Collaboration: The Core of Strong Decision Making

I've been around long enough to know that if I'm the smartest person in the room I need to find another room. When I first became an administrator all those years ago, I was nervous for a lot different reasons. None more so than the fact that I was a former music teacher, now all of a sudden expected to know about all sorts of things that were not in my wheelhouse. When my administrative career began, one of the biggest worries I had was understanding this thing called 'DIBELS' (seems pretty trite now). I shouldn't have worried about it at all, because the teachers that were in the building knew exactly what it was, how it worked, and why it was important. I only really needed to know what it was from 'the balcony' view. So, my mantra since entering the administrative side of education more than two decades ago has always been that 'we hire professional people to do professional work'. When a parent presents a problem of practice; let's say it's reading, I'm not your guy. But the good news is that I have a whole elementary building full of people who are experts at solving reading problems. 

Over the years I've also learned that I don't need to have all the answers. Every once in a while, a programmatic issue may come up that is a source of conflict. The concerned parties may come in to visit or send an email, citing Iowa Code chapter and verse. Want to know a little secret? It's entirely possible the concerned party knows more about the program than I do. When something is personal you tend to do your research. I don't know Iowa Code inside and out, even on education issues. Granted, the interpretation presented by the offended party may not quite be right, but sometimes it is! These issues should always be viewed as opportunities for us to get better, clarify a program, or to simply make a course correction. 

The point is that while I don't need to have all the answers, it is absolutely a job requirement that I can find the answers. Which really brings me to the point of today's column. It's surrounding myself with people who do have the right answers. Whether that is a reading specialist or a building administrator. 

Now, I'm a bit biased here but for the most part I think we get it right when it comes to making decisions on behalf of the school district. I know, I know. There are plenty of folks reading this right now who can probably cite multiple examples where we blew it. We'll get to that. But the reason I make such a bold claim is because those decisions aren't made in a silo. In other words, I'm not sitting in my office with some master plan or rubric making the call. No, I rely on my team to help sort through the complexities and nuances of the issues we grapple with. Yes, when it comes to the big problem(s) of the day I am sitting down with my building administrators and solving the problem as a team. Asking for their input, and having them challenge my thinking and exposing weaknesses in the possible solution. When we come together to debate and argue, it only makes the decision more sound. So, when we get it right-it's because I listened to the team. When we get it wrong? Well, I probably wasn't a good listener. 

So as we close out the month of October, I'll do what I should have done at the beginning of the month. Thank our principals for all they do to to support learning in our schools. I am proud to have these leaders who guide our schools every day. 

Thank you to Mrs. Betts, for fostering an incredibly positive and inclusive school culture, ensuring both students and staff feel valued and motivated to excel. She provides an extraordinary balance to our team and can be counted on to offer perspectives that may otherwise go unnoticed by the rest of the team. I continue to learn from her thoughtful approach to the multitude is issues that cross her desk daily. 

Thank you to Dr. Zellmer, who has quickly established an atmosphere of high expectations and collaboration, working hard to bring together a cohesive middle school team that has long yearned for an identity of their own. His deep experience is already translating into tangible, positive outcomes for students and staff.

And we can't forget to thank our grizzled veteran, Mr. Dieken. He is an invaluable institutional anchor and visionary. His calm demeanor and decades of navigating every conceivable school challenge provides a steady hand for our team. His unmatched historical perspective and wisdom are one of the reasons we often turn to him first when complex issues arise, benefiting from his deep, proven experience.

School Board Election November 4: Meet the Candidates

The school and city election is scheduled for November 4 and this election cycle we have 3 seats on the school board up for election. There are 3 candidates running for these seats and include incumbent Sannon Ingamells, who is seeking her second term on the board, and both Jared Seliger and Scott Beenken who are running for their first term. I encourage you to take a few minutes to read about these candidates and be ready to cast your vote on November 4!

Scott Beenken

Scott is no stranger to the community, growing up just south of Hudson on a farm near Buckingham. He is a proud graduate of the North Tama School District and continued his post-secondary education at Iowa State University. While at Iowa State, Scott earned a Bachelor's degree in Agricultural Studies and minored in Agronomy. 

As a co-owner of the multi-family row crop farming enterprise of B & H Agriculture Services, Scott and his team farm approximately 4,000 acres which includes some custom enterprises. Their operations not only include an area right around Hudson, but spans three counties including areas in Blackhawk, Grundy and Tama.

He has been married to his wife Stephanie for 18 years who is a registered dietician that works out of the Waterloo clinic of veterans affairs headquartered in Iowa City. Together, Stephanie and Scott keep very busy raising their three children who are all students in Hudson Schools: Sydnie is in 8th grade, Declan in 5th and Logan in 1st! 

Scott was drawn to board service through his volunteer work with the school. As an active member of the SIAC (School Improvement Advisory Committee), he was recruited to serve on the steering committee for the 2023 general obligation task force that led to the successful completion of the high school project. He is committed to a team approach to problem solving and truly believes that the collective strength of a team is what strengthens any organization. He recognizes that as a key attribute to anyone who aspires to board service.

When asked about the greatest challenge facing education statewide, he zeros in on funding. Understanding how to manage scarce resources is a challenge for all school districts and it takes a keen eye and careful understanding of the issues in order to wisely and efficiently allocate those resources to our educational programs. Hudson, on the other hand, has very unique challenges when compared to other school districts in Iowa. Where many schools in Iowa are facing declining enrollment, Hudson appears to be in direct contrast with growing enrollment. Our challenge then is to manage our educational spaces as our enrollment grows, which will ensure our students have a solid base in which to meet their future goals. 

Scott hopes that his service on the school board can make a positive and lasting impact. He understands that, not only is he working to improve the educational outcomes of his own children, but all of the children in Hudson schools, now and into the future. 

Shannon Ingamells

Shannon grew up in Cedar Falls and holds a BA Degree in Community Health Education from the University of Northern Iowa and an Associate Degree in Nursing (RN) from Inver Hills Community College. She is currently employed by Waverly Health Center as an RN in the Medical-Surgical Department and has varied nursing experience in pediatrics, public health, home health, hospice, and school nursing. Her past experience, specifically, as a school nurse manager within schools in the Cedar Valley has given Shannon a unique perspective. 

Shannon and her husband Wade, a Hudson native, have been married for 24 years. They lived in Minnesota when they were first married. Shortly afterward, they moved back to Iowa and have been happy to call Hudson home for the past 22 years.  Both of their children are graduates of Hudson High School. 

Shannon is finishing her first term on the board and has found the work rewarding, and is eager to serve another term to continue her service to the district and community. She has an interest in educational law as well as collaborating with others to arrive at the best outcome. She is accustomed to working in unique situations with an adverse and complex set of barriers. She has extensive background working with children with special health care needs in the school setting and collaborating with the AEA. She believes it takes a village to raise a child and wants to help impact the educational experiences of our Hudson students.  

Shannon believes in the uniqueness of each child and that it can be challenging for educators to find that uniqueness about each child and meet each child and their families "where they are". But, she feels if that uniqueness can be found and lifted up to help the student reach their full potential, their opportunities in life will be limitless.

Despite being a smaller school district, Shannon is happy to see the progress Hudson Schools have made to offer a myriad of educational opportunities and activities to students. Her daughter, a 2021 Hudson graduate, was able to take a CNA course her senior year. This was an amazing experience and sparked her daughter's interest in pursuing a degree in nursing as well as working at a local nursing home as CNA. Her daughter loves her CNA job and has learned that caring for others is her passion. Her daughter is currently a student in the nursing program at The University of Northern Iowa. Shannon's son, a 2024 Hudson graduate, found his path by taking welding courses at Hudson during both his junior and senior years as well as participating in the Cooperative Work Experience (CEO) program. Her son then went on to earn a welding degree at Hawkeye Community College and is now loving his full time work as a welder for a local rail car company. Shannon believes the educational experiences her children received while students at Hudson has helped shape who they are today.

If re-elected, Shannon hopes to continue making a positive impact by the choices and decisions that are made as a board member.  She is committed to ensuring Hudson Schools continues to be a place where students want to learn and teachers want to teach, where they wake up every morning and are excited to be there.  Shannon is proud of the work she and the current school board are doing. She appreciates the team work, discussion, and importance placed on each issue to ensure the best possible outcomes for our students, their families, and our staff.

Dr. Jared Seliger 

Originally from Jesup, Dr. Seliger is a graduate of Don Bosco High School and holds a Bachelor of Science degree from Loras College; a certificate in nuclear medicine from the University of Iowa, an MBA from the University of Northern Iowa, and a PdD in Educational Leadership from Iowa State University. He has worked at Allen College in Waterloo where he started as program director in the Nuclear Medicine Technology program. In 2018, he was named President of Allen College.

Dr. Seliger and his wife Miranda have lived in Hudson since 2010 and are raising one daughter, Tenley who is currently in 4th grade. He is excited to be running for a seat on the school board and is eager to give back to the community. Jared believes our public school system is the catalyst and foundation to success in life and wants to ensure that Tenley and all children in our community continue to receive an exemplary education. He hopes that by serving on the board, he will be a strong advocate for children in Hudson and work to ensure the education they receive is among the best in the state and country.

From a statewide perspective, he believe the greatest challenge to be an ever shrinking pipeline of young people pursuing education as a career. Dr. Seliger points out that Iowa has numerous small, rural districts that can make it difficult to compete for talent. The inability to attract strong teachers to smaller school districts will make it even more difficult to adequately serve the needs of students in those districts. 

On the other hand, he believes the greatest challenge facing the Hudson Community School District is rapid growth. As more students move into the district, the current infrastructure is not sufficient to meet the needs of a growing student population. While he applauds the current expansion and renovation at the high school, he recognizes that continued student growth will create additional infrastructure challenges. 

Enrollment: Headcount Up; Certified Down Slightly

October is a very busy month for school administrators in Iowa, as a plethora of state reporting occurs. None may be more important than certifying our enrollment. October 1 is the Official Count Day, and that is the day we take a census of the number of students we have in our school district. This enrollment census is critical because it provides the first key variable necessary for budgeting the 2026-2027 school year. Once we have taken that count on October 1, the following two weeks are used to reconcile those numbers with other school districts, ensuring students who are open enrolled, attending private schools, or who are homeschooled are property accounted for. Today then, October 15th is the date those numbers are certified with the state. To view the complete report, please follow this link.

When considering preschool through twelfth grade enrollment, the district is currently serving 924 students, which is slightly less than last year. Kindergarten through twelfth grade enrollment on October 1 was 877 students, which was less than projected through a student conducted by RSP and Associates. That study predicted enrollment would be 893. Although this difference is notable, the headcount, or number of students attending Hudson School is up 8 students from last year at the same time period. Up is good, but this less than expected and could be indicative of a softening economy. 

Certified enrollment describes students with a physical address of Hudson and includes students who attend school in Hudson or open enroll to another public-school district. Our certified number is down 8.54 students from last year. The basic calculation is the number of resident students attending in the local district, plus the number of resident students attending another public-school district. The BEDS count, on the other hand considers students who are served in the school district. The basic calculation here is resident students attending our school district, plus those who are open enrolled into Hudson. In this case, there is a net increase of 5.10 students over last year from 876.64 to 881.74, or a .58% enrollment increase. This is less than expected.

The number of students open enrolling out of Hudson has also increased from 69 to 73 with just over half choosing Cedar Falls (33). The second spot belongs to a host of online options, with (13) Hudson residents attending those programs, followed by (12) in Gladbrook-Reinbeck. There are 185 students open enrolling into Hudson, compared to 170 from a year ago. Waterloo continues to lead, with (117) students open enrolling into Hudson, up from (114) a year ago. Our data suggests (11) students taking advantage of the ESA program, up from (5) one a year ago. The primary takeaway is that a net positive of 113 students (those open enrolled in minus those open enrolled out) is a very good sign for the district.  

We had 41 students who were enrolled last year but have subsequently transferred out or moved to another school district. This compares to 39 students who moved out last year and would suggest a more transient population of learners.

Elementary grade levels remain the largest, with 4 sections per grade level from grades K-3. Even while considering a slight dip in enrollment this current year, the district anticipates a four-section grade level pattern to continue matriculating across the district. Even so, a deliberate decision has been made to cap open enrollment. This is being done purposefully in order to accommodate the increase in resident ‘attending’ students. The strategy being employed will be to counterbalance residential enrollment with open enrollment. As residential enrollment increases, open enrollment will decrease; which is illustrated in this report. While the challenges of staffing remain real, the fact is that residential enrollment growth will undoubtedly add additional strain to our system.  

Enrollment projections used in this study 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 76 students; while in the last 10 years it has averaged 65.5. Based on both residential enrollment growth coupled with open enrollment, a projection of 76 seems to be right, particularly since open enrollment from Waterloo is not anticipated to drop off. 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 a current high-water mark of 970 in 2030-2031. 

However, during the last school year, the school district contracted with RSP and Associates to conduct an enrollment study for the school district. As mentioned in the opening paragraph, this estimation was slightly off what was predicted. Yet, it is important to note the RSP work suggest K-12 enrollment topping 1,011 during the 2029-2030 academic year. This should not be interpreted as one model being superior to the other, but they instead should be viewed as complementary instruments that utilize different methodologies. While this analysis is markedly different from the cohort methodology deployed by today's report, both models suggest rapid enrollment growth; particularly evidenced by smaller class sizes graduating from high school and larger class sizes entering kindergarten. To compare the results of both reports, please visit the 'About Us' section of our website. 

Homecoming 2025

The concept of homecoming has its roots in the early 19th century when it was first adopted by colleges and universities to as a way to welcome back alumni around a major athletic event. According to legend, the athletic director at the University of Missouri was looking for a way to boost attendance at the annual rivalry football game during the 1911 'Border War' contest with the University of Kansas. What better way to do so then inviting back alumni for a weekend celebration that included pep rallies, bon fires, and parades; all culminating in the big game? The model for the modern homecoming celebration was born. By the 1950s, it was ubiquitous in high schools all around the nation.

My relationship with homecoming over the years has been, well a bit complicated. Perhaps I'm a bit stubborn but as illustrated above, homecoming at its roots was about the alumni. Factor in the consideration that at one time, what had been a weekend celebration has morphed into a weeklong interruption to the normal and regular operation of the institution. The potential for chaos keeps me awake at night! One may think a day of dressing a certain way is pretty benign, but perhaps a visit to the kindergarten wing during 'dress like your teacher day' might be a good way to test that theory! I know, I know. I'm a fun hater, right? Hold on a moment, I did say this was complicated!

On one hand it is critically important that we never lose sight of the primary purpose we exist. To that end, we strive to make every moment count and ensure that instructional time-those minutes we use to educate the youth of our community are not wasted. I remind our staff at the beginning of each year of the enormous responsibility they carry and the job they must do-and the fact they have 180 days in which to do it. 

Yet, the other side of the same coin would remind us that while the work we do is incredibly important, there is no prohibition in having fun while doing it! Many times in this missive I have extolled the virtues of the American public school system while drawing comparisons with our counterparts in other countries. Where those systems do not include robust activity programs (art, music, athletics), ours does. Indeed, homecoming is a uniquely American experience and one that, in spite of my 'complicated relationship' am proud to celebrate.

What had at one time been a gimmick to pack the stands a rivalry football game has evolved into something much more. Homecoming does still have that element of welcoming home our alumni. But now, it is about school and community pride. In the final analysis perhaps now, [more so] that really is the nexus of what this thing we call homecoming is all about. After all, the first thing most people see when they are approaching the gateway view of our small Iowa town is a water tower emblazoned with the Pirate logo. We wear navy and white because we are proud not just of our school, but we are proud of where we are from. We wear navy and white because we are inspired by the accomplishments of our students. We are proud of what they are able to achieve in the classroom and on the field of play. We are appreciative and satisfied when we hear the stories of our students who have set examples that, at one time were nurtured and cultivated within our own halls, and now serve as an inspiration for those who follow in their footsteps.

In my view, Homecoming 2025 was a tremendous success. Not just because of the huge upset win at the game on Friday night, but also the spirit, joy, and excitement the week brought to our students and community. The annual chili supper at the fire station. The pep rallies. The homecoming dance. The game. And yes, the dress up days. Thanks to everyone who worked so hard in planning the week!

Recapturing The Spirit of Youth

My first bicycle was a Christmas present from my grandparents. I was a little guy, probably not much more that 3 or 4 years old. It was a tan colored Huffy with a banana seat. I learned to ride in the backyard on the farm, and once I had it figured out I was zipping all over the place. Watching my next door neighbor (a four year old in his own right) find his balance with his dad running along behind him a few weeks ago really took me back. After a few falls he finally got the hang of it, and then there was no stopping him. In my own mind I was cheering him along with his parents. 

At the time we lived on a gravel road and there was no stopping me either. I discovered if I ran my bike in the tracks cars made down the lane it worked out pretty well. We only lived about a half mile from a creek so that quickly became a favorite destination for me. Oftentimes with a fishing pole strapped to my back! Before long, I had graduated up to a 10 speed. Once I had that bike it felt like I had achieved true freedom, especially when my buddies and I would ride from Clemons to State Center. That was where all the action was and a round trip of 14 miles on a county black top was a breeze for a group of preteen boys. In those days, riding a bike was not really considered a leisure activity. No, it was our primary form of transportation. 

But something else happened during those preteen years that inevitably retired my bicycle to the back of the garage under a layer of dust: A '65 Chevelle. Black with red interior, it was really a nice car (and really too much car for a novice driver of my experience and maturity). Yep, once I turned 16 my mode of transportation became 4 wheels instead of 2. Heck, in those days one could fill up the tank for $10 and drive forever. Where the joy of riding my bike as a youngster had at one time been my preferred (albeit only) mode of getting from point 'A' to point 'B', it was now something that was for 'kids'. 

From that point forward, I didn't really ride a bike anymore. Heck I didn't even need a bike anymore! Although there was that stunt some college buddies and I pulled when we decided to ride RAGBRAI in our early twenties. We were young and fit, so certainly didn't need to train for the ride, right? Wrong! Anyway, serious bike riding was a thing of the past and something relegated to children. 

But then...

A handful of years ago, the district won a grant that outfitted our PE department with a classroom set of bicycles. What probably began as a novelty has now grown into a full unit of study in grades 7-12. With our school district ideally situated on a comprehensive trail network, it really fit nicely into our curriculum. Not too long after getting the bikes, one of the high school students asked me if I'd like to try a bike. This was in the controlled environment of the high school auxiliary gym, so I jumped on and pedaled across the gym. For what it's worth the saying is true, 'just like riding a bike'. Nevertheless, it brought back some of those feelings of nostalgia and youth. But not to the point of spurring me to action. 

The last couple of years have found us pretty close to home, without many adventures or the traveling that we have been accustomed to. I had started walking a few years back as a form of 'exercise', but it just wasn't providing the results that I thought it should. It didn't take too long before I was looking for something else to do. I needed a new hobby! I thought back to that quick ride I took across the gym and thought, why not? So, I went out and got a bike. I started slowly, a ride from home to my office and back was a few miles. Before I knew it, I was able to do a 20 mile ride without any discomfort. 

Now, this post isn't about me picking up a new hobby. No, its about instilling in our students a lifelong love of learning and living a healthy lifestyle. It's relatively easy to go to work each day, come home, turn on the television and fall asleep in my recliner. Then dragging myself off to bed before waking up the next day to do it all over again. As I have come to realize over the last few years, we all need to live each day to the fullest. There is, and should be, much more to life than work. Hopefully this new hobby can be an example to our youngsters. 

From a macro standpoint, I drive home the point that elementary school is about teaching kids to read and secondary school is about helping kids figure out what they want to do when they leave our care. Painting with broad strokes that most certainly is true. But when you consider the totality of a public school experience there is a whole lot more to it. It is about fine arts and experiencing the beauty of the world through music, theatre, and drama. It is also about healthy living, taking care of ourselves, and experiencing the joy of leisure activity. So when the opportunity came up for me to go on a bike ride with our 8th graders last week I jumped at the chance. Not only was it a chance to enjoy an afternoon outdoors, it also allowed me to model the very type of activity that can hopefully lead to healthy living and a lifetime of exercise and enjoyment. While riding with the students, I asked several if they had bikes at home and if they rode them. Not surprisingly, most of them responded the same way that I did at their age. They may have them now; but they were mostly looking forward to retiring their bikes for cars. 

I totally understand the sentiment. However, I hope that in addition to learning those core pillars mentioned above, they retain and aspire to a lifestyle of healthy living and quality leisure time. Yes, they will certainly get to their destination faster in a car, but a bike ride will enable them to enjoy a quieter time. And hopefully 20 or 30 years from now, they will be able to jump on a bike and remember what it was like to be a kid!

Smartphones and AI: Hudson's Policy Approach

Last year the school board focused quite a bit of time and energy on the issue of cell phone policy. Using the book, The Anxious Generation, we all dove deep into the findings of Jonathan Haidt and discovered how the ubiquitous use of these devices impacts our youth. The idea for this was borne out of a request from the school board to strengthen our cellphone polices. To refresh your memory on the evolution of this topic during the last school year, please refer to the following blog posts: Smartphones in Schools (September 25, 2024), What You Told Me About Cell Phones (November 5, 2024), We Haven't Forgotten (February 18, 2025), and finally Cellphone Restrictions Are Coming Soon (May 7, 2025).

What we learned during this study, not only from the book but from our constituents is that the opinions on cell phones in schools varied widely. One commenter suggested, "The stricter the better! Kids don't need the interaction." Another wrote, "As a parent, I feel safer with my child having a phone." All of this was great for our discussion, but made for a difficult needle to thread in terms of policy development. Then, as I am sure you are aware, the governor signed a bill at the end of the legislative session requiring school districts across Iowa to develop policies that govern access to these devices during the school day, with a required prohibition during instructional time. On June 18, the school board adopted Policy 503.9 Student Use of Personal Electronic Devices. While the policy does not outright ban these devices, it does put restrictions on them in accordance with Iowa law. Your child's building principal will be discussing these policies soon at a class meeting. 

When I was a child growing up, we didn't have to worry about cell phones. If I wanted to call home or vice versa, we could use the phone in the office! At home it was much the same. We had one phone in our house, and it was attached to the wall with a cord! If I wanted to have some privacy to talk to a girl, forget about it! It was certainly a different time. A simpler time. You want to know what else we didn't have to worry about as a child of the 80s? 

Artificial intelligence. 

The speed at which AI is evolving is a bit unsettling. We are entering an era where tools exist to complete tasks that once upon the time were the plot lines of science fiction novels. Perhaps answer questions that have plagued our society for generations. Or for sinister purposes. 

Last spring we saw stories dominate the headlines where student images were manipulated using artificial intelligence. These images sometimes depicted nudity or other sexually explicit material. Sometimes called 'deepfakes', this type of image manipulation will not be tolerated at Hudson Schools. In most cases, this type of behavior would fall under Policy 503.1 Student Conduct and would be egregious enough to warrant a disciplinary hearing before the board with a recommendation for expulsion. Furthermore, almost a year prior to these stories dominating the the headlines, our school board also adopted Policy 605.8 Artificial Intelligence. The accompanying administrative regulation specifically outlines image manipulation as prohibited behavior. Let's hope and pray it never comes to that in our school district. 

It's sure a different world from when I grew up, although to be clear I still found plenty of ways to get into hot water!

Financial Report for the 2024-2025 School Year

A school district's fiscal year runs from July 1 through June 30. Since our financial reporting is based on accrual accounting and governmental practices, it takes a couple of months past the end of the fiscal year for all our expenditures for the prior fiscal year to 'run out'. This hold open period is from August 1 until roughly September 15 when we analyze expenditures as they come in to ensure they are accrued to the proper fiscal year. Once all of that is complete, we are able to certify our books to the state and prepare for our public an annual report on district finances. While this is an unaudited report, it does provide a lot of valuable information. However, what is most valuable is not the story of this year's numbers. Indeed it is to view these key metrics over time.  To view a copy of this report, please go to the About Us page of our website and open the menu titled 'Basic Financial Data'. The Annual Financial Report for the fiscal year ending June 30, 2025 is the first link at the top of the page. There are nine different metrics that are tracked over time, and while all measure key metrics some are more important than others. For the sake of time and space, I'll only highlight a few here. 

Overall, the school budget for the fiscal year that ended on June 30, 2025 performed better than expected. Revenue exceeded expectations by $103,702 and budgeted expenditures were underspent by $144,320. Labor costs consumed 79% of the budget, which is just below the target of 80%. Compared to other school districts in Iowa, transportation costs continue to be below the state average at 2.99%. The low end of the target range for this metric is 5%.

An area of concern in the school district is a decline in our solvency ratio, or cash balance. While still slightly above the long term target range minimum of 10% (10.41%), the real issue is the trendline. State law restricts cash balances in Iowa public school districts to 20% of the prior years revenue less current cash balance. Because of this, the district has no statutory ability to take corrective action until the cash balance falls below the threshold described above.

The challenge for a school district like Hudson that is growing is that when we hire teachers for our classrooms, the per pupil funding for those teachers is always going to be a year behind. Where we can capture the 'spending authority' immediately, the cash to pay for them comes from the cash on hand in the school district. Coupled with a 'governor' to prevent recapturing that cash until the trigger is met means quite simply a decrease in cash balance. When compounded with rapidly growing enrollment like we have (thus needing more staff), one can go through a lot of capital before the mechanism to recover it becomes operative. Which is where we find ourselves.

The other issue that directly relates to this is the amount of capital that we are expending to fund our special education program. The IDEA has federal protections in place for students who are served by IEPs (individualized educational plans) that provide few options for denying services. Because of this, special education does not have the same spending authority limitations that the general education program has. 

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

So then, what is the solution? Well, there are multiple strategies that can be deployed. In our case it would seem to make sense to implement them all. For starters, we need to closely examine our special education program to see if there are other steps that can be taken to decrease the annual deficit. This will be incredibly difficult based on increasing enrollment patterns and the current workload of this staff. To that end, we have contracted with the AEA to help us evaluate the program from top to bottom. 

Along that same vein, we should slow our rate of growth on the expenditure side of the ledger to no more than 4%. On its surface this may seem like a relatively easy bar to hit, I mean 4% still seems pretty aggressive, right? However think about this. In the fiscal year just ended, general fund expenditures grew by 7.4%, coming in at grand total of $11,421,005. Our rate of general fund expenditure growth is due to hiring additional personnel related to enrollment growth. Slowing the growth rate to 4% may mean hiring fewer teachers, which translates to larger class sizes. 

This brings us finally to the last strategy, and perhaps the most painful: an increase to the tax rate. This is particularly challenging because the tax rate in Hudson is already among the highest in the conference. We discussed our tax rate in a series of posts last spring and will do so again this year as fresh financial variables are introduced to our data set. This will need to be contextualized against another legislative session in January where you can be assured property tax reform will be a prime focus of attention. If you followed the discussions last year you know property tax policy is incredibly complex and a one size fits all solution is unlikely. In other words, there will be winners and losers. 

Also worth mentioning is the unspent balance, which as I have argued for more than a decade is the most important metric in Iowa public schools. By law, it is illegal to have a negative unspent balance. To do so authorizes the Iowa Department of Education to take austere measures, including dissolving a school district-and it has happened in Iowa. In fact, not too long ago a school district in Iowa voluntarily chose to close do to insufficient USB. For those of you who have been around awhile can attest, a low USB was the root of our troubles in 2010. Luckily here in Hudson, our unspent balance is at $5.9 million or 35%. (It was $90,971 at the end of the 2010-2011 school year.)

In closing, the school district is in very good financial condition. We'll need to make some adjustments to ensure it stays that way, but looking at our trends overtime enables us to make course corrections as we go. That is what makes this report so valuable. Our next step is to forecast the future. We'll do that toward the end of October once our enrollment numbers are finalized. Indeed we'll need to make some assumptions, but we'll be able to forecast about 5 years into the future what we believe the fiscal health of the school district will look like. Stay tuned!

The School Won't Do Anything!: A Reminder About FERPA

When you have 900+ children gathered together in a relatively small footprint, conflict is going to occur. This isn't notable to Hudson or any school district in the state, no matter the size. This is due primarily to the fact that each individual student that walks through our doors is unique. Further, they have not matured to the point where they can always regulate their emotions. Think about it. Each of those children come to school with different backgrounds. The family makeup may be different from their classmates. Belief systems may be different. The financial means of one family may be different from another. And in what has become a pretty polarized environment, even the political positions of families can be sources of conflict in schools. 

Truth be told, that's the beauty of public education. Certainly our prime directive is teaching kids to read and consider a future beyond our walls. But the mission extends beyond that. We are also charged with helping all of our students learn how to work with one another. To understand that not everyone is the same as them. That differences are okay and that there is a right way and a wrong way to work out those differences. Perhaps that is why the word 'empathy' appears in our tagline this year.

Nevertheless, empathy is not a substitute for accountability. Unfortunately, whenever conflict occurs between students in schools, both the tormentor and the victim may leave the experience with the feeling that they were treated unjust. The tormentor may feel they were treated unfairly, thinking their consequence is far more extreme than it needed to be. The victim may feel unsafe, believing with sincerity the outcome should have resulted in sanctions much more severe than those administered. 

From a public accountability standpoint, it may appear as though the school did nothing. In fact, it is not uncommon for parents and neighbors to claim that their child was the hurt at school and nothing was done about it. I have an honest question. How do you know? Sometimes a parent will call after the issue has been resolved wanting to know how the other student was 'punished'. Our response to these type of inquires is universal: We are unable to share with you what disciplinary sanctions may have been imposed due to student privacy protections. It truly saddens and frustrates me when this is somehow translated to 'The school didn't do anything'. Before I get to what the school does, I want to make crystal clear we are not hiding behind some obscure law. The law is very real and far from obscure. Most are aware of the healthcare laws that protect patient privacy in the country that are known as HIPPA. The educational equivalent is called FERPA. The Family Educational Rights and Privacy Act is a federal law that protects the privacy of student education records and prohibits their disclosure without consent. Student records include a variety of artifacts including grades, test scores, and disciplinary actions taken. 

Whenever a student discipline issue is addressed the student handbook is the guiding document used by administrators to not only investigate disciplinary issues and conflict among our students, it is also the primary source referenced when imposing disciplinary sanctions. If you wonder what consequences may be applied, I might suggest reviewing the section titled Student Rights and Responsibilities beginning on page 28. Our student handbook serves as the administrative regulations that are derived from board policy. For a comprehensive examination of our board approved discipline policies, please refer to the 500 series of our policy manual. The subsection titled 503 Student Discipline is where you'll want to focus your attention. For policies regarding bullying and harassment, please refer to policy 104 in our manual, which is our anti-bullying/anti-harassment policy. 

I would like to zero in on a couple of specific policies and procedures to provide a bit of insight as to how these issues are handled in the district. First, is policy 503.8 and regulation 503.8R1, the policies that deal with discipline of students who make threats of violence or cause acts of violence. These policies are relatively new to our manual and were first adopted by the board in November of 2023 and then reviewed again in September of 2024. They provide a roadmap for administrators to follow when dealing with this specific type of incident. When a report is made, the principal investigates the issue. This includes interviewing any witnesses to the behavior, collecting any evidence that may be available, conducting a threat assessment, and contacting all the parents of the parties involved. This can take as little as a few hours or multiple days depending on the complexity and severity of the incident. Once the investigation is completed, the administrator assigns it a level of severity from 1-3 with a level 3 incident being the most egregious. Because of the fact determining the level of severity is a judgement call requiring a subjective eye, it is not uncommon for administrators to collaborate with one another to ensure they are assigning the appropriate level. However, the regulation provides a rubric which is incredibly helpful when making these determinations. Furthermore, we continually calibrate our responses based on precedent, community norms, and updates to the guidance from our governing bodies. Once the incident level has been assigned, discipline is administered in accordance to grade band and [incident] level. In other words, a level one incident at kindergarten will be handled differently than it would be in the seventh grade. 

It is also possible student disciplinary incidents span multiple policy violations. For example, in the above mentioned example, it is also possible, and in many cases likely a student will also be found in violation of our anti-bullying/anti-harassment policy. This policy went through a revision this spring based on a change to Iowa Code that in many ways makes it easier to apply this policy. Prior to the August 20, 2025 revision, this policy was only in force under a specific set of criteria. The updated policy removed those criteria and streamlined the applicability of these provisions. Notably, the student handbook is quite clear on the consequences for violations of this policy. Page 45 outlines these provisions, including a mechanism that automatically triggers a disciplinary hearing in front of the board with the third violation of the policy. 

Inevitably, disciplinary sanctions that are imposed on students will leak. The student themself may share with their friends or classmates they had a detention. An unexpected absence without explanation may also lead to some drawing conclusions. Or, perhaps parents themselves may share the outcome of a sanction. To underscore the original point though, these actions will not be shared by the district. Even so, it may be natural to criticize the sanction(s) that were imposed by administrators. It is rare indeed to find the parent of a tormentor who believes the sanction was too lenient. Likewise, the parent of the target almost always will argue the district didn't go far enough. Each set of circumstances in unique unto itself with fact patterns that may not be known to all parties. They require viewing each case through a paradigm layered with subjectivity, ultimately arriving at a judgement call based on the parameters and rubrics set forth in board policy. 

While scrutinizing the sanction may be fair game, saying the district didn't do anything isn't. Just remember, our policy is our guide, and it is very likely the public will not have all the facts. 

Collaborate. Empathize. Innovate.

Welcome to the 2025-2026 school year! The beginning of a new year is always a time that is exciting for our students, staff, and parents. I trust you all had a restful and relaxing summer, filled with moments that recharged your soul and created lasting memories for you and your families. It is great to once again see our buildings filled with students as we embark on a new school year. 

The pace of this summer has been a bit refreshing, especially since we weren't in the midst of a major construction project! This summer, we focused on expanding and renovating our kindergarten wing, with particular emphasis on the restrooms. We also found time to install carpet on the second floor of the elementary, add an additional bank of lockers, and replace our network. While each project had it's own unique set of challenges, they all paled in comparison to the scope of work to which we have been accustomed to in our most recent memories! Even so, I do think you will be very happy and satisfied with the work that has been done over the summer. We owe a great deal of thanks to the contractors and maintenance department here for their hard work and diligence. It certainly has paid off. 

In our opening Convocation last week, we welcomed our newest employees to the district and encouraged them to use the leverage and collective wisdom of our entire faculty to help them find success. Indeed we want them to find success, for their success most certainly will lead to their students' success. Being new evokes a range of emotions ranging from nervous trepidation to extreme excitement for where the journey will take us! I asked all of our our employees to consider and reminisce on their own beginnings, in an effort to recapture the newness that we all felt once upon a time. 

During this opening address each year, I provide a common theme with which to ground and center our work. This year, I offer three words: Collaboration, Empathy, and Innovation.

Our greatest strengths lie in the ability to work together, share ideas, and support one another through every success and every hurdle. By working together we can tap into a collective wellspring of knowledge, experience, and creativity. Within these spaces of collaboration, we will be able to develop strong relationships with you and your children. This will enable us to uncover valuable insights into the students we serve while at the same time providing you, our families and parents the skills needed to help your child find success. 

Where the strategic advantages of collaboration are readily apparent, it's full potential can only be realized by unlocking something much more profound: empathy. It's not enough to simply work alongside one another. To truly unlock the collective strength of collaboration we must also understand and connect with the perspectives, feelings and needs of one another. I reminded our staff that when each of us goes home at night, we are largely unaware of the challenges that are faced by the families we serve. Each family we serve is unique and we are well served when we listen to concerns as they are raised and validating fears and frustrations as they arise. I would also be remiss if not to remember that empathy is a two way street. Those who work with your child daily are human too. They have real struggles outside these walls and not every day will be a homerun. 

Over the last several years we have been focused on facility upgrades. While enrollment growth patterns suggest facility needs will be part of our lexicon moving forward, we are proud of the fact our facilities offer the most current and up to date technological capabilities where innovation may appear commonplace. But innovation in education is not merely about adapting the latest technology or most state of the art facilities; it's about fostering a mindset of continuous improvement and creative problem-solving to better serve our students. Innovation is the engine that drives us beyond the status quo, ensuring our students are not merely the recipients of knowledge, but active creators of their own understanding. The true embodiment of our Core Purpose: 'Creating Effective Learning Environments that Result in Success for ALL Students'. 

Collaborate, Empathize, Innovate. These aren't must words but active principles that will define our days and shape our successes. Let's commit to working closely together as a collaborative community with all stakeholders, leveraging our collective wisdom to navigate the exciting school year under which we now embark. 

Welcome to Hudson!

Well, a new school year is now underway! A week prior to the arrival of our entire faculty, the administrators and I had an opportunity to spend some quality time with the newest members of the staff, helping in their transition to Hudson. Wow, what a top-notch group of educators and all around great people. I know you are going to love them. Each of these talented, qualified, and passionate educators will be a valuable addition to our school community. Please join me in welcoming these incredible individuals to Hudson Schools!

(L-R) Kennedy Killian, high school english; Gabi Hesse, school nurse; Ashlee Hirsch, second grade;
Bri Ligenfelter, third grade; Eric Isebrand, high school math; Grant Beach, middle school math;
Adam Denner, elementary music; Bailey Enright sixth grade

Grant Beach
Grant graduated from Central College with endorsements in K-6 Elementary Education, K-9 Math, and K-12 STEM. Outside of work, he enjoys spending time outdoors, watching sports (especially the Hawkeyes, Cardinals, and Broncos), and traveling. We’re excited to add his excitement and passion for education to our team!

Adam Denner
Adam is a music teacher with a degree from the University of Northern Iowa. He and his wife love spending time in nature, including hiking, backpacking, and camping. Adam also enjoys woodworking, electronics, and reading. We’re thrilled to welcome Adam to Hudson this year!

Bailey Enright
Bailey joins us after teaching special education for two years in Waverly. In her free time, she and her husband enjoy spending time outdoors, attending local sporting events, traveling, and spending quality time with their puppy, Ozzy. Bailey is eager to return to the general education setting and to build strong connections with students and staff. Welcome, Bailey! 

Gabi Hesse
We’re excited to welcome Gabi back to the Hudson community as our school nurse! She holds a degree from Coe College and spent the last five years at the University of Iowa Stead Family Children's Hospital. She looks forward to getting to know our students and staff and helping make it a great school year. Welcome, Gabi!

Ashlee Hirsch
Ashlee attended the University of Northern Iowa, where she majored in elementary education. In her free time, she enjoys spending time with friends and family, walking her dogs, eating ice cream, and reading a good book. Welcome to Hudson, Ashlee!

Eric Isebrand
Eric joins us from the University of Northern Iowa with endorsements in 5-12 Mathematics. He looks forward to getting to know his students and the Hudson community, as well as cheering on the Pirates. We’re excited to welcome Eric to the Hudson Schools family!

Kennedy Killian
Kennedy earned her bachelor’s degree in 5-12 English Education from the University of Iowa. She has served as a substitute teacher at Dike-New Hartford, Cedar Falls, and Hudson, and will also coach 7th grade volleyball this fall. Kennedy is eager to build strong connections with her students and watch them learn. Welcome, Kennedy!

Bri Lingenfelter
Bri is joining the 3rd grade team as a classroom teacher. She holds a degree from Wartburg College with endorsements in Reading and Special Education. Outside the classroom, she enjoys spending time with her fiancé, family, and friends. We’re thrilled to welcome Bri to the Hudson Schools family!

A Million Dreams: Conclusion

Authors Note: This will be my final blog post until August. While the office will be open daily during regular business hours, I am going to use this time as a break from my weekly writing. It is sometimes difficult to come up with just the right thing to say each week, and going through the motions Doesn't always result in a good finished product. Even so, the district office will remain open throughout the summer during normal business hours; with the exception being Friday by appointment. Have a great summer and please stop by to say hello!

At the beginning of the school year, I challenged each of our employees to be the champion and guide for our students as they aspired to realize, reach for, and uncover their dreams. As we stood at the dawn of a new school year, I encouraged them to imagine a blank canvas that was ready to be filled with the dreams and possibilities that await our students. Two short weeks ago, we sent the Class of 2025 out into the world. In my final remarks to them, I encouraged them to be flexible and to understand the dreams they have today are not static entities. They will adapt and evolve as they encounter new experiences.

The school year we have experienced is one that certainly evolved from how it was originally conceived. None of could have imagined the challenges we would face that hot August day when we first gathered. We experienced unwelcomed detours that were not anticipated. It required each of us to be flexible and to adapt as life threw us curve balls. But it was in these moments of distress that the true strength of their character shined. They stepped up for one another in their times of need. They stepped up for me. Their kindness to one another, commitment to our shared work and vision, and the long hours put in on behalf of our students were truly inspiring. It's part of what makes this school district and community such a special place. 

The sun has set on the 2024-2025 school year. The faculty and staff have worked hard this year and earned this respite. I hope they, and you all have a wonderful summer.  

While the end of a school year is an important milestone to be celebrated, it is also one that is perhaps a bittersweet moment for some as they will turn off the lights one final time when they leave our institution. Making the decision to retire is a difficult one. There are many mixed emotions. On one hand they are closing the page on a chapter in a book that has largely consumed their entire lives. Like the Class of 2025, the unknown of what happens next might be a little scary. Think of this: they have been involved in education since they themselves have been five years old! I guess they finally get to graduate! It is an exciting time! Maintain flexibility. Your new dream awaits!

So then, congratulations to Sharon Christopher, Sandy Keith, and Jan Brandhorst. You have worked your entire lives for this moment and you deserve it. I am happy for you as you embark on a new great adventure. It has been an honor to work with each of you. 

Sharon: What an outstanding teacher you have been for us! Your hard work, perseverance, and love for math will be missed. Year after year, we were always in awe with the progress students made in your classroom. 

Sandy: She was someone that I really enjoyed bantering with. We used to play little practical jokes on one another, particularly in the summer. I’d like to change the radio station when she wasn’t looking or unplug her vacuum when she was deep into her routine. She also had to remind me that, yes the sign that says “This means you, does [in fact] mean me”. 

Jan: Jan, I feel like you and I have gone to war together. It’s been five years since those dark days of COVID. I can remember the meetings, the quarantines, the daily case counts, and the phone calls with public health. I don’t know what I would have done without you!

I wish you all fair winds and following seas. You have served us well and we are better because of your contributions. Enjoy a well-earned retirement. 

For everyone else, you too have earned a well-deserved break. Use it wisely. Take time to enjoy your family and create new lasting memories. As we have learned all too well, you never know when things will take a dramatic and unexpected turn. 

I’ll see you in August where we’ll be back to do it all over again. Have a great summer!

Superintendent's Message to the Class of 2025: A Million Dreams

Good afternoon to the Hudson High School Class of 2025. On behalf of the Board of Directors, I would like to congratulate you, and welcome all our guests who have taken time to join us! Today is a special day!

These past few weeks, days, and even moments have been filled with both reflection and anticipation. We’ve looked back at the journey that brought you here. And now, seniors—the Class of 2025; you stand on the edge of something new. We are all eager to see what unfolds as your dreams become reality. 

As your superintendent, I have held a unique role in your lives. Granted, to some of you I may be bit of an enigma, a mere presence always in the background. But I have been here since you took those first steps in your formal education. From my seat in the balcony it has been a thrill to cheer you on and it has been an absolute joy to watch your grow from tiny young people to the impressive individuals you are today, ready to shape the world. 

Indeed, I can remember watching, as you ran around our gym—not yet old enough for school, without a care in the world, and wondering what mark you would make on the world.  

There was also the time I took a phone call from your parents before the first day of kindergarten. They were worried about where the bus would stop and anxious about whether or not we would be able to get you safely to and from school. 

I also saw you that day in the nurse’s office, with tears in your eyes from an injury on the playground. 

Then along with your parents, I held my breath on the day you got your school permit. 

I’ve shared in your triumph and beamed with pride when you were selected to All-State, competed in the state tournament or qualified for the Drake Relays. We have had a remarkable journey together. While watching you over the years, I’ve often wondered what your dreams are for the future. What will you become? How will you leave your mark on the world? 

So then we arrive together, one final time: at today. Today you stand on the precipice of possibility, poised to embark on a journey as unique and compelling as the dreams within each of you. 

For most of your young lives, this school has been your home. Within these walls and amidst the rhythm of each academic year, we’ve watched as your dreams have begun to take form. Some of you had clear visions, unwavering from your earliest of recollections. Many found their passions gradually, whether it was a spark ignited by an engaging lesson in the CAPS program, or finally mastering the hand-eye coordination that is so crucial to a successful welding career. 

Think back on your time here with us. What was your spark? Was it simply navigating the journey from the junior high to the high school for 8th grade algebra? Maybe it was the exhilaration felt with the curtain parting and the lights coming up on the stage? Or perhaps it was finally understanding the nuances of conversational Spanish? All of these aspirations in their own way have been woven into the fabric of your growth and have helped determine who you are. And now as we gather here this afternoon those aspirations have coalesced into something magnificent—the potential to turn those dreams to reality. 

Consider the dreams that are now within your reach. Some may envision careers that reshape industries, innovate sustainable solutions, or to become a doctor that tends to the vulnerable. Perhaps you dream of artistic expression—finding your home at the potter’s wheel or performing melodies that stir the soul. Others of you will be called to service, taking the noble path of education or social justice, eager to make a difference in the lives of others. 

Yet, I encourage you to be flexible for the dreams that you have today are not static entities. They will evolve and adapt as you encounter new experiences beyond our walls. Outside this institution, there will be moments of uncertainty and detours that were never anticipated. Yet it is in these moments that the strength of your dreams will be tested, and ultimately revealed. 

Our journey together ends today. When you pass through those doors one final time together here momentarily, what happens next will be up to you. I know the world can be a big scary place! But remember the lessons that we have taught you. We’ve taught you to question, analyze, collaborate, and persevere in the face of adversity. Not only do you have the academic skills to succeed, you have the essential tools that will be necessary to navigate the complexities of life and to actively shape your future. Approach your dreams with intention, dedication, and a willingness to learn and grow. 

So then, as you look toward the horizon and the dreams you have beyond these walls, I encourage you to acknowledge your shared journey and experience during these formative years. You have laughed together, celebrated together, and grieved together. This class is bound by a unique set of experiences, memories that will be forever etched in your minds and hearts. It is with that sense of poignant reflection that the memory of your absent classmate will forever be part of your story. As you step into adulthood, carry those memories with you and allow them to inspire you to live your own dreams with greater purpose and meaning. 

Your future beyond Hudson High School is one of unprecedented change and opportunity. Technology is rapidly changing and reshaping our known paradigm. Global challenges demand innovative solutions, and the interconnectedness of society calls for empathy and understanding. Therefore, your dreams cannot exist in a vacuum; they must instead be informed by a sense of responsibility, and a commitment to make the world a better place for generations to come.

So then, today is an important milestone. It marks both and ending and a beginning. We have taken you as far as we can on this part of your life’s great adventure. Welcome to the great unknown. I realize it is both exciting and scary at the same time. But you are ready! Remember the power of connection. The relationships you have formed here will continue to be invaluable sources of support and inspiration. Stay in touch with one another—celebrate each other’s successes and offer comfort during times of difficulty. 

Yes, today our time together ends. But you are ready. The diplomas you will receive momentarily are not merely pieces of paper; they are symbols of your dedication, hard work, and the potential that resides in each one of you. They are a testament to the dreams that have been nurtured and the futures you are poised to create.

As you leave our care, I hope you do so with gratitude for the past, courage for the present, and an unwavering belief in the power of your dreams. Your world awaits, so go Class of 2025 and weave your own extraordinary threads into the ever-unfolding tapestry of the future. 

Congratulations and good luck. It has been a thrill to watch you grow up!

Can You Believe It?

It's almost a cliché, that collective gasp of "Can you believe it's already [insert month]?" We see it parodied everywhere, like in Jimmy Kimmel's opening monologues where he playfully mocks the utter astonishment people express at the calendar turning. He often follows this up with clips of local news anchors earnestly exclaiming, "Can you believe it, it's already..." And yet, despite the humorous repetition, there's a genuine feeling that resonates as another school year draws to a close. It truly does feel like just yesterday the school buses were making their first rounds. Can you believe it? The school year is almost over. Yes, I can certainly believe it. We have experienced much together this school year.

I don't really think it's a 'Can you believe its already....' but rather an acknowledgement that if we're not paying attention, we will wake up one day and wonder where all the time went. I do often remind our employees to make sure they take advantage of each and every day, because before we know it the school year will have evaporated. Even today, with just a little less than three weeks remaining I continue to remind our staff to keep their eye on the ball and to take advantage of each precious remaining minute of instruction. 

There is no doubt that we are on the final approach and the runway is coming up fast. Indeed, we'll bid farewell to the Class of 2025 this Sunday and final exams are underway for our older students. Pirate term starts very soon and there is a palpable excitement in the air for the promise that summer will bring. 

As the final papers are graded and our students (and teachers) begin the countdown of days that bring the promise of summer fun and flexible schedules, it's natural to take a breath and reflect on the journey that we've navigated together. Indeed, at the beginning of the school year none of us could have imagined the complexities and challenges this school year would bring. We've witnessed profound moments of growth, sparks of intellectual curiosity, and deep sadness. In this school year, we've faced unexpected obstacles and moments of frustration, uncertainty, and perhaps even hopelessness. It's in this intricate blend of highs and lows where the true essence of a school year lies. 

The point is this: during our opening convocation at the beginning of the school year I try to paint with a broad brush the hope and promise that a new school year brings. I wrote this in my opening address: 

The start of a new school year is like a blank canvas stretching before us, ready to be filled with the endless possibilities and dreams of our students. My dream is for all Hudson students to leave here with the skills and tools they will need to transform our world for the better. I feel confident that our students will succeed in the future because of the hard work and dedication of our teachers and staff. The work they are putting in today will enable students to fulfill their dreams tomorrow. 

As we close out this school year that canvas is blank no more. I do hope the lessons that were learned this year provide for reflection and contemplation. Hopefully the knowledge gained and the relationships that were formed will continue to shape all our students as they contemplate their future dreams. Let us celebrate the journey while acknowledging the challenges we have overcome. This year that is ending in just a few short weeks will continue to shape us all. Then we can look forward with anticipate to the opportunities that lie ahead, armed with the wisdom and resilience gained from this school year. 

Cell Phone Restrictions Are Coming Soon

If you've ever read the minutes of school board meetings or reviewed our agendas, you may have wondered how policy is developed and subsequently promulgated. As a starting point, the lions share of our board policy work is typically in response to legislative mandates. For example, our April board agenda included more that 25 updates to board policy in response to legislatively mandated changes to the Iowa Civil Rights Code. Typically, it takes two 'readings' before a policy is fully adopted and becomes enforceable. Simply stated, a 'reading' is the board's first opportunity to review the policy, clarify the language or offer amendments. Once the policy has moved through the first reading, the second reading by in large is procedural: the policy is moved to the table for discussion and subsequently adopted. The other policy item on our board agenda that is a standing item is policy review. The review of policy is one of the final orders of business for a meeting prior to adjournment and is generally used to highlight board policies and ensure awareness. Admittedly, this all sounds technical and for certain cumbersome in procedure. However, in practice it is all rather routine. Policy adoption typically doesn't require a lot of discussion since it is usually in response to changes in state law. Since local school boards don't have an option when it comes to following state law, lengthy debate usually isn't necessary.

There are, however exceptions. School boards can, of their own volition, enact policy for the good of the school district. Indeed, we have several such policies in our manual. Our only requirement is to ensure those policies are not in conflict with Iowa law. Which brings us to our current discussion. Going well back to last summer, the board expressed a desire to explore policy that would strengthen our stance on student use of cell phones during the school day. I introduced that idea to all of you on September 25th in an article titled 'Smartphones in Schools'. In that article I discussed the concept, encouraged you all to read 'The Anxious Generation', and invited you to provide us some feedback as we crafted policy proposals. I promised at that time that no imminent policy change was on the horizon, and in fact was several months away.

We followed up on November 5 with an article titled 'What You Told Me About Cell Phones'. I would encourage you to go back and read that article, but the primary takeaway was that 63% of the respondents believed that our cell phone policy needed to be strengthened. It seemed to me that many had read the book, because some of the arguments pointed out the impact on brain development, the importance of human interaction (we'll be talking about AI manipulation soon, mark my words on that), and that if students need to contact their parents, they can use the phone in the office. 63%, by the way is a supermajority.

Around that time, we had policy language drafted and was preparing to bring it forward to a 'first reading vote' when we learned the governor was going to propose legislation on this topic. So, we tabled action and moved it to our unfinished business calendar for the year. The last time you heard from me on this topic was on February 18 with the title 'We Haven't Forgotten'. In that article, among other points I shared with you was that legislation had been introduced on cell phones in schools. From that point forward, we monitored the legislation while continuing our discussions and contemplations.

Then, on April 30, Governor Reynolds signed HF 782 that restricts cell phone use in Iowa classrooms. This bill sets minimum requirements that schools need to take when adopting policies for school districts. The draft language that we have proposed would seem to meet those requirements. In short, our proposal aims to restrict, but not outright ban smartphones in schools. During instructional time, which is defined as from the beginning of the day to the end of the day, student use of personal electronic devices (including smart watches) is restricted.  The only carveout at this point would be a permission for high school students to check messages between classes. It will remain to be seen if this makes the final policy. It is also worth pointing out that, beginning with the 2025-2026 school year, student owned devices will be prohibited from accessing the district wifi. With the scheduled reconfiguration of our network, devices that aren't registered with the network will not be allowed. 

The school board is scheduled to take up Policy 503.9 Student Use of Personal Electronic Devices and Regulation 509.9R1 at the May board meeting. I anticipate it will pass with amendment prior to the final reading in June. It will be effective then, beginning with the 2025-2026 school year. These policies are included here for your review. If you have any questions or comments, please feel free to let me know! We appreciate your patience this school year as we have navigated this topic.

House File 782 signed on April 30

New Childcare Partnership

At the beginning of the 2024-2025 school year, we had planned to host the before and after school childcare program in the elementary small gymnasium. However, at a very early cabinet meeting before the school year was even underway, substantial logistical issues surfaced that forced a shift. When advisors and directors of school programs passionately advocated for space, it became clear the small gym was not going to be a viable option. In the final analysis, I'm not so sure a compromise was reached to resolve the issue. My direct reports would probably just suggest that I simply told people where they were going to live for the school year. The end result was that one of our programs was promised a space that ultimately was taken away so we could move the childcare program to the location where it currently resides. This was never meant to be a permanent solution.

In fact, as I shared back in my February 25th post, we informed the Ys kids program that this would be the last year they would operate at Hudson Elementary. It really came down to a couple of key reasons. First, space was, and is going to be an issue. Second, as our needs have changed in the district the program has evolved. As such, the program no longer aligns with our revised expectations. Finally I'll say this: we have always been a staunch advocate of our community and want to support our community partnerships in any way we can. 

Perhaps it was faulty reasoning, but at that time I didn't really think there would be too much problem with childcare. From my standpoint, St. Timothy 'had the ball'. But it wasn't long afterward we learned that space limitations were going to be a constricting factor for them as well. Feedback and input from many of you encouraged us to re-examine the issue to see if we could find a viable solution. As we announced on Monday of this week, we have found that solution. 

The logistical issues that created barriers at the beginning of the school year still existed. But, with the benefit of time we were able to work our way through those logistics and come up with creative solutions. Hopefully my team will agree the pathway forward will be much smoother! So, now we are ready to start with a new partner for the 2025-2026 school year. St. Timothy will operate a satellite before and after school childcare program right here on campus, utilizing the small gym as their primary location. We are excited about the partnership and grateful for the work that has gone into the planning and preparation for the program. I am also grateful for the internal collaboration and problem-solving that had to happen in order to make this work.

The school site program will operate from 6:30 a.m. until the start of the school day. The after school session will be open until 6:00 p.m. A registration and orientation meeting will be held on Monday, May 5 at 5:30 p.m. at St. Timothy Lutheran Church. You can read the full press release right here. 

Solving for Solvency

Barring movement on the property tax reform bills that are currently being discussed in the state legislature, I anticipate this will be my final blog on school finance for the year. I am somewhat skeptical they will be able to get a law passed this session. There are too many unknowns, and with just two weeks remaining in the legislative session it would seem unreasonable to fully vet these proposals. The stakes for getting it wrong are incredibly high. Understandably we are all eager for property tax relief. But at the same time we must ensure it is done correctly. It would be wise during this interim period to study the issue in greater depth so we can hit the ground running in January of 2026 with a proposal that has been fully vetted.

Today I want to focus on the concept of financial solvency in school districts. But before we get there, a brief primer on 'unspent balance' (USB). As I have hammered home time and again, the most important financial metric in school districts is 'unspent balance'. Unspent balance is the measure of unspent budget authority that either accumulates or deteriorates dependent on the fiscal discipline of the school district. This metric rises to the top of fiscal measures in a school district because it is a violation of state law to have a negative unspent balance. In fact, one can be held legally responsible for cratering an unspent balance. But even more ominous: a school district can be forced to dissolve. The way one increases budget capacity, or spending authority is simply to spend less than the full capacity year over year. In Hudson, we are in very good shape in terms of our unspent balance. In that past decade, this measure has grown from $1.3 million to $5.3 million for the fiscal year ending June 30, 2024. During fiscal year 2024, our expenses accounted for 94.4% of that years budget capacity, hence our improving USB metric. Over the next five years, I anticipate expenditures will be in the range of 96%-98.1% of [budget year] capacity, which suggests our unspent balance will continue to grow. The caveat though, is this capacity is not all funded by cash. 

Which brings us to the second most important financial metric: the solvency ratio. The calculation is rather simple: ending fund balance divided by total revenue for the fiscal year. The target range for this calculation is between 5%-10%. In the fiscal year that ended on June 30, 2024 our ratio was at 16.82%, well above the target range. The challenge however is the trendline is heading in the wrong direction, and it is heading in the wrong direction fast. Why? Well, there are two primary reasons for this.

First is very rapid residential enrollment growth. For the year that we are currently in, our residential enrollment count increased by 50 students. Because of this growth, we had to add staffing to the school district and those students were subsequently counted as part of our enrollment certification process in the fall. As you know, that number forms the basis of our budget a year from now. So, while the cost to employ those additional staff is a real time expenditure, the funding is delayed by a year. This means that cost has to be paid for with cash on hand, causing the cash balance to deteriorate which negatively impacts the district solvency ratio. It is also important to point out, and in fact underscore the impact open enrollment has on this metric. It actually helps. Funding for enrollment growth due to open enrollment isn't delayed, it is on time. If the increase in enrollment was limited to open enrolled students, the impact on the solvency ratio would be blunted because the revenue generated by those students is realized during the current fiscal year. 

The second reason our solvency ratio is headed in the wrong direction is because of special education cost overruns. You see, special education isn't bound by the same 'per pupil' limitations as regular education programming. Students who are served by special education programs are governed by the federal 'Individuals with Disabilities in Education Act', or IDEA. This law requires that each student served receive individual and specialized instruction. Oftentimes these cases can be quite complex, requiring 1:1 support services in the form of paraprofessionals, nurses, specialized transportation; or in the most complex of cases specialized schools. The challenge is that the funding for these programs falls far short of what is needed to fund the students' IEP. Because of this, most school districts in Iowa deficit spend special education programs in Iowa. Hudson is no different, to the tune of more than $650,000 annually. Because the state isn't properly funding special education services, the burden of doing so falls on the local community in the form of property taxes. 

Solvency is really just a fancy word that tells us how much cash is remaining at the end of the fiscal year once all expenses have been encumbered. It's important because Iowa public school districts will continue to operate for approximately 90 days over the summer months without an infusion of capital. Less than 5% may mean the district doesn't have enough cash on hand to fund the operation over the summer months. So we need to ensure our solvency ratio stays above 5%, which means we would need to have no less than $800,000 in the bank once we've solved for all expenditures. That may seem like a lot, but it really isn't for an operation this size. 

Without intervention, our solvency ratio will drop below 5% in fiscal year 2027. However, there is a remedy that includes two parts. First, we need to slow the rate by which our expenditures are growing to just 4%. Now, 4% may still seem like a pretty rapid rate of increase, but keep in mind that at that rate we will still expend just 98% of our capacity. In other words, our budgeted expenditures could grow in excess of 4% and we would still be under the current budget capacity for that fiscal year! (We would just use more cash, which doesn't solve the problem at hand.) Moreover, the rate by which our enrollment has been increasing over the last two years has caused our expenditures grow in excess of 8%. To reduce that growth rate by half is a tall order. However, we are making moves in fiscal year 2026 that should enable us to execute a 'soft landing'. Second, we need to increase our cash flow and fund part of that unspent balance. The way we do that is through a cash reserve levy. I hope you picked up a couple of key words: increase levy.

All of this will need to be done under the context of property tax reform. Now, those who we look to for advice and analysis point out that if the goal of the reform is to simply the property tax system this would accomplish that. It would also provide property tax relief across the state in aggregate. But in reality, it may simply shift the burden from your right front pocket to your left. Instead of this complex bill, if the legislature would simply fund SSA at 3% and meet their obligation for special education funding it would fix our solvency ratio problem: and it would take pressure off of property owners.