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!
Thursday, July 1, 2010
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.
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