If I could wave a magic wand and transport us to the future – to the best of all possible worlds in 2025 – what would we see on a visit to Alisal, or Harvest Park, or Amador? What would Pleasanton’s students experience in their public schools, that would allow our community to earn its reputation as an outstanding place for families to live and students to learn?
I’m betting that bells will no longer ring in 2025 to signal the beginning of the school day. Students will no longer register for two semesters each year, or three grading periods, or four quarters. And schools will not close for the summer in 2025.
Shelly Blake-Plock argues that many features of our current public schools will be obsolete by 2021, and one of the key differences is that “the next decade is going to see the traditional temporal boundaries between home and school disappear [because] the 21st century is a 24/7 environment.”
She uses this assertion to suggest that homework will disappear. Plus, she thinks that attendance offices will disappear because bio-scans will allow students to check in with their fingerprint. And most provocative of all, she believes that the organization of educational services by grade will fade away.
Whoa! No more grade 7? Grade 8? grade 9?
I believe that’s an innovation that is long overdue, and one that will hit schools like a whirlwind over the next decade.
A necessary complement to the disappearance of students divided up by grades is a radical reframing of the curriculum. We should be moving away from curricular benchmarks that consist of artificially imposed timeframes for all 10-year-olds to take 10 months to learn specific concepts in mathematics (or other subjects).
In 2025, I can envision a school that is more like a community center, open year round from 8 am till 8 pm, and staffed by teams of professional educators who are each “on call” for 6-8 hours each day. The elimination of classroom grades will do away with what Charles Taylor Kerchner labels as “batch-process learning”, to be replaced by learning 2.0 — more choices and more challenges for students.
On a typical day that students check into their community center, they will spend much of their time in small conference rooms with 3-10 other students who are all focused on the same learning project. Students will sign up online to be “at work” in the community center for several time slots each day, and will have options to engage in team sports, theater and musical rehearsals, art projects and quiet reading time during other parts of their day. Students could also schedule days or weeks “off” from school, to travel with their families, but students and families could take pauses from school learning in different weeks. Some project groups could meet online, spanning across local community boundaries to bring together students who share a common interest and similar learning goals.
As Sandy Speicher of IDEO’s Design for Learning domain describes in her vision of the school of future, students will be “Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating.” For some learning projects, students will work together intensively for a week or two, meeting for 6 hours per day. Other projects will involve less time each day, and permit students to participate in several different projects concurrently. Project teams might gather outside to collect data on the ecosystem of the arroyo, or visit local businesses to observe marketing trends and survey customers. They might visit with senior citizens to video-record oral histories, or practice their conversational skills in Spanish, Chinese, or Hindu.
Learning will become more student-centered, building on curricular innovations like the Khan Academy for math, allowing students to advance through lessons at their own pace. The roles of teachers will be transformed.
Each student will work with a “portfolio assessor” to review progress toward learning goals every two or three weeks, with parents participating via videoconference or in person. Assessors will provide developmental feedback to individual students each time they complete a learning project, and recommend that students sign up for subsequent learning projects that would challenge them to advance in particular skills.
“Learning coaches” will spend time each day working alongside a learning project team, to ensure that students are taking full advantage of the online supports, peer tutors, and partnerships with student learning groups at other schools that are designed into the project.
As well as serving as portfolio assessors and learning coaches, master teachers will also become “learning architects” who design new learning projects — creating structured opportunities for students to engage with key topics in fascinating ways. The learning projects they design will be available online to learning coaches across the district, so that the best curricular designs can be reused easily with different student learning teams.
As teachers’ jobs are redefined in these new ways, drawing attention to the sophisticated skills that teachers of the future will bring to their work, the greater public will develop a deeper respect for teaching as a profession. Talented individuals will again aspire to become teachers, drawn by their increasing autonomy as they develop skill in facilitating students’ learning.
These changes will not come easily, of course. There are formidable political battles ahead on the innovation journey from 2011 to 2025. Without an energizing vision of the future to guide us, those battles may seem overwhelming. When a vision of the future emerges, though, it becomes easier to give up outdated practices in order to make space and time for new efforts with more powerful impacts on learning.
What’s your vision of the school of the future? Grab that magic wand, and dream big.
Last month I wrote about the need for the Pleasanton school district leadership to rebuild trust with members of the local community who fund the public schools. Since then, significant information has come to light about how the district refinanced measure B bonds that local taxpayers are repaying.
Dan Borenstein’s column in the Contra Costa Times on June 25 was headlined “Pleasanton residents must pay for illegal bond deal” and opens and closes with assertions about why the refinancing was conducted improperly:
- because past school officials lost their moral compasses in pursuit of more construction money […and because….]
- many in the financial industry prey upon local governments and look for any opening [to earn refinancing fees for bonds].
Glenn Wohltmann’s article in the Pleasanton Weekly, which appeared two days later and was headlined “Cash-out refinancing practices get first PUSD review: Popular among school districts at the time, debate continues about legality“, treads more gingerly in its framing of the reasons why past district officials engaged in refinancing.
Nevertheless, both pieces lay out important facts that had not previously appeared in the press. The refinancing actions were taken without appropriate voter approval. The amount of the additional construction funds was significant, and the cost of paying interest on those funds means that taxpayers will see significant amounts on their property tax bills through 2016. If the refinancing had been carried out without the unconstitutional “cash-out” option, taxpayers would already be seeing declines in the portion of their property tax bills which go toward paying off the bonds.
In the university context, I have seen this before — when leaders focus on the appeal of bright and shining new facilities, they disregard the consequences for people who work in and financially support the organization. The consequences are bloated budgets, preventable layoffs, and corroded community relationships for years afterwards. I’m sad, frustrated, and angry to see it here in Pleasanton.
Past district officials are responsible for the decisions made at that time, and should be shamed for their hubris and disregard for the public’s right to oversee district financial decisions. That’s not the only benefit of pulling the scab off this injury to the school district’s reputation, though I’m glad to see the injury exposed to sunshine. Current district leadership, including both school board members and the district superintendent and senior management, knows that the decisions made were not in the interest of the district as a whole. By owning up to the facts, giving the issue a full airing out in public, and developing policies to prevent this kind of irresponsible action in the future, the district is not just uncovering wrongdoing in the past. It is also opening up possibilities for rebuilding trust with the community in the future.
I hope that the district will be fully transparent about how the additional construction funds that were the result of the “cash-out” refinancing have been used. There is another meeting of the measure B committee in the works (not sure when). The next regular meeting of the PUSD Board of Trustees is scheduled for 7 p.m. on Tuesday, August 16, in the district’s board room at 4665 Bernal Avenue in Pleasanton. Regular meetings are normally webcast live, and recorded for televised rebroadcast on Tri-Valley Community Television. The agenda for the meeting is posted on the district website on the Friday before a Tuesday meeting. The district should continue to address these issues forthrightly.
Digging up history can sometimes seem a distraction from planning for the future. But if the consequences of that history are significant constraints on the district’s ability to execute future plans, then the thorough investigation of past decisions is essential.
I was surprised to see the school district reinstate programs at its June 3 board meeting. After all, through the winter and spring, budget projections from the state’s Legislative Analyst down to the school district’s assistant superintendent for budget services were grim. The budget projections in past years (2009-2010 and 2010-2011) have been almost as negative (though 2011-2012 was supposed to be worse). Many community members, including myself, worked hard to pass measure E — which was described as a partial solution, but not a big enough parcel tax to solve all our budget problems — and yet we were unsuccessful. So the idea that the district could reverse budget cuts before the state budget is finalized was surprising.
Why could the district reverse February’s budget cuts in June?
- the state economy is improving, with an additional $3 billion in state revenue expected between July and December, as compared with the projections that Governor Brown’s January budget proposal was based on.
- the school district had budgeted conservatively in February, assuming that state tax extensions would not get on the ballot and that the measure E parcel tax would fail.
Could anyone have predicted in February that the economy would be doing so much better by May? Perhaps, and if they were smart, they invested in the stock market based on that prediction. However, I do not believe it would have been fiscally responsible for the school district to assume that they might see additional revenues from the state that no one else was predicting would occur.
Could the school district have managed its budget challenges even more conservatively? The school district could have attempted to impose a hard salary cap and cuts to the salary schedule, while preserving existing programs. However, I believe the teachers’ union and the classified employees’ union would have put up a big fight, and I do not believe that a mediator would rule in favor of the school district.
However, some might not be surprised that the budget predictions now are rosier than they were in January. There is a vocal minority in Pleasanton who think the school district was just crying wolf and the budget problems could be easily surmounted without a parcel tax (or tax extensions at the state level). In a new post, The Armageddon That Wasn’t, a representative of the PEVC writes
“The PUSD Armageddon-that-wasn’t along with the CA state budget theatrics was messaged/timed to condition voters to extend the temporary state tax increases and to heighten Pleasanton voter angst to impose a new parcel tax.Why should voters trust either PUSD or its union leaders to give an honest accounting (or prediction) of the district’s fiscal health? And should we trust those who claim that failed parcel taxes will destroy housing prices?”
- the school district is in the pocket of the Association of Pleasanton Teachers (a union local of the California Teachers Association which represents Pleasanton teachers at the bargaining table);
- the school district leaders don’t give an honest account of the district’s future budget challenges, with the intent of misleading voters to pass higher taxes;
- pro-parcel tax campaigners try to frighten voters with the potential of lower property values if a parcel tax does not pass.
Why do people believe that parcel taxes and property tax values are unrelated?
Because so many other factors affect property tax values that in many cases the impact of parcel taxes is undetectable. I never thought this was a strong argument in favor of a parcel tax, and I wish that supporters of the school district would stop using it. It distracts from much more significant benefits of investing in our local schools.
Why do people believe that district leaders misled the public about the district’s financial challenges?
“The District has engaged Government Financial Strategies (GFS), an independent company, to conduct a review of these financing transactions and report to the Board on Tuesday, June 21, regarding the results of these financings.As part of this process, PUSD has invited a committee of local citizens to participate in this review of the District’s activities related to the refunding of bonds. The committee will meet twice–on Monday, June 13, and Monday June 20, from 5 to 7 p.m. at the PUSD District Offices (meetings are open to the public). Committee members are: Beth Limesand (chair); Kay Ayala; Jan Batcheller; Jack Dove; Anne Fox; Kathleen Ruegsegger; and Julie Testa. The committee is charged with assisting GFS in completing its scope of work by providing thoughtful input to the work in progress and reviewing preliminary findings. It is hoped that, by these efforts, the report to the Board will be helpful in terms of transparency, fiscal accountability, and implementing best practices in the areas of debt management and debt issuance.Follow the links for the June 14 overview from GFF and an updated scope of work.”
That’s the past, but what about the future? Why do people believe that district leaders are misleading the public about the district’s future financial challenges?
Why do people believe that the school district and the APT are too closely allied?
Readers will have to decide for themselves whether to trust the school district about financial issues. I believe that Superintendent Ahmadi and Assistant Superintendent Cazares are of high integrity and tell the truth about the district’s finances. The roller coaster of dire budget predictions followed by reprieves is a function of the state legislature’s actions and not of the school district’s leadership. Until that roller coaster in Sacramento is replaced by a more sane budgeting process, our school district has to make the best of a bad system.
In a surprising move last Friday, board members restored $150,000 more to the budget for 2011-2012 than had been recommended by Superintendent Ahmadi and the PUSD cabinet. The unexpected motion and debate occurred between 6 pm and 6:35 when the meeting adjourned.
For more background on this meeting, see my earlier post Cuts rescinded, programs saved in Pleasanton schools or the articles summarizing the meeting on the Pleasanton Patch and in the Pleasanton Weekly. There you will find more detail about the first part of the meeting, when cuts were rescinded so that class size reduction for grades K-3, PE specialists, reading specialists, and counselors can all be retained for next fall. In this post, though, I’m going to focus on the surprising events at the end of the meeting.
What happened in the last half hour of the meeting?
The board had heard public comment from several speakers, including parent Marilyn Palowich and high school studen Zane Manna, on their frustration that the seven-period day at high schools was not on the list of programs to be restored.
I also made a public comment expressing concern about the elimination of remedial summer school in grades 1-5. I acknowledged that it is logistically impossible to restore summer school so late in the school year, and urged board members and cabinet to work together over the next year to consider whether the program could be reinstated for 2012-2013, and how students who are not proficient at grade level could be supported.
In response to the public comment, board president Valerie Arkin made a motion to restore sections of high school courses. After some discussion, Chris Grant made a substitute motion, which was eventually approved by a vote of 3-2, with Arkin, Grant, and Hintzke in favor, and Bowser and Laursen opposed.
Why is this surprising?
Three weeks ago, I wrote in What Pleasanton students can expect next fall that
“Because enrollment was so negatively affected [in music and band classes] this past year [with the suspension of the seven-period day in high schools], and because the music teachers have agreed to teach outside the regular schedule, a limited number of those courses will be taught either before or after the regular school day.”
My prediction was wrong, though — the board acknowledged on June 3 that many other students who do not take music or band were affected by the suspension of the seven-period day. As student Zane Manna explained “I really do want to have seven periods because… I want to continue to take sciences [specifically biology]… I want to actively challenge myself because it’s getting tougher and tougher to get into the top colleges.”
In response to comments by Zane, Marilyn, and others, the board allocated $50,000 per comprehensive high school to fund additional sections at the beginning or end of the school day. That’s right — the board took action on the spot in response to public comment at the meeting. This is rare. A favorable response to public comment is much more likely to come in board reports, when a board member might request an agenda item for a future meeting to discuss concerns raised by members of the public. Furthermore, it is unusual for recommendations made by the superintendent to be amended by the board.
Just as surprising to me was Chris Grant’s substitute motion, which allocated an additional $50,000 (total) to elementary schools for additional intervention during the school year. I did not expect any action in response to my comments about summer school at the June 3 meeting. I expected to examine issues of support for students who are not performing at grade level during the fall, and then to wait for a recommendation from cabinet about how to address those issues.
Was it worth doing? Maybe not (yet)
The board members who voted in favor of these additional allocations of funds were responsive to public comment. However
- the funding amounts are token amounts. $50,000 for Amador and $50,000 for Foothill translates into 2.9 more sections at each school. $50,000 divided up across 9 elementary schools is about $5500 per school.
- Fundraising for the CORE program is still underway, and if the fundraising target is exceeded, some of those dollars could be used to restore sections at the high schools.
- The legislature and governor have not yet finalized a budget for 2011-2012.
The board members in the minority on this vote explained their decision differently.
Joan Laursen indicated her reluctance to restore programs beyond what cabinet recommended, while also noting that she is optimistic that the board might be able to restore other programs as the state budget is finalized this summer.
Jeff Bowser said “seventh period is a luxury, a luxury we can’t afford” and noted the impact of the $150,000 on the projected bottom line for 2012-2013 was negative. He voted against the motion based on his desire to be fiscally prudent.
Would you have voted for the motion, or against?
I would have voted in favor. I support the original cabinet recommendation to restore $2.1 million in cuts. Reading specialists, counselors, and PE specialists provide valuable services to Pleasanton’s students, and a majority of parents believe that class size reduction in grades K-3 improves the quality of education for students just entering elementary school.
If given the option, I would have voted against allocating the additional $150,000. I think it was premature. However, there was no separate vote on the $150,000 along with the other $2.1 million in recommendations from cabinet. This was unfortunate, and a bit of parliamentary procedure hardball that took me by surprise (and I am a PTA parliamentarian!)
Given that there was no option to vote separately on the two issues, I would not vote against a motion based on my objection to $150,000 out of the $2.4 million that it concerned.
That’s my Tuesday-evening quarterbacking of the meeting, for what it’s worth.
Did you watch the meeting? What did you think of the board’s actions?
The special board meeting yesterday (June 3) was well attended by parents, teachers and staff. Several spoke in favor of restoring class sizes in grades K-3, PE specialists in the elementary schools, reading specialists and the Barton specialist, and counselors.
Parents and students also advocated for expanded course offerings in the high schools, and obtained a partial victory when the board amended cabinet’s recommendation and added $50,000 for each comprehensive high school to use to open additional sections so that more high school students will be able to include seven subjects in their high school schedule for next fall.
The archived webcast of the meeting is available online. I attended the portion of the meeting from 4:30 till 6 pm, but the vote was not finalized until about 7 pm. After I’ve had a chance to review the rest of the webcast, I will post an expanded summary of the meeting, with my commentary.
There is also a summary article up at the Pleasanton Patch.
See update below…
A new agenda has been posted for a special meeting of the Pleasanton Unified School District on Friday, June 3, at 2 pm. (PDF)
There are four items on the agenda…
- a board workshop on “relevant skills needed for collaboration as a board and with members of the governance team”, from 2-4 pm
- closed session (conference with the labor negotiator, and public employee appointment)
- report, discussion and possible action to approve modification to actions the board took on February 22, 2011
- report, discussion and possible action to approve the personnel document
UPDATE, Thursday, June 2:
At the Special Board Meeting scheduled for this Friday, June 3, Cabinet will recommend restoring the following programs for 2011/12:
.5 reading specialists at 9 elementary sites and .5 Barton ($400,000)
Physical education sections at elementary schools ($400,000)
Maintain 25:1 in grades K-3 ($1,300,000)
It is anticipated that this issue will be addressed at approximately 4:30 p.m. on June 3.
I’m surprised to hear that these decisions might be finalized before the Sacramento legislature and Governor Brown finalize a state budget. Nevertheless, I’m delighted to hear that the school district might be able to bring back some of these programs!
I had especially advocated that reading specialists and the Barton specialists not see reduced work hours, because I believe that the services they provide are so essential. These staff members provide extra small group and one-on-one tutoring to any students who are not yet reading proficiently at their grade level. (In the Barton program, one specialist and one classified staff member support the work of more than a hundred volunteers who actually do the tutoring. I’m a volunteer tutor.)
If the board approves these recommendations, then the only items that remain on the list from February 22 would be:
- grade 9 class size reduction in English and Math
- three furlough days for management employees
- securing funds from the Regional Occupational Program
- securing funds from Categorical Programs (including summer school, adult education, TVIP for new teachers, and the Peer Assistance and Review program)
- securing funds from Kids Club
- eliminating the Health Services liaison position
- reducing site and district office classified support positions