The 2012-13 Needham Schools Budget Proposal: The Resources we need to Support Teaching and Learning

January not only marks the beginning of a new calendar year, it is also a critical time for the Needham School Committee as it considers and votes a budget for the 2012-13 (FY ’13) school year. I appreciate the School Committee members’ advocacy around the development of a budget plan that will provide appropriate resources for the 5,500 students in our schools. The task ahead of them is difficult, and I know they will certainly appreciate feedback from the community at the FY13 Budget Public Hearing scheduled for Tuesday, January 17, 2012 at 7:00 p.m. at Broadmeadow.

In the past few years, the School Committee, Selectmen, and especially the Finance Committee have worked diligently with us to bridge the revenue and expense gaps that have resulted from a shaky economy and diminished resources. Everyone has tightened their belts and the schools are no exception. Together we have pared back programs, reduced staff, and postponed improvements in order to adapt and to balance budgets. The schools have reallocated and repurposed available funding, increased class size, decreased funding for supplies and materials, and as part of the collective bargaining process, cut health care costs in a significant way.

This year the loss of Federal stimulus funds, growing secondary enrollment, and stagnant local and state funding has resulted in a sobering budget development process and discussion. We simply cannot bridge the revenue gap with further cuts, reduced services, and higher class sizes.

Instead, this time around, I proposed a 5.7% overall increase in the FY13 budget, which I think is a reasonable, prudent, and balanced plan that will have a positive impact on teaching and learning in the Needham Public Schools. It addresses contractual obligations, enrollment growth, state mandates (mostly unfunded mandates), and allows a tiny amount for program improvement. It is a responsive plan and one that meets the community’s high expectations for its children.

FY13 Budget highlights include:

• The total requested budget is $51,264,825, a 5.7% increase of $2.8 million over the current school year.

• 85% of the total budget proposal is for level service, which maintains existing programs and staffing levels. Level service meets ongoing contractual obligations, mandated special education services, increased transportation costs, and enrollment growth. Only 15% of the total budget proposal increase is for program improvements, and of that amount, over half is to improve mandated services (e.g., English Learner Language instruction) or to strengthen our technology infrastructure.

• In order to meet growing enrollment, especially at the secondary level, 13.5 new teachers and staff are included in the $2.8 million budget proposal.

• Special Education improvements in the budget plan also include an expansion of the Preschool and a reorganization of the PreK through Grade 12 special education program to meet student learning needs and to ensure special education services are more efficient and the costs more sustainable into the future.

Members of the School Committee and central office administration have been working closely with the Finance Committee to review the school budget plan in anticipation of a presentation to the full Finance Committee on January 18^th. While supportive of identified needs in the schools, members of the Finance Committee are concerned that the proposed school budget exceeds available resources and may require reductions in Town services to fund the requests. They have asked the School Committee and school administration to reconsider some worthwhile budget requests. However, as your superintendent I am worried that reductions in this plan will further erode services parents and students have come to expect.

Through additional consultation with Town officials, I remain hopeful the Town will support this plan. I continue to believe this budget supports our district values and goals in a fiscally responsible way and in a way that strengthens student learning. And I am confident Town officials, school administrators, and parents, working together, are up to the challenge of finding a way to meet the critical needs of our children as they learn and grow in a community that cares deeply about them.

Please attend the School Committee’s FY13 Budget public hearing at 7:00 p.m. on Tuesday, January 17^th at Broadmeadow to learn more about the budget proposal and voice your ideas, concerns, and support. You may also email the School Committee at: schoolcommittee@needham.k12.ma.us .

Transforming Special Education in the Needham Schools

It’s time for us to transform special education in the Needham Public Schools.

After almost two years of surveys, focus groups, and a programmatic study of our special education services, Christine Brumbach, our Director of Student Development, tells me two things have become clear:

1. Needham teachers, administrators, and staff offer excellent programs and educational support for students with special education needs.

2. At the same time, we can become more efficient with our resources and offer even better services for special education and regular education students in each school throughout the district.

In order to become more efficient with limited resources and ensure all students are learning at high levels in an inclusive classroom environment we need to address these challenges:

• Develop an early intervening or Response to Intervention (RtI) model in each school that parents are aware of, teachers understand, and principals support.

• Provide professional development for regular and special education staff that reflects the district’s values and ensures collaboration and articulation between and among our teachers as they work to serve students with disabilities.

• Ensure vertical alignment and supervision of the district’s special education programs through a reorganization of the administrative structure and supports.

• Ensure a cohesive instructional model, including co-teaching and learning and skills centers, that meet students’ learning and developmental needs.

• Provide stronger transition planning from year to year and level to level to enable student growth and success.

• Support special educators, teacher assistants, and related service providers with a robust supervision program and opportunities to learn new skills.

• Stem the tide of out of district placements by examining the “breaking points” for existing in-district programs and by providing additional training and better supports for staff and families. Look for new program opportunities within our schools.

• Develop stronger, more trusting relationships with parents of special education students to ensure their children are well served and are growing and learning throughout their years in the Needham Public Schools.

We have a lot of work ahead of us, and we will need the support, encouragement, and assistance of parents and the community to get us there. But I am convinced we have the capacity and courage to bring an already strong special education program to the next level. Along the way, we welcome your suggestions, comments, and input.

Now, let’s get to work!

To the Editor: They're All Our Kids

To the Editor of the Needham Times:

The October 20, 2011 edition of the Needham Times reported on the concern a few Newman parents have expressed over the transportation of their Kindergarteners on a combined bus in the afternoon from the Pollard modular classrooms to the Newman campus.

The bus, which first makes a run to each elementary school to pick up our Boston resident students, is successfully being deployed to make an additional stop at Pollard to shuttle and drop off Newman’s Kindergarteners to Newman before it takes the remaining students home to Boston. The use of this bus to shuttle Newman’s Kindergarteners is convenient, cost effective, and safe. Despite some logistical challenges on both campuses this fall, we have worked to ensure student safety and provide an efficient transportation plan for all students. I want to take this opportunity to thank our Newman families for their patience and cooperation as we strive to make each day smoother for their children.

I want to express my disappointment, however, at the one or two parents quoted in the article whose comments and language suggest that Newman Kindergarteners are somehow placed in an untenable situation with other Needham elementary students on the brief bus ride to Newman. That is simply not the case. I am particularly concerned about the comment: “I don’t know these children. They’re not my neighborhood kids. I don’t know what their conversations would be, and I’m not ready for my child to be exposed to that.” As reported, this comment reveals more about the parent’s own fears and prejudices than it does about the reality of a seven-minute ride on a bus, which happens to be filled with exceptional young people from our elementary schools.

The comment also is clearly not representative of other Newman parents who, like parents throughout Needham, value diversity and a sense of community that supports strong and enduring friendships between and among all students regardless of the school they attend or the neighborhood—Needham or Boston—in which they live.

Indeed, this short hop from Pollard to Newman will provide a wonderful opportunity in the coming months for Needham Public School elementary students to get a chance to learn and care about one another. That’s really what we want our children exposed to.

Sincerely,

Daniel Gutekanst
Superintendent
Needham Public Schools

Keep Massachusetts Schools Safe and Expectations for Behavior High

This past week I joined colleagues from the Massachusetts Association of School Superintendents (MASS) to testify against proposed new legislation that would significantly hamper a principal’s ability to exclude a student from school who distributes drugs on campus or assaults a teacher. Following are excerpts from my testimony:

The proposed Act relative to student access to educational services and exclusion from school (HB178) has several practical and logistical problems rendering it ineffective and detrimental to all students.

• First, the proposed act erodes local school control, imposes unnecessary rules, and prohibits a principal from maintaining high standards for behavior and safety in schools. Each unique student situation must be handled in a way that respects the rights of that individual but balances the student’s needs with the expectation of a safe, secure, and healthy learning environment for all students. Existing law already has specific and significant due process safeguards in place. The proposed law imposes impractical procedures (e.g., A student’s hearing will be held by an impartial building administrator—What if there is only one administrator?) and actually strips students of their rights (Information and evidence presented at a student hearing could be turned over to the police—School principals should not become extensions of the police or courts!).

• The proposed act is silent on who will pay for educational services for excluded and suspended students. Many school systems simply do not have the resources to offer alternative educational programs for suspended students. I support the notion of providing alternative services to keep students on track, but the Legislature will need to provide the significant resources required.

• The data does not support lowering the bar, and it essentially guts MGL Chapter 71, Section 37H. The Department of Elementary and Secondary Education’s Youth Risk Behavior Survey data shows that from 1997 to 2009 (the latest year data is available) students who were offered, sold, or given drugs in school decreased from 42% in 1997 to 26% in 2009. Also, the percent of students threatened or injured with a weapon at school decreased over the last ten years from 8.6% in 1999 to 7.0% in 2009. Finally, some are concerned that school suspensions and exclusions exacerbate the dropout rate among minority youth. But the trend is clear: The dropout rate for students of color has decreased steadily from 1995 to 2010 for Hispanic and African-American youth. In 1995 the dropout rate for Hispanic students was 9.3%, and in 2010 the rate was 7.4%; African-American students experienced a similar decline from 7.3% in 1995 to 5.1% in 2010. Setting the bar high for all students appears to be paying off.

• The Legislature sends mixed messages when it tells school administrators there must be “zero tolerance” for bullying but leniency for drug distribution and violence in schools. What, exactly, is the direction the Legislature would like us to take? The proposed act ignores the needs of students who depend on their communities, schools, principals, and teachers to establish high expectations for their behavior. School administrators have a responsibility to nurture school cultures free of drugs, and violence. Young people are savvy—they have little tolerance for adults who coddle, enable, ignore, excuse, or defend inappropriate, unsafe, and illegal behavior. Young people know the difference between right and wrong, and they know that drugs and weapons do not belong in school. And when someone violates their sense of security and safety, they expect adults will act in an immediate, consistent, and fair way to call out and sanction inappropriate or dangerous behavior. This is a special social compact we must have with our students. If you believe in young people, regardless of their personal circumstances, and you set the bar high, you empower them to achieve and grow into responsible adults who care about themselves, each other, and their community.

As written, HB178 diminishes student and school safety, erodes local autonomy and control, and, at its worst, believes young people are incapable of becoming the exceptional young people we know they are and we know they can become. I urge the Legislature to work with the MASS to improve this bill and ensure continued student success and safety throughout the Commonwealth.

Building a Sense of Community in a New School Year

I shared the following comments to teachers and staff on the opening day of school, September 6, 2011:

The opening of school marks another transition in our lives and the lives of our students. And transitions often bring about anticipation, hope, and perhaps a little anxiety. In fact, about a week or so ago I made a trip down to DC to drop off one of my daughters to school. Claire, who had just returned from Maine where she spent the summer as a bicycle and sea kayak guide in Acadia National Park, sighed as we navigated the car down Mass. Ave. through U-Hauls, boxes, and move-in day traffic at American University. “You know, dad,” she observed wistfully, “It’s a lot simpler on a kayak in Frenchman’s Bay…” Yep! Transitions sure can be tough!

The following day after saying goodbye to Claire I took an early morning run around the Mall and Capitol Hill before getting back into the car for the long trek home. The streets were quiet, clear, and clean and the Washington Monument looked bright in the early dawn. In the distance, I could see the Lincoln Memorial turn from rust to gold as the sun’s rays grew stronger. But the order and calm of the streets and the simple beauty of this particular morning belied the dissonance and acrimony that marred our nation’s capital earlier this summer as Congress and the President wrangled over the debt.

I lack the intellect and perspective to explain what is or is not going on in Washington or in our economy for that matter. But I do know that in order to solve big, sometimes intractable problems we must sit down together, speak and listen honestly and sincerely, compromise when necessary, be creative, and demonstrate great humility. I think those elements are essential if we wish to genuinely work together to improve our lives and the lives of others. And while we may not be able to directly impact the dysfunction in Washington, we most certainly can create conditions in our schools and classrooms that encourage and sustain a strong sense of community.

As educators we have an opportunity, we have an obligation, to create and support the conditions that will allow our young people to learn and become active, engaged, innovative, and civil students and citizens. We must provide the structures necessary to engage divergent thinking and respectful discourse. We are responsible for nurturing a sense of community where students can be included and participate in meaningful and productive ways.

So, my challenge to you is this:

How will you build a sense of community this year for your students, their families, and one another?

What is it you will do to ensure your school supports a strong and lively sense of community and learning? Building a sense of community and belonging is work for us all—not just teachers and principals. Students move in and out of smaller communities all day interacting with adults and others as they ride the bus to school, play together, visit the nurse, or eat lunch. What are the steps you will take to ensure that the framework exists to empower student inclusion, dialogue, equity, tolerance, and deep learning?

Educator Eric Schaps proposes that halfway into the school year teachers survey students to answer True or False to the following four statements:

• My class is like a family.

• Students in my class help one another learn.

• I believe I can talk to adults in this school about things that are bothering me.

• Students in my class can get a rule changed if they think it is unfair.

Perhaps responses to these simple statements might gauge student empowerment and connectedness to the school community. Many of you already ask questions like these, and I encourage all of you to do so. We should all agree to support the conditions that enable all students to feel safe, secure, and ready to learn.

How will you build community this year?

Young people look to adults for leadership and guidance. Therefore, it is critical for students to observe the school staff learning together and interacting as a genuine community. We must model the very traits we espouse and believe are critical to our students’ success. (You know, after watching the DC debt debacle, it is pretty clear that there are more than a few members of Congress who would benefit from a healthy dose of Morning Meeting or Middle School Advisory…)

How will you demonstrate the kind of respect, civic dialogue, collaboration, and intellectual engagement within your school, department, or cluster? How do you organize meetings, greet parents at the door, learn from one another, take care of one another, and celebrate the personal and professional achievements of colleagues and friends?

One of my favorite Boston College Professors, Gerry Starratt, wrote:

If teachers are to influence students to live as authentic persons who act out of a sense of autonomy, connectedness, and transcendence, as persons concerned about justice in their personal and social lives, genuinely caring for other people, and courageous enough to critique ingrained practices within society… then teachers will have to present themselves to students as people who strive to live their own lives this way.

Our students know; they watch and understand and follow our lead.

What example will you set, and how will you build a community of learners this year?

That is my challenge for us all as we embark on a new semester of growing and learning. Our task is critical, especially as we attempt to create and build a sense of community for our students within the current national context that is both sobering and discontent. And while the work is daunting, we must remember not to take ourselves too seriously and to find joy and laughter along the way. More than ever our students need the tools, skills, and encouragement to learn to live and work together in a way that challenges them personally and inspires them to care for others.

Seize the opportunity of a new school year to lead your students on a journey of discovery, learning, and community. In the process, you will guide them toward personal growth, academic excellence, and to their place as responsible and caring citizens.

Great Teamwork in the Needham Schools

I work with a talented administrative staff and School Committee!

I just spent three terrific days in workshops with the District Leadership Team to reflect on the past school year and anticipate the challenges of the upcoming year that begins next week. The District Leadership Team is comprised of all building principals, directors, and the central office administrators who lead the schools and programs within the Needham Schools.

This year, I invited the School Committee to join us for one of our workshops to discuss our school goals and initiatives. The School Committee’s participation was meaningful on two levels: First, district administrators had an opportunity to meet with and develop relationships with School Committee members. Second, administrators and School Committee members had time to reflect on district initiatives and plans and discuss what is—and what is not—working and why in a setting that was more informal and relaxed. Here are a few of my take-aways from our collaboration:

• School Committee members genuinely enjoyed meeting with school leaders and discussing the education of our students. In the same way, school administrators were comfortable and relaxed as they answered questions and shared new thinking with School Committee members.

• We agreed that the district goals are ambitious, important, and generally reflect the district’s values and work of the schools and the district. At the same time, some action steps are no longer necessary and new action steps must be identified and prioritized to ensure we continue to move the district forward.

• There is a need to ensure classroom teachers and staff have a better understanding of the “big picture” around district goals and plans. Teachers are rightly focused on their students, but they may benefit from seeing a tighter connection between their work in the classroom and district initiatives.

Our work together reinforced my belief that the School Committee is hugely supportive of our efforts to innovate and improve student learning. At the same time, they hold us accountable and ensure our work reflects the community’s high standards and expectations for its young people.

Our work also reminds me that the best way to move forward in a school district—or any organization for that matter—is to bring different perspectives and voices to the table to discuss, share, and plan.

I’m anticipating a very good year for the students and staff of the Needham Schools!

Celebrating the Successes of the Needham Schools

The Needham School Committee recently heard a report on the status and progress of the 2010-11 district goals. The administration was pleased to share the good news about the many goal accomplishments based on our four core values of Scholarship (Learning), Personal Growth (Acting Courageously), Community (Contributing), and Citizenship (Acting Responsibly).

Highlights include:

Goal One: Advance Standards-Based Learning

• Professional Learning Communities evolve in the elementary schools. Principals continue to work to provide structured and scheduled time for teachers to collaborate, review student work, and refine classroom practice and instruction.
• Common assessments developed and implemented at each grade level and school. Teachers will use the results of these assessments to collaborate on best practices, refine curriculum goals, and ensure the implementation of a consistent and high quality academic program.
• Grade Two standards-based report card takes shape. A standards-based report card has successfully been implemented in grades, three, four, and five; the grade two report card will complement that work. Additionally, a Sixth grade team will work this summer on the development of the Sixth grade report card.
• New elementary math program implemented in grades one and two. The Think Math! Curriculum will be introduced to grades three, four, and five next year. Teachers and parents have commented on the success of the program thus far in first and second grades.
• Special education program review completed. A much-needed review of special education services, including resource allocation and teacher professional development, will inform our practices and programs. The completed report will be shared with the community in the fall.
• Pilot sex education program developed for students in grades five through twelve. A newly developed ninth grade program was implemented in the spring after significant thought and community input.

Goal Two: Develop the Social and Emotional Skills of All Students

• Bullying Prevention Plan adopted. The district’s plan is rigorous and comprehensive and a new website detailing school and district efforts provides parent and student information and resources. The district also received a $58,000 Metro West Health Foundation grant to develop additional bullying prevention programs.
• Positive Coaching Alliance instituted. High school coaches will be trained in the fundamentals of developing and supporting athletes with positive messages, sportsmanship, and skills that complement the district’s efforts around social and emotional learning and health.
• Social and Emotional Learning (SEL) steering committee formed to ensure consistent and high quality programs throughout the school system. The committee met regularly to review parent programming, discuss school efforts around SEL, and to develop additional SEL staff orientation and training. The committee also oversaw the implementation of the 2nd Step elementary and middle school advisory programs.
• Disability awareness program takes shape in the elementary schools. Parents and staff have partnered to introduce the disabilities program to elementary schools in Needham.

Goal Three: Promote Active Citizenship

• Service Learning (SL) steering committee formed and SL leadership positions identified and funded at each school. Teachers and principals are taking a renewed look at community service as it relates to learning goals in each school. The goal is to complement worthwhile and traditional community service and community service fundraisers already occurring in all schools with specific service learning activities tied to the existing curriculum.
• Service learning activities increase at each grade level and school. Mitchell’s Food for Thought program integrates the school’s garden with food production and science as well as the local food pantry. Hillside’s Water Tap Project brings the science of water and developing countries into a local service project. The high school’s Senior-to-Senior Program, a partnership between 12th graders and senior citizens around fitness and exercise, was honored at a national conference.
• The Diversity Planning Team met to discuss and plan initiatives designed to promote equity for all students. One result of their work will be the development of a comprehensive student mentoring program for all METCO students.
• STEM initiatives explored. Science, Technology, Engineering, and Math (STEM) programs are quickly catching the attention of students, staff, and members of the community through new partnerships with local corporation PTC, Olin College, and parent volunteers. An EPA grant entitled Eco-Explorers provides additional learning opportunities for elementary and middle school students around environmental issues.
• New exchange program with Beijing school district formed. Over 30 elementary students and a dozen school administrators from the Daxing School District (Beijing) visited our schools this past year. This summer, five teachers will visit Daxing as part of a growing relationship between the two school districts.

Goal Four: Ensure infrastructure supports district values and learning goals.

• Newman repairs and renovations on track. Detailed planning for the relocation of PreK and K Newman students and staff to the Pollard campus in the fall continued throughout the year. Additionally, the Newman community readied for the delivery of 38 modular classrooms and the relocation of grades one through five to these modulars while the building undergoes repairs and renovations this summer and into the 2011-12 school year.
• Facilities Assessment for Mitchell, Hillside, and Pollard prepared. The School Committee reviewed a draft report of the building assessment and the building committee will review a final document in August. The report details the immediate and long-term maintenance needs at all three school buildings. The Town will next decide how it will fund these important projects.
• Collective bargaining contracts signed with four employee groups. Along with last year’s new contract with teachers, employees are afforded sustainable and competitive raises, and they will also shoulder greater responsibility for health insurance premiums, which had previously been funded by the Town. All in all, the Town will save the equivalent of approximately $700,000 in health insurance costs as a result of the new agreements.
• Introduction of new technology systems serves students, parents, staff, and community. New web-based and software applications along with hardware purchases benefited students with disabilities, tracked employee absences and professional development, and provided additional opportunities for advanced communications between the schools and home.


While challenges remain and much work has yet to be tackled, we look forward to recharging our batteries over the summer break and moving forward in the new school year. Thanks to the Needham School Committee for supporting our work, asking us tough questions, and holding us accountable for our efforts.

For detailed information about all of our work in the Needham Schools, please check out the district’s website: http://www.needham.k12.ma.us/ and look under the “News” section.

Here’s to a successful past year and great summer ahead!