July 8, 2015
ISFIS Admin License Recertification Webinar
Larry Sigel, Partner
Susie Olesen, School Improvement Enthusiast
© Iowa School Finance Information Services, 2014
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and we’ll turn on your audio.
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how things might work in your school
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question during the webinar
State of the Budget and Governor’s Veto of Ed Spending
MAPMAPMAP of the Webinar
Any Questions for Larry
Last Webinar is July 30
1.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
Legislative Action and Governor’s
• 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
• 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
• 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
• 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
• “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,
Impact: http://mercury.isfis.net//lt.php?id=KRgBBFZNBwBQHgsH
Full Veto Message:
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,
“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 stateimposed 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
Difference in District Cost Per
Do these groups matter in school
Students 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
Pasi Sahlberg
“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 Partnerships
edited by Sandra L. Christenson, Amy L. Reschly
Family impact on students • Beliefs and attitudes about students’ own sense of
efficacy related to learning
• Perception of personal control and the use of selfregulating 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
“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
Rand Corporation
“It turns out that
leadership not only
matters: it is second only
to teaching among schoolrelated 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
Everything with an effect size greater
than .4 improves impacts student
learning 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 Index
Better Life Index:
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
• 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
Family culture
More research about the research
and what motivates parents and the
• 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 socialemotional 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 involvement
Grolnick identifies parent involvement as the “the
dedication of resources by the parent to the
• 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:
• 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…
• 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
• 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?
• Consider the questions posed in the previous slide
with your leadership team.
• Read the School Improvement Booster on
Motivation, March/April 2013,
• 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
Cell: 641-745-5284
Iowa School Finance Information Services
1201 63rd Street
Des Moines, IA 50311
Office: 515-251-5970
Larry Sigel, ISFIS – Partner
Cell: 515-251-5970