Public education is our most powerful resource; are you ready to fight for it?

Public education is our most powerful resource; are you ready to fight for it?

Posted by admin, Category: Announcements, Community, HOPE News,

Like clockwork, every biennium legislators and voters clamor to amend the Nevada Constitution in favor of a state lottery to raise money for our failing K-12 public education. And we can sure use it: Nevada’s students are only funded at an average of $8,441, compared to the national average of $12,156.

Surprisingly, Nevada voters don’t realize what they’re asking for with a lottery already exists in the State Supplemental School Support tax, aka IP1. This initiative petition, voted in during the 2009 session, raised dollars to supplement (as its name implies) the per-pupil spending in Nevada.

Since Nevada ranks at the bottom of the national list for public education funding, this was something to celebrate. But hold the confetti.

Immediately upon passing, ALL the IP1 money was taken by the Nevada Legislature to shore up the State’s General Fund during the recession. Nevada’s economy has since course-corrected but the dollars are still not acting as a SUPPLEMENT to our students, instead they SUPPLANT what the state now doles out from its General Fund.

Is the IP1 money enough to really help our students? Well, since 2011 the total amount Nevada’s public education students WOULD have gotten is an additional $1.2 billion, if our Legislators had followed the will of their constituents. $1.2 billion. That’s billion with a “B.”

The recreational marijuana tax is another example of how taxes that were sold to voters as a supplement to education are in reality being supplanted to somewhere else, namely a “rainy day fund.” And considering Nevada public education’s bottom-of-the-barrel ranking on so many lists, and a 30 percent proficiency ranking in 4th and 8th grade reading and math scores, most reasonable people would agree that yes, this is a rainy-day situation.

Nevada’s General Fund also gets richer when local economies add money to student funding. For example, when property taxes bring in more revenue, the State deducts from its contribution to students. Voila! Surplus in the General Fund.

Ironically, CCSD students are being penalized for our local economy’s “wealth,” even when three-quarters of CCSD schools — 272 out of 355 — are designated as Title I schools, meeting the threshold for poverty.

And, even when there is any “leftover” money for public education, it is reverted back to the State’s General Fund. This last biennium, the total our children sacrificed was $21 million.

This deliberate system of inadequately funding students is called the Nevada Plan, and it’s a half-century-old shell-game of a method to fund our State’s needs on the backs of our children.

The way Nevada pays for public education doesn’t have to be so archaic, ineffective, and convoluted though. Our Legislators have chosen not to fix the Nevada Plan, and by doing so they created a lottery system for all of our public ed students.

Let’s be clear: Nevada’s students are in a lottery for limited seats in magnet programs; they are in a lottery for getting a quality teacher rather than a long-term substitute, or an actual desk in an overcrowded classroom; and they are in a lottery for a shot at graduating high school in a state that has increased rigor and requirements but has not increased any money or time to support them.

“Good ideas” from Legislators without additional funding has become the norm, and compliance to each new law is a link in the chain around the necks of districts, school staff and volunteers.

The well-respected McKinsey & Company reported on The Economic Impact of the Achievement Gap in America’s Schools and found that “Avoidable shortfalls in academic achievement impose heavy and often tragic consequences, via lower earnings, poorer health, and higher rates of incarceration. … (And) these educational gaps impose on the United States the economic equivalent of a permanent national recession.”

Year after year our Legislators say they support making changes to the K-12 system — and they certainly never miss a campaign opportunity to say they are the “biggest” supporters of education — but in reality they do very little.

Legislators cannot afford to wait for high-powered lobbyists to (pro-bono) act on behalf of families, or for Nevada’s population to stop being the fastest growing, or for our students’ demographics to suddenly change, or for poverty levels to spontaneously drop.

Legislators must act now and commit to:
• Immediately and aggressively change the Nevada Plan.
• Put all SUPPLEMENTAL tax dollars given in the name of education back to education for ALL students.
• Ensure Nevada’s future generations receive a high-quality public education that is adequately funded based on student need, including current and new mandates.

A good public education is the most powerful resource we have and it should be in every student’s toolbox. It’s time we reclaim our lottery winnings and stop supporting politicians who have no intention of changing the future for Nevada’s next generations. Whether or not you have children in school, as a taxpayer this should infuriate you. Are you ready to bi-partisanly sue everyone elected to State office? We are.

#FundOurFutureNV

 


Education needs a Hail Mary pass

Education needs a Hail Mary pass

Posted by admin, Category: Announcements, Community, HOPE News,

Do we support and invest in the real future of our state — our students? That is the question we hope the Nevada Legislature went back to work Monday in a special session to consider regarding Senate Bill 1, the Southern Nevada Tourism Improvements Act. This is the bill establishing a stadium district for the public financing of an NFL stadium project.

The proposed $1.9 billion stadium would be funded with $750 million in public tax money from SB1, $650 million from private developers, and a $500 million investment by the Raiders.

Within SB1, lawmakers are considering increasing the hotel room tax by 0.88 percent on the Strip and 0.5 percent in the rest of Clark County to raise money for the stadium to (possibly) bring the Oakland Raiders to Las Vegas.

Last week after doing a quick about-face, Gov. Brian Sandoval removed a proposal from this plan that would adjust the hotel tax to shore up an anticipated shortfall in public education funding. He was quoted as saying “… I have decided that any potential budget challenges for the next biennium will be addressed during the next regular session” that starts in February.

This leaves the funding of education hanging in the balance. Again. Do you think legislators will be likely to put another billion of public monies in education — monies that are needed to fund the billion dollar weighted funded formula from last session — after funding a private football stadium project? Not likely. We can’t stop the momentum from last session now. Legislators need to keep their eye on the real prize: Raising the bar on Nevada education once and for all.

To put things into perspective it helps to understand the 50-year history behind the hotel room tax and how it impacts funding our public education. This Las Vegas Sun article explains the tax and the history of how the money earmarked for education doesn’t stay in education.

In short, in 2009 the legislature passed an advisory measure, Initiative Petition No. 1 (IP 1), that enacted an additional room tax of up to 3 percent for public education. This tax increase was intended “to improve the achievement of students and for the payment of salaries to attract and retain qualified teachers…” Additional language was included to ensure that the funds would “supplement and not replace any other money appropriated, approved or authorized for expenditure to fund the operation of the public schools…”

sssstax

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However, citing lingering effects of the recession in each of the last three legislative sessions, all the funds from this additional room tax were “temporarily” diverted to help balance the budget (see The Nevada Plan, search for IP 1). Over the course of the last five years, roughly $750 million of room tax money has been diverted from student achievement and educator salaries to supplant the state’s general fund obligation to the Distributive Schools Account.

And here we are again with SB1 poised to do more of the same, leaving Nevada’s students under-funded in exchange for a … football stadium.

Make your voice heard via the National State Education Association’s petition, by contacting the Senate Committee of the Whole Chair Sen. Michael Roberson and Vice Chair Sen. Ben Kieckhefer, or contact your senators and assemblymen directly. (And don’t forget to tell them you’re a HOPE member.) 

 

District reorganization efforts begin

District reorganization efforts begin

Posted by admin, Category: Announcements, Community, HOPE News,

In the two weeks since AB394’s Plan to Reorganize the Clark County School District unanimously passed its final round of approvals, the school district has been busy assembling all the regulatory bits and pieces together to make this new-fangled education engine start up and run smoothly.

The Plan, aka the “reorg”, is broken down into digestible, bite-size pieces for us in this detailed presentation by CCSD. This is as comprehensive as it gets at this point for anyone looking for answers to their questions about the reorg process, its goals, structure, philosophy, timeline, meaning of life, etc. You name it, it’s in here.

Briefly, Assembly Bill 394 was passed in the closing moments of the 2015 Legislature and signed into law by Gov. Brian Sandoval last June. It was originally born out of the desire to make CCSD, the nation’s fifth-largest school district, more manageable and responsive to individual school needs, to improve district efficiency, and to increase student achievement. AB394 made its way through two legislative advisory committees, the State Board of Education, and the Legislative Commission before The Plan’s recommendations and regulations were approved this Sept. 9.

reorg_timeline_rj

Along the way, many ideas were presented to the advisory committees on how best to accomplish this task. The ideas metamorphosized from a true break up of the district, to a decentralized plan, then the empowerment model from 2007 was reintroduced, and finally the committee settled on an autonomous plan (which is really a fusion of the empowerment and autonomous models).

Consultant Michael Strembitsky, who worked with CCSD on its empowerment school model, was hired again to develop the reorg proposal. He carried over bits from a program used in Edmonton, Canada, and the empowerment school model, and retooled it to fit our needs, intentionally leaving some areas more open for interpretation, customization or personalization for individual schools as needed.

So, what the reorg does, in essence, is it flips the current “top-down” business model of decision making and spending on its head. By August 2017 — a full year ahead of the original bill’s schedule — CCSD’s central office will no longer be the epicenter of the educational world in Clark County. In this “bottom-up,” autonomous model, each of the 357 schools function as its own school precinct to encourage more “site-based decision making,” more parental and community involvement, and less dependence on a central office.

While some aspects of running a school will remain with the District, such as payroll, transportation, food services, capital projects, and human resources, etc. due to scale and scope, the majority of the day-to-day functions of a school will be handled at the school level. Each principal will report to a School Assistant Superintendent, but the site-based decision making as a whole will be done in cooperation with a School Organizational Team.

SOT_team

As you can see from the graph above, the School Organizational Team, or SOT, is comprised of parents, along with the principal, several teachers and support staff. There are also optional spots for a community representative and a student representative. The SOT’s role is to support the principal and be more involved in the decisions directly affecting that school, such as budgets, staffing and instructional priorities. The SOTs will need to be formed before budgets are distributed to schools on Jan. 15, to get the reorg ball rolling for implementation across the county by next August.

The principals, teachers and support staff will receive training for the SOT from the District. The parents, who make up 50 percent of the School Organizational Team, will also require training, however no decisions have been made as to how parent training will happen as of yet.

The reorg is also supposed to ensure that resources follow students and their particular needs — special education, English language learners, gifted and talented education, low income students — and that as many resources as possible flow to the local school. This part of the reorg plan goes hand-in-hand with the goal that principals, teachers, support staff, and parents will have autonomy and more say in how their school’s money is spent. So far there have been no examples provided of how much money that is going to be for each school or how exactly that amount will be determined. What we do know is schools will receive 80 percent of unrestricted dollars for 2017-18 and 85 percent in 2018-19. The majority of that money would be used for salaries and benefits. What’s left remains to be seen.

One potential monkey wrench could be thrown into the funding works due to the state’s inability to fund the newly modernized weighted funding formula, created during the 2015 Legislative Session. While this is not the first time the district has had to find dollars for unfunded mandates at both state and federal levels, the current estimates in funding the weights — without even adding to base funding — would be over an additional $1 billion. HOPE will stay on top of this situation now and into the 2017 Legislative session.

For now, what we can do is read the documents (The Plan, the regulations), be prepared for the upcoming changes, and participate in our student’s education and our collective future by running for a spot on your school’s SOT. If you know of a teacher or support staffer who is a great advocate for student achievement, encourage him or her to run for a spot on the SOT, too. The teams will meet at least once a month and will be an integral part of every CCSD school’s success.


SBOE unanimously approves #reorg

SBOE unanimously approves #reorg

Posted by admin, Category: Announcements,

Nevada continues to lead the country in transforming education into the 21st Century. On Sept. 1, The State Board of Education voted unanimously to pass regulations set forth for Assembly Bill 394, The Plan to Reorganize the Clark County School District. This was the second step in a three-step process. The Plan will go into effect after final approval by the legislative advisory committee when they are expected to meet on Sept. 9.

The Plan to Reorganize the Clark County School District will give more autonomy to the District’s 357 individual schools rather than retaining centralized control. Some of the areas where local school precincts will have more control are budgets, hiring and firing, and instruction. This is a major shift in the way CCSD operates. A similar empowerment model was implemented on a smaller scale back in 2006, but the legislature didn’t renew funding after a biennium and the promising program was discontinued.

As we all know, Nevada ranks at or near the very bottom of nearly every “bad” list comparing education by state. The Plan gives CCSD, the fifth largest school district in the nation, room to try something different that could improve our educational system by giving more power to the people in the schools, at ground level, who better know what their community needs to thrive. It also gives parents a voice in the decision-making process.

One of the main differences from the abandoned Empowerment model to The Plan is the formation of a School Organizational Team that supports the principal in areas such as the operational plan and budget. The SOTs will be comprised of teachers, support staff, and parents.

Over the past 14 months, so many experts in education came to meetings to share ideas about how to fix our District’s failing education model. Throughout all the 100+ plus hours of Legislative Advisory Committee, Technical Advisory Committee, and Town Hall meetings HOPE attended while AB394 was created, tweaked, changed, morphed, and crafted, we continued to keep our eye on the prize: Our 320,000+ students and the consequences of the Plan’s changes as it affects them.

The verdict from Thursday’s SBOE meeting was not surprising. However, this particular piece of legislation does have a history of being pushed through at the last minute, passing by critics’ concerns and questions with relative ease and few concrete answers, especially regarding equity and funding. Because of that, HOPE presented testimony to the SBOE so that our observations and questions went on record.

For your review, here is HOPE’s testimony:

President Wynn and Board Members,

Thank you for the opportunity to speak today. My name is Jenn Blackhurst. I am here with Caryne Shea and Julie Vigil representing the parent advocacy group HOPE, Honoring Our Public Education. We support many of the new Legislative changes in Nevada’s K12 education system. We have attended all the Advisory Committee, TAC and Town Hall meetings with cautious optimism in the hope proposed changes will give all children a better chance of graduating high school, succeeding in college, careers and beyond.

Our 800-plus HOPE members share enthusiasm at the prospect of proactive decision-making at individual schools, based on student need, and we relish greater efficiency, true family/community involvement, and changing unsuccessful practices in meaningful ways.

We have become increasingly concerned as the deadline approaches, at the amount of missing information, and the lack of real-time and historical data to vet. We do appreciate the value of law and regulation not being overly prescriptive, but we must provide enough framework to ensure true, equitable support to our children, teachers and administrators.

We have seen the pinball activity of the reorg meetings over the last seven months and have reserved judgment due to constant changes in trajectory. Since the discovery phase, we feel there are still concerns to be addressed before we can in good conscience move our students forward in the Reorganization process.

We need to make clear that we are not against the Reorganization. Rather, we have spent time navigating through many upheavals in Nevada education, such as the roll-out of the NACS, the SBAC chaos, and the continued confusion of the EOC exams. We’ve seen what happens when regulations and laws are passed and implemented without all stakeholders input or enough questions being asked. While all concerns brought up may not need to be in regulation, these issues deserve to be carefully considered. To date, the most common answer received from the LCB to concerns has been “You’ll need to figure it out.” We owe our children a better answer than that.

In Sect. 14, the list of services provided through central administration is so extensive, no one has been able to pin down what services will actually transfer to the school site. In that vein, the well-touted “savings” that will come from eliminating said services remain conjecture. For example, currently CCSD receives about a quarter of our promised federal special ed funds and the district is left to cover the millions of $ left in need.

How can we expect individual schools to bear the burden of that deficit, with their current per pupil dollars? Will we actually be robbing Peter to pay federally-mandated Paul, upsetting the questionable equity our students currently face? Will unprotected GATE money be subject to filling the holes, as well?

In Section 17, why is there only a hold-harmless for magnet and rural schools? Not having ALL of our schools given this same entitlement will leave the bulk of schools vulnerable to having budgets cut below existing per pupil dollars, especially with implemented weighted funding. And if student achievement is the primary goal for AB394, how will this lack of protection negatively affect student outcomes?

I’d like to share an actual 2016 flex budget for a four-star school that receives no Title funds. The school’s allocated budget for the year is roughly $3.2 million for 700 students. Salaries and benefits alone are over $3 million for 34 licensed teachers, two administrators, and contracted hours for support staff. The school still requires additional support staff hours for its special education needs and pays that out of pocket. Combined with approximately $140,000 for an additional teacher for growth, and teaching supplies, the school team has about $50,000 left over to pay for everything else: copy paper, office/ custodial/health office supplies, books and materials, technology replacement, subscriptions, publications and fees for online programs, etc.

This school is run by an experienced administrator who has years of experience working with a flex budget. Seeing how far that money must stretch, exactly what does the school have autonomy over, let alone any “cost savings”?

We have seen CCSD schools on flex budgets attempt to save money by cutting programs, hiring long term subs, and expanding class size to eliminate teachers. Is this the autonomy the Legislature felt the school communities were craving?

In addition to budget training for all administratos, we cannot stress enough the importance for Climate and Culture training for the entire School Organization Team. Superintendent Skorkowsky stated that CCSD has Reorganization funds until January, right when the real work is to start. The previous empowerment model’s success came with appropriated state and grant money. How do we ensure that all training via the School Associate Superintendent is adequate? What about adequacy of the end of the year surveys? And with an unknown cost of the transition, and no estimates on future available funds, you can see that the administrators we have surveyed are understandably concerned.

Over the years, HOPE has also attended the Task Force meetings charged with recommending weights for the modernization of our funding formula. Section 17 is very concerning because the Implementation of weights at the state level is stalled due to lack of money, but yet AB394 requires the school district to do it.

In addressing the makeup of the SOT in Section 25, the information on the Parental component is largely absent from draft regs. We support Educate Nevada Now’s added language recommendations for this section. Further, from a community survey HOPE did last year, 75 percent of the 420 parents across 41 zip codes surveyed revealed they “occasionally or never” participate in a parent organization in campus.

Additionally, almost 70 percent of those parents stated they were NOT willing to start a parent organization if their school didn’t already have one in place, which currently describes half of our schools.

The majority of parents we spoke to worried that time was a luxury they didn’t have. Also, they questioned their ability to be effective without feeling pressure to defer to administrators and teachers, for fear their child will suffer the consequences. While the plan says “there is no hierarchy,” we must be realistic.

Given these responses, we suggest parent participation and training should be made mandatory to level the field. Hopefully the liability component for parents will be remedied in the upcoming Legislative Session, but we are aware that is also a deterrent for parents to serve.

Parents and teachers have expressed that the selection of teachers based on payment of membership fees is discriminatory and the school team may lack important historical insight as veteran teachers are less likely to be members.

What happens when the highest vote-getters are not Union members? Must they join or be disqualified? The plan states that efficient operation requires constant planning and communicating.

In Section 26, how will teachers participate with their current CBA restricting their “after hours” events to three per year, but the regulation requires no less than one meeting per month? Will meetings be held during teachers contract hours, limiting parent and community availability? And how does the “NO additional compensation allowed” clause affect the teachers’ ability to serve? (Sect. 26, 5 & 7) If more money must be found for compensation of staff, does that come from the school’s operating budget? We hope there is a remedy that makes teachers available to attend as prescribed, but doesn’t take a bite out of the school’s operating budget.

We suggest that the Union requirement for teachers and support staff be removed, parent participation be made mandatory, term limits be instituted, terms be staggered, and moving forward from year one, an election team is responsible for the election of all members.

In Section 30, with respect to accountability, parents, teachers and administrators are concerned by the use of surveys as being our measure for success. Historically, we suffer from abysmal participation, notably: they aren’t mandatory, the results are subjective, and the lack of employee anonymity hinders participation for fear of retribution. Not only do we recommend a minimum threshold be added, but also this cannot be our only barometer.

Parents, teachers and administrators agree that the goal is increased student achievement for every student in every school. We appreciate your thoughtfulness and consideration for our children’s success as the determining factor for when and how this reorganization is adequately vetted and approved.


Last Call! Please take our Parent Participation Survey

Last Call! Please take our Parent Participation Survey

Posted by admin, Category: Announcements, Community, Survey,

The deadline for our Parent Participation Survey results are due tomorrow, Tuesday, March 22. IF YOU HAVEN’T DONE SO ALREADY, PLEASE TAKE OUR SURVEY NOW.

HOPE has been closely following the progression of Assembly Bill 394, the plan to reorganize the Clark County School District. In a nutshell, it’s about two legislative committees exploring how CCSD’s 356 schools could function with more independence outside of the central school district. The idea is with more site-based decision making and budgeting, autonomous schools will benefit greatly and students will flourish.

Some of the discussion the Advisory Committee and the Technical Advisory Committee members have had so far has been focused on how to achieve greater parent participation, and the committee members want to know what greater parent involvement would and should look like. And HOPE wants to present the TAC with as many parent opinions as possible.

HOPE is on the agenda to present YOUR opinions to the Technical Advisory Committee on Monday, March 28, at 8 a.m. in Room 4401 of the Grant Sawyer State Office Building, 555 E. Washington Ave. If you can’t be there in person, the meetings are always live-streamed. But in any event, HOPE will bring parents’ voices — your voice — to the education decision-makers shaping our public schools.

Thank you for participating in our survey!

https://www.surveymonkey.com/r/3WCPJ57


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