Managing Behavior

Last Thursday afternoon I was walking through the high school and reflecting on how quiet it was in the building. I would peek into classrooms without disturbing what was going on, and see students engaged in their coursework and teachers delivering high-quality instruction. It's not a new phenomenon, but one that we have come to expect as simply normal. I realize it is not like this everywhere. In fact, from time to time we'll have guests from other school districts visiting and they'll make a comment to the effect of, "So, you don't have school today?"

"Yes, we are having school today," the principal remarks.

"Well, it's so quiet. Where are all the students?" 

"Uh, they are in class. Learning things. That's what we do here."

It's not really a novel concept, but if you are a connoisseur of the evening news it may seem to be. Reports of classroom disruption or legends of unruly students may dominate some headlines, but here at Hudson, we simply take care of business. Maintaining an environment where teachers can teach and students can learn isn't a reaction to new legislative mandates; it's our baseline expectation. Our aim is to set clear standards, support our staff, and ensure that real learning remains the priority every single day.

Even so, that is not to say that we are immune to behavioral challenges or make the absurd claim that disruptions never occur. Indeed, I have walked into the office on more than one occasion and quickly realized that it wasn't sunshine and daisies on that particular day. Kids are still kids, and from time, to time incidents happen that require intervention. The difference lies in how we handle them: promptly, consistently, and with a commitment to maintaining an environment where learning remains the top priority. 

Admittedly, context and perspective matter deeply when evaluating how schools manage behavioral issues. The parents of the student may feel as though the sanction imposed was too heavy-handed. The teacher or student who is on the receiving end of the original act of malfeasance may believe the penalty does not go nearly far enough. 

Perhaps this is the reason the Iowa Legislature passed Senate File 2482. Coined the nonviolent and violent disruptions law, it puts additional regulations in place when it comes to the removal of students from the classroom: A 30-minute minimum amount of time for the student to be placed under the supervision of the principal, progressive sanctions for repeated behavior, and required active engagement with the parents for repeated untoward behavior. 

One point that is important to remember: no two incidents are identical. While consistency is critical, it must come with the understanding that fact patterns sometimes differ. This requires every situation to have a thoughtful, individualized response rather than a rigid, one-size-fits-all approach. Those are the challenges that come when legislation that is meant to be helpful can instead become a bit cumbersome. Indeed, the legislation and regulations are quite prescriptive. It is as though we are making a binary choice when real-life discipline requires nuance. Strict mandates can easily reduce complex situations to simple checkboxes, but our primary focus here at Hudson must always remain on long-term growth, personal accountability, and doing what is genuinely best for our students and staff.

I encourage you to take a look at our updated policies and regulations that bring our practices into alignment with this new state law. At the end of the day, rules and regulations set the boundary line, but our dedication to supporting the whole student and maintaining a healthy learning environment is what truly moves us forward. If you have questions about our approach to these new mandates, please reach out to your child's principal. 

Financial Position Remains Strong

Iowa public school districts' fiscal year runs from July 1 through June 30. Following the end of each fiscal year, we are required to file an annual report with the Iowa Department of Education reporting on our financial status. Because we are governmental entity, we follow Generally Accepted Accounting Principles (GAAP) in order to ensure our reporting is consistent, transparent and comparable. For this reason, even though our fiscal year ends on June 30, we have an approximate 60 day 'hold open' period where, as revenue and expenditures are realized, we have to determine which fiscal year those disclosures need to be accrued. That report is due annually no later than September 15, and we were able to complete and certify the report last week.

Using data from that report, we run a test against 9 separate financial metrics to determine the overall fiscal health of the school district. While useful in the immediacy, it also provides valuable information over time to help us understand trends and take corrective action when necessary. The table below shows the trend over the last decade. I am pleased to report to you that the fiscal health of the Hudson Community School district remains strong. This is due in no small part to our outstanding business office, the governance and oversight structure of our Board of Directors, and the ability to say 'no' when a request doesn't reflect the facts on the ground. It is about fiscal discipline and separating out the 'wants' from the 'needs'. You can read the full analysis under the subheading Basic Financial Data on our school website. 

The district’s overall financial position remains good. One year ago, the primary concern was a decreasing solvency ratio with a cash balance lower than the expected target range. It was further exacerbated by the number of complex special education cases and an increasing special education deficit. The district took corrective action by implementing a cash reserve levy. This has resulted in the stabilization of our solvency position. 

General fund revenue increased by 12.6% or $1,367,305 from FY 2025 to FY 2026. This is due primarily to increases in enrollment. The base enrollment number used for fiscal year ending on June 30, 2026 was measured on October 1, 2024. This represented an increase of 50.85 student over the fall 2023 count; an anomaly that does not appear to be the norm going forward. Other contributing factors include an increase in the cash reserve levy to counterbalance the decline in the solvency ratio and an infusion of TSS (Teacher Salary Supplement) to meet state mandated salary minimums. General fund expenditures grew by 3.7%, coming in at grand total of $11,846,9054. 

The district carries $304,460.29 in restricted funds. These funds are restricted for purposes that are specified under Iowa Law. However, a provision exits to transfer some restricted funds to a flexibility account if the original intent of the restriction has been satisfied. In the case of ‘professional development’ it has. The decrease in the TAG balance is deliberate due to programmatic improvements, whereas the restricted fund balance in preschool is due to a function of how preschool expenditures are a blend between this restricted fund and the special education fund. 

Tax rates for the FY 2026 were 16.69275, up from 16.67884 in FY 2025. The higher rates are directly related to the overall valuation of the school district and efforts to maintain a healthy solvency ratio through the implementation of a cash reserve levy. For the fiscal year that just ended, the district levied $362,590 in CRL. 

The district currently carries long term debt of $20.054 million in varying instruments that is being used to meet the capital project needs of the school district, including updates at both the K-8 attendance center and the 9-12 attendance center. That debt includes $11.650 million of general obligation debt, $1.780 million of physical plant and equipment levy capital notes, and $8.404 million in SAVE, revenue bonds. The final piece of financing for the high school was completed during this fiscal year and as such the debt was structured in a manner that permitted the district to take advantage of market conditions and property valuation growth. These notes are encumbered through our capital funds improvement and debt service funds are therefore not general fund obligations. Further, the district carries short term debt of $574,277.50 (which is included above) to support the connected learning initiative in the district. 

Enrollment projections remain stable for both the short and long term. Projections that were previously indicative of large gains do not appear to be coming to fruition. At least at this point, plans for rapid increases in enrollment will not need to be addressed insofar as adding infrastructure is concerned. Instead, it will be important for the district to manage staffing patterns in relationship to enrollment since employee costs consume 80% of the budget.

The district also realized a decrease in the special education deficit; from $771,671.30 in FY 2025 to $442,276 in FY 2026. This is due primarily to fewer students attending specialized schools and one fewer special education bus route. It is important to also note this area tends to be unstable and fluctuate widely as students with special needs move into and out of the school district. 

Finally, we should take special note of the district’s unspent balance ratio. This is perhaps the most important of all the financial health indicators and one that should be closely monitored and watched. The news here is good, with an increase in this ratio every year since 2011 when the district completed major budget cuts and ended with a balance of $90,971 or 1.29%. In the prevailing years it has grown steadily to $6,580,569 or 35.71% in fiscal year 2026. Like the financial solvency ratio, this puts the district in a good position in light of unpredictable funding from the state. It is important to note that a new state law, effective July 1, 2-26 has put a 35% limitation on the maximum carry forward, so it is anticipated this balance will be throttled back in order to comply with this new mandate. 

The Day the Towers Fell

Author's Note: Today's post was originally published on September 8, 2021 on what was then the 20th anniversary of the 9/11 attack. This year, we mark the 25th anniversary of this horrible day. It has been lightly updated and republished today to reflect that quarter of a century mark. 

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I was backstage at Beckman High School working in the costume shop when the high school principal announced over the PA system that an airplane had struck the World Trade Center. It was a very warm, in fact very beautiful fall day. At first I thought it odd the principal would make such an announcement. The band was outside on the football field working through their drill for the game on Friday night. Truth be told, it was a perfect fall day; and one that would completely unravel. I remember the frantic calls to Ann as the morning unfolded, all while wondering what would happen next as the FAA took the unprecedented step of grounding every aircraft flying over or on the way to the United States. 

We had only been married a couple of years at that point. I still have a picture from our honeymoon, one with Ann sitting on a small ledge when we visited Ellis Island. The Twin Towers framed behind her. That was in August of 1999, a photo that to me has become a treasured, and in my view quite iconic piece of American history.

Each year on this most solemn of days I recall with precision the events of September 11, 2001. At the time I was a vocal music teacher in Dyersville and had first hour prep. Indeed I have vivid memories of where I was and what I was doing when first learning of the attack. As I mentioned above, I was in the costume shop in the theatre department trying to figure out where to put a donation of clothing that we had no intention of ever using. When first hearing the news, I thought it was probably one of those little Cessna's that got off course. At the time none of us knew it was an attack, thinking it must have been some sort of terrible accident. It didn't take long for those benign reasons to fade when I watched in shock as the second plane struck the south tower on live television; and at that precise moment understanding with unequivocal clarity that yes, we were most certainly under attack. And also in that moment unaware that it would get much, much worse when those towers fell. 

Instruction stopped that day. As teachers we worked hard to keep our students calm. They asked questions. How could this happen, we have two oceans protecting us? Is Iowa next? We had no answers.

I am a bit surprised that I can still recall these details with as much clarity as I can. Because it has been 25 years. Twenty-five years! Indeed the years fly by. I was a young man then and the world as it was on September 10th was not the world we would wake up to on September 11th. The fact is, that world no longer exists. All of the students we are serving in our classrooms, and many of them who now work for use don't know what the world was like on September 10, 2001.

In the intervening years as the anniversary approached we would mark the milestones along the way: the year the 9/11 'babies' went to kindergarten. When they graduated. On this 25th year of remembrance I find a couple of things quite striking. First, there is not one student in our school who was even alive on that horrific day. The second, and perhaps more interesting [at least to me] is the generational divide amongst our faculty and staff. More and more of our faculty is made up of those who were too young to recall this event, and in fact there are those who are now teaching in our classrooms who hadn't even born yet. While there were many of us who were busily at work, teaching school and going about our day: a growing number of our ranks were in diapers and blissfully unaware of what was going on around them. 

America's longest war has come to an end. It will be up to history to decide how this chapter of our story is portrayed. But no matter what, we must honor the sacrifices of so many men and women who gave their lives in service. Who vowed to hold those responsible who attacked us. 

As is the case each year, there will be numerous documentaries on television about this day. Some old, some new. If you are too young to remember, please don't scroll past them with your remote. Watch them. Ask one of your colleagues to share their memories of that day. And for those of us who were there, I would encourage you to watch as well. Talk about this day with your students. Its important that we #NeverForget.

Safety Week!

The beginning of the school year is filled with developing routines. It may seem like a pretty simple thing, but teaching kindergarten kids how to 'line up' is quite humorous to watch! And going through the lunch line? Yikes! Yet, slowly but surely they get it figured out and before you know it, it becomes second nature. It's all about practicing and developing routines. 

Some of the routines that we practice at the beginning of the school year are focused on our emergency response systems. These include fire drills, tornado drills, and bus evacuation procedures. These drills are all about speed. How quickly can we evacuate the building in the event of a fire? How quickly can we get all the high school kids into the storm shelter or the elementary kids in the basement? It has become a bit of a competition between the attendance centers to see who can execute the evolution the quickest! Bus evacuations are not so much about speed, but rather a demonstration of where the safety exits are located, and practicing exiting out the back door of the school bus in a safe manner. Our practice is to conduct these drills twice each semester, in compliance with Iowa Code.

Ove the past two weeks, we have been preparing for 'safety week', which will be next week. This is when we'll take time to have age appropriate discussions and drills with our students on what our processes and procedures are in place in the event we have to execute a mass evacuation. We'll go over evacuation routes, different scenarios, and the ALICE procedures that have been in place at Hudson for a number of years. For our younger students, teachers will be guided by the book, I'm Not Scared...I'm Prepared. 

Now, most of you had the opportunity to see our plan in action in January when we had to evacuate the campus due to a natural gas leak adjacent to the high school. Because we had a plan in place with evacuation routes, primary relocation sites and secondary relocation sites, the whole evolution unfolded pretty well. For a refresher on what happened that day, please check out my blog article from January 15: When Theory Meets Practice. 

As Mr. Bell stated at a staff meeting last week, that evacuation went very well. But, he also cautioned us to remember that the circumstances at play that afternoon were about as perfect as one could anticipate. At the same time, the process that unfolded that day helped us recognize areas where we can improve our plan. Those improvements have been incorporated into our plan. 

I used to think that executing drills: be it tornado, fire, bus evacuation, or ALICE, were merely checking a box to ensure compliance. Once upon a time I believed that spending money on safety equipment, supplies for the buckets, and wayfinding signs for our reunification site was money better spent on instructional supplies. I thought we were spending a lot of time and effort during our administrative team meetings planning for the very unlikely event that something was going to happen. I no longer feel that way.

You can be assured that we take school safety and security incredibly seriously. Our drills are conducted in a manner to evaluate them for flaws, look for ways to improve the process, and test the systems. Next week is safety week, where students will discuss our ALICE procedures. If you have any questions or concerns about our safety plans or procedures, please don't hesitate to reach out. 

Striking a High Note: Uniting for New Marching Band Uniforms

I love it when a plan comes together and our parent organizations join forces. There is a realization that we all wear the same jersey, share the same shade of blue, and belong to a community that supports our students across a vast array of activities.

Believe it or not, it's not like this everywhere. In some schools these activities are pitted against one another and positioning for precious resources can get adversarial. I have never had that feeling here. In fact, quite the opposite. There is genuine support and admiration for our students across all activity disciplines in our school. And when asked to help, we step up for one another. It is incredibly gratifying.

This willingness to rally together isn't just about funding a project; it's about honoring the shared experiences that define high school life. That spirit of community support is something that I hold close to my heart, largely because some of my fondest high school memories come from my time in the music department. From the early morning rehearsals for All-State to the pep band on Friday evenings, it really was the 'best of times'. Perhaps that is one of the reasons I chose music as my vocation when I first became an educator. I wanted kids to have the same kind of experiences that I did when I was in school. In that regard, I do hope that I have succeeded. At the same time though, I have to try really hard not to 'put my thumb on the scale' when it comes to the needs and wants of our music department here in Hudson. Whether or not that has been a fair position will be for others to determine. 

During my time in high school, marching band was a pretty big deal. I loved the precision of the marching, the power of the brass, and the crispness of a well trained battery. To this day, whenever I have the chance to attend a college football game in the fall, one of my favorite parts is the halftime show. 

When we hired Mrs. Davis as our band director, I knew we would be well positioned to reconstitute our marching band program. As someone with experience working with the Panther Marching band, it was a great opportunity to provide our students with a memorable high school experience. Those early years, we really had to start from scratch. We didn't have all the right equipment: marching sousaphones, battery instrumentation, or even flag poles. Slowly but surely we were able to add to the inventory, but the biggest missing piece was marching band uniforms. Fortunately we were able to acquire uniforms from a school district not too far away that was changing out their look. We jumped at the chance to get them! They were not quite right, but close enough? 

After Mrs. Davis left, I was clear that her successor had to not only sustain our marching band program, but to grow it and move it to the next level. Luckily, Mrs. Ramsey was the right person to accept my challenge! A bit less than a year ago she approached me with a slight problem: the 'hand me down' uniforms were on borrowed time. They were starting to fall apart. Also, it was becoming more and more apparent that the blue wasn't the right color of blue, and the black? Well black isn't even a 'close cousin' when it comes to our color palette. 

The conversation about new marching band uniforms had begun. Probably a bit later than any of us would have liked, but the reason we hadn't had that conversation was marching band uniforms are a very heavy lift. But I was all for it! Thanks to the hard work of the music AND athletic boosters we are ready to place the order. Students are now being fitted for the uniforms and we will have them in time for the next marching band season. Yes, it is still a year away but it will take some time to build these uniforms. 

Of the roughly $35,000 needed for these uniforms, the music boosters have raised $20,000 and the athletic boosters have contributed $10,000. That leaves a balance of just about $5,000 to get us over the finish line. Please consider joining me in contributing to this goal. Anything we raise in excess of this goal will be earmarked for our yet to be determined Color Guard uniforms. If you would like to help please select a sponsorship level by scanning the QR code in the graphic.

Welcoming New Staff to the Hudson Community School District!

(Back Row, L-R): Rhandi Oelmann, Kami Koelling, 
Grace Jackson, Alexa McMahon, Camden Troncin
(Front Row L-R): Erin Hawe, Addy Goodenbour, 
Brett Klein, Kaelee Dean

As we begin the 2026-27 school year, I am pleased to welcome several new educators to the Hudson Community School District. Each brings valuable experience, enthusiasm, and a strong commitment to supporting our students.

Our staff members play an important role in making our schools welcoming places where students can learn, grow, and build meaningful relationships. I encourage our students, families, staff, and community members to join me in welcoming these newest members of our team.

Kaelee Dean, Middle School English Teacher
Kaelee Dean is a University of Northern Iowa graduate who joins Hudson Schools after two years with the Waterloo Community School District. A Cedar Falls native, she enjoys reading, spending time outdoors, traveling, and being with family. She is looking forward to getting to know her students and creating a classroom where every student feels seen, supported, and excited to learn.

Addy Goodenbour, High School Math Teacher
Addy Goodenbour is a Wartburg College graduate who previously taught middle and high school math in Rockford for two years. Originally from St. Ansgar, Addy is an avid runner who has completed Grandma’s Marathon and the Boston Marathon—and she’s training for the Chicago Marathon this fall. She is excited to meet her students, get to know our community, and become a Hudson Pirate.

Erin Hawe, Special Education Teacher
Erin Hawe holds a degree from Saint Mary’s University of Minnesota. Outside of school, she enjoys coaching soccer, reading, watching sports, and cheering on the Hawkeyes. Erin is looking forward to meeting our students and families and becoming part of the community.

Grace Jackson, 4th Grade Teacher
Grace Jackson is originally from Indianola and graduated from the University of Northern Iowa this past May. She enjoys spending time with friends and family, staying active, reading, and traveling. Grace is especially excited to have a classroom of her own and build meaningful relationships with students and colleagues.

Brett Klein, Elementary Guidance Counselor
Brett Klein is a University of Northern Iowa graduate entering his fourth year as a school counselor. Originally from Dubuque, he enjoys biking, playing tennis, and spending time with friends. He and his fiancée, Holly, are also preparing to get married this year. Brett looks forward to getting to know our students and their families.

Kami Koelling, 2nd Grade Teacher
A Hudson native and University of Northern Iowa graduate, Kami Koelling is beginning her teaching career in the community where she grew up. Outside of school, she enjoys reading, exploring new places, spending time with friends and family, and tackling DIY projects. Kami looks forward to building relationships with her students and creating a classroom where everyone feels welcome and excited to learn.

Alexa McMahon, Middle School Guidance Counselor
Alexa McMahon earned her bachelor’s degree from Iowa State University and master’s degree from Buena Vista University. She brings 11 years of experience in education, including six years as a Family and Consumer Sciences teacher and five years as a middle school counselor. Originally from State Center, Alexa enjoys traveling, spending time with her family, and cheering on the Cyclones. She is excited to learn Hudson’s traditions, connect with students and colleagues, and become part of the community.

Rhandi Oelmann, Preschool Teacher
Rhandi Oelmann attended Kirkwood Community College and the University of Northern Iowa, and previously worked for Dike-New Hartford as a paraeducator and softball and basketball coach. She lives in Dike with her husband, Dane, and their three children. Rhandi enjoys spending time outdoors, coaching, reading, and supporting her children in their activities. She looks forward to meeting our preschool students and families and watching her students grow throughout the year.

Camden Troncin, 1st Grade Teacher
Camden Troncin is an Iowa State University graduate entering his second year of teaching after previously teaching 1st grade in Johnston. He recently moved to Cedar Falls with his wife and daughter, and enjoys being active and spending time outdoors. Camden is excited to join Hudson Schools and build connections with students, families, and colleagues.

We are fortunate to have these educators joining our schools. Their experiences, talents, and enthusiasm will complement the dedicated work already taking place throughout our district.

The beginning of a new school year is always an exciting time, and I look forward to seeing the relationships our new staff members build with students, families, colleagues, and community members. 

Please join me in giving Kaelee, Addy, Erin, Grace, Brett, Kami, Alexa, Rhandi, and Camden a warm welcome to the Hudson Community School District!

Be the Spark This School Year

There’s something special about the start of a new school year.

After a quiet summer, our hallways are ready to welcome back the energy, curiosity, and excitement that only students can bring. While the calendar follows a familiar rhythm each year, the students who walk through our doors are entirely new. Each one brings unique strengths, challenges, dreams, and experiences that we may not immediately see.

That is what makes education so meaningful.

As educators, we are entrusted with teaching important academic skills that prepare students for their futures. Every lesson matters. Every day matters. But lasting impact often begins long before a student masters a math concept or writes a strong essay.

It begins with connection.

Many students arrive at school carrying burdens that are invisible to those around them. A kind word, a welcoming smile, a patient conversation, or simply taking the time to ask, "How are you doing?" can make all the difference. Sometimes the smallest act of compassion becomes the moment a student begins to believe in themselves again.

Throughout my career, I have learned that we rarely know the full story behind a student's behavior. When we choose empathy instead of frustration, we create opportunities to change lives. Years later, former students often remember how an adult made them feel far more vividly than any individual lesson that was taught.

That responsibility belongs to every member of our school community.

Whether you are a teacher, paraeducator, bus driver, custodian, secretary, food service employee, coach, administrator, or volunteer, you have the opportunity to positively influence a student's day. Every interaction contributes to creating schools where students feel safe, valued, and inspired to learn.

As we begin another school year, I encourage all of us to remember that our work extends beyond curriculum and test scores. We are helping young people discover confidence, resilience, and hope for the future.

My challenge to every member of our district this year is simple: be the spark.

You never know when a small act of kindness, encouragement, or understanding may ignite a lifelong passion for learning—or change the trajectory of a child's life.

Here's to a wonderful school year. Welcome back, and thank you for everything you do for our students.

Playing Up!

During the last legislative session, the general assembly changed the period of athletic ineligibility from 90 school days to 140 calendar days. The idea behind this change was to take into consideration students who were transferring into a school district that may operate a calendar with a 4 day school week. In essence, this change is minimal and, since we have a 5 day school week carries little consequence. However, of greater significance was an amendment to the bill that now includes a provision which would allow 8th grade students to participate in high school athletics. Today I want to explain exactly what this means and our approach here in Hudson. 

Now, I'm going to give myself the opportunity to change my position on this, but at this point I was/am uncertain this is a great idea. In fact, most of the superintendents that I've talked to in the area have expressed reservations. Furthermore, I am unable to figure out who advocated for this change. My supposition is that it may have originated in some of the smaller schools in very rural corners of the state who not only have challenging enrollment, but in those where the problem is exacerbated by an inability to field teams. If that is the driving force, which would make sense; then I can empathize and get behind the idea. However...

Let's first keep in mind what this is...and what this isn't. While we currently allow 8th grade students to participate in softball and baseball, this isn't going to be the same way it works going forward. We have to pick one or the other; and once 'rostered' on a high school team, there is no going back to the junior high level. Right now, for 8th graders playing high school baseball or softball, those athletes can flow back and forth between those rosters. But with this change in law, if a student is moved to the high school team and doesn't get to play, they can't move back down to the junior high level. 

I worry a little bit about the junior or senior in high school who has put in the time, attending the open gyms and never missing a practice. They've patiently waited for their shot. Then, they lose that starting position to an underclassman that hasn't yet stepped foot in the high school. Granted, the goal in high school athletics is to win games: so I understand the argument that the position should go to the best athlete. I also understand the argument that the purpose of junior high athletics is not just participation, but learning about sportsmanship, the rules of the game and fair play. I wonder what happens to those programs if the 'elite' athletes are promoted. Does it mean less success for those who remain? Does this in turn result in an unintended deterioration of those programs?

As has been pretty clear in this column, my position on this is anything but. Although, I admit that there is room for my view to evolve. The fact is, there are somewhere in the neighborhood of 25 states that already allow this. It has gone fine for them and when asked they stated, 'What's the big deal?'. What's the big deal indeed.

That rule is now in place and effective as of August 1. What that means is that districts are free to make those decisions. However, the caveat is that the regulations have not been fully promulgated by the state board of education. That means that we are still in the rulemaking process. Furthermore, our own school board has only had one reading of the proposed policy and it isn't scheduled for final approval until the August meeting. The latest guidance we have received from the school board association is that we need to take our time.

So then, in Hudson we are planning to 'slow roll' this process. However, this is they way we are currently thinking this through. First off, those decisions will be made by those best positioned to make them: the activity director, head coach, and athletic trainer. Ultimately, any decisions made will be guided by what is truly best for all of our student-athletes and the long term health of our athletic programs; not just to rush to adopt to a new rule in the interest of expediency. As rulemaking at the state level wraps up and our local board completes its review, we will keep our families informed. Our goal remains unchanged: to foster an environment where every student, whether in junior high or high school, has the opportunity to grow, compete, and succeed.

Safe, Fair, and Efficient Bus Routes

Well, it's getting to be about that time again. Late last week you should have received your welcome back letter along with instructions on registering for school. As the writing of this post, we have two and a half weeks to go before we open our doors on the 2026-2027 school year. I do hope that you have had a relaxing and enjoyable summer! Part of my respite is a few months break from writing to you each week. With today's column, you can expect that regularity to return (although it may take a few weeks to get my writing 'chops' back in shape). So, welcome back! Administrators returned to the district on Monday and we are putting the finishing touches on our preparations for the first day of school. It is going to be a spectacular year!

One of the annual tasks that we have begun to work on in earnest is the construction of our school bus routes for the year. While the basic structure of those routes remains largely intact year after year, there are new families who move into the area, others whose children are now driving to school, and those who have graduated. This year, we are contending with the anticipated bridge reconstruction on Butterfield Road that will have an impact on that bus route. Indeed there are changes to the routes every year. 

So to begin today, I want to highlight some important policy updates and clarifications regarding school bus transportation. The policy updates that have recently been adopted by the school board are focused on three guiding principles: the routes must be safe, fair, and efficient. Before getting into those policy changes, a good place to start might be a reminder about state law. Iowa Code § 285.1 mandates that public school districts provide transportation to resident K-12 students at no charge for elementary students living more than 2 miles from their designated attendance center and high school students living more than 3 miles from their designated attendance center. The law also provides a provision that districts can require a student to walk up to 3/4 of a mile to meet the bus at the assigned stop. We are proud of the fact that we are able to exceed those requirements at Hudson Schools. 

A few years back, we began offering discretionary transportation, or bus service for families that live inside the radius outlined by state law. At the same time, we have been able to do so without charge; even though state law permits the district to charge a fee to cover the pro-rata cost. We will continue to operate this service as long was we can do so in a fiscally responsible way and without the need to add additional routes to our fleet. 

Because of this, we transport a lot of students daily. In fact, twice a day we are transporting more that 400 students to and from school. As you might imagine, the organizational planning involved in this feat are incredibly complicated. The logistics become even more arduous when considering some students get on one bus in the morning and a different bus in the afternoon. Except for other random days during the week when it changes. On some days, the student may have a different arrangement. And to be clear, we are not talking about just one family. It is multiple families, and sometimes these changes aren't communicated until the afternoon; at which point it is not uncommon for that message to become lost in transit.  

This brings us to the first change in policy. If a family would like to request a change in their bus arrangement for an afternoon drop-off, we would like to know as early as possible in the morning, preferably by 8:30 a.m. This is the only way we can ensure the message gets routed through the proper channels before the end of the school day. If you require a change in afternoon transportation after that time, the best practice is to arrange to pick up your child or make arrangements for one of your other contacts to do so. All too often, the message doesn't get to the right people and we end up with a kindergarten student who normally would ride the bus home and didn't get the message that they were supposed to get off at St. Tim's that day. This is a safety issue. 

The other change that we have made in Policy 711.1 isn't really a change at all but merely a clarification: "Bus stops will be determined by the district annually and students who participate in discretionary transportation may be required to meet the school bus at the designated stop." Look, I get it. The bus may drive right by your house, turn around and come back to a stop that is two blocks away. But here is the reality of the situation. It is not efficient. Everytime we stop, it adds minutes to the route and stress on the [school bus] unit. My goal is to make as few stops as possible so I can get the bus back to school or barn in as short a timeframe as possible. Plus, it's not fair to everyone else. If I stop at one house, why not stop at all of them? Imagine how long that would take! In Twin Oaks for example, we could have upwards of 14 stops in that subdivision. Think about how much time that would take! 

Sometimes it is a balancing act when considering both safety and efficiency when constructing bus routes. For example, we limit, and try to avoid a school bus ever having to back up. We will never allow a bus to pull into a driveway and then back out onto a county blacktop or state highway. Even on gravel roads it is done sparingly. At the same time, on hard surface roads like those just described, we ensure that students don't have to cross over a highway to get on the bus. 

Building school bus routes is complicated and there are multiple variables that we must consider when determining what is safe, fair, and efficient. I also understand that our purposes may run counter to one another when it comes to what time and where the bus stops in your neighborhood. Our only ask is that you keep in mind those three guiding principles and remember: we have more than 400 students we are moving between point 'A' and point 'B'. Twice daily.

Collaborate. Empathize. Innovate: The Conclusion

Message to the Faculty and Staff of the Hudson Community School District at the finish line of the 2025-2026 school year:

At the very beginning of this school year, we began a new journey together; and one that I promised would pass us by quickly. In that opening, I spoke of my own journey as a young teacher to the moment that led right up to the opening of the 2025-2026 school year. As is tradition at the beginning of each year, I offered you a theme, or hashtag, if you will, to be used to center our work together for the school year about to unfold. 

This year, I encouraged a spirit of collaboration: recognizing that our greatest strengths lie in our ability to work together to share our ideas, and to support one another through our successes and each hurdle that we encountered. The examples of collaboration that I have witnessed this year are too numerous to capture in this, my final message to you for the 2025-2026 school year. 

I asked you to foster a spirit of empathy-not just for our students but for one another. I have seen you wrap your arms around our students when they had no one else. I watched you stand in for your colleagues when they were experiencing difficulty. And I noticed when you stayed a little later in the afternoon to comfort a colleague who had a particularly rough day. 

You were challenged to embrace innovation. As our world changes, so too should our teaching practices. Through your innovative use of AI in the classroom, to the hard work needed for the implementation our scientifically based reading instruction. You were there for all of it. 

A little more than a week ago we sent off the Class of 2026 to take on the world. While they are at the starting gate of their journey, the advice I offered to them has echoes of what I shared with all of you at the start of this sojourn. To realize that every person you meet is fighting a battle you know nothing about. To understand that collaboration is the art of recognizing someone has a skill set that can complement the work you are doing and having the humility to ask for help. And to understand that we don’t merely need musicians who can play the notes on the page, but those who can compose a whole new symphony. 

So then, we find ourselves here today at the end of another chapter. Our students are now gone, likely already enjoying the childhood freedoms that come with the promise of summer. We are now putting our books on the shelves for one final time, and within a few short hours our hallways will grow quiet. 

However, it won’t be long before the page turns and we begin to write the opening sentences of the chapter that will become the 2026-2027 school year. Yet it will most certainly be different, because you see, some of those who read these words or gather for our year end celebration are doing so for their final time today. Indeed the close of this school year is an important milestone for some as they put those books back on the shelf one final time. Making the decision to retire is a difficult one. There are many mixed emotions, because on one hand you are not merely ending a chapter, but closing a book that has largely consumed entire working lives. As I told the Class of 2026, my hope is that you are able to look back fondly at your time in Hudson and are always able to call these hallways ‘home’. 

If you'll permit me, I'd like to offer just a few observations about our retirees. First, Laura Angove. With a personality that lights up the room, she was the first to announce her retirement at the beginning of the year. I know she is looking forward to spending time being a grandmother, and she just shared with me that number two on the way. Most of our junior staff know Mrs. Angove as the TAG Coordinator, but she served as a long time art teacher in the district, serving grades kindergarten all the way to seniors in high school. No matter what assignment I needed her for, she gladly accepted my challenge. It was just a few years back when we made the decision to overhaul and revamp our TAG program, moving it from a part time to full time position. I tapped Laura for this job and she took it on graciously. It was a year of hard work getting our program off the ground, but I am grateful Laura agreed to take it on. She has built a strong foundation on which the program will undoubtedly grow. 

Then there is Robert. A new grandparent in his own right, for Robert he just thought it was the right time. I remember distinctly when he told me that he was retiring. It definitively wasn't on my bingo card that he would be throwing in the towel at the end of the year. Fact of the matter was, the Friday before he came to see me we had a conversation about basketball and how he was looking forward to seeing his son coach that night. He dropped no hint of what he had in store. Classic Robert! Truth be told, he has been wise counsel to the entire district over the course of his career. I can say this with certainty: whenever Robert was in my office discussing an issue, we all listened carefully to what he had to say and heeded his advice. It was always correct. 

And now we come to Mrs. Dvorak. The final person to announce their retirement, I guess I shouldn't have been surprised, but I really was. You see, Chris had dropped some hints over the last couple of years and I knew it was coming-but the fact is it still took my breath away. I know Chris is looking forward to spending more time with her husband Barry who also recently retired from UNI. When most people think of Chris, my guess is what comes to mind is an orderly classroom that is very well managed. That is undoubtedly true. Yet, when I consider the depth of Mrs. Dvorak's contributions, I think of the passion she has for our veterans and those who have put themselves in harms way in service to our country. Her annual Pirate Term project of creating stationary for our overseas servicemembers is incredibly touching and become one of my favorites. I do hope someone picks up the mantle next year. 

So then, congratulations to Laura Angove, Robert Driscol, and Chris Dvorak on your retirement. You have spent your working lives preparing for this moment and you deserve it. I am happy for you as you embark on your next great adventure. It has been a tremendous honor getting to know you and work with you. I wish you fair winds and following seas. You have served us well and we are better because of your contributions. 

Superintendent's Message to the Class of 2026: In the Blink of an Eye

Good afternoon to the Hudson High School Class of 2026. On behalf of the Board of Directors, I would like to congratulate you; and welcome all the parents, grandparents and other guests who have taken time to join us today as we celebrate your graduation from high school. 

These past few weeks, days, and even moments have been filled with both reflection and anticipation. Together we’ve looked back at the odyssey that brought you to this moment. At times, I trust you have thought this journey has felt like an eternity; and based on your life experience can make no argument with that sentiment. As 18-year-olds, this school has been at the center of your life. For 13 years in fact, most of what you have experienced has centered largely on what happens within the confines of this institution we hope you will always consider home. It’s all you have ever known. Yet it is but a fraction of what you are yet to experience. For the rest of us, this time has passed in the blink of an eye. You may not see it now, but someday you will. 

If you will indulge me, I would like to take you back. Back to the twilight of summer: 2013. Your parents were preparing to send you off to kindergarten. A youngster of compulsory age, 5 years old and ready to start your first experience with formal schooling. As you walked to the front door of the elementary across the street; with a backpack strapped on that in most cases was bigger than you were, your little hearts were beating with anticipation of what was to come. A few short yards away (much like today in fact), your mom and dad’s heart was breaking just a little bit when they gave you a hug, and with tears in their eyes let you go. Through the door you came and in the blink of an eye a 13-year adventure was underway.

Now, I’ve never wanted to be a kindergarten teacher, because; well let’s face it: It’s a lot. Yes, you were a lot! It takes a very special kind of person to teach kindergarteners all day long! Tying shoes. Wiping noses. Zipping coats. Lining up for recess. Everything was new and required lots of practice, repetition, and patience. There are a lot of firsts during kindergarten. Riding a school bus. Going through lunch line. Music. Art. PE. Routines. In retrospect, in addition to learning the basics of reading and math, a lot of time is spent just simply learning how to go to school and get along well with peers. 

Granted, much of what you learn in school is measured by grades, credit and exams. But as you step out and beyond these walls, the most vital skill you carry isn’t what is found in the textbooks that follow those years after kindergarten. It is in the quiet, transformative power of empathy and those foundational skills you learned back in 2013. To be empathetic is to look at a stranger and recognize part of yourself in their struggle. It’s the realization that every person you meet is fighting a battle you know nothing about. Yes, having the courage to pause your own story long enough to truly listen to someone else’s. We live in a world that often prizes individual achievement. I hope you choose a different metric for success. One rooted in the skills learned so long ago in kindergarten. Take turns. Listen to one another. Learning to share. Play by the rules. Lose gracefully.

Another blink of an eye and it’s 2019. You are now in the 6th grade. To you, it’s been an eternity; but at this point you just are at the mid-point of your formal schooling. By now the routines of school are second nature. You’ve moved on from learning to read to reading to learn. Perhaps you’ve grown fond of non-fiction, fantasy, or adventure. In math the distributive process is a skill that is mastered, and in science we come to understand the scientific method. 

In these middle years we watched you move from the ‘me’ to the ‘we’. You began to realize that collaboration is the art of recognizing that your classmate has a skill, and having the humility to ask for their help. It’s been about the friction that happens when two ideas rub together to create something better. You learned that the strongest bridge isn’t made from a single stone, but of many; leaning on one another for support. 

As Mrs. Christopher reminded you of two weeks ago, we cannot forget to mention the most profound of experiences: the pandemic. When we left for spring break we had no idea that would mark the end of the school year. Instead of a crowded hallway, you suddenly became a grid of boxes on a screen. The friction of ideas rubbing together had to happen through microphones and chat bars, and that 6th grade bridge of support was suddenly stretched across miles of social distancing. You learned that collaboration isn’t tied to a physical classroom—it is the commitment to stay connected when staying apart is the only option. 

Almost an entire quarter of the school year was lost, but of course the sun rose on a new school year. You had seen the world break, and decided you were the ones who knew how to fix it. 

And yet, once again in the blink of an eye, it’s 2023. You are now a sophomore in high school. You can now see that the end is in sight. This. Now this is a pivotal year in your journey. The content is becoming more complex. Perhaps its Algebra II, Spanish or government. But it’s also agriculture, choir and theater. You are beginning to really figure out who you are, and what you want to do with your life. The skills you learned in elementary school are now being refined and expanded. Your thinking is becoming much more complex and you are tasked with solving complicated problems. And of course, that first touch of freedom comes when you earn your driver’s license. Now, you don’t have to rely on mom and dad to get you to and from school. Play dates are now replaced with homecoming dates.

By now, you are no longer merely seeking the answer, but asking; Why? And, how can we make it better? We begin to see you take calculated risks through innovation. You are moving beyond the past—to drafting the future. Believe this: the world doesn’t just need people who can play the notes on the page; it needs people like you who can compose a whole new melody. As you leave us today, don’t simply look for an open door—build one where a wall once stood. This is what you learned in high school!

So, now we arrive finally at today. With another blink of the eye, we find ourselves here on May 17, 2026. Your graduation day. In just a few short moments when you cross this stage and receive your diploma our 13-year journey together will conclude—in the blink of an eye. Much like that first day of kindergarten, I suspect once again tears will be shed. But now, much stronger hearts beat, not of anticipation but in determination to face the great unknown that you are now entering.

The empathy of your early childhood, the collaboration of those middle school years, and the innovation of your youth are meant to be an internal compass that will guide you through a world that is often unpredictable. You see, empathy without innovation is a wish; innovation without empathy is merely an invention. But when you combine the heart with care, the humility to work together, and the courage to create something new? That is when you become unstoppable. You aren’t just leaving here with a diploma. You are leaving with a blueprint for a life of fulfillment and happiness.

As you walk across this stage and through that doorway one final time the next chapter is up to you. My challenge is simple. Don’t outgrow the best parts of your younger selves. When the world gets loud, return to the kindness of kindergarten. When a problem feels too heavy to carry on your own, reach out for the partner you found in 6th grade. And when you see a wall that everyone else says is permanent, remember when you learned how to go through it anyway. Class of 2026, we live in unsettled times. The world doesn’t just need your talent, we need your humanity. So, go out there—and build something beautiful.

Congratulations!

Called to Serve

This May, we honor the dedication of our school board members. The work they do oftentimes goes unnoticed, but the impact they have on our school district is enormous. There is no mistaking the fact it takes quite a sacrifice to serve on this body. While we are blessed to be largely drama free, from time to time a difficult issue lands on the table. That is when the phone calls come. The emails. The confrontation at a meeting. I am grateful our board members are able to handle even the toughest issues with grace, professionalism, empathy, and tremendous poise. We have an outstanding school board here in Hudson. Where some school boards are composed of individuals who harbor personal agendas or vendettas, that is not the case here. Those who serve on our school board do so out of a sense of service to their community. They genuinely want to help. They want Hudson to be the best school district in the state. 

The work that all of us do in schools, regardless of the role, is almost always future oriented. In the case of our teachers, the hard work put in with students today may not be realized for a decade or more down the road. The same holds true for those who serve on the school board. Truthfully, it is no stretch of the imagination to state the decisions made by the Board of Directors are often generational. 

May offers a unique opportunity to pull back the curtain and recognize the dedicated individuals shaping the future of our district. While teachers are the heart of the classroom, the school board members are the navigators steering the entire ship. Their vision provides a framework that allows our educators to thrive, and our students to succeed. From studying the intricacies of special education policy and caseload analysis to considering staffing ratios, we owe a debt of gratitude to these volunteers who balance budgets, set policies, and champion the needs of every child.

When most folks think about the school board, they likely think about the meeting that happens once or twice a month. It may be easy to overlook the work they do-mostly because it is done in the evening; meetings that can run late into the night while contemplating thick budget reports or heady and complex policy discussions. But I can promise you, the work that goes into serving on the school board is a much greater time commitment than a couple hours a month!

Perhaps you glance over the agenda and read the minutes in the newspaper. Maybe from time to time you look over the monthly bills with passing interest. If that is the extent of your working knowledge of a school board, it is totally understandable. However, it merely scratches the surface of the work they do. The impact of the school board is felt by every student, parent, and educator in the district.  

Discernment toward serving, at least here in Hudson generally includes a stop here in my office. Would be candidates have a lot of questions, notwithstanding the logistics and mechanics of board operations. In our pre-service workshops, we spend time getting into the weeds of what to expect if they run and ultimately are elected. We begin with an overview of what they already know-usually of those topics that have been mentioned. I am quick to underscore that what they read in the paper may make it sound easy, but the homework in advance of the meeting is very time consuming. I warn them of the email or phone call from the superintendent briefing on an 'unusual' event in one of the schools; the angry phone call from a parent when their child wasn't selected for a role in the play. 

Indeed, the concepts can be dense and an agenda can include multiple exhibits with artifacts that can easily run a couple of hundred pages. Yes, the meeting is where the decisions are made. But I can promise you that the run up to the final decision is often months in the making. It includes discussion at the board table, requests for additional information, consideration of alternatives, and sometimes outside expertise. By the time a resolution is called up for a vote, it is pretty anti-climatic. Take for example our budget. When the board took final action on the budget resolution it was merely a board member making a motion for consideration that was subsequently seconded. A vote was called and the resolution adopted. This whole evolution was over in moments. Yet the lead up to that vote was months in the making. In fact, you can trace the roots of our budget work back to early November. 

While mechanically, the meeting is where the work gets done, it merely is the vehicle in which to do that work. You see, the role of the school board is governance of the school district. They set the vision for the district and establish long-term goals for student achievement and district growth. This includes setting policies dealing with curriculum standards, safety protocols, and even determining how many credits are required in order to graduate from high school. As mentioned above, the board recently completed their most important task of a school year: setting the annual budget. A total budget for fiscal year 2027 that is expected to top $16.7 million. A huge responsibility indeed! Once the board has set that vision, adopted the policy, and certified the budget-they have in essence given me my marching orders: to execute on those directives. 

Perhaps the most remarkable thing about school board members is that they are locally elected volunteers. That's right, they are not being paid. In fact, service on the school board is the only elected office in Iowa that does not come with some sort of compensation. They are our neighbors, business owners, and parents who choose to spend their free time tackling some of the toughest challenges we face in education. They engage in heated debates, make difficult decisions about resources, and act as a bridge between the community and the classroom. 

When it come to governmental service, there is perhaps no greater impact to what happens in your day to day life than what happens at the local level. Healthy schools create healthy communities. This month, let's take a moment to honor those who have give their time in service to sit in those board chairs. Their commitment to our children's education is a commitment to the future for us all. 

In Defense of the System

As we celebrate teacher appreciation week, a time traditionally reserved for gratitude, it is difficult to ignore the growing disconnect between the headlines and the hallways. The 5 o'clock news or latest Facebook post does not reflect the reality of what is happening inside our schools. While this week should be focused on the thousands of public servants who have dedicated their lives to serving our children, their actual work is often obscured by a thick fog of digital outrage and political rhetoric. We have found ourselves in a strange moment where the reality of the classroom is being overshadowed by viral 'ghost stories' and manufactured outrage. So during this teacher appreciation week, I encourage you to recognize the vital, grounded work they do every single day. 

I implore you to give very little credence to what you read on Facebook when it comes to what happens in public schools, the curriculum that is taught, or any other wild accusation that is levied. At the same time, I might suggest when candidates for political office make absurd claims about our schools, we take the opportunity to ask some clarifying and pointed questions about those allegations. We need specifics. And we need examples. The fact is this: The vast majority of these statements are made by folks whose own children don't even attend public schools. The only purpose [they seem to serve] is to provide a convenient foil for those working very hard at privatizing our educational system-and succeeding. 

I'm not sure where these claims are coming from. Perhaps there is some story that gets twisted out of proportion and spreads like wildfire on the 'socials'. By the time it reaches our ears it is so far from the truth that anyone who stops for just a second to think it through will realize it is balderdash. Consider this: Student 'A' asks a teacher to use the restroom and the teacher refuses. Nevermind whether or not the request was legitimate. Maybe it was, and the teacher should have allowed it; yet that isn't even the point. In any event, the student goes home and tells mom and dad, who may be rightfully upset. They call the school to sort it out. Or instead they post something on Facebook. It gets shared. It multiplies and begins to mutate, ever so slightly. Before you know it, the story has evolved into the truly bizarre and a superintendent in a school district two hundred miles from the epicenter gets a phone call wanting to know why they are allowing students to use litter boxes in lieu of the restroom. What?  

Something broke in our society post covid and I haven't quite been able to figure it out. The result has been some pretty significant paradigm shifts in the public education system. Now, I'll be the first to admit that change can be difficult and that it is sometimes necessary. But it should be based on reality as opposed to made up issues. I can remember taking a phone call following our re-opening after covid and being accused of teaching critical race theory in our schools. I've been in this business for 31 years and have seen a lot; but I literally had no idea what this person was talking about. Or what critical race theory even was. For the record (and for the one thousandth time), we do not teach that concept here or in any other public school that I am aware of in the state of Iowa. 

The latest iterations are more of the same with new twists; partly because, and I can only assume, we have an election coming up this fall. The themes include such claims that public schools have an obsession with, and gender focused agenda. The curriculum is riddled with marxist ideas. We are teaching kids to hate America. Again, these allegations are made by individuals that have no experience with public schools. Their kids go elsewhere. Is it because this type of manufactured outrage is what is needed to secure votes? Or is it perhaps an even more sinister attempt to further undermine our public education system in effort to funnel more money toward privatization?

Now then, at the same time we must admit that we are far from perfect. Have some schools 'painted outside the lines' when it comes to some of these issues? Yes. Is it conceivable that someone reached a bit too far in their application of what is just and right, perhaps imparting an opinion that is ideologically in conflict with local norms? Likely. Yet here is the problem. When we use these isolated 'one off' examples to indict an entire system it becomes problematic. The trouble of course is that it may not appear to be an isolated incident: because social media only amplifies the triggering event. 

It's a little bit offensive when such outlandish claims are made by people who quite frankly should know better, but don't. Because they don't have any real experience with the system. Claims that are meant to be incendiary and easily disproven. Allegations without merit which are purported to be so widespread that the entire system is guilty as charged. Not only is it offensive, it is demoralizing to the almost 40,000 public servants who have dedicated their professional lives to educating our youth in more that 1,300 public schools across the state. Teachers and administrators who Pledge Allegiance to the same flag as all their neighbors. Public school educators who, believe it or not have a key role to play when it comes to protecting this constitutional republic. After all, Thomas Jefferson believed that public education was the bedrock of a free society and once said, "Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day." 

So then, as we celebrate teacher appreciation week, I ask you to look past the digital noise and manufactured headlines. Instead, look at the dedicated professionals in our schools who show up every morning-not to push an agenda, but to solve problems, offer encouragement, and unlock the potential of the next generation. These public school teachers are the heartbeat of our community; they are the coaches, the mentors, and your neighbors who have chosen a life of service in the face of increasingly loud and unjustified criticism. If you want to know what's going in our our schools, don't check Facebook. Check with a teacher. Better yet, thank one. They are doing the hard and essential work of preserving the 'bedrock of a free society' that Jefferson envisioned, and they deserve our trust, our respect, and our gratitude. Not just this week, but every week. 

Special Delivery Plan

We've spent the last couple of weeks discussing some of the strengths, and opportunities for improving our special education program here at Hudson. If anything, you have probably learned that the mechanics and implementation of special education is complicated. This is because while public schools are a function and responsibility of the state, federal law governs special education. It also provides a portion of funding for the program, which can be used as a hammer if the school is out of compliance. Prior to 1975 children with disabilities were often excluded from public schools or outright denied appropriate education. Public law 94-142 was enacted by Congress in 1975, reauthorized in 1990, and in 2004. Today we know that law as the Individuals with Disabilities Education Act (IDEA). The genesis behind the original and subsequently re-authorized 'Education for All Handicapped Children' was to ensure that children with disabilities received a Free and Appropriate Public Education (FAPE) in their Least Restrictive Environment. The law mandates public schools go to great lengths to ensure implementation, which is one of the reasons special education programs are costly. That, and the fact that the funding model hasn't been updated in years. Which means cost overruns are borne by property tax payers. Hint: if we want to reduce property taxes in Iowa, which we do, a great place to start would be updating this model. The statewide special education deficit in Iowa in FY2024 was more than $200 million. All property taxes.

You see, the beauty of public education is that it is tuition free and that it is intended to serve all students, regardless of disability. That wasn't always the case prior to the enactment of PL 94-142. It went a step further though, by saying that, not only are they entitled to FAPE, the are entitled to participate in the least restrictive environment. The least restrictive environment [being] the general education classroom with their peers to the maximum extent that is appropriate. Oftentimes, students served in special education programs have specific content areas that have been identified as goal areas for improvement. In order to show progress toward these goals, they may receive specially designed instruction; which by its very definition is different from their general education counterparts. It is not uncommon then, for that instruction to occur outside the general education setting in the special education classroom: which make the environment for the student more restrictive. 

The law also requires each student served in the program to have a tailored educational plan (IEP) that outlines the goals for the student, the amount of specially designed instruction that will be provided and where, and progress monitoring mechanisms to regularly check to see if the instruction is effective. There are also numerous procedural safeguards in place that ensure parents are part of the decision making process and that no changes are made to the plan without consultation of the entire IEP team, of which the parent is a member. 

Internally, all of this is governed by our District Developed Service Delivery Plan. Primarily, there are two key components of this plan. The first is the continuum of services that is offered as part of our public school system. In general terms, it describes services beginning in preschool and continuing into the regular K-12 academic program up to the age of 21. This part of the plan describes a range of services from K-12 consultation (least restrictive) to K-12 Special Class, which may include special schools (most restrictive). Students in our community are served all along our defined continuum of services in Hudson Schools. 

The other key component in the plan is the monitoring and evaluation of caseloads. You may recall that I devoted some time to this discussion in my article last week. If you recall, each student served in the program is weighted from 1-3 dependent on their level of services. The number of points in a caseload then, does not translate into the number of students in the class. Special education classes are typically smaller due to the level of intensive instruction that is delivered, the collaboration that needs to occur between the general education and special education teacher, and the management of the paperwork. 

Ultimately, navigating the complexities of special education is a balancing act between rigorous federal mandates, fiscal realities, and our unwavering commitment to ALL our students. While the financial structures—and the property tax burden they create—clearly require a modern solution at the state level, our focus in Hudson remains on the individual child. By maintaining a robust District Developed Service Delivery Plan and supporting our dedicated educators, we ensure that every student and parent has a seat at the table and a path toward success. We aren't just meeting a legal requirement; we are fulfilling a promise to every family in our community that their child belongs here.

Improving our Special Education Program for All Stakeholders

We were not in search of a pat on the back when we commissioned a study of our special education program. Granted, the platitudes were very nice, but that wasn't the point. As I mentioned last week, one of the overarching concerns was to understand whether or not we had the right mix of administrative support for the general supervision of the program. Based on our analysis of the report, we do. In my time with you last week, we discussed all the positive attributes of our program and recognize there is a lot to be proud of. Our staff, teachers and paraeducators alike work incredibly hard and are getting solid results. We continue to ask more and more of them each passing day, and they do their jobs without complaint. But at the same time, we have to recognize and be sensitive of asking too much. Today I want to share with you our priorities moving forward and some of the recommendations the report proposes.

There really are three main takeaways outlined in the report where opportunities for improvement exist, and all are connected in one way or another. Behavioral support systems, time and collaboration, and ensuring equitable implementation of IEPs through enhanced professional development and accountability structures. 

In recent years, we have begun to see much more complex behavior needs from some of our students. Correcting problematic behavior starts with a comprehensive schoolwide behavior support system. You may be familiar with the 'Keys of Excellence' program that is currently in place in our school district. What makes programs like these effective is consistency across each grade level throughout the district. The implementation of a common language, clear expectations, and progressive consequences that are consistent for each student, especially those served in our special education programs that require specially designed instruction for behavior. Truth be told, Keys of Excellence predates me and was implemented well before my tenure began. In the intervening years as the natural turnover of staff has occurred, the fidelity with which the program was originally implemented has begun to deteriorate. With new counseling staff coming onboard next year this is a perfect opportunity to 'reset' the program and perhaps take the time to see if another program might better serve the district. This could enable us to implement a system that allows educators to regularly review this 'Tier One' data and address behavioral concerns in the same manner as academic concerns part of a full system of support with 'Tier Three' interventions being the most intense. 

Time to do the work and collaborate with colleagues was an area of concern identified by the our professional staff. Teachers have indicated they are having difficulty keeping up with their workload. This includes the time that is required to collaborate with other teachers on matters of instruction as outlined in the student IEP (individualized education program). I'm not surprised. One disruptive student can take a tremendous amount of time and energy to manage. Additionally, the paperwork trail that is created with an IEP is voluminous and takes constant updating and record-keeping. Part of the reason for this feeling of overload is a problem of our own making. You see, the staffing pattern that we anticipated a year ago did not end up being the reality that materialized. Unlike general education where class sizes are evenly divided, special educators workload is governed by our service delivery plan and a concept known as caseload. Students served in special education are weighted from 1 to 3 points depending on the intensity of the services needed, and our plan calls for no more than 20 points per teacher. Now, while our caseloads are within the margins, in many instances it has still been very taxing on staff. This is because of the staffing pattern deployed. Logistically, caseloads should be banded together: K-2; 3-4; 5-6; 7-8; 9-10; 11-12. That is not the approach we took this year. Special education teachers may have had a second grade student as well as a fifth grade student. On paper, we were able to balance the caseloads. In practice, it made the management and mandated collaboration time almost impossible to coordinate. Granted, determining caseloads when there is a transitory nature to the program makes this all the more difficult. However, moving forward we are being much more thoughtful, not just about whether or not it works on paper, but if the logistics of scheduling are also appropriate. Our hope is this will enable us to establish protected collaboration time for special education teachers and general education teachers across the district. 

Finally we now turn to enhanced professional development and accountability structures. One could probably argue that sometimes the details of the IEP are lost in translation when it comes to deploying accommodations in the general education setting. Perhaps this is one of the reasons legislation was posed that would require general education teachers to read each IEP from top to bottom. Perhaps theoretically a good idea (or colloquially speaking, 'looks good on paper'), but in practice I don't believe this will have the desired outcome. Instead, an approach that incorporates professional development into practice would have a much better chance of being implemented with fidelity. Understanding where to find the accommodations page and reasons for the accommodations is likely more important than analyzing the trendline or being able to explain the 'effect of disability statement' with any level of coherence. To help with some of this work, next year we have appointed a teacher leader to serve in this capacity. In addition to carrying a caseload, they will assist in the development of quality and useful professional learning for all staff; professional development that also links the relationship between the special education, general education; and perhaps most importantly the paraeducator. After all, they are the ones most likely to be tasked with implementing the accommodation. Shouldn't they understand the reasons why as well?

We are proud of the work of our special education staff and the work they do! The results of our study underscored the results they get daily. At the same time though, we recognize that changes can be made that can take some of the pressure off. Hopefully these changes will assist in that effort. 

Bright Spots in Our Special Education Program

When the legislation was enacted changing the operational posture of the AEA system in Iowa, it caused quite a sea change in public schools. Many of the services that we once relied on were eliminated and support that we had relied on was no longer available. There were a lot of concerns with this legislation, and most of them have been voiced here. But, perhaps the one that gave me the most heartburn was special education support. Like most smaller school districts in the state, we relied on the AEA to provide guidance and a safety net for special education operations. You see, special education is a very complex program with rules and regulations that seem to be constantly changing. We have to deal with a mix of federal and state funding, be cognizant of a concept known and 'least restrictive environment', have a basic working knowledge of Medicaid, and understand what specially designed instruction looks like. Perhaps most importantly, ensure that our special education teachers are getting the support they need through general supervision of the program. 

A lot of the aforementioned were concepts that we relied on the AEA to assist with. Good thing too. You see, by trade I'm a music teacher. The skill set between teaching a student to sing or play the piano is quite different than those needed to develop and deliver specially designed instruction. Likewise, the other three principals on the team aren't special education teachers by trade either (although they are light years ahead of me when it comes to this type of expertise). Indeed, this phenomenon isn't unique to Hudson. That is why many of my colleagues around the state made the decision to add special education directors to their districts: administrators with specific expertise in special education. A sound decision for sure, one that I would unwise to second guess. Financially, it's not a heavy lift. 10% of the special education funding that flowed to the AEA can now be retained by individual districts ($29,329 for Hudson Schools next year). If you share that position with other school districts and pool the funds together, in essence it becomes cost neutral. Plus there is the added benefit of operational sharing incentives. 

Yet, when overtures to participate in a sharing arrangement for a special education director were made, I resisted. Not because I thought this wasn't a good idea. But because I thought it was first important to 'pop the hood' on our special education program. Before adding an additional layer of administration, I thought it first important to understand with clarity what exactly was happening in that program. And to be completely honest, an opportunity for us administrators to examine our blind spots when it comes to special education administration. So, we commissioned a study of the program, led by the AEA.

We started this process way back at the beginning of the school year by identifying exactly what it was we hoped to accomplish and why. It was also important to understand why our special education deficit was so high and if there were efficiencies that could be uncovered. During the course of this school year, we refined our scope and reviewed data metrics both internal and external. Teams observed our teachers delivering instruction. Examined the construct of IEPs. Conducted focus groups and administered surveys. And compared our data to peers.

The results. Well, they were quite impressive. We found that our identification rates are consistently below state averages and fairly stable across all buildings, with lower rates occurring at the high school. This is a positive finding because it suggests our educators have a strong problem solving process in place. When a student is experiencing difficulty in the classroom, special education should never be the first intervention. We have to ask the question: Is this a skill deficit, or a processing issue? If the answer is skill deficit, then special education is unlikely to yield the result desired. Further, lower identification rates at the high school suggests the overall program is performing as designed. The reason there are fewer students at the high school is because the service is no longer needed. Our goal is for students receiving special education services to not need them; and instead receive instruction in their least restrictive environment (LRE). 

Least restrictive environment then, is in regular class with their age appropriate peer group. Again, another bright spot for our program. Our LRE rate exceeds state targets, which indicates our special education students are in the regular classroom more that the statewide average. And with an exit rate of 7.5%, we are higher than that 4.5% exit rate realized statewide.

One of the findings that I was most proud of was in compliance. The majority of IEPs are finalized within 15 days of the scheduled meeting, and the observable data reveals implementation of specially designed instruction that has been outlined in the IEP is actually being delivered. This tells me that the developed plan is not offering mere platitudes, but delivering on promises and expectations. Additionally, the instruction truly is specialized and individual to each student, as opposed to 'more of the same' general instruction. 

Ensuring compliance with the law, designing quality instruction, and ensuring students are in the least restrictive environment means little unless we are moving the needle on student outcomes. Our analysis suggests that is the case. Students are exceeding statewide ISASP proficiency benchmarks for students with IEPs. Graduation rates surpass state rates. Dropout rates are consistent with those who do not have an IEP. 

One might think everything that has been highlighted as strengths in this column goes without saying. The fact is, they are not. During my time on the Iowa Board of Educational Examiners one of the most consistent issues we dealt with were teachers unable to properly manage the workload that comes with being a special education teacher. One of the first things to suffer is progress monitoring. We do not have that problem here. I had always believed our teachers were knocking it out of the park on a daily basis. Of course, I'm admittedly bias (and still not a special education teacher). Of course one would think that IEPs are well written and professional. Yet, I can attest to the fact that we have inherited some very low quality plans in the past; ones that our instructors have had to fix. 

The takeaway is that we have an outstanding special education program and can prove it. It is outstanding because of the professionals who are working with our students every day. Do we need an additional administrator to oversee this program? Absolutely not. However, there are a few tweaks that we can make in the program to make it even better, not only for our students but our teachers. We'll tackle some of those next week. In the meantime, if you are interested in reading the full report, please check it out on our website.