What Makes You Most Proud?

Over the course of the school year I have shared reflections from our staff based on the number of years they have been in service to the Hudson Community School District. Those reflections have ranged from questions that the newest members of our team have about the district; to advice from veterans to those same novice educators. Along the way they have shared with us what still excites them about the work they do, the most important thing they have learned in their career, and work that remains for them. It has been quite a journey to read and reflect on these words of insight and wisdom. Today, as we are closing in on the final month of the school year, we'll end this series with some thoughts from the most seasoned members of our team. For some of these educators, we are not only closing in on the end of the school year, but they are also entering the twilight of their career. 

These employees have all been with the district for more than 20 years. That is quite an accomplishment, particularly considering the generalized statistics of how often the average adult changes jobs over the span of their working lives. It is a testament to their own personal loyalty to the district, and hopefully an overall satisfaction with how this place makes them feel. It has to be a little of that, right? So the question that was posed to them? What makes you most proud?

If there was a theme that could be drawn from those responses, it would be the relationships they have formed with their students and the overriding belief that Hudson is more than simply a workplace or a school. It is a family. A dedication to our students, not only developing them academically, but truly caring for them as individuals with hopes, dreams, and aspirations. It is having a role to play in setting them up to be successful when they leave us. And they are so proud when those [former] students return to their community years later and see how successful they have become. Bumping into a former student who, with a wide grin recalls a lesson from class, or a story they told that piqued an interest. These relationships helped spark a flame that was first ignited within the walls of their classrooms. To see them now giving back, in some cases when that former student transforms into a trusted colleague.

They mentioned the challenges they have faced as educators. They recall moments when money was tight and enrollment was on the decline. They admit that in some of those moments it was difficult to envision a bright future. But they rose together, as a family and met those challenges. They realize(d) that even during the tough times it is important to set an example for our children. They proved to themselves that through it all, they love what they do, they love who they work with, and it has helped them to continue growing as individuals and educators. 

What wasn't mentioned was the test scores, the essays, or the homework that was turned in on time. It was instead the connection that was made when a moment of confused expression transformed into sudden understanding. That moment when the lightbulb turned on. That epoch where pure magic happened. 

Managing Enrollment

If anyone had told me five years ago we would have waiting lists for open enrollment admittance I would have laughed them off. In fact, any time we had a request for open enrollment, it was a very easy 'yes'. My how the times have changed. Five years ago, our K-12 opening day enrollment was 754. We predict our opening day enrollment this fall will be somewhere in the vicinity of 880, an increase of more than 14%.

Managing enrollment is a very tricky undertaking. It is dynamic and ever changing. In fact, each January we begin to project the next fall's enrollment and will continue to take that measure all the way up to opening day on August 23. Those measures are important insofar as meeting our staffing needs. Our counting will continue through October 1, where that number will be certified and become a key variable in the budgeting process. Since we began our projections four months ago, it has been different each time, adjusting upward. Why? Well partly because people move in, and people move out. Sometimes they move in and the first time we hear about it is when they show up to register for school on the first day. The trend is clearly up.

We began the current school year staffed with 3 sections of kindergarten and deliberately put anyone on a waiting list that would have pushed us into 4 sections. It's not because we didn't have the capacity to handle 4 sections of kindergarten (look to this year's first grade for example). It was because adding another 4 section grade level would have a cascading effect on the entire elementary school, perhaps even at the high school. You see, at that point, we aren't only talking about adding 1 teacher, but adding additional auxiliary resources and staff. So we capped kindergarten at 3 sections, somewhere in the mid 60s. Fast forward to the the reality we are now faced with: next year that class will have 75 students, necessitating 4 sections. All due to residential enrollment growth. That's right. None of that growth came from open enrollment. It came from residential enrollment growth. 

You see, when it comes to residents (those who reside within our district boarders), they are automatically eligible for school registration. When it comes to open enrollment, we have a choice. When making that decision, the first metric that we have to consider is space. Our elementary classrooms are at their most efficient when they have about 20 students in them. So if the sections sizes are sub 20, then we can add open enrollment students. Further, when we completed the elementary renovation project in 2020, we set the building up to handle 4 sections. Granted, it will be tight but we can make a 4 section elementary happen. 

So if we determine we have the space, we'll typically grant the request. However, it's not carte blanche approval. Our first priority rests with those who already have a connection to the district. It may be a sibling that already attends or an employee of the district. After that, it is purely dependent on the time stamp under which the application was filed with the district. At this point, all of our K-3 and special education sections for next year are full. That means a number of open enrollment requests were put on waiting lists. As we go through the summer and people move in or move out, we may be able to accommodate additional requests. The operative word here being 'may'. 

That is because residential enrollment continues to climb. It hasn't eclipsed open enrollment yet, but it very well may. Our strategy for managing these two variables is simple in theory, but difficult in practice. Simply stated, as residential enrollment climbs open enrollment will have to decrease. 

When the high school task force convened and ultimately recommended the district move forward with the high school renovation project, I made the remark this wouldn't be the final construction project that would need to be considered by the district. As this column has hopefully articulated, enrollment is up and the trend appears to be set. But if another construction project is to be realized, it has to be for the benefit of our community. As some community members have pointed out, we would be ill advised to embark on a construction project for the benefit of another school district's students. I agree.

Even so, as I mentioned above, managing enrollment growth is a tricky business. Particularly when trying to balance the mix of residential and open enrollment. A difficult needle to thread indeed. Case in point, the growth experienced in the current kindergarten. 

Further, while I don't want to make this about revenue generation it would be foolhardy to say it isn't important. Truth be told there is no mistake that enrollment growth writ large, and in our current case open enrollment is having a positive impact on budget. If one were to look around the state, districts that are experiencing decreasing, or even static enrollment are experiencing budget cuts. And we're not just talking about smaller districts: Linn-Mar, Grinnell, Iowa City; the list goes on. Why? Because 2.5% SSA is not sufficient to maintain and grow programs. On the other hand, for districts that are growing rapidly, the revenue that is generated by enrollment growth blunts the shortfall created by SSA that doesn't keep up with inflationary costs. In our case, open enrollment will generate more than $1.5 million in revenue during the next school year. 

We've been on both ends of this issue as a school district. Times of declining enrollment coupled with low SSA resulting in budget cuts (translated to staff layoffs). Now we are in a period of increasing enrollment which also creates challenges. To be honest though, I prefer the challenges that come with growth as opposed to contraction. My guess is that you all do as well. 

Unfinished Business

Like most careers, teaching is a marathon, not a sprint. While the initial enthusiasm is critical, it's the long term dedication that truly shapes lives. Our employees with 16-20 years of experience were asked, what remains unfinished in your career? In Hudson, we have a remarkable group of teachers that continue to find immense satisfaction in their work. One teacher said, "I do love working and living in the community"! Let's take a deeper look at some of the reasons they remain so passionate about education. 

After 20 years, many of these veterans are quick to note their teaching craft continues to evolve. They are constantly growing and changing how they deliver instruction to meet the needs of an ever changing and more diverse population of students. With experience comes a deeper understanding of curriculum development, teaching methodologies, and student needs. They relish the challenge of adapting their skills to keep pace with changing educational trends and technology advancements. This continuous learning process ensures their approach remains fresh and relevant for each new class they encounter. There is a clear recognition the job is never finished and that things will always need to be done, but that this group has what it takes!

Beyond the technical aspects, the human connection remains a cornerstone of their motivation. Many teachers comment about how proud and fulfilling it has been to develop relationships with these students across the district. Witnessing the remarkable journey of students as they develop into confident young adults is a privilege they deeply cherish.  They find immense joy in nurturing a student's curiosity, building their confidence, and witnessing the moment they grasp a previously difficult concept. The transformative power of education keeps them emotionally invested in their students' success.

However, the path isn't without its hurdles. Teachers with this level of experience often acknowledge the daily challenges as opportunities for growth. Whether it's crafting engaging lessons for diverse learners, navigating complex classroom dynamics, or collaborating with parents, they view these challenges as a chance to refine their skills and make a lasting impact. The ability to overcome obstacles and find innovative solutions fuels their sense of accomplishment. Indeed, there is a deep recognition that as our community grows, so too will the needs of our students. At the same time, there is an admission the incorporation of technology into the learning environment will continue to evolve. Learning how to navigate this environment in the era of artificial intelligence (AI) is and additional challenged faced by veteran educators.

The supportive network within the school community is another vital source of strength for these veteran educators. Years of working alongside colleagues fosters a deep sense of camaraderie. Sharing best practices, offering support during difficult situations, and celebrating successes together creates a positive work environment that fosters continued commitment to the profession.

Finally, these seasoned educators often emphasize the unique and unpredictable nature of each day. No two classes or students are ever exactly alike. This inherent variety keeps their work dynamic and prevents stagnation. They relish the unexpected moments, the spontaneous questions, and the chance to connect with students on a personal level, ensuring their profession remains intellectually stimulating and emotionally rewarding.

The dedication and passion of these long-term educators are an inspiration to all. Their commitment to continuous learning, fostering student growth, navigating challenges with grace, and valuing collaboration creates a foundation for success that benefits both students and the entire school community.

Time to Pivot

Today I want to offer encouragement to my 260 colleagues around the state who sit is the same seat as me. This legislative biennium has been one for the record books. There is no doubt the policies that have been enacted over the course of the last two years will have far reaching consequences. While we are already beginning to see the ramifications of these decisions, I suspect in the coming years our work will become even more challenging as the full weight of these laws become more pronounced. In months and years ahead, our communities will look to us for a steady hand on the tiller. They are lucky to have you at the helm. 

We are a little less that two weeks from the [presumed] end of the legislative session. Thank goodness! With the final passage of the AEA reform bill, it appears [I hope] that major educational policy for the session is complete. Granted, with a couple weeks remaining before 'sine die' anything can happen. I would be remiss if I didn't point out there are still a few landmines lurking just below the surface that may reemerge as amendments to other bills navigating their way through the law-making process. This legislative session has been especially stressful for many education stakeholders, especially our colleagues from the Area Education Agencies. Truth be told, each general assembly seems to bring about feelings of dread for the public school community. At least it does for me. It appears as though education is always being 'reformed' whether it needs to be or not. Oftentimes those who are pushing for the reforming aren't doing a lot of listening or talking to those who will be responsible for executing the policy once enacted. 

In my earlier days as a superintendent, my frustration during the legislative session was palatable. I spent a lot of time in Des Moines, advocating, arguing, and being a thorn in the side of our legislators. (I'm sure many of the would agree.) The side effects of which made me irritable, caused difficulty sleeping, and generally put me a in bad mood. So in the last couple of years I have come to realize that, YES the advocacy is important....but! At the end of the day, if we don't speak up then we can't complain when legislation goes sideways. Yet in the final analysis, while we may have moved the needle ever so slightly; it still comes down to one thing: politics. Understanding this and controlling the variables that can be controlled will help you sleep better and easier to be around.

This doesn't mean we should give up and throw in the towel. Far from it. Rather, it means we need to temper our expectations. Doing so will make us healthier and better leaders. Our communities will better served if we do so. Difficult decisions are on the horizon for many and you/we need to be at our best. In fact, some of you are already in the throes of budget cuts and building closures. I have been in your shoes and empathize with the position you are in. I encourage you to stay strong, and to provide detailed facts with supporting evidence when making your recommendations. In most cases, the decisions that are being debated are the result of many factors and policies. It would be wise to illustrate the cascading effect of the many variables that led to the place we now find ourselves. It is important to help our communities understand the nuance. To paint with too broad of a brush, or to point to one single change in policy risks credibility. Yes, it is complicated and multi-faceted. But our community members can handle it. 

At the same time we must turn the page. Most of us did not ask for, nor advocate for many of these policies. But the time for making our argument has past. It is time for a pivot to enactment. Our politicians can now help us by providing the details we need to carry out the law. We are all aware what the key components of this new legislation entail. What is unclear is exactly what all this means. 

And finally, we need to take the win. There was a lot we didn't get out of this session. But we did get a new and sustainable revenue source that will boost teacher wages. We have all lamented the shallow talent pool that haunts us during hiring season. It's April, and we are scrambling to find teachers. The new money to boost teacher salaries won't totally solve the problem, but it will help. That my friends is a big deal. 

A March to Remember

When we return from winter break in January, I tell our staff that we are now entering the longest stretch of the school year. There are few breaks and it is typically cold, dark, and oftentimes the weather is undesirable. Iowa in winter. It's not always an enjoyable experience. Absent the early part of January, we largely dodged many snow days. But, that's not to say it wasn't cold and oftentimes messy. I've ruined at least one pair of shoes tromping around our construction site over the last couple of months. Even as I write this blog on the afternoon of March 24, 2024, I look out the window from my office here at home and: it's snowing. Indeed, the winter months are often those we hope pass us by quickly; with a longing for the promise of spring, the scent of fresh cut grass, and the blooming of flowers and trees.  The advice I offer to our staff is to leverage the cold to our advantage. It may be too cold to have outdoor recess some days, but it provides an opportunity ripe for student advancement. There is no mistake that we often see the greatest gains in student learning during this time period. 

This winter though, has been--unique. As I alluded to above our snow days were all compacted into a relatively small window over about one week in January. To be clear, that is not what has caused our winter to be so special. It is because our students have given us a lot to be proud of! Of course we have to begin with the historic run of our boys basketball team, culminating in our first appearance at the state tournament since 1994. It was a lot of fun watching this team play, and even on those cold nights it wasn't too hard to find the motivation to get out and watch a ball game. 

Our high school jazz band found its groove this season as well, earning Division 1 ratings in each of its competitions. I had a chance to hear the jazz band perform for the first time over this past weekend and was blown away at the quality of their sound. Hudson High School has been known for decades as a jazz powerhouse, and they definitely flexed their muscles this season!

Yes, March of 2024 has been quite remarkable for our school district. (Even as I watch it snow out my window.) While the state basketball tournament may stand alone as a 'crown jewel' during the first part of the month, it's fair to say the end of the month has been equally impressive.

It began with the FFA banquet on Friday evening. I always enjoy this event (the food is great too, but that is beside the point), mostly due to the fact that it is organized and put on by the FFA. By the FFA, I mean the students. They are the 'master of ceremony' and without their work and attention to detail, it wouldn't be the success it is. The banquet isn't about the food though, it is a celebration of these students' accomplishments. For sure these young people have earned numerous accolades over the course of the year: national recognition, leadership awards, state fair honors; the agenda and order of events is quite impressive. Yet for all the awards received, the most important takeaway is the leadership of these young people. Many have started small businesses of their own, using skills they have learned in the FFA!

Saturday evening was the music departments night to shine. With their annual 'jazz cafe' concert, they didn't disappoint. As mentioned earlier, the high school jazz band was the real show-stopper with their powerful set and well tuned chops. Their rendition of 'Manteca' by jazz icon Dizzy Gillespie was absolutely fantastic! Then we closed with our jazz choir, finishing just their 3rd year of existence. It has been a blast to watch these musicians grow and develop their craft! This year the choir tentatively entered the arena of competition and proved they are up to the challenge. I am so very proud of them and excited for their future. And the set they put together was masterfully programmed to highlight the talent of the group. 

As different as each of these activities were, there was one key commonality woven throughout. The students. In many instances, the activity may be different but the students were the same. A basketball player in the FFA. An FFA member in the jazz band/choir. I am sure there have been many times this winter when these students went directly from one practice or rehearsal to another. This cross pollination of students, their ability and encouragement to participate in a bevy of activities is woven into the DNA of our school district. Indeed many a parent was 'run ragged' by a jam packed and oftentimes unforgiving calendar of events. I suspect many a time, managing a calendar that seemed unmanageable, all while creating memories that will last a lifetime.

Finally, I would be remiss without mentioning the contributions of the teachers and coaches who devoted countless hours preparing these students for the competitions and performances that we so enjoyed. In each case, these adults went out of their way to direct the spotlight away from them and onto the students who were in the arena. Watching them interact with their students and hearing the emotion in their voices when acknowledging their contributions to the program is telling. They care. They care a great deal about these students and want to see them succeed as much, perhaps more so that anyone else. I see tears of happiness, celebrating student success. I see tears of sadness, that in these waning days of of the season, of the school year, that is it all beginning to come to conclusion. It has been a very memorable March! 

Comfort and Excitement

At the beginning of the school year, I posed a series of questions to our employees based on their years of service here in Hudson. Over the course of this school year, I have enjoyed sharing those reflections with you here.

For those with 11-15 years with the district, I really wanted to know what still excites them about coming to work. In full disclosure this is the same bracket that I would fit in, now closing in on the end of my 14th year with the district (and 29th year in education). So, the quick math would suggest that roughly half of my career has been spent right here in Hudson. Prior to this stop, I found myself at 4 other schools over a span of about 15 years. At this point in one's career, a comfortable routine begins to emerge. So the question may become, is it still exciting or is it like the comfort of a warm blanket on a cold winter evening. Perhaps it can be both?

For me, the ebbs and flows of the calendar provide direction, balance, and certainty. School starts every August. The budget is finalized in April. Right now, we are in hiring season. Furthermore, I've been here long enough that I have a pretty decent grasp on the community dynamic and value system. There is no doubt this knowledge helps in my decision making. I might also opine the community probably understands my perspective and many times will know how a particular issue may be settled based on prior experience. This bond hopefully leads to few surprises. So, sure I can admit there is a great deal of comfort here. 

But where is the excitement? Well, I can honestly say that after all these years, the excitement comes from seeing everything come full circle. I touched on this ever so briefly last week. From my view in the balcony I've been blessed to watch these students grow from little kids who had to be taught 'body basics', (also known as walking down the hallway in a straight line quietly with your hands to yourself), to confident young adults who can develop a marketing plan for beef cattle, earning national accolades while eloquently pitching that plan to a room full of strangers. It is incredibly thrilling to watch our students as they journey along the continuum of our educational program and discovering who they are and where their interests lie. It is satisfying beyond belief to know that, yes; our program works.

It doesn't stop there though, not at all. Have you ever been so engrossed in a book that you just couldn't put it down? Because you could hardly wait to see what happens next? Or how about a great movie? It is so good that you don't want to get up because you might miss something? That is Hudson! I suppose in some respects, it is a fear of missing out on something. There are just so many great things going on in our school and community that the opportunity to be part of that environment is satisfying. Indeed the constant churn of change leaves one not wanting to 'change the channel'. That is  what still excites me! But what about everyone else that fits into this category? Let's explore some of the reasons they shared. 

One teacher emphasizes the energizing nature of constant change. Every school year brings a new batch of students, each with unique personalities, strengths, and challenges. This constant influx keeps the work environment dynamic and exciting. The opportunity to tailor their approach to each student and witness their growth is a source of immense satisfaction.

Another educator highlights the infectious enthusiasm of the students themselves. The thrill of discovery, the "aha!" moments as they grasp new concepts, and the sheer joy of learning – these are experiences that teachers get to share with their students every day. Witnessing this eagerness and intellectual curiosity is a powerful motivator that keeps them engaged.

The challenges presented by each new school day are also a source of inspiration for some teachers. Every lesson presents an opportunity to innovate, to find new ways to connect with students and make complex topics understandable. The chance to problem-solve and constantly improve their craft keeps them feeling mentally stimulated and professionally fulfilled.

Beyond the classroom walls, a deep love for the Hudson community fuels the passion of these educators. The chance to give back to their hometown and play a role in shaping the next generation is a privilege they deeply value. Building relationships with students, families, and fellow educators fosters a sense of belonging and purpose that extends far beyond the daily grind.

The camaraderie and supportive network formed with colleagues is another perk highlighted by several teachers. Working alongside a team that shares their values and dedication creates a positive and collaborative work environment. Bouncing ideas off each other, celebrating successes, and offering support during challenging moments – these shared experiences strengthen their resolve and make coming to work a pleasure.

The variety that each day brings is another reason these educators, and their superintendent find this work so rewarding. No two days are ever exactly alike. There's always something new to learn, a fresh perspective to consider, or an unexpected turn of events to navigate. This inherent unpredictability keeps us on our toes and ensures the work remains stimulating and engaging. 

Did I also mention it's Great to be a Pirate?

The Glory of Small Town Iowa

Some of my fondest memories from high school have nothing to do with a classroom activity or a test score. My recollections from typing class (yes, we had to take an actual typing class) were mind numbing! Days when we had to bring our grammar book to English class were pure torture, and if I think about Algebra class too hard I'm apt to break out in a cold sweat. 

Anyway, I digress. What I do remember with a great deal of joy and nostalgia are those events that were, no doubt part of my formal public school education but took place outside the confines of a traditional classroom. Those things that drove to the heart of our culture as a small, proud school district. The adventures that embodied a positive climate. The trips to the Dome for the playoffs. I was in the band, so getting to play in the pep band at the Dome was an amazing experience. Same when it came to the state basketball tournament. In those days, it was at the 'Barn'. Many of you can probably remember Veteran's Memorial Coliseum, now a conference center connected to the 'Well'. 

There were also the music concerts where I had a solo, contests on Saturdays that would take us to exotic locations for competition (like Roland Story), and early (and I mean early) practices in the fall preparing for All-State auditions. We had a great deal of fun, learning from our teachers, developing friendships, and really just getting to have the full small town experience. We watched our peers, the upperclassmen compete and perform, all while looking forward to the time when we would ascend to the spotlight. Hoping that we would live up to the expectations that had been set out for us. There is nothing quite like growing up in the comfort of small town Iowa. 

And the support from the community! Few things compare to having a full auditorium for a concert of a play! Or a gym, jam packed with fans for a Friday night game. Or an article in the local newspaper highlighting your success on the stage or on the field. 

That is the beauty of living in small town Iowa. In a lot of ways, State Center and Hudson are a lot alike. We understand the success of our students doesn't belong to those students alone. That success belongs to the entire community, and we beam with pride at their; at our collective accomplishments. These are our friends, our neighbors, and yes our students. I've watched some of these kids from the time they weren't even big enough to dribble a basketball. When singing was screaming. When they weren't old enough to tie their shoes, so they just ran around without them. 

A couple of weeks ago we had our annual pops concert. We were treated to amazing performances from our junior high and high school bands. The junior high and high school choirs. It is neat to see the growth these students have made this school year and how far they have come. When I was a student in junior high, I was always in awe when the high school students would perform because it was so dang good! Hoping that I would one day have a chance to perform in those ensembles. Anyway, at the end of this particular concert the musical theater small group performed. (This wasn't a thing when I was in high school.) To say they were amazing almost sounds inadequate. They took my breath away. Of course they did: they were an All-State nominee.

This past weekend was our Spring play, 'Clue'. Sadly, I was unable to attend due to a personal scheduling conflict. I feel badly about it because I was so looking forward to seeing our students perform. But yet, they were not really performing for me. They were performing for themselves. They were performing for the entire community. From what I have heard it was spectacular. Indeed there was never any doubt. We have come to expect nothing less.

This week we have another opportunity to create those memories not only for ourselves, but for our entire community and the students we serve. Our boys basketball team will be making their first appearance in the state tournament in 30 years! 1994. Let the record reflect that I was a senior in college! I do hope you take advantage of the opportunity to join us in Des Moines to watch our team play. They most certainly are playing for themselves. But they are also playing for the name on the front of their jersey. They are playing for you. They are playing for the glory of their hometown. 

You Get What You Pay For

A few weeks ago I spent some time with you discussing the teacher salary proposal that is currently being debated in the legislature. This is noble work and I encourage the legislature to continue moving this ball down the field, and to do so with as much expediency as possible (while at the same time not forgetting about the SSA rate). Not only are we in the final stages of putting our budget for the next fiscal year together [sans SSA], hiring season has arrived. With growing enrollment, once again positions will be added to our faculty. It sure would be nice to tell them with certainty how much they can expect to earn. 

Indeed, it is somewhat difficult to unpack what are complex compensation proposals and explain them in simplistic terms that are easily understood. Or succinct enough to help those with opposing viewpoints comprehend the long term implications of those ideas without coming across as self-serving. This is most certainly a difficult needle to thread.

Here, those heady arguments have been laid out point by point, but without truly discerning the implications of what those decisions may mean for the students and communities we serve. Think of it this way. Last year when we were beginning the search for our next elementary principal I spent some time with the board considering what the salary range should be by first sharing with them the current metrics for our conference. The average elementary principal in our conference, at that time earned a salary of $97,149 per year. So we settled on a range of $95,000-$105,000. At the same time, I was also clear that we could probably find someone to do this work for $80,000-$85,000. But we had to ask, is that what we want? Remember, this person is expected to lead our elementary school.

Currently we are engaged in a search for our next Tech Director. Naively, I posted that position with a salary range of $45,000-$65,000. After some research and watching the pool develop, I realized that the job description simply did not match the salary range. Let's assume I hire someone for $50,000 and the network goes down. At that point, we don't have a lot of time for on the job training. But the reality is, that's what you get for $50,000.

Teachers are no different. We can hire a teacher right out of college and pay them $33,500, which is the statewide minimum. I'll ask the same question that I asked before. Is this what we want? Remember, this person is expected to teach our students how to read. That is the primary reason why our starting teaching salary is more than $10,000 higher than the statewide minimum. 

But here is the other part of the problem: many young people studying to be teachers are not planning to stay in Iowa. Pay is some of, but not the only reason for this loss of talent. If the legislature can get the base salary to $50,000 for starting teachers, then I would opine we've won half the battle. (Mind you, I'm skeptical this is even realistic; particularly considering counter proposals from the Senate and House are $46,251 and $47,000 respectively.) 

The other 'half of the battle' so to speak is to make certain these young professionals feel value beyond the paycheck. They need the support of supplemental and auxiliary services that organizations like the AEA can provide. The autonomy to make decisions in their classrooms without fear of reprisal. A voice at the table. I could go on, but you get the point, right? 

Stay in Your Lane

We have reached the first important benchmark in the legislative session. In order for bills to remain under consideration, they must have cleared through a full committee in the chamber of origin. That's why last week we saw a flurry of activity as subcommittees met to consider whether or not to advance legislation on to the full committee. Those committees met multiple times, often with lengthy agendas in order to get their bills through this funnel. Though a bill may have survived the funnel, it is a long way from becoming law. The next step is debate and passage on the floor of the chamber before being transmitted to the other chamber where the process starts all over. An additional funnel will occur a four weeks from now which requires legislation to be through committee in the opposing chamber. This is designed to set up final debate and passage of a piece of legislation before it heads to the governor for approval or veto. Now that we are through the first hurdle, I think we can begin to take stock of where we are and what the real priorities of this session might be. 

First, it is readily apparent that the AEA overhaul bill is not going away. From the governor's proposal, we saw an amendment offered that was advanced in the Senate but subsequently stalled in the House. Both chambers are struggling with these proposals because they are incredibly unpopular. Even so, there is a lot of pressure to get something done. My supposition is that is why we saw two competing proposals from each chamber this week clear their respective committees. Neither one is good, but it does appear that our legislators are continuing to have discussions and agree that further work is needed before these bills are ready to advance. The House Bill is slightly better, but I might suggest stripping everything out of it except the portion that discusses convening a task force to study all parts of the AEA.

One of the greatest flaws in both versions of the bill[s] continues to be a concentration of authority to the Iowa Department of Education (DE). Have you ever heard the quote, 'I'm from the government and I'm here to help'? It's from a speech Ronald Regan gave in 1986 where he argued that government tends to be inefficient and that instead of helping, it actually makes things worse. I would opine that what we have here is a textbook example of that very idea. To be honest, I don't have a lot of confidence in the DE and would submit I'm not alone in those sentiments. It's fair to say there is a real trust issue at play here.

Unfortunately, proposals to consolidate power with the DE is not isolated to just these proposals. For example, legislation is being discussed that would mandate specific reading methodology in instruction, AKA the science of reading. The proposal offers scant details into what exactly this means. Are we talking about phonemic awareness, phonics, vocabulary, fluency, and comprehension? If so those components are already part of the instructional practice deployed by our faculty. Is it instead about a specific program? If so, which one and why?

About that. This fall the DE announced a partnership with Lexia Learning to provide professional development at no cost to K-5 teachers and administrators. Now, the training is good. In fact we have a small cadre of teachers engaged in this training right now-through the AEA. (More on that in a minute.) The trouble with the DE offering is that schools need to fit into their 'one size fits all' model. To do so would mean rewriting the academic calendar and adding full days of professional learning to our schedule. Additionally, we would need to figure out what to do with more than half the faculty who wouldn't be otherwise be engaged with this learning. Or, as an alternative: schedule those professional learning days as an extension to the teacher contract. When queried about whether or not the DE was, as part of their plan to cover the cost of this training; pay for the added days to the contract I was met with radio silence. For about two weeks. Finally the answer came: that is a local decision. In other words, no they weren't going to pay for those days.

On the other hand the AEA is ready, willing, and able to manage that training and provide the flexibility needed in order to embed the training into our calendar. Granted, there is a fee for service that essentially would make is a wash, but the end result would provide for a richer training regimen with a higher likelihood of becoming part of practice. In fact, embedded profession learning has been proven to be much more effective in becoming part of professional practice! In fact, that is the whole premise of the Iowa Professional Development Model (IPDM). The way the DE is rolling out this training would make it difficult, if not impossible to implement the IPDM with fidelity. Dare I say this is the antithesis of the spirit of continuous instructional improvement in a school? One must wonder why, in the AEA reform bill, a requirement exists where the DE must approve all district requests for professional learning through the AEA. 

Last week, superintendents received a monthly update from the Department where they announced the state is preparing to contract 'high quality curriculum and instructional materials'. Specifically in the core content areas of English/Language arts and math. Why? While it is not framed as a requirement, I do wonder why they feel this is even necessary. I wonder if we should expect, at some point a mandate to use specific state mandated curriculum. If that is the case, the DE is outside their scope of responsibility and far outside their lane. Curriculum adoption is squarely within the of responsibility of local school districts: specifically the Board of Directors of each LEA. 

Perhaps my views are out of bounds. I will readily admit that the vast majority of those who work at the Department are highly qualified individuals. Many of them are former employees at school districts, who served as teachers, administrators, or other central office personnel. For the most part they are very capable, highly trained individuals. But not more so than those serving in school districts and AEAs all across the state. Should we anticipate additional mandates regarding the use of these materials, school information systems, specificity of what is taught and when at some point? Based on all the aforementioned proposals I hope you can understand the question. Clearly, many legislative proposals currently under debate are developed, by design to consolidate and centralize power. Again, I must wonder, why?

Does a Rising Tide Lift All Boats?

I am very supportive of the proposal to raise the starting salary of teachers in Iowa to $50,000. With the current minimum salary being just $33,500 this is long overdue. Granted, while the map below depicts few districts who actually start teachers at $33,500 (few is too many in my view), the fact we have these discrepancies is startling. Furthermore, I would opine there isn't a superintendent in the state who would like nothing more than to substantially raise salaries for their staff. Even so, with a spread of $19,024 one most wonder how those districts are even able to compete for talent.

Our teachers, and in fact all school employees deserve to be adequately compensated. They are highly trained professionals tasked with the most important of all responsibilities. They are under constant scrutiny and at times held to unrealistic expectations. Yet at the same time, I have many questions and wonder if this in fact is sustainable over the long term. As pitched, the proposal calls for a starting salary of $50,000 and $62,000 for teachers with at least 12 years of experience. 

To begin our discussion, it might be useful to first unpack how teachers are paid. As you might imagine, there are a vast number of compensation systems in Iowa. Some use indexes, while others may increase wages by a 'flat dollar amount'. Others may pool resources or award raises based on credentials. However, regardless of the system used it all boils down to how much revenue is generated by the school. Revenue generation is a simple equation: enrollment [times] cost per pupil. Enrollment is a function of geography and proximity to amenities. In other words, is it desirable for families to want to live there? Localities can impact this to a certain degree, but lets face it: if you are 30 miles from the grocery store and an hour from a healthcare facility that is going to negatively impact who wants to live in your district. Ergo a scenario where enrollment will be in a constant state of decline. So while it may be fair to state that localities can have some control over enrollment (population growth), there are significant limitations. On the other hand, the state has sole control over the cost per pupil and how much it grows year over year. The primary reason we are even having this debate is because the cost per pupil has not grown adequately for more than a decade.

Still, the situation is a bit different here in Hudson. We are experiencing enrollment growth. This is due in part to decisions that have been made by our city council to embrace residential development. People want to live here. Our schools have a strong reputation for providing an outstanding education: due in no small part to the hard work of the faculty! In addition, I would be remiss if I didn't point out the fact that we are geographically located at the metropolitan crossroads of Waterloo and Cedar Fall. Frankly, when asked if we are rural or suburban I'm not really sure which way to answer, because I think they both fit. When we compete for talent, we are not only competitive, but in many cases can offer a better compensation package than many of our peers. Yet, even with all that going for us; our base salary is far from $50,000.

In our district, the professional teaching faculty is compensated through an indexed salary schedule which you can view here. For the 2023-2024 school year, a starting teacher at Hudson can expect to earn $44,000. During each subsequent year of employment, if nothing else changes they can expect their salary to grow about 2%, which one could equate roughly to a cost of living adjustment. During contract negotiations, the discussion focuses around how much to increase the base wage. Because of the fact our schedule is indexed, changing the base recalculates the entire index. 

Now, let's assume for a moment we decide to increase the base salary to $45,000. On average, that would raise each teacher's wage by roughly 3.68%. The total cost of such a move would be $215,711.36. Based on our current staff, we would, at that point have 20 staff member who fall below the $50,000 threshold. In case you are wondering, that represents 29% of our teaching staff or 20 out of 70. To move those 20 teachers up to the new minimum would require an additional $79,703.50 for a grand total of $295,414.86. At the same time we have to remember that in a district like Hudson that is experiencing enrollment growth, we'll be adding teachers to our staff. Is this feasible? Well, the details are unknown but I suppose it could work.

But have you ever heard the phrase 'a rising tide lifts all boats'? In that context, it makes me wonder, what is the plan for the other 71% of teachers? Using our base pay rate of $44,000 as a starting point, if we simply increased the base to $50,000 it would cost $801,790.73. Does a rising tide lift all boats? In this case, I'm not sure that is possible. With a proposed $96 million standing appropriation, simple math would seem to prove the point. There are 325 school districts in Iowa and starting salaries in Iowa range from $33,500 to $52,524. Quite a spread, isn't it? If a rising tide lifts all boats, $96 million isn't going to work.

Allow me to go a bit further. According to our latest employee census, we have 149 employees; including non teacher coaches. (I know, crazy right?!) If we are targeting teachers who earn less than $50,000 in this proposal, then we are talking about roughly 13% of our work force. They absolutely deserve it! But so do the folks who clean the halls, answer the phones, and serve as paraprofessionals in our schools. 

It is also worth considering this. Had supplemental state aid (SSA) been adequate over the past decade or so, we wouldn't be in this dilemma right now. Our base salary for starting teachers would be in excess of $50,000, the hourly starting wage would be above $15, and the rising tide would have lifted all boats!

SSA and Teacher Pay Proposal Should be Top Priority

It is time for my annual plea for the legislature to set the SSA rate for school budgets! Unfortunately, setting this important variable within the prescribed time has been more of an anomaly than the norm. I can remember a time where the law required the rate to be set for the 'out year' (in this case fiscal year 26) within the 30 day timeframe (more about how the 30 day timeframe is defined can be found in the following paragraph). Back in the day, meeting this deadline meant schools had an approximate 18 month window for planning purposes. When the law changed, it reduced that planning period to 6 months. FY 25 begins on July 1, and this important variable is still unknown. You can be assured that school districts will be held accountable if they miss budgetary deadlines. But even though Iowa Code says 30 days, there is no statutory accountability measure if the legislature misses the deadline. To further complicate the matter, intermediary reporting measures were added to the process (beginning this year) in order to improve public accountability for taxing purposes. That's fine, but it is difficult to meet the benchmark without the variables that are needed to determine tax rates.

Supplemental State Aid (SSA) is the percentage by which the state cost per pupil grows annually. In her Condition of the State address, Governor Reynolds proposed a 2.5% increase in the state cost per pupil, or $191. The math works out to a roughly $224,054 increase in Hudson's regular program district cost. The trouble is, this proposal hasn't yet been translated into law. The legislature has to pass a bill out of both chambers and the governor needs to sign it. The law on the books requires this matter be settled within 30 days of the governor releasing her budget proposals. That deadline is this week. Now, a shell bill was introduced earlier last week, but it didn't contain a number; but merely a commitment that SSA would be addressed. Instead of focusing on pressing issues like this, they are working on some other things: like whether or not public school districts should be mandated to sing all four verses of the National Anthem on special occasions. 

I would argue settling SSA should be the focus right now, as well as determining how and if the governor's $50,000 starting salary proposal is going to come to fruition. Until we have those issues settled, it is challenging to make budgeting and staffing decisions for the next school year. Furthermore, as mentioned above, during the last legislative session an additional hurdle was added to the budget process. Specifically, taxing authorities like school districts are required to hold an additional public hearing on proposed tax rates. Those rates need to be certified with the county auditor by March 15. I would opine it is difficult to propose tax rates without knowing what SSA is going to be, particularly since they are directly related to one another. A few weeks ago, you may recall that I discussed the budget process and a proposed tax rate increase. It should have been lost on no one that a rate wasn't included in this discussion. Why? Because we won't know that proposed rate for certain until SSA is set. Until that number is known we are left with an academic exercise in speculation. 

The other item where additional clarity would helpful is the proposal to boost teacher wages. As you heard, the governor proposes a base salary of $50,000 for beginning teachers. This really is great news and one that has a lot of support all across the state. But, we have many questions about the mechanics of how this will work, and whether or not this can be sustained in the long term. It sounds like those very conversations are occurring in the legislature, which is absolutely necessary. At the same time though, the clock is ticking. 

Again, we are in budget season. Since approximately 80% of our general fund expenditures are accounted for in personnel, knowing the details of how this proposal will work is important. Now couple that with unknown SSA. Those are some pretty important variables that, if known, would enable us to paint an accurate budget picture. Absent those variables, budgets will have to be developed with a good dose of conjecture.

Thoughtful Input and More Deliberation is Needed

Over this past weekend, the anticipated amendment to HSB 542 and SSB 3073 was released. Unfortunately, the bill does little to assuage the concerns that have been previously discussed. In many ways, it reinforces and underscores the issues that have already been highlighted. Local decision making authority is transferred to the Director of the Iowa Department of Education, even abdicating decision making power away from the State Board of Education to the Director. This means the authority for staffing, contracts, reorganizations, and requests by a school district to enter into a fee for service agreement with an AEA has to be approved by the director. While this amendment claims that districts will have the ability to decide how to use our special education and education service funds, the director has the authority to determine whether or not districts can contract for those services. In a nutshell, the AEA would become a subset of the department, operating outside the purview of their locally elected board and the public. 

If this bill is enacted and the AEA system manages to survive, I worry that significant damage has already been done. Asking questions about how we can improve a system through study and thoughtful deliberation is one thing. When making big decisions for our school district, it would be very unusual and contrary in my role as superintendent to do so without thoughtful deliberation and input from a broad array of stakeholders. I do so because in many instances, the decisions that are made in my office can have ramifications that extend far beyond my tenure. I do so because of the value placed on those voices: parents, community members, employees, and school board members. Granted, I don't always like the input received, but make no mistake: that input shapes the narrative and decision. In this instance, it seems a study was done by the out of state firm 'Guidehouse'. While I am unfamiliar with the firm, the report appears to lack the critical context that stakeholders with intimate knowledge of the AEA system could provide. 

Again, to be clear: asking questions and shaping policy that enacts change is appropriate. In fact, I can get behind and support that idea. But blowing up a valuable organization and placing the blame for learning gaps in special education populations on an agency that provides supplemental and consultation services is misguided. That is what the Guidehouse report suggests (see page 8: 'Numbers Reveal that Iowa Students Struggle Despite AEA Support'). Learning gaps for students with disabilities are incredibly complex and multi-faceted. The AEA system would not be the first place I would look to [scapegoat] to solve this problem. Perhaps chronic absenteeism would be a better place to start? Again, multi-faceted!

This claim and lack of stakeholder input isn't real helpful. No doubt demoralizing. 

 

We have numerous AEA staff who are in our district daily. In a lot of ways, they have become extensions of our own faculty. Our teachers have developed relationships with them, know their families, and interact with them with the familiarity of a trusted colleague. As has been articulated in this blog a couple of weeks back, the services they provide to districts are mission critical. From the testimonials that have been shared around the state and the advocacy of various stakeholders, it would appear that the value of the AEA system has been recognized. When we need help with a problem of practice, navigating a particularly tricky IEP, or are engaged in the redesign or overhaul of an instructional program; our consultants at the AEA are our first, and usually last call. What would we do without them? How would we do it without them? Our legislators are contemplating those very questions right now. It appears to me, perhaps optimistically so; that they are thoughtfully deliberating those very issues. If we can agree the advocacy is working, this is not the time to let up. I might recommend the amendment that was released be quickly rejected.

Even so, I worry a bit that the heavy handed discourse already being debated will have lasting repercussions. As these extensions of our faculty have continued to be in our buildings day in and day out, it most certainly is difficult [for them] to carry on with their day to day life. Imagine trying to focus on the job at hand with all the outside noise, turmoil, and uncertainty. Yet they persevere and are handling this epoch like true professionals. But during those quiet private moments in passing I ask: how are you doing? A shrug of their shoulders and a whispered 'OK' with glistening eyes; I'm not sure they really are. 

These are educators too. Most of them, at one time were working in a local school district. Perhaps someone recognized a talent in them where they understood the nuances in special education law better than anyone else. Maybe they have the ability to develop specially designed instruction that is proven to impact student learning. Or a skill set attuned to adult learning theory. Recognizing this calling, they received advanced training and began a career at the AEA. Indeed, for a lot of these folks a move to the Agency was considered a career advancement. But the overarching mission and reason they got into this profession remained the same: to help students learn, discover who they are, and prepare them for life. It's just that they are one step removed from that classroom. They help us to answer the vexing questions of the day. The problem that we haven't been able to solve yet. They help our students by helping our teachers sharpen their own skills with quality professional development. 

They other day I was driving by the AEA on an errand after work and I noticed the sign out front was advertising job openings. With all of this is going on, they still have to fill positions for a whole host of services that we expect (as school districts) to be filled. But the real question is this: who on earth would want to take that kind of risk right now? Truth be told, a lot of the current talent is looking for the exit ramp. Retiring early, leaving the profession altogether, or moving somewhere where their skill set will be put to use. I worry that once the dust settles, we'll be faced with a real talent deficit. Because here is the reality: all of those service that we have come to rely on as local school districts are services that we will still need, no matter what. 

Perhaps the belief is these folks will land on their feet at one of the 325 LEAs that will be scrambling to fill the void left behind. A fallacy for sure since the economies of scale that were a foundational strength of the AEA will be lost. 

Budget and Taxes

It's budget season here at Hudson Schools! As is always the case, we'll spend the next couple of months defining, refining, and focusing our priorities for the coming school year. It is always a bit challenging because the budget cycle coincides with the legislative session. Pending policy proposals, the rate at which the state cost per pupil grows, an overhaul of the AEA system, and of course a recommendation from the governor to raise teacher pay make for a more complicated process. However, it is normal to enter the budget cycle with unknown variables. But using historical data coupled with known variables and a bit of common sense enables us to craft responsible and thoughtful spending plans. Even so, I want to spend a bit of time today discussing some preliminary figures and talking with you about tax rates. 

To begin with a bit of background knowledge, our school budget is comprised of eight separate funds that each have statutory purposes, rules of governance, and functions. Those funds are the general fund (operations), activity fund (athletics and fine arts), management fund (property/casualty insurance retiree benefits), SAVE fund (sales tax revenue, used for capital expenditures), PPEL fund (physical plant and equipment levy, used for capital expenditures), capital project fund (the high school renovation and addition), debt service (to pay off the bonds), and finally the nutrition fund (our food service program).

Today we will focus on the general fund, which is the largest fund in our budget. As mentioned above, the general fund is used for operational purposes. It pays the salaries of our employees, the instructional material used in the classrooms, and keeps the lights on. We are anticipating a general fund budget of roughly $11.4 million in fiscal year 2025, which is an increase of 5.5% utilizing 98% of the current year spending authority. The fact we are not budgeting 100% of the current available authority is sound budgeting practice since it first indicates that we are not deficit spending; and second, it has the added benefit of increasing our budget capacity, or spending authority. As I have reminded our community of many times: the most important of all financial metrics is the unspent balance, which is a measure of unspent authority. It is illegal to have negative spending authority and the only remedy for negative or declining spending authority is to cut expenses. We anticipate our unspent authority at the conclusion of the current fiscal year to be approximately $5.1 million. By spending 98% of ongoing authority next year, we can project unspent authority at the conclusion of fiscal year 2025 to be approximately $5.3 million. Good news.

But here is where it gets complicated. Not all that authority is backed by cash. Our fund balance at the end of FY 2023 was $1.9 million, which had dropped from $2.2 million the year before, and it will continue to drop in the coming years unless we take corrective action. It is an interesting phenomenon because on one hand, spending authority is increasing (good!) but on other other hand the fund balance is decreasing (not so good). This is known as a 'solvency ratio' issue and there are multiple measures that can be deployed to counteract a declining solvency ratio. I am proposing we deploy them all. But before discussing the solution, I think it first important to understand the cause.

The primary cause is our special education program. It is common in Iowa for special education programs to operate with a deficit, and ours has. The trouble, is that deficit is increasing. While we don't necessarily have more students in special education, the students we do have require much more intensive services; including specialized schools, equipment, one on one nurses, etc. If the student's educational plan calls for a service, federal law requires that we provide it. Since the per pupil revenue generated by the special education program is far less than the cost of the educational plan[s], it is made up by our cash balance. Secondarily, and ironically enough; increasing residential enrollment is also eroding our solvency ratio. As our enrollment grows, our need for more teachers also increases and when it comes to residential enrollment growth, the funding is delayed. While we are able to capture the spending authority immediately, the cash backing is delayed by a year and that first year infusion falls to the fund balance. By the way, the phrase 'residential enrollment' was used purposely. With our open enrollment students, that funding flows immediately to the district. 

The solution then is twofold. First, we reduce special education expenses. This can be done by simply not replacing one of our teachers who is planning to retire this year. The reduction of this position through attrition will not be easy. The byproduct will undoubtedly mean larger caseloads for our teachers. It will require us to ask harder questions when identifying students for services and developing educational plans. The second is a proposed tax rate increase in an effort to stabilize our cash balance and solvency ratio. Without these corrective actions, we could end up with a negative solvency ratio, which means we wouldn't have enough 'cash on hand' to fund the operation during the summer months (when we typically operate for 90 days without the infusion of cash into the district).

So, that is one of the reasons why the tax rate in Hudson might be higher than that in a neighboring taxing authority. But that is not the only reason. The other reason is the value of the property and the geographic footprint of our district. In a district like Hudson, we rely heavily on residential property owners and have very little commercial or industrial properties. Because of this, and the fact that our district encompasses just 63 square miles, our overall assessed property valuation is lower than most of our neighbors. This means that it takes a greater tax effort to fund the program. Think about it this way: if the overall value of property in Hudson is $278,275,295 (it is) and the applicable tax rate is $5.40 (the uniform levy) would generate somewhere in the vicinity of $1.5 million (without rollbacks). But if the property value is $350,000,000, that same applicable levy rate would generate somewhere in the vicinity of $1.62 million.

Pump the Brakes

With the start of the calendar year comes the beginning of a new legislative session. As I reminded the school board last week, the distance between policy proposal and enactment is quite a journey. The point is that even though something is proposed doesn't necessarily mean it will become law. A proposed piece of legislation has to pass through two separate legislative chambers and be signed by the governor. If the process works as designed, there will be opportunity to offer comment, individual legislators to propose amendments, and in some cases decide that legislation simply should not advance. If you want to skip to the end, HSB 542 is one of those proposals that should not advance. As has been my practice, I'll offer commentary in an effort to help you understand how all education policy proposals might impact Hudson Schools. I would encourage you to ask questions, contact your legislators, and share your opinions as we navigate the legislative process.

It is important that the process is followed openly, transparently, and thoughtfully. For some reason, HSB 542 is on the fast track to become law before many of us really have an opportunity to fully understand the implications of this massive 123 page bill. So what is HSB 542? This is legislation that has been proposed by the governor to overhaul the AEA (Area Education Agency) system. While the argument has been made that closing the AEA system is not what is being proposed, I don't see how that isn't exactly what will happen. In my view, it would be wise to pump the brakes a bit to fully understand the implications of what this will actually do.

The first question is, why? As I understand it, part of the rationale for this legislation is based on the premise that these agencies have engaged in 'mission creep'. When originally enacted by the legislature in 1974, their mission was focused on special education support. In the intervening years, their scope has been expanded (through legislative action), to include a whole host of services that have become very important to local public school districts. Services that include vast media libraries, professional learning for educators, and the purchasing power of a large consortium. 

So how does that impact Hudson Schools? Well, the proposal calls for the elimination of media services, educational services, and professional development programming. The elimination of these programs would be a significant blow to our school district. All of that work would continue, but without the expertise and collaboration that the AEA brought to the table. The professional development alone has produced dividends that are readily apparent in our student achievement data. Our junior high and high school is currently engaged in a school improvement exercise that is being led by the AEA. I had an opportunity to sit in on some of this work last week to observe the data analysis and collaboration that was occurring. As I sat there I wondered, who will help with this work next year if the AEA isn't around?

In its current form, this bill is quite problematic for public schools. Smaller schools like Hudson simply don't have the resources to leverage the void that would be left if these changes are enacted. I urge caution and deliberation. I encourage our legislators to ask questions, not only of the AEA but of their local public school district. Perhaps changes are necessary, but first it would be wise to have a full accounting of the changes that are being proposed and a plan to mitigate this loss in service.

When Will More be Enough?

To state that what happened in Perry last Thursday was tragic almost seems inadequate. It was supposed to be the routine start of a school day following a holiday break. I suppose it started out like any other day would; with kids enjoying their breakfast. In this case that meant catching up with friends and sharing adventures from their holiday break. Then the unthinkable happened. To say it was shocking is an understatement.

Perhaps most unsettling for many of us was the proximity. We have employees with connections to Perry. A friend who works there. A classmate from college. Family. Colleague. Those relationships and the short distance away have made this all the more difficult to comprehend. Truth be told though, saying 'the unthinkable happened' is false. We all know this is not a new phenomenon. Yet perhaps in the past, as we have seen this same story unfold time and again in other parts of the country, the distance between them and us have lulled us into this false sense of 'it can't happen here'. Indeed that mirage has now been shattered. 

The pattern that has emerged, and one that will unfold in the coming days is predictable. In fact it has already begun. There will be calls for legislation. Some will say there is a mental health problem and others will say there is a gun problem. Schools will revisit safety protocols. Parents and community members will advocate for the hardening of buildings. That's not to say those responses are unwarranted. They are. In fact, those conversations and questions are not only appropriate, but they are necessary. 

But at the same time, we need to consider whether or not actions we can take as communities are feasible and effective. Schools, school administrators, teachers, and everyone who works in them will do everything in our power to make our schools safe. So when there are calls to 'do more to make our schools safe', parents and community members have a common ally with their local public school. Yet I wonder, is that energy misdirected? The common response after a tragedy of this magnitude goes a bit like this: 1.) The school should.... 2.) Let's add.... 3.) Why didn't the school....

We can transform our campuses into veritable fortresses where everyone is searched before they come into our buildings through a single point of entry. We can add more cameras, more bullet proof glass, more police officers, and more barriers. More is better, right? In so doing of course, we make our public schools a little less public. Should we? And I'm not really being rhetorical here, I'm asking an honest question because frankly I don't have the answer. 

Our professional staff is highly trained to be observant and vigilant. They meet regularly to discuss students and concerns if/as they arise. The professional counseling staff is trained to intervene when needed, to provide support to students, and work with parents. A year ago, to strengthen this system we added a school social worker who not only carries a caseload of her own, but is able to connect students and families with services above and beyond what can be offered here locally. But we didn't stop there. Fortunately we are blessed with an incredibly supportive community who helped us to add a full-time school resource officer (SRO) last year. A uniformed officer and squad car parked on campus daily is an added comfort, deterrent, and layer of protection. Is that enough?

Physically, our school buildings are designed with safety features and are highly technical. For starters, the campus is locked down beginning at 8:05 daily. If one of the doors doesn't lock, it sends an alert to the building administrators and maintenance department. As an added check, our SRO patrols the campus for a physical security check. During the day, visitors to the building are routed through a single point of entrance where they are forced to go through the main office at each attendance center. Long gone are the days when one could come in the building without checking in at the office. Once in our buildings, a highly sophisticated surveillance system monitors all the common spaces throughout the district. In the event of an emergency, this monitoring system can be transferred to emergency personnel. (Note: our surveillance system is being upgraded this spring and summer.) Is that enough?

It probably wouldn't surprise you to know that we have developed plans and procedures to address a whole host of emergency contingencies in our school district. We have fire drills, tornado drills, and [even] in September have ALICE week where we discuss with our students what to do in event the unthinkable happens. Is that enough?

In my view, we have done quite a bit to improve safety and security of our buildings. For certain this is not the same school it was 15 years ago. Can we do more? Certainly we can. The question of course is at what cost, and I'm not necessarily talking about the financial implications. Those are questions that we need to answer together. At the same time, we need to ask ourselves, when will more be enough?

The Word: Acceptance

One year ago the word was change. I chose that word because we were on the precipice of great change in our school district. We had just passed a bond issue that promised to bring about transformational change to the high school. Our long time elementary principal had announced his retirement. In the closing paragraph of that blog, and almost in passing I mentioned the opening of the legislative session in just a few days and the possibility of significant changes to education policy. A year later we can look back and say, yes there really has been quite a bit of change. The hashtag used during our opening convocation and included in my email signature block is purposeful. Change is on the Rise!

We are in the midst of a major construction project at the high school. While this is exciting, it has not been without challenges and disruptions. Our teaching staff has had to embrace a somewhat nomadic lifestyle as they move from one room to another while classrooms are being remodeled. From time to time they have to endure the sounds of demolition. At others they have to come up with creative work-arounds while we wait for the blinds to arrive or to work the bugs out of new technology. I am thankful for their flexibility and Mr. Dieken's steady leadership. There is no doubt we will have something to be proud of when the project is complete this fall. 

At the same time we embarked on a search for Mr. Schlatter's successor. We were blessed to have a deep talent pool. Even so, a change in leadership is perhaps one of the most stressful times in an organization. Perhaps more so when the leader being replaced is a twenty year veteran of the organization. The challenge of course is that you don't really know what you've got until they sit in the chair. Will they handle the pressure? How will they go about developing relationships with staff and families? In some ways it is a bit like drafting an NFL quarterback. They may look good on paper, but put them under center in a game situation and the wheels come off. Anyone remember Vince Young? Yeah, me either. How about Patrick Mahommes? Six months in and it is apparent that we have drafted Patrick Mahommes with Mrs. Betts. 

In both of these instances, the change we have experienced has been good. Or there is the promise of a payoff at some point down the road. I would argue that here, the change has been relatively easy to navigate. The changes ended up (or will end up) with a good result. But what if they don't? 

This is where I'll circle back and reference the final paragraph of my 'Change' blog from a year ago: the legislative session. There really is no way to spin it: last year's General Assembly was not good for public schools. The most detrimental change to education last year was the introduction of vouchers into the mix. I know what most of you are thinking: there isn't a non-public school in Hudson so you don't have to worry about it. Or, Hudson Schools is awesome so you will lose very few kids to a non-public school. Both of those statements are true. But the argument that the vouchers will [and have] taken money out of the public school system is also true. Imagine if I have a dollar and split it between 4 people. Everyone gets a quarter. If I take that same dollar and now split it between 5 people, everyone now gets twenty cents. I've just cut your share. Unfortunately there is no way to put the toothpaste back in the tube. Vouchers are here to stay. We have to accept that fact and be prepared to make decisions accordingly. 

Further and on a personal note, we have had to deal with some pretty significant life change in 2023. Ann got sick in March and after a month long hospitalization, thankfully she was finally able to come home. However, that has not been the end of the story. Her diagnosis and continued treatment have impacted the way we live in a pretty profound way. I am thankful she is doing well and accept with grace the challenges that are before us. She truly is my inspiration!

Both of us lost parents this year. My dad passed away on June 29th following a lengthy illness. It was a long and painful journey for the family but we are grateful dad is at peace. Ann's mom passed away on October 16. She lived a very long and fulfilling life. We are thankful that she was able to live on her own for so many years. 

2024 is in it's infancy. Much like 2023, I anticipate there will be change. Change on the Rise. It's easy to accept change when you are building a new building. It's exciting! It's easy to accept change when your number 1 draft pick actually lives up to the hype. It's a sigh of relief! However, it's less easy to accept change when your world gets turned upside down. That is why I choose the word 'acceptance' for 2024. In closing, I'm reminded of the classic 'Serenity Prayer'. I'll say it daily:

God, grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.