A Million Thank You's: Why Your Involvement in the Budget Approval Matters

Thank you, thank you, thank you, thank you!!  To all who came to the budget hearing, and to all who sent emails with your opinions.  I can't thank you enough for your comments and your participation. It makes a HUGE difference!

During the budget hearing on June 18, the Board Room was filled to capacity with people who wanted to comment on the budget and on Common Core.  My guess is around 100 people attended.  I also received many emails from those who were unable to come.  The meeting lasted a record 3.5 hours, with most of that time devoted to public comments.  (Incidentally, board meetings usually last about an hour.)

Although, the budget passed, as proposed, despite the objections of all commenters, I consider it a success, and I can't thank you enough.

I realize those of you who took so much time out of your lives, only to see the budget passed against your wishes feel your involvement wasn't beneficial.  However, I'd like to speak to you because it makes a difference in ways that are not readily apparent.  Please, bear with me, as I make this case.

First, it is important to understand that public officials are just the tip of the spear.  To give any of us leverage, we need the public behind us.  I have been told many times, "It's a good thing you're there."  But, if I don't receive emails supporting my position, if you aren't willing to speak in public hearings, then my opinion can be easily dismissed as just being out of the mainstream.  I can try to make my case, but, in the end, without your input, it is easy to out-vote me on many issues.  I have seen several instances where an email from a consituent changes opinions or buys more time to debate an issue.  And perhaps, more importantly, we are not experts in all areas.  Your particular area of expertise or experience may prove very beneficial in informing our debate.

Second, like it or not, our governmental structure was not designed to work quickly.  Changing the direction of any governmental agency is like moving the Titanic. We are also not designed to be a democracy, where the majority vote of the people wins.  The reason for this is the need to protect inalienable rights with checks and balances, as well as to have time to deliberate.  Dr. Larry Arne of Hillsdale College says,

Representative government places ultimate authority outside the government, which restrains both the government and the governed.  In such a system, citizens have endless opportunity to talk, but they may act only on certain occasions....The same restraints operate inside the government to encourage statesmen and citizens to the same habits [thinking, talking, and deliberating before acting].  (The Founders' Key)

Your participation and comments showed our board there are concerns with tax increases, the budget, and Common Core, not just from a few people or from a few elected representatives.  As people become more aware and informed, they will require more input and accountability from their elected officials.

Third, there is a definite difference in the feeling of a meeting when the public is present--not just in theory, but in practice.  Even though every meeting is recorded, there is something different about actually seeing faces, sensing reactions, and hearing comments.  As a representative, I feel more responsible to fulfill my duty to those who elected me.  I might choose my words more carefully.  And I certainly appreciate the time and effort it takes for those who come.  It is one thing for me to set aside time to attend board meetings.  It's quite another for you to do it.  I am obligated.  You are not.  So, if you are willing to come, it must mean it's important.  I need to pay close attention to that. 

Finally, power abhors a vacuum.  In almost all instances, we have no one attend Board Meetings.  We get no emails or communications about our dealings.  In effect, the lack of public comment, attendance, and involvement says, "Go ahead.  Do what you're doing.  We are okay with it."  So, one meeting will not make a difference when compared with every other meeting or issue.  Also, it is common knowledge that people might get involved for the short-term, but very rarely does anyone stay involved over a long period of time.  There's a reason for that.  We want to have lives. 

So, what's the answer?  How do we hold our elected officials accountable without giving up our entire lives?  Many hands make light work. 

A few years ago, some neighbors of mine decided to start going to City Council meetings.  We had about 12 people who were involved, initially.  We realized, we needed to attend only two meetings every year.  A few hours on two days out of every 365.  If there were a budget hearing or some other major issue, then those few people could be available to comment, write emails, and contact their neighbors.  It was just a little more involvement that paid huge dividends, in fiscal responsibility, in community involvement, in accountability.  (It was pretty easy deciding who to re-elect and who to vote out.)

Interestingly enough, about a month ago, I received an email that pointed me to this website to form the Alpine Parent Society.  http://alpineparentsociety.wordpress.com/  I would encourage you to sign up.  Managing a group like this doesn't take a lot of time, especially in this day and age with internet groups, mass emails, and blogs.  Is one or two evenings a year too much to ask for you to get back in charge of your government?

In the end, education is supposed to be about each parent deciding what is best for his or her child.  Our district is there to support you in your decisions.  As board members, we can only reflect your wishes if:
a) you know what we are wrestling with and
b) we know what you would like us to do on your behalf. 

Too many top-down education initiatives have been put in place because parents have been told to trust the system.  It is our duty, as parents and taxpayers, to not abdicate that responsibility.  You shouldn't abdicate it to me or to anyone else.

For those who came on June 18, I say, "Thank you!"  For you and for everyone else, I say, "Please come.  Please email.  Please take your role as the ultimate authority for our district seriously, and weigh in."  Board members, parents, and taxpayers can do more together than we, as a Board, ever could without you.

June 18, 2013: The Most Important Meeting for YOU to attend this year

How do you decide whether to raise property taxes or not?

Please take time to come to our Board Meeting next Tuesday, June 18, 2013.  We will be approving the annual budget for 2013-14, which is more than a Half Billion Dollars: $500,000,000!!!

The budget can be found here.

Budget Hearing and Property Tax Rate Increase
The meeting is at 6pm at the District Office (575N 100E, American Fork).  The required budget hearing (which is an open forum for all budget-related comments) begins shortly thereafter, maybe around 6:15 or 6:30pm.  In my previous two years, I have not seen anyone speak during the formal budget hearing.  I have been told that this is consistent over the past decade.  I will give my opinion, of course, but it will mean more coming from you.

Part of the budget will be a property tax-rate increase.  A Truth in Taxation hearing will occur on August 6, but, if you want to have an impact, you need to speak up PRIOR to the budget being adopted--that means June 18.  (Don't complain to me; complain to the legislature.  This is how they've set it up.)  The fiscal year starts on July 1.  So, a full month of expenses will have occurred prior to the Truth in Taxation hearing in August.  The reasons for the tax-rate increase are: 'to raise an additional $1.5 million to provide additional "pay as you go" resources, allow less future debt and recover the charter school offset.'  I'll go into each of these reasons in a moment.  The estimated cost on a $250,000 home will be in the range of $12-$15/year.  Business or rental property will be almost double that amount.

The study session begins at 4pm.  We will discuss the Common Core trainings that occurred last week with approximately 2000 employees attending.  We will also get an overview of the budget.

The formal Board Meeting/Budget Hearing will begin around 6pm.  It will also include: a) Approval of Association Contracts for Teachers (Certified), Classified (e.g. Nurses, Bus Drivers, Secretaries, Custodians, etc), and Administrators, b) Approval of Trustlands Plans, c) Four additional Board Policies, d) Property Purchase, e) 2015 Calendar.

Pay As You Go
The Board has indicated a desire to get out of the bonding cycle and begin using existing funds to purchase and maintain property, etc.  Our last bond was for $210 million for projects over five years.  Our principal and interest payments are about $45 million/year.  So, if we were able to stop bonding, we could hold on to that $45 million and use it to pay for the bonded expenses, and still have about $15 million left over after the five years.  This is a great idea, and the less indebtedness that we can incur, the better, in my opinion.  However, I am unsure that levying a property tax increase to garner an additional $1.5 million is the best option. 

Allow Less Future Debt
This is really the same thing as Pay As You Go.  If you spend more cash and less on credit, then you reduce your debt later on.

Charter School Offset
Essentially, when charter schools were created, all funding came through income tax.  Several years ago, the law was changed to allow for an additional "offset" for charter schools, based on property tax amounts in each district.  (See below for the math*.)

When the law was first passed, it amounted to less than $500,000.  Now it's about $1.4 million.  As we increase property taxes and as charter school enrollment increases, that "offset" amount increases.  Most school districts increased their tax rates right after the law went into affect.  However, since Alpine was looking at bonding, it was decided the timing wasn't right.  Essentially, the legislature didn't want to raise income taxes, so they left it to the local districts to raise property taxes to help pay for the additional amounts going to charter schools.

So, the question is whether or not you want your property taxes increased.  And if not, why not?  If so, why?

What Else is in the Budget?
Some other things you may be interested in.  The following were included in the budget prior to any discussion of a tax-rate increase.

• Additional 10 teachers (FTE's) to help reduce class size.  This is in addition to those teachers being hired due to approximately 2500 additional students coming to ASD in the fall.
• 1% permanent salary increase for teachers and staff: ASD has a salary schedule that pays you based on years of service and education level.  This is referred to as "Step and Lane". 
• One-time 1% bonus for employees to be paid in November.
• $25,000 for membership in the BYU-Public School Partnership
• Dues and fees paid for association membership for the School Board, Administrators, Accountants, and other 'specialty' fields.  Association fees are not being paid by taxpayers for teachers. 

Additionally, the budget includes:

• An increase of $1000 for board salaries, from $215,335 to $224,788 for the Superintendent and, from $174,526 to $189,998 for the Business Administrator.

It's important to note that an increase in salaries increases the amount in benefits, specifically the retirement benefits.

It's Just...
It's just $13.48 per year for the Board's proposed property tax increase.  It's just $7.11 per year the legislature has increased property taxes.  It's just $24.00 this year and a total of $36.00 per year next year for the bond.  It's just more for the Vineyard RDA from 2011. 

Every taxing entity justifies its tax increases with those words: "It's just".  Do I think ASD will be able to put the $1.4M to good use?  I do.  However, that really shouldn't be the question before us.  The questions every elected official should grapple with are:

"Is this the BEST use of that money?" 
"Is a tax increase the only way we can fulfill our obligation to the public?"

As many a wise person has said before me, "The power to tax is the power to destroy."  What we see (the good that ASD can do with the money) must be balanced against what we don't see (families struggling to stay in their homes, decreased revenues due to increased tax rates).  Property taxes are especially eggregious because property doesn't generate income unless you sell it.  Your home value is dependent on everyone else who is selling around you.  But you will not see a dime of that supposed increased value until you sell.  So, unlike income taxes, where the taxation is actually based on money you are earning, property tax is based on money other people are earning on their homes.  It is entirely possible to price people out of their homes with property taxes.

Another justification is the "fairness" of what we spend on ASD students vs. what the charter schools spend on theirs.  According to the Utah Taxpayers' Association, ASD receives the least amount per student of every district or charter school in Utah.  So, in order to be fair, this amount is being levied so we can bring our revenue up to that of the charters in our area.  The problem with that is, we are "balancing" this fairness out on the backs of our taxpayers.  If we don't like the way the legislation is written, we need to take it up with the Legislature, not use our power to tax to create "equality".  I, personally, look on our status as the lowest funded as a badge of honor.  Our students do well.  We have great teachers.  We are trying to do well by our teachers and staff.  And yet, we are trying to keep costs down.  Why must we seek to "Keep up with the Joneses?"

It is the job of our district administration to make recommendations to the Board.  It is the job of the Board to properly balance those recommendations with the burden it will place on our taxpayers and our obligation to educate the students in our district properly.  It is a very difficult task, and a solemn one, at that.  One, I do not take lightly.

While I can see the benefit of having an additional $1.5 million to make repairs and to save for the future, I am not convinced that our community and our students will be better served by that money being transferred from you to the district.  It is a balancing act.  And I am choosing to wait for a greater need.

It's just... 

It's just your money, and we shouldn't take it except as a last resort.


*[Here's the charter school offset math: If you take all the local property tax ASD receives and divide it by the total number of all district and charter school students, that is the property tax per student amount. Then you take the number of charter school students multiplied by that per student amount and then divide by 4 (25%).  That is the amount that ASD doesn't get from the state in income tax funds. Property Taxes / (charter + district students) * charter students*25% = amount ASD doesn't get from the state, but that the state sends to the charter schools in our area.] 

Data on my kid? Who Cares? How Will They Get It?

First, you are invited to attend a meeting with Utah State Office of Education employees on Thursday, April 11, 2013 at 4pm at the Alpine District Offices (575 E. 100 N, American Fork).  They will be presenting information on the new testing (really called 'assessment') system for the state, provided by the American Institutes for Research (AIR).  If you never attend another meeting about relating to the schools, PLEASE come to this one!

A couple of pieces of information, I will link to the research on AIR that my fellow board member, Brian Halladay has done below.  AIR is a behavioral research organization not an academic assessment company.  Additionally, the legislature, at some point, created a law that allows testing companies to use "student behavior indicators in assessing student performance."  So, since AIR's mission isn't academics and the state is allowing them to use behavior indicators, why is this a problem?

This goes back to our board discussion on Feb. 26, and a follow-up presentation in our March 12 Meeting... in a word, DATA, your child's personally identifiable information (PII).

Our board reviewed a speech given by US Sec. of Education, Arne Duncan in 2009 hailing the use of "robust data" and how that applies to the new Common Core standards and the ARRA 2009 Stimulus money.  One board member identified that at one point in the speech, Sec. Duncan talks about needing to close and reopen schools and assess teacher performance, as well as student performance, and at another point he says they don't want to use it to fire teachers or to shut down schools.  Incidentally, the No Child Left Behind waiver that Utah received has language about the state taking control of "failing schools".   In short, no local control, but I digress.  The overall tone of the discussion was that we, as the representatives, needed to be on guard in protecting and doing all in our power to make sure our students' data is safe.

We also addressed two other issues, briefly.

1) The change in privacy regulations on a Federal level, known as FERPA (Federal Education Rights and Privacy Act).  These changes did not go through Congress, and they essentially allow any educational entity (schools, districts, state boards) to share personal student information with any other government entity or private organization that has an educational interest.  This is something that I would be very opposed to.

2) The 2009 Stimulus package also included grants for every state to develop a Statewide Longitudinal Database (SLDS) which means your child is tracked at the state level from Preschool (or as early as they have data) through age 20 or into Workforce Services.  As a condition of this grant, the database has to be able to share/include data from other state agencies, like Workforce Services or Dept of Health etc., and the database must be able to share data with other states' databases, as well.  Incidentally, in the Duncan speech, he praises Utah's database efforts as one of six states that had all the elements required by the Data Quality Campaign.  For more information on assessments, read my previous blog here.   

So, based on those items, the desire of the US Secretary of Education to have robust data collection, his change to the privacy regulations, and the State database that Utah has on all our publicly schooled children, the idea of what and how much can be collected and shared is an actual concern to the board. 

On March 12, our data services director, David Smith, presented on how Alpine uses data collection and what information is shared and with whom.  While I was very pleased to hear about a lot of the hoops that we use to make sure private information isn't shared, there is one weak link: the State.  Because of State Law, we are obligated to administer the state tests and to have that data analyzed and computed to both assess student performance and to grade our schools.  So, when a class, say Mrs. A's third grade, is supposed to take the state math test, then our district sends the state office a file of all the students in Mrs. A's third grade class.  This data includes the child's name, unique student id, birthdate, grade, Mrs. A's name, school, and some demographic info.  Then the child takes the tests, they are scored and compared with other students across the state and sent back to the school.  So, at a minimum, your child's name, id, birthdate, demographics and test scores are in the state database, ready to be shared with whomever they choose. 

So, go back to the link above about allowing behavioral indicators to be used in the tests.  So, aside from testing math and English, they can test behaviors. 

Having said all of this, I am concerned by this intrusion into my kids' personal information. 

I don't know if you will be allowed to ask questions at the April 11 meeting, but it makes a huge difference to show elected officials that you are concerned.    Please make sure you clear your calendar for 4pm on Thursday, April 11.  If you can't make it, there are other meetings being held around the state.  Click here for a schedule. 

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Board Member Brian Halladay's research on AIR and the upcoming meeting

Next Thursday, April 11th, you are invited to participate in the SAGE assessment System presentation at 4pm at the Alpine School District Office Building.

SAGE is the acronym for the common core testing system that will be collecting data from our children.

I think it’s important for all of us to know before the meeting what SAGE is and it’s implications for our children, our privacy, and our school district.
...
Student Assessment for Growth and Excellence (“SAGE (http://www.schools.utah.gov/assessment/Adaptive-Assessment-System.aspx) ”) is being developed for Utah by the American Institutes for Research (AIR (http://www.air.org/about/) ). SAGE is Utah’s comprehensive adaptive assessment system, or the testing mechanism that will replace the CRTs. It is designed to replace and expand UTIPS, and provides the test delivery and administration of the Smarter Balanced Assessment Consortium.

So, who is AIR? AIR is not an academic assessment company - it is a behavioral research organization. AIR has been around for over 60 years. Their founder, John Flanagan, a psychologist, started AIR by developing the “critical incident technique (http://www.apa.org/pubs/databases/psycinfo/cit-article.pdf) ” one of the most widely used behavioral methods that is even now used in assessment models today.

In 1960, AIR initiated “Project Talent (http://www.projecttalent.org/docs/Designing_the_Study_(1960).pdf) ,” a research project administered by John Flanagan and a group of other behavioral scientists involving 440,000 high school students, collecting information on “aptitudes, abilities, knowledge, interests, activities, and backgrounds” of each student. These questions included questions about “hobbies, organizational and club memberships, dating and work experiences. There were questions about students’ health and about their school and study habits. Students were asked about their fathers’ occupations, parents’ education, financial situations, etc.” One question asked was, “How many children do you expect to have after you marry?” and “How old were you when you first started dating?”

What is AIR doing today? AIR is currently working with multiple partners, including the Department of Education, United Nations (http://www.air.org/focus-area/international-development/) , the Bill and Melinda Gates Foundation, and Open Society Institute (George Soros), (http://www.air.org/about/?fa=viewContent&content_id=351) to “conduct and apply the best behavioral and social science research evaluation towards improving peoples’ lives, with a special emphasis on the disadvantaged.” AIR prides itself on its "long history of contributing to evidence-based social change."

What does this mean for the Alpine School District, or even the State of Utah? In 2012 USOE developed the USOE Technology Standards 2012 (http://www.setda.org/c/document_library/get_file?folderId=169&name=DLFE-1560.pdf) . One of the standards is to have a network-enabled computing device capable of providing access to the school’s technology resources. A purpose of this is for the understanding “human, cultural, and societal issues related to technology and practice legal and ethical behavior.” I don’t think it’s a stretch to think that AIR will be heavily involved with this.

AIR will be developing these assessments, which will include behavioral questions. It’s what they do. One of their primary objectives is to use this data not only in collaboration with other states in relation to common core, but also in collaboration with the United Nations.

With the recent amendments to the FERPA laws, the question becomes what will we as parents do right now to protect the privacy of our children?

Come to the meeting next Thursday at 4pm at the Alpine School District Office Building and get informed!

Database: What Information is there on Your Child?

Database
On Tuesday, Feb. 26, our board professional development will be on the use of data and how that relates to Common Core.  At 4pm at Mountain View High School, I will be leading the discussion, based on the 2009 speech from Secretary Arne Duncan.  You can read it here. 

You need to understand that as part of the 2009 ARRA Stimulus money, the Federal Department of Education created grants for each and every state to set up a Statewide Longitudinal Database (SLDS).  Essentially, this database allows each individual child to be tracked from preschool through work and every stage in between (that's what longitudinal means).  Utah's database was praised in this speech by Sec. Duncan, as follows:

The Data Quality Campaign, DQC, lists 10 elements of a good data system. Six states, Alabama, Arizona, Delaware, Florida, Louisiana, and Utah, have all 10 elements. Other states are also making progress. For example, Arkansas has a data warehouse that integrates school fiscal information, teacher credentials, and student coursework, assessments, and even extracurricular activities.[emphasis mine]

As part of the these grants, "[t]he system must facilitate and enable the exchange of data among agencies and institutions within the State and between States so that data may be used to inform policy and practice." (pp.4)

A few more pieces of information for those who are interested:

Effective, Jan. 3, 2012, the US Dept of Education modified its regulations dealing with the Family Educational Rights and Privacy Act (FERPA, originally enacted by Congress in 1974). If you like, you may read the changes from the Federal Register here: http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/html/2011-30683.htm.  Arguably, these changes violate Utah's version of the FERPA law, as well.

An organization called EPIC (Electronic Privacy Information Center) has filed a lawsuit against the US Government regarding these changes by the Dept of Ed. http://epic.org/apa/ferpa/default.html

The National Education Data Model has proposed the information contained at this site be included in any educational database: http://nces.sifinfo.org/datamodel/eiebrowser/techview.aspx?instance=studentPostsecondary Obviously, we can choose to populate the information or not, but it is important to know this is what is being suggested.

Finally, I just received a link from an out-of-state friend on this publication from the Western Interstate Commission for Higher Education (wiche) of which Utah is a member.  It is entitled "Framework for a Multi-State Human Capital Development Data System".  (No, that Orwellian name really is the title of the paper.)  I am happy to know that our children are reduced to "the stock and flow of human capital".  The conclusion states, in part:

A multi-state data exchange – what we have chosen to call a human capital development data system – that enables policymakers to look comprehensively at the stock and flow of human capital has become essential for effective policymaking and planning in the globalized knowledge economy.

The security of our students' data and parental oversight in the sharing of this data is one of my highest priorities.  As those responsible for watching over our school district, it is our responsibility, as a board, to take great care to protect this information.  Since data protection was one of the issues from our board priority discussion that received high marks, I think it is appropriate for you to be aware of the concerns I have with this database.

Oak Canyon JH Boundary Changes
The only action item for the Board Meeting will be the proposed boundary changes to Oak Canyon Junior High in Pleasant Grove. 

Everyone is welcome to attend the study session at 4pm, as it is a public meeting.  No comments will be taken at this time.  Public comments are always welcome at the 6pm formal board meeting.

 

What Should ASD Focus on This Year?

Board Priorities
On Wednesday, January 30, our Board will have our semi-annual retreat (open to the public: see below for agenda more information*).  At the retreat we will discuss and prioritize the priorities for the year.  This is the main opportunity for the Board to give direction to the District Administration.  As your representative, please let me know what you would like to see as the priorities for your school district.

Space Center
We received an update on the Space Center.  On February 11, the Space Center will re-open for field trips within the district.  Not all of the simulators will be available, but some of them will.  The committee is still meeting and discussing long-term options.  Of these, three were mentioned.
1) Build the Space Center on property right next to Central Elementary that ASD already owns.
2) Build the Space Center on the "Scow Property" that is near the water tower in PG. (I think we already own this property as well.)
3) Establish the Space Center at Thanksgiving Point.  They are very interested in working some sort of deal with us.  They are opening a "Museum of Natural Curiosity" with a specific STEM (Science, Technology, Engineering, Mathematics) focus, including ecosystems, ancient ruins, climatology, etc.  They currently have 4000 sq ft in the Dinosaur Museum that we could use right now.  Thanksgiving Point is incentivized to partner with us because it will allow them to qualify for additional grants.  Right now, the Space Center costs us about $4.50/student.  Thanksgiving Point currently charges $2.60/student and for every 10 students, one teacher gets in free.

Lehi High School
We reviewed plans for rebuilding Lehi High School on the current site (by the Roller Mills).  It is proposed that the Board budget $1.3 M from our budget this coming year to pay for an 18-classroom satellite, and $4.5 M for the construction of a 3-story classroom wing of 12 -18 rooms.  The permanent classroom wing would be completed by Fall of 2014.  After that, it would cost about $40M and roughly 3 years of construction to rebuild the "old" parts of the school in phases, so we can still use the existing facilities as we build new ones.  The $40M would require a bond to accomplish, we were advised.

*Board Retreat Information: Priorities for the District

Jan. 30, 2013
Mountainland Applied Technology College, Room 230-N
2301 W. Ashton Blvd.
Lehi, UT

PUBLIC MEETING, but no public comments

8:30 - 9:00 Continental Breakfast
9:00 - 9:30 Past Basket Items Report (Priorities)
9:30 - 10:30 Current Basket Items Conversation/Suggestions
10:30 - 10:45 Break
10:45 - 12:00 Current Basket Items/Rating/Ranking to Prioritize
12:00 - 12:30 Lunch
12:30 - 2:30 Question: "How do we unite and move forward as a Board to make sure these priorities are realized?"

We used to discuss the Code of Conduct.  It appears, we will address only the question listed at the end of the agenda.  However, that is the "stickiest" point for me in the Code of Conduct.

I welcome your input and your attendance.

Transparency, New Leadership, Code of Conduct, USBA

Welcome to 2013!  For two years, I have had the privilege of serving you on the Alpine School Board.  I want to thank you for your trust, your input, and your involvement.  I have never believed I had all the answers, but I believe you can help guide us and direct us to become even better than we currently are.

I would like to give you some information on a few things for the start of the New Year and ask for your feedback. 

State School Board
As part of my desire to be "information-rich", I plan on keeping you updated on the actions of the State School Board, since they have considerable power and most of us aren't aware of what they even do.  (I know I wasn't.)  In short, they dictate the minimum standards, graduation requirements, and number of school days/hours required by every public school in the state.  They maintain a committee to review/approve educational materials for use in the schools.  This year, the State School Board will be addressing standards for Social Studies and Science, as well as working through any new state testing issues in preparation for the new Common Core tests in 2014-15.  The State Board holds public board meetings on the first Friday of every month.  The meetings are live-streamed on their website: http://www.schools.utah.gov/board/Meetings.aspx  The audio of all their meetings, as well as their minutes, are available a few days after the meetings take place.  I have found the minutes and the audio to be quite informative. 

Code of Conduct
On Jan. 30, the Board will be discussing our Code of Conduct.  When I first came onto the Board, I was told the most important thing for me to learn and follow was this Code of Conduct.  The Board hasn't formally voted on it, but every year in January, we review it and make changes.  At one of the first Utah School Boards Association (USBA) meetings I attended, drawing up a Code of Conduct was discussed and encouraged.  One of the board members (not on our board) suggested a Code of Conduct would be important, "since there are now infiltrators among us."  I found that comment very insightful.  To my knowledge every board member in this state has been elected or appointed consistent with state law.  So, the concept of an "infiltrator" is more of an ideological infiltrator and not an actual infiltrator.  I want to make sure that our Code of Conduct is consistent with allowing the disparate voices in our community to be heard and represented on the board.  I want to make sure you are well-informed and able to see the workings of your School Board.  Since you are the ones who are, ultimately, supposed to be in control of public education in this district, I would appreciate your feedback on our Code of Conduct.  

New Leadership and Transparency

"You have to be prepared to make those decisions in view of the public ... and while it may be uncomfortable for certain members and maybe it would be easier to do it in a secret session, expediency and comfort are not the prime values served by the Open Meetings Act. Transparency and accountability are." --Salt Lake City Attorney Jeff Hunt

The above quote comes from a Salt Lake Tribune article about the Utah State School Board's recent Leadership election. They used secret ballots in a Open Public Meeting that may have violated Utah law (the Open Meetings Act). I found it interesting for two reasons, and I'd like to share them with you.

First, on Tuesday, Jan. 8, 2013, our board will also elect new Board Leadership.  The President and Vice-President have no more voting authority, but they do set the agendas, preside at the meetings, sign all legal documents, maintain our Code of Conduct (see above) and represent the Board to the media. 

Our Alpine School Board Handbook says the "Board President:

• Represents the Board of Education
• Facilitates and protects Board processes
• Responsible [sic] for Board professional development
• Understand [sic], support, promote and teach the MVVG [Mission, Vision, Values, and Goals] of the District"

Our process for selecting our leadership began last month in a Closed Meeting.  Because character and competency of personnel are legal topics for Closed Meetings, we discussed, as per our Board Handbook, the character and competence of those board members who were interested in serving as President and Vice-President for the next two years.  It is assumed this process might involve sensitive issues.  All things allowed in a Closed Meeting, legally, can be discussed in an Open Meeting, but, in some situations, like personnel or security devices, it would be wise if they were not made public.  Closed Meetings are not required by law, but they are permitted.  On the 8th, motions will be made for President and Vice-President, discussion will ensue, and votes will be taken.  Our process, unlike the State School Board, will be done by voice vote, and every board member will be accountable for his or her vote.

Second, the Trib article spends considerable space discussing transparency.  Everyone talks about transparency, but it is something you have to constantly emphasize.  The article says, "voting by secret ballot can help members vote more freely without fear of hurting fellow board members."  While I can appreciate the desire to spare fellow board members hurt feelings, it is important for public officials to conduct as much business out in the open as possible.  The more we are in the public view, the greater the opportunity for the public to feel comfortable that things really are what they seem.  If there is a tendency to go "behind closed doors", it shuts out the public and creates a level of mistrust, whether justified or not.  Every year, each board member must take a class on the Open Meetings Act and be accountable for it.  We are responsible for following that law and allowing you into our proceedings.  If we truly believe this is "a government of the people, by the people, and for the people", we must not shut "the people" out of the process.  I hope the State School Board will redo their vote, despite the potential hurt feelings, to be fully transparent and accountable to the people they serve.  I am glad that our board vote will be Open and Transparent, and I invite you to attend.

USBA Convention
Finally, Jan. 10 -12, I will attend the Utah School Boards Association Annual Convention in Salt Lake City.  Our membership dues and expenses for the conference are paid for by the taxpayers.  For the third year, I will not be staying on-site, but will commute to the conference daily.  (Board Policy allows for one in-state conference and one out-of-state conference/year for all board members.)  Since this is funded by taxpayer money, I will be reporting on the information received.  USBA leadership will be elected at the Convention, and our board will elect a delegate for the purposes of determining positions on upcoming legislation and the overall direction of the USBA.  The USBA, along with the Utah Business Administrators' Association and the Utah Superintendents' Association collaborate on education-related bills before the Utah Legislature and vote on whether to support, stay neutral, or oppose legislation.  This vote takes place weekly during the legislative session.  Only delegates are able to vote; although, any board member may participate in the discussion.  I will send you links to the education bills as I receive them.  The Legislature meets for 45 days from mid-January till the beginning of March.

AGENDA: Jan. 8, 2013
6:00 pm (NOTE: No Study Session will be held)

PLEDGE OF ALLEGIANCE

REVERENCE

OATH OF OFFICE FOR NEWLY-ELECTED BOARD MEMBERS

ELECTION OF BOARD PRESIDENT

ELECTION OF BOARD VICE PRESIDENT

RECOGNITIONS

COMMUNITY COMMENTS

MINUTES

CLAIMS FOR DECEMBER

ROUTINE BUSINESS

1. Budget Report

2. Personnel Reports

3. Alpine Foundation Report

4. Student Releases – BA, BA, MA, HB, JC, SF, MH, JH, JJ, BR, CS, NT, BW

5. Student Expulsion – AW

 

6. Investment Report

ACTION ITEM

1. Proposed Name for the New Middle School in Eagle Mountain

REPORT

1. Membership Report

BOARD MEMBERS’ AND SUPERINTENDENT’S INFORMATION ITEMS

CLOSED SESSION

ADJOURNMENT

2012 Year End Post

Note: Audio for the board meetings can be downloaded at the bottom of each of the following links.

Nov. 13, 2012: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1297
Nov. 27, 2012: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1312
Dec. 11, 2102: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1314

I want to thank Board Members, Mark Clement and Terry Peterson for their service.  I will miss our discussions.  I wish them the best in their future endeavors!

Welcome to our two new board members who will be sworn in this January, Scott Carlson and Brian Halliday. I look forward to working with you both.

Board Leadership and Code of Conduct
During the January 8 Board Meeting, our newly-elected board members will be sworn in. We will also select a new Board President and Vice President. I was told the Board President is responsible for upholding our Code of Conduct. I would recommend that everyone read the Code of Conduct here. You can read the official About the Board from our website here. Every January, we review the Code of Conduct.  I would like to bring your input to our discussion.  Please feel free to email or Facebook message me with your suggestions and thoughts.

Here is a quick overview of November and December.

November:
Space Center
Probably the biggest issue in November was the Space Center.  So many people showed up at the Board Meeting to show their support for the Space Center.  It was great to see that level of public involvement.  A committee has been established to explore options and to make recommendations to the Board.  Right now, they plan on presenting options in February.  For my part, I am very supportive of the Space Center. (My kids would be very disappointed were I not.)  I want to continue the simulators and the current experience in whatever way makes the most sense.  If there is a cost-effective way to get part of the Space Center back up and in operation, I am supportive.

Also, during the public comments, Robin Allred took the time to support the idea of incorporating families into our district values. (Thanks, Robin!)

CAFR
We accepted the CAFR (Comprehensive Annual Financial Report) which is a required document detailing the financials for the district for 2011-12.  The auditors gave us a clean bill of health.  There are some very interesting pieces of information, especially toward the end of the report, e.g. salary schedules, amount spent per student, number of employees, tax rates over time, etc.  You can view it here: http://alpineschools.org/accounting/cafr/2012-cafr-audit-services-provided

Closed Schools
The following schools will be closed for 2013-14.  Note: Lone Peak HS is not on this list.  I mentioned concerns that have been raised about Lone Peak.  The principal says they may have room for only 30 more students.  I have been told principals can limit those who want to attend from "out of area" when there are reasons such as limited space and/or teachers.  I will follow this closely.

Fox Hollow Elementary – Due to the capacity of the school.

Freedom Elementary – Due to the capacity of the school.

 

Hidden Hollow Elementary – Due to the capacity of the school.

 

Meadow Elementary – Due to the capacity of the school.

Pony Express Elementary – Due to the capacity of the school.

Snow Springs Elementary – Due to the capacity of the school.

American Fork Junior High – Closed to out-of-area students with the exception of students who will attend American Fork High School. These students would still be required to apply for an out-of-area exception through Student Services during the open enrollment window.

Lakeridge Junior High – To continue educational offerings.

 

Vista Heights Middle School – To help equalize boundaries with the new school.

 

New Eagle Mountain Middle School – New school

Enrollment Projections
Our district has a great track record on enrollment projections.  The latest projections were discussed, as well as what additional schools might need to be constructed and when.  This information can be viewed here: http://alpineschools.org/administration/enrollment-history-projections/2012-13-enrollment-history-projections
These projections are used to make recommendations about bonding and building.  For those of you concerned about bonding, this is the time to start thinking about alternatives.  We will need to accommodate these projections, unless something drastic occurs.  Please take the time to review this information and give me feedback.

Eagle Mountain Elementary School
Property was purchased in Eagle Mountain for a new elementary school, planned as part of the bond projects.

Utah Consolidated Application
Every year the district has to fill out this application for the state.  It provides our accountability for certain programs that come with strings, both Federal and State, e.g. Special Ed, Optional Extended-Day Kindergarten, etc.  From my perspective, it is a lot of hoop-jumping, and many of the options are for ways that allow children to spend more time in school and less time at home.  (I will refrain from editorializing.)  There are about 40 different funding sources, most of which come from the state.  As mentioned, in order to get the funding, you have to show your compliance with the "strings".  I would prefer to have the state just give the local districts a lump sum and let us divvy it up as we see fit.  (Pipe dream, I know.)

December:
Graduation Requirements Policy
The State Board sets the minimum graduation requirements.  Alpine School District has placed additional requirements on our graduating students.  The policy has been changed to reflect two different kids of diplomas: a basic and a traditional.  A Basic diploma (e.g. Fast Track) will be offered with 24 credit hours.  All the required courses (3 English, etc) must still be earned.  However, students can graduate with fewer electives, if they choose.  A Traditional diploma requires 28 credit hours to obtain.  A few interesting things.
1) Students with an IEP can earn a traditional diploma with those 28 credit hours, and whatever course accommodations needed to made in accordance with the IEP. 
2) There are also 2 certificates offered to special ed students who do not qualify for the traditional diploma. 
3) A student who successfully completes Calculus has met the math requirements regardless of number of math credit hours earned.  However, that student would have to still meet the 24 or 28 credit hours by taking electives instead of math.
4) The SEOP has been changed, by the State Office, to a CCR (College and Career-readiness) Plan.  The policy stipulates that each student will have one.  I tried to get clarification on whether a parent can opt their student out of the CCR Plan.  I was told each counselor will be following the student to make sure they are on track for graduation.  There are additional pieces of information, such as career testing, that are optional, since they would fall under the Utah FERPA (privacy) law.  Any private information, likes, dislikes, family circumstances, etc. all require written permission from a parent. 

The policy can be viewed here: http://205.118.9.15/cgi-bin/WebObjects/eAgenda.woa/files/MTM1NTM3MjAyODQzOC9BbHBpbmVBZ2VuZGEvMTMxNC8zNzUxL0ZpbGVz/graduationpolicy-1.pdf

School Calendar Update
The school year for 2013-14 will start on Tuesday, Aug. 20 instead of Thursday, Aug. 22, so teachers can have two full professional development days, instead of the current minimal days.  (Yea! Not a fan of the minimal days, personally.)


Wishing you all a Merry Christmas and a Happy New Year!