Madison 2008 Referendum: Watch List Report Card



10/6/2008 update
Active Citizens for Education presents this “Watch List Report Card” as a means of reporting relevant information, facts and analyses on topics appropriate for consideration by taxpayers in voting on the Madison Metropolitan School District referendum question November 4, 2008.
This document is dynamic in nature, thus it is updated on a regular basis with new information and data. Questions, analyses, clarifications and perspectives will be added to the entries as appropriate. Review Ratings will be applied to report the progress (or lack thereof) of the Board of Education and Administration in its plans, data, information, reports and communications related to the referendum.
The question which shall appear on the ballot is as follows:

“Shall the following Resolution be approved?
RESOLUTION AUTHORIZING THE SCHOOL DISTRICT BUDGET TO EXCEED REVENUE LIMIT FOR RECURRING PURPOSES
BE IT RESOLVED by the School Board of the Madison Metropolitan School District, Dane County, Wisconsin that the revenues included in the School District budget be authorized to exceed the revenue limit specified in Section 121.91, Wisconsin Statutes, for recurring purposes by: $5,000,000 beginning in the 2009-2010 school year; an additional $4,000,000 beginning in the 2010-2011 school year (for a total of $9,000,000); and an additional $4,000,000 beginning in the 2011-2012 school year (for a total of $13,000,000 in 2011-2012 and each year thereafter).”

(Source: MMSD Administration 09/15/08)
Continue reading here (277K PDF).




Wisconsin State Tax Based K-12 Spending Growth Far Exceeds University Funding



via WISTAX

WISTAX published a fascinating chart in their most recent issue of FOCUS [Page 1, Page 2]:

However, the state pledge to provide two-thirds of schools revenues in 1996-97 changed the budget landscape. By 2006-07, state-tax support for the UW System had almost doubled during Ihe 25 years prior. However, inflation (CPI, up 115%). school aids/credits (320%). and overall slate GPR expenditures (222%) rose more.

Related:

Further proof that there is no free lunch. The ongoing calls for additional state redistributed tax dollars for K-12 public education will likely have an effect on other programs, as this information illustrates. I do think that there should be a conversation on spending priorities.




Madison Schools “Individual Endowments”



Foundation for Madison Public Schools:

The Foundation for Madison’s Public Schools developed the Individual School Endowment Initiative, which is unique in the country. This initiative was designed to build an endowment fund for each of the 48 schools in the district. Through the generosity of John Taylor and the Clay-Price Fund, each school was offered a challenge grant of $5,000. Schools needed to raise $5,000 toward the establishment of an endowment fund in order to earn the $5,000 match and establish their $10,000 Individual School Endowment Fund. We are thrilled to announce that as of June, 2007, all 48 schools had met the match and established endowment funds. 32 schools have endowment fund balances greater than $20,000 and 6 schools have over $50,000 in their endowments. This initiative has raised over $1.45 million and endowment balances continue to grow. Our long-term goal is to see every school have a $50,000 endowment as well as a mutually beneficial relationship with a community partner. To that end, we have established our Adopt-A-School Program.

2008 FMPS Grants:

$10,000
Madison – Our History
Dept of T/L
This proposal would support the completion of Phase II of this project to write a book, Madison-City of Four Lakes, Our History and Our Home and the accompanying curriculum for third grade history instruction for Madison schools. Phase II includes funding for the graphic artist to complete the layout for the book and printing 2000 copies and the web based construction.
$9,120
AVID Summer Training
East High School
AVID is a program designed to provide underachieving and underserved populations training for skills they will need to be successful in advanced level high school courses and four year college programs. This grant would support summer training for teachers at the AVID institute.
$9,900
Literacy Initiative Grant
East High School
This proposal would fund 5 and 1/2 days of training for 12 East High teachers to learn content area reading strategies across all major content areas. The professional development is part of a sustained coordinated effort to improved literacy at East. Funds would also support some of the materials necessary to implement literacy instruction.




Weekly Update



This past week on the board I have moved in varied circles, hopefully which may lead our district in a new and better direction as we improve our connections with the broader community.
Early in the week the Madison Board of Education approved the submission of two resolutions for the state school board association’s annual meeting. I was happy to be an author of one and to get assistance from the Middleton/Cross Plains board on the second.
One meeting that I’m always happy to attend is with community organizers and childcare providers working to bring quality early childhood education to all students in Madison. We met at a local business, Ground Zero coffee shop, and enjoyed much in the way of conversation and goal-setting. If you would like to learn how to get involved in this effort feel free to contact me and I will put you in touch with some great people working on behalf of young children and through an investment in our future.
In addition, I may start holding listening sessions at local businesses to better communicate with the community.
Personal blog, RSS Feed.




Madison High School Students Organize and Push Referendum



Tamira Madsen:

Kaley Stroup has seen the impact school budget cuts have had on classmates and friends at La Follette High School.

Officials at La Follette were forced to drop the Italian language program from the curriculum for the 2008-09 school year, and students had to scramble to restructure their class schedules.

Stroup said elimination of the courses put many seniors like her in a tough situation when thinking ahead to college.

“Their schedules are messed up now because colleges want you to have four years of the same foreign language, and they’ve had to switch to French and Spanish, and it’s thrown things off for them,” Stroup said.

She is part of a group of Madison Metropolitan School District students intent on bolstering community approval for the school referendum so deeper budget cuts won’t have to be made going forward. Leaders of the group hope to have some two dozen students getting out the word about voting “yes” on Nov. 4.

Much more on the 2008 Madison Referendum here.




The Misplaced Math Student: Lost in Eighth-Grade Algebra



Tom Loveless:

Algebra in eighth grade was once reserved for the mathematically gifted student. In 1990, very few eighth graders, about one out of six, were enrolled in an algebra course. As the decade unfolded, leaders began urging schools to increase that number. President Clinton lamented, “Around the world, middle students are learning algebra and geometry. Here at home, just a quarter of all students take algebra before high school.”1 The administration made enrolling all children in an algebra course by eighth grade a national goal. In a handbook offering advice to middle school students on how to plan for college, U.S. Secretary of Education Richard Riley urged, “Take algebra beginning in the eighth grade and build from there.”2 Robert Moses ratcheted up the significance of the issue by labeling algebra “The New Civil Right,” thereby highlighting the social consequences of so many poor and minority students taking remedial and general math courses instead of algebra.3
The campaign was incredibly successful. Several urban school districts declared a goal of algebra for all eighth graders. In 1996, the District of Columbia led the nation with 53 percent of eighth graders enrolled in algebra. From 1990 to 2000, national enrollment in algebra courses soared from 16 percent to 24 percent of all eighth graders.
The surge continued into the next decade. Eighth-grade enrollment in algebra hit 31 percent nationally in 2007, a near doubling of the 1990 proportion. Today more U.S. eighth graders take algebra than any other math course.4 In July 2008, the State of California decided to adopt an algebra test as its eighth-grade assessment of student proficiency. The policy in effect mandates that all eighth graders will be enrolled in algebra by 2011.

Related from Jay Matthews.




A Look at Madison’s Multi-age Classrooms



Andy Hall:

A third of the elementary classrooms in the Madison School District are multi-age. That figure, which has held steady for more than five years, makes Madison one of the biggest users of multi-age classrooms — some educators say the largest user — in Dane County.
Also, Madison’s Sennett Middle School is in its 33rd year of offering a unique multi-age classroom setting that blends sixth, seventh and eighth graders.
“I think it really does foster that sense of family,” said Sennett Principal Colleen Lodholz, who said the arrangement is so popular that several former students have returned to teach at the East Side school.
There’s nothing new about putting children of more than one grade level into a single classroom.
“Look at the one-room schoolhouse. That was all multi-age. That’s where we started in the United States,” said Sue Abplanalp, the assistant superintendent overseeing Madison’s elementary schools.




Madison Superintendent Dan Nerad’s Remarks at a Dane County Public Affairs Council Event



Watch the 70 minute presentation and discussion or listen to this 29MB mp3 file

I took a few notes (with apologies for their brevity):

Dan Nerad:

Revisit strategic plan in January with local stakeholders. Preferred to lead with strategic plan but budget came first.
Hopes (MMSD) literacy programs are maintained.
He wants to listen to the community.
The District’s mission is teaching and learning.
The District has several strengths and some notable weaknesses, including achievement gaps.
Schools have a broader mission than workforce development, including helping students be good people.
Achievement gap is a significant issue. There is a compelling need to face an issue that affects Madison’s viability. These are not quick fix kind of issues. We need to talk more openly about this.
If I speak openly, I hope that people will be supportive of public education.
He wishes to reframe conversation around improvements for all students.
Five areas of discussion:

  1. 4k community conversation
  2. SLC grant (More here).  Use the grant to begin a conversation about high schools. The structure has been in place for over 100 years. Discussed kids who are lost in high school.
  3. Curriculum can be more workforce based. Green bay has 4 high schools aligned with careers (for example: Health care).
  4. Revisit school safety
  5. Curriculum
    – safety plan and response system
    – schools should be the safest place in the community
    – technology is not the complete answer
    math task force; Madison high school students take fewer credits than other Wisconsin urban districts
    – reaffirms notable  math achievement gap

  6. Fine Arts task force report: Fine arts help kids do better academically,

Erik Kass, Assistant Superintendent of Business Services:

Discussed budget gaps.
Plans to review financial processes.
He previously worked as a financial analyst.
Goal is to provide accurate, honest and understandable information.

Jonathan Barry posed a useful question (46 minutes) on how the current MTI agreement prohibits participation in alternative programs, such as Operation Fresh Start (“nobody shall educate that is not a member of Madison Teachers”). Barry mentioned that a recent United Way study referenced 4,000 local disconnected youth (under 21). This topic is relevant in a number of areas, including online learning and credit for non-MMSD courses. This has also been an issue in the local lack of a 4K program.




Madison’s Leopold Elementary School’s Overcrowding in the News



Click to view a map displaying Leopold and nearby schools.

Tamira Madsen:

Five days after Madison Metropolitan School District and Madison School Board officials learn if voters approved a referendum to help finance the district budget, they’re expected to vote on options to ease overcrowding at Leopold Elementary.
And those fixes, especially the long-range ones, won’t be cheap.
Overcrowding at the largest elementary school in the district has been a hot-button topic the past several years, and the School Board has put the issue at the top of its priority list. Leopold had 718 students last year (new figures aren’t available yet), making it more than double the size of many district elementary schools and larger even than all but one middle school.
A decision can’t come quickly enough for the Leopold community, as evidenced by the 130 parents, teachers and faculty who attended a meeting Sept. 9 at the school. District officials were there to outline a variety of options (see them at www.mmsd.org/boe/longrange) they’re considering for the south Madison school located on Post Road.

Distance from Leopold Elementary to:




An Email to Madison Superintendent Dan Nerad on Credit for non MMSD Courses



Dear Superintendent Nerad:
I was rather surprised to learn today from the Wisconsin State Journal that:
“The district and the union also have quarreled over the role of MTI members in online learning for seven years. Under the new agreement, ANY (my emphasis) instruction of district students will be supervised by Madison teachers. The deal doesn’t change existing practice but confirms that that practice will continue.”
You are quite new to the MMSD. I am EXTREMELY disappointed that you would “cave in” to MTI regarding a long-standing quarrel it has had with the MMSD without first taking the time to get input from ALL affected parties, i.e., students and their parents as well as teachers who might not agree with Matthews on this issue. Does this agreement deal only with online learning or ALL non-MMSD courses (e.g., correspondence ones done by mail; UW and MATC courses not taken via the YOP)? Given we have been waiting 7 years to resolve this issue, there was clearly no urgent need for you to do so this rapidly and so soon after coming on board. The reality is that it is an outright LIE that the deal you just struck with MTI is not a change from the practice that existed 7 years ago when MTI first demanded a change in unofficial policy. I have copies of student transcripts that can unequivocally PROVE that some MMSD students used to be able to receive high school credit for courses they took elsewhere even when the MMSD offered a comparable course. These courses include high school biology and history courses taken via UW-Extension, high school chemistry taken via Northwestern University’s Center for Talent Development, and mathematics, computer science, and history courses taken at UW-Madison outside of the YOP. One of these transcripts shows credit for a course taken as recently as fall, 2005; without this particular 1/2 course credit, this student would have been lacking a course in modern US history, a requirement for a high school diploma from the State of Wisconsin.
The MMSD BOE was well aware that they had never written and approved a clear policy regarding this matter, leaving each school in the district deciding for themselves whether or not to approve for credit non-MMSD courses. They were well aware that Madison West HAD been giving many students credit in the past for non-MMSD courses. The fact is that the BOE voted in January, 2007 to “freeze” policy at whatever each school had been doing until such time as they approved an official policy. Rainwater then chose to ignore this official vote of the BOE, telling the guidance departments to stop giving students credit for such courses regardless of whether they had in the past. The fact is that the BOE was in the process of working to create a uniform policy regarding non-MMSD courses last spring. As an employee of the BOE, you should not have signed an agreement with MTI until AFTER the BOE had determined official MMSD policy on this topic. By doing so, you pre-empted the process.
There exist dozens of students per year in the MMSD whose academic needs are not adequately met to the courses currently offered by MTI teachers, including through the District’s online offerings. These include students with a wide variety of disabilities, medical problems, and other types of special needs as well as academically gifted ones. By taking appropriate online and correspondence courses and non-MMSD courses they can physically access within Madison, these students can work at their own pace or in their own way or at an accessible location that enables them to succeed. “Success for all” must include these students as well. Your deal with MTI will result in dozens of students per year dropping out of school, failing to graduate, or transferring to other schools or school districts that are more willing to better meet their “special” individual needs.
Your rush to resolve this issue sends a VERY bad message to many families in the MMSD. We were hoping you might be different from Rainwater. Unfortunately, it says to them that you don’t really care what they think. It says to them that the demands of Matthews take primarily over the needs of their children. Does the MMSD exist for Matthews or for the children of this District? As you yourself said, the MMSD is at a “tipping point”, with there currently being almost 50% “free and reduced lunch” students. Families were waiting and hoping that you might be different. As they learn that you are not based upon your actions, the exodus of middle class families from the MMSD’s public schools will only accelerate. It will be on your watch as superintendent that the MMSD irreversibly turns into yet another troubled inner city school district. I urge you to take the time to learn more about the MMSD, including getting input from all interested parties, before you act in the future.
VERY disappointingly yours,
Janet Mertz
parent of 2 Madison West graduates
Tamira Madsen has more:

“Tuesday’s agreement also will implement a measure that requires a licensed teacher from the bargaining unit supervise virtual/online classes within the district. The district and union have bickered on-and-off for nearly seven years over the virtual/online education issue. Matthews said the district was violating the collective bargaining contract with development of its virtual school learning program that offered online courses taught by teachers who are not members of MTI.
In the agreement announced Tuesday, there were no program changes made to the current virtual/online curriculum, but requirements outlined in the agreement assure that classes are supervised by district teachers.
During the 2007-08 school year, there were 10 district students and 40 students from across the state who took MMSD online courses.
Though Nerad has been on the job for less than three months, Matthews said he is pleased with his initial dealings and working relationship with the new superintendent.
“This is that foundation we need,” Matthews said. “There was a lot of trust level that was built up here and a lot of learning of each other’s personalities, style and philosophy. All those things are important.
“It’s going to be good for the entire school district if we’re able to do this kind of thing, and we’re already talking about what’s next.”




Madison Schools & Madison Teachers Union Settle Online Class Administration & Athletic Director Conflict



Wisconsin State Journal:

At a joint news conference at MTI headquarters, Madison schools Superintendent Daniel Nerad and MTI Executive Director John Matthews said the settlement resolves issues that have festered for up to eight years.
Among other things, the agreement reinstates Boyce Hodge, the longtime West High School athletic director, to that position and as coach of the boys basketball team for the current school year. The district’s other three major high schools also will have full-time athletic directors.
The district and the union also have quarreled over the role of MTI members in online learning for seven years. Under the new agreement, any instruction of district students will be supervised by Madison teachers. The deal doesn’t change existing practice but confirms that that practice will continue.

Tamira Madsen:

Matthews said he was pleased with the negotiations and agreements, and added that he’s enjoyed working with Nerad.
“I think probably the over-reaching issue that this resolution provides is an improved problem-solving relationship between the union and the school district that’s possible now with the coming of Dan Nerad as the superintendent in Madison,” Matthews said.

Fascinating and an interesting look at new Superintendent Dan Nerad’s approach.
Related: Madison Teachers June, 2008 Athletic Director Issue Press Release 12K PDF and Arbitrators award 222KB PDF.




Madison CAST November, 2008 Referendum Neighborhood & PTO Newsletter



We are asking if you would put this in your school newsletters and share it with your members as we need your help to spread the word about the referendum to your friends and neighbors. Please feel free to share the attached with your neighborhood newsletters as well.
Jackie Woodruff jkwoodruff@charter.net
Communites and Schools Together Treasurer
On November 4, 2008 voters in the Madison school district will decide on a funding referendum that is crucial to the future of our children and our community.
Good schools are the backbone of a healthy community. Our public schools are essential for expanding prosperity, creating opportunity, overcoming inequality, and assuring an informed, involved citizenry. Madison’s public schools have been highly successful and highly regarded for many years. We’ve learned that quality public education comes from well-trained teachers, the hard work of our students and teachers, and also from a steady commitment from the community at large.
After several public forums, study, and deliberation, the Board of Education has unanimously recommended that our community go to referendum, to allow the board to budget responsibly and exceed the revenue caps for the 2009-2012 school years. The referendum is a compromise proposal in that it seeks to offset only about 60% of the estimated budget shortfall in order to keep tax increases low.
The projection is that school property taxes would increase by less than 2%. Even with increased property values and a successful referendum, most property owners will still pay less school property taxes than they did in 2001.
Most importantly, this November 4th, the voters in Madison can recommit to public education and its ideals by passing a referendum for the Madison Metropolitan School District.
Thank you so much for your work and support for Madison’s Public Schools, Communities and Schools Together (CAST) – a grassroots organization devoted to educating and advocating on behalf of quality schools — needs your help in support of the November referendum. We need volunteers to help distribute literature, put up yard signs, host house parties for neighbors, write letters to the editor–but most of all we need your support by voting YES on the referendum question.
Keep our schools and communities strong by supporting the referendum. To learn more, donate to the campaign or get involved–visit Community and Schools Together (CAST) at www.madisoncast.org.




Want Schools to Work? Meet the Parents



Sandra Tsing Loh, making sense, continues her whirlwind media tour, this time at the Washington Post (thanks to a kind reader’s email for this link):

Yea, public school parents’ priorities are routinely placed below those of building inspectors, plant managers, even, given an errant bell schedule, cafeteria workers. Although, teachers are down in the bunkers with us, too. You’d be amazed how many extraordinary schoolteachers, who’ve served faithfully, conscientiously, daily for 40 years, just keep their heads down at this point.
Since most politicians have never dealt with U.S. public schools as customers themselves (in the same way that precious few of them put their own children in the Army), it might shock you, Mr. Future President, how poorly parents are treated out here in Public-School-Landia. You know how when you walk into a Wal-Mart or a McDonald’s, someone greets you with, “Hello! May I help you?” It’s startling how seldom you can expect this basic courtesy in public schools, how often we parents approaching the counter are treated as felons, or more often simply ignored by the frantically typing office-administrator-type-person. It’s a peculiar thing, in this 21st century. Forget best-practice research and technology-driven classrooms. I really believe if anyone in the multibillion-dollar industry called U.S. public education were ever listening to us, improved schools would start, simply, with this: “Hello! May I help you?”
Where does this culture of committee-oriented time wastage — even for parents who work — spring from? Here’s a clue. L.A. Unified recently faced such a budget shortfall that the district was actively recruiting potential save-our-schools spokesparents to submit their resumes and come to the central offices for “media training” if selected. Cut to the bone as it is, though, next year’s budget still slates a hefty $78.8 million for consultants (last year a consultant was paid $35,000 to teach our superintendent how to use a computer). And yes, I realize that I’m getting off-message by noting that our school district wastes money.. . . That’s like waving red meat in front of America’s seniors, who’ll probably vote to cut taxes again! Even though it’s not the bureaucracy, but the children who get squeezed. That’s all budget cuts mean, in the end. My kids have their assemblies on cracked asphalt. Now the cracked asphalt will have weeds.
But here’s the good news, Mr. Future President. In a testament to the incredible can-do American spirit (and I mean that in the most drop-dead-serious way), activist public school parents are fighting back against U.S. public education’s wasteful and unresponsive corporate “professionalism.” (Remember George Bernard Shaw’s quip about the professions being “conspiracies against the laity”?) City by city, homegrown “parents for public schools”-style Web sites are springing up daily, little rebel force fires on the horizon. From New York to Chicago, Seattle to San Francisco and beyond, activist parents are starting to blog their outrage over millions of education dollars wasted on non-working computer technology, non-child-centered programs and, of course, those entities whose education dollars are never, ever cut — the standardized-testing companies.

Some years ago, I sketched a chart illustrating the influence of various factions on our nearly $400M local school system. Topping the list were Administrators of both the school system and local teachers union. Far down were teachers (think of the “downtown math police”) and parents. Further still were students themselves. Taxpayers were not represented.
Observing public education rather closely for a number of years, it seems to me that all players, especially teachers, parents and students, would be better off with a far more diffused governance model (charters, smaller districts/schools, choice?).




Madison School District & Teacher’s Union Near “Comprehensive Settlement” of Old Grievances



Andy Hall:

The Madison School District and Madison Teachers Inc., the teachers union, may be nearing a wide-ranging settlement on staffing issues that have divided them for up to eight years.
“I would say it is a big deal and that’s about all I can tell you at the moment,” MTI Executive Director John Matthews said Friday afternoon. “I just feel compelled to keep my mouth shut. That’s the agreement I reached with the superintendent so I’m not going to violate it.”
Matthews said he expects to announce details at a news conference early next week with Madison schools Superintendent Daniel Nerad.




Property Tax Effect – Madison School District



As the cost of running the district continues to rise, and as Madison homeowners and families find it increasingly difficult to make ends meet, it is easy to think that our property taxes are also ever rising. But that’s not the case, at least as regards the portion that goes toward our schools. Over the past 15 years, the schools’ portion of Madison property taxes has declined 6%, on average. The decrease is 9% if you adjust for today’s higher enrollment figures (1993 = 23,600; 2007 = 24,200). And it plunges to a 36% decrease if you adjust for inflation; (a dollar today is worth 30% less than it was 15 years ago).
The chart below, based on local funding of MMSD and data from the city assessor’s office, shows the recent history of school mill rates, the rate that is applied to your assessed property value to determine how much you contribute towards Madison schools (10 mills = 1.0% of the assessed property value). The reported rate has dropped from 20 mills to 10, but property values have doubled thanks to the general rise in home prices (termed “revaluations” by the assessor’s office), so the rate is more appropriately captured below by the “Net of Revaluations” line. That line is then adjusted for school enrollment (the red line), and inflation (the heavier blue line).

There are three important caveats to the above statements: 1.) school taxes are lower on average, but if your home has increased in value by more than about 110% since 1993, then you will be paying more for schools; 2.) it is the schools portion of property taxes that is lower on average; the remaining portion of property taxes that pays for the city, Dane County, Wisconsin, and MATC, has risen; 3.) other sources of Madison school funding (state and federal funds, and grants and fees) have also gone up; (I have not done the much more complicated calculation of real increase in funding there).
That the infamous schools’ portion of property taxes has declined over these past 15 years is quite a surprising result, and certainly counterintuitive to what one might expect. How is this possible? First, the school finance structure put in place by the state years ago has worked, at least as far as holding down property taxes. The current structure allows about a 2% increase in expense each year, consistent with the CPI (Consumer Price Index) at the state level. (In fact, local funding of the MMSD has increased from $150 million in 1993 to $209 million in 2007, equivalent to about a 2.4% increase each year.) Of course, the problem is that same structure allows for a 3.8% wage hike for teachers if districts wish to avoid arbitration, an aspect that has essentially set an effective floor on salary increases (with salaries & benefits representing 84% of the district budget). The difference between the revenue increases and the pay increases, about 1-2% annually, is why we face these annual painful budget quandaries that can only be met by cuts in school services, or by a referendum permitting higher school costs, and taxes.
The second reason today’s property taxes are lower than they have been historically is growth, in the form of new construction (i.e. new homes & buildings, as well as remodelings). What we each pay in school property taxes is the result of a simple fraction: the numerator is the portion of school expenses that is paid through local property taxes, while the denominator is the tax base for the entire city (actually the portion of Madison and neighboring communities where kids live within the MMSD). The more the tax base grows, the larger the denominator, and the more people and places to share the property taxes with. Since 1993, new construction in Madison has consistently grown at about 3% per year. Indeed, since 1980 no year has ever seen new construction less than 2.3% nor more than 3.9%. So every year, your property taxes are reduced about 3% thanks to all the new construction in town. I leave it to the reader to speculate how much the pace of new construction and revaluations will decline if the schools here should decline in quality.
FYI, the figure below shows how new construction and revaluations have behaved in Madison since 1984, as well as total valuations (which is the sum of the two).




Stained-glass window will honor school library aide



Andy Hall:

One year ago today, as she walked across Cherokee Drive to her job, school library assistant Becky Sue Buchmann was killed by a motorist dropping off his son at Cherokee Middle School.
Buchmann, 48, parked across the street from the Near West Side school on Cherokee Drive — a common practice for staff at the school — and was hit as she walked across to the school mid-block.
Since then, students and staff have raised thousands of dollars to build a stained glass window in her honor, but the traffic patterns outside the school remain unchanged.




Memorial, West top state in National Merit semifinalists



Tamira Madsen:

Students from Madison Memorial and Madison West continued a tradition of academic excellence among their peers in Wisconsin, as semifinalists were announced Wednesday for the 2009 National Merit Scholarships. Twenty-six students each from Memorial and West qualified in the prestigious nationwide competition, the most students from any other high school in the state.
Among other Madison schools, eight students qualified from Edgewood, six from East, two from La Follette and one home-schooled student also qualified, for a total of 60 National Merit semifinalists from the city.
It’s the sixth year in a row that at least 60 or more district students have qualified at the semifinalist level. Sixty-two students qualified in 2007, 67 in 2006 and 60, 69 and 67 students the three preceding years.
Superintendent Dan Nerad said he was pleased to learn about the students’ achievements.
“It’s very exciting,” Nerad said in a telephone interview. “First of all, I think it’s a remarkable performance for these students, and obviously, we’re proud of their performance. The kids in the school district are high-performing kids, once again, we continue to see how they’re doing.




Prince William County, Maryland Pupils Still Grapple With Math Test



Ian Shapira:

New state test results show that Prince William County’s third-graders are struggling to score at the highest level since the implementation of a controversial math program that was intended to boost performance.
The scores, which are the first state Standards of Learning (SOL) results to gauge the new program’s effectiveness, reveal that fewer than half of Prince William’s third-graders scored in the advanced category this year, the first that the Pearson math program “Investigations in Number, Data, and Space” was taught in that grade. Last year, third-graders who had not begun “Investigations” posted the same results.
The flat scores are a sizable decline since 2006, when 56 percent of third-graders reached the advanced level in math.
” ‘Investigations’ didn’t cure the problem,” said Vern Williams, a Fairfax County teacher and former member of the National Mathematics Advisory Panel who was invited by the Prince William School Board to speak at its work session later this month.

It will be interesting to see what, if any effect the soon to be released Madison Math Task Force report has on the local curriculum.
Math Forum




24/7 School Reform



Paul Tough:

In an election season when Democrats find themselves unusually unified on everything from tax policy to foreign affairs, one issue still divides them: education. It is a surprising fault line, perhaps, given the party’s long dominance on the issue. Voters consistently say they trust the Democrats over the Republicans on education, by a wide margin. But the split in the party is real, deep and intense, and it shows no signs of healing any time soon.
On one side are the members of the two huge teachers’ unions and the many parents who support them. To them, the big problem in public education is No Child Left Behind, President Bush’s signature education law. Teachers have many complaints about the law: it encourages “teaching to the test” at the expense of art, music and other electives, they say; it blames teachers, especially those in inner-city schools, for the poor performance of disadvantaged children; and it demands better results without providing educators with the resources they need.
On the other side are the party’s self-defined “education reformers.” Members of this group — a loose coalition of mayors and superintendents, charter-school proponents and civil rights advocates — actually admire the accountability provisions in No Child Left Behind, although they often criticize the law’s implementation. They point instead to a bigger, more systemic crisis. These reformers describe the underperformance of the country’s schoolchildren, and especially of poor minorities, as a national crisis that demands a drastic overhaul of the way schools are run. In order to get better teachers into failing classrooms, they support performance bonuses, less protection for low-performing teachers, alternative certification programs to attract young, ambitious teachers and flexible contracts that could allow for longer school days and an extended school year. The unions see these proposals as attacks on their members’ job security — which, in many ways, they are.
Obama’s contention is that the traditional Democratic solution — more money for public schools — is no longer enough. In February, in an interview with the editorial board of The Journal Sentinel in Milwaukee, he called for “a cultural change in education in inner-city communities and low-income communities across the country — not just inner-city, but also rural.” In many low-income communities, Obama said, “there’s this sense that education is somehow a passive activity, and you tip your head over and pour education in somebody’s ear. And that’s not how it works. So we’re going to have to work with parents.”




Trickledown Ballot Should Help Madison Schools



Scott Milfred:

Holding school referendums in liberal Madison during major national elections has shown to have strategic advantages.
For one thing, young people vote in much higher numbers. And young adults will overwhelmingly support school referendums no matter the details or cost. That’s because they don’t pay property taxes, at least directly. They also have a high appreciation for schools because they are, or not long ago were, students.
Another advantage is that huge majorities of middle-aged and older voters in Madison are fed up with President Bush. Madison and the rest of the nation produced a Democratic landslide on Nov. 7, 2006, with the Iraq war overshadowing a largely-ignored Madison school building referendum that easily passed.




“Middle School Madness Blog”



by Unnamed MMSD Educators [RSS]. The blog touches on the “Standards Based Report Card” initiative among a number of other topics.

What about . . . THE 6th GRADE STUDENT READING AT A 2nd GRADE LEVEL?
From the district Curricular Standards:
“These Grade Level Performance Standards describe behaviors typical at the specified grade level. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and each child has a unique developmental pattern.”
The 6th grade student reading at a 2nd grade level earns a ONE (remember, no zeroes) for the Power Standard of Reading Comprehension. Why? For not meeting the “behaviors typical at the specified grade level ” (6th).
Now, if said student raises her/his reading level to that of a 4th-grade student, guess what. That student still does not meet the 6th grade standard and will still earn a ONE for the Power Standard of Reading Comprehension. Effort and improvement are not taken into consideration in this constricted construct for grading.

via a kind reader email.
Much more on standards based report cards here.




Madison Edgewood senior gets a perfect ACT, almost on SAT
6 Dane County Students Score a Perfect 36 on the 2007 ACT



Andy Hall:


Edgewood High School senior Matthew Everts recently learned he’s just about perfect — when it comes to the two major college-entrance exams, anyway.
Matthew, who hopes to attend a university on the West Coast, received a 36, the highest possible composite score, on the ACT.
He remembers feeling focused when he took the ACT in June, a week before tackling the SAT.
“I knew that if I did well I wouldn’t have to take the test again,” Matthew said Tuesday. “Not having to take a four-hour test is always a good thing.”
On the SAT, Matthew received a perfect 800 on critical reading and math, two of the three SAT Critical Reasoning Tests, along with a 740 out of a possible 800 on the writing test.
Matthew also took the SAT in three subject areas — chemistry, math level two and U.S. history — and received a perfect score on all three tests.

Tamira Madsen:

(Adam) Schneider, who plays trumpet in the Middleton school band and is a member of the ecology club, expects to attend college and study biology at UW-Eau Claire or St. Olaf College, a liberal arts college in Minnesota. He also plans on working toward a graduate degree in botany, doing field research and teaching once he finishes school.
Schneider is one of six Dane County students to post perfect marks on the ACT test during the 2007-08 school. Others who earned perfect marks were Mary Kate Wall and Matthew Everts from Edgewood High School, Axel Glaubitz and Dianna Amasino from Madison West High School and Alex Van Abel from Monona Grove High School. All the students were juniors when they took the test.
At the state level, 22 students received perfect scores on the ACT test last school year. On the national level, less than one-tenth of 1 percent of students that take the ACT test earn a perfect mark.
Meanwhile, six Madison Metropolitan School District students earned perfect test scores in 2006.




Safety Climate: A look at Police Calls to Madison High Schools



Doug Erickson:

Total police calls to Madison’s four main high schools declined 38 percent from the fall semester of 2006 to last spring. But those figures tell only a partial story, and not a very meaningful one.
That’s because the numbers include all police calls, including ones for 911 disconnects, parking lot crashes and stranded baby ducks. (It happened at La Follette last May.)
The State Journal then looked at police calls in eight categories closely related to safety — aggravated batteries, batteries, weapons offenses, fights, bomb threats, disturbances, robberies and sexual assaults. Those calls are down 46 percent from fall 2006 to spring 2008.
The schools varied little last spring in the eight categories. Memorial and West each had 13 such calls, La Follette 14 and East 16.
School officials are relieved by the downward trend but careful not to read too much into the figures.
“We know there’s almost a cyclical nature to crime statistics and even to individual behavior,” said Luis Yudice, who is beginning his third year as district security coordinator.
Art Camosy, a veteran science teacher at Memorial, said he thinks the climate is improving at his school. Yet he views the police figures skeptically, in part because the numbers are “blips in time” but also because he wonders if the district’s central office is behind the drop.
“Are our building administrators being pressured not to call police as often?” he asks.
John Matthews, the longtime executive director of Madison Teachers Inc. (MTI), the district’s teachers union, contends that the district’s leadership has indeed done this from time to time, directing building administrators to hold off on calling police so often.
Yudice, a former Madison police captain, said there was a time years ago when the district was extremely sensitive about appearing to have a large police presence at its schools. He rejects that notion now.
“It’s just the opposite,” he said. “We are more openly acknowledging that we have issues that need to be dealt with by the police. Since I’ve been working here, there has never been a directive to me or the school principals to minimize the involvement of police.”

All four Madison high schools feature an open campus. It appears that Erickson only reviewed calls to the High Schools, not those nearby. 1996-2006 police calls near Madison High Schools is worth a look along with the Gangs & School violence forum.
Finally, I hope that the Madison Police Department will begin publishing all police calls online, daily, so that the public can review and evaluate the information.




Madison School District Goes to Court Over Athletic Directors



Andy Hall:

On June 19, Rainwater told the Wisconsin State Journal that the district wouldn’t appeal Flaten’s decision, saying, “The standard to overturn an arbitrator’s ruling is just really, really high.”
“It is,” Bob Nadler, the district’s executive director of human resources, agreed in an interview Friday.
The district, Nadler said, filed the suit because Friday was the deadline for filing a challenge to Flaten’s decision, and the district needed to preserve that option in case ongoing talks break down.
The district and union will continue to negotiate, outside of court and the WERC, to seek a settlement, Nadler said. The next session is Tuesday.
Nadler said the suit shouldn’t be viewed as a signal that Daniel Nerad, who succeeded Rainwater as superintendent on July 1, is taking a harder line with the union.
“I think this is just a very specific case that we feel we may have to challenge in the future,” Nadler said.
But John Matthews, executive director of the teachers union, called the filing of the suit “a stupid waste of money because there’s absolutely no way that they can succeed.

Certainly a change from past practices.




In Support of the November, 2008 Madison School District Referendum



Community and Schools Together:

We have a referendum!
Community and Schools Together (CAST) has been working to educate the public on the need to change the state finance system and support referendums that preserve and expand the good our schools do. We are eager to continue this work and help pass the referendum the Madison Metropolitan School District Board of Education approved on Monday, August 25, 2008.
“The support and interest from everyone has been great,” said Franklin and Wright parent and CAST member Thomas J. Mertz. “We’ve got a strong organization, lots of enthusiasm, and we’re ready to do everything we can to pass this referendum and move our schools beyond the painful annual cuts. Our community values education. It’s a good referendum and we are confident the community will support it.”
Community and Schools Together (CAST) strongly supports the Madison Metropolitan School District Board of Education’s decision to place a three-year recurring referendum on the November 4, 2008 ballot. This is the best way for the district to address the legislated structural deficit we will face over the next few years.

Much more on the November, 2008 Referendum here.

(more…)




Madison’s City Budget & Education



TJ Mertz:

I’ve been so tied up with life and the referendum stuff that I haven’t been much paying attention to the city budget process. A story in today’s Wisconsin State Journal got my attention, this graphic in particular. Two items on the possible cut list will directly impact the school district budget and at least three more will make things harder for our schools to do their job.
These possible cuts have been identified early in the budget process. Mayor Cieslewicz asked all departments to list what they would propose in the way of a 5% budget cut. If things go as the Mayor envisions, about 37% of these cuts will need to be enacted. Nothing is set in stone at this point. The Mayor will propose his budget in October and the Common Council will act in November.




Referendum Climate: Charts – Enrollment; Local, State, Federal and Global Education Spending



Variations of this question are often asked: “Are we spending too much, too little or just the right amount on education?” I thought it might be useful to have a look at some local, state, federal and global information. Click to view the charts in detail:

Madison School District Enrollment: 1994-2007 (the demographics have changed during this time)

Madison School District Budgets: 1995-2009

Percentage of Wisconsin General Purpose State Tax Revenue Spent on K-12 School Districts: 1972-2007

Wisconsin State Tax Dollars Spent on K-12 School Districts: 1972-2007

US Government Tax Revenue, by Source: 1965-2005

Composition of US Government Spending: 1965-2005

Total US Governement Debt, as a percentage of GDP

Wisconsin General Purpose Revenue Tax Receipts by Category: 1971-2007

Global Distribution of public expenditure on Education: ages 5 to 25

Data via the Madison School District (various budget documents and statistics), The Wisconsin Taxpayers Alliance, I.O.U.S.A: One Nation, Under Stress, in Debt and the UNESCO Institute for Statistics Database.
US Bureau of Labor Statistics: Consumer Price Index. $1000 in 1995 requires $1443.33 according to their inflation calculator, while $1000 in 1972 requires $5,262.30 in 2008.
November Madison School District Planned November, 2008 Referendum notes & links. Tax climate notes & links: When is a Tax Cut Really a Tax Hike by Gene Epstein, 20 Reasons to Kill Corporate Taxes by James Pethokoukis, I.O.U.S.A the Movie, the Economist: Inflation’s Last Hurrah and Dave Blaska on the proposed referendum.




Madison’s superintendent seeking balance, gaining fans



Andy Hall:

One of the biggest differences between Nerad and Rainwater, according to School Board members, is that Nerad provides the board with more information about what’s happening in the district. Silveira said Nerad’s weekly memos help board members feel engaged, and she’s hopeful that after the current financial questions are settled, the board can turn its focus to improving student achievement.
Mathiak said she was thrilled last week after hearing Nerad’s plan. “I think there is a honeymoon period and I think we’re still in it.”
Winston said after watching Nerad at work, “I’m convinced we made the right choice. I think he’s here for the long haul, too.”

Notes and links on Dan Nerad, the planned November, 2008 referendum and Active Citizens for Education Memo: Taxpayers should NOT be asked to give the Madison School Board a blank check!.




Taxpayers should NOT be asked to give the Madison School Board a blank check!



Active Citizens for Education (ACE) calls for the Madison Metropolitan School District Board of Education to delay making specific decisions for the presentation of a recurring referendum to the taxpayers for a vote on the November election ballot.
Passage of a recurring referendum on the November 2008 ballot would allow the board and school administration to permanently exceed the state mandated revenue spending caps. Such a move to fix a so-called current “budget gap” would allow the board and administration to exceed annual spending caps permanently, every year into the future. This would virtually give the board a “blank check” from district taxpayers to plug future budget gaps or shortfalls. It could prevent the board and administration from having to carefully and thoughtfully budget, like every taxpayer must do when their household budget faces tough economic times and shortfalls.
The plans and communications presented in recent weeks by the board and administration provide greater hope for more effective decision-making now and in the future. The recommendations for changes in policy and accountability options in community services, transportation, lease contracts, fund balances and capital expansion (maintenance) will have positive impacts on reducing the so-called “budget gap.”
The Board must earn the trust of the taxpayers by clearly showing that they can be “good stewards” of taxpayer dollars. Past experience has not earned that trust! If a referendum is ultimately required to fix upcoming budgets, it should be a non-recurring referendum, thereby preventing ‘mortgaging’ the future with year-after-year, permanent increases in spending authority.
The Board and administration must correct the absence of specific processes and strategies for analysis and evaluation of business and educational services, programs, practices and policies. Urgent and substantial investments of time and work are critical for these processes to evolve into hard evidence. This evidence is absolutely necessary to show the public that serious steps are under way to provide clear, concrete data and options for identifying the most effective and efficient results-oriented management of the financial resources of the district. It must be shown that the resources will be directly applied to improvements in student learning and achievement.

(more…)




Welcome to the Nerad era
Madison’s new school chief seems ready for a tough job



Marc Eisen:

Nerad is earnest, diplomatic and clear spoken. It’s a good bet that most anybody who hears him talk will find something they like in his message. Whether that adds up to support for a coherent educational program remains to be seen.
He faces huge challenges: not just closing the achievement gap while maintaining programs that attract middle-class families, but doing it while state fiscal controls continually squeeze his budget.
Equally hard will be overcoming the district’s own organizational stasis — it’s tendency to stick with the status quo. For all of Madison’s reputation as a progressive community, Madison schools are conservatively run and seriously resistant to change.
Authoritarian, top-down management grew under Nerad’s predecessor, Art Rainwater. Innovations like charter schools are still viewed skeptically, including by Nerad. Four-year-old kindergarten, which could be key to narrowing the achievement gap, is still seen as a problem. The middle school redesign project of a few years ago has been judged by insiders as pretty much a non-event. The high school redesign effort that Nerad inherited seems intent on embracing a program that is still unproven at West and Memorial.

Much more on Dan Nerad here, including his January, 2008 public appearance video.




Madison Property Tax History: 2001-2007



via the City of Madison Assessor’s office: “The 2008 Property Tax Base of the City of Madison (52K PDF)”. The City’s tax base continues to expand. There are 71,939 parcels in Madison, up from 40,069 in 1990. The Total 2008 assessed value is 21,496,000,000, up from $13,791,000,000 in 2002. Such growth provides great latidude in easing mill rates. Of course, as valuations flatten or decline, the mill rate may dramatically increase, depending on the magnitude of government/school spending increases.




Beth Moss, Arlene Silveira & Lucy Mathiak on the Fall, 2008 Madison Schools’ Referendum



Tamira Madsen:

But Silveira also said the 2005 referendum campaign suffered because the School Board itself was divided on it, “and it was a pretty split community speaking out on both sides in favor and being opposed.
“We are on the same page now. We’re really changing our focus to one of really spending more time on student achievement.”
For board member Lucy Mathiak, a key difference between Nerad’s proposal and past ones are the measures he has taken to cut costs already.




(Madison) School Referendum News



I have appreciated having the opportunity to talk about our schools with you and value your insights, so I wanted to let you know where matters stand on the possibility of a school spending referendum on the November ballot.
As you probably know, Superintendent Dan Nerad submitted his recommendations to the Board at a School Board meeting Monday night (1MB PDF, 3 year financial forecast PDF). In summary, the structural deficit the school funding law imposes on districts as well as increased fixed costs result in a projected budget deficit of $8.1 million for the 2009-2010 school year, $4.4 million for the 2010-2011 school year, and $4.3 million for the 2011-2012 school year, calculated on a same-service basis.
To meet these gaps, the superintendent recommends that the Board approve a referendum asking the voters to authorize the district to exceed our spending limits by $5 million next year, and $4 million in each of the following two years. This would be a recurring referendum, meaning that the authorization for the increased spending in the specified amounts would continue indefinitely.
The amount of extra spending authority we would seek is less than the projected budget gaps. The idea is that this a shared-sacrifice sort of proposal – we would be asking the community to permit us to erase some of the gap through additional taxes while we pledge to address the remainder through seeking out savings and efficiencies that will not have a detrimental impact on classroom learning. As is probably apparent, the referendum is not designed to allow us to restore in a significant way any of the painful cuts we have made in previous years.

(more…)




Dan Nerad gets it!
Madison’s new superintendent is serious about listening to students



Natalia Thompson:

Last month, I wrote about the potential for the Madison school district’s new superintendent, Dr. Daniel Nerad, to make Madison schools more receptive to students’ voices (“Daniel Nerad, Stop Shutting Out Student Input,” 7/24/08).
When the piece was published in Isthmus, I was traveling in central Mexico. The day after it appeared, I sat down in front of a computer at an Internet cafe in Mexico City, half expecting a barrage of messages criticizing my naiveté and idealism.
After all, how many people would take seriously a high school student who suggests not only “holding a series of listening sessions [for students] at several of the district’s middle and high schools,” but also “advancing students [on school advisory boards and task forces] from the confines of tokenism to a position of shared power”?
When I opened an email from my mom relating that Dr. Nerad had called our home shortly after my column was printed, I almost thought she was joking. He wants to meet with you, she wrote, to hear more about your ideas on student engagement.
She wasn’t kidding — and neither is Nerad, whom I met with recently at the Doyle Building, the school district’s administrative headquarters. As he told me, “When I read your article, this first thing I wanted to know was, ‘What’s her phone number?”

It appears that Madison Superintendent Dan Nerad has taken a much different approach to community engagement than previous administrations. As always, the proof is in the pudding (or was it “Trust but Verify”); we’ll see how these interactions play out in terms of rigorous curriculum, discipline policy, budget transparency, program effectiveness, expanded educational options and ultimately, growing enrollment after decades of stagnant numbers.




Referendum Discussion: Vicki McKenna & Don Severson



Download or listen to this 15MB mp3 audio file.
Related:

  • $367M+ Budget notes and links
  • Don Severson’s memo to the Madison School Board on the current financial situation.
  • Marj Passman and Don Severson discuss school finance with Mitch Henck.
  • Madison Superintendent Dan Nerad’s budget and recommendations memorandum to the School board (1MB PDF):

    In 1993, three pieces of legislation were enacted by the State of Wisconsin directly affecting school districts throughout the state. These pieces of legislation created revenue limits, created the state’s commitment to two·thirds funding, and created the qualified economic offer (QEO) in Wisconsin. Since 1993 revenue limits in Wisconsin have allowed the Madison Metropolitan School District to increase revenues annually by 2.2% on average. Conversely the QEO requires school boards to offer a comprehensive salary and benefit package to certified teaching staff of not less than 3.8% annually to avoid binding arbitration. Recognizing that the Madison Metropolitan School District’s budget is comprised of 84% salary and benefits, it must be recognized that while our revenues increase annually by 2.2%, the largest portion of our budget is mandated to minimally increase by 3.8%. Due to these competing pieces of legislation, the Board of Education since 1993 has reduced program and services by over $60 million to comply with state mandated revenue limits, of which $35 million has occurred within the past five years.
    Since the 1992·93 School Year the Madison Metropolitan School District has increased the total tax levy by $74,944,431 through the projected 2008·09 property tax levy. This amounts to an average annual increase of 2.56% since the 1992·93 School Year (see Attachment A). During that same time frame from 1992·93 through the projections for the 2008·09 property tax rate, the Madison Metropolitan School District has decreased the total tax rate from $20.69 to a projected rate of $9.92 for the 2008·09 School Year (see Attachment B).

    Nerad also posted a 3 year financial forecast (250K PDF)

  • City of Madison Assessor: 2008 Madison Property Tax base (PDF)
  • A look at the growth in Madison’s tax base: In 1990, the City of Madison included 40,069 parcels, a number that grew to 64,976 in 2005. Assessment and parcel growth mitigates tax levy increases, or allows it to decline (though this of course, depends on the real estate market along with tax policies).



Madison Superintendent Recommends Three Year Recurring Spending Increase via a November, 2008 Referendum



Channel3000:

Nerad told school board members on Monday night that he’s recommending a three-year recurring referendum.
It’s part of what he called a partnership plan to address the budget shortfall.
The plan would put a referendum on the November ballot for $5 million and would ask voters for $4 million in the two following years.
Nerad said to make up the remaining $3 million gap the district would move $2 million from the district’s fund balance, eliminate $600,000 in unallocated staff, which are positions set aside in case of additional enrollment, and make up the remaining $400,000 through other reductions, which he has not yet named.
“We’re working both sides of this and in the end our kids need things from us, our taxpayers need us to be sensitive and all I can say is we tried every step of putting these recommendations together to be responsive on both fronts,” said Nerad.

Andy Hall:

The measure, a “recurring referendum,” would give the district permission to build on the previous year’s spending limit increase by additional amounts of $4 million in 2010-11 and another $4 million in 2011-12. The measure would permit a total increase of $13 million — a change that would be permanent, unlike the impact of some other referendums that end after a specified period.
Approval of the referendum would cost the owner of a home with an assessed value of $250,000 an estimated $27.50 in additional taxes in the 2009-10 school year. That represents an increase of 1.1 percent of the School District’s portion of the tax bill.
But for at least the next two years, the schools’ portion of that homeowner’s tax bill would decline even if the referendum is approved, under the plan developed by Nerad and Erik Kass, assistant superintendent for business services.
They estimate the tax bill for 2010-11 would be $27.50 lower than it is now, and the bill the following year would be about $100 below its current level if voters back the referendum and the School Board implements proposed changes in accounting measures.

Tamira Madsen:

In the first year, the referendum would add an additional $27.50 onto the tax bill of a $250,000 home. Another initiative in Nerad’s recommendation, drawn up along with Assistant Superintendent of Business Services Erik Kass, is to enact changes to help mitigate the tax impact of the referendum. Nerad and Kass said these changes would decrease taxes for homeowners in the second and third year of the referendum.
One aspect of the proposal would return $2 million of an equity to the taxpayers in the form of a reduced levy in the Community Services Fund (Fund 80) for the 2009-10 school year. The second part of the tax impact referendum would be implementation of a Capital Expansion Fund, called Fund 41, in an effort to levy a property tax under revenue limits to spread the costs of facility maintenance projects over a longer period.
Nerad said the referendum process has been a deliberative process, and he’s been cognizant of weighing board members and community questions.

Links:

Links:




Advocating a November 4, 2008 Madison School District Referendum



Capital Times Editorial:

But even those who might oppose a referendum should be in favor of board action at this point.
If the board moves now, the referendum question can be on the Nov. 4 ballot.
Because the presidential race between Democrat Barack Obama and Republican John McCain is expected to draw a record voter turnout on that day, there could be no better point at which to assess the level of support for the school district in general and the current board’s strategies in particular.
Wisconsin has a great tradition of involving all taxpayers in the process of setting and supporting education priorities. We keep the decision-making process at the grass roots level. We elect school boards. We put major spending and building questions to the voters in the form of referendums. The system has worked well — even as state meddling in the structures of school financing has made things difficult. And it works best when referendums attract maximum participation.

Transcript & mp3 audio file: 7/28/2008 Madison School Refererendum Discussion.
Referendum climate.
Don Severson: Madison School District’s Financial Situation: Memo to the School Board & Administration.

Given the critical values briefly outlined above, it is premature at this time to make recommendations or decisions on a course or courses of action to seek more spending authority as a solution regarding the financial needs of the district. The groundwork for decision-making and the development of improved levels of public confidence in the Board and administration have to continue to be proactively matured for both short- and long-term successes in the district. We urge you to proceed carefully, firmly and in a strategic and progressive manner.




Transcript: Madison School Board 7/28/2008 Referendum Discussion



Meeting Transcript:

We begin the presentation by focusing on why is there a problem. And we wanna first and foremost point out that the issues affecting this school district are issues that are also occurring in other school districts in the state. While there may be some circumstances, and there are circumstances that are unique to one place or another, we know that this funding dilemma and the gap that exists between what the current state funding formula provides and how expenses are being dealt with in school district is not unique to this school district. Although we have our story here that is certainly unique. And again I want to emphasize that it really lies at the heart of it is the constraint between the current formula that was put into place in 1993 which basically asserted that the state provide more resources to schools through the two thirds funding if, in turn, school districts would control their costs in two ways. One was through the revenue cap and the second was through the qualified economic offer. And so that was the kind of exchange or the quid pro quo that was made at that time in public policy; to be able to provide more state funding for schools at the same time to place limitations on how much a school district could spend.
In the document we point out examples of this dilemma as it is affecting some of the top ten school districts in the state. Ranging in, for example Waukesha school district of 2.6 million dollar program and service reduction for the 08/09 school year. The district that I am most recently familiar with, Greenbay with a 6.5 million program and service reduction. And just to point out the difference we mentioned we seen there, we use a wording increase revenue authority that represents their gap but that’s also, its described that way because of having more authority through a successfully passed referendum to exceed the revenue cap within that community. So that is what’s meant by an increase revenue of authority.
Now the funding formula is one that school districts across the state are wrestling with. You know the history that this school district has had in terms of the types of decisions that have been made which we are going to underscore in just a minute to accommodate that funding formula but as I turn this over to Eric for the bulk of the rest of the presentation, I’ll conclude its all with the idea yes there is a need to have school funded but its around the assertion that our kids have to have a high quality education to be successful in the world that they are growing into. And yes we do have a fiscal responsibility to use community resources in the most cost effective manner and the reality of it is there are constraints in meeting that proposition. So with that, and I will return for the conclusion, I’ll turn it to Eric who will provide us with more detail of the nature of the problem.

Related:




Madison School District’s Financial Situation: Memo to the School Board & Administration



Thank you for engaging the community in such a meaningful way with the forums this week. I believe the forums were successful in that the participating citizens had the opportunity to openly ask questions, seek information and give suggestions for consideration. The information provided by Dan and Erik was clear and helpful. We believe, that with the actions of the board and administration in recent weeks, there is a new openness, a willingness for exercising greater due-diligence, and an openness to examine more fully the opportunities and challenges with fresh insights and strategies.
There is a challenging road ahead with very heavy lifting to be done to continue to more fully communicate with and engage the public in the decision-making process regarding the future of the district in the educational, business and financial elements. These processes are absolutely critical to charting the course toward more effectivenss in student achievement results and business management. At this point in time, the plans and communications provide greater hope for more effective decision-making. However, time is critical for these processes to evolve with hard evidence to show the public that serious steps are actually underway and are producing information and results in order to provide for clearer future options and enlightened decision-making.
Given the critical values briefly outlined above, it is premature at this time to make recommendations or decisions on a course or courses of action to seek more spending authority as a solution regarding the financial needs of the district. The groundwork for decision-making and the development of improved levels of public confidence in the Board and administration have to continue to be proactively matured for both short- and long-term successes in the district. We urge you to proceed carefully, firmly and in a strategic and progressive manner.
I am available and willing at any time to engage in discussion regarding these statements and recommendations.
Sincerely,
Don Severson
President
Active Citizens for Education
577-0851




Madison High School “Redesign”: $5.5M Small Learning Community Grant for Teacher Training and Literacy Coordinators



Andy Hall:

A $5.5 million federal grant will boost efforts to shrink the racial achievement gap, raise graduation rates and expand the courses available in the Madison School District’s four major high schools, officials announced Monday.
The five-year U.S. Department of Education grant will help the district build stronger connections to students by creating so-called “small learning communities” that divide each high school population into smaller populations.
Many of those structural changes already have been implemented at two high schools — Memorial and West — and similar redesigns are planned for East and La Follette high schools.
Under that plan, East’s student body will be randomly assigned to four learning communities. La Follette will launch “freshman academies” — smaller class sizes for freshmen in core academic areas, plus advisers and mentors to help them feel connected to the school.

Tamira Madsen:

“The grant centers on things that already are important to the school district: the goals of increasing academic success for all students, strengthening student-student and student-adult relationships and improving post-secondary outlooks,” Nerad said.
Expected plans at Madison East include randomly placing students in one of four learning neighborhoods, while faculty and administrators at La Follette will create “academies” with smaller classes to improve learning for freshmen in core courses. Additional advisors will also be assigned to aid students in academies at La Follette.

Related:

The interesting question in all of this is: does the money drive strategy or is it the other way around? In addition, what is the budget impact after 5 years? A friend mentioned several years ago, during the proposed East High School curriculum change controversy, that these initiatives fail to address the real issue: lack of elementary and middle school preparation.
Finally, will this additional $1.1m in annual funds for 5 years reduce the projected budget “gap” that may drive a fall referendum?




The Wisconsin Center for Education Research was founded 44 years ago this month.



via email:

Part of the School of Education at the University of Wisconsin-Madison, the Wisconsin Center for Education Research receives $29 million in current funding from the National Science Foundation, the U.S. Department of Education, and private foundations.
One of WCER’s strengths is the interdisciplinary nature of its work. While most of its researchers make their academic home in the School of Education, one-third come from other fields, including astronomy, business, chemistry, economics, engineering, human ecology, law, mathematics, sociology, and social work. Each discipline brings its own way of learning and thinking. Together these researchers focus on problems of learning, teaching, assessment, and policy in today’s education systems.
In August 1964 then-University president Fred Harvey Harrington signed an agreement with the U.S. Office of Education to establish what was then called the Wisconsin Research and Development Center for Learning and Re-education. “It was an adventure of opportunity that was in line with the University’s traditional commitment to innovation and experimentation in teaching, to the union of basic and applied research, and to outreach tying the Madison campus to progress in the state and beyond,” he writes in the introduction to the book, The Wisconsin Center for Education Research: 25 Years of Knowledge Generation and Educational Improvement” (WCER, 1990).
WCER’s funding sources represent a broad mix of federal, private, state, and district level agencies. Of $29 million in current funding, fees for service account for 44%, while private foundations account for 21%. The U.S. Education Department accounts for 19% of current funding and the National Science Foundation 7%. The State of Wisconsin and school districts including Milwaukee and Chicago account for 9%. This array of sources attests to WCER’s breadth of research across disciplines, and its depth of reach from the federal level to local school districts.
The establishment of the Center, Harrington wrote, was “a part of a major movement of our time—the conscious attempt to enlist higher education in research-and-action efforts to help solve pressing problems and improve the quality of life in the U.S. and abroad.”
A list of 48 education experts and topics of research interest is available. Contact Paul Baker, pbaker@wisc.edu




Two Forums Set on a Potential Madison School Referendum



Tamira Madsen:

At this juncture, several board members won’t say if they favor a referendum, instead choosing to wait to hear what the public has to say and to discover what Nerad’s recommendations are. But it is widely expected that a referendum will be the path they will take in order to close a gaping hole in the budget.
One other topic of discussion that was brought up at Monday’s meeting was Nerad’s stance on implementing 4-year-old kindergarten. Nerad and Eric Kass, the district’s assistant superintendent of business services, are working on a cost analysis of bringing 4K to the district. Fully exploring the options of how the program can be funded until it generates revenue is Nerad’s main concern, and though Kass is gathering the data, the district won’t be ready to present the data in time for a possible fall referendum.
“My preference would be to see if there are any other options short of a referendum to address the first two years of the funding,” Nerad said. “I will also say that I haven’t closed my mind at all because if those other options don’t work, then we need to have the discussion about addressing this in any other way.”

Related:

  • Much more on the local referendum climate here.
  • Andy Hall:


    The property tax effect of a potential referendum will be unveiled in two weeks, Madison schools Superintendent Daniel Nerad said Monday.
    At the Madison School Board’s meeting on Aug. 18, Nerad plans to recommend whether the School Board should ask voters for additional money to avoid deep budget cuts.
    The district’s budget shortfall is projected to be $8.2 million in the 2009-10 school year and about $5 million each of the following three years.
    The referendum could appear on the Nov. 4 ballot.

  • TJ Mertz
  • Madison School District: Current Financial Condition.



School Board to Focus on Money



Andy Hall:


In the first major test for newly hired Superintendent Daniel Nerad, Madison school officials this week will begin public discussions of whether to ask voters for additional money to head off a potentially “catastrophic” $8.2 million budget gap for the 2009-10 school year.
The Madison School Board’s meetings in August will be dominated by talk of the possible referendum, which could appear on the Nov. 4 ballot.
The public will be invited to speak out at forums on Aug. 12 and 14.

Related:

Props to the District for finding a reduced spending increase of $1,000,000 and looking for more (The same service budget growth, given teacher contract and other increases vs budget growth limits results in the “gap” referred to in Hall’s article above). Happily, Monday evening’s referendum discussion included a brief mention of revisiting the now many years old “same service” budget approach (28mb mp3, about 30 minutes). A question was also raised about attracting students (MMSD enrollment has been flat for years). Student growth means additional tax and spending authority for the school district.
The Madison school board has been far more actively involved in financial issues recently. Matters such as the MMSD’s declining equity (and related structural deficit) have been publicly discussed. A very useful “citizen’s budget” document was created for the 2006-2007 ($333M) and 2007-2008 ($339M) (though the final 2007-2008 number was apparently $365M) budgets. Keeping track of changes year to year is not a small challenge.




On Ted Widerski



Jordan Ellenberg:

I didn’t know Ted very well. I met him last year, when I spoke at the Middle School Math Fest he organized in Madison. I expected to lecture to a dozen or so overachieving and dutiful students — instead, I found the CUNA cafeteria packed with close to a hundred pre-teens, still fizzy and enthusiastic after a full morning of math activities led by an equally energetic cadre of teachers and high school students from Madison East. And Ted, fizzier if possible than the pre-teens themselves, at the center of it all. Very few people have the drive and know-how even to put together an event like this, let alone to make it such a success. Madison was lucky to have somebody like Ted helping young students find joy in math; from the Cap Times article linked above, it sounds like the students who learned from Ted in the classroom were pretty lucky too.

Via Isthmus.




Milwaukee-area high schools strive for Newsweek ranking



Amy Hetzner:

Few could call Milwaukee’s Rufus King High School shy about divulging how it stacks up on Newsweek magazine’s annual report on the nation’s best public high schools.
“Newsweek: Top-Ranked School in Wisconsin” blares the headline on the school’s Web site, with a link to the magazine’s site and a rundown on how Rufus King has topped other Wisconsin schools in previous years of comparisons.
This honor distinguishes the school, Rufus King Principal Marie Newby-Randle says in a written statement on the Web site, and it proves its students “are truly among the brightest and the best.”
Colleges have their U.S. News & World Report rankings.
American high schools have the Challenge Index.

The only Madison area high school to make the list was Verona at #808.
Related: Dane County, WI AP Course Offerings.




Madison rapped for preschool gap



Bill Lueders:

Jeff Spitzer-Resnick says the case could spur the Madison school district to offer 4-year-old kindergarten and amp up its assistance to dozens of families.
“My clients can afford preschool,” says Spitzer-Resnick, an attorney with Disability Rights Wisconsin, a nonprofit public-interest law firm. “The people who most need help and most stand to benefit are the ones who can’t.”
Spitzer-Resnick is representing the parents of a 4-year-old special needs child. A district evaluation in mid-2007 determined that the child qualified for special education services, as is mandated for 3- and 4-year-olds by state and federal law.
But the Madison district does not offer 4-year-old kindergarten and has only nominal programming for kids in this category. And so the parents (whom Isthmus is not naming to protect their child’s privacy) asked Disability Rights Wisconsin to argue that the district must pay the costs of a private preschool they used as an alternative.




Madison Referendum Climate: Local Property Tax Bite & Entitlements



Wisconsin State Journal Editorial: “Tame State’s Tax Bite on Homes”:

The poor rating should serve as yet another warning to state and local leaders not to jack up this worst-of-all tax even higher. It also should energize groups such as The Wisconsin Way, which is brainstorming for creative and fair ways to reduce our state ‘s property tax burden while growing our high-tech economy.
If anything, the Taxpayers Alliance ranking Tuesday minimized the pinch many Wisconsin homeowners feel. That ‘s because the group looked at the burden on all properties together — homes, businesses, farms and other land.
If you single out just homes, a different study last year suggested Wisconsin property taxes rank No. 1 in the nation. The National Association of Home Builders compiled property tax rates on a median-valued home in each state. Only Wisconsin and Texas (which doesn ‘t have a state income tax) exceeded $18 per $1,000 of property value.
In its report Tuesday, the Taxpayers Alliance measured the property tax bite more broadly. It ranked states based on ability to pay. It found that Wisconsin ‘s property tax burden eats up about 4.4 percent of personal income here.

Mark Perry – “A Nation of Entitlements“:

These middle class retirement programs, Social Security, Medicaid and Medicare, cost more than $1 trillion annually (about the same as the entire economic output of Canada, the 13th largest ecoomy in the world, see chart above), and will cause federal spending to jump by half, from 20% of the economy to 35% by 2035. This tsunami of spending is a major threat to limited government because it runs on auto-pilot with automatic increases locked in by each program’s governing laws. While other programs are constrained through annual budgets, entitlements get first call on resources. Other goals such as defense or national security must compete for an increasingly smaller share of what’s left.




Danel Nerad, stop shutting out student input



Natalia Thompson:

A case in point: When a class of local elementary school students wrote emails to district officials last year expressing their disappointment over a canceled field trip, the district responded by reprimanding their teacher. (See “The Danger of Teaching Democracy,” 2/7/08.) Apparently, Rainwater didn’t appreciate the teacher’s efforts to give her students a little civics lesson.
That’s not to say the district doesn’t listen to students at all. Each year, students complete a school climate survey, which gathers their opinions on the fairness of school policies and the effectiveness of support services.
But if students want to share what’s on their minds on their own terms? Forget it.




Planned “Global School” A Positive Trend



Wisconsin State Journal Editorial:

Six school districts in Dane County are showing that when the going gets tough, the tough come up with smart ideas.
Administrators in the six districts hope to pool resources and work with Madison Area Technical College to offer courses in specialized skills that might not otherwise be possible.
The administrators hope to launch by 2010 what ‘s being called The Global Academy, a hybrid of career-related high school and college courses for high school juniors and seniors from the Verona, Middleton-Cross Plains, Belleville, McFarland, Mount Horeb and Oregon school districts.
Changing enrollments, higher expenses, taxpayer angst and the state ‘s faulty school financing system are making it harder for individual districts to provide as many courses or offer new ones.




Referendum Climate: Wisconsin Net Property Tax Levies up 5.7% in 2008; Madison’s up 6.9%



WisTax:

Net property taxes in Wisconsin rose 5.7% in 2008, the largest increase since 2005, the year before the recent levy limits on municipalities and counties were imposed. A new report from the Wisconsin Taxpayers Alliance (WISTAX) found that while gross property taxes climbed 6.2%, state lawmakers increased the school levy credit $79.3 million to $672.4 million to lessen the impact on property taxpayers. The new study, “The Property Tax in National Context,” notes that 2006 property taxes here were ninth highest nationally and higher than those in all surrounding states.
According to the new study, school levies rose the most, 7.4%. With the recent state budget delayed until October 2007, school aids were unchanged from 2006-07. Since school property taxes are tied to state aids through state-imposed revenue limits, the budget delay resulted in higher school property taxes, WISTAX said. Now in its 76th year, WISTAX is a nonprofit, nonpartisan public-policy research organization dedicated to citizen education.
County and municipal levy increases were limited by state lawmakers to the greater of 3.86% or the increase in property values due to new construction. There were exceptions to the limits, particularly for new debt service. The WISTAX report noted that, with a slowing real estate market, statewide net new construction growth was 2.5%. However, municipal property taxes climbed 5.0%, and county levies were up 4.5%.
Among the three types of municipalities, municipal-purpose property tax levies in cities (5.3%) grew fastest, followed by villages (4.6%) and towns (4.2%). The report noted that the state’s two largest municipalities had above-average increases: Milwaukee was up 9.0%, while Madison’s municipal levy climbed 6.9%. The largest county increases were in Eau Claire (19.2%), Polk (13.5%), Door (12.4%), and Pierce (12.3%) counties.

Related: Wisconsin State Tax revenues up 2.9%.




Jackson Public Schools trim superintendent list to 5



Nicole Spinuzzi:

Parents have said they want to be more involved with the selection process. About 25 JPS parents and Jackson residents rallied on South State Street in front of the district’s administration buildings Friday, urging the board to slow down the selection process and allow for more community involvement.
In an attempt to get the public more involved, the board asked community members to submit suggested questions for the board to ask applicants. Stamps said at least 20 community members responded.

Jackson supports about 31,000 students and the article notes that “20 community members responded”. I recall that the Madison Superintendent Search consultants mentioned that the approximately 400 community responses (in a district with 24,268 students) was quite good. Certainly, apathy reigns.




Global Academy Magnet School from the Verona, Middleton Cross Plains, Belleville, McFarland, Mount Horeb and Oregon School Districts



Seth Jovaag via a kind reader’s email:

Local school officials took another early step Monday toward creating a Verona-based magnet school that could offer area high school students specialized classes they might not get otherwise.
With Madison Area Technical College searching for a new place to build a campus in southwestern Dane County, six area school districts are lining up behind the idea of a “Global Academy,” where high schoolers could learn job skills and earn post-secondary credits.
The Verona Area school board Monday approved the spending of $6,750 to hire a consultant to put together a detailed plan for how the six districts could work with MATC – and possibly the University of Wisconsin – to create such a campus.
That money will pool with similar amounts from five districts – Oregon, Belleville, Mount Horeb, McFarland and Middleton-Cross Plains – eager to see MATC land nearby, too.
The consultant, expected to start Aug. 15, will be asked to hone the concept of the school, including how it could be organized and how the consortium would work together.
Though the academy is currently little more than a concept, board member Dennis Beres said that if it comes to fruition, it could be a huge addition for the district.

Deborah Ziff:

Administrators from six Dane County school districts are planning to create a program called The Global Academy, a hybrid of high school and college courses offering specialized skills for high school juniors and seniors.
The consortium of districts includes Verona, MiddletonCross Plains, Belleville, McFarland, Mount Horeb and Oregon.
The Global Academy would offer courses in four career clusters: architecture and construction; health science; information technology; and science, technology, engineering and mathematics.
“We really see a need for vocational and technical programs and career planning,” said Dean Gorrell, superintendent of Verona Schools. “It’s tough to keep those going.”

Smart. Related: Credit for non-MMSD Courses.




Madison Schools TV is Changing



Via a Marcia Standiford email (note that this change is driven by a massive telco giveaway signed into law by Wisconsin Governor Doyle recently):

Dear Parents and Friends of MMSD-TV:
Have you enjoyed seeing your child on MMSD-TV? Do you appreciate having access to live coverage of school board meetings?
Channels 10 and 19, the cable TV service of the Madison Metropolitan School District, are moving. As a result of a recent law deregulating cable television, Charter Cable has decided to move our channels to digital channels 992 and 993 effective August 12, 2008.
What will this mean for you?
To continue seeing Madison Board of Education meetings, high school sporting events, fine arts, school news, newscasts from around the world or any of the other learning services offered by MMSD-TV, you will need a digital TV or digital video recorder (DVR) with a QAM tuner. If you do not have a digital TV, you will need to obtain a set-top digital converter box from Charter. Charter has agreed to provide the box at no charge for the first six months of service to customers UPON SPECIFIC REQUEST, after which Charter will add a monthly fee to your bill for rental of the box.
Be advised, however, that the Charter box is NOT the same box being advertised by broadcasters as a way of receiving digital over-the-air signals after the national conversion to digital which will take place in February, 2009.

(more…)




Nerad Details His First-Year Vision To Madison School Board



Channel3000:

For the past two weeks, Madison Metropolitan School District Superintendant Dan Nerad has been learning the ropes in Madison. He said he has been doing a lot of listening and learning.
On Monday, he officially brought his ideas to the Madison School Board, for the first time laying out a vision for his first year as superintendant.
“I guess my hope, over time, is that while I’m learning about the Madison Metropolitan School District that I can also help inform the school district of important new directions I hope we can take over time,” said Nerad.
One idea Nerad said he believes should be revisited in Madison is 4-year-old kindergarten.

TJ Mertz has more.
Much more on Madison & 4 Year Old Kindergarden here.




On Being More Like Ted Widerski



I’ve been convinced that a comment I made on another thread about Ted Widerski deserves to be shared as a post. –LAF
“I’ll miss him” only begins to capture it for me. Ted was HUGELY important to the student advocacy work I do in the District. I think I/we won’t know — fully — what we’ve lost until the school year begins to unfold.
People have said that Ted was a tireless and “courageous” advocate for TAG students, and that he was. I couldn’t agree more. At the same time, I can’t help but think “why should it require boundless courage and limitless persistence simply to get smart kids’ educational needs met?” Sigh.
On a more positive note, it has occurred to me that there are two things each of us could do to honor Ted’s memory. The first is to donate to the “Ted Widerski Mathfest Fund.” There is no better way to honor Ted than to insure that the mathfests he worked so hard to create, implement and protect KEEP HAPPENING. Send your check — appropriately marked “Ted Widerski Mathfests” — to the Foundation for Madison’s Public Schools, 455 Science Drive, Madison, WI, 53711.
The second thing each of us could do to honor Ted’s memory is to approach the coming school year with the happy intention of becoming more like him. So much of what we are up against in our advocacy work is a matter of misunderstanding, misinformation and misguided attitude. With a change in all of that – and few, if any, more dollars – the situation for our students could be profoundly different.
Practically speaking, what might it mean to “become more like Ted?” Well, here are a few beginning thoughts about that. I’m sure some of you will have many more.

(more…)




Referendum Climate: Madison Mayor Orders 5% Cut in 2009 City Budget



A possible Fall 2008 Madison School District Referendum may occur amid changes in City spending (and property taxes). Mayor Dave Cieslewicz’s Memo to City Managers includes this [PDF]:

This is the most challenging budget year I have seen in six years and it appears to be among the most challenging in two decades or more. High fuel prices combined with lagging revenues associated with the economic downturn and increases in debt service and other costs will force us to work hard just to maintain current services. Other typical cost increases in areas such as health insurance and wages will create additional pressure on our budget situation.
Based on current estimates, our “cost to continue” budget would result in an unacceptably high increase of about 10% for taxes on the average home and a levy increase of around 15%.

Via Isthmus.
Related:

One would hope that a referendum initiative would address a number of simmering issues, including math, curriculum reduction, expanded charter options, a look at the cost and effectiveness of reading recovery, perhaps a reduction in the local curriculum creation department and the elimination of the controversial report card initiative. Or, will we see the now decades old “same service approach” to MMSD spending growth?




Madison School Board Update



Hi all,
I hope you are enjoying you summer. Below is the school board update. Please let me know if you have any questions.
1. Our new superintendent, Dan Nerad, took over on July 1. Dan has spent a great deal of time meeting with board members, staff and community members. The transition has gone really well. One of the reasons for the seamless transition is that Dan committed 10 days prior to starting in Madison, to visit the district and meet people and learn about many of the programs/plans. He also spent a few weekends in Madison attending school and neighborhood events.
2. You will start to hear talk of a referendum in November as there is a community group starting to form in support of this action. At this point in time, the Board has not had any discussions on a future referendum. We will have a meeting on July 28 to start the discussion on this topic. The budget gap for the 09/10 school year is projected to be approximately $9.2M. Dan Nerad has our business office reviewing numbers in preparation for our discussion. IF, after our discussions and public hearing, we vote to go to referendum in November, the question(s) are due to the clerk’s office in early September. There will be an opportunity for public input. There is quite a bit of discussion that will take place in a short period of time. If you have any questions/comments, please let me know.

(more…)




VIRTUAL SCHOOLS SEE STRONG GROWTH, CALLS FOR MORE OVERSIGHT



Ben Arnoldy:

Half of courses in Grades 9 to 12 will be delivered online by 2019, predicts a new report.
Rather than send her kids off on the yellow bus, Briana LeClaire has school come to her home. Her kids attend a virtual public school, connecting online to teachers and coursework. Everything from books to microscopes to radish seeds arrives via brown trucks.
Mrs. LeClaire describes it as the 21st-century, middle-class version of the private tutor. Her 6th-grader can move quickly through her strong subjects, such as literature, and spend more time on her weaker areas, like math.
Enrollment in online classes last year reached the 1 million mark, growing 22 times the level seen in 2000, according to the North American Council for Online Learning. That’s just the start, says a new paper by the Hoover Institute, a conservative think tank at Stanford University. Its authors predict that by 2019 half of courses in Grades 9 to 12 will be delivered online.

Related: Virtual Courses Rile Teachers Union by Susan Troller.




Education formula helps rich schools get richer



Lynn Moore:

She wakes up in her suburban home, has breakfast and jumps into her mom’s car for a ride to school each morning.
He struggles to rouse himself off a bed of blankets on the floor, grabs the same clothes he wore yesterday and, with an empty stomach, starts his walk to school.
When she sits in her seat in her third-grade classroom, she brings a wealth of life experiences: soccer games and ballet; spring breaks in Florida; summers at a cottage on the lake; weekends spent at the zoo or museum.
He brings experiences, too: baby-sitting for his siblings; worrying about whether this will be the night the landlord kicks his family out; dreading the summer when he can’t rely on regular meals like the ones his school provides.
Two children. Two different worlds.
And two entirely different schools. Hers gets more than $12,000 per student in funding. His gets $5,000 per student less.

This is a powerful issue. Incoming Madison Superintendent Dan Nerad’s former district, Green Bay spends $11,269 per student while Madison spends $13,201 according to a recent Isthmus article. More here.




Art Rainwater Retires



Channel3000:

Madison school Superintendent Art Rainwater is officially off the clock. After 14 years of work in Madison, Rainwater stepped down from his post at noon on Monday.
“This will be the first year that I haven’t been involved with school since 1948, so it’s been my whole life,” Rainwater told WISC-TV.
Rainwater came to Madison in 1994 as deputy Superintendent.
He said all it took was a visit to the farmers’ market on the Saturday before his interview for him to realize he was home.
He took the helm as superintendent in 1999.
“I always felt it was a position that I could do the most, with the most children,” said Rainwater. “I think that’s certainly what drove me to be a superintendent.”

Much more on Art Rainwater here.




Ted Widerski



All,
The Board received the following sad news today. I am sorry to inform you that Ted Widerski, an Instructional Resource Teacher-Secondary in the Talented and Gifted area, passed away unexpectedly this past weekend.
I apologize for the informal way of notifying all of you of Ted’s passing but I know many of you have worked with Ted and I wanted to make sure you were aware of this sad news. My understanding is that there will be an obituary in the paper on Tuesday.
Sadly,
Arlene Silveira




LA Schools Chief Wants Principals to Have More Authority



Howard Blume:

L. A. schools Supt. David L. Brewer said this week he would “kick some ass” to improve schools if the school board would give him political cover, which would include standing up to employee unions who might resist reforms.
The comment came at a public but hard-to-reach meeting Thursday on the 24th floor of school district headquarters. The meeting’s topic was the governance of the school district, and the discussion gravitated toward giving school principals real power over their budget — along with demanding real accountability for results.
The room happened to be weighted with administrators — even a representative from the League of Women Voters was a retired principal. There was broad agreement on a need to decentralize the district.
UCLA Professor William Ouchi offered the New York City schools as an example of progress through focusing on principals. These unchained administrators have used their new authority to reduce the number of students each teacher must handle per day, he said, because that tactic raises student achievement.

The Madison School District attempted, unsuccessfully, to give principals more staffing flexibility during the most recent round of teacher union negotiations.




New Madison School Superintendent To Collect Retirement Pay



Kelly McBride:

Outgoing Green Bay Superintendent Daniel Nerad will receive more than $150,000 in retirement pay during the next five years, even as he starts his new job as head of the Madison School District.
The money is part of the district’s emeritus program, a benefit formula that provides money — but not insurance — for certain departing administrators.
“It’s in the (administrator) benefit package,” said John Wilson, the district’s assistant superintendent for human resources, “and it is based upon your age and years of service with the district.”
Administrators must be at least 55 years old, and their age plus years of service must equal at least 70, to qualify for the benefit. Nerad, 56, has been with the district in various capacities for 33 years, including the last seven as superintendent.

Channel3000.com:

Outgoing Green Bay Superintendent Daniel Nerad will receive more than $150,000 in retirement pay even as he starts another job that pays nearly $200,000 per year.
Nerad will become the superintendent of the Madison School District starting Tuesday.
Green Bay district spokesman John Wilson said the retirement pay is part of the district’s benefit package for certain administrators.

Audio, Video and Links on Dan Nerad.




Harris/Solberg vs. MMSD: 25 years later, Landmark Madison desegregation case revisited,



A. David Dahmer:

Twenty five years ago this week, there was a landmark decision where the people of Madison stood up for themselves and fought against the creation and maintenance of segregation resulting directly from school boundary changes.
t was an attempt to abandon the central city and the south side in favor of newer, developing peripheral areas. The process would have done serious damage to Madison’s Black population.
But two people wouldn’t let it happen.
Sandy Solberg, on behalf of two neighborhood centers in Central and South Madison, and Richard Harris, who then was an administrator at Madison Area Technical College and a member of the district’s Lincoln-Franklin Task Force, were instrumental in fighting a fight that eventually found that the Madison School Board’s 1979 decision to close schools and redraw attendance boundaries discriminated against minority students and violated the Civil Rights Act of 1964.




No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America’s Education Schools, June 2008



National Council on Teacher Quality (3MB PDF):

American students’ chronically poor performance in mathematics on international tests may begin in the earliest grades, handicapped by the weak knowledge of mathematics of their own elementary teachers. NCTQ looks at the quality of preparation provided by a representative sampling of institutions in nearly every state. We also provide a test developed by leading mathematicians which assesses for the knowledge that elementary teachers should acquire during their preparation. Imagine the implications of an elementary teaching force being able to pass this test.

Brian Maffly:

Most of the nation’s undergraduate education programs do not adequately prepare elementary teachers to teach mathematics, according to a study released Thursday by an education-reform advocacy group. Utah State University is among the 83 percent of surveyed programs that didn’t meet what the National Council on Teacher Quality calls an emerging “consensus” on what elementary teachers must learn before joining professional ranks.
“There’s a long-standing belief in our country that elementary teachers don’t really need to get much math. The only thing you need to teach second-grade math is to learn third-grade math,” said Kate Walsh, executive director of the Washington, D.C.-based group. “We haven’t put much attention to fact the elementary teachers are the first math teachers kids get. Their foundational skills have long-term ramifications whether that child will be able to do middle and high school math.”
The NCTQ’s findings are similar to a reading report the group released two years ago, claiming that 85 percent of undergraduate elementary education programs fail to adequately prepare students to teach reading.

Joanne has more. It will be interesting to see of the Madison Math Task Force addresses the question of teacher content knowledge. Related:




Nerad leaves (Green Bay) with look back, some sadness



Kelly McBride:

Outgoing Green Bay School District Superintendent Daniel Nerad always will have new-job jitters.
The butterflies were there on his first day as a Green Bay School District employee 33 years ago, and he predicts they’ll be there when he starts his new role as head of the Madison School District July 1.
Nerad can only hope there’s less property damage this time around.
“My parents gave me a new briefcase when I was employed here,” he recalled Tuesday. “I had this old beat-up car that the driver’s side door sometimes would unlock and sometimes didn’t unlock. … So I put the briefcase down on the side of the car and I went on the passenger’s side and went in. Started the car, backed up — smashed my new briefcase.
“So just as there were first-day jitters then, there will be first-day jitters (in Madison).”
There’s also been sadness around Nerad leaving, as he admits and as was evident at the conclusion of his last Green Bay School Board meeting Monday night.

Much more on incoming Madison Superintendent Dan Nerad here.




No Child Left Behind may be a drag on the gifted



By Anya Sostek, Pittsburgh Post-Gazette:

The school accountability movement is leaving the nation’s most gifted students behind, according to a report released yesterday by the Thomas B. Fordham Institute.
The report, “High-Achieving Students in the Era of NCLB,” uses scores on the National Assessment of Educational Progress to compare changes in the top 10 percent and the bottom 10 percent of students since the introduction of No Child Left Behind.
The good news is that NCLB seems to be making progress toward its goal of closing the “achievement gap,” states the report: In fourth-grade reading, for example, NAEP scores for the bottom tenth increased 16 points from 2000 to 2007, compared to 3 points for the top tenth.
But what does the narrowing of that gap mean for students scoring at the top of the spectrum?
“The progress of our top students has been modest at best,” said the report, noting that the focus of NCLB on bringing students to the “proficient” level might result in the neglect of gifted students who are already proficient.
“People can look at this data and say, ‘This is great news,’ and maybe that’s what our national education policy should be,” said Michael J. Petrilli, a vice president at the Fordham Institute. “But you see that the performance of the high-achieving students is languid, and the question is whether languid is going to cut it in a global economy.”




A Robin Hood Effect: Does the focus on students who are furthest behind come at the expense of top students?



Ann Duffett, Steve Farkas, Tom Loveless: High Achieving Students in the era of NCLB.

This publication reports the results of the first two (of five) studies of a multifaceted research investigation of the state of high-achieving students in the No Child Left Behind (NCLB) era.
Part I: An Analysis of NAEP Data, authored by Brookings Institution scholar Tom Loveless, examines achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the National Assessment of Educational Progress, or NAEP) since the early 1990s and, in more detail, since 2000.
Part II: Results from a National Teacher Survey, authored by Steve Farkas and Ann Duffett of Farkas Duffett Research Group, reports on teachers’ own views of how schools are serving high-achieving pupils in the NCLB era.

Locally, these issues have manifested themselves with a controversial move toward one size fits all curriculum: English 10 and mandatory academic grouping, High School Redesign and a letter from the West High School Math teachers to Isthmus. Dane County AP Class offering comparison.
Report Sees Cost in Some Academic Gains by Sam Dillon:

And about three-quarters of the teachers surveyed said they agreed with this statement: “Too often, the brightest students are bored and under-challenged in school — we’re not giving them a sufficient chance to thrive”.

Download the complete 7.3MB report here.
Thanks to a reader for emailing the report.




Madison’s Math Task Force Meets Today and Tomorrow



Madison School District:

  1. Welcome
  2. Approval of Minutes dated June 6, 2008
  3. Review of Drafts of Findings and Recommendations for Final Task Force Report
  1. Consensus findings
  2. Findings that require further discussion
  3. Consensus recommendations
  4. Recommendations that require further discussion
  1. Further Discussion of Findings Requiring Revised or Additional Language as Needed
  2. Further Discussion of Recommendations requiring Revised or Additional Language as Needed
  3. Other Findings or Recommendations Proposed for Inclusion in the Final Report
  4. Other Issues regarding Final Report Draft

Friday:

    Welcome
  1. Review of Revised Report Documents
    1. Revised findings
    2. Revised recommendations
    3. Discussion
  2. Review and Discussion of Other Chapters of Final Report
  3. Additional Comments and Concerns relate to the Final Report
  4. Acceptance of Findings, Recommendations and Sub-reports and Final Report
  5. Next Steps in Process of Submitting to the MMSD Board
  6. Acknowledgments
  7. Adjournment

Much more on the Math Task Force here.
March 7, 2008 Madison Math Task Force Minutes.




Dan Nerad Assumes the Madison Superintendent Position July 1, 2008



Tamira Madsen:

Hailed as a hard worker by district peers and teachers, in person, Nerad is a quiet and astute listener who weighs opinions, questions and ideas in a thoughtful manner.
It’s the quiet that marks the greatest contrast with outgoing Superintendent Art Rainwater, a former football coach with a commanding physical presence. Rainwater’s assertive, booming voice resonates in the Doyle Administration Building’s auditorium with or without a microphone.
Asked what the biggest difference is between Rainwater and Nerad, School Board President Arlene Silveira said it “will be Dan being out in the community and being more communicative. I think he will be more available and more accessible to the community as a whole. … I think people should feel very comfortable and confident that stepping in, he will be able to start making decisions and leading us from day one. I think that’s a big deal and very positive for us.”

Notes, Links, Audio and Video of Dan Nerad. Nerad’s public appearance.




A Health Care Cost Win for the Madison School District & A Pay Raise for Madison Teacher’s Clerical Unit



Sandy Cullen:

Nearly 200 employees of the Madison School District who currently have health insurance provided by Wisconsin Physicians Service will lose that option, saving the district at least $1.6 million next year.
But the real savings in eliminating what has long been the most expensive health insurance option for district employees will come in “cost avoidance” in the future, said Bob Nadler, director of human resources for the district.
“It’s a big deal for us – it really is,” Nadler said.
“It certainly will be a benefit to both our employees and the taxpayers,” said Superintendent Art Rainwater, adding that the savings were applied to salary increases for the employees affected.
The change, which will take effect Aug. 1, is the result of an arbitrator’s ruling that allows the district to eliminate WPS coverage as an option for members of the clerical unit of Madison Teachers Inc., and instead offer a choice of coverage by Group Health Cooperative, Dean Care or Physicians Plus at no cost to employees. Those employees previously had a choice between only WPS or GHC.
Currently, the district pays $1,878.44 a month for each employee who chooses WPS family coverage and $716.25 for single coverage.
For Dean Care, the next highest in cost, the district will pay $1,257.68 per employee a month for family coverage and $478.21 for single coverage.
This year, WPS raised its costs more than 11 percent while other providers raised their costs by 5 percent to 9 percent, Nadler said.

Related:

The tradeoff between WPS’s large annual cost increases, salaries and staff layoffs will certainly be a much discussed topic in the next round of local teacher union negotiations.




Madison Math Task Force Minutes



March 7, 2008 Meeting [rtf / pdf]. Well worth reading for those interested in the use of Connected Math and Core Plus, among others, in our schools.
A few interesting items:

  • Mitchell Nathan proposed a change to the name of the Work Group to more authentically describe its intent. There was consensus to accept the change in designation for the Work Group from “Curriculum Review and Research Findings” to “Learning from Curricula.”
  • “Addresses the misconception that there is one curriculum. There are a number of curricula at play, with the exception of the narrowing down at the middle school level, but teachers are also drawing from supplementary materials. There are a range of pathways for math experiences. The work plan would give an overview by level of program of what exists. “
  • “Could say that variety is good for children to have places to plug into. Could expand on the normative idea of purchasing commercial curricula vs. richer, in-house materials. Standards tell the teachers what needs to be taught. Published materials often are missing some aspect of the standards. District tries to define core resources; guides that help people with classroom organization.” Fascinating, given the move toward one size fits all in high school, such as English 9 and 10.
  • “Want to include a summary of the NRC report that came out in favor of Connected Math but was not conclusive—cannot control for teacher effects, positive effects of all curricula, etc. “
  • “Would like to give some portrayal of the opportunities for accelerated performance — want to document informal ways things are made available for differentiation. “
  • “Include elementary math targeted at middle school, e.g., Math Masters. There is information out there to address the Math Masters program and its effect on student achievement.”
  • “Data are available to conclude that there is equity in terms of resources”
  • “District will have trend data, including the period when Connected Math was implemented, and control for changes in demographics and see if there was a change. No way to link students who took the WKCE with a particular curriculum experience (ed: some years ago, I recall a teacher asked Administration at a PTO meeting whether they would track students who took Singapore Math at the Elementary level: “No”). That kind of data table has to be built, including controls and something to match teacher quality. May recommend that not worth looking at WKCE scores of CM (Connected Math) student or a case study is worth doing. “
  • The Parent Survey will be mailed to the homes of 1500 parents of students across all grades currently enrolled in MMSD math classes. The Teacher Survey will be conducted via the district’s web site using the Infinite Campus System.
  • MMSD Math Task Force website

Math Forum audio / video and links.




100 Black Men of America:
African American History Bowl Challenge Finals



Teams from 100 Black Men of Charlotte and 100 Black Men of Madison faced each other in Friday evening’s Junior Division finals [Photo (Charlotte Left, Madison Right)]. Madison (Cherokee Heights Middle School) prevailed.
100 Black Men of Jackson (MS) faced 100 Black Men of Chicago in the Senior Division Finals [Photo (Jackson Left, Chicago Right)]. Chicago won.
Madison’s team: Marshaun Hall, Maria Lee and Carrie Zellmer. The team was coached by Cherokee Middle School’s Learning Coordinator Jeff Horney. Enis Ragland, founding President of the Madison chapter and Ken Black, current President of the 100 Black Men of Madison accompanied the team (a team from Madison Memorial High School competed in the Senior Division).
Finally, this photo of the Madison team notifying friends and loved ones that they advanced to the finals provides a useful look at the zeitgeist of a 14 year old, circa 2008.
March, 2008 Madison African American History Challenge Bowl.
100 Black Men of America.




Dane County, WI Schools Consider MAP Assessement Tests After Frustration with State WKCE Exams
Waunakee Urges that the State Dump the WKCE



Andy Hall takes a look at a useful topic:

From Wisconsin Heights on the west to Marshall on the east, 10 Dane County school districts and the private Eagle School in Fitchburg are among more than 170 Wisconsin public and private school systems purchasing tests from Northwest Evaluation Association, a nonprofit group based in the state of Oregon.
The aim of those tests, known as Measures of Academic Progress, and others purchased from other vendors, is to give educators, students and parents more information about students ‘ strengths and weaknesses. Officials at these districts say the cost, about $12 per student per year for MAP tests, is a good investment.
The tests ‘ popularity also reflects widespread frustration over the state ‘s $10 million testing program, the Wisconsin Knowledge and Concepts Examination.
Critics say that WKCE, which is used to hold schools accountable under the federal No Child Left Behind law, fails to provide adequate data to help improve the teaching methods and curriculum used in the classrooms.
They complain that because the tests are administered just once a year, and it takes nearly six months to receive the results, the information arrives in May — too late to be of use to teachers during the school year.
The testing controversy is “a healthy debate, ” said Tony Evers, deputy state superintendent of public instruction, whose agency contends that there ‘s room for both WKCE and MAP.
….
“It ‘s a test that we feel is much more relevant to assisting students and helping them with their skills development, ” said Mike Hensgen, director of curriculum and instruction for the Waunakee School District, who acknowledges he ‘s a radical in his dislike of WKCE.
“To me, the WKCE is not rigorous enough. When a kid sees he ‘s proficient, ‘ he thinks he ‘s fine. ”
Hensgen contends that the WKCE, which is based on the state ‘s academic content for each grade level, does a poor job of depicting what elite students, and students performing at the bottom level, really know.
The Waunakee School Board, in a letter being distributed this month, is urging state legislators and education officials to find ways to dump WKCE in favor of MAP and tests from ACT and other vendors.

The Madison School District and the Wisconsin Center for Education Research are using the WKCE as a benchmark for “Value Added Assessment”.
Related:




Madison Shabazz Grads Grads Celebrate Marching To Their Own Drummer



Jason Smathers:

Instead of flinging mortar boards into the air, students playfully batted around a beach ball. “Pomp and Circumstance” was replaced by an all-staff rendition of Crosby Stills Nash and Young’s “Teach Your Children.” One student even replaced the traditional cap and gown with a tie-dyed bandana, peace sign T-shirt and pearl white blazer.
It was just another normal graduation for Shabazz City High School (Map).
The school honored its graduates Thursday night in an informal ceremony where teachers described their students’ strengths and most memorable experiences. All 36 graduates were given time to speak their mind and thank the teachers and parents who helped them along the way.
“I learned so much more here than at any other school I’ve ever been to,” said departing senior John Baudhuin in a short speech echoed by many other students. “If I hadn’t gone here, there is no way this many doors would be open to me.”




Madison East Custodian Tells Graduates: “Judge Success From Your Heart”



Tamira Madsen:

James Ely has been blessed with two Madison East High School graduations 37 years apart.
Ely, a 1971 alumnus of East and the school’s custodian the past 15 years, was keynote speaker for the 2008 class that marked its commencement Friday night at the Kohl Center. The lifetime Madison resident’s second “graduation” coincided with his retirement from the school, located at 2222 E. Washington Ave.

(Map)




Madison’s Cherokee Middle School Wins the 100 Black Men of America Championship




A team from Madison’s Cherokee Middle School (100 Black men of Madison) defeated students from Charlotte, NC (100 Black Men – Charlotte) in this evening’s middle school African American History Challenge Bowl at the 100 Black Men of America Annual Conference in Orlando.
A team from Madison Memorial High School participated in the event’s initial round Thursday evening.
Photos and links from the March, 2008 Madison competition.
The above photo was taken at the March, 2008 Madison competition.




Study of Small High Schools (Small Learning Communities or SLC) Yields Little on Achievement



David Hoff:

High schools receiving $80 million in annual federal funding to support “smaller learning communities” can document that they are taking steps to establish learning environments more intimate than found in the typical comprehensive high school.
But, according to a federal study, such smaller schools can’t answer the most significant question: Is student achievement improving in the smaller settings?
The evaluation of the 8-year-old program found that schools participating in it show signs of success. In the schools, the proportion of students being promoted from 9th to 10th grade increases, participation in extracurricular activities rises, and the rate of violent incidents declines.
But the evaluation found “no significant trends” in achievement on state tests or college-entrance exams, says the report, which was prepared by a private contractor and released by the U.S. Department of Education last week.

Related:




Shameful effort to undermine charter school



San Jose Mercury News Editorial:

Leadership Public Schools’ longstanding battle with the Campbell Union High School District is over.
The district has won. Families of low-income Hispanics, whom the school was designed to serve, have lost.
The board of the non-profit San Francisco-based charter organization voted last week to shut down its Campbell high school after only two years of operation. Leadership is calling the closing a consolidation.
Students will be bused to Overfelt High in East San Jose, where Leadership has a 10-year lease from charter-welcoming East Side Union High School District.
But let’s be straight: This was sabotage by Campbell Union. And it points to weaknesses in the state law that says school districts must provide space to charter schools.
Proposition 39 requires that districts provide equivalent facilities, but only on a yearly basis. So many anti-charter districts, like Campbell, use the provision to give charters a literal run-around and force them to move every year.
Leadership opened two years ago with 120 ninth-graders in rented space at a church not far from Del Mar High, the target area where there was a concentration of long-under-served Hispanic children. (Perhaps showing the value of competition, Del Mar itself has made considerable strides in the past few years under Principal Jim Russell.)

Local Politics: Zig & Zag with the Madison Studio School.




Mary Olsky, EAGLE School co-founder, decides to retire



Kurt Gutknecht:

Twenty-six years ago, Mary Olsky was looking for a more challenging educational environment for her children. What ultimately happened has helped thousands of students over the years.
“I didn’t see this happening,” she said recently of Eagle School, which she co-founded with Betty Connor in 1982. Olsky is stepping down as co-director of the school, which now has 182 students, 20 teachers and six to 10 parent aides, and an expansive building at 5454 Gunflint Trail in Fitchburg.
In the 1980s, Olksy had recently moved to the Madison area with her husband and four children, ages 4 to 10, from Chicago. She thought Madison would provide a better educational environment for her children, but was disappointed.
Shortly after meeting Connor, they visited several schools around the country and rented a room in Hoyt School, which the district had closed and was renting rooms to a variety of organizations. They collected materials from a variety of sources and started with 12 students, including two of her children.
By 1985, they had outgrown their space and moved to another former school in Madison. One of the parents was a developer and helped them purchase land and build a school in Middleton. After adding two additions, they purchased land in Fitchburg and constructed the current building.
“We had sworn that we’d never have more than 100 kids or build our own building. What happened has become part of our general philosophy, which is to see problems and try to solve them instead of being rigid,” Olsky.




“Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum”



Peter Sobol on the 2007 Wisconsin DPI State test results (WKCE):

The results for the WKCE test administered in November 2007 were finally released on May 30th. That is more than six months after the test was given. Worse, the data files containing the detailed results that can be used for proper statistical analysis of the results are STILL not available for download. Assessments are information that degrades over time. The fact that it takes six months to get the data out (whatever its other shortcomings) cheats the taxpayers of the full value of their investment.
At the very least the WI DPI should be embarrassed by the fact it takes this long to release the test results. Personally I find it outrageous. I had an email exchange with DPI officials concerning this long delay and the loss of value, this is an excerpt from part of that response (italics mine):

… The WKCE is a large-scale assessment designed to provide a snapshot of how well a district or school is doing at helping all students reach proficiency on state standards, with a focus on school and district-level accountability. A large-scale, summative assessment such as the WKCE is not designed to provide diagnostic information about individual students. Those assessments are best done at the local level, where immediate results can be obtained. Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum.

Does anyone else find the fact that the state issues WKCE results to individual students surprising given the above statement?

The Madison School District, together with the Wisconsin Center for Education Research is using local WKCE results for “Value Added Assessment“.
Much more on the WKCE here.
Minnesota recently administered their first online science test.




Art Rainwater: the great communicator



Capital Times Editorial:

Superintendent Art Rainwater attended his last Madison School Board meeting Monday night, and everything seemed so collegial and functional that it was easy to imagine it had always been this way.
But, of course, it was not.
Art Rainwater took over a school district that was in crisis.
When he succeeded former Superintendent Cheryl Wilhoyte a decade ago, the administration was at odds with much of the School Board, the community and, most seriously, with unions representing teachers and other school employees.
Much of the trouble had to do with Wilhoyte’s unwillingness — perhaps inability — to communicate in a straight-forward manner.
Rainwater changed things immediately.
He was frank and accessible, never spoke in the arcane jargon of education bureaucrats and set up a regular schedule of meetings with board members, community leaders and Madison Teachers Inc. executive director John Matthews.

Related: MMSD Today feature on Art Rainwater. Notes and links on Madison’s incoming Superintendent, Dan Nerad
Much more on retiring Madison Superintendent Art Rainwater.
Tamira Madsen covers Art’s last school board meeting.
Time Flies by Art Rainwater.
The Madison School District’s budget was $200,311,280 (24,710 enrollment) in 1994 and is $367,806,712 for the 2008/2009 (24,268 enrollment) school year.




Ruling: Madison district must reinstate athletic directors



Andy Hall:


The Madison School District must reinstate four high school athletic directors and “make them whole for any financial loss, ” according to an arbitrator ‘s ruling made public Monday.
Arbitrator Milo Flaten ruled the district violated its contract with Madison Teachers Inc. a year ago when it replaced the four athletic directors — who were union members — with two managers hired from other school districts.
In the decision, dated Friday and released by MTI on Monday, Flaten wrote that under its existing contract with MTI, the district promised that “athletic directors in the four schools would be represented by the union and that they would be members of the bargaining unit. No amount of reassignment of duties or creation of superficial boundaries can change that.”
MTI Executive Director John Matthews on Monday estimated the decision could cost the district more than $230,000.
Of that amount, each of the four former athletic directors would receive about $8,000 apiece — the extra compensation the four, who still work for the district, would have received this school year as athletic directors.




Find Answer to Achievement Gap



Wisconsin State Journal Editorial:

Test scores released last week clearly show one of the primary tasks confronting Madison School District ‘s incoming superintendent, Daniel Nerad:
The district should find more effective ways to educate its rapidly growing populations of foreign-speaking students and lower-income students.
Students from immigrant families and students from lower-income families continue to score low on the annual tests required by the federal No Child Left Behind Act.
That ‘s the chief reason the Madison district fell below the state average in 22 of 23 scores.

Many notes and links on the latest Wisconsin scores here.




Madison schools to end agriculture program



Andy Hall:


When students return to classes in the fall, it’ll mark the first time in six decades the Madison School District hasn’t offered a program in agricultural education.
And that leaves Mary Klecker, who is retiring after three decades of leading the program, feeling angry.
“As I retire, I feel a strong sense of betrayal by this School District,” Klecker wrote in a letter last week to members of the School Board and top state officials.
“It will be a sad end to a wonderful program that provides our students learning and career opportunities for a lifetime.”
Fifty-three students are enrolled in agricultural education courses this year at East High School.
The program, which has included courses in introduction to agriculture, animal science, conservation and environmental science, leadership skills with the FFA, and horticulture, attracted more than 200 students at three high schools during its heyday in the mid-1990s.
In her letter and an interview, Klecker railed against district leaders, whom she said “lack a grasp of our state’s agricultural heritage” and the importance of agribusiness and “are totally clueless” about related, outstanding programs at Madison Area Technical College and UW-Madison.




Incoming Madison Superintendent Dan Nerad Receives UW-Green Bay Chancellor’s Award



University of Wisconsin-Green Bay:

University of Wisconsin-Green Bay Chancellor Bruce Shepard will present Chancellor’s Awards to longtime UW-Green Bay friends Daniel Nerad and Leonard A. Seidl during commencement ceremonies Saturday, May 17, on campus.
The Chancellor’s Award is UW-Green Bay’s highest community honor. It recognizes distinguished service to the University and community.
Daniel Nerad, Ph.D., is recognized for his service to the community and success in promoting partnerships with its public university.
Nerad has been superintendent of schools and learning in the Green Bay Area Public School District since 2001. Prior to his appointment as superintendent, he served the Green Bay district in a variety of roles including assistant superintendent for curriculum and instruction and executive director of curriculum. He earned Wisconsin Superintendent of the Year honors in 2006.
UW-Green Bay Chancellor Bruce Shepard notes that Dr. Nerad’s “commitment and dedication to education have had a major impact on students and people of all ages in our community.” In particular, the superintendent’s support of Phuture Phoenix at UW-Green Bay has helped the precollege program expand its reach to thousands of local students as early as fifth grade. The program matches volunteer mentors with students from low-income neighborhoods and counsels children to value education and plan for college. Nerad has also been a partner with the Institute for Learning Partnership at UW-Green Bay.

Much more on Dan Nerad here.




Retiring Madison Superintendent Art Rainwater’s Reign, A Look Back



NBCTV-15:

On June 30th, Art Rainwater is stepping down as superintendent of the Madison Metropolitan School District.
It’s a position the 65-year-old never expected to fill, in Madison or anywhere else.
“My only career goal was to be a high school football coach,” says Rainwater.
He was in 1965. Rainwater’s career kicked off in Arkansas. The teacher-coach then moved to Texas. Next, Rainwater took a principal job in Alabama. His path eventually led to administrative work in Missouri. Then, in 1994, Rainwater became deputy superintendent in Wisconsin’s Capitol City.
“I’ve served at almost every level of the K-12 education system that you can serve,” he says.
In 1998, he added interim superintendent to his resume, replacing Cheryl Wilhoyte. During her tenure the district hit plenty of road bumps. Tensions were high.
“I think there was a lot of dissatisfaction, across the community, with the school district, at that time,” says Rainwater. “So, the damage control was pretty obvious, (it) was going to happen.”
Rainwater came in with three immediate goals. Smooth things over with the teachers union. Repair the district’s relationship with the UW. And, gain the support of the business community.
“I thought by doing those three things, it would put the new superintendent, in place, to come in and hit the ground running,” he adds.

Many notes and links on Art Rainwater can be found here.




Local Politics: Madison Mayor Dave Meets with MTI’s John Matthews & Former WEAC Director Mo Andrews



Jason Joyce’s useful look at Madison Mayor Dave Cieslewicz’s weekly schedule often reveals a few nuggets of local political trivia. Today, the Mayor met with Madison Teachers, Inc. Executive Director John Matthews and former WEAC Executive Director Morris (Mo) Andrews.
Related links:

Might parents and taxpayers have a meeting?




Shaved Heads and Fund Raising for Becky Buchman at Madison’s Cherokee Middle School



WKOW-TV:

The school year started with tragedy for Cherokee Middle School when their librarian was killed in an accident right in front of the school.
Friday, students and staff remembered Becky Buchman with a fundraiser in her honor.
Three students and nine staff members shaved their heads to raise funds for a memorial in honor of the beloved librarian.


Donations can be sent to

Cherokee Middle School
4301 Cherokee Dr.
Madison, WI 53711

Download (CTRL-Click) this mpeg4 video clip for your iPod, iPhone or other portable device.




Madison schools need to get real on equity, New value-added approach is needed for improving schools



Madison School Board Member Ed Hughes, writing in this week’s Isthmus:

A couple of weeks ago in these pages, Marc Eisen had some harsh words for the work of the Madison school district’s Equity Task Force (“When Policy Trumps Results,” 5/2/09). As a new school board member, I too have some doubts about the utility of the task force’s report. Perhaps it’s to be expected that while Eisen’s concerns touch on theory and rhetoric, mine are focused more on the nitty-gritty of decision making.
The smart and dedicated members of the Equity Task Force were assigned an impossible task: detailing an equity policy for me and other board members to follow. Equity is such a critical and nuanced consideration in school board decisions that, to be blunt, I’m not going to let any individual or group tell me what to do.
I am unwilling to delegate my responsibility to exercise my judgment on equity issues to a task force, no matter how impressive the group. Just as one school board cannot bind a future school board’s policymaking, I don’t think that the deliberations of a task force can restrict my exercise of independent judgment.
Admittedly, the task force faced a difficult challenge. It was obligated by the nature of its assignment to discuss equity issues in the abstract and offer up broad statements of principle.
Not surprisingly, most of the recommendations fall into the “of course” category. These include “Distribute resources based on student needs” and “Foster high academic expectations for all students.” I agree.

Related:




“Legendary Madison West Girls Soccer Coach Retiring”



Dennis Semrau:

While the administrative headaches he has endured this year have played a huge factor in his decision to retire from coaching, Kaehler preferred to talk about why he enjoyed coaching a sport with which he didn’t become involved until he was an adult.
“I was a four-sport athlete. I played football, basketball and baseball and I ran track at Delavan-Darien High School. I’ve been involved in sports all my life and I played semi-pro basketball in Europe, in Grenoble, France,” he said. “I picked up the game of soccer in France. I was there six years and it took me about two years to appreciate the game. What I’ve always said is that soccer is a player’s sport. It’s not a coach’s sport.




More on Madison’s Leopold Elementary School Overcrowding



Tamira Madsen:

Over the last six weeks, Assistant Superintendent Sue Abplanalp and Chief Information Officer Kurt Kiefer have created an array of options based on research and surveys of faculty and parents. The options include remodeling classrooms, increasing the size of fourth-grade classes, relocating the computer lab to the library, or incorporating music and art in one classroom, since each room currently is scheduled for use only 50 percent of the school day. The project to remodel and reconfigure the classrooms would cost $20,000.
The administration will decide on one of several available options, and Abplanalp anticipates that decision will be made in the next few weeks.
But teachers and parents have hopes for a much broader solution for the school, which serves a large number of students in nearby apartments.

Many notes and links on proposed Leopold changes.




Leopold seeks long-term solutions



Kurt Gutknecht:

Leopold Elementary School is getting a new principal this summer but for many teachers and parents, it seems like déjà vu all over again.
For years, Leopold has dealt with a series of temporary remedies to deal with overcrowding, including sending students to different schools, a new addition and remodeling space to accommodate more classrooms.
The Leopold Parent Faculty Organization is asking the Madison Metropolitan School Board to find a long-term solution to the problem, although it might accept some temporary measures en route to a “real” solution.
Some worry that some of temporary solutions, such as carving out more classroom space, may turn out to be the status quo, as has happened when “temporary” classrooms came to be considered in determining the school’s capacity.

A 2005 Leopold expansion referendum which would have created an 1100 student facility failed.