My views on a few important outcomes from last night's meeting - 1) We selected Michigan Leadership Institute, Craig Misner, to help us with our search for an interim superintendent. Likely this interim person will be from Michigan and he has good connections to help us find good candidates. We expect this person will be superintendent for a year. 2) We kept undecided the selection firm for the permanent superintendent. There seems to be a fair amount of support to using a more national firm in this process to open up our candidate pool from other states as well as consideration to non-traditional candidates who might bring strong leadership where they would leverage the good educational leadership we have within our district. And of course, we are encouraging internal staff to consider their qualifications in applying. 3) We renewed our building administrators contracts for two years. This is in recognition that we have good work underway in the buildings and we wanted to send a strong signal of confidence to our principals as they continue their efforts to teach each and every child. 4) We renewed central office contracts for one year. This year will provide continuity during our transition to a new superintendent, while maintaining the flexibility to make organizational or personnel changes as a new leader would determine appropriate. 5) We discussed the process for hiring three new principals, which is underway. An important change to the process was agreed upon, to make the building level interviews open to the public. I hope many parents and staff choose to attend. 6) The next few months will involve the development of the 2011-12 budget. Please watch and comment as we proceed. We will be using the priorities developed as a result of the community surveys and forums to assist in setting priorities. Our next meeting is scheduled for 4PM Wednesday, March 30, 2011 to work with Mr. Misner on the specific plan for hiring the interim superintendent. As always, this meeting to open to the public.
Tuesday, March 29, 2011
Monday, March 28, 2011
Kurdys Comments from February 21, 2011 Board Meeting
PPS Trustee Comments February 21, 2011 Melanie Kurdys
I want to take a few minutes to talk about our vision of “Super-tier”. Just what does “super-tier” mean? “Super-tier” is a term this Board coined last August to communicate what we believe is our vision for Portage Schools, our vision of what our school system needs to become to meet the challenge of educating each and every student. Back in 2008, the then sitting school board articulated in its policy ends statement, a starting point for this vision. I paraphrase:
“All students..…will…be enabled to succeed at the next stage of their lives….”
That means they are prepared. Prepared means every Kindergartener is ready for first grade. Prepared means every third grader can read at or above third grade level. Prepared means every 5th grader is ready for the transition to middle school. Prepared means every 8th grader is ready for the challenge of high school. Prepared means every high schooler passes Algebra 1, geometry, Algebra 2 and every other math class a student needs in preparation for his or her future. Prepared means every student in our district can read at or above grade level. Prepared means students develop skills, like problem solving, teamwork, and communication skills. Prepared means every student graduates with not only the minimum education required by the State of Michigan, it also means each child graduates ready to meet his or her personal next stage, be that college, the military, technical training or employment.
This Board took that vision to another level last summer. We embraced the concept of “super-tier” in recognition that other school districts are making better progress toward actually achieving success for each and every student. “Super-tier” means we want to be among the first districts reporting 100% of our students meeting the vision of being prepared. We want to be among the districts reporting:
“Of course our students meet the state minimums, but more importantly,our students become all they can and want to be.”
Is this vision difficult? Yes. But if public education is to survive, we must believe it is possible. We must believe that every single child can learn AND it is our moral obligation to teach all children.
Some have suggested Portage is good enough. Do you realize, if only 10% of our students are not meeting the state minimum, this represents more than 850 students? Would you be willing to stand before an audience of these 850 children and their parents and say Portage is good enough? What might they hear? You are not worth the effort?
Some have suggested teaching all children would be too expensive. Research shows there is no correlation between spending and student achievement. But we may need to re-allocate resources to meet all student needs. Would you be willing to stand in front of those 850 children and their parents and say, we can’t teach you because it is too expensive? What might they hear? You are not worth the investment?
Some have suggested expecting all children to learn is to be too demanding and unfair. I ask you, from whom shall we expect less? Which child will you look in the eye and say, “Never mind, this is too hard for you.” What might they hear? You are not capable, so don’t even try?
All the adults in our school system must believe every single child can learn AND it is our moral obligation to teach all children. Once we commit to this belief, we can all work together, in partnership with our students’ parents, to begin the hard work required to achieve the “super-tier” vision. Committed people can achieve amazing results.
Who can forget the incredible story of Helen Keller and her dedicated teacher, Ann Sullivan? Ms. Sullivan broke through the barriers of blindness and deafness to reach and teach Helen. Helen Keller went on to graduate with a Bachelor of Arts degree from Radcliff College. Most of us were not around back in 1825 when Braille was invented, but before then it was believed that blind people would never read. And it was not all that long ago that we believed people without legs could not ever walk again, and certainly never drive again. Both of these are not true anymore, due to the commitment and innovation of people who believed in the impossible.
I am hoping the resistance to this vision is not about the children at all, but is about our fears and our concerns in our ability to meet this incredible challenge. We all know this is an incredible challenge. If it were easy, we would already be there. Every single child comes to us with issues. We cannot be deterred by this fact of life. Instead, let us focus on the fact that every child comes to us with dreams. It is our job to create a system that effectively leverages all our collective resources, talent, time and money. It is our job to create a system where caring adults know each and every child, where we teach each and every one the information and skills they need, where we inspire each and every one to think creatively, to solve problems, to invent, to think beyond our limits of possibilities. It is time for us to come together to commit to becoming a “super-tier” district, a district renowned in its ability to enable all children apply their strengths, overcome their challenges and achieve their dreams.
I want to take a few minutes to talk about our vision of “Super-tier”. Just what does “super-tier” mean? “Super-tier” is a term this Board coined last August to communicate what we believe is our vision for Portage Schools, our vision of what our school system needs to become to meet the challenge of educating each and every student. Back in 2008, the then sitting school board articulated in its policy ends statement, a starting point for this vision. I paraphrase:
“All students..…will…be enabled to succeed at the next stage of their lives….”
That means they are prepared. Prepared means every Kindergartener is ready for first grade. Prepared means every third grader can read at or above third grade level. Prepared means every 5th grader is ready for the transition to middle school. Prepared means every 8th grader is ready for the challenge of high school. Prepared means every high schooler passes Algebra 1, geometry, Algebra 2 and every other math class a student needs in preparation for his or her future. Prepared means every student in our district can read at or above grade level. Prepared means students develop skills, like problem solving, teamwork, and communication skills. Prepared means every student graduates with not only the minimum education required by the State of Michigan, it also means each child graduates ready to meet his or her personal next stage, be that college, the military, technical training or employment.
This Board took that vision to another level last summer. We embraced the concept of “super-tier” in recognition that other school districts are making better progress toward actually achieving success for each and every student. “Super-tier” means we want to be among the first districts reporting 100% of our students meeting the vision of being prepared. We want to be among the districts reporting:
“Of course our students meet the state minimums, but more importantly,our students become all they can and want to be.”
Is this vision difficult? Yes. But if public education is to survive, we must believe it is possible. We must believe that every single child can learn AND it is our moral obligation to teach all children.
Some have suggested Portage is good enough. Do you realize, if only 10% of our students are not meeting the state minimum, this represents more than 850 students? Would you be willing to stand before an audience of these 850 children and their parents and say Portage is good enough? What might they hear? You are not worth the effort?
Some have suggested teaching all children would be too expensive. Research shows there is no correlation between spending and student achievement. But we may need to re-allocate resources to meet all student needs. Would you be willing to stand in front of those 850 children and their parents and say, we can’t teach you because it is too expensive? What might they hear? You are not worth the investment?
Some have suggested expecting all children to learn is to be too demanding and unfair. I ask you, from whom shall we expect less? Which child will you look in the eye and say, “Never mind, this is too hard for you.” What might they hear? You are not capable, so don’t even try?
All the adults in our school system must believe every single child can learn AND it is our moral obligation to teach all children. Once we commit to this belief, we can all work together, in partnership with our students’ parents, to begin the hard work required to achieve the “super-tier” vision. Committed people can achieve amazing results.
Who can forget the incredible story of Helen Keller and her dedicated teacher, Ann Sullivan? Ms. Sullivan broke through the barriers of blindness and deafness to reach and teach Helen. Helen Keller went on to graduate with a Bachelor of Arts degree from Radcliff College. Most of us were not around back in 1825 when Braille was invented, but before then it was believed that blind people would never read. And it was not all that long ago that we believed people without legs could not ever walk again, and certainly never drive again. Both of these are not true anymore, due to the commitment and innovation of people who believed in the impossible.
I am hoping the resistance to this vision is not about the children at all, but is about our fears and our concerns in our ability to meet this incredible challenge. We all know this is an incredible challenge. If it were easy, we would already be there. Every single child comes to us with issues. We cannot be deterred by this fact of life. Instead, let us focus on the fact that every child comes to us with dreams. It is our job to create a system that effectively leverages all our collective resources, talent, time and money. It is our job to create a system where caring adults know each and every child, where we teach each and every one the information and skills they need, where we inspire each and every one to think creatively, to solve problems, to invent, to think beyond our limits of possibilities. It is time for us to come together to commit to becoming a “super-tier” district, a district renowned in its ability to enable all children apply their strengths, overcome their challenges and achieve their dreams.
Sunday, March 27, 2011
Super Tier...What would it cost?
Some have suggested that Super-Tier would be too expensive. Truth is there is no correlation to spending and achievement after some base spending. You see evidence of this in Detroit and Washington DC, two of the most highly funded school districts with terrible results for kids.
There is evidence that districts in wealthy communities have high achievement, but most research shows it is less about the funding and more about the students, their backgrounds and family support.
To move every student to reading and doing math at or above grade level, certainly new resources will be needed. But we should look for realignment, utilizing evidence based pratices and eliminating programs that are not as effective.
I have been asked if this means I would support eliminating other programs like art, music and PE. Certainly not. Research shows that these other programs help develop the whole child and provide a context for student engagement. Additionally, good supplemental programs have been shown to improve student learning in math and reading.
The key here is that we need to be thoughtful about our how we leverage our limited resources, talent, time and money, through evidence based practices, to enable each and every student to achieve.
There is evidence that districts in wealthy communities have high achievement, but most research shows it is less about the funding and more about the students, their backgrounds and family support.
To move every student to reading and doing math at or above grade level, certainly new resources will be needed. But we should look for realignment, utilizing evidence based pratices and eliminating programs that are not as effective.
I have been asked if this means I would support eliminating other programs like art, music and PE. Certainly not. Research shows that these other programs help develop the whole child and provide a context for student engagement. Additionally, good supplemental programs have been shown to improve student learning in math and reading.
The key here is that we need to be thoughtful about our how we leverage our limited resources, talent, time and money, through evidence based practices, to enable each and every student to achieve.
Saturday, March 26, 2011
Super Tier...what does it mean?
OK, simply, the phrase came up in a board retreat recognizing that Portage Schools is good, but we are not considered "top-tier" in Michigan in the same vein as Ann Arbor Schools, Forest Hills Schools, Novi, Bloomfield Hills, Midland, you know the list. We are good, but we are not among the best in the state.
Last year, and it turns out again this year, our community outreach says they expect us to be among the best, not just in the region, not even just in the state, but in the nation. Super-tier means we are one of the best in the entire US. Not an insignificant challenge.
But really, what does super-tier mean for us? What would we be, what would we be doing, if we were super-tier?
My first objective would be that we have "every child reading at or above grade level". One reasonable caveat is kids with an IEP, who would have the goal of reading at or above the IEP target. More on this if you need it.
The next objective would be to have "every child doing math at or above grade level". Same caveat as for reading.
If we achieved these objectives, we would move from the around the 90th percentile in achievement to well above the 95th percentile in the state and even better in the nation.
One problem talking about super-tier in terms of numbers is that it masks the important fact that we are talking about real people here, our students. In our school district, every single percent reflects the reality for more than 86 children. Improving the success rate from 90% to 95% means we have found a way to move more than 400 children to more successful learning and achievement. Imagining and working to realize that every single one of our children can learn at the highest level, now that is super-tier.
A real stretch goal is college readiness. Given that over 90% of our student want to go to college, how many of them should be prepared so they can take college freshman courses and pass, ie, NOT placing in remedial classes (that cost them money and do not count as credit toward graduation)? I would propose well into the 90 percent, if not 100%. After all, these kids are the ones who say they want to go to college. These are the most motivated students. Shouldn't these kids, and their parents, expect that if they attend a good high school and graduate with B's or better, when they go to college they can place into freshman classes and pass? Seems like a reasonable expectation to me.
But you know what? According to ACT, only 24% of our students are actually ready for college! Now before you go dissing Portage, the best schools are not much better, only at a 50% college readiness level. But that's the real problem. If we benchmark our success against even the best schools, we may not reach the levels of student achievement that our kids, and our taxpayers, expect and deserve.
Last year, and it turns out again this year, our community outreach says they expect us to be among the best, not just in the region, not even just in the state, but in the nation. Super-tier means we are one of the best in the entire US. Not an insignificant challenge.
But really, what does super-tier mean for us? What would we be, what would we be doing, if we were super-tier?
My first objective would be that we have "every child reading at or above grade level". One reasonable caveat is kids with an IEP, who would have the goal of reading at or above the IEP target. More on this if you need it.
The next objective would be to have "every child doing math at or above grade level". Same caveat as for reading.
If we achieved these objectives, we would move from the around the 90th percentile in achievement to well above the 95th percentile in the state and even better in the nation.
One problem talking about super-tier in terms of numbers is that it masks the important fact that we are talking about real people here, our students. In our school district, every single percent reflects the reality for more than 86 children. Improving the success rate from 90% to 95% means we have found a way to move more than 400 children to more successful learning and achievement. Imagining and working to realize that every single one of our children can learn at the highest level, now that is super-tier.
A real stretch goal is college readiness. Given that over 90% of our student want to go to college, how many of them should be prepared so they can take college freshman courses and pass, ie, NOT placing in remedial classes (that cost them money and do not count as credit toward graduation)? I would propose well into the 90 percent, if not 100%. After all, these kids are the ones who say they want to go to college. These are the most motivated students. Shouldn't these kids, and their parents, expect that if they attend a good high school and graduate with B's or better, when they go to college they can place into freshman classes and pass? Seems like a reasonable expectation to me.
But you know what? According to ACT, only 24% of our students are actually ready for college! Now before you go dissing Portage, the best schools are not much better, only at a 50% college readiness level. But that's the real problem. If we benchmark our success against even the best schools, we may not reach the levels of student achievement that our kids, and our taxpayers, expect and deserve.
Wednesday, August 26, 2009
Reflection on the Portage School Board Dynamics
As most of the community knows, the Board had two retreats this last summer to discuss our process. The first was well-covered by the press. Although this discussion was difficult, I was glad the other Board members shared their concerns with me.
I learned that there is a belief that I have a hidden agenda which is to intentionally make the school district look bad! Nothing could be further from the truth. I just happen to believe what I campaigned on, that Portage is a good school district with the potential to be GREAT. I am a strong believer in the process to Greatness defined by Tim Collins in his book, Good to Great. To achieve greatness, organizations must face the brutal facts of their current reality. As leaders, we must not be satisfied to rest on our laurels. And as Mr. Collins says, We must lead with questions, which I have been known to do.
Our second retreat was not well publicized, but it was an example of how we intend to work together better. We are beginning to develop the list of facts we must face around our most important objective, student academic achievement and learning. Thanks Julie Mack for your recent report on college readiness. This brings an important fact to the surface for Portage schools, that this year, 46% of our students are ready for college math. This is a fact. And though this % is higher than some districts, since 90 some % of our students go to college, clearly we have an opportunity to improve on our way to becoming Great!
This next couple years will be full of challenges for us, but many great organizations have faced huge challenges and not just survived, but thrived. We must thrive for the well-being of our community and for the benefit of our children.
I learned that there is a belief that I have a hidden agenda which is to intentionally make the school district look bad! Nothing could be further from the truth. I just happen to believe what I campaigned on, that Portage is a good school district with the potential to be GREAT. I am a strong believer in the process to Greatness defined by Tim Collins in his book, Good to Great. To achieve greatness, organizations must face the brutal facts of their current reality. As leaders, we must not be satisfied to rest on our laurels. And as Mr. Collins says, We must lead with questions, which I have been known to do.
Our second retreat was not well publicized, but it was an example of how we intend to work together better. We are beginning to develop the list of facts we must face around our most important objective, student academic achievement and learning. Thanks Julie Mack for your recent report on college readiness. This brings an important fact to the surface for Portage schools, that this year, 46% of our students are ready for college math. This is a fact. And though this % is higher than some districts, since 90 some % of our students go to college, clearly we have an opportunity to improve on our way to becoming Great!
This next couple years will be full of challenges for us, but many great organizations have faced huge challenges and not just survived, but thrived. We must thrive for the well-being of our community and for the benefit of our children.
Renewal of the Building & Site Sinking Fund (BSSF)
School finances can be a bit confusing. We have four major funds we manage:
- the General Fund which has most of our money and covers most our expenses
- the BSSF, which is used to maintain existing buildings and buy new property
- the Bond Fund, which is used to build the new schools
- the Debt Reduction Fund, which we use to pay our long term debts.
The Enhancement Millage, which is collected for us through KRESA, goes into our general fund.
The decision to put the BSSF Millage up for a renewal election is an important decision. Bottom line, the taxpayers will decide if this funding should be renewed. In preparation, we need to give due diligence to our decision to present it to the taxpayers for a vote and be fully prepared to answer questions from our public. Since the motion to put this issue on the November ballot failed, we will likely be considering it for the May election.
In preparing our due diligence, here are some of the key questions:
-If the BSSF is renewed, what is the specific plan for how this money would be spent?
-Will our community need us to ask for a little less, or can we provide a plan that justifies requesting a little more?
-If we increase transparency as to how monies are spent, would we gain approval more easily?
-Review the overall tax basis for the schools and provide a summary plan:
o When will the 18 mills non-homestead tax need to be renewed?
o Will we ask to renew the Enhancement Millage, if so, when and for how much?
o How has the Enhancement money been spent and how would future $ be spent?
o What is the projection for the Bond Debt millage collection schedule?
o What impact will declining property values have on the millage rates?
o What impact will declining tax collections have on the millage rates & our planned expenditures?
o When do we plan to ask for more Building Bond funds? A long-term building plan would be nice.
o Do we know of additional millage requests coming from KRESA?
-How will we pay for technology replacements in 3 to 5 years?
-Charts with timing and numbers would be helpful for understanding.
I hope all this discussion will fit in our three to five year Financial Planning we have yet to do, but are planning to do. I realize we can’t KNOW everything, but we can take our best shot at a plan that helps our taxpayers understand that we are thinking long term and not just asking for more money.
- the General Fund which has most of our money and covers most our expenses
- the BSSF, which is used to maintain existing buildings and buy new property
- the Bond Fund, which is used to build the new schools
- the Debt Reduction Fund, which we use to pay our long term debts.
The Enhancement Millage, which is collected for us through KRESA, goes into our general fund.
The decision to put the BSSF Millage up for a renewal election is an important decision. Bottom line, the taxpayers will decide if this funding should be renewed. In preparation, we need to give due diligence to our decision to present it to the taxpayers for a vote and be fully prepared to answer questions from our public. Since the motion to put this issue on the November ballot failed, we will likely be considering it for the May election.
In preparing our due diligence, here are some of the key questions:
-If the BSSF is renewed, what is the specific plan for how this money would be spent?
-Will our community need us to ask for a little less, or can we provide a plan that justifies requesting a little more?
-If we increase transparency as to how monies are spent, would we gain approval more easily?
-Review the overall tax basis for the schools and provide a summary plan:
o When will the 18 mills non-homestead tax need to be renewed?
o Will we ask to renew the Enhancement Millage, if so, when and for how much?
o How has the Enhancement money been spent and how would future $ be spent?
o What is the projection for the Bond Debt millage collection schedule?
o What impact will declining property values have on the millage rates?
o What impact will declining tax collections have on the millage rates & our planned expenditures?
o When do we plan to ask for more Building Bond funds? A long-term building plan would be nice.
o Do we know of additional millage requests coming from KRESA?
-How will we pay for technology replacements in 3 to 5 years?
-Charts with timing and numbers would be helpful for understanding.
I hope all this discussion will fit in our three to five year Financial Planning we have yet to do, but are planning to do. I realize we can’t KNOW everything, but we can take our best shot at a plan that helps our taxpayers understand that we are thinking long term and not just asking for more money.
When is Brick Selection a Board Issues?
For those who might be interested, here is an email chain explaining the issue with the brick selection for the new Portage Central High School. I heard through the grapevine that people thought I was concerned about the color of the bricks! How silly. No, I am concerned about the long term structural integrity.
The conclusion is that the bricks will have a one year warranty and any leakage repair will be the responsibility of the Portage School District. I know our construction team will do their best to make sure we do not have any issues, but I believe the Board should have voted to accept this level of risk. As it is, the Board indirectly accepted the accountability by doing nothing.
***********************************************************************************
From: Melanie KurdysDate: Fri, Jun 5, 2009 at 9:46 AM
Subject: When is Brick Selection a Board Level Issue?To: Portage School Board and Superintendent
Hi all, Some may say never. And I would agree it is never our job to go looking for minor items to make issue about. On the other hand, it is our job to make sure the processes are working. Evidence suggests some additional support to our process might be needed.
Attached are two separate independent sources which suggest the architectural design for the large bricks at PC are not the most structurally sound choice, The Masonry Institute of Michigan and the Brick Industry Association.
The question is, assuming these independent sources might be correct, who is accountable for the decision to accept this risk and who will pay the bill if the bricks in fact do leak and repair work is required? Do we have legal protection whereby someone, not the school district, will pay for needed repairs to a level of quality we accept? Is this protection adequate and are we willing to take this risk? Melanie
************************************************************************************************************************
Attached is a technical note from the Brick Industry Association that cautions against tall units.
Kelly L. K. Walker Architectural Services Director Masonry Institute of Michigan, Inc.
24725 W. Twelve Mile Rd.
Suite 388
Southfield, MI 48034
Forwarded conversationSubject: Brick Association Engineer's observation
Charlie, Gregg a VP of the Brick Industry Association and P.E. He agrees with your observations. I think that one would be hard pressed to find anyone that would think that this detail is a good idea. Ed
Ed: Brian is receiving this email s he can also comment.
I agree that obtaining full head joints with a 4 x 8 x16” unit laid in a soldier course is difficult. It is hard enough to get full head joints if a modular brick is laid as a soldier. Using one of the features noted in the email from Mr. Wise is preferable.
Engineering and Research Brick Industry Association 703-674-154
Gregg, Would you mind forwarding to Brian or give me your thoughts on a 8*16 soldier course. We think it may be asking for trouble. Ed
I'd be interested in your thoughts regarding the 8X16 soldier course banding around the building on the attached drawing. This large clay masonry unit which laid soldier course will make the coring horizontal and in my opinion hard to fill the head joint, which will be 16" tall and a potential hazard for water penetration leading to numerous problems. 8" inches wide X 16 inches high X 4 inch bed depth. One of my thoughts would be to lay this accent banding out of 4 courses of regular utility size brick laid running bond of the desired accent color. Entire building is being built with 4 x 4 x 12 utility size brick.
Charlie Wiles2628 East Shore DrivePortage, MI 49002
The conclusion is that the bricks will have a one year warranty and any leakage repair will be the responsibility of the Portage School District. I know our construction team will do their best to make sure we do not have any issues, but I believe the Board should have voted to accept this level of risk. As it is, the Board indirectly accepted the accountability by doing nothing.
***********************************************************************************
From: Melanie Kurdys
Subject: When is Brick Selection a Board Level Issue?To: Portage School Board and Superintendent
Hi all, Some may say never. And I would agree it is never our job to go looking for minor items to make issue about. On the other hand, it is our job to make sure the processes are working. Evidence suggests some additional support to our process might be needed.
Attached are two separate independent sources which suggest the architectural design for the large bricks at PC are not the most structurally sound choice, The Masonry Institute of Michigan and the Brick Industry Association.
The question is, assuming these independent sources might be correct, who is accountable for the decision to accept this risk and who will pay the bill if the bricks in fact do leak and repair work is required? Do we have legal protection whereby someone, not the school district, will pay for needed repairs to a level of quality we accept? Is this protection adequate and are we willing to take this risk? Melanie
************************************************************************************************************************
Attached is a technical note from the Brick Industry Association that cautions against tall units.
Kelly L. K. Walker Architectural Services Director Masonry Institute of Michigan, Inc.
24725 W. Twelve Mile Rd.
Suite 388
Southfield, MI 48034
Forwarded conversationSubject: Brick Association Engineer's observation
Charlie, Gregg a VP of the Brick Industry Association and P.E. He agrees with your observations. I think that one would be hard pressed to find anyone that would think that this detail is a good idea. Ed
Ed: Brian is receiving this email s he can also comment.
I agree that obtaining full head joints with a 4 x 8 x16” unit laid in a soldier course is difficult. It is hard enough to get full head joints if a modular brick is laid as a soldier. Using one of the features noted in the email from Mr. Wise is preferable.
Engineering and Research Brick Industry Association 703-674-154
Gregg, Would you mind forwarding to Brian or give me your thoughts on a 8*16 soldier course. We think it may be asking for trouble. Ed
I'd be interested in your thoughts regarding the 8X16 soldier course banding around the building on the attached drawing. This large clay masonry unit which laid soldier course will make the coring horizontal and in my opinion hard to fill the head joint, which will be 16" tall and a potential hazard for water penetration leading to numerous problems. 8" inches wide X 16 inches high X 4 inch bed depth. One of my thoughts would be to lay this accent banding out of 4 courses of regular utility size brick laid running bond of the desired accent color. Entire building is being built with 4 x 4 x 12 utility size brick.
Charlie Wiles2628 East Shore DrivePortage, MI 49002
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