How Enrollment Impacts Revenue

Every year public schools in Iowa spend billions of dollars to educate children, sparking taxpayers to often ask school board members, administrators and lawmakers: “Where does that money go?” That’s why part of the AltaCommunity School District and Aurelia Community School District’s mission is to help taxpayers understand how districts are spending that money, in an attempt to dispel the mysteries surrounding school funding.

Here is an overall idea of the total funding public K-12 schools in Iowa receive to educate approximately 473,500 Iowa children. The total state appropriations for school aid under the school finance formula in FY 2012 amounts to $2.63 billion. About $1.31 billion per the finance formula comes from local property taxes earmarked to fund school programs, with approximately $475million funding facilities and other district expenses. Where it goes from there is a bit more complicated, but just as important to understand.

“Knowing how the state school funding formula works is important in helping understand the pressures facing local school districts,” said Patti Schroeder, education finance co-director for the Iowa Association of School Boards.

While the area of school finance is complex, some basic principles make it understandable to the average citizen, including:

1. The number of children enrolled in each district determines a district’s budget/revenues.
2. The General Assembly through the finance formula “equalizes” funding statewide so the “cost per student” is roughly the same in every district and every student has access to a quality education.
3. The Governor recommends the annual change in per pupil allowable growth.  The General Assembly is responsible for passing legislation to establish the annual increase in the “cost per student/allowable growth”.
4. Property taxes matter. They determine how much money each district receives in state aid.
5. Funds are restricted. We can only use funds on what the legislature tells us we can.
6. Schools are budget limited. Most other public entities are property tax rate limited. This difference is monumental.

Iowa’s school funding formula is a child-based formula, meaning that the allowable spending for a school district is based upon the number of children enrolled in that district on October 1 of each year. The number of students counted on that day is used to establish the district’s budget for the following year. This means our revenues are always a year behind the actual number of children we are serving in our classrooms. For the Alta Community School District, our October 1 enrollment is 510 for the current year. . For the Aurelia Community School District, our October 1 enrollment is 242.4 for the current year

“Because the formula is based on the number of children enrolled in the district,” Schroeder explained, “as we gain children, we gain revenues to serve those children and, if enrollment declines, we also lose revenue.”

Because the enrollment for our districts have been relatively stable over the past three years, we’ve been fortunate that our budgets have been stable as well. However, if enrollment declines in the future, along with increasing costs, we will be faced with the prospect of reduced resources to serve the needs of our district. This could result in personnel reductions and have an impact on programs.

Once district revenues are established, how is that money spent? It depends on state lawmakers –and this will be discussed in future articles. 

Being the Parent of a Student Athlete

From my over 30 years in education, half of it spent as a teacher/coach, I have come to understand an unspoken language with coaches when they uttered one word: "Parents."

It speaks volumes. I know what the coach was thinking. We share an identical image from my years on the high school coaching scene: wackos in the stands screaming at officials or stalking outside locker-room doors ready to confront the coach.

Then I became one. A parent that is.

You know, the guy in the stands with a child in uniform. It didn't happen overnight, of course. There were countless youth games played, thousands of miles driven and untold drive-thrus visited from the time my children were 5 years old through my son's senior year. T-Ball, baseball, softball, volleyball, football, track, golf, wrestling, cheerleading, at some point in their growing up years, they did it all.

They learned a lot, and of course, so did I.

Here are the 10 biggest lessons I learned from being the parent of a student-athlete

No. 1. Have no expectations, for your child or the coach. If you go into the season thinking "This kid is going to be a star," you have just set your child, the coaches and yourself up for failure.

Trophies won from ages 5 to 15 don't mean a thing. What he or she did in middle school or on the freshman and junior varsity teams is almost as unimportant. So many kids who are young all-stars will fade away. Even among the seemingly "sure bets", some will lose interest, quit, peak early, become ineligible, the list goes on.

Conversely, for the little ones, puberty is like a magic bean. It takes them to unexpected places. I'm 6' 1'.  My wife is 5'9".  My son grew to be 6'3" and my daughter is 5 foot nothing.  Both found their niche. They found what they liked, what they excelled at, and they worked hard at those activities. Interestingly, neither picked what I probably would have predicted for them when they were first starting out.  

It was astonishing to watch the transformation, and you will be amazed at the kids who weren't stars at early ages who stick with it and become valuable varsity performers.

No. 2. Give your child some space. Let her enjoy her successful moments and figure out how to deal with defeat, failure and disappointment. Don't get too wrapped up in the wins and losses. Your job is to make sure your child does not get too high after a win or too low after a loss.

No. 3. Try to have an objective view of your child's ability and build on his or her strengths. Don't tear him down by telling him what he did wrong unless the child comes looking for constructive criticism. Most of the time, the kid knows it better than you.

No. 4. Let your child make decisions that matter, with one caveat. When he or she considers quitting -- and most athletes have that moment -- make the child understand quitting is not the first option, especially once the season has begun. Dealing with adversity and persevering are important lessons.

No. 5. Grades really are the most important thing. The chances that he or she will get a college sports scholarship are almost nil, and even if the stars align and that happens, the kid still has to have good grades.

No. 6. Don't ignore injuries or signs of extreme mental and physical fatigue. If he or she is hurting, find out what it is. Playing injured can hurt the team and your child's long-term health.

No. 7. Let your child fight his or her own battles with the coach, especially with regard to the No. 1 complaint: playing time.

Your child has to learn how to deal with adults. It's part of growing up. He or she will have to confront professors and bosses, and this is a good place to learn.

If it's another issue and you find it necessary to get involved, always wait a day to talk to the coach. Let your emotions subside and think clearly about the point you want to make. If you suspect there is hazing or abuse taking place, report it to the athletic director or principal immediately.

No. 8. Support the team and be a good fan. Volunteer, and don't wait to be asked. Attend booster club meetings. Get to know the other parents. Make your own positive experience in the stands, no matter what is going on below.

When you're at the game or event, cheer for everyone on your kid's team, not just your own. Don't be the jerk in the stands, the one yelling at the coach, your team, the other team, and mostly the officials. You are embarrassing your school, your child and yourself. If you don't have anything good to say, sit down and shut up. If you're not enjoying yourself, stay home. You won't be missed.

No. 9. Understand these are competitive sports. Once they are in high school, it's no longer Little League where every kid gets to play.

There's going to be disappointment, heartache, unfairness and injuries. Unless it ends in a state championship, it will end in defeat. Your child is going to make mistakes. The coach will yell at him or her. That's what they do. Let it happen. He or she is not a baby anymore.

No. 10. Enjoy the ride. It will go by fast. Hug your child when it's over.

Safe Driving Near School Buses and a Few Reminders for Riders

As the new school year begins, drivers should remain vigilant as students and school buses return to the roadways. That means: Put the cell phone away, set your cup of coffee down, don't look in your rear-view mirror to fix your hair. Concentrate on who and what is around you. Our ultimate goal is to make sure everyone safely arrives at their destination. Motorists should avoid distractions and obey school bus and school zone traffic laws so we have the safest possible environment for students boarding and exiting buses.

The bill known as "Kadyn's Law," in memory of Kadyn Halverson, went into effect with the governor's signature March 16, 2012. The 7-year-old first grader from Kensett was killed by a driver who had illegally passed a stopped school bus.  This  provision increases the penalties for drivers who fail to abide by the law (Iowa Code 321.372) on stopped school buses. Previously, a motorist who passed a bus when the red warning lights were flashing was fined $200. The new Iowa law increased the penalty to at least $250 and as high as $675 for a first offense and up to 30 days in jail. For subsequent violations, a driver could face fines of up to $1,875. A driver who violates the law and causes an injury could face added fines, jail time and license suspension. 

In addition to the situations described below, drivers should never pass on the right. Violations of Iowa's motor vehicle laws should be reported to local law enforcement. 

Scenario 1 – You are traveling on a two-lane or three-lane

• Nearing the bus from the rear; drivers must always stop when either the amber lights or red lights are flashing. Stop no closer than 15 feet from the bus. 

• Meeting the bus from the front; drivers must slow their vehicles to 20 mph when amber lights are flashing. Stop when the lights change to red and the stop arm comes out. Remain stopped until the lights stop flashing and the stop arm is withdrawn.

Scenario 2 – You are traveling on a road with two or more lanes in each direction

• Stop if nearing the bus from the rear when amber or red lights are flashing. Stop no closer than 15 feet from the bus.

• When meeting the bus in one of the opposite two lanes (or more), you do not need to stop even if the bus has stopped with lights flashing and stop arm out. The bus is not permitted to load or unload children who must cross this type of roadway unless there are official traffic control devices or police officers present.

A Few Safety Reminders for School Bus Riders (Parents, please remind your students to follow these rules.)

1. Be alert to traffic. Check both ways for cars before stepping off the bus.
2. Make eye contact with the bus driver. Wait for the bus driver’s signal before you cross the street.
3. Walk in front of the bus; never walk behind the bus to cross the street.
4. While waiting for the bus, stay in a safe place away from the street.
5. Never go under the bus to retrieve something you’ve dropped.
6. Be aware of backpacks or loose clothing that could get snagged on bus doors or hardware.

Iowa Education Reform Legislation

·                          Implements the largest teacher leadership structure in the United States.

This structure provides top teachers a chance to take on more instructional leadership responsibility alongside school administrators, which will strengthen teaching throughout schools. It also provides more support for new teachers and fosters greater collaboration for all teachers.

The leadership structure is a multi-year commitment, with the first year focused on planning. About $3.5 million in planning grants has been set aside for school districts that join the system. Beyond that, districts will receive more than $300 per student a year.

·                          Pays teachers more.

Between raising the minimum salary to $33,500 and providing extra pay to teachers who accept leadership roles, opportunities now exist to help retain talented people.

·                          Expands Iowa Learning Online, a state-run system that has provided high-quality courses online and through the Iowa Communications Network (ICN) since 2004.

The expansion provides additional learning opportunities for students whose districts don’t offer certain subjects.

·                          Creates pilot programs in competency-based education, an approach that advances students based on their mastery of content rather than age or seat time.

“When a student demonstrates competency in a certain subject, he or she can move along – as opposed to having to sit a number of days in a class that’s already been mastered,” says Mike Cormack, policy liaison for the Iowa Department of Educations. “If a student has mastered Algebra I, for instance, she won’t have to wait for her classmates to catch up before she can start Algebra II.”

·                          Changes the minimum instructional time required in a school year by giving school districts a choice between 1,080 hours or 180 days.

Previously, the school year was measured by a minimum of 180 days. The new flexibility allows schools to make up snow days by gradually adding time to the school day, rather than tacking on extra days at the end of the school year.

·                          Creates college loan programs for teaching candidates.

This program will be available to high-achieving students who want to teach in high-need areas.

·                          Creates a simplified approach to connecting teachers with job openings in schools by establishing a statewide web-based education job posting system that will make the processes for hiring and applying for jobs more efficient.

·                          Increases school funding.

School funding will increase 2 percent next year, with an additional 2 percent, one time, state aid. School funding increases 4 percent in the second year.

6 Simple Ways to Improve Your Child's Reading Skills Over the Summer

The end of a school year doesn't have to necessarily mean and end to learning and nothing is more important to academic achievement than being a good reader.

Over the summer months, parents can provide the one-on-one time and attention that will lead their children to success in reading. Below are a few fun and effective ways that you can try at home to help your children become better readers over the summer months. Implementing even a few of these ideas will have a positive impact on your child's education.

Set aside a regular time, each day, to read to your children.

Studies show that regularly reading out loud to children will produce gains in reading comprehension, vocabulary, and the decoding of words. No matter your child's age, it will increase their desire to read independently. 

Surround your child with age appropriate reading material.

Children with available reading materials at home score higher on student achievement tests. Encourage your kids to read by having a large supply of books and magazines at their reading level. Put the reading materials in cars, bathrooms, bedrooms, family rooms, and even by the TV.  Books are less expensive than toys or video games and the pay off later in life is much larger.

Start at a family reading time.

Establish a daily time when everyone in the family reads together silently. Seeing you read will inspire your children to read. Just 15 minutes of each day is sufficient to increase a child's reading fluency.

Encourage a wide variety of reading activities.

Make reading an integral part of your children's lives. Have them read menus, roadside signs, game directions, weather reports, movie time listings, sports scores, and other practical everyday information. Also, make sure they always have something to read in their spare time such as waiting for appointments or riding in a car.

Show enthusiasm for your children's reading

How you react to your child's reading has a great influence on how hard they will try to become good readers. Be sure to give them genuine praise for their efforts.

Develop a library habit.

Take your children to the library every few weeks to borrow new reading materials. IT'S FREE! The library also offers summer programs for children of all ages that may appeal to your children and further increase their interest in reading.

The Impact of a Teacher

Some time ago, I attended the funeral of a dear friend of 23 years. Dave and I taught and coached together for a number of years.  At the funeral were some of our former students. Now, I normally dislike the "open mic time" that has become vogue at funerals as of late. Allowing anyone to stand up and say a few words about the deceased.  But, on this particular day, a couple of those former students (now grown men with families of their own) each took a turn saying more than a few words completely off the cuff.

They talked about the impact that this man had on their lives. That impact was deeper than some of the long forgotten daily curricular lessons.  They wanted to talk about the person, the passion he had for working with his students, the life lessons he was able to pass on, sometimes in the classroom and sometimes on the field of play.  They didn't talk about WHAT he taught them, as much as HOW he taught them.  Never allowing them to give less than HE expected of them which was often more that they had expected of themselves.  At the time, they didn't always like or appreciate it.  Now, they understood.

One of those former students told of this man teaching his students to be proud of who they were, where they were from, and what they represent.  He took that advice to heart and being a Native American chose to go work at the Meskwaki Settlement near Tama Iowa.  He works with Native American youth and helped start the Meskwake Settlement School football program.  He talked about passing those same life lessons he learned on to the youth he now works with.  Every time he teaches or coaches a child he uses the techniques, analogies and lessons that Dave had taught him.  Not only impacting one generation, but generations to come. It was these statements that really started me thinking about the true impact of a teacher.

We are given a rare gift when we get to teach children.  We have often heard that, as teachers, we raise up the doctors, lawyers, CEO's, nurses, mechanics, who go on to become productive leaders in their communities.  What we often don't realize is that when we touch the life of a child, we can be touching generations to come.  We often teach like we were taught (the good and the bad). If this is true, then this next generation will teach as we taught them (also the good and the bad).  This is powerful stuff. It is also a tremendous responsibility.

Our students may or may not remember specific skills or lessons we teach daily, but they will remember HOW we teach them. They will be impacted by the person teaching them, the passion they teach with, and how that person made them feel everyday.  Each moment during a day in school teachers are given a gift, a rare opportunity to make a difference, have an impact.  It's a big responsibility, but as a couple former students reminded me as we said goodbye to a friend and a mentor, its worth it.

Technology in Society and In Our Classrooms

  Most of us cannot believe how fast technology has advanced just in the last decade. Ten years ago we were still using film in cameras. Now, adults and children alike take thousands of digital photos without ever buying a roll of film. Look at how digital technology changed the photo industry. The largest film company in America, Kodak, did not adapt quickly enough to this dramatic shift. 

Moreover, just 15 years ago, we stored music on a compact disc. During the time of the CD, we were all amazed at the quality and ease of playing and finding the tracks on the disc. Although still used somewhat today, even CD’s are going to the wayside only holding 15-20 full songs. Music is now stored and played in the hundreds and thousands on devices such as iPods, mp3 players or streamed over smartphones. 

Also, 15 short years ago, most of us didn’t know about satellite radio. Today, we can access over 100 stations, most are commercial free, expanding our options from traditional radio. Online sites, such as www.pandora.com, allow users to create their own personalized station that will only play music they like. This is done by the user clicking musical formats of interest, then as the station plays, the user can give thumbs up or thumbs down to any song. The site then remembers these tastes and continually adjusts and personalizes the station. For example, you can choose country, rock, pop, Christian, R&B or a mix of any of the above to play on your station. Within your station, you can customize what groups or types of songs will play. Or, your can simply ask "Alexa" or "Google" to stream any music you like!

    Another advance in technology is touch. Nearly all cell phones and mobile computers (laptops, tablets) now offer touch screens and have very few buttons. The Apple iPhone, iPad, Samsung Galaxy and the Micrsoft Surface Pro are examples of this technology. Users are able to be more ‘attached’ to the device, if you will. Consumers can use stylus pens or fingers to activate features. The keyboard and mouse are quickly becoming things of the past.

    Less than eight years ago, Apple launched its App Store.  Only 8 years!  Mobile apps have created a huge shift in how society consumes media.  77% of adults own a smartphone with apps. This is up from 35% in 2011. While desktops and laptops remain primary digital platforms.  They won't be for long. The most common way people get news and updates on their favorite website is through mobile apps.

   Children thrive in this technology rich society in which we live.  Maneuvering devices comes much more naturally to them that it does to most adults.  It's their world.  They have never used an adding machine or a manual typewriter (or an electric typewriter for that matter). Yet in my lifetime these were valuable equipment in any business class.  So, knowing the rapid rate of change, we need to be teaching technology more than ever or our children will fall behind, right?  The answer to that question is, "no."

   Learning the use of technology is valuable, but it should be integrated throughout the student's daily learning.  It shouldn't be separated out and taught as a stand alone "class."  Technology in education is a tool, just as it is in business and industry.  We need to ensure that students have an opportunity to use those tools in a technology rich environment.  That they have access to the appropriate technology when it is needed and that they understand when and where different devices are useful in researching, learning, production, or creating works.  The reality is that the kids know how to use it now better than most adults and we ask them to "power down" when they hit our school doors.  It is us, the educators that need the classes, so that we know how to use the available technology most effectively as an instructional tool.

   Today, students have access in our schools to desktop computers, laptop computers, netbooks, and tablet computers.  We are moving to students storing assignments, completing assignments and turning assignments in to their teacher online using "the cloud."  Many of these assignments can give them instant feedback and the teacher can watch each student working online and give feedback during assignment completion.  Even when the student is working from home! 


    So, if not technology, what do our children need to know to be successful in the  21^st century?  Certainly, they need to be technology literate.  More importantly, they need skills learned through our curriculum which are interdisciplinary, integrated, project-based, and more, include and are learned within a project-based curriculum by utilizing skills similar to those advocated by Tony Wagner in his book, The Global Achievement Gap:

• Critical Thinking and Problem Solving
• Collaboration across Networks and Leading by Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

What is This Iowa Core Curriculum and Common Core?

What is the Iowa Core?

The Iowa Core is a set of essential concepts and skill sets mandated by the state of Iowa to be taught to ALL students in five content areas: literacy, math, social studies, science, and 21st century skills.

Iowa Core must be utilized in high school beginning the 2012 school year and 2014 in grades K-8.

What is the Common Core?
The Common Core are national standards in the areas of language arts and math. The Common Core standards have been adopted in Iowa and replaced the original literacy and math standards of the Iowa Core.

What is the difference between the Iowa Core and the Common Core?
The Iowa Core was created by Iowa educators and leaders as essential concepts and skill sets for all students to master. They are written in grade level spans (K-2, 3-5, 6-8, and 9-12). The Iowa Core also outlines research-based teaching strategies that will assist in learning the essential concepts and skill sets called Characteristics of Effective Instruction.

The Common Core are standards that were written by teachers and national leaders. The Common Core are written for each grade level (K-12).  The Common Core does not specify specific teaching strategies or theories that will guide learning and teaching.

Why use the Iowa Core?
The Iowa Core outlines essential concepts and skill sets that all students should know, understand, and be able to do by the end of each grade span or grade level. This Iowa Core allows for consistency among Iowa schools, and if implemented with fidelity, will lead to greater student achievement and will allow our students to be more nationally and internationally competitive.

Beginning 2012 it became state law that all students be exposed to each of the Iowa Core concepts and essential skill sets.

What happens if the legislature doesn’t financially support the Iowa Core?
In Alta-Aurelia, we believe in the purpose and vision of the Iowa Core regardless of funding. We will continue our work with the Iowa Core in Alta-Aurelia regardless of national or state funding tied to the initiative because we believe it will increase student achievement and classroom teaching practices.

What subject areas does the Iowa Core cover?
Language Arts, math, science, social studies, and 21st Century Skills

How will the Iowa Core affect my child?
The Iowa Core will positively affect children because it allows for all students to learn the essential concepts and skills sets. It also outlines teaching strategies and theories for teachers that will benefit students positively and raise student achievement levels.

What differences will I see in the classroom because of Iowa Core?
In Alta-Aurelia, we will focus on many of the characteristics of effective Instruction through professional development. It is our hope that you see continued focus on teaching and assessing based on standards, You should also see student-centered classrooms and teachers focusing on the individual needs of your child.

How is Alta-Aurelia meeting the requirements of the Iowa Core?
Alta and Aurelia created an Iowa Core Leadership Team consisting of teachers, AEA representatives. This team worked on revising the initial implementation plan and working to achieve the action steps of the implementation plan.

We are also having all of our teachers work in consortium with eleven area schools on developing implementation plans for the specific disciplines and grade levels.

Professional development on effective instruction will also continue depending on the needs of schools and individual teachers.

What are the six outcomes of the Iowa Core?
Outcome 1 – Leadership
Outcome 2 – Community
Outcome 3 – Schools
Outcome 4 – Alignment
Outcome 5 – Professional Development
Outcome 6 – Instruction

Who is part of Alta-Aurelia's Iowa Core Leadership Team?
The District Leadership Team (DLT) consists of teachers from multiple grade levels and content areas, administrators. This is the committee that monitors progress toward the implementation of the Iowa Core Curriculum. The orginal planning committees consisted of teachers from various grade levels and content areas, administrators, and Area Education Agency (AEA) staff.

How will we know if the implementation of the Iowa Core is successful?
Alta-Aurelia will continue to gather and analyze data to ensure that the Iowa Core is successful. We will look at multiple different pieces of data (classroom assessments, teacher walk-through notes, standardized assessments, etc.) to ensure that we are meeting requirements of the Iowa Core and to ensure that our students are continuing to learn at the high levels required in Alta-Aurelia and intended in the Iowa Core.

For more information on the Iowa Core Curriculum go to: https://www.educateiowa.gov/iowacore

Education Reform and the Iowa Legislative Session

As this year's Iowa legislative session begins, educational issues have been front and center.  In the Governor's recent remarks, educational reform and educational funding were two of his key talking points. This brings a few issues and suggestions to my mind on which our local publics may want some clarification and feedback. 

Allowable Growth

This is a percentage increase of the state per pupil cost to be calculated for the upcoming budget year. Determined by the state legislature.  School funding is figured on a per pupil basis.  By law, allowable growth must be set within 30 days of the governor's budget submission to the legislature.  This is to be done 18 months in advance of the budget year set, so for the 2012 legislative session the allowable growth rate was to be set for fiscal year 2014. During the 2012 legislative session, the legislature failed to set fiscal year 2014 allowable growth.

The governor recommended the legislative delay setting the 2014 rate until the 2013 legislative session, after work on the Teacher Leadership and Compensation task force was completed and acted upon in the 2013 legislative session. The school budget for FY 2014 has to be submitted on or before April 15 of this year, so waiting until now to set the funding for FY 2014 is impractical.  It is also being purposed by the governor's office to leave the allowable growth for 2014 at 0% and any increase in funding be directed to support the proposals from the Teacher Leadership and Compensation task force.

This approach raises concerns about school districts' ability to meet their current budgetary needs in addition to any legislative requirements that my be contained in the education reform bill, without advance knowledge of the budget allowed for education. Existing statutory guidelines, such as collective bargaining, the budget certification date and the dates for issuing termination notices, require more advance budget planning than it appears the legislature and the governor have been willing to give.

Employee costs are the largest line item in the budget, but school budgets are more that just paying employee salaries and benefits. Other costs continue to grow - fuel, utilities, textbooks, ect.  These are all items funded through the general fund. Schools cannot substantially cut these items more than we already have with the recent statewide across-the-board cuts.  Should these costs continue to increase, an allowable growth figure set a 0% would mean a reduction to programs and/or staff.

Iowa's revenue picture is improving and the signs of recovery are visible.  The legislature should consider the growing economy and the historically low funding of school districts over the last five years. The legislature should provide an allowable growth rate that will allow schools to dedicate resources to improving student achievement, implementing and assessing the Iowa Core Curriculum and preparing our students for the 21st century.

Improving student achievement is not just about changing policy.  It is about providing the necessary resources to strengthen our education system.  Recent across-the-board cuts, low to no allowable growth rates and an increase in expectations have left school districts with little capacity to fund new programs.

Iowa Core Curriculum

The new Iowa Core Curriculum defines a higher expectation that goes beyond minimum proficiency levels.  Iowa schools need strong state support to implement the expectations in the Iowa Core Standards, along with the support needed to achieve those standards (i.e. assessments, professional development, resources, and flexibility). 

The legislature and governor should continue to provide the financial support for the implementation of the Iowa Core Curriculum.  Any changes to the Iowa Core should be done with evidence that the change will ensure higher achievement for students.

Unfunded Mandates

Over the past several years, the legislature has imposed unfunded mandates on K-12 schools. Mandates that have no connection to improving student achievement.  At the same time, school districts have struggled with budget reductions, low or no allowable growth and increasing costs, all while trying to meet the demands of new curriculum and graduation requirements. Unfunded mandate examples over the last few years include green cleaning, librarian/media specialist, nurse and guidance counselor requirements, CPR training and physical activity requirements, to name a few.  All are good ideas, none came with any financial support to implement.

The legislature should repeal all unfunded mandates which cannot demonstrate a strong connection to improving student achievement.  Leave the decision to fill these positions and implement these programs at the local level.  Any future mandates on K-12 schools should be adopted only if they are shown to improve student achievement.

Restructuring

School boards and the residents of the school districts involved have the primary responsibility to determine the makeup and the boundries of school districts.  In order to reduce costs and maintain or enrich quality education, school districts have been encouraged to share administrators, teachers, equipment, facilities, transportation, and extracurricular activities (just like we have done at Alta-Aurelia).  It works.  Sharing may or may not lead to reorganization, but history shows that districts are unlikely to revert back to previous practices once sharing takes place.  

The legislature should extend the sharing incentives which are due to expire in 2014.  These incentives have proven to work and are an important part of the sharing or reorganization process.  The state should continue to offer sufficient incentives to make sharing or reorganization financially attractive to school districts. The state should eliminate barriers to reorganization and sharing, such as property tax rate differentials and increased transportation costs.  

Education Reform

I fully support any reform efforts that: are research-based; focused on improving student achievement; includes comprehensive assessments to measure the full range and rigor of the Iowa Core Curriculum; maintains oversight and control locally; does not "repurpose" existing education funds; and does not impose new mandates unless they are fully funded.

Any reform efforts must be fully funded. School districts do not have additional funds in their budgets to pay for any new mandates or initiatives.  Also, funding cannot take the form of a categorical fund. It must be part of state aid. Categorical funds are historically underfunded and often do not include a provision for growth in funding. In order for funding to keep pace, it needs to be in the state aid formula comparable to the class size and teacher quality funds.

Contact Your Legislators

If you feel so inclined, I encourage every parent and patron, interested in improving our schools, to contact their representative and senator. They can be found at https://www.legis.iowa.gov/Legislators/find.aspx

When talking with legislators about educational issues, I suggest focusing your advocacy efforts on the following: advocating for allowable growth; fully funding educational reform; funding through the state aid formula - not new categorical funds as schools need to know the funding is sustainable and dependable; adopting and fully funding assessments that measure the Iowa Core; and not repurposing current education funding.