Never Simple, Never Easy-How Does the Orange County School Board Make Decisions?

All local governmental bodies, including school boards, city councils, county commissions, and appointed boards, commissions and task force groups in the state of Florida, operate under "Government in the Sunshine" laws. All deliberations are performed and decisions made in public meetings and work sessions. The Orange County School Board holds no meetings before 5:30 pm or work sessions before 4:30 pm to be more convenient for employees, families and the community. The public is invited at every public meeting to address any issue that appears on the agenda. Special order speakers, arranged ahead of time, come before the board in pre-agenda meetings to share issues that are not on a school board meeting agenda. All meetings are taped and available on Cable Channel 199 and as video links on the district website. Establishing attendance zones for new schools follow a lengthy process with multiple opportunities for community input, including at rule-making work sessions when zoning options are presented to the school board.

All school board members spend a great deal of time in their districts discussing issues, listening to concerns and staying informed of progress of individual schools. Since this is the day of electronic communication, in a district as large as Orange County, school board members also spend a great deal of time answering e-mails and referring parents and community members to various administrators to resolve issues and answer questions. This requires constant attention and time to keep the dialogue fresh and factual. The district web site, Connect-Ed phone calls, e-newsletters and press releases keep families, the community and the press informed on issues and events. In this way, when issues are discussed and proposals from the superintendent deliberated, school board members are more in touch with the community and the community is more informed.

A large, complex and diverse district like Orange County, focused on continuous improvement, regularly confronts big, and sometimes controversial decisions. The superintendent, as CEO, with administrators and staff, brings proposals to the school board. Before coming to the school board, due diligence is performed. Sometimes school and community input has already been gathered, sometimes it is in a later step. But looking at all sides and reviewing all aspects to the degree possible is essential. For example, a current proposal to study switching middle school and high school start times to save significant costs will require study of pros and cons, foreseeable consequences, and gathering and consideration of input from schools, students and families before a decision is made. Ultimately, though, all decisions are made within the scope of the big picture-what is in the best interests of all schools and all students.

Since there are so many existing schools being renovated, communities are kept informed in various ways to explain the stages of renovation, gather input from principals, teachers, staffs and families, and keep them informed of progress. The school board typically oversees the capital budget and establishes policies that ensure fiscal discipline and equitable treatment of schools. COVE (Construction Oversight and Value Engineering Committee) is a superintendent-appointed group of outside design, construction, accounting and real estate experts who also oversee and advise on the building program. Because renovations involve contracts with professional architects, engineers, attorneys, and other consultants, and construction companies, school board members primarily serve as a conduit for information between the renovation team and school communities. Most projects are straightforward. Several in District 6 have not been. They have involved more school board decisions than what is typical.

Edgewater High School's renovation is one. A citizens group, the Edgewater Task Force, was formed within the community well before plans were to commence. They became vigorous advocates for more land for the Edgewater campus. As school board member, I met with them at least a dozen times. Staff met with them multiple times, as well, and there were was an unprecedented amount of email and phone communication. There were several large community meetings, as well as two work groups formed- The High Performing High School Study group that included community members from Edgewater, Evans and Jones High Schools (met for two months in 2005); the Edgewater Rebuilding Committee (met for two months in 2006). Multiple studies by district staff, architects, engineers and attorneys were performed to determine the most fiscally responsible plan. Since Edgewater is an urban campus and adjacent land is very expensive, a rational and creative approach was necessary. I wrote many articles in the local newspaper and e-mail updates to keep the community informed. I meet regularly with the new administration to stay informed of academic progress and provide necessary support. It was not always a smooth path, but, fortunately, many stars aligned in 2007 so that the campus can be rebuilt and more land can be acquired in a manner that is responsible to the taxpayers. The community input was tremendous, and valued, as final options were deliberated and decisions were made by the school board on the acquisition of more land.

Evans High School is another tough one. A fragile school undergoing multiple layers of improvement, Evans needs intense and focused attention. As school board member, I meet regularly with community members and school administrators to stay informed on issues at the school and community and provide necessary support. There has been much e-mail communication as well, and articles written in local newspapers to share progress. Although still experiencing some controversy, we have been able to build a cohesive, unified group of supporters who work on behalf of the children of Evans and stay focused on moving Evans toward success. We stand firm on the school board's unanimous decision to build a new 9th -12th grade facility in the shortest period of time on its freshman campus. This decision was made after studies were done by the superintendent's staff, and several work sessions involving the district's efforts to achieve unitary status (to move out from under court-ordered desegregation; 2005-2006). Several community meetings have also been held, and will continue in the future, to discuss re-use of the main campus. A work group will be formed to bring together stakeholders who can seek opportunities and feasible options. Again, just like in the development of plans for the rebuilding of Evans, due diligence and gathering of input will lead to proposals that the school board can deliberate before decisions are made.

While this is an overview, it is clear that the Orange County School Board creates many paths for community engagement, values and utilizes the input that community engagement provides, and is always seeking improvements. In the district's new strategic plan, our mission statement firmly plants this commitment-"To lead our students to success with the support and involvement of families and the community." (Refer to 03/29/08 post on community engagement for further comments.)

Schools boards and superintendents in the state of Florida are constitutional officers-that is not the case in most states-and therefore have the serious responsibility to serve all students equitably. Public school systems operate under a heavy, ever-increasing mantle of federal and state laws, regulations and mandates. That is why it is important that communities be fully informed so that there is understanding of the complexities and difficulties in making decisions that are ultimately made in the best interests of all children, follow all laws and regulations, fulfill all mandates, are responsible to the taxpayers, and are geared toward improvement, reform and progress.

My Record: Progress, not Politics

I hit the ground running when elected to the school board in 2004 and began working to serve our children -

District 6 Advocate: Have supported and advocated for District 6 schools, and have a good working relationship with all principals. Have an enormous amount of respect and admiration for their leadership and for the accomplished professionalism of our teachers and staffs.

Academic Achievement: Have been a consistent advocate for middle and high school improvements, particularly the district's League of Educational Excellence, our middle and high school reform initiative built on rigor, relationships and relevance. Have strongly supported moving more students and more diversity into 8th grade algebra, Advanced Placement , International Baccalaureate, and other rigorous coursework, as well as expansion of AVID, a program that successfully prepares middle-achieving students for advanced coursework.

Arts: Have been active in the community in broadening and deepening the relationships between the arts community and our public schools, and have consistently advocated for equitable access to the arts in our schools, particularly those serving low-income students.

Capital program: Have spent a great deal of time researching, studying and monitoring our building program, one of the largest in the nation, and have advocated for improvements to better ensure fiscal discipline and equitable standards. Helped lead in consensus-building to make a paradigm shift that would ensure a firm commitment to renovate 128 existing K-12 schools and build up to 25 new schools with all available revenue sources.

Comprehensive Renovation of Edgewater High School: Have spent a huge amount of time meeting with the Edgewater Task Force citizens group and the Edgewater family, and working with staff and architects to develop a solid plan that will meet the needs of the students of Edgewater for years to come and expand the campus in a manner that is responsible to the taxpayers.

Comprehensive Renovation of Evans High School: Have worked with the superintendent and staff to develop a creative plan to bring a new school swiftly to the Evans students, helped lead in consensus-building to take the unusual step to accelerate its renovation and build a new 9-12 facility at its freshman campus, and advocated strongly for it in the face of controversy. Have worked closely with community members and the school family as efforts multiplied to transform Evans High School.

Other District 6 Comprehensive Renovation projects (Lee, Lockhart, Robinswood and Maitland Middle Schools and Killarney and Dommerich Elementary Schools): Background in design and construction has been very helpful in discussions with staff, architects and contractors, and helpful when explaining decisions or the renovation process to community members in meetings or individually.

Unitary Status: Outspoken advocate and consensus builder in current efforts to achieve unitary status (moving out from under court-ordered desegregation). The comprehensive renovation of Evans is a key piece in these complex and multi-layered efforts to ensure equitable access to a high-quality education for all of Orange County's students.

Strategic Plan: Advocated to review Blue Ribbon Panel recommendations (80 of 110 recommendations have been implemented) and use them as a starting point for the beginning of a strategic plan. The school board and district administration have just completed a lengthy process to develop a draft strategic plan. We held 13 town hall meetings and conducted internal and external surveys to gather input. Our new vision is to be the "top producer of successful students in the nation." The strategic plan is available at www.ocps.net. It is a living, breathing document that is becoming our roadmap to educational success. It is also becoming the foundation for the district budget, school board policies and the superintendent's evaluation.

Communications: Chair of the school board communications committee for 2-1/2 years. With colleagues, have worked closely with the staff, Foundation members, as well as a pro bono group of public relations professionals, to improve district communications, rebuild the district website, introduce electronic board agendas and supportive documents, and expand ways of sharing information with the community.

Communications: Have written numerous letters to the editor and opinion pieces on various issues related to public education in Orange County. Have also written regularly for community papers and others to share information and explain issues. Along with colleagues, have spoken regularly to Rotary Clubs, Kiwanis Clubs, neighborhoods associations, and other groups, as well as dozens of individuals to keep the community informed and provide opportunities for community members to ask questions, become more informed and share concerns or ideas.

Legislative Advocacy: Have advocated for legislation to build flexibility into class size formula and add multiple measures to the school grading formula. There is progress on both issues in the current legislative session in Tallahassee.

Foundation for Orange County Public Schools: Have served on the Foundation for OCPS board for 2-1/2 years and worked closely with them to keep them informed on issues, strengthen the relationship between the Foundation and the school district, and collaborate with the Count-Me-In steering committee to develop a school board resolution on shared values.

Governance Training: Have spent many days in training alongside colleagues in sessions regarding issues of governance, finance, law, academic reform, communications, etc. Have worked to maintain Master Board status.

Community Involvement: Currently serve on the following boards: The Foundation for Orange County Public Schools, Orange County Regional History Center, Compact (a mentoring organization), and Project Imagination (a non-profit storytelling organization that provides school programs). Also serve as a member of the Schools Action Team of the Orange County Arts and Cultural Affairs Advisory Council. Have also mentored five students of various ages over the past few years. Member of the League of Women Voters of Orange County.

National Involvement: Currently serve with the superintendent as board members on the Council of the Great City Schools, a national organization of 66 large urban school districts.

In these very challenging times, public school districts of the size, diversity and complexity of Orange County require leaders with knowledge, experience, courage, passion and integrity to serve all students fully and equitably. I have considered this job a public service, and as I humbly reflect on that service, I believe that I have fulfilled my promises. I look forward to continue this service for Orange County's children in new, and perhaps even more powerful ways. My strong belief, through experience, is that sustained focus on progress, not politics, will keep us moving in the right direction!

The Whole Child-The Value of Arts Education

The value of the arts in the education of our children is inestimable. None can argue that exposure, experiences and instruction in music, fine arts, drama and dance can enrich our children's lives. Beyond enrichment, though, the arts can enhance brain development and improve critical thinking skills, broaden knowledge about history, world languages, cultural traditions and literature, and provide additional avenues for academic rigor and multi-disciplinary problem-solving.

Through drama, chorus, dance, orchestra and band, children learn life-long lessons about collaboration and cooperation. They feel the joy and build the courage that comes with performing before an audience, or gain an understanding of how important behind-the-scenes work is to the success of a performance.

In fine arts, children absorb a multitude of lessons, including color properties, chemistry, geometry, optics, history, nature, anatomy, architecture, and photography. They have the empowering experience of manipulating different media, including paint, pencil, ink, pastel, paper, clay and found objects as they create their own individual works of art.

Many studies reveal how the arts can contribute to higher levels of student achievement, higher test scores, higher attendance, higher graduation rates, and lower dropout rates. Therefore, arts instruction in schools, whether elementary, middle or high, improves the academic environment. But it also adds creative energy, rich visuals and lively sounds that help keep children engaged and stimulated.

In these times of intense accountability, with its focus on high-stakes, standardized testing, arts education has become vulnerable. Therefore, maintaining arts instruction as a priority requires intentional and constant care. I have been a strong advocate for the arts on the school board and will continue to be in my second term. All of Orange County's children deserve equitable access to the arts in order to be fully educated. I have worked with the Superintendent on strategies to ensure this access, and made frequent mention of the responsibility that the school board has to create conditions for success, including access to the arts, in all of our schools. I have been an active member of the Schools Action Team of the Orange County Arts and Cultural Affairs Council, a stakeholder group who brainstorms ways to increase access to the arts for Orange County's children and celebrates the principals who display a commitment to arts instruction in their schools.

Our state and federal legislators need to be encouraged to support the arts as a critical component in education. As a community, we need to come together to fill in the gaps so that all of our children, by the time they graduate from high school, have had rich arts instruction and an array of arts experiences. Not only will they be better educated and more enlightened, but there is a greater likelihood for success and fulfillment in whatever work they choose to do. We will all benefit from their collective abilities to create, improvise and innovate. In Daniel Pink's book, " A Whole New Mind," he makes a compelling argument that it is creativity, the "right brain," that provides the competitive edge in the workplace and the path to personal fulfillment in today's world. Teaching the whole child then means teaching the whole mind.

Martin Luther King, Jr.-40th Anniversary of His Assassination

On Friday, April 4, we honored the 40th anniversary of the assassination in Memphis, Tennesseee of the Rev. Martin Luther King, Jr. As many, I have read and listened to reflections on the life and legacies of this American leader who feared not death nor condemnation in his pursuit of justice for all, regardless of skin color, native tongue, background, social status or income. His soaring oratory still inspires us to seek higher ground and hold on to aspirations that all Americans succeed and prosper. But we cannot overlook the great challenges within his words. To paraphrase author and scholar, Michael Eric Dyson, justice is really a public expression of love for one another. And although justice is a noun, it becomes a verb as it is acted out. It is lofty, it is hard, it is unselfish, it is necessary.

As school board member, I have developed a passion for my work. And when you have passion, you do what is necessary to do the job well. And doing the job well means doing the right thing. I believe that every child deserves the conditions necessary for educational success. I believe in holding high expectations for every child. And that means also holding high expectations for us all- school board members, superintendent, administrators, principals, teachers, staff, families, business and community leaders, neighbors and residents-because, while conditions for educational success are formed in our classrooms, they are also shaped in our homes and neighborhoods.

For every school can be great, and every child can be successful. To me, that is what justice looks like in public education. I have not shied away from making tough decisions, developing arguments for doing what is right, and working to transform how our children are educated in ways that are more profoundly effective and more deeply equitable.

I pledge to continue serving in this way for these reasons. And I also pledge to continue asking everyone to seek their better angels, and work together to bring this community into the "promised land," a place of justice, opportunity and prosperity for all.

Ten Years of FCAT-Time for Improvement

Versions of this opinion piece appeared in the April 2008 League of Women Voters of Orange County newsletter and in the January 18, 2008 Orlando Sentinel-

Geared to raise standards and improve accountability in public schools, FCAT (Florida Comprehensive Achievement Test) arrived on the national wave of standards-based education reform in 1998 under Governor Lawton Chiles. During Governor Jeb Bush’s two terms and as required by federal No Child Left Behind legislation, FCAT’s role deepened.

Positives: Undoubtedly, Florida’s accountability system is reformative. FCAT’s Sunshine State Standards provide frameworks for improving achievement in reading, writing, math and science. Assessments create infrastructure for tracking each child’s academic progress and disaggregating data by race/ethnicity, socioeconomic status, English proficiency, and learning exceptionality. Florida is a national leader in the use of technology in assessing student achievement and school performance.

Negatives: As educators, parents, students and others can attest, the intense focus on standardized testing has led to narrowing of the curriculum at the expense of the arts, social studies, civics, foreign language and physical education. School grades are primarily determined by FCAT scores and therefore do not reflect the broader educational profile of schools. Problems have been identified that indicate inaccurate portrayal of student achievement, particularly in eighth through tenth grade tests.

Reform corrects faults and introduces better practices. After ten years, 2008 is a sensible time for FCAT to undergo its own reform. Based on consultation with Orange County administrators, statewide efforts by superintendents to address specific problems identified with FCAT, and a 2006 report ,"The FCAT Project," from the Florida Forum on Progressive Policy, here are six suggested improvements:

1. Align 8th through 10th grade FCAT with national norm-referenced tests.
2. Reduce micro-management and cumbersome reporting in low-performing schools; undertake impartial cost/benefit analysis of Opportunity Scholarships.
3. Reformulate school grades to include FCAT, PSAT, SAT and ACT results, reductions in achievement gaps, Advanced Placement and eighth-grade algebra enrollment, access to the arts, social studies, civics, foreign language and physical education, facility condition, safety record, highly qualified/certified/experienced teacher ratios, and other quality measures.
4. Replace School Recognition Program (incentive bonuses) with targeted, needs-based investments.
5. Develop alternative assessments for English language learners and exceptional education students.
6. Align Sunshine State Standards with research-based, content-rich national academic standards for college and workplace readiness.

In schools serving low-income students, it cannot be dismissed that deficits in family resources threaten academic success. Remedies include pre-natal and preventive healthcare, high-quality Pre-kindergarten, funding for longer school days and school year, well-equipped libraries and community centers, additional capacity in career/technical programs, community colleges and universities, and plentiful mentors for children in need.

Public school principals and teachers deserve fair and rational accountability. And children’s best interests, not politics, must drive the decision-making.

How can citizens get involved? First, learn more about public education in our community and state. Orange County Public Schools and Florida Department of Education websites are good places to start. Second, become aware of trends in legislation affecting public education. Legislation, exemplified by school calendar change and physical education mandates, however well intended, can lack necessary funding, create unintended consequences or jeopardize local control. Therefore, advocate for rational legislation considered by educators to be in the best interest of student achievement and argue against unfunded mandates. Third, advocate for changes in the school grading formula so that it fully reflects the educational profiles of our public schools.

Anne Geiger represents Orange County School Board, District 6

Unitary Status Needs Unified Community

This opinion piece appeared in the April 1, 2008 Orlando Sentinel

“We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.” -Maya Angelou, poet and author

With all the focus on building a
 new Evans High School, the entire community needs to remember, as the Orange County school board
 does, about the necessity to move beyond court-ordered desegregation and achieve “unitary status.” But, many may ask, is this really so important? The answer- Absolutely.

Most large school districts operating under court-ordered desegregation seek “unitary status.” Unitary districts have shown Federal district courts that their schools are no longer purposefully segregated by race, students have equitable access to a high-quality education, and policies are in place to promote diversity and address racial isolation. It is all about equity.

Numerous policies have emerged from the sometimes-turbulent efforts to desegregate Orange County’s schools over the last forty-plus years. Most have been beneficial; some have held unintended consequences. Intensified by demographic changes in neighborhoods, some schools actually have swelling percentages of minority, low-income students. The court pays particular attention to these schools, including Evans, Jones and Oak Ridge high schools, and a number of middle and elementary schools.

Intense, and sometimes controversial, plans are being proposed to bring better equity to these challenged schools. The Evans plan-bring in strong administration and faculty, establish a rigorous curriculum, including an International Baccalaureate program, and rebuild its facility swiftly in a more stable location-exemplifies efforts and investments that create conditions for a culture of achievement and greater diversity.

While such plans obviously can improve individual schools and move Orange County closer toward “unitary status,” how can this process be helpful to the whole school district and the greater community? The answer- a great deal.

The school board and superintendent consider achieving “unitary status” an opportunity to establish policies that ensure all schools, no matter where they are located or whom they serve, and all students, regardless of their race, ethnicity, socio-economic background or special need, are treated equitably. With 179 countries and 132 languages and dialects in our classrooms, half of students living in conditions of poverty, and a multitude of special needs among our children, equity is essential.

The community benefit is also clear. While serving its citizens equitably, a community will be healthier, and its economy will be stronger. When all children have the quality of education and opportunities needed for success, they are better able to pursue higher education, raise families, excel in their jobs, and be active citizens.

But equity is more than policy-making. As a value worth pursuing in Orange County, in spirit, equity means embracing our differences while seeking common values and shared goals. In action, it means mentoring, volunteering, providing additional and necessary resources, and supporting decisions that may stir the status quo, but ultimately are in the best interests of all children. Consequently, for our schools to be truly “unitary,” our community must be truly “unified.”

Anne Geiger represents Orange County School Board, District 6