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. 

Facilities Are Instrumental to the Educational Process

Over the course of this past calendar year a number of exciting changes in facilities have
taken place in our districts. Discussions continue about the future of some of our existing
facilities and how they can best serve the needs of our students and the communities as a
whole..

The building in Aurelia that houses the Aurelia Elementary and the Alta-Aurelia Middle
School has undergone an extensive renovation and remodel. This was done primarily to
address handicap accessibility issues and ADA compliance. It also was an opportunity to
modernize the building and make it more functional for 21st century needs educational
needs.

The old permanent bleachers have been replaced with retractable bleachers that have
handicap accessible seating. The gym floor was replaced and six retractable baskets were
installed. The area of the building that was formerly the Industrial Arts shop has been
converted into a ground floor kitchen and cafeteria. An elevator that accesses all four
floors has been constructed in the building. The elevator should be complete and fully
operational shortly after the holiday break.

In Alta, the high school was relocated to the south building that houses the elementary
and formerly the middle school grades. A newly constructed wing was built specifically
for high school facilities such as, Industrial Arts, Band, Art, Family and Consumer
Science, and Chemistry/Physic lab. The move to the new high school facility was made
late last fall.

Currently, the Alta Preschool and Head Start occupy three classrooms on the main
floor of the old high school building. For the time being, the superintendent's office and
business office remains on the main floor of the high school as well. This office also
serves as the office for the preschool. Current operational cost estimates for utilities and
routine maintenance, as the facility is presently being used, run approximately $25,000
annually

The FFA continues to use the east bay of the shop for the tractor restoration project and
one classroom off the shop area is used for FFA meetings and FFA storage. The west
bay of the shop has been converted to the athletic weight room.

Moving forward, the Alta Board of Education has stated that they would like to continue
to maintain and use the old high school gym and shop area. They are in the planning
stages of the future of the old high school building that was built in 1916.

In 2009, the Alta district conducted a study for facility renovation or construction.
Handicap accessibility in that building was something that the district was being forced to
address due the recent Department of Education equity visit. Architects were contracted
and a comprehensive study was conducted. Findings indicated that over $1.2 million
dollars of renovation was needed to bring the building up to electrical, mechanical codes
and meet ADA compliance. At that time it was determined that a newly constructed
addition to the elementary/middle school building was more cost effective and
educationally sound long-term.

Over the past few months, the board has held public forums to discuss the possible future
of the old high school building and to gain feedback from the public. It is important that
the impact on the community be taken into consideration no matter the final decision.
School building often time represent fond memories and have served as the hub of
community activities and as such, they hold a special place in the communities they
serve.

One of the options that has been discussed is repurposing the building. Many ideas have
been brought forward. The cost for renovation, asbestos abatement, electrical upgrades
and mechanical renovations still exists, regardless of the projected use.

Another likely option is to take down the old high school and keep the gymnasium and
shop area. Cost for demolition was a part of the 2009 study, but those figures are now
out of date and the architects have been asked to make available to the board updated
costing for demolition of the building to include any construction cost needed to maintain
the old gym and shop area. We hope to have those figures back to the board later this
winter so decisions can be made based upon current data. Relocation of the current
preschool will also be taken into account in these plans.

As new costing data is presented to the Alta school board, that information will also be
shared with the public. There will be additional opportunities for feedback prior to final
decisions being made.