Tuesday, May 28, 2013

NJASBO 2013 Annual Spring Conference in AC

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.

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 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. 

Trump, K. (2009). [Web log message]. Retrieved from http://www.schoolsecurityblog.com/ 

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.


Issues in School Finance: Launching a Title One School-Wide Program
Alice Keller
Montclair 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.