Happy Holidays from Hudson Schools

While a White Christmas is unlikely at this point, it is evident the spirit of the holidays fills the air. Our students and staff alike always enjoy this season. Each year, I like to remind the staff right before Thanksgiving that this run up to the holidays will go quickly, and that it is among the most delightful times of the school year. The decorations in our hallways, the fun activities that have been planned by the classroom teachers with the support of the PTO, the holiday concerts, and even our student section at basketball games! This time of year, amidst the twinkling lights and joyous celebrations, is also a time for reflection and appreciation. We see it in the faces of our students, brimming with excitement for the break yet mindful of the lessons learned and friends made. We witness it in the dedication of our educators, who tirelessly nurture potential and celebrate every milestone, big and small. And we experience it in the unwavering support of our community, a constant source of strength and inspiration.

Looking back on this year, we are filled with pride in the countless achievements of our students. We watched young students improve their reading skills, budding artists paint breathtaking landscapes, and aspiring writers craft stories that captured our hearts. We celebrated athletic victories, academic triumphs, and acts of kindness that lit up our hallways. Each moment, each success, each challenge overcome – these are the bricks and mortar that shape our future, built with care and a shared commitment to excellence.

However, the tapestry of education extends far beyond the four walls of our classrooms. It thrives in the warmth of family support, the dedication of community volunteers, and the collective belief that every child, regardless of background or circumstance, has the right to a robust and well-rounded public school education. This holiday season, let us remember the transformative power of togetherness. Let us embrace the strength of our community, cherishing the traditions and values that make us unique. And let us continue to invest in the future, fostering curiosity, compassion, and a love for learning that will illuminate the path for generations to come.

As the year draws to a close and our time with students grows short, I wish all of you a holiday season filled with peace and joy. May the holidays bring time for rest, reflection, and renewal. We all look forward to welcoming you back in January, ready to write the next chapter of our journey together.

Fostering Healthier Habits: A Look at our School Wellness Policy

In the Hudson Community School District, we believe that health and well-being are essential foundations for student success. That's why we've implemented a comprehensive school wellness policy that promotes healthy eating habits, regular physical activity, and a positive learning environment. This policy guides our efforts to create a school culture that supports lifelong wellness behaviors.

Our policy articulates the belief that a healthy learning environment is critical to academic success. By providing our students with nutritious meals, opportunities for physical activity, and resources that promote healthy living will empower our students to develop lifelong wellness habits. To help us realize these aspirations, the District has outlined several goals.

1. Offer nutrition education at each grade level as part of a sequential and comprehensive program that is designed to provide students with the knowledge and skills necessary to promote their health.
2. Promote fruit, vegetables, whole grain products, low fat and fat free dairy, health food preparation methods, and health enhancing nutrition practices.
3. Emphasize caloric balance between food intake and physical activity.
4. Provide physical education, recess for younger students, and encourage classroom teachers to provide short physical activity breaks. 
5. Encourage parents to pack healthy lunches and snacks, refraining from including beverages and foods that do not meet the established nutrition standards for individual foods and beverages.
6. Provide for parents a list of foods and beverages that meet nutrition standards for classroom snacks and celebrations.
7. Ensure that all meals served through the national school lunch program conform to the minimum nutritional requirements and that they be served in clean and pleasant cafeteria settings, while offering a variety of choices. 
8. Finally, to encourage our concession stand to offer healthy options that meet Smart Snacks guidelines.

It is important for us to ensure this policy is up to date and effective. To do so, the policy is reviewed every three years. That review includes an analysis of our progress on the aforementioned goals articulated above, as well as any recommendations to the school board for approval. To facilitate this work, the district has appointed a committee that represents a cross section of our stakeholders. Our policy is scheduled for review in the spring of 2024 with recommendations presented to the school board for consideration in June of 2024.

Additionally, we encourage feedback from parents, students, staff, and the entire community in this effort. Great things can be achieved when working together to promote healthy habits in our schools. These efforts can create a healthier generation of students who are ready to succeed in school and in life!

For more information about our school wellness plan, visit the Wellness Page on our school website. We encourage everyone to get involved in making our schools healthier places for us all. 

In loco parentis

By now, you have probably had a chance to view our latest video. You can check it out here if you haven't had a chance to see it yet. The first district wide video we shot a little over a year ago was scripted so we knew going in what the theme would be. This second video was interview style, and while we didn't know what the theme would be, I did have a chance to articulate a vision in the pre-production meeting. 

"Let's focus on academics. I would really like to emphasize and stress our attention to reading instruction in the elementary school and our commitment to career and technical education in the high school."

Imagine my surprise when the video didn't actually do that. Obviously had it been a scripted shoot like the first one we would have had much more control over the final product. We deliberately chose not to do that this time because of the pure fact we wanted something different and less rehearsed. Instead, it took on a life of it's own. And I couldn't be more pleased with the end result. 

We didn't talk about our reading scores. And while there was general excitement about the construction project and growth we are experiencing, that didn't seem to be the most important point the interviewees wanted to share. From our students, they talked about their teachers. 'They really all want what's best for you, and that is nice to see'. The staff, other hand talked about the students. 'When a student that has graduated reaches out to you, that puts a smile on your face [to know] that you've had an impact on them'. It is very apparent then, that the most important point of emphasis isn't in the programming or the bricks and mortar: it's the people. Our school is like a family and many come to view these hallways, classrooms, commons, and gyms as a second home. Hopefully our viewers come to understand, maybe a little bit better how much genuine love their is for the students who attend this school. Indeed it is apparent this feeling is reciprocated by the students who grace our hallways daily!

In loco parentis is the Latin term for 'in the place of a parent'. I first came across that term in graduate school when I was taking a course on school law. I know what you are probably thinking, 'why on earth would you subject yourself to that'. Nevertheless, the connotation refers to the legal responsibility of a person or organization to use discretion and act in the best interests of their students, to partly take on the role and responsibilities of a parent. Indeed during the course of the school day our teachers do act in loco parentis. But they don't do so because of a legal requirement. Truth be told, I'll bet if you asked they wouldn't even be aware of this term. I wasn't until I took that grad course. They do so from a position of love. 

 

Technology is no Replacement for the Classroom Teacher

A decade is a long time. But I continue to remind our employees it will pass in the blink of an eye. I just recently finished my first round of one on one meetings with our new teachers, and one of the points they all make is that they can't really believe it is Thanksgiving already. No doubt. They will hardly believe their calendar when spring break arrives in March. Or when day 180 arrives at the end of May. Even when we consider those dark, cold days in January and February; well those do seem like long days! Yet we take solace in the gradual lengthening of the day and the warming of the weather. Even though it just got cold, spring seems like a long way off. But it isn't. 

I've been having these new teacher meetings for several years now, once in the fall and again in the spring. It's a treat for me to have these informal chats with them. To see how they are adjusting to the life of a teacher and seeing their confidence grow.

Once they enter that second year the 'newness' has worn off. The nerves have largely faded into the background and they can anticipate the changing of the seasons and how the students will respond. They understand the rhythm of the school year and have developed lesson plans and units that fit their style. Classroom management is probably still something they are working on, but mostly they have the large concepts mastered. Ten years later, they can't believe they are no longer that 22 year old kid that had just graduated from college.

One of my great joys is watching these young teachers develop into true professionals. Not only that, but I have had the privilege of watching them begin families and now get to see them bring their own children to school! I recently asked those teachers, ones who have been in the district between 6-10 years to tell me how education has changed during their time at Hudson. The answers surprised me!

I suppose my surprise came from the fact that the physical changes that have occurred (and are occurring around the campus) were the most obvious, but least mentioned. The fact is, there was not one comment about these changes. Instead, the most common observation was related to the ubiquitous use of technology in the classroom. This was followed closely by how teaching and learning shifted during covid, and the fact that some of those practices never went away. My observation is the link between the these two points is self-evident. Video conferencing became the norm, and we continue to utilize this type of technology today. The ability to collaborate and share ideas and work product via Google platforms went into overdrive. 

Even though our construction projects weren't top of mind when thinking about how education has changed here in Hudson, I think they are right to highlight technological advances. One teacher wrote:

I think the dependency on technology is profound. The way content is shared with students is now largely reliant on some form of technology. 

But even as technology has become such a critical tool in our instructional inventory, the one thing that covid taught us is that regardless of these advances, there is no replacement for the teacher. We are now starting to see AI become part of our lexicon and are grappling with how this technology will impact the way our students learn. My suspicion is that just like the 1:1 device that came before, it will reinforce the importance of the classroom teacher.

Ironically enough, when I considered the changing educational landscape over the last decade, technological advances were at the beginning stages of a pretty significant paradigm shift in Hudson. Beginning in January of 2013, the board began preparations to move the high school to a 1:1 computer environment. Coined the 'connected learning initiative', we spent a lot of time in our community over the course of that school year educating our teachers, community, and students on what that actually meant. This all culminated in a 'referendum' on the project in September of 2023 when we had the PPEL renewal on the ballot. We were explicit that part of these funds would be used to pay for the computers as part of this initiative. Voters approved that measure in a landslide: 78.7%! 

Here we are ten years later and we are now contemplating our next generation of device to replace the fleet of computers that are being used by our teachers and students. I do believe this will be our third generation of device. Computers are a great learning tool. AI will certainly enhance the student experience, and will likely cause some headaches along they way. But there is no replacement for the classroom teacher!

 

Finding Your Passion

I hold a unique position in the district insofar as I have the privilege of seeing young children turn into young adults. They enter our schools unable to read, sometimes unable to tie their shoes; and when they leave, they are able to calculate math equations that are far more advanced than I can even contemplate. Along the way they pick up hobbies and interests. In most cases they find a passion that enables them to take advantage of the multiple activity programs that are available to them at school. 

Granted, I don't have a front row seat to this magical transformation that takes place with our students. My view is usually from the 'cheap seats'--because all the hard work is really done by our teachers, coaches, and parents. I see their growth and progress in passing snippets. Perhaps during a fleeting moment in a classroom. Or one of those more public and traditional events that are part of the fabric of our school: a concert or a basketball game. Maybe since the junior high/middle school is located adjacent to the central office I have the opportunity to see these students on a more consistent basis that our other students. And let's be honest: It is really difficult to figure out what exactly is going on with that age group most days!

I suppose that is why it is so thrilling for me when they get through that epoch and into high school, because then they really start to figure things out. What interests them? They begin to discover their talent, whatever it might be! The best part for me is seeing these students find their niche, because when they do: they shine!

That is what I witnessed at our musical, "The Addams Family" last weekend. Students who I had watched grow from small children in elementary school, through that awkward phase of middle school, and finally to high school. In a high school where they found their people. A place of comfort and a sense of belonging. With a talent that took my breath away.

Now, I do know a bit about what it takes to produce a musical. The hours are very long for everyone involved (and that includes the parents!). The pace at times can be quite grueling and the volume of details that need attended to can be overwhelming. But at the end, the adrenaline rush of performing for a sold out crowd makes it all worth it. To see all that hard work come to fruition; from the monotonous words of a script to a living breathing thing: well that is really pure magic. The sense of accomplishment that our cast and crew feel at this moment is exhilarating. I can promise that all of those involved have created memories that will last a lifetime. 

So as a former drama director, here is what I really think. The choreography was outstanding and the casting of the show was absolutely brilliant. The vocals were of superior quality and the flow of movement on the stage appeared natural and believable. Little details that may have gone unnoticed by the casual observer were attended to with precision.

I have been in Hudson a long time and as such have seen numerous productions. Furthermore, over the course of my career I have been blessed to direct numerous productions. So it is through that lens that I share this. Without taking anything away from those who have gone before you, either here at Hudson or in my prior career as a director: this was one of the best shows I have ever seen.

Congratulations to the cast and crew of 'The Addams Family'!

One Bite at a Time

While it may not appear to be so from an outside observe, we've reached an important milestone on our high school construction project. At roughly five months in, it is gratifying. I have to continue to remind myself that patience is a virtue and remember that delays are part of the process. This isn't my first project and probably won't be my last. I have numerous colleagues who are, and have completed construction projects. All are in agreement that it can be frustrating at times. But I am reminded of the old adage, 'How do you eat an elephant? One bite at a time'. 

The space that was previously utilized as the high school library has been converted to three classrooms and the two rooms that were utilized as the 'inquiry space' and 'college classroom' have been converted to a new art room. The new art room was released for instruction on November 7, and this week new furniture is being installed in all four of those classrooms. The two rooms closest to the commons will be the new home of the math department and the northern most room will be a 'multi-purpose' space. Before this week is out, those teachers and students will be able to move into this space. Then begins a process of musical chairs, where teachers will become mobile as the classrooms along Washington Street will be renovated.

Most of the classrooms along the parking lot side of the building were finished before school started this year. Meaning they all received new windows, ceilings, lighting, paint, and carpet. Now that the new art room has been finished, focus will turn to the old art room which will be converted into the agriculture room. If you are curious about what is happening with the library, that will be part of the current industrial arts suite, which, as a larger classroom to begin with is being split in half and extended into the offices that sat in the middle of the building. The general public probably wasn't even aware these spaces existed, nonetheless those will become part of the new library and business lab. That work is scheduled to begin over the holidays with an anticipated completion of spring break. 

Understandably, most of the public excitement is likely on the addition. To orient everyone with the general layout of the building, the structure closest to Wood Street is the new locker rooms and safe room. I can promise you the safe room will indeed be a safe place to be if ever needed. Fun fact: the foundation and footings of this space alone contain more than 80 tons of steel! The walls to the gym addition are very obvious, with the northern most wall of that gym nearing completion. We are very close to being in a position to install the steel that will support the roof structure. It is our hope this will be an enclosed structure before it gets too cold and we have snow to content with. 

To the north, you can also see the new Career and Technical Education (CTE) center going up. This will be the home of industrial arts, including construction trades and automotive. With the agriculture room adjacent to the addition, it will provide great access to this space for our [ag] mechanics class and horticulture. Once completed, all our CTE strands and coursework will be located in one central location! We also hopeful this can be covered before the snow flies, so the work on the inside can continue without interruption.

Our goal for completion remains August of 2024. Indeed we have a lot of work to do in the interim and have some time to make up, but we'll keep at it: one bite a time.

Squared Away

This week we pay tribute to those who have worn the uniform in service to our country. On Friday we'll hold our annual Veterans Day Assembly and luncheon, which is planned and organized by Mr. Simmer's government class. If you are a veteran, I do hope you can join us. I'm always impressed with the thoughtful way our students go about planning and preparing for this event. It is wholly proper to thank our veterans for their service to the country. At one point in their lives, they put on the uniform and were willing to give the ultimate sacrifice in service to the nation. There is honor in doing so. 

In a Veterans Day message a year ago, I alluded to a belief that my time in the military likely had a much larger impact on me than I ever did on [the Navy]. When my enlistment was up they tried to get me to re-enlist, but when I politely declined I'm sure they didn't lose much sleep over the fact. 

At the same time, I've always been clear that my time in uniform was quite different than those who are currently serving. While I am of the Desert Storm era, my enlistment was during a period of relative peace: The calm before the storm of September 11, 2001. As a reference point, I mustered out of the reserves fully and honorably in April of 2001. So to put me in the same category as those who truly were in harms way would not be appropriate.

As a young man, I was not very responsible and quite immature. In many respects, I was 'rudderless'. (You see what I did there, right? That was purposeful!) Joining the Navy was something I had considered from time to time in my adolescence, but even when finally enlisting I think it came as a bit of a surprise to everyone who knew me. It turned out to be one of the best decisions I ever made. I was taught the value of teamwork; and that a time may come where we would have to rely on our shipmates as a matter of survival. I learned to respect those of greater rank, not just because of the insignia on their collar: but because they had wisdom, experience, and skill sets that far surpassed my own knowledge. 

Being a 'squared away' sailor was drilled into all of us constantly, repeatedly. When wearing a uniform, the boots were shined and the gig line never needed to be fixed. I can recall a shipmate with 'gear adrift' being told in very explicit terms that 'a mistake like that could get someone killed in the fleet'. It that particular case it was most certainly hyperbole, but the moral of the story was that attention to detail was a critical skill. Indeed, not being self-aware and paying attention to the little things could have, and did have, catastrophic consequences.  

Many of those skills I was taught were transferable. I still prescribe to the old adage, 'A place for everything and everything in its place'. (This really is important when you are underway. Think about it; in rough seas who wants to experience flying projectiles because someone forgot to stow their gear?) I suppose this is why to this day I have those little quirks that may seem obsessive to some, but provide a bit of comfort to me.

The reality though, is that all of these skills that were drilled into us really boiled down to respect. Respect for oneself. Respect for others. Respect for country.

So on this Veterans Day when we say thank you to the men and women who have and are currently serving in the armed forces, I am also one to be thankful for the privilege of serving. 

The Team

As we close out October, which is designated as 'National Principals Month', I want to take just a few moments to express my appreciation and gratitude for our building principals. Building leadership is among the most challenging of jobs in a school district. Not only do they have to manage hundreds of students daily, they are also tasked with supervising a professional staff that at times have competing interests. In addition to the challenge that comes with day to day building operations, they are also required to navigate oftentimes complex relationships with parents. Indeed this is not an easy task and some days they are likely left wondering: why did I choose this path?

To reach this career milestone takes years of training, field experience, and, for certain; perseverance. This odyssey begins like any other educator: as a classroom teacher. At some point along they way, a trusted colleague or a [role model] recognizes something in them. Maybe it is through the demonstration of key leadership attributes, or the way they navigate difficult conversations. Perhaps they recognize an innate ability to see the bigger picture. That may be all that is needed, a bit of encouragement and a small nudge to consider something different. And with that, an opportunity to have an impact that extends beyond the walls of their individual classroom unfolds before them. Thus begins a quest that takes them back to school for more training and coursework. Classes on leadership. Curriculum, instruction, and assessment. Politics. Ethics. Finance. All of these skills go into the creation of a principal. That training typically ends with a Masters Degree in hand, and then they are ready to lead their own building.

But to be clear, the training doesn't end there. In fact, it never ends.

I'm currently leading our administrators through a book study that examines the leadership traits employed by Abraham Lincoln during his presidency. Over the summer I read 'Team of Rivals' and following a side trip to Springfield picked up 'Lincoln on Leadership' by Donald Phillips, which became the book that we are now reading as a team. I've always been fascinated by our nations presidents and have read quite a few biographies and autobiographies about their time in office and how they navigated what is arguably the most difficult job in the world. Yet when it comes to Lincoln, he stands alone. Through our examination of Lincoln's leadership, hopefully we will be able to emulate and develop some of the skills he used that rank him in a class all his own. 

Now, I am no Lincoln. None of us are! And running a school and running the country are about as different as night is to day. Side note: I love this quote on the back cover of the book: "You think you have it rough? Only ten days before Abraham Lincoln took the oath of office in 1861, the Confederate States of America seceded from the Union, taking Federal agencies, forts and arsenals within their territory." Indeed, perspective is a powerful image! Even so, Lincoln led with character, deploying traits and skills that enabled him to succeed and become one of our most revered presidents.  

Lincoln encouraged his subordinates to take initiative and to act on their own judgement. In other words, he delegated responsibility and empowered them. At the same time, when working with his cabinet he demanded consultation [collaboration] when dealing with 'high stakes' issues. He asked for feedback and input from his trusted advisors often, and understood that once decision time came, it was his burden to carry. This kind of teamwork can only be achieved when you are dealing with leaders of integrity and those whom you can trust. 

So then at our meeting last week, I told the story of being a young and inexperienced administrator. Anytime I had to be away from the school, even for a day I felt duty bound to check in. I would call my secretary a couple of times a day just to check in. In my mind I was demonstrating assertive leadership and assuring everyone that even though I wasn't physically in the building I was still in charge. Everyone could rest easy. Yeah, right! What I was really doing is saying, "I don't trust you to be able to handle it if something comes up". 

Fast forward twenty years. Once I became superintendent I realized that not only was this unrealistic; in many ways it was counterproductive. Furthermore, over the last nine months I have found myself out of the district more than ever before. It has forced me to change my schedule abruptly, move meetings without warning, and lean on my team in ways that I never thought would be necessary. Not only have they been able to rise to the occasion, they have excelled!

I have been able to distribute responsibility, enabling my team to act--and to be comfortable doing so. Why is this? Because of the tremendous amount of trust I have in their abilities, and the understanding that as a team we are able to debate very difficult problems and solve them through consensus. Just like Abraham Lincoln, our administrators are individuals of high integrity. They are honest brokers. We are very lucky to have them at Hudson, and I am thankful for the way we work together daily to make one another, and this school district better. 

Meet the Candidates: Election Day is Tuesday, November 7

The school and city election is scheduled for November 7 and this election cycle we have 2 seats on the school board up for election. There are 3 candidates running for these seats and include incumbents Dave Ball, who is seeking his third term on the board, and Amy Thole who is seeking her first full term after being appointed to fill a vacancy. Jared Seliger, who is running for his first term on the board rounds out the slate of candidates for this election. I encourage you to take a few minutes to read about these candidates and be ready to case your vote on November 7! 

Dave Ball, (Incumbent President of the Board) 

Dave is finishing his second term on the Hudson Board of Directors and is excited to be running for a third term and continue to be involved in the great progress the district is making. Originally from Dubuque, Iowa Mr. Ball graduated from Wahlert Catholic High School and served 3 years in the U.S. Army. Post-secondary education includes: Associate of Arts from Kirkwood Community College, Bachelor of Arts in Sociology/Political Science from Mount Mercy University and Master of Arts in Educational Leadership and Public Policy from Iowa State University. Dave has worked over 33 years in higher education with 16 of those years spent at Hawkeye Community College as the Director of Admissions, Student Life and Athletics.  Dave is semi-retired and currently teaches adjunct classes at Kirkwood community college and performs consultant services as well.

Dave and his wife Lisa moved to Hudson 14 years ago and have three adult children and 4 grandchildren.

Dave believes equitable and sustainable funding continues to be a challenge and one that doesn’t appear to be going away anytime soon. Integrating technology into the curriculum continues to be a topic schools districts need to stay on top of as well. Dave hopes to continue offering an objective and unique point of view. He has experience working with numerous K-12 schools across the state. His overall vision and agenda for Hudson schools is to support and advocate for our teachers, administrators, and most importantly our students.

Dr. Jared Seliger

Originally from Jesup, Dr. Seliger is a graduate of Don Bosco High School and holds a Bachelor of Science degree from Loras College; a certificate in nuclear medicine from the University of Iowa, an MBA from the University of Northern Iowa, and a PdD in Educational Leadership from Iowa State University. He has worked at Allen College in Waterloo where he started as program director in the Nuclear Medicine Technology program. In 2018, he was named President of Allen College.

Dr. Seliger and his wife Miranda have lived in Hudson since 2010 and are raising one daughter, Tenley who is currently in 2nd grade. He is excited to be running for a seat on the school board and is eager to give back to the community. Jared believes our public school system is the catalyst and foundation to success in life and wants to ensure that Tenley and all children in our community continue to receive an exemplary education. He hopes that by serving on the board, he will be a strong advocate for children in Hudson and work to ensure the education they receive is among the best in the state and country.

From a statewide perspective, he believe the greatest challenge to be an ever shrinking pipeline of young people pursuing education as a career. Dr. Seliger points out that Iowa has numerous small, rural districts that can make it difficult to compete for talent. The inability to attract strong teachers to smaller school districts will make it even more difficult to adequately serve the needs of students in those districts. 

On the other hand, he believes the greatest challenge facing the Hudson Community School District is rapid growth. As more students move into the district, the current infrastructure is not sufficient to meet the needs of a growing student population. While he applauds the current expansion and renovation at the high school, he recognizes that continued student growth will create additional infrastructure challenges. 

Amy Lichty Thole (Incumbent)

The daughter of Tom and Christy Lichty, Amy Lichty Thole grew up on a farm outside of Hudson. Amy and her siblings open enrolled to Hudson Schools and graduated in 2008. Amy holds degrees from Hawkeye Community College and the University of Northern Iowa with a Bachelor's degree in Business Marketing. For the past six years, Amy has been employed at Hawkeye Community College where she serves as the Associate Director of Athletics. 

Amy and her husband Michael Thole have a three year old daughter, Charlotte and a 8 month old son, Eli. She is drawn to board service in Hudson because of the way Hudson shaped her life during her formative years. Amy believes in the quality of education she received at Hudson schools and wants to be engaged and involved in ensuring successful outcomes are accomplished for all Hudson students. Amy also believes strongly in extracurricular activities as it builds community amongst peer students and leadership roles and provides them with exposure to things such as sports, music, drama, FFA, and much more. Amy's current employment sees the value that athletics plays in collaboration with all the skills and knowledge that are accomplished and the relationship to success in the classroom. She hopes to continue sharing her knowledge and expertise in that area with the board. 

As an administrator at a postsecondary institution, Amy recognizes that mental health is one of the greatest challenges facing educators in Iowa. She feels that it is paramount that we do all we can to connect students with services that will enable them to be successful in life. 

At the local level, Amy is interested in helping address the challenges Hudson will face in the near future as district enrollment grows. As class sizes increase, it will be important to ensure that we continue to provide the smaller class sizes that make our school district so appealing. Amy also realizes that it will be important to ensure we have the programming necessary to meet the needs of our growing community, ranging from early childhood education all the way to college and career readiness. She hopes her service to the board will add a solution oriented voice to address the complex issues facing the district while planning for the future. 

Total PK-12 Enrollment at Hudson Tops 900

When considering preschool through twelfth grade enrollment, the district is currently serving 895 students. Factoring in dual enrolled and part time students, enrollment tops 900. For the purposes of this article, our discussion will focus largely on K-12 full time students. This due to the fact that full time K-12 students are the primary driver for budgeting and funding purposes

Our certified enrollment number is up approximately 11 students from last year (footnote 1). Certified enrollment in Iowa public school districts is the sum total of resident students in the school district. The basic calculation is the number of resident students attending in the local district, plus the number of resident students attending another public school district. The BEDS count on the other hand considers students who are served in the school district. The basic calculation here is resident students attending our school district, plus those who are open enrolled into Hudson. In this case, there is a net increase of 15 students over last year from 822 to 837, or a 2% enrollment increase. Our official numbers track very closely to our projection from one year ago, which suggested enrollment would be 839.

The number of students open enrolling out of Hudson has also increased from 60 to 66 with just over half choosing Cedar Falls 34 (footnote 2). However, the number of students open enrolling into online academies is second, with 14 students spread over 3 schools. There are 183 students open enrolling into Hudson, compared to 172 from a year ago. Waterloo continues to lead, with 130 students open enrolling into Hudson, up from 111 a year ago. A new data set to report this year includes resident students taking advantage of the ESA program. Our data suggests 4 students taking advantage of this program (footnote 3). The primary takeaway is that a net positive of 117 students (those open enrolled in minus those open enrolled out) is a very good sign for the district. 

We had 32 students who were enrolled last year but have subsequently transferred out or moved to another school district. This compares to 28 students who moved out last year and would suggest a more transient population of learners. 

Our first-grade class remains the largest at 87 students, compared to 91 one year ago. This 4 section grade level can be attributed to the influx of open enrolled students from one year ago. A deliberate decision was made this year to cap enrollment, not so much due to a perceived ‘space’ issue; our elementary building has the capacity to accommodate the added sections-but personnel limitations. Adding another section of kindergarten for example, would not only have necessitated the addition of another classroom teacher, but would have required additional sections of physical education, music, and art. Iowa is currently experiencing a labor shortage in the education sector and confidence remains low in our ability to hire additional personnel, particularly when some of those personnel would fill part time positions. It is also worth noting that 21 students applied for open enrollment into Hudson and were denied.

Enrollment projections are calculated based on a cohort methodology that uses a five year rolling average to determine kindergarten size. Over the last 5 years, the kindergarten has averaged 64 students; while in the last 10 years it has averaged 59. Based on both residential enrollment growth coupled with open enrollment, a projection of 64 seems to be right particularly since open enrollment from Waterloo is not anticipated to drop off. With this methodology, estimates from prior years are left static since there is no algorithm to accurately predict transfers in or out of the district. If these projections were come to fruition, we will reach our high-water mark of 865 (K-12) in 2029-2030. Previous attempts have been made to account for residential growth, and assuming 1.9 children per household evenly distributed could push K-12 enrollment into the mid 950 range by 2028-2029. However, I would exercise extreme caution when making this assumption and at the same time understand potential enrollment growth could be significant. You can read the full report here. 

Note 1: We use the term 'approximately' because of what are known as 'fractional' students. When it comes to supplementary weighting, preschool students, students who are part time, and students who are served in our English Language Learner Program; these students carry an additional weight factor. 

Note 2: Fifteen percent of students open enrolling into Cedar Falls from Hudson have a physical address of 700 W. Ridgeway, which is a neighborhood on the northern border of our district—geographically located within the city limits of Cedar Falls. 

Note 3: At the writing of this summary, the validity of those participating in the ESA program remains suspect. Those data ‘flow into’ our SRI system from other reporting agencies and there is no real way to determine whether or not all of those students have been captured. It can be anticipated this reporting process will strengthen over time, allowing a more accurate depiction of ESA students. 

Experience is a Great Teacher

In some ways, a brand-new teacher is like a blank canvas. While they come to us with a vast knowledge of theory and pedagogical skill, the rubber doesn't truly hit the road until they stand in front of their own group of students for the first time. 

Indeed, for our new teachers, the intersection of theory and practice meets on the first day of school. That's not to take anything away from their preparatory programs. Our universities and colleges here in Iowa do an outstanding job of preparing educators for the field. But the fact is that the experiences pre-service teachers have are all artificial. Even when engaged in student-teaching, they have the comfort and safety of a cooperating teacher close by to throw a lifeline when needed. They don't work without a net until the first day. At that point, it’s all on them. 

Fortunately, our principals do a fantastic job of making good hiring decisions, and our teacher leadership team is highly engaged with these young educators, providing close support during their first year of teaching.

Our work with new educators begins a week before the balance of our teaching staff returns to the district. Even though we are confident that we have hired well, there is a lot of work that needs to be done with our newly minted teachers before we put them in front of kids for the first time. We know they’ve got the skills and training to do the job. They know how to teach. So, the focus of our work during that first week is not to make them into teachers per se, but rather to make them into Hudson teachers. 

It is an opportunity to immerse them in our culture—to provide them with an understanding of our values as an institution. And, we let them know we are there to help and will do everything we can to ensure their success. After all, their success correlates to the success of the students in their classrooms.

I really enjoy this week because it is an opportunity for me to get to know our new teachers. Honestly, it is the only time during the school year I am really able to spend any quality time with them. I'm pretty frank with them that once the school year gets underway, I'll largely fade into the background. They are more likely to see me in passing than to have many chances for a personal interaction. 

But that’s not to say I am unaware. I regularly hear of their triumphs and tribulations as they go about the hard work of educating the youth of our community. One point that I really try to drive home with them during our fleeting time together during induction week is how quickly the year will pass by. Truth be told, before we all know it, the year will be over, and those new teachers will be ready to have that “rookie” tag removed.

That transformation that occurs over the course of the year is quite remarkable. We see confidence grow and teaching skills become finely tuned. I would argue the difference between a first-year and second-year teacher is as different as night and day. Heck, the difference between the first quarter and second quarter is quite notable. 

There is a body of scholarly research that suggests teachers hit peak performance around year 7. Anecdotally, I would rather consider those benchmarks in five-year increments. So, I asked our employees: those who are in the 2-5 year bracket of your career, what was the most important thing you have learned about your chosen profession?

Their answers? Well, check them out!

504 or IEP?

Every five years, the district has to review and update our special education delivery plan (DDSDP). This is the plan that governs how our special education program operates. It identifies how special education services are organized and provided to eligible students and ensures that our special education program offers a comprehensive continuum of services to meet the needs of all eligible students in their least restrictive environment. It describes in detail the qualifications for teachers serving in this program and outlines their responsibilities for monitoring and designing instruction for the students being served. It discusses how some services may be delivered as part of a 'pull out program', or a 'co-teaching' environment where the general education teacher and special education teacher deliver instruction whole group. It describes in detail consultation services whereas the special education teacher provides indirect services to the general education teacher insofar as adjustments to the learning environment and specific instructional strategies employed. Indeed it is much more robust that what can be captured in a few paragraphs here. I bring this all up today because we are currently in our review window and a full copy of the plan can be accessed here. If you have questions or comments about our DDSDP, the plan is open for public comment until October 31.

However, that is not the only reason I bring this plan up for discussion today. It is instead to once again illustrate, highlight, and underscore the inherent benefits of the public school system. You see, we are charged with providing a rich and comprehensive curriculum to all students, regardless of their background or disability. My colleagues in the private sector do not have a special education delivery plan because they don't serve special education students. However, in some instances they may attempt to serve students with limited learning difficulties utilizing  section 504 of the rehabilitation act of 1973. This is commonly referred to as a 504 plan, and is a tool that we too use in the public schools. However to be clear, there are important distinctions between a 504 Plan and an IEP (plan). The fact is, they are designed to accomplish very different outcomes. 

While both a 504 plan and an Individualized Education Program (IEP) are designed to support students with disabilities, they serve different purposes and have distinct eligibility criteria, components, and legal foundations. 

To qualify for a 504 plan, a student must have a disability that substantially limits one or more major life activities, one of which can include learning. The primary purposes of the plan is to provide those students with equal access to educational opportunities and involves accommodations and modifications to the regular education curriculum and environment in an effort to level the playing field. The plan typically includes accommodations and support services such as extended time for tests, preferential seating in the classroom, access to some assistive technology and adjustments to classroom material. It is generally reviewed periodically, usually once a year and is focused on ensuring the accommodations remain appropriate for the students needs. While we do have operable 504 plans in Hudson, they are rarer. Simply stated, the accommodations that are typically employed (mentioned above) are accommodations that by in large are woven into the fabric of our general educational program. 

On the other hand, an IEP is governed by the Individuals with Disabilities Education Act (IDEA). To be eligible for an IEP, a student must have a specific disability outlined in the Act, and it must adversely affect the student's educational performance requiring specialized instruction. That is a key distinction: where an IEP requires specially designed instruction (SDI), a 504 does not. In other words, the IEP is designed and set up in a manner to not merely mask the disability via accommodation, but to help the student make educational progress through the careful delivery and monitoring of SDI. Indeed the primary purpose here is to provide the student with disabilities with specialized educational services and support tailored to their unique needs. It includes specific goals, objectives, and services designed to help the student make progress in their education. The students individual educational plan is comprehensive, including student's current level of performance, annual goals for achievement, specialized instruction and related services, and a high level of progress monitoring. It is very highly individualized and designed to address the specific needs of the student. The mechanics are highly structured and require frequent reviews. An annual review with multiple stakeholders adjusts the plan, measures progress, and sets new goals.

Both 504 plans and IEPs are designed to support students with disabilities and serve a useful purpose in the educational setting. But they differ in their legal basis, eligibility criteria and purpose. While the choice between a 504 plan and an IEP depends largely on the nature and and severity of the disability and their specific educational needs; there is no question that as a tool designed to foster student improvement, an IEP is superior. 

District Financial Position Remains Strong

The fiscal year for Iowa public school districts runs from July 1 through June 30. Schools are subsequently required to file a report on the financial status of the school district by September 15th with the Iowa Department of Education, this report is known as the 'certified annual report'. That data from that report is subsequently used to take stock of several financial ratios is the district in order to gauge overall district health. 

The table to the right are nine of the key financial metrics that are used to determine overall financial health in our school district. This data can tell us, over time how the district is performing and can serve as a 'canary in the coal mine', serving as a tool for the district in the event a change in course is needed. The color coding is important as a quick reference point: green is indicative of a healthy metric, yellow would be one where extra attention is needed, and red of course would be an area of concern. The district last had a red metric in 2012, and multiple red metrics in 2010 and 2011 (not depicted in the figure shown). While I'll take a few minutes to highlight a couple of these metrics and what specifically they mean for us, first I would like to make a couple of high level observations. Additionally, if you are interested in viewing the entire report, please visit the 'About Us' page of our website. About halfway down the page you will be able to find a whole host of financial information about the district including budget documents, audit reports, and outstanding levy limits.

To begin, overall, the District’s financial position is excellent. Metrics remained stable from FY 2022 to FY 2023. There are no significant areas of concern with regard to district finances. 

Some general observations would include first and foremost the fact our general fund revenue increased by $506,128 or 5.4% from FY 2022 to FY 2023. Most notably, this increase came in the local sources object code and can be attributed to growth in open enrollment, and in federal sources related specifically to the ESSER funds. ESSER funds were supplemental monies designed to be used for COVID relief. At this point, all of these federal funds have been expended. At the same time, the district’s cash reserves are full and it remains unnecessary to levy for cash reserves. Finally, our general fund expenditures increased by $641,042 or a rate of 6.9%. This increase does not include a transfer of $318,272 from our capital projects fund to our general fund. This was an accounting requirement attributable to the expenditure of our ESSER funds. The rate of general fund expenditure growth is due to hiring additional personnel related to enrollment increases.

The total general fund balance decreased from $2,517,362 in FY 2022 to $2,223,561 in FY 2023. At the same time, the restricted fund balance increased from $288,159 to $318,967. The district was able to clear some of these restricted funds by moving them to the district’s ‘flex’ account. We should anticipate the restricted fund balance will continue to decrease in the coming years, by design, as more restricted resources have been allocated to the TAG program. Because of changes to district policy and spending practice, it is more likely than not that all of these restricted funds will begin to be expended on an annual basis. As a reminder, these funds are reserved because they can only be used for specific purposes under Iowa Law. 

Even though the general fund balance decreased, it is important to note that the solvency ratio, which also decreased; is still at 19.21%. Financial solvency is the measure of the district's cash position, and generally speaking a long term target for solvency ratio is at least 10%. Solvency is important since it allows district operations to continue absent any inflow of revenue. Public school districts generally do no receive any revenue over the summer and need to rely on the general fund balance for operational expenses until revenue begins to flow again in September. There is an approximate 90 day gap between the ending and beginning of revenue in a fiscal year. Our calculations suggest the district could maintain operations for 99 days without the infusion of cash. 

Tax rates for the FY 2023 budget year were 13.31578, down from 14.09778 in FY 2022. Overall taxes were down for the district as well, in spite of the continued increase in the residential rollback and natural increases to taxable valuation district wide. 

The district currently carries a long-term debt note of $5,140,000 when it sold revenue bonds during the winter of 2019, and a general obligation debt note of $9,250,000 that was sold in the spring of 2023. At the same time, the district carries short term debt primarily for the lease of computer devices that support the district’s connected learning initiative. These notes are paid through the capital funds improvement funding stream and are not therefore general fund expenditures. Voters approved a general obligation bond in September of 2022 of $11.65 million that will impact tax rates in FY 24.

In my view, there is no metric more important that the district's unspent balance. This metric should not be confused with cash position, because it most certainly is not a representation of cash on hand. It is instead a measure of capacity; a legal designation that simply gives the district the authority to expend, and to generate the revenue [that creates the capacity] needed to expend those funds. Of all the financial health indicators, this is the one that is closely monitored, projected, and anticipated annually. The importance of this  metric cannot be understated: it is illegal to have a negative unspent balance in Iowa and a persistent negative unspent balance can, and has forced school consolidation, a district going into receivership with the state, and ultimately lead to closure. The news here is good, with an increase in this ratio every year since 2011 when the district completed major budget cuts and ended with a balance of $90,971 or 1.29%. In the prevailing years it has grown steadily to $4,659,569 or 31.34% in fiscal year 2023. Like the financial solvency ratio, this puts the district in a good position in light of unpredictable funding from the state.

 

It's Not Where You Start, but Where You End!

Ironically, the last part of a school year is spent planning for the next school year and the first part of a new school year is spent looking at the year that just ended! Our end of year financial report will be finalized in a couple of weeks. Enrollment certification will happen around the middle of October. And the embargo on student achievement (or ISASP) results was just lifted. Of all the metrics we look at, understanding how our students perform academically is second to none. It really is the whole ballgame. What percentage of students are proficient? How much growth did thy make from one year to the next? 

Over the course of the next couple of months, I'll be providing a summary of the results of these various reports right here, hopefully in easy to understand snapshots. Keep in mind these will not be all inclusive, or cover every conceivable metric. So, please: if you have questions don't hesitate to reach out. With that we'll begin today with academic performance, but first a disclaimer: While the results of these tests are used in the Iowa Performance Profile, they too are not all inclusive. There are components in that report card that have not yet been analyzed. I'll be sure to let you know once those are released. 

So today we'll focus on some top line numbers from our ISASP testing, which is the statewide test that is administered toward the end of the school year. Parents: you should have received information that will allow you to access your individual child's performance profile. If you haven't received this link please contact your child's building principal for assistance. 

The table depicted below is specific to proficiency and tells only part of our story. Proficiency is determined by a three digit standard score and is the sum of those who score 'proficient' and those who score 'advanced'. If you look at 'Sixth Grade Math' for example, 49% of the students scored proficient and 41% were at the advanced level, for a total of a 90% proficiency number. Indeed a pretty impressive number. Additionally you will note that at each grade level the percentage of Hudson students achieving at the proficient level exceeds the state benchmark with the exception of 3rd grade. 

Our question must be, why? Now, there could be a lot of reasons for this. Part of this is due to COVID. This can be confirmed by looking at the data statewide. Keep in mind this particular class missed the entire quarter of their kindergarten year. It is also these students' first experience with a standardized test. Granted, all third graders in the state had the same baseline of classroom instruction coming in, but one must also remember that each configuration of third graders from around the state enters the 'starting block' from a different place. The 'product' if you will is not uniform. The takeaway then, is not where they start: but where they end. That really is good news. There is a lot of time and if experience is an indicator, this gap will not only close in the coming year, but our track record suggests it will far surpass and exceed the gap. The fact that this is their first experience with the test is not very informative. It merely provides a baseline. In other words, we have no prior measure and can't read a lot into it. All it really is, is the starting point. But, we can draw some hypotheses based on what we know about how our 4th graders performed. 

This years 4th graders had similar results when they were in 3rd grade. Granted, they were not as pronounced but they were statistically notable. How that group has now performed as 4th graders is impressive. In English/Language Art, 85% of students scored in the proficient category. An astonishing 98% of students showed longitudinal growth from one year to the next, and 85% of those students met or exceeded predicted growth. Based on the vertical scale score, ISASP predicts the average 4th grader will increase their score by 23 points. In sum total, our 4th graders grew, on average 37.68 points. Indeed, it is not as important as where you start but by where you end!

The table above is the same snapshot, this time of our secondary students. In every category across all grade levels, note that we beat the state benchmark. In some instances, our district exceeded those benchmarks by a very large margin. In many instances by double digits. 

In addition to the proficiency measures, I think it is worth taking a look at the standard scale comparability and benchmark. You see, as mentioned above proficiency only tells about half the story. If, for example a student is not proficient it will likely take a gain greater than the predicted growth in order to close that gap. Consider the 4th grade as that same example. As 3rd graders, they too were below benchmark, much like the example above. This group exceeded predicted growth by more than 15 points! In other words, they went from 61% proficiency to 85% proficiency over the course of one academic year. 

In this data set you can view how a cohort performs over time by viewing the data diagonally from left to right by year. You can see how that particular group of students performs over time. But, you need to keep in mind a couple of important caveats: as I keep reminding you, proficiency only tells part of the story. It is only when viewed within the context of standard score growth can on draw any real conclusions. And second; these are not 'matched' cohorts. In other words, if a student moves into or out of a district an important growth metric for the grade level writ large is missing. It will be pretty close, but a couple of students in a grade level that averages about 55 students can make a statistical difference. 

Again, you will note that in almost every measurable data point, the scores exceed the statewide benchmark. When superimposed over the predicted growth, it verifies and triangulates our work as a school district. Furthermore in almost every case, the district has outperformed the predicted starting scale score for that grade level. Consider the 11th grade math standard score of 617.8. The mean scale score suggests a starting point of 593, so from the starting point we are 24.8 points above that. On average, student standard scores increased 39.45 against a predicted 25 point gain.

The takeaway is this. Generally speaking, if 80% of our students are in the proficient category, it is indicative of an effective curriculum that is properly aligned to the Core. The very best way we can prepare for the ISASP is to ensure that our curriculum is aligned. For the most part, these results suggest that what we are doing is working. Indeed there are areas where we can improve. That will include an analysis to determine where gaps may continue to be prevalent, and examining the effectiveness of our tier two instructional strategies. 

What we need to keep in mind as educators and consumers of student achievement data, is that student progress is not always linear or predicable. Each student is different and it would be unwise to count on a predictable progression year after year. Take for example 6th grade. By examining the table above, we can predict those students will gain 22 points. On average, that group gained 48.77 points, and handful of those students had triple digit gains. 

Today's column in merely designed to give you a high level summary of our achievement results. To see additional data please click here. At the bottom of the tables on each tab is a link to the data from the year prior for you to draw cohort conclusions. If you have questions about your individual child's performance, please contact the building principal. For more information about district wide analyses, please feel free to reach out to me. And continue to keep this in mind: it matters not where you start, it matters where you end. And our data suggest a very good ending!

Building Character Through Sportsmanship

Right before school started I received a letter from the Iowa High School Athletic Association applauding the fact that we didn't have any ejections during the 2022-2023 school year. Of course we didn't. We receive a similar letter every year and my expectation is that we continue to receive the same letter every year into perpetuity. It really shouldn't be that hard, but the statistics suggest otherwise. Only 46% of schools in Iowa received the letter. Think about that for a second: More than half of Iowa schools had a coach or player ejected last year. That, well that is a disgrace. It's really no wonder why we also received notice that one of our football games was moved from a Friday night to a Thursday night. The reason: referee shortage. It doesn't take too much of a leap to understand why there is a shortage of high school officials. 

Sportsmanship is more than just a set of rules or a code of conduct; it is a reflection of one's character. It encompasses fair play, respect for opponents, and graciousness in victory and defeat. Indeed the primary purpose of sports is competition and winning, but the value of sportsmanship goes well beyond the scoreboard. We may lose the game, but we must never lose our cool. For these reasons, we place great emphasis on the importance of conduct with our coaches and the fact that we are representing our school and community whenever we put those jerseys on. But it is more than the fact that our students are 'wearing the jersey and representing the community'. It is the bedrock of integrity and honesty. Our student athletes who exhibit sportsmanship are more likely to maintain high ethical standards both on and off the field. We instill in them an understanding of the importance of playing by the rules, and understanding the fact that sometimes the call may not go our way. To accept the outcome with grace.  By adhering to these principles, we hope our student athletes develop a strong sense of integrity that extends into adulthood and their everyday lives.

At the same time though, sportsmanship extends beyond the athletes competing on the field of play. Indeed it includes the fans that attend our events. We expect passion and excitement. We encourage our fans to cheer, and to cheer loudly. Yet, sometimes my administrators take grief because:

"You don't let the students cheer". 

That would be a mischaracterization. We do let the students cheer. We just don't let the students jeer. I know, believe me, I know. The opposing fans do it. Yes, you may be right. What does that say about them? Now, when we don't reciprocate, what does that say about you? We want-and encourage all our fans, and particularly our student section to cheer on their Pirates. To do so loudly and boldly. But, we won't tolerate tearing down our opponents or getting into arguments with officials when they get a call wrong. And we all know there are going to be bad calls. That is part of the game and we must always remember the humanness of those we ask to officiate our contests. Believe me, they want to get it right all every single time too!

A key component of sportsmanship is respect. Respect for our opponents, our teammates, coaches, officials, and of course school and community. Fans and athletes who demonstrate respect understand that their competition; their opponent is an essential part of the experience. By acknowledging and respecting the efforts and abilities of our opponents, it fosters healthy competition, mutual growth and creates lifelong skills that will extend well beyond their 'playing years'. 

We may not win every game. In fact, that is of one thing I am certain. But we can always exhibit good sportsmanship. I don't mean to sound cliché, but you have all heard me say this before. 'It's not whether you win or lose, but how you play the game.' I am often most proud when I hear about the character of our people. We recently lost the junior varsity football game at Wapsie Valley. I wasn't at the game but coach received this text message from the whit hat following the game.

Now, the referee did not need to send that message. But I am sure glad he did. In my view, this message encapsulates the whole point of why our activity program exists. In some ways, I think teaching the 'Xs' and the 'Os' are a means to an end. This, this is what we are trying to teach our kids. Sure, we lost the game. But we really won in so many other ways.

Indeed, sportsmanship is a powerful force for character development, teaching athletes and fans valuable life skills like integrity, respect, resilience, and honor. Fostering good sportsmanship requires a collective effort from everyone: athletes, fans, coaches, parents, and administrators. By prioritizing character development alongside athletic skills, and celebrating positive behavior, we can create a sporting environment that is not only competitive but also respectful and enjoyable for all participants. In doing so, we not only build character but also ensure the longevity and success of sports at all levels.

Go Pirates!

Why Hudson?

In my work with new teachers I encourage them to ask questions. I want them to feel comfortable in their new role and to understand that they are surrounded by a vast well of knowledge and expertise. We want them to be successful, perhaps as much as we want the students in our classrooms to be successful. Because we know that their success is tied to their students' success. I recently prompted them with a question of my own: What is one thing that you would like to know about our district? For the most part, their inquiry centered around understanding why we all chose Hudson and what makes it special. What are our values? What is the best part about being in a school in a small community? Today then, I'd like to share my own personal reasons with them.

For me, Hudson parallels my own school experience. I grew up not far from here in a school very similar in size to Hudson. In fact, for a while my alma mater was part of the NICL. Coming to Hudson was familiar to me; akin to 'coming home'. Growing up in a small town has tremendous advantages. We know our neighbors. We watch out for one another. We are fiercely loyal to our community and to our school. So in that regard, I chose Hudson because it resembled my known paradigm. It's like a warm blanket on a cold winter night.

But it goes a bit deeper than that. After graduating from high school, I attended a private Catholic college in Dubuque. From that point forward, over the next 20 years I was immersed in the private school system. My career in private education was very satisfying. It is where I learned to teach and where I first began my journey in administration. The people were wonderful. The reality though, is that system was not indicative of the average Iowan. That system served(s) upper class families with similar backgrounds and belief systems. It was not representative of what most Iowa students experience in their formal education. And while I share that faith tradition, the school system was contextually foreign to my formal educational experience.

I came of age in a small town, Iowa school district that included a cross section of the community where I lived. There were upper class families, middle class families, and families that struggled. Some of us went to the local Catholic church on Sunday, while some may have gone to the Methodist church. Others, well they may not have gone at all. Family dynamics were different. We had two parent families and one parent families. The dissonance wasn't all that important. In spite of those differences, we learned the value of hard work, perseverance, and respect for one another: even when we disagreed. The most important commonality, well that was the community, and the center of that community was the school. If you were looking for something to do, you went to the music concert on Tuesday night and the football game on Friday night. We all wore the same color jersey and were proud to do so. I believe that same dynamic exists here in Hudson. 

Again, to underscore my private school experience: it was rewarding and very satisfying. But it does not emulate the life of the average Iowan. The mission was/is very different. On one hand, we are charged with providing a rich and comprehensive education to all students regardless of their background. Regardless of whether or not they had a meal the previous day, who their parents are, or even what their belief system might be. We are charged with embracing this 'melting pot' of children who bring with them differences as vast as the tapestry of cultures that blanket our community and state; helping them to understand their place in the world. To learn to get along with one another, to understand differing positions and to respect the differences in those around us. In other words, to create 'contributing citizens'. 

All of this, as opposed to a system where those differences are not often acknowledged. Where opportunities to engage in rich dialogue where honest and open debate can flourish: are missed. Our chance to create 'contributing citizens' and to expand on the ideals of a 'more perfect union' take a backseat to a singular value system. During my time in private education I was very clear about our mission and vision for the institution: an indoctrination in the faith. Indeed the language was explicit.

I suppose everyone is proud of where they come from. After all, we all want to believe that we come from someplace special. I certainly believe that about this community. This school district is strengthened by the community. Likewise, I hope and believe the school district enhances and strengthens the community. Our ability to work hand in glove only further cements those bonds. I suppose that is because we all want the same things: a well educated group of students who will one day live in and contribute to our community. 

Three Goals for the First Day

In the unabridged version of my convocation address, there is a passage that reminds our employees that each one of them has an important role to play in our school district. Our core mission and purpose as a public school is readily apparent and leaves little to the imagination. Think about it: When considering school and schooling, what comes to mind? You likely think of the classroom. The teacher. Instruction. The interaction and interplay the occurs within the confines of the student-teacher relationship when that lightbulb goes off and the student 'gets it'. I rhetorically asked our employees to imaging how difficult our work with be without the support of one another. I encouraged them to consider the type of chaos that might ensue without our administrative assistants. Or a school without clean restrooms and overflowing trashcans. The fact is, without the non-instructional support staff we could not function. To help illustrate that fact, I have a tale to tell.

You see, on the first day of school a drama unfolded. It included a series of cascading events where the setup had all the ingredients for a significant disruption to the learning environment. One that, with the benefit of hindsight would have likely resulted in a delay to the start of the school year. Yet in the final analysis, and as all of this unfolded, no one was the wiser. First day celebrations, introductions, and the beginning of instruction went forward without a hiccup. Truth be told, at the writing of this column I am relatively certain the majority of our teaching staff remains unaware.

Before we begin, I think it is first important for you to be reminded of my philosophy of what constitutes a successful first day of school. There really are only three ingredients to ensure a good start: 1.) get everyone to school safely; 2.) get everyone fed; and, 3.) get everyone home safely. I am not being facetious here: for me that really is the whole ballgame on the first day of school. If those three things happen, I am confident that everything in between will be successful. That, because I have such confidence in our teaching staff. Further, those three evolutions are among the most complicated and logistically challenging events we have in the course of any given school day. While extensively planned, up until the day of execution it is all just conjecture and theory.

And it all began to unravel as I was backing out of my driveway the morning of the first day of school. Keep in mind, I was early that morning with it being the first day and all. Like everyone, I was anxious to get to the office. Based on the lead in from the week of hard work everyone had put it, I was anticipating one of our best starts ever. Then my phone rings:

"We have no gas in the high school", said Mr. Dieken. "That means we have no hot water to run the dishwasher and no way to cook lunch. What should we do?"

Aside from really not knowing what we should do I had a lot of questions, which aren't really pertinent to the story at hand. I hadn't even left my driveway yet and we were off to a rough start. Granted, we had options but at that point they weren't really all that great. 

As you all know, my commute is pretty short so I didn't have a lot of windshield time to come up with a dynamite solution. The problem was still rolling around in my head when I walked through the door and told Sheila that we weren't off to a very good start. 

"That's not all," she told me. "We also have bus problems. According to the DOT, Butterfield Road was supposed to be open from Highway 20 to Riders Road. It isn't". 

For a bit of context, population growth on the north end of the district has been rapid. That growth, coupled with what we had anticipated with road construction was the topic of a lengthy meeting with the bus drivers that run the north routes in the district a few weeks prior to the start of the school year. We spent a lot of time considering the structure of routes based both on the size of the load, as well as road closures and other delays with road construction. This unplanned closure scrambled those plans. 

Well, to make a long story short, the drivers solved the problem on the fly and arrived within minutes of their regularly anticipated arrival time. Lunch was prepared in the elementary kitchen and the maintenance department loaded it into the truck and drove it to the high school. They even helped serve it. 

So those three goals? We met every single one. Thanks of course to the support staff which includes our transportation department, maintenance division, and food service program. They were faced with a problem and simply rolled up their sleeves and got to work. 

Change on the Rise

Note: Each school year begins with an annual convocation address, where I have the privilege of speaking with all our employees to kick off the start of a new school year. My goal is to welcome, inspire, and underscore the importance of the work on which we are about to embark. As has become a tradition here at Hudson, I try to pick a theme each year that grounds us in our work. That theme this year is 'Change on the Rise' and is indicative of the tremendous change that is occurring all around us. Included this week is an abridged copy of my convocation address. I encourage readers to use the hashtag #ChangeontheRise this year in your social media posts related to the school district. Enjoy, and welcome to the start of a brand new school year!

I am very happy to welcome you all back for the start of a brand-new school year. This is the beginning of a chapter yet to be told. It’s a story that undoubtedly will contain plot twists, surprises, and challenges we cannot yet imagine. Much like the hands of a clock marking the passage of time, we move, always forward, reconciling the paradigm of our shared history with the inevitable transformation and CHANGE that is occurring all around us.

It is a very exciting moment in our school district. Change is on the Rise! We are at the crossroad of a new dawn that will bring about great transformation. I selected this particular “gospel” style song as our theme this year precisely because of the powerful imagery about change and the fact that, when it comes, we are often powerless to stop it. 

Indeed, my personal experience over the last six months has been un-welcomed and life changing. My only choice is to rely on inner strength and faith while coming to terms with the fact that I cannot change the hand I have been dealt.

There is a lyric in the opening song that describes a changing tide and that it cannot be tamed: “High tide, low tide: you can’t tame it.” Imagine for a moment what it would be like to try and hold back the onrush, or a wall of water. It is impossible. That is perhaps the best illustration I can give to changes of this magnitude.

Often, it matters not whether the change is good or bad. The challenge is to continue to have faith and optimism in the future. The good news is that even in the face of difficult and adverse change, we do have the strength to overcome, persevere, and work together to create a better world. To ‘“create a more perfect union,”. Truth be told, this idealized and perhaps utopian worldview really encapsulates our work as educators—to prepare the next generation of citizens and hope they can improve and build on the legacy that has been left to them.

I love the very first line of the song that I just shared with you: “Without the light, the darkness comes!” The image of light inspires hope, comfort, and—while most certainly biblical—is a common metaphor: tomorrow, a new dawn and the sun will rise! 

A new dawn is most certainly upon us as the sun rises and brings light to a new school year. The change we are experiencing in our district in many ways is unimaginable. Granted, much of this change is of our own choosing. Yet it will not come without stumbling blocks and even some discomfort.

Preparing for the start of a school year is no small task. This year, as you look around the district at the changes that are occurring, it is probably self-evident those challenges are further exacerbated. The maintenance department has been working nonstop since the day school was dismissed, and our contractors have had to chase after an unforgiving timeline. Much work remains, and this construction zone that is our high school will persist throughout the school year. I want to express my gratitude to the entire team for their planning, attention to detail, and problem solving that has gone into preparing us for this moment.

Over the last week, it has been a privilege to spend time with our new educators as they embark on an exciting new adventure. For some, they are preparing classrooms for the very first time. Others join us with experience that will serve them well here in Hudson Schools.

Along with amazing educators and staff, there is perhaps no better indicator of overall district health than enrollment. In the last several years, changes enacted by the legislature have given families greater flexibility and choice with regard to how and where they choose to send their children to school. Changes to open enrollment, vouchers, and online schools have not been of our choosing. Quite the contrary. However, it is undeniable that we have benefited quite handsomely as a result. 

If you want to talk about change, I never would have dreamt that we would be in a scenario where we quite literally had a waiting list for families to enroll in our schools. In the 2020-21 school year, our opening day enrollment was projected at 767. We project opening enrollment this year will be more than 900.

These gains in enrollment have enabled us to create opportunities for the students of our community that were simply out of reach a few years ago.

The question remains: why? What is it about our district that is so appealing to families? How is it that Hudson Schools became the school of choice, the destination district for so many? The answer is quite simple: our teachers and staff. It is due to their commitment, dedication, and loyalty to the students and families we serve. These attributes are what enable our students to perform at the very highest academic levels. 

We know that we cannot simply assume our success is self-assured. We will continue to work hard every moment of the precious 180 days we have on behalf of our students. We will continue to sharpen our skills, improve our craft, and live up to the legacy and tradition of this institution, while at the same time embracing the change occurring all around us.

Change on the Rise indeed! Welcome back and have a great school year. It’s great to be a Pirate!