An 11 year old arrested with knives, a gun, and 400 rounds of ammunition.
A 14 year old murders his teacher.
A 12 year old kills a teacher, shoots two others, and kills himself.
That was this week alone. As a school principal, a parent, and a citizen…I am disgusted.
With each event, we have to look this ugly monster in the face and dissect it. We can debate gun control, bullying prevention, metal detectors, cameras, arming teachers, and whatever other temporary school safety fix we can think of until we are blue in the collective face. Where has it gotten us to? I don't aim to discredit these discussions but the essential questions that we have been grappling with are: "Why?" and "How?" No matter how useless it may seem to ask these questions, they always surface. Why? Why this school? Why this student? Why these teachers? How do we stop this from happening again?
I have grown up with these incidents as a disturbing emergence of normalcy in the news. I remember Springfield, Paducah, and Columbine, all of which occurred before I graduated high school. Add to that Red Lake, Virginia Tech, NIU, and Sandy Hook. One of my earliest memories of school violence occurred twenty miles south of my home, at the University of Iowa. In 1991, a graduate student shot and killed three professors, two students, and himself out of anger over an academic award.
School violence and violence toward children and educators is nothing new. One of the worst events took place in 1927 in Bath Township, Michigan. A school board member who was upset about his farm being foreclosed upon, blew up the school, killing 45 and injuring 58 (Staff). However, the notable increase in occurrences each year seems to be on the rise, steadily, since the 1980's.
Are some instances the result of copycats? Perhaps. Are some of these instances of a bullied kid attempting to take control? Maybe. I believe there is a deeper and more haunting issue here. Our children believe they have the right to take someone else's life and they do not feel remorse.
I hate to sound old fashioned, but what are our kids raised by? Who do our kids look to for role models, if anyone? How do our kids escape harassment when they are connected day and night? There is little sense of community. How many of your neighbors do you know? Not too long ago, we heard that it takes a village to raise a child. What has happened to our village? The school I serve as principal of is in a small town. Even here, kids would just as soon give you the finger than wave hello.
I know I'm painting with a pretty wide brush here, but respect for our fellow person and the awareness of each individual's sacred worth is nearly nonexistent. As a Catholic school principal, I can talk openly with my students about our Christian duty to love and serve one another. In fact we have a little motto that I stole from my first teaching position: "Every day we are to treat each other as we would treat Jesus Christ- with all of our hearts, our minds, and our souls." I've taught in public schools and while spouting off religious ideology may get you fired, it is not out of line to reinforce the importance of respect and dignity for every creature. But to what avail? Even here, our students pledge not to bully- yet I see students regularly who say or do unkind things.
More and more gets piled on the plates of schools. It seems as though more often than not, we are in the business of raising other people's children rather than helping guide them to new understandings and explorations of knowledge. Home to school connections and relationships are critical. Relationships with our students are essential to save them from a cyclical and cynical world.
We need to foster a sense of community. We need to empower parents to actually parent. We need less celebration of classless and unsavory behavior. We need to respect each other so that our kids see that every person has worth. Most of all, we need to teach our kids the value of each person and that problems are not solved with a weapon or filthy rhetoric but through seeking to understand and working together for a solution. Maybe I am old fashioned…or even…help me God…more conservative than I ever thought I would sound. But we cannot keep doing what has always been done in hopes that kids stop killing others. At what point will enough be enough?
I look forward to the Governor's Bullying Prevention Summit on November 4th. Maybe we'll have some ideas and solutions. Time shall tell.
References
Staff, P. (2013). School safety timeline Leading Issues Timelines. Retrieved from http://sks.sirs.com
Thursday, October 24, 2013
Monday, October 14, 2013
What's Your Guiding Philosophy?
This is our building's guiding philosophy: "The Student is Always Worth It!" Every day, every student is worth our time, our effort, and our best. Our students are the reason our school exists. Anything less than quality instruction, strong relationships, and a positive attitude would be wrong.
As a school community, we have discussed our mission, vision, values, and goals. We have taken time to study the status quo and dream about what we could be and what we want to be known for. Needless to say, our former mission had been around for a while and had grown to be wordy and in need of new life. Coming in as a new principal, this was an area I wanted to focus on. Without a meaningful mission, the vision, values, and goals, and the school community as a whole plateaus, rests on its past successes and becomes irrelevant in our changing world.
In a time when we focus so greatly on a number of pressing issues, it can be unintentional, yet easy to ignore the culture and health of our learning community. Taking time to reevaluate our purpose and commitments can be a great culture builder. Last week during our staff meeting, we worked through an activity from "The Ten-Minute Inservice" by Todd Whitaker and Annette Breaux. We brainstormed 10 things we are proud of at our school. My plan is to share this list with parents and community members to showcase our pride in St. Patrick School and the good things we are doing.
In preparing for my role as a principal, I had numerous opportunities to reflect on my beliefs about education and what I would dream of as an ideal school. Ideal schools do not exist in and of themselves, they are created. It cannot be the work of one administrator, teacher, or parent to create the ideal learning community. It must be a joint effort, with all stakeholders sharing in the conversation. Our personal philosophies and values drive our passion for what we do. Capturing the philosophy for an entire building or district requires monitoring, evaluating, and above all listening to the people served by your school.
This is what we discovered at St. Patrick's School. The student is always worth it because parents trust our school to provide unique and transformational learning experiences for their children. The student is always worth it because our staff is here for each child, ready to meet their needs. The student is always worth it because our students will be the leaders in the community sooner rather than later and they deserve the best preparation to be successful. This is what guides us. What guides you?
As a school community, we have discussed our mission, vision, values, and goals. We have taken time to study the status quo and dream about what we could be and what we want to be known for. Needless to say, our former mission had been around for a while and had grown to be wordy and in need of new life. Coming in as a new principal, this was an area I wanted to focus on. Without a meaningful mission, the vision, values, and goals, and the school community as a whole plateaus, rests on its past successes and becomes irrelevant in our changing world.
In a time when we focus so greatly on a number of pressing issues, it can be unintentional, yet easy to ignore the culture and health of our learning community. Taking time to reevaluate our purpose and commitments can be a great culture builder. Last week during our staff meeting, we worked through an activity from "The Ten-Minute Inservice" by Todd Whitaker and Annette Breaux. We brainstormed 10 things we are proud of at our school. My plan is to share this list with parents and community members to showcase our pride in St. Patrick School and the good things we are doing.
In preparing for my role as a principal, I had numerous opportunities to reflect on my beliefs about education and what I would dream of as an ideal school. Ideal schools do not exist in and of themselves, they are created. It cannot be the work of one administrator, teacher, or parent to create the ideal learning community. It must be a joint effort, with all stakeholders sharing in the conversation. Our personal philosophies and values drive our passion for what we do. Capturing the philosophy for an entire building or district requires monitoring, evaluating, and above all listening to the people served by your school.
This is what we discovered at St. Patrick's School. The student is always worth it because parents trust our school to provide unique and transformational learning experiences for their children. The student is always worth it because our staff is here for each child, ready to meet their needs. The student is always worth it because our students will be the leaders in the community sooner rather than later and they deserve the best preparation to be successful. This is what guides us. What guides you?
Tuesday, September 17, 2013
Tone- The Key to Your Message Getting Through
As a former English/Language Arts and speech communications/drama teacher, one of my favorite lessons to teach focused on the tone of the sender. My example to start the lesson was one that kids and adults can resonate with, a simple statement- "I didn't say you were wrong." I would say this sentence over and over, emphasizing a different word each time, beginning with "I" and working through the end. Each time the emphasis was changed, the meaning of the sentence changed causing the message to be interpreted differently by the receiver.
Too often in relationships, whether personal or professional, we slip up with tonal mistakes. We let emotion or laziness dictate how our message is received because we do not pay attention to how we are sending our message to the receivers. Think of the last disagreement you had with someone. It is difficult to recall the words we may have said but it is likely easier to remember how the words were said to you. This, in fact, may have caused the disagreement in the first place. How you say something is as important as what you are saying.
As an educational leader and often the person parents approach with an idea or concern, my tone in responding can make or break a relationship with a stakeholder. When an idea is brought to me, I like to talk with the person making the suggestion in order to think through the many parts. If I am dismissive, even unintentionally, in the initial response, "What made you think of this?" the likelihood of anything fruitful coming from the discussion is limited. Tone dictates where your conversation goes.
In observing classroom instruction, I carry may laptop, even on walkthroughs and email the teacher shortly after leaving the classroom. Luckily, I am blessed with excellent teachers. I typically give feedback regarding what I saw and ask some questions. Email is an especially tricky realm to interpret because your message is read in the receiver's mind. What you may have intended as a joke comes off as an insult. WHEN YOU TYPE IN ALL CAPS- PEOPLE ASSUME YOU'RE SHOUTING AT THEM. Even if you are just trying to draw attention to something...or your keys are, for whatever reason, stuck on caps lock. If I email a teacher and ask a straightforward question, "What was your lesson about?" It could be interpreted that I thought her lesson was without focus. Instead, I might ask, "What learning targets were you hoping to meet?" This shifts from a critique of the teacher to a question about curriculum. The need to be defensive is lessened and the real answer I am looking for, regarding content standards, is the focus.
You can't guarantee that your message is always received the way you intended. However, by focusing on the way you say something, the chances of it being misinterpreted, particularly in a tense situation, will be lessened. If a policy change is on the horizon- focus on the benefits of the change rather than all the problems with the way things are now. Help others to understand your thoughts with clear and positive tone, alleviating misunderstanding and misguided anger or confusion.
Too often in relationships, whether personal or professional, we slip up with tonal mistakes. We let emotion or laziness dictate how our message is received because we do not pay attention to how we are sending our message to the receivers. Think of the last disagreement you had with someone. It is difficult to recall the words we may have said but it is likely easier to remember how the words were said to you. This, in fact, may have caused the disagreement in the first place. How you say something is as important as what you are saying.
As an educational leader and often the person parents approach with an idea or concern, my tone in responding can make or break a relationship with a stakeholder. When an idea is brought to me, I like to talk with the person making the suggestion in order to think through the many parts. If I am dismissive, even unintentionally, in the initial response, "What made you think of this?" the likelihood of anything fruitful coming from the discussion is limited. Tone dictates where your conversation goes.
In observing classroom instruction, I carry may laptop, even on walkthroughs and email the teacher shortly after leaving the classroom. Luckily, I am blessed with excellent teachers. I typically give feedback regarding what I saw and ask some questions. Email is an especially tricky realm to interpret because your message is read in the receiver's mind. What you may have intended as a joke comes off as an insult. WHEN YOU TYPE IN ALL CAPS- PEOPLE ASSUME YOU'RE SHOUTING AT THEM. Even if you are just trying to draw attention to something...or your keys are, for whatever reason, stuck on caps lock. If I email a teacher and ask a straightforward question, "What was your lesson about?" It could be interpreted that I thought her lesson was without focus. Instead, I might ask, "What learning targets were you hoping to meet?" This shifts from a critique of the teacher to a question about curriculum. The need to be defensive is lessened and the real answer I am looking for, regarding content standards, is the focus.
You can't guarantee that your message is always received the way you intended. However, by focusing on the way you say something, the chances of it being misinterpreted, particularly in a tense situation, will be lessened. If a policy change is on the horizon- focus on the benefits of the change rather than all the problems with the way things are now. Help others to understand your thoughts with clear and positive tone, alleviating misunderstanding and misguided anger or confusion.
Wednesday, July 24, 2013
You Don't Wash a Rental Car- Improve Staff Ownership
If you own it, you care for it more. This principle applies to more than just vehicles but as the saying goes, "You don't wash a rental car." Why would you? Take the scenic route. Drive through mud. Eat in it. After all, when you return it, someone else has the unenviable task of cleaning it.
Unfortunately, the school community is sometimes guilty of adopting this mindset. After all, surely there will be someone there after us to take up the challenges and opportunities that arise. "The new teachers will be in the career longer than me." "There's always a new fad, just a rehash of old ideas or acronyms." "Why do we have to do this?"
The challenge with staff development and professional learning is that too often, teachers have heard the same ideas, movements, etc. through the years too often with little follow up or adequate resources to actually improve learning. So the heart of the matter is ownership. If faculty/staff do not feel any ownership regarding a movement or a change within the school or district, your buy in and ownership are null. This is why teachers need to be involved in the decision making process and leadership of an initiative or movement.
As a new principal, my plan to achieve buy in and ownership with changes is a simple line of questions.
1. What do our students deserve?
2. How is ______ what is best for kids?
3. What/how will ______ look in my classroom?
4. How will we know that ____ is working?
4. Now what?
I believe the best question is the last one. It requires the conversation to continue. Administrators and teachers must develop an action and follow up plan. Resources need to be committed to improving student learning and achievement. By having this discussion with staff when embracing the unknown or new whatever, anxiety is decreased, ownership is increased and best of all, your school culture benefits. You no longer have a "Here's what I think we should do" mindset but a "Here is what we have agreed is needed to ensure success for all" norm for operating. A little wordier...but it does the job.
The challenge with staff development and professional learning is that too often, teachers have heard the same ideas, movements, etc. through the years too often with little follow up or adequate resources to actually improve learning. So the heart of the matter is ownership. If faculty/staff do not feel any ownership regarding a movement or a change within the school or district, your buy in and ownership are null. This is why teachers need to be involved in the decision making process and leadership of an initiative or movement.
As a new principal, my plan to achieve buy in and ownership with changes is a simple line of questions.
1. What do our students deserve?
2. How is ______ what is best for kids?
3. What/how will ______ look in my classroom?
4. How will we know that ____ is working?
4. Now what?
I believe the best question is the last one. It requires the conversation to continue. Administrators and teachers must develop an action and follow up plan. Resources need to be committed to improving student learning and achievement. By having this discussion with staff when embracing the unknown or new whatever, anxiety is decreased, ownership is increased and best of all, your school culture benefits. You no longer have a "Here's what I think we should do" mindset but a "Here is what we have agreed is needed to ensure success for all" norm for operating. A little wordier...but it does the job.
Thursday, July 18, 2013
You Don't Know What You Don't Know
I have been a school administrator for about 18 days now. In these 18 days, I have talked with staff, parents, board members, and students. I have also connected with former members of my graduate school cohort. One of the most refreshing things shared with me by one of those former cohort members was a much needed reminder. I asked her how her first year of being a principal was. Part of her reply was important for me to grasp, "I didn't know what I didn't know."
Graduate programs prepare fresh batches of administrators with the organizational, theoretical, and experiential foundations necessary for licensure. However, much like being a first year teacher, being a first year administrator can be daunting. You cannot be prepared for everything. I have been told that if I am an administrator long enough, nothing will surprise me. The amount of paperwork already indicates that I will be reading more than I probably have since grad school. Here is what I have learned so far...
ASK FOR HELP...
I have been unclear on some of the acronyms in my new school. I didn't know where the paperclips were. I wasn't sure what the hours were for the open house. I am still not sure how the fire alarm system works. So rather than sitting, pondering where the paperclips might be or taking a guess at what the long string of consonants meant, I asked. Who did I ask? The school secretary and my predecessor. Finding people who can help me understand and uncover what I need to know to be effective is critical to my success and happiness as a school leader. This is also where social media becomes helpful as I work with my PLN through various twitter chats to gain understanding and ask for advice.
BALANCE...
I could have taken July off. OK, probably not. Maybe in fifteen years. I wanted to get an early start on figuring out what I don't know and what needs to be taken care of in the weeks leading up to school. I recognize that this first year will be full of learning. I plan to take on all that I can but balance is critical to being effective. Seeing my wife and daughter are important to me. Catching up with friends and former colleagues will be refreshing. If I have been told one thing repeatedly in my career, it is that balance life and work and happiness will ensue. Balancing home and career, time for personal and professional growth, and perhaps balancing my diet will allow me to be a better principal and healthier person overall. We'll see about the diet part.
ADMIT WHAT YOU DON'T KNOW
Since I don't know what I don't know, I will be learning all year. This is okay. I have already accepted that I am not Superman. This is not an admission of failure but a recognition of fact. Theremight will be mistakes (hopefully not many) and situations I likely could have handled differently. If I am honest and admit what I don't know before it gets out of hand, I might just be all right. Recognizing a learning opportunity is something I plan to become skilled at. However, failing to file forms on time and claiming, "I didn't know" will probably result in a fairly short administrative career. Don't rest on "I don't know" but instead recognize and learn what it is that is needed to know and do.
So far...my desk top is fairly organized. By August 10, I assume that will have changed. All we can do is what is best for kids. If the desk is cluttered but the school is effective, the staff and students are happy and learning, and I am doing what is right for all- I'm okay with a few piles of paper.
Graduate programs prepare fresh batches of administrators with the organizational, theoretical, and experiential foundations necessary for licensure. However, much like being a first year teacher, being a first year administrator can be daunting. You cannot be prepared for everything. I have been told that if I am an administrator long enough, nothing will surprise me. The amount of paperwork already indicates that I will be reading more than I probably have since grad school. Here is what I have learned so far...
ASK FOR HELP...
I have been unclear on some of the acronyms in my new school. I didn't know where the paperclips were. I wasn't sure what the hours were for the open house. I am still not sure how the fire alarm system works. So rather than sitting, pondering where the paperclips might be or taking a guess at what the long string of consonants meant, I asked. Who did I ask? The school secretary and my predecessor. Finding people who can help me understand and uncover what I need to know to be effective is critical to my success and happiness as a school leader. This is also where social media becomes helpful as I work with my PLN through various twitter chats to gain understanding and ask for advice.
BALANCE...
I could have taken July off. OK, probably not. Maybe in fifteen years. I wanted to get an early start on figuring out what I don't know and what needs to be taken care of in the weeks leading up to school. I recognize that this first year will be full of learning. I plan to take on all that I can but balance is critical to being effective. Seeing my wife and daughter are important to me. Catching up with friends and former colleagues will be refreshing. If I have been told one thing repeatedly in my career, it is that balance life and work and happiness will ensue. Balancing home and career, time for personal and professional growth, and perhaps balancing my diet will allow me to be a better principal and healthier person overall. We'll see about the diet part.
ADMIT WHAT YOU DON'T KNOW
Since I don't know what I don't know, I will be learning all year. This is okay. I have already accepted that I am not Superman. This is not an admission of failure but a recognition of fact. There
So far...my desk top is fairly organized. By August 10, I assume that will have changed. All we can do is what is best for kids. If the desk is cluttered but the school is effective, the staff and students are happy and learning, and I am doing what is right for all- I'm okay with a few piles of paper.
Thursday, March 14, 2013
What is Your Legacy?
"It is not the length of life, but the depth"
-Ralph Waldo Emerson
My students are currently on the hunt to answer our unit's essential question: "What determines how you will be remembered?" They have pondered and continue to think on the idea of what the true measure of one's life is. In fact, as I write, they are engaged in a search to answer questions they developed about an aspect of legacy, e.g. career, choices, personality, etc. I love what I am seeing in my classroom right now: students collaborating, using technology, answering questions they generated, with music underscoring the whole thing.
The concept of legacy is interesting and mildly daunting to consider. Is my personal legacy tied to my profession one? Do our students see us as who we really are? What will we be remembered for? Will we be remembered?
Ok...getting a little mawkish.
As educators and parents, the resonance of things we say and do at our peaks and valleys can define our legacy. Not every word, every time. However, we can't determine what others hold on to from our existence.
Perhaps instead of worrying so much about if we will be remembered, we should do our part to live a life worth remembering. Are we giving others our best? Are we smiling more often than we frown? Did our words match our actions? Were you good to someone who needed goodness in their life?
Since I am apparently having an Emerson-esque day, here's a final thought:
"Our greatest glory is not in never failing, but in rising up every time we fail." It is never too late to define who you are. Do this and your resilience and humanness will be a part of your legacy.
Thursday, January 31, 2013
Teacher Pay, Allowable Growth, and Logic.
In college, I was lucky to take one of the more challenging courses from a gifted professor of Philosophy. Her humor, approachable personality, and rigorous expectations combined to create a teaching style that made her courses exciting to experience but far from easy. From the course simply titled, "Logic" I took away some helpful tools for critical thinking. One component of the course that stands out is the learning of logical fallacies and syllogisms.
Recently, Iowa's Governor Terry Branstad revealed a little sneak peak at his condition of the state address. One point that stuck in the ears of many Iowa educators was the statement that funding for Allowable Growth, the funds used by schools to increase budgets to cover necessary operations, would not be increased unless Branstad's proposed reform package passes this legislative session. Read the Des Moines Register article here.
The reasons are many for why Allowable Growth and education reform should not be tied together. For one, holding hostage the funds that have been stagnant for the past two years would only cause further harm to districts already hard pressed for cash. If it is assumed that budgets will not be allowed to grow, then the need to cut staff, programs, and other areas becomes not only a fear but a reality. The Iowa Senate, with a Democratic majority, voted along party lines and a narrow victory emerged for schools as a 4% bump was approved. We will see what the Iowa House (Republican majority) does with it.
Before being labeled as a pro-union, 20th-Century-minded opponent of Branstad, let me say- there are elements of the reform package that I think are great. I believe offering different career paths for teachers is an excellent way to keep teachers in the profession who might have felt the only way to grow professionally was a move to administration, which might not fit the individual. Likewise, I agree with the proposal to raise teacher salaries. However a point of contention with me is the fallacy that if we raise teacher salaries we will automatically recruit the best candidates for teaching positions. Here is the logic we are presented with:
All of the best employees choose high paying jobs
If teaching were a high paying job, the best employees would choose it
The faulty logic behind this belief is rooted in good intentions to strengthen the teaching force. Just because someone may be an expert at chemistry does not necessarily guarantee that they have the dispositions to be a quality educator or the desire to enter the classroom.
If pay is the only reason we do something, we eventually grow tired of the work and the money is not enough to keep us happy as we suffer through. You take a job for the money. You choose a career because there is no other place you could work happily. This is what being a teacher is. It is a career...not a job at which you work to collect a paycheck, leave work at work, live for the weekend, and dread coming back to on Monday. Are there rough days? Sure. Do kids wear you out but Christmas break? You bet. There is more to it though...which keeps you coming back. I get paid what I get paid. I work just as hard now as I did when I made $20,000 less in a private school. Is more money nice? Yes. However, it did not make me work harder than I previously had. Coming to a public school helped cover the expenses that arise with a growing family and offered some experiences to round out my skills as I desire a move to administration.
I understand the jump to blame stagnant test scores on teachers and teacher prep programs. However, the system needing a renovation is not reason enough to penalize districts that are doing great work to improve and provide quality learning each day. Here is the hope that we can not only move forward on real and necessary reform but also give schools the money they need to operate and conduct business.
Recently, Iowa's Governor Terry Branstad revealed a little sneak peak at his condition of the state address. One point that stuck in the ears of many Iowa educators was the statement that funding for Allowable Growth, the funds used by schools to increase budgets to cover necessary operations, would not be increased unless Branstad's proposed reform package passes this legislative session. Read the Des Moines Register article here.
The reasons are many for why Allowable Growth and education reform should not be tied together. For one, holding hostage the funds that have been stagnant for the past two years would only cause further harm to districts already hard pressed for cash. If it is assumed that budgets will not be allowed to grow, then the need to cut staff, programs, and other areas becomes not only a fear but a reality. The Iowa Senate, with a Democratic majority, voted along party lines and a narrow victory emerged for schools as a 4% bump was approved. We will see what the Iowa House (Republican majority) does with it.
Before being labeled as a pro-union, 20th-Century-minded opponent of Branstad, let me say- there are elements of the reform package that I think are great. I believe offering different career paths for teachers is an excellent way to keep teachers in the profession who might have felt the only way to grow professionally was a move to administration, which might not fit the individual. Likewise, I agree with the proposal to raise teacher salaries. However a point of contention with me is the fallacy that if we raise teacher salaries we will automatically recruit the best candidates for teaching positions. Here is the logic we are presented with:
All of the best employees choose high paying jobs
If teaching were a high paying job, the best employees would choose it
The faulty logic behind this belief is rooted in good intentions to strengthen the teaching force. Just because someone may be an expert at chemistry does not necessarily guarantee that they have the dispositions to be a quality educator or the desire to enter the classroom.
If pay is the only reason we do something, we eventually grow tired of the work and the money is not enough to keep us happy as we suffer through. You take a job for the money. You choose a career because there is no other place you could work happily. This is what being a teacher is. It is a career...not a job at which you work to collect a paycheck, leave work at work, live for the weekend, and dread coming back to on Monday. Are there rough days? Sure. Do kids wear you out but Christmas break? You bet. There is more to it though...which keeps you coming back. I get paid what I get paid. I work just as hard now as I did when I made $20,000 less in a private school. Is more money nice? Yes. However, it did not make me work harder than I previously had. Coming to a public school helped cover the expenses that arise with a growing family and offered some experiences to round out my skills as I desire a move to administration.
I understand the jump to blame stagnant test scores on teachers and teacher prep programs. However, the system needing a renovation is not reason enough to penalize districts that are doing great work to improve and provide quality learning each day. Here is the hope that we can not only move forward on real and necessary reform but also give schools the money they need to operate and conduct business.
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