Early Childhood

Kenley: Costs may scuttle most of Pence's 2014 education agenda

Screen Shot 2013-12-11 at 12.17.39 PM
Gov. Mike Pence and Sen. Luke Kenley

Luke Kenley, the powerful chairman of the Indiana Senate’s appropriations committee, said Wednesday he doubts potentially costly proposals from Gov. Mike Pence to offer preschool tuition vouchers to low income families, boost charter schools or aid teacher innovation can be enacted before 2015.

“I don’t see us doing anything in 2014 on these issues,” Kenley, R-Indianapolis, said in an interview. “If you want to have a fair sense of fiscal discipline and evaluate any program, it has to be done in the context of the rest of the budget.”

Kenley said all education priorities — not just Pence’s proposals but also annual costs like aid to school districts — should be weighed against each other at the same time and compared to the available revenue. Then choices could be made about what matters most when everything could be judged equally.

The time for that is the next budget year, 2015, unless Pence wants to also propose a way to fund his education plans, Kenley said.

“We can’t start down the path of funding special projects unless someone wants to come up with a tax or a special revenue source,” he said.

At a speech in Corydon Tuesday, Pence called for preschool vouchers for 40,000 low income children, a salary stipend for teachers who change jobs to work in troubled schools, grants for teacher innovation and state-paid reimbursement to teachers for classroom supplies.

Pence does not want to wait, especially on prekindergarten programs, according to a spokeswoman.

“Governor Pence and his staff are continuing the important conversation that started in the last legislative session regarding the design of a pre-K strategy that will serve the most vulnerable Hoosier students, and we want to get those programs started as soon as possible,” Pence spokeswoman Kara Brooks said.  “Authorizing pre-K in the coming session will allow enough lead time for programs to be in place for the 2015-2016 school year.”

In Tuesday’s speech, Pence also endorsed an expansion of drop out recovery charter schools, a controversial issue that Kenley spearheaded an effort to address earlier this year. Charter schools for dropouts, often adults, run by Goodwill Industries and Christel House Academies have earned accolades for helping students finish school and get jobs but plans for a big expansion of the schools around the state worried lawmakers.

As an interim solution, Kenley and other lawmakers engineered a set aside of cash for the existing schools but also capped their growth until there was further study of how to pay for them.

With an expansion of dropout recovery schools added to his other education proposals, potential new costs to the state for Pence’s total education agenda could easily exceed $100 million if his ideas were all enacted. Because Indiana’s biennial budget is forged by the legislature in odd-numbered years, new programs created in even-year “short” sessions may have to wait a year for implementation until funding is allocated in the next budget.

The Senate has been a stumbling block over the fiscal impact of education bills in the past, notably earlier this year when a preschool pilot program, backed by the House, was redesigned and scaled down. Indiana’s most recent tax collections also came in under projections, prompting Pence to order the state plane sold and instituting cuts in higher education and raising questions about the viability of new spending programs.

Pence acknowledged Tuesday that his education agenda was a starting point for talks with the legislature, but emphasized the state was fiscally strong overall and he believed creative solutions could be found to put programs in place in 2014. He also told reporters afterwards he had personally briefed Kenley on his education plans.

Kenley said when he and the governor spoke, they agreed more often about education than not.

“We had a good conversation,” he said. “I agreed with him these are all worthwhile things to take a look at. I think he’s trying to think real hard about what the next steps are in education.”

 

words of advice

Here’s advice from a social worker on how schools can support transgender students right now

PHOTO: Getty Images
A flag for transgender and gender noncomforming people is held up at a rally for LGBTQ rights at Washington Square Park.

Soon after news broke that the Trump administration could further roll back civil rights protections for transgender students, one New York City teacher sent an email blast to her fellow educators.

She was searching for materials to use in biology class that reflect people of different gender identities, but couldn’t find anything.

Many city educators may similarly grapple with how to support transgender students after it was reported that the Trump administration is considering whether to narrowly define gender based on a person’s biology at birth — a move that could have implications for how sex discrimination complaints in schools are handled under federal Title IX.

Olin Winn-Ritzenberg — a social worker at the Lesbian, Gay, Bisexual and Transgender Community Center — has some tips for navigating the questions and emotions this latest proposal might surface. He runs a support group for transgender teens and their peers who want to be allies, and says the most important advice is to just be willing to talk and listen.

“I don’t think it’s the kind of thing that you want to wait until somebody is in crisis,” he said. “By bringing it up ourselves, we’re modeling support.”

Here’s what he had to say about recognizing transgender students, the protections that New York City and state offer, and some mistakes to avoid.

This interview has been edited for length and clarity.

What are your tips for how to explain the news to students and young people?

If it’s news like this, that’s hard to maybe pin down what it exactly means (this was a memo, and does it have teeth? What does it mean?) I would look to them for the feeling of it. That’s what’s really important and a lot of what’s going on is just fear mongering, and a denial of trans existence. And that is something our young people will be able to speak to, to no end, and that they’re not strangers to — especially under this administration.

I would want to help ground things and offer some reassurance that a memo doesn’t have teeth and that we can look to our local New York City and state protections — that we’re lucky to live in a place that has such strong protections, especially for students.

What kinds of protections should New York City students expect to have in schools?

A student in New York City could expect to use the facilities that align with their identity, and could expect to possibly see all-gender facilities in their schools — as there are more and more of those being converted. They can expect to be able to file or register a complaint of discrimination against other students or even staff, and can expect to have an LGBT liaison within the Department of Education. They can expect to have their name and pronoun respected and utilized, and come up with a plan with a staff member around, if they’re transitioning socially or in any form at school, how they would like to be supported and how that looks in each unique situation.

It doesn’t always happen. But the fact that we do have it in policy means that there’s a means to pursuing it and that the institution is on the side of the trans or gender non-conforming student and would help to rectify any situation that’s feeling unsafe or unsupportive.

How can teachers and adults show support for their transgender students right now?

I don’t think it’s the kind of thing that you want to wait until somebody is in crisis. It shouldn’t be necessarily on any student to bring it up. By bringing it up ourselves, we’re modeling support. Even though this is a memo and we’re all waiting to see what they’re going to try to do with it, we know the intentions behind it…

I think we can speak directly to that and not make the debate about, ‘Is there or isn’t there a trans experience?’ That’s maybe one of the most powerful things. Yes, we exist. And if you’re an ally: ‘I’m a witness. You exist. You’re valid and as valid as anybody else.’

What would that validation look like in a school setting, say, if you’re a math teacher?

I think that making things visible is powerful. So if there’s a public bulletin board in a hallway and it says, ‘We stand with our trans staff and students,’ and then people have an opportunity to sign it.

I really think it can be an individualized response by a school depending on that school’s culture and if there is leadership by students, say, ‘We would like to be vocal and explicit in our support. You come up with the idea.’ Or, not to put it on them but say, ‘We’d love to be guided or get input from you on how to do that,’ so it is, wherever possible youth and trans-led.

Say, ‘What do you need and what can we provide?’

What should teachers and adults avoid saying or doing at a time like this?

I think a common, misguided mistake — that’s not necessarily hateful, but is really harmful nonetheless — is propping up a debate that’s going to hinge on ‘Do trans people exist?’ Or, ‘Defend or argue against sex being a binary, scientific, biological basis to view narrowly.’  

If a teacher wanted to engage with this but the assignment were more like, ‘What are your thoughts,’ there is so much education that needs to be done first — and that can put a person’s very identity and being up for debate in a classroom setting.

Another really bad thing would be just to ignore it because people are maybe scared of going there or don’t know what to do.

award-winning

Top principal’s ambitious goal: 100 percent at grade level — and her school is close

PHOTO: Aisha Thomas
Aisha Thomas, principal of Zach Elementary School in Fort Collins, won a national school leadership award.

In late September, Aisha Thomas, principal of Zach Elementary School in Fort Collins, got a phone call from a student’s mother. The woman said her daughter had been telling everyone that she wanted to grow up to be a principal just like Thomas.

It was particularly heart-warming because the girl was multiethnic, just like Thomas.

“I have arrived,” Thomas recalled thinking at the time.

Perhaps it was a harbinger of things to come. In early October, Zach Elementary was one of five Colorado schools recognized as a National Blue Ribbon School, and on Tuesday, the U.S. Department of Education announced that Thomas had won a prestigious leadership award.

Thomas is among 11 principals nationwide — all leaders of Blue Ribbon schools — selected for the Terrel H. Bell Award for Outstanding School Leadership.

“I’m floored,” she said. “I just come to work and I do what I do, and I love kids and I love people.”

But there’s more to it than that.

Thomas, who’s in her sixth year at Zach and her 17th in the Poudre School District, steers the school using five-year plans, frequent classroom coaching visits, and an emphasis on teacher collaboration.

It’s critical to know “where you want to take your school and your staff,” Thomas said. And then to be patient.

“It does take five years of churning through the day-to-day and showing up for people,” she said. “It takes time.”

The school’s latest five-year plan includes a goal that 100 percent of students will meet grade-level academic and behavior expectations. The school, situated on the southeast side of Fort Collins, uses a curriculum based on the Core Knowledge sequence.

Close to 90 percent of Zach students already meet academic standards, Thomas said, but it’s not enough. Even if there’s only one child missing the mark, what if that one kid is yours, she asked.

Thomas said school leaders have always tracked serious behavior problems, but this year will begin monitoring smaller classroom disruptions and distractions that affect student learning. The school also recently hired a coordinator who runs student groups on social-emotional learning and coaches teachers on managing student behavior.

Before she came to Zach, Thomas was a middle school counselor and assistant principal in the district. Since then, she’s discovered she loves the elementary age group.

“I love how creative the kids are and they’re just sponges for new information,” she said. “They don’t take themselves too seriously and they’ll tell you if you’re having a bad hair day.”