The week of December 1st is an extraordinary one for Dinwiddie County Public Schools.
Our High School Football team advances to the state AAA finals for the first time in the recent history of our school division. The game is scheduled for Saturday, December 6th, 12:07 pm at Virginia Tech., in Blacksburg, VA. Our secondary schools have strived to establish a well-rounded and balanced extra-curricular and sports program over the past six years. I have proudly overseen the growth and development of the youth sports programs at the middle and high school levels and our school board has given broad support to such efforts by providing good stipends for coaches, excellent athletic fields and facilities, and made an investment in the activities programs across schools in our division. The fact that our "home town" football team has worked its way to a virtually perfect season is no minor feat. Just five years ago the team was fortunate to win just one game. Now the tables of fortune have turned thanks to the leadership of Coach Billy Mills, the support of our athletic director Chad Knowles, and the principalship of Barbara Pittman. We lost just one game this season in our journey to the state championship in Blacksburg and our outstanding team lead by quarterback Adam Morgan has put Dinwiddie County rightfully on the map of the commonwealth of Virginia.
Our entire community has rallied in support of this wonderful season. The stands have been full of alumni, parents, and citizens thanks to the winning tradition established over a year ago by the Dinwiddie Generals...and not just in football but wrestling, track, tennis, basketball, softball, baseball to name just a few. Female sports have taken center stage as well throughout this unprecedented period of growth and development for our young students. Students, faculty, staff, parents, citizens all walk a little bit taller these days around the county...could it be we all have a bit of "Generals Fever"? This is a good thing. Why? Let me tell you what I think as superintendent of schools.
Academics maintains center stage in our school division as it should. But academics alone do not make for a well-rounded student. Much of the learning that must take place in the formative years of human development does not necessarily originate in the theoretical world of textbooks and/or the internet, rather, the basic lessons of courtesy, respect, dignity, humility, and collaboration often take place outside of the classroom. The mentoring experiences our teachers and staff offer young people very often occur after school hours in the clubs, activities, student government, community service, performing arts, and athletic teams that students participate in. Without these experiences students would be at a loss for the richness and fullness of the human experience. Public schools play an important role in the psychological, sociological, and physiological development of young people and the vehicle for these important formative experiences finds it's genesis in clubs, sports, and activities. Let's acknowledge that America has evolved as a great society because of the strength of our civic organizations and this tradition is passed to our young in our public schools by way of the variety of opportunities for social engagement beginning at school age.
We treasure our strong traditions in academics and social activities and welcome the rich experiences our children have at each of our schools. When one organization reaches the peak of success like our football team has done this season, it gives us all reason to celebrate and be proud. The human aspect of our work in education gives rise to stronger communities...the more our students succeed, the more validation and recognition they rightfully deserve. Every person's talents and abilities need to be celebrated...this is what public schools do so well. Dinwiddie is a very proud community with rich traditions and a sense of purpose for it's future...let's all embrace the changes that have emerged inside and outside of our classrooms...let's celebrate our successes and thank God for blessing our youth with great schools, teachers, mentors, parents, and coaches...and along the way let's not forget to say our prayers (and or thoughts), and let's all add one more thing to our daily reflections: "Go Generals"!
Tuesday, December 2, 2008
Thursday, November 6, 2008
Implications of Cuts to Educational Funding
State funding formulas across America have been under close watch for more than two decades due to the ongoing legal debate over adequacy and equity issues. Virginia is no exception due to the complex nature of the funding formula that relies in part on sales tax revenue, a state contribution accounting for regulations and mandates imposed by the general assembly, and a local contribution formulated via a "Composite Index" ranging from a low of 2.0 to a high of 8.0 (the lower the score the higher a locality qualifies for state funding), and finally an accurate accounting of school age children in the community and the "Average Daily Membership" in the local schools (ADM). The bottom line on this scenario relies upon the local municipality's ability to pay and the fact that School Boards in Virginia have no taxing authority. The result is that many communities in Virginia must rely upon the tax base within their boundaries to provide the basis for support in public schools. Add to this the tension that the Virginia Constitution created by allowing local governments to appropriate money for school purposes and schools often find that they must stand in line behind other agencies in order to balance the community "checkbook".
In good times, the state will step up to the plate and fund a generous portion of the overall school budget. In difficult times, the state will often pull back and leave the lion's share of the funding decisions to localities. Since localities often feel the budget squeeze (even in good times) they will sometimes hold pat on traditional funding resulting in less funding for local school budgets. One more dimension to this multi-layered funding issue is the fact that operational costs (year to year funding for personnel, energy, transportation, health services, etc.) must remain separate and distinct from capital costs (long term building costs and debt service).
Note the almost complete absence of the federal government in funding public education. Typically only 3% to 6% of the local school budget originates with the federal government, yet the feds demand far more from public schools than they are willing or able to fund: for example, the No Child Left Behind Act is the largest unfunded mandate in the history of public education. Ironically, the United States Constitution provides no language for the inclusion of public education in America. This is left entirely up to the 50 states and the District of Columbia.
During a significant downturn in the economy on the national and state level, public officials will turn to the various state agencies for reductions in funding. Public Education is no exception and thanks to extreme factions embedded in state governments public education funding is ripe for targeted reductions. The only problem is there is little (if any) room to cut educational funding without affecting the delivery of educational services to children. Almost 75% of local school budgets are tied directly to personnel salaries and benefits with the remaining 25% allocated to fuel, energy, transportation, health, technology, and administrative services. It is foolish to think that a significant amount of money can be extracted from local school budgets without damage to the way schools educate children and provide necessary special services to the most challenged children in our communities. Many school officials have indicated that the only way to reduce their budgets is to cut essential and non-essential teaching positions resulting in larger class sizes and diminished attention to students with critical needs.
The road ahead will be at best difficult if not extremely challenging for public schools. Schools cannot afford to reduce or fail to provide any level of educational services and have an ethical mandate to do everything in their power to continue with their mission to level the playing field for all children who enter the schoolhouse door. Without sufficient funding this will be impossible to accomplish: the public should not expect the same (if not higher) level of delivery of educational services with less funding or reduced resources in future years. So it is up to the state and local government to decide the worth and value of a quality public educational system for the community...and then decide to fund it.
In good times, the state will step up to the plate and fund a generous portion of the overall school budget. In difficult times, the state will often pull back and leave the lion's share of the funding decisions to localities. Since localities often feel the budget squeeze (even in good times) they will sometimes hold pat on traditional funding resulting in less funding for local school budgets. One more dimension to this multi-layered funding issue is the fact that operational costs (year to year funding for personnel, energy, transportation, health services, etc.) must remain separate and distinct from capital costs (long term building costs and debt service).
Note the almost complete absence of the federal government in funding public education. Typically only 3% to 6% of the local school budget originates with the federal government, yet the feds demand far more from public schools than they are willing or able to fund: for example, the No Child Left Behind Act is the largest unfunded mandate in the history of public education. Ironically, the United States Constitution provides no language for the inclusion of public education in America. This is left entirely up to the 50 states and the District of Columbia.
During a significant downturn in the economy on the national and state level, public officials will turn to the various state agencies for reductions in funding. Public Education is no exception and thanks to extreme factions embedded in state governments public education funding is ripe for targeted reductions. The only problem is there is little (if any) room to cut educational funding without affecting the delivery of educational services to children. Almost 75% of local school budgets are tied directly to personnel salaries and benefits with the remaining 25% allocated to fuel, energy, transportation, health, technology, and administrative services. It is foolish to think that a significant amount of money can be extracted from local school budgets without damage to the way schools educate children and provide necessary special services to the most challenged children in our communities. Many school officials have indicated that the only way to reduce their budgets is to cut essential and non-essential teaching positions resulting in larger class sizes and diminished attention to students with critical needs.
The road ahead will be at best difficult if not extremely challenging for public schools. Schools cannot afford to reduce or fail to provide any level of educational services and have an ethical mandate to do everything in their power to continue with their mission to level the playing field for all children who enter the schoolhouse door. Without sufficient funding this will be impossible to accomplish: the public should not expect the same (if not higher) level of delivery of educational services with less funding or reduced resources in future years. So it is up to the state and local government to decide the worth and value of a quality public educational system for the community...and then decide to fund it.
Monday, October 27, 2008
Enforcing Discipline and Safety in Public Schools
In the interest of maintaining optimal learning conditions at all grade levels in public schools officials are compelled to remove students who display a lack of regard for public welfare. We increasingly find to our surprise that younger and younger students demonstrate severe behaviors and dispositions that defy logic. When students threaten the peace and sanctity of the public school environment school officials must act and consider the greater good. After many interventions school officials often find these disruptive students standing before a panel for long term suspension or expulsion.
It is the result of these hearings that will occasionally bring criticism from outside sources complaining that all children belong in the school setting and not out on the street. They often cite the societal cost of incarceration as opposed to the lesser per person cost of educating our youth. While this argument has it's merits, the overarching need to provide a civil environment free from the threats of the safety and welfare of children and young adults far outweighs the concern for the few disaffected students removed from the public school environment.
The overwhelming majority of children who attend public schools everyday (perhaps in excess of 90%) never act out of order. Every school division offers a sanctioned and published "Code of Conduct" that aligns with the regulatory and statuatory dictates of the state constituion. In Virginia, this relationship is very explicit and clean. The state associations such as the Virginia Association of Secondary School Principals hosts spring forums where distinguished presentors such as Roger E. Jones from Lynchburg University define the legislative changes and additions for the current school year's laws and regulations. School divisions, in turn, note these legal changes and incorporate such into their Code of Conduct for the following school year. The published Code of Conduct is then distributed and explained to all students entering schools in the fall and in Virginia parents are required to sign for receipt of them.
When student misbehavior rises to an unacceptable level of tolerance school officials must and do act in accordance with their statuatory responsibilities. Citizens pay a high price for providing public education in their communities, students are asked to pay a resonable price for attending these institutions: ie., respectful and civil behavior. Sadly, as a result of an increased push for free expression in our wonderful democratic society, the standards and expectations for behavior in public schools often exceed what is accepted in other public places such as shopping malls, theatres, or concert venues. In fact, many school bus drivers may not play the radio on school routes for fear that children will hear words and phrases in music that uttered in public schools would be grounds for disciplinary action.
The Supreme Court of the United States in reviewing key cases relating to freedom of expression and student rights has consistently defined the public school setting as a special circumstance. On one hand, "...students do not shed their constitutional rights to freedom of speech or expression at the school house gate," (Tinker, 393 US 503, 1969) and on the other hand of the behavior equation" ...failure to react...would be inconsistent with the district's responsibility to teach students the boundaries of socially appropriate behavior." (Morse, 127 S.Ct. 722, 2006).
The challenges facing public schools in this era of history are perhaps greater than at any other time in the history of education. Accountability in academic achievement must parallel the responsibility to hold students accountable for socially appropriate behavior in public schools. After exhausting all possibe remedies, the public expects school officials to hold children accountable for dangerous behaviors that impact the health, safety, and wealfare of others in our public schools. If such consequences lead to expulsion from school, school boards must do so without remorse and should withstand the limited criticism they face for eliminating threats to the school environment: after all public school officials are upholding the laws intended to create safe schools to begin with, and should not the children and parents invested in our public schools expect standards to be upheld? I say a resounding YES.
It is the result of these hearings that will occasionally bring criticism from outside sources complaining that all children belong in the school setting and not out on the street. They often cite the societal cost of incarceration as opposed to the lesser per person cost of educating our youth. While this argument has it's merits, the overarching need to provide a civil environment free from the threats of the safety and welfare of children and young adults far outweighs the concern for the few disaffected students removed from the public school environment.
The overwhelming majority of children who attend public schools everyday (perhaps in excess of 90%) never act out of order. Every school division offers a sanctioned and published "Code of Conduct" that aligns with the regulatory and statuatory dictates of the state constituion. In Virginia, this relationship is very explicit and clean. The state associations such as the Virginia Association of Secondary School Principals hosts spring forums where distinguished presentors such as Roger E. Jones from Lynchburg University define the legislative changes and additions for the current school year's laws and regulations. School divisions, in turn, note these legal changes and incorporate such into their Code of Conduct for the following school year. The published Code of Conduct is then distributed and explained to all students entering schools in the fall and in Virginia parents are required to sign for receipt of them.
When student misbehavior rises to an unacceptable level of tolerance school officials must and do act in accordance with their statuatory responsibilities. Citizens pay a high price for providing public education in their communities, students are asked to pay a resonable price for attending these institutions: ie., respectful and civil behavior. Sadly, as a result of an increased push for free expression in our wonderful democratic society, the standards and expectations for behavior in public schools often exceed what is accepted in other public places such as shopping malls, theatres, or concert venues. In fact, many school bus drivers may not play the radio on school routes for fear that children will hear words and phrases in music that uttered in public schools would be grounds for disciplinary action.
The Supreme Court of the United States in reviewing key cases relating to freedom of expression and student rights has consistently defined the public school setting as a special circumstance. On one hand, "...students do not shed their constitutional rights to freedom of speech or expression at the school house gate," (Tinker, 393 US 503, 1969) and on the other hand of the behavior equation" ...failure to react...would be inconsistent with the district's responsibility to teach students the boundaries of socially appropriate behavior." (Morse, 127 S.Ct. 722, 2006).
The challenges facing public schools in this era of history are perhaps greater than at any other time in the history of education. Accountability in academic achievement must parallel the responsibility to hold students accountable for socially appropriate behavior in public schools. After exhausting all possibe remedies, the public expects school officials to hold children accountable for dangerous behaviors that impact the health, safety, and wealfare of others in our public schools. If such consequences lead to expulsion from school, school boards must do so without remorse and should withstand the limited criticism they face for eliminating threats to the school environment: after all public school officials are upholding the laws intended to create safe schools to begin with, and should not the children and parents invested in our public schools expect standards to be upheld? I say a resounding YES.
Tuesday, October 21, 2008
Educating for a Changing World
The Association for Supervision and Curriculum Development recognizes that public schools must go far beyond minimum standards and achievement tests if we are to prepare students to be successful in a complex global society. This responsibility requires schools to prepare students for technological, cultural, economic, informational, and demographic changes. ASCD supports changes in teaching, learning and leadership that prepares students for a new world order. We acknowledge the role that multiple languages, cultures, and interpersonal relationships must play in a world that is becoming increasingly more interdependant and complex. To this extent ASCD and it's leaders in states like Virginia support the concept that students must:
- Acquire and apply core knowledge and critical thinking skill sets
- Demonstrate creativity, innovation, and flexibility
- Make decisions and solve problems ethically and collaboratively
- Utilize knowledge and technology to gather, analyze, and synthesize information
- Display leadership skills that inspire others to achieve, serve and work together
Students must be equipped with the skills that allow them to serve as active participants and leaders of change. High-quality instructional programs must have the tools and resources that are fundamental in the age of information. Support for public education and reforms that meet 21st century expectations must be embraced by public officials and policy makers across the Commonwealth of Virginia and America. Resouces for educating children of all backgrounds are thin at best and public schools are doing everything in their power to not only meed the mandates imposed by state and federal politicians, but to provide a level playing field for students regardless of background or economic status. American became the greatest counrty in the world due to the strength of our teachers and educational leaders. If we are to maintain a leadership position in a global society, then we must invest in the futue of public education for the sake of our democratic way of life and place in a world with diminishing borders.
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