Real Challenges Ahead

Despite some of the recent issues facing the Plainfield Public Schools, real economic challenges face the State and school districts across New Jersey in the area of educational funding. These challenges threaten to rock the very core of the educational foundation in many school districts---ultimately, impacting students. Specifically, the State of New Jersey faced a reported $2.3 billion dollar shortfall in this current year.

Governor Christopher Christie, with a simple stroke of a pen, wiped out $476 million in funds set aside by school districts in their school budgets. Many Districts, including Plainfield, depend largely on “rainy day” or surplus funds to close budgets gaps year to year. Last year, over $3 million dollars were used in reserve funds to close the gap in the 2009-2010 school budget.

As a part of the recent action taken by the State, the Plainfield Public Schools has already lost $950,000 from this year’s budget. Another school district lost over $22 million!

By law, districts must use any surplus funds over 2% to reduce taxes in the second year after the funds have been accumulated. The Governor, by Executive Order, has decided not to pay $476 million in state aid due to districts to support educational programs in the current (2009-10) school year. Instead, the Governor has directed districts to use their reserve, “rainy day” funds to pay for current year expenses, rather than keeping those funds in reserve to build next year's budget. Over 500 districts are affected by the state aid cut and loss of reserve funds.

These districts will not have any reserve funds available next year to cover increased salary, benefits and other costs of necessary educational programs and services. Without these funds, districts will have to address any budget shortfalls through staff and program cuts, by increasing local property taxes, or some combination of both. Although there were many school districts that settled new contracts, several districts, including Plainfield after over a year of negotiations, did not reach an agreement. This becomes even more troubling on the heels of recent news regarding the grim financial picture facing local school districts.

For "high needs" districts such as Plainfield Public Schools and those serving large numbers of poor students and students of color -- the aid cut is especially troubling. Because of their low wealth and high student need, such districts are heavily dependent on state aid to support their educational programs. Also, many such districts were counting on rainy day funds to help maintain teachers, staff and other programs next year. Many such districts might not receive any state aid increase under the state's new funding formula. For middle income and suburban districts, the aid cuts will likely trigger higher property taxes, as districts ask local taxpayers to make up for the loss of the rainy day funds. These districts, however, do not rely heavily on state aid.

Most of the educational funding in Plainfield comes from state aid---not the local property base. Approximately 14% comes from the local taxpayer base in Plainfield. The remaining 86% of funding for Plainfield Public Schools comes from State and federal dollars.

The problems with school budgets next year will be compounded for all districts if the Governor ignores the state's funding formula and does not increase state aid in the FY2111 State budget, or even worse, proposes a cut in state formula aid. The Governor announces his proposed FY11 State budget on March 16.

There have already been recommendations to local school districts to plan for budgeting at 90% of current funding levels. In the Plainfield Public Schools, that could result in budget cuts upwards of $10 million---a reduction never seen in the District. This will be on top of rising health care costs and the need for a new teacher contract that has yet to be settled, despite a year of ongoing negotiations. School districts that were able to settle their contract prior to this economic crisis were able to anticipate and factor in such costs in their decisions to meet the budget challenges.

A school district’s first and foremost obligation is to the education of its students. Although there have been issues that have faced the Plainfield Public Schools in recent months, the fiscal challenges that lay ahead represent real challenges for the school district---and more importantly, to the education of our students.

Lessons from a Tiger

On Friday, February 19, 2010, the nation watched as Tiger Woods presented a powerful, public profession and apology about his personal mistakes and acts of poor judgments. It is hoped that many had an opportunity to view it. Tiger Woods used this as his opportunity to both ask for forgiveness for his actions and privacy for his family. He also discussed how his behavior brought shame to his fans and embarrassment to those that have worked with and supported him. If one had an ounce of humanity running through their veins, they could not help but to feel his sincere pain and regret, and empathize with his struggle. They would also be forced to cheer for his successful recovery and prompt return. One, quietly however, agreed with his statement that the matters in question was “between a wife and a husband,” something that the public too often fails to remember, especially when it comes to public figures.

His Children

Tiger also expressed how the media had imposed on his family, specifically his children. How they followed them to school and shared public information about the school in which his daughter attended. He shared this as reminder to all that it was he, not his children or his family, that committed those acts. This reminder brought with it the question as to why should his family and especially his children suffer? What did they do? The placement of children in the middle of any adult issue or conflict will always be wrong on its face and rotten at its core. Children should always be protected and their interests held sacred.

The Person

The press conference was not held on a golf course. It was held indoors and he spoke from a podium. His attire did not reveal the “swoosh” from his major sponsor Nike or the combined TW that reflects his worldwide brand. He did not wear any of his trademark caps. He did not stand as the world’s greatest golfer---the one who still ranks as the #1 golfer in the world and he did not stand as the world’s highest paid athlete whose earning topped $110 million in 2008. He stood as a man, a husband, a son, a father, and a friend.

He stood not as Tiger Woods, but as Eldrick Tont Woods. He stood in the midst of those who accused, wrote about, criticized, and eventually judged his personal behavior. He also recognized that he was held to a higher standard. It was during this speech, at that moment, and with the embrace of his mother that we realized he was simply a man—a normal, feeling, breathing, and yes, crying person. One, even not being a fan of golf, cannot help but to become a fan of one’s humanity---one’s ability to face, fall, go through, and overcome life’s adversity---even in the midst of those cheering for their failure---disingenuously because their success does not serve their personal, political, or financial interests or agenda.

Our Children

In the midst of many of life’s challenges and adult divisions and disagreements, Eldrick Tont Woods reminded the world to respect, protect, and honor its children. This was one of the most powerful lessons that can be learned among members of a school district and community. For between the two, the children must never be forgotten, politicized, or exploited. This must never occur.

The Plainfield Public Schools has had recently had its share of challenges. In the discussions, disagreements, divisions, and hope for resolutions, we must never forget about our children. No matter what.

These are simple lessons from a tiger.

The Home School Advantage

The current trends in Special Education best practices have evolved and even come full circle. One hundred years ago, students with disabilities were educated in their local school, by their neighbors with their peers. They were a part of the community from the time they entered into education to the time they exited. As years past, the same students were “pulled out” first into separate classes and then into separate schools, even separate towns. Over the past decade, the pattern of separate schooling became clearly unequal. Students were being educated miles from their homes, outside of their communities with challenging accountability to the local education association.

In March of 2009, Plainfield Schools Superintendent of Schools Dr. Steve Gallon III established a task force of stakeholders to identify a target population(s) of students currently being taught in (or expected to be taught in) Out of District Schools; and design a realistic, comparable program in district to meet their education needs as determined by their education plans. This charge allowed the District to embrace the mantra “all children should be educated at home with their peers receiving a quality education.” To that end, the Plainfield Public Schools has embarked on a model of continued movement towards expanding special education programs to meet the needs of all students.

For the 2009-2010 school year, three programs were expanded. These programs were Autistic, Multiple Disabilities, and Behavior Disabilities. Four schools now have programs and students that were previously served by Out of District Schools. The expanded programs reach not only the immediate students they serve but impact all of the children in the building. A greater understanding of individual learning differences has been fostered at Hubbard Middle School as a newly expanded class of students took the stage during the winter concert. An interaction that had never happened before now occurs every day as Kindergarteners from all classes join their peers with Autism during daily story time together. The “home school advantage” can be seen each time a child that previously traveled an hour each way to school is embraced by their neighborhood peers.

An additional benefit to the home school is the fiscal gain realized by the district. The 2009-2010 school year saw an increase of 35 pupils in the 4 expanded special education programs in The Plainfield Public Schools. This increase represents an estimated $1,750,000 dollars in tuition returned to In-District programs. Transportation costs are also reduced and all students benefit from enhanced school services.

Plainfield Public Schools students are being educated in their home district, money is returning to the district and a continuum of services is growing. These represent three compelling reasons to complete this circle of Special Education. Exemplary services at home for all students is the goal of the Plainfield Public Schools and is one that the District is committed to and a goal that makes the job of educating children worth having.

Governor Christie Considers Educational Changes

A 25-page report released by Governor-Elect Christie proposes significant changes for education in New Jersey. A moratorium on the Accountability Regulations and the NJQSAC monitoring system, major labor law changes, and reciprocity of teacher certification with other states are among recommendations issued last week by the Christie transition team’s Education Subcommittee. The panel, whose membership included Commissioner of Education-designee Bret Shundler, recommended changes in law and regulations that include the following:

• Development school performance measures that go beyond test scores to include the efforts of individual districts
  
• Freezing of school employees salaries for 2010-2011 due to state budget’ crisis
  
• Opening up 5 to 10 new charter schools in low performing districts by Fall of 2010
  
• Review of unfunded requirements from the state placed on local school districts
  

Many of the recommendations have implications for the future of education in Plainfield Public Schools and throughout the State of New Jersey. Stay tuned for more information on how these changes will impact teaching, working, and learning in District.” For more information and to view the full report click here.