Iowa School Report Card Meets Legislative Requirement, Aligns With State Education Goals

(The following article is based upon press release information from the Iowa Department of Education)

The Iowa Department of Education recently released the Iowa School Report Card, a new web-based system to evaluate and rate each public school based on performance on a required set of measures, such as student attendance and graduation rates.

The system meets a legislative requirement and aligns with Department efforts to provide Iowans easier access to meaningful education statistics, to hold schools accountable for student progress, and to support local efforts to improve schools.

“The Iowa School Report Card makes it easier for Iowans to find and understand important information about how their schools are doing,” said Ryan Wise, director of the Iowa Department of Education. “While this tool doesn’t tell the whole story about our schools, it is a valuable source of information that Iowans can use to celebrate successes and to ask questions about how to improve and support their local schools.”

The Iowa School Report Card, which is available at www.educateiowa.gov/schoolreportcard, assigns schools one of six ratings: Exceptional, High-Performing, Commendable, Acceptable, Needs Improvement, and Priority. Schools are grouped by comparable grade configurations (elementary, middle and high schools).

The ratings are based on each school’s performance over a two-year span on the following educational measures:

·         Proficiency: The percentage of students scoring proficient or better on state reading and mathematics assessments.

·         College and Career-Ready Growth: The percentage of students who are making the year-to-year growth necessary to be ready for college and career training by the end of high school.

·         Annual Expected Growth: The percentage of students making a year of academic growth in a year’s time on state reading and mathematics assessments.

·         Closing Achievement Gap: A measure that reflects a statewide goal of narrowing the gap in achievement for students with disabilities, students who are eligible for free and reduced-price meals, and English Language Learners.

·         College and Career Readiness: The percentage of students who score at or above a level of performance on reading and mathematics assessments that predicts a higher probability of postsecondary success. (Middle/high schools only.)

·         Graduation Rate: The percentage of ninth-grade students who finished high school within five years. (High schools only.)

·         Attendance: The average daily attendance of students, which is the total number of days students were enrolled and present divided by the total number of possible attendance days.

·         Staff Retention: The percentage of teachers, school administrators and other licensed staff members who remained employed in a school over consecutive school years.

Iowa School Report Card scores and ratings are based on data reported by school districts for the 2013-14 and 2014-15 school years. The scores and ratings, which will be updated annually, apply only to public schools – districts do not receive ratings. No consequences or rewards are tied to the school ratings.

The Iowa School Report Card delivers on a component of the comprehensive education reform legislation adopted by Iowa lawmakers in 2013. The legislation, House File 215, directed the Department to develop a process to evaluate the performance of each school on certain measures and to “arrive at an overall school performance grade and report card” that is posted to the Department’s website. In its development phase, the Iowa School Report Card was known as the “Attendance Center Rankings” system.

Wise said the Iowa School Report Card also fits with the new Every Student Succeeds Act – the successor to No Child Left Behind – which restores the balance between the role of states and the federal government in education accountability.

 “We provide data in the spirit of accountability and transparency, as well as in support of efforts to improve schools and to prepare students for success,” Wise said. “Data and information are critical partners in those efforts. At the same time, each school has an individual story that cannot be told through numbers and ratings. I encourage Iowans to connect with their community schools to get the full story.”

Alta and Aurelia Extend Whole Grade Sharing Agreement

The 2015-2016 school year marks the end of Alta and Aurelia’s first five year Whole Grade Sharing Agreement.  This past school year, both school boards from Alta and Aurelia entered into discussion and conducted a review of the first four years of whole grade sharing in preparation for the next phase in the journey together as Alta-Aurelia.

A committee with two representatives from each school board was formed to conduct the review and report back on findings, discussions and recommendations.  Both school districts’ attorneys reviewed the current contract for any needed legal changes or updates.  The following is a brief summary of what the committee reported back to the independent school boards:

1.  Financially, both school districts are stronger as a result of whole grade sharing.  Aurelia finished FY15 with $1.2 million of unspent balance and Alta finished FY15 with $1.6 million of unspent balance.

2.   Both districts have increased access to technology for students and teachers.  Both districts have improved their technology infrastructure. Partly due to the increased financial ability to make improvements.

3.   Improved professional development opportunities and increased opportunities for teachers to “team” with other teachers. Due to an overall increased number of staff members.  Teachers work together on professional learning, lesson designs, curriculum writing and curriculum alignment making for a more positive teaching and learning environment.

4.   Increased academic opportunities for students that didn’t exist prior to the whole grade sharing.  Increased offerings in science and math, as well as increased exploratory opportunities for middle school students.

5.   Increased extra-curricular activities in athletics, and fine arts as compared to offerings prior to the whole grade sharing. Both athletics and fine arts have had state champion competition levels of success.

Based on these discussions, the school boards for both Alta and Aurelia unanimously approved a new Whole Grade Sharing agreement this past summer, which will go into effect July 1, 2016 and will continue for the next ten (10) years.  During that time, re-organization will be studied as a possible next step in the process.

So, what is the difference between Whole Grade Sharing and Re-Organization?

In Whole Grade Sharing, two schools agree to share students, classes, and staff but remain separate school districts.  The two schools maintain separate school boards, separated budgets, and separate taxing authorities.

In Re-Organization (commonly referred to as ‘consolidation’).  Two separate school districts join to become one new district with one new school board, one budget and one taxing authority.

There are pro’s and con’s to each.  In the current Whole Grade Sharing Agreement between Alta and Aurelia there are a number of shared positions for which both districts receive additional funding (superintendent, business manager, transportation director, curriculum coordinator to name a few). This additional funding would not be available if the two districts consolidated.  For districts that vote to consolidate, there are some efficiencies gained and a small property tax incentive for three years.

Whole Grade Sharing requires a vote of the school boards to approve.  Re-Organization (consolidation) requires a vote of the public.

Personally, as long as Alta and Aurelia remain together in whatever fashion the school boards and communities see fit, I view it as a huge positive. As I am out visiting classrooms I witness more students in the elective classes than in years prior to the sharing agreement.  In elective courses that would have literally had 2 or three students in the past now have double digits.  Small class sizes are great, but there comes a point where a class is so small that it impedes education. In some of our elective classes, that is where we were when we were separate. 

Because of our now larger student numbers, we are able to offer more elective classes at the high school and more exploratory classes in the middle school than we have been able to offer in many years, and possibly ever.  Advanced Science classes have been developed, expanded offerings in Business, Family/Consumer Science, Business and Industrial Technology are now offered. Multiple sections of elective classes as well as multiple sections of required classes are now offered, where, prior to the sharing agreement, only one section may have been available in the schedule.  This gives students greater choice and flexibility to take classes in their areas of interest and need.

The extra-curricular and co-curricular offerings are richer together than when we were separate.  Increased numbers have allowed for for multiple levels of competition in many of our activities.  

There are increased numbers in our music programs at both middle school and high school.  Interest is high and we anticipate those numbers continuing to increase.   Greater numbers in co-curricular and extra-curricular programs gives us the opportunity to now have truly developmental programs.  Students aren't forced into situations where they have to compete at levels above or below their skill levels, as was the case at times when both schools were separate.

The board of education for both Aurelia and Alta meet at joint monthly board meetings.  Each gets to hear the discussions of the other district and both boards are taking a keen, positive, interest in the business of the other. If you were to walk in the board room as an observer, I think it would be difficult to determine who was an Alta board member and who was an Aurelia board member. The discussion is positive and forthcoming. There is a sense of "team" that has been developed in the board room.  This is not only exciting and positive, but it will continue to have a positive impact in the classrooms and our students' educational experience.

There are two questions that I have continually asked myself over the past four years, "Are we better together than on our own?" and "Is being together better than the alternatives both school districts faced for their futures?" Based on what I am currently witnessing, the answer to both questions is a definite "Yes!"  I for one am looking positively to the future as Alta and Aurelia continue to grow together for the benefit of our children’s education.

Tips for Helping With Homework

 Homework can have many benefits for young children. It can improve remembering and understanding of schoolwork. Homework can help students develop study skills that will be of value even after they leave school. It can teach them that learning takes place anywhere, not just in the classroom. 

  Homework can benefit children in more general ways as well. It can foster positive character traits such as independence and responsibility. Homework can teach children how to manage time. 

  When mothers and fathers get involved with their children’s homework, communication between the school and family can improve. It can clarify for parents what is expected of students. It can give parents a firsthand idea of what students are learning and how well their child is doing in school. 

  Research shows that if a child is having difficulty with homework, parents should become involved by paying close attention. They should expect more requests from teachers for their help. If a child is doing well in school, parents should consider shifting their efforts to providing support for their child's own choices about how to do homework. Parents should avoid interfering in the independent completion of assignments. 

  Homework can be an effective way for students to improve their learning and for parents to communicate their appreciation of schooling. Many parents as the teachers and principals how they can best help their child with school work at home? Below are some simple tips that may help.

GENERAL HOMEWORK TIPS FOR PARENTS 

• Make sure your child has a quiet, well-lit place to do homework. Avoid having your child do homework with the television on or in places with other distractions, such as people coming and going. 
• Make sure the materials your child needs, such as paper, pencils and a dictionary, are available. Ask your child if special materials will be needed for some projects and get them in advance. 
• Help your child with time management. Establish a set time each day for doing homework. Don‘t let your child leave homework until just before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates. 
• Be positive about homework. Tell your child how important school is. The attitude you express about homework will be the attitude your child acquires. 
• When your child does homework, you do homework. Show your child that the skills they are learning are related to things you do as an adult. If your child is reading, you read too. If your child is doing math, balance your checkbook. 
• When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.
• When the teacher asks that you play a role in homework, please do it. Cooperate with the teacher. It shows your child that the school and home are a team. Follow the directions given by the teacher.
• If homework is meant to be done by your child alone, stay away. Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills. 
• Stay informed. Talk with your child‘s teacher. Make sure you know the purpose of homework and what your child‘s class rules are.
• Help your child figure out what is hard homework and what is easy homework. Have your child do the hard work first. This will mean he will be most alert when facing the biggest challenges. Easy material will seem to go fast when fatigue begins to set in.
• Watch your child for signs of failure and frustration. Let your child take a short break if she is having trouble keeping her mind on an assignment. 
• Reward progress in homework. If your child has been successful in homework completion and is working hard, celebrate that success with a special event (e.g., pizza, a walk, a trip to the park) to reinforce the positive effort.

Improving a child's academic success is a team effort that involves the child, the parents and the school.

10 Reasons Why You Should Read to Your Kids

We all know reading to our kids is a good thing, but are you familiar with the specific advantages your child can receive by being exposed to reading?  Below are some benefits that highlight the importance of reading to your child.

1.             A stronger relationship with the parent.  Snuggling up with a book lets both you and your child slowdown from your busy lives and recapture some un interrupted time together, parent and child. Instead of being seen as a chore or a task, reading will become a nurturing activity that will bring you closer together.

2.             Academic excellence. One of the primary benefits of reading to children is a higher aptitude for learning in general. Numerous studies have shown that students who are exposed to reading before preschool are more likely to do well in all facets ofl education. After all, if a student struggles to put together words and sentences, how can he be expected to grasp the math, science, and social concepts he’ll be presented with when he begins elementary school?

3.             Basic speech skills. Throughout early childhood and preschool, your child is learning critical language skills. By listening to you read, your child is reinforcing the basic sounds that form language.

4.             The basics of how to read a book. Children aren’t born with an innate knowledge that text is read from left to right, or that the words on a page are separate from the images. Essential pre-reading skills like these are among the major benefits of early reading.

5.             Better communication skills. When you spend time reading to children, they’ll be much more likely to express themselves and relate to others in a healthy way. By witnessing the interactions between the characters in the books you read, as well as the contact with you during story time, your child is gaining valuable communication skills and social skills.

6.             Mastery of language. Early reading for toddlers has been linked to a better grasp of the fundamentals of language as they approach school age.

7.             More logical thinking skills. Another illustration of the importance of reading to children is their ability to grasp abstract concepts, apply logic in various scenarios, recognize cause and effect, and utilize good judgment. As your child begins to relate the scenarios in books to what’s happening in his own world, he’ll become more excited about the stories you share.

8.             Adjusting to new experiences. As your child approaches a major developmental milestone or a potentially stressful experience, sharing a relevant story is a great way to help ease the transition. For instance, if your little one is nervous about starting school, reading a story dealing with this topic shows her that her anxiety is normal.

9.             Enhanced concentration and discipline. Toddlers may initially squirm and become distracted during story time, but eventually they’ll learn to stay put for the duration of the book. Along with reading comprehension comes a stronger self-discipline, longer attention span, and better memory retention, all of which will serve your child well in school.

10.          Reading is fun!  Reading to children helps them view books as something to enjoy, not a chore. Kids who are exposed to reading are much more likely to choose books over video games, television, and other forms of entertainment as they grow older.

Books have the power to benefit children in a myriad of ways. As a parent, reading to your child is one of the most important things you can do to prepare him with a foundation for academic excellence. 

School Finance and Dillion's Rule

One of the most difficult and confusing elements of school funding is how Iowa law restricts the ways K-12 public schools can use various funding sources. Simply put, if we have a shortage in one area of the budget we cannot use other funds available to the district to offset such a shortage unless specifically allowed by law.

According to the Iowa School Foundation Formula, the largest funding source for schools comes from state and local property taxes. Revenues received under the formula are part of a school district's General Fund, which covers most of our expenditures for faculty and staff salaries. We also have dedicated funding streams for facilities, such as the Physical Plant and Equipment Levy, which can only be spent on buildings, grounds and certain equipment. People often refer to the General Fund side of the budget as the "breathing" part of the budget, while the other side is often referred to as the "bricks and mortar" side.

Depending on each district’s economic and demographic situation, some face pressures from the staff side of the budget while others have more pressures on facilities. However, due to the restrictions on revenue uses, excess money from the facilities fund cannot be used to solve shortages on the general fund side.  As a result, you sometimes end up with districts that have adequate facilities funds but have to lay off staff.

Instruction expenditures (general fund) are equalized, but the funds we levy locally are not. The physical plant and equipment levy and debt service are valuation dependent and the revenue received varies considerably among districts. However the statewide school infrastructure sales and service tax (better known as the state penny sales tax), provides “equal” funding for school infrastructure needs and/or district property tax relief. The tax capacity of the district and the one penny revenue largely limits the amount of funds for building expenditures.

The state penny sales tax, which replaces the one-cent local option sales tax and is dedicated primarily to school buildings, equipment and property tax relief. It has proven to be a popular alternative to property taxes to renovate and build buildings. Now, with the passage of the state penny for school infrastructure, each school district receives the same amount per pupil.

In short, when it comes to school spending, districts must look at all potential expenditures and determine not only if they have the money, but whether state law allows a particular fund to cover the expense. This standard, often referred to as “Dillon's Rule,” says school districts are only allowed to do what is specifically outlined by state law. This differs from cities and counties, which operate under “Home Rule,” which allows them to do anything not specifically prohibited by state law. Schools have less latitude than cities and counties in complying with the Code of Iowa, and in turn, how they spend their money.

School Funding, State Aid and Property Taxes

Iowa law guarantees that every child in the state receives an “equal” amount of money to fund his/her education. A district’s budget is basically derived from the number of children enrolled in the district multiplied by the district’s cost per child. However, economic factors change from year-to-year, and it is up to state lawmakers to decide just how much to increase the cost per child to reflect that change. This increase is called “allowable growth.”

Patti Schroeder, education finance co-director for the Iowa Association of School Boards, explains the principle this way: “Under the basic finance formula, each district’s spending is based upon a district cost per pupil. The total amount the district is allowed to spend is that per pupil amount times the number of students enrolled. A district can spend less than the maximum, but cannot spend more.”

An allowable growth rate is recommended by the Governor and established by the Legislature.  The rate is multiplied by the state cost per pupil to calculate an allowable growth amount per pupil. All districts receive the same amount per pupil. Allowable growth per pupil is intended to further provide equity in school districts throughout the state because, as we discussed last week, the legislature set a principle that each child is worth the same amount, no matter where he/she lives.   

Local property taxes account for one-third of the total funds going into districts’ programs and represent about 40% of the overall state property tax funds levied. As discussed in prior articles, the state school funding formula largely determines school property tax rates and, therefore, the amount each district receives in state aid.

People often ask, "Why don't we just remove property taxes from the formula entirely?" There are several reasons why this isn’t a wise move.

§  It would take away roughly $1.5 billion dollars statewide, leaving lawmakers to decide whether to raise the state sales tax or income taxes to make up that difference.

§  Property taxes also add stability to the funding of school districts. For example, if we operated solely under the sales tax, the amount available for school funding would surely fluctuate depending on consumer spending.

§  Just as many people found out during the 1990s, too much reliance on a single funding source invites large swings in funding, which isn’t good for an entity unable to adjust to midyear revenue changes. Diversification is a prudent investing strategy that applies to schools as well.

Considering the aforementioned reasons and the present revenue and political climate, removing property taxes from the school finance formula seems unlikely.

Due to changes in our school district's budgeting practices, whole grade sharing, and operating as lean as possible, we have been able to maximize our local and state funding sources.  This has allowed our local school property taxes in both the Alta and Aurelia school districts to come down over the past 4 years.  If the current trend from the capitol to under fund schools continues, taxes will go back up.

No public official, whether our local school board members and administrators or the city and county officials, takes the impact of raising property taxes lightly. In most cases, public officials exhaust all other options before asking property taxpayers for more funds. However, when the General Assembly cuts short our state aid and we experience additional, unforeseen expenses such as increased fuel and energy prices, we really have no alternative except to raise local property taxes or reduce expenditures. Seventy-five to 85 percent of school district budgets are comprised of salary and benefit costs, which doesn’t leave much discretionary spending to cut. No one likes property taxes, but they are an essential part of efficient funding of our schools.

Once all school districts establish their budgets based on the combination of state aid and local property taxes they receive, there are still many restrictions on where and how that funding can be spent.  This is known as "Dillion's Rule" and will be a topic of discussion in a future article.

Iowa School Funding

A great deal of attention across the state of Iowa has been placed on the school start date debate but, there’s a deeper issue that should be receiving more attention.  School funding. The school start date has become a distraction away from the school funding issue, and the funding should really be at the top of the priority list.

On the Republican side with Gov. Branstad, the Iowa House approved a 1.25 percent increase in state supplemental aid for the 2015-16 school year. The Democratic Iowa Senate approved a spending packing including a 4 percent increase in state aid for the next two years.

Individual school districts, and the Iowa Association of School Boards have been promoting a 6 percent increase.  A 1.25 percent would do a disservice to our students.

What would be the result of a 1.25% in funding?

In Alta, our class sizes, perhaps, would be larger as we would be restricted from adding the staff we may need. In both Alta and Aurelia, as we look at compensation for staff, we know that our insurance is increasing, and just moving across the lane in their salary schedule, already puts us in a negative with 1.25 percent. 

We know that cost of materials, utilities, fuel, and supplies increases at an average annual rate around 4%.  In both school districts, over the next two years, we will be planning for the added cost of a much needed update in Math and Language Arts textbooks. Four percent barely gets us to where we need to be, that’s why schools are  promoting a 6 percent growth.

Both Alta and Aurelia could survive for a short time on 1.25% growth in state supplemental aid, but if that rate continues, both of our districts would have greatly reduce spending. 75% of any districts expenses is in salary and benefits, so any reduction in spending would result in staff reductions, which would adversely affect both school districts' programs.

If this is a topic of concern for you, please contact your local State Representatives and State Senators to voice your opinion. My experience with them has always been very positive and they are interested in listening to their constituents.

School Start Date and the Early Start Waiver

Iowa Code states that a school year shall begin no sooner than a day during the calendar week in which the first day of September falls.  In past years, schools have been allowed to apply for a waiver allowing school to start earlier.  By my numbers, all but two school districts in Iowa applied for the Early Start Waiver last year.  Alta and Aurelia have both applied for the Early Start Waiver for a number of years. Past reasons for starting school earlier than the legislated date are:

• To end the first semster prior to Christmas break and start the second semester upon returning from Christmas break.

• To better align the high school calendar with the college calendar because college classes open for high school students to take begin in August and the semester ends prior to Christmas.

• Practices for Fall sports begin in early to mid August.

• A school year extending into June creates difficulties for staff members pursuing continuing education courses.

• To reduce the overlap of youth baseball and softball with the school year.

• Extracurricular competition or scheduling

• Post-Secondary Enrollment Option courses or local community college schedules

• Completion of first semester before winter break

• Professional development for teachers

• To account for snow days

The tourism industry supports a later start date to extend the summer period for family vacations. It also extends the time that high school students would be available to work at tourist attractions.

In the past, the waivers have required a public hearing, local school board approval and the rationale for starting early. If those criteria were met, the waiver was granted.  Starting this Spring, the automatic approval is coming to an end, effective with the 2015-16 calendar submission. 

The process that the Department of Education will follow states that school districts bear the burdent of proving that a start date on or before the date specified in Iowa Code wold have a "significant negative educational impact."  Keep in mind, that the bar set by the general assembly for granting this waiver is high. 

Negative educational impact is defined as and adverse effect on student academic achievement and/or student learning environment. The district is required to provide objective evidence of the negative impact, the percentage of students negatively impacted, the magnitude of the negative impact as supported by valid and reliable measures, and supported by scientifically based research.

Based on recent communications sent to school from the Department of Education, the following WILL NOT constitute a significant negative educational impact:

• Extracurricular competition or scheduling
• Post-Secondary Enrollment Option courses or local community college schedules
• Completion of first semester before winter break
• Professional development for teachers
• To account for snow days

**This is not an all inclusive list.

For the 2015-16 school year, the earliest a school can start without a waiver is August 31st. Proving a negative educational impact may be difficult as most of our local reasons for starting early are clearly stated as not allowable for future waivers.  Start date preference surveys are going out to get impact from staff and parents on the subject.  Deadline for submitting and Early Start Waiver application is March 15th.