Over this past weekend, the anticipated amendment to HSB 542 and SSB 3073 was released. Unfortunately, the bill does little to assuage the concerns that have been previously discussed. In many ways, it reinforces and underscores the issues that have already been highlighted. Local decision making authority is transferred to the Director of the Iowa Department of Education, even abdicating decision making power away from the State Board of Education to the Director. This means the authority for staffing, contracts, reorganizations, and requests by a school district to enter into a fee for service agreement with an AEA has to be approved by the director. While this amendment claims that districts will have the ability to decide how to use our special education and education service funds, the director has the authority to determine whether or not districts can contract for those services. In a nutshell, the AEA would become a subset of the department, operating outside the purview of their locally elected board and the public.
If this bill is enacted and the AEA system manages to survive, I worry that significant damage has already been done. Asking questions about how we can improve a system through study and thoughtful deliberation is one thing. When making big decisions for our school district, it would be very unusual and contrary in my role as superintendent to do so without thoughtful deliberation and input from a broad array of stakeholders. I do so because in many instances, the decisions that are made in my office can have ramifications that extend far beyond my tenure. I do so because of the value placed on those voices: parents, community members, employees, and school board members. Granted, I don't always like the input received, but make no mistake: that input shapes the narrative and decision. In this instance, it seems a study was done by the out of state firm 'Guidehouse'. While I am unfamiliar with the firm, the report appears to lack the critical context that stakeholders with intimate knowledge of the AEA system could provide.
Again, to be clear: asking questions and shaping policy that enacts change is appropriate. In fact, I can get behind and support that idea. But blowing up a valuable organization and placing the blame for learning gaps in special education populations on an agency that provides supplemental and consultation services is misguided. That is what the Guidehouse report suggests (see page 8: 'Numbers Reveal that Iowa Students Struggle Despite AEA Support'). Learning gaps for students with disabilities are incredibly complex and multi-faceted. The AEA system would not be the first place I would look to [scapegoat] to solve this problem. Perhaps chronic absenteeism would be a better place to start? Again, multi-faceted!
This claim and lack of stakeholder input isn't real helpful. No doubt demoralizing.
We have numerous AEA staff who are in our district daily. In a lot of ways, they have become extensions of our own faculty. Our teachers have developed relationships with them, know their families, and interact with them with the familiarity of a trusted colleague. As has been articulated in this blog a couple of weeks back, the services they provide to districts are mission critical. From the testimonials that have been shared around the state and the advocacy of various stakeholders, it would appear that the value of the AEA system has been recognized. When we need help with a problem of practice, navigating a particularly tricky IEP, or are engaged in the redesign or overhaul of an instructional program; our consultants at the AEA are our first, and usually last call. What would we do without them? How would we do it without them? Our legislators are contemplating those very questions right now. It appears to me, perhaps optimistically so; that they are thoughtfully deliberating those very issues. If we can agree the advocacy is working, this is not the time to let up. I might recommend the amendment that was released be quickly rejected.
Even so, I worry a bit that the heavy handed discourse already being debated will have lasting repercussions. As these extensions of our faculty have continued to be in our buildings day in and day out, it most certainly is difficult [for them] to carry on with their day to day life. Imagine trying to focus on the job at hand with all the outside noise, turmoil, and uncertainty. Yet they persevere and are handling this epoch like true professionals. But during those quiet private moments in passing I ask: how are you doing? A shrug of their shoulders and a whispered 'OK' with glistening eyes; I'm not sure they really are.
These are educators too. Most of them, at one time were working in a local school district. Perhaps someone recognized a talent in them where they understood the nuances in special education law better than anyone else. Maybe they have the ability to develop specially designed instruction that is proven to impact student learning. Or a skill set attuned to adult learning theory. Recognizing this calling, they received advanced training and began a career at the AEA. Indeed, for a lot of these folks a move to the Agency was considered a career advancement. But the overarching mission and reason they got into this profession remained the same: to help students learn, discover who they are, and prepare them for life. It's just that they are one step removed from that classroom. They help us to answer the vexing questions of the day. The problem that we haven't been able to solve yet. They help our students by helping our teachers sharpen their own skills with quality professional development.
They other day I was driving by the AEA on an errand after work and I noticed the sign out front was advertising job openings. With all of this is going on, they still have to fill positions for a whole host of services that we expect (as school districts) to be filled. But the real question is this: who on earth would want to take that kind of risk right now? Truth be told, a lot of the current talent is looking for the exit ramp. Retiring early, leaving the profession altogether, or moving somewhere where their skill set will be put to use. I worry that once the dust settles, we'll be faced with a real talent deficit. Because here is the reality: all of those service that we have come to rely on as local school districts are services that we will still need, no matter what.
Perhaps the belief is these folks will land on their feet at one of the 325 LEAs that will be scrambling to fill the void left behind. A fallacy for sure since the economies of scale that were a foundational strength of the AEA will be lost.
THANK YOU FOR ALL OF THIS!!!
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