Your Involvement is Important

Last Tuesday we had to contend with winter weather. Thankfully this year hasn't been all too bad considering the historical record. I have to admit that I was sweating it a little bit. It wasn't even 5 minutes past my announcement that we would stick with the late start when the conditions began to deteriorate. Our buses were on the road; so absent turning them around we were at the point of no return. I knew the next hour was going to be stressful as the buses ran their routes and students (in particular our young drivers) made their way to school. I was waiting for the buses when they returned to school with the kids and all reported that conditions were fine. It turned out to be a very good week at Hudson Schools. But not for that reason alone. 

On Wednesday evening we hosted our second meeting of the high school task force. This cross section of community members have been gathering to discuss a possible renovation of the high school that, if moved forward will likely result in a referendum. If you recall, it was very cold that evening. (It was also very cold the evening of our first meeting.) Based on what happens in most communities, our consultants expected a much lower turnout at the second meeting. That didn't happen this time. In fact, we picked up a few people this time around. 

Then on Thursday I spent the day in Des Moines (a story for another day) and had to drive home in a snowstorm. If I didn't have a different meeting to get back for that evening, I may have considered staying in Des Moines. We were scheduled to meet with parents at 6:30 to unveil our plan for the early childhood expansion next year. It was important I make it back in time. With the weather, I anticipated a pretty small crowd. But it wasn't to be. Kind of like the high school meeting, we had even better attendance than we had during the fall meeting. 

What these two meetings showed me was that we have a very high level of community engagement and folks that are willing to give the gift of time. To provide input. To seek understanding. As we consider our future as a school district, I am thankful that we have this level of engagement from our parents and our community members. It is not like this in many parts of our nation (or even our state). Indeed it is often disappointing when I turn on the evening news and see reports of a great deal of negativity in schools. Board meetings packed with people angry about a decision that has been made, a book that is being taught, or a curriculum that is up for adoption. We are certainly far from perfect, but I am grateful for the level of pride you all have in your schools, and the trust you put in your child's teacher to provide them with the very best educational experience they can expect in the Cedar Valley. Hopefully you always feel like you are able to ask questions and, even if you don't always agree at the very least understand.

I want to encourage your continued involvement and have another very special request. Next week is parent teacher conferences. There really is no better opportunity to engage one on one with your child's teacher to discuss the most important people in your lives. You have the opportunity to understand what is going on in the classroom by asking questions and getting a very up to date and timely report on the academic progress of your kids. And our teachers have the opportunity to learn more from you about your child. 

We are wrapping up the third quarter this week. Once we return from spring break, it is going to be a sprint to the finish line. This may well be your final opportunity to visit with your child's teacher. Whether you are participating in a task force or a parent teacher conference, your involvement is important.

Preschool Recommendation Will Double Current Capacity

Late last spring our early childhood team approached me with a pressure point concern insofar as it related to our preschool and kindergarten program. It seemed that we had a number of families who preferred an additional year of preschool [whom would have been otherwise eligible for kindergarten]. In the past, we had accommodated requests like this by permitting children to participate in the preschool program as five year old[s]. The caveat was that they couldn't take the place of a four year old and that they had to pay tuition. Prior to the school year we currently find ourselves in, we were able to meet this need. Our preschool program wasn't full, so it was a relatively easy decision to allow these tuition paying students fill out the roster. 

Yet it was/is a delicate balancing act. Currently our preschool program is limited to 40 seats and we have to hold some of those seats in reserve to accommodate 3 year old students who have IEPs (Individual Educational Plan). The trouble is, on any given year we never really know how many 3 year old students there will be or when they will show up. Once a student turns 3 and has an IEP it becomes the local school district responsibility to serve that student. 

Going into this school year, our program was full meaning those 5 year old students couldn't be served, because again they can't take the place of a 4 year old. Because of this several students needed to be turned away. One of the solutions that was posed was the addition of a transitional kindergarten program. We have spent this year exploring that and other options in order to meet the needs of our early childhood program now and in the future. 

A transitional kindergarten program is one that is specifically designed for students who have completed preschool, but there is a feeling they might not be quite ready for kindergarten. In the eyes of the Iowa Department of Education, students who participate in transitional kindergarten are viewed no differently than those who are simply retained their kindergarten year. 

Knowing that it would be unlikely enough students would otherwise be 'eligible' for a transitional kindergarten, we considered an option that expanded our current early childhood by 20 spots to 60 total. This third section would have operated as a full day program mixed with 4 year old students and 5 year old students. The 4 year old students would be exposed to preschool curriculum, instruction, and assessments and counted and funded as preschool students. The 5 year old students would be exposed to kindergarten curriculum, instruction, and assessment and be funded as kindergarten students. At the same time, both the 4 year old and 5 year old students would be required to have access to an equitable program; in other words, the same as the rest of the preschool sections (half-day), and the kindergarten students (1,080 hours of instruction). Further, those 5 year old[s], since they were in fact considered kindergarten students would need to have access to all the amenities of their other kindergarten peers. If it sounds like a heavy lift for a teacher, it most certainly is! For these reasons, we determined this was not a workable solution for our district.

Our second option was a variation on the theme (if you will). Again, the program would expand by 20 spots for a total of 60 and would be a full day program. The difference this time, however, would be that all of the students (both 4 and 5 year old[s]) would be exposed to the same curriculum, instruction, and assessment. The 4 year old students would be counted and funded as preschool students. The 5 year old students would be counted as preschool students and funded through tuition. While this would not be as heavy a lift as operating two separate programs within the confines of a mixed classroom setting, it does create an issue of equity. Under this model, we would have one section of preschool funded with SWVPP (Statewide Voluntary Preschool Program) operating a full day program; and two sections of preschool funded with SWVPP operating a half day program. Further, it is important to realize that SWVPP funding is half the state cost per pupil because of the fact it is designed to fund a half day program. So, financially it would be very difficult to make a full day program operational on half day funding. Based on these factors, we concluded this too was not a workable solution for the district.

This leads us ultimately to the recommendation that we think is best for our district and for all families: expand the program by 28 spots for a total of 68 and create four half day sections. Under this scenario, we would dedicate one of the sections solely to 3 year old students on IEPs. This would leave 60 (half day) slots for our 4 year old students and 5 year old students. Granted, the 5 year old students would need to pay tuition and still would not be able to take the spot of a 4 year old, but it would relieve a tremendous amount of pressure on the current system. Further, current census projections suggest that, with kindergarten class size averages approaching the upper 50s, 60 spots is in alignment with district need for the next several years. One has to remember that we typically won't have all that many 5 year old[s] in the half day program and not all 4 year old[s] attend preschool. 

Proposed School Budget Reflects Enrollment Growth

I once had a mentor who told me that he spent most of the current school year planning for the next one. While that is a bit of an exaggeration, there is some merit to such a proclamation. As we progress through our collective school years, we must always do so with an eye to the future. In some respects, that future is now upon us in Hudson and is based on current and projected enrollment growth. Some of those plans include expansions to early childhood education, career and technical training (with specific emphasis on workforce preparedness), new and exciting elective courses at the high school; and growth in the fine arts program. All of this of course is framed around the work of our high school renovation task force. For certain each of these topics warrant a discussion on their own, but for today we'll just focus on the overall broad picture.

At our school board meeting on Wednesday, the board was presented with a draft proposal of the 2023 fiscal year school budget. One important realization is that as our enrollment grows so too will our need for staffing. Luckily, we have settled the matter of teacher compensation and wages for the new school year which will enable us to go to the market sooner and recruit quality educators to our ranks. That is great news, because we are looking for some teachers right now. To view our open positions for the 2022-2023 school year, click here. Of those current postings, the 6th grade teaching position that is listed is due to enrollment growth. Our initial projection for grades P-6 suggests an enrollment boost of 17 students.

Part of our ongoing conversation this school year has also included debate about an expansion of our early childhood program. While we are very close to making a decision about program growth, the board has not yet had an opportunity to give their final approval for that plan. I look for final action to take place on this issue in March. Our budget also includes increases to our music faculty which was enacted this past January and an increase in our Family and Consumer Science program which was approved last spring. Finally, we are contemplating the addition of a school social worker to assist our school counseling staff with the very large case loads they are now handling. Again, the theme of this fiscal plan is that as our enrollment grows, so too will our budget,

Obviously growth on the revenue side of the ledger makes it a bit easier to manage added expenditures on the other side. In January I discussed with you the need for adequate and timely SSA. Thankfully, at the writing of this column, the SSA rate has been set. Regrettably, the SSA number that will ultimately be enacted into law is far from adequate. While our growth from SSA suggests an increase of only $5,189, we can see the real impact in the bottom line of the budget. Originally, I had planned for a 2.25% increase in SSA based on a 'worst case scenario', which suggested a gap just north of $90,000. Based on preliminary calculations using the now known 2.5%, that number is closer to $74,000. Even so, there is a silver lining for us here in Hudson.

The real growth [in revenue] for our budget is coming from open enrollment tuition. Likewise we are anticipating substantial growth from residential enrollment over the next several years. However, to put some real numbers with that [open enrollment] growth, our current budget suggests $871,750 in revenue from open enrollment, which is up substantially from the originally budgeted number for FY 2022. In FY 2023, we are currently budgeting $1,042,459, which is an increase of $170,709. 

The good news for you, our taxpayers is an anticipated decrease in the tax rate of almost 74 cents. This would equate to an approximate $100 savings for the average residential property owner. 

Let's Focus on Realistic Legislative Proposals

In the last couple of weeks have seen a flurry of activity as work at the state capitol continues. As is always the case prior to the first funnel, a lot of bills are introduced that are unlikely to advance. I can only speculate as to the motivation for some of the more, shall we say eyebrow raising proposals that are suggested. Perhaps it is to fulfill a campaign promise or to address an obscure issue of a single constituent. Maybe it is to shine a very bright light on a serious issue that needs to be addressed. Or, perhaps it is nothing more than an opportunity to grab a headline. There have certainly been a number of those. One such bill suggests the installation of live stream video cameras in each classroom, and that school districts fund this using resources that are already at our disposal (in other words, an unfunded mandate). The fact is, there are so many issues that make this proposal unworkable that we shouldn't spend too much time worrying about it. Granted, it is a bit annoying that I just spent a couple of sentences discussing something so outlandish, but yet perhaps that was the goal of the proposal?

The important work, or that in which we must pay attention to, are those ideas that are advanced from a subcommittee or a full committee; and those that originate from the governor's office. This last week we started to see some realistic policy proposals begin to take shape. Note: realistic policy proposals doesn't necessarily mean that they are good ideas. 

Bills dealing with supplemental state aid (SSA) were introduced last week. Senate Republicans introduced their SSA bill (SSB 3090) calling for a 2.25% increase. House and Senate Democrats are asking for 5%, while the Governor and House Republicans (HSB 658) both came out initially at 2.5%. The reality is that SSA is going to land somewhere between 2.25% and 2.5%. As I mentioned two weeks ago, we most certainly have a stake in the SSA discussion. As a growing district, we do have some unique challenges. First and most important, we need to ensure that we are hiring staff at a rate to keep up with our enrollment growth. This means not only greater capital outlay, but that we need to ensure our compensation package is competitive. Under a draft budget proposal the board is set to review next week, the 2.25% SSA rate that was proposed in the Senate could cause the  unspent balance to drop by $91,266. Heck, if they set the rate at 3%, we could still see a decrease of $40,318. The alternative would be to delay some hiring decisions and depress wages; the consequences of which might mean losing good people or not providing important student services and programs. However, since we have the need and the resources, I suspect we'll move forward. It would appear the legislature also has the resources, albeit a different philosophy of how they should be allocated.

Also worth noting this week is the governor's omnibus education bill, which was released last week and is now working its way through the Senate. The voucher proposal is what gained the most media attention. The proposal would call for 70% of the state cost per pupil being put into an educational savings account for qualifying students to use at the private school of their choice. The remaining 30% would be redistributed to small rural schools around the state, specifically those with budget enrollments of 500 or less. Any private schools who accept the voucher money would not be required to alter their educational program or admissions policies, and it would prohibit the state from imposing any 'undue burden' on private schools who accepts the voucher. In other words, these schools would be permitted to operate under a separate set of rules than public schools, and without any semblance of transparency. This legislative proposal does nothing to support the public school system in Hudson, and in fact would be detrimental. Imagine if, instead of a voucher appropriation, this was instead appropriated to SSA? It would be a real game changer.

High School Task Force Begins its Work

As I shared back in December, we are now preparing for the next construction project in our school district, which is the renovation of the high school. At 24 years old, the building is beginning to show its age. Like our K-8 attendance center, some of the work that needs to be completed is identical to its counterpart across the street: we need to replace the HVAC system, the windows are largely inoperable due to parts no longer being available, and our lighting needs to be converted to an energy efficient LED system. Cosmetically, the ceiling tile needs to be replaced and floor coverings throughout should be updated. Perhaps these are the most pressing of needs, yet are not the only components of a larger scale project the district is considering. Indeed there have been a lot of ideas floated over the course of the last several months. The trick is going to be identifying priorities and coming to consensus on that work. 

Like the K-8 building, a strong case can be made for a secure entrance that would eliminate blind entrances. In so doing, it would open up the current office space for other uses. Remodeling the media center could enable us to expand learning spaces. An academic wing built off the northwest corner of the building could provide much needed space as enrollment grows. The auditorium is, well snug. Gym space is always in premium demand, and as enrollment grows we may need the ability to offer multiple physical education classes concurrently. Of course with more students, logistical challenges with serving lunch and having enough space to do so become a bit more interesting. Some folks have suggested a new wrestling room is a definite need. Did I mention parking? 

Truth be told, there is no shortage of ideas. This is why we have established a task force to explore the high school, consider multiple ideas, and come up with a plan that everyone can get behind. This is, no doubt a tall task. With their first meeting held just last week, I am excited at the diverse array of ideas that was discussed. At the same time I am confident they will be able to separate needs from wants and come up with a solid plan the entire community will be able to support.

Because at the end of the day, while the list of ideas may be infinite, our ability to execute on them is limited. Ultimately, this project is going to take an investment from our entire community. And in order to move the investment forward, we'll need to demonstrate the investment is going to pay the dividends that in the end make it worth the time and money. I'm excited to get to work!