Translation? When we communicate with our legislators, we can impact the laws that get made.

It means this is the right time for all of us who care about our students' education to contact our legislators. They are good people with good intentions, but they need to hear from us, their constituents, about what we want for our students. When legislators hear from the people, the people have a very good chance of having their voices heard and laws can be written that reflect the wishes of the people.

You may have heard that there are differences in the amounts of funding that the two chambers want to provide to schools next year. The House voted 1.25%. The Senate is asking for 4%. This SSA comes directly from the revenues already collected in the state and will not increase property taxes. 

To help understand our state's situation...

Here is the GOOD NEWS:

When the Revenue Estimating Committee met in December 2014 and established the estimate set for the state, they determined:

-  Revised Fiscal Year 2015 to 5.6% increase in revenue ($361.5 million) 

-   Set Fiscal Year 2016 growth of 4.8% ($328.2 million)

Overall, healthy, if not spectacular revenue growth.

Other Financial GOOD NEWS:

• Iowa ranks 9^th in the nation in reserve funds on hand
• Iowa has the 12th highest growth rate in gross domestic product nationally
• Iowa ranks 9th in growth of per capita personal income nationwide
• Governor Branstad's Condition of the State, in the past 4 years stated:

-   168, 700 jobs have been created

-   Iowa's unemployment rate has been slashed by nearly 30%

-   Over $9 billion in private capital investment has located in Iowa

-   We passed the largest tax cut in our state's history, which through a close collaboration between the Iowa Department of Revenue and county government, is being implemented throughout the state, and

-   We invested historically in our children's future, through transformational education reform - such as the Teacher Leadership System.

Now, the BAD NEWS:

While other states average 4% increase over the last 17 years in education spending, Iowa averages 3.3% over that same time. What does that 1.25% difference do?

• The average district will experience cost increases between 3 and 3.5% annually, so over time, with a 1.25% minus difference each year, we decrease the amount of money we have to spend per pupil.
• Iowa's funding for at-risk students and dropout prevention resources, combined with targeted grant funds for high-needs schools (to be appropriated in July 2015) translates into a 9.8% additional funding commitment for low-income students. However, the national average investment is an additional 29% funding per pupil beyond the base for low-income students. Most states provide an additional 20-25%. 
• Iowa experienced a negative 11.7% change in spending per student (adjusted for inflation), since 2008.
• Only 10 states lowered spending more than Iowa.
• Increases in per student spending this year do not fully compensate for the prior cuts.

Iowa's % change in spending per student, (inflation-adjusted) from Fiscal Year 2008 to Fiscal Year to 2014, is down $641 per student.

Also, more NOT SO GOOD NEWS:

NAEP is a test given randomly at schools across the United States and has been given for a number of years, in order to compare student achievement. It is the only test given in all states that is the same test, so we can compare apples to apples in terms of student data.

BEFORE:

Iowa was traditionally among the top states when the test was first given (in the 1990's) At that time, NAEP was voluntary. Since 2001, all states and districts chosen must take the test.

In 1996 - Iowa ranked sixth in 4th grade math in the nation and Iowa tied for first in 8^th grade math

In 1998 - Iowa ranked eighth in the nation in 4th grade reading

SINCE THEN:

The 2013 Iowa NAEP rankings (from 2003)

• 4^th grade reading - 21st - Iowa scores up 1 - United States scores up 5
• 4^th grade math - 14th - Iowa scores up 1 - United States scores up 7
• 8^th grade reading -  20th - Iowa scores up 1 - United States scores up 5
• 8^th grade math - 25th - Iowa scores up 1 - United States scores up 8

If NAEP scores are an indication of the resources being provided to schools, our state is not keeping up with others.

Do we think Iowa can afford to commit to funding education adequately (and timely)? Only 10 other states lowered funding to education more than Iowa. This is not what Iowa education should be known for.

The time is now. Please call or write legislators. Email is a great way to contact them. Let them know that we need the maximum funding to keep up with our local districts' costs. When salary and inflationary costs to schools increase between 3 and 4% annually, we need 4% in State Supplemental Aid (SSA or allowable growth). Our state is in good health financially. If we do not provide the right financial support to our schools when we have the funding, when will we?

It is the phone calls and emails from educators, parents, local citizens, and board members who can influence decisions and communicate to the legislature that our Iowa students come first and that we must do more. All educators are being asked to ensure that students are proficient and ready for post-secondary - "college and career ready". This requires excellent teachers and leaders and the right instruction. There is nothing more important to the future of our society and our state than for our kids to be well educated.

We can email our legislators - or can call these numbers and ask to leave a message with the representatives:

House switchboard: (515) 281-3221         

Senate switchboard: (515) 281-3371

This article was written by Dr. Pam Vogel, Superintendent of East Union Community School District and Co-Chair of the Iowa ASCD Advocacy and Influence Committee.   

A big thank you to Margaret Buckton, who pulled the data and figures together and shared this important information at Iowa ASCD's Advocacy Workshop!

" Never doubt that a small group of thoughtful citizens can change the world. Indeed, it is the only thing that ever has." - Margaret Mead

Educators are searching everywhere for tools and information about the Common Core. This book provides one of the best informational guides to CCSS that this reviewer, Sandy Merritt, has seen. It not only explains the intended learning of each math standard, it gives examples of how to provide that instruction. The introduction includes a brief discussion of how CCSS got started, what it is, and its intent.

The rest of the book is organized first by grade, then by domain, and finally by cluster. Each grade level's set of standards is introduced with a short introduction, which consists of two parts: a summary of the three to four critical areas for each grade and a description of those critical areas. The six domains are addressed: Ratios and Proportional Relationships, the Number System, Expressions and Equations, Functions, Geometry, and Statistics and Probability.

The last section of the book describes the process for developing standards-based lessons and sample lessons using that process. In addition to the descriptions of each standard, there are tables that illustrate vertical articulation and how the standard changes from grade to grade and a summary of the appendices.  

The lesson development section includes a step-by-step process for developing lessons that includes the following steps: 1) identify focus, 2) how learning will be assessed, 3) beginning activities, 4) activities that will engage students in learning the content, and 5) closing activities. Classroom Instruction That Works is referenced in this section and throughout the book. There are then sample math lessons for each grade level. Lessons are well done and include goals, connections to CCSS standards, activities and assessment. The lessons typically are written for multiple days and include the following: Understanding Statistical Questions and Describing Data, Proportional Relationships, and Transformations and Congruent Figures.    

The authors of this book have done a nice job of keeping the content in understandable terms and making it an easy read. There are connections made for teachers in determining how they might adjust their current instruction to align with CCSS. It is devoted entirely to the middle school level, which is an added value. Middle school teachers should find this to be an important tool in helping to understand and implement the CCSS.

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A special thank you to Iowa ASCD Member Sandy Merritt who shared this review.

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And remember this book is available to all Iowa ASCD members via the 30 titles available 24/7 for 2015.  In addition, these are the other books available 24/7 during 2015 to all Iowa ASCD members that will increase your effectiveness as a leader of learning. (If you have forgotten your password to these resources, please contact Lou Howell at LouHowell@mediacombb.net.)