From the BCCT
Council backs plan to revitalize downtown
Forty-two percent of all residential properties in the borough are rentals.
By DANNY ADLER
A common theme in Morrisville’s new comprehensive plan is to revitalize the borough’s downtown and make it a focus of future economic development efforts.
The 156-page plan, which gained unanimous support from the borough council last week, also addresses housing issues in Morrisville, where 42 percent of all residential properties are rentals.
The plan was created by the borough and Bucks County planning commissions and serves as a policy guide to decisions regarding the town’s physical development. It makes dozens of recommendations.
“We’re trying to enhance the borough,” said council President Nancy Sherlock. However, she later added, the problem is that there isn’t a lot of room to build in Morrisville.
Councilwoman Jane Burger said many of the goals in the plan can be achieved “but not quickly.”
“All of these things probably won’t happen in 10 years, but we need to keep working toward that,” she said. “It’s a guideline. If you were doing a painting, I’d describe the comprehensive plan as the background. … It takes time.”
The plan says the borough can increase its tax base by attracting non-residential development. One such area to develop, the plan says, is south of Bridge Street between Pennsylvania Avenue and the Delaware Canal, which could serve as an extension to the downtown business district.
It also asks Morrisville officials to adopt form-based zoning that can control the design of the borough’s downtown. Form-based zoning codes, according to the Form-Based Codes Institute’s Web site, “address the relationship between building facades and the public realm, the form and mass of buildings in relation to one another, and the scale and types of streets and blocks,” with less of a focus on land use.
As far as housing is concerned, the plan recommends Morrisville look at sources of funding for housing rehabilitation and explore creating a program to turn duplexes and other rental conversions back to single family, owner-occupied housing.
Sherlock said the borough has been taking some steps to revert rentals back to owner occupancy; when a house sells, it reverts back to single-family home ownership.
So many rental units increase transience and absentee landlords who “only care about the rent check,” Burger said.
Some other recommendations in the plan: develop community greening and gardening programs; update the borough’s 1999 open space plan; market the borough as a historic and an affordable town; establish a shade tree commission; require all new developments to plant trees along streets; designate a historic district; work with the Delaware River Joint Toll Bridge Commission to implement solutions to congestion problems.
Tuesday, September 23, 2008
"We’re Playing Games With People’s Lives"
From the Milwaukee Journal Sentinel. MPS has had their share of bad news, and now the school board is ready to cut and run. With $700,000,000,000 ready to bail out the bankers, who would notice another $100 billion for the schools?
Wouldn't that be a great idea? Instead of saddling future generations with debt that paid for salaries and perks and lunches, at least in this case it would be an investment in the future.
Sorry. There's no white knights here in this story. It's just another story where people in power play with people lives just because they can.
Nobody’s waiting to bail MPS out
Posted: Sept. 20, 2008
Eugene Kane
In a week when America’s financial markets experienced a meltdown, perhaps it shouldn’t have been that surprising to learn Milwaukee Public Schools was also apparently in dire financial straits.
Last week, a shake-up of major Wall Street firms sent shock waves through the stock market. The federal government announced a risky, multibillion-dollar bailout of endangered institutions amid concerns about the worst financial crisis in decades. With all that turmoil afoot, it was almost anticlimactic to learn the School Board had voted to look into ways to dissolve the public school system because of increasing financial problems.
Yes, that’s right; dissolve it.
Most folks knew things were bad at MPS; nobody suspected it was that bad. At least one board member, Michael Bonds, still isn’t convinced.
“I was outraged,” said Bonds, who left the room shortly after a 6-3 vote by MPS board members to consider options for dissolving the state’s largest school district. “Yes, that’s why I left the room.”
Bonds said he understood the daunting budget considerations that led to the vote. But as a new board member, he’s been encouraged by positive developments at MPS, such as restoring driver education courses, music and art curricula and other measures to address the poverty of some MPS students.
Instead of passing such a controversial resolution, he thought the board should have concentrated more on resolving budget problems.
“I think it was one of the most disgusting and cowardly acts I’ve ever seen,” he said during an interview. He noted that talks about dissolving MPS essentially meant discussing the future of more than 80,000 students and 13,000 district employees.
“It’s like we’re playing games with people’s lives,” he said.
Bonds, a university professor elected to the board in 2007 on a reform ticket, was skeptical anyone had really thought the measure through.
“What are we going to put in its place?” he asked rhetorically.
It’s comforting to know that Bonds didn’t agree with the high-stakes game of chicken that other board members and MPS Superintendent William Andrekopoulos appear to be playing with the public and legislators.
Frankly, even though local governments have taken over the schools in some cities, the results have been mixed. At least in New Orleans, they had a good reason: Hurricane Katrina.
In Milwaukee, the only natural disaster seems to be the failure of some local politicians and bureaucrats to deal with increasing costs and declining aid from the state to finance the state’s largest education system for the most at-risk minority students in Wisconsin. Even with all that, Bonds insists the district wasn’t at a crisis point yet.
“After all, we’re not talking bankruptcy,” he said.
There’s been talk of the City of Milwaukee taking over MPS, but Bonds thinks Mayor Tom Barrett isn’t serious about such plans. He also doubts if the city’s financial situation would be that much better.
“The city has its own problems,” he said.
There’s also some doubt whether the School Board can even dissolve the system on its own. According to state officials, the Legislature would have to get involved.
It makes you wonder if the School Board’s vote was nothing more than an attention-getting gimmick that caused unnecessary anxiety in some households. Bonds said “it’s already caused a panic” among some constituents he’s heard from.
Like others in town, Bonds worries that the amount of money spent on the school choice program in Milwaukee contributes to the district’s woes. He’s also concerned about political interference by members of the business community who strongly support more school choice and have ties to various School Board members.
That’s why he’s not willing to discount talk of dissolving MPS as just a scare tactic to get a solution for current budget problems.
“I have colleagues (on the board) who would love to see it,” he said. “There are lots of people in town who want control over our budget.”
It’s disheartening to realize the School Board has either decided to govern through fear by alarming parents, students and employees, or is seriously thinking about blowing up MPS in favor of something yet to be determined.
It’s time to consider innovative changes, renewed strategies for success and alternative funding sources for MPS, but dissolving the school district doesn’t seem like a good solution for thousands of students who depend on a stable educational system.
Unlike on Wall Street, if it fails, there will likely be nobody waiting to bail them out.
Wouldn't that be a great idea? Instead of saddling future generations with debt that paid for salaries and perks and lunches, at least in this case it would be an investment in the future.
Sorry. There's no white knights here in this story. It's just another story where people in power play with people lives just because they can.
Nobody’s waiting to bail MPS out
Posted: Sept. 20, 2008
Eugene Kane
In a week when America’s financial markets experienced a meltdown, perhaps it shouldn’t have been that surprising to learn Milwaukee Public Schools was also apparently in dire financial straits.
Last week, a shake-up of major Wall Street firms sent shock waves through the stock market. The federal government announced a risky, multibillion-dollar bailout of endangered institutions amid concerns about the worst financial crisis in decades. With all that turmoil afoot, it was almost anticlimactic to learn the School Board had voted to look into ways to dissolve the public school system because of increasing financial problems.
Yes, that’s right; dissolve it.
Most folks knew things were bad at MPS; nobody suspected it was that bad. At least one board member, Michael Bonds, still isn’t convinced.
“I was outraged,” said Bonds, who left the room shortly after a 6-3 vote by MPS board members to consider options for dissolving the state’s largest school district. “Yes, that’s why I left the room.”
Bonds said he understood the daunting budget considerations that led to the vote. But as a new board member, he’s been encouraged by positive developments at MPS, such as restoring driver education courses, music and art curricula and other measures to address the poverty of some MPS students.
Instead of passing such a controversial resolution, he thought the board should have concentrated more on resolving budget problems.
“I think it was one of the most disgusting and cowardly acts I’ve ever seen,” he said during an interview. He noted that talks about dissolving MPS essentially meant discussing the future of more than 80,000 students and 13,000 district employees.
“It’s like we’re playing games with people’s lives,” he said.
Bonds, a university professor elected to the board in 2007 on a reform ticket, was skeptical anyone had really thought the measure through.
“What are we going to put in its place?” he asked rhetorically.
It’s comforting to know that Bonds didn’t agree with the high-stakes game of chicken that other board members and MPS Superintendent William Andrekopoulos appear to be playing with the public and legislators.
Frankly, even though local governments have taken over the schools in some cities, the results have been mixed. At least in New Orleans, they had a good reason: Hurricane Katrina.
In Milwaukee, the only natural disaster seems to be the failure of some local politicians and bureaucrats to deal with increasing costs and declining aid from the state to finance the state’s largest education system for the most at-risk minority students in Wisconsin. Even with all that, Bonds insists the district wasn’t at a crisis point yet.
“After all, we’re not talking bankruptcy,” he said.
There’s been talk of the City of Milwaukee taking over MPS, but Bonds thinks Mayor Tom Barrett isn’t serious about such plans. He also doubts if the city’s financial situation would be that much better.
“The city has its own problems,” he said.
There’s also some doubt whether the School Board can even dissolve the system on its own. According to state officials, the Legislature would have to get involved.
It makes you wonder if the School Board’s vote was nothing more than an attention-getting gimmick that caused unnecessary anxiety in some households. Bonds said “it’s already caused a panic” among some constituents he’s heard from.
Like others in town, Bonds worries that the amount of money spent on the school choice program in Milwaukee contributes to the district’s woes. He’s also concerned about political interference by members of the business community who strongly support more school choice and have ties to various School Board members.
That’s why he’s not willing to discount talk of dissolving MPS as just a scare tactic to get a solution for current budget problems.
“I have colleagues (on the board) who would love to see it,” he said. “There are lots of people in town who want control over our budget.”
It’s disheartening to realize the School Board has either decided to govern through fear by alarming parents, students and employees, or is seriously thinking about blowing up MPS in favor of something yet to be determined.
It’s time to consider innovative changes, renewed strategies for success and alternative funding sources for MPS, but dissolving the school district doesn’t seem like a good solution for thousands of students who depend on a stable educational system.
Unlike on Wall Street, if it fails, there will likely be nobody waiting to bail them out.
2 Out of 3 Ain't Bad? Now It's 1 Out of 2.
From the Pittsburgh Post Gazette.
In these days of mega-bailouts for mega-stupid financial decisions, this seems almost, well, reasonable. Try hard and you'll get 50%.
It's sort of like, a participation trophy to real life. You get half credit for respiration and a body temperature.
Yeah. Anyone try that with their boss lately? How did that turn out?
Hey, Mr. Landlord! I can pay 50% of the rent. Wait...Why are you throwing my stuff out the window?
Eyebrows raised over city school policy that sets 50% as minimum score
1+1=3? In city schools, it's half right
Monday, September 22, 2008
By Joe Smydo, Pittsburgh Post-Gazette
Pittsburgh Public Schools officials say they want to give struggling children a chance, but the district is raising eyebrows with a policy that sets 50 percent as the minimum score a student can receive for assignments, tests and other work.
The district and teachers union last week issued a joint memo to ensure staff members' compliance with the policy, which was already on the books but enforced only at some schools. Pittsburgh Federation of Teachers President John Tarka said the policy is several years old.
While some districts use "F" as a failing grade, the city uses an "E."
"The 'E' is to be recorded no lower than a 50 percent, regardless of the actual percent earned. For example, if the student earns a 20 percent on a class assignment, the grade is recorded as a 50 percent," said the memo from Jerri Lippert, the district's executive director of curriculum, instruction and professional development, and Mary VanHorn, a PFT vice president.
In each subject, a student's percentage scores on tests and other work are averaged into a grade for each of the four marking periods. Percentages for marking periods later are averaged into semester and year-end grades.
A student receives an "A" for scores ranging from 100 percent to 90 percent, a "B" for scores ranging from 89 percent to 80 percent, a "C" for scores ranging from 79 percent to 70 percent, a "D" for scores ranging from 69 percent to 60 percent and an "E" for scores ranging from 59 percent to the cutoff, 50 percent.
The district and union insist the policy still holds students accountable for performance.
"A failing grade is a failing grade," district spokeswoman Ebony Pugh said.
At the same time, they said, the 50 percent minimum gives children a chance to catch up and a reason to keep trying. If a student gets a 20 percent in a class for the first marking period, Ms. Pugh said, he or she would need a 100 percent during the second marking period just to squeak through the semester.
"We want to create situations where students can recover and not give up," she said, adding a sense of helplessness can lead to behavior and attendance problems.
"It's not grade inflation. We're not saying, 'Give people passing grades,' " Ms. Pugh said.
But the policy strikes some teachers and parents as rewarding bad work and at odds with the district's "Excellence for All" improvement campaign.
"Clearly, some people will not be pleased with this policy," Mr. Tarka said. But he added, "We stand by that decision."
Judy Leonardi, a Stanton Heights resident and retired district home economics teacher, said she objected to the notion that a student could "walk in the door, breathe the air and get 50 percent for that."
"I don't think it sets kids up properly for college, for competition in life," she said.
To Ms. Leonardi, a 20 percent score means a student isn't trying or needs more help with the material. Automatically putting 50 percent in the grade book, she said, doesn't help the student in either case.
"To me, it's morally wrong," she said.
Ms. Leonardi worries that the policy could cause high-performing students to goof off from time to time, safe in the knowledge that they wouldn't have to bounce back from anything lower than a 50 percent.
And she said one teacher she knows already worries about how awkward it will look when a student correctly answers three of 10 questions on a math quiz -- and gets a 50 percent.
The state Department of Education doesn't regulate grading scales, and schools and districts across the state use various models. Districts nationwide have debated use of a 50 percent minimum.
Northside Urban Pathways, a Downtown charter school, gives students zero credit for any work below a "C." Linda Clautti, chief executive officer, said that approach complements the school's college-preparatory mission.
"I have not had any complaints. We do parent surveys every year," Ms. Clautti said.
In a recent article in Harvard Educational Review, Freedom Area School District Superintendent Ron Sofo recounted an experimental program that he said helped to dramatically raise the math scores of struggling sixth-graders. Among other features, the program included "A, B, Not Yet" grading, in which students were required to redo work until it merited an A or B.
Some Freedom Area teachers opposed the special grading scale, calling it coddling of bad students, Dr. Sofo said.
In suburban Philadelphia, a Bensalem School District task force on testing and grading has recommended that 50 percent be the minimum score a student receive.
Superintendent James Lombardo said he's in favor of implementing the idea, partly as a fairness issue. He noted that a failing grade carries far more mathematical weight than any other grade if the "E" or "F" has a range of zero to 59 percent.
"I guess I laud the Pittsburgh district for recognizing some of the foibles of our numerical system," he said, adding low percentage scores sometimes are given to students because of their attitude or work ethic, rather than their level of accomplishment.
Asked whether she agreed with the 50 percent minimum, Regina Holley, principal of Pittsburgh Lincoln K-8 and president of the Pittsburgh Administrators Association, said: "Well, that's the board's policy, and that's what we have to use."
She said teachers and principals should take other steps to give parents a clearer picture of how their children are performing in class.
"Our school provides that to the parents in a conference. We provide it in a letter. We give it to the parents in a phone call," Dr. Holley said.
In these days of mega-bailouts for mega-stupid financial decisions, this seems almost, well, reasonable. Try hard and you'll get 50%.
It's sort of like, a participation trophy to real life. You get half credit for respiration and a body temperature.
Yeah. Anyone try that with their boss lately? How did that turn out?
Hey, Mr. Landlord! I can pay 50% of the rent. Wait...Why are you throwing my stuff out the window?
Eyebrows raised over city school policy that sets 50% as minimum score
1+1=3? In city schools, it's half right
Monday, September 22, 2008
By Joe Smydo, Pittsburgh Post-Gazette
Pittsburgh Public Schools officials say they want to give struggling children a chance, but the district is raising eyebrows with a policy that sets 50 percent as the minimum score a student can receive for assignments, tests and other work.
The district and teachers union last week issued a joint memo to ensure staff members' compliance with the policy, which was already on the books but enforced only at some schools. Pittsburgh Federation of Teachers President John Tarka said the policy is several years old.
While some districts use "F" as a failing grade, the city uses an "E."
"The 'E' is to be recorded no lower than a 50 percent, regardless of the actual percent earned. For example, if the student earns a 20 percent on a class assignment, the grade is recorded as a 50 percent," said the memo from Jerri Lippert, the district's executive director of curriculum, instruction and professional development, and Mary VanHorn, a PFT vice president.
In each subject, a student's percentage scores on tests and other work are averaged into a grade for each of the four marking periods. Percentages for marking periods later are averaged into semester and year-end grades.
A student receives an "A" for scores ranging from 100 percent to 90 percent, a "B" for scores ranging from 89 percent to 80 percent, a "C" for scores ranging from 79 percent to 70 percent, a "D" for scores ranging from 69 percent to 60 percent and an "E" for scores ranging from 59 percent to the cutoff, 50 percent.
The district and union insist the policy still holds students accountable for performance.
"A failing grade is a failing grade," district spokeswoman Ebony Pugh said.
At the same time, they said, the 50 percent minimum gives children a chance to catch up and a reason to keep trying. If a student gets a 20 percent in a class for the first marking period, Ms. Pugh said, he or she would need a 100 percent during the second marking period just to squeak through the semester.
"We want to create situations where students can recover and not give up," she said, adding a sense of helplessness can lead to behavior and attendance problems.
"It's not grade inflation. We're not saying, 'Give people passing grades,' " Ms. Pugh said.
But the policy strikes some teachers and parents as rewarding bad work and at odds with the district's "Excellence for All" improvement campaign.
"Clearly, some people will not be pleased with this policy," Mr. Tarka said. But he added, "We stand by that decision."
Judy Leonardi, a Stanton Heights resident and retired district home economics teacher, said she objected to the notion that a student could "walk in the door, breathe the air and get 50 percent for that."
"I don't think it sets kids up properly for college, for competition in life," she said.
To Ms. Leonardi, a 20 percent score means a student isn't trying or needs more help with the material. Automatically putting 50 percent in the grade book, she said, doesn't help the student in either case.
"To me, it's morally wrong," she said.
Ms. Leonardi worries that the policy could cause high-performing students to goof off from time to time, safe in the knowledge that they wouldn't have to bounce back from anything lower than a 50 percent.
And she said one teacher she knows already worries about how awkward it will look when a student correctly answers three of 10 questions on a math quiz -- and gets a 50 percent.
The state Department of Education doesn't regulate grading scales, and schools and districts across the state use various models. Districts nationwide have debated use of a 50 percent minimum.
Northside Urban Pathways, a Downtown charter school, gives students zero credit for any work below a "C." Linda Clautti, chief executive officer, said that approach complements the school's college-preparatory mission.
"I have not had any complaints. We do parent surveys every year," Ms. Clautti said.
In a recent article in Harvard Educational Review, Freedom Area School District Superintendent Ron Sofo recounted an experimental program that he said helped to dramatically raise the math scores of struggling sixth-graders. Among other features, the program included "A, B, Not Yet" grading, in which students were required to redo work until it merited an A or B.
Some Freedom Area teachers opposed the special grading scale, calling it coddling of bad students, Dr. Sofo said.
In suburban Philadelphia, a Bensalem School District task force on testing and grading has recommended that 50 percent be the minimum score a student receive.
Superintendent James Lombardo said he's in favor of implementing the idea, partly as a fairness issue. He noted that a failing grade carries far more mathematical weight than any other grade if the "E" or "F" has a range of zero to 59 percent.
"I guess I laud the Pittsburgh district for recognizing some of the foibles of our numerical system," he said, adding low percentage scores sometimes are given to students because of their attitude or work ethic, rather than their level of accomplishment.
Asked whether she agreed with the 50 percent minimum, Regina Holley, principal of Pittsburgh Lincoln K-8 and president of the Pittsburgh Administrators Association, said: "Well, that's the board's policy, and that's what we have to use."
She said teachers and principals should take other steps to give parents a clearer picture of how their children are performing in class.
"Our school provides that to the parents in a conference. We provide it in a letter. We give it to the parents in a phone call," Dr. Holley said.
Monday, September 22, 2008
How Would I Know?
From Epitome, a leadership blog, answering the question, "What Does a Leader Look Like?"
Leadership Attributes
How do we suitably define the role of leadership? We cannot. Like wisdom, truth, love, and life, leadership cannot be adequately defined in a library full of books. But what we do identify with, having been subject to good leadership, is the following eight (8) characteristics that surely speak volumes in the study of leadership:
1. Leaders ooze authenticity:
Good leaders are genuine and their integrity is beyond question. They lead in transparent what-you-see-is-what-you-get ways. They can’t be second-guessed because their thinking is based in the moment with the exact information at hand. They only deal covertly for the overall benefit of the team i.e. for instance, when a time calls for temporarily keeping one’s cards close to the chest.
2. Leaders conform:
This may appear to be wrong but it paradoxically isn’t. We might say, ‘Don’t leaders set the pace, not merely ‘following’?’ Uh-huh! Leaders work for organisations. Organisations have macro-objectives. Leaders must not only conform to organisation’s agenda, they must also believe in it; they’re active advocates for it. Now, there’s a selfless commitment required right there. Leaders who do not conform weaken organisations. True leaders don’t have a problem re-setting their priorities to align with the organisation’s provided their core values aren’t compromised.
3. Leaders are models (for safety, values etc):
Leaders are role models of the positive variety through and through. They’re examples that stand out to the casual observer and particularly to the impressionable. Integrity has already been mentioned, but good leaders know the effect they have on others and they appreciate the privilege of leadership; they don’t take their role of model to others lightly. They will staunchly model the best behaviours.
4. Providing context and alignment:
As the environment inevitably changes, the leader provides the necessary flux to assist in clarifying specific targets and goals. Whilst they elucidate the bigger picture and the ‘must do’s,’ they also identify clearly the smaller critical issues determining milestone success. And they do all this in a way that fits back into the organisation’s strategy lattice, as they always seek feedback from senior personnel in the organisation and persistently look for cues toward alignment and re-alignment.
5. Provide coaching and empowerment:
Leaders of note are great one-on-one, but not only that, they can influence individuals in the collective environment, embracing opportunities to provide feedback and encouragement. They don’t overdo supervision and they trust their charges. They genuinely value the ability for the team to diversify and delegation is a key tool in their kit. In this way again, like the captain of a successful sporting team, they’re selfless for the greater team gain. Their leadership cultivates more leadership and the acceptance of responsibility.
6. Leaders develop their team:
Going on from above, exceptional leaders know the value of team multiplicity. They don’t see the investment in people as a threat and they don’t become disconcerted when well-developed team members go on to better things; they simply wish them well, and have the ability to be genuinely thankful for their contributions. They know that other leaders also develop their people and they have faith that they too will certainly benefit directly from this. It’s a free exchange with no regret and everyone’s a winner.
7. Leaders communicate well and broadly:
Understanding is difficult to achieve and the outstanding leader is constantly wary of this; their communications are imprinted with care. They pitch their language, pace, tone, and media for the situation, and they also recognise the impact of broadening the message so everyone can benefit. They’re champions of promotion and feedback and in this way their courage and faith are continuously on display.
8. Leaders show empathy and care:
Finally, leaders are people who care for people. They have the ability to experience joy and sorrow at appropriate times in appropriate ways. For this reason they’re often popular and are ‘around’ things that people discuss. Team members of great leaders have no problem sharing their concerns, frustrations, and disappointments, as well as their successes.
Leadership is many things. Ultimately, I believe it’s inspirational and motivational or nothing at all.
Leadership Attributes
How do we suitably define the role of leadership? We cannot. Like wisdom, truth, love, and life, leadership cannot be adequately defined in a library full of books. But what we do identify with, having been subject to good leadership, is the following eight (8) characteristics that surely speak volumes in the study of leadership:
1. Leaders ooze authenticity:
Good leaders are genuine and their integrity is beyond question. They lead in transparent what-you-see-is-what-you-get ways. They can’t be second-guessed because their thinking is based in the moment with the exact information at hand. They only deal covertly for the overall benefit of the team i.e. for instance, when a time calls for temporarily keeping one’s cards close to the chest.
2. Leaders conform:
This may appear to be wrong but it paradoxically isn’t. We might say, ‘Don’t leaders set the pace, not merely ‘following’?’ Uh-huh! Leaders work for organisations. Organisations have macro-objectives. Leaders must not only conform to organisation’s agenda, they must also believe in it; they’re active advocates for it. Now, there’s a selfless commitment required right there. Leaders who do not conform weaken organisations. True leaders don’t have a problem re-setting their priorities to align with the organisation’s provided their core values aren’t compromised.
3. Leaders are models (for safety, values etc):
Leaders are role models of the positive variety through and through. They’re examples that stand out to the casual observer and particularly to the impressionable. Integrity has already been mentioned, but good leaders know the effect they have on others and they appreciate the privilege of leadership; they don’t take their role of model to others lightly. They will staunchly model the best behaviours.
4. Providing context and alignment:
As the environment inevitably changes, the leader provides the necessary flux to assist in clarifying specific targets and goals. Whilst they elucidate the bigger picture and the ‘must do’s,’ they also identify clearly the smaller critical issues determining milestone success. And they do all this in a way that fits back into the organisation’s strategy lattice, as they always seek feedback from senior personnel in the organisation and persistently look for cues toward alignment and re-alignment.
5. Provide coaching and empowerment:
Leaders of note are great one-on-one, but not only that, they can influence individuals in the collective environment, embracing opportunities to provide feedback and encouragement. They don’t overdo supervision and they trust their charges. They genuinely value the ability for the team to diversify and delegation is a key tool in their kit. In this way again, like the captain of a successful sporting team, they’re selfless for the greater team gain. Their leadership cultivates more leadership and the acceptance of responsibility.
6. Leaders develop their team:
Going on from above, exceptional leaders know the value of team multiplicity. They don’t see the investment in people as a threat and they don’t become disconcerted when well-developed team members go on to better things; they simply wish them well, and have the ability to be genuinely thankful for their contributions. They know that other leaders also develop their people and they have faith that they too will certainly benefit directly from this. It’s a free exchange with no regret and everyone’s a winner.
7. Leaders communicate well and broadly:
Understanding is difficult to achieve and the outstanding leader is constantly wary of this; their communications are imprinted with care. They pitch their language, pace, tone, and media for the situation, and they also recognise the impact of broadening the message so everyone can benefit. They’re champions of promotion and feedback and in this way their courage and faith are continuously on display.
8. Leaders show empathy and care:
Finally, leaders are people who care for people. They have the ability to experience joy and sorrow at appropriate times in appropriate ways. For this reason they’re often popular and are ‘around’ things that people discuss. Team members of great leaders have no problem sharing their concerns, frustrations, and disappointments, as well as their successes.
Leadership is many things. Ultimately, I believe it’s inspirational and motivational or nothing at all.
Education Policy: Obama vs. McCain
From the Christian Science Monitor.
Schools: Obama stresses more investment, McCain parental choice
A growing chorus of business and education-reform advocates are hoping the next president will create a ‘Sputnik moment’ for education.
By Stacy Teicher Khadaroo | Staff writer / September 21, 2008 edition
Presidential candidates John McCain and Barack Obama offer different visions for how the federal government can help America’s students get ahead.
Senator McCain’s drumbeat is parental choice and empowerment – making it easier for students in substandard schools to take funding with them, whether to a tutoring company or another public or private school. Senator Obama’s thrust is strategic investment – more federal dollars to put good teachers into high-needs schools, increase charter-school options, and boost early childhood development to stave off achievement gaps.
But in an election dominated by economics, war, and a surprise vice presidential pick, such education issues resemble a kid in the back of the class, frantically waving for attention. Still, a growing chorus of business and education-reform advocates are on that kid’s side. They hope that whoever becomes the next president will help create the educational equivalent of the “Sputnik moment” – when America reached for the moon.
Whose vision will enter the Oval Office?
“The key difference is that Obama puts the emphasis on improving the public schools, working through the schools themselves, and McCain believes in outside pressures through the free market,” says Jack Jennings, president of the Center on Education Policy, a nonprofit research group in Washington that advocates for more-effective public schools.
While McCain has offered several policies to increase parental choice, such as an expansion of a voucher program in the District of Columbia, he has not put out a broad voucher proposal, senior policy adviser Douglas Holtz-Eakin says.
McCain energized the audience at the Republican National Convention when he emphasized standing up to entrenched interests in education, saying, “We need to shake up failed school bureaucracies with competition, … attract and reward good teachers, and help bad teachers find another line of work.” By contrast, Mr. Holtz-Eakin says, “Senator Obama’s not really taking on … the unions, the school boards, the entire hierarchy.”
Obama has been endorsed by the major teachers unions, as Democratic candidates typically are. But he prompted boos from union members this summer by embracing aspects of accountability that they traditionally oppose.
Obama’s plan, for instance, supports merit-pay plans, if developed in cooperation with teachers. In a speech on education this month in Dayton, Ohio, he said, “[We] need to give every child the assurance that they’ll have the teacher they need to be successful…. Teachers who are doing a poor job, they’ve got to get extra support, but if they don’t improve, then they have to be replaced.”
“[Obama] has really been a champion for investment in our kids … but at the same time pushing hard on accountability, on standards, on parental choice in a way that strengthens public education,” Jonathan Schnur, an adviser to Obama, said at the Aspen Institute’s recent national education summit in Washington.
One of Obama’s criticisms of the federal No Child Left Behind Act (NCLB) is that it has asked schools to achieve vastly more without delivering the resources promised when it passed with bipartisan support in 2001. His campaign criticizes McCain for planning to hold education spending even and just reallocate the dollars. Obama proposes to spend an additional $19 billion on his pre-K-12 proposals by using money from cuts in other parts of the federal budget.
Both candidates have called attention to the need for high-quality teaching, particularly in underperforming schools. McCain wants to give states incentives to recruit teachers from among the top 25 percent of college graduates. Obama’s education plan is longer and more detailed than McCain’s, including details on recruiting, training, and retaining teachers. One proposal would pay for teacher education for those willing to work four years in a hard-to-staff location or field, such as special education.
The two candidates also share a hesitancy to offer much detail about how they would handle the key education item come January: the long overdue reauthorization of NCLB. “They’re doing this dance of talking about education without talking about No Child Left Behind,” says Michael Petrilli, a vice president at the Thomas B. Fordham Institute, a research group in Washington that supports standards and school choice. “A lot of the country hates No Child Left Behind … and yet the principles within the law around accountability and transparency both candidates want to embrace, because they want to show they are reformers.”
Both campaigns have praised the goals of NCLB and suggested they would make changes to it, such as testing the individual gains of students rather than relying on group averages. But “the guts of it, test-based accountability, that’s likely to stay,” says Patrick McGuinn, a political scientist at Drew University in Madison, N.J.
The law has prompted splits within each party. Among Republicans, one camp wants to continue NCLB’s momentum, while another says control should be returned to states and local school districts. A key education adviser to McCain, former Arizona schools superintendent Lisa Graham Keegan, has said McCain will champion assessment and federal accountability. While education circles debate how to even out vastly different state standards, she said during last week’s Washington summit, “what would concern me is if we take our eye off the improvement of the kids in the classroom today. We’ve got data right now [showing low achievement].”
Among Democrats, teachers unions and civil rights groups are facing off over issues such as the law’s testing regimen. Obama has acknowledged both sides: “Don’t tell us that the only way to teach a child is to spend most of the year preparing him to fill in a few bubbles on a standardized test,” he said in Dayton. Yet his plan is not to throw out tests, but rather to help states develop broader assessments to measure skills such as problem-solving and scientific investigation.
A sample of Obama’s policy proposals:
K-12
• Double funding for quality charter schools.
• Invest in and improve teaching
• Require professional accreditation of teacher preparation programs.
• Expand mentoring for beginner teachers and give them a stipend during training in exchange for service in a high-needs district.
• Support districts that work with teachers to create compensation systems that recognize accomplishment in the classroom and leadership in hard-to-staff locations.
• $200 million in grants for longer school days or school years to assist students in need.
• Double funding for after-school 21st Century Learning Centers.
• Help create appropriate tests for students learning English and hold schools accountable for making sure they reach graduation.
Early education
• Expand tax credits so low-income families can receive up to 50 percent credit for child-care expenses.
• Grants to promote “zero to five” efforts focused on young children and parents, and to help states move toward voluntary universal preschool.
• Increase Head Start funding, quadruple the size of Early Head Start, and improve the quality of both.
Higher education
• Create an American Opportunity Tax Credit – a $4,000 tax credit per year for low- and moderate-income students to attend college for up to four years, in exchange for community service (those not earning enough to pay taxes would also qualify).
• Simplify the application for financial aid by allowing people to check a box on their tax return to determine aid eligibility.
• Community College Partnership Program to reward schools where more students graduate or transfer to four-year colleges.
A sample of McCain’s policy proposals
K-12
• Expand online learning.
• $500 million of current education funds would go toward building virtual schools.
• $250 million would support states to expand online offerings.
• $250 million would create “digital passport scholarships” to help low-income students do online courses or tutoring.
• Encourage alternative teacher certification and give states incentives to recruit teachers from the top 25 percent of their college class.
• Bonuses to teachers who locate in challenging settings and raise student achievement.
• In schools failing to meet federal standards, allow students to access tutoring more quickly. Tutoring providers certified by the federal government would be able to market directly to parents and be paid directly, rather than through the child’s school.
Early education
• Create Centers of Excellence in Head Start. One Head Start Center in each state would be chosen as a model and receive a grant to expand its reach and share best practices.
Higher education
• Simplify higher education tax benefits and federal financial aid so that more families understand their eligibility.
Schools: Obama stresses more investment, McCain parental choice
A growing chorus of business and education-reform advocates are hoping the next president will create a ‘Sputnik moment’ for education.
By Stacy Teicher Khadaroo | Staff writer / September 21, 2008 edition
Presidential candidates John McCain and Barack Obama offer different visions for how the federal government can help America’s students get ahead.
Senator McCain’s drumbeat is parental choice and empowerment – making it easier for students in substandard schools to take funding with them, whether to a tutoring company or another public or private school. Senator Obama’s thrust is strategic investment – more federal dollars to put good teachers into high-needs schools, increase charter-school options, and boost early childhood development to stave off achievement gaps.
But in an election dominated by economics, war, and a surprise vice presidential pick, such education issues resemble a kid in the back of the class, frantically waving for attention. Still, a growing chorus of business and education-reform advocates are on that kid’s side. They hope that whoever becomes the next president will help create the educational equivalent of the “Sputnik moment” – when America reached for the moon.
Whose vision will enter the Oval Office?
“The key difference is that Obama puts the emphasis on improving the public schools, working through the schools themselves, and McCain believes in outside pressures through the free market,” says Jack Jennings, president of the Center on Education Policy, a nonprofit research group in Washington that advocates for more-effective public schools.
While McCain has offered several policies to increase parental choice, such as an expansion of a voucher program in the District of Columbia, he has not put out a broad voucher proposal, senior policy adviser Douglas Holtz-Eakin says.
McCain energized the audience at the Republican National Convention when he emphasized standing up to entrenched interests in education, saying, “We need to shake up failed school bureaucracies with competition, … attract and reward good teachers, and help bad teachers find another line of work.” By contrast, Mr. Holtz-Eakin says, “Senator Obama’s not really taking on … the unions, the school boards, the entire hierarchy.”
Obama has been endorsed by the major teachers unions, as Democratic candidates typically are. But he prompted boos from union members this summer by embracing aspects of accountability that they traditionally oppose.
Obama’s plan, for instance, supports merit-pay plans, if developed in cooperation with teachers. In a speech on education this month in Dayton, Ohio, he said, “[We] need to give every child the assurance that they’ll have the teacher they need to be successful…. Teachers who are doing a poor job, they’ve got to get extra support, but if they don’t improve, then they have to be replaced.”
“[Obama] has really been a champion for investment in our kids … but at the same time pushing hard on accountability, on standards, on parental choice in a way that strengthens public education,” Jonathan Schnur, an adviser to Obama, said at the Aspen Institute’s recent national education summit in Washington.
One of Obama’s criticisms of the federal No Child Left Behind Act (NCLB) is that it has asked schools to achieve vastly more without delivering the resources promised when it passed with bipartisan support in 2001. His campaign criticizes McCain for planning to hold education spending even and just reallocate the dollars. Obama proposes to spend an additional $19 billion on his pre-K-12 proposals by using money from cuts in other parts of the federal budget.
Both candidates have called attention to the need for high-quality teaching, particularly in underperforming schools. McCain wants to give states incentives to recruit teachers from among the top 25 percent of college graduates. Obama’s education plan is longer and more detailed than McCain’s, including details on recruiting, training, and retaining teachers. One proposal would pay for teacher education for those willing to work four years in a hard-to-staff location or field, such as special education.
The two candidates also share a hesitancy to offer much detail about how they would handle the key education item come January: the long overdue reauthorization of NCLB. “They’re doing this dance of talking about education without talking about No Child Left Behind,” says Michael Petrilli, a vice president at the Thomas B. Fordham Institute, a research group in Washington that supports standards and school choice. “A lot of the country hates No Child Left Behind … and yet the principles within the law around accountability and transparency both candidates want to embrace, because they want to show they are reformers.”
Both campaigns have praised the goals of NCLB and suggested they would make changes to it, such as testing the individual gains of students rather than relying on group averages. But “the guts of it, test-based accountability, that’s likely to stay,” says Patrick McGuinn, a political scientist at Drew University in Madison, N.J.
The law has prompted splits within each party. Among Republicans, one camp wants to continue NCLB’s momentum, while another says control should be returned to states and local school districts. A key education adviser to McCain, former Arizona schools superintendent Lisa Graham Keegan, has said McCain will champion assessment and federal accountability. While education circles debate how to even out vastly different state standards, she said during last week’s Washington summit, “what would concern me is if we take our eye off the improvement of the kids in the classroom today. We’ve got data right now [showing low achievement].”
Among Democrats, teachers unions and civil rights groups are facing off over issues such as the law’s testing regimen. Obama has acknowledged both sides: “Don’t tell us that the only way to teach a child is to spend most of the year preparing him to fill in a few bubbles on a standardized test,” he said in Dayton. Yet his plan is not to throw out tests, but rather to help states develop broader assessments to measure skills such as problem-solving and scientific investigation.
A sample of Obama’s policy proposals:
K-12
• Double funding for quality charter schools.
• Invest in and improve teaching
• Require professional accreditation of teacher preparation programs.
• Expand mentoring for beginner teachers and give them a stipend during training in exchange for service in a high-needs district.
• Support districts that work with teachers to create compensation systems that recognize accomplishment in the classroom and leadership in hard-to-staff locations.
• $200 million in grants for longer school days or school years to assist students in need.
• Double funding for after-school 21st Century Learning Centers.
• Help create appropriate tests for students learning English and hold schools accountable for making sure they reach graduation.
Early education
• Expand tax credits so low-income families can receive up to 50 percent credit for child-care expenses.
• Grants to promote “zero to five” efforts focused on young children and parents, and to help states move toward voluntary universal preschool.
• Increase Head Start funding, quadruple the size of Early Head Start, and improve the quality of both.
Higher education
• Create an American Opportunity Tax Credit – a $4,000 tax credit per year for low- and moderate-income students to attend college for up to four years, in exchange for community service (those not earning enough to pay taxes would also qualify).
• Simplify the application for financial aid by allowing people to check a box on their tax return to determine aid eligibility.
• Community College Partnership Program to reward schools where more students graduate or transfer to four-year colleges.
A sample of McCain’s policy proposals
K-12
• Expand online learning.
• $500 million of current education funds would go toward building virtual schools.
• $250 million would support states to expand online offerings.
• $250 million would create “digital passport scholarships” to help low-income students do online courses or tutoring.
• Encourage alternative teacher certification and give states incentives to recruit teachers from the top 25 percent of their college class.
• Bonuses to teachers who locate in challenging settings and raise student achievement.
• In schools failing to meet federal standards, allow students to access tutoring more quickly. Tutoring providers certified by the federal government would be able to market directly to parents and be paid directly, rather than through the child’s school.
Early education
• Create Centers of Excellence in Head Start. One Head Start Center in each state would be chosen as a model and receive a grant to expand its reach and share best practices.
Higher education
• Simplify higher education tax benefits and federal financial aid so that more families understand their eligibility.
Sunday, September 21, 2008
Pennsylvania Teacher Strikes: Not Going Away
From leighvalleylive.com
Pennsbury's contract is up next year. Was the strike the last time worth it?
Morrisville's is up in a few years. Is there anyone who thinks the teachers would willingly go along with the Emperor's farm plan? Think about this last line from the article, "...historically PSEA is a very active association that bargains hard with school boards..." Would you willingly sign a contract that eliminated the jobs of more than one third of your co-workers?
Teacher strikes likely to stay in Pennsylvania
Little appetite in Harrisburg for changing law. State among few that allows walkouts.
Sunday, September 21, 2008
By SARA K. SATULLO
The Express-Times
Every time a Pennsylvania school district goes on strike, Harrisburg takes notice.
Eyes are on the Saucon Valley School District this month as its more than 180 teachers head into their second week of picketing -- exercising a right enjoyed by teachers in only 12 other states.
But it is doubtful the renewed attention will result in any major overhauls to Act 88, the 16-year-old law that governs teachers' strikes. Pennsylvania is a union state where collective bargaining is often considered an ingrained right.
"Historically, there's been no appetite on the part of the Legislature -- Republicans or Democrats -- or any governor to take away the right to strike," said former state Rep. Ron Cowell, who is now president of The Education Policy and Leadership Center, a nonpartisan, nonprofit organization.
Lawmakers sound off
While there isn't support among Lehigh Valley state lawmakers to ban strikes outright or change the law, many warned that shifts in public opinion force change.
State Rep. Karen Beyer, R-Lehigh/Northampton, a district resident and former school board president, calls herself a champion for teachers and education. But she says the strike leaves her scratching her head since the 4.7 percent salary raise offer is so generous.
"Saucon Valley teachers are making it increasingly difficult for legislators who have been supportive of their ability to strike to continue to be supportive," Beyer said.
State Rep. Doug Reichley, R-Lehigh, is looking at modifying bargaining with secret ballots for teacher strike votes and presentations of offers to a quorum of teachers before a strike vote.
The Pennsylvania State Education Association opposes revising Act 88, although it admits it has its flaws.
"We just think there is the potential to make it worse," PSEA spokesman Wythe Keever said. "We think striking should be a last option but we think it should be a legal last option."
One of the hottest issues on the bargaining table leading to recent strikes has been health insurance contributions.
On Monday, the state House is expected to consider creating a commission that would look at putting all public school employees into a state benefits program, something the PSEA supports.
When unions resist making health insurance contributions, as most taxpayers do, they often lose public support if negotiation details are released, says the Pennsylvania School Board Association.
"(Employee contributions) are happening in every other place of employment, so it just seems very equitable to the public," said PSBA director of school personnel services Tom Templeton. "That is the constant drum beat."
Teachers' strike history
Nationally, teachers' strikes are less than half a century old; the first one took place in New York City in 1960. Pennsylvania teachers earned the right to strike in 1970. New Jersey teachers aren't allowed to strike.
From 1970 to 1991, Pennsylvania saw 775 strikes, according to the PSBA, many of which happened with little notice and for long periods. Act 88 was passed in 1992 in an attempt to preserve the right to strike with limits. Under the act, teachers unions must give 48 hours notice of a strike, and it spells out deadlines if the two sides aren't voluntarily negotiating.
It also gives the state power to step in if the strike is jeopardizing the 180-day school year ending June 30.
Saucon Valley teachers may strike until Oct. 17, when they must enter nonbinding arbitration, according to the law. If either side rejects the arbitrator's recommendation, they can strike again until they hit the point they jeopardize the 180-day calendar.
In the years since Act 88, rumblings about revamping it or even banning strikes have been frequent in Harrisburg, politicians and education officials say. But few gain momentum, Cowell said.
Despite the passage of Act 88, Pennsylvania is still the leader among states that allow teachers to strike.
From 2000 to 2007, 137 strikes occurred, 82 of which were in Pennsylvania, according to a 2007 Allegheny Institute for Public Policy study of teacher strikes. The institute is a nonprofit, nonpartisan education research group.
Those numbers can be misleading, warned Keever, the PSEA spokesman. Hawaii has the right to strike but it is one statewide district. Pennsylvania has 600-plus local districts, with about 200 bargaining each year and an average of 10 strikes a year, he said.
The state school board association acknowledges since 1992 there's been a measurable decline in teachers' strikes.
But historically PSEA is a very active association that bargains hard with school boards, which are trying to balance the needs of employees, taxpayers and students.
"All of that mixed together can still cause work stoppages," Templeton said.
Pennsbury's contract is up next year. Was the strike the last time worth it?
Morrisville's is up in a few years. Is there anyone who thinks the teachers would willingly go along with the Emperor's farm plan? Think about this last line from the article, "...historically PSEA is a very active association that bargains hard with school boards..." Would you willingly sign a contract that eliminated the jobs of more than one third of your co-workers?
Teacher strikes likely to stay in Pennsylvania
Little appetite in Harrisburg for changing law. State among few that allows walkouts.
Sunday, September 21, 2008
By SARA K. SATULLO
The Express-Times
Every time a Pennsylvania school district goes on strike, Harrisburg takes notice.
Eyes are on the Saucon Valley School District this month as its more than 180 teachers head into their second week of picketing -- exercising a right enjoyed by teachers in only 12 other states.
But it is doubtful the renewed attention will result in any major overhauls to Act 88, the 16-year-old law that governs teachers' strikes. Pennsylvania is a union state where collective bargaining is often considered an ingrained right.
"Historically, there's been no appetite on the part of the Legislature -- Republicans or Democrats -- or any governor to take away the right to strike," said former state Rep. Ron Cowell, who is now president of The Education Policy and Leadership Center, a nonpartisan, nonprofit organization.
Lawmakers sound off
While there isn't support among Lehigh Valley state lawmakers to ban strikes outright or change the law, many warned that shifts in public opinion force change.
State Rep. Karen Beyer, R-Lehigh/Northampton, a district resident and former school board president, calls herself a champion for teachers and education. But she says the strike leaves her scratching her head since the 4.7 percent salary raise offer is so generous.
"Saucon Valley teachers are making it increasingly difficult for legislators who have been supportive of their ability to strike to continue to be supportive," Beyer said.
State Rep. Doug Reichley, R-Lehigh, is looking at modifying bargaining with secret ballots for teacher strike votes and presentations of offers to a quorum of teachers before a strike vote.
The Pennsylvania State Education Association opposes revising Act 88, although it admits it has its flaws.
"We just think there is the potential to make it worse," PSEA spokesman Wythe Keever said. "We think striking should be a last option but we think it should be a legal last option."
One of the hottest issues on the bargaining table leading to recent strikes has been health insurance contributions.
On Monday, the state House is expected to consider creating a commission that would look at putting all public school employees into a state benefits program, something the PSEA supports.
When unions resist making health insurance contributions, as most taxpayers do, they often lose public support if negotiation details are released, says the Pennsylvania School Board Association.
"(Employee contributions) are happening in every other place of employment, so it just seems very equitable to the public," said PSBA director of school personnel services Tom Templeton. "That is the constant drum beat."
Teachers' strike history
Nationally, teachers' strikes are less than half a century old; the first one took place in New York City in 1960. Pennsylvania teachers earned the right to strike in 1970. New Jersey teachers aren't allowed to strike.
From 1970 to 1991, Pennsylvania saw 775 strikes, according to the PSBA, many of which happened with little notice and for long periods. Act 88 was passed in 1992 in an attempt to preserve the right to strike with limits. Under the act, teachers unions must give 48 hours notice of a strike, and it spells out deadlines if the two sides aren't voluntarily negotiating.
It also gives the state power to step in if the strike is jeopardizing the 180-day school year ending June 30.
Saucon Valley teachers may strike until Oct. 17, when they must enter nonbinding arbitration, according to the law. If either side rejects the arbitrator's recommendation, they can strike again until they hit the point they jeopardize the 180-day calendar.
In the years since Act 88, rumblings about revamping it or even banning strikes have been frequent in Harrisburg, politicians and education officials say. But few gain momentum, Cowell said.
Despite the passage of Act 88, Pennsylvania is still the leader among states that allow teachers to strike.
From 2000 to 2007, 137 strikes occurred, 82 of which were in Pennsylvania, according to a 2007 Allegheny Institute for Public Policy study of teacher strikes. The institute is a nonprofit, nonpartisan education research group.
Those numbers can be misleading, warned Keever, the PSEA spokesman. Hawaii has the right to strike but it is one statewide district. Pennsylvania has 600-plus local districts, with about 200 bargaining each year and an average of 10 strikes a year, he said.
The state school board association acknowledges since 1992 there's been a measurable decline in teachers' strikes.
But historically PSEA is a very active association that bargains hard with school boards, which are trying to balance the needs of employees, taxpayers and students.
"All of that mixed together can still cause work stoppages," Templeton said.
Saturday, September 20, 2008
Philadelphia Magazine Top 50 Philly School Districts. Guess Who's on the List :)
From the BCCT this morning. Here's a link to the article and the PDF of the districts.
We're in at 68. A very solid performance. Kudos to Dr. Yonson, the administration and staff, and especially the students. Despite the efforts of the Stop the School controlled Board of Education to paint you as such, you are not idiotic, incompetent, inept, or downright moronic.
Will the Emperor or any of his court of toadies have the decency or guts to recognize this publicly? Nah...they'll be too busy with their agenda of destruction and dismemberment.
Philadelphia Magazine’s recently published 2008 list of the top 50 public school districts in the eight-county Philadelphia area ranked 27 of Bucks and Montgomery counties’ schools among the best.
Besides schools in Chester, Montgomery and Delaware counties, the following Bucks districts were also rated amongst the highest: New Hope-Solebury (7); Central Bucks (10); Hatboro-Horsham (14); Council Rock (15); North Penn (21); Quakertown (37); Palisades (38); Pennsbury (39); Souderton (40); Pennridge (43); Neshaminy (44); Centennial (46) and Upper Moreland (49).
Also included in the top 100 were: Bensalem (64); Morrisville (68); Bristol Borough (78); and Bristol Township (83).
The schools were ranked based on district-wide comparisons of reading and math test scores, SAT scores, student-faculty ratios, graduation rates, and enrollment in two and four-year colleges.
We're in at 68. A very solid performance. Kudos to Dr. Yonson, the administration and staff, and especially the students. Despite the efforts of the Stop the School controlled Board of Education to paint you as such, you are not idiotic, incompetent, inept, or downright moronic.
Will the Emperor or any of his court of toadies have the decency or guts to recognize this publicly? Nah...they'll be too busy with their agenda of destruction and dismemberment.
Philadelphia Magazine’s recently published 2008 list of the top 50 public school districts in the eight-county Philadelphia area ranked 27 of Bucks and Montgomery counties’ schools among the best.
Besides schools in Chester, Montgomery and Delaware counties, the following Bucks districts were also rated amongst the highest: New Hope-Solebury (7); Central Bucks (10); Hatboro-Horsham (14); Council Rock (15); North Penn (21); Quakertown (37); Palisades (38); Pennsbury (39); Souderton (40); Pennridge (43); Neshaminy (44); Centennial (46) and Upper Moreland (49).
Also included in the top 100 were: Bensalem (64); Morrisville (68); Bristol Borough (78); and Bristol Township (83).
The schools were ranked based on district-wide comparisons of reading and math test scores, SAT scores, student-faculty ratios, graduation rates, and enrollment in two and four-year colleges.
Friday, September 19, 2008
Meet the New Boss: Same as the Old Boss
From the BCCT. Now it begins to make sense why the Emperor wants to merge with Pennsbury.
He would feel right at home.
Free pass: Pennsbury officials answer to no one
By JONATHAN SHAIN
The Pennsbury school board recently held its first regular meeting of the new 2008-09 school year. As usual, the meeting was held at 8 p.m. in the gym of the Fallsington Elementary School. And, sadly, as usual, I was surrounded by a sea of empty folding chairs. In fact, the five or so residents who bothered to attend were easily outnumbered by members of the school board and the administration.
True, there were no major controversies on the agenda for last Thursday’s board meeting; no teacher strikes, no elimination of full-day kindergarten, and nothing else to arouse the community. But, do not be fooled into thinking that the actions taken by our school board only matter when a strike is in progress or a cherished educational program is at risk.
For example, at last week’s board meeting, the administration presented its goals for the coming school year. Among the goals was the negotiation of a new contract next year with the Pennsbury Education Association, the teachers union. How does the administration plan to conduct the negotiations? How will they work to avoid another strike? What are the financial limitations that will inform their bargaining with the PEA? Who will represent the district in the negotiations and how much will he be paid?
These are all questions that could and should have been put to the board and the administration, but without public attendance at the board meeting, the board and the administration were left to their own devices. I, for one, do not want to get the answers to these questions after a strike starts.
Similarly, with virtually no community members in attendance, the board held a last-minute “special” meeting in August and decided to spend more than $20,000 on a “public opinion survey.” This is the same board that consistently claims Pennsbury cannot afford the equipment needed to broadcast board meetings on cable TV, but yet somehow managed to find enough money to fund an opinion survey.
No doubt some members of the community might have challenged the wisdom of spending money on a survey when there are so many other pressing priorities — if anyone had shown up either that night, or at the recent board meeting.
A final example: Pennsbury spends tens of thousands of dollars a year (if not more) on tuition payments for special needs and other children who are educated at taxpayer expense at private schools in the area. These payments are routinely approved at almost every board meeting. These payments are not publicized, and are only listed in the agenda packets handed out at board meetings. Yes, students and parents have a right to confidentiality, but the community has a right to receive considerably more information about where and why these payments are made, and the standards that are utilized to evaluate the propriety of these payments in a manner that will not violate the privacy or confidentiality rights of students.
Yet again, without community participation at board meetings, the hard questions are never put to the board or the administration, and the payments are always approved without comment.
The unresponsiveness of the Pennsbury school board and the administration have, unfortunately, led most folks simply to throw up their hands and give up, believing that nothing they can say or do at a board meeting will make a difference. I understand that feeling, and I share the frustration.
But, I know that change can only occur if more people get involved, come to board meetings, fill up those empty folding chairs and force the decisions of the board and the administration out into the sunlight.
He would feel right at home.
Free pass: Pennsbury officials answer to no one
By JONATHAN SHAIN
The Pennsbury school board recently held its first regular meeting of the new 2008-09 school year. As usual, the meeting was held at 8 p.m. in the gym of the Fallsington Elementary School. And, sadly, as usual, I was surrounded by a sea of empty folding chairs. In fact, the five or so residents who bothered to attend were easily outnumbered by members of the school board and the administration.
True, there were no major controversies on the agenda for last Thursday’s board meeting; no teacher strikes, no elimination of full-day kindergarten, and nothing else to arouse the community. But, do not be fooled into thinking that the actions taken by our school board only matter when a strike is in progress or a cherished educational program is at risk.
For example, at last week’s board meeting, the administration presented its goals for the coming school year. Among the goals was the negotiation of a new contract next year with the Pennsbury Education Association, the teachers union. How does the administration plan to conduct the negotiations? How will they work to avoid another strike? What are the financial limitations that will inform their bargaining with the PEA? Who will represent the district in the negotiations and how much will he be paid?
These are all questions that could and should have been put to the board and the administration, but without public attendance at the board meeting, the board and the administration were left to their own devices. I, for one, do not want to get the answers to these questions after a strike starts.
Similarly, with virtually no community members in attendance, the board held a last-minute “special” meeting in August and decided to spend more than $20,000 on a “public opinion survey.” This is the same board that consistently claims Pennsbury cannot afford the equipment needed to broadcast board meetings on cable TV, but yet somehow managed to find enough money to fund an opinion survey.
No doubt some members of the community might have challenged the wisdom of spending money on a survey when there are so many other pressing priorities — if anyone had shown up either that night, or at the recent board meeting.
A final example: Pennsbury spends tens of thousands of dollars a year (if not more) on tuition payments for special needs and other children who are educated at taxpayer expense at private schools in the area. These payments are routinely approved at almost every board meeting. These payments are not publicized, and are only listed in the agenda packets handed out at board meetings. Yes, students and parents have a right to confidentiality, but the community has a right to receive considerably more information about where and why these payments are made, and the standards that are utilized to evaluate the propriety of these payments in a manner that will not violate the privacy or confidentiality rights of students.
Yet again, without community participation at board meetings, the hard questions are never put to the board or the administration, and the payments are always approved without comment.
The unresponsiveness of the Pennsbury school board and the administration have, unfortunately, led most folks simply to throw up their hands and give up, believing that nothing they can say or do at a board meeting will make a difference. I understand that feeling, and I share the frustration.
But, I know that change can only occur if more people get involved, come to board meetings, fill up those empty folding chairs and force the decisions of the board and the administration out into the sunlight.
School Starts Today in Souderton
From the Inquirer.
School reopens Friday in Souderton
By Dan Hardy, Posted on Thu, Sep. 18, 2008
Striking teachers in Montgomery County's Souderton Area School District will be back in their classrooms tomorrow, with the two sides agreeing to enter into non-binding arbitration.
The Schools will reopen at their regular times.
State law mandates that the teachers would have had to go back to work next Wednesday, in order to get in 180 days of instruction by June 15. The strike began Sept. 2.
But with negotiations between the teachers and the board in the 6,900-student district at a virtual standstill on wages and healthcare, the main issues, the two sides reached an agreement last night for the teachers to return to work a few days early. The union membership voted this afternoon to end the strike while the arbitration process plays out.
The arbitration process which is dictated by state law, works like this: a three-member panel will be established, with each side appointing one member and a neutral member selected from a list. The panel will receive each side's proposals, which will be made public, and will hold hearings. Then it will issue a proposed agreement, based on the two sides' positions. The process normally takes several months.
Either side can reject the arbitration board's proposed settlement; the district's 512 teachers could then go back on strike but would have to return to work in time for students to get in 180 days of classes by June 30.
The two sides remain far apart on wage and benefit issues.
The school board estimates that the two sides are about $1.5 million apart on the cost of their health care proposals and about $10 million apart on the combined costs of health care and salaries. The union leadership says it is willing to reduce its salary demands, but only if the school board improves its healthcare offer.
The teachers' last wage proposal was for a four-year contract with average payroll increases of 5.98 percent in the first year, 9.4 percent in the second year, 7.14 percent in the third, and 6.9 percent in the fourth. The school board is proposing a three-year contract with increases of 2.5 percent each year.
On health care, the district now offers three insurance plans, with teachers contributing 10 percent of the premium for the most comprehensive one, 5 percent for one that has fewer benefits and more co-payments, and no premium contribution for a bare-bones plan. The board wants to eliminate the most comprehensive plan, to charge teachers a 4 percent premium contribution for the plan that used to have no contribution, and to charge a 12 percent premium contribution for the other plan.
The school district is now self-insured; the union wants to switch to a Blue Cross / Blue Shield plan, leave the percentages of premium contributions the same and add some improvements.
School reopens Friday in Souderton
By Dan Hardy, Posted on Thu, Sep. 18, 2008
Striking teachers in Montgomery County's Souderton Area School District will be back in their classrooms tomorrow, with the two sides agreeing to enter into non-binding arbitration.
The Schools will reopen at their regular times.
State law mandates that the teachers would have had to go back to work next Wednesday, in order to get in 180 days of instruction by June 15. The strike began Sept. 2.
But with negotiations between the teachers and the board in the 6,900-student district at a virtual standstill on wages and healthcare, the main issues, the two sides reached an agreement last night for the teachers to return to work a few days early. The union membership voted this afternoon to end the strike while the arbitration process plays out.
The arbitration process which is dictated by state law, works like this: a three-member panel will be established, with each side appointing one member and a neutral member selected from a list. The panel will receive each side's proposals, which will be made public, and will hold hearings. Then it will issue a proposed agreement, based on the two sides' positions. The process normally takes several months.
Either side can reject the arbitration board's proposed settlement; the district's 512 teachers could then go back on strike but would have to return to work in time for students to get in 180 days of classes by June 30.
The two sides remain far apart on wage and benefit issues.
The school board estimates that the two sides are about $1.5 million apart on the cost of their health care proposals and about $10 million apart on the combined costs of health care and salaries. The union leadership says it is willing to reduce its salary demands, but only if the school board improves its healthcare offer.
The teachers' last wage proposal was for a four-year contract with average payroll increases of 5.98 percent in the first year, 9.4 percent in the second year, 7.14 percent in the third, and 6.9 percent in the fourth. The school board is proposing a three-year contract with increases of 2.5 percent each year.
On health care, the district now offers three insurance plans, with teachers contributing 10 percent of the premium for the most comprehensive one, 5 percent for one that has fewer benefits and more co-payments, and no premium contribution for a bare-bones plan. The board wants to eliminate the most comprehensive plan, to charge teachers a 4 percent premium contribution for the plan that used to have no contribution, and to charge a 12 percent premium contribution for the other plan.
The school district is now self-insured; the union wants to switch to a Blue Cross / Blue Shield plan, leave the percentages of premium contributions the same and add some improvements.
Buns and Rolls
Strip clubs, bakeries, and church schools. What a great mix. From Long Island Newsday.
Here in Morrisville, didn't our plan call for a bakery to accompany the strip club?
Strip club blows top off charter school plan
BY JOHN HILDEBRAND | September 18, 2008
An establishment with a Web site advertising the "absolute best" in topless entertainment, Taste of Honey bar in downtown Hempstead would hardly rate as an ideal neighbor for grade-schoolers.
So state officials were scrambling to explain their policies yesterday, after a Hempstead school board member pointed out that the state had approved an independent charter school to open with a listed address next to a local strip club.
State officials added they hadn't visited the site but would, and would never let a school operate in such a location.
"We're always working to better our practices. That's something we take great pride in," said Cynthia M. Proctor, spokeswoman for a state university institute that handles charter school applications.
For example, she added, the institute might in the future ask applicants for more details regarding planned school locations, such as nearby businesses.
Proctor stressed, however, that the institute is already cautious in approving new charter schools, through a process that lasts for months and includes painstaking checks of applicants' academic and financial records.
Tuesday, state university trustees approved the creation of seven new charter schools - out of 19 applications. Among those approved was Academy Charter School in Hempstead, which is to open next fall with 168 students in grades K-2.
Typically, charter schools are not inspected until a month or two before they open, to give operators time to obtain required building permits.
The school lists its future address as 253A Fulton Ave., next to Taste of Honey. Hempstead school district authorities, who worry that the charter school will draw away students and property tax revenues, quickly criticized the location.
"I definitely wouldn't want to see anyone's children next to the Taste of Honey," said board president Charles Renfroe.
Not to worry, say charter school sponsors, who include leaders of Calvary Tabernacle, a local evangelical church. They note other sites are available, including a three-story building at 80 N. Franklin St., which houses the church's Sunday-school classrooms.
"We have plenty of space that's not next to a topless bar," said Robert Stewart, the church's chief operating officer.
Sponsors say they originally listed the Fulton Avenue site after an architect said the building, which the church owns and once served as its youth center, could be easily converted to an elementary school. Sponsors now concede the site is unacceptable from a political standpoint, and an attorney for the bar owner said the site was also inappropriate because of heavy vehicle traffic.
Still, sponsors regard all the furor as a bit silly, considering that Taste of Honey is in an area where bars are common. It doesn't open until 5 p.m. and its stucco exterior reveals nothing about its activities.
Said Stewart, "Many of the kids thought it was a bakery."
Here in Morrisville, didn't our plan call for a bakery to accompany the strip club?
Strip club blows top off charter school plan
BY JOHN HILDEBRAND | September 18, 2008
An establishment with a Web site advertising the "absolute best" in topless entertainment, Taste of Honey bar in downtown Hempstead would hardly rate as an ideal neighbor for grade-schoolers.
So state officials were scrambling to explain their policies yesterday, after a Hempstead school board member pointed out that the state had approved an independent charter school to open with a listed address next to a local strip club.
State officials added they hadn't visited the site but would, and would never let a school operate in such a location.
"We're always working to better our practices. That's something we take great pride in," said Cynthia M. Proctor, spokeswoman for a state university institute that handles charter school applications.
For example, she added, the institute might in the future ask applicants for more details regarding planned school locations, such as nearby businesses.
Proctor stressed, however, that the institute is already cautious in approving new charter schools, through a process that lasts for months and includes painstaking checks of applicants' academic and financial records.
Tuesday, state university trustees approved the creation of seven new charter schools - out of 19 applications. Among those approved was Academy Charter School in Hempstead, which is to open next fall with 168 students in grades K-2.
Typically, charter schools are not inspected until a month or two before they open, to give operators time to obtain required building permits.
The school lists its future address as 253A Fulton Ave., next to Taste of Honey. Hempstead school district authorities, who worry that the charter school will draw away students and property tax revenues, quickly criticized the location.
"I definitely wouldn't want to see anyone's children next to the Taste of Honey," said board president Charles Renfroe.
Not to worry, say charter school sponsors, who include leaders of Calvary Tabernacle, a local evangelical church. They note other sites are available, including a three-story building at 80 N. Franklin St., which houses the church's Sunday-school classrooms.
"We have plenty of space that's not next to a topless bar," said Robert Stewart, the church's chief operating officer.
Sponsors say they originally listed the Fulton Avenue site after an architect said the building, which the church owns and once served as its youth center, could be easily converted to an elementary school. Sponsors now concede the site is unacceptable from a political standpoint, and an attorney for the bar owner said the site was also inappropriate because of heavy vehicle traffic.
Still, sponsors regard all the furor as a bit silly, considering that Taste of Honey is in an area where bars are common. It doesn't open until 5 p.m. and its stucco exterior reveals nothing about its activities.
Said Stewart, "Many of the kids thought it was a bakery."
Thursday, September 18, 2008
Tech School Funding: Motion to Dissemble, Discuss, and Delay
From the BCCT.
My cracked and dusty crystal ball sees two future articles. One starts out like this: "Business managers of school districts served by Bucks County Technical High School agreed today to delay the revision of the school’s funding formula until the 2010-2011 budget.
" 'We've been examining this for over a year', said XXX. 'Taking the time to do this right will best serve all of our districts: student and taxpayer alike. The holidays are upon us, and the first budget drafts are due in January. Before you know it, it's June and we're starting all over again.' "
The other article? Miracle upon miracles, unanimity reigns and they actually agree upon a new plan. I didn't bother to write a draft of that article. That's the unlikely outcome.
Save the emails: This isn't bashing Neshaminy because they are mentioned. This isn't even bashing the Emperor and his board of chosen accomplices from Morrisville. It's a recognition that these six suburban districts have many similarities and several deep differences. The only course here is whether or not they can find a way to unite like the 13 colonies of 1776, or splinter apart like the former Soviet Union, Yugoslavia, and Czechoslovakia of today.
I have four simple steps to fix this:
Put them back in the meeting room.
Serve lots of water and coffee.
Lock the bathrooms.
Agree on the plan.
See what a little motivation can accomplish?
Back to the drawing board for tech school funding formula
Posted in News on Wednesday, September 17th, 2008 at 4:25 pm by Joan Hellyer
Business managers of school districts served by Bucks County Technical High School agreed today to take another stab at revising the school’s funding formula.
At issue is whether some costs should be separated from the overall contributions of the Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school districts. Right now, the costs are split among the six districts based on a formula involving fixed and variable costs.
The business managers suggested in 2007 to separate costs associated with special needs students from the formula because special education expenses are potentially more expensive than basic education costs.
However, one of the sending school districts did not support the proposed formula change because its school system could potentially face additional expenses. Neshaminy was the lone hold out to the change after projections suggested the district would have had to pay about $450,000 more in 2007-2008 had the new formula been in place for the comprehensive technical high school.
Any change to the school’s Articles of Agreement, including a funding formula revision, has to be unanimously approved before it can be implemented, school officials said.
Representatives of all six sending districts got together with tech school officials today to decide if something else could be done.
The managers agreed to meet within the next few weeks with Sharon Rendeiro, the tech school’s business administrator, to further break down the special education costs.
In addition, they also will break down the costs of each of the more than 30 trades offered at the school. Those costs vary depending on staff salaries, which are based on years of experience and level of education, and equipment, textbooks and supplies used in each trade, officials said.
The business administrators also agreed to take a look at how other comprehensive technical high schools in the state are funded.
They will then decide if any changes should be made to the current formula and suggest them to the tech school’s joint board committee. The committee, made up of school board members from each of the sending districts, will have to agree unanimously to make the changes before they can be implemented.
Attendees at today’s funding formula summit agreed the changes must be made by late November in order to be incorporated into the 2009-2010 budget.
My cracked and dusty crystal ball sees two future articles. One starts out like this: "Business managers of school districts served by Bucks County Technical High School agreed today to delay the revision of the school’s funding formula until the 2010-2011 budget.
" 'We've been examining this for over a year', said XXX. 'Taking the time to do this right will best serve all of our districts: student and taxpayer alike. The holidays are upon us, and the first budget drafts are due in January. Before you know it, it's June and we're starting all over again.' "
The other article? Miracle upon miracles, unanimity reigns and they actually agree upon a new plan. I didn't bother to write a draft of that article. That's the unlikely outcome.
Save the emails: This isn't bashing Neshaminy because they are mentioned. This isn't even bashing the Emperor and his board of chosen accomplices from Morrisville. It's a recognition that these six suburban districts have many similarities and several deep differences. The only course here is whether or not they can find a way to unite like the 13 colonies of 1776, or splinter apart like the former Soviet Union, Yugoslavia, and Czechoslovakia of today.
I have four simple steps to fix this:
Put them back in the meeting room.
Serve lots of water and coffee.
Lock the bathrooms.
Agree on the plan.
See what a little motivation can accomplish?
Back to the drawing board for tech school funding formula
Posted in News on Wednesday, September 17th, 2008 at 4:25 pm by Joan Hellyer
Business managers of school districts served by Bucks County Technical High School agreed today to take another stab at revising the school’s funding formula.
At issue is whether some costs should be separated from the overall contributions of the Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school districts. Right now, the costs are split among the six districts based on a formula involving fixed and variable costs.
The business managers suggested in 2007 to separate costs associated with special needs students from the formula because special education expenses are potentially more expensive than basic education costs.
However, one of the sending school districts did not support the proposed formula change because its school system could potentially face additional expenses. Neshaminy was the lone hold out to the change after projections suggested the district would have had to pay about $450,000 more in 2007-2008 had the new formula been in place for the comprehensive technical high school.
Any change to the school’s Articles of Agreement, including a funding formula revision, has to be unanimously approved before it can be implemented, school officials said.
Representatives of all six sending districts got together with tech school officials today to decide if something else could be done.
The managers agreed to meet within the next few weeks with Sharon Rendeiro, the tech school’s business administrator, to further break down the special education costs.
In addition, they also will break down the costs of each of the more than 30 trades offered at the school. Those costs vary depending on staff salaries, which are based on years of experience and level of education, and equipment, textbooks and supplies used in each trade, officials said.
The business administrators also agreed to take a look at how other comprehensive technical high schools in the state are funded.
They will then decide if any changes should be made to the current formula and suggest them to the tech school’s joint board committee. The committee, made up of school board members from each of the sending districts, will have to agree unanimously to make the changes before they can be implemented.
Attendees at today’s funding formula summit agreed the changes must be made by late November in order to be incorporated into the 2009-2010 budget.
Souderton: “There’s a price to be paid"
From the BCCT
Strike proves costly for many
By RICH PIETRAS
It’s hard to predict the outcome of the Souderton Area School District strike. But it goes without saying, before the teachers decide to put their picket signs down, the price tag is going up.
Parents and students are taking a hit. Children have nowhere to spend afternoons once occupied in the classroom. The cost of childcare, plus the gas to get them there, is a burden.
While teachers are somewhat insulated from lost wages because 180 school days will have to be fulfilled, the average teacher could lose $3,000 in pay because of the strike.
According to Bill Lukridge, president of the teachers union, teachers stand to lose 5 percent of their salary. Based on the average salary in the district ($61,630 for the 2005-06 school year) that comes to about $3,000.
School board solicitor Jeffrey Sultanik sounded surprised that it took the union so long to realize there was salary at stake.
“There’s a price to be paid for going on strike,” Sultanik said.
Teachers, who have been on strike since Sept. 2, do not get a paycheck during the strike, but will receive checks after they are forced to return to work on Wednesday as the sides move into nonbinding arbitration. If no deal is reached, teachers could strike again in the spring, but would have to return after about a week to guarantee students will get 180 days of schooling.
What the teachers will lose is the in-service days in their contracts. The teachers worked three of those days in August, but nine remain.
Sultanik said the district does not intend to make up the nine in-service days.
“They already lost the days of the strike,” Sultanik said. “And in our opinion, it’s not our intention to make up those days.”
The union estimates the district would save nearly $1.5 million from the work stoppage by not having to pay teachers for those nine days. And, it argues, that $1.5 million is enough to close nearly the entire gap between the school board and union’s health plan proposals.
“If the union is willing to give up those makeup days, we are willing to talk about that in terms of the overall context of the bargaining,” Sultanik said.
Keep up on the latest in the Souderton strike at www.intelligencernow.com/category/souderton-school-strike. For updates on negotiations, visit www.soudertonsd.org and www.saea.info/.
Strike proves costly for many
By RICH PIETRAS
It’s hard to predict the outcome of the Souderton Area School District strike. But it goes without saying, before the teachers decide to put their picket signs down, the price tag is going up.
Parents and students are taking a hit. Children have nowhere to spend afternoons once occupied in the classroom. The cost of childcare, plus the gas to get them there, is a burden.
While teachers are somewhat insulated from lost wages because 180 school days will have to be fulfilled, the average teacher could lose $3,000 in pay because of the strike.
According to Bill Lukridge, president of the teachers union, teachers stand to lose 5 percent of their salary. Based on the average salary in the district ($61,630 for the 2005-06 school year) that comes to about $3,000.
School board solicitor Jeffrey Sultanik sounded surprised that it took the union so long to realize there was salary at stake.
“There’s a price to be paid for going on strike,” Sultanik said.
Teachers, who have been on strike since Sept. 2, do not get a paycheck during the strike, but will receive checks after they are forced to return to work on Wednesday as the sides move into nonbinding arbitration. If no deal is reached, teachers could strike again in the spring, but would have to return after about a week to guarantee students will get 180 days of schooling.
What the teachers will lose is the in-service days in their contracts. The teachers worked three of those days in August, but nine remain.
Sultanik said the district does not intend to make up the nine in-service days.
“They already lost the days of the strike,” Sultanik said. “And in our opinion, it’s not our intention to make up those days.”
The union estimates the district would save nearly $1.5 million from the work stoppage by not having to pay teachers for those nine days. And, it argues, that $1.5 million is enough to close nearly the entire gap between the school board and union’s health plan proposals.
“If the union is willing to give up those makeup days, we are willing to talk about that in terms of the overall context of the bargaining,” Sultanik said.
Keep up on the latest in the Souderton strike at www.intelligencernow.com/category/souderton-school-strike. For updates on negotiations, visit www.soudertonsd.org and www.saea.info/.
Wednesday, September 17, 2008
Tech School Funding: Still Discussing
From the BCCT. Still. No. Budget. Formula. Decision.
This should be setting the Emperor's famously short fuse for time wasting to "Warp Core Breach" levels.
Who is representing Morrisville now? Reba Dunford is an excellent representative, but she's nearly out the door.
Funding formula review set for Wednesday
Posted in News on Tuesday, September 16th, 2008 at 4:21 pm by Joan Hellyer
Representatives of six area school districts will meet with Bucks County Technical High School staff Wednesday to examine costs associated with educating each of the school’s estimated 1,500 students.
The goal will be to determine if changes should be made to the funding formula at the comprehensive technical high school off Wistar Road in Bristol Township, said BCTHS Administrative Director Scott Parks.
The school serves the Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school districts.
“The group would have to come up with a funding formula that appears to be fair to all six [sending] districts. That’s what I’m shooting for,” Parks said.
The noon meeting will be held in the board room near the administrative offices. Call 215-949-1700 for more information.
This should be setting the Emperor's famously short fuse for time wasting to "Warp Core Breach" levels.
Who is representing Morrisville now? Reba Dunford is an excellent representative, but she's nearly out the door.
Funding formula review set for Wednesday
Posted in News on Tuesday, September 16th, 2008 at 4:21 pm by Joan Hellyer
Representatives of six area school districts will meet with Bucks County Technical High School staff Wednesday to examine costs associated with educating each of the school’s estimated 1,500 students.
The goal will be to determine if changes should be made to the funding formula at the comprehensive technical high school off Wistar Road in Bristol Township, said BCTHS Administrative Director Scott Parks.
The school serves the Bensalem, Bristol, Bristol Township, Morrisville, Neshaminy and Pennsbury school districts.
“The group would have to come up with a funding formula that appears to be fair to all six [sending] districts. That’s what I’m shooting for,” Parks said.
The noon meeting will be held in the board room near the administrative offices. Call 215-949-1700 for more information.
Souderton strike talks break down
From the Doylestown Intelligencer. Things are getting uglier.
Souderton strike talks break down
By RICH PIETRAS
The Intelligencer
Seven hours of talks versus 15 days of picketing.
That's all you need to know about the three negotiating sessions in the Souderton Area School strike to know how it's going. And after both sides met for only an hour on Monday to no avail, it appears short sessions will be the norm until the teachers are forced back on Sept. 24. At which point the negotiations go to another level.
Gary Smith, representative of the teachers union, characterized recent negotiation sessions as holdouts until both sides are forced to go before an arbitrator. While the three sessions have been held with a state mediator, who has tried to “aid the talks,” an arbitrator's job will be aimed at forcing both sides to change their positions.
“I feel both sides are waiting to go before arbitration because they don't want to hurt themselves,” Smith said. “And I disagree that the teachers association has not negotiated in good faith. A mediator has been working hard hearing both sides, and some compromises have been made.
“However, I don't see that there is enough movement from any party to warrant changing position,” Smith said.
Once state law brings the teachers back Sept. 24, the arbitration process begins as both sides move toward a “final best offer.”
After both parties release their offers, a neutral third party arbitrator is brought in, chosen by each side or by the Labor Board if the sides can't agree. This is followed by a public scrutiny period, where the public can see both proposals.
Then, 10 days later, the arbitrator presents a proposed contract. Each party gets a chance to accept it and if they can't agree, the teachers could vote to strike again in the spring.
But Jeffrey Sultanik, school board's solicitor and main negotiator, said the board is not merely content to wait for an arbitrator.
Sultanik said that although the board made concessions on its proposal for in-service days and parent conference days, it paled in comparison to the union's insistence that the board agree to a health insurance plan that will cost the district $1.9 million more than the offer they have on the table.
And with another mediated negotiation session set for Friday, the real talks may not start until next week.
The teachers union was reportedly seeking an average annual salary increase of 8.2 percent over four years, partly in an effort to raise starting salaries that rank last in Montgomery County at just over $36,000. The school board has countered with a 2.5 percent raise in each of three years.
Souderton teachers did get some company on the strike line Monday when the Saucon Valley Education Association in Lehigh County went on strike. According to the Souderton union, the teachers there have been offered raises that range from 4.7 percent to 6.5 percent.
Keep up on the latest in the Souderton strike at www.intelligencernow.com/category/souderton-school-strike. Also, for updates on negotiations, visit www.soudertonsd.org and www.saea.info/.
“Despite what the union leadership has been communicating to the public, the union negotiator has not made a single counterproposal to the salary plan the board submitted on Sept. 1,” school board president Bernie Currie said in a statement. “Half of the month has passed since then. It is more than disheartening for us and for the families within this school district.”
Bill Lukridge, president of the teachers union said the board once again avoided the issues of salary and benefits, stating that, “The school board knows that for movement on salary we require the condition that the school board moves on medical.
“We have tied medical care with salary because the two are interrelated. They know we don't want to deal with their salary proposal until we know what they are thinking in relations to co-pays, deductibles and premium shares.”
When asked if he though both sides were “entrenched in their positions,” Lukridge answered, “Yes we are, on both sides.”
Souderton strike talks break down
By RICH PIETRAS
The Intelligencer
Seven hours of talks versus 15 days of picketing.
That's all you need to know about the three negotiating sessions in the Souderton Area School strike to know how it's going. And after both sides met for only an hour on Monday to no avail, it appears short sessions will be the norm until the teachers are forced back on Sept. 24. At which point the negotiations go to another level.
Gary Smith, representative of the teachers union, characterized recent negotiation sessions as holdouts until both sides are forced to go before an arbitrator. While the three sessions have been held with a state mediator, who has tried to “aid the talks,” an arbitrator's job will be aimed at forcing both sides to change their positions.
“I feel both sides are waiting to go before arbitration because they don't want to hurt themselves,” Smith said. “And I disagree that the teachers association has not negotiated in good faith. A mediator has been working hard hearing both sides, and some compromises have been made.
“However, I don't see that there is enough movement from any party to warrant changing position,” Smith said.
Once state law brings the teachers back Sept. 24, the arbitration process begins as both sides move toward a “final best offer.”
After both parties release their offers, a neutral third party arbitrator is brought in, chosen by each side or by the Labor Board if the sides can't agree. This is followed by a public scrutiny period, where the public can see both proposals.
Then, 10 days later, the arbitrator presents a proposed contract. Each party gets a chance to accept it and if they can't agree, the teachers could vote to strike again in the spring.
But Jeffrey Sultanik, school board's solicitor and main negotiator, said the board is not merely content to wait for an arbitrator.
Sultanik said that although the board made concessions on its proposal for in-service days and parent conference days, it paled in comparison to the union's insistence that the board agree to a health insurance plan that will cost the district $1.9 million more than the offer they have on the table.
And with another mediated negotiation session set for Friday, the real talks may not start until next week.
The teachers union was reportedly seeking an average annual salary increase of 8.2 percent over four years, partly in an effort to raise starting salaries that rank last in Montgomery County at just over $36,000. The school board has countered with a 2.5 percent raise in each of three years.
Souderton teachers did get some company on the strike line Monday when the Saucon Valley Education Association in Lehigh County went on strike. According to the Souderton union, the teachers there have been offered raises that range from 4.7 percent to 6.5 percent.
Keep up on the latest in the Souderton strike at www.intelligencernow.com/category/souderton-school-strike. Also, for updates on negotiations, visit www.soudertonsd.org and www.saea.info/.
“Despite what the union leadership has been communicating to the public, the union negotiator has not made a single counterproposal to the salary plan the board submitted on Sept. 1,” school board president Bernie Currie said in a statement. “Half of the month has passed since then. It is more than disheartening for us and for the families within this school district.”
Bill Lukridge, president of the teachers union said the board once again avoided the issues of salary and benefits, stating that, “The school board knows that for movement on salary we require the condition that the school board moves on medical.
“We have tied medical care with salary because the two are interrelated. They know we don't want to deal with their salary proposal until we know what they are thinking in relations to co-pays, deductibles and premium shares.”
When asked if he though both sides were “entrenched in their positions,” Lukridge answered, “Yes we are, on both sides.”
Tuesday, September 16, 2008
A Few Bad Apples. How Much Applesauce Can They Make?
An editorial from the Santa Fe New Mexican. (No, not that Mexico...the American one. It's one of those square states at the bottom of the map, below the other square and box states.)
Kids share plenty of blame for our schools' failings-
Editorial | The New Mexican
9/12/2008 - 9/14/08
For the past few weeks, Mallard Fillmore, the conservative comic strip at the bottom of the Opinions page Monday through Saturday, has gone after our nation's schools — especially teachers, whom cartoonist Bruce Tinsley portrays as muddle-headed softies, and, by implication, the people to blame for the sad state of public education. [Moderator Note: Several of the cartoons follow at the end of the post.]
The silliness cited by Tinsley might match a few teachers — the kind John McCain rightly says should be faced with finding a new line of work. But there are far too many excellent educators out there, doing excellent work, to hang all the blame on the entire profession, or even the teachers' unions.
We've long felt that negligent parents have much more to do with poorly educated kids. Those who kiss off their kids' progress, of course, have their own excuses: Both of us have to work, or I'm a single parent, and the school systems don't do enough to baby-sit our little darlings after the last bell, so how can we supplement their schooling — especially after they've spent so many after-school hours fomenting rebellion or fermenting apathy before we/I get home from work ...
Anything but take responsibility, Mom, Dad ...
However, it's been a long time since the editorial "we" put a chunk of responsibility where it belongs: on the kids. Yes, kids; those budding people portrayed so often as victims of this failure and that.
So many of them are good students, reliable in attendance, busy with extracurricular activities and budding good students that even this leg of the public-education triangle can't be daubed with the same paint. But there are just enough louts and loutesses out there to make a mess of the process that they need to be called down.
These are the ones who cut classes; who mouth off to teachers and principals; who, when they do go to school, sit sullenly and refuse to take part in class; who treat school like a joke, and want everyone in on it.
In just a few years, they discover themselves as the butt of their joke: Job opportunities are, to put it mildly, limited. Colleges don't exactly welcome them with open arms. Even the armed services, or certain of them, say they aren't interested. So that leaves what — crime?
But try telling that to the thin layer of low-level teens impervious to urgings, warnings or matter-of-fact advice; those kids know it all ...
And that's what we grudgingly like about Gov. Bill Richardson's radical proposal of last spring: To be eligible for a driver's license, you've got to go to school — and knock down decent grades.
Ouch — right in the steering wheel!
Once the governor's program is in place, driver's-license eligibility for teens would be pegged to "near-proficient" scores on tests, and 90-percent attendance rates, or at least according to his original pitch. We'll be curious to see how it reaches the rule-books, and what kind of civil-liberties challenges it raises.
We're not so sure it will work: Many families need their kids' income — some so badly that Mom and Dad urge junior to drop out of school. But the kid will likely need a car to get to jobs. Does the state penalize poverty?
Rather than the governor and the school system riding roughshod over the kids, the parents ought to be the ones doing it; so we're back to their role in the state of public education.
Back East, meanwhile, school districts are paying kids to do well in school. Bribery! you may gasp — but maybe it's merely an incentive to learn, and, as an introduction to our capitalistic society, the pay-for-grades experiments themselves might prove educational.
Negative and positive pressure both have drawbacks — yet it's encouraging to see our leaders remembering, amid their scapegoating of educational failure, that schools are about kids — and kids play a role in the learning process.
Kids share plenty of blame for our schools' failings-
Editorial | The New Mexican
9/12/2008 - 9/14/08
For the past few weeks, Mallard Fillmore, the conservative comic strip at the bottom of the Opinions page Monday through Saturday, has gone after our nation's schools — especially teachers, whom cartoonist Bruce Tinsley portrays as muddle-headed softies, and, by implication, the people to blame for the sad state of public education. [Moderator Note: Several of the cartoons follow at the end of the post.]
The silliness cited by Tinsley might match a few teachers — the kind John McCain rightly says should be faced with finding a new line of work. But there are far too many excellent educators out there, doing excellent work, to hang all the blame on the entire profession, or even the teachers' unions.
We've long felt that negligent parents have much more to do with poorly educated kids. Those who kiss off their kids' progress, of course, have their own excuses: Both of us have to work, or I'm a single parent, and the school systems don't do enough to baby-sit our little darlings after the last bell, so how can we supplement their schooling — especially after they've spent so many after-school hours fomenting rebellion or fermenting apathy before we/I get home from work ...
Anything but take responsibility, Mom, Dad ...
However, it's been a long time since the editorial "we" put a chunk of responsibility where it belongs: on the kids. Yes, kids; those budding people portrayed so often as victims of this failure and that.
So many of them are good students, reliable in attendance, busy with extracurricular activities and budding good students that even this leg of the public-education triangle can't be daubed with the same paint. But there are just enough louts and loutesses out there to make a mess of the process that they need to be called down.
These are the ones who cut classes; who mouth off to teachers and principals; who, when they do go to school, sit sullenly and refuse to take part in class; who treat school like a joke, and want everyone in on it.
In just a few years, they discover themselves as the butt of their joke: Job opportunities are, to put it mildly, limited. Colleges don't exactly welcome them with open arms. Even the armed services, or certain of them, say they aren't interested. So that leaves what — crime?
But try telling that to the thin layer of low-level teens impervious to urgings, warnings or matter-of-fact advice; those kids know it all ...
And that's what we grudgingly like about Gov. Bill Richardson's radical proposal of last spring: To be eligible for a driver's license, you've got to go to school — and knock down decent grades.
Ouch — right in the steering wheel!
Once the governor's program is in place, driver's-license eligibility for teens would be pegged to "near-proficient" scores on tests, and 90-percent attendance rates, or at least according to his original pitch. We'll be curious to see how it reaches the rule-books, and what kind of civil-liberties challenges it raises.
We're not so sure it will work: Many families need their kids' income — some so badly that Mom and Dad urge junior to drop out of school. But the kid will likely need a car to get to jobs. Does the state penalize poverty?
Rather than the governor and the school system riding roughshod over the kids, the parents ought to be the ones doing it; so we're back to their role in the state of public education.
Back East, meanwhile, school districts are paying kids to do well in school. Bribery! you may gasp — but maybe it's merely an incentive to learn, and, as an introduction to our capitalistic society, the pay-for-grades experiments themselves might prove educational.
Negative and positive pressure both have drawbacks — yet it's encouraging to see our leaders remembering, amid their scapegoating of educational failure, that schools are about kids — and kids play a role in the learning process.
October 21, 2008: Bolos Replacement Day
From the BCCT. Anyone have anything to say to George and family?
Bolos resigns from council
The council has 30 days from Saturday to fill the vacancy.
By DANNY ADLER
Councilman George Bolos is leaving Morrisville, along with his seat on the borough council.
His resignation is effective Saturday, and then the council has 30 days to fill the vacancy, officials said.
Bolos, a Third Ward Republican councilman who’s lived in the borough for about 15 years, is resigning because he’s moving to Virginia.
Bolos said he will miss the borough and hopes the borough can revitalize its downtown business district, calling economic development “the biggest issue” facing Morrisville.
“[Officials] need to do something in the way of economic development in the downtown area,” Bolos said in an interview before Monday’s council meeting.
Bolos also resigned from the Morrisville Municipal Authority Monday night. He has served on various council committees, is the former chairman of the Morrisville Economic Development Corporation and board member for the Morrisville Community Pool.
He first joined the council when he was appointed in January 2002 to fill a vacancy left by now-mayor Thomas Wisnosky. Bolos’ resignation leaves only two Republicans out of the remaining seven council members.
“I will miss the people of the borough. There’s a reason people stay for generations. It’s a unique town,” Bolos said.
Bolos resigns from council
The council has 30 days from Saturday to fill the vacancy.
By DANNY ADLER
Councilman George Bolos is leaving Morrisville, along with his seat on the borough council.
His resignation is effective Saturday, and then the council has 30 days to fill the vacancy, officials said.
Bolos, a Third Ward Republican councilman who’s lived in the borough for about 15 years, is resigning because he’s moving to Virginia.
Bolos said he will miss the borough and hopes the borough can revitalize its downtown business district, calling economic development “the biggest issue” facing Morrisville.
“[Officials] need to do something in the way of economic development in the downtown area,” Bolos said in an interview before Monday’s council meeting.
Bolos also resigned from the Morrisville Municipal Authority Monday night. He has served on various council committees, is the former chairman of the Morrisville Economic Development Corporation and board member for the Morrisville Community Pool.
He first joined the council when he was appointed in January 2002 to fill a vacancy left by now-mayor Thomas Wisnosky. Bolos’ resignation leaves only two Republicans out of the remaining seven council members.
“I will miss the people of the borough. There’s a reason people stay for generations. It’s a unique town,” Bolos said.
Monday, September 15, 2008
Borough Council Meeting tonight
From the BCCT.
We'll miss you George. Best of luck to you and your family in Virginia.
Morrisville council: 7:30 p.m., borough hall, 35 Union St. Agenda: public comment; regular reports; consider renewing membership with the Friends of the Delaware Canal for $100; consider payment for the Morrisville library boiler in the amount of $7,758; consider payment for West Bridge Street curb and sidewalk replacement in the amount of $266,107.17; consider resolution to apply to the Bucks County community development block grant program; consider appointments to the cable advisory board, economic development corporation and recreation advisory board; consider extending Williamson Park hours to accommodate the Morrisville Rotary carnival; consider planting project and support the TreeVitalize grant application; consider resolution to adopt FEMA’s National Incident Management System for emergency planning; consider authorizing borough personnel, engineer and solicitor to carry out enforcement procedures under the Dangerous Structures Ordinance; consider accepting Councilman George Bolos’ resignation from the borough council and the Morrisville Municipal Authority. 215-295-8181
We'll miss you George. Best of luck to you and your family in Virginia.
Morrisville council: 7:30 p.m., borough hall, 35 Union St. Agenda: public comment; regular reports; consider renewing membership with the Friends of the Delaware Canal for $100; consider payment for the Morrisville library boiler in the amount of $7,758; consider payment for West Bridge Street curb and sidewalk replacement in the amount of $266,107.17; consider resolution to apply to the Bucks County community development block grant program; consider appointments to the cable advisory board, economic development corporation and recreation advisory board; consider extending Williamson Park hours to accommodate the Morrisville Rotary carnival; consider planting project and support the TreeVitalize grant application; consider resolution to adopt FEMA’s National Incident Management System for emergency planning; consider authorizing borough personnel, engineer and solicitor to carry out enforcement procedures under the Dangerous Structures Ordinance; consider accepting Councilman George Bolos’ resignation from the borough council and the Morrisville Municipal Authority. 215-295-8181
Exceptional Leadership Inspires the Best Effort in Others
Musings on leadership from the Leaders on Leadership blog.
Their masthead quote is a thought provoking quote from that often-quoted President, Theodore Roosevelt: "People ask the difference between a leader and a boss. . . . The leader works in the open, and the boss in covert. The leader leads, and the boss drives."
Check out the entry titled "Exceptional Leadership Inspires the Best Effort in Others. Exceptional leadership, therefore, is leadership that inspires people to give their best effort. Although, for a leader, being productive and having good time management skills are important and necessary, they are not sufficient. Having good judgment becomes increasingly important the higher in an organization we rise, however it too is insufficient for truly effective leadership. Exceptional leadership is about relating to people in such a way as to inspire them to give their best effort – for themselves, their organization, their community, their family, and/or their world."
Think about of board of education, our borough council, and our other leaders. How many of them are leaders, and how many of them are drivers?
Their masthead quote is a thought provoking quote from that often-quoted President, Theodore Roosevelt: "People ask the difference between a leader and a boss. . . . The leader works in the open, and the boss in covert. The leader leads, and the boss drives."
Check out the entry titled "Exceptional Leadership Inspires the Best Effort in Others. Exceptional leadership, therefore, is leadership that inspires people to give their best effort. Although, for a leader, being productive and having good time management skills are important and necessary, they are not sufficient. Having good judgment becomes increasingly important the higher in an organization we rise, however it too is insufficient for truly effective leadership. Exceptional leadership is about relating to people in such a way as to inspire them to give their best effort – for themselves, their organization, their community, their family, and/or their world."
Think about of board of education, our borough council, and our other leaders. How many of them are leaders, and how many of them are drivers?
Another District Merger?
He's an article from the Harrisburg Patriot-News covering the results of a merger between two Dauphin County school districts.
They're doing it wrong! There's been a year-long study on the feasibility of such a merger. Our current school board has shown us this is not the way to do it. Why spend money on feasibility and plans when "Just Do It!" ain't just for Nike anymore. Get it done and stop wasting time. Let's move on!
Merger decision to take time, 2 say
Sunday, September 14, 2008
BY PHYLLIS ZIMMERMAN
For The Patriot-News
Despite more than a year of speculation, the Halifax and Millersburg school districts won't soon decide about a possible consolidation, school officials say.
"Unfortunately, I cannot speculate on when such an action could take place," Halifax school board President Todd Hoover said. "This is a monumental decision and we want to take as much time as is necessary to make what we believe to be the decision that is best for the students, residents and taxpayers, faculty and staff of both districts."
Millersburg Superintendent Sheree-Lee Knorr echoed Hoover's assessment.
The Halifax and Millersburg school boards agreed in April 2007 to participate in a study done by the Pennsylvania Economy League to examine a possible consolidation. That study was completed about a year ago, providing three proposed options for a merger and a fourth option for the districts to share buildings but remain separate.
The districts would save money by eliminating duplicate services and buildings and offering more opportunities for students.
In early 2008, the districts commissioned EI Associates to conduct more studies of Millersburg and Halifax that projected the costs or savings for each district without consolidating.
"We felt that the Pennsylvania Economy League study didn't give us all the information that we needed to make a baseline comparison of both districts. We felt we really needed additional information -- would consolidating really bring us cost savings?" Halifax Superintendent Robert Hassinger said.
The second study examined three proposed scenarios for each district, such as upgrading buildings with no additional space and upgrading buildings while adding space "we feel we need," Hassinger said.
The study's third component examined adding "building space for additional programs that we felt we would be nice to have but not necessary," Hassinger said. "Now we're just looking at the studies to see what it's telling us. It's not a clear-cut decision."
A merger would turn Dauphin County's two smallest districts into a midsized one with about 2,100 students.
The proposed merger would be the first in the state in 30 years.
WHAT'S NEXT
The school boards plan to continue discussing the studies. WHEN AND WHERE
# The Halifax School Board will meet at 7:30 p.m. Sept. 23 in the high school conference room, 3940 Peters Mountain Road.
# The Millersburg School Board will meet at 7 p.m. Oct. 20 in the district board room, 799 Center St.
PUBLIC COMMENT School officials said they would like to hold more public forums but have yet to set dates.
They're doing it wrong! There's been a year-long study on the feasibility of such a merger. Our current school board has shown us this is not the way to do it. Why spend money on feasibility and plans when "Just Do It!" ain't just for Nike anymore. Get it done and stop wasting time. Let's move on!
Merger decision to take time, 2 say
Sunday, September 14, 2008
BY PHYLLIS ZIMMERMAN
For The Patriot-News
Despite more than a year of speculation, the Halifax and Millersburg school districts won't soon decide about a possible consolidation, school officials say.
"Unfortunately, I cannot speculate on when such an action could take place," Halifax school board President Todd Hoover said. "This is a monumental decision and we want to take as much time as is necessary to make what we believe to be the decision that is best for the students, residents and taxpayers, faculty and staff of both districts."
Millersburg Superintendent Sheree-Lee Knorr echoed Hoover's assessment.
The Halifax and Millersburg school boards agreed in April 2007 to participate in a study done by the Pennsylvania Economy League to examine a possible consolidation. That study was completed about a year ago, providing three proposed options for a merger and a fourth option for the districts to share buildings but remain separate.
The districts would save money by eliminating duplicate services and buildings and offering more opportunities for students.
In early 2008, the districts commissioned EI Associates to conduct more studies of Millersburg and Halifax that projected the costs or savings for each district without consolidating.
"We felt that the Pennsylvania Economy League study didn't give us all the information that we needed to make a baseline comparison of both districts. We felt we really needed additional information -- would consolidating really bring us cost savings?" Halifax Superintendent Robert Hassinger said.
The second study examined three proposed scenarios for each district, such as upgrading buildings with no additional space and upgrading buildings while adding space "we feel we need," Hassinger said.
The study's third component examined adding "building space for additional programs that we felt we would be nice to have but not necessary," Hassinger said. "Now we're just looking at the studies to see what it's telling us. It's not a clear-cut decision."
A merger would turn Dauphin County's two smallest districts into a midsized one with about 2,100 students.
The proposed merger would be the first in the state in 30 years.
WHAT'S NEXT
The school boards plan to continue discussing the studies. WHEN AND WHERE
# The Halifax School Board will meet at 7:30 p.m. Sept. 23 in the high school conference room, 3940 Peters Mountain Road.
# The Millersburg School Board will meet at 7 p.m. Oct. 20 in the district board room, 799 Center St.
PUBLIC COMMENT School officials said they would like to hold more public forums but have yet to set dates.
Sunday, September 14, 2008
Fewer students involved in fights
From the BCCT.
Fewer students involved in fights
The state reports less trouble with students at area high schools, but there still were almost 1,000 altercations.
By THERESA HEGEL
Fighting is still one of the most common offenses in Bucks County schools, according to data recently released by the state. Despite its continued prevalence, however, the incidents reported are significantly lower for the 2006-07 school year than for the previous year. In Bucks, there were 216 fights, down from 279 in 2005-06.
The highest number of offenses reported in the counties were minor infractions — such as profanity or using cell phones in class — that aren’t serious enough for a separate categorization. There were nearly 1,000 such incidents in the two counties.
Data from schools across the state is available online at the state Department of Education’s Web site. Less than 4 percent of students in Pennsylvania were involved in incidents of misconduct two years ago, according to the report.
“While we always will have to be diligent in ensuring that our schools are safe, the latest statistics show schools are, for the most part, doing a solid job of creating and maintaining a quality environment for learning,” said Gerald L. Zahorchak, state education secretary.
Though fighting was typical on a countywide level, the breakdown for specific school districts tells a slightly different story.
Another factor contributing to increased detection is the strong investigation skills of the district’s security force, many of whom are former police officers, Hassler said.
Disorderly conduct is more common at the vo-techs than in district schools. Bucks County Technical High School had 49 incidents, and Middle Bucks Institute of Technology had 39.
Kathryn Strouse, director of Middle Bucks, explained the school takes it very seriously when students refuse to cooperate with teachers or are disruptive.
Tech classrooms often are set up to resemble the workplace, and part of the grading is based on a student’s employability, she said. A lot of their equipment — such as nail guns, knives and welding torches — can be dangerous if used carelessly or incorrectly.
“We feel like we have to hold them very accountable for their actions to ensure safety,” she said.
Bensalem School District followed the trend of Bucks County, with 44 incidents of fighting in 2006-07.
Superintendent James Lombardo, who took his post in January of last year, had no insights about the relatively high number of fights, but he did note that fighting had declined significantly the following school year.
Last year, the district initiated a mission to “address the needs of the whole child” and promote a “safe and healthy environment” for learning, he said.
The move wasn’t in response to the data gathered by the state, but it has seemed to help with student behavior, Lombardo said.
Ultimately, the state’s data is a worthwhile tool, but its age makes it difficult to use in forming school policy, Hassler said.
Fewer students involved in fights
The state reports less trouble with students at area high schools, but there still were almost 1,000 altercations.
By THERESA HEGEL
Fighting is still one of the most common offenses in Bucks County schools, according to data recently released by the state. Despite its continued prevalence, however, the incidents reported are significantly lower for the 2006-07 school year than for the previous year. In Bucks, there were 216 fights, down from 279 in 2005-06.
The highest number of offenses reported in the counties were minor infractions — such as profanity or using cell phones in class — that aren’t serious enough for a separate categorization. There were nearly 1,000 such incidents in the two counties.
Data from schools across the state is available online at the state Department of Education’s Web site. Less than 4 percent of students in Pennsylvania were involved in incidents of misconduct two years ago, according to the report.
“While we always will have to be diligent in ensuring that our schools are safe, the latest statistics show schools are, for the most part, doing a solid job of creating and maintaining a quality environment for learning,” said Gerald L. Zahorchak, state education secretary.
Though fighting was typical on a countywide level, the breakdown for specific school districts tells a slightly different story.
Another factor contributing to increased detection is the strong investigation skills of the district’s security force, many of whom are former police officers, Hassler said.
Disorderly conduct is more common at the vo-techs than in district schools. Bucks County Technical High School had 49 incidents, and Middle Bucks Institute of Technology had 39.
Kathryn Strouse, director of Middle Bucks, explained the school takes it very seriously when students refuse to cooperate with teachers or are disruptive.
Tech classrooms often are set up to resemble the workplace, and part of the grading is based on a student’s employability, she said. A lot of their equipment — such as nail guns, knives and welding torches — can be dangerous if used carelessly or incorrectly.
“We feel like we have to hold them very accountable for their actions to ensure safety,” she said.
Bensalem School District followed the trend of Bucks County, with 44 incidents of fighting in 2006-07.
Superintendent James Lombardo, who took his post in January of last year, had no insights about the relatively high number of fights, but he did note that fighting had declined significantly the following school year.
Last year, the district initiated a mission to “address the needs of the whole child” and promote a “safe and healthy environment” for learning, he said.
The move wasn’t in response to the data gathered by the state, but it has seemed to help with student behavior, Lombardo said.
Ultimately, the state’s data is a worthwhile tool, but its age makes it difficult to use in forming school policy, Hassler said.
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