PRINTABLE VERSION

Greetings!

A persistent question asked by administrators and school board members is this: "How can we be more accountable to the public?" Needless to say, we ask that question because the public is asking it as well. In conversations involving district expenditures or a request for a levy or bond referendum, the public is asking school districts to be more accountable for how they use tax dollars.

But, if you ask members of almost any citizen budget advisory committee from any school district throughout the state, you'll find that they were amazed to learn that schools report to the public much more frequently and in much more detail about decisions, use of resources, and even about their deliberations, than many publicly or privately owned business.

And while we school officials appreciate that acknowledgment, we also know that we must continue to provide the information, clearly and understandably, not once, but many times throughout the year. Here are but a few examples:

School districts operate in a highly regulated environment in which expenditures, procurement procedures, fund-raising, student accounting, and federal reimbursement requests are among the areas scrutinized. The independent auditor issues opinions on the accuracy of financial reports and compliance with rules and regulations required by the Minnesota Department of Education, the state auditor’s office, the federal government, and large bond rating companies such as Moody's.

Curriculum, instruction, achievement
Just as districts provide annual reports on finances, they also provide annual reports on academic achievement. Each year, District 16, through its community-staff Systems Accountability and Advisory Committee, reports to the community on its goals, progress, and results in curriculum, instruction, and student achievement. A wide range of testing results is included. The content of this report is determined by the Minnesota Department of Education. The District 16 report is published online as well as printed and distributed to all residents.

Major assessments of student achievement
Each year students, their schools, and their districts are accountable through published testing results that includes Minnesota Basic Standards Tests (BST), Minnesota Comprehensive Assessments (MCA), Measures of Academic Progress (MAP), and American College Testing (ACT).

No Child Left Behind
Schools must comply with federal regulations for reporting as well. A school's status is then, by law, reported publicly and results are sent to all parents of the district. There are "penalties" prescribed by the legislation for schools that are not making "adequate yearly progress." In 2003-04, all District 16 schools achieved "adequate yearly progress."

Open enrollment and post-secondary options
Colleagues in the business industry refer to the free market system as the best method of accountability. I agree. Minnesota's open enrollment legislation provides students with the opportunity to leave their own school district and attend any public school in the state. While they must provide their own transportation, all other academic costs are paid for as if that student were a resident of the school district.

The post-secondary enrollment option law allows high school juniors and seniors to take courses at post-secondary institutions. Students must meet the admissions requirements of the institution, but do not pay for tuition, fees, or books.

Approval for funding increases
School districts operate with funding provided primarily from the state and from community taxpayers. If the state offers no new funding, or provides funding increases less than the cost of living, we must modify our budget, reduce programs and/or staff, or just simply get by with less. From time to time we seek additional funding from local taxpayers. A "levy for learning" produces funding for the district’s general fund and might be used to reduce class sizes, for example. A "bond referendum" produces funding for such needs as roof repair, technology upgrades, or health and safety improvements.

In either case, no funding would be made available unless and until we present our case for the need and local taxpayers agree to support our request.

Parent and community involvement, the ultimate in accountability
A school district’s staff is truly mindful of, and responsive to, the attitudes and feelings of parents. This is an example of customer service responsiveness, another characteristic of the free market system. While this is a powerful method of accountability in Minnesota public schools, School Boards constantly struggle with decisions in which the viewpoints of parents and community members (our "customers") vary widely.

Parents and community members work hand-in-hand with district staff at nearly all levels. School Board members, who set policy for the schools, are elected by the community. PTAs, PACs, advisory councils, task forces, and committees abound.

When a school district proposes a change, when an issue needs explaining, the response is to share and inform, to discuss and obtain feedback. Our district is currently looking at a possible alternative configuration for our kindergarten through fifth grade schools. We are doing so with the goal of achieving fairness, class size reduction, student achievement gains, and long-term solutions to annual issues.

This process has taken over one year so far, included a community-staff task force, and eighteen information/discussion sessions—last year and this fall—with parents/community and/or staff. We do so to seek out and take into account our citizens’ wide range of views, suggestions, and concerns. Though our eventual recommendation will be based upon what we believe to be the best solution for all kids, we know that if the recommendation involves change it will not be supported by all.

The right size for responsiveness
In last month’s column, I described Spring Lake Park School District 16 as "personal in size, extra-large in opportunity." With this size, we feel, comes a more personal responsiveness and accountability. Any parent or community member can contact any district staff member and get a prompt and respectful response. We can’t always guarantee that it will be the response that is sought, but we are always at your service. We will always take your phone call, respond to your e-mail, visit with any individual or group.

Every viewpoint matters. That’s our promise. Every decision we make is for the benefit of the greatest number of students. That’s accountability.

Our mission: High expectations, high achievement for all. No Excuses.