Judy Rohm, a counselor in the Kent School District, wrote this blog post for our edCored series on education funding. If you want to be notified when new content is published in this month-long series, please subscribe to the LEV Blog’s RSS feed or once-a-day email digest.

I am in my 26th year as a counselor in a Kent School district middle school. For the past three years, and again this year, we are looking at potential cuts to the middle school counseling programs due to budget restraints. The district has cut counseling services in 15 of the 28 elementary schools in the past three years to cut costs.

Many of the families in Kent are experiencing serious financial challenges. In my middle school, 61% of our students are living in families who are below the national poverty level. With the limited family resources, high transiency and added stress due to financial strains, I have seen a tremendous increase in social/emotional/academic and material needs in the past 4-5 years.

The counseling department in our school facilitates a school-wide three-week study skills unit, a three-week career development unit and a 26-week social/emotional/healthy choice program. We also facilitate a WEB program to welcome and mentor 7th graders throughout their 7th grade year. Along with small groups for grief, anger, divorce, self-esteem and drug-related issues, individual counseling and mediations, we are extremely committed to providing as many preventative, as well as responsive, services as possible. With pending budget cuts, these services will be in jeopardy. The needs are great and the services are critical and often life-saving. We appreciate support from the community to maintain and restore critical counseling services to our schools, especially our elementary schools in Kent.

Dee Klem, a parent of two in the Kent School District who runs the district’s elementary Communities in Schools’ program, wrote this blog post for our edCored series on education funding. If you want to be notified when new content is published in this month-long series, please subscribe to the LEV Blog’s RSS feed or once-a-day email digest.

The cuts that have hit education over the past few years have made a bad situation worse at my kids’ home school. This school is a Title I school with a free and reduced rate that was 78 percent two years ago and now is in the high 80’s. We have lost our counselor and half the time of our EA (VP equivalent). These two cuts alone have had tremendous impact on discipline, as one works at the root problems and the other is the disciplinarian in the building. But now on the two to three days a week she is not in the building – who is in charge? The principal? Well, she is often called out of the building by district admin – so then who? The office staff? I have seen many more split classes as a result of the pressure to pack the classes to their absolute max – when do we consider the best interest of the students?

The office staff is another place the cuts are obvious. They cover crossing guard, recess AND the office. This leaves much time in the day with only one person at their desk trying to accomplish their duties but covering so many others. I am not sure how (or even if) they get it all done. Things are cut so far back our principal or EA spends over an hour a day monitoring lunch. Really? Is this how we want these high-paid administrators to spend their day handing out food??

My daughter was fortunate enough to join orchestra as a 5th grader. That option has been cut – students can not start playing an instrument now until 6th grade. Many less are choosing this option for that one year. I do not see this opportunity as an “extra;” many, many studies have been done that illustrate the direct correlation between music and math, not to mention the benefits of arts in education. There has never been a formal art program at our school in the nine years I have had a student there.

Support services at every level in the building have been decimated at a time when they are needed more than ever. These are hard choices that building administrators have been forced to make. Some make better choices than others, but the bottom line is that all are making hurtful cuts as a result of simply not having enough funding.

Things at my school are not getting better; they are getting worse.

Catherine Ushka-Hall is currently the Vice President of the Tacoma School District Board of Directors, having been elected to her first six-year term in 2009. She is a lifelong education advocate, and her two teenagers attend Tacoma Public Schools. She wrote this for our edCored series on education funding. If you want to be notified when new content is published in this month-long series, please subscribe to the LEV Blog’s RSS feed or once-a-day email digest.

As I sat at the dais at the beginning of discussions on budget cuts last year, I placed a note between myself and our board president that reflected the guiding principles we had agreed to over coffee. It had four simple words: “Innovate, Create, Invent, Reinvent.” These words reflect a commitment to not give up on improving the quality of education we provide for our students in spite of the cuts that lay before us. I underestimated the amount of courage it would take to remain true to those principals, and the extent of culture change those words represent from the classroom to Olympia. We must innovate and engage in continuous improvement as the stewards of our fate represented by the kids in each and every classroom in the state.

Silence is not an option.

The public was far from silent when more than 1,500 parents showed up to be counted or testify when the idea of closing a high school was suggested to reduce just $2 million of more than $38 million in cuts. The public was also not silent when we made the painful decision to close two grade schools for a total savings of $1 million. Our teachers were not silent when we sought to pass cuts to them, or alter contract language to allow us the flexibility to place staff where they best fit based on the skills of the teacher and the goals of the school community. Ironically though, the public was completely silent when I clearly stated during public session that the two school closures were likely to be the first, but not the last, as we would begin the 2012 school year with thousands of empty elementary seats, and anticipated the onslaught of further reductions.

I will not be silent now as if there is a possibility of $2 billion in reductions not affecting us, or as if this is not a crisis.

Whether pitting neighbors against each other or education against corrections, “do it to someone else” is not the answer that we need. In our hearts and minds we know this is true. As a board member I am steward of the educational system, however as a citizen, I am also a steward of our whole community. These are not conflicting interests, and we must expect citizens, staff, and our leaders to have the courage to forgo individual politics and personal fears so that false premise is not galvanized as fact. To do so would create a climate where innovation is impossible at a time when it is essential to our success.

You may be wondering what my point is beyond deep-felt frustration. It is this: we cannot allow cuts to levy equalization or all-day kindergarten that would harm those children and districts most at-risk and further drive inequality in our system. We must insist that our legislators make whatever cuts they do on the state level so neighbors are not pitted against one another. We must honor them personally and politically for having the courage to do so. We must temporarily put aside the battle to ensure that the state meets its paramount duty of funding, and we must identify and support the creation of new revenue streams that allow for stability in education and all of the government services that we rely on. If that means overturning the requirement of a 60 percent supermajority, or insisting that the supermajority define itself, then so be it. If that means the creation of a state income tax, or the removal of some loophole, then so be it. If that means that we ensure Washington works with Washington to untie our hands from the limitations of No Child Left Behnd so that we can work without fear of condemnation, then so be it. I am not claiming that these are the answers; however, I am insisting that we find the answers together and move forward with clear intent to find and implement innovations that empower us to provide excellence in our new economy.

As we begin our board review of further anticipated shortfalls, I will add a fifth word to my notepad to ensure I do not lose sight: courage.

I challenge myself and my peers to define it in their words and actions. In the end, it truly is all about the kids. I will strive to be able to tell my grandchildren (not a hint to my teenagers, by the way) how people from otherwise opposing sides came together to recreate a system so that they and every student of their generation is empowered with the greatest tool we can provide: a quality education. As we move through the sometimes ugly process of democracy, I urge the citizens and leaders of our great state to create this story with me. I cannot promise we will be successful. I can promise that it will be a story worth telling.

This blog post was written by Janet Suppes, a budget analyst who lives in the Bellevue School District, for our edCored series on education funding. If you want to be notified when new content is published in this month-long series, please subscribe to the LEV Blog’s RSS feed or once-a-day email digest.

Most people seem to pretty easily grasp the concepts of school revenues and expenses, even the seemingly arcane walls between one fund and another. It may not make sense that bond money can’t be used to staff the classroom, but those are the rules set up by law, so no reason to argue about the rationale. But after the discussion of this is done, and the discussion turns to the fund balance? Eyes begin to glaze over. People just assume that money comes in and goes out in equal portions, and that’s the end of the story.

But it isn’t. Schools have what is essentially a savings account: the operating fund balance. It’s what is left over after expenses are paid. If the balance drops below 2% of prior year expenses, the state regulators will start looking to see if there is a problem and if there is a danger of insolvency. A district has to have a contingency fund, just like any of us should do. One district in our state is now going through that process; it isn’t a theoretical.

The question is: how big should that fund balance be?

To answer that, it is important to understand what is in the fund balance. It isn’t just cash in the bank, ready to be spent. Some of it is non-cash, like inventory waiting to be put into service. Some of it has been purposely set aside for legal obligations, such as insurance payments. Some districts have chosen to put money in the bank in case the state does what it did this year, which was ask for money to fund public employee pensions for past years. The Bellevue School District has chosen to bank those funds in the last few years, rather than let that money go into that year’s expenses. Now that the state wants to collect it, it is there, and cuts are not required from the current year’s budget to meet the obligation.

Once those amounts are accounted for, called restricted and designated funds, the remaining money is what the district has for unseen events. The government board that oversees school districts has asked each district to establish a board policy for what this amount should be. Most districts are setting that amount at 5% of the previous year’s general fund expenses, which is the sum total of what it took to run the district to operate schools. That money is held aside, and not available for current year expenses. It is only used if there is an emergency (the roof blows off a building), or other unforeseen event that has a major financial impact on the district.

But that level may not be high enough for ratings companies, such as Moody’s, thanks to our elected officials in Olympia. Last year, the state Legislature demonstrated that they could reach out and take district reserves, by making mid-year cuts. The teachers were already hired for K-4 class size reductions, so when that income disappeared, districts were forced to pay those teachers with money from their reserves. It is possible that the reserve should be closer to 10%, if the state is going to make this a regular practice. Otherwise they could be faced with having their credit rating reduced, and their borrowing costs increased.

I would hope that districts and unions keep this in mind as they negotiate contracts. That money isn’t there to fund ongoing expenses, such as pay increases or hiring. It is there for the long term financial security of the school district.

This blog post was written by Jennifer Harjehausen, PTA member in the Kent School District, for our edCored series on education funding. If you want to be notified when new content is published in this month-long series, please subscribe to the LEV Blog’s RSS feed or once-a-day email digest.

At the end of August, our school board approved and the teachers ratified a new two-year contract. The 1.9% salary reduction mandated by our state legislature was not passed down to our teachers. Kent School District, like many districts, pulled the money from somewhere else.

Hmmm . . . the first thing I thought when I read this was – “Great, more PTA fundraising.” To say that fundraising is a challenge at my school would be an understatement. We are very small – hovering around 300 students – and are 70% low income.

As state and district and building and PTA budgets drop year after year, the pressure on our PTA to eliminate the “fun” programs continues. Things like having the Pacific Science Center visit are memories. Unless it’s a free assembly or a “must-have” program, it’s just not happening anymore. Our PTA must supply the trash bags used at PTA-sponsored events. We buy the sanitizing wipes for the computer lab. We buy the underwear and spare clothes kept in the office for when kids need them. And, more and more each day, it’s just about these bare necessities.

Just yesterday, my principal wrote to me asking if our PTA had found a grant-writing chair yet. While the PTA historically has purchased 15 copies of “Battle Books” each year, the school can no longer afford to buy five extras that it usually does for study groups. To think that our kids may not have the same resources as other kids to participate in this district-wide event is truly heartbreaking.

Of course, I want to jump in and fix the problem. I’ve already started thinking of ways to get the books, but then I remember that I need to continue to advocate and share my knowledge with others. Only by changing the big picture can we change the outcome. By fixing problems as they arise and putting band-aids on the ever-increasing gap with fundraising and grant applications, we as PTA ARE NOT serving our children. We are enabling the system that is not putting our kids first. We are contributing to the achievement gap, opportunity gap, funding gap, or whatever you want to call the gap between the kids who have and those kids who have not.

Instead of the dreaded Fundraising word being associated with PTA, let’s get back to our roots and put Advocacy first.