A Legacy of Service and Succession: Matt Sallee

Retiring board member
Matt Sallee is recognized by
President David Ball for his
dedicated service to the
Hudson Board of Directors.

A common them almost always emerges when asking board members what drew them to board service. Matt's answer eight years ago was no different. He talked about the experience his own children had in Hudson and was grateful they had the opportunities they did at Hudson. When he originally ran, he felt this was a great way to give back to his community and ensuring that all students have the same positive experiences as his own children. 

As he finishes up his final term on the board, Matt offers sage advice and reflections from his time on the Board. 

I have truly enjoyed the experience these last 8 years being part of such an outstanding team.  We are extremely fortunate to live in a community with outstanding students, teachers, staff, and parents.  Hudson's reputation speaks for itself and high performing students and instructors are considered the norm.  This is certainly not the case in every district and Hudson should never take that for granted.  During my time on the board, I quickly realized how fortunate our district is to have such a strong and experienced team of school administrators.  The level of professionalism exhibited by the administration cascades down into the entire district and sets the bar at a high level constantly driving for excellence.  I’ve always been proud to say I was part of such a well run organization.

One constant facing school boards is the need to make tough decisions.  My approach was to always bring an open mind, lean on the experience gained from years of working with people in business, and at the end of the day let common sense guide us to the best solutions. 

As a board we accomplished some great things in the last 8 years.  Some of the highlights I'm most proud of include:

• Keeping the school open through the vast majority of the pandemic
• Remodel of the Elementary
• Successfully passing a bond issue to renovate and expand the high school
• Working in good faith to pay our teachers the best we can while remaining fiscally responsible
• Helping to manage the school budget to ensure full transparency and an extreme level of financial responsibility for the tax payers in the city of Hudson

As for some parting words of advice for his successors, Matt offers the following: 

• Take the time to understand the financials...it's very complicated, but important
• Keep an open mind, but let common sense guide you
• Lean on your board president's expertise and past experiences.  Dave is an outstanding person who brings a wealth of, "been there, done that" experience. 

Matt brought a wealth of experience to his service that only strengthened the work of the entire Board. He was a good listener, and when he did speak it was always through a lens of common sense. Matt's strengths were many, but among them are his keen business acumen. I could always count on him to ask thoughtful questions, particularly around the areas of school finance. 

Thank you for your service, Matt! We are better because of your leadership!

A Legacy of Service and Succession: Brenda Klenk

Retiring board member
Brenda Klenk is recognized by
President David Ball for his
dedicated service to the
Hudson Board of Directors.

When Brenda decided to run for school board 8 years ago, she did so out of a desire to serve her community. She felt her own children had excellent experiences in school and wanted to ensure that all children have the same great experience. Four years later, she ran again because she felt passionate about being a voice for her neighbors, friends, and community. She felt that it's not enough to sit around and talk about what you want to happen. It's much better to volunteer your time and be part of the process. 

She was passionate about giving our students multiple career opportunities so they are ready for whatever path they decide to choose upon graduation. She believed that having classes and hands-on experiences while in high school would give our students a greater understanding to make educated decisions about their future, hopefully leading them to  a successful career. 

So, as Brenda's service on the Hudson Board of Directors comes to a conclusion this month, I invited her to share with me her reflections on this service and what she takes away from it. Here is what she told me. 

As I reflect on the past eight years as a school board member, the words care, collaboration, and opportunity come to mind.  Through interactions with administrators, staff, and parents, it is abundantly clear how much each of us cares about our students and takes pride in our school.  We see daily the focus on our students’ well-being not only physically but socially as well as the mental health of our students.  We all grasp the importance in the decisions we make and how they affect how our children learn and grow in the classroom and also help them see and expand their potential.  

I’m especially proud of the many updates that have been accomplished in my time as a board member.  From the elementary wing upgrades to the large renovation of the middle school and the innovative addition of the high school, the key to making it all happen has been the collaboration of the school and the community. We work together to make the best decisions for our current enrollment while also thinking ahead to what the future of Hudson Schools will look like. 

The ability to serve as a board member gave me the opportunity to learn about school governance and how the puzzle pieces all have to fit together to make the school run successfully. I have the highest regard for the teachers at Hudson as well as the administrative team, support staff, and my fellow board members.  While there have been occasions we have disagreed on topics, we have been able to have meaningful conversations where each viewpoint is heard and respected.  Opportunities abound when you put your heads together with a shared vision of creating effective learning environments that result in success for all students!

Brenda's strengths are varied. As a staring point, it is incredibly clear to me that she cares very deeply about our school district. Further, she always centered her decisions on what was best for the students in our school district. From a practical standpoint, Brenda was a key advisor on issues of policy, becoming someone I could rely on to ensure our policy was well written, consistent and without error. Anytime a new policy was before the board, before taking the final vote, one of her colleagues inevitably would ask, 'Brenda, have you looked this over'? 

Thank you for your service, Brenda. You will absolutely be missed!

A Legacy of Service and Succession

Retiring board: Amy Thole, Brenda Klenk,
Vice President Matt Sallee, Shannon Ingamells,
President David Ball 

Running for elected office can be a humbling experience. For starters, you have to convince members of the community that you are up for the job. Even running in an uncontested election you have to put yourself out there for public scrutiny and potential criticism. Further, being a school board members in a public school in Iowa is a unique position. Not only is it a profound act of civic engagement and a clear demonstration of community dedication, it is entirely volunteer in the State of Iowa. That's right. School board members do not earn a salary. Their service is driven purely by a desire to ensure the best possible education for every child in the school district. They volunteer countless hours attending meetings after hours, reviewing complex budgets, studying policy, and listening to the concerns of parents and staff. It is a lot to ask!

Yet, I would contend there is no better way to see democracy in action than service on the school board. In fact, local governance such as school board service is uniquely significant, and perhaps much more impactful on your daily lives than state or federal governance. This is because the decisions made locally really do affect you daily. These decisions provide tangible benefits and consequences that can impact quality of life for our citizens in a much more profound way. 

So today, we honor the legacy of our school board members who have completed their terms of service and retire, effective this evening (November 19, 2025) after they sit for their final meeting. As new members take the Oath of Office and assume their seats, they are invariably standing on the shoulders of those who came before them, inheriting a wealth of institutional knowledge, established policies, and completed projects-from new school buildings to instructional frameworks. 

The sign in the front of the elementary proclaims this district was established in 1855. That appears to be the year when many of the one room country schools that dotted the county began to consolidate in this very town. While I have no reason to question that milestone, records from that first decade of consolidation appear to be lost as I can't find anything in our vault. Interestingly enough, however, is the fact that we can trace our history back more than 161 years, which if you do the math puts this Republic in the waning years of the American Civil War. In fact, the earliest board meeting minutes in our archive date back to 1864, when at the March 7th meeting, the following action was taken: 

New board: Scott Beenken,
Vice President Amy Thole, Shannon Ingamells,
President David Ball, Jared Seliger

Mr. Wilson offered the following resolution: 'That the district township be requested to levy a tax on the taxable property of the District Township sufficient to raise $300 in addition to what has been raised for the erection of a schoolhouse'. After a brief discussion the resolution was adopted.

Of course that building no longer exists, but the legacy of Director Wilson's service to the school district in the 1860s carries on to this very day. This continuous succession ensures the community's educational vision is not reset but built upon, allowing each generation of these volunteer board members to add to an ongoing, long-term legacy of educational excellence. The service of all our emeritus board members serves as the foundation for the next generation of members. I am excited to be part of this rich history, and the next chapter our new school board writes!

 

The Only Score That Really Matters

The final score of the big game is typically what grabs headlines the next day. The roar of the crowd, the celebration in the endzone, or the Gatorade bath when the clock hits '0' may feel like the biggest thing in the world at that moment. But, 20 years from now that score will become a forgotten line in the dusty annals of a long since archived sports page. Yet, the scores on term papers, tests, and projects are the ones that will serve as the foundation of a future filled with possibility. College applications. Scholarship opportunities. The skills needed for a fulfilling career. This is by no means to be dismissive of the incredibly important role activity programs play in the development of young people and the essential life skills they impart. Lessons such as dedication, resilience, time management, and the ability to handle both success and disappointment with grace. Indeed all are important in the development of the whole child! 

But it is important to ensure we are keen to understanding perspective. While one provides a fleeting moment of glory, the other opens doors to long-term success, illustrating the ephemeral thrill of an athletic victory pales in comparison to the enduring, life-shaping value of academic achievement. It is incumbent then, that when making decisions about our children's education, we do so through careful analysis and an evaluation of the metrics that are certain to provide dividends and a return on investment that is decades into the future. It is with that context that I am proud to release our Annual Report on Student Progress for the 2024-2025 school year. If it is competition you seek, then by all means compare these outcomes to those of our competitor.

Over the course of the last several years, school choice has become much more ubiquitous in Iowa. When these laws were put into place, it was to foster competition. While this premise is flawed in countless ways that have been covered ad nauseum in this column, I do hope when these choices are being made families are doing their homework. I am uncertain that is always the case.

Unfortunately, sometimes it appears these choices are made as a way to avoid conflict. Difficulty with attendance issues and labeled chronically absent? Well, the online school allows me to stay home and go to school. Problem solved. The teacher made my child stay after school to complete their homework assignment. Well, the school down the road doesn't have an After School Program. Problem solved. I am in conflict with some of my peers. Well, if we homeschool I don't have to worry about peers. Again, problem solved. 

Oftentimes it's not too long afterward the realization hits that the grass isn't always greener. When that happens, we are willing, able, and fully prepared to facilitate a seamless transition back into the school district. 

But it would be our preference that folks do their homework in advance of making those decisions. Today, I want to help by announcing the release of our Annual Report on Student Progress for the 2024-2025 school year. Over the course of the last couple of months, our achievement data has slowly been trickling in for the 2024-2025 school year. Numerous independent data points have allowed us to triangulate those data ensuring fidelity and accuracy. You see, sometimes we hear parents say one school is better than another and that the students in 'School X' are so much further ahead [academically] than 'School Y'. When you hear these claims, I would urge you to carefully examine the hard data. Those facts simply can't be disputed. Here are few salient points:

The US News and World Report recently released their rankings, evaluating schools on a number of metrics. Hudson High School was a top performer not only in the Cedar Valley, but in the top 10% of high schools in the state, coming in with an overall ranking of 20 out of 352 total high schools in Iowa. To read more about these rankings, please check out this recent article from the Courier. The high school also received a 'Commendable' ranking on the Iowa Report Card, improving our position from 2024 by 37.64 points.

Hudson Elementary School, on the other hand was ranked as a 'High Performing' school, improving their position from last year by 34.94 points. The elementary surpassed the statewide benchmark in every metric, with some of the starkest gains being growth metrics for both math and language arts. 

Granted, an old report card found in a trunk in the attic may seem insignificant 20 years hence. But, I can promise you that when you interview for a teaching position in our school your high school free throw percentage is going to be of little value. I'm going to be much more interested in whether or not you can teach math. All those report cards, tests, and projects are what will ultimately build the foundation of your life's work, providing certified knowledge and measurable competencies that open the doors to opportunities that truly shape your future, long after the cheers of the last game have faded. 

Congratulations to the students and staff who have worked so hard to ensure continued academic excellence!

Special Education Program Update

Recent legislative changes to how the AEA system operates has created seismic changes for school districts all across Iowa. In the past, we relied on the AEA to help perform a multitude of functions and support in the operation of our special education program. While we are still able to rely on the AEA for some support, important functions have been shifted to the local school district. Additionally, all of the funding for AEAs that had previously flowed through local districts to the AEA now is controlled by the local district with caveat. For example, 90% of our special education funding goes back to the AEA while the district retains the final 10%. I suppose one could argue they are doing 90% of what they previously did, but the 10% they are not is a very important part. 

How best to maximize the remaining 10% is a question we are trying to answer. Many of my colleagues have determined the best course is to use that funding to add a special education director. By sharing that administrative function with other school districts, not only can they share the cost burden of that administrator, they can also capture operational sharing incentives that make it practically financially neutral. This is a sound decision and fiscally wise for these school districts. Perhaps that could be the solution for Hudson? While all of our administrators have deep experience and our primary vocational disciplines vary widely; none include special education. Even so, I say not so fast. In my view, adding administrative overhead should not be the default option for us. The decision to add a middle school principal this year was one that was carefully scrutinized, studied, and debated for months prior to ultimately moving forward. I can look back now and see that was a wise decision.

Yet, I am unmoved on how to best move our special education program forward in light of these changes to the AEA. At the same time, I acknowledge the additional responsibility now borne by the school district. I have many questions that need to be answered, and this legislative act, coupled with demographic changes in our district have created a confluence of challenges that are best studied and scrutinized carefully. To that end, we engaged in a program evaluation administered by the AEA to 'pop the hood' and see what is going on in our special education program. 

Admittedly, some of this is driven by an economic desire to lower costs in our special education program. You may recall from my September 15th post on the financial condition of the district when I provided this commentary about our special education deficit:

In our case, the special education program for Hudson Schools ran a deficit of $771,671.30. That is an increase of almost $100,000 from one year ago. As enrollment grows, so too does the number of students served by the special education program. Likewise, the cases become much more complex requiring even more specialized services. If there is good news, so far this year we have fewer students attending specialized schools and one fewer special education teacher on staff. However, those teachers have shared they are facing significant headwinds when it comes to properly servicing their individual caseloads.

The deficit alone is reason enough to take a close look at how we are operating our special education program. Indeed, it is incumbent on us to figure out a way to reduce the deficit. (For what it's worth, our projected deficit for the 2025-2026 school year is considerably less, mostly due to fewer students attending special schools.) Additionally, we are trying to answer the following question:

1. Would it be beneficial, and is there a way to change our delivery model to a 'push in delivery system' (co-teaching) to ensure we are serve students in the least restrictive environment. (This could also allow us to repurpose some of our special education classrooms to general education classrooms.)
2. Is our staffing pattern appropriate and do opportunities exist to streamline and create efficiencies in our special education workforce?
3. What specific indicators are important for the general supervision of the program including decision making and resource allocation?
4. What professional learning programs would be appropriate to ensure that not only quality IEPs are written, but research based SDI (specially designed instruction) are being deployed during instruction?

Our special education program evaluation began on October 20 and included observations of classroom instruction, interviews with teachers, and focus groups with a variety of stakeholders that included parents of students in the program. It also consisted of a comprehensive review of our data, with a focus on compliance; not only with state but federal regulations. On November 4, the results of the evaluation were shared with the administrative team and we began to examine a draft of the report. We are currently identifying priorities and in the next couple of weeks will identify the needs, barriers, and work with our staff to develop a plan of action. 

In this interim period, I have asked the AEA team to prepare an executive summary report that we anticipate will be ready by Thanksgiving. I don't want to give too much away, but the findings did confirm that we have an outstanding staff and have much to celebrate! Stay tuned, more to follow!