Changing the System

"Twenty years of schoolin' and they put you on the day shift" - Bob Dylan

This is not a post that professes to have the solution to changing our current education system. It's actually quite the contrary.  After 33 years in education, I'm looking for answers and clarity.

Up to now, the current education change speak pushes more academic rigor (which I tend to agree with to a point).  It also speaks to preparing each child for college. Sometimes the change agents come right out and say it, sometimes it's inferred.  This part, I am not in agreement with, at all.

I think that this is the exact type of thinking that is, in part, responsible for our economic problems and I am not speaking of the problems over the past 10 years. I am talking about the imbalance in trade and the gradual gap that has been widening between the haves and the have-nots over the past 5 decades. The disappearing traditional middle class.

A college degree is not the answer for every child, and certainly preparing each child for a four-year college education is not the answer. We continue to hear that kids can't find decent paying jobs, a living wage, benefits, etc...with a high school diploma.  I don't know that this is always the case. Now, I do believe that training or education beyond high school is a great thing.  I also think that the ability to continue to learn throughout one's life is critical.  I also know that there are more entry-level jobs that need some form of post-secondary training.  I just feel that for the masses, a liberal arts bachelor degree is counterproductive.

So what do we need?  We need to focus our secondary schools more toward technical reading, giving students opportunities to problem-solve, create, synthesize, write creatively, express themselves. Yes, math, science, reading, history, economics, foreign languages are all still important, but we need to be delivering them in context, not in isolation.  I also firmly believe that for the majority of students community college, junior college, technical schools are not only adequate but a much better choice.  We need to be preparing the majority of our student for that type of a post-secondary experience, not a liberal arts education.

What we have been creating is a labor force looking for supervisory, managerial, white collar jobs.  This is being pushed by primarily well educated, white collars or the university system.  The reality is that you can get a bachelor degree in subject areas that have no real-world career track. This sets not only our children up for eventual failure and disappointment but it creates an economic structure where the labor force refuses to be true laborers. An imbalance occurs. People refuse to accept certain living wage jobs because society implies that the job is below them. 

As I prepare to leave public K-12 education after 33 years (over 20 of which were in school administration) I am encouraged that the pendulum is beginning to swing back. Business and industry is beginning to have an influence on lawmakers in a positive manner. There is a beginning recognition that the trades are extremely valuable.  The College and Career Readiness initiatives are bringing the community college system to the table with K12 to help fill the void created by the liberal arts degree for all mindset of the past decade. 

If I were inclined to leave a parting thought, this would be it.

The Education We Need

At the end of the Second World War, the average American needed only a fourth grade education to be in the 50th percentile in salary. In the 1990’s, a twelfth-grade education was necessary to reach the same level. Today, a college graduate earns more than twice as much as someone with less than 12 years of education.

As our graduates prepare to take that step into the next phase of their lives they are entering an exciting world.  A world where society is being recreated. Knowledge will be its key resource, and knowledge workers will be the dominant group in its workforce. Peter Drucker, a writer, teacher, and consultant, identifies three main characteristics of the knowledge-based society:

•Borderlessness, because knowledge travels even more effortlessly than money. •Upward mobility, available to everyone through easily acquired formal education.

•The potential for failure as well as success. Anyone can acquire the “means of production”, i.e., the knowledge required for the job, but not everyone can win.

Together, those three characteristics will make the knowledge society a highly competitive one, for organizations and individuals alike. Information technology, although only one of many new features of the next society, is already having one hugely important effect: it is allowing knowledge to spread near-instantly, and making it accessible to everyone. Given the ease and speed at which information travels, every institution in the knowledge society—not only businesses but also schools, universities, hospitals and increasingly government agencies too—have to be globally competitive, even though most organizations will continue to be local in their activities and in their markets. This is because the Internet will keep customers everywhere informed on what is available anywhere in the world, and at what price.

It will not be “how much you know” that will be the key to success in this society, but “can you access the knowledge needed?”  Do you know where to find the information and do you know how to apply that information?  We often speak about the life-long learner.  In a knowledge-based economy, continuous learning will be essential to success.  If our graduates could take from our schools only one learned trait, I would want that one trait to be the ability to be a continuous, life-long learner.

In our school systems, children begin the job of being formal learners when they enter kindergarten.  For our graduates, it seems like a long time ago when they enter that phase of their lives.  For us parents, it seems only yesterday that we sent them off for the first day of school.  It was a time of joy, apprehension, excitement and fear for both the parents and the child.  Graduation brings back some of those same feelings for both. As I think about our graduates and what they will need to be successful in an ever-changing world, I am reminded of a story a number of years ago about what we learn in kindergarten and how important those lessons are to leading a successful, rewarding life.  I don’t know the author, but the words remain true.

Most of what I really need to know about how to live, and what to do, and how to be, I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there in the sandbox at nursery school.
These are the things I learned:
Share everything.
Play fair.
Don’t hit people.
Put things back where you found them.
Clean up your own mess.
Don’t take things that aren’t yours.
Say you’re sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life.
Learn some and think some and draw and paint and sing and dance and play and work every day some.
Take a nap every afternoon.
When you go out into the world, watch for traffic, hold hands and stick together.
Be aware of wonder. 
Remember the little seed in the plastic cup. The roots go down and the plant goes up and nobody really knows how or why, but we are all like that.

The Golden Rule and love and basic sanitation; Ecology and politics and sane living. Think of what a better world it would be if we all had cookies and milk about 3 o’clock every afternoon and then lay down with our blankets for a nap. Or if we had a basic policy in our nations to always put things back where we found them and clean up our own messes. And it is still true, no matter how old you are when you go out into the world, it is best to hold hands and stick together.

Alta-Aurelia Voter Approved Physical Plant and Equipment Levy (PPEL) Reauthorization Vote Set for April 2nd

Where can we vote and when?

Voting locations will be the Community Center in Alta and the Community Center in Aurelia.  Patrons living in the previous Alta School District will vote in Alta. Patrons living in the previous Aurelia School District will vote in Aurelia. Both locations will be open from 7:00 a.m. to 8:00 p.m. on April 2^nd.

What is a Voter Approved Physical Plant and Equipment Levy and why does the Alta-Aurelia School District need to reauthorize a voter approved Physical Plant and Equipment Levy (PPEL)?

The current Voter Approved Physical Plant and Equipment Levy expires in Fiscal Year 2020 and needs to be acted upon by the citizens of our district in order for it to be extended. Reauthorizing the PPEL will have no negative effect on the current property tax rate. This is not a new tax nor is it a tax increase. It is simply reauthorizing a current levy that was voted into place within the past 10 years.

What’s this income surtax?

The reauthorization resolution includes a mix of income surtax and property tax This has two positive effects.  First, by adding a mix of income surtax and property tax it will help keep property taxes low over time. Secondly, the current Physical Plant and Equipment Levy is entirely a property tax which places a disproportionate burden on the property tax owners. Adding a mix of income surtax and property tax spreads some of that responsibility out.

How can PPEL funds be used by a school district?

Public schools in Iowa have a number of funding streams and each of these come with specific guidelines on how these funds might be utilized by the school.  Specifically, the Alta-Aurelia School District uses PPEL funds for building and grounds improvement/upkeep, athletic facility improvements/upkeep, elementary boiler replacement, Roof replacement and repairs, tuck pointing repairs, technology/student computer updates and improvements, school safety improvements and for the purchase of buses/vehicles for safe student transportation. 

            

These types of “brick and mortar” projects, and equipment purchases are paid using the Physical Plant and Equipment Levy  (dollars generated through the Physical Plant and Equipment Levy CAN NOT be used for employee salaries or other General Fund expenses.)

                               

How long would this voted PPEL be in place?

A voter approved PPEL tax can only be put in place for ten years.

What are the proposed improvements a successful vote might bring?

Boilers - the existing elementary boiler is original to the building (roughly 50 years old) and is beyond its useful life. Additionally, the only boiler for the old Alta high school and gym is under the old high school making renovation for school and community use of the gym/shop area difficult and that particular boiler is about 40 years old.

Transportation - maintaining a modern fleet of vehicles is important for safe student transportation. This not only includes buses but vans and suburbans. The school board has made maintaining a safe and modern fleet a priority in future budgeting.

School Building Safety – Updates and additions to surveillance and site monitoring equipment for all buildings as well as improvements to controlled entrances.

Technology - Increased access to mobile laptop labs at the high school and middle school level. Adding additional mobile labs of tablet computers (similar to iPads) for the elementary schools. Improving the wireless network throughout the buildings to increase access speed, safety, and reliability.

Tuck Pointing – Brick walls and brick siding require periodic tuck pointing to reduce water penetration and deterioration due to weather.

Roof Replacements – The school district has a roof replacement cycle in place.  Maintaining structurally sound roofs is important to maintaining the overall condition of the buildings.

Window Replacement – Due to the age of windows in the elementary and middle school facilities will become necessary. This will also improve energy efficiency

Continue to update lighting to high-efficiency LEDs – We have begun the replacement of fluorescent lighting with high-efficiency LED lighting in the gyms, cafeterias, high school hallways, and high school classrooms. The future plans are to continue to upgrade lighting in the elementary schools and middle school.

Possible classroom additions – If the trend of increasing enrollment at the elementary level there will become a time that the district will need to add classroom space.  By using SAVE and PPEL funds for future classroom additions it may reduce the need for a bond issue in the future, and bond issues raise property taxes!

Additional information to consider.

This is not a new tax. Prior to the school reorganizations, Alta passed their first Voter Approve PPEL in 2011.  Aurelia had a Voter Approved PPEL in place for a number of years.  This has been used wisely by the Board of Education and the revenue received has allowed for recent improvements in handicap accessibility, roof replacements, annual bus purchase, track renovations, technology purchases, and upgrades, utility tractor purchase, athletic field improvements, and equipment purchases for the band and vocal music departments.

All patrons are encouraged to get out and exercise your right to vote.  The Alta-Aurelia Community Schools appreciates your support!

Alta-Aurelia Professional Development and Authentic Intellectual Work (AIW).

In our annual Master Calendar, time is set aside for "professional development."  So, what goes on during those early dismissal hours? Or the hours spent during days of no school for professional development?

We want the best-trained staff possible working with our students. We want teachers knowledgeable on the current best practices in education that will improve student achievement.  Research-based methods are continually evolving and emerging as new research becomes available.  

To help teachers keep up on those best practices and research-based methods, we take time to learn about these practices and how to implement them effectively in our classrooms.  This is why locally delivered professional development is important for the continual improvement of our school.  Data supports learning that is embedded in the teachers work over taking classes or attending workshops away from the local district (although we do still support some of that individual learning as well). 

The District Leadership Team, which is comprised of principals, teacher leaders and the superintendent (18 members) work together to design professional development plans for the year.  Feedback from previous professional development activities is reviewed, along with student achievement data (both annual data and data trends over time). District and building level goals are reviewed and professional development is planned with the purpose of helping the district meet student achievement goals.  Authentic Intellectual Work (AIW) was brought in for a few specific reasons.  

The research supports that student achievement in all academic disciplines should improve when the AIW framework is implemented.  The research also supports that the AIW framework can be implemented at all grade levels.  Implementing across disciplines and across grade levels develops a more consistent and unified approach to lesson design throughout the district and it involves the entire teaching staff in working toward achieving our academic goals.  One of the most difficult things in designing a professional development plan is making it meaningful and relevant for all teachers.  Authentic Intellectual Work (AIW) helps in that regard.

The body of research on AIW spans over 20 years and includes studies of schools from across the U.S. The Iowa Department of Education conducted its own evaluation from 2007-2011 and its findings were similar to the research conducted at the AIW Institute in Wisconsin.  As this body of research has consistently demonstrated, the achievement benefits occurred on both assessments of authentic intellectual performance and conventional standardized tests of basic skills across all grades and all subjects studied.  In other words, when the AIW framework is used with fidelity, student achievement improves in all disciplines.  

The AIW framework is not discipline or grade level specific, and its not a "teaching methodology."  AIW focuses on design "tasks" or student work that helps students construct knowledge, apply past learning to new problems or situations, gain a deeper understanding of the material. This makes the lessons more engaging and relevant for the students.

Implementing the AIW framework requires that teachers work collaboratively in professional learning committees or PLC's.  We know from past research that professional learning is more meaningful and more effective when adults have an opportunity to collaborate.  

Teachers are beginning to review more deeply student work based on lessons designed using the AIW framework in their PLC's. The intent is to get feedback from members of their PLC to improve lesson design using the AIW framework.  Additionally, the PLC allows teachers to work with others that they may not get a chance to work with on a daily basis (i.e. teachers from other buildings or other grade levels).

The results have been a marked increase in student achievement in the areas of elementary and middle school math, and steady growth over time in all other areas (science and reading) at all grade levels with the exception of one.  

AIW is not the sole reason for this improvement. We have also implemented additional research-based teaching strategies in reading and math at the elementary and middle school levels.  We have updated textbooks and teaching materials in reading, English/Language Arts, math, science, and social studies over the past 4 years. This is in addition to the discipline-specific workshops and training that teachers have been attending during the summer months.. But AIW is the overarching piece.