Monday, September 26, 2022

2022-23 Equalization Aid Computations for Howard-Suamico School District

I have taken the time to unpack the Equalization Aid formula. All of this data is available on the WI DPI website, but it is not easy reading! These figures are subject to slight adjustments.

Reference: https://dpi.wi.gov/sfs/aid/general/equalization/formula


Equalization Aid Computations

2022-23 Total for HSSD: $40,747,004

Tier 1 Aid

HSSD Variables to be used throughout:

1. 2021-22 Aid Membership (Pupils): 5,710
2. 2021-22 Total Shared Cost from the Budget Report: $66,907,298
3. 2021 TIF-Out (Property Value): $3,539,125,241

HSSD Computed Values to be used throughout:

1. Shared Cost per Pupil: $66,907,298 divided by 5,710 = $11,718
2. Equalized Value per Pupil: $3,539,125,241 divided by 5,710 = $619,812

Tier 1 HSSD’s per-member value is $619,812 and the state per-member primary guarantee is $1,930,000. HSSD’s value is 32.11% ($619,812 divided by $1,930,000) of $1,000 per-member cost, or $321.15. The state aid for HSSD at the primary level would be the difference between $1,000 and $320, or $678.85 per member: $678.85 x 5,710.

Total: $3,876,255.20

Tier 2 Aid

Tier 2 HSSD’s per-member value is $619,812 and the state per-member secondary guarantee is $1,722,650. HSSD’s value is 35.98% ($619,812 divided by $1,722,650) of $9,832 per-member cost ($10,832 minus the $1,000 already used in the primary tier), or $3,537.57. For this district, its tax base would be required to fund 35.98% of the secondary cost. The secondary cost ceiling is $10,832, therefore the secondary cost at this tier is $9,832 ($10,832 minus the $1,000 already used in the primary tier). HSSD’s tax base is required to fund 35.98% of the $9,832 of per-member cost, or $3,537.57. The state aid for HSSD at the secondary level is the difference between $9,832 and $3,690, or $6,294.43 per member: $6,294.43 x 5,710.

Total: $35,941,206.42

Tier 3 Aid

Tier 3 HSSD’s per-member value is $619,812 and the state per-member tertiary guarantee is $754,832. HSSD’s value is 82.11% ($619,812 divided by $754,832) of the state tertiary guarantee. For HSSD, its tax base would be required to fund 82.11% of the tertiary cost. With the secondary cost ceiling at $10,832, the amount of tertiary cost would be in excess of $10,832 up to the share pupil cost ($11,718), or $886. HSSD’s tax base would be required to fund 82.11% of $886, or $727.17. The state aid for HSSD at the tertiary level would be the difference between $886 and $727.17, or $158.40 per member: $158.40 x 5,710.

Total: $904,446.82


Note: there was a $25,097 aid adjustment from the prior year which is reflected in the total at the top.

Equalization Aid per Pupil: $7,136,08
Total Cost Sharing (Equal Aid) Percent: 60.90%






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Thursday, September 1, 2022

School Aid - How does it work?

Wisconsin School Aid - How does it work?

I'm not certain any single person knows all the data for every district across Wisconsin, but I've got to start somewhere. I've been doing analysis on Howard-Suamico so I can better understand how this all works. Since the vast majority of school aid is sourced from local and state taxes, you should understand how it works also! Buckle up.

Funding buckets, defined
General State Aid: Equalization, Special Adjustment and Integration Aids
Fund 10: General Operations
Fund 38: Non-Referendum Debt
Fund 41: Capital Projects

Data Center

2022-23 July 1 Estimate of General Aid Worksheet (from here)

July 1, 2022 Preliminary General Aid Estimates (from here)

2021-22 Revenue Limit Pre-Populated Worksheet
Note: There is a pull-down to select your district.

Multi-Year Revenue Limit Survey (2011-12 to current)
Note: There is a pull-down to select your district.

History of Revenue Limit Per-Pupil Adjustment Amounts
2021-22: Low Revenue Ceiling Threshold (Per Pupil): $10,000/pupil.

Wisconsin DPI Resources

Related Articles

Wisconsin school districts keep begging voters for more money. Is the state funding formula broken?

Rising Referendums: School Funding 101 (May 2021)

School Referenda in Wisconsin (Spring 2020)
Note: there is a "Select a School District" pull-down to choose yours. If your district has passed a referendum, it will show up in line 10a of the Revenue Limit Survey.

Amid Crisis, Voters Again Support More Money for Schools (April 2020)




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Friday, August 19, 2022

Unpacking the Proposed Changes to Title IX

As we approach the 2022-23 school year, people are trying to understand proposed changes to Title IX of the Education Amendments Act of 1972, which expanded the definition of "sex" to include "sexual orientation and gender identity". This has caused a significant amount of confusion, so I decided to unpack it all.

At the core of this all is the method by which the Department of Education (DOE) has gone about modifying Title IX: Bostock v. Clayton County.

The Bostock Case

On June 15, 2020, the SCOTUS held in Bostock v. Clayton County that sex discrimination under Title VII of the Civil Rights Act of 1964 encompasses discrimination on the basis of sexual orientation and transgender status.

Though Title VII and Title IX are two distinct statutes, their statutory prohibitions against sex discrimination are similar, such that Title VII jurisprudence is frequently used as a guide to inform Title IX.

Reference: https://www.justice.gov/crt/title-ix#Bostock 

However, in writing for the majority opinion in the Bostock case, Justice Gorsuch was specific in the limitations being applied to employment and hiring practices. He wrote:

“The employers worry that our decision will sweep beyond Title VII to other federal or state laws that prohibit sex discrimination. And, under Title VII itself, they say sex-segregated bathrooms, locker rooms, and dress codes will prove unsustainable after our decision today. But none of these other laws are before us; we have not had the benefit of adversarial testing about the meaning of their terms, and we do not prejudge any such question today,”

Gorsuch continued, “Under Title VII, too, we do not purport to address bathrooms, locker rooms, or anything else of the kind. The only question before us is whether an employer who fires someone simply for being homosexual or transgender has discharged or otherwise discriminated against that individual ‘because of such individual’s sex.’” 

So which is it? Rule? Law? Other?

It's complicated. The ink is far from dry on this one. 26 states attorneys generals are suing the Biden Administration (letter). 15 Governors are calling on the Administration to stop deployment of this reinterpretation. The argument is that federal agencies such as the DOE and USDA's Food Nutrition Service do not have the authority to penalize and withhold federal funds from Title IX Food and Nutrition Act recipients.

As for Wisconsin State Statute, Pupil Discrimination is defined in 118.13(1), and "sex" has not been redefined. So if the Title IX proposals are not adopted we would then defer to our state statute, which reads:

Except as provided in s. 120.13 (37m), no person may be denied admission to any public school or be denied participation in, be denied the benefits of or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the person's sex, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability.

 https://docs.legis.wisconsin.gov/statutes/statutes/118/13

Are there any other considerations?

Yes. Less than two months after the SCOTUS issued its ruling that reined in EPA’s authority to regulate power plant emissions, West Virginia v. EPA is already being used to shape legal battles over federal oversight on a range of issues from nuclear waste storage to LGBTQ+ rights. For decades, agencies have had far too much power and it is time to return the power back to Congress, whether they want it or not. That's their job.

What if this passes?

I'll defer to a post from the Heritage Foundation to explain some of that.

https://www.heritage.org/gender/commentary/bidens-new-title-ix-rule-guts-protections-women-and-girls-heres-how-fight-it

What can you do?

Participate! Public Comment on the proposed Title IX changes is open until September 12th, 2022.

https://www.regulations.gov/document/ED-2021-OCR-0166-0001



Related Articles

Parents Defending Education, Title IX - What you need to know & how to get involved

WASB, August 2022, Proposed Revisions to Title IX Regulations are now open for review and comment https://wasb.org/wp-content/uploads/2022/07/PP_2022-08.pdf

August 4th, 2022, Almost two dozen states sue Biden admnistration over Title IX gender identity guidance

July 27th, 2022, State Attorneys General Challenge Biden Admin's 'Gender Identity' Policies

July 21st, Heritage Foundation, Federal Judge Blocks Biden's Attempt to Reinterpret Discrimination Laws

June 22nd, 2022, Heritage Foundation, The Department of Education’s Intended Revision of Title IX Fails Regulatory and Civil Rights Analyses






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Wednesday, May 4, 2022

My School Board Toolbox

These will be publicly available references and links to items of interest. Just because a link makes this page doesn't mean I endorse the content therein. It's a journal, a reference, and perhaps others will find it useful.

National

State of Wisconsin

Statutes:
Chapter 116 - Cooperative Educational Service Agencies (CESA)
Chapter 121 - School Finance


Howard-Suamico
Policy Governance Manual (Board of Education)
NEOLA Wisconsin - independent provider of school policy
HSSD Policies (Board Docs, maintained by NEOLA)
Bay Port Course Book (added 5/11/22)


Organizations



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Tuesday, April 12, 2022

The CRT Debate is Not Over

Critical Race Theory.

One of the hottest topics both nationally and as I talk to local taxpayers and residents is CRT, or Critical Race Theory. I'm not going to debate whether it exists, rather I'm going to review it through the lens of Wisconsin Assembly Bill 411. This bill had the pillars of CRT in its crosshairs:
A school board or the operator of a charter school established under s. 118.40 (2r) or (2x) shall not allow a teacher to teach race or sex stereotyping, including any of the following concepts, to pupils in any course or as part of any curriculum: 
(a) One race or sex is inherently superior to another race or sex.
(b) An individual, by virtue of the individual's race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously.
(c) An individual should be discriminated against or receive adverse treatment because of the individual's race or sex.
(d) Individuals of one race or sex are not able to and should not attempt to treat others without respect to race or sex.
(e) An individual's moral character is necessarily determined by the individual's race or sex
(f) An individual, by virtue of the individual's race or sex, bears responsibility for acts committed in the past by other individuals of the same race or sex.
(g) An individual should feel discomfort, guilt, anguish, or any other form of psychological distress because of the individual's race or sex.
(h) Systems based on meritocracy or traits such as a hard work ethic are racist or sexist or are created by individuals of a particular race to oppress individuals of another race.
The votes for this bill were 100% down party lines (see votes): all Republicans were for passing the bill and all Democrats opposed the bill. Because the GOP has a sizable advantage in both chambers, it passed without issue but was vetoed by Governor Tony Evers. But why? If it doesn't exist, why veto the above verbiage?

Upon the bill passing in the Wisconsin Senate Panel, the Wisconsin Education Association Council, or WEAC, put out a statement on their website titled "Update: Senate Panel OKs Bill Preventing Honesty In Teaching". After reading the text of the bill above, I find that an interesting headline. They go on to state:
The Senate Education Committee has voted along party lines to advance legislation that would prevent educators from providing age-appropriate, honest and complete history in K-12 schools. The bill (SB 411/AB 411) is part of a national push against educators teaching honestly about our society in a historical context, including systemic racial inequality and how people have organized and created coalitions across race, class and gender.
That is an interesting interpretation of bill's text. If the definition of CRT is accurate in the bill then the WEAC stance would be pro-CRT.

The Howard-Suamico Education Association, or HSEA, is in Region 3, Zone B of WEAC and links to WEAC resources on their homepage.

Part of the pushback I received when running for school board was that CRT was a "collegiate level curriculum", "was not taught in our school district", and that Social Emotional Learning (SEL) contained no references to CRT.

If the latter is true and SEL contains no references to CRT, then WEAC's position against the banning of CRT as cited in AB 411 makes very little sense. Couple that with the veto of AB 411 by the Governor and one can only conclude that folks want the back door left open for CRT by way of SEL.
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Sunday, March 27, 2022

The Final Stretch to a New Beginning

It has been a little over three months since my first post where I invited you to join me in my journey to represent you on the Howard-Suamico school board. As I've said since Day 1, I entered this race because I have a unique skillset but more importantly, I have a tireless work ethic and a passion for learning. For every sign you see around the district, each represents a 30-to-45-minute conversation with neighbors, fellow parents, and residents in this community.

I lead by example. If you were to talk to my friends, family, co-workers, or anyone that knows me, you may hear words like dependable, hard-working, well-rounded, positive, determined, and passionate. I quietly go about my work but am unafraid to stand up for my beliefs and convictions.

I’ve seen a lot of talk about political affiliations. I fully understand why and welcome that conversation but saying something is political doesn’t make it so. My conservative roots are one of my many attributes, equally important as my 10-year military career, master’s degree in Computer Information Systems, and most importantly being a parent in our school district, for example.

But let's not forget, this race is about our children's education. Let's not forget the two-year disruption to their education, the scope of which goes far beyond the arbitrary mitigation strategies. In order for our community to succeed, we need our schools open for in-person learning and we must bridge the communication gaps that exist. It starts with your vote on April 5th.

I put together this map to help you find your polling location. If you don’t know your ward, visit myvote.wi.gov to find out which ward you are in.

https://batchgeo.com/map/mcguire4hssd

With that said, I’d like to thank the countless people that helped me throughout this process. I couldn’t have done it without you. My job was to introduce myself to you, gain your confidence, earn a seat on the board, and get to work on your behalf.

Special thanks to the following:

 
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Friday, March 25, 2022

Howard-Suamico School Board Early Voting Has Begun!

Early voting is also known as "in-person absentee" voting, which is a method to vote in advance of the April 5th Election. Considering next week is Spring Break, this might be an appealing option for you!

Remember, you will have the option to vote for three (3) of the six (6) candidates!
Village of Suamico, 12781 Velp Avenue
Village of Howard, 2456 Glendale Avenue
I also would like to send a special thanks to Bay Port's Young America's Foundation for taking time out of their evenings and hosting tonight's forum. I enjoyed hearing from the other candidates and getting yet another opportunity to share my thoughts with the public!
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Wednesday, March 2, 2022

Support for Social & Emotional Well-being

There are still a lot of questions circulating related to critical race theory (CRT) and social & emotional learning (SEL) in the context of our children's education. Let me address this best I can but to keep expectations fair, this topic is fairly large and as a parent I'm only one voice among thousands in our district that deserve a seat at this massive table.

First, CRT. My views align with the recent passage of Assembly Bill 411 in the Assembly (60-38) and Senate (20-13). These votes indicate that CRT is a partisan issue. Curriculum that cannot be agreed upon by our elected representatives should not be part of our children's education.

Excerpt from the AB 411:

This bill prohibits race or sex stereotyping in 1) instruction provided to pupils in school districts and independent charter schools; and 2) training provided to employees of school boards and independent charter schools. Under the bill, a school board or the operator of an independent charter school is prohibited from allowing a teacher to teach pupils race or sex stereotyping in any course or as part of any curriculum and is prohibited from requiring an employee to attend a training that teaches, advocates, acts upon, or promotes race or sex stereotyping. Among the concepts that are prohibited from being taught under the bill are the following: that one race or sex is inherently superior to another race or sex and that an individual, by virtue of the individual's race or sex, bears responsibility for acts committed in the past by other individuals of the same race or sex.

Second, SEL. I've been talking about this regularly as I knock on doors, and parents are aware that the social and emotional well-being of their children is a front-burner issue. What concerns parents is the L, or "learning", because it isn't clear what will be taught. Parents want to have a general understanding of what their children are going to be taught before the lessons have occurred, discussions had, or the homework assigned.

Wisconsin's Department of Public Instruction (DPI) adapts its SEL program from CASEL as seen on their homepage (reference). Not too many parents have the time or ability to locate and review the countless resources as it relates to the topic, but I have taken the time to listen to a video that sums up the concerns most parents have, entitled "CASEL CARES: SEL as a Lever for Equity and Social Justice" (reference). In that video at the 7-minute mark you will note a slide being presented entitled "Forms of SEL":

  • Personally Responsible SEL - Exemplifies good character and is generally helpful in his/her community.
  • Participatory SEL - Actively engages in clubs and organizations
  • Transformative (Justice-Oriented) SEL - Critically analyzes sociopolitical forces and takes action to fight injustice
The video glosses over the first two, which are actually the ones that most parents would find as positive approaches to promote social and emotional well-being. It is the third one - Transformative SEL - that concerns nearly every parent I've spoken with, myself included. I challenge everyone - not just parents - to briefly research that topic, share your thoughts, and have an open dialog on the subject. If Transformative SEL as defined by CASEL is adopted by WI DPI and subsequently deployed into our district, I would not support that.

In short, the administration, school board, teachers, and parents should strive to bridge the gap between what is in text and/or doctrine and what is going to end up being taught to our children. Perhaps there is more common ground than first meets the eye.

I hope this clarifies some of the confusion that has been circulating regarding my thoughts and reservations on the topics of CRT and SEL.

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Tuesday, February 22, 2022

Bridging the Gap

When I encounter problems or challenges, I'll often refer to the solutions as "bridging the gap". In fact, I said that just a few days back when referring to curriculum and the means to access it - both may very well exist, we simply need to bridge the gap between the information and consumption thereof.

Bailey Bridge

For me, the phrase "bridge the gap" originates from 1993 when I realized working a handful of part-time jobs while a full-time Math & Computer Science student was too much. To relieve the financial burden, I decided to enlist in the US Army Reserves. The military occupation I chose was Combat Engineer, or 12C, because there was a unit just 45 minutes away in Ellsworth, WI in the 652nd Engineer Company. As a Combat Engineer our job was to "bridge the gap" whether it be over a river, or in the case of the float bridge: on the river! As an eventual boat operator, it was the best job ever.

Ribbon (float) Bridge

I took the fall semester of 1992 off from school to head to Basic Training, which for me meant the first time I'd be jumping on a plane in route to Fort Leonard Wood, MO. Some may find that experience scary, but believe it or not, I was excited to challenge myself and do something different.

1992

Fast forward to my room and bunk assignment, we had eight soldiers in my room and the guy I shared my bunk with - also known as my "battle buddy" - was Charles Lucas. Lucas was from Kentucky and he was a thin, quiet kid that was similar to me in that we'd be just fine if our names weren't known. That's a sign you're not making mistakes.

In Basic we had something called "Trailblazer" and if you were on the trail it means you have passed every written, oral and physical test. I'll admit - it was tough but Lucas and I worked our tails off. Despite the five or so hours of sleep and long days of non-stop training, we worked out every night and studied together.

By the end of basic training, only one guy out of 180 or so soldiers achieved Trailblazer status. It wasn't me, as I had made an error tying a "ring main" of detonating cord. However, the one soldier that earned the Trailblazer status was Lucas, and I think that meant more to me than if I had achieved it myself, because I know I encouraged him day after day, night after night.

Ten years later in 2003 I was mobilized and headed back to Fort Leonard Wood to prepare for Operation Enduring Freedom in Iraq, primarily because of the potential need to bridge the Tigris or Euphrates Rivers near Baghdad. As it turned out the permanent bridges on those rivers remained in tact and we did not end up deploying overseas.

2003

I share this because the military has played a big role in my life. I learned that missions require teamwork and selfless service in order to succeed. I learned how to balance physical and mental strength, as the absence of either could result in the failure of a critical mission. I learned that accountability is a two-way street - I needed my squad or platoon to trust in me as much as I trusted in them.


739th Engineer Company, St. Louis, MO, 2003

My unique blend of leading by example and individual relationships led to a strong foundation on which to get the job done, for those that counted on us to "bridge the gap".



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Location: Fort Leonard Wood, MO, USA

Friday, February 18, 2022

Expanding Upon CRT and SEL

Happy Friday!

First, thanks to everyone that got out and showed their support on Tuesday! Finishing in the 2-slot out of nine only means one thing: we’ve got 45 days before the election and I’m on the ballot. That is an approach I adopted from Coach Schwendler, my high school wrestling coach, as we wrapped up the regular season and headed into the Regional Tournament: everyone is 0-0, and it is only what we do next that will matter.

That said, I understand we will be fielding questions. Some may be in our wheelhouse, while others may require further research.

For example, at Monday’s Board Meeting they were talking about partnering with TitletownTech - a partnership between the Packers and Microsoft - to craft a strategy as it relates to Information Technology, computing and even data warehousing! Considering I have a Masters in CIS and have been a Microsoft SQL Server Database Administrator for nearly 25 years, I would love to get involved with this initiative! I have already emailed the administration to lend my expertise.

On the flip side, there may be topics that will require further understanding. I don’t expect to be an expert on every topic, but I do hold myself to a high standard when researching topics I’m less familiar with. As a parent I brought data, facts, and my thoughts to the board for consideration, so as that model would imply, I’m now on the receiving end of that relationship as a candidate. What I thought in December has evolved to include your feedback, additional reading, and research.

That holds true for the CRT/SEL topic I see folks asking about. I’ve read Assembly/Senate Bills 411. I’ve read and watched videos produced by CASEL, which Wisconsin DPI adapts and defines SEL from. I’ve spoken with school board members – not only ours, but from across the state – to understand their approach to these topics. Folks I’ve spoken with agree that the social and emotional well-being of our children is a top priority, but in the context of curriculum this topic becomes much too broad to cover in an online post.

Most importantly, I will continue talking to those that will be voting in the upcoming election on April 5th. While I may have personal beliefs on certain topics, those beliefs will further evolve by going through this process. The job of a school board member is to absorb, learn and act in the best interest of the community and district. And that is what I intend to do.

Thanks, and have a great weekend!

Allen McGuire

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2022-23 Equalization Aid Computations for Howard-Suamico School District

I have taken the time to unpack the Equalization Aid formula. All of this data is available on the WI DPI website, but it is not easy readin...