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Education Issues

Dr Glenn Fortmayer

2013-05-29 12:08:57

Q-What are 21st Century Grants?

A-21st Century Grants are sources of funding from the federal government that school districts and youth organizations can apply for on a competitive basis. Research has shown the value of students being involved in extra learning opportunities, particularly over the summer break. The sequester that affected many federal budgets this spring has stopped new applications for the time being. However, two districts in Crawford County, USD 247 Southeast and USD 250 Pittsburg were able to be approved before the sequester struck and are still receiving their grant funding. 21st Century Grant funding is used to fund extended learning opportunities outside of the regular school day and year. The programs can be in many different forms depending on the needs and goals of the grant recipient. Some grants are used for aftercare programs and homework help. Some address a focused need area such as providing more instruction and guided practice in reading. The USD 250 program provides extended opportunities in reading, math, and enrichment with healthy snacks at all of its elementary schools. A summer program is offered for six weeks for six hours a day too. Students will rotate through various math, reading, and enrichment activities. USD 247 Southeast’s grant is for students 6-12th grade. It provides a range of academic and enrichment programs Monday-Thursday during the school year. This summer the Southeast program will provide 8 weeks of enrichment activities for its 6-12th grade students. The 21st Century Grant program for the 6-12th graders will have a science focus, with weekly activities including activities at the Greenbush Science Center, field trips, and engaging hands on science projects ranging from robotics and rocketry to Civil Air Patrol Cadets Flying powered aircraft and gliders. These 21st Grant programs are valuable to districts and parents because they develop students academically and provide engaging activities for kids that often are searching for things to do in the summer. Parents value these programs because they provide assistance in caring for the kids over the summer without any cost to the parent. When combined with summer eating programs, the value for all patrons is even greater. Summer feeding programs provide 2 meals for any child 1-18 years old, regardless of whether they participate in the grant program or not. Plus, any adult can purchase their meals for $3.50 at the summer feeding center. For instance, meals are being served at Southeast High and McCune, with school bus transportation provided for anyone wanting to eat lunch from Cherokee and Weir. 21st Century Grant Centers are designed to engage students at a high level since they are voluntarily attended. The Grant programs continue if minimum attendance is maintained. It is important for parents to support the program and encourage neighbors to do so as well in order to maintain the grant funding for the full five years that the grants serve.

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Education Issues

Dr Glenn Fortmayer

2013-04-29 15:32:16

Q-Why is robotics an important field for K-12 schools to teach students?

A-Technology in schools is a challenge. Almost before a tool is taught, it’s replaced by an advanced technology. Some adults are called “technophobes” (people that fear and resist technology) by others called “techies” (people that promote and use technology extensively). Schools were a battleground between the two. Even teachers chose sides and taught accordingly. Today, the techies have won. Our technology based world has forced schools to prepare students for work and life. Computers replaced worksheets, laptops replaced desktop computers, IPADs are transforming the portable computer era. Robots are the coming technology now. Robots are actually in schools now. USD 247 Southeast has robots in classrooms K-12 including a pair of advanced programmable android robots named “NOA,” pronounced “now.” Robotics is necessary because it is both an engaging medium for teaching Science, Technology, Engineering, and Math (STEM) skills and concepts; plus it’s a huge vocational field that’s starved for workers. Our nation is demanding students to be college or career ready upon graduation. Employers and government officials are pushing for STEM skilled graduates for every career, whether for a college graduate, a professional certified trade position with one or two years school/training, or a position right out of high school. STEM skilled workers make between 12% at advanced degree level and 30% more for non-college workers than non-stem skilled workers. Currently, the U.S. only supplies 20% of the robotics programmers needed (second highest paying field for college graduates on average). There is also a huge shortage of workers to do the construction and maintenance of robots. Robots are no longer just the mechanical welder or stacker on the factory assembly line. They run the cameras in TV studios and function as intelligent medical wheel chairs and hospital beds. They are independently operating vehicles that do not need remote control. There are giant load bearing working robots and miniature microscopic robots that repair the human body from within. In the next few years robots will emerge as support and combat soldiers and aircraft in the military; right off the pages of science fiction books. Schools are teaching students through robotics to have the skills to work with future technology. Robotics lessons teach necessary concepts in math and sciences. They teach students how to communicate and interact with each other while completing projects. Robotics lessons prepare students for the career skills they need to work in the higher paying positions they will seek after graduation. USD 247 Southeast students work on basic robotics and STEM programs beginning with LEGO robots in Kindergarten, progress through PITSCO robots and STEM Mission labs through Junior High, and then STEM classes, STEM Vocational Programs, and the NOA Android Robot programming classes 7-12 as part of an ever expanding STEM focused curriculum. Schools are beginning to see the need to transform the old erector set robotics taught in enrichment classes or in clubs into the foundations of a much richer and more complex curriculum that is essential to student learning in the 21st Century. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2013-03-25 16:05:15

Q-In today’s educational environment, who would want to be a school board member?

A-January was the month for filing to run for the board of education. Persons can still run on a write-in basis if they did not register, but time is short, the election is April 2, 2013. Many BOE positions have one candidate running and several do not have any candidates. Patrons have asked why people do not want to run for school boards. The reasons vary, but some common themes are present. The first is that many who consider running are already active in their schools, community, and with their families and careers. They fear they cannot commit to the additional evening meetings, phone calls, e-mails, and informal meetings that are part of the BOE member’s duties. A second theme is concern about the negativity. Business people fear their businesses being hurt. They and others also fear their relationships with neighbors, friends, and even family members can be hurt. They understand that almost every decision a school board member makes will make some people happy and others angry. The anger sometimes lasts for years after the person is off the board. Another reason that has become a major force against BOE member recruitment is the level of decisions that have to be made. BOE members have always had to make difficult decisions such as whether to terminate an employee, change a curriculum, support an expulsion of a student, or vote for a huge expenditure of funds. Today, the level and frequency of such critical decisions have increased to an almost overwhelming rate. BOE members have to face making reductions in force, restricting pay, cutting student programs, increasing taxes, and reorganizing or closing buildings. Most of the time, these decisions have to be made because there is no other viable choice. They are made to maintain the best service to students if possible, but often they are made to preserve the district. These decisions hurt many people, but are made to protect the majority. We need to remember that these vital decisions must be made. Thus, we must have BOE members willing to take on the stress, anger, negativity, time commitment and all the challenges related to the positions in order for districts to function. When casting a vote, this April and when a candidate takes the seat in July, appreciate the level of community spirit and courage that person has had to display just to get that far. Then support all the members. We may disagree with their decisions at times, but we have to look deeper into what options did they really have in today’s economy and political climate. BOE members rarely make decisions that are not logical when all the information and options are studied. We need to tell them we appreciate their service just as we tell our law enforcement, emergency service, and military personnel. BOE members sacrifice to serve and lead us through challenges and even conflicts. Support for these increasingly rare people is needed for our system of local control to continue. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2013-03-01 14:35:01

Q-Why are we testing if the old tests do not count?

A-February means more than President’s Day and Valentine’s, it’s the beginning of state testing. Kansas recently adopted the new Common Core Standards for each curriculum area. The tests this spring and possibly next year too, cover the old standards. Parents have asked, why we are making students test on standards we are not using. Teachers are fearful that by teaching the new standards and testing on the old, students may not do as well and make them look bad. Both are reasonable concerns. In regards to the first concern, why the old tests? The initial reason is we have to test under the federal No Child Left Behind Act (NCLB) and that is the test developed to date. The second reason is that the tests will still give us information on how kids are doing and what we need to do to address their strengths and weaknesses. Schools use several forms of information to make educational decisions, so old tests will contribute additional information. According to Brad Neuenswander, Deputy Commissioner Kansas Department of Education, every district is moving forward focusing instruction on the new standards and not worrying about the old tests. He believes that most districts will see improved scores resulting from better instruction required by the new standards. He said if scores do fall, it does not matter as that can happen, but it’s better for kids to move to the new higher standards than lose a year trying to look good on the old tests. The NCLB scoring system that allowed people to compare a district, building, or teacher with others will not exist. Comparisons of that sort will not be possible. Each building will be looked at in terms of its unique situation and students. Parents will get valuable information on a new test report card, but the NCLB levels of Exemplary to Academic Warning will not be present. Parents will instead see how their child is doing in the skill areas and in comparison to like students. Teachers will not be judged on getting a larger percentage of their class to pass the tests as compared to the year before. The new tests coming will show the teacher’s effect on each student’s academic growth. USD 247 Southeast has instructed all of its teachers to not worry about teaching the old test to look good on paper on an outdated test. Our teachers are focusing on the new standards requiring teachers to refine the way they teach by increasing the rigor and requiring students to use critical thinking skills, defend their answers versus multiple choice, and use real life project based learning to demonstrate mastery of the content. Our K-12 STEM, Lego Education, Robotics, Pitsco Computer Assisted Math Academies, Pitsco Science Mission labs, and USAF CAP Aerospace Education combined with a wide range of teacher generated project based electives and district paid dual credit college classes are all examples of this transition to a new emphasis on how we teach and how kids learn in Kansas. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2013-02-01 08:55:05

Q-Are my kids safe at their school?

A-Parents are asking this question across the nation. The bottom line answer is yes. According to the US Department of Education, the chances of a Newtown type event occurring are less than 1 in 2 million. The chances of any weapon violence: 1 in 14 in an urban and 1 in 56 in a rural area. The No Child Left Behind Safe-School research shows the chance of death in school is 400 times less than outside school. It also shows small schools ranked 8 times safer in terms of crime reports versus large schools. Statistics definitely show schools are the safest place for kids. Knowing schools are the safest places seems contrary to the concern we all have. Even though school attacks have decreased over the last decade, the fact they occur is our collective concern. Schools have increased safety measures for years. Laws such as the Federal Gun Free School Zone Act and the Kansas Anti-Bullying law have required more reporting and actions to prevent violence. In addition to social and disciplinary interventions, schools have physical security protections. The measures may include locked doors, cameras, ID cards, alarms, fences or walls. Law enforcement is sometimes on campuses. Schools face challenges as they move to enhance safety. Security measures that are being asked for by staff and the public vary widely in how much they change the school environment and how much they cost. Examples of requested protections are: Police officers in buildings, buzzer-lock access control, bullet-proof glass, reinforced rooms, metal detectors, replacing windows with hardened material, vehicle barriers, making architectural and landscaping changes, radio communications, and even arming staff. Many requested protections could be cost prohibitive unless the federal or state government dedicates funds. If such funding doesn’t come through, tax payers may have to decide on paying for the security measures. Finally, schools may have to take away funds from already stretched budget areas to pay for them, i.e., the cost of a School Resource Officer at one building equals the cost of a classroom teacher. After the recent cuts to school funding and the possible reductions predicted in the near future, the costs for security protections will impact schools deeply. Besides the financial impact, patrons, parents, staff, and students will be adjusting to new levels of security. Each community will determine the level of security it feels comfortable with having. Safety measures will often impact convenience. Access to buildings may be restricted to one entrance; slower entrance screening and access procedures are often used, random checks of students will likely occur, and the school will dedicate more instructional time to safety training. Maintaining a positive, comfortable and safe environment for learning that is balanced with strong safety and security procedures and physical measures will be essential. Patrons and parents need to understand that while many aspects of school safety and security will be discussed, decided upon, and implemented in public, much will and has already been done confidentially to ensure safety is not compromised. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2013-01-02 14:34:10

Q-Why do school districts run empty buses and pick up in town next to a school?

A-Today’s finance conditions require superintendents to focus on busing efficiency. Dollars saved are compared to the effect on students. Parents desire for children to be safe. They want children to be able to get to school when they can’t take them themselves. They don’t want children on a bus for extremely long times or walking distances in adverse weather or along dangerous roads. Parental desires match superintendents. Many taxpayers want efficiency. Every seat filled, only busing students not within walking distance, and using efficient vehicles. Superintendents attempt to schedule buses accordingly so savings can be used for other student needs. Buses leave a motor pool or driver’s home if closer to the start point, whichever saves fuel, time, and wear. Buses are empty or nearly, whenever they start and after they unload. Students are not distributed evenly so a small number of students ride most of the route and the remainder load later. It doesn’t save to pay for the route to be divided and operate two vehicles, two drivers. Buses carrying pre-k students might look empty, but just below the windows are little treasures! Sometimes, more than one bus has to cover an area. This is usually simply because there are too many students for one bus. It can occur if students are spread out in far distances or on roads that don’t allow buses to move quickly. USD 247 Southeast drivers transport students over 326 square miles. We have to use multiple buses in areas, which results in some being partially full in order to keep students from riding an excessive time, not getting on tremendously early in the morning, or getting home too late. We aim for forty-five minutes to one hour as a maximum route time. Like most districts, financial restraints keep us from operating more buses to shorten that time. In town, several buses pass down the same streets as they near the school. The buses are near the end of their routes and they are nearly full. As one bus fills to capacity, another is forced to stop to pick up remaining students. We pick up students within five blocks of the school if they are very young, or have to cross dangerous streets, railways, or highways. We use zone bus stops in town versus stopping door to door to save time and money. School districts have to have a bus that can carry every possible student on a route. Students may not ride for reasons such as illness, friends driving them, and staying for clubs or athletics. Should many not ride; the bus could almost be empty. If the next day they all ride, the bus will be packed. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-11-19 11:40:02

Q- Bullying, why are schools making such an issue?

A- “Kids will be Kids.” “They were just playing around.” “Bullying will always exist, kids just need to learn how to deal with it, and it is a part of life.” We have all probably heard these statements. Some who read this may even believe in one or more of the statements. School staffs cannot operate by them because of state and federal laws that are being more strictly enforced in our court systems. Schools are legally required to define bullying and provide consequences. More demanding now, schools are legally required to go above identification and consequences; they must now also provide training and prevention interventions as well as documentation, reporting to law enforcement, and providing notification to parents of investigation results and actions. Just as school violence has more serious consequences today than what previous generations experienced, bullying is being required to be addressed much more strictly. Staff members can face liability for failure to report or act. Very few staff members will risk their careers and livelihoods over poor decisions and behaviors of students or even other staff (Kansas law prohibits staff to staff as well as staff to student bullying). Staff members correctly take a “better to be safe than sorry” approach and report possible bullying as soon as it is detected. Without a proper investigation, the incident cannot be determined to be part of a pattern, on-going, or severe or not. Anti-bullying efforts place a strain on administrators and designees as they have to investigate the vast increase in reports. Most are simply non-bullying incidents, especially as students and staff become better educated on bullying and bullying prevention. There are cases when the first two opening statements of this article are true and accurate. They are what every school staff member hopes to find at the end of investigation. Until that determination is found, all staff school members and especially administrators need parents and guardians to be patient, understand the legal requirements staff must comply with, and be supportive of a process that ensures the safety and well-being of students and staff. Positive parental and community support of school staff and administrator efforts to reduce bullying will foster and maintain a truly safe and positive school environment for all students. USD 247 Southeast and I believe, every district in Kansas, operate under the belief that the last opening quote in this article is completely false and unacceptable. The days that most of us remember, when being bullied physically, verbally, or emotionally were just part of growing up, are indeed in the past. What may seem over reaction to a few is a new safer, more positive educational environment of the present and future. Interested students and parents should contact their local districts or visit http://www.ksde.org/KS_SAFE_SCHOOLS_RESOURCE_CENTER/legislation.html for more information.

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Education Issues

Dr Glenn Fortmayer

2012-11-07 11:45:37

Q- What is happening with state testing of K-12 students and how does it help prepare my kid for college or a career?

A- For the last decade Kansas has operated under testing regulations as required by the “No Child Left Behind Law” (NCLB) that measured student success by a single test in reading and math annually. Kansas has been granted a provisional waiver in regards to state testing. While students will take the tests this year and next, the scores will not be used to judge student, school, or district success. No cut off scores will be provided for comparisons to be made. School staffs will use the test information on an individual basis to help drive instruction and assist students towards improved learning. Kansas will be researching and attempting to design a new assessment program that will measure the growth of each individual student each year beginning in 2015. The main difference will be that the new assessments will take in multiple forms of measuring student growth, not just a once a year reading and math test. The new assessment program will also be aligned with the new Common Core Standards. These standards don’t prescribe WHAT Kansas schools teach, but they dramatically change HOW Kansas students are taught and measured. It is clear that it may be difficult at first for teachers and students to make the change. The tests will ask students to analyze information, manipulate that information, and be able to apply it or even transfer it to a new setting before applying it. Students will have to defend their answers, explain how they got an answer and why it is correct versus picking a letter on a multiple choice question. While we don’t know which tests or what growth measures will be used some examples could be: Character measures like number of discipline referrals, what activities students are involved in, community service hours, special ACT tests for elementary through high school, WorkKeys certification, regular course grades, etc. What is known is that in order for students to be successful in any college, 1-4+ years, career training, and when employed; “hard- easy to test” academic skills must be mastered, but also ”soft- hard to test” skills and traits such as communications, teamwork, technology operation, integrity, leadership, and a strong work ethic are needed. Jobs in Kansas and across the nation are changing. HS Diplomas only cover about 40% of the jobs today, down 30% since 1973 and that percentage is shrinking. The Southeast school district recognized that in order to have the best chance of employment and better pay its students needed a curriculum that would develop these essential hard and soft skills and traits. That is why they formed a partnership with PITSCO and now offer a Science, Technology, Engineering, and Math (STEM) project based curriculum K-12. USD 247 staff lead students through the Common Core standards so they will be academically prepared and also develop the soft skills needed to be successful at any college, be it a one year trade program or an undergraduate or graduate degree program; and most importantly in their careers. Interested students and parents should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-10-03 10:00:03

Q- How do schools that use so much technology ensure kids do not get hurt by the internet?

A- Cyber safety has become a serious topic over recent years and it grows in importance each school year as technology use expands. Schools don’t take cyber safety lightly. Ensuring a safe learning environment is a priority and cyber safety is a focus point. Schools work to keep kids safe when using technology through several approaches. Most schools are required to utilize a firewall to prevent access to most inappropriate sites and materials that a student might attempt to connect to while at school. Schools also use these systems to monitor students to make sure they are using the tools for appropriate educational reasons. In addition to firewalls, many schools monitor what students are doing online. Schools often perform random checks in the classroom, remotely, and of hard drives to determine if students have been using the technology appropriately. The use of technology is a necessary skill in the 21st century. Using technology is more than just operating software and inputting data. Students must be able to use technology in a safe, ethical, and legal manner. Parents and patrons must realize that schools cannot keep students from every inappropriate site or encounter on the internet. Many schools have transformed from the futile effort of trying to block and control everything to methods developing student knowledge and implementation of practicing appropriate use. Schools educate students on using technology tools properly. In this way, schools open students to the technology they need to learn and those tools that improve learning as a whole, while at the same time developing an educated, ethical, and law abiding user of technology. We teach students how to cross streets or drive carefully. We educate them on stranger danger and how to safeguard their belongings. Cyber Safety is primarily most effective when treated in the same manner. USD 247 Southeast has supplied students with a wealth of technology tools that include the latest computers and now IPADS for every high school student. We implement the standard safeguards and monitor students diligently, but we emphasize the most effective safety tool, the mind. Teaching students to think safety, particularly cyber safety, is what will keep them safe while using technology at school and away from campus. Technology has dangers. Each innovation transforms our society in ways we generally view as positives while accepting risks. Some examples are the car, airplane, microwave, and cell phones. They all have great benefits. They can all cause safety issues too. Safe operation and continually thinking safety are the essential factors in making them beneficial versus harmful. The technology tools that students use today makes learning tremendously engaging and more effective. They are also some of the tools or foundations of tools students will need in their careers. It is essential for students to work with these tools. In order to do so in the most opportune way, students can’t be protected by being blocked and restricted into a cyber-cell, they must be educated and developed into intelligent and safe users of the tools. Interested students should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-08-30 08:44:47

Q- Why does the amount of homework vary so much, even to the point whether it exists or not?

A- Homework has been a source of debate and research for many years. It is absolutely true that in some classrooms or schools homework does not even exist. In others, it is given in small amounts and may be limited to the amount that can be given. Still, in other classes and schools, the amount of homework can amount to hours every night. There are good and bad reasons for the differing amount. Some inappropriate uses of homework include it being for disciplinary reasons, to make a class appear more rigorous to parents, to replace instruction, and to intentionally create a grade separation between those who can complete the work and those that can’t due to schedule conflicts, less ability, and less home support. These are unethical reasons to assign homework. There are valid reasons to assign homework. It provides an opportunity to practice what was taught to increase retention. Students that do homework have shown to be more capable of being successful in post K-12 education and jobs where homework is required more extensively. Homework can provide an opportunity to allow more time for assignment completion and practice than may be available during the school day. Even good uses of homework have pitfalls that must be carefully accounted for in order for homework to maintain its usefulness. Many students do not complete homework independently. The work is often completed in varying degrees, if not totally, by friends, siblings, or parents. These other people may mean well trying to help, but invalidate the homework by doing any part of it. Homework can be unfair to students in several ways. If materials are involved, students lacking parental support at home or in a family with limited finances may have difficulty getting the materials. Families where parents can’t be home due to work or other demands often place older siblings in the role of caregiver to younger siblings reducing the older students’ time for homework. Away parents are not home to assist, tutor, or hold students accountable to complete homework or ensure pro-homework environment exists. Athletes can also have time constraints making homework difficult or impossible. Many students are in a position where they must work. Their shifts can be long and make it impossible for them to complete homework. Finally, many times even when homework is completed, students can practice incorrect techniques and become frustrated at having wasted their time or make it more difficult for them to learn because they have to unlearn wrong procedures or information. The question of homework is indeed difficult. At USD 247 Southeast teachers are required to consider the pitfalls above and assign homework judiciously. Homework grades represent a minimal part of a grade because of the lack of accountability of the student to complete it alone. Administration works with teachers to balance the frequency, length, purpose, and type of homework to the curriculum and student needs.+ Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-08-02 12:01:47

Q- What is STEM and why are we hearing so much about it?

A- STEM represents work fields in Science, Technology, Engineering and Math. STEM is important because the top paying and most rapid growing job fields are in the STEM fields. America has a shortage of people with STEM skills. We bring workers from outside of our country to fill jobs. If American students can improve their skills in STEM areas, they will secure careers in high paying and fast growing fields. In 2006 STEM was made a national focus by President Bush because American students were not choosing to go into STEM fields and were lacking STEM skills. In 2007 the COMPETES Act was passed into law to ensure the U.S. can compete economically with other nations by investing in STEM education Kindergarten through graduate school. Despite the focus, by 2009 activity of the federal STEM Coalition had slowed and most school districts across the nation were not responding to the STEM initiative except on a single school or an enrichment program basis; or the fields were addressed partially within the core areas. The government and businesses desire for districts to teach STEM skills K-12 in a comprehensive manner with real life application to STEM jobs because U.S. students have been ranked 27th of 29 nations emphasizing STEM education. The hope is that students will gain more confidence and skills and then choose STEM jobs. STEM skills are not just for college graduates in engineering or science fields. They are also in career fields such as construction, information technology, software design, nursing, dental hygienists, financial planners, and management positions. The more technical medical, science, technological, and engineering jobs pay the highest and have the most job openings. Only 15% of college students (14% in Kansas) choose majors in these fields. Women make up only 15% of that group. Teaching STEM skills K-12 also has the goal of bringing more women into the STEM workforce. Kansas school districts are pursuing means to open doors for students to STEM careers. The Fort Leavenworth School District is using a 2.5 million dollar Department of Defense grant for STEM labs in its elementary schools. The KC STEM Alliance is helping schools implement enrichment and education programs in the Kansas City area. The Kansas Department of Education has programs throughout the state that work to advance STEM education such as Project Lead the Way, the Kansas State Science and Engineering Fair program, Real World Design Challenge, Skills USA and TSA National engineering competitions, the Kansas BioGenius Awards, and the Kansas Green Schools awards. Locally, USD 247 Southeast has entered a partnership with PITSCO and LEGO Education of Pittsburg, KS to place STEM programs in all of its schools and grades K-12. USD 247 Southeast has also been offering the US Air Force Auxiliary Civil Air Patrol STEM aligned Aerospace Education Curriculum 6-12th grades along with STEM robotics (7th-12th) and cyber-security education programs for 9th-12th grades. Kansas colleges are working with teachers and future teachers to better prepare them to teach STEM skills. They are particularly developing more STEM subject teachers in grades 7-12 and making elementary teachers K-6 comfortable teaching STEM skills at their grade levels. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-08-02 08:25:59

Q- How are schools going to fare financially under the new Kansas tax laws just passed?

A- Nobody has a crystal ball. There are two main beliefs that exist. The Governor and tax reform law supporters believe that tax cuts will generate enough business, jobs, and bring enough taxpayers to Kansas to generate enough money that tax cuts will not cause any deficits in the state budget. Opponents and people who don’t believe that growth from tax cuts will be big enough and come fast enough to offset deficits. The deficits will require cuts to schools in the coming years. Schools make up half the school budget. Thus, deficits would likely be made up by cutting school finances. Next school year, schools will benefit from the new tax law as $58 per student (increased to $3,838 annually) has been added to school budgets. This only makes up about 1/7th of the cuts since 2008. What happens in each year after next is what scares school boards and officials. The governor’s office recently tried to calm initial misconceptions and clarified that the $2-3 billion state deficit was cumulative over five years versus one year. This translates to about $30 million in cuts to the Topeka district over five years. Prorating that figure to Crawford County schools; our schools could lose annually for five years: Pittsburg $1.1 Million, Girard $472,000, Cherokee $368,000 and Northeast $360,000 if cuts are applied to balance the state budget as has been done in recent years. Many legislators expect school districts to make up for shortfalls by raising local taxes and using their cash reserves. The problems with those theories are that SE Kansas districts don’t carry huge balances and that solution would be a very short-term one, if possible at all. Many districts are also already at the maximum local tax rate or close to it. The tax reform law has made the financial future for Kansas schools a precarious one. One columnist referred to the law as giant roll of the dice. If it works it will be one of the greatest economic feats in history. If it fails it will cause almost catastrophic cuts within schools. School boards are faced with having to decide how to cope with this financial uncertainty. Do they cut in anticipation of the losses to come and build a savings? Can they afford to cut anymore now anyway? Do they freeze expenditures until they know what the future entails? Do they invest in their students and staff in order to retain or improve staff and programs to meet the new additional challenges and mandates districts face and hope they can field the cuts later? Do they go for broke and hope that the state finance plan works or that, legislators adjust taxes quickly if shortfalls occur? It has never been more important for voters to communicate that legislators must prioritize funding our schools so our students remain in the top ten states educationally. Students deserve more programs, tools, and high quality staff to compete in today’s world. Cutting schools hurts the future quality of life of our kids. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-06-21 08:19:16

Q: How are schools going to fare financially under the new Kansas tax laws just passed?

A: Nobody has a crystal ball. There are two main beliefs that exist. The Governor and tax reform law supporters believe that tax cuts will generate enough business, jobs, and bring enough taxpayers to Kansas to generate enough money that tax cuts will not cause any deficits in the state budget. Opponents don’t believe that growth from tax cuts will be big enough and come fast enough to offset deficits. The deficits will require cuts to schools in the coming years. Schools make up half the school budget. Thus, deficits would likely be made up by cutting school finances. Next school year, schools will benefit from the new tax law as $58 per student (increased to $3,838 annually) has been added to school budgets. This only makes up about 1/7th of the cuts since 2008. What happens in each year after next is what scares school boards and officials. The governor’s office recently tried to calm initial misconceptions and clarified that the $2-3 billion state deficit was cumulative over five years versus one year. This translates to about $30 million in cuts to the Topeka district over five years. Prorating that figure to Crawford County schools, our schools could lose annually for five years: Pittsburg $1.1 Million, Girard $472,000, Cherokee $368,000 and Northeast $360,000 if cuts are applied to balance the state budget as has been done in recent years. Many legislators expect school districts to make up for shortfalls by raising local taxes and using their cash reserves. The problems with those theories are that SE Kansas districts don’t carry huge balances and that solution would be a very short-term one, if possible at all. Many districts are also already at the maximum local tax rate or close to it. The tax reform law has made the financial future for Kansas schools a precarious one. One columnist referred to the law as a giant roll of the dice. If it works it will be one of the greatest economic feats in history. If it fails it will cause almost catastrophic cuts within schools. School boards are faced with having to decide how to cope with this financial uncertainty. Do they cut in anticipation of the losses to come and build a savings? Can they afford to cut anymore now anyway? Do they freeze expenditures until they know what the future entails? Do they invest in their students and staff in order to retain or improve staff and programs to meet the new additional challenges and mandates districts face and hope they can field the cuts later? Do they go for broke and hope that the state finance plan works or that, legislators adjust taxes quickly if shortfalls occur? It has never been more important for voters to communicate that legislators must prioritize funding our schools so our students remain in the top ten states educationally. Students deserve more programs, tools, and high quality staff to compete in today’s world. Cutting schools hurts the future quality of life of our kids. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr Glenn Fortmayer

2012-06-05 09:40:01

Q: How are school lunches going to change next year under the new federal regulations?

A: Schools have already been adjusting menus in accordance with changing federal regulations. Meals will continue to be composed of a greater number of fruits, vegetables and whole grains. Schools have operated on ensuring students receive a minimum amount of calories through grains/breads, fruits, milk, meat, meat alternatives and vegetables. A shift for next year is that schools have to regulate MAXIMUMS in calories, fat, sodium, and sugar content. Next year begins a series of changes that will be more noticeable. Schools will be limited to the number of “units,” of breads, meats, sugars, fats, etc. A breadstick counts for around 3 units of a 12 unit bread total allowed for high school students weekly. Middle school students are allowed less, and elementary students even less. Rolls will have to be small to be served more often or not served as much weekly to remain the same size. White potatoes are already restricted in use per week. Meats will be served less often, and cakes and cinnamon rolls may become extinct. The federal regulations intend to get students to eat fruits and vegetables. Schools will be serving larger amounts of them. These are often wasted currently. It will be interesting to see if students transition to eating more fruits and vegetables. Students will see more beans and leafy vegetables as well. Districts, especially those serving poverty students, where school lunch could be the only meal students eat daily; are worried that 750 calories may not sustain growing or active middle school and high school students. Waste is another concern. Districts like Southeast have worked to develop a 50 favorite meal menu to reduce waste. New menu planning for districts is now occurring to find new combinations that kids will eat, yet meet regulations. Districts are also worried that the emphasis on fruits and vegetables will increase costs and at the same time cause students to purchase less lunches. This could mean huge financial losses for schools. Many districts are instituting or expanding a la carte menus. While a bit more expensive, they allow for more choices on what students want to eat and obtain more food if they desire. The Southeast district is implementing an experimental system, which provides students with menu selection cards in advance similar to hospital rooms and hotel room service. Students and parents select their meal in accordance with regulations, but it allows for the selection of extra sides, entrées, and/or a la carte items. The parent approved selection is processed for exact supply ordering and preparation. Students pass through the lunch line with a copy and staff fill their custom order. The design will reduce waste and costs while giving increased choice of menu items in a manner parents still control what their child eats and their budget. The Kansas Department of Education officials are interpreting federal regulations, so more adjustments are expected. The changes that the government is pursuing will be phased in over coming years. School lunches will evolve as regulations take effect in each phase. Interested students, parents, and patrons should contact their local districts for more information.

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Education Issues

Dr. Glenn Fortmayer

2012-04-19 16:58:42

Q: What are the virtual school programs area districts are opening?

A: The virtual programs that so many districts in our area are opening, are providing new opportunities for certain groups of students to take courses through the internet. The programs are offered through a partnership with the Greenbush Education Service Center for students desiring courses in grades 7-12. More grade levels are to be added in the future. Each participating district will set its own entrance requirements, but most often currently home schooled students that meet entrance requirements, currently progressing virtual students, and students that gain district permission to take advanced or outside the normal curriculum, courses will participate. Participating students who complete district requirements through the virtual program receive a diploma from their local high school upon completion of graduation requirements. The programs are not separate schools within each home district, but rather an additional program being added to existing schools that teach the respective grade levels. The courses are taught by certified teachers with whom students interact and receive support. Attendance and progress are based on logins, time on task, responding to teacher questions, and work completion similar to other virtual schools. Finals and state tests are taken at the district in person with staff overseeing the tests. Some districts may require the proctored tests at other times for some or all classes. Grades are sent to the district from the virtual teacher and transcripts are issued by the district. In addition to regular grade level completion, districts offer students curriculum expansion, credit recovery, resolution of scheduling conflicts, gifted education, alternative education, extended school day/school year, and outreach programs. Districts provide virtual students with other support services that are available to regular students, including counseling services and state assessments. This will mean virtual students can enroll in their local district and test locally versus driving hours to test in another district. Virtual students can schedule a mix of virtual and regular school classes in many districts. Students can even be eligible to participate in district extra-curricular activities depending on the schedule they take. Interested students should contact their local districts for more information.

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Education Issues

Paul Kitchen

2006-06-01 09:12:00

Question: Does private funding compromise the integrity of our government?

ANSWER: Shortly after signing House Bill 1215, South Dakota Governor Mike Rounds established an account to deposit donations, promising that public funds (taxpayer dollars) would not be used to defend the anticipated lawsuits contesting the bill.  The “Life Protection Sub Fund” allows any donor to contribute money—and the state has not yet decided if the donors and amounts will become public record.  South Dakota government officials, in a futile attempt to construct legitimacy, assert that donations to the fund are not tax deductible.  While not the only concern raised by this legal-action fund, it is probable that a tax-exempt organization (such as a church) could make an anonymous donation.  This would effectively undermine one of the most successful methods employed by our government in preventing churches from exercising undue influence in state matters: the granting of tax-exempt status.  It is plainly foreseeable how this state-initiated litigation fund could quickly develop into a First Amendment matter of establishment of religion.The financing of this law’s legal challenges by private (and possibly anonymous) donors consents to the purchase of public policy that is not taxpayer supported.  This government collection of voluntary funds epitomizes the shameless and deliberate auctioning of our democratic form of government to the highest undisclosed bidder—whether that is an individual, business, church, or international entity.  If a private organization wishes to challenge a Supreme Court decision, permit them to solicit contributions from voluntary donors.  If a legislative body (claiming to represent “the people”) wishes to challenge a Supreme Court decision, funds from “the people” in the form of compulsory taxes is, regrettably, the only legitimate route to finance the process if “the people” expect to maintain power—whether the challenged issue is abortion or any other issue.