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Carol Carstensen’s Weekly Update



BUDGET FACTOID:
Of the MTI-represented employees in the district, more than 50% take their health insurance with Group Health (the lowest cost of any of the HMO’s).
February 6th MEETINGS :
5 p.m. Finance & Operations Committee (Johnny Winston Jr., chair):
Report on the $100 Budget exercise in January 173 people participated in the exercise; their responses indicated that their highest priorities were: Academic Achievement and Specialized Services (special education, English as a Second Language).
Doug Pearson, in charge of buildings and grounds for the district, gave a presentation explaining that a combination of factors (drought in the Midwest, Hurricane Katrina and increased oil prices) have resulted in a huge increase in construction costs. As an example, when the district built Chavez (2000-01), construction costs were estimated at $85/sq.ft. today the estimate to build a new school is estimated to cost $162/sq.ft. These increases also affect all of the district’s maintenance projects.
6 p.m. Performance & Achievement Committee (Shwaw Vang, chair)
The Committee heard presentations about the elimination of tracking in the West High Biology course (begun in 1997) and in East High Algebra/Trig (started in 2004). In both cases the changes were the result of discussions by the teachers at the school and supported by staff from downtown. Likewise, both reported that they felt that they were serving all students more effectively and that their classes were more representative of the entire student enrollment. The Committee will continue looking at this topic.

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Good goals, flawed reasoning: Administration Goes Full Speed Ahead on English 10 at West High



At January and February school board meetings, Madison Superintendent Art Rainwater reported on the administration’s plan to go ahead with one English course for all tenth graders at West High School starting in 2006-07. The goal of the plan is to increase academic opportunity for students of color. The mechanism is to teach all students the same curriculum, leaving it up to teachers to “differentiate” their approach and give equal challenge to every student. The school board has taken no action on this plan and does not plan to adopt, modify or otherwise vote on the plan before it is implemented.
I support the goal. I am not convinced, however, that the mechanism is based, as claimed, on the best research. The presentations to the Performance and Achievement Committee have raised my level of doubt.
At the January 30 meeting, the board heard from a University of Wisconsin expert. His published research on the subject of differentiated teaching concluded that more research is needed on this subject. Where the expert found successful differentiated teaching in high schools,the circumstances of the schools were far different from the circumstances at West High School. For example, successful “differentiated” classes occurred in schools where administration could match the skills and motivation of the teachers to the classes and where students vied for spots in the classrooms. We have a staff based on seniority and teacher options within the seniority system and must accept all students at tenth grade level into the program.
We were asked to consider the Biology I/ Advanced Biology I program at West High as a basis for making the change in the English program. In that program, approximately 20 students qualify for the advanced course and all others take Biology I. We were told that taking Biology I (rather than the advanced course) had not prevented a high percentage of West students from becoming National Merit Semi-Finalists. Never mind that the tests used for selecting the semi-finalists do not test science skills. At best, this correlation shows that taking Biology I did not harm the high-scoring students skills and aptitudes in non-science areas.
Two of our teachers made more persuasive arguments for caution in moving to “differentiated” courses. One cited research showing that the teacher training for these courses is a five to ten-year process. The other teacher gave us the factual background necessary to analyze the administration’s proposal. That teacher’s testimony follows.

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Taking Control of Restless Energy



Susan Troller:

Students at Lowell Elementary School are learning better ways to release pent-up energy than by kicking a desk or taking a poke at a classmate.
Through an innovative series of exercises designed to link body movement to breathing to a calm and focused mind, students and teachers, as well as some entire families, are finding an alternative to the restless energy that creates conflict and disrupts classrooms.
“The 3S Smart Learning System is transforming,” said Elisabeth Phillips, a special education teacher at Lowell who has been instrumental in developing the yoga-like program at Lowell.




Administrator Contracts – School Board Adds to Agenda



An agenda item has been added to tomorrow night’s School Board meeting – Administrator Contracts. The board meeting begins following a 5 p.m. executive session. Meeting location is in Lincoln Elementary School, 909 Sequoia Trail.
I hope the State of WI legal requirements regarding this class of employee contract is presented. Does MMSD meet / exceed these legal requirements? If so, how?
Questions that are not clear to me include: a) is a two-year rolling contract required for all administrators, b) what is the difference between non-renewal and extension of a contract – is the end of January date really an extension?, c)is there a Board policy – if not, does one need to be developed, d) are there options open to the School Board to hold on one-year contract extensions due to upcoming cuts to the budget, e) how can changes be made by moving/retraining staff if needed, and f) can grant money being used to pay for administrators be used in other ways (not including grant oversight/accounting? We’re in the same spot as the past two years – not talking about administrator contracts until one week or so before a deadline.
I feel this information needs to be clear and to be transparent to all employees, the board and the community. I believe a multi-year staffing strategy as part of a multi-year strategic plan is important to have, especially given the critical nature of the district’s resources. This idea is not proposed as a solution to the public school’s financial situation – not at all, that’s not the point.
The $100 budget process is helping the community learn about the fiscal constraints and is an important first step, but this community exercise does not provide for reallocation of resources or different ways of doing things. A next step could help answer the question – now what? A multi-year strategic plan would provide the opportunity for the community to talk about those next steps, convey their values, etc. What does the community want Madison’s public education to look like in five year (ten years), what do we need to do, and what do we need to do differently.




Administrator and Teacher Contracts – Timing and Position do Seem to Matter



Teachers sign their contracts for the next year usually in March – however, this is not a guarantee of a job for next year. Teachers can still be surplused or laid off from their jobs. The process for this is governed by their MTI contract.
Surplusing teachers effects the school budget the next school year, so there is an “immediate” effect upon the number of teachers, upon the district’s educational resources available for children’s learning and upon the budget’s bottom line. This is different for MMSD personnel on administrative contracts. Administrative contracts are in most cases two-year rolling contracts, except as stated in the Human Resources (HR) policy , so the financial effect of reducing administrative positions that are filled can take up to 18 months to be reflected in the budget. Wouldn’t this reduce the Board’s decisionmaking authority during the budget process and potentially put an additional burden of budget cuts on teachers, psychologists, social workers, custodians, etc.?
Does this mean that administrative employees on a two-year rolling contract have 18 months to retrain/to apply for an open position in MMSD or to find a new job while still keeping their current job and getting paid if their contract is not extended. WI law governs some of the policy in place, but I don’t know how much of MMSD’s policy is required by state law, and I don’t know if state law requires contracts for all administrative personnel.

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An End to the Blame Game



This is an article by Martha McCoy and Amy Malick which was published in the December 2003 journal of the National Assocation of Secondary School Principals. The Madison Partners in Special Education are very interested in using this as a tool to engage the MMSD school board, staff and various parent groups in productive dialogue. The link follows below and the entire article is an extended entry.

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THE HANDBOOK OF SCHOOL COUNSELING: COUNSELING THE GIFTED AND TALENTED



Below is an excerpt from the book entitled: THE HANDBOOK OF SCHOOL COUNSELING: COUNSELING THE GIFTED AND TALENTED. It has not yet been published (so you get to read it first). It is written for school counselors, who I believe are very integral to student success. The authors of this book are Corissa C. Lotta, PhD; Barbara A. Kerr, PhD; and Erica A. Kruger, MS. I have been corresponding with Dr. Lotta at the University of Wisconsin-Madison regarding the use of on-line curricula for gifted students. Enjoy.

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Steve Rosenblum on West’s Planned English 10: Same Curriculum for All



Steve Rosenblum, writing to Carol Carstensen:

Date: Fri, 2 Dec 2005 15:07:45 -0600
To: Carol Carstensen ,”Laurie A. Frost” From: Steven Rosenblum Subject: Re: West English
Cc: raihala@charter.net, jedwards2@wisc.edu, bier@engr.wisc.edu, jlopez@madison.k12.wi.us, wkeys@madison.k12.wi.us, svang7@madison.k12.wi.us, rrobarts@madison.k12.wi.us, jwinstonjr@madison.k12.wi.us, lkobza@madison.k12.wi.us
Carol,
Thank you for the response. I am somewhat confused however regarding your statement concerning the Board’s role. Maybe you could define what is included under ‘set policy’ and what is excluded. I am aware of the situations you reference regarding the BOE and what some may consider poor decisions on subject matter and censorship. I also believe the public was able to vote boards out when the decisions made do not reflect community opinion. I thought our BOE was responsible to control the Administration’s decisions regarding just these type of issues.
With a child entering West next year, I am personally very concerned with what I perceive is a reduction in education quality at West. We see this in English, in the elimination of Advanced Placement Courses, through the homogenization of class make-up which ignores student achievement and motivation. In addition, I really do not feel we can allow much time to resolve these issues, especially when decisions can be made in closed door sessions and without supporting data.

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West HS English 9 and 10: Show us the data!



Here is a synopsis of the English 10 situation at West HS.
Currently — having failed to receive any reply from BOE Performance and Achievement Committee Chair Shwaw Vang to our request that he investigate this matter and provide an opportunity for public discussion — we are trying to get BOE President Carol Carstensen to put a discussion of the English 10 proposal (and the apparent lack of data supporting its implementation) on the agenda for a BOE meeting.  Aside from the fact that there is serious doubt that the course, as proposed, will meet the educational needs of the high and low end students, it is clear we are witnessing yet another example of school officials making radical curricular changes without empirical evidence that they will work and without open, honest and respectful dialogue with the community.
As the bumper sticker says, “If you’re not outraged, you’re not paying attention!”

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Wright Middle School Charter Renewal – Leopold?



I’ve attended a couple of the East / West Task Force Meetings (props to the many volunteers, administrators and board members who’ve spent countless hours on this) and believe that Wright Middle School’s facilities should be part of the discussion, given its proximity to Leopold Elementary (2.2 miles [map], while Thoreau is 2.8 miles away [map])
Carol Carstensen’s weekly message (posted below) mentions that Wright’s Charter is on the Board’s Agenda Monday Night. Perhaps this might be a useful time to consider this question? Carol’s message appears below:

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Thoreau Boundary Change Grassroots Work



Erin Weiss and Gina Hodgson (Thoreau PTO) engage in some impressive grassroots work:

November 28, 2005
Dear Thoreau Families, Staff, Teachers and Friends,
Now is the time for you to get involved in the MMSD redistricting process! This Thursday, December 1 at 6:30pm, a Public Forum will be held at Cherokee Middle School. This forum is being sponsored by the Board of Education in conjunction with the District’s Long Range Planning Committee and Redistricting Task Force. Please come to this forum to hear about the progress of the Redistricting Task Force, but more importantly, to share your opinions and ideas.
On the following pages is a brief description of the current Task Force ideas (as of November 28). Please bear with us if all the information presented below is not completely accurate. These ideas are changing rapidly and we are doing our best to summarize them for you with the information that is currently available. Please know that Al Parker, our Thoreau Task Force Representative, has been working hard for Thoreau school at Task Force meetings. He is a strong supporter of our school as it exists today.

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Carol Carstensen’s Message to PTO Presidents



Madison Board of Education President Carol Carstensen:

Subject: Nov. 21 Update
Parent Group Presidents:
BUDGET FACTOID:
The school district has been under revenue caps since 1993 when all school district budgets were frozen and then permitted to increase only by an amount per pupil each year (this year it is $250). That amount approximates a budget increase of 2.5% (the city and county are both struggling with cuts to keep their budgets close to a 4% increase).
Board meetings on Monday, November 21:
The Board looked at a comparison of the school district policy on arresting a child at school and the Police Department’s guidelines there are some significant differences, mostly in the area of informing the parent/guardian before the child is questioned and in making sure the child fully understands his/her rights at the time of questioning. The Board took no action but did ask the administration to continue working with the Police Department to try to bring their procedures more in line with school district policy.

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School’s anti-war assignment canceled



A letter-writing campaign by third-graders at Allis Elementary School encouraging an end to the war in Iraq was canceled because it violates School Board policy, district officials said Tuesday.
Julie Fitzpatrick, a member of the 10-teacher team that developed the project for the school’s 90 third-grade students in five classes, said the assignment was intended to demonstrate citizen action, one of the district’s standards in social studies.
By Sandy Cullen, Wisconsin State Journal, 11/23/05

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Carol Carstensen’s Email Message to Parent Groups



Carol Carstensen:

Parent Group Presidents:
N.B. The Board’s discussion regarding animals in the classroom has been postponed until January.
BUDGET FACTOID:
Why does the Madison district spend more than the state average per pupil? One part of the answer is that our student enrollment differs significantly from the state average in areas which require more services (and therefore greater costs):

  • Poverty Madison’s rate is 30% greater than the state’s average
  • English Language Learners (ELL): our percentage is more than 300% greater than the state’s
    Special Education the district has a higher percentage (16.8% vs. 12.6%) of students with special education needs – and a significantly higher percentage of high needs students. Of 389 students in the state identified with costs over $30,000 Madison has 109 (nearly 30%).

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MMSD and Big Brothers Big Sisters of Dane County Expand Mentoring Program



The Madison Metropolitan School District and Big Brothers Big Sisters of Dane County are expanding the SOL Mentor Program to Leopold Elementary and Cherokee Middle Schools. The SOL Mentor Program continues to serve Latino, Spanish-speaking students at Frank Allis Elementary and Sennett Middle Schools and aims to match an additional 75 students with adult volunteers in the community over the next three years.

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2006 Distinguished Service Award Nominations



The Madison Metropolitan School District:

The Distinguished Service Award (DSA) honors individuals for service beyond the call of duty. It is considered to be the most prestigious of the recognition awards offered by the Madison Metropolitan School District. Distinguished Service Awards may be to employees who have served at least ten years with the MMSD in each of the following categories: elementary, middle and high school teachers, administrators, support personnel clerical/technical employees, custodial/building services/trades personnel, educational assistants and food service staff. Special awards are also given to employee teams, citizen volunteers and high schools seniors involved in community service.
To nominate someone you must answer five questions about the nominee and submit three letters of support. Anyone may submit a nomination. Self-nominations are not accepted. Please print the nomination form available below and carefully read the guidelines on page two of the nomination form.

I have several people in mind.




Questions about task force data



In surfing through the information posted for the task forces, I have two questions about some of it.
First, I don’t know why the MMSD staff presented the chart on Transportation_Students_Special Ed_ELL. However, the district does more busing and cabbing than just special ed and ELL students. Most children, I believe, in early childhood programs get bused or cabbed, but they may be included in the special ed students. In addition, children in TEP (Temporary Education Program) for homeless kids get bussed or cabbed (sometimes from Verona, Middleton, and Sun Prairie). If the chart were to include all kids who are bussed, the TEP kids definitely need to be added.

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Barbara Golden: Is Art Rainwater Doing a Good Job?



Barbara Golden:

The Madison Metropolitan School District HAS NOT CLOSED THE ACHIEVEMENT GAP. Black third graders are still not reading at the same level as white students, most school arrests involve African Americans and the graduation gap is as wide as ever. Black students are disproportionately referred to special education (and once in, rarely get out), and are overly represented in remedial classes that do not prepare them for higher education, or meaningful employment after high school.




I am Greatly Distressed About La Follette High School’s Four Block System



Dear La Follette Parents & Taxpayers,
I am writing because I am greatly distressed about conditions at La Follette High School under the 4-block system. I strongly believe that as parents and taxpayers you have the right to be included in the debate about your child’s education. Because I believe the future of the 4-block will be decided in the near future I am compelled to provide you with some information.

  1. Students in the traditional MMSD high schools are required to spend 50% of the credits required for graduation in academic areas. La Follette students are required to spend only 42% of their time in academic areas. Why does the district believe that La Follette students need less time in academic areas? Do the taxpayers support this decision? I understand that this is a debatable question. What I do not understand is why there is a different answer for La Follette students.

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MMSD Legislative Committee Recommends Joining Statewide Coalition



On October 17, the Legislative Committee of the Madison School Board voted unanimously to recommend that the district join the Wisconsin Alliance for Excellent Schools (WAES) The organization is a diverse, statewide coalition working for comprehensive school-funding reform.
Partners in the coalition believe in the following core principles that serve as “membership criteria” and the rationale for a school-finance reform proposal based on the Adequacy model, the Wisconsin Adequacy
Plan.

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Amazing solution to Mystery #3: Unknown Authorization



Try your decoder ring on this cryptic missive to solve Mystery #3, Case of the Unknown Authorization:

Major Division Highlights and Anticipated Challenges [for the Department of Educational Services]:
– Expand programming and placement options for elementary age students with severe Emotional Behavioral Disability (EBD) and significant mental health needs. Budget & District Profile, page 79


When you break the MMSD’s crypt it means:

Create two new classrooms at Marquette Elementary for students with EBD;
Put two teachers, two aids, and a school psychologist in the two classrooms;
Spend a minimum of $350,000 on the classrooms.

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Fascinating: Novel Way to Assess School Competition Creates a Stir



Jon E. Hilsenrath:

The unusual spat has put a prominent economist in the awkward position of having to defend one of her most influential studies. Along the way, it has spotlighted the challenges economists face as they study possible solutions to one of the nation’s most pressing problems: the poor performance of some public schools. Despite a vast array of statistical tools, economists have had a very hard time coming up with clear answers.
“They’re fighting over streams,” marvels John Witte, a University of Wisconsin-Madison professor of political science and veteran of a brawl over school vouchers in Milwaukee in the 1990s. “It’s almost to the point where you can’t really determine what’s going on.”
Milton Friedman, the Nobel Prize-winning economist known for his free-market views, proposed 50 years ago that to improve schools, parents could be given vouchers — tickets they could spend to shop for a better education for their kids. He theorized that the resulting competition among schools would spark improvements in the system. Free-market advocates loved the idea. Teachers’ unions hated it, arguing that it could drain resources from some public schools and direct resources to religious institutions.

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UW Freshman Class Scores High in Smarts – 52% Studied Performance Music



Karen Rivedale in the WI State Journal article, “Creamier Crop at UW Madison,” writes that “This year’s freshman class posted high scores on college entrance exams, beating the average national scores on the tests and continuing UW-Madison’s increasing selectivity among the state’s top students. Freshmen this year posted high class ranks, with more than half graduating from high school in the top 10 percent.”
In a sidebar in the article, the Freshamn enrolled is a record high (6,142), 62% earned a varsity letter, 52% performed with a school musical group, 23% won an award for community service.
Meanwhile, closer to home, MMSD’s administrator’s proposed a competitive athletic budget that continued to grow from the previous school year for this school year (parents do pay a fee of $115 per sport, extra for more expensive sports) – that’s good. However, MMSD’s administrators continued their cuts to music education with proposals to eliminate elementary performance music and increase general music class size. The School Board restored half the elementary stringed course in elementary schools and did not increase general music class size. There were also reductions in middle school performance music that were not restored.
Performance music improves academic performance, especially for lower income children who have no other access to performance music except through their public school. It is sad that MMSD is moving in the opposite direction of what the research shows benefits children’s academic performance by cutting performance music.
Performance music directly benefits reading and mathematical skills for young children. There is more research and results that show that today and the information and data showing the positive effects of instrumental music on children’s education are growing not shrinking. In future blogs I will post additional information on this research and results.




UW Center Established To Promote Reading Recovery



A gift of nearly $3 million is being used to boost teacher training at the UW-Madison in a special, reading program.
But that program, Reading Recovery, has critics, who say it’s not worth the necessary investment.
Training at a new UW-Madison Reading Recovery Center will involve videotaping teachers, as they instruct young children, in a one-on-one process between student and teacher that costs more than group programs.
Student progress with Reading Recovery in the Madison School District and across the country has been questioned.

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Families Leaving West?



Many good things are happening in the Madison Metropolitan School District! This viewpoint and the things we see conflict with the stated concern by some families as they tell us that they will be leaving the district rather than attend West high school. The one reason common to families is that they want their child to have a chance to take AP courses (limited numbers offered at West, in contrast to the other MMSD high schools) for the academic challenge offered to prepare their child for application to competitive colleges. (This viewpoint seems to be paired with a concern that the Small Learning Community approach at West may result in decreased opportunities for other challenging course work). It seems so sad that these families are choosing to leave the district. The contributions that children and parents have made to the district will be greatly missed.
AP offerings seem to be the norm across the nation, yet at least one West staff member opposes these offerings. Can we have an open discussion about issues of concern??? What are the pros and cons of increased AP offerings? Is it important to attempt to retain families currently attending our schools? What do you think? If you have a special interest in this issue, you may want to check below for additional information. . . .

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Report on Evaluation of the Superintendent



News Statement from the Madison Board of Education
Report on Evaluation of the Superintendent
Hiring, supervising and evaluating the Superintendent are major responsibilities for the Board of Education. It is important to remember that this is a collective task for the Board and represents the combined views of seven very different individuals.
Download file

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Bucks 4 Books



This is a neat idea for helping out students displaced by the hurricanes administered by the League of Women Voters. The Wisconsin League is checking to see if MMSD is following up on the grant request piece. Read on if you’d like to contribute:
Melanie Ramey, President
LWV of Wisconsin
122 State Street, Suite. 405
Madison, WI 53703-2500
Phone: 608-256-0827
Fax: 608-256-2853
E-mail: lwvwisconsin@lwvwi.org
http://www.lwvwi.org
Dear Melanie,
Due to Hurricanes Katrina and Rita, many students (K-12) in the Gulf States (Alabama, Louisiana, Mississippi and Texas) have been driven from their homes and schools. The League of Women Voters of Louisiana Education fund has approved the “Bucks 4 Books” campaign to raise funds to support the displaced children from the Gulf States in their new school districts, whether those school districts are located elsewhere in their native state or in any other of the 48 contiguous states. The LWV of LA Ed Fund needs your support and help in the following tasks:
1. Helping to raise the funds to support this project by sending the attached letter to all of the League,
League allies and partners, the Parent Teacher Organizations, and everyone in your personal e-mail address book(s).
2. Help us to identify the school districts in your state that have taken in the Hurricane evacuees and
encourage the school districts to write for a grants application for financial support of those children’s education materials.
These young people have lost their homes; they do not have to lose their hope. Remember, children learn from example. When we are responsible for them, they will become the responsible future citizens, whom our country needs.
The 100% of the “Bucks for Books” funds raised will be administered in accordance to the guidelines outlined in the attached letter. Since this is a 100% flow through of funds, all solicitation for this campaign will be by e-mail and no expenses may be charged against the donations. All checks should be may payable to: LWV of Louisiana Education Fund, P. O. Box 4451, Baton Rouge, LA 70821-4451
The League of Women Voters is uniquely positioned to meet this challenge with local League presents in all states. Please help us to help our children and the very generous school districts that have taken them in. Please encourage your State League, Local Leagues, Friends, Neighbors and Allies to enthusiastically embrace this very special project, “Bucks 4 Books.” We must measure up for our young people and always . . .
Share the Spirit of League,
Jean Armstrong, President
LWV of Louisiana Education Fund
LWV of Louisiana
225.927.2255




MSCR High School Extramural Program Position Announcement



The Madison School District has two positions for the new High School Extramural Program at MSCR. The purpose of this position is to develop, promote and coordinate after school clubs and extramural sports at two regular high school sites and for one alternative high school. Lucy Chaffin wrote: Hi everyone, I would really like to get the word out about these two positions open at MSCR. Please pass along and post at any place you feel is appropriate.

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School-Funding Update from WAES (WI Alliance for Excellent Schools)



Referendum soundly defeated in Phillips School District
Greendale voters support $14 million tax levy
North Carolina will use lottery proceeds for schools
Slot machine revenue not best bet for public schools
What’s new in the anti-TABOR toolbox?
School-funding reform calendar
The Wisconsin Alliance for Excellent Schools (WAES) is a statewide network of educators, school board members, parents, community leaders, and researchers. Its Wisconsin Adequacy Plan — a proposal for school-finance reform — is the result of research into the cost of educating children to meet state proficiency standards.

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Agenda for East Task Force



THURSDAY, SEPTEBMER 22, 2005
6:30 p.m. Special Meeting of the Madison School Board and the East
Attendance Area Demographics and Long Range Facility Needs Task Force
Sherman Middle School
Library Media Center
1610 Ruskin Street
Madison, WI

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Agenda for West/Memorial Task Force



TUESDAY, SEPTEMBER 20, 2005
6:30 p.m. Special Meeting of the Madison School Board and the Memorial and West Attendance Areas Demographics and Long Range Facility Needs Task Force
Toki Middle School
Library Media Center
5606 Russett Road
Madison, WI 53711

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School-funding update



Two gubernatorial candidates endorse school-funding reform
Check out the school-funding reform calendar
What’s new in the anti-TABOR toolbox?
School-funding reform calendar
The Wisconsin Alliance for Excellent Schools (WAES) is a statewide network of educators, school board members, parents, community leaders, and researchers. Its Wisconsin Adequacy Plan — a proposal for school-finance reform — is the result of research into the cost of educating children to meet state proficiency standards.
**************

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Questions Regarding Tonight’s Equity Vote



In addition to Ruth’s blog, I would add the question of why this is being addressed in a “special” board meeting and not the regular meeting. (Sorry – it isn’t clear from the message that the district sent on Friday, and the link to the regular board agenda is not working). And, if there are documents available related to the vote, why they are not publicly available in a timely fashion.
To be honest, I missed the impact of the message that arrived Friday morning via e-mail, so thanks to Ruth for flaggin it:
MONDAY, SEPTEMBER 12, 2005
5:00 p.m. Human Resources Committee
1. Approval of Minutes dated February 7, 2005 and March 14, 2005
2. Public Appearances
3. Announcements
There are no announcements.
4. Proposed Leave of Absence Policy for Administrators
5. Proposed Leave of Absence Agreement for Administrators
6. Other Business
There is no other business.
7. Adjournment
Doyle Administration Bldg
Room 103
545 W. Dayton St.
Madison, WI 53703
—————————————————————————
6:00 p.m. Special Board of Education Meeting
1. Approval of Minutes dated August 29, 2005
2. Public Appearances
3. Announcements
There are no announcements.
4. Equity Resource Formula
5. Board Policy 9001 – Equity
6. Proposed Equity Policy
7. Other Business
There is no other business.
8. Adjournment
Doyle Administration Bldg
Room 103
545 W. Dayton St.
Madison, WI 53703
—————————————————————————
7:15 p.m. Regular Board of Education Meeting
Agenda of the Regular Meeting of the Board of Education
[NOTE: this link does not work]
OR
Agenda may be picked up during business hours at the MMSD Public
Information Office, Room 100, Doyle Administration Bldg., 545 West Dayton
Street, Madison, WI 53703
Doyle Administration Bldg
McDaniels Auditorium
545 West Dayton Street
Madison WI 53703




MMSD adds 2 ED classrooms at Marquette



I exchanged e-mails with Superintendent Rainwater about two new classrooms at Marquette. I’ll simply post the e-mails at this time and late add commentary, not on the program per se, but the budget process (or lack thereof) that created and funded it.

Art,
The rumor mill says that the administration moved the existing NEON program to Marquette or created a new one to be located at Marquette Elementary School.
The exiting NEON (New Educational Options and Networking) program serves “middle school-age students with an emotional/behavioral disability (EBD) who have not been successful in a full-day program at their home school despite numerous and varied interventions.”
Could you please provide details of any program changes or moves?
Ed Blume

The Superintendent responded:

Ed
Thanks for the email. I am always glad to clarify rumors. The NEON Program has not changed or moved. It still exist at Hoyt with the same staffing, etc. that we have had in the past. We did, however, establish two elementary ED alternative classes that will begin at Marquette this year. They are similar in design to NEON but serve primary and intermediate age EBD students who need a more structured, alternative service delivery model. Many of these kids are active with PBST [Postive Behavior Support Team] as well. Both classrooms are staffed with a teacher and two SEAs [special education assistant]. This is a “district” program serving students from any elementary school who meet the criteria and need this type of alternative, structured setting. We also have a full-time school psychologist allocated to this program. Jim Hassely, Coordinator Behavior Support, has been working closely with Joy Larson to set this program up in the Marquette/O Keeffe space. It will have minimal impact on Marquette, though, as the students will be served outside the general education classroom for the much of their school day.
Art

I then posed a number of questions to the Superintendent and Jack Jorgensen, head of special ed, kindly responded in a detailed memo.




Why not target school ads at adults, not students?



No doubt that the Madison Schools would benefit from revenues that might come through increased advertising, as recently proposed by Johnny Winston Jr., chair of the Board of Education’s Finance and Operations Committee.
On the other hand, increasing advertising to our students is undesirable for many reasons. Schools should not treat students as consumers, but as learners. Our students already live in an environment saturated with encouragements to consume. In addition, many of the advertisers with strong incentives to advertise to young people sell food products that are not in the kids’ best interest.
My hope is that the Finance and Operations Committee will consider limiting any expansion of advertising opportunities to ads that target adults, not students.
Below is my proposal to this committee.

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A RESPONSE TO JOAN’S POST ON THE PEOPLE PROGRAM



I was saddened and disappointed by the tone, content, and assumptions underlying Joan’s recent post on UW-Madison’s PEOPLE program and feel a need to respond as a parent who is engaged in trying to address cultures of racism in Madison schools and as a graduate and staff member of UW-Madison. I’ve interspersed the responses with Joan’s original wording:

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UW’s Long-term College Prep Program Puts Prospects In The Pipeline



The Wisconsin State Journal discusses the college prep program UW sponsors for middle (Madison students only) and high school minority students.
Glaringly absent from the reporting is what are the criteria for getting accepted into this program. It sounds like a program open only to minority students, or is it for low-income students of color?
While it has barely been in existence long enough to produce college graduates, I would hope someone is studying PEOPLE’s effectiveness. For instance, I’d like to see a control group who can’t attend these summer sessions but who are given the same break on admission, (2.75 GPA is all that’s required), and if accepted at UW, the students also get a full five-year tuition scholarship. Then I’d like to see the numbers on those who graduate and in what time period and at what cost.
Many years ago while I was a UW zoology grad student, I was a paid tutor through a university program aimed at assisting minority students. All my students were from Milwaukee. None was prepared, either for the intro zoo course or for college in general. Thus, I am sympathetic to the idea of helping these students before they enroll at the university. However, I have to question the lowered admission requirements. If you can’t cut a 2.75 in high school, you’re not likely to successfully complete a degree at UW-Madison.
In addition, I noticed that two of the students interviewed in the article were from Madison West. Is MMSD so deficient in preparing its (low income) minority students that they can only hope to succeed with this special program? I can understand how students coming from poorly funded and troubled disticts like Milwaukee might need extra attention, but Madison West?
Moreover, I know students at West who did not get in to UW despite GPAs of 3.6 and higher. This is the best education many can afford for their children. To learn that their students cannot get admitted while some are allowed in with significantly lower requirments and paid summer college prep courses might be a bitter pill to swallow. (For the record, both our children were accepted at UW.)
So I have two questions: are there checks in place to determine whether this is an effective program, and cost-effective at that, given the 5+ million dollars expended on about 1200 individuals; and how does the UW legitimately justify employing markedly different admission criteria, especially if PEOPLE isn’t open to all students who wish to participate.

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Guest Editorial to the Simpson Street Free Press



Dear Editor:
Thank you for your comments regarding the reductions in Madison Metropolitan School District’s 4th and 5th grade elementary strings program and other Fine Arts programs. I personally know the importance of the strings program. I played the violin many years ago as a student at Lindbergh Elementary School. I continue to support Fine Arts programming. My board motions, budget amendments and voting record reflect those priorities. However, given our budgetary challenges I cannot make a strong commitment to any program in the future.

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Schools get $400M as gov signs budget



http://www.madison.com/tct/mad/local//index.php?ntid=48113
By David Callender
Capital Times, July 25, 2005
Gov. Jim Doyle was set to use his veto pen today to restore more than $400 million in new state funding for public schools that Republican lawmakers had cut from his proposed budget and to create a “responsible property tax freeze” for the next two years.
Under the Democratic governor’s plan, taxes for the owner of an average Wisconsin home valued at $150,000 would stay the same this year as last year, and would decline by $5 next year.
Doyle was scheduled to sign the new $53 billion state budget into law at a ceremony at the governor’s mansion this morning.
“The people of our state have asked us to do four things with this budget: cut spending, cut taxes, make education the priority and freeze property taxes. I’m pleased to say this budget does all four, and we kept the faith with Wisconsin families,” Doyle said in prepared remarks for the bill signing.

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Planning for MMSD Legislative Committee for 2005-06



As chair of the MMSD School Board’s Legislative Committee for 2005-06, I post information about state and federal laws and legislative issues related to the Madison Schools on this blog under Hot Topics , Madison School Board Legislative Committee blog.
In June I asked MMSD staff for the committee, Joe Quick, for his ideas on future directions for the committee. My questions and his answers are available under as well as news reports and background materials.

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K-12 Math Curriculum: A Visit With UW Math Professor Dick Askey



UW Math Professor Dick Askey kindly took the time to visit with a group of schoolinfosystem.org writers and friends recently. Dick discussed a variety of test results, books, articles and links with respect to K-12 math curriculum. Here are a few of them:

  • Test Results:

    Wisconsin is slipping relative to other states in every two year NAP (sp?) Math test (4th and 8th grade). In 1992, Wisconsin 4th graders were 10 points above the national average while in 2003 they were 4 points above. Wisconsin students are slipping between 4th and eighth grades. In fact, white and hispanic children are now performing equivalent to Texas students while Wisconsin black students are performing above Washington, DC and Arkansas (the two lowest performers). He mentioned that there is no serious concern about the slippage.

    30 years ago, the United States had the highest % of people graduating from High School of any OECD country. Today, we’re among the lowest. We also have a higher drop out rate than most OECD countries.

    Said that he has asked Madison Schools Superintendent Art Rainwater twice in the past five years if our District asked for and received corrections for the current connected Math textbooks.

    Mentioned that CorePlus is evidently being used at West High but not Memorial

    Asked why these math performance declines are happening, he mentioned several reasons; “tame mathemeticians”, declining teacher content knowledge (he mentioned the rigor of an 1870’s California Teacher exam) and those who are true believers in the rhetoric.

  • Books:

    Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States

    The Schools by Martin Mayer

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Florence School District Likely to Close in One Year



In northern Wisconsin Florence County Schools Likely To Close. The local school board voted 6-1 to consider closing the schools.
Since 1998-1999 school year, Florence School District:
student population declined 15%
property tax share of school costs increased 16%
state contribution to school costs decreased 15.7%
cost to educate a child increased 23.3%
With changes like this coupled with the recent absence of meaningful discussions by the WI government on public education, more school closing/mergers are likely.
When are we going to have the discussion – what does it cost to educate a child? When will the WI government get down to seriously discussing the business of financing the public education of Wisconsin’s children and stop the unproductive rhetoric saying we’re spending more on schools than ever without having any idea of what level of investment is needed to fund public education? The state is happy to avoid the question blathering on about taxes and giving money to special projects all the while shifting the costs of education to property tax payers, an approach that won’t work much longer.
How many more school districts have to close? How many more kids have to be displaced?
School district leadership bears some of the responsibility of meaningful strategic discussions about the future of financing public education and examining different approaches. More on that topic in a later blog.
Immediate issue is a state government that is not seriously undertaking the issue of school financing but is giving tax credits to home and private schooling while avoiding important discussions about the financing of public schools, which is part of the state’s constitution. The United States is littered with examples of state governments who have avoided this responsibility – why does WI have to be one of those states?




Capital Times Editorial: Board backs school quality



Newly elected Madison School Board member Lawrie Kobza was wise to move to use $240,000 in money made available by insurance savings to revive Lincoln Elementary School’s Open Classroom Program and to restore “specials” – music, art and gym classes at the elementary schools – to their regular sizes. And the board majority was right to back her move to maintain broadly accepted standards of quality in the city’s public schools.

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Milwaukee Journal Sentinel on WI Budget Debate over Funding Public K-12 Schools



How far can schools stretch their dollars?
Education funding is central to budget debate in Madison
By ALAN J. BORSUK and AMY HETZNER, The Milwaukee Journal Sentinel
aborsuk@journalsentinel.com
Posted: June 18, 2005
Let’s say your parents base your budget for gasoline for the year on $1.75 a gallon.
The next year, Mom and Dad say, we’re increasing your allowance to cover $2 a gallon.
But gas now costs $2.30.
54987School Funding
Quotable
There has to be more of a middle ground here that I would challenge both parties to deal with. They’re not serving the state very well with this kind of polarization.
Have your folks given you an increase? Of course. A big one, if you look at the percentage.
Have they given you a decrease? Of course. There’s no way you’re going to be able to drive as far you did last year with less gasoline.
Welcome to the intense, real and genuinely important debate over state funding of education for the next two years.
Here’s a two-sentence summary of an issue likely to dominate the Capitol for the next few weeks as the state budget comes to a head:
Republican leaders are saying the increase in education funding for the next two years, approved by the Joint Finance Committee and heading toward approval by the Legislature itself, calls for $458 million more for kindergarten through 12th-grade education for the next two years, a large increase that taxpayers can afford.
Democrats and a huge chorus of superintendents, teachers and school board members around the state are protesting, saying that the increase will mean large cuts in the number of teachers and the levels of service for children because it doesn’t contain enough fuel to drive the educational system the same distance as before.

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WI State Budget Republican K-12 Proposed Funding – Bad for Children and WI’s Economic Future



Please write/call legislatures ASAP – the legislature plans to take up the proposed budget this coming week, and the proposed budget for education is a disaster for our children’s future and our state’s economic health.
Schultz (WI State Senator, Republican Leader in the Senate):
http://www.legis.state.wi.us/senate/sen17/sen17.html
Gard (WI State Representative, Wi State Assembly Speaker):
http://www.legis.state.wi.us/assembly/asm89/asm89.html
Doyle:
http://www.wisgov.state.wi.us/section.asp?linkid=59&locid=19
The Republican legislature is planning to move forward with a proposed state budget that is attempting to back off once again 2/3 state funding of schools with some fancy language. Just like that – saying we are already giving the largest increase in history to education.
Thanks for making the effort to contact GOP leaders and to ask the Gov. to hold firm (which ALL his public statements have indicated that he will, but it’s unclear what his veto opportunties will be until the statutory languagefor the budget document is available). This information was provided by:
Joe Quick
Legislative Liaison/Communication Specialist
Madison Schools
663-1902

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June 17 MMSD Asks PTOs and Presumably Parents to Contact Legislators



For Legislative Fiscal Bureau policy papers and membership lists of relevant committees, go to: https://www.schoolinfosystem.org/mmsd/leg/
FROM JOE QUICK, MMSD LEGISLATIVE LIAISON
If you have already received this Update, our apologies. We are trying to inform parents about this important budget issue before the Legislature votes next week.
Dear PTO/A Leaders:
The attached information outlines changes Republican leaders made to Gov. Doyle’s budget. Please take a moment to call Senate Majority Leader Dale Schultz and Assembly Speaker John Gard (contact information in news update) to express your opposition to cutting back on the allowable per pupil revenue limit increase. Gov. Doyle’s budget allows a $248 per pupil increase for next school year, the GOP plan, $120 (would require an additional $3.1 million cut to the budget BEFORE it is finalized this October); for the 06-07 school year, the Gov. allows an increase of $252 per pupil, the GOP plan $100 per pupil (would require MMSD to cut $6.9 million in 06-07).

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States Report Reading First Yielding Gains, Some Schools Getting Ousted for Quitting



Little solid evidence is available to gauge whether the federal government’s multibillion-dollar Reading First initiative is having an effect on student achievement, but many states are reporting anecdotally that they are seeing benefits for their schools.
Among those benefits are extensive professional development in practices deemed to be research-based, extra instructional resources, and ongoing support services, according to an Education Week analysis of state performance reports published June 8, 2005.

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Art Attack at Lapham School



From The Capital Times, Monday, June 6
http://www.madison.com/tct/mad/local//index.php?ntid=42450

Changes coming in music, art classes
The arts hit hardest in teacher layoffs
By Cristina Daglas
June 6, 2005
Lapham Elementary School music teacher Lynn Najem and art teacher Sally Behr will keep their jobs next year, but their classrooms won’t be what they have been.
Next year, both Behr and Najem will be teaching classes of approximately 22 students in comparison to the previous 15.
The total number of students they teach is not increasing, but the number of classes offered is decreasing. The approximately 230 kindergarten through second-grade students at Lapham will remain the same.
“They think of us as fancy recess … a holding tank,” Najem said. “This is typical of the School Board.”

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Sherman Middle School Principal Mandates Change by Fiat – Renames Afterschool an 8th hour and Kicks Academic Performance Music Out to Afterschool



The current music education upheaval at Sherman Middle School is about

  • what Madison values for our children’s education, such as academic music education during the school day and
  • who makes those decisions.

It is not about money, because teacher allocations will be needed to teach the 8th hour same as during the school day.
Making changes that seem to be by fiat may be desirable to the person in charge, but the students and parents are the school’s and district’s customers – please listen to us at the start of a process, let us have time to have meaningful input and comment! Isn’t it the School board who are the district’s policymakers, especially curriculum policy and what defines a school day. Those are the basics! A longer school day might make sense – but not by what appears and feels like fiat and not without public discussions, deliberations and decisions by our School Board.

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Goodbye Freshman No Cut Sports



The school district comments line (comments@madison.k12.wi.us) for school board members has been getting several messages regarding the “Freshman No Cut Sports Program.” Regardless of what happens with the operating referendum on May 24th, this particular program will cease to exist. The Freshman No Cut Sports program has been a staple in the school district for over 20 years. This program is indeed another causality of the state imposed revenue caps. Unfortunately because of the school district’s severe budget constraints, I find it very difficult to justify the programs continuance in its current form.

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Superintendent Rainwater: It doesn’t matter what Johnny thinks



In Thursday’s Capital Times article titled “Strings program is still not safe” by Lee Sensenbrenner, the Superintendent said, “It doesn’t matter what Johnny thinks!” Mr. Winston responded strongly. “I would like to see the strings program continued somehow, some way,” Winston added. “I think the community wants that. I think that’s loud and clear.”
Mr. Rainwater, it does matter to me what Johnny thinks. I, and I’m sure others, care about what the School Board is directing the superintendent to do, and we care deeply that the Superintendent is following through on directions from the majority of the School Board. Coming back one day later, declaring the charge is impossible, is puzzling following a presentation by the administration the night before of options.

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Sports, Music, Academics – Last Minute Proposals Stressful: Need Big Picture with all the Pieces



(The Capital Times, Strings to play on in city’s schools by Lee Sensenbrenner) reported that I “…admitted to calling Winston “a jock,” but said she meant the board was favoring athletics while it dealt with budget cuts..” Not exactly with the name-calling, but I have been critical of the District Administration’s handling of cuts to fine arts, and the School Board’s implicit support of this approach until hundreds of students, teachers, parents and other Madison residents rally, write letters and emails, or lobby board members. I believe the board needs to be working on any changes to an academic curriculum over the year and needs to engage teachers, parents and other professionals in the process. That has simply not been done with the fine arts, an academic curriculum, and I still believe the proposed cuts to the fine arts curriculum, especially in elementary school, are burdensome – 41% of the proposed elementary school budget cut is from elementary music education (general and strings classes) yet elementary music education makes up less than 3% of the elementary school budget. A 3% cut to elementary music education would have been $49,000 – reduction of 1 FTE rather than nearly 13 FTEs. We need to share the burden of cuts – I don’t get cutting a high-demand (1,866), highly valued curriculum program 100% that just put in place a fee this year.

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Comparing Budgets – Not that Hard to Do – Raises Important Questions that Would Be Answered in a Board presentation and Public discussion



MMSD says that you cannot compare the numbers for the 04-05 budget with the proposed 05-06 balanced budget because they were not developed at the same time and do not include all the grant money. Confused? Of course – any reasonable person would expect that the information presented side by side could be compared.
When comparing budgets from year to year, you need to be sure that you have budgets that were developed at the same time of year, or at least contain similar information. I’ve done the entry, which you can download and look at for your self. Here’s a summary of key changes:

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Cutting Elementary Strings Will Cost MMSD Millions – Not Save Money



I agree whole heartedly with Mr. Pay’s comments to Johnny Winston Jr., that the MMSD School Board is not taking a long-term financial or educational look at elementary strings that shows increased numbers of middle and high school children taking orchestra and band will save money for the district while providing immeasurable personal and educational benefits to children.
However, there are two other reasons why this is a bad decision that come to mind – one is standards and the other is, in my mind, an even bigger economic impact than benefits from larger class sizes.
The long-term educational and financial fallout from cutting elementary strings will cost far more than the annual $500,000 cost of the program. I predict a decision to cut elementary strings will cost the district millions in the long-term.

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Open Letter to the Community Regarding Strings



Dear Community Members:
Thank you for your heartfelt comments regarding the 4th & 5th grade strings program. I know first hand about the program. I was a strings program participant at Lindbergh Elementary School in 1977. I know that strings are a very beloved program within our district. However, I don’t believe that our community understands the complexity of our budgetary challenges. This is not something you merely can “bake sale”, “brat fest” or write grants to solve.

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My Perspective of District Boundary Changes



The Madison School Board is facing some of the biggest challenges that a school district can face. These challenges include three referenda on the ballot on May 24th. One of the most unique challenges is the potential boundary changes throughout the district. These situations are very complex, political, frustrating and exhilarating at the same time. They’re complex because it affects so many people. It is political because of the many parent organizations it involves. It is frustrating because it takes so much work and time. Finally, in the case of Hawthorne and Lakeview it is exhilarating because the school board took action.

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Isthmus deserves thanks



Out of all the local media, only Isthmus probes for insights into the curriculum and governance of the Madison Metropolitan School District.
Isthmus stories on reading, special education, talented and gifted, and board infighting support the best of democratic processes by sparking lively debate necessary to effective public policy decisions.
The rest of the media, the MMSD administration, and the majority of the school board condemn healthy discussions as divisive and destructive. Yet, the absence of debate will quietly slide the district deeper and deeper into stagnation.
Keep up your excellent reporting, Isthmus.
Ed Blume
ps. If you have an opinion on Isthmus’ reporting, feel free to post a comment.




Senator Kanavas Requests Audit of Waukesha School District



Senator Ted Kanavas (R-Brookfield) has asked the Legislative Audit Bureau to audit the Waukesha School District’s use of “community service funds” (called “Fund 80” by Madison Metropolitan School District) to finance high school pool project.
The following article from the April 15 Milwaukee Journal Sentinel includes a larger discussion about how funds are being used in other Milwaukee-area communities and whether those uses conform to state law.

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Connecticut’s A.G. to sue Federal Government



Air America’s Al Franken interviewed Richard Blumental, Connecticut’s Attorney General, Friday because he is fiing a law suit against the federal government. His complaint on behalf of the state of Connecticut is the federal government is illegally and unconstitutionally requiring states and communities to spend millions of dollars to administer federally mandated test. He claims it is unconstitutional for the federal government to mandate education to the local communities without financially backing the mandates. He is asking that other states join in…………

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Think about the School Board that you want, Vote on April 5



I believe that our community strongly supports high quality schools. I know that the state and federal governments do not provide sufficient funding for the programs that we want. I am willing to pay higher property taxes to make up the difference when necessary. However, before I commit to higher taxes, I must have a high level of confidence in the decisions that put the matter on the ballot. I think that you do also.
Today I ask that you think about the qualities that you want in school board members as you prepare to vote on the May referendums, especially the referendum for the operating budget.

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News Flash: John Matthews Is Willing to Delay Negotiations for Teachers’ Wages Until After the April 5 School Board Elections



Despite a written agreement between Madison Teachers Incorporated and the Board of Education that aims at settling the teachers contract for 2005-07 by June 30, union executive director John Matthews and Superintendent Art Rainwater made a jovial � and unprecedented – announcement that they would delay discussion of wages and benefits until after the April 5 school board elections.
Delaying talk about pay and benefits for teachers is a puzzling step for union leader Matthews, especially given his March 17 comments that “No matter what the settlement is, it won’t be enough to reward the teachers,” Matthews said as the MTI proposal was presented Wednesday, “These are teachers, not priests and nuns who took a vow of poverty.”

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No Point in Cutting MMSD Administrators, They Just Grow Back



In January of 2005 Superintendent Art Rainwater told the Madison Board of Education that two administrative positions would be eliminated for 2005-06. He would cut the positions of Risk Manager and Data Manager when the incumbents retired at the end of 2004-05.
Imagine my surprise on March 14, when the superintendent cut half of the position of Risk Manager for a second time.

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Read My Blog: Year Old But Still Good Thoughts On The Budget



I started attending meetings several years ago and, initially, was naive enough to take Carol Carstensen at her word when she said “if you don’t like our cuts, you need to tell us where to cut.” Board members then claim that they “have no choice” and that critics “only criticize but don’t offer solutions.” This is one disingenuous ploy, since it invites people to participate but leaves the door open for the board’s typical response: we know more than you do and we don’t like your ideas. This is not listening.
I was looking through some old records the other day, and found the following message that I sent to the board over a year ago:

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Axing the Arts: District (again) proposes cutting popular strings program



Jason Shephard, writing in the 3.11.2005 Isthmus:
Music teachers, parents and community activists are already agitating against Madison schools Superintendent Art Rainwater�s call to eliminate the elementary strings program, as part of a proposed slate of budget cuts.
�This creates a very disturbing environment in the community,� says Marie Breed, executive director of the Wisconsin Youth Symphony Orchestra. �It�s particularly shocking for a strong arts community like Madison to dismiss elementary string education so easily, saying essentially, �We�re not going to support these children.��
By eliminating the fourth- and fifth-grade strings program, Rainwater says the district can cut nearly ten full-time equivalent positions, saving about $500,000 in salaries and another $100,000 in equipment, repairs and books. In all, the district needs to trim $8.6 million to comply with state-imposed revenue caps — or else secure referendum approval to exceed them.

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Zaleski: Schools Could use a Makeover



Rob Zaleski:

Among its many features:
Twelve students per class, each equipped with their own laptop computer.
Classes meet not in huge buildings but in small rented sites scattered throughout the area. “The idea of sending 400 – or 1,400 – kids to a central site, as we have now, is madness,” Parish told me back in ’92. “Especially in today’s society, where there are social behaviors that nobody really wants.” …..
You don’t improve schools by chopping their funding, he says. But he does think the money that schools receive could be better spent.
There’s no denying, for instance, that the Madison School District is top-heavy with administrators, he says, or that the schools themselves are run in an extremely inefficient manner.

I find this thinking interesting. We do need to take a look at the process, costs & benefits. Zaleski is incorrect about an “assault on their budgets”. Madison school spending has grown over the past 10 years from roughly 194M to 317M in annual spending (and will, according to Roger Price’s recent budget presentation, increase 10M in 2005/2006). One can argue about where the money goes, or that more should be spent, but we do indeed spend a great deal on public education (Madison spends 12.9K per student while the national average is 7,734).




School Funding Update



I received the following email update from Tom Beebe (tbeebe@wisconsinsfuture.org) on school funding:
Exciting week for school-funding reform advocates
Florence High School is newest school to join Youth ROC
Baraboo brings WAES school district partnerships to 41
Two more school-funding forums held
WCCF analyzes Governor�s budget
Still not too late to tell the Governor to veto AB58

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Failed Governance: No budget, yet cuts



Last May, I wrote an opinion piece that was printed in The Capital Times. Since then, little has changed on the School Board and we are re-opening the “Spring Budget Drama” that continues to fail children’s learning and achievement. We are presented with no budget, but instead with budget discussion items and NO strategies.
What I wrote last May I feel is just as true today, sadly – very sadly.

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Open Forum: Questions the Community Would Like to See the School Board Asking the Superintendent



I�m beginning a list of questions I�d like to see the School Board discuss and use to direct the Superintendent when the District�s budget is developed using this blog as a public forum. The state and federal governments are not holding up their end of school financing, yet our school board members need to develop a budget and to make preliminary operating decisions by June 30, 2005.
I�ve left the comments open for this blog and would like to hear what questions others might like to see the board discuss and provide further direction to the Superintendent during the budget process so that we develop a budget that puts children�s learning, academic excellence and achievement as the highest priority for our children this year and in succeeding years. I think our attention locally needs to be on how can we develop the best budget for these priorities so that we know what our funding challenges are for next year and will have better information for a referendum.

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New Partnership Between School District and UW



It is amazing what can be accomplished without a school board meeting! As chair of the partnership committee, I know the importance of developing partnerships with our community. This is the challenge of being elected to represent a school district that is getting increasingly diverse with more students of color and more students with fewer socio-economic resources. In addition, the entire school district has fewer financial resources due to state imposed revenue caps. For these reasons, different approaches need to be utilized to further resources and strengthen partnerships with organizations that have similar goals.
I am pleased to announce that the Madison Metropolitan School District and the University of Wisconsin-Madison have entered into a partnership that will strengthen recruitment efforts and solidify one years worth of funding for the Minority Services Coordinator (MSC) position. This position has been very vital to the School Board’s goal of closing the achievement gap by working with racial and ethnic minority students since 1973. The position was created and developed by the late Joe Thomas of West High School. Without this partnership, the MSC position would have fallen victim to budget cuts.
Superintendent Rainwater shared these remarks with the entire school board:
“We have entered into a partnership with the University of Wisconsin-Madison to share the services and funding of the Minority Services Coordinators in each of our high schools. This partnership will enable us to keep the Minority Services Coordinators in the schools and further enhance their ability to assist both us and the University with our minority students as they prepare to enter college.”
This partnership is made possible because of the University of Wisconsin-Madison’s efforts to encourage post-secondary education for Wisconsin disadvantaged and minority students. The funding will come from the PEOPLE (Pre-college Enrichment Opportunity Program for Learning Excellence) Program currently serving approximately 800 high school and middle school students from public schools in Madison, Milwaukee, Racine, Waukesha, the Ho-Chunk Nation and the Menominee Nation.
The program emphasizes enrichment in math, science and writing, and incorporates technology as an integral part of the curriculum. Students build study skills and receive information on college preparation and testing, academic and career options, and other subjects to foster graduation from high school and success in college.
Those who complete the pre-college portion of the program and are accepted for admission to UW-Madison receive a tuition scholarship for up to five years. This program is designed for African-American, American Indian, Southeast Asian-American, Hispanic/Latino and disadvantaged students. The program was launched in 1999 as part of the UW-Madison’s Plan 2008 to enhance campus diversity.
This partnership between the district and University would not have happened without the leadership and foresight of Assistant Dean in the School of Education, Walter Lane; Special Assistant to the Chancellor, LaMarr Billups; Vice Chancellor for Administration, Darrell Bazzell; Chancellor John Wiley, Superintendent Rainwater and the Madison School Board.
While I’m very happy to announce this partnership, I am saddened about the $8.6 million dollars worth of budget cuts. Although I know there will be no partnerships to solve $8.6 million dollars worth of services, perhaps this is the beginning to having serious discussions to create more partnerships that will be mutually beneficial to the school district and other organizations dedicated to the same goal of educating our students.




The Leopold Expansion



The 3/2/05 CapTimes includes an excellent op ed piece by Ruth Robarts detailing her concerns about creating a large K-5 elementary school. http://www.madison.com/tct/mad/opinion//index.php?ntid=30501

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Eugene Parks



The last few days have been rather sad ones for me due to the recent death of Eugene Parks. I have always viewed Mr. Parks as a role model. I admire people who tell you how they feel without being “politically correct.” He was that type of person. He commanded your attention, not because of his “gruff tone” or “edginess” but because of his sincere knowledge of the topic on which he was speaking. Mr. Parks knew what he was talking about.
When I decided to run for Madison School Board, I made a list of people from whom I wanted to get endorsements. Eugene Parks was one of those people. As a made my way through the campaign, our paths finally crossed in a local restaurant. I was very excited to tell him about my candidacy. I exclaimed to him, “Mr. Parks, I’m running for Madison School Board!” He replied, “Why would you go and do a fool thing like that for?” Honestly, I was kind of stunned. Sensing this, he told me of his feelings about the Madison schools. He felt that schools were being set up. They were being asked to do everything but not adequately funded. He also told me that the school board was the only elected position that for every ONE friend you made; you made TEN enemies. Again, Mr. Parks knew what he was talking about.
After winning my election several months later, I was asked to do a radio interview on WORT. After my segment, Mr. Parks was the next guest. Once pleasantries were exchanged, I wished him luck in his interview; he wished me luck on the school board. While I was listening to interview, he told the interviewer how proud he was of me and that I represented young leadership that our community needed. I was very proud of that. He also questioned the priorities in the City of Madison where the community would build swimming pools but not support additional funding of public education (remember last year the School Board cut 10 million dollars from the budget). His comments were very profound.
I know I’ll never be like Eugene Parks. There will never be another Eugene Parks no matter how hard someone tries. Unfortunately, my personality is not like his. I am not as brave as he was to say exactly what was on my mind and tell everyone how I feel. However, every once in a while, the “Eugene Parks” in me comes out but I save it for special occasions and the settings in which media will not be around. The truest way to honor his memory is giving the Madison School Board the type of passion, effort and commitment that he gave to our Madison community. I will miss Eugene Parks.




My Views of the Proposed Leopold Expansion



On March 28, the Madison School Board will cast the final vote on the proposed referendum for $14.5M to build a second school on the Leopold Elementary School site. The proposed “paired” school will open its doors to students in September of 2007 and will house up to 550 Kindergarten through second grade students and another 550 third through fifth grade students. If the Leopold community’s current population mix holds, a school of 1100 or more will include 275 (25%) students for whom English is a second language and 121 (11%) who have Special Educational needs. Over half of the students will come from low income homes. Unlike other Madison paired schools that are on different sites, Leopold’s buildings will be on the same grounds and will be physically linked in an L-shape. Students from both schools will share lunch rooms and playground facilities. Students will have separate entrances, but will share buses to and from school.
My duty as a board member is to weigh the pros and cons of this recommendation from the administration. Although I see why current Leopold parents expect great positives from the new building, I believe that these are short-term gains for the school and community and that the negatives of creating an extremely large elementary school may outweigh the short-term advantages. I am particularly concerned that the short-term relief for overcrowding will be undermined when the building reaches full capacity and houses two schools, each of which is far bigger than any K-2 or 3-5 school today. It is my responsibility to ask whether we have the experience to make such a joint school work and what additional resources will be required to assure student success under such conditions.

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Wisconsin DPI Candidate Forum




Three of the four candidates for Wisconsin DPI Superintendent participated in a Madison Forum Saturday morning. The League of Women Voters Melanie Ramey kindly moderated. Watch the forum here (video and audio clips). You can also read individual questions and watch/listen to the candidate responses.
Incumbent Libby Burmaster was unable to attend, though the three candidates mentioned that she has not participated in any primary events to date. I find this disappointing. These challenging education times require more debate, a more engaged citizenry and leadership.
I was impressed with the three participating candidates. They addressed the issues and were willing to put their names on a position.
In days long gone, it was likely sufficient to rely on special interests and avoid direct public interaction. Our current President certainly avoids any sort of critical engagements. Russ Feingold, to my knowledge, has always mingled easily with the public. [Melanie mentioned that incumbent non-participation is a growing problem around the state.]
The internet era is dramatically changing the way in which we all communicate, are informed and express our points of view. Any candidate seeking office would do well to participate in the conversation.
I also want to thank the local media for their extensive coverage:

  • 3, 15 and 27. Their coverage enabled these three candidates to have a few broadcast words with Madison voters.
  • Isthmus posted the event in their weekly calendar.
  • Sheryl Gasser emailed and mentioned that Wisconsin Public Radio will be interviewing the four DPI candidates individually starting this Monday morning from 7 to 8a.m. through Thursday morning. I’ll post audio links to these conversations.

Take a look at the forum page and email the candidates with questions. The primary is Tuesday, February 15, 2005. Vote!




Dane County School Funding Forum Followup



Margaret Stumpf sent a followup message to the recent Dane County School Funding Forum.

Please check with Channel 10 on the televised version of the State Budget Information Seminar held on WED, Jan 12 at Monona Grove HIgh School if you did not attend. It was very informational. I also have hard copies (as daoe Amy through me) of the infor passed out at the meeting.
All are encouraged to contact Governor Doyle IMMEDIATELY (as the budget is in the works) to encourage him to accept Superintendent Burmeister’s and the Governor’s Task Force on Educational Excellence’s proposals for school fuding.
Letters can be sent to:
Governor Jim Doyle (web email link)
Officer of the Governor
115 East
State Capitol
Madison, WI 53702
608-266-1212
608-267-6790 (TTY
608-267-8983 (FAX)
They can be sent individually or en mass. As we all know, a lot of what individual districts are able to do is based on state aid, and the lack of in areas that the state had committed to (such as 2/3 special ed funding) that was later revoked.




Panel Discussion on Meeting the Social and Emotional Needs of Gifted and Talented Students



Come listen to a panel of experts discuss the social and emotional needs of gifted and talented students. Diagnostic, assessment, treatment/intervention, educational, parenting and theoretical issues will be addressed. Resources will be shared. This program is intended for parents of children within the full range of high ability (i.e., not only the profoundly gifted).
This event will be held on Thursday, January 13 in McDaniels Auditorium of the Doyle Administration Building at 7:00 p.m. Please note that this is a location change from Room 209.
Please note: Questions for the panelists are heartily encouraged. Questions may be submitted before the meeting at tagparents@tagparents.org.

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Speakers Needed for Schools Make a Difference



Johnny Winston, Jr. forwarded this announcement from Ken Syke:

School Makes A Difference is a career exploration and planning activity for Madison 8th grade students. It is an opportunity for students to hear adults tell about their career journey and to ask questions and have a brief dialogue with the presenters.

Sign up with this excel file and email it to Ken Syke (ksyke at madison.k12.wi.us)

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MMSD Equity Policy – Board Member’s Comments and Community Member’s Response to Those Comments



The following exchange of e-mails is between Lawrie Kobza and Johnny Winston Jr., regarding the District’s proposed elimination of the equity policy.
As I read the two authors’ comments, I become more convinced that board policy changes ought to be discussed first at a Board committee meeting prior to a final vote. The substance of the changes merit public discussion and comment. The District Administration’s Questions and Answers sheet on this topic would have been a good place for the School Board to begin their discussions.

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East hosts meeting to discuss principal selection



The head of the East parent network e-mailed the letter below to people who’d signed up to get news about East.
Ed
November 22, 2004
Dear East High School Parent, Family or Community Member,
You are invited to attend a special meeting to discuss the selection and hiring of the next principal of East High School. The meeting will be held on Tuesday, December 14 at 6:30 PM in the forum at East High School. Valencia Douglas, Assistant Superintendent for Secondary Education for the Madison Metropolitan School District will be facilitating the meeting.
This meeting is the first step in the formal process that will culminate with the hiring of the new principal. Your input is important. If you have any questions, please contact the main office at East School at 204-1600.
Sincerely yours,
Loren J. Rathert
Interim Principal




Overture Center Soars while MMSD Fine Arts Curriculum Sinks



The following letter was submitted to the Madison papers today.
Dear Editor:
What joy I experience when I attend performances at the new Overture Center for the Performing Arts! I�ve been to a variety of free and paid performances, including the MSO and Kanopy Dance. Thank you Jerry Frautschi and Pleasant Rowland for your gift to the City of Madison, your vision for a vibrant arts community, and your support for the city�s economic and cultural future. Yet sadly, we are in danger of this joy not lasting into the future.
The problem is not Madison�s citizens. Their support for arts organizations is impressive. The Great Performance Fund is a major step in that direction, and the UW-Madison is undertaking a major renovation and investment in the arts as well. These foundations are critical to the support of a vibrant Madison future, but they are not sufficient.
What is missing? We are lacking a commitment to a strong Fine Arts foundation in the Madison Metropolitan School District (MMSD), which serves nearly 25,000 students.
continue reading entire letter.

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Life Way After Head Start – Innovative PreSchool Programs Have Decades Long Effects for Low Income and Minority Children



Madison’s preschool leaders are advocating for an innovative K-4 program that involves a public/private partnership with the Madison Metropolitan School District, City of Madison and Madison preschools. There are proposed options that will build upon current preschool programs and entry into public school.
As the article below states, innovative pre-school programs can have decades long positive effects on children who participate in them as they grow into adults.
David L. Kirp, writing in the Sunday New York Times Magazine (November 21, 2004:
“The power of education to level the playing field has long
been an American article of faith. Education is the
”balance wheel of the social machinery,” argued Horace
Mann, the first great advocate of public schooling. ”It
prevents being poor.” But that belief has been undermined
by research findings — seized on ever since by skeptics —
that federal programs like Head Start, designed to benefit
poor children, actually have little long-term impact.
Now evidence from an experiment that has lasted nearly four
decades may revive Horace Mann’s faith. ”Lifetime Effects:
The High/Scope Perry Preschool Study Through Age 40,” was
released earlier this week. It shows that an innovative
early education program can make a marked difference in the
lives of poor minority youngsters — not just while they
are in school but for decades afterward. ”
The complete article follows:

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Reading program not worth cost; Rainwater pledges that it will continue



This week’s Isthmus includes a damning internal assessment of Reading Recovery, “a remedial first-grade reading program considered a cornerstone of Madison’s school iteracy efforts.”
“The district would be ‘well-served to investigate other methods’ to reach struggling reaaders, says the report.”
One of those other methods will be presented Sunday, at 1:00 p.m., at the Madison Community Center.
You can link to the Isthmus article.
The notice of Sunday’s meeting follows.

Could Madison Use Milwaukee�s Successful Reading Programs?
Norm and Dolores Mishelow
1:00 p.m.
Sunday, November 7
Madison Senior Center
330 W. Mifflin
Madison
Principal Norm Mishelow will discuss how academic achievement excels at Barton, because the school teaches reading using Direct Instruction (DI), a program that provides a detailed script for teacher-student interaction. The program focuses on small group learning and emphasizes phonics. The school also uses a math curriculum that focuses generally on building basic arithmetic skills.
Norm�s wife Dolores is a former principal of 27th Street School which was a failing school before she took over. She started DI, and their test scores soared. She used to believe in all the whole language and warm fuzzy teaching until, of course, she saw the light with DI. Norm was not using DI until Dolores nudged him to try it (after she retired) and his scores, though decent without DI, hit the stratosphere once DI got humming.
The same curriculum in MMSD elementary schools could help close the achievement gap, cut instructional costs, reduce special ed referrals, and raise achievement overall.
You can read more by connecting to Barton School.
Sponsored by www.schoolinfosystems.org and Active Citizens for Education (ACE).




Insights into Rainwater’s comment on MMSD’s 80% success in reading



Ruth Robarts wrote, “In his memo [to reject $2 million in Reading First funds]Superintendent Rainwater argues that MMSD should refuse to make the proposed changes at the five schools because we are a “successful” district. He states that our reading program is a success because more than 80% of all third graders score at grade level or above (“proficient or advanced”) on the Wisconsin Reading Comprehension Test. Unfortunately, that’s not true for the schools that qualified for Reading First grants. As Rainwater admits, more than 30% of the third graders in these schools fell below “proficient or advanced” scores in recent years. See “Madison Superintendent Declines $2M in Federal Funds Without Consulting the Board” below.”
The superintendent’s interprestion of the 80% success rate doesn’t seem to appreciate what Reading First consultants recommend for the other 20%.
To see what a complete reading program looks like, you can link to presentations by the Institute for the Development of Educational Achievement.
The presentation on the Center to Improve Reading Competence Using Intensive Treatments Schoolwide is especially revealing in showing how a reading program can address 80% of a school population, but the program needs a secondary prevention program to assist 15% of the school’s kids and a tertiary intervention for the 5% with severe, sustained reading difficulty.
From my experience, the MMSD does not appear to have consistent, effective intervention for either the 15% or the 5%.
Ed Blume




What the School Board Should Know Before Rejecting “Reading First” Funding



According to John Dewey, the public school system “should want for every child what a good and wise parent wants for his child. Anything less is unlovely and undermines democracy”.
I think that this principle must guide the Madison Board of Education in deciding whether to permit Superintendent Rainwater to reject approximately $2M in federal funding for early reading programs at Hawthorne, Glendale, Orchard Ridge and Midvale/Lincoln Schools. Unless the superintendent can demonstrate that all families in these schools can expect better reading achievement from continuing the current reading curriculum than from adopting the curriculum required by the “Reading First” program, we should continue to participate in the program.
For me, key questions were not answered in the October 14, 2004 memo that the Board received from Mr. Rainwater.

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MTI’s John Matthews on 4 Year Old Kindergarden



John Matthews, writing in the Wisconsin State Journal:

For many years, recognizing the value to both children and the community, Madison Teachers Inc. has endorsed 4-year-old kindergarten being universally accessible to all.
This forward-thinking educational opportunity will provide all children with an opportunity to develop the skills they need to be better prepared to proceed with their education, with the benefit of 4- year-old kindergarten. They will be more successful, not only in school, but in life.
Four-year-old kindergarten is just one more way in which Madison schools will be on the cutting edge, offering the best educational opportunities to children. In a city that values education as we do, there is no question that people understand the value it provides.

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Taxpayer advocates seek School Fund 80 Audit



Don Severson forwarded this message recently

Taxpayer advocates will hold a news conference Friday, August 27th at 1:00 p.m. at the Sequoia Library, 513 South Midvale Boulevard (Midvale Plaza) to call for an audit of �Community Services Fund 80� of the Madison School District. Don Severson, president of the Active Citizens for Education (ACE), will ask for an independent audit of �Fund 80� which is used by school district officials to fund �community service programs�. The fund has come under recent scrutiny because of its growth � over 200% in four years � and its use in pushingYMCA after-school programs out of certain Madison schools. Parents of children in the after school program held a news conference this past Monday to highlight the issue. Severson will also preview a radio ad, which begins airing Friday, August 27 and is sponsored byACE, appealing to taxpayers to contact Madison school board members and district officials. The Madison School Board is holding a special meeting Monday night at 7:00 p.m. at the DoyleAdministration Building to hear concerns of parents of children in the after-school program.




Property-Tax Rise Triggers



Ray Smith’s article on the growing property tax backlash is one of many excellent examples of why Ruth Robart’s ongoing efforts to create a more strategic & transparent Madison Schools budget process is vital. The district’s plans for 2005 referendums simply increases the urgency for a well thought out process – rather than throwing hot button fee issues against the wall and determing what sticks. Read the entire article:

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School Finance/Reform Articles



Amy Hetzner writes that school finance reform is necessary, but no one agrees on the formula. Hetzner points out the strange nature of this issue: spending, in many cases has gone up significantly despite “spending controls”. Excellent article. Steven Walters writes a followup today on the proposed sales tax boost.
The State Journal has posted four more editorial pieces on schools:




Cutting Fine Arts Coordinator Will Cost Money



With the recent elimination of the Fine Arts Coordinator in the Madison public schools, music and art (arts) education in Madison�s public schools will continue to crumble and to fall apart but at a faster pace. That�s bad for our children�s education, but it�s also bad for the City�s economy.
This letter to the editor of local Madison papers expresses concerns over the educational and financial costs of cutting 1/2 the position of the MMSD Fine Arts Coordinator that works with the District’s 130+ music and art FTEs in 47 schools to help these teachers deliver a quality curriculum.

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Board Watch



Don Severson sent this email over the weekend regarding Monday’s BOE meeting (5.17.2004) :

Please join me (Don Severson) in a MMSD Board of Education watch Monday evening, May 17 at about 6:00 p.m. The agenda is copied below. The Board will start discussing amendments to the 04-05 budget proposed by Supt. Rainwater sometime by 6:00. The Board will ostensibly make decisions on $9.9 million worth cuts and changes to the budget. The rules of the Board discussion on the budget preclude public input at this meeting.
It is critical, however, that we have a strong show of community interest in
their deliberations.

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B Sharp Not Flat



In an effort to find funding for custodians and maintenance work, a Madison Board member proposed an unprecedented $460 fee for elementary strings, which is an academic curriculum subject in the Madison School District. No other fee, not even for extracurricular sports is as high.
He noted as part of his explanation for the fee that he starts high in a negotiation so as not to bargain away his position. Other Board member recommendations for changes to the MMSD 04-05 budget tried to minimize the impact on children’s instruction and opportunity to participate in activities beneficial to their education.
If the MMSD School Board wants the City of Madison’s support, I hope they take better care than to make extreme recommendations on a targeted group of students. The following Letter to the Editor, which has been sent in to the papers but not yet published asks for fairness and responsible decisionmaking when it comes to all academic curriculum.

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MMSD Administration’s Cost Analysis of Elementary Strings is Out of Tune – A Critique



If the City of Madison is to have confidence in the School Board’s decisions, a fair and equitable budget process that is clear and understandable to the public is essential.
In late April 2004, the District Administration responded to the Bill Keys’ question about the cost of the District’s elementary strings program. The following letter to the School Board is a critique of that analysis which concluded the budget and curriculum information presented to the Board on elementary strings was done in a manner inconsistent with other cost studies and was incomplete.

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School Fees – School Board Presentation



Fees help to pay for extracurricular, special school activities that are not required by state law but that are valuable to a child�s education. Fees for extracurricular, special activities need to be developed fairly and equitably across all activities.
Introduction: Exponential increase in social service, special education, ESL expenses � unfunded mandates that hit the District�s bottom line under revenue caps � means less money is available for school activities.
The following presentation on school fees was made by Bruce Kahn and Barb Schrank before the MMSD School Board on February 16, 2004 and addressed the following questions:
Why are there school fees today?
What are the costs of Extra-Curricular activities?
How do Extra-Curricular costs compare to instructional costs?
What happens when fees don�t cover costs?
What are some suggestions for your consideration?
Inform Parents and the Community �
Fees share the costs
Fees save academics
Fees save extra-curricular activities
Recommendation: Bring the Community to the Table � To explore alternative funding options now � to develop a plan.
Summary: We cannot wait for school funding options to be worked out � our kids are at risk of losing these important activities now. We need to take meaningful action immediately � You can e-mail Madison’s School Board members at comments@madison.k12.wi.us.

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