July 8, 2015ISFIS Admin License Recertification Webinar

Larry Sigel, PartnerSusie Olesen, School Improvement Enthusiast

© Iowa School Finance Information Services, 20141

Webinar Reminders

• Use the chat pane – to express your thinking as we pose questions (chat is confidential unless you select chat to all). You can also ask to speak to your colleagues and we’ll turn on your audio.

• To ask additional questions or provide examples of how things might work in your school

• To suggest future webinar content• To let us know you are still there• To let us know of technical difficulties• We will get back to you soon if we don’t answer your

question during the webinar2

Agenda

• State of the Budget and Governor’s Veto of Ed Spending• MAPMAPMAP of the Webinar• Any Questions for Larry• Motivation• Assignment• Last Webinar is July 30

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mo·ti·va·tionˌmōdəˈvāSH(ə)n/noun1.the reason or reasons one has for acting or behaving in a particular way."escape can be a strong motivation for travel“

2.the general desire or willingness of someone to do something."keep staff up to date and maintain interest and motivation"

Legislative Action and Governor’s Vetoes• Legislature set State Supplemental Assistance (SSA) at

1.25% ($80 per pupil increase) PLUS one-time funding of $111 per pupil

• Limited the one-time funding to be used only for:• Textbooks, as defined in section 301.1.• Library books.• Other instructional materials and equipment used directly

by students.• Transportation costs of the school district.• Educational initiatives proven to increase student

achievement in mathematics, literacy, or science in prekindergarten through grade twelve.

Legislative Action and Governor’s Vetoes• One-time funding impacted all school districts especially

those on the Budget Guarantee• Because of the operation of the formula, districts that

experience a decline in enrollment also experience a decline in funding

• However the impact is pushed to the following year through what is called the Budget Guarantee

• Budget Guarantee says that a district will receive a one-time 1% increase even in the decline in enrollment says it should be less than zero (don’t confuse with one-time funding above)

• Schools on the Guarantee would get additional funds from the one-time $111 even though they would not have been eligible under the formula

Legislative Action and Governor’s Vetoes• Governor signed the 1.25% ($80 per pupil) increase

but vetoed the one-time $111 increase• “I am unable to approve the item designated as Section

11, in its entirety. I recommended a two-year budget on the second day of this legislative session including an increase in supplemental state aid for both years. Throughout the session, I encouraged the legislature to provide supplemental state aid for pre-kindergarten through 12th grade for the next two years as required by law. By using one-time money and not providing supplemental state aid for the second fiscal year, the legislature compounded the uncertainty that school districts faced this entire legislative session.

Legislative Action and Governor’s Vetoes• “From my perspective, from the perspective of House Republicans,

those were one-time dollars expended on one-time uses,” House Speaker Kraig Paulsen, R-Hiawatha, said Tuesday at the state capitol. “We even had language in the bill that limited what it could be used for. (The governor’s) analysis was apparently a little bit different.”

Des Moines Register, 7/8/2015

Impact: http://mercury.isfis.net//lt.php?id=KRgBBFZNBwBQHgsHFull Veto Message:https://governor.iowa.gov/sites/default/files/documents/Item%20Veto%20Message%20for%20House%20File%20666.pdf

Issues Unresolved

• Issue: When the current finance formula was created, per pupil spending was equalized, but not perfectly

• Brought all districts up to at least a minimum per pupil, but some districts were up to 10% greater (reduced to 5% in the 1980’s)

• About half of districts are at the state minimum (called State Cost Per Pupil) $6,446 per pupil and some districts are higher (some only a few $’s per pupil, maximum $175 per pupil higher)

• Bill was advanced but ultimately did not reach Governor’s desk• Statement Made by Superintendent Art Tate at Board Meeting on June 22, 2015“On March 9th, I made a statement concerning my intention to enact budget decisions to turn around the more than 40-year state practice which provides less per pupil funding for our students than in other districts. At the time, I indicated that I was ready to face the serious consequences resulting from exceeding state-imposed allowable spending limits. The result of my stand was an outpouring of support and interest from students and parents, the Davenport community, and our governing board. There were also expressions of encouragement from around the state and nation.”

Difference in District Cost Per Pupil

Difference in District Cost Per Pupil

Do these groups matter in school success?

CommunitiesFamilies/ParentsEducatorsStudents Themselves

Communities – Finland!

“The roots of our current education system date back to the 1960s when it became clear that the country needed better-educated citizens if it wanted to catch up to its western neighbors in prosperity. The twin imperative for education reform was thus both social and economic. The welfare state ideal required that people have equal opportunities and access to basic services, such as education, health and employment. Economic imperative shifted the focus from industrial skills to knowledge-based skills already seen as a condition for sustained economic progress in Finland.”

Pasi Sahlberg

Parents/Families“Families active involvement in their students education across childhood and adolescence is generally associated with students’ development and use of personal attributes and skills that are essential to successful school learning.”

Handbook of School-Family Partnershipsedited by Sandra L. Christenson, Amy L. Reschly

https://books.google.com/books?id=zLOSAgAAQBAJ&pg=PA30&dq=what+motivates+parents+to+support+education?&hl=en&sa=X&ei=iumbVfayCczesAXUpKq4CA&ved=0CEgQ6AEwBA#v=onepage&q=what%20motivates%20parents%20to%20support%20education%3F&f=false

Family impact on students - • Beliefs and attitudes about students’ own sense of

efficacy related to learning• Perception of personal control and the use of self-

regulating strategies• Effective work habits related to school tasks like

homework, behavior, asking for help, etc.• Explicit support from parents about learning and

learning related behaviors

Teachers

“Many factors contribute to a student's academic performance, including individual characteristics and family and neighborhood experiences. But research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership.”

Rand Corporation

Administrators“It turns out that leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning, according to the evidence compiled and analyzed by the authors. And, say the authors, the impact of leadership tends to be greatest in schools where the learning needs of students are most acute.”

Wallace Foundation

http://visible-learning.org/glossary/#2_Piagetian_programs

Everything with an effect size greaterthan .4 improves impacts studentlearning more than average.

What do you think motivates these people to support effective, public education?

Write your thoughts and then we’ll talk about them.

What motivates communities to support education?“Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. In addition, education may improve people’s lives in such areas as health, civic participation, political interest and happiness. Studies show that educated individuals live longer, participate more actively in politics and in the community where they live, commit fewer crimes and rely less on social assistance.”OECD Better Life Indexhttp://www.oecdbetterlifeindex.org/topics/education/

Better Life Index: http://www.oecdbetterlifeindex.org/topics/education/ Housing, Income, Jobs, Community, Education, Environment, Civic Engagement, Health, Life Satisfaction, Safety, Work-Life Balance

What motivates parents to become involved in their child’s education? • Personal Motivators

• Role construction: Is helping my kids part of my responsibility?

• Efficacy: Can I really help them?

• Contextual Motivators• General invitation from the school• Specific invitation from the child’s teacher• Specific invitation from the child

• Life context variables• Parent and family skills• Time• Energy• Family culture

More research about the research and what motivates parents and the community?• Majority of studies demonstrate that family involvement is

positively linked to children’s literacy and math skills in preschool, kindergarten, and the early elementary grades. A few studies also show increases in children’s social-emotional skills. The weakest link was between family involvement at school and children’s outcomes.

• Second, the most rigorous studies that use random assignment show that parents from diverse backgrounds, when given direction, can become more engaged with their children on literacy and math activities — and that their children can increase their reading and math skills, on average, more so than children whose parents are operating without support or direction.

• Hopes for their children

Kinds of family involvementGrolnick identifies parent involvement as the “the dedication of resources by the parent to the child”• Personal Involvement (expressing interest in and

enjoyment of interactions with one’s children about school learning)

• Cognitive Involvement (offering intellectually stimulating activities at home)

• Behavioral Involvement (participating in various school activities that support student learning)

In other words, educators should develop a plan in partnership with parents and encourage implementation of the plan, so child can achieve what parent hopes for!• Be reasonable in your requests.

• Remember many parents, especially those who are poor, may be working more than one job and have limited resources.

• Be sure the plan is as specific as possible and based on best practice.

• Experts say at his age, Johnny needs 10 hours of sleep every night. If he goes to bed at 8 PM, he’ll get 10 hours. That will help him do well in school.

• Speak in ways that build partnerships.• Not, “I’m Mrs. Olesen, you need to do thus and so if you want him to be

successful.” • But rather, “Hello. I’m Susie, Johnny’s teacher. I’m so looking forward to

the two of us working together this year to support Johnny’s learning? Could you tell me a bit about Johnny’s preferences and challenges?”

Here’s what one teacher does to include parents:http://www.middleweb.com/23377/teachers-really-need-to-work-with-families/ • Begin the year by asking questions (on a questionnaire)

not making statements.• Provide parents with a cheat sheet related to how you

operate. Let them know they will only hear positive things electronically

• Share student life and work (get parent permission to publish pics of their kids)

• Create the email blast.• Include the kids so they can see all the nice things you’re

saying about them.• Believe you have time for this. It’s important.

What motivates administrators and teachers? According to Daniel Pink…http://www.edweek.org/tm/articles/2012/12/05/fp_passanisi_peters_motivates.html

• Autonomy• Standards common, but teachers need some autonomy in

instruction as long as students learn standards• Also need to time to reflect on and plan instruction

• Mastery• Teachers must have effective professional development that

enhances their professional practice

• Purpose• Teachers and administrators come into the field wanting to make a

difference. Need support and encouragement from the community and society that sustains that

https://www.youtube.com/watch?v=u6XAPnuFjJc (Daniel Pink remarks)

What motivates students?

• Competence — The student believes he or she has the ability to complete the task.

• Control/autonomy — The student feels in control by seeing a direct link between his or her actions and an outcome and retains autonomy by having some choice about whether or how to undertake the task

• Interest/value — The student has some interest in the task or sees the value of completing it.

• Relatedness — Completing the task brings the student social rewards, such as a sense of belonging to a classroom or other desired social group or approval from a person of social importance to the student.

Sources: Bandura, 1996; Dweck, 2010; Murray, 2011; Pintrich, 2003; Ryan & Deci, 2000; Seifert, 2004

Questions to discuss with your leadership team:• How do we get the community to appreciate

the value public education offers? • What can we do to support our staff to involve

families in supporting their children in school?• How do teachers and administrators ensure

that students feel competent, in control, see the value of the lessons, and feel a part of what’s going on in the classroom and out of the classroom?

Assignment

• Consider the questions posed in the previous slide with your leadership team.

• Read the School Improvement Booster on Motivation, March/April 2013, http://www.skillsiowa.org/?q=publications

• Share with us the ideas your team developed as they discussed those questions and any other insights they and you had.

Call or email any time:

Susie Olesen, School Improvement Enthusiast

Cell: 641-745-5284

susie.olesen@isfis.net

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Iowa School Finance Information Services

1201 63rd StreetDes Moines, IA 50311Office: 515-251-5970

www.isfis.net

Larry Sigel, ISFIS – PartnerCell: 515-251-5970

Larry.sigel@isfis.net