Cost Drivers in School Mandates

         As I venture into the land of school finance in preparation for serving on a local school board, I am inundated by a plethora of information.  I have been working my way around the Texas Association of School Boards website in an effort to gain insight into school funding.  This information should be shared with all educators and school personnel so that they also understand what is mandated by the state and what is not.  The link below will take you to a booklet that gives a decent overview of the "ties that bind" our schools since there is little or no funding provided for their implementation.  Take a look and let me know what you think.

http://www.tasb.org/legislative/legislative/reports/documents/unfunded_web.pdf

Note:  Please share my blog site with other school personnel, community members, and all stakeholders in education.  (Gee, I guess that would make this important to every single person in the community!)

"I respect faith, but doubt is what gets you an education."

Wilson Mizner (1876-1933) American dramatist.

First Amendment at Work

     If you haven't heard, I have filed for a position on a local school board.  As it turns out, I am running unopposed (as are the other candidates), so there will be no election.  This is good and bad.  It is good because I can devote my time to studying the law, which I have been doing.  This is bad because not very many people in my community and school will know that I will be their spokesperson.  This is the reason for this particular blog.

     When I say I am "studying the law," I mean that I have started with the Articles of Confederation and working my way down to local school board policy.  I am a big picture thinker who believes in getting to the root of a matter in order to understand the growth that has occurred over time.  I am also a patriotic American who believes in our rights and who will defend each and every one of them.  The freedom of speech is one that I hold near and dear to my heart, so this blog will remain in tact regardless of what others may believe to be good or bad about it.

      I want to hear from all stakeholders who care about the school, the community, and our kids' futures.  I know that many of these folks have a great fear of speaking publicly or even expressing themselves in writing, but I encourage everyone to take an active role in what happens with the most important creation on the planet, our children.  If anonymity is a must, then comment anonymously.  I promise that I will read and post the comment without any identifying "marks" so that voices will not be squelched.

      Keep those cards and letters and e-mails coming, my friends.  I WILL listen.

    

Still Dreaming

     When I started teaching in 1980, something occurred in my district on a regular basis that I thought was a requirement.  School board members actually visited our teacher workrooms during lunch and our classrooms during our conference periods to see how everything was going and if there was anything they could do for us. As it turns out, it was our trustees' way of seeing for themselves what had been entrusted to them by law.  Most of the time they were accompanied by our principal or assistant principal who served as a kind of tour guide.

     I don't think I appreciated this act of good stewardship enough.  First of all, I didn't have to leave my three small children and husband at home to attend a board meeting to answer the question they always asked: "What can we do for you?"  The fact that they were visible and accessible to me and every other school employee during our regular work hours was a sign that somebody "up there" cared about what I was doing.  As the years went by, boards and superintendents changed, and so did this kind of involvement.  I have been told of late by school employees and former board members that this is frowned upon by administration.  Why?

    Most school employees don't even know who the school board members are.  Some district websites offer short biographies of these folks but hardly ever provide contact information.  As a result, most school employees rarely contact them unless something is already really wrong. 

     For example, my school was in a dire situation in the 1990s when gang activity was blossoming in the restrooms, the out-of-sight nooks and crannies, and even in the halls during passing period, and we could not get administration to nip it in the bud.  Unfortunately, the teachers were forced into doing the job by using detective tactics to get these kids under control.  We did not like being police officers.  We did, however, love being teachers.  In a desperate move to return to that status, we asked a board member to meet with us privately in my home where we voiced our concerns.  We felt like criminals, but we feared addressing the board publicly for obvious reasons.  The next day, this trustee walked into our school and saw for himself that we spoke the truth.  One of our little darlings responded with a string of profanities when this board member asked him why he wasn't in class.

      So, I am asking a big "what if" today.  What if school board trustees took the time to be accessible to school employees and community members outside of the board room?  If this occurred, I suspect that http://www.texastransparency.org/local/schools.php would not have to exist.

What if....?

       I am a bit of dreamer, I guess, because I like to ponder the Utopian school.  I do a lot of "what if" thinking just to imagine what could be if all of these ideas became reality.  Try it. 

What if...

• an administrator could not make more than the highest paid teacher?  First, teachers would not have to leave the classroom to make more money.  Second, only those who are "called" to lead would even attempt to reach principal status.
• teachers could take a basic curriculum and turn it into his/her own masterpiece?  Teacher morale would be at an all-time high which would directly affect the attitude the students would have toward the subject matter.  Excitement is very contagious!
• school board members actually took the time to visit with students, teachers, parents, and other community members?  Everyone might actually begin to understand what really goes on in schools or what is possible.
• parents turned out in droves to discuss curriculum and homework?  I dream of the day that a parent addresses the school board about what their children are learning - or not learning.
• students graduated culturally literate and truly college- or workforce ready?  A REAL education is the great equalizer, and every kid deserves a shot at life no matter what their circumstances.
• the truly creative teachers were rewarded for trying innovative techniques instead of just following a scripted curriculum?  Maybe some of the money saved on administrative costs could be used to reward these teachers.
• principals were in charge of calling subs themselves?  Few teachers would call in just if they are having the blues, and principals would actually know what is going on in the lives of their teachers. 
• teachers were in charge of writing curriculum again?  Teachers would gain the depth of knowledge necessary to become a master teacher.  If all they use is a canned curriculum, then they have no incentive or need for gaining more knowledge.  Programs like C-SCOPE are the educational welfare system that allows teachers to grow lazy.
• principals and department chairpersons or lead teachers actually ran the school?  Think of the savings! Imagine the buy-in, especially if the lead teachers used the ideas generated in their departments?
• every school board member and administrator substituted at least once per six weeks?  They would actually get a feel for what is going on in the typical classroom today.
• every professional ball player and actor made a substantial contribution to a school?  This would show everyone that education is important.  And they might even inspire others to give.

      What would you add?  Post your "what if" ideas in the comments box below.  

A Letter from a Math Teacher Concerning CSCOPE

      Below is a letter from a distraught math teacher who obviously understands the finer points of math instruction and can express specific problems with the CSCOPE curriculum.  I have made minimal changes to ensure the anonymity of the teacher.  I suspect that many more teachers in all areas are experiencing these kinds of frustrations every day.  Is this a worthwhile program?  Is it one we should scrap or just allow teachers to modify to get the best out of their students? 

Shirley,

I think you did an excellent job of highlighting some critical issues with C-Scope. As a math teacher currently being required to use this curriculum, I will add a few more:

1) This curriculum does not allow nearly enough practice for the average student, let alone the struggling learner. Material is being covered, not mastered. Mathematics is such a building block process that this means students never feel confident. Frustrated students often act out.

2) It doesn't incorporate review of material taught in past years. There also isn't an opportunity to take any time to review periodically topics taught during the year.

3) In math, it is wise when teaching a new concept to begin with simple numbers so that you can focus on the concept. C-Scope, in the name of rigor and complexity, often gives the students very difficult numbers to work with. This causes a great deal of frustration with the students, and the teacher has a hard time assessing whether the student is struggling with the concept or the computation.

4) The math curriculum is so scripted that it doesn't allow for "teachable moments." It also doesn't address different learning styles and teacher individuality.

5) There is absolutely no consistency from grade level to grade level. I know of teachers who teach two different grade levels currently, and it astounds me how much they find this to be the case.

6) The assessments do not match the lessons. The assessments are matched more closely with the TEKS, while the lessons themselves often read things into the TEKS that are not there. What C-Scope calls rigor, the students find confusing.

7) It brings students to the application level immediately before they have actually acquired the skill being taught. It also often combines a great deal of new learning at once.

8) The assumption is that all whole group learning is bad and all cooperative group learning is good. There leaves no room for teacher judgment.

One concern I have is the relationship between the creators of C-Scope and those persons responsible for creating the STAAR test. We have received and piloted STAAR screener tests. These tests really test whether or not teachers have taught specific models advocated by C-Scope. They aren't testing whether a student is able to solve a problem but whether they are able to do so using a specific method. There are a lot of assumptions about how students make meaning in mathematics, and there is not a lot of room for differentiation.

Another concern is that students are masters at picking up on whether their teachers are confident and believe in what they are doing. By being forced to use exclusively a curriculum which is highly scripted, the teachers are miserable. Even the best teachers become stressed and less than enthusiastic when put in this position. Teachers at our school have been frequently threatened with the loss of their jobs if they don't follow this to the letter. Any complaints are seen as resistance to change.

Our Professional Learning Communities are a joke since we actually have not been given any space to make professional decisions. At no point have we been asked to give constructive feedback. The sad thing is that it is obvious that our administrators don't feel like they have any power to make leadership decisions either since they are being micromanaged by the superintendent. It is a very sick environment, where many teachers are operating from a place of fear and anxiety.

I am very grateful for your willingness to speak up.

CSCOPE: What's the Deal with That?

        CSCOPE is definitely a "hot" topic for teachers.  Most of you reading this have either heard of it, or you are living it in your classroom every single day.  Here is what the CSCOPE website defines it as:

"The Texas Education Service Center Curriculum Collaborative (TESCCC) includes a team of Education Service Centers that represents all areas of the state.The collaborative's goal is to provide a quality curriculum support system to Texas K-12 schools. TESCCC has developed CSCOPE, a comprehensive, customized, user-friendly curriculum support system. In addition to the curriculum, CSCOPE encompasses resources for the implementation, monitors the curriculum and establishes an accountability process to ensure a quality implementation. The curriculum component of CSCOPE is based on best practice models from top researchers. Lessons are all aligned with the TEKS/TAKS and each lesson meets the highest standards of rigor and relevance."

         As those who are being forced to adhere to this program, I hope you are asking questions - and the right ones.  These questions are based on information provided by teachers from all over the state who have personal knowledge of the program as it is used in their specific districts.

1. Does this curriculum provide teachers with enough leeway and freedom to teach beyond a minimum skills test?  (Does it promote creativity in teacher and student alike?)
2. Does it allow teachers to re-arrange the lessons to accommodate the uniqueness of their students?
3. Whose "best practices" does it employ?  If they are coming from inner-city, low-income schools, is it appropriate for all schools? 
4. Are teachers who are currently working in Texas schools instrumental in developing, designing, and amending this program?
5. Are teachers allowed to use the state adopted textbooks with CSCOPE?
6. Does it mesh with other programs, such as Balanced Literacy?
7. Is it cost effective? Have we seen a breakdown of cost per student for all parts of the program, including paper use, ancillary materials (i.e. math kits, social studies kits), and cost for substitutes needed when teachers are attending "roll-out" days at the ESC?
8. Does it have diversity of lessons for various grade levels? 
9. Who is turning a profit from this program?
10. Since its inception, is there any evidence that SAT and ACT (and TAKS) scores have improved so much that it justifies the expense?
11. Since teachers are just "facilitators" with this program, are the kids getting too much discovery learning and not enough teacher instruction?
12. Do parents really understand the curriculum and how it works? 
13. Are seniors graduating college- or career-ready with this curriculum?
14. Does this curriculum address the needs of gifted and talented students?
15. Is the state really going to mandate CSCOPE for use in all schools across the state?
    
    

          If you are not asking these questions, you should.  If we are going to use this program, then everyone involved should know how it works - or if it works.  The idea that one administrator announced to a group of teachers that anyone off the street could come in and teach this curriculum, tells me all I need to know about the quality of the product and the reason it exists.  Are we willing to sacrifice a solid education for a minimal skills test score while watching master teachers pushed into closets so that they don't taint the waters with their "antiquated" ideas about teaching (which, by the way, still work)? 

          I have had many opportunities to speak with college professors about what they are seeing in the freshmen classes, and the picture is not only dreary; it is embarrassing.  I have also had many opportunities to speak with local business owners who are appalled at the lack of basic reading and math skills of young, part-time workers who are currently enrolled in our public high schools.  And don't get me started about their inability to count back change, read and fill out a basic form for employment, or write an intelligible sentence, much less a paragraph.  We are settling for mediocrity for all so that we can continue to receive state and federal funding. 

          No doubt, some schools are better than others, especially the ones that encourage creativity in teachers and kids and allow them to push for the top.  That means using more classtime for teaching and learning and less for benchmarking and assessment.  We must stop this insane march into mediocrity, and it starts with asking a few pertinent questions about the programs our schools are purchasing at whopping taxpayer expense.

Another Teacher Speaks Out

      This response was so specific and well-thought-out, that I did not want to re-word it in any way. Here it is in its entirety: 

 

Shirley,   I have been reading your blog.  I think everyone has some great ideas.  However,  if I am understanding the "cuts" needed, they need to be a lot deeper cuts than what are being suggested.  I have a suggestion that would be a deep cut, but would also benefit the students a great deal.   My suggestion is that they make it mandatory retirement for everyone all the way from administrators to non-certified staff who are eligible to retire with their full 80.   First of all,  if they did make them retire, then they could reapply just as so many did in 2004.    When you reapply, you are placed back on the 20 year experience level.  That alone would save around and up to 15K per person.  PLUS,  they would not get the benefits of the district such as health insurance, etc.   These savings would be deep savings, but it would definitely save a lot of money.   Also,  this would give the administration a chance to hire back the great teachers and not hire the teachers who should have retired years ago and who are just there for the paycheck. 

Also, a big concern that I have had for years is that so many new teachers are getting discouraged and leaving the profession because they don't know how to organize or teach or discipline effectively.  In order to keep this new generation of teachers from leaving the field, they need strong mentors such as highly-qualified retired teachers.   I believe that there are some teachers who would retire IF they had a little something to do after retirement.    I suggest that some of the highly qualified teachers be hired back on a part time basis to assist and mentor new teachers. 

What's the Deal with C-Scope?

    This monster continues to show up in almost every e-mail I get.  I would like to hear about your experiences with it.  What's good about it?  What's bad?  What is the best way to deal with it?  This program is a huge expense to the district and should be analyzed item by item in terms of cost. 

    Below is a post I received from an anonymous contributor.  It makes some excellent points about relying on the very capable teachers we have in our district.  However, it worries me that teachers are too scared to post their names.  Is anyone actually sending these great ideas to administration?  Fear not.  I will make sure they are presented orally to the board at the next meeting, without names attached, of course.

"As for Balanced Literacy, keep it...but let our LEAD teachers do the training of new teachers..why keep lining the pocketbooks of these Colette people....we should be trained enough to educate our own people...no out of town trips (except HEB camp and NJROTC) because ROTC HAS no one else to compete with locally on their level.....turn off the lights on these smart boards..quit showing movies on them...the bulbs to replace them cost $400. If we need or want to show a movie for good choice, then we should utilize our auditorium for a one time use of the movie.....stop ordering new textbooks...if we are NOT going to use them, stop ordering them.....get rid of C-Scope....costs too much..we have quality teachers and quality curriculum...let's put it to good use. NO more fancy cookies and drinks at all meetings .....we are on a tight budget...everything should be done to tighten our belts before teachers are cut from their sick days, paychecks, or let go....I know several people who would LOVE to be the one to call for substitutes each morning...utilize them and stop using Kelly Services.....make sure we have good support for enforcing truancy. It is very hard to get anyone to make a home visit after kids are continually absent...."

   Please continue to send me your ideas either by posting them as comments or by contacting by e-mail.

It's NOT Just about the Budget

      How exciting it is to receive all of these budgetary cut ideas!  I am even getting ideas from people who are not teachers.  It seems lots of folks want to be heard. Some of these may be similar to those in previous posts, but I am including all that comes to me, even if they are "echoes" of other ideas.  Here they are:

1. We need to cut out all the "reward" trips except for H.E.B. camp, which is self-sufficient. Make H.E.B. camp the incentive to do well in both 7th and 8th grade.  This would mean elimination of the rule that allows students to go to camp even after one tour of duty in in-school suspension. They know the rules, and  they must follow them in both 7th and 8th grades to be able to go.  If parents want them to go, then they must stand up and insure that their child is doing what he/she needs to do in school.  
2. Also, we need to consolidate bus routes to have full buses.  I have seen buses pull out of the schools with 7 or 8 kids on board.  What a waste of gas! Most of our drivers have other jobs. We could have one driver pick up the kids in the mornings and another drive them in the afternoons.  I can remember in my early days of teaching (I taught in rural schools around Dallas) when I ACTUALLY had to drive the bus; give the teachers the extra money to drive the buses.  
3. Get rid of C-Scope.  Most of the districts around us do not use it; they say it's a waste of expense.  The paper involved in using C-Scope is out of this world!  We all have state-adopted textbooks and teacher's manuals.  Dust is growing on them!
4. Hold community forums where teachers, students, and community members can brainstorm ideas.  We do so much better when we think together.  That way we can hear from all of the stakeholders.  
5. Make principals and/or assistant principals responsible for getting subs.  This does not mean that the job could be passed on to administrative assistants.  There is a great deal of accountability that occurs when principals actually interact with teachers.  First, many teachers who are just wanting a "break" may very well not call for a sub if they have to go through the principal.  Second, the principal will know a bit more about what is going on in the life of the teacher.  New teachers struggle so much, and they are the ones who seem to catch every bug out there.  So many times they think that no one in administration cares or understands because the only time they are visited is when there is a walk-through or an evaluation to be done. Third, we could get rid of Kelly Services!  It has been a mess from the beginning, and it is not getting any better.  
6. Go to every department and ask them to turn in a bare-bones budget for the coming year.  If we are really to be like a family, as administrators in central office keep saying we are, then let's handle this as such.  When families are in financial trouble, they don't dump grandma at the corner or drop a kid off at the orphanage.  They cut their expenditures to get through the hard times.         
7. Students can do without so many of the "things" in a classroom, but they can not do without good teachers.  It is the knowledgeable teacher who makes a difference in student learning. We need teachers who have depth-of-knowledge so that a curriculum makes sense to someone on the campus.  These master teachers need to be writing the curriculum with the assistance of the novice teachers.  This process, in and of itself, creates ownership and buy-in for what is being taught.  C-Scope is a one-way curriculum that never allows a teacher to fully understand the thinking that goes into curriculum writing.  Teachers who have written curriculum see the glaring mistakes in C-Scope.  New teachers just teach what is on the page without fully understanding what they are doing or why.  If the teachers were writing curriculum again, the expense of C-Scope (i.e. reams of paper, subs for roll-out days at ESC, ancillary materials), then the district would realize a savings.                                     

     Remember:   "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has." - Margaret Mead

                               "The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth."  ~Dan Rather

Some Great Ideas for Trimming the Budget

     Well, it looks as if there are lots of great ideas out there!  Of course, that's one of the things I love about teachers.  They think on their feet and solve problems on the fly, and they do it without forming a committee! Here is a list of ideas I received for trimming the budget without upping class sizes or cutting teachers.  Note:  I have clustered the ideas somewhat thematically, and I have included everything I have received since a brainstorming session should be open to all ideas.  I do not want to stifle anyone's voice since that is happening already.  You may not agree with everything you see here, and you may certainly use this as a forum for debating these issues.  As my pastor recently said to me, "Disagreement can be very healthy and productive because it often leads to necessary change."

1. Have all high school football games scheduled on Saturday afternoon or directly after school on Friday, thus saving the lighting costs. 

2.  Stop paying for the kids' meals on away games.  Parents can go back to packing a lunch.  This goes for all sports or academic competitions. If they kids need to be fed, then parents must send money.  If there is a financial hardship, then booster clubs can kick in.  Let's not forget the Foundation grants, either.

3.  On "away" games, send only the team in a bus to conserve on fuel costs.  Let the band only perform for home games.  Let the cheerleaders' parents be responsible for taking them, or else let the cheerleaders perform only at home games, as well. 

4.  Never have night meetings for parents.  This saves lights and electricity.  Designate one day per six weeks when parents are welcome to come during the school day and meet teachers during their conference periods, and that's it.  With e-mail, the parent portal, and telephones, parents have all kinds of ways of contacting teachers if necessary.

5.  Don't send anyone to in-service meetings during school time.  Either have the meetings right after school, or have teachers clock in and do the in-service online somehow.  Or, hold all meetings in the auditorium.  There's no reason for hiring subs during class time for teachers to go learn some new-fangled idea which is truly only to sell some person's book!  There is usually no good reason for traveling downtown or out of town on school time.  (This goes for administrator and school board training, as well.  If we are truly interested in making cuts, then we need to realize that every dollar counts.)

6. Let's get creative on how we pay stipends.  Stop paying so much of a coaching stipend.  Teachers also spend hours after class time, and they don't ever get a stipend.  

7.  No administrator should make more than the highest paid teacher on the campus.  This would do two things.  Only those called to administration would make that move up the ladder, and good teachers wouldn't feel that they had to leave teaching in order to make better money.

8.  Stop having "away" reward trips at the end of a six weeks.  The kids' reward has to be on campus. 

 (Actually the reward is a good grade, but we seem to have forgotten that.)

9. Create a "think tank" for teachers, students, and community members to brainstorm ideas for handling the budget.  Educators aren't the only ones with great ideas.

10.  Pay one person in the district to arrange for subs get rid of the Kelly program. This would give a person a job, and we would no longer get male subs for girls' PE classes!

11.  Have the administrators (including central office folks) take over at least one class day per six weeks for a teacher who is absent. Can you imagine the savings?  Plus, walking a day in our shoes might just open the eyes of the administrators and remind them of what it was like to be on the front lines.  And, they might actually see that C-Scope can't be taught by just anyone, as one administrator said to a group of our teachers.

12.  Go back to the school's mission statement.  If a program does not directly address that statement, and if it does not fit within the curriculum, then it must be shelved.

13.  Use master teachers to lead in-service sessions. We may even be able to get retired teachers to do this for a much smaller fee than the ESC charges or for free.  They actually know what works!    

     Keep those cards and letters coming folks!  I will be attending the March board meeting with a three-minute condensed list of ideas.  I know that administration is asking for these ideas, but I want to make sure the board hears all of them.  I apologize to all of you who wanted me to run for a place on the school board, but I can't do it at this time.  If I were actually on the board, I could never be your voice because there are so many restrictions on what members of the board can say and do.  Take care and teach your hearts out today!