Are school boards obsolete?

After regulation and delegation, what does a school board do?  Years ago, they may have served a function, but what about today? 

Perhaps Stoughton’s school board is nothing more than a glorified parent-teacher organization with the power to tax people out of their homes.  Its members have delegated virtually all educational responsibilities, or they have been preempted by state and federal regulations in getting anything meaningful accomplished. Many times they must cave into the demands of a powerful union that protects mediocrity and prevents the school district from recognizing truly exceptional teachers or attempting anything truly revolutionary.

But board members do stand ready to help promote tax increases, justify spending referendums and completing other busywork projects assigned to them by the administration. 

Education has become highly regulated by federal and state laws. School districts are held hostage to money from federal and state departments of education. So what’s left for board members to do after they delegate their “official” responsibilities? They can do what a PTO does by serving as cheerleaders for the administration and helping improve school climate, but what else can they do?

Several of us are former board members. Each of us has attempted to propose some type of academic improvement or process to improve the effectiveness of our educational system. Each time we found our hands cuffed by the Wisconsin Department of Public Instruction or the Wisconsin Education Association.

If we ever dared to question an administrative proposal during a board meeting, the discussion was immediately halted by the superintendent for further review at the next meeting. Then, in the days that followed, we would receive packets several inches thick bearing documents written in educationese by PhDs from whatever university or state department of education or school administration association justifying whatever proposal or process the district recommended. Surprisingly, there was never any evidence provided that supported a counter proposal. It was almost like reading the Hub the week before a referendum.

The busy board members who couldn’t possibly read and analyze a 6-inch thick PhD dissertation often raised their hands in surrender and simply rubber stamped the administration proposal because, after all, they were the professionals and, surely, they knew what was in the best interests of our schools and our students.

That’s how we wound up with such gems as the notorious Interactive Math Program (IMP), which is nearly void of any effective mathematics principles, and the idiocy of the “whole language” English instruction. That’s where students would be encouraged to write sentences like this so they would not become discouraged writers:

Win studints at Yahhairah Skul lern to rite, sentinsis lik this ar comon.  

As another election approaches, perhaps some sitting members of the Stoughton School Board can list five things the board has actually accomplished this year that has either been meaningful or will have long-lasting positive effects on students.

We’re not talking about rubber stamping pay hikes and budgets. If the school board is not obsolete, it needs to point to some type of accomplishment. And serving as public cheerleaders and exercising a rubber stamp do not, in our opinion, count as accomplishments.

Can students recommend specific classes?

MODERATOR’S NOTE:  A parent or younger student e-mailed in this question looking for assistance from some current high school students.

Are there any suggestions for classes a middle schooler interested in engineering should take when he starts High School next year? What classes should they take or stay away from?  Is there anything to be aware of regarding good, bad or ugly classes, teachers or customs at the High School?

Now the Hub endorses pornography education at Stoughton High School

It took them nearly four months to the day for the Stoughton Courier Hub staff to finally report on a controversial article that appeared in Stoughton High School’s Oct. 31 edition of the Norse Star. We assert that article, first referenced in this blog, encourages high school students to explore and use pornography.

In its Feb. 28 edition, the Hub covered the controversy in typical Hub fashion — 116 column inches of fawning adoration for Stoughton’s schools, staff and programs, and about nine paragraphs dedicated to the opposition. That in itself should be enough to silence critics of this blog who claim that we aren’t balanced in providing enough good news about the Stoughton’s schools. We don’t need to give equal time in this venue — we are equal time.

It should be noted that although the author claimed to know who was running this blog and who the parent was who voiced the loudest objection over the issue, neither of them were interviewed for her article.

We also thought it was telling that the author referenced this blog, but opted against telling readers how to access it so they could make up their own minds regarding the controversy. We suspect that she was afraid of the causing further community backlash against the school district.

In an editorial on the subject, Drussell actually states, “That’s not to say articles about pornography shouldn’t be written, but they should be done in a productive, informative manner.”

We can’t think of anything more productive and informative than the original article which actually listed the websites 14-year-old students could visit to gain unlimited free access to pornographic material.

But, by zeroing in on the Norse Star as a viable publication for student opinion, Drussell misses the main point of this entire controversy — that a taxpayer-funded newspaper produced on school property using school equipment and school staff should not be used to entice, encourage or alert young people to the “benefits” of pornography.

There are ample studies that show pornography addictions to be among the easiest to acquire and the hardest to stop. Most adult men now addicted to pornography will admit they started their addictions in middle school or high school. Pornography is well known for its spiral of degradation that begins with simply viewing pictures before it leads men and women down a slippery slope of strip clubs, voyeurism, affairs, dangerous sexual liaisons, incest, sexual assault and even murder.

We need less tongue-in-cheek articles promoting pornography and more fist-to-the-face articles exposing that trash for its devastating consequences on society, and on the men and women — and their families — who are hopelessly trapped in the mire of an unhealthy addiction.

Unfortunately, Stoughton’s own community newspaper now sides with Stoughton school district officials in believing that pornography and masturbation harmless, natural pursuits which are fair game for discussion in the hallways and classrooms of our high school.

Fast forward to 2038. It will be very interesting to see how many middle-age sexually addicted men and women who attended Stoughton High School credit David Wallner and Autumn Drussell for giving them the tools they needed to launch their addictions and the subtle reassurance that the behavior is normal.

Watch your wallets — another referrendum is on its way

A recent survey invited community residents to provide input into the direction of Stoughton’s schools.

As the survey concluded, it was clearly obvious the school district had invested considerable money to hire a consultant to help lay the foundation for yet another referrendum. This next one will seek between $42 and $342 per year from each property owner.

If there is one thing this school district knows how to do well, it is spend money. Even the school district admits there are 100 fewer students in this year’s kindergarten classes than there are graduating from the high school this spring. According to the Wisconsin Department of Public Instruction, there are 320 students in this year’s senior class — about 51 more than there are in 11th grade and the enrollment drops nearly every year from this point forward.

One of the things the school district seems likely to do in the next referrendum is to seek an additional $325,000 per year for the next five years to cover the cost of maintenance that, although budgeted, is never spent on actually maintaining property belonging to Stoughton taxpayers.

Here is one of the questions for which the school district was seeking input. Since not everyone in the community was worthy of receiving an invitation to complete the survey, we’ll provide the information here in hopes of securing more input for the school district and the school board.

Background Information: For the last 14 years, the state has capped school revenues at a rate that has not kept up with district expenses. Another factor that directly impacts incoming revenues is that the district’s enrollment has been declining since the 2002-03 school year. The current kindergarten class is approximately 100 students fewer than the 2007 graduating senior class. Furthermore, enrollment declines are projected to be between 50 and 100 fewer students over the next few years.

Based on our enrollment trends and cost projections, the district is projected to have an operational budget shortfall in excess of $1 million annually starting in the 2009-10 school year. By 2015, this shortfall could grow to $5 million annually. Depending on what cost reductions are made in the short term, the district can postpone or reduce some of this shortfall. Ultimately, the district will need to make additional reductions to current programs and services in order to balance future budgets. Under current state law, an operational referendum is required for the district to fund student programs and services beyond state- imposed revenue limits.

Background Information: The district’s annual maintenance budget is $350,000/year. Since revenue limits were put in place, the maintenance needs of our aging facilities have increased. Moreover, the district’s budget does not adequately address major maintenance such as roof replacement, air handler replacement, and the upgrading of mechanical and electrical systems.

1. Considering this information, would you support a $325,000 operational referendum for each of the next five years to address a portion of the district’s facility maintenance needs? Average yearly tax impact of this option would be approximately $26 on a $200,000 home.

Background Information: In addition to facility maintenance, the district needs to upgrade the telephone and computer infrastructure since replacement parts for these systems are no longer available. Average yearly tax impact of this option would be approximately $16 on a $200,000 home

2. Considering this information, would you support a $200,000 operational referendum for each of the next five years to address a portion of the technology infrastructure needs

3. In addition to the costs for building maintenance and technology needs, how much of an annual increase in taxes would you be willing to support through an operational referendum to avoid reductions to the district’s current classroom instruction, programs and services? Tax impact based on a $200,000 home would be: (choose one)

A. No increase
B. $50/year
C. $100/year
D. $150/year
E. $200/year
F. $300/year

Stoughton High School requires a $25 million upgrade?

A recent survey invited community residents to provide input into the direction of Stoughton’s schools.

One of the questions may be of particular interest to taxpayers in general and parents of students who attend Stoughton High School. Apparently the school is in such a state of disrepair it will require a $25 million upgrade to bring it up to code and to remodel it to meet the needs of Stoughton’s students.

Since not everyone in the community was worthy to receive an invitation, we will post some of the questions here in order to give the school district even more input. Here’s the question regarding the possibility of a $25 million upgrade to Stoughton High School:

Background Information: The High School was built in 1965. In 1974, the business education wing and a pool were added. In 1987, two new locker rooms and the weight training room were added. In 1997, a new science wing, auditorium, and field house were built, and the technology wing was remodeled. In 2004, the new pool was built and the old pool was vacated. The main plumbing, electrical and ventilation systems in the original portion of the high school have exceeded their useful life and are in need of replacement. In addition, much of the facility is not compatible with current teaching methods, or technology and security / safety standards. The total cost to address all high school upgrades and maintenance needs is estimated at $25 million or more. The Board of Education realizes that the total cost may be too large to ask for at this time. With this in mind, how important are the following high school maintenance and improvement needs? (Survey respondents could answer Absolutely Critical, Very Important, Important, Noth That Important or Don’t Know/Not Applicable to the following statements)

A. Enhance band facilities

B. Relocate and expand the cafeteria/kitchen into the former pool area to create additional classrooms in the current cafeteria/kitchen area.

C. Improve classroom air quality delivery

D. Improve computers and technology access in the classrooms

E. Improve main entrance security and building access control

F. Increase classroom size to improve instruction

G. Increase energy efficiency

H. Maintain existing roof

I. Make improvements to bring the building up to current fire code

J. Repair heating and ventilation system (replace valves, controls and duct work)

K. Update space for vocational, technical and career education

L. Upgrade electrical wiring and distribution to meet current needs

School district seeks to close Yahara?

A recent survey invited community residents to provide input into the direction of Stoughton’s schools.

One of the questions may be of particular interest to parents of elementary school children, particularly those who attend Yahara Elementary School. 

Since not everyone in the community was worthy to receive an invitation, we will post some of the questions here in order to give the school district even more input. Here’s the question regarding the possibility of closing Yahara:

Background information: Based on the district’s projected budget shortfall for the foreseeable future, the Board is reviewing numerous options to reduce expenses. One option under consideration is closing Yahara Elementary School. In addition to having one less building to maintain and repair, the district has estimated that this option would represent an annual cost savings of $1.0 to $1.3 million. This option would directly reduce the pending budget deficit the district is facing

If Yahara were to remain open, the district would need to:

• Secure at least $2.4 million to upgrade the fire protection, plumbing, electrical, mechanical and heating systems. This number is based on a Strand Engineering facility audit completed in March 2007.
• Annually reduce district-wide classroom instruction, programs, and services by approximately $1.0 million starting in the 2009-10 school year.

If Yahara school were closed, the district would be required to:

• Return to a K-5 elementary grade configuration at the Kegonsa, Fox Prairie and Sandhill schools. Current class size policy would be maintained.
• Adjust the attendance boundaries and the transportation practices requiring students to attend the school in their newly defined attendance area.
• Reconfigure River Bluff to serve students in 6th through 8th grade.
• Slightly remodel River Bluff School (no new additions would be needed) to accommodate four new classrooms at a cost of $250,000.

1. Considering this background, which of the following options would you prefer?

A. Upgrade Yahara Elementary: This option requires the community approving a $2.4 million maintenance referendum and reduces funding for district-wide classroom instruction, programs, and services by approximately $1.0 million annually.

B. Close Yahara Elementary and remodel River Bluff: This option requires a one-time expense of $250,000 and represents an annual operational savings of $1.0 to $1.3 million.

C. I don’t know/need more information

 2. If Yahara Elementary should be closed, what should the district do with the building?

A. Maintain the building in such a way that it could be reopened if needed at a future date and keep the gym open for community use.

B. Sell the building and property.

C. I don’t know/need more information.

Judge in California orders that parents cannot homeschool children

Advocates of public education want more parent involvement. But, if parents get too involved in the education of their children, the school steps in and orders that parents butt out.

That’s the sad reality in California after a state appellate court ruled that parents who pull their children from public school for religious reasons “must be enrolled in a public school or “legally qualified” private school, and must attend.”

According to an article that appeared in WorldNetDaily Saturday, which you can read by clicking here,

Specifically, the appeals court said, the trial court had found that “keeping the children at home deprived them of situations where (1) they could interact with people outside the family, (2) there are people who could provide help if something is amiss in the children’s lives, and (3) they could develop emotionally in a broader world than the parents’ ‘cloistered’ setting.”

The appeals ruling said California law requires “persons between the ages of six and 18″ to be in school, “the public full-time day school,” with exemptions being allowed for those in a “private full-time day school” or those “instructed by a tutor who holds a valid state teaching credential  for the grade being taught.”

Hmmm. Apparently kids can’t interact with others outside the family in Boy Scouts, Girl Scouts, church youth groups, soccer teams, neighborhood gatherings and community youth centers. They can only do so in approved school settings.

This whole concepts lacks logic and reasoning.  Today’s Internet society makes it possible for the world’s best teachers to prepare curriculum and make it available online to any parent. Rather than having a child watch a teacher in a classroom, the child gets to watch the teacher on a computer monitor at home. Worksheets, tests and other support materials are made available at very affordable prices so that any parent can teach his or her own children.

There are homeschool networks popping up in nearly every community. Parents with unique skills and talent in one subject teach not only their own children, but a number of other children, too. Homeschooling appears to be extremely successful in that homeschoolers are routinely winning state and national spelling bees, geography bees and science contests. Colleges place homeschooled children at the top of their recruiting lists.

If homeschooling is bad for kids, why is it so darned successful?

The California idea that a “licensed” teacher is somehow superior to a parent is absurd. Licensing only indicates that, at the time the license was issued, an individual possessed the minimum requirements to hold a paying job in a particular field.  It does not ensure competency.

According to the Milwaukee Journal, in 2004, a total of 20,741 children were homeschooled in Wisconsin, nearly twice as many children as are enrolled in all Janesville public schools combined. A total of 24,894 students were enrolled in all Madison schools that year. That demonstrates how big a movement homeschooling is in Wisconsin. No wonder schools are running scared. 

According to the Wisconsin Department of Public Instruction, 86 children, about 2.41 percent of Stoughton’s school-age population, were homeschooled in 2004. The state average is 2.4 percent.

We hear the mantra all the time about how smaller student-teacher ratios are beneficial to children. We are encouraged to invest millions of dollars to educate children in smaller schools where teacher unions would like to see class sizes of 1 teacher for every 18 to 20 children.

Homeschooling offers a ratio of 1:1, 1:2, 1:3, 1:4 or maybe 1:6.  Yet it is somehow seen as a negative influence on children when parents are directing their education.

It just doesn’t make sense.

California public schools ban use of word “mom” and “dad”

I don’t know how many parents have seen this story out of California. 

 A new state law prohibits public school teachers from using the words “mom” and “dad” in the classroom as well as “husband” or “wife.” Now, the state must pay to reprint hundreds of thousands of textbooks to eliminate the words offensive to the homosexual movement.

 As a result, nearly 600,000 students are expected to bolt the California public schools next year – and take funding with them.

 In fact, an entire homeschooling network is developing to help extract children from the public schools.

Read about it here:

http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=55808

The California law comes on the heels of another law passed in Maryland late last year that allows members of any sex to use any restroom or locker facilities based on whatever sex the student is identifying with at the time. As a result, boys may soon be allowed unrestricted access to girls locker rooms and bathrooms. In effect, the ruling by a local school board establishes co-ed facilities.

As a result, Montgomery County (Md.) schools have created a protected class of transgendered students whose rights trump those of the 99 percent of other students who don’t suffer from gender confusion.

Read about it here:

http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=58695

Are schools biased against boys?

MODERATOR’S NOTE:  A parent submitted this topic

Stoughton Schools bias against boys does not make them unusual, but unlike some other schools, Stoughton does more to celebrate its bias than correct it.  The pervasive bias is reflected in the gender gap in Stoughton Standardized test scores and academic achievement. 

While stoughton reaches out to encourage girls to participate in sports, it does nothing to help boys participate in the arts or other enrichment activities in which they have been traditionally discouraged to participate.  School employees are overwhelmingly female and tend to “girl up” assignments.  In math class, for example, getting the answer right may count, but so does the “number of colors your homework is written in”.  

The growing trend to make content mastery a secondary basis for grading has negatively effected boys, not only in this district, or this country.  In Great Briton Raising Boys’ Achievement is a national concern www.rba.educ.cam.ac.uk and should be one locally in our school district.  

In the area of reading alone, we see the gender gap close when common sense and boy friendly  programs are offered.  An elementary school teacher, noticing that most reading material was about relationships, while boys tend to prefer reading about facts, created www.guysread.com . 

Other schools have recognized that many boys never see a man read until they are in middle school.  They have brought male athletes in to read for kindergarten classes, and have helped combat the hallway talk that “reading is gay”.  Does Stoughton employ even one male librarian?

Recognizing that reading on the computer counts as reading, elementary schools can place reading materials near the computers, much the same as marketers put products at “point of purchase”.  This would also help with the tendency for boys to pick books they see, rather than books they find in a card catalogue.  Do the librarians take book requests? If so, what do they do to encourage boys to make requests, which generally is something girls do and boys don’t. 

Sadly, Stoughton Schools openly follows the “student centered” education credo, as reflected in its Mission Statement.  Student centered is code, developed by schools of education, to blame shift when kids don’t perform well.  With student centered education, if Johnnie can’t read, there must be something wrong with Johnnie: he needs medication, he needs remediation, he needs organization. 

As long as the failure is focused on the victim, teachers can continue bad teaching and avoid accountability.   The district needs to focus on what they did to cause the gap in reading achievement and stop blaming the victim of their irresponsibility.   One source of information can be found at The Boys Project www.boysproject.net 

This is a quote found at that page, from an article about college, “Where the Boys Aren’t”

“Here’s a thought that’s unlikely to occur to twelfth-grade girls as their college acceptances begin to trickle in.  After they get to campus in the fall, one in four of them will be mathematically unable to find a male peer to go out with.”   Things are bad for boys at school and it’s time Stoughton started to correct it.

Regional food service makes sense

MODERATOR’S NOTE:  This post was submitted by a member of the community

Stoughton can save money, increase quality and support local growers by creating a “regional food service” for our district and those districts around us.  In economics 101 we learn that “economies of scale” produce savings.  If you can purchase at a higher volume you will decrease costs.  And why pay two food service managers, when one manager can serve a larger region as well.  The quality of food in the Stoughton schools is nothing to cheer about.  By creating a regional food service, Stoughton could provide a market for local growers, bringing fresh produce to market and helping local agri-business.  Why not support local growers, gain savings through economies of scale and give students good food for a fair price?