Who : Martha Alvarez Winston
Job : Legislative Advocate
2 EDCAL June 25 , 2018
State governors send letter to Congress regarding budget
The National Governors Association has sent a joint letter to Congress urging them to uphold the state-federal partnership in education and workforce training by building on investments in the Bipartisan Budget Act of 2018 and fiscal year 2018 Omnibus .
The NGA noted that collectively , governors rarely wade into federal budgetary and appropriations debates , especially regarding investments in specific federal programs . Last year , the nation ’ s governors departed from this practice due to the importance of these programs to their state economies . Before 2017 , the last time governors collectively advocated on funding levels for education and job training programs was 2008 . Governors are building on the success of that letter to ensure critical education and job training programs are prioritized in fiscal year 2019 .
The letter was sent to Roy Blunt , chair , and Patty Murray , ranking member , on the Senate Appropriations Subcommittee on Labor , Health and Human Services and Education ; and Tom Cole , chair , and Rosa DeLauro , ranking member , of the House Appropriations Subcommittee on Labor , Health and Human Services and Education .
“ Prioritizing funding for federal education and workforce programs in the budget and appropriations for fiscal year 2019 is critical to ensure state economies remain on a strong foundation for continued growth ,” the letter said .
It went on to make the case that the implementation of the bipartisan Workforce Innovation and Opportunity Act ( WIOA ) and the Every Student Succeeds Act ( ESSA ) has already begun and continues .
“ Without sustainable funding to continue the state and local innovation ushered in by these laws , governors ’ efforts to improve K-12 education and federal workforce development programs will fall short of Congress ’ vision ,” the letter said .
The letter went on to call for priorities :
• All programs under the Every Student Succeeds Act – States ’ transition from the federal overreach of No Child Left Behind cannot proceed without the investments Congress promised states for programs under ESSA , including funding for Supporting Effective Instruction state grants , 21st Century Community Learning Centers and continued growth of the Student Support and Academic Enrichments block grant .
• All programs under the Workforce Innovation and Opportunity Act ( WIOA ) – Governors have leveraged federal job-training funds to recover from recessions , grow small businesses and attract industries to their states . More than 30 states are leveraging WIOA funding for apprenticeships and work-based learning . Without further investment in WIOA formula programs , Wagner-Peyser and the governors ’ workforce reserve , state economies will be at risk .
• State grants under the Perkins Career and Technical Education Act – Governors are using Perkins funding to reduce remediation , fuel innovation in schools and provide students with hands-on learning in real-world environments . The federal funding stream for Perkins must remain strong to ensure students are prepared for a 21st century economy .
• Part B and Part C state grants under the Individuals with Disabilities Education Act ( IDEA ) – For decades , the federal government has consistently failed to meet its commitment to fund , in full , 40 percent of the excess costs to states of educating students with disabilities . Without addressing the underfunding of IDEA , Congress will exacerbate the mandates under this law .
• Preschool Development Grants ( PDG ) – Governors understand that early childhood education is a key component of building a literate and skilled workforce . Over the past four years , PDG has become an indispensable tool for governors in 18 states to expand access and improve quality for our youngest learners . We need sustainable funding for this program so that governors in even more states have access to these opportunities . Also , the Administration for Children and Families ’ ( ACF ) implementation of PDG has been characterized by a lack of transparency , few opportunities for feedback and limited state engagement . Through the appropriations process , Congress should ensure that ACF maintains strong communication with stakeholders as they implement PDG .
• Competitive Funding for Apprenticeships – The first wave of competitive apprenticeship grants appropriated by Congress in 2016 flowed through governors to spur innovation from the highest level of state government . Through the Appropriations Act , Congress should ensure governors are the conduit through which any future resources for apprenticeship expansion flow to ensure previous investments in states to increase the number of apprentices can continue and local innovation can be spurred regionally and statewide .
Superintendents develop feel for effective communication
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One in a series of articles discussing the challenges of district leadership .
This article was written by Eric Cederquist , superintendent of Fowler USD .
The role of a superintendent is all encompassing – it requires “ feeling the pulse ” of the district at all times . Communication with board members , principals , teachers , staff , parents and the community is key to developing a trusting partnership with all stakeholders .
I have witnessed several superintendents during my career who are exceptional at developing and maintaining necessary and timely communication with all stakeholders , but especially board members .
The communication referred to in this article is the time between board meetings . Superintendents that I have observed who are successful communicators share that their communication is consistent across all mediums – verbal , written publications , email , social media , board meeting highlights and minutes , etc . They are not afraid
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to consistently emphasize important points by being redundant in their messaging .
One superintendent told me , “ redundancy is one of the keys to successful communication .” Board members are often very busy servant leaders in our communities and constant communication with reminders helps board members in a variety of ways . Frequent and constant reminders about events , activities and schedules are good ways for board and superintendent communication to be enhanced , and for the board to understand that as a superintendent , I am here to also support each of them . Board members generally appreciate something as simple as a reminder .
What else do board members want or need to know ? Successful superintendents , especially in small districts , operate under the concept that board members want to be able to be aware and answer basic questions when at the grocery store , post office , restaurants , etc ., about events , activities , programs taking place in the district . But most importantly , board members need a heads-up about specific emergencies or
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accidents in the district , and most importantly about potential controversies that they may be asked about .
Board members often do not need to respond in depth when asked a question in public , but they generally want a member of the public to know that they are aware of and the administration is monitoring or involved in a situation .
I have watched and learned from numerous successful superintendents who have a feel for what and how to inform all board members regarding situations or issues in the district that require effective communication . These superintendents have a feel for not too much information but just enough to keep board members in the loop .
Successful superintendents also empower key staff members – administrative assistants , cabinet members – to be able to communicate with board members as needed . However , my experience has led me to believe that the majority of the communication must come from the superintendent in order to enhance trust and confidence by the board in their superintendent .
Too much communication and the
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messages get lost , as it becomes difficult to determine the level of importance of each message .
Developing the feel for how much and how often is always a work in progress between a board and a superintendent . Strong communicators also frequently discuss with board members the type of communication that can be sent to monitor appropriate communication with the board , as well as communication that cannot be sent due to legal concerns , Brown Act , closed session items , etc . These periodic discussions also help to enhance a positive relationship between the board and superintendent .
Superintendents develop a feel over time for how and what to communicate with their board , and how often to communicate in between board meetings . Frequent communication reviews to ensure that the board understands why or why not something was or was not communicated are the best method to developing a strong communication system between a superintendent and a board .
The sharing of information does not require feedback from board members
See CEDERQUIST , page 4
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This series introduces ACSA staff to members . These are the people working tirelessly for you each and every day .
Who : Martha Alvarez Winston
Job : Legislative Advocate
Martha advocates on the state budget , accountability system , System of Support , assessments , early childhood education and English learner policies . She is also ACSA ’ s liaison to the State Board of Education .
Favorite memory :
Martha recently honeymooned in Tuscany and was capitvated by the countryside , cuisine , architecture , and most of all , the hospitality .
ACSA . We work for you .