Happy Holidays from Hudson Schools

As the holiday season approaches, the Hudson Community School District would like to wish all of our students, families, and staff a Merry Christmas and a Happy New Year.

We are grateful for the opportunity to serve and support our community, and we are proud of all that we have accomplished together this year. We hope that you are able to spend the holiday season surrounded by loved ones, and that you have the chance to relax, recharge, and enjoy all that the season has to offer.

As we look towards the new year, we are excited to continue our work and to see what we can accomplish together. We are committed to providing our students with the best education possible, and we are grateful for the support of our community in helping us to achieve this goal.

We hope that you have a wonderful holiday season, and we look forward to seeing you in the new year. From all of us at the Hudson Community School District, we wish you a Merry Christmas and a Happy New Year!

Community Partnerships

Last week I spoke with you about the impact our volunteer network has on our school district. Hopefully one of the important points you took away from that column is the value our volunteers bring to the overall mission of the school district. And, the fact that we couldn't fulfill our mission without them. Today I want to speak with you about an equally important partner in our school system: community organizations. These include the local businesses we all frequent. Our close relationship with the City of Hudson, including both the police and fire department. A strong partner and collaborator with our local churches. The fact is, in Hudson it seems as though everyone is working together for the betterment of our entire community. While the context I am providing today is school district focused, it is our hope and belief the school district too is a strong community partner for our constituents, businesses, and local churches. Indeed, I am fortunate to know that if I need something, anything really, there are a whole host of community partners that I can call on to assist and lend their expertise. 

These partnerships are essential for the success of our school district and the wellbeing of the entire community. These relationships, which often involve collaboration between schools, local businesses, and community organizations, can provide valuable resources and support for both students and teachers. These partnerships help our school offer a wider range of educational opportunities and support for students, ultimately leading to better academic outcomes.

An important benefit of community partnerships we enjoy here in Hudson is that they can foster a sense of collaboration and community spirit. There was no better example of this collaboration and community spirit than when we launched our community task force last January to examine the needs of the high school and discuss plans for our future. The results of this work of course culminated in a successful referendum this past September. I am very eager to reconvene this group with the new year and share the progress we have made since last being together. 

At this time of year, when the holiday season is in full swing, community partnerships can be especially important. Many schools and community organizations extend themselves during the holidays to help those in need and make the season a little brighter for everyone. These efforts not only help to make the holidays more enjoyable for those who might otherwise struggle, but they also bring people together and foster a sense of community and connection.

Overall, community partnerships are an essential part of the fabric of our school district and the City of Hudson. So, during the holiday season, I encourage you to do all you can to support our local community partnerships. You can do this by volunteering and shopping local. 

Volunteer Opportunities Abound

Last weekend I was headed over to my office and as I crossed the highway I noticed a truck and flatbed trailer parked by the shot put area. I immediately thought it had something to do with fall lawn care until I noticed a couple of guys on a cherry picker under the scoreboard. It appeared they were working on the platform that was going to be used to support the new PA system at the football stadium. Volunteers.

Even though we have somewhere in the vicinity of 140 employees on staff, the fact of the matter is we couldn't do what we do without our volunteer network. That project described above? Not only are volunteers providing all the labor, they also raised the money to purchase the new system. Another real interesting fact about this: some of the volunteers that are working on the project don't even have kids in school anymore! It goes to show there is a lot of community and school pride here in Hudson! 

Our volunteers do so much for the school district! The athletic boosters sponsor multiple events throughout the school year and raise funds for our student uniforms and other special projects (such as the new PA system). They run the shot clock and announce at basketball games, provide labor for projects, and serve important leadership positions. We have an active and vibrant music booster organization that does much of the same, recently announcing a capital campaign to raise funds for some much needed equipment for the auditorium They provide meals and snacks for our student performers during long rehearsals and even volunteer to help build costumes, and lend their expertise on a whole host of projects in our fine arts department. Then there is the PTO, a group that focuses their efforts on the elementary school. Providing meals during conferences, purchasing special items for classroom teachers, and raising thousands of dollars to fund their endeavors. 

The Hudson Education Fund (HEF) is charged with running the scholarship endowment, awarding thousands of dollars annually in scholarships for seniors to apply toward their post secondary aspirations. The Hudson Board of Education, also an organization made up of volunteers (they are elected, but they certainly don't get paid) who serve as the governance body of the school corporation, managing a multi-million dollar budget annually. Recently, we asked for a large group of volunteers to sit on a task force as we considered the future of our high school. The results of that work yielding a successful referendum this past September. 

While it is entirely possible I am forgetting to mention one of our volunteer groups, I can't forget to mention the multitude of parent volunteers who assist in numerous ways around our school. Perhaps a teacher needs help with a special project. They know just who to ask. When they do, you answer the bell. 

The bottom line is that we couldn't do it without you. Thank you to all our volunteers!

Happy Special Education Day

On this special education day where we recognize the efforts and dedication of our teachers who work with these students, I think it is important to underscore and remind everyone that public schools are in fact for everyone. One of the bedrock principles of public schools is the idea that all children are entitled to what is referred to as FAPE: a Free and Appropriate Public Education for all students. Governed by the Individuals with Disabilities Act (IDEA), this law embodies the hope and promise of educating all students regardless of disability or learning difficulty.

Very soon the legislative session will begin. Like last year, I anticipate proposals will be discussed to introduce voucher type programs into the state. The litany of reasons these schemes are bad for our educational system are numerous. But with today's spotlight on special education, I think it worth pointing out that private schools who would stand to benefit from vouchers are under no obligation to follow the law as it pertains to students with special needs. In fact, they can (and do) quite simply deny enrollment to students with special needs. 

Denying educational access is the antithesis of our charge as a public school system. We embrace our responsibility to provide access to all our students. In fact, it is a motto we live by in Hudson with our Core Purpose: We create effective learning environments that result in success for all students. Emphasis on all. 

Please join me in thanking all special education teachers for the hard work they put in each day to serve their students. We appreciate everything you do to ensure our students benefit from the high quality educational experience they need and deserve. You are appreciated!

Happy Thanksgiving!

It seems very hard to believe, but we are just days away from Thanksgiving. For those of you math minded, November 23 (the day before Thanksgiving) will be day 66 of instruction. We will have encumbered just shy of 40% of the school year. By all practical metrics, we have a lot to celebrate and be thankful for as the holidays approach.

The American public school system is unique to its counterparts around the world. Where co/extra curricular activities are an embedded part of our educational culture, in most other countries those activities are not part of the regular school experience. Indeed, I believe our system provides for a much richer, robust, and well rounded end product: the graduate. Truth be told, I believe our educational system is among the best of the world and certainly second to none. Our accomplishments this fall then are laudable. 

Indeed our successes leading up to the Thanksgiving holiday span the educational spectrum, touching almost every aspect our our educational program. I am incredibly proud of the students, teachers and staff; and am grateful for the strong support this community and our families provide to the school district. 

I argue our most important achievement to date has to be our continued academic excellence. As reported a few weeks ago, our schools performed at incredibly high levels on the Iowa Report Card. Indeed our schools stand among the elites of performance statewide, particularly at the elementary school level. No doubt attributable to a high caliber cadre of teaching staff that we work hard to both recruit and retain. Then of course realizing the real key is teacher leadership that relies on practitioners with specialized areas of expertise that can develop and implement strategies that are proven to move the needle on student learning.

We also understand this is a team effort. The support we have from our families at home is also a testament to our success. We know you take your child's education seriously. Think about this: at parent teacher conferences we had a 99% attendance rate at the elementary school. 99%! In real numbers, that equates to 3 students! Of those, only 1 didn't return phone calls and reciprocate attempts at scheduling. Indeed we know how important your partnership is and are grateful for our community support. As you are aware, the district passed a bond issue on the first try in more than twenty years. While on the surface it seemed close with final passage by a mere 4 votes, don't forget this was a supermajority as required by law. Which means the overwhelming majority of the community supported this effort: 444-247!

But to bring us back to the original point: the uniqueness of the American public school system. Our student athletes and fine arts students enjoyed tremendous success this season, with all fall sports teams qualifying for post season play (and received distinguished academic achievement recognition at the same time). Students found success in music, receiving All-State recognition. The drama department executed a very successful performance of '12 Angry Jurors'. And our student leaders in the National Honor Society? They surpassed their goal for the Northeast Iowa Food Bank this year, funding more than 22,000 meals for the hungry and winning first place in the medium sized school division.

We have a lot to be proud of here at Hudson Schools. And we have a lot to be thankful for. On behalf of the entire school community, Happy Thanksgiving!

Happy or Thank You?

I want to offer up my appreciation to the high school government class and Mr. Simmer. Once again they didn't disappoint. They planned, organized, and executed a wonderful program for the Veterans Day Assembly. This annual recognition means a great deal to all our Veterans and their families. Each year, attendees share with me how impressed they are with the quality of the event and program. It is almost as if it gets better each year! And I can promise you, it takes a lot of work and logistics to pull off such a successful event. They are to be commended for their work. 

Even so, each Veteran approaches this day a bit differently based on their own personal experience. Is it appropriate to wish someone a 'Happy Veterans Day', or is it more appropriate to say, 'Thank You for Your Service'? I think it depends on the Veteran. As I have sometimes shared, my service and those of my era is markedly different from those who served before and after me. Some of my comrades have painful scars of their time in service, while others have fond memories. Where one may be willing to share their story, others are reluctant. And perhaps at the same time, it is audience dependent. That was where I found myself during the luncheon.

We sat down to enjoy our lunch at Community Church of Hudson with a couple of Vietnam era Veterans, one of which was a Purple Heart recipient. As Command Sargent Major Lewis reminded everyone during the program, our Vietnam Veterans were treated disgracefully when they returned home from their service. Perhaps then, it was our subconscious that was drawing us to that particular table. In any event, as I was preparing my plac, the Veteran next to me noticed the rank insignia on the lapel of my jacket.

"Oh, Navy", he says. "What was your rating?" 

"BM2", was my quick reply before shoveling a fork full of pasta into my mouth. He began sharing his story. He talked about how he started his career in the Navy before enlisting in the Army. When he graduated from Hudson High School, he recalled there were somewhere around 9 of his classmates (out of some 60+) that had enlisted. He rhetorically wondered why fewer young people chose the military as an option when graduating high school. Me, I sheepishly sat there and ate my lunch. Not knowing really what to say and feeling wholly inadequate. Indeed, our experiences couldn't have been more different! 

As I looked around the room, it was evident that I was in the presence of real American heroes. Veterans who had taken up arms in the defense of our country. Those who had successfully completed hundreds of combat sorties and landed aircraft on the deck of a carrier. Others who had survived experiences as POWs during Vietnam. The Veteran who served in the Big Red One, part of the coalition of American forces that liberated Kuwait during Operation Dessert Storm. And of course, the scores of Veterans, most of which who are younger than me who served multiple deployments during Operation Enduring Freedom. 

So, circling back to that original rhetorical question, 'Why do fewer young people choose the military?'. I really don't have a good answer to this question. I can certainly speculate, but those musings would be an exercise in futility. Perhaps a better question might be, 'Why did you choose to serve?' 

In my case, I had multiple friends from high school that chose the enlist. I was an outlier in that regard, choosing, almost at the last minute to opt for college instead. A story for another day, but an interesting choice nonetheless. I was of the Dessert Storm era, and have friends who served at the 'tip of the spear' during that engagement. When they returned, I noticed a difference in them. It was subtle, and they probably didn't notice it themselves but they seemed more, well--circumspect. 

I ended up enlisting in the Navy Reserve in 1993, well after Dessert Storm. While I did feel a patriotic sense of duty to serve my country, the reality of the situation was that college was quickly becoming too expensive, and access to the GI bill was incredibly appealing. So sense of patriotism, the GI bill, a more worldly view of our place in society. To have a shared, common point of reference with my friends from high school and be part of something bigger than myself: all of that factored into the calculus of my decision. So I signed up. 

In the final analysis, I believe the Navy probably did much more for me than I did for it. I went in as a kid. A very, very immature kid. I wasn't all that interested in going to class in college. I was more interested in, well other things. (Again stories for another time.) The Navy helped (made) me grow up. It taught me self-worth. The value of commitment and hard work. The importance of paying attention to detail. The true value of loyalty and teamwork. For all of that, I am grateful and do have fond memories of my service (although I didn't always think so at the time!). Quite frankly, without the Navy it is entirely likely I wouldn't be where I am today.

So if you are ever wondering whether to say, 'Happy Veterans Day', or 'Thank you for your service', perhaps you could ask. Then, maybe that evening before turning in, a quick prayer. For all those who have served and are currently serving. Because when they signed 'on the line' all were willing to give the ultimate sacrifice for their country and to protect the freedoms we continue to enjoy today. 

Vote

Is anyone else getting a bit worn out with all the campaign commercials? I know I am! Luckily they'll all be over a week from now. Election Day is next Tuesday, November 8th. As annoying as these commercials all, hopefully they serve as a reminder to everyone how important it is that you vote. Exercising your right to vote is among the most fundamental rights you have as a citizen. This is the one opportunity to make your voice heard where it can actually make a difference. 

For many there is no ideal candidate. Perhaps you like the policy position of one candidate over another, only to find you disagree with them on a different. That is certainly the case for me. There is no one candidate or elected official that I agree with 100% of the time. It becomes a matter of choices and priorities. Can I live with this one disagreement if another issue is incredibly important? Most of the time I can, and I suspect many of you approach the ballot box with the same logic. 

While this isn't a general election where we will be voting for the president, I believe the mid-term election is equally important. In fact, it could probably be argued that it is more important. In Iowa, the mid-term election is where we elect the governor, members of Congress, and where our state legislative race are determined. While federally elected offices are important, I tend to believe the down-ballot races are much more likely to have an impact on your day to day life than the federal government. (But let's make sure we fill out the entire ballot.)

Each July the school board identifies legislative priorities that will become the focus of our discussion with elected members of the Iowa General Assembly. Now, I wouldn't say these issues are a 'litmus test' of sorts for the candidates that will receive my vote, but it is a safe bet that I am in favor of candidates that are strong supporters of our public school system in Iowa. What does that look like?

Adequate Supplemental State Aid or the percentage by which the state cost per pupil grows annually would be a good place to start. For more than a decade, the state cost per pupil has grown by less than 2%. When compared to inflationary growth of more than 8%, this isn't sustainable for the long term. Furthermore, calls for Educational Savings Accounts (or vouchers) will only make the low supplemental state aid problem worse. This is because of a direct shift in those funds from the public school to the non-public school. In a small rural school district that is barely making ends meet due to low per pupil growth, the loss of a few students (and the per pupil funding that goes along with them) would be incredibly destructive to the economies of scale under which a school district operates. It could mean the difference between maintaining the staffing necessary to operate the school with class sizes that are either too small to be economically feasible or too large to attract talent. 

These are just a couple of the priorities that have been outlined by our school board for the next legislative session. For more details about these priorities or to see others as outlined by the board, please check here. Make certain you are well educated about all the issues that are important to you and get out and vote!

Hudson Schools Excel on Iowa Performance Profile

The Iowa School Performance Profile for the 2021-22 school year was released on Friday, October 21. According to the profile, 19 schools (or 1.47%) statewide were identified as “Exceptional.” Of those, Hudson Elementary was ranked second in the state.

In fact, our elementary school improved its position from last year by 5.65 points. To reach “Exceptional” status, schools must hit the cut score of 66.31. With a raw score of 71.96, this no doubt puts our elementary school in the top category.

Federal legislation known as the Every Student Succeeds Act (ESSA) requires all states to publish report cards that reflect the performance of public schools. In Iowa, this takes the form of the Iowa Performance Profile. The report card is designed to provide an overall view of school performance across several metrics, providing detailed information that makes it easier to see how well our schools are serving students.

With an overall score of 58.97, the Hudson 7-12 grade building solidly scored in the “Commendable” category, missing out on the “High Performing” designation by just 1.82 points. Hudson ranks fifth in the North Iowa Cedar League, but the difference between us and the No. 2 spot is a mere .28 points.

The rankings are calculated based on a number of core measures that are tied back to the ISASP statewide assessment that is administered each spring. Each of those measures is weighted to calculate the raw score. Those core measures are:

Student Participation on State Assessments: This requires that a minimum of 95% of a school’s enrollment participate in the annual state assessment. The 95% rule also applies to a school’s student subgroups. In Hudson Schools, our participation rate for English/Language Arts was 99.63% and was 88.82% for math.

Proficiency: This measure examines the percentage of students in a school who are proficient in math and reading, based on assessment results.

Average Scale Score: This measure provides information about the average performance of students in reading and mathematics in a school. It is a broader look at the overall achievement of all students.

Student Growth: This examines student growth by looking at assessment scores over time to determine whether a student performed better or worse than their academic peers (students at the same grade level with similar scores).

Graduation Rate (High Schools): This measurement determines the percentage of students who graduate from high school in four or five years.

Postsecondary Readiness (High Schools): This measure includes multiple pathways for students to demonstrate postsecondary readiness, including participation and success on a college entrance exam, college-level and postsecondary course work, and career and technical education.

Progress in Achieving English Language Proficiency: For students whose first language is not English, this measures a student’s progress in obtaining English language proficiency across the domains of reading, writing, listening, and speaking. This measure is based on Iowa’s English language proficiency assessment, called ELPA21.

Conditions for Learning: This measures school safety, engagement, and the learning environment based on a survey of students in grades 5-12.

You can view a snapshot of our data and how we compare to statewide averages at this link. The quick takeaway here is that Hudson beats the statewide average in almost every category—often by a wide margin. Even when comparing to other schools in our Area Education Agency service area, which one could argue is a more appropriate comparability group due to geography and school makeup, Hudson Schools are performing at very high levels. 

Our success can be attributed to a talented and high-performing faculty and staff who have an unrelenting focus on ensuring their core instruction is properly aligned both horizontally and vertically. Doing so guarantees a viable curriculum for all students. 

Furthermore, our focus on early intervention and progress monitoring that capitalizes on high-quality interventions makes sure certain gaps in instruction are both mitigated and minimized. Our teachers and staff work hard to motivate students and provide instruction that is engaging and rigorous. The students in our district are hard working and have parents and families who understand and value the importance of a high-quality education.

Congratulations to the Hudson Community School District and our faculty, staff, students, and families on a great report card!

Hudson Schools SRO Program Will Begin on November 1

At the board meeting held on October 19th, the school board took final action on the joint hiring and assignment of a school resource officer (SRO) with the City of Hudson. That means beginning November 1, the school district will have a full time, uniformed police officer in the school district. When looking across the landscape of schools in Iowa, it is somewhat unique for a school district the size of Hudson to have a full time police officer. Do we make this decision because we see a crime problem in our school district? Not even close. We do this to add to our layers of safety and school security. We do this to add one more 'tool' in our toolbox of continued efforts to maintain a safe learning environment. 

The board was clear in their deliberations that our SRO will primarily be focused on relationship building and being a physical presence in our buildings. You will see him at recess, in the lunchroom, and roaming the hallways. You will see him helping with classroom instruction and reading with and to students. What you will not see him doing is acting as a disciplinarian. Of this the school board was very clear: school discipline will continue to be the responsibility of building principals. 

The origins of this program began last spring. It was on May 25th when a parent emailed me to inquire whether or not the district would be installing metal detectors at the entrances to Hudson Schools. Why the question, you may ask? May 24th was the date of the Uvalde mass shooting. As it was, school in Hudson had been dismissed for exactly one day and our teachers were finishing their end of year checkout with building principals. It was to be a day of celebration, joy, and anticipation. The warm days of summer beckoned and our teachers were very much looking forward to the days ahead. Yet it was difficult for us all to come to grips, once again, with another school shooting. But our feelings of sadness certainly paled in comparison to our colleagues in Texas. 

From a practical standpoint, installing metal detectors is unlikely to assuage concerns of most people, and may in fact prove to be counterproductive. However, I understand the genesis of this inquiry. We too have the same concerns. The fact is, we are committed to ensuring a safe learning environment for all our students and the employees who work here. It was only a few days following that Chief Banks and I sat down for our first of many conversations about the utility of an SRO. We discussed personnel, the job description, and specific work activities. Over the course of those summer and fall months, the city and the school district fine tuned the agreement and hammered out the financial obligations of each entity. It was a good discussion, the fruits of which will make both our school and community stronger. 

But it is important to note the implementation of the SRO program is but one component in our arsenal of school safety and building security.

First and foremost, it is important for you all to know that we have a plan. But the contents, procedures, and protocols included in that plan are mostly confidential. Students are aware of the plan and age appropriate exercises are conducted across the district annually. At the same time, portions of these plans are closely held by a core group that would be responsible for logistics and execution. We have, and continue to conduct 'table top' drills with those who have expertise outside our internal sphere of ability. For obvious reasons, disclosing those plans, particularly on a forum such as this would be irresponsible. This spring we have scheduled vulnerability assessment through the Iowa Department of Homeland Security. The results of which will be used to improve on the security measures of the district.

When we finished the renovation of the K-8 attendance center, we planned for that construction to include the secure entrance that is the centerpiece of the building. During that same project, all the exterior doors were replaced throughout the district. These doors are all locked during the day and we have the ability to monitor their status remotely. If a door is propped open, it alerts district officials who are able to address the situation. Planning for the high school renovation is now well underway. As you are aware, a secured entrance similar to that at the K-8 attendance center will be a design feature for this building. 

Long before I arrived, we held the belief, or Core Purpose that 'We Create Effective Learning Environments that Result in Success of All Students'. Indeed, an effective learning environment and safe learning environment are synonymous with one another. 

Official Enrollment Numbers Show Substantive Gains

Our enrollment was officially certified with the state on October 11. Certifying enrollment is an important event that occurs annually each October, with that number being the base variable in the calculation of the regular program district cost for the coming fiscal year. In other words, our certified enrollment will form the 'base' budget number for the fiscal year set to begin on July 1, 2023 (FY2024). It is calculated like this: certified enrollment X district cost per pupil = regular program district cost. This is the largest revenue number in our budget. The official enrollment numbers this year track relatively close to our opening day numbers. 

To read the full report that includes trendlines and projections, please visit the 'About Us' page of the school website. You will note the numbers included in the official certification vary slightly from the report that is published on our school website. For the sake of simplicity, I use fewer categories of enrollment and discount fractional students. Fractional numbers are used to add weighting for students who are dual enrolled from another district, students who are weighted for special programming, and preschool students which are counted at .5FTE. The table depicted above is official pending an external audit that will occur later in the month. Nevertheless, the news for our district is good, showing a strong gain in enrollment across all measures.

Certified enrollment is up approximately 36.49 students. At the same time, our BEDS count is up by 55.59, from 767.-822.89. This represents a net increase in enrollment of almost 7% in one year. It is also noteworthy that last year enrollment grew by 5%. Again, our official numbers track very closely to opening day numbers, which was 821 (K-12). 

The number of students open enrolling out of Hudson has also increased, with 60 open enrolling out of the district. While open enrollees ‘destination of choice’ is Cedar Falls (34), it also appears a number of students are taking advantage of online schools. We have 172 open enrolling into Hudson, compared to 136 last year. With a net positive of 112 students, this is a good sign for the district. The large increase in open enrollment to Hudson is attributable to a change in law that eliminated school districts’ voluntary desegregation plans absent a court order. It is also important to note that the open enrollment deadline of March 1 for applying under this law was eliminated during the last legislative session. The impact of this legislative change is yet to be determined, but with students being able to change schools at any time during the school year, I anticipate greater transiency in enrollment. 

We had 28 students who were enrolled last year but have subsequently transferred out or moved to another school district. This compares to 68 students who moved out last year and would suggest a more transient population of learners. Of these 28 students, some have elected to homeschool, which obviously has a negative impact on our enrollment. 

At the same time though, we have a much larger kindergarten class this year compared to what we had anticipated. This larger class can be attributed to open enrollment, with 25 kindergarten students open enrolling into the district. 

Of the 60 students who are open enrolled out, 34 of them are open enrolled to Cedar Falls while 2 are open enrolled to Waterloo and one to Union. The balance of our open enrollees [largely] are participating in online school programs at Clayton Ridge, CAM, and Iowa City. 24% of those open enrolled to Cedar Falls have an address of 700 W. Ridgeway at the time of original application. This address, while in the Hudson Community School District is on the northern border of the district and actually within the city limits of Cedar Falls.

The largest number of students open enrolling into Hudson comes from Waterloo: 111 students. This is followed by Gladbrook-Reinbeck at 20, Cedar Falls at 15 and Union at 12. The remaining students are attending from North Tama (10), Dike-New Hartford (3), and Waverly (1).

Enrollment projections are calculated based on a cohort methodology that uses a five year rolling average to determine kindergarten size. Over the last 5 years, the kindergarten has averaged 64 students; while in the last 10 years it has averaged 59. Based on both residential enrollment growth coupled with open enrollment, a projection of 64 seems to be right particularly since open enrollment from Waterloo is due to the aforementioned change in state law. With this methodology, estimates from prior years are left static since there is no algorithm to accurately predict transfers in or out of the district. If these projections were come to fruition, we will reach our high-water mark of 839 in 2023-2024. Previous attempts have been made to account for residential growth, and assuming 1.9 children per household evenly distributed could push K-12 enrollment into the mid 950 range by 2028-2029. However, I would exercise extreme caution when making this assumption and at the same time we must understand potential growth could be significant.

Hudson Schools Financially Solid

The fiscal year for public school districts in Iowa runs from July 1 to June 30. When we close our books for the school year, the months of August and September are considered 'hold open' months. This is to ensure all the revenue and expenditures are accounted for in the appropriate fiscal year. By September 15th, we are required to submit our (CAR) certified annual report, which details our financial position. To view a summary of our CAR, you can find it on our website. The Executive Summary is included below, and if you are interested in reading any of our most recent audit reports they can be found on the 'About Us' page of our website. 

Overall, the District’s financial position is excellent. Financial metrics remained stable from FY 2021 to FY 2022. There are no significant areas of concern with regard to district finances. 

Some general observations include first and foremost the fact our general fund revenue increased by $467,805 or 5.2% from FY 2021 to FY 2022. Most notably, this increase came in the local sources object code and can be attributed to growth in open enrollment. It is also worthy to note a significant increase in federal funds due to COVID relief was also a major contributor. At the same time, the district’s cash reserves are full and it remains unnecessary to levy for cash reserves. Finally, our general fund expenditures increased by $499,131 or a rate of 5.7%. This due to both ESSER funding expenditures and increases in FTE due to enrollment increases.

The total general fund balance increased from $2,393,171 in FY 2021 to $2,517,362 in FY 2022. At the same time, the restricted fund balance increased from $236,633 to $288,159. The district was able to clear some of these restricted funds due to changes in legislation that permitted the creation of a ‘flex’ account. The district is encouraged to continue to utilize this tool in order to keep these balances as low as possible. It is worth noting that dropout prevention, talented and gifted; and early literacy are reserve funds excluded from consideration for flex fund spending. The district may wish to closely examine these programs against the fund balance to ensure maximum leverage is applied against these expenditures. As a reminder, these funds are reserved because they can only be used for specified purposes under Iowa Law. Reserve funds for Talented and Gifted make up the bulk of these restricted funds at $207,419 and as you can see from the table to the left, this fund continues to grow. (Important note: the district is currently in the process of examining specialized programs such as talented and gifted to determine how best to utilize these resources for maximum student benefit.)

The solvency ratio decreased slightly to 23.69% in FY 2022. This continues to be a positive metric for the district, insofar as our cash reserves continue to be full.  This is great news because the unknown variable in our district continues to be costs associated with our special education program, which continues to be unpredictable. 

Tax rates for the FY 2022 budget year were 14.09778, up slightly from 14.04151 in FY 2021. Overall taxes were down for the district as well, in spite of the continued increase in the residential rollback and natural increases to taxable valuation district wide. 

The district currently carries a long term debt note of $5,140,000 when it sold revenue bonds during the winter of 2019. At the same time, the district carries short term debt primarily for the lease of computer devices that support the district’s connected learning initiative. Both of these notes are paid through the capital funds improvement funding stream and are not therefore general fund expenditures. It is also important to note the district is currently not utilizing any general obligation funding mechanisms, however a bond referendum was adopted by the voters in September of 2022. 

Enrollment projections appear to be solid in both the short and long term. The increase in 34 pupils during the year can largely be attributed to open enrollment. These trends are likely to continue in light of a recent change in open enrollment laws in the State of Iowa. Further, the City of Hudson continues to grow at a steady pace with multiple housing additions currently in development. Barring any unforeseen changes, the District will need to plan for rapid enrollment growth in the next half decade. (Important note: These enrollment numbers do not reflect the total picture, and as such there are two important caveats. First, preschool numbers are not included here due to the lack of historical analysis. Second, these numbers do not include the most recent enrollment figures, which will be available later in October.)

Finally, we should take special note of the district’s unspent balance ratio. This is perhaps the most important of all the financial health indicators and one that should be closely monitored and watched. The news here is good, with an increase in this ratio every year since 2011 when the district completed major budget cuts and ended with a balance of $90,971 or 1.29%. In the prevailing years it has grown steadily to $4,109,767 or 30.68% in fiscal year 2022. Like the financial solvency ratio, this puts the district in a good position in light of unpredictable funding from the state.

 

THANK YOU to our Community - Approved Bond

On Tuesday, September 13, voters cast their ballots for the bond issue question. To pass, the bond issue needed to receive at least 60 percent approval. The night ended with 60.47 percent voter approval.

As a result of this approved vote, our district will be able to move forward on a series of targeted improvements at Hudson High School, including updating the building systems and aging infrastructure (such as windows, plumbing, lighting, flooring, cabinetry, and HVAC systems). We will also work on converting underused space into classrooms, creating a safer main entrance, rebuilding the career and technical education labs, and adding needed gym space.

I cannot thank our community members enough for their support and involvement throughout this entire process. As readers may know, our Community Task Force has been engaged in a comprehensive facility planning process. A community-wide survey in April and May of this year allowed our district and task force to receive valuable input as we examined facility needs and explored potential solutions. 

The petition from our community at the June 14 board meeting resulted in the bond issue question being placed on the ballot for September 13.

Having access to these funds will positively impact our students and schools in a huge way. Hudson Schools will be more equipped to prepare young people for their lives after graduation by providing much-needed educational and extracurricular resources in a comfortable and safe environment.

We look forward to sharing updates as we make headway on these exciting improvements. Once again, we would like to thank our Community Task Force for its tireless efforts and dedication to this project throughout 2021 and 2022. 

And, as always, we are incredibly grateful to our community and your continued support of the Hudson Community School District and the students we serve!

Meeting our Destiny

Each August we welcome our faculty and staff back to the district in a convocation assembly to kick off the start of a new school year. It is a time to introduce and welcome our new employees, catch up with colleagues after the summer break, and to set the tone for our upcoming journey. It is an honor for me as the superintendent to provide a 'keynote', if you will, that I hope inspires confidence and energizes our employees. This year, the title of my address was 'Meeting Our Destiny', which is the hashtag that you will see used on our social media channels in addition to the traditional #hudsonschools. 

This year, I asked our faculty and staff to focus on the idea that each of us are destined for greatness and that we must instill that belief in the students and families we serve. Our charge then, for this school year is to help our students meet their destiny. It is our duty as educators to uncover and nurture our students' talents in an effort to help them realize a life of fulfillment and happiness. To help them meet their destiny.

The beginning of a school year provides a perfect venue with which to reset our expectations and provide everyone with a fresh new start. A blank canvas if you will, on which we will create a tapestry of experiences that will hopefully guide our students on a journey of self discovery in their quest to answer the all important question: What will I be?

A yearly theme, or hashtag if you will is not a new concept here at Hudson. In fact, I have been doing it for quite a few years. It comes about over months of reflection and is a closely guarded secret that only becomes revealed during the convocation. 

I chose #MeetingOurDestiny for multiple reasons. This idea really started to come to fruition over the summer when I found myself wandering our campus on those hot Friday afternoons of summer. I really started to think about our shared historical perspective as a school district over the last decade and a half. Where we have been and where we are right now. It's really quite remarkable, but easily dismissed because we have lived through it. But to think about where we are right now doesn't tell the whole story. To stop right here would leave our tale untold. Our destiny unfulfilled. And where we are headed will be a site to behold. 

During my keynote, I took our employees on a trip down memory lane. Now, it would have been easy to focus just on these last three years, because there certainly is a lot to unpack in those boxes. But instead, we considered a much broader expanse of time, hearkening back to a time when the district was struggling financially and had to implement severe budget cuts due to decreasing enrollment. I can distinctly remember that time, especially the cold dark February evening when the school board made very painful and difficult decisions. Decisions that as painful as they were, were the right [and only] decisions that could be made at the time. The school board at that time was incredibly brave and no doubt laid the foundation for the successes the district now enjoys.

Almost a decade and a half later, the picture couldn't be more different. In just the last two years, our enrollment has grown by almost 10%, our financial position is very strong, and the academic performance of our students is unmatched. Through a vision that was collectively embraced as a school district and proud community, we have turned our school into a destination district for many.  Families are flocking to our schools because of the quality education that our teachers and employees deliver and our relentless focus on creating effective learning environments that result in success for all students.

These accomplishments are not accidental. They happen by design. Its' in our DNA. They happen because of the hard work put in by our employees, their ability to drown out the noise, and their unrelenting focus on excellence. 

Three years ago, when we first emerged from the pandemic I chose the theme and hashtag #PirateRising during my opening remarks. I borrowed this from the popular image of a phoenix rising from the ashes, which signifies the emergence from a catastrophe stronger, smarter, and more powerful. I wanted us to rise above the wreckage of how the prior school year ended and prove to ourselves and our community that, not only could we open our schools, but we could keep them open and provide our students with an outstanding education. It was challenging, and by the time the school year was over, there were many schools who could not make that claim. Our schools did. 

Then last year, I challenged our employees to  #MoveMountains and to put their students—all of them, regardless of their social station—at the center of their work. To remove obstacles and lift our students. Our teachers answered the bell and made it happen. 

This year I ask, after all the challenges that we have faced together, to help our students answer with confidence: What will I be? Help our students to meet their destiny so they can realize their dreams and one day, when they grow up, they can be whatever it is they want—even a veterinarian. 

Strong Schools: Strong Community

These will be my final remarks about the upcoming special election on September 13. By the time this hits the newspaper, we will be just days away from the election. No matter your position, I encourage you to take every advantage to make your voice heard. 

This has been an extraordinary process that has been over a year in the making. It started to gain momentum a summer ago, when the Board of Education held discussions surrounding the aging mechanical systems in the high school. It blossomed from there. 

Of course, the hard work really began in January, when we first convened our community task force. Throughout this journey, I have been steadfast in my position that our work and this plan had to be community driven. By no means did we set out to place a bond issue on the ballot simply because the superintendent thought it was a good idea. In the final analysis, I'll have exactly as much say in the outcome as you will: one vote.

I would like to thank all the community members who served on our task force. The gift of your time was greatly appreciated. You provided key input, helped think critically about our school building, and crafted a recommendation to the board that drove to the heart of sifting through our “needs” and our “wants.” Regardless of the result on September 13, your work is to be commended. 

I also want to thank all those who took time out of their busy schedules to attend our community meetings. You asked great questions and provided helpful feedback.

Now, I want to circle back to what could be one of the most important components of this project: the Career and Technical Education Center—commonly known as the “shop.” Our current shop building is a repurposed factory from a bygone era, used for our industrial arts and agriculture programs. While the facility met our needs in the past, it does not reflect a good use of space or today’s industry standards. 

Our plan calls for razing that building and constructing a new center dedicated to the two programs. 

Some have questioned why we do not utilize the Waterloo Career Center instead of building a new shop building. The fact is that we do use the WCC for career strands not offered in the district, with the most notable being nursing. But for those we do offer here, it makes sense for students to participate in their home district. 

Additionally, the 14-minute commute to and from the WCC would consume at least three periods of the school day. The WCC also does not have an agriculture program. 

In my view, we want to educate our students here in our community. For the first time in two decades, we have four full-time CTE instructors in our district. The career and technical education programs we offer are second to none. 

In the final analysis, there is no mistaking the fact that strong schools make for a strong community. Ensuring we have a comprehensive array of course offerings across a broad spectrum of disciplines only strengthens our school. 

Based on Community Input, Washington Street to Remain Open

On September 13, residents will vote on a bond issue that, if approved, will allow us to move ahead on a series of facility improvements to Hudson High School. Some community members have asked why the district has not considered closing Washington Street, which runs between our junior high and elementary/high school building. 

This issue was thoroughly discussed by our Community Task Force, beginning in 2018. At the time, an idea was brought forth to have a junior building that linked the elementary and high school buildings. Because students often travel between the two buildings for some classes, this seemed to make sense. 

Considering the through traffic on Washington Street and constant pedestrian traffic, the case was further strengthened from a safety standpoint. 

However, the plan also had its flaws—including high projected costs. The original estimates for the facility master plan, as proposed in 2018, was an eye popping $40+ million. So, even if that was something we were interested in pursuing, it was well beyond our financial capacity. 

Still, we did our due diligence and fully explored the idea. This led to a finding that, according to the Department of Transportation, Washington Street is considered a “collector road.” To close that street, we would need to demonstrate that it no longer served a legitimate public purpose. About that same time, several members of the community shared that they were not supportive of this plan. 

By then, we had gathered enough data to make the determination that closing Washington Street simply was not a viable solution. 

When the taskforce reconvened in January 2022 to begin evaluating needs at our high school, the idea of closing Washington resurfaced. However, the same hurdles that existed in 2018 were still prevalent. The only missing data point was true community feedback. In 2018, we had anecdotal data from the community that suggested soft support for the plan. Before moving forward with any type of project, it needed to be poll tested in our community. We did that, and it was clear that closing Washington Street did not have enough support for further consideration.

Because of community feedback, Washington Street will remain open—regardless of how the balance of our high school renovation progresses.

At the same time, we intend to move forward with some key additions to the high school if the bond issue is approved September 13. Among other things, this will include a career and technical education center (CTE) addition. The exact location of the addition is still under consideration, but we intend to complete it in a way that does not disturb Washington Street or any other public road. 

The CTE center will serve as a valuable space for classrooms and labs dedicated to our agriculture and industrial technology programs. Time and again, we have heard from local business leaders that they are continually looking for employees. They have good-paying jobs available right now that quite literally are the gateway to the middle class. 

Furthermore, these jobs look quite a bit different than they did when many of us were students. Today's skilled labor force—including farmers, mechanics, and HVAC technicians—are accustomed to comfortable, clean, and climate-controlled environments. If you have been in our industrial technology building lately, you’ll probably note the building is a far cry from a modern facility that meets industry standards. It is very difficult for young people to be excited about entering these high-demand fields when we are not providing them with the right tools and environment.

So, what's the takeaway? Washington Street will remain open. The old industrial technology and agriculture building will be torn down. A new center will be built that meets industry standards and exposes our students to a clean and comfortable work environment that mirrors what they will see in today’s world of work.

Election day is Tuesday, September 13, 2022. Don't forget to vote!

Welcome to Our New Staff Members!

One of the many reasons Hudson is such a fantastic school district is because we value community. We are a team. With that in mind, I would like to welcome our new teachers and staff for the 2022-23 school year!

Maggie Driscol will be our next third-grade teacher. She grew up in La Porte City, Iowa, and holds a degree from the University of Northern Iowa. Ms. Driscol enjoys walking, reading, playing or watching sports, spending time with loved ones, and spending time at the beach.

A native of Bloomfield, Iowa, Jordan Lough will teach sixth grade this school year. Last December, she graduated from the University of Northern Iowa. Ms. Lough likes to spend her free time with her friends and family or on walks with her fiance and their dog, Paisley. 

Annie Smith is our newest kindergarten teacher. She grew up in Cedar Falls, and received her associate degree from Hawkeye Community College. Two years ago, Ms. Smith decided to go back to school at Upper Iowa University’s Waterloo campus to earn her bachelor's degree in elementary education, graduating in May 2022. When she’s not teaching, Ms. Smith loves spending time with her husband and three children outdoors, especially when they are able to take their boat to the lake for fishing and swimming.

Gabby Terril joins us as a consumer science teacher, as well as a work-based learning teacher. She is originally from Aplington, Iowa, and graduated this past May from Iowa State University. In her free time, Ms. Terril likes to spend time with her family, bake, and go to movies with her husband, Jaydan.

Alexis Brouillette will be teaching high school math. She grew up in Hudson and went to Hudson schools! After high school, Ms. Brouillette attended Iowa State University and earned a bachelor's degree in industrial engineering, along with a master of business administration degree. She is also currently enrolled in Morningside University’s teaching licensure program. For fun, Ms. Brouilette likes to spend time with her family outdoors, go on walks, and travel. Ms. Brouillette and her husband have a mini aussiedoodle, and they welcomed their first child on May 25!

Michelle McPoland will serve as a social worker, dividing her time between our district, Union Community, and Galdbrook-Reinbeck. She is from Waterloo and she received her undergraduate and graduate degrees from the University of Iowa. Ms. McPoland enjoys spending time with her family (especially her two kids), as well as reading, watching sports, and watching movies.

Christina Cortez will be teaching Spanish at our middle and high school. She grew up in Des Moines and went to the University of Northern Iowa. In her free time, Ms. Cortez likes to spend time with her family, travel (especially internationally), read, listen to music, and volunteer in her community. 

Please join me in welcoming Maggie, Jordan, Annie, Gabby, Alexis, Michelle, and Christina to the Hudson Community School District! 

Understanding Property Taxes and Taxable Valuation

As we prepare for the bond issue vote on September 13, I wanted to spend just a few minutes discussing property tax rate calculations and how our capital improvement property tax levies compare with our conference peers in the North Iowa Cedar League. 

First, it’s important to understand how we arrived at $11.65 million as the amount of the proposed bond. While that’s certainly not a small number, it did require us to narrow our focus to the projects that absolutely needed to be addressed within the constraints of our debt limit capacity. 

As a reference point, when our original task force convened in 2018, we considered multiple facility projects that would address every conceivable “need” and “want,” now and in the future. The “all-in” cost for these infrastructure improvements was estimated to be more than $40 million. This amount is far too high and well beyond our capacity due to what’s known as our constitutional debt limit. The Iowa state constitution authorizes local governmental entities to incur indebtedness that is no more than 5% of all the assessed property valuation in that taxing authority. This means our debt limit capacity is roughly $17,171,889. 

If you are wondering why we did not propose a referendum of $17,171,889, the answer is quite simple: the tax impact would have been too high on our community members. Proposing a bond in the full amount allowed would have led to a tax increase of $4.05 per $1,000 of assessed property value, rather than the currently proposed $2.70.

When comparing our proposed levy with other districts that have recently held a bond referendum, one must understand that assessed valuations differ. A district that has more valuable property will not only have a higher debt capacity, but will also be able to leverage more funding. Commercial property is very valuable, and the rollback for it is much smaller than the residential rollback. Because Hudson is not home to a lot of commercial or industrial property, our debt limit is smaller and our tax dollars do not go quite as far. 

Residents do not pay property taxes on the total value of a property, but rather a percentage of the valuation—known as the rollback. In practical terms, the rollback is the statewide “discount” on your assessed property, or the percentage of valuation for which you pay property taxes. The rollback is currently 54.13%. So, if your home is valued at $100,000, your assessed value (or the amount you pay taxes on) is $54,130. 

If you have received the Homestead tax credit of $4,850, you also subtract that—giving you an assessable taxed valuation of $49,280. The property tax implication for the referendum ($2.70) is then applied to every $1,000 of valuation: $49,850/$1,000 = $49.28. $49.28 X $2.70 = $133.06 per year. 

This flyer does an excellent job of explaining the formula and providing you with the resources needed to calculate your personal property tax rate. If you would like help, I would be more than happy to assist! Feel free to reach out here. 

We have discussed the constitutional debt limit and how that number is wholly dependent on the sum total of all the property valuations within that school district. Likewise, property valuations in an entity like Cedar Falls or Waterloo will be very different from those in Hudson, for the simple fact that their commercial footprint dwarfs that of Hudson. Indeed, every school district in Iowa is unique in this regard. The farm ground, residential property, and commercial blend are all different. So, too, is the capital outlay that each district commits to infrastructure. For this, I believe a useful illustration is a comparison of tax rates by conference district:

The total tax levy for the fiscal year 2023 budget in Hudson is $13.32. Of that, $1.67 is dedicated to capital levies. These levies include the voter-approved PPEL (which is $1.34 and is up for reauthorization on the September ballot) and $0.33, which is approved annually by the Board of School Directors.

What the table here indicates is the capital improvement levies in place at all the districts in our conference. The fact that some districts are moving forward with building projects and renovations is a direct result of the levies they have in place. The lighter-shaded gray represents general obligation bonds or debt service, which is a voter-approved referendum. This is what Hudson community members will consider on September 13.

The amount of revenue generated by a district is in direct relation to the value of the assessed property in that district. The math is really quite simple: the more value the property has, the more proceeds generated for the improvement projects. 

For more information on the upcoming bond, voted PPEL, and Revenue Purpose Statement votes, please visit https://www.hudsonschoolbond.org. 

The 3 Funding Streams of School Infrastructure

A school district’s budget can be complicated, with about eight separate funds designed to cover specific operational or facility needs. Within those funds are often several “sub-funds” that are even more restrictive.

The fund that operates the hot lunch program, for instance, includes money that can only be used for food services. There are dozens of other examples of these mechanisms, which serve to prevent a district from taking money from one fund and using it for another aspect of its operations.

It’s our responsibility to ensure that, when making a spending decision for the district, the expenditures are accrued to the appropriate fund. 

Our largest fund is the general fund. Sometimes referred to as the operating fund, it’s used to manage the district’s day-to-day operations.

When it comes to infrastructure and capital improvement projects, Iowa public school districts have three funding options outside the general operating fund. These funds cannot be used for general operating expenses. Likewise, using the general fund for large capital infrastructure projects is not a viable option, in most cases.

Over the last several months, we have focused on what are known as general obligation (GO) bonds, a funding mechanism specific to infrastructure. Accessing this funding stream requires at least 60 percent voter approval. It’s a high threshold in place to ensure school districts are doing their due diligence prior to bringing a bond issue before their voters. 

Why? Because of the property tax implications. In our case, we are asking the voters to approve a $2.70 levy that will enable the district to sell $11.65 million in GO bonds. The proceeds of those bonds will be used to pay for the infrastructure and capital improvement projects that have been recommended by the task force, assembled last January.

The district also collects statewide sales tax revenue that can be used for capital improvement projects. Known by its more common acronym, SAVE, the district collected approximately $723,187.89 through the program during the last fiscal year. Of that, we used $580,939.60 as a payment for our revenue bond. (Our community may recall that we sold revenue bonds of roughly $5.1 million a few years back to pay for our K-8 renovations and addition.)

While the SAVE funding stream is not composed of property tax, it does permit and require the voters of the district to weigh in on how these funds are allocated. When you go to the polls on September 13, you will also be asked to approve what is known as a Revenue Purpose Statement (RPS). This lengthy document outlines all the different purposes acceptable for use of this fund. The RPS that we are seeking affirmation on is designed in a way to maximize the options available for infrastructure projects.

The third leg of this infrastructure stool is known as the Physical Plant and Equipment Levy (PPEL). While it can also be used for capital improvement projects, it serves as a great source of revenue for purchasing school buses. For the fiscal year that began July 1, we anticipate revenue collections in PPEL of roughly $436,415. During the last fiscal year, we purchased a school bus at a cost of $97,753 and an accessible van for $26,988. 

While the $1.34 levy has been in place in Hudson for decades, it does require voter reauthorization every 10 years. Renewal of the PPEL is not a tax increase, but rather a continuation of a levy that has been a mainstay of our capital improvement strategy for decades. Voters will decide on renewing the PPEL on September 13, as well.

The remainder of both the SAVE (after paying the bond) and the PPEL (after purchasing school buses) continue to serve important purposes for the district. For example, these funds are used to maintain our computers in the district. We budget $216,000 in capital outlays for such items as computers and non-instructional software. Classroom furniture routinely needs to be replaced, and these revenue streams are an appropriate funding mechanism for that. 

And, of course, we must be prepared for a wide range of emergencies that could arise. For this, we budget $100,000.

All three of these funding streams work in tandem to ensure we have top-notch facilities, stay up to date with current technology, and ensure our buses are safe and well maintained. Without these resources, the district would be forced to make difficult choices and reorder our priorities.

If you have questions about any of these resources, you are encouraged to reach out! If you would like to submit a question regarding our upcoming referendum, please submit it to our website at www.hudsonschoolbond.org. 

Don't forget to vote on September 13!

The Voters Will Decide

At the beginning of my tenure well more than a decade ago the board was steadfast in their desire to utilize a 'pay as we go' approach to capital improvements. The first couple of projects we tackled were parking lots, ones that were relatively easy to fund with cash on hand. But, as the years went by the 'low hanging fruit' became much higher to reach on the proverbial tree. Yet that strategy served us well and we were able to complete some great facility projects on behalf of the citizens of our community and the students we serve. Once we started master facility planning in 2018 it became apparent the 'pay as you go' philosophy would soon come face to face with the reality of time versus the ability to get the job done. Still, we persevered. Both Phase I and Phase II of the elementary renovation were funded with cash on hand. One of the proudest moments for the board came with the completion of Phase I, which made the competition gym accessible with the installation of the ramp at the south entrance. Once we got to Phase III though, it was apparent this work could not be completed using a 'pay as you go approach'. That is, unless the community was comfortable with a completion date sometime closer to (or beyond) my retirement. 

Generally speaking, I am sensitive to property taxes; as well you may be. With that mindset, when preparing our annual budget we have kept that at the forefront of our thinking and worked hard to be responsible stewards of the tax dollar. It was with that context we approached Phase III. Instead of relying on property taxes, we would utilize sales tax; selling revenue bonds and using the proceeds to fund the project. Hopefully you agree we have a beautiful building for our efforts.

Again though, when we began our planning in 2018 we understood that at some point a referendum was likely in our future. And in so doing, the voters would need to weigh in and have their voices heard. That is where we find ourselves today. While the pandemic put a hold on our plans, it also created an opportunity to rethink our priorities and re-engage with our community. 

To that end, we convened a task force of stakeholders that represented a broad cross section of our community. It included retirees, young families, employees, business owners, and farmers. Beginning in January of 2021, the group met regularly to scrutinize our high school facility and consider the future. They examined the building, brainstormed ideas, and considered how best to meet the needs of our students today and tomorrow. They met with architects, financial planners, and engineers. Each member of our task force brought their own area of expertise, be it as a contractor themselves, a parent of students in our schools, or a community member that has a vested interest in the success of our local public school district. I am incredibly proud of the work put forth by our task force and am honored they gave us their gift of time in this endeavor. 

In their discernment, they realized that many of our building mechanical systems have reached 'end of life'. Air handling systems no longer work properly (and in some instances never worked properly from the beginning). Our current library space is woefully underutilized. The industrial technology building has far outlasted its usefulness as an instructional space, particularly when compared to the industry standards of today. Furthermore, school safety is a top priority; and while recent efforts to improve security have been implemented, a safe and secure entrance similar to the K-8 attendance center would give everyone greater peace of mind. And finally, the task force recommended that we add gym space. The fact of the matter is that as enrollment grows, so too will our need for classroom space. Part of our classroom space issue will be resolved by reimagining our library. At the same time though, gym space serves more than one purpose as a competition venue. It also serves as a classroom space. The time isn't too far away and we'll be teaching two physical education classes concurrently. 

To help you learn more about the work of the task force, the key components of the proposed project, and the taxing implications of this referendum, you are encouraged to attend one of our upcoming public meetings. We'll have community meetings on August 16th at 12:00 p.m. in the Hudson High School library and then again on August 22 at 7:00 p.m. in the library. A special event designed for parents will also be held in conjunction with Open House on August 18th. 

As we go through the next couple of months in preparation for the referendum, you are encouraged to ask questions. You can submit your questions to our website: www.hudsonschoolbond.org, just scroll to the bottom of the page to make your submission. You are also able to stay up to date on the latest information by checking out our FAQ which is updated frequently. 

Following that, our work is complete. The time for you to cast your vote at the polls will soon be upon us. How do you do that? Vote on September 13th! And to ensure we give everyone ample opportunity to have their voices heard, you can choose to vote early on September 2nd from 4:00-8:00 p.m. in the competition gym, which is the same evening as our home opener football game against BCLUW. 

Is the investment in our community; in our school worth it? You'll have to decide when you visit the ballot box.

The Half Full Airplane

There has been quite a bit of news lately about the airline industry. Pilot shortages are causing significant delays in service, particularly around holidays like we just experienced with the 4th of July. American Airlines recently announced that it will no longer provide service to Dubuque regional, leaving that airport completely without commercial air service. There are multiple contributing factors that have added pressure to the industry. For starters the pandemic likely tops the list. Airlines are for profit enterprises and the way they maximize profit is to have as few empty seats as possible flying the 'friendly skies'. I mean, if they are flying the plane anyway it makes sense to do so with as many paying customers as possible, right? While I am not at all privy to the reasons service for Dubuque is being cancelled, there is no doubt the commercial airlines realized it was no longer profitable. Particularly when pilot shortages exacerbate the ability of a company to offer a full suite of services and flights to all sorts of exotic destinations. 

Major airlines will continue to operate aggressive flight schedules from the likes of Chicago O'Hare to LAX, Atlanta, Miami, and a whole host of cities without impunity. Many of those flights will be full, others not so much. Yet the business strategy remains the same: ensure there is a paying customer for each seat on the plane. After all, the plane will depart for their next destination anyway. Of course every plane that leaves the gate isn't full, and when that happens it cuts into the airlines profitability. It may force delays in the purchase of new airplanes. Perhaps cut back on pilot compensation (which may cause those pilots to go work for another airline). In extreme cases it may impact fleet maintenance. Or, in the case of Dubuque it may just mean the discontinuation of commercial airline service for a metropolitan area of roughly 100,000.

On the other hand, if airlines can keep the planes full, not only can they maximize profitability: they can invest their earnings back into the company. Pay their best pilots more so they can retain them. Buy new jets with better technology, safety features, and comfort. Aggressively maintain the fleet. Add the 'perk' of regional air service that not only raises the brand of the airline with connections to a major hub, but provides a much needed amenity to a broader market.

If you are wondering why I've devoted so much time today on a discussion about the business practices of commercial airlines, it's to make a much more relevant point. You see, today's column is not about the business strategy of commercial airlines. It's about schools. 

The fact is this. Come this fall, school is going to start. It won't matter if we have 750 students or 850 students. We'll have all the grade levels represented. Some of them will have empty seats, others may not. Much like the airline industry, we will be going from point 'A' to point 'B' no matter what. Indeed there are a lot of similarities. But the parallel really does end there. The reality of course is that we are not a 'for profit' enterprise. This means that all of our 'profit' becomes an investment back into our schools. Sure, we can (and have) operated classrooms with a lot of empty seats. While margins were very tight, they were enough to maintain critical operations. But we were forced to discontinue and cut back on some programs. Some maintenance was delayed, positions were cut, and we postponed curriculum adoption by making due with out of date text books. 

Today the story is much different because we have fewer empty seats. As a start, we have been able to  maintain a competitive edge when it comes to hiring and retaining staff. The acquisition of new curriculum is deliberate and planned. Most maintenance issues are scheduled as opposed to being addressed as an emergency situation. Career and technical education programs such as family and consumer science and business have been expanded. New programs like computer science are being implemented. The ubiquitous use of technology by students is done strategically and procured on a reliable and predictable schedule.

Look, we're going to get there one way or another. It just seems to make a lot more sense if we can do so without the aid of duct tape and bailing twine.

Setting Legislative Priorities

In some ways, it seems like the legislative session has just ended. For starters, the session was extended much longer than it should have been due to negotiations that centered on getting a voucher bill passed. Luckily that effort failed. But, if we think this is a dead issue we are mistaken. There is no doubt a similar proposal will be resurrected with the 90th legislative session set to begin in January of 2023. So even though it is July and we are six months away, now is a perfect time to begin our advocacy efforts. It is even more important now, since we will be going to the polls in November to cast our ballot for those who will represent us in the General Assembly. When you have the opportunity to meet the candidates, ask them where they stand on this and other issues that will impact your local public school district. It is in that spirit the Board of Directors outlined their legislative priorities for the 90th General Assembly during their meeting on July 20. 

Choice: Let's set aside the major point of contention that this last proposal included a diversion of $55 million [directly] from public schools to nonpublic schools at time when the per pupil rate of growth has failed to keep up with inflation. Consider the following sticking points with current choice legislation: As a start, there is a complete lack of transparency and accountability to the public. In public school districts, meetings are open to the public and you have a say in what happens in your schools. You can take a look at our financial records anytime you wish, examine employee salaries, and see, quite literally where every single dollar goes. Public schools are required by statute to have their records audited annually. Nonpublic schools have no such requirements. How about the competition factor and argument that a 'rising tide lifts all boats'? Choice proponents suggest competition will strengthen the entire education establishment. If that is the case, then let's make it fair. Insist nonpublics follow the same accreditation statutes and core academic standards. Require nonpublic schools to take any and all students who apply for admission. Regardless of socioeconomic status, whether or not they receive special education, and even if they are not the 'model' student. The fact is this: the number one indicator of how well a student is going to perform in school is socioeconomic status. Every reliable (and serious) study that has been done on this subject has made clear that when controlling for poverty, private schools do no better than public schools. Competition then? Sure as long as we are all held to the same rules. The fact of the matter is that Hudson ranks near the top in every metric used to determine school rankings and overall school satisfaction. The number of families that have elected to send their children to Hudson Schools and our enrollment trajectory proves that point. The 'playing field' is level. Let's keep it that way. For those reasons, the board believe that any choice legislation must remain under the sole authority of the local school board. 

Per Pupil Growth: 2.5%. That is the percentage by which the state cost per pupil grew for this new academic year. By comparison inflation is eating us alive right now, clipping along at roughly 9.1%. Think about this. In 2020-2021 we spent roughly $18,141.72 in fuel for school buses and the small fleet. In the year that just ended our fuel cost is in the vicinity of $32,901.27. Natural gas for heating? $43,232.59 in FY 2021; $57,922.37 for the year just ended (and it wasn't as cold this winter as it was last winter). At the same time we have to ensure that we are paying our employees competitive wages. If you want to be the best, you have to hire the best. The best aren't going to work for less than they can make at the district down the road. And let's face it, the competition for talent is becoming more and more challenging as we deal with an ever shrinking pool of quality candidates. The board supports legislation that sets the growth in per pupil cost timely and adequately, taking into account market conditions. Further, they are supportive of a mechanism that is formula driven if it is not set within the statutory deadline. 

Fully Funded Preschool: We spent a lot of time and effort during the last school year studying our preschool program with a goal of expanding services so we could include more students. The end result was kind of a 'mixed bag'. On one hand we were able to roughly double our capacity from 40 to 80 students, but we had to make some sacrifices to get it done. That primarily being that the preschool classes will no longer be co-taught but instead have two separate classrooms. It also would have been preferable to offer a full day preschool and to allow 'young' five year students to attend. But to do so would require a change in the funding mechanism. The current preschool program funding model is based on the premise of only 10 hours of required instruction a week. That works out roughly to a half day preschool program, which means the state funds only .5 FTE for a student. At the same time, a student can only participate in one year of preschool. This means a child could participate as a four year old, and if they are not quite ready for kindergarten there is no option for them. They would in essence need to take a 'gap' year (which creates child care issues for young families). For those reasons, the Board would advocate for funding that ensures all four and five year old children have access to the statewide voluntary preschool program. 

Unfunded Mandates: Frankly, there are oftentimes a lot of really good ideas proposed during the legislative session by legislators of all parties and persuasions! The trouble comes when these ideas become law without regard to costs associated with the implementation of them. While there are countless examples of unfunded  mandates being placed on schools, a couple stand out. One, that fortunately didn't become law; and the other that did. First the one that didn't become law was a proposal that would have required school districts to post curriculum and lesson plans online. On its face, this may have seemed like a great idea (it wasn't, but that's a topic for another day). But, the law did not provide any provisions for implementation. Most school districts don't have the infrastructure or administrative support and oversight to ensure implementation with fidelity. To further complicate the matter, the LSA estimate associated with the costs was grossly underestimated since it only took into consideration a set number of calculated work days to complete the task. Luckily the proposal failed. On the other hand, a proposal to inspect and mitigate for radon gas did become law. No doubt a great idea, particularly right here in the heartland where radon gas is more prevalent. The trouble is that there was no funding mechanism to pay for the testing, and inevitably the mitigation that will follow. For these reasons, the board is opposed to unfunded mandates. 

Next Steps for the High School Task Force

Last night the Board of Directors accepted and certified a petition from the high school task force calling for a special election that would authorize the sale of $11,650,000 in general obligation bonds. Following that, they passed a resolution ordering a special election for September 13, 2022. So what happens next? First, let's discuss how we got here.

In early February, the Board convened a task force of community members, parents, teachers, and various stakeholders to evaluate our current high school space to determine what, if any updates or renovations were needed. They examined the building carefully, discussed their findings and determined that yes, there were areas in our building that need to be addressed and that those needs could not be satisfied within the confines of our regular school budget. Among their findings included the following recommendations:

A Safe and Secure Entrance: Much like the elementary school prior to the construction of the new entrance, visitors and students can enter the building without going through the main office, which is virtually a blind entrance. We have partially mitigated this with the installation of cameras and a door buzzing system at the main entrance, yet that doesn't totally solve the problem. Once a visitor is buzzed in, they can bypass the office and enter into other academic areas of the building. The task force recommends creating a safe and secure entrance where patrons pass through the offices prior to entering academic spaces of the building.

Renovate, Remodel, Repair: This recommended work closely mirrors what was previously completed in the K-8 attendance center. Our building is going on 25 years old and just like your home it needs updating, maintenance, and renovation. During a downpour, the windows leak. Our ceiling sags throughout the facility with bent and broken ceiling grid and our lighting system still uses the old fluorescent light bulbs that are inefficient and obsolete. The flooring is worn and has been patched. And the elephant in the room when it comes to the renovations of this building: the HVAC system needs to be replaced. Truth be told, the system has never functioned properly; even when the building originally opened. In the interim, much of the equipment has reached 'end of life' and we are continually pumping money into a system that is inefficient, and trying to procure parts that are becoming obsolete.

At the same time, the task force realized it was necessary to look with an eye toward the future particularly as our community and enrollment grows. The task forces recommends that part of our renovation include reconfiguring some of the classroom and support spaces inside the building, in essence providing us with more instructional spaces for classrooms and offices. The task force also identified two key areas that should be considered within the scope of this project. 

Career and Technical Education Addition: Specifically speaking, our Agriculture and Industrial Technology space is the target of this improvement. You've all seen our building, it is in very rough shape. Under this proposal we would raze the current building and construct a new classroom addition specifically for our career and technical education classes that includes not only new classrooms, but lab spaces as well. At the same time, dependent on the exact location of this addition, it could provide an opportunity to add parking where the current building is located. 

High School Gym Expansion: When we evaluated our gym space it was determined that the current space just isn't sufficient for what we need now or in the future. I understand that when we say 'gym expansion' most folks automatically go to 'athletic facilities'. While there is no denying the fact this proposal will be beneficial for the activity program, that is really a secondary consideration. When we think about our our academic program holistically, we need to consider the fact that the gym first and foremost is a classroom. Our charge as an educational institution also includes promoting a healthy and active lifestyle. Currently, physical education is taught 8 periods each day and our class sizes aren't getting any smaller. As enrollment grows, so too will our need for gym space for instruction. We are not far away from a scenario where we will need two concurrent physical education classes. 

During the 2018 facility task force work, the group explored an idea that would have required the closure of Washington Street between the two attendance centers. When that was proposed to our community, we learned that was not a move that was supported by the community. When this new task force convened this winter, I wasn't all that surprised when the same idea resurfaced. This time we posed this specific question in our community survey, which affirmed what we already knew: closing Washington Street is not supported by the community. While we are still determining locations of the new additions that are being proposed, I can assure you that closing Washington Street is not part of the calculus here. That will not happen.

So what is next? Well, at this point we are a very long way from any of these ideas coming to fruition. As a start, we need to make certain that we answer any and all of your questions. I presume there will be a lot of them in the coming months, and frankly I hope there are. You need to be an informed voter and we'll be spending a lot of time over the course of the next several months leading up to the election answering those questions. The fact is, this will require an investment from all of us.

Then, come September 13th we'll all get to decide. As a community is the investment worth it?