stress factories with endless standardized testing to include 8 year-old held back with their self-efficacy battered. But then again, “it’s only a 3.2%.” FHUSD is truly blessed to be in Fountain Hills with a community that values and honors the right for all students to learn. This is regularly demonstrated through their ongoing support of override votes and community service for a dedicated teaching and support staff. We are now in the midst of our latest rounds of budget cuts involving $600,000. But then, we shouldn’t worry. After all, “it is only 3.2%.”

Time is Now for Voice on AZ Public Education

2011-03-29T14:29:00.000-07:00

As the Arizona Legislature determines their final budget cuts for the 2011 budget, it is time for the "voice" of the people to be heard without respite on protecting public school education. What voice? The same voice that overwhelmingly passed Proposition 100, the 1-cent sales tax to protect our public school systems. The same voice that recognizes that companies and organizations will not flock to Arizona with new jobs, if their families cannot receive a quality, local education. And a unified voice that demands the Legislature finds the political will and the political courage to adequately find a sustainable funding source to protect our state's children and their future. The time is now for our voices to be heard above the political games, the gamesmanship and ongoing valueless rhetoric that neither supports our children nor our state's future to be a leader in industry and commerce. Be heard, be heard, be heard - loud, clear, and long - that our schools' future holds our state's future.

"All Means All"

2011-02-02T12:46:00.000-08:00

In his State of the Union speech, President spoke directly to all of us on the powerful need of education for ALL students -

“Think about it. Over the next 10 years, nearly half of all new jobs will require education that goes beyond a high school education. And yet, as many as a quarter of our students aren’t even finishing high school. The quality of our math and science education lags behind many other nations. America has fallen to ninth in the proportion of young people with a college degree. And so the question is whether all of us –- as citizens, and as parents –- are willing to do what’s necessary to give every child a chance to succeed."

As the Fountain Hills community and as a nation our perseverance and willingness to take on systemic change and "move forward" in a repressive economy and attacks on public school funding will determine our collective future. It can't just be about school staff but all stakeholder groups from parents, town leaders, community activists, legislators, volunteers, students and service groups must all play a role in propelling our young learners forward in achieving a future not yet created. Our doors and our hearts must open up to meeting the emotional, physical and intellectual needs of students with less resources but with global opportunities.

Let us resolve that education must and will be foundationally provided for all young people knowing that a lifetime of learning is a reality in an ever changing world. Within this resolve must come access to flexible learning systems that offer our students different learning platforms, interaction with technologies and informational support systems allowing for a constant, consistent ability to achieve new knowledge and skills.

Educators must set aside the realities of the past with the realities of the future that will demand flexibility and efficiencies or face being cast aside by more progressive learning pathways. Here at Fountain Hills Unified we speak to evolving into a 24/7 system that offers learners not only multiple opportunities to achieve; but also hope created to guarantee their success through collective student-centered stakeholders. "Learning for all means all" - let us not stray from that important mission.

What's New in 2010 for Ftn Hills USD

2010-12-22T09:11:00.000-08:00

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.

Elections Over - Now What?

2010-11-08T09:32:00.001-08:00

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."

November Election Will Influence Education in Arizona

2010-09-14T07:38:00.000-07:00

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.

"Public School Reality during the “Great Recession”

2010-08-18T13:24:00.000-07:00

"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

New School Year Brings More Learning Opportunities

2010-08-04T09:47:00.000-07:00

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.

Parents Can Enhance Brain Development with Reading

2010-07-07T12:39:00.000-07:00

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.

Fountain Hills HS Class of 2010

2010-06-01T14:29:00.000-07:00

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.

The Lessons of Proposition 100

2010-05-21T13:33:00.000-07:00

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.

Legislature and School Funding at Dangerous Crossroads

2010-05-02T10:14:00.001-07:00

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.

May 18th Sales Tax and Education

2010-03-29T13:02:00.000-07:00

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.

Reflections on ASCD and MEC2010 Conferences

2010-03-18T09:18:00.000-07:00

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.

FHUSD Directors and Town of FH Town Council Partner

2010-03-11T10:04:00.000-08:00

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.

Follow FHUSD on Twitter

2010-02-23T10:41:00.001-08:00

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

2010-02-23T10:08:00.000-08:00

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.

FH Drug Abuse Coalition Offers Culture Change

2010-02-03T10:25:00.000-08:00

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.

Legislative Session Will Key Future of Education

2010-01-13T11:12:00.000-08:00

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."

Sleep - An Academic Intervention for All Students

2009-12-29T07:15:00.001-08:00

During the holiday break I have been able to catch up on some professional reading. One article of interest came from the Association for Curriculum and Supervision Development publication "Health Learning" titled "Sleep: The E-ZZZ Intervention." Some interesting data was presented within the article summarized below:

Sleep deprived students tend to be more restless, irritable and impulsive
Sleep deprived students may be more depressed and have lower self esteem
Sleep deprived students demonstrate lower academic achievement with decreased motivation, concentration, attention and coherent reasoning
Studies found that students that went to bed 30-40 minutes earlier than normal improved in memory, motor speed, attention and other abilities associated with reading and math scores
Students with As and Bs tend to have a small discrepancy between their weekday and weekend sleep hours

How much sleep is needed? As students grow, their need for sleep gradually diminishes. A ten-year old needs 10 hours with the amount dropping as they move into adolescence. During puberty the amount will need to return to 9-10 hours. Eight hours are a minimum with our students' busy lives.

A common practice mentioned is having students receiving less sleep on school nights then "sleeping in" on weekends. This creates a "sleep jet lag" with school achievement likely to suffer. Changing sleep cycles should be started slowly in increments of 15-30 minutes over several weeks. An easy indicator is how easy the student wakes up in the morning. Common avoidances to monitor includes noise, stress, light, lack of exposure to daylight, lack of exercise, excessive TV viewing, excessive computer use and caffeine intake.

This is one controllable intervention for parents to practice and instill within their student's lifestyle for success. With an estimated 85 percent of all students reporting to be at least mildly sleep deprived and up to 40 percent significantly sleep deprived, all of us should be aware of its impact on our young people.

Website Continues With New Features

2009-12-01T12:46:00.000-08:00

As we continue to see the impact of new media features on our school district communications, we have revamped our FHUSD website to reflect a more interactive and informational format. You will note on our website located at http://www.fhusd.org/ several new features including:
1. ADE School Labels on district home page and school building home pages
2. "Falcon Pride" section to highlight recognition of students and staff in various academic and
extracurricular activities
3. More photographs in the "Photo Gallery" to highlight spotlighted activities with students, staff and community
4. Added "quick links" to provide easier access
5. A "What's New" section on home page with emphasis on time sensitive events and
important information
6. A new commitment to keeping the district and school home pages current and showing
the constancy of learning and enrichment occurring daily in our school buildings.
We are very open to any suggestions you may have for us to improve our site to meet your needs and wants. My e-mail is bmyhr@fhusd.org.

Overrides Passage Comes With High Expectations

2009-11-12T08:27:00.000-08:00

We are extremely thankful for our two FHUSD overrides passing last week. The passage of the K-3 and M&O Override provides FHUSD with some key resources to weather expected legislative cuts to public education during the 2009-10 and 2010-11 school years. Co-Chairs Marian Hermie and Dwight Johnson with Treasurer, Jerry Miles, provided leadership for an energetic and passionate committee - School Director Dr. C.T. Wright, School Director Pat Green, Jerry Traylor, Karl Gaardsmoe, Joanne Meehan, Mayor Jay Schlum, former Mayor Wally Nichols, Jackie Miles, Jean Linzer, Art Tolis, and Al Lorenz. In addition we appreciate the efforts of Phyllis Kern in providing override informational poster used at presentations.

I also recognize in having overrides that pass at 50.2 and 50.4 percent points out a number of "No" voters numbering over 2300. Part of my efforts must be to determine if the reasons were purely economical or more specific in nature. Their "no" votes and the "yes" votes should both be seen expecting a value added educational system that will meet our students' and community's needs on all accounts. Though legislative cuts will hurt future staffing and programs, our community rightfully deserves a school system that produces a student product ready to achieve and succeed in today's changing world.

I welcome all feedback on our school system by replying to this blog or by phone (480-664-5010) or e-mail bmyhr@fhusd.org.

School Override Campaigns

2009-10-26T10:50:00.000-07:00

School override ballot measures often bring out the most ardent supporters on both sides of the aisle. School overrides and levies are common place across the nation asking local voters within the school district to add a secondary tax for local schools. This is in addition to their primary school tax shared across the state.

As a school district we seek to get information out to the voters so they can make an informed decision. Our biggest fear is not the facts but misinformation or misconceptions that become part of the local community belief system.

For example, a recent "Letter to the Editor" in the FH Times criticized the district office and this superintendent for not returning a voter's phone regarding questions on the override. We researched this to apologize but found out the caller had phoned the Office of the Maricopa County Schools, a 602 area code number. Still another three-page handwritten letter placed on cars in the Basha's parking lot criticized and implied salaries for our School Board of Directors calling them "fat cats." Our school board receives no compensation for their many hours of service for our district's students and famlies.

It serves the greater good not to point out or call out these individuals in the local media. Rather, it shows the continuing need for the district to make every effort in communicating information and serving our community so they can make their choices based in information that is factual and current. We welcome your questions and need for information. Do not hesitate to call or e-mail us to meet your future informational needs. My direct line is 480-664-5010 or
e-mail me at bmyhr@fhusd.org

H1N1 Virus Update and Comment

2009-10-13T09:23:00.000-07:00

With the flu season upon us FHUSD is beginning to show signs of lower student attendance and staff attendance challenges. Currently, we have four confirmed H1N1 student cases. This is low compared to most districts in the Valley but we also have a number of students ill with the regular flu virus.
Our biggest challenge has been our staff having to send home students that have been sent to school despite showing flu symptoms including high temperatures. As a district we realize the great stress our parents and guardians are under to be at their workplace. However, we encourage our parents and guardians to work out a plan with friends and relatives so their children have an alternative site to stay home when their symptoms warrant.
This will likely be the most difficult flu season we have in our lifetime. It is important that we work together to protect the health of the many and in doing so protect our school learning environment. We encourage everyone to carefully follow the guidelines on the front page of our website and available at all school offices. Our proactive efforts can make a difference during this extended flu season. We will continue to do everything possible to sanitize key areas of our schoolhouses and help our students individually practice safe behaviors.

Parents are Key Partners in Educating Our Young People

2009-10-08T08:45:00.000-07:00

As a public school system we have been pressed into educating our students, our parents and our community on many societal changes occurring in this fast-paced 21st Century world. From HIV, Internet safety, drugs/alcohol education, nutrition, tolerance and H1N1; the public schoolhouse has become a clearinghouse to educate and disseminate information for all stakeholders.

However, we have also found parents needing and at times lacking to communicate and work with their school district leadership team and teachers to tackle these societal challenges. Frankly, we need parents to step up and help us provide a learning environment to provide important information and reinforce within the home.

Over the past two weeks we have had well advertised drug/alcohol community forum and an Internet Safety forum. In both forums featuring area experts our numbers were in the mid-30s lacking the critical numbers needed to forward the information in making a difference in the schoolhouse and the community. Of late, we have found parents quick to blame but also fail to communicate directly with staff or district leadership when concerns or needed information should be shared. Our staff is here to assist and support as negative behaviors and ignorance do not stop at the schoolhouse doorstep.

In today's world our relationship must be one of trust and shared commitment to our children. Regardless of the school setting the problems of society will be found in our schools unless we partner and communicate our shared mission to care for and honor our young students future. My direct line is 480-664-5010 or e-mail bmyhr@fhusd.org.

FHUSD Efforts with Recent Hate Crime Behavior

2009-09-23T11:25:00.000-07:00

The recent hate crime behavior and vandalism by current FHHS students against our community and FHHS classmates places a responsibility on our school district to use this situation as a "teachable moment." We have actively sought to intervene with the parents/guardians and students on both sides in order to utilize our education mission to make a difference for the future.

As of this date FHUSD Staff has:
1. Met with Town of Fountain Hills, FHUSD Board of Directors and Fort McDowell Yavapai Nation leaders
2. Met and communicated with parents/guardians and students directly involved in this situation
3. Met and communicated with the Maricopa County Sheriffs Office Staff
4. Met with area Anti-Defamation League Staff to discuss the situation and facilitate possible strategies/programs including peer programs and Holocaust enrichment materials to our district and state curriculum
5. Applied for a grant that would bring two one-day "Respect" retreats for our freshman and sophomore classes

We take our role in being the leader in intervening and preventing this type of behavior very seriously. This will be an on going effort for our staff but we can make a real difference in helping our greater school community to honor and celebrate our diversity. We ask for your support and input on this important initiative.

Update - President's Sept 8th Speech

2009-09-04T13:35:00.000-07:00

On Monday FHUSD will be provided a copy of the President's September 8th speech to students. We will post ASAP on the front of our FHUSD website. I would assume it will also be readily available on many media outlets.

I will also send the U.S. Dept. of Education's K-6 lesson and 7-12 lesson and a copy of the speech in a pdf file to anyone that wants to e-mail me at bmyhr@fhusd.org

This is difficult situation for all school districts in balancing "respect for the Office of the President" and those seeing it as a political act that has no bearing on their child's education. Please communicate as needed if you choose your child to opt out of their schoolhouse viewing options.

President's Speech to Public School Students

2009-09-02T14:45:00.000-07:00

On September 8th at 12:00 PM EST, American public schools have been asked to have President Obama address students on the importance of education. The television speech outline speaks to challenging students to working hard, setting educational goals and taking responsibility for their education. This summary is on www.ed.gov/adminstration. This was done once before by President George W. Bush on October 2, 1991.

We have had some phone calls expressing concern on allowing this event to happen along with media reporting calls by some political commentators to stop districts from viewing this speech.
As a district we will respect the Office of the President and telecast the speech appropriate to our learning levels and curriculum. By policy we will also notify parents so they can have their student opt out of this televised speech. Parents as the students first teacher have the right to choose the appropriateness of this for their child.

2009-09-02T14:41:00.000-07:00

President Obama's Speech to Public Schools September 8th

On September 8th at 12:00 PM EST, public schools have been asked to have their students listen to President Obama.

FHUSD Moving Forward Despite Tough Economy

2009-08-27T10:56:00.000-07:00

Despite the current lack of a state budget and reduced state education support, Fountain Hills Schools continue to seek an educational environment for increasing student achievement. Since the beginning of school on August 10th, we have lowered elementary class sizes adding teachers at the 1st, 2nd and 3rd grade levels. Our current class sizes reveal our commitment to protecting this key student development time.
KG 19-20
1st 21-22
2nd 22-23
3rd 23-24

In addition we have brought back our Computer Specialist at Four Peaks Elementary (grades 3-5) with this teacher to share time beginning second quarter with our McDowell Mountain Primary School (preschool - grade 2). Technology literacy is a key component for our students' future and our P-12 system provides a strong array of technology tools for their access and use.

Last week we had almost two dozen parents, staff, administrators, board members and community members work over two days in a visioning activity to identify instruction and curriculum visions with goals. This came from a large amount of data and dialogue to be developed into an achievement action plan with measurable indicators. With the important passage of our two upcoming override renewals this November (K-3 and Maintenance & Operations) our district will position itself to systemically improve despite the below average support from the state. On going initiatives also include benchmarking assessment, instructional walkthroughs, website renewal, academic rigor and a new student/parent informational system.

As a district we recognize, that despite the external challenges, the opportunity is now for continuous and embedded improvement for learning systems. We continue to have the fortunate support of the Fountain Hills Community that help create graduating classes of 92%
moving on to higher education. A strong school system supports our community and protects property values. We will continue to seek improvement and with your help support the future for the Fountain Hills.

FHUSD Moving Forward Despite Tough Times

2009-08-25T07:48:00.000-07:00

Despite the current lack of a state education budget and reduced state support, FHUSD continues to seek an educational environment for increasing student achievement. Since the beginning of school on August 10th, we have lowered our class sizes by adding teachers at the 1st, 2nd and 3rd grade levels. Our current class sizes reveal our commitment to protecting this key time in student development.

KG 19-20

1st 21-22

2nd 22-23

3rd 23-24

In addition we have brought back our computer specialist at Four Peaks (grades 3-5) with this teacher to share time with our McDowell Primary School (grades preschool-grade 2) beginning second quarter. Technology literacy is a key component for our students' future and our P-12 system provides a strong array of technology tools for their access and use.

Last week we had almost two dozen parents, staff , administrators, board members and community members work for two days in a visioning activity to identify our district instruction and curriculum vision. This data and dialogue will be developed into a district achievement plan

with measurable indicators within an action plan. With the passage of our two upcoming override renewals this November (K-3 and Maintenance & Operations) , our district will position itself to systemically improve as support returns to normal levels.

As a district we rocognize that despite the external challenges the opportunity is now for continuous and embedded improvement for our learning systems. We continue to be fortunate to have the support of the Fountain Hills Community that creates graduating classes with over 94% moving on to higher education. A strong school system supports our community and protects property values. We will continue to seek improvement and with your help support the future for the greater Fountain Hills community.

New School Year Brings Opportunities

2009-08-17T12:21:00.000-07:00

The new school year has begun with the usual challenges associated with the opening week. Facilities, technology upgrades, personel needs, class size adjustments and transitioning some 15-20% of our student population new to the district is an annual journey. However, the truly best part of the new year is seeing the opportunities the new year brings. We have some opportunities that we have focused on as the year begins.
1. The passage for the "renewal" of two current overrides slated for November 2009 election. In a difficult time for public school education, the Maintenance & Operations override and K-3 override, will help maintain our strong instructional program, professional staff and protect community housing prices. A strong school district is a cornerstone for a strong FH community and culture.
2. A laser like focus on student achievement. With our community visioning team's work (August 18-19) this week along with the full implementation of tri-annual student benchmark assessments, we will seek to make our entire instructional system stronger. Despite the budgetary challenges our energy must remain focus on student achievement and character development. As the financial world recovers our current work will propel our system forward. Next month at our annual school directors retreat, we will reflect then embed our learning vision and district learning goals promoted by the committee work done on August 18-19.
3. A continued focus on technology and its impact to our students' future will continue. Our classroom and building technology continues to expand and offer our students direct use in real world applications.

Despite external obstacles FHUSD will continue to seek and demand continuous improvement in all areas. It is said an organization must expect excellence in all areas if they truly want to have a community of learners and evolving, improving culture. We welcome your thoughts and comments as we apply this practice of reflection.

New School Year Brings Opportunity

2009-08-17T12:17:00.000-07:00

The new school year begins with the usual challenges associated with class sizes, technology upgrade needs, facility needs and short term personel challenges brought about by unbalanced class sizes and a 15-20% change in the students attending our schools. We are always amazed at the movement that takes place over the summer that brings

High School Athletic Code

2009-08-06T13:52:00.000-07:00

Fountain Hills High School has a year round athletic code that currently applies only to high school student body school officers and student-athletes. It became very apparent when I arrived that the enforcement code was being ignored to a large extent due to a lack of communication between the Maricopa County Sheriff's Office and our high school leadership team. Working with MCSO and our attorneys, we were able to come to a shared belief that the names of students receiving "minors in possession" or "minors in consumption" could be shared to protect the integrity of the school code and help mitigate dangerous teen behaviors.

We now have a deterrent and protocol that has cost some student-athletes and school leaders playing time (first offense - 1/3 of sports season) or loss of thier school office.

FHUSD Education Vision Initiative

2009-08-02T11:51:00.001-07:00

FHUSD is currently in the middle of a data gathering initiative involving the various stakeholder groups making up our school community. Based on administrative training by our principal team last year, we are attempting to take a data driven look at our overall school system concerning our most important mission - student achievement. Since last spring we have surveyed and inteviewed students, staff, parents, community leaders and School Board members to gather qualitative data to be combined with our available quantitative demographic and assessment data. On August 18th we will have a committee of these various stakeholder groups review all this data with the support of a consultant from the McREL, Mid-Continent Research for Educational Learning. On August 19th we will set some specific education visions for our district.

Currently we have a parent survey on our district website to gather information. We have had over 200 responses on a two question survey with comments welcomed. It has been very useful and will serve as a cornerstone for our August 18th discussions.

We welcome all input from whatever the source in supporting our belief that FHUSD must practice and apply being a school system focused on continuous school improvement based on data driven systems.

Arizona Education Funding Challenge Remains Real

2009-07-08T13:45:00.001-07:00

With the Governor and the Legislature arriving at a new funding amount, the question still remains if adequate revenue can be generated to legitimately fund the approved 2% inflationary rate. This will generate about $200,000 locally. It will not serve the greater good if the State comes back next year and sweeps up money during the school year as seen in 2008-2009. This district gave back last year over $290,000 that had been budgeted to teacher salaries, programs and materials. Can we with confidence bring back programs, teachers, or consider a pay raise for a dedicated staff with this unknown still very much a reality? It continues to amaze me how much energy and time is robbed annually from our students due to district and building staff placed through this yearly budget gauntlet. Hopefully, a legitimate funding formula will be created so our focus can be placed on student achievement not just surviving year-to-year. Maybe this is our reality in public education but it does come at a cost to our student achievement and continuous improvement efforts.