DO AC! If you are looking for real professional growth and opportunity centered on the Business of Education, then you should make plans to DO AC IN A BIG WAY!
Among the various workshops, presentations, networking and speakers will be a presentation put together through the collaboration of my Director of Technology, Doug Orr and me on "How to Prepare Memorable Presentations!"
If you are ever tasked with public presentations on any subject you should stop by on Wednesday for one of the two presentations: 1:45 & 3:00 PM.
Tuesday, May 28, 2013
Saturday, May 18, 2013
The Cost of School Security
The following paper was written and presented by Lauren LoPorto in the Montclair State University School Finance Class that I taught this past semester. This paper is one of many that I have chosen to highlight on this blog as it is contemporary and directly related to the issues in financing public education.
The controversial strategy known as A.L.I.C.E. Alert, Lockdown, Inform, Counter, Evaluate is defined and explained in this podcast. The program creator believes training children as young as 5-years-old to, “fight back” against an active shooter is an effective strategy. This is a controversial approach but many believe we need to change our thinking about how potential victims should respond, and that a shift toward more active resistance in crime situations is happening. He supports this idea by explaining before September 11, passengers were advised to comply with hijackers, and that self-defense instructors used to tell women to go limp to survive a rape.
The Cost of School
Security
Montclair State
University
Lauren LoPorto - ELAD
622
Professor Pepe
Review
of Material Covered
Allen,
J. (2012, December 21). Part one: A columbine survivor’s perspective on sandy
hook. Examiner.com. Retrieved from http://www.examiner.com/article/a-columbine-survivor-s-perspective-on-sandy-hook
Karissa
Marcum, a Columbine survivor, now 28, describes her tale of the horrific day
she and her sister experienced as high school students. Marcum shares her
sadness for the senseless murders committed at Sandy Hook and discusses her
opinion on gun control.
Carson,
D. (Writer) (2012, October 11). To survive a shooting, students learn to fight back.
NPR. [Audio podcast]. Retrieved from http://www.npr.org/2012/10/11/162712905/to-survive-a-shooting-students-learn-to-fight-back
The controversial strategy known as A.L.I.C.E. Alert, Lockdown, Inform, Counter, Evaluate is defined and explained in this podcast. The program creator believes training children as young as 5-years-old to, “fight back” against an active shooter is an effective strategy. This is a controversial approach but many believe we need to change our thinking about how potential victims should respond, and that a shift toward more active resistance in crime situations is happening. He supports this idea by explaining before September 11, passengers were advised to comply with hijackers, and that self-defense instructors used to tell women to go limp to survive a rape.
Candoli, C., Guthrie, J.W., Hack, W.G., Hart, C.C., & Ray,
J,R. (2008). Modern School Business Administration: A Planning Approach.
Boston, MA: Pearson
The
text describes the need for school security and the level of crime increase due
to a number of factors including drugs, gangs, and vandalism. The most
successful school security personnel have a close working relationship with
building administrators and students they serve.
Kennedy,
M. (2012). Today’s school security. American School & University,
16-22.
This
journal article summarized the lessons learned from the school shooting
massacres including Columbine and Virginia Tech. The measures taken by schools
and universities today have been intensified to ensure public safety. Finally,
prevention is discussed by identifying problems and why the role of violence
prevention programs at schools is beneficial.
Terkel,
A. (2012, December 21). Columbine high school had armed guard during massacre in
1999. Huffinton Post. Retrieved from http://www.huffingtonpost.com/2012/12/21/columbine-armed-guards_n_2347096.html
The
gun control debate ensues and many politicians are using school violence to
promote their stance both for and against gun control. Those invested in
pro-gun laws are pushing for armed guards at every school to make them “safer.”
Toppo,
G. (2009, April 19). 10 years later, the real story behind columbine. USA
Today. Retrieved from http://usatoday30.usatoday.com/news/nation/2009-04-13-columbine-myths_N.htm
This
article summarizes the events that occurred on April 20, 1999 when Dylan
Klebold and Eric Harris terrorized and murdered their classmates before turning
the guns on themselves. Not only did the boys have guns, but they planted bombs
that thankfully failed to explode. Also discussed are some of the security
steps put in place since Columbine.
Ken
Trump is the President of a National School Safety and Security Services firm. His
School Security Blog is a “news and opinion blog for educators, safety
professionals, parents, media, and others who are passionate and concerned
about K-12 school safety, security, and crisis/emergency preparedness.” I read
over a dozen of his posts and posts by guest published on his website:
schoolsecurityblog.com. While most posts are one-sided, his contributions to
this issue are informative and valuable.
Thesis
The
safety and security of our schools should be a top priority; but what strategies
are truly effective and what measures are schools taking to prevent violence
from happening in their town?
Issues
and Strategies Identified
“A tragedy of unspeakable terms,” were
the words spoken by Connecticut Governor, Daniel Malloy. On December 14, 2012
twenty-six children and educators were killed when a disturbed man shot his way
into an elementary school. The Newtown school shooting has brought attention to
school security back up to the surface. Administrators, teachers, parents, and
even students are now wondering the same thing; how safe are our schools? With the
economy on the brink of a recession, and Federal and State aid being rerouted
in order to pay for new mandates, many schools have been challenged to maintain
their budgets with less. Schools everywhere, especially in New Jersey, have
been forced to make weighty cuts and have reduced levels of security as a
result. Should the security of our schools and the safety of our children be a
top priority? The obvious answer is yes, but how this is achieved and at what
cost is up for debate.
Launching a Title One School-Wide Program
The following paper was written and presented by Alice Keller in the Montclair State University School Finance Class that I taught this past semester. This paper is one of many that I have chosen to highlight on this blog as it is contemporary and directly related to the issues in financing public education.
Montclair State University
Issues
in School Finance: Launching a Title One School-Wide Program
Alice
KellerMontclair State University
Thesis
The federal government provides
grant funds to public school districts that can only be spent according to
narrowly defined purposes and cannot be reallocated to other accounts within
the budget. In the case of Title One
funds, they must be used for targeted assistance services to support students
who fall below the district target on state assessments. At WWW Middle School, there is a large
percentage of students just barely reaching the target who could also benefit
greatly from the programs funded by our Title One grant. This year, WWW Middle School is applying to become
a Title One School. If the school is
granted permission to switch from targeted assistance to a school-wide program,
the administration will have the power to use the funds to support “any
students that we believe could utilize support to grow and get better” (Director
of Secondary Education, personal communication, April 16, 2013). The district
believes that this change will be crucial in increasing student achievement
across the school and avoiding being labeled as a “school in need of
improvement” and being subjected to interventions by the state.
Review
of Title I Grant Funding
In 1965, Congress passed the Elementary
and Secondary Education Act (ESEA), which was “specifically directed to
supporting public education for low-income students” (Guthrie, Hart, Ray,
Candoli, & Hack, 2008, p.211). The ESEA established grant funds that are
distributed to public schools, and “historically, the bulk of ESEA funds have
been dedicated to ‘Title One,’ which seeks to support students in poverty” (Guthrie
et al., 2008, p. 211). Schools receive
Title One grant funding based on the number of students who qualify as
economically disadvantaged as indicated by their “Free or Reduced Lunch” status
(Director of Secondary Education, personal communication, 2013). These funds are considered “fund 20” restricted
special revenue funds, which must be used for specific purposes and cannot be
reallocated (Pepe, personal communication, 2013). Funds also come with accountability to the
federal government, which mandates the “use of standards and assessments to
determine if schools receiving federal money were attaining concomitant student
achievement gains, and a system of rewards and sanctions for states, districts,
and schools receiving funds and that could not demonstrate improved results”
(Guthrie et al., 2008, p. 211). Under No
Child Left Behind, schools receiving Title One funds have been required to meet
AYP or else undergo a series of mandated reform measures.
For the 2012-2013 school year, WWW
Public schools received $536,152 in Title One funds, which is roughly 1% of the
total $51,216,516 revenue reflected in the budget (Board of Education,
2012). Of this, WWW Middle School
received $147,962, based on having 411 students or 62.4% of students considered
to be “economically disadvantaged” (State of New Jersey, 2012). The breakdown of how these funds were spent to
support our at-risk students is outlined in Appendix A and will be discussed in
the following section.
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