A place to collect thoughts, share ideas, and spark collaboration.


  • Category Archives Posts
  • EASTERN Report – May 8, 2012

    [The following is my report to the Board regarding EASTERN Center for Arts and Technology at our legislative meeting.  These comments are provided for your reference only.  They are based on information I gather publicly and do not represent any official position by EASTERN or the School District of Cheltenham Township.]

    The board approved the law firm of Wisler Pearlstine [same as Cheltenham] as the new solicitor and Dreslin and Co., Inc. as the local auditor, both beginning in July.

    EASTERN is evaluating five potential new programs in the areas of administrative assistant or office manager, biotechnology technician, engineering technician, health information or medical records technician, and veterinary technician.  Recommendations are being developed for the 2013-2014 school year.

    A senior in EASTERN’s culinary arts program recently received a one-year scholarship to the German Congress-Bundestag Vocational Youth Exchange Program, a program in which students live and work in Germany for one year after high school graduation.  This is the third EASTERN student to win this prestigious scholarship in the past 10 years.

    Here’s something that folks may not know.  EASTERN accepts donations of many items to support their programs.  These can include equipment or materials for the various trade programs, donations of consummables for cosmetology or culinary arts, even vehicles for the automotive programs.

    a quick bit of information.  According to the state of Washington, for every dollar spent on secondary career and technical education students, federal and state governments will receive seven dollars back in Social Security, Medicare and federal and state taxes.  That’s a pretty good deal.

    Hopefully, some of you saw the article in Time Magazine on the strong state of technical schools in the U.S.

    Finally, I would like to acknowledge the efforts of Dr. Davis and the staff of the high school for their support this year in enabling EASTERN to be a successful part of the lives of many students.

    In closing, EASTERN provides our students with unique opportunities to pursue career preparation courses in harmony with the core academic subjects.  For more information, visit www.eastech.org.


  • Lucky To Be In A Minority…And Planting Seeds

    You don’t have to look far to see that school districts are struggling with potential program cuts to meet their annual budgets this year.  Here are some examples of articles for districts very close to ours:

    North Penn School District ($2.8M Gap)

    Springfield School District ($1.4M Gap)

    Upper Dublin School District ($1M Gap)

    Upper Merion School District ($1.6M Gap)

    Wissahickon School District ($1M Gap)

    Many districts have already harvested their “low hanging fruit” and are now having to reach further.  We are amongst a minority of districts across the state that have the level of financial strength that we do today.

    You could say we are lucky to be projecting no gap and no program/staffing cuts this year with only modest, manageable revenue increases over the next 5 years (see my recent report for additional details), but I believe we are making our luck through careful attention and long-range planning.

    We’re investing when borrowing rates are low and construction is most cost-effective.  We will also benefit from lower operating costs as new, more efficient buildings come online.  Because of other investments in information infrastructure, I believe we’re also positioned to take advantage of new technologies that will support improvements in student achievement without increasing costs greatly.  Most importantly, I’m proud of the level of collaboration in finding and developing these strategies.

    In many ways, we’re not betting on luck, we’re planting the seeds of future success through good fiscal and infrastructure planning now.


  • Business Affairs Committee Report to Board, April 10th, 2012

    [The following are the speaking notes for my report to the Board regarding the Business Affairs committee meetingdelivered at our recent legislative meeting.  These notes are provided for your reference only and are based on information I gathered during the preceding committee meeting.  They do not represent an official record of the meeting or an official position by the School District of Cheltenham Township.]

    Since our last legislative meeting, there have been two budget-related meetings held.

    First, the administration held a budget forum on March 26th to review specific ideas and opportunities for future budget action.  Presentation materials with collected comments are available on the District website.

    Second, the Business Affairs committee met on March 27th.  I would like to provide some highlights of this meeting, but refer members of the board and the public to the District website for a copy of the materials presented.

    I need to note that all of the information here is projected.  There will be a formal hearing on May 1st at 7pm to hear all comments relative to the 2012/2013 budget.  At this time, we are on schedule to approve our budget at our June legislative meeting.

    Highlights of our budget are as follows:

    • Currently, we are projecting no increase in taxes for the coming year and all existing district programs will be maintained.  There are no planned personnel reductions.
    • As planned, we are increasing our debt burden to cover the costs of construction for both Cheltenham and Wyncote elementary schools.
    • On the revenue side, the current budget reflects a net reduction of revenues by slightly less than 1%.  Real estate taxes are projected down about 3% while state revenues are projected up by about 10%.
    • On the expenditure side, as noted, we expect an increase in debt service by about 14.5%.  Salaries and benefits, still under negotiation but also reflecting retirements, are currently projected to decrease by about 3%.   Maintenance costs are projected to decrease, reflecting in part our newer buildings, while special education and charter school costs are projected to increase.  As a reminder, when a student transfers to a charter school, our costs do not decrease as much as we are required to pay to the charter school, but charter school costs are mandated by the state of Pennsylvania.
    • Finally, our budget is still tentative as we await contract negotiations and the final state budget.  Public comments at the meeting reflected desires for both increases and decreases to the budget.

    Overall, our budget reflects a total decrease of roughly $5M or about 5% over the past 2 years with no local tax increase.

    We recognize, however, that we are not out of the woods yet.  The costs for the Pennsylvania School Employees’ Retirement System, or PSERS, are still projected to rise sharply in the next 5 years then stay high for another 20 years or so following.  This situation is largely due to the underfunding of the pension system going back 20 to 30 years or so and only partly due to the recent recession.  With retirements now looming, Pennsylvania must now begin to cover pension benefits.  To cover these benefits, our state must either borrow, cut costs elsewhere, or raise taxes; but even with these impacts, the pension system will not be fully funded until after 2040, based on current projections.

    I am pleased to report that because of the diligence of our administration and steady improvements in our accounting systems, we are now in a good position to project our costs.  During our meeting, we discussed our projected 5-year budget, which reflects the PSERS impacts as well as our forecast construction costs.  Our long-term budget planning reflects the use of our existing fund balance as well as very modest increases in revenues.  There remain significant risks relative to real estate values, PSERS, our construction projects, as well as the normal risks of operations.

    Cheltenham holds an AA- or Stable risk rating, which we guard carefully in these complex and challenging fiscal times.

    For our district, we are among a relatively small group of districts, less than 20% across Pennsylvania, that are financially sound.  Already, nearly 50 districts are struggling to meet their bills.

    This concludes my report.  The next meeting will take place, as noted, on May 1st at 7pm for the formal budget hearing.

    Thanks.


  • EASTERN Report, April 10th, 2012

    [The following is my report to the Board regarding EASTERN Center for Arts and Technology at our legislative meeting.  These comments are provided for your reference only.  They are based on information I gather publicly and do not represent any official position by EASTERN or the School District of Cheltenham Township.]

    • Many of us are becoming familiar with using technology in education through what is known as “blended learning”.  The EASTERN culinary arts program incorporated online instructional programs that allow students to learn basic culinary skills on the web and then practice them in the kitchen.  Teachers are able to track student progress as well as provide personalized guidance when students need help.  The online systems are structured to provide lots of positive feedback for skill mastery, as well.
    • EASTERN recently opened up online registration for its Summer Fun program, which runs from June 25 to July 13. The popular three-week program is for current 7th, 8th and 9th grade students from 8:30 to 11:30 am. The cost is $195 for a wide range of courses.
    • After more than twenty years of service, EASTERN’s business manager, Teresa Giambrone, has retired.  She not only steered the school’s finances, but also served the EASTERN foundation by developing a donor database that continues to bring funds for scholarships and programs at EASTERN.  Some of the programs at EASTERN have modest student costs and the Foundation makes every effort to ensure that all students who want to attend can do so.
    • Hopefully, parents and students are monitoring the articles on employment in the Inquirer.  They reflect the significant challenges that young adults are having in finding work and the reports also note that those with degrees, even law degrees, are struggling.  There are opportunities at EASTERN, and across our district curriculum, to get skills that are relevant to our economy, even in these tough times.  I wish to encourage students to seek out experts in fields of interest and for members of our community to volunteer their time to guide and mentor students in their career options.

    For more information on programs at EASTERN, visit www.eastech.org.


  • Oh…Sugar!

    There’s some very interesting and possibly disturbing news coming out on the potential harmful effects of sugar.  Is sugar toxic?  Is it addictive?

    60 Minutes did a report and here’s one more discussion with the same doctor at the University of California – San Francisco (UCSF).

    Aside from the obvious concerns, should schools take a more cautious approach and begin to drive a more aggressive stance on sugar or wait for information from, say, the Surgeon General (who recommends limiting sugar) or the Centers for Disease Control (their latest report says more sugar is consumed at home than away, and more comes from foods than beverages).

    I’m concerned about political influence on a topic that will clearly impact the well-being of the sugar industry as well as the food industry, in general.  I’m even more concerned about the well-being of our students.

    I’d welcome other perspectives.  I rather like the tax ideas in the 2nd video (not because I like raising taxes).  My inner economist says using tax incentives (with revenues used for education/remediation) is a reasonable way to approach the long-term behavioral change.


  • EASTERN Report, March 13th, 2012

    [The following is my report to the Board regarding EASTERN Center for Arts and Technology at our legislative meeting.  These comments are provided for your reference only.  They are based on information I gather publicly and do not represent any official position by EASTERN or the School District of Cheltenham Township.]

    On March 4th, EASTERN held its annual open house and I’m pleased to report that we had 6 representatives from Cheltenham, including all of our new Board members and our Superintendent.  More than 600 people visited the 14 program demonstrations on campus during just 2 ½ hours.

    EASTERN recently highlighted Taylor Landon, Cheltenham alumnus and graduate of EASTERN’s Culinary Arts program.  She is currently completing her Associates Degree in Hospitality Management at Montgomery County Community College.  After graduation, she plans to pursue her Bachelors and Masters Degrees at Temple University.

    Taylor enjoyed her cooking classes at EP, so her mother enrolled her in EASTERN’s Summer Fun Cooking and Baking program.  Throughout high school, she participated in all of the cooking classes that Cheltenham offered, and then decided to enroll in EASTERN’s Culinary Arts programs as a junior.

    While at EASTERN, Taylor received college credits at MontCo saving her time and money.  She believes that EASTERN gave her real-life experiences of how a professional kitchen works and that the instructors prepare students to move on to college or to go directly into the work force.

    The culinary arts program is just one example; EASTERN has agreements with many colleges and universities that consider work completed at EASTERN equivalent to college-level work.

    In fact, according to a Gates Foundation/Hudson Institute study, a person with a Career/Tech Education-related Associates Degree will earn between $5,000 and $15,000 more a year than a person with a humanities or social sciences Associates Degree.

    And to prove that attending EASTERN can really pay off, two automotive program students recently won more than $181,000 in scholarships and prizes in a Philadelphia area competition.

    EASTERN provides our students with unique opportunities to pursue career preparation courses in harmony with the core academic subjects.  For more information, visit www.eastech.org.


  • Rich Student, Poor Student…Our Next Horizon

    ‘…it is obvious that if man is to redeem his spiritual and moral “lag”, he must go all out to bridge the social and economic gulf between the “haves” and the “have nots” of the world. Poverty is one of the most urgent items on the agenda of modern life.’

    Dr. Martin Luther King, Jr, Nobel Lecture

    While I do not for one second believe we are done addressing the racial achievement gap, a new report linked and discussed in this recent article suggests that we clearly have a serious challenge ahead in removing the socioeconomically-driven gap in student achievement.

    In reading this article, I was reminded that Dr. Martin Luther King, Jr., had begun to take up the flag of poverty following the still-tenuous success of the civil rights movement of the 1960s.  Based on the report above, even in the 60s, it was becoming clear that poverty was the next horizon of inequity to be pursued and challenged.  What appears clear now is that we have not just one gap to abolish, but two.  And that of the two challenges, poverty is the greater.

    I believe we are all familiar enough with the causes of economic disadvantage, though I will be the first to plead guilty to a lack of understanding of the depths of this challenge.  I grew up in a middle-class family in a suburban bedroom community, attended relatively new suburban schools, and attended middle-class universities.  I have never been rich, but I was never poor, either.  At least, I never thought I was.  I have done enough volunteer work through my life to know that there are children who live and grow up in circumstances that most of us cannot imagine and that I could probably never fully appreciate.

    Nevertheless, I believe that a child that grows up in a single-parent home where time is precious, or without books or access to many of the materials and media we take for granted, or where the household income is barely if at all sufficient to provide for basic needs — that child grows up with a built-in disadvantage in education that accumulates throughout their lives.  This is a disadvantage that, like race or ethnicity, was not of that child’s choosing.  It is a disadvantage that, also like race or ethnicity, can be imposed insidiously unless we identify it honestly, call it by name, point out each way that it affects us, and work to find ways by which it can be eliminated.

    My concern today is that there are those that, for their own reasons, believe that they are not responsible for bringing equity to this situation of an economic achievement gap.  They got to where they are, gosh darn it, through the accumulated benefits of their posterity or by other fortunate means, and by golly, let others find their own way.  The most surprising thing to me is that these folks adhere to some of the most deeply held religious or philosophical beliefs that insist that we are, together, responsible for all of our children and the future of our nation and her economic prosperity.

    Times, tough though they are, are not so hard that we cannot find ways to share our strengths and seek out opportunities to change the plight of a child.

    The article above starts off stating that education has historically been considered the great equalizer, that education can overcome the classic disadvantages of class or power or privilege that conspire against an equal education and a prosperous future.  I believe education is still the great equalizer, and that a meritocracy, harsh at times, brought and still brings the right strengths to our economy.  But I also believe that each child has an equal right to the best education that we can collectively provide, that we have no way to know where the next great artist or scientist will come from, and that it is thus self-evident that those of us who have prospered have a deep obligation to those less fortunate in lending a helping hand.


  • Educational Technology and Equity

    There are articles on education technology being published nearly every day, but here are a couple of good ones I thought I’d share.

    One is a blog summary of flipped classrooms, good if you need a primer on this concept.  The other is a recent NYT article on the use of technology to improve student achievement.

    Here are some thoughts regarding the second.  I agree that we should be thinking hard about using technology to improve the flexibility and available pace of instruction.  All student’s, from those with special needs to those with exceptional abilities (and they come together, sometimes) learn in their own way and at their own pace.  Technology can provide instruction that is more flexible to these needs and to the pace that each student prefers.

    One very interesting feature of most online instruction systems is the ability to back up and replay segments.  If you’ve never drifted off in tangential thought during a meeting or tried to listen to a book on CD, you won’t understand this, but when you’re trying to learn something, the ability to rewind is a godsend.  Students are still human.  Here, technology can help improve knowledge transfer and retention.

    A few challenges discussed are that we should be willing to give up teachers, let class sizes grow, and partner with commercial advertisers in exchange for the cost of this technology.  These ideas often run counter to “conventional wisdom”, but if we are going to infuse new levels of efficiency (related to the raw number of students per teacher and the range of learning options available to students), we’re going to have to get serious about these subjects.

    I am already on the record that we need to stop thinking of teachers as the “fountain of knowledge” at the front of the classroom (see the video in the first linked article above) and, where appropriate, I feel we should support “flipping the classroom” (letting learning new information with self-paced technology be the homework and letting exercises be the classwork under teacher guidance/support).  Through technology, we can bring the best instructors and the best teaching practices to bear, tailored to each student’s skill needs and their pace and modes of learning.

    Technology is also providing new ways to improve equity for students, a key factor in attacking the achievement gap.  Standardized tests, teaching practices, and the cumulative effects of family income and education can reflect or introduce unintended biases in the classroom.  Offering quality learning resources in multiple venues, forms, and modes can help to balance out or even overcome these biases, producing a student population that reflects diversity that is not based on race, gender, or socioeconomic status, but rather on the natural variations in our biological or cultural backgrounds  — the good kinds of diversity that we celebrate and benefit from in our community.

    Why should we not work hard to work together, discuss, find ways to do these things where it’s appropriate?

    Obviously, we cannot teach all subjects on a computer, and indeed, I am of the belief that the subjects that cannot be taught through technology are the MOST valuable for human cultural progress.  Computers may be rapidly taking over advancements in science, even manufacturing, but they still cannot paint a painting, write a novel, play the violin (yes, I’ve seen this), sing an aria, design a garden, or dance the ballet.  However, there are good ideas coming out of the classroom, often brought by teachers who are embracing better techniques (some in our own district), and we need to work at breaking traditional rules in order to reach new levels of equity and student achievement.


  • Building a College Town

    I went to college in a college town.  Blacksburg, Virginia, would almost not exist without Virginia Tech, and the school almost certainly would not have prospered without the local support of the community and leaders there.  Philadelphia would not be what it is were it not for the many schools in and nearby.

    We are extremely lucky to have a university in our township.  Say what you will, and I could say a lot, about nonprofits and their impact on the local economy, but I make an exception for educational entities.  In a world where intellectual skill is and will forever be the stock of trade, we should rejoice that we have access to so much in our region and in our very midst.

    The news that our school district is working to expand the relationship with Arcadia is terrific.  The potential for our district to reduce the cost of athletic field upgrades and maintenance while allowing Arcadia to grow more capable provides mutual benefits and continues to open the door to even more opportunities.

    Indeed, our district already has a strong relationship with Arcadia through existing dual-enrollment programs for our high school students.  In these programs, students earn actual college credits for courses taken to meet their high school requirements.  And this isn’t just with Arcadia, but also with Montgomery County Community College, Manor College, and Penn State.  We are truly lucky to be able to offer these opportunities to our students.

    But I’m going to present a few ideas in the hope that there might be more areas of collaboration possible from this burgeoning alliance.  These ideas go beyond just our school district in the belief that our entire community can both support and benefit from having Arcadia within our borders.

    Here goes:

    1. Cheltenham benefits from a strong citizenry that is engaged to work together in collaboration on many important topics.  Community access to classrooms for meeting spaces for a nominal fee to cover cleaning/energy use (especially spaces with video presentation capability) would be a great help to these groups.  If there could be 1 or 2 rooms available, it might help folks on the west end of the township have a place to meet versus driving to Rowland Community Center or having to use the too-large Glenside hall or too-expensive and too-imposing Curtis Hall.
    2. Cheltenham residents believe in education and often possess a high level of education, which presumably means that many also believe in the concept of life-long learning.  Community access to audit courses for a reduced fee or reduced tuition for matriculated students once classes fill to a certain level could be mutually beneficial.  I know that Arcadia needs to make money to stay viable, but once a course fills to a certain level, adding a limited number of additional students (especially auditing students) would seem like getting free money at a modest or near-zero marginal cost.
    3. Along with access to courses could come an expanded relationship with our library system to enable a richer resource for research and study than is possible through our public system.
    4. We have long needed a community health club or similar facility.  Community access to other athletic spaces might be provided, again for a modest fee, that allows Arcadia to sustain their own facilities at a reduced cost.
    5. We should continue to establish or expand relationships with the faculty, especially township residents, as a way to leverage their knowledge and research (along with their students) to discuss and guide the development of new solutions for our community.  Universities have access to funding that communities may not have.  There are bound to be opportunities for grants and other programs where collaboration is mutually beneficial.

    By the way, I’m OK with fees and I’m not looking for a hand-out from anyone.  Fees limit access to only those with proper intentions and motivations.  Fees bring commitment to both parties.  Modest fees also keep the access relatively open while ensuring that costs are accounted for fairly.

    I welcome thoughts on whether this makes sense, though.  To me, being able to tout this relationship through the realty community should be a nice feather in our cap for new home buyers, not to mention putting the benefits of living in Cheltenham and with Arcadia in the mouths of every homeowner and resident.  And to me, this is only win-win.


  • Why I’m Skeptical About Apple iBooks

    The recent news that Apple has a new product offering electronic text books may sound interesting, given their recent string of “gotta have it” products, but be careful about believing that Apple is doing any favors for education here.

    The article below expresses concern that Apple has set its sights on the open standards that make it possible for schools, already, to obtain electronic textbooks at reasonable costs.

    http://www.zdnet.com/blog/bott/how-apple-is-sabotaging-an-open-standard-for-digital-books/4378

    There is no doubt in my mind that expanding the use of technology to bring textual information to students in ways that can also integrate other forms of knowledge sharing, collaboration, and communications at a lower overall cost is something that schools need to be looking at carefully.  The challenge, however, is that there is risk is picking a path with new technology and one of the best ways to minimize that risk is by using open standards that allow schools to purchase resources competitively.

    Fundamentally, open standards help schools cut costs by supporting competitive purchases.

    I fear that Apple is no friend here and school boards should be establishing policies that support the promulgation of open standards wherever educational achievement is involved.  In the same way that boards fight against profiteering in other significant areas of education, we should fight it for a major supply source that is critical to quality, cost-effective public education.

    The more I learn about Apple, and all the sides of Mr. Jobs, whom I have admired at times and yet feared at others, the more I’m cautious about their goals.  I certainly don’t think we want our children to grow up like the children in China, but it’s not clear, to me at least, that Apple cares about the work force at their Foxcon facility, or about anything but its profits.

    http://www.cbs.com/pepsimax/video/?pid=H7eT46zj35WJwi8J_6BOvJpv_jgRTC1N



©2012 Jim Butt's Blog Entries (RSS) and Comments (RSS)  Raindrops Theme