Notes from Apr 14, 2015 SD2 Stakeholder Relations Committee Meeting

Approval of Calendars:

Mark Wahl: Listened to survey results. Graduation dates drives the Calendar and Metra will only give SD2 last weekend of May. 7 PIR days required. 3 before school starts to save on Subs.
Lew Anderson: Calendar will save on energy.
Calendar will be approved at regular board meeting.

REVIEW OF PROCEDURE 8231-P1 CONCESSION STAND:

Aligning to USDA guidelines. Concessions cannot run during school hours unless they comply.
Going to next regular board meeting.

Update to West End Naming Committee:

They received 17 applications. They will chose one from each school and 9 were selected.

6 pm April 21 will be first meeting.

Notes from Apr 14, 2015 SD2 Planning and Development Committee Meeting

McKinley and Broadwater:

Ahead of schedule. Will be saving money on storage.

Deferred Maintanence:

70 bond projects scheduled for this summer.

Middle Schools:

Footings have been put in for Heights Middle School.
In design phase in West End Middle School and putting out for bids next winter.
Heights Middle School budget: Under the original budget. They found 1.5 mil in efficiencies over last 4 months.
The are working on selecting a new general contractor for West End Middle School.

Middle School Study Group Update:

• Looking at a change in the middle school concept. 
• Where are we in the process? First meeting will be soon and SD2/BEA is working on an agenda. May 5th is the first meeting. LST/BEA/Teachers/Rob Rogers/Some Parents is composition of team. 
• Want report done by early June. May entail some negotiations with BEA to approve. 

Budget Committee Application Process:

• Moving discussion to regular board meeting

New Sodexo Contract:

• Sodexo was only one to bid. 
• Contract goes to 2020. 
• Contract going to regular board meeting for approval.

Aftermath of SD2 Strategic Planning Meeting Tonight

Billings Public Schools has been going through a worthwhile strategic planning exercise for almost a year now. School districts do need something like a "5 year plan" that helps everyone involved with the school district focus energy and funds towards worthwhile goals.

There was a work session held tonight to let the school district administration to present general goal areas to the school board. Academic Achievement was one of the areas discussed and this is the area I am most interested in.

From my perspective, there is a lack of equity in academics within the elementary schools. Students have a better chance of getting a good education if they attend Arrowhead Elementary, than they do if they attend Beartooth Elementary, which has a higher proportion of students from low income families. I think it is reasonable for parents to expect that their children will get the education they are capable of earning, regardless of what elementary school their children are assigned to in the school district.

Unfortunately, how good of education my children will get from Billings Public Schools depends on which elementary school they attend. The educational model used in Title 1 schools holds average to good students back, because the staff of the school are directed to focus on students far below grade level. Nor to principals want students far behind to feel bad about being far behind. The result is one of my children falling below grade level after spending 7 years in a Title 1 elementary school.

I feel bad for 3-6 grade teachers that are given a group of students with a large range in ability and are expected to give them all a good education. This is simply not possible under the model mandated on them. Requiring students to do homework at home is frowned upon. Teachers are not allowed to give grades to students based on academic achievement, but instead to "encourage" students.

I know if the teachers of one of my children given her the grades she has earned based on academics, we would have met with her teachers and develop a plan to get her above grade level. But this didn't happen, likely because we would quickly realize that the leadership of the school didn't want students progressing as their ability allows. That will make the low effort students feel bad about themselves.

Thanks to the NCLB act, standardized test scores helped me figure out that there is a huge academic problem in my children's Title 1 elementary school. We put our trust in an elementary school to educate our children to at least grade level (if not higher), but we were betrayed.

Let's go back to the school board meeting tonight. The serious issue I discovered in my children's elementary school was not even listed as a goal under "Academic Achievement" header. None of the areas they are trying to address would have impacted my daughter in any significant way.

Notes from April 13, 2015 SD2 Special Board Meeting on Strategic Planning

Public Comment: Mr Nelson. He is worried that city proposal to shift some street maintenance taxes from downtown to outside of downtown will be more costly for the school district.

This meeting was not on the timeline, but superintendent wanted LST to provide trustees some information.

Academic Achievement:

• LST listened to every staff member in the district and listened to middle and high school students.
• Attendance: Schools are struggling with student attendance K-12. Had 200 remarks and top of the list. 
• K-12 class size: The have more work to do...especially for Castlerock.
• Curriculum: Need alignment to Common Core...especially for math and science.
• Graduation and Dropout Rates: Working on now.
• Interventions: They do not think the reach everyone. Non-title schools lacking for intervention resources. Goal is to standardize across district.
• Utilize assessments to drive instructions. 
• Weighted grades for valedictorian: Already working on this.
• Summer School for K-8 students: Nothing in place now, but looking at added.
• Transiting from elementary to middle school.
• Partnerships with community/businesses. This will including outlying school districts that send students to SD2 Middle and High Schools.
• Student mental health needs: Looking to increase staff training and resources. 
• Kevin Toolhill: Alternative Pathways? Have Hiset, Frameworks and Transitions programs now. Teams are going to Bozeman to look at their Bridger Program. SD2 still wants to stick with content standards. 
• Moen: Rigor? Looking to expand AP classes. AP equality? Need trained teachers willing to teach this. SD2 wants to hire teachers to be able to teach AP and dual credit classes.
• Stroebe: Tracking proficiency of entire student body? Smarter Balance tests will enable this. Do we need more Psychologists? School district having trouble finding qualified applicants. School district is leaning towards social workers. 
• Layton: How are we getting parents involved? Parent engagement did not rise to the top of the critical issues that the school district needs to address.

Financial Resource Management:

• Better fiscal management & transparency: CAFR helps, but can do better.
• More efficient use of resources: have be scouring spending in detail.
• Transparency with public: school district public emails
• Materials: there is concern of non-equity between schools. Need to plan for textbooks.
• Legislative initiatives to support school funding: 
• Stroebe: Maintenance Levies? Agrees.

Technology:

• Want to focus on equity between schools.
• Want technology driven by curriculum.
• Want to increase professional development. Not sure yet on what to train on.
• Trying to avoid technology for just to have technology. Need good purpose for it.

Facilities and Safety:

• Want to revisit Facilities Master Plan.
• Implementation of 2013 bond for the elementary district. We are in great shape.
• Redistricting implementation
• 2017 legislation: want 6th funding as middle school student.
• Need HS District Bond for deferred maintenance: 33 million worth waiting. Also needed for support facilities. 
• Ongoing Safety and security assessment: e.g. Weight room in Skyview is too small, Community is using SD2 facilities and want to make sure SD2 is doing this right. Design buildings to classrooms are not at risk for theft. 

Highly Qualified Workforce:

• HR review has identified some issues.
• Induction and mentoring, staff accountability, professional development, and hiring process.
• Need for qualified substitutes.

Stakeholder's Engagement:

• Website revamp...SD2 and individual schools
• How can we do a better job for outlying school districts?

The purpose of this meeting was to give a LST a chance to present what the LST has learned from forums. May 18th is the big meeting where decisions will be made.

Aftermath of #mtleg House Education Committee Hearing on SB107

A hearing was held today on SB 107 in the House Education Committee. This bill would allow three elementary-only school districts to take control over high school education of their students. The hearing was a battle between these three school districts and the three larger school districts that would lose high school students.

The proponents of the bill pointed out that this bill will give these communities local control over the education of their students. They are worried about the drop out rates of their students in the larger school districts.

The opponents are worried about the loss of specialized programs that likely happen and the higher costs that these districts would have to absorb. They also think that many lawsuits will be filed over transfer of property.

School District 2 (Billings Public Schools) had 4 administrators testifying at the hearing including Superintendent Bouck. They complained that they would have to cut (and even eliminate) AP classes, electives, and programs. These are all highly paid people and I think they can figure out a way to preserve these programs with 500 less students. BPS is the largest school district in the state, so a small loss of students will not impact these programs. It may even open up slots to students vacated by Lockwood students.

BPS also claims that this is a cut in funding for Billings students. Yes, BPS will see a cut in funding, because they are educating 500 less students. The per student funding from the state will increase, because 500 students funded at the lowest level will be leaving the district. In terms of per student funding, this is a win/win for students of both school districts. Yes some teachers in BPS will lose their jobs, but they can find jobs in the new Lockwood high school.

Representative Essmann asked some good questions for Billings taxpayers. The tax base for BPS would drop 9%, but they will not need that tax base because they are losing 500 students. There is a 3 year transition period where Billings taxpayers must pay for students that do not exist. 100% for year one, 67% in year two, and 33% in year three. That is 4.1 mils for year one if you want to calculate your personal cost. At the end, a 1 mil increase remains. This is at most less then $10 on most annual residential property tax bills.

Representative Essmann thought that there needed to be more time for the transition. My opinion is parents not served well by BPS should get this issue resolved as fast as possible. Why delay getting these students a better education? The Lockwood community has fought this battle for years under the current system with BPS not addressing the issues. It is unfair to them to drag this out longer than it should be.

There will likely be amendments added to this bill during executive action to clarify things.

In the end, let us remind ourselves why this bill exists. Billings Public Schools is not meeting the needs of Lockwood parents to the levels they have learned to expect while their kids were in Lockwood Public Schools K-8. Lockwood students go into high school further ahead in their education than Billings students. (standardized test scores back this up) This is problematic. Does BPS put Lockwood students in their own classes, so they can pick up where they left off? I doubt it.

Proponents of SB107 should drop the drop-out argument. Superintendent Bouck blew the drop-out argument out of the water at the hearing. Records show that most all of the Lockwood students that dropped out had attendance issues while they were in Lockwood Schools K-8. The Superintendent could be lying, but that is highly unlikely. Students that drop-out usually do have issues that have roots in elementary schools. So proponents should look at the Lockwood student body as a whole, where the numbers favor their position.

Virgil

Why #mtleg SB107 needs to become Law

The goal of SB107 is to allow 3 elementary-only school districts in Montana to educate their own high school students. In the Billings area, the Lockwood school district would be able to ask their voters to build a high school. If successful, then Lockwood students would leave Billings Public Schools (School District 2).

I have two children in Billings Public schools. One is in elementary school and one is in middle school. So SB107 interests me and impacts the education of my children.What may surprise you is that I support this bill. Billings Public Schools has a bad habit of not listening to parents with academic concerns. While SB107 might raise my property taxes a bit, this bill will send a message to the school board and leadership that it is a mistake to ignore the concerns of parents.

Students that finish middle school in Lockwood are further ahead educationally than students taught in Billings Public Schools. When Lockwood students get into BPS high schools, their education is dragged down by Billings students. There are fewer opportunities to get involved in sports, like basketball. Finally, there is a huge expense in busing Lockwood students to Senior or Skyview.

The benefit for me is that SB107 may finally get BPS to work on improving academics. Making BPS smaller will require them to listen to parents to stop the exodus. State High School funding will increase on a per student basis for BOTH Lockwood and Billings students. More space in the high schools might allow BPS to put career centers in every high school, instead of busing students to the far west end of Billings. BPS would lose property taxes from Exxon, so taxpayers in Billings will have to make that up. $10 a year or less?

The sad thing is that BPS is actively fighting SB107. They are in denial as to why parts of the Billings community wants to get their kids out of BPS. If this bill becomes law, then they will have to finally address realities that many parents realized long ago.

Why I support Charter Schools in Billings

Let me be clear from the start, I think good public schools are important for the Billings Community. I am a product of a public school in rural Minnesota and I received a tremendous education there. The education was so good, that I had no problem in college earning a degree in a challenging major of Meteorology.

I, like many successful people, can point to teachers instrumental to my professional success. I can go on and on about the impact 3 math teachers and 1 chemistry/physics teacher had on me. There is a lot of Chemistry in Meteorology (ozone layer and pollution), but since I was taught that subject well, I did not have to take a Chemistry course in college. I aced both Atmospheric Chemistry courses I took in college (one in undergrad and one in grad school).

I know what a good education looks like and I know that good teachers are always involved. However, I should get some credit too. I put in the work that my teachers expected me to put in. In the case of math, there were periods where I put in more work that my teachers expected. The goal was to solve problems fast and correctly. I wanted my test paper to be turned in first in the class and have a perfect score.

Now have have two children of my own and they have attended Billings Public Schools 3 and 8 years. Both of my kids received a great education K-2. In fact, a much better education that I received back in Minnesota. The 5 teachers we worked with were fabulous. Both kids started reading books in Kindergarten.

My wife and I became parents that public schools want to see. We joined the PTA and served actively (my wife mostly). We both volunteered in the classroom (again my wife mostly). We supported school bonds and mil levies on the ballot. So what happened?

In third grade, the educational paradigm changes. The maximum class size increases from 20 in 2nd grade to 28 in third grade. Teachers are no longer able to teach all students at the level they are capable of and instead have to teach at the average level (sometimes at the level of the weakest student). At the same time,  the Cherry Creek development significantly increased the number of students of low income families that attend my children's elementary school. These students are more likely to be behind grade level for diverse reasons.

When my daughter was in 5th grade, I noticed that her standardized test scores were falling, even though she was getting As and Bs on her report card. Math fell from slightly above average to well below average. She would rarely bring homework home, but when she did, it was obvious that she didn't learn math very well and she was struggling as a result.

After investigating what happened, here are some facts to ponder...

• In 4th grade (I think) one student was biting my daughter at school. This is a form of bullying and it had a negative impact on my daughter's education. The schools solution was mandate that neither student go near each other, nor talk to each other. Both kids had common friends, but is was my daughter, who lost friends from this action. My daughter did before-school classroom chores, like sharpening pencils, and one day the bully walked into the classroom. A teacher caught my daughter talking to her, so my daughter got written up. Way to punish the victim School District 2. 
• We made a request that the bully and our daughter be placed in different classrooms in 5th grade. The principal accepted our request. However, our daughter didn't get a good teacher in 5th grade. She didn't learn hardly any math in fifth grade. She fell from being proficient in math to "nearing proficient" in math. This means she learned less than half of the math 5th graders are expected to learn in 5th grade. 
• During this time, my daughter was getting As and Bs on her report card. An A is defined as "exceptional" and a B is defined as "above average." The NWEA test showed that she was below average in math and really low after 5th grade. So the school district was telling us that our child was doing better in school, than she actually was. This is called grade inflation. Kids sometimes never do well on standardized tests, so we got second opinions. Turns out the NWEA scores is accurate, so the school district was lying to us. 
• I was always bothered that my daughter infrequently brought math homework home during elementary school. This was maybe once every two weeks at most. This is the number one reason why my daughter is behind grade level in math. She was never required to practice what she learned in math, so she could not remember it later for the standardized test, nor for more advanced math the next year.
• Common Core Standards were implemented in 5th grade and that had a negative impact. These standards are at a higher level than the previous standards. Teachers sped through the material before the students really mastered it. Students are capable of learning more than a grade level of material in a school year, but not without extra homework. Work was rare and inconsistent and the entire 5th grade class suffered. 

I did meet privately with the principal of my children's school and her boss, because there are big problems that need to be addressed immediately. First, I requested that the school district stop the practice of grade inflation on report cards. Had I known that my daughter was struggling in math, we could have worked with her teachers to get her the help she needed before it became a big problem. Their response was higher grades are used to encourage students to stick with it. 

Second, I begged them to require more homework to be sent home, so we can teach material that the teacher was unable to do that day. Please let us help the teacher do her job. Their response was many more parents complain that the school district assigned too much homework. 

This meeting was a waste of my time, because school district administrators are set with their philosophies. In the current school year, nothing has changed. My daughter is still getting inflated grades and very little homework is taken home. A meeting with the superintendent and letters to the school board were a waste of time too. 

As one parent, there is not much I can do to improve the education that my children get in the public school. Should I not be angry for the bad education my daughter received after 3rd grade? It is really insulting to be treated like this after all the hours my family has invested in the public schools in Billings. 

For the past year, I have been openly critical of School District 2 for not serving students well...especially in math. About one third of the students are not proficient in math and my daughter is one of them. Many more will not know math well enough to survive required math classes in college. Standardized test scores in math are dreadful and they haven't improved in years. If you are forced to send your child to a Title 1 school (with lots of children from low income families), then expect your child to get an even worse education. I realized this fact too late.

The problem is that School District 2 has no incentive to improve academics. Everyone gets paid the same whether 90% of the students graduate or 30% of the students graduate. They do not have to listen to anything I say as a result. Or as the Principal of my children's elementary school likes to say: "I cannot please everyone" to any parent expecting more from the school. 

So this is why I support Charter Schools for Billings. The best way to send a message to arrogant people is to introduce legitimate competition. I would send my children to a charter school in a heartbeat given my experience of the last 4 years. This is why school districts are spending taxpayer funding to send people to Helena to fight charter schools. They want to keep the power and high salaries, while students get the shaft. 

Virgil Middendorf