Each child's family has a huge impact on his or her educational success. The wealth of the family is not so important. The race of the family is not so important. The age of the family is not so important. What is important is the emphasis placed on education by the family.
Summer vacation is just around the corner. It is a time to relax, play, and work. It is also a time to make sure that reading skills remain "sharp" or are improved. The following ideas have been shown to work, and improve student success. Each is within our control. We can make sure that ...
• every child reads, or is read to, each day.
• every child's TV viewing is regulated. Reduce time in front of the TV.
Local libraries are a great source of help. Librarians are committed to their work, they will be glad to lend a hand.
Our communities spend millions of dollars each year providing students with the best education available. You can be a part of that success. As a family, turn off the TV and read.
Thursday, May 20, 2010
Monday, April 5, 2010
Failure v. Mediocrity
Most people are more frightened of failure than of mediocrity. It should be the reverse.
Failure is a broken leg — painful, but easily fixed. Mediocrity is a creeping disease — invisible and insidious — that disables so completely that there’s often no recovery.
D. Pink
Failure is a broken leg — painful, but easily fixed. Mediocrity is a creeping disease — invisible and insidious — that disables so completely that there’s often no recovery.
D. Pink
Monday, March 29, 2010
Congratulations!
Do smaller schools provide great opportunities for our students to participate? Yes. Does it matter? Absolutely! Whether it is art, theater, athletics, music, or academic competition, our sons and daughters have many opportunities to play an active role at North Cedar. Let me give two examples.
This year Mr. Glover came to me with an idea. Mrs. Crittenden suggested that we offer drama opportunities for our middle school students. We could use the newly remodeled Debbie Harms Theater. It would cost little and give more students an opportunity to participate in a healthy activity. It was a great suggestion, and they "ran with it."
On Thursday and Friday middle school students presented several short plays. The fifth grade presented "Mischief in Thebes" and "Lightning Strikes." The sixth grade presented "The Wizard's Spell" and "Cocoon." The seventh grade presented "Stage Fright." The eighth grade presented "The Red Door," "Guardian Angel," and "The Trial of Amanda Marie Locks." Over one-quarter of the middle school volunteered and participated. Fantastic!
Another example comes from the high school. This weekend I received an e-mail from Mrs. Barglof. In part it read ….
"I just wanted to let you know that the North Cedar quiz bowl team placed first at the NAQT tournament on Saturday. Members of the team are Evan Ruchotzke, Parker Koch, Justin Salat, Dylan Montz, and Alex Doser. Little North Cedar beat out the big schools of Bettendorf, Davenport Central and Muscatine to come out on top with a trophy. They also qualified for nationals in Chicago, which will be held on Memorial Day weekend. Evan Ruchotzke also received a medallion for the individual with the highest score. It was a great Saturday, to say the least!!"
Each of these examples illustrates a great way to represent our school. They are only two of the many ways our students become involved in student activities. The research tells us that participation in school activities has lasting, positive rewards. Encourage your children and others to participate in their school activities.
This year Mr. Glover came to me with an idea. Mrs. Crittenden suggested that we offer drama opportunities for our middle school students. We could use the newly remodeled Debbie Harms Theater. It would cost little and give more students an opportunity to participate in a healthy activity. It was a great suggestion, and they "ran with it."
On Thursday and Friday middle school students presented several short plays. The fifth grade presented "Mischief in Thebes" and "Lightning Strikes." The sixth grade presented "The Wizard's Spell" and "Cocoon." The seventh grade presented "Stage Fright." The eighth grade presented "The Red Door," "Guardian Angel," and "The Trial of Amanda Marie Locks." Over one-quarter of the middle school volunteered and participated. Fantastic!
Another example comes from the high school. This weekend I received an e-mail from Mrs. Barglof. In part it read ….
"I just wanted to let you know that the North Cedar quiz bowl team placed first at the NAQT tournament on Saturday. Members of the team are Evan Ruchotzke, Parker Koch, Justin Salat, Dylan Montz, and Alex Doser. Little North Cedar beat out the big schools of Bettendorf, Davenport Central and Muscatine to come out on top with a trophy. They also qualified for nationals in Chicago, which will be held on Memorial Day weekend. Evan Ruchotzke also received a medallion for the individual with the highest score. It was a great Saturday, to say the least!!"
Each of these examples illustrates a great way to represent our school. They are only two of the many ways our students become involved in student activities. The research tells us that participation in school activities has lasting, positive rewards. Encourage your children and others to participate in their school activities.
Friday, March 12, 2010
Our Financial Future
Good Morning All,
It occurs to me that we have not talked lately about the legislature and our budget. I wish there was concrete information available. I will attempt to describe what we know and then provide an educated guess about next year's funding. As you read this information, please the District understands its responsibility is to students, staff, and taxpayers. Be confident we are doing what we can to keep programs running, everyone employed, and taxes reasonable. If you have questions, please phone or drop by.
First, for 2009 - 2010: By the end of the year we will be down approximately $516,900.
A. While the legislature approved a 4% increase in allowable growth for this year, it did not deliver. That state aid was reduced by 1.5% resulting in an estimated state aid shortfall (at the beginning of the year) of $54.86 per weighted student. For our district, that amounted to about $61,000.
B. The 10% state aid reduction for FY10 amounts to $410 times our weighted enrollment, about $455,900. (The 10% reduction resulted from a meeting of the Revenue Estimating Conference. This group reviews net tax revenues, estimates the next quarter receipts, and reports the information to the Governor and Legislature. Because of the recession, net receipts were down significantly. The State of Iowa "must" balance its budget, therefore the cut in state aid.)
Second, for 2010 - 2011: There are two common scenarios and both will depend on state revenues and the politics of state government.
It is estimated that our state aid will be reduced an amount between $341,000 and $781,700. The reasoning follows. Our source is local data, Iowa Department of Management, Iowa School Information Service (ISIS), and Bill Garner Consulting.
A. According to ISIS: The first estimate or scenario of the state short funding is $310 per weighted enrolled student. It results from the projected shortfall in the governor's recommended budget. The number is determined by dividing the $170 million that is under funded by the state's total weighted enrollment to come up with a per pupil number. That would impact us by an additional $341,300.
B. That same source states: A $710 is our concept of a worst case scenario - it's the carry forward of the FY 2010 across the board cut....
Added to this is the anticipated $310 shortfall expected next year. That would impact us by an additional $781,700.
While projections for the future appear bleak. However, we are in a better financial shape than the vast majority of schools, and we do have a plan.
This plan has four parts. First, we will realize savings due to retirement and resignation of staff. Second, taxes will increase. Our goal is to keep all increases to a minimum. Third, we are economizing. We will only be ordering necessities. Fourth, we will spend down our cash reserves. The result of our plan will be known at the end of the year. Even after these efforts, the losses will take several years to get back to normal.
It occurs to me that we have not talked lately about the legislature and our budget. I wish there was concrete information available. I will attempt to describe what we know and then provide an educated guess about next year's funding. As you read this information, please the District understands its responsibility is to students, staff, and taxpayers. Be confident we are doing what we can to keep programs running, everyone employed, and taxes reasonable. If you have questions, please phone or drop by.
First, for 2009 - 2010: By the end of the year we will be down approximately $516,900.
A. While the legislature approved a 4% increase in allowable growth for this year, it did not deliver. That state aid was reduced by 1.5% resulting in an estimated state aid shortfall (at the beginning of the year) of $54.86 per weighted student. For our district, that amounted to about $61,000.
B. The 10% state aid reduction for FY10 amounts to $410 times our weighted enrollment, about $455,900. (The 10% reduction resulted from a meeting of the Revenue Estimating Conference. This group reviews net tax revenues, estimates the next quarter receipts, and reports the information to the Governor and Legislature. Because of the recession, net receipts were down significantly. The State of Iowa "must" balance its budget, therefore the cut in state aid.)
Second, for 2010 - 2011: There are two common scenarios and both will depend on state revenues and the politics of state government.
It is estimated that our state aid will be reduced an amount between $341,000 and $781,700. The reasoning follows. Our source is local data, Iowa Department of Management, Iowa School Information Service (ISIS), and Bill Garner Consulting.
A. According to ISIS: The first estimate or scenario of the state short funding is $310 per weighted enrolled student. It results from the projected shortfall in the governor's recommended budget. The number is determined by dividing the $170 million that is under funded by the state's total weighted enrollment to come up with a per pupil number. That would impact us by an additional $341,300.
B. That same source states: A $710 is our concept of a worst case scenario - it's the carry forward of the FY 2010 across the board cut....
Added to this is the anticipated $310 shortfall expected next year. That would impact us by an additional $781,700.
While projections for the future appear bleak. However, we are in a better financial shape than the vast majority of schools, and we do have a plan.
This plan has four parts. First, we will realize savings due to retirement and resignation of staff. Second, taxes will increase. Our goal is to keep all increases to a minimum. Third, we are economizing. We will only be ordering necessities. Fourth, we will spend down our cash reserves. The result of our plan will be known at the end of the year. Even after these efforts, the losses will take several years to get back to normal.
Thursday, February 25, 2010
America's Smallest School
An interesting piece of research has been published by ETS; "The Family: America's Smallest School." "The focus of the publication describes a number of family characteristics and home conditions that influence children's cognitive development and school performance."
Three of these factors lack controversy and have been shown to work together to impact student learning. Each is within our control. We can make sure that...
• every student goes to school each day and is ready to work.
• every younger person is read to each day.
• every student's TV viewing is regulated. Reduce time in front of the TV.
Our community collectively spends millions of dollars each year providing students with the best education available. Lets take a step beyond the financial contribution. We can improve education at NC by applying those three principles.
Three of these factors lack controversy and have been shown to work together to impact student learning. Each is within our control. We can make sure that...
• every student goes to school each day and is ready to work.
• every younger person is read to each day.
• every student's TV viewing is regulated. Reduce time in front of the TV.
Our community collectively spends millions of dollars each year providing students with the best education available. Lets take a step beyond the financial contribution. We can improve education at NC by applying those three principles.
Our Responsibility as a School
Every school has a culture, its way of going about "business." Our school district is no exception. Our basic beliefs have a strong influence on what we do.
Schools also face common challenges. The way we respond provides clues to our basic values and beliefs.
• Are we holding students to high standards?
• Are we making sure that ever learner succeeds?
• Are we encouraging parents and other community members to participate?
• Are we accepting responsibility for student learning?
The last question is fascinating! It gets to the issue, "Who has ultimate responsibility for student learning?"
There are a two fundamental answers. One view is that students and their families are responsible for learning. Parents and the larger community must push each student to succeed. It then becomes the responsibility of the learner to do his or her best, to work hard, and to succeed. It is the school's responsibility to provide high quality teachers and curriculum. However, ultimately the outcome rests with the student. This view has merit. To be a great school, parents and the entire community must communicate the importance of learning. They must provide the resources to accomplish the mission. The school must provide great teachers and a challenging, relevant curriculum. The student must work hard. This appears to be a winning formula.
The second view acknowledges the shared responsibility of learning. However, there is one additional factor. As a school, it is our responsibility to make sure it all happens. This shifts responsibility. This is our belief, and we take it seriously. It is no small task.
Schools also face common challenges. The way we respond provides clues to our basic values and beliefs.
• Are we holding students to high standards?
• Are we making sure that ever learner succeeds?
• Are we encouraging parents and other community members to participate?
• Are we accepting responsibility for student learning?
The last question is fascinating! It gets to the issue, "Who has ultimate responsibility for student learning?"
There are a two fundamental answers. One view is that students and their families are responsible for learning. Parents and the larger community must push each student to succeed. It then becomes the responsibility of the learner to do his or her best, to work hard, and to succeed. It is the school's responsibility to provide high quality teachers and curriculum. However, ultimately the outcome rests with the student. This view has merit. To be a great school, parents and the entire community must communicate the importance of learning. They must provide the resources to accomplish the mission. The school must provide great teachers and a challenging, relevant curriculum. The student must work hard. This appears to be a winning formula.
The second view acknowledges the shared responsibility of learning. However, there is one additional factor. As a school, it is our responsibility to make sure it all happens. This shifts responsibility. This is our belief, and we take it seriously. It is no small task.
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