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Nevada Education: School District Regular Instruction Budget $22.5 Million Less Than Decade Ago

19 Thursday Apr 2018

Posted by in About Reno, All Rights Reserved, Business, College, Conservatives, Education, Ethics, Generational, Government, Higher Education, History, Honor, Life, Nevada, parenting, Politicians, Politics, Pride, Public Image, Public Relations, Reno, Taxes

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To understand why Nevada is ranked the worst for Education, one only has to look at the State’s Washoe County School District (WCSD.) The expense for “Regular Instruction” was $22.5 million less in 2017 than it was in 2008. For next year’s budget, the district that includes Reno/Sparks schools is looking to cut the budget…again. The deficit in the budget is caused by a dysfunctional State taxation system that fails to provide the needed revenue to fund the government.

Graph 1. 0 – WCSD Regular Instructions Expense (Actual vs. 2% adj. for inflation)

Nevada Education Never Fails to Fail

There is one significant item in the school district’s financial reports. Under expenses, WCSD reports “Regular Instruction.” It is the money spent in the classroom for educational functions. It does not include the special education, vocational, nor extra-curricular programs. Regular Instruction expense is the core of the existence of public education in Nevada.

Instruction – Expenditures associated with providing direct regular instruction to students consisting mostly of salaries and benefits for teachers, teacher aides and assistants, as well as other direct instruction costs for supplies, textbooks and equipment. The category also includes costs for teacher substitutes, ROTC teachers, Early Separation Incentive Program (ESIP) costs and sick leave payout. 

Definition of “Regular Instruction” page A15
Fiscal Year 2016-17
Final Budget Summary with Detailed
Budget Accounts and Positions
May 24, 2016

In 2008, the money spent for Regular Instruction in the school district was $249 million. In 2017, only $226.5 million was spent. A reduction of $22.5 million dollars from spending needed ten years prior. Adjusted for two percent inflation per year, the amount of the reduction is $63 million for 2017 fiscal year. The cuts have the forced school district to cut over $475 million dollars in Regular Instruction to keep pace with inflation during the last decade.

Education in Nevada is consistently in the bottom of most State rankings, and deservedly so. The fault is citizens who fail to value education, who elect politicians that seek to dismantle public education. Governor Brian Sandoval has been a primary architect of this effort, which should not be that surprising. When he was elected, his children attended a private religious school. The Legislature decides the funding for education, but they have followed Sandoval’s lead in underfunding public education.

School districts have given up battling the State for more money. Now school boards consist of people who seek to cut budgets instead of demanding more money. School administrations and staff have known for years that the continued deterioration of education is the inevitable path that Nevada has chosen to follow.

Graph 2.0 – Washoe County School District projected expenses for the 2018-19 year

Nevada Education: Constitutionally Protected To Be Bad

There is no positive news regarding Nevada’s Education. It is a black hole of ever-decreasing funding with a Governor leading the charge to let it fail. Nevada’s Constitution says,

The Legislature shall enact one or more appropriations to provide the money the Legislature deems to be sufficient, when combined with the local money reasonably available for this purpose, to fund the operation of the public schools in the State for kindergarten through grade 12.

The Constitution leaves it to the Legislature to decide how much money to make available for education. The politicians feel that being the worst educated State in the Nation is ‘sufficient.’

 

NOTE:  Discrepancies in Financial Reporting

If someone is interested in reviewing the financial information of the Washoe County School District, they will find it a challenge. Finalized numbers for the same line item for the same year do not match across WCSD documents.

There is one report (used here) that has is an annual report of the finances of the school district. It is called the Comprehensive Financial Annual Report (CFAR) and it is the only WSCD document available online that offers annual financial data for 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, and 2017. It is typically published about four months after the end of the year.

However, other reports, including the budget information for the 2018-19 school year have different values for the same budget item without any explanation. The 2017 CFAR (pg. 8 or pg. 37 on pdf) shows Regular Instruction Expense to be $226.5 million. The 2017-18 Annual Report (pg. 42 or pg. 51 on pdf) shows the 2017 Regular Instruction Expense to be $212.3 million ($14.2 million less.)

There is no explanation given for the discrepancies for the same budget item for the same ‘final’ budget; however, it makes it difficult for anyone from the public to know what number is the actual amount. It also makes it difficult to compare past numbers to future budgets.

Death By Incentive Program

04 Monday May 2015

Posted by in Business, Customer Relations, Customer Service, Education, Employee Retention, Ethics, Honor, Human Resources, Management Practices, parenting, Public Image, Public Relations, Re-Imagine!, Relationships, Respect

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_DSC0363 (2)Incentive programs are the tip of the sword in organizational suicide. They are often designed by people who believe that there is a single cause leading to a positive effect in achievement. The reality is that life isn’t that simple. Here are three examples of incentive program fails:

EXAMPLE 1 – Retaining Major Customers
ISSUE:  A business owner loses a major customer and believes that it was because his employees weren’t responsive enough to the major customer’s needs.

INCENTIVE:  The owner creates and incentive program that rewards employees for being more attentive to major customers. (Potential measures:  Major customer satisfaction surveys, increase in revenue from major customers, response time data.)

EFFECT: Some employees learn how to gain the favor of the major customer through unethical tactics:  i.e. kickbacks, access to inside information about the major customer’s competition, sacrificing minor customers in order to be more attentive to major customers, giving more product or service to the major customers and charging it to minor customers, etc.

RESULT:  The owner finds out that some unethical employees look like superstars to the major customers, while ethical employees seem to be failures. Minor customers, a primary source of new revenue, leave for competitors leaving the company with a few major customers that demand special treatment.

EXAMPLE 2 – Improving Student Performance
ISSUE:  Recognizing and reinforcing good student behavior and educational achievement.

INCENTIVE:  Teachers are given special reward tokens to give to students who display good behavior, or who perform exceptionally on class or homework assignments. Students with the most tokens are given a special reward at the end of the school year.

EFFECT:  Some teachers give out tokens liberally and gain favor with the students. Some teachers attempt to ethically administer the program, but find that they are not consistent in giving out tokens to the students for similar positive events. Some teachers do not buy into the incentive program and rarely give out tokens.

RESULT:  High performing students discover that their behavior and achievements is subject to different evaluators who create an reward system that is not objective. Students who are recognized feel superior to other students, and other high performing students become angry, frustrated, and discouraged.

EXAMPLE 3 – Improving Productivity
ISSUE:  Motivate management to improve to eliminate wasted time and resources.

INCENTIVE:  Financial bonuses for top managers who have higher output per employee and/or expenses, OR have lower cost per dollar of revenue.

EFFECT:  Managers discover that by making salaried employees work longer hours and not replacing old equipment as needed, they can look more productive. Employees may not like working with broken or outdated equipment, or be required to work longer hours, but that is not what is measured, so it is irrelevant to the manager.

RESULT:  Other indicators (high turnover, loss of customers, etc.) might indicate a failure of the manager in performing his or her duty; however, because the incentive is to improve productivity, those factors are ignored. The manager looks like a superstar and yet the division or department has severe morale issues and is a business failure._DSC0361 (2)

Why Incentive Programs Fail
Despite the popular idea that incentive programs are a good motivational tool, there are four reasons why they are not.

Organizational success is not a science, but an art

Incentive plans are based on the old idea that the ends justify the means. True organizational success is all about the ‘means’ and the success comes only after multiple factors combine. Organizational success often can’t be repeated because it was contingent on the talents of key team members who brought key talents or skills into the formula of success.

Cause and effect are rarely in a one-to-one relationship

Whatever is defined as the positive outcome, people will find multiple ways to achieve the desired goal, regardless of ethics.

People are not ethical by nature

Incentive programs encourage unethical behavior. The goal is assumed to be the highest priority and that is tacit approval to some that anything goes as long as the goal is met or exceeded.

Some organizations intend the incentive program to encourage unethical behavior

Executives cannot tell their employees to be unethical, but they can create the environment that fosters unethical behavior in pursuit of the indicators of success. This protects the company and puts all the risk on the employees.

Incentive = Manipulation

People who design incentive programs explain that the intent is to reward good behavior, and they fail to complete the sentence, “through manipulation.” Manipulation requires a lack of respect. Most people want to do the right thing and don’t need to be tricked into doing it. It is possible that unethical behavior is stimulated by incentive programs because the person feels disrespected by the use of manipulation and responds by obtaining the reward while sabotaging the program.

The Need For An Incentive Program?
Organizations that need an incentive program indicate a failure in leadership. Any business or school should know who its best performers without an artificial measurement program in place to identify them. In addition, any organization should have an ongoing effort to recognize and reward the best performers. Leadership that is effective in celebrating success will be setting the example for others without manipulation through an artificial program that disrespects people and will likely be vulnerable to unfair evaluation and unethical behavior.

A Glimpse of Education in Panama

22 Saturday Nov 2014

Posted by in Customer Relations, Education, Information Technology, Internet, parenting, Passionate People, Technology, Travel

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2014NN_119DSC_0129 (2)

The Principal in the classroom in Panama

Teaching children is a challenge anywhere in the world. Culture, government, and environment all affect the quality of education. Still, it seems that the foundation of any great school is the dedication of the staff to the students.

Recently I was on my second visit to a community about 90 km (60 mi.) from Panama City, Panama. While in the area I decided to research their education system by dropping in on a local school, the Centro Educativo San Jose elementary school.

It should be noted that to truly understand the education system in Panama, I should first be proficient in Spanish, and second, I should visit multiple schools, both private and public, over a period of weeks or months. A thirty minute conversation with the Principal, who does not speak English, and a teacher acting as my interpreter is only enough to give a first impression.

However, there are clues about the quality of education that are instantly obvious and transcend language barriers.

2014NN_100DSC_0118 (2)Laughing children. It is difficult to bridle the enthusiasm of children, but some schools seem to manage to stifle the joy of childhood. Centro Educativo San Jose has not made this mistake. At this elementary school the children were well-behaved, but laughing and smiling. It was obvious they understood discipline, but they were obviously happy to be at school.

Panama celebrates Thanksgiving

Panama celebrates Thanksgiving

Helpful children. When I arrived I first met an adult with several children. I wasn’t sure of her role in the school (she may have been a parent,) but when I asked if she spoke English, she said, “No.” Instantly a young girl at her side pointed at one of the teachers and indicated she spoke English, then the girl quickly ran to the teacher and brought her to me. This girl knew she could help and did so without hesitation. That tells me that the school encourages critical thinking that empowers children with the ability to respond quickly to a situation.

Professional Staff. In the tropics the temperature is near 30° C (86° F) year round and the humidity wraps around you like a wet towel. There is no air conditioning at this school and any breeze is welcome in the classroom. Despite these environmental conditions, the staff at the school looked and acted professional.

What I learned during my visit surprised me. The students have access to computers and they have a ‘Technology Room” filled with computers. I couldn’t tell if the computers were connected to the Internet; however, I did not expect an 80 year-old public school to have dozens of desktop computers with flat screen monitors.

This school is funded by government support, which limits the per/student resources; however, most schools in Panama are private where parents pay $1,500 to $3000 per year for tuition.

Many schools in Panama operate double sessions with one group of students attending in the morning and another attending in the afternoon. At this school the morning session is 7 AM to 12 Noon, and the second session is 12 Noon to 5 PM.2014NN_120DSC_0130 (2)

While most private schools are open twelve months a year, public schools are in session March through December, and have ‘summer’ break in January and February.

I asked about homework and parent involvement and heard what I expected. Once the students leave the school they are not expected to do homework and parents are not typically involved in assisting the staff in school. In an environment of low pay and long working hours, parents likely have no time to be involved in their children’s education.

I was told the biggest challenge is teaching English to the students. The impact of being bilingual is significant in a working adult’s life in Panama, and anywhere else. Yet, It is hard to explain that to a child in rural Panama whose only encounter with another language is in the school.

I’m grateful to have the opportunity to visit the school, and hope to do it again the next time I’m in Panama. I apologize to the Principal and the teacher who interpreted for me. I failed to write their names down before I left. Both graciously gave me valuable time out of their schedule and I appreciate it.

It was a pleasure meeting dedicated professionals who are changing lives every day by caring about the future of the students in their school.

Espanol Version (Using Google Translate)

Enseñar a los niños es un desafío en cualquier parte del mundo. Cultura, gobierno, medio ambiente y afectan la calidad de la educación. Aún así, parece que el fundamento de cualquier gran escuela es la dedicación del personal de los estudiantes.

Hace poco estuve en mi segunda visita a una comunidad a unos 90 km (60 mi.) De la Ciudad de Panamá, Panamá. Mientras que en la zona me decidí a investigar su sistema educativo por meterme en una escuela local, la escuela primaria Centro Educativo San José.

Cabe señalar que para comprender verdaderamente el sistema de educación en Panamá, que primero debería ser competentes en español, y en segundo lugar, que debe visitar varias escuelas, tanto públicas como privadas, en un periodo de semanas o meses. Una conversación treinta minutos con el director, que no habla Inglés, y un profesor que actúa como mi intérprete sólo es suficiente para dar una primera impresión.

Sin embargo, hay pistas sobre la calidad de la educación que son inmediatamente obvias y trascienden las barreras del idioma.

Niños de risa. Es difícil de frenar el entusiasmo de los niños, pero algunas escuelas parecen manejar a silenciar la alegría de la infancia. Centro Educativo San José no ha cometido este error. En esta escuela primaria los niños estaban bien atendidos, pero riendo y sonriendo. Era obvio que entendían la disciplina, pero eran obviamente feliz de estar en la escuela.

Niños útiles. Cuando llegué por primera vez a un adulto con varios hijos. Yo no estaba seguro de su papel en la escuela (que puede haber sido uno de los padres), pero cuando le pregunté si hablaba Inglés, dijo, “No.” Al instante una chica joven a su lado señaló a uno de los profesores y indica que hablaba Inglés, entonces la chica corrió rápidamente a la maestra y la trajo a mí. Esta chica sabía que podía ayudar y lo hizo sin dudarlo. Eso me dice que la escuela promueve el pensamiento crítico que permite a los niños con la capacidad para responder rápidamente a una situación.

Personal Profesional. En los trópicos la temperatura es de cerca de 30 ° C (86 ° F) durante todo el año y los abrigos de humedad a su alrededor como una toalla húmeda. No hay aire acondicionado en esta escuela y cualquier brisa es bienvenida en el salón de clases. A pesar de estas condiciones ambientales, el personal de la escuela parecía y actuaba profesional.

Lo que aprendí durante mi visita me sorprendió. Los estudiantes tienen acceso a computadoras y tienen un ‘Room Tecnología “lleno de computadoras. No podría decir si los equipos estaban conectados a Internet; Sin embargo, no esperaba un 80 años de edad de escuelas públicas para tener docenas de computadoras de escritorio con monitores de pantalla plana.

Esta escuela está financiado por el apoyo del gobierno, lo que limita los recursos per / estudiante; Sin embargo, la mayoría de las escuelas en Panamá son privadas donde los padres pagan $ 1.500 a $ 3000 por mes para la matrícula.

Muchas escuelas en Panamá operan sesiones dobles con un grupo de estudiantes que asisten por la mañana y otra que asisten por la tarde. En esta escuela la sesión de la mañana a 7 de la mañana a 12 del mediodía, y la segunda sesión es de 12 del mediodía a 17:00.

Aunque la mayoría de las escuelas privadas están abiertas los doce meses del año, las escuelas públicas están en sesión de marzo a diciembre, y tienen descanso “verano” en enero y febrero.

Le pregunté acerca de la tarea y la participación de los padres y escuché lo que me esperaba. Una vez que los estudiantes salen de la escuela a la que no se espera que hagan los deberes y los padres no suelen participar en la asistencia al personal de la escuela. En un entorno de bajos salarios y largas horas de trabajo, los padres probablemente no tienen tiempo para participar en la educación de sus hijos.

Me dijeron que el mayor desafío es la enseñanza de Inglés a los estudiantes. El impacto de ser bilingüe es importante en la vida de un adulto que trabaja en Panamá, y en cualquier otro lugar. Es difícil de explicar que a un niño que sólo el encuentro con otro idioma es en la escuela.

Fue un placer conocer a los profesionales que están cambiando vidas todos los días por el cuidado por el futuro de los estudiantes en su escuela dedicada.

Armed Teacher Games

13 Thursday Feb 2014

Posted by in Crime, Crisis Management, Education, Ethics, Government Regulation, Health, Higher Education, Lessons of Life, Opinion, parenting, Politics, Universities, Violence in the Workplace

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SHALL WE PLAY A GAME?

ARMED TEACHER SCENARIOS

STUDENT DISCOVERY
First grader finds hiding place of gun when teacher isn’t looking and pretends to shoot friend not realizing he’s released the safety. Kills the student. WINNER:  NONE

STUDENT WITH INTENT
Student learns where teacher keeps gun. One day student is despondent and decides to commit suicide and take others with him. Kills teacher, kills two students, kills self. WINNER:  NONE

DESPONDENT TEACHER
Teacher despondent after a series of life-changing events. Takes out gun and shoots self in front of classroom. Teacher dead. WINNER:  NONE

LOUD NOISE
Teacher responds to loud noise in hallway. See a person with a gun and shoots them. Other person is another teacher with a gun also investigating the loud noise. Teacher dead. WINNER:  NONE

STUDENT WITH GUN
Teacher sees a student with a gun. Accesses gun and yells at student to drop weapon, student turns, teacher shoots the student. Student was taking prop fake gun for school play back to office to be secured. Student dead. WINNER:  NONE

ACTIVE SHOOTER CONFRONTATION
Teacher hears popping in hallway. Accesses gun and opens door. Active shooter with assault weapon shoots teacher, enters open classroom door, shoots students who have no time to hide or escape. Teacher dead, 25 students dead. WINNER:  NONE.

OK CORRAL SHOOTOUT
Teacher hears popping noise in hallway. Accesses gun as shooter enters classroom. Gun battle ensues resulting in Teacher, shooter, and several students killed. WINNER:  NONE.

ACCIDENTAL DISCHARGE
Teacher hears popping noise in hallway. Accesses gun. Begins to quietly evacuate students to safety, but accidentally discharges gun and shoots one of the students. WINNER:  NONE

ACCIDENTAL POLICE SHOOTING
Teacher hears popping noise in hallway. Evacuates students to safe area and returns classroom. Accesses gun. Identifies shooter. Kills shooter. Police enter, see a person with gun and orders the person to drop their gun. Person turns, police shoot and kill teacher. WINNER:  NONE.

STRANGE GAME. IT SEEMS THE ONLY WAY TO WIN IS NOT TO PLAY.