MBOE President John Austin
Superintendent Michael Flanagan
Trustee Eileen Lappin Weiser
Michigan Department of Education
Dear Michigan Education Leaders,
I am writing regarding a recent article I read in the Kalamazoo Gazette, http://www.mlive.com/news/grand-rapids/index.ssf/2011/08/michigan_education_department.htmle, reporting that the Michigan Board of Education sent a letter seeking a waiver from the Federal Government to the goals of No Child Left Behind from 100% proficient in 2014 to 80% in 2014 and 100% in ten years. The article contained a caveat that perhaps 100% will never be attainable, though I realize this is not necessarily the opinion of your Board.
As the highest level of educational leaders in our state, you hold the key to balancing the need to improve educational outcomes for all of Michigan’s children with the institutional resistance to change and accountability. Overall, I believe the Michigan BOE and MDOE have been doing an excellent job with this incredibly challenging task. Your commitment to creating high expectation state exams, useful online reporting, regular assessment and continuous improvement is notable. Some have complained about the “tests constantly changing” or “the cut scores constantly changing”, but I see these changes as a reflection of your commitment to continuously raise the bar for yourselves and for the education community in Michigan. Unfortunately, I do not believe most of the K-12 educational institutions in Michigan have demonstrated a similar commitment.
Let’s review a little history. NCLB became law January 8, 2002. The original goal was that all children would pass their state proficiency exams by 2014. This meant every child beginning school in first grade in 2002 and every year after would need to be proficient. It is true that at the time, not all states had robust exams, so the definition of “proficient” was debatable. However, it seems absolutely logical that educators would assume that minimally this would mean that every child should be able to read at grade level by the end of third grade and until graduation. (You know the old saying, up until the end of third grade, we learn to read. After third grade, we read to learn.)
I have been active with Portage Public Schools since 2001. When NCLB became law, PPS did not establish district goals to achieve 100% of students proficient in reading. As a matter of fact, PPS has never set a 100% proficient goal for reading. Just this last year, PPS discovered that 25% of the freshman class was reading below grade level. This is the class of children who were in fact first graders in 2002! The sad truth is that finding any school district in Michigan truly committed to 100% proficiency is very difficult.
So it seems, after 10 years of a 12 year target, to ask for another 10 years is to let our children down. School districts and the adults who run them must be held accountable now. If a significant number of our schools fail NCLB, it is because we are failing our children, perhaps not all children, but too many children. This visibility of failure, though at first will be defended with excuses, can create a motivation for real change that has yet to permeate a public school system whose leaders believe they will never actually be held accountable.
Yesterday I had the opportunity to meet and hear Geoffrey Canada of the Harlem Children’s Zone. If you have the chance to hear him speak, it is well worth the time. His message is clear, we must respond to the urgent need to be accountable to teach all children now. He refers to a 2009 Military Readiness research report to make the urgency and magnitude visible. http://d15h7vkr8e4okv.cloudfront.net/NATEE1109.pdf The future of our country depends on it.
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Tuesday, September 27, 2011
An Assessment of the Parent Empowerment Reform Package
Analysis for Consideration September 2011
From Melanie Kurdys
Assessment of the Parent Empowerment Education Reform Package
This legislative package is very powerful in that it does not prescribe a solution to achieving the important goal of “All children learning at high levels and ready for college”. It offers a range of opportunities and choices and puts those choices in the hands of parents and students.
The assessment documented here includes discussion regarding:
1. The need for something different than the status quo
2. Evidence indicating this approach would work
3. Potential issues remaining unresolved
4. Hurdles you might encounter as the legislation moves forward
1. The Need (Items in parenthesis offers additional areas of research for background if needed.)
Currently, students are required by law to attend school from age 6 to 18. Most attend a school determined for them based on where they live. If parents and students are unhappy with their defined school, some alternatives do exist:
- They can enroll in a local charter school at no additional cost if there is one accessible and if that school has openings. (Assessment of # of communities served and enrollment versus demand.)
- They can enroll in a private school at additional cost (enrollment & average cost to parents)
- They can seek “school of choice” reassignment with permission of their home school superintendent assuming a neighboring school participates in choice. (Number of districts opting out, number of students taking advantage of the option)
- They can move to a different community (Could do a recap of the difficulties in Michigan in selling homes and losing home value)
- They can homeschool. (Report participation levels, student achievement, hurdles to implementation.)
A brief review of the MEAP, MME and ACT scores in Michigan clearly show that 10 years into the No Child Left Behind effort to teach all children to high levels, the results are nowhere near 100%. This is true in the best and worst school districts. This is true even with the noted choices that are available.
Some will argue the goal is too hard. Some will argue some children just cannot be expected to achieve at high levels. Ask them, “Which children will you look in the eye and tell them they are the ones we will not teach?”
Some will argue the tests are an unfair or inaccurate assessment. Challenge these people to give an alternative. In the 10 years of NCLB, no viable alternative to assessing achievement has been offered. And then ask them, “Suppose a better measure was in fact available today, would that measure indicate that all children are achieving at their highest potential?” I would be seriously surprised if anyone said yes.
Ask “If we surveyed Michigan parents of school age children, would 100% of them say that their children are receiving a high quality education that allows them to be ready for college and life?” If so, then perhaps there truly is no need to offer something else. (Find research reporting parent satisfaction with current schooling in Michigan).
Are we satisfied with the educational outcomes return on our educational investment? Governor Snyder does a good job clarifying that this is in fact not acceptable when we benchmark ourselves nationally.
So if we are committed to providing an environment in the State of Michigan where all children are truly provided an opportunity to achieve, if we are committed to leaving no child behind, at a investment level that our state can spend, then something other than the status quo must be available.
2. Evidence
Stay away from the specific debate about any one of the alternatives being offered. The list includes a wide variety of strategies. None of these alternatives has developed a track record of un-debatable success (although there are research studies I have found showing trends and improvements over time). But none of them are untested in some regard and all have shown some level of success and all have a constituency of believers. In addition, the list includes mechanisms for both the private sector and existing public schools to enter this new arena and innovate. What this package is doing is reducing the monopoly public schools have by one more big step.
The most powerful research I found in support of this strategy is from the Urban Institute Research of Record:
Public School Choice and Student Achievement in the District of Columbia by Austin Nichols and Umut Ozek
Publication Date: December 15, 2010
Permanent Link: http://www.urban.org/url.cfm?ID=1001499
Abstract
This study examines the multi-faceted public school choice environment in the District of Columbia and the effects of alternative public schools on the achievement levels of students who exercise this type of school choice. The results indicate that students who attend out-of-boundary public schools and charter schools significantly outperform similar students who attend in-boundary public schools in both reading and math tests. We rely on instrumental variables framework to disentangle the underlying reasons behind this achievement gap and find that the observed differences are likely due to the positive effects of alternative public schools.
http://www.urban.org/publications/1001499.html
The bottom line of this research is that it does not matter very much what parents choose, choice itself increases the performance of students. It takes into consideration the likelihood that parents who choose are more engaged in their children’s education, which is a supporting factor in student achievement. 3. Potential Unresolved Issues
There will likely be significant push-back from superintendents and even school boards. Reently the Michigan Association of School Boards (MASB) reported the results of a survey of their members. They were asking if the members wanted to roll into the membership scope Charter School Boards. The results were mixed, but the majority said NO!! (A sad commentary on the MASB membership in my opinion, since it clearly shows a bias to protecting schools over children…editorial comment, sorry.) But the legislation contains opportunities for public schools toexpand these choice options to their parent/student market!
School districts may begin to spend precious funds on advertising and marketing. I have seen it already in some communities where they pay to post on billboards in neighboring districts. I suppose one could argue that this use of money should be permitted and the natural consequences of not spending the money in the class room for better teachers or smaller class sizes will ultimately impact the school’s performance in student accountability. But this line of discussion assumes you can hold a tight line on dollars allocated and accountability measures and consequences. Neither of these assumptions exists right now, so I am concerned about this potential “mis-use of funds”.
There is a legitimate concern among public schools as to “who is stuck with the most difficult to teach students?” Currently, it is the neighborhood school. Let’s assume these are the very students whose parents will not even try to choose an alternative and are highly disengaged. This really does pose a problem for these schools. I cannot offer a solution to this yet but I am thinking about it and raising the thought to others in an effort to find some workable ideas. (Like schools can reject a student if…). Nonetheless, a response to this argument might be…”The resistance of some parents to be good parents should not prevent those who want to be good parents from having the resources they need to be successful”.
Public schools may be left with empty buildings or an insufficient supply of children to be cost effective. First, I would argue that if that many parents are choosing something else, this school should close. Schools are not meant to be employment agencies for teachers and administrators. Perhaps then the legislation may benefit from some supporting legislation allowing charters or others to buy or rent school buildings or space within buildings. This option may already exist, but I am not certain.
4. Hurdles
I think it is safe to assume most parents not employed by a school district or supporting organization will support this legislation. I have found this in my informal discussions with people. I was surprised to find that a fair number of early childhood people reacted negatively, even though they strongly advocate for parent choice in early childhood programs. To be honest I was quite baffled by this reaction. Not only that, but the emotion in the reaction made coherent, logical discussions difficult first time around.
It appears there issome amount of support in the sitting school boards (maybe as much as 40%) around the state and a faction within the administration of MASB and MASA.
I was not sure where I stood, although philosophically I support the concept of a competitive market for education. I have been incredibly disappointed with public education “powers that be” and their unwillingness to commit to the goal of educating all children. It is certainly not possible to achieve a goal you are not even trying to achieve! The research I found really makes me believe this is a worthwhile effort in the right direction, though probably very politically challenging.
From Melanie Kurdys
Assessment of the Parent Empowerment Education Reform Package
This legislative package is very powerful in that it does not prescribe a solution to achieving the important goal of “All children learning at high levels and ready for college”. It offers a range of opportunities and choices and puts those choices in the hands of parents and students.
The assessment documented here includes discussion regarding:
1. The need for something different than the status quo
2. Evidence indicating this approach would work
3. Potential issues remaining unresolved
4. Hurdles you might encounter as the legislation moves forward
1. The Need (Items in parenthesis offers additional areas of research for background if needed.)
Currently, students are required by law to attend school from age 6 to 18. Most attend a school determined for them based on where they live. If parents and students are unhappy with their defined school, some alternatives do exist:
- They can enroll in a local charter school at no additional cost if there is one accessible and if that school has openings. (Assessment of # of communities served and enrollment versus demand.)
- They can enroll in a private school at additional cost (enrollment & average cost to parents)
- They can seek “school of choice” reassignment with permission of their home school superintendent assuming a neighboring school participates in choice. (Number of districts opting out, number of students taking advantage of the option)
- They can move to a different community (Could do a recap of the difficulties in Michigan in selling homes and losing home value)
- They can homeschool. (Report participation levels, student achievement, hurdles to implementation.)
A brief review of the MEAP, MME and ACT scores in Michigan clearly show that 10 years into the No Child Left Behind effort to teach all children to high levels, the results are nowhere near 100%. This is true in the best and worst school districts. This is true even with the noted choices that are available.
Some will argue the goal is too hard. Some will argue some children just cannot be expected to achieve at high levels. Ask them, “Which children will you look in the eye and tell them they are the ones we will not teach?”
Some will argue the tests are an unfair or inaccurate assessment. Challenge these people to give an alternative. In the 10 years of NCLB, no viable alternative to assessing achievement has been offered. And then ask them, “Suppose a better measure was in fact available today, would that measure indicate that all children are achieving at their highest potential?” I would be seriously surprised if anyone said yes.
Ask “If we surveyed Michigan parents of school age children, would 100% of them say that their children are receiving a high quality education that allows them to be ready for college and life?” If so, then perhaps there truly is no need to offer something else. (Find research reporting parent satisfaction with current schooling in Michigan).
Are we satisfied with the educational outcomes return on our educational investment? Governor Snyder does a good job clarifying that this is in fact not acceptable when we benchmark ourselves nationally.
So if we are committed to providing an environment in the State of Michigan where all children are truly provided an opportunity to achieve, if we are committed to leaving no child behind, at a investment level that our state can spend, then something other than the status quo must be available.
2. Evidence
Stay away from the specific debate about any one of the alternatives being offered. The list includes a wide variety of strategies. None of these alternatives has developed a track record of un-debatable success (although there are research studies I have found showing trends and improvements over time). But none of them are untested in some regard and all have shown some level of success and all have a constituency of believers. In addition, the list includes mechanisms for both the private sector and existing public schools to enter this new arena and innovate. What this package is doing is reducing the monopoly public schools have by one more big step.
The most powerful research I found in support of this strategy is from the Urban Institute Research of Record:
Public School Choice and Student Achievement in the District of Columbia by Austin Nichols and Umut Ozek
Publication Date: December 15, 2010
Permanent Link: http://www.urban.org/url.cfm?ID=1001499
Abstract
This study examines the multi-faceted public school choice environment in the District of Columbia and the effects of alternative public schools on the achievement levels of students who exercise this type of school choice. The results indicate that students who attend out-of-boundary public schools and charter schools significantly outperform similar students who attend in-boundary public schools in both reading and math tests. We rely on instrumental variables framework to disentangle the underlying reasons behind this achievement gap and find that the observed differences are likely due to the positive effects of alternative public schools.
http://www.urban.org/publications/1001499.html
The bottom line of this research is that it does not matter very much what parents choose, choice itself increases the performance of students. It takes into consideration the likelihood that parents who choose are more engaged in their children’s education, which is a supporting factor in student achievement. 3. Potential Unresolved Issues
There will likely be significant push-back from superintendents and even school boards. Reently the Michigan Association of School Boards (MASB) reported the results of a survey of their members. They were asking if the members wanted to roll into the membership scope Charter School Boards. The results were mixed, but the majority said NO!! (A sad commentary on the MASB membership in my opinion, since it clearly shows a bias to protecting schools over children…editorial comment, sorry.) But the legislation contains opportunities for public schools toexpand these choice options to their parent/student market!
School districts may begin to spend precious funds on advertising and marketing. I have seen it already in some communities where they pay to post on billboards in neighboring districts. I suppose one could argue that this use of money should be permitted and the natural consequences of not spending the money in the class room for better teachers or smaller class sizes will ultimately impact the school’s performance in student accountability. But this line of discussion assumes you can hold a tight line on dollars allocated and accountability measures and consequences. Neither of these assumptions exists right now, so I am concerned about this potential “mis-use of funds”.
There is a legitimate concern among public schools as to “who is stuck with the most difficult to teach students?” Currently, it is the neighborhood school. Let’s assume these are the very students whose parents will not even try to choose an alternative and are highly disengaged. This really does pose a problem for these schools. I cannot offer a solution to this yet but I am thinking about it and raising the thought to others in an effort to find some workable ideas. (Like schools can reject a student if…). Nonetheless, a response to this argument might be…”The resistance of some parents to be good parents should not prevent those who want to be good parents from having the resources they need to be successful”.
Public schools may be left with empty buildings or an insufficient supply of children to be cost effective. First, I would argue that if that many parents are choosing something else, this school should close. Schools are not meant to be employment agencies for teachers and administrators. Perhaps then the legislation may benefit from some supporting legislation allowing charters or others to buy or rent school buildings or space within buildings. This option may already exist, but I am not certain.
4. Hurdles
I think it is safe to assume most parents not employed by a school district or supporting organization will support this legislation. I have found this in my informal discussions with people. I was surprised to find that a fair number of early childhood people reacted negatively, even though they strongly advocate for parent choice in early childhood programs. To be honest I was quite baffled by this reaction. Not only that, but the emotion in the reaction made coherent, logical discussions difficult first time around.
It appears there issome amount of support in the sitting school boards (maybe as much as 40%) around the state and a faction within the administration of MASB and MASA.
I was not sure where I stood, although philosophically I support the concept of a competitive market for education. I have been incredibly disappointed with public education “powers that be” and their unwillingness to commit to the goal of educating all children. It is certainly not possible to achieve a goal you are not even trying to achieve! The research I found really makes me believe this is a worthwhile effort in the right direction, though probably very politically challenging.
Tuesday, June 21, 2011
June 20, 2011 Board Comments
This was an interesting four years. I think the most challenging aspect was keeping everything about our students. When the Board and the administrators are in the midst of building projects, financial challenges, strategic direction debates, even discussing school improvement plans, it is hard to keep in mind that every child in our district is facing personal challenges every day.
Many Portage students are very successful facing their challenges and go on to very rewarding lives. I myself know a graduate from West Point, a reporter at National Geographic, a Broadway performer, the CEO of a Leadership Institute in South Africa, just to name a few. The success of our new Alumni Newsletter is testimony to the hundreds of Portage graduates living their dreams. We are all quite proud of the achievements of these people who graduated from our school.
But our challenge is to also remember those who are not as successful facing their challenges. I met a mother of three Portage students, the oldest had dropped out, the second was struggling to read in Middle School. This mother couldn’t read past fifth grade. She was embarrassed to reach out to her son’s teachers. She was afraid for her children. I have known Portage students who struggle reading, who cannot multiply, who have been bullied, who have been unfairly punished, who have dropped-out, who got mixed up with drugs. I have shared the pain and sadness of parents whose children suffered great tragedy.
Just as a school district cannot claim all the credit for their graduates successes, nor can we be held totally accountable for the lack of success. But I believe my fellow Board members and our staff realize that we do play an important part in the lives of all our students and their families. We do make a difference. And yes, we can and we should be very proud of all the wonderful things we do for our students, but the challenge is to do all we must to enable each and every student to succeed.
Many Portage students are very successful facing their challenges and go on to very rewarding lives. I myself know a graduate from West Point, a reporter at National Geographic, a Broadway performer, the CEO of a Leadership Institute in South Africa, just to name a few. The success of our new Alumni Newsletter is testimony to the hundreds of Portage graduates living their dreams. We are all quite proud of the achievements of these people who graduated from our school.
But our challenge is to also remember those who are not as successful facing their challenges. I met a mother of three Portage students, the oldest had dropped out, the second was struggling to read in Middle School. This mother couldn’t read past fifth grade. She was embarrassed to reach out to her son’s teachers. She was afraid for her children. I have known Portage students who struggle reading, who cannot multiply, who have been bullied, who have been unfairly punished, who have dropped-out, who got mixed up with drugs. I have shared the pain and sadness of parents whose children suffered great tragedy.
Just as a school district cannot claim all the credit for their graduates successes, nor can we be held totally accountable for the lack of success. But I believe my fellow Board members and our staff realize that we do play an important part in the lives of all our students and their families. We do make a difference. And yes, we can and we should be very proud of all the wonderful things we do for our students, but the challenge is to do all we must to enable each and every student to succeed.
Monday, May 23, 2011
May 9 2011
I would like to thank the voters of Portage for supporting the Enhancement Millage. Continuing these funds will make it a bit easier to move forward with the anticipated reductions in revenues.
I would also like to thank those community members who voted for me. I appreciate your ongoing support. And we have heard from the majority of voters who are looking for a change in the board membership. As such, I hope the incoming board members will support this Board’s efforts to move ahead on the two most important tasks remaining this year, approving the budget for 2011-12 and hiring a new superintendent.
The upcoming budget discussions will be difficult. We need to work openly and honestly with everyone to determine which reductions are least offensive to our community. To those who received potential layoff or reassignment notices, please remember, the Board has not approved a budget yet. These notices are preliminary. I would have liked the Board to have been informed about the notices before they went out, but in the end, sending the advance notices is the correct process.
The selection of a new superintendent is equally challenging. Hopefully qualified candidates will not be discouraged by the uncertainty created with a change in board membership. I do believe all nine of us share the goal of finding a strong leader who will focus on student achievement as the number one priority. As we will hear in the results from the most recent Community Survey, our community has high expectations for our schools and our students.
It is time to set aside our differences and remember we are here to work for our students. Our actions do indeed set an example. Many are aware that a recall petition has been initiated to remove highly qualified board members before their term expires. Of course, recalls are perfectly legal. However, this effort is divisive for the community at a time when we need to come together. This recall can only further discourage potential superintendent candidates as well as new families moving into the area.
And so, in a move toward unity of purpose, would all Board members, current, past and incoming, as well as community members, please join me in formally and unequivocally denouncing the recall efforts. Thank you.
I would like to thank the voters of Portage for supporting the Enhancement Millage. Continuing these funds will make it a bit easier to move forward with the anticipated reductions in revenues.
I would also like to thank those community members who voted for me. I appreciate your ongoing support. And we have heard from the majority of voters who are looking for a change in the board membership. As such, I hope the incoming board members will support this Board’s efforts to move ahead on the two most important tasks remaining this year, approving the budget for 2011-12 and hiring a new superintendent.
The upcoming budget discussions will be difficult. We need to work openly and honestly with everyone to determine which reductions are least offensive to our community. To those who received potential layoff or reassignment notices, please remember, the Board has not approved a budget yet. These notices are preliminary. I would have liked the Board to have been informed about the notices before they went out, but in the end, sending the advance notices is the correct process.
The selection of a new superintendent is equally challenging. Hopefully qualified candidates will not be discouraged by the uncertainty created with a change in board membership. I do believe all nine of us share the goal of finding a strong leader who will focus on student achievement as the number one priority. As we will hear in the results from the most recent Community Survey, our community has high expectations for our schools and our students.
It is time to set aside our differences and remember we are here to work for our students. Our actions do indeed set an example. Many are aware that a recall petition has been initiated to remove highly qualified board members before their term expires. Of course, recalls are perfectly legal. However, this effort is divisive for the community at a time when we need to come together. This recall can only further discourage potential superintendent candidates as well as new families moving into the area.
And so, in a move toward unity of purpose, would all Board members, current, past and incoming, as well as community members, please join me in formally and unequivocally denouncing the recall efforts. Thank you.
Tuesday, May 3, 2011
Thank you
Today is election day. No matter the outcome, I want to thank all those who have supported me these last four years. It has been challenging, to be sure. But I can honestly say, I believe good things have happened.
Here is a small sample of the most important changes:
- The teachers and building administrators are using more data to drive decisions, most importantly, in support of student learning.
- The District has the beginnings of a real scorecard which will serve as a common understanding of key elements of student achievement.
- The Board has put more emphasis on fiscal accountability to our taxpayers, actually reserving funds to minimize potential tax increaases to pay down the building debt.
- More Board members, parents and community members feel confident in asking questions about how we allocate our resources and they expect good answers.
- The District has posted online the checkbook, Board minutes, Board Policies, Board member contact information.
Most importantly, I am proud of the positive working relationship I have developed with my fellow board members, Kevin Hollenbeck, Randy VanAntwerp, Rusty Rathburn, Bo Snyder, Joanne Willson, and Geoff Howe. And this applies to those who left during my tenure, Wendy Mazer, Dale Posthumus, and John Whyte.
Most importantly, thank you to all of you who have voted for me. Your confidence in me is truly humbling.
Here is a small sample of the most important changes:
- The teachers and building administrators are using more data to drive decisions, most importantly, in support of student learning.
- The District has the beginnings of a real scorecard which will serve as a common understanding of key elements of student achievement.
- The Board has put more emphasis on fiscal accountability to our taxpayers, actually reserving funds to minimize potential tax increaases to pay down the building debt.
- More Board members, parents and community members feel confident in asking questions about how we allocate our resources and they expect good answers.
- The District has posted online the checkbook, Board minutes, Board Policies, Board member contact information.
Most importantly, I am proud of the positive working relationship I have developed with my fellow board members, Kevin Hollenbeck, Randy VanAntwerp, Rusty Rathburn, Bo Snyder, Joanne Willson, and Geoff Howe. And this applies to those who left during my tenure, Wendy Mazer, Dale Posthumus, and John Whyte.
Most importantly, thank you to all of you who have voted for me. Your confidence in me is truly humbling.
Monday, April 25, 2011
Leadership & Student Achievement
Managers are people who do things right, while leaders are people who do the right thing. — Warren Bennis, Ph.D. On Becoming a Leader
As I have been campaigning, there has been an interesting dialogue about all the good things happening in Portage Schools and the apparent disconnect that the Board is not satisfied with the performance of the superintendent.
The answer may be found in a 2007 Educational Research Service article by J. Timothy Waters and Robert Marzano called School District Leadership That Works: The Effect of Superintendent Leadership on Student Achievement.
The authors found a statistically significant relationship between superintendent leadership and student achievement. Effective superintendents focus on creating goal-oriented districts.
But here is the catch. "By focusing on district goals that are unlikely to impact student achievement (like new building projects), a seemingly strong superintendent can have a minimal or even negative effect on student achievement".
Another important finding from the study suggests long term stability of a superintendent is a positive factor to student achievement. However, with an important caveat, "obviously assuming the superintendent is focused on the "right" priorities"!
The study found that the factor most significantly correlated to student achievement is the establishment of "Non-negotiable goals for achievement and instruction". It has not been the practice for Portage Boards or superintendents to establish highly visible, district-wide, non-negotiable goals.
I believe this is what we must do. And I believe this current PPS Board is poised to begin this conversation. As we begin the difficult task of establishing our budget for next year, we must incorporate the four critical principles of this study:
- Establish non-negotiable goals for achievement and instruction
- Commit Board alignment and support to the goals
- Align resources in support of these goals
- Monitor the progress toward these goals.
As the study says, "we must ensure that these goals remain the top priorities in the district and that no other initiatives detract attention or resources from accomplishing these goals".
Bottom line, Leadership matters.
As I have been campaigning, there has been an interesting dialogue about all the good things happening in Portage Schools and the apparent disconnect that the Board is not satisfied with the performance of the superintendent.
The answer may be found in a 2007 Educational Research Service article by J. Timothy Waters and Robert Marzano called School District Leadership That Works: The Effect of Superintendent Leadership on Student Achievement.
The authors found a statistically significant relationship between superintendent leadership and student achievement. Effective superintendents focus on creating goal-oriented districts.
But here is the catch. "By focusing on district goals that are unlikely to impact student achievement (like new building projects), a seemingly strong superintendent can have a minimal or even negative effect on student achievement".
Another important finding from the study suggests long term stability of a superintendent is a positive factor to student achievement. However, with an important caveat, "obviously assuming the superintendent is focused on the "right" priorities"!
The study found that the factor most significantly correlated to student achievement is the establishment of "Non-negotiable goals for achievement and instruction". It has not been the practice for Portage Boards or superintendents to establish highly visible, district-wide, non-negotiable goals.
I believe this is what we must do. And I believe this current PPS Board is poised to begin this conversation. As we begin the difficult task of establishing our budget for next year, we must incorporate the four critical principles of this study:
- Establish non-negotiable goals for achievement and instruction
- Commit Board alignment and support to the goals
- Align resources in support of these goals
- Monitor the progress toward these goals.
As the study says, "we must ensure that these goals remain the top priorities in the district and that no other initiatives detract attention or resources from accomplishing these goals".
Bottom line, Leadership matters.
Monday, April 11, 2011
Vote for KURDYS May 3, 2011 Assorted Community Comments
I'm glad you're running and am hopeful that the voters of Portage recognize your contributions. You are smart and pragmatic; detailed and big-picture. These are important issues that are seldom well balanced in public life. You take care. Janet
I am proud and happy to support all of you. I have to say to you, personally, that I believe you are just about the smartest person I know. You investigate all of the facts and figures, and present a case (whatever it is) that's well thought out for the benefit of everyone. I know that you've taken a lot of heat, and I wish there was a way to make others understand that if anyone is not making decisions based on emotions or personality conflicts, it would be you. Thanks for your courage and "thick skin". Terri
Melanie, I KNOW how hard it has been to get your concerns heard these past 4 years. I am very aware that the school system’s problems run far deeper than just “petty bickering amongst yourselves” and it’s been going on far too long. I voted for you for a reason. I would encourage you to “stay the course” in working to see our school system as a nationally ranked school system, rather than an “ok” school system. If that means tackling a controversial decision, then so be it. Do what needs to be done. It’s time. To say “Thank you” to you doesn’t really seem enough, but I appreciate your continued dedication to your position, to our school system and to my kid’s education. Jody
Thank you for your diligent and courageous commitment to address the tough issues facing Portage Public Schools. I encourage you to stay strong in your pursuit to do what is best for our present and future students, staff and community. Margie
Just wanted to shoot you a brief note and say thanks for all you have done and will do in the future for PPS. Kurt
I feel that people are being unfair to Melanie, due to the fact she is not a rubber stamp and goes along with everybody without asking questions. At least she is out looking for the best possible way to do things. KEEP UP THE GOOD WORK AND QUESTIONS, MELANIE. Harry
Hello, Melanie. I watched the School Board Meeting. I thought you were right on target with your comments on accountability and choices. There are a lot of people counting on you to continue speaking for the tax payers. I am very impressed with the way you brought up the research you’ve done and the seminars you attend. I only hope the Superintendent will listen and act. Keep up the great work. Stan
Melanie Kurdys: I have to admit that I didn't vote for you before. But I've seen you work through this whole situation, and I'm convinced that you have the students' and taxpayers' best interests at heart. Yours is a thankless job at best, and you and the rest of your colleagues are to be commended for hanging in there.
Next election, you've got my vote. Ecomcon blogger
Melanie Kurdys has been "out there" and completely open and transparent about what she wants for the school district. If you don't like what she says, fine, vote against her. But don't throw around this "personal agenda" crap and try to smear her as unfit for the board. You folks are lucky to have someone who thinks for themselves and is not a rubber stamp for the administration. Most elected school boards--heck, most boards at any level--have a "go along with the herd" mentality and little courage to do what's right. That's why our governments at all levels are in such a mess. Truthavenger blogger
I am proud and happy to support all of you. I have to say to you, personally, that I believe you are just about the smartest person I know. You investigate all of the facts and figures, and present a case (whatever it is) that's well thought out for the benefit of everyone. I know that you've taken a lot of heat, and I wish there was a way to make others understand that if anyone is not making decisions based on emotions or personality conflicts, it would be you. Thanks for your courage and "thick skin". Terri
Melanie, I KNOW how hard it has been to get your concerns heard these past 4 years. I am very aware that the school system’s problems run far deeper than just “petty bickering amongst yourselves” and it’s been going on far too long. I voted for you for a reason. I would encourage you to “stay the course” in working to see our school system as a nationally ranked school system, rather than an “ok” school system. If that means tackling a controversial decision, then so be it. Do what needs to be done. It’s time. To say “Thank you” to you doesn’t really seem enough, but I appreciate your continued dedication to your position, to our school system and to my kid’s education. Jody
Thank you for your diligent and courageous commitment to address the tough issues facing Portage Public Schools. I encourage you to stay strong in your pursuit to do what is best for our present and future students, staff and community. Margie
Just wanted to shoot you a brief note and say thanks for all you have done and will do in the future for PPS. Kurt
I feel that people are being unfair to Melanie, due to the fact she is not a rubber stamp and goes along with everybody without asking questions. At least she is out looking for the best possible way to do things. KEEP UP THE GOOD WORK AND QUESTIONS, MELANIE. Harry
Hello, Melanie. I watched the School Board Meeting. I thought you were right on target with your comments on accountability and choices. There are a lot of people counting on you to continue speaking for the tax payers. I am very impressed with the way you brought up the research you’ve done and the seminars you attend. I only hope the Superintendent will listen and act. Keep up the great work. Stan
Melanie Kurdys: I have to admit that I didn't vote for you before. But I've seen you work through this whole situation, and I'm convinced that you have the students' and taxpayers' best interests at heart. Yours is a thankless job at best, and you and the rest of your colleagues are to be commended for hanging in there.
Next election, you've got my vote. Ecomcon blogger
Melanie Kurdys has been "out there" and completely open and transparent about what she wants for the school district. If you don't like what she says, fine, vote against her. But don't throw around this "personal agenda" crap and try to smear her as unfit for the board. You folks are lucky to have someone who thinks for themselves and is not a rubber stamp for the administration. Most elected school boards--heck, most boards at any level--have a "go along with the herd" mentality and little courage to do what's right. That's why our governments at all levels are in such a mess. Truthavenger blogger
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