Friday, December 21, 2012

Resources for schools to prepare for and recover from crisis

Resources for schools to prepare for and recover from crisis

FEMA Institute Emmitsburg, MD - District Officials received current safety/security training on Multi-Hazardous conditions to include, "ACTIVE SHOOTER"

Below:  Paul Sears, SHS Principal, Myself, Business Administrator, Christopher Cotter, City Administrator, John Dougherty, Lt. Police, Angelo Palumbo, Manager of B&G, and Eric Evers, Btln Fire Commander

City of Summit EM Planning Group - April 2012

This course provided a comprehensive review and analysis of the importance, construct and need for planning, practice, training and testing of our comprehensive Emergency Management Plan (EOP).

Our cohort included groups from Unalaska, Alaska (aleutian islands-Dutch Harbor); Humble,Texas; Aurora, IL; and Stevens Point, WI, presenting a broad based perspective on emergency planning.


In order to maintain a high state of readiness to ensure life safety, Incident stabilization and preserve property, we need to put the plan into action through ongoing practice of drills, tabletops and full scale exercises.

Monday, December 17, 2012

BASIC SCHOOL SECURITY PROTOCOLS

In the wake of the recent tragedy experienced in Newtown, CT involving another school shooting, I am posting some basic security protocols that should be in place for all schools.  Unfortunately, these and other measures such as perimeter checks and risk assessments of our buildings and grounds will not eliminate the potential for this unspeakable violence; however, they can and have worked to prevent, deter or minimize the loss of life.

SECURITY PROTOCOLS

1.   NEED TO KNOW BASIS:  If parents or public ask you questions about our safety policies and procedures, please do not get specific. Specifics about safety procedures only need to be known by students and staff.  Please do generally communicate that we do have safety procedures in place, and that we take safety and security very seriously.
 
2.   CHALLENGE All Persons or groups within the building and redirect to the main office if unaccompanied or without an official visitors pass.

3.   ACCURATE ATTENDANCE EVERY SINGLE DAY.  Accurate attendance is one of the most important things you do each day. It is essential.

4.   REVIEW SAFETY PROCEDURES:  It is your responsibility to continuously review safety procedures.  Lock downs, fire drills, and evacuation procedures are something we all need to know backwards and forwards. 

5.   CLASS ROSTERS:  Always bring class rosters with you during ALL evacuation drills and take attendance. 

6.   TAKE DRILLS SERIOUSLY!  When we do drills, take them seriously and do all you can to get the students to do so as well.  There should be NO talking or sounds coming from classrooms during lockdown drills.

7.   NEVER prop exterior doors open, or let someone come in through a non-main-entrance door, unless they are first responders or accompanied by a staff member.

8.   IF YOU SEE SOMETHING…SAY SOMETHING:  REPORT violations of safety protocols, emergencies, and anything suspicious to the building Principal.

Sunday, December 16, 2012

Longevity's Time has Expired

Nothing drives me crazier than dealing with longevity in labor agreements!  Many collective bargaining agreements (CBAs) in the public sector both municipal and educational, have employees that receive contracted adjustment increases each year based on a flat amount or percentage of their salary.

While longevity made sense in its day as a method of acknowledging years of service and more importantly serving to entice the employee to stay in lower paid public sector jobs vs. leaving for a more lucrative opportunity in the private sector; its rationale is gone.

In the words of Gene Raskin who put English lyrics to the Russian romance song "Dorogoi dlinnoyu," "Those Were the Days" ... "we though they'd never end," ... apparently they didn't!

Data based on research surveys from the
International Association of Administrative Professionals
 (IAAP) and/or other sources as noted
1975
Average Salaries (National Secretaries Association membership survey)
$9,000-$11,000 32%
$11,000-$13,000 17%
$13,000-$15,000 7%
$15,000 and over 4%
60% reported salaries of $9,000 or more.


The worst part of this lopsided initiative is the fact that at inception the percentage method agreed to by governing bodies seemed harmless as the salaries of the day were ranging from the low to mid teens in the 70's and administrative salaries were closer to forties.  Therefore, even at 5% the yield could range from $450 - $750.  Not very alarming on a salary of $11,000 that received a total adjustment after say a 3% raise to $11,897.

Compared to today, that secretary is closer to $60,000 and probably looking at a 2% raise with the same 5% longevity costing $3,000 bringing the total salary to $64,200. 

The real issue is ...given the state of the economy in the private sector with salary freezes, downsizing and cuts/elimination of benefits, these employees are not going anywhere.  Longevity has been stopped in many contracts by grandfathering existing staff; however, given the fiscal constraints of tighter budgets one must consider the need repeal and abolish the practice, especially the percentages as the dollars sky rocket as the base has more than doubled or even tripled since the practice began.  In some cases you can have a six figure salary receiving a 5% or more longevity stipend which yields an instant $5,000 increase before even considering a raise.

Saturday, December 15, 2012

NJASBO School Development Authority Committee Work


NJ School Development Authority
Trenton Office
Over the past eight years I have been planning and managing facility projects through state facility grants.  The reimbursement process for all section 15 grant agreements going back as far as 2004 and carrying through into the current RODs (Regular Operating District's)Grants established in late 2008 2009 have proven to be an effective way to address critical facility needs at a significant savings of forty cents on the dollar or 40% from the state through direct reimbursement of final eligible costs (FEC) as determined by the NJDOE Office of Facilities. 
 
While impressive and vital to the continuation of these projects, the reimbursement process is best described as arduous requiring a paper chase of duplicative and labor intensive clerical work that often delays the actual receipt of the much needed funding.
 
With reimbursable grants, districts and or municipalities in Type I districts typically bond only the "local share" or 60% of the final approved project and issue short term notes for the "state share."  In reality, since reimbursement is only made after major milestones of project completion, this could roll into years as a typical project can span two or more fiscal school years as construction must be planned around the school day.
 
Recognizing and experiencing this fact with many of my colleagues the discussion became a focus area at our NJASBO (Association of School Business Officials) state meetings leading to the formulation of the SDA Committee with me as chair at the suggestion of  John Donahue, Executive Director NJASBO.
 
Over the past four months we have met with Marc D. Larkins, CEO; Jason E. Ballard, Chief of Staff; and Andrew D. Yosha, Vice President Chief of Operations.

The committee’s goals are as follows:


1.    Streamline the approval process to effectuate prompt payment to districts for RODS grants

2.    Simplify the process by converting PDF documents to Word and or Excel

3.    Improve communications between the SDA project specialists and district representatives throughout the process

4.    Address the need for information sharing between the NJDOE Office of Facilities and the NJSDA in an attempt to eliminate duplicative requests for information from districts on approved projects.

Sunday, December 9, 2012

Concerns about Outsourcing Payroll

"XXXXXX XXXXXXX" <x@xxxxschools.org> writes:
Does anybody outsource their payroll?
Outsourcing leads to loss of control and direct oversight
 
I recently got an email from a colleague asking about outsourcing payroll.  In these tough economic times with a 2% CAP on tax levy increases in New Jersey for public schools, many boards and administrators continue to search for savings that often lead to questions about outsourcing various functions of the operation.  Payroll is no exception as the there are a myriad of companies out there willing to take on the function at a savings to the client.  As with this or any outsourced function, keep in mind “business is business” and nothing is free.  Often I speak of “opportunity cost” in addition to actual dollars expended as the decision impacts your ability to retain direct control over the activity.  With payroll, having the ability to meet, discuss and review critical issues in real time vs. coordinating phone calls and follow up with individuals who are not familiar with the personnel or circumstances puts you at a loss.  Likewise, you lose the ability to brainstorm and create back up spreadsheets and calculations needed in negotiations, budgeting and on site verification of tax issues or employee deductions.   
  
Outsourcing payroll is really not a great option since you still are required to compile, calculate and prepare the payroll input prior to handing off to an outsourced company such as ADP.  The processing, printing and distribution is actually the easy part.
 
Not to mention the loss of control with respect to errors, compliance and proper remittance of taxes, look what happened a few years ago when municipalities and boards of ed got burned through an embezzlement of agency funds that were earmarked for tax remittance. 
 
“Even though you forward the tax payments to the third party to make the tax deposits, you—the employer—are the responsible party,” the IRS cautioned. “If the third party fails to make the federal tax payments, the IRS may assess penalties and interest. The employer is liable for all taxes, penalties and interest due. The IRS can also hold you personally liable for certain unpaid federal taxes.” (SEE BELOW)
  
http://www.accountingtoday.com
 
IRS Warns Employers about Payroll Outsourcing Fraud
 
Washington, D.C. (September 2, 2011)
By Michael Cohn, Accounting Today
 
The Internal Revenue Service issued advice on Friday to employers who outsource their payroll duties to third-party service providers.
 
In a tax tips email, the IRS referred to recent prosecutions of individuals and companies that pretended to be payroll service providers and instead stole funds intended for payment of employment taxes. The IRS noted that the employer is ultimately responsible for depositing and paying federal tax liabilities.
 
“Even though you forward the tax payments to the third party to make the tax deposits, you—the employer—are the responsible party,” the IRS cautioned. “If the third party fails to make the federal tax payments, the IRS may assess penalties and interest. The employer is liable for all taxes, penalties and interest due. The IRS can also hold you personally liable for certain unpaid federal taxes.”

Sunday, October 28, 2012

Preparing NJ Schools for Hurrican Sandy



Preparation for any major storm event is key in preventing injuries, fatalaties and protection against property damage.  This step is critical in mitigation process as the steps minimize overall damage and allow better management in dealing with the event.
 
Brayton ES sandbagging prep. 
Custodial/Maintenance personnel are key in protecting district assets both in preparation as well as managing the crisis and equally important, dealing with the recovery.
 
Following the storm:
Assess ALL damage and report it to your Risk Management Consultant AS SOON AS POSSIBLE.

STORM ALERT: How to Prepare for Hurricane Sandy & Report Power Outages
How to Report Power Outages and Downed Power Lines
In preparation for Hurricane Sandy, expected to hit New Jersey early next week, local utility companies have provided information on how customers can stay safe and report power disruptions and downed power lines.

PSE&G Customers:
To report downed wires or power outages, customers should call PSE&G’s Customer Service line at 1-800-436-PSEG. PSE&G uses an automated system to handle customer calls as efficiently as possible. Customers who get an automated response when calling PSE&G are encouraged to use it, as it is designed to route their calls to the right destination quickly. The system also provides the option to speak directly to a customer service representative. If you have specific information regarding damage to wires, transformers or poles, we ask that you speak with a representative to provide that information.
Customers with a handheld device, or who are at an alternate location with power, can also report power outages and view the status of their outage by logging in to My Account at pseg.com. General outage activity throughout our service territory is available online at www.pseg.com/outagecenter and updates are posted on pseg.com during severe weather.
In addition, if outages are widespread, the utility will activate its Twitter page to keep the public informed about our restoration progress. Sign up as a follower at http://twitter.com/psegdelivers to monitor restoration progress.

JCP&L Customers:
To report an outage, please dial: 1-888 LIGHTSS (544-4877).
For updated information on the company’s storm preparation efforts, current outages, storm restoration process and tips for staying safe, visit the 24/7PowerCenter at www.firstenergycorp.com/outages_help.
Updates from JCP&L will also be available on Twitter at http://twitter.com/JCP_L.

Friday, October 26, 2012

A Return to Atlantic City for Major Ed. Confrences

NJEA Convention returns to A.C.

A focus on student equality and teacher quality

Published on Thursday, October 25, 2012

Equal educational opportunity and high quality teacher evaluation will be front and center at the 158th annual NJEA Convention November  8-9 in Atlantic City
This is the latest in a line of effective major educational conferences in New Jersey education to return to AC.  This is big for Education and even bigger for New Jersey as the conferences generate substantial revenue at the local and regional level; however, much of Atlantic City revenue is redistributed throughout the state in the form of state revenues that are counted on for balancing the annual budget.
WorkshopMany state associations affiliated with education conduct annual workshops and meetings over a three day conference in the city that was equipped for such events such as the Association of School Business Administrators (NJASBO) and the Association of School Administrators (NJASA) along with other groups bringing major dollars into the economy.  New Jersey School Boards Association for example generates over $7 million dollars of revenue for the city and region each year during their October conference; however, revenue is not the driving force behind the meetings which are designed to provide enhanced learning opportunities through a plethora of action labs, communication forums, small group discussions and a floor show featuring a wide array of services and products specifically designed for schools and school leaders to better assist in the deliver of instruction in a cost effective manner that addresses student performance and fiscal responsibility to the tax payer.
Chapter 78 better known as the Accountability Regulation or Travel Regs severely dampened this time honored tradition of summoning or convening of an assembly for a common purpose of improving education in the State of New Jersey. 
At the heart of the over restrictive regulations is the fact that educational conferences were capped at two night stays as opposed to the customary three nights that allowed for travel prior to the first full day of workshop.  Additionally, the law restricted overnight stays to greater than 50 miles from the conference; therefore, effectively diminishing the participation of many districts due to the inability to fully enjoy the conference as travel each day is not realistic and often places the member with choices of specific selection in the participation of a major learning opportunity.
Let's face it, we always need to ensure there is integrity, financial oversight and clear accountability in all public activities; however, is it any less important in other branches of industry or the public sector such as the League of Municipalities which I am also a member and participate in the learning and networking opportunities each year in Atlantic City without such burdensome regulations.
A full scale return to Atlantic City for all major conferences not only makes sense from the perspective of learning, sharing and networking; it allows delegates and members of all associations formulate platforms, goals and professional development opportunities while at the same time providing much revenue that creates and sustains jobs!    
 

Wednesday, October 10, 2012

Charter Schools Continue to Pull Dollars from Regular Education

New N.H. law may cost Seacoast school districts hundreds of thousands | SeacoastOnline.com

NEWMARKET — Director of Pupil Services Jean Parsons warned the School Board on Thursday night that a new state law could cost the district hundreds of thousands of dollars each year.
The law, SB 300, changes the state's charter school statute and requires a student's resident district to pay to transport special education students when their parents send them to charter schools outside their home district, Parsons said Thursday night.
 
This is already the law in NJ!  SUBCHAPTER 3. CHARTER SCHOOL TRANSPORTATION
Transporation Photos
6A:27-3.1 General provisions
 
(a) Transportation or aid in lieu of transportation shall be provided to charter school students pursuant to N.J.S.A. 18A:39-1 et seq. A charter school shall be considered a public school offering a specialized program.

(b) The transportation of students to and from a charter school shall be the responsibility of the district board of education of the school district in which each student resides. Students who reside less than remote from their charter school are eligible for transportation in accordance with the policies of the district board of education in which they reside.
Before the law went into effect Aug. 10 in New Hampshire, the district in which the charter school was located had to pay to transport students, as long as they were subjects of individual education plans, Parsons said.
 
After attending a workshop yesterday sponsored by New Jersey Association of School Business Officials (NJASBO), representatives from the NJDOE Office of Transportation made it clear that the finacial burden to transport any student attending a Charter School resides with the Public School of Residence, i.e. the taxpayer.  Furthermore, it remains the districts reponsibility to attempt to bid the route or pay aid in lieu (AIL) at the established rate of $884.00 for the 2012-13 school year.
 
The transport must be in accordance with the Charter's school calendar and carrys with it all the rights granted to public education students:
 
6A:27-3.2 Eligibility requirements
(a) Students in kindergarten through grade eight and preschool students who meet the eligibility requirements defined in N.J.A.C. 6A:27-1.2(a) who reside more than two miles and students in grades nine through 12 who reside more than two and one-half miles from the charter school that they attend are eligible for transportation services.

(b) Special education students attending a charter school shall be eligible for transportation services if they meet the distance requirements of (a) above, or transportation is required in the student’s Individualized Education Program (IEP).
(c) The charter school shall be located within the State.

Many of the same requirements and provisions are in code for tranportation of students attending School Choice programs as well:

SUBCHAPTER 4. SCHOOL CHOICE TRANSPORTATION
6A:27-4.1 General provisions
(a) Transportation or aid in lieu of transportation shall be provided pursuant to N.J.S.A. 18A:39-1 et seq. A choice school shall be considered a public school offering a specialized program.

(b) The transportation of students to and from a choice school shall be the responsibility of the district board of education of the school district in which each student resides. 

Sunday, September 23, 2012

Should the State Pay the Costs of Special Education?

On February 16, 2012 a bill was introduced in the assembly by Herb Conaway, Jr. from the 7th District (Burlington) advancing the notion that the burden of Special Education costs should be shifted to the State in order to provide property tax relief for residents.

As reported by the bill’s sponsor, “The increasing number of students and the increasing costs of special education for those students have created a serious shortfall in many school district budgets, which in turn leads to a necessary increase in local property taxes.”

“In addition, some small districts are now required to pay nearly $200,000 per pupil for out-of-State special education placements.”

Under federal and State mandates, all classification and program decisions made by the special education staff must be fully funded regardless of other budget priorities or the availability of resources in the school district.  Special Education continues to claim a larger percentage of the overall school budget each year.

This proposed amendment to the Constitution provides that in order to provide property tax relief, the State would pay all costs of special education for children who are eligible for programs and services which are mandated by State or federal statutes or regulations and further provides that the eligibility of a child for a special education program or service would be determined by the State.

At the present time, State and federal aid is provided for part of the costs of special education for children who are classified by a school district as eligible for a program or service, and the district is responsible for the balance of the costs.

The solution however; is obfuscated by the amendment’s shifting of the burden from property tax to income tax or in other words from local expense to state expense.  The underlying issue remains unchecked:  Special education costs continue to spiral out of control with no cap in sight.
 
strategies for cost containment employed by school district officials including Special Ed. Directors, Superintendents and Business Administrators, are often attenuated by the due process appeals

While the bill claims authority in determining eligibility, I contend the real problem at present is acceptance of program and continuous push by parents and advocacy groups for increased services beyond the IEP’s (individual education plan) prepared by teams of highly qualified child study specialists. 
 
Furthermore, strategies for cost containment employed by school district officials including Special Ed. Directors, Superintendents and Business Administrators, are often attenuated by the due process appeals and more often than not rendered ineffective by ALJ’s (Administrative Law Judge) in rulings favoring the petitioner.
 
The real issue behind the high costs associated with Special Education remains private school increases absent any cap structure compared to public schools along with the inability to enforce IEP’s at the district level.  While every IEP is constructed to adhere to the tenants of providing a ‘Free and Appropriate Education’ or FAPE in the ‘Least Restrictive Environment’ or LRE, the only way costs will be contained or “Rolled Back” is to provide real authority through legislation shifting the burden of proof back to the petitioner or in most cases the parent.
In conclusion, while the amendment attempts to provide relief in the form of reduced property taxes, it does little combat or address the actual cause.

Tuesday, September 18, 2012

NJSBA Workshop 2012 in Atlantic City, NJ

avatar for Louis J. Pepe

Louis J. Pepe                  

School Business Administrator, Summit Public Schools
Greater New York City Area
         
We are in the "Business of Education," as School Business Administrators we have the opportunity to serve as leaders who positively impact student performance through a myriad of disciplines directly affecting the quality and delivery of instruction. Inspirational Leadership is my passion as it allows us to inspire those around us to do more when nothing less will do!

Join us on the following dates to discuss one way return dollars to the classroom through effective cash management that starts with the right banking relationship.
 
Tuesday, October 23 - 10:00 am         
 
 Wednesday, October 24 - 11:00 am 
 

Thursday, September 13, 2012

Raising Test Scores by Lowering Temperatures in the Classroom

The Following post was forwarded to me by one of my former students in the Graduate Program at MSU.  The major takeaway from the article, "A number of studies have borne out the link between the quality of school facilities and student achievement," is a point that I continually stress as the "Value Add" custodial maintenance brings to the district by providing classrooms that are conducive to learning.  Addressing facility needs is the next step in taking a holistic approach to maintaining positive facilities that are clean, safe, efficient and conducive to learning.

Providing airconditiong through renovation upgrades or design build not only improves the indoor air quality, it allows for a quality atmosphere to delivery quality instruction!  This commitment to our district in the City of Summit has provided such a setting in our five elementary schools where temperatures reached over 90 degrees in many classrooms during the months of May, June and September each year.  Better yet, taking advantage of state facility grants (RODS) the board of education was able to manage these needed upgrades at .60 cents on the dollar, with 40% of the total covered by the state, as part of a comprehensive mechanical upgrade project at each school involving new boilers, univents, exhaust fans and air conditioning.  In addition we focused on gaining energy efficiency through a comprehensive district wide window and door project also funded in large part through state facilities grants.  The obvious pay off will be in lower energy bills meaning more dollars for the classroom; however, given the fact we are in the business of education... the ultimate return on investment will be enhance student performance.

Posted at 04:00 AM ET, 09/12/2012

Why shouldn’t Chicago teachers ask for air- conditioned schools?

One of the seemingly smaller issues that striking Chicago teachers are asking for is air-conditioning in schools where there isn’t any.  One can almost hear folks in St. Louis or Birmingham or Miami, Chicago parents drop their children off to spend the morning — without teachers — at Benjamin E. Mays Academy during the strike. ((M. Spencer Green/AP)) saying: “It’s hotter here. What’s their problem in Chicago?”

Indeed, Chicago Mayor Rahm Emanuel, who is battling the Chicago Teachers Union, said the other day: “It’s 71 degrees outside. We don’t go on strike for air conditioning.” (He apparently forgot that some classes had to be cancelled because of a deadly heat wave this past summer, but never mind.)
The real issue here, of course, isn’t the temperature in Chicago. It is this: Why shouldn’t the climate in American public school buildings be conducive to teaching and learning? This isn’t just a perk for greedy teachers; environment affects students.

If you have ever tried to concentrate when it is stifling hot, you can imagine what happens in many schoolrooms. A number of studies have borne out the link between the quality of school facilities and student achievement.

That means most schools (except in places with consistently moderate weather) should have working air conditioning and/or heating systems, windows that open, air that doesn’t reek from pesticides or old carpets or anything else, and doors so that one class doesn’t have to hear another. No lead paint. No asbestos.

In Chicago, many of the schools are crumbling, quite literally, and wouldn’t you know it — they are among the lowest performing. A 2011 study of the facilities found that 92 Chicago Public School buildings, with a total of 44,100 students, need an average of $137 per square foot — a total of $750 million — to bring them into good repair. All but 15 percent of students in those schools come from low-income families.
There are those, of course, who will say this: “Kids learn in difficult conditions in other countries. Why can’t American kids?”
Setting aside the issue of how other students really learn, the answer is: Why should they have to?

Saturday, July 7, 2012

Leaving NCLB Behind

The recent race for educational gains outlined by the federal government under No Child Left Behind has turned from a long distance run to a sprint; only the runners have turned around from the predetermined finish line established by the US Department of Ed to run their own local races with the approval of waivers.

As reported July 6, 2012 on the ED.gov, Washington and Wisconsin are the latest to be approved by the Obama Administration bringing the number of approved waivers to 26 States with 10 additional states and the District of Columbia currently under review.

Each waiver request has been based on the disconnect between the expected goals and the reality of their position in the race with some states lagging far behind the leaders and no real front runner expected to finish.  "It is a remarkable milestone that in only five months, more than half of the states in the country have adopted state-developed, next-generation education reforms to improve student learning and classroom instruction, while ensuring that resources are targeted to the students that need them most," said U.S. Education Secretary Arne Duncan. "A strong, bipartisan reauthorization of the Elementary and Secondary Education Act remains the best path forward in education reform, but as 26 states have now demonstrated, our kids can't wait any longer for Congress to act."[1]
US Secretary of Education, Arne Duncan
agrees with flaws in current NCLB model.
The 26 states that have been approved for waivers from NCLB include: Arkansas, Colorado, Connecticut, Delaware, Florida, Georgia, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Minnesota, Missouri, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Rhode Island, South Dakota, Tennessee, Utah, Virginia, Washington and Wisconsin.

The 10 other states (plus Washington, D.C.) with outstanding requests for waivers include: Arizona, Idaho, Illinois, Iowa, Kansas, Michigan, Mississippi, Nevada, Oregon and South Carolina.
Education Secretary Arne Duncan said he is taking action because of “universal clamoring” from officials in nearly every state, who say they cannot meet the unrealistic requirements of the nine-year-old federal education law.Washington Post - August 2011 - U.S. to grant waivers for No Child Left Behind

Everyone enjoys a good race; however, state after state begins to see their runners tiring as the hurdles continue to grow in number and size with escalating demands, culminating in the goal of 100 % proficiency for all students in reading and math by 2014.  Failure to reach this goal will result serious sanctions for their schools, including the loss of federal aid.

As reported in the Post:  “Educators say that the pressure of trying to reach 100 percent proficiency has created an unhealthy focus on standardized tests, with continual drilling in the classroom and a narrowing of curriculum that excludes anything beyond math and reading. Some also blame the law for creating a warped atmosphere that led educators to allegedly rig test results in Atlanta, Baltimore and the District of Columbia.”

This growing viewpoint is also shared by the officials as Duncan relayed the following message to the coaches, “The law’s weaknesses have undermined education reform, Duncan said. Since the law allows states to create their own standards and measures of proficiency, some have “dummied down” standards to inflate test scores, Duncan said.

Wednesday, July 4, 2012

Passion trumps intellect.

This video was shared at the Annual Custodial Maintenance Leadership Workshop, which dovetailed the title:  got Passion?  Check it out....

Wednesday, June 27, 2012

Got Passion?

This year's winners of the Leadership Award
*John Cavallaro, Custodian - Jefferson ES
*Christopher Pacio - Head Custodian SHS
Recently I had the honor of addressing the district custodial maintenance team at the Annual Custodial Maintenance Kick Off Meeting for the 2012-2013 School Year.  With summer approaching, this the official start of the school year for district lead projects and initiatives aimed at achieving our goal of  'Providing an Environment that is Conducive to Learning'.

This goal while simple in terms is only acheivable through a shared vision that encompases environments well beyond the classroom itself as we survey the district's need in the area of facilities and grounds.  The men and women of the Summit Public Schools custodial maintenance team clearly demonstrate the value add that they bring to the district year round.  This ROI is critical in measuring the outcomes that provide the district with buildings that remain in a high state of readiness to foster better learning environments for student achievement.

Results like these are not possible in an outsourced setting as the accomplishments go unmatched in a system that calls for basic cleaning functions from privitized firms that often fall short of the extra efforts needed to be truly successful.  The catalyst is PASSION!  These individuals have what it takes to go beyond the basics of janitorial duties and instead exhibit the spirit, knowledge and determination to act as custodians; care takers of the facilities.

At a time when budgetary dollars are stretched and all aspects of the operations are continuosly evaluated for cost benefit, the value add remains the primary reason continuation and continued success.  In summary, "We are in the Business of Education!"  And these men and women continue to play a vital role in the delivery of instruction.


Are Charter Schools Just a Drain of Public Ed?

As recently reported in the Philadelphia Inquirer, "Charter Schools Drain $365 Million a year," in Pennsylvania alone.  The real question remains are charter schools succeeding in creating a better environment for learning in order to accomplish the ultimate goal of turning out better prepared students for the 21st Century?  

The Philadelphia Inquirer (6/21, Woodall) reports that Pennsylvania state Auditor General Jack Wagner found the state "could save $365 million each year if it fixed the state's flawed formula for funding cyber and charter schools." Wagner released a report saying the state has spent "substantially more" than the national average on these schools, which educate more than 100,000 students. To help fix the problem, several bills have been introduced in the Assembly, including one introduced by State Rep. Mike Fleck that would "tighten oversight, require outside annual audits, and change some factors in the funding formula." The proposal has been endorsed by the state School Boards Association and the state's largest teachers' union.
Other Estimates Are A Bit Lower. The Scranton (PA) Times Tribune (6/21, Swift) also reports Auditor General Wagner's findings, though they reported the possible savings as slightly lower, at $300 million. The report also mentioned that Pennsylvania's average of $13,400 to educate every student in a charter school is about $3000 more than the national average. "The Auditor General recommends capping fees paid to private companies, because Pennsylvania's method of funding charter schools through the per-student tuition rate has attracted a large number of management firms," the report said.

Monday, June 4, 2012

New Taxpayers' Guide to Education Spending

In a new release of data driven decisions predicated on advancing the Governor's accountability agenda with respect to public education spending, Commissioner Cerf announced the new Taxpayers' Guide to Education Spending. 

"According to the more complete Taxpayers’ Guide, average total spending per pupil for the 2009-2010 school year is reported as $17,836. Furthermore, total spending per pupil in the 31 former Abbott districts averages $20,859 compared to average total spending per pupil of $17,051 in the other 500-plus school districts in New Jersey."
While the roughly $3,800 differential between the avg. former Abbot district spending per student over the (RODs) Regular Operating Districts drives up the overall spending per pupil; it underscores the administration's position that throwing money at the problem, in this case student under performance, is not a solution and further impacts taxpayers. 
"Previous calculations of the total per-pupil cost in the former Comparative Spending Guide did not include costs such as transportation, debt service, federal funds, and state payments on behalf of the districts for pension, social security, and post-retirement medical costs. The previous guide also omitted the costs of tuition and students sent out of district. The new Taxpayers’ Guide to Education Spending will include these numbers, as they are very real parts to the whole spending picture."

The total per-pupil cost is calculated by dividing districts’ total expenditures, and state payments on behalf of the district, by total students, excluding those attending charter schools.

It is good to see the 'whole picture' with respect to any organization's operation, especially the financials, thus underscores the need and value of the (CAFR) Comprehensive Annual Financial Report or audit.  What does not compute in the compiling of data is the fact that the comparison of 'district to district' is often skewed by the actual make up of personnel and other negotiated factors that are non-discressionary, albeit negotiable.  Each district does not have the same distribution of new teachers at beginning salaries or experienced teachers at the top of the guide.  Likewise, number of years experience and years of service in the same district often provide a differential in salaries of supervisors, principals and central office administrators even if the ratio to number of students is the same.  The same holds true for health benefits, and other costs related to differences in collective barganing agreements such as co-pays, and plan type.  What is helpful is the ability to guage performance of comparable district's based on socio-economic critieria and enrollment size.  In this respect the comparisons work as a tool to compare and contrast and measure return on investment and focus on areas for improvement.      

The other problem is the lag time between improvements or regression in a district's position and the reporting.  While the comparison data is a good indicator in many respects to compare performance and cost distribution, we are three budget cycles forward in adjustments that are reflective of data compiled and reported from four cycles ago.  Case in point, district's have already submitted and loaded the 2012-13 budget; yet the department is releasing comparisons based on the 2009-10 school year.  Therefore, a district can not see the benefit of changes made on a comparitive scale until four to five years into the future with respect to state reporting.

Perhaps the most troubling comparison in the "New" comparative spending report is that of Debt Service or accrued liability related to principal and interest for facility improvements or constuction as a result of expansion and maintenance.  How can districts be compared with respect to debt when each district is unique and the challenges related to such operational needs are likewise unique.  The quality of instruction is directly linked to the environment in which that instruction is delivered.  Delapadated buildings yield conditions that are unsafe and non conducive to learning.  District's that take action to mitegate or relieve such conditions often embark on capital projects that require long term debt in order to finace the work.  While the amount of outstanding debt is certainly a consideration in terms of future obligations, it should not be leveraged into the calculation of per student costs for comparative purposes as it serves to only drive up costs that again are non-discressionary and fixed until final payoff of the bonds, typically 20-25 years.  This type of scrutiny could presure districts to steer clear of much needed improvements or scale back capacity in design of new buildings to meet increases in student population.

The 2011 Taxpayers’ Guide to Education Spending can be found online at:

Friday, June 1, 2012

New RMS hurricane model changes outlook on rates

Of citical interest is the topical article that appeared on the Business Insurance.com website related to RMS (Risk Management Solutions Inc.'s) revised hurricane model which will be effecting rates on property package insurance premiums as the concern moves inward or inland vs. traditional coastal communities.  In many cases the assessments can see an annual increase of rates ranging from 10 to 20% depending on the base rate for property.  Hurricane Irene and Tropical Storm Lee redefined the impact area in the North East primarily NJ, NY, CT and PA.

New RMS hurricane model changes outlook on rates

May 22, 2011 - 6:00am
BusinessInsurance.com
by Judy Greenwald
The latest version of Risk Management Solutions Inc.'s U.S. hurricane model is causing a stir in the insurance market, but it is still unclear how big an impact it will have on pricing.
Claire Souch, London-based vp of natural catastrophe and portfolio solutions for RMS, said the RMS Version 11 changes the grading of risk as hurricanes move inland.
While the risk of wind damage still diminishes, “it's now less steep than the previous (model), so the further you go inland, the greater the risk vs. the previous version,” she said.
“Companies are somewhat taking the middle ground” with respect to the RMS model, said Amit Kumar, vp of Macquarie Securities Group in New York. During their earnings calls, most companies “suggested RMS was one of the models they used,” but also said it “would not be the sole driver of examining their catastrophe exposure,” he said.  “I don't know if it has had any tangible impact yet,” said Mark Dwelle, an insurance analyst at RBC Capital Markets, a unit of RBC Dominion Securities Inc. in Richmond, Va. “I think everyone is still testing it out and feeling their way around,” he said of the updated hurricane model that was released in February. “I don't think anybody's using it as a rate-setting or a policy tool at this point.”  “You're still looking at a U.S. property market where they have done very well for the last five years,” which makes it hard for companies “to tell their customers they should pay more because of the model change” when “the actual, real risk hasn't changed at all,” said Cliff Gallant, an analyst at Keefe, Bruyette & Woods Inc. in New York.

Marie Bilik, NJSBA Executive Director, to Retire

After five years of service as the Executive Director of the New Jersey School Boards Association, Marie S. Bilik will retire from the position, effective Dec. 31. The NJSBA Board of Directors accepted her retirement notice at its May 18 meeting.
Bilik joined the staff of NJSBA in 1993 as a county program coordinator. Over the years, she has worked as a field service representative, the membership advocacy coordinator, the director of field services and, since 2007, the executive director.
Before working at NJSBA, Bilik's service to public education started as a school board member in Green Township, Sussex County. She has also served as town council member and mayor of Green Township.

Thursday, May 31, 2012

Academic Entitlement

The following article was forwarded to me by a friend and fellow professor at Montclair State University where we teach as adjuncts in the graduate educational leadership program.  It struck a nerve as it hit at the heart of many discussions and actual experiences we have had over the past five years teaching more than twenty classes.  The premise behind the argument is 'Mastery of the Content vs. Entitlement'.  Gone are the days of pure measurement based on learned and displayed knowledge; at least without a fight through protest that often leads to a hearing regardless of the validity.  Often I feel college has become nothing more than an investment in time and money to receive credentials and as long as you invest both, you will succeed. 

I am happy to say this is not the case in our classes as we have both held the line against such situations and will continue to do so to ensure the integrity of the program, university and the goal of real learning. 

To insulate from such baseless claims, anyone in the profession looking to take on an adjunct opportunity should begin by structuring their class around a detailed syllabus and rubric along with a weighted system to account for attendance.  Far too often more emphasis is given to the fact that someone showed up for class instead of how they actually performed as a result of their attendance and attention to detailed instruction and participation in class discussions. 

Examples of syllabi's and rubrics can be easily found on the Internet or shared by instructors.

Are You Enabling 'Academic Entitlement' in Students?
By
Sarah D. Sparks on May 27, 2012 1:31 PM

Chicago
Does this scenario sound familiar? After test results come out, a student approaches the teacher after class, arguing, "I come to class every day; I deserve at least a B!"

Students' sense of academic entitlement can reduce their effort in class and lead to irritating (or even aggressive) confrontations with teachers, according to research by Tracey E. Zinn, a psychology associate professor at James Madison University in Harrisonburg, Va. Moreover, teachers may be unintentionally feeding that sense of entitlement, she said at the Association for Psychological Science
conference here this weekend.