The long discussed junior high Wednesday practice was enacted. Because the proposed structure of activity after school on Wednesdays fell within existing school board policy board approval is not required. Code No. 508.2 establishes that South O’Brien will not infringe on family and church time by not allowing school activities on Wednesdays after 6:00pm or on Sundays. The policy does allow specific exceptions. Parents with students in grades 7 and 8 can contact the school for details of Wednesday after school practice or other activities. The adoption of the Wednesday programming for junior high received a 20% increase in funding. It sounded like to the athletic program. Not all Wednesday programs after school, however, are not limited to athletic season activities.
The board also set times for additional work session meetings with FEH Design, a Sioux City architectural firm. Discussions between the firm and the school board about the district facilities, needs and finances have been underway. The board considered establishing a series of meetings in each of the communities to discuss the status of the findings of those discussions. No specific plans have been set.
As part of the organization and goal setting at the beginning of each school year, the school board agreed to a set of legislative priorities through Iowa Association of School Boards (IASB). IASB lists 5 priorities online. They are 1) Dropout/At Risk. 2) Mental Health. 3) Teacher Recruitment & Licensure. 4) School Funding policy. 5) Supplemental State Aid.
The five priorities selected by the South O’Brien School Board are:
1) Mental Health. The board discussed using all the new money for mental health last school year and want to keep having access to those funds. IASB legislative position for mental health includes: in-school and telehealth services and increased access to mental health professional’s in-person or telehealth. IASB under this legislative priority advocates for the creation of a “special categorical funding stream designated for professionals serving students and ongoing teacher, administrator, and support staff mental health training.” Ongoing staff training for mental health needs, integrating suicide prevention and coping skills into curriculum, expanding loan forgiveness for professionals agreeing to provide services to schools, a clearinghouse for resources for schools and providers and trainings that include a referral plan for services outside the district.
2) Dropout/At Risk. The SOS Board included this with little discussion. IASB describes its effort to include dropout prevention and funding in the “foundation formula” and to include socio-economic status as a factor in determining a student’s at-risk factor. IASB wants district to request additional dropout prevention supplemental amounts up to the 5% maximum cap. IASB opposes changes to the compulsory age of attendance without funds to implement strategies to keep those students.
3) Teacher accountability and standards. This is a board- generated point of discussion for its IASB priority wish. IASB does not show this priority online,
4) Teacher Recruitment & Licensure. Focusing on teacher shortage areas, IASB promotes alternative teacher licensure upon completion of research-based teaching pedagogy training and content knowledge in a curricular area; non-traditional pathways for international candidates to meet licensure qualifications; reciprocity with other states; expansion of teacher programs as approved by the Board of Educational Examiners; and advocates for funding to provide loan forgiveness, grants stipends and other ways to help make educational careers attraction and affordable.
5) School Funding. Funding is always a priority for school districts. IASB “supports a school foundation formula that: “provides sufficient and timely funding to meet educational goals; equalizes per pupil in all program areas; equitably funds AEA; reducing the pressure on the general fund caused by transportation costs and addresses inequalities between districts; addressing factors based on changes in demographics (socio-economic, remedial and enrollment); reflects actual costs for special education services; incorporates categorical funding and a mix of state aid and property taxes.
Superintendent Wade Riley expressed to the board the growing concern the impact that school vouchers, if passed, will have on public school funding.
Tax paid vouchers to pay for students to attend private schools is being touted from state level elected officials and others as “school choice.” Student enrollment numbers can have a profound effect on a school districts funding under the current formula.