An article in Saturday's Indianapolis Star indicates that the Lebanon Schools should be receiving $667,884 in federal stimulus money, which is processed through the state government. Sounds like great news, right? I started wondering right away what Dr. Taylor and his team might recommend to the board to make use of these funds!
Not so fast. If you read closely, you'll see that Supt. of Public Instruction Tony Bennett sent a letter with notification of the windfall, urging school corporations not to spend the money until the General Assembly makes budget decisions for the 2011-12 school year (that happens around December of this year). Red Flag alert! This means, in all likelihood, that Indiana will do with this federal money what they did with the first stimulus package: give the federal money with one hand, while reducing the amount schools get from the state by the same amount. This keeps education spending flat, makes Indiana's budget numbers look better (in case anyone down there plans to run for office), and lets Gov. Daniels take credit for distributing federal dollars.
I don't know what Lebanon will do, but I'm betting we won't go cashing that check just yet.
Monday, August 30, 2010
And We're Off!
We're now three weeks into the 2010-11 school year in Lebanon, and things seem to be settling down, both at my house and across the corporation. The year began with a bit of chaos, as the corporation saw increased enrollment, resulting in some elementary classes being quite large. Dr. Taylor and his team were keeping a close eye on numbers (among other things) in the first couple weeks, and he was able to recommend that the board approve four elementary teaching positions, one at each school, to ease class sizes. We enthusiastically agreed, and most elementary classrooms now have fewer than 30 students.
In July my colleagues elected me board president. This is really just a procedural position--in this role I work with Dr. Taylor to prepare meeting agendas and I run the meetings. I don't have any greater authority than any other member of the board, and as always we only have any authority at all when we act together in a public meeting. We approved our 2010-11 meeting dates, so if you're in the neighborhood, stop by and see what we do!
At a board retreat in early August we spent some time with a board member from the Noblesville Schools, where they passed two referenda in May. She helped us understand some strategies for promoting our own referendum, which I have written about previously. The Support Lebanon Students PAC, which is running the referendum campaign, has been very active and has received good coverage in The Reporter.
In July my colleagues elected me board president. This is really just a procedural position--in this role I work with Dr. Taylor to prepare meeting agendas and I run the meetings. I don't have any greater authority than any other member of the board, and as always we only have any authority at all when we act together in a public meeting. We approved our 2010-11 meeting dates, so if you're in the neighborhood, stop by and see what we do!
At a board retreat in early August we spent some time with a board member from the Noblesville Schools, where they passed two referenda in May. She helped us understand some strategies for promoting our own referendum, which I have written about previously. The Support Lebanon Students PAC, which is running the referendum campaign, has been very active and has received good coverage in The Reporter.
Friday, July 30, 2010
Feeding the children
Last night I had the privilege of attending a dinner for "Feeding our Future", an effort spearheaded by The Caring Center. As most local readers will know, The Caring Center is a local organization that helps stabilize families in need, and all their work is in Boone County. Part of the evening's program was an update on a pilot program that ran in the spring called Kids at Table, or KAT.
KAT provided a hot dinner, homework help, and general mentoring to 44 Hattie B. Stokes students five days a week for 10 weeks in the spring. The kids were transported to the Lebanon Area Boys and Girls Club after school, and they spent two hours there eating, getting homework and reading help, playing organized games, and interacting with adult volunteers. The results were wonderful, and included measurable academic progress for these students.
KAT is a joint effort of The Caring Center, the Lebanon Area Boys and Girls Club, and Stokes Elementary. Stokes principal Kelly Sollman and Caring Center director Teresa Hanners put together grant funds and a corporate partnership with Aramark (which provides food service management for LCSC) to finance the pilot program.
The challenge from here is to take this pilot and make it a program. Forty-four students benefited for 10 weeks, but Ms. Sollman pointed out that 440 students in her building qualify for free and reduced lunch under federal guidelines. Many of these students would benefit not only from the hot meals, but from the focused interaction with adults that comes with the program. Of course there are many more needy children who attend other schools as well.
If you've ever wondered what you can do to help with a critical local need, here's a great opportunity. The Caring Center and Feeding our Future need funds and volunteers You can donate here, or contact them at 1230 Ransdell Court, Lebanon, IN 46052; phone 765-482-2020.
KAT provided a hot dinner, homework help, and general mentoring to 44 Hattie B. Stokes students five days a week for 10 weeks in the spring. The kids were transported to the Lebanon Area Boys and Girls Club after school, and they spent two hours there eating, getting homework and reading help, playing organized games, and interacting with adult volunteers. The results were wonderful, and included measurable academic progress for these students.
KAT is a joint effort of The Caring Center, the Lebanon Area Boys and Girls Club, and Stokes Elementary. Stokes principal Kelly Sollman and Caring Center director Teresa Hanners put together grant funds and a corporate partnership with Aramark (which provides food service management for LCSC) to finance the pilot program.
The challenge from here is to take this pilot and make it a program. Forty-four students benefited for 10 weeks, but Ms. Sollman pointed out that 440 students in her building qualify for free and reduced lunch under federal guidelines. Many of these students would benefit not only from the hot meals, but from the focused interaction with adults that comes with the program. Of course there are many more needy children who attend other schools as well.
If you've ever wondered what you can do to help with a critical local need, here's a great opportunity. The Caring Center and Feeding our Future need funds and volunteers You can donate here, or contact them at 1230 Ransdell Court, Lebanon, IN 46052; phone 765-482-2020.
Thursday, July 8, 2010
Support Lebanon Students -- vote YES!
As I have written previously here and here, the board approved a package of renovation projects, and the community will vote on the projects in the Nov. 2 election. Because of changes in Indiana law, school corporations are not allowed to use any taxpayer funds to promote passage of a capital projects referendum. Employees of the school corporation can provide information about the referendum at any time, and they can be in favor of the referendum as private citizens (they can put a sign in their yards, donate to the campaign, wear a button, etc.), but they can't promote the referendum during school hours, on school property, or using school computers or other resources.
The role of the board is a bit different. The law is very clear that board members may advocate for or against a referendum in our role as elected officials.
But the restrictions on the school (which were made to level the playing field and not give schools an overwhelming advantage in a process like this) mean that someone else has to step up and advocate for passage of the referendum.
Fortunately, a group of Lebanon community members has stepped up to form a Political Action Committee and carry the campaign forward. The group is called Support Lebanon Students, their web site is here, and I've linked to their Facebook page at the right. Their job between now and November 2 is to educate the public about the facts of the renovation plans and referendum, and to persuade as many voters as possible to vote in favor of it. They started by having a group of 42 adults and students walk in the Fourth of July parade. They'll be putting out literature, answering questions in public, planting yard signs, reminding voters about registration deadlines and early voting, and working outside polling places. If you'd like to help them, they want as many community members to be involved as possible, or they could use your donations!
This is a group of projects that is conservative, and that focuses on student safety, education needs, and energy efficiency. I hope you'll vote YES, and if you have any questions, I hope you'll contact the Support Lebanon Students group or a board member.
The role of the board is a bit different. The law is very clear that board members may advocate for or against a referendum in our role as elected officials.
But the restrictions on the school (which were made to level the playing field and not give schools an overwhelming advantage in a process like this) mean that someone else has to step up and advocate for passage of the referendum.
Fortunately, a group of Lebanon community members has stepped up to form a Political Action Committee and carry the campaign forward. The group is called Support Lebanon Students, their web site is here, and I've linked to their Facebook page at the right. Their job between now and November 2 is to educate the public about the facts of the renovation plans and referendum, and to persuade as many voters as possible to vote in favor of it. They started by having a group of 42 adults and students walk in the Fourth of July parade. They'll be putting out literature, answering questions in public, planting yard signs, reminding voters about registration deadlines and early voting, and working outside polling places. If you'd like to help them, they want as many community members to be involved as possible, or they could use your donations!
This is a group of projects that is conservative, and that focuses on student safety, education needs, and energy efficiency. I hope you'll vote YES, and if you have any questions, I hope you'll contact the Support Lebanon Students group or a board member.
Sunday, July 4, 2010
Early Childhood education
There's a great story on page one of today's Indy Star (it's a print-only story or I would link to it) about preschool education in Indiana. Indiana is one of only 8 states not to fund preschool, and kindergarten is not even required. As a result, only 20 percent of Indiana preschool-aged children are enrolled in preschool, while in Oklahoma it's 87% and in West Virginia 73%. Early childhood debates in recent years have been focused on whether to fund full-day kindergarten (which the state has not done). But oddly enough, kindergarten is not even required in Indiana--students aren't required to enroll in school until they're 7--that's first grade.
Not every child needs organized preschool. Some children have parents at home who are fully engaged in their early education, or day-care providers who do a great job of providing early learning opportunities. But many children--especially children in poverty--don't have these opportunities, and without preschool and full-day kindergarten programs they begin first grade well behind their more fortunate peers.
Here in the Lebanon schools, the superintendent and board made the decision several years ago to provide full-day kindergarten for all students at no cost to families. The state reimburses some of this cost, but about $150,000 a year comes from the local General Fund. We choose to spend it on kindergarten because we believe this is where those funds will have the greatest impact. When I visit schools it's one of the few things every single staff member seems to agree on: full-day kindergarten is a huge asset to our students.
If Governor Daniels, State Superintendent of Public Instruction Tony Bennett, and the Indiana General Assembly are serious about student achievement, they'll make kindergarten and preschool a higher priority.
Not every child needs organized preschool. Some children have parents at home who are fully engaged in their early education, or day-care providers who do a great job of providing early learning opportunities. But many children--especially children in poverty--don't have these opportunities, and without preschool and full-day kindergarten programs they begin first grade well behind their more fortunate peers.
Here in the Lebanon schools, the superintendent and board made the decision several years ago to provide full-day kindergarten for all students at no cost to families. The state reimburses some of this cost, but about $150,000 a year comes from the local General Fund. We choose to spend it on kindergarten because we believe this is where those funds will have the greatest impact. When I visit schools it's one of the few things every single staff member seems to agree on: full-day kindergarten is a huge asset to our students.
If Governor Daniels, State Superintendent of Public Instruction Tony Bennett, and the Indiana General Assembly are serious about student achievement, they'll make kindergarten and preschool a higher priority.
Thursday, July 1, 2010
Alan Cragun, goodbye and thank you
My board colleague Alan Cragun officially finished his term yesterday, after 20 years on the LCSC board. As anyone knows who has worked with a very experienced co-worker, there's no substitute for institutional memory, and Alan has plenty. He and I did not always agree, but he was a very professional board member who focused on the good of Lebanon students, and working with him was a pleasure and an education.
Like so many community-minded people, he did his work well, without attracting attention to himself. In the course of 20 years he saw some strife (balanced calendar discussions, redistricting, building projects) and plenty of challenges. As board president the last two years he ran meetings well and fairly, conducting the school's business with competence and sensitivity. He introduced regular recognition for classified staff members who aren't often recognized, and he kept the board focused on student achievement.
If you see Alan out and about, you might take a moment to thank him. He wouldn't ask for it, but he most certainly deserves it. I wish him only the best as he moves on to other service opportunities. My God go with you, Alan.
Like so many community-minded people, he did his work well, without attracting attention to himself. In the course of 20 years he saw some strife (balanced calendar discussions, redistricting, building projects) and plenty of challenges. As board president the last two years he ran meetings well and fairly, conducting the school's business with competence and sensitivity. He introduced regular recognition for classified staff members who aren't often recognized, and he kept the board focused on student achievement.
If you see Alan out and about, you might take a moment to thank him. He wouldn't ask for it, but he most certainly deserves it. I wish him only the best as he moves on to other service opportunities. My God go with you, Alan.
Renovation and Referendum, part deux
It's all very exciting! At last month's regular meeting the board held a "1028 hearing," in which we authorized putting a question on the Nov. 2 ballot in which the community will vote on a building renovation project.
These renovations have been in the research and planning stage for some time, but until the 1028 hearing, nothing was official. But it's official now, and the next few months will be spent continuing to educate voters and the community about the importance of these projects for the future of the Lebanon schools.
I'll post more details shortly (and I've written about it previously here), but these are the basics: The board approved bonds not to exceed $40 million, to complete a major renovation of Lebanon High School, a new HVAC (that's heating, ventilation, and air conditioning) system at Central Elementary, a secure entry at LMS, a new roof at Hattie B. Stokes Elementary, and updated security measures at all LCSC buildings (mainly surveillance cameras).
Here are some key facts to remember:
These renovations have been in the research and planning stage for some time, but until the 1028 hearing, nothing was official. But it's official now, and the next few months will be spent continuing to educate voters and the community about the importance of these projects for the future of the Lebanon schools.
I'll post more details shortly (and I've written about it previously here), but these are the basics: The board approved bonds not to exceed $40 million, to complete a major renovation of Lebanon High School, a new HVAC (that's heating, ventilation, and air conditioning) system at Central Elementary, a secure entry at LMS, a new roof at Hattie B. Stokes Elementary, and updated security measures at all LCSC buildings (mainly surveillance cameras).
Here are some key facts to remember:
- Because of debt coming off the books over the next few years, we will be able to do these projects without raising the school tax rate.
- Updates to the buildings (including new windows at LHS and new HVAC at LHS and Central) will result in utility savings of $330,000 every year. These are general fund dollars that will be much better spent in our classrooms!
- The renovation to LHS will give us 20-30 years more of useful life for that building.
- LCSC taxes have dropped dramatically in recent years, from $1.76 (per $100 of assessed value) in 2006 to $1.12 in 2010. This is a drop of 36%, and the proposed renovation will not raise the tax rate.
- LCSC has a history of building responsibly. This project continues that tradition, and is designed to address safety, security, educational needs, and energy savings. It is not a plan for a huge new stadium, or an architect's dream project.
Summer School
I've had the chance to attend a couple one-day seminars recently, and came away with some good information and ideas. The Indiana School Boards Association puts on these events to help board members keep up with current issues, and it gives us a chance to talk with members from other boards and compare notes a bit.
In a School Law seminar I learned that school property, although it's paid for by taxpayer dollars, is treated much like private property before the law. Schools can make their facilities available to the public, and if they choose to do so they can't discriminate, but they don't have to. That was news to me. There was also a terrific session on what schools can do about student behavior outside of school hours and property that still has an impact on the schools. Cyber-bullying is one good example of this, where incidents that are begun in school then continue or escalate on social networking sites. There are a couple cases in the courts right now where students made fake, and highly offensive, Facebook pages of school administrators. The law is having to develop quickly in these areas, and it was fascinating to learn a bit about it.
At a School Budgeting and Finance Seminar we heard about Indiana's economic prospects for the next year or so, and how this may impact school funding. If you want more details, drop me an e-mail, but the picture is pretty gloomy. We also heard from superintendents who have had referendum elections in their districts, and with our own referendum coming up, I was listening carefully!
In a School Law seminar I learned that school property, although it's paid for by taxpayer dollars, is treated much like private property before the law. Schools can make their facilities available to the public, and if they choose to do so they can't discriminate, but they don't have to. That was news to me. There was also a terrific session on what schools can do about student behavior outside of school hours and property that still has an impact on the schools. Cyber-bullying is one good example of this, where incidents that are begun in school then continue or escalate on social networking sites. There are a couple cases in the courts right now where students made fake, and highly offensive, Facebook pages of school administrators. The law is having to develop quickly in these areas, and it was fascinating to learn a bit about it.
At a School Budgeting and Finance Seminar we heard about Indiana's economic prospects for the next year or so, and how this may impact school funding. If you want more details, drop me an e-mail, but the picture is pretty gloomy. We also heard from superintendents who have had referendum elections in their districts, and with our own referendum coming up, I was listening carefully!
Wednesday, June 2, 2010
What's a school board for?
The proper role of the board is a fundamental question. I think about it often, and no doubt I'll be learning about this central issue for my whole tenure on the board. The traditional way of saying what the board does is that it "sets policy." But what does this mean in the day-to-day life of a school corporation?
Here's a little bit of my thinking about the role of the board. I have been helped, of course, by many conversations and a fair amount of reading.
The board hires and evaluates the superintendent. This is a huge part of our responsibilities, and it happens every year. Each year when we do a formal evaluation of Dr. Taylor and sign his contract, we are in effect re-hiring him. As in any performance evaluation the board works with the superintendent to recognize strengths and weaknesses and to set short- and long-term goals. The way I think of it, it's our job to make the superintendent better at his job, to the benefit of students, staff, and the community.
Board members sometimes hear that the board needs to "rein in" or "take down" the superintendent, to "show him who's boss" and not just "rubber stamp" his recommendations. There are a few issues here. First and foremost, the superintendent is an experienced, credentialed, education professional, while the board works part-time and is made up of community members who are not education professionals. Second, since we hire the superintendent every year, we should be confident in his abilities--if we have serious doubts about his management style, priorities, or the direction he's taking the schools, we should be thinking seriously about replacing him. As long as we have hired him, we should feel comfortable supporting him, at least most of the time. Third, who benefits by public disagreements between the board and the superintendent? It's fairly easy to score political points by "taking the superintendent down" at a public meeting, and it may make for interesting headlines and sideline chatter. But a contentious relationship between the board and the superintendent rarely serves the students, staff, or community at all. If we're evaluating him effectively and helping him set performance goals, we will see improvement in the areas we've targeted.
The board does not "run" the school corporation. The superintendent is the CEO of the schools. He has the credentials, experience, and expertise to hire and evaluate staff (although the board approves all personnel decisions), develop and implement curriculum, work with state and federal regulations, and manage all the dimensions of this large organization. It is one of the paradoxes of school governance that the board is made up of non-educators. On our current board, not a single member has even one day's experience teaching or administrating in a K-12 public school, and this is pretty common. This is why a well-functioning board takes the superintendent's recommendations seriously, and why a board that micro-manages school operations is setting itself up for real headaches.
The board has a serious fiscal responsibility. The budget process is complicated, but the board is charged with making sure public money is being spent responsibly and honestly. Most educational decisions also have a financial component, and where we spend money is a good indication of our priorities. For instance, the free full-day kindergarten in the Lebanon schools costs more than having only half-day programs, but the board agrees that this kind of early education has an impact that's worth paying for. Our policies have to reflect a balance between providing the best education for Lebanon students and our responsibility to taxpayers. This also means making sure we have safe, appropriate facilities but not overbuilding.
The board sets policy. Our board has help in developing policy from a company that tracks education legislation and drafts policies to be sure we're in compliance with current law. At a local level, recent policy decisions include the corporation-wide dress code and decisions about budget priorities. For any policy change, and especially the big ones, board members do plenty of research, including many conversations with stakeholders in the community. We also carefully consider the superintendent's recommendations, because he's the professional.
What kind of issues does the board get involved with? I'm sure this varies from board to board, and from person to person. There's certainly some gray area, but there are also some pretty clear lines. Generally speaking, board members should not be involved with the day-to-day operations of the schools. Student grades, selection or playing time for a sports team, the books a teacher chooses to read to second-graders, what sort of flowers are planted--these are not the purview of the board. If a patron has a problem and has already followed the chain of command to have it addressed without getting satisfaction (by talking to a teacher or coach, then principal, then superintendent), a board member may get involved at that point.
Think of it this way: if a board member were to go into a fourth-grade classroom and start telling the teacher how to do a math lesson, or which books she should choose for reading groups, people would, rightly, say the board member has neither the expertise nor the authority to act that way. If a board member attended basketball tryouts and told the coach which students should make the team, community members would be right to object. If a board member went to the bus garage, got under a bus, and started questioning the mechanic about what she was doing to the transmission, the public should be concerned. If a board member walked into a principal's office and started making suggestions about the master schedule, or who teaches which grade level, that would be inappropriate. Likewise, if a board member is looking over the superintendent's shoulder, giving directions and second-guessing his work, that's inappropriate.
What makes for a good board member? Generally speaking, if someone comes on the board with a very strong personal agenda, that means trouble. For instance, if a board member is determined to remove a particular administrator or coach, or to see a pet program implemented, they won't be very interested in the larger work of the board. While different board members have different skills, as a board we don't get to pick and choose what our work is, and good board members are willing to do even the tedious work thoroughly and carefully.
One of the most challenging things about being on the board is getting good information. Board members tend to make school staff a little nervous, and information we get can be heavily filtered. We tend to hear more from people (staff, community members, parents) who are dissatisfied than from people who are content. As much as I try to keep my ear to the ground, make myself available and responsive, and spend time in the schools and at school functions, there's no way for me or for the board as a whole to know everything we'd like to. So, like everyone else, we take the information we have, engage our best judgment, and move ahead with our work. The better our information, the better our decisions can be. Keep that in mind when you're talking with a member of the board!
Here's a little bit of my thinking about the role of the board. I have been helped, of course, by many conversations and a fair amount of reading.
The board hires and evaluates the superintendent. This is a huge part of our responsibilities, and it happens every year. Each year when we do a formal evaluation of Dr. Taylor and sign his contract, we are in effect re-hiring him. As in any performance evaluation the board works with the superintendent to recognize strengths and weaknesses and to set short- and long-term goals. The way I think of it, it's our job to make the superintendent better at his job, to the benefit of students, staff, and the community.
Board members sometimes hear that the board needs to "rein in" or "take down" the superintendent, to "show him who's boss" and not just "rubber stamp" his recommendations. There are a few issues here. First and foremost, the superintendent is an experienced, credentialed, education professional, while the board works part-time and is made up of community members who are not education professionals. Second, since we hire the superintendent every year, we should be confident in his abilities--if we have serious doubts about his management style, priorities, or the direction he's taking the schools, we should be thinking seriously about replacing him. As long as we have hired him, we should feel comfortable supporting him, at least most of the time. Third, who benefits by public disagreements between the board and the superintendent? It's fairly easy to score political points by "taking the superintendent down" at a public meeting, and it may make for interesting headlines and sideline chatter. But a contentious relationship between the board and the superintendent rarely serves the students, staff, or community at all. If we're evaluating him effectively and helping him set performance goals, we will see improvement in the areas we've targeted.
The board does not "run" the school corporation. The superintendent is the CEO of the schools. He has the credentials, experience, and expertise to hire and evaluate staff (although the board approves all personnel decisions), develop and implement curriculum, work with state and federal regulations, and manage all the dimensions of this large organization. It is one of the paradoxes of school governance that the board is made up of non-educators. On our current board, not a single member has even one day's experience teaching or administrating in a K-12 public school, and this is pretty common. This is why a well-functioning board takes the superintendent's recommendations seriously, and why a board that micro-manages school operations is setting itself up for real headaches.
The board has a serious fiscal responsibility. The budget process is complicated, but the board is charged with making sure public money is being spent responsibly and honestly. Most educational decisions also have a financial component, and where we spend money is a good indication of our priorities. For instance, the free full-day kindergarten in the Lebanon schools costs more than having only half-day programs, but the board agrees that this kind of early education has an impact that's worth paying for. Our policies have to reflect a balance between providing the best education for Lebanon students and our responsibility to taxpayers. This also means making sure we have safe, appropriate facilities but not overbuilding.
The board sets policy. Our board has help in developing policy from a company that tracks education legislation and drafts policies to be sure we're in compliance with current law. At a local level, recent policy decisions include the corporation-wide dress code and decisions about budget priorities. For any policy change, and especially the big ones, board members do plenty of research, including many conversations with stakeholders in the community. We also carefully consider the superintendent's recommendations, because he's the professional.
What kind of issues does the board get involved with? I'm sure this varies from board to board, and from person to person. There's certainly some gray area, but there are also some pretty clear lines. Generally speaking, board members should not be involved with the day-to-day operations of the schools. Student grades, selection or playing time for a sports team, the books a teacher chooses to read to second-graders, what sort of flowers are planted--these are not the purview of the board. If a patron has a problem and has already followed the chain of command to have it addressed without getting satisfaction (by talking to a teacher or coach, then principal, then superintendent), a board member may get involved at that point.
Think of it this way: if a board member were to go into a fourth-grade classroom and start telling the teacher how to do a math lesson, or which books she should choose for reading groups, people would, rightly, say the board member has neither the expertise nor the authority to act that way. If a board member attended basketball tryouts and told the coach which students should make the team, community members would be right to object. If a board member went to the bus garage, got under a bus, and started questioning the mechanic about what she was doing to the transmission, the public should be concerned. If a board member walked into a principal's office and started making suggestions about the master schedule, or who teaches which grade level, that would be inappropriate. Likewise, if a board member is looking over the superintendent's shoulder, giving directions and second-guessing his work, that's inappropriate.
What makes for a good board member? Generally speaking, if someone comes on the board with a very strong personal agenda, that means trouble. For instance, if a board member is determined to remove a particular administrator or coach, or to see a pet program implemented, they won't be very interested in the larger work of the board. While different board members have different skills, as a board we don't get to pick and choose what our work is, and good board members are willing to do even the tedious work thoroughly and carefully.
One of the most challenging things about being on the board is getting good information. Board members tend to make school staff a little nervous, and information we get can be heavily filtered. We tend to hear more from people (staff, community members, parents) who are dissatisfied than from people who are content. As much as I try to keep my ear to the ground, make myself available and responsive, and spend time in the schools and at school functions, there's no way for me or for the board as a whole to know everything we'd like to. So, like everyone else, we take the information we have, engage our best judgment, and move ahead with our work. The better our information, the better our decisions can be. Keep that in mind when you're talking with a member of the board!
Thursday, April 29, 2010
Tom Merritt for School Board
My colleague Tom Merritt is running for a second term on the board. Tom is an exceptionally good board member: engaged, hard-working, willing to spend time on issues that need board attention (even when they're not that interesting!), and truly interested in various points of view. As a small business owner and employer (Merritt Construction) and the parent of one LHS graduate and four LCSC students, Tom knows the impact of the schools on the community.
In particular, I have seen Tom's value as we have begun renovation plans on LHS and other buildings. He's in the construction business, and he knows how to talk with architects, construction managers, and subcontractors. When he looks at a blueprint, a site map, or a contract he knows just what he's looking at and, importantly, what questions to ask. His expertise has already been invaluable, and I hate to think of going forward on building projects without him.
Tom has no personal axe to grind. He's on the board for the good of the students, the community, and the taxpayers. Please vote to give him a second term--he deserves it and you won't regret it.
In particular, I have seen Tom's value as we have begun renovation plans on LHS and other buildings. He's in the construction business, and he knows how to talk with architects, construction managers, and subcontractors. When he looks at a blueprint, a site map, or a contract he knows just what he's looking at and, importantly, what questions to ask. His expertise has already been invaluable, and I hate to think of going forward on building projects without him.
Tom has no personal axe to grind. He's on the board for the good of the students, the community, and the taxpayers. Please vote to give him a second term--he deserves it and you won't regret it.
Wednesday, March 31, 2010
Renovation and Referendum (or R&R)
Last night was the first of three community meetings to inform the community, and get input, about planned renovations in the Lebanon schools. This has been in the works for a couple years, and now we're really seeing the projects moving ahead ... but they can only be completed with community support.
Here are some FAQ which were distributed night, cut-and-pasted from the corporation web site:
Why is the district considering facility improvements?
Extensive renovation is needed at L.H.S. to incorporate instructional technology and to reduce energy costs. In an economic environment where school districts must find operational cost savings, the money saved on energy can be put to better use in staff and instruction. Classrooms at L.H.S. were designed before technology and collaborative projects became such an integral part of learning and when the average physical size of students was smaller. Many classrooms at L.H.S. feel cramped. All schools need increased security as well as improved heat and ventilation control, and three schools need specific improvements.
What is being considered?
The extent of the renovation plan will be decided after community input during a series of public meetings this spring. Improvements being considered are:
•Lebanon High School – Expand the flexibility to support a functioning modern school. Upgrade the building’s technology to create a 21st century learning environment, improve temperature controls and improve security systems.
•All schools – New security cameras linked into a centralized security system, centralized heating, upgraded ventilation and controls
•Central Elementary School – Improvements to the heating, ventilating and air conditioning system
•Lebanon Middle School – Create a secure entry
•Hattie B. Stokes Elementary School – Replace roof
The state is currently cutting funding to all school districts. How will Lebanon Community School Corporation handle budget reductions? Wouldn’t it be better to spend this money on teachers rather than buildings?
L.C.S.C. must reduce its 2010 budget by $980,804 due to the recent cuts in state funding; administrators have met with staff and community members to discuss and define those reductions. The reductions being considered now are in addition to a number of reductions already made in 2009. There are two important things to remember:
1. operating costs and money to upgrade buildings come from different funds, building funds cannot be used to pay teachers or staff, and
2. improved energy efficiency will increase fund availability for classrooms
When would the proposed renovations begin? How long will the projects take?
If projects are approved by the board during the summer of 2010 and by voters in the November 2010 referendum, construction would begin in the spring of 2011; targeted completion would be the summer of 2013.
Why do we need to do this now?
The renovation of Lebanon High School is needed to meet the learning needs of 21st century students.
Improvements to the heating, ventilating and air conditioning system at Central Elementary School will improve the school environment and increase energy efficiency.
The new roof at Hattie B. Stokes Elementary School will protect the investment in the building.
The secure entry at Lebanon Middle School and new security cameras for all schools linked into a centralized security system will improve student safety. L.C.S.C. is no longer a small school system out in the country. The school community has grown and is now adjacent to a major highway. It is important to have appropriate building security for the types of situations which may occur in schools anywhere.
How can I stay informed about the plans?
•Attend the remaining public meetings [both meetings are at 7 p.m. in LHS room B-14]:
April 27 – proposed solutions
May 4 – updated renovation plan and additional cost definition
These meetings are your opportunity to have input into the plan.
•Check the district Web site periodically at www.leb.k12.in.us
•Sign up for e-mail update
How much will the proposed projects cost?
The district is still defining individual project costs. The total scope of the projects will be determined after gathering public input during a series of public meetings this spring.
What could this mean to my taxes?
A total project cost has not been determined at this time. [There's a chart with potential tax impact for property of different values in the document, but I couldn't get it to cut-and-paste. It's available at the link above.] [Please note that the local tax rate for the Lebanon schools has gone down 36% since 2006, from $1.76 in 2006 to $1.12 in 2010.]
Extending the life of our school buildings, remaining competitive
The district wants to be fiscally responsible in extending the life of our buildings and preparing our buildings and programs to be competitive with surrounding school systems.
A project of this size would improve facilities at EVERY school in the district and extend the life of Lebanon High School for a cost that’s about a third of what it would cost to build a new high school.
Lebanon Community School Corporation has an unprecedented opportunity to take advantage of the high-tech jobs coming to the Duke/Anson development and other developments available along the Indianapolis-Lafayette corridor. The school corporation wants to be attractive both physically and educationally to the families filling these high-wage and high profile jobs – and to have these new families consider living in and educating their children in our community.
There will in all likelihood be a referendum--a ballot item--about this project on the November ballot. No final decisions have been made yet--the administration and board are gathering information from the public, and the board's vote to move ahead with the renovation and referendum process will probably happen in June. The referendum is required by Indiana law for any project over $20 million; this will be the first time for the Lebanon schools to go through this process. Look for more details to come.
Here are some FAQ which were distributed night, cut-and-pasted from the corporation web site:
Why is the district considering facility improvements?
Extensive renovation is needed at L.H.S. to incorporate instructional technology and to reduce energy costs. In an economic environment where school districts must find operational cost savings, the money saved on energy can be put to better use in staff and instruction. Classrooms at L.H.S. were designed before technology and collaborative projects became such an integral part of learning and when the average physical size of students was smaller. Many classrooms at L.H.S. feel cramped. All schools need increased security as well as improved heat and ventilation control, and three schools need specific improvements.
What is being considered?
The extent of the renovation plan will be decided after community input during a series of public meetings this spring. Improvements being considered are:
•Lebanon High School – Expand the flexibility to support a functioning modern school. Upgrade the building’s technology to create a 21st century learning environment, improve temperature controls and improve security systems.
•All schools – New security cameras linked into a centralized security system, centralized heating, upgraded ventilation and controls
•Central Elementary School – Improvements to the heating, ventilating and air conditioning system
•Lebanon Middle School – Create a secure entry
•Hattie B. Stokes Elementary School – Replace roof
The state is currently cutting funding to all school districts. How will Lebanon Community School Corporation handle budget reductions? Wouldn’t it be better to spend this money on teachers rather than buildings?
L.C.S.C. must reduce its 2010 budget by $980,804 due to the recent cuts in state funding; administrators have met with staff and community members to discuss and define those reductions. The reductions being considered now are in addition to a number of reductions already made in 2009. There are two important things to remember:
1. operating costs and money to upgrade buildings come from different funds, building funds cannot be used to pay teachers or staff, and
2. improved energy efficiency will increase fund availability for classrooms
When would the proposed renovations begin? How long will the projects take?
If projects are approved by the board during the summer of 2010 and by voters in the November 2010 referendum, construction would begin in the spring of 2011; targeted completion would be the summer of 2013.
Why do we need to do this now?
The renovation of Lebanon High School is needed to meet the learning needs of 21st century students.
Improvements to the heating, ventilating and air conditioning system at Central Elementary School will improve the school environment and increase energy efficiency.
The new roof at Hattie B. Stokes Elementary School will protect the investment in the building.
The secure entry at Lebanon Middle School and new security cameras for all schools linked into a centralized security system will improve student safety. L.C.S.C. is no longer a small school system out in the country. The school community has grown and is now adjacent to a major highway. It is important to have appropriate building security for the types of situations which may occur in schools anywhere.
How can I stay informed about the plans?
•Attend the remaining public meetings [both meetings are at 7 p.m. in LHS room B-14]:
April 27 – proposed solutions
May 4 – updated renovation plan and additional cost definition
These meetings are your opportunity to have input into the plan.
•Check the district Web site periodically at www.leb.k12.in.us
•Sign up for e-mail update
How much will the proposed projects cost?
The district is still defining individual project costs. The total scope of the projects will be determined after gathering public input during a series of public meetings this spring.
What could this mean to my taxes?
A total project cost has not been determined at this time. [There's a chart with potential tax impact for property of different values in the document, but I couldn't get it to cut-and-paste. It's available at the link above.] [Please note that the local tax rate for the Lebanon schools has gone down 36% since 2006, from $1.76 in 2006 to $1.12 in 2010.]
Extending the life of our school buildings, remaining competitive
The district wants to be fiscally responsible in extending the life of our buildings and preparing our buildings and programs to be competitive with surrounding school systems.
A project of this size would improve facilities at EVERY school in the district and extend the life of Lebanon High School for a cost that’s about a third of what it would cost to build a new high school.
Lebanon Community School Corporation has an unprecedented opportunity to take advantage of the high-tech jobs coming to the Duke/Anson development and other developments available along the Indianapolis-Lafayette corridor. The school corporation wants to be attractive both physically and educationally to the families filling these high-wage and high profile jobs – and to have these new families consider living in and educating their children in our community.
There will in all likelihood be a referendum--a ballot item--about this project on the November ballot. No final decisions have been made yet--the administration and board are gathering information from the public, and the board's vote to move ahead with the renovation and referendum process will probably happen in June. The referendum is required by Indiana law for any project over $20 million; this will be the first time for the Lebanon schools to go through this process. Look for more details to come.
Friday, March 26, 2010
Budget proposals
A couple weeks ago the superintendent presented to the board and the community the proposals to meet the $1 million shortfall in our general fund for this year. Here's the full proposal, and I encourage any reader to take a close look. Print it out, highlight it, add question marks, add and subtract some numbers, and let me know what you think
Here are some highlights:
The board votes on these proposals (probably with some adjustments) at our April 20 meeting. I'm interested in reader response to these proposals, but I have a request. If you would like to take some items off the list of proposed cuts, would you please suggest what you would like to see cut in place of that item or position? Because the cuts have to be made--our cash balance means we're not cutting as deeply as many other districts, but cut we must. And soon.
Thank you for reading!
Here are some highlights:
- The state is sending us about $1 million less than they promised for 2010, and those are general fund dollars. We spend 90% of our general fund on salaries, wages, and benefits.
- During 2009 and 2010, LCSC cut more than $650,000 from general fund expenses, anticipating this move by the state.
- If we don't make any adjustments, a general fund shortfall of $1.2-1.4 million is predicted in each of the next three years.
- Reduce expenditures for utilities, postage, supplies, professional development, summer school, and participation in the J. Everett Light vocational programs, for a total reduction of about $280,500
- Reduce personnel expenditures through cuts to administrative compensation and some position eliminations in certified, classified, and extracurricular areas (see the full document via the link above for a list of specific positions)
- Spend down our cash balance by $800K this year, $400K in 2011 and $500K in 2012. Even with the cuts we're making, we'll be deficit spending and can use the cash balance for this purpose. Hopefully by the end of 2012 the economy and state revenues will be back to healthy levels, and school funding along with them.
- Transfer of funds. The legislature voted to allow a transfer to the general fund from other funds in the corporation. The amount permitted for Lebanon is about $125,000, and this transfer cannot happen until July 1.
- free full-day kindergarten across the LCSC (which is only partly funded by the state, with local money making up the difference)
- all LMS and LHS sports (although some assistant coaching positions are on the list of cuts)
- families will not pay for participation in sports or extracurricular activities ("pay to play")
- band and arts programs at LMS and LHS
- special education services, high ability services, the AVID program, and most vocational programs at LMS and LHS
- class sizes of no more than 30 students
The board votes on these proposals (probably with some adjustments) at our April 20 meeting. I'm interested in reader response to these proposals, but I have a request. If you would like to take some items off the list of proposed cuts, would you please suggest what you would like to see cut in place of that item or position? Because the cuts have to be made--our cash balance means we're not cutting as deeply as many other districts, but cut we must. And soon.
Thank you for reading!
Wednesday, March 3, 2010
In the eye of the storm
I haven't posted in a while, but not because I haven't been thinking about and working on school board matters. Quite the opposite. The statewide budget crisis that I wrote about a month ago is on my mind all the time.
As I read about cost-cutting (read: people being put out of work) measures at districts around the state, my heart sinks and my blood pressure rises. How did it come to this? Schools are not immune to recessions, particularly the sort of monster recession the country's been in for a couple years now. But recent changes to Indiana's school funding and property tax structure have combined with the recession to make this a very hard hit.
Closer to home I am cheered that the Lebanon schools are in better shape than many other districts, due to careful planning and conservative money management. Perhaps it is cold comfort to say that others are in worse shape than we are, but it is the truth.
After weeks of work, four staff meetings, and two community meetings, next week Dr. Taylor and CFO/assistant superintendent Charles Tait will release to the board and the public the final list of proposed cuts. The board will discuss and take public input on on the proposal at our March 16 meeting, and vote on the budget cuts at our regular meeting on April 20. The goal in putting the proposal together has been to impact teaching and learning as little as possible, to cut strategically to protect the gains Lebanon has made in student achievement, and to spread the pain of the cuts across all sectors of the budget.
Even after implementing the cuts, however, the budget situation is very fluid. How many LCSC staff will retire this year? (Retiring staff are not required to tell the corporation of their plans by any certain date.) Will the legislature act to allow schools to move money from one fund to another in order to relieve some pressure on the general fund? Will the state come back to us next week, next month, or in August (or all three), and tell us that they are cutting even more from our general fund? State revenues were reported down again yesterday--we have to be ready to respond if that impacts K-12 funding.
Right now we have to plan very conservatively and prepare for the worst, while hoping that we can make positive adjustments between now and August.
Thank you for reading.
As I read about cost-cutting (read: people being put out of work) measures at districts around the state, my heart sinks and my blood pressure rises. How did it come to this? Schools are not immune to recessions, particularly the sort of monster recession the country's been in for a couple years now. But recent changes to Indiana's school funding and property tax structure have combined with the recession to make this a very hard hit.
Closer to home I am cheered that the Lebanon schools are in better shape than many other districts, due to careful planning and conservative money management. Perhaps it is cold comfort to say that others are in worse shape than we are, but it is the truth.
After weeks of work, four staff meetings, and two community meetings, next week Dr. Taylor and CFO/assistant superintendent Charles Tait will release to the board and the public the final list of proposed cuts. The board will discuss and take public input on on the proposal at our March 16 meeting, and vote on the budget cuts at our regular meeting on April 20. The goal in putting the proposal together has been to impact teaching and learning as little as possible, to cut strategically to protect the gains Lebanon has made in student achievement, and to spread the pain of the cuts across all sectors of the budget.
Even after implementing the cuts, however, the budget situation is very fluid. How many LCSC staff will retire this year? (Retiring staff are not required to tell the corporation of their plans by any certain date.) Will the legislature act to allow schools to move money from one fund to another in order to relieve some pressure on the general fund? Will the state come back to us next week, next month, or in August (or all three), and tell us that they are cutting even more from our general fund? State revenues were reported down again yesterday--we have to be ready to respond if that impacts K-12 funding.
Right now we have to plan very conservatively and prepare for the worst, while hoping that we can make positive adjustments between now and August.
Thank you for reading.
Tuesday, February 2, 2010
School funding crisis
Just about every day now the paper carries a story about a school district (or several) announcing its proposal to cope with the funding crisis that is hitting every single district in the state. Lebanon is working on this as well, as I have mentioned in several posts.
LCSC CFO Charles Tait has posted the handout he's been using at the meetings with staff, which has some very helpful information about the school funding picture, and the cuts that have already been made prior to the most recent news. He has also linked to a recording of one of the staff meetings in which both he and Dr. Taylor explained our situation and went through the handout. At the staff meeting I attended at LHS, Mr. Tait and Dr. Taylor made a point of asking for staff input, either at the meeting, in a private e-mail, or anonymously.
LCSC CFO Charles Tait has posted the handout he's been using at the meetings with staff, which has some very helpful information about the school funding picture, and the cuts that have already been made prior to the most recent news. He has also linked to a recording of one of the staff meetings in which both he and Dr. Taylor explained our situation and went through the handout. At the staff meeting I attended at LHS, Mr. Tait and Dr. Taylor made a point of asking for staff input, either at the meeting, in a private e-mail, or anonymously.
Wednesday, January 27, 2010
Public school finance basics
A reader on Lebanon Chatter asked me to explain some basics of school finance, specifically how the different funds in the corporation budget work. I'm happy to do this, and hope it's helpful.
The information below, in green, comes directly from LCSC Assistant Superintendent/CFO Charles Tait's explanation on the school web site. I have edited a bit for ease of reading; please go to his page for more detailed information.
Indiana Public School Funding establishes seven (7) main funds. Each of these funds receives local support through License Excise taxes, Commercial Vehicle Excise taxes and Financial Institute taxes. The General Fund receives revenue from the State of Indiana based upon several key data components – student count, vocational programming student enrollment, special education programming enrollment, at risk student component, number of students that graduated with Academic Honors Diploma, special funding to support high ability student programming, professional development for staff, and funds to support remediation programming for students.
The General Fund and the Special Ed. Preschool Fund are 100% state funded [i.e., none of these funds is supplied through local property taxes]. The other funds – Debt Service, Pension/Severance Debt, Capital Projects, School Transportation and Bus Replacement are funded through local property tax.
Seven Main Funds:
1. General Fund – This includes expenses for salaries of teachers, administrators, support staff, fringe benefits, supplies, heat, lights, maintenance and other day-to-day operation expenses. [90% of LCSC's general fund is spent on wages, salaries, and benefits; the remaining 10% goes primarily to supplies, professional development, and utilties.]
2. Debt Service Fund – Expenditures from this fund may be used to make bond and/or lease rental payments and state technology and construction loans. Interest on loans taken for the purpose of any other fund can be paid from the debt service fund. For taxation purposes this fund is only used when there is a need to retire debt. The tax rate must be sufficient to raise the amount necessary to meet the debt obligations during the year.
3. Pension/Severance Debt Fund – used to budget and account for receipts and expenditures necessary to meet the annual debt obligations for the pension/severance for the local school corporation.
4. Capital Projects Fund – used for land acquisition and development, fees for professional services, educational specification development, building acquisition, construction, and improvement, rental of buildings and equipment, purchase of mobile or fixed equipment, certain emergencies, maintenance of equipment, construction, repair, replacement, remodeling or maintenance of a school sports facility as long as the expenditure does not exceed 5% of the property tax levy, certain staff services, allocating funds for future projects, and transferring funds to the Repair and Replacement Fund.
5. School Transportation Fund – exclusive fund for the salaries of drivers, the transportation supervisor, mechanics and garage employees, clerks and other transportation related employees. It will also pay for the cost of contracted transportation services, transportation related insurance, fuel, lubricants, tires, repairs, contracted repairs, parts, supplies, and other transportation related expenses.
6. School Bus Replacement Fund – exclusive fund to pay for the replacement of school buses, either through a purchase agreement or under a lease agreement. A ten (10) year plan must be submitted and approved for the purchase and replacement of school buses. [School buses are currently on a 12-year replacement cycle.]
7. Special Education Preschool Fund – each school corporation is required by state law to provide each pre-school special needs child with an appropriate special education. This fund is used for the revenue and expenses to operate the preschool program.
School corporations are not allowed to mix monies from these funds, or move money from one fund to another during the budget year to cover a shortfall. All of the money for teacher salaries comes from the general fund, and 100% of the general fund comes from the state--not from local property taxes. Until 2009 some of the general fund did come from local property taxes, but the property tax reform package that passed the General Assembly in 2009 included moving all of the general fund to the state. There is no way for the school corporation to use local tax revenues to pay teacher salaries.
Would I like the legislature to change the way these funds work? Generally, I'd like to have more local control for our schools, and if our community would be willing to pay more taxes for teacher salaries I'd like to have that option. But if the change just involves letting schools move money from one fund to another, it would probably end up being a shell game. The state could continue cutting the general fund, and put the burden on schools to raise local taxes and move money around, rather than meeting the obligations the law puts on the state.
If you're interested in more details about our local budget process, I wrote a column in March 2009 that was published in the Lebanon Reporter and that I reprinted in this blog post. If you're really interested in more detail than that, please drop me an e-mail and maybe we can arrange to get into the tall weeds of school finance over a cup of coffee!
Thank you for reading!
The information below, in green, comes directly from LCSC Assistant Superintendent/CFO Charles Tait's explanation on the school web site. I have edited a bit for ease of reading; please go to his page for more detailed information.
Indiana Public School Funding establishes seven (7) main funds. Each of these funds receives local support through License Excise taxes, Commercial Vehicle Excise taxes and Financial Institute taxes. The General Fund receives revenue from the State of Indiana based upon several key data components – student count, vocational programming student enrollment, special education programming enrollment, at risk student component, number of students that graduated with Academic Honors Diploma, special funding to support high ability student programming, professional development for staff, and funds to support remediation programming for students.
The General Fund and the Special Ed. Preschool Fund are 100% state funded [i.e., none of these funds is supplied through local property taxes]. The other funds – Debt Service, Pension/Severance Debt, Capital Projects, School Transportation and Bus Replacement are funded through local property tax.
Seven Main Funds:
1. General Fund – This includes expenses for salaries of teachers, administrators, support staff, fringe benefits, supplies, heat, lights, maintenance and other day-to-day operation expenses. [90% of LCSC's general fund is spent on wages, salaries, and benefits; the remaining 10% goes primarily to supplies, professional development, and utilties.]
2. Debt Service Fund – Expenditures from this fund may be used to make bond and/or lease rental payments and state technology and construction loans. Interest on loans taken for the purpose of any other fund can be paid from the debt service fund. For taxation purposes this fund is only used when there is a need to retire debt. The tax rate must be sufficient to raise the amount necessary to meet the debt obligations during the year.
3. Pension/Severance Debt Fund – used to budget and account for receipts and expenditures necessary to meet the annual debt obligations for the pension/severance for the local school corporation.
4. Capital Projects Fund – used for land acquisition and development, fees for professional services, educational specification development, building acquisition, construction, and improvement, rental of buildings and equipment, purchase of mobile or fixed equipment, certain emergencies, maintenance of equipment, construction, repair, replacement, remodeling or maintenance of a school sports facility as long as the expenditure does not exceed 5% of the property tax levy, certain staff services, allocating funds for future projects, and transferring funds to the Repair and Replacement Fund.
5. School Transportation Fund – exclusive fund for the salaries of drivers, the transportation supervisor, mechanics and garage employees, clerks and other transportation related employees. It will also pay for the cost of contracted transportation services, transportation related insurance, fuel, lubricants, tires, repairs, contracted repairs, parts, supplies, and other transportation related expenses.
6. School Bus Replacement Fund – exclusive fund to pay for the replacement of school buses, either through a purchase agreement or under a lease agreement. A ten (10) year plan must be submitted and approved for the purchase and replacement of school buses. [School buses are currently on a 12-year replacement cycle.]
7. Special Education Preschool Fund – each school corporation is required by state law to provide each pre-school special needs child with an appropriate special education. This fund is used for the revenue and expenses to operate the preschool program.
School corporations are not allowed to mix monies from these funds, or move money from one fund to another during the budget year to cover a shortfall. All of the money for teacher salaries comes from the general fund, and 100% of the general fund comes from the state--not from local property taxes. Until 2009 some of the general fund did come from local property taxes, but the property tax reform package that passed the General Assembly in 2009 included moving all of the general fund to the state. There is no way for the school corporation to use local tax revenues to pay teacher salaries.
Would I like the legislature to change the way these funds work? Generally, I'd like to have more local control for our schools, and if our community would be willing to pay more taxes for teacher salaries I'd like to have that option. But if the change just involves letting schools move money from one fund to another, it would probably end up being a shell game. The state could continue cutting the general fund, and put the burden on schools to raise local taxes and move money around, rather than meeting the obligations the law puts on the state.
If you're interested in more details about our local budget process, I wrote a column in March 2009 that was published in the Lebanon Reporter and that I reprinted in this blog post. If you're really interested in more detail than that, please drop me an e-mail and maybe we can arrange to get into the tall weeds of school finance over a cup of coffee!
Thank you for reading!
Wednesday, January 20, 2010
Whiplash
The effect of last night's board meeting was whiplash, with plenty of good news followed by some grim realities.
Here's the good news: Central Elementary and Lebanon Middle School selected as four-star schools, LHS recognized in U.S. News and World Report as one of America's Best High Schools. This on top of Mr. Byron Ernest being selected Indiana's Teacher of the Year and LCSC's selection as an Exemplary school corporation in 2009.
Also, corporation CFO Charles Tait reported on finances. LCSC is operating with a healthy cash balance, money in the Rainy Day fund, even money left in holding corporation funds (these are left over from previous building projects) that allows us to do building maintenance and repairs. Our 2010 budget was certified by the state, which means we know what we're authorized to spend this year. Enrollment is basically steady, and our assessed value actually went up slightly.
Our tax rate was certified as well, and here's an interesting fact: since 2006 the local tax rate for the schools has gone down from $1.7625 (per $100 of assessed value) to $1.1242 in 2010. That's a decline of $.6383, or 36%.
Just when it feels like the best of times, the governor announces a $300 million cut to K-12 education statewide.
So here's the bad news: The state had committed general fund monies to LCSC. That amount will now be cut (starting this month) by 4.56%, which comes to $81,733.67 a month, for a 2010 total of $980,804.02. General fund dollars are the only source of teacher salaries, and 89.6% of our general fund is spent on wages, salaries, and benefits.
These cuts are permanent, and to adjust we'll be looking at permanent, structural changes to the budget.
Mr. Tait and Dr. Taylor reported that over the last 12 months LCSC has already cut more than $661,000 from general fund expenditures, including summer school, positions for five instructional assistants, seven certified staff, a school nurse, custodial/maintenance/grounds crew hours, professional development, and supplies. We have also changed banks and instituted energy savings measures.
Administrators are not receiving any salary or benefit increases this year, and classified staff (bus drivers, custodial, food service workers) are not receiving any cost-of-living increase. The Master Contract that sets teacher salaries is being negotiated right now.
Dr. Taylor is holding four meetings for all LCSC staff to inform them about the local impact of the cuts, and to get input about how to absorb them. Our strong financial position means we are not looking at sudden, draconian cuts, and we can combine some deficit spending with careful budget reductions. But as Mr. Tait said, "It will be necessary to trim our work force, adjust student programs, and evaluate every position in our school corporation to ensure we operate as efficiently as possible."
After the staff meetings, Dr. Taylor plans public meetings to answer questions and get ideas from the community. He anticipates bringing detailed recommendations to the board in March and April.
What are your questions about this situation? Where would you look to make adjustments? How should the board and the administration proceed?
Here's the good news: Central Elementary and Lebanon Middle School selected as four-star schools, LHS recognized in U.S. News and World Report as one of America's Best High Schools. This on top of Mr. Byron Ernest being selected Indiana's Teacher of the Year and LCSC's selection as an Exemplary school corporation in 2009.
Also, corporation CFO Charles Tait reported on finances. LCSC is operating with a healthy cash balance, money in the Rainy Day fund, even money left in holding corporation funds (these are left over from previous building projects) that allows us to do building maintenance and repairs. Our 2010 budget was certified by the state, which means we know what we're authorized to spend this year. Enrollment is basically steady, and our assessed value actually went up slightly.
Our tax rate was certified as well, and here's an interesting fact: since 2006 the local tax rate for the schools has gone down from $1.7625 (per $100 of assessed value) to $1.1242 in 2010. That's a decline of $.6383, or 36%.
Just when it feels like the best of times, the governor announces a $300 million cut to K-12 education statewide.
So here's the bad news: The state had committed general fund monies to LCSC. That amount will now be cut (starting this month) by 4.56%, which comes to $81,733.67 a month, for a 2010 total of $980,804.02. General fund dollars are the only source of teacher salaries, and 89.6% of our general fund is spent on wages, salaries, and benefits.
These cuts are permanent, and to adjust we'll be looking at permanent, structural changes to the budget.
Mr. Tait and Dr. Taylor reported that over the last 12 months LCSC has already cut more than $661,000 from general fund expenditures, including summer school, positions for five instructional assistants, seven certified staff, a school nurse, custodial/maintenance/grounds crew hours, professional development, and supplies. We have also changed banks and instituted energy savings measures.
Administrators are not receiving any salary or benefit increases this year, and classified staff (bus drivers, custodial, food service workers) are not receiving any cost-of-living increase. The Master Contract that sets teacher salaries is being negotiated right now.
Dr. Taylor is holding four meetings for all LCSC staff to inform them about the local impact of the cuts, and to get input about how to absorb them. Our strong financial position means we are not looking at sudden, draconian cuts, and we can combine some deficit spending with careful budget reductions. But as Mr. Tait said, "It will be necessary to trim our work force, adjust student programs, and evaluate every position in our school corporation to ensure we operate as efficiently as possible."
After the staff meetings, Dr. Taylor plans public meetings to answer questions and get ideas from the community. He anticipates bringing detailed recommendations to the board in March and April.
What are your questions about this situation? Where would you look to make adjustments? How should the board and the administration proceed?
Indiana education reform and the "Race to the Top"
The proposed education reforms reported in today's Indianapolis Star could have far-reaching impact. In order to apply for federal "Race to the Top" funds the state had to put together a package of aggressive reforms. State Superintendent of Public Instruction Tony Bennett promises that these reforms are his agenda, whether Indiana get the federal dollars or not.
I heard Dr. Bennett at a conference last week, and he spoke primarily about these proposals and the Race to the Top funds. Indiana is asking for $400 million, but if selected is likely to receive $150-250 million in one-time funds. (These are part of President Obama's larger stimulus package.) The application was submitted yesterday; finalists will be interviewed in March; awards will be announced in April.
If Indiana is a winner, individual school corporations will then apply to the state for some share of the funds. Corporations will have 90 days to submit a "work plan" consistent with Indiana's larger plan, and the superintendent, school board president, and local teacher union must sign on to the corporation's application.
Dr. Bennett laid out four "pillars" of Indiana's reform plan:
I heard Dr. Bennett at a conference last week, and he spoke primarily about these proposals and the Race to the Top funds. Indiana is asking for $400 million, but if selected is likely to receive $150-250 million in one-time funds. (These are part of President Obama's larger stimulus package.) The application was submitted yesterday; finalists will be interviewed in March; awards will be announced in April.
If Indiana is a winner, individual school corporations will then apply to the state for some share of the funds. Corporations will have 90 days to submit a "work plan" consistent with Indiana's larger plan, and the superintendent, school board president, and local teacher union must sign on to the corporation's application.
Dr. Bennett laid out four "pillars" of Indiana's reform plan:
- Standards and assurances: Indiana will start to align itself with national standards referred to as the Common Core. According to the Star's article today, ISTEP+ will also be replaced with a national test.
- Longitudinal data will be collected to follow students' achievement throughout their education.
- Rethinking how teachers and principals are evaluated--the Star article refers to four tiers of teacher performance.
- Turning around lowest-performing 5% of schools.
Wednesday, January 13, 2010
U.S. News and World Report names LHS one of America's "Top High Schools"!
This is a first, and a wonderful distinction for our high school and community! Many congratulations to the LHS administration, teachers, staff, and students.
Central Elementary and LMS achieve four-star distinction!
Great news! Today the Indiana Department of Education released the list of four-star schools for 2008-09, and both Central Elementary and Lebanon Middle School were included. This is the first time LMS has achieved four-star status.
According to the DOE, "Four Star Schools are those public schools who meet AYP (Adequate Yearly Progress) under NCLB (No Child Left Behind) and were in the top 25% of all Indiana Public Schools in four categories:
According to the DOE, "Four Star Schools are those public schools who meet AYP (Adequate Yearly Progress) under NCLB (No Child Left Behind) and were in the top 25% of all Indiana Public Schools in four categories:
- ISTEP+ Percent Passing both English/LA and Math
- ISTEP+ Language Proficiency T-Score
- ISTEP+ Math Proficiency T-Score
- Attendance Rate"
Two more reasons to love Boone County
... as if you needed more!
As reported in this story, graduation rates in Boone County high schools are among the highest in the state, over 90%.
There was also a nice item in Monday's Lebanon Reporter about LHS principal Kevin O'Rourke and assistant principals Kari Ottinger and Chad Briggs scraping the snow and ice off student cars in the parking lot as school is letting out. A parent waiting to pick up her student saw this, took a photo, and submitted it to the paper. When I showed it to my high school daughters, they said they didn't think it was that big of a deal, because they've seen the administrators do this often!
Parking-lot duty is a fact of life for school staff, and I can't imagine they love it, especially in snowy, freezing weather. But the LHS administrators go that extra mile, cleaning off students' cars for safety and just to be helpful. You gotta love it!
As reported in this story, graduation rates in Boone County high schools are among the highest in the state, over 90%.
There was also a nice item in Monday's Lebanon Reporter about LHS principal Kevin O'Rourke and assistant principals Kari Ottinger and Chad Briggs scraping the snow and ice off student cars in the parking lot as school is letting out. A parent waiting to pick up her student saw this, took a photo, and submitted it to the paper. When I showed it to my high school daughters, they said they didn't think it was that big of a deal, because they've seen the administrators do this often!
Parking-lot duty is a fact of life for school staff, and I can't imagine they love it, especially in snowy, freezing weather. But the LHS administrators go that extra mile, cleaning off students' cars for safety and just to be helpful. You gotta love it!
Friday, January 8, 2010
Weather issues and decisions
First of all a big shout-out to the bus drivers (and the whole transportation department, headed up by the very capable Mrs. Becky Nugent), and the grounds crews (LHS's parking lot was plowed beautifully this morning) who work extra-hard when the weather turns foul. You're great, thank you so much!
Second, I'm thankful that I don't make the decision about whether to close, delay, or early dismiss our schools. This is a challenging decision with many things to consider: student and staff safety, changing weather conditions, the timing of bus routes, parents having to scramble for child-care arrangements, state guidelines for instructional days. One thing is pretty certain: superintendents get complaints no matter what they decide. So far this time around I have heard of no accidents resulting from the weather, and I'm grateful for that.
Second, I'm thankful that I don't make the decision about whether to close, delay, or early dismiss our schools. This is a challenging decision with many things to consider: student and staff safety, changing weather conditions, the timing of bus routes, parents having to scramble for child-care arrangements, state guidelines for instructional days. One thing is pretty certain: superintendents get complaints no matter what they decide. So far this time around I have heard of no accidents resulting from the weather, and I'm grateful for that.
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