Open Thread Friday
Update (via reader Salander) - The head of HR, Ann Chan, just five months into her job has resigned. Now interim CFO, Robert Boesche, is in charge.
I think the question is - who IS in charge down there?
So we lost the head of Facilities. (At least in that position - I have a feeling they may keep Mr. Martin on temporarily to guide the BEX III projects which was his previous position. But at some point, he needs to go permanently.)
Also, today is the last day for Open Enrollment which closes at 4:00 p.m.
Community meetings on Saturday
Director Martin-Morris - at Diva Espresso (Lake City) from 9:30-11:30 a.m.
Director Maier - at Bethany Community Church (across from Bagley Elementary) from 10:30-noon.
I think the question is - who IS in charge down there?
So we lost the head of Facilities. (At least in that position - I have a feeling they may keep Mr. Martin on temporarily to guide the BEX III projects which was his previous position. But at some point, he needs to go permanently.)
Also, today is the last day for Open Enrollment which closes at 4:00 p.m.
Community meetings on Saturday
Director Martin-Morris - at Diva Espresso (Lake City) from 9:30-11:30 a.m.
Director Maier - at Bethany Community Church (across from Bagley Elementary) from 10:30-noon.
Comments
from myGreenLake...
Charlie and the Chocolate Factory at Green Lake Elementary on Friday and Saturday.
And Nathan Hale HS presents High School Musical 2.
Disney Channel's smash hit musical comes to life on stage! Join us at Nathan Hale High School for Hale's spring musical action-packed extravaganza production of High School Musical 2! Rated G, fun for the entire family.
Dates: Thursday-Friday-Saturday May 5, 6, 7, 12, 13, and 14 at 7:30, plus matinee on Saturday May 14 at 2:00.
Tickets through Brown Paper Tickets, http://www.brownpapertickets.com/event/171031 or at the door, $12.00 for adults, $5.00 for kids (small service charge through Brown Paper Tickets, but don't risk losing out by waiting too long!).
Nathan Hale is located at 10750-30th Ave NE, Seattle. Hope to see you there!
Earlier this week, Special Ed PTSA forwarded an e-mail from Marni Campbell regarding a pilot program at Bagley and Graham Hill called "K-5 Intensive Services" that's starting next year. From what I can tell, it's sort of a stepping stone between ICS and inclusion programs?
I was asking about it at our team meeting and no one seemed to be famliar with Intensive Services. So maybe one of you folks knows:
- What does "Intensive Services" actually entail? What does it look like?
- How is this different from autism inclusion? How is it different from ICS (integrated comprehensive service)?
- Is "Intensive Services" replacing autism inclusion at Bagley and Graham Hill?
Thanks in advance! I'm still new to the world of special ed, and it's all a bit confusing for me...
Where can I find a comprehensive list of the projects in the Strategic Plan - complete with the date it was added or removed, a budget, the detailed timeline described in the Plan document, and a record of how the Community Engagement Protocols were met?
How has the Board held staff accountable for the failure to meet the Community Engagement Protocols in the Strategic Plan?
For 2009-10, The District Score card lists 67% on time grad rate ("4 yrs or fewer").
The REA/SISO Data Profile District Summary lists 81.4% on time rate for the same year (cumulative 2010 cohort at 77%).
Why the difference?
It's definitely different than what's done at universities.
Now, mind you, this complaint applies to parent-generated funding in SPS, too. It raises the same issues. It would be impossible, for example, to donate a few thousand dollars to a UW department and direct that the money be spent on, say, a centrifuge. If one even had a centifuge to donate, there would be paperwork and financial implications that would have to be worked out before the UW would accept the donation.
SPS seems to operate on much different lines that seem to result in SPS accepting money because it's a donor priority and then somehow putting taxpayers on the hook for the program the donor started. (MAP, TFA, STEM, . . . .)
Try these confusing statements by Arne D and Obama on testing from Duncan's WBEZ interview:
President Obama said recently that testing and too much teaching-to-the-test is punitive. It makes school boring for students. He'd like a scenario in which tests are given every few years to establish a baseline of student performance. That's not the plan under your educational model. What do you think about his comments?
Arne D: No, the President and I are absolutely consistent:
and
Well, we do have districts where there [are] state tests, local tests, district tests - and when that kind of thing happens, that's when folks are getting carried away.
--- Dan Dempsey
Here is the Arne Duncan interview.
-- Dan Dempsey
The legislatures approval of Gov. Gregoire's pushed Common Core State Standards will make even less sense than the above JUMP right in.
CCSS will unleash the largest expansion of testing.... What are Obama and Duncan discussing above? They are talking about something other than what the CCSS and RttT are aimed at.
This is such total BS.
-- Dan Dempsey
2009-2010 - $367K plus tax
2010-2011 - $413K plus tax
From the inital SBAR of 6/2009:
The source of revienue for this contract is BTAII funds that have been designated for strategic plan priorities in FY10 This was deleted in the final SBAR. There was probably some more doubletalk at the presentation.
Yes, SPS SpecEd tried to slip that in under the radar. "Intensive Service Model" or "Other Service Model", crappy descriptors, huh.
It's basically autism inclusion without the autism. In other words any child that needs that level of service to succeed as a gen ed student, can get it.
Why it's being rationed out at only two schools, while all the other needy children 'round town still suffer in ICS, Hell if I know! We all confused, and upset.
SPS doesn't want kids with IEPs to get any services because it costs money. To that end, they tried to kill the inclusion program and dump all the kids into general ed without sevices, or with practically no services. Intensive services just means "a lot". "A lot" means a teacher and 2 aides for 8 kids. Some insistent parents have finally broken through, and it looks like they will have to keep the 2 programs: Bagley and Graham Hill available for those squeeky-wheel parents. Those programs have been there for years. They didn't tell anyone about it, because they don't want you to know about. Your IEP can't recommend anything it doesn't know about. Right? You can't request services you don't know are there. Right?
What do the "intensive services" look like? They look like whatever the teacher and 2 aides can provide. There's no big mystery there.
special ed parent
It isn't a "new stepping stone" between ICS and inclusion. It's really exactly the same as the inclusion programs already in the buildings. There are/were 8:2:1 in the inclusion program. The "new" program is 8:2:1. The inclusion program supported high needs students. The "new" proram supports high needs students. The autism inclusion programs provided the special education of the 8 students in the building, whatever the needs were/are. The "new" program provides the special educatin for the 8 students in the building, whatever the needs are. The autism inclusion programs has kids without autism in it. The new programs will (supposedly) have kids without autism in it. Are you noticing a pattern?
The only thing notable about the program is that they didn't tell anyone about it during the "riser" process, which is on a completely separate timeframe from "open enrollment" that everybody else gets.
special ed parent
heard on the grapevine that Ms Chan is a friend of Arne Duncan(word is he called Maria to support her hiring Ann). She headed HR for the operations side of Chicago schools.
If Enfield and Board do not do this then it is only more of the same and there will be no changes to help the schools. I suspect more of the same, only looking as they are improving things.
TO: Seattle Public Schools staff
FROM: Dr. Susan Enfield, Interim Superintendent
RE: Organizational structure
During my first month as your interim Superintendent, I have had the opportunity to talk with many of you about how we can improve as a system. Seattle Public Schools is a teaching and learning organization, and our structure needs to reflect that core mission.
Our district is in a state of flux, given the current budget situation and personnel changes. To provide some clarity in this uncertain time I have created a transitional organizational chart. This chart reflects a more streamlined central office that better serves schools and students — in other words, how we can become an organization focused on customer service and continuous improvement. It also reflects the feedback I have heard from many of you, and members of our community, that we must work in smarter, more coordinated ways across schools, the central office and the community to support high-quality teaching in every classroom.
Given our current budget situation, I want to stress that the process of restructuring our central office has a near zero budget impact. This organizational chart is effective today, but our structure will evolve in the months ahead, and you are all essential participants in that process. I welcome your feedback.
And now for the changes. First, I am creating a new department to improve internal controls and stronger accountability. The new Office of Internal Audit will have at least two positions and ensure we are all adhering to key operational policy and procedures. This position replaces the former district internal auditor position and will report directly to the Board of Directors through the Audit & Finance Committee.
Second, given that our core mission is teaching and learning, I am making title changes to reflect this priority. The Chief Financial Officer is now the Assistant Superintendent for Business and Finance, the Chief Operating Officer is now the Assistant Superintendent of Operations, and the Chief Academic Officer is now the Assistant Superintendent for Teaching and Learning.
Third, instead of a Chief Talent Officer, we will hire an Executive Director of Human Resources who will report to the Assistant Superintendent of Finance. Creating a Human Resources department focused on being in service to schools is a key part of our central office restructuring. This department must also serve as a model for what we stand for as an organization, and it will.
Fourth and finally, I have made the decision to keep the Executive Directors of Schools reporting to me because that gives me a direct line to principals and staff in our schools. Additionally, both Aleta Paraghamian and Venetia Harmon will be providing support to me, and Janet Chin will continue to provide support to Mark Teoh and Pegi McEvoy. Ultimately, she will assist the new Assistant Superintendent of Operations.
The following sections outline additional changes within Teaching and Learning, Business and Finance and Operations.
Teaching and Learning
Executive Director of Research, Evaluation, Assessment and Development
Position renamed and moved from Operations.
Research, evaluation and assessment will be able to more closely collaborate with Teaching and Learning staff. This is critical as assessment must support decisions made about curriculum and instruction in the classroom, school and district.
Position renamed from Executive Director of Instructional Services.
This title better reflects the work done within the Instructional Services Department, in particular the role the department plays in supporting teachers and other school staff around professional development, curriculum selection, standards alignment, and the development of instructional tools.
Director of Health & Safety
Position moved from Operations.
Much of the work done within this department directly supports students’ academic outcomes. The move to Teaching and Learning will invite stronger collaboration and integration of services.
Manager of Early Learning
Director of Early Learning position eliminated.
This director position was eliminated due to budget cuts. In order to continue the work and ensure that early learning remains central to our improvement strategy the former manager of Early Learning Professional Development will become the Early Learning Manager and will be a direct report to the Assistant Superintendent for Teaching and Learning.
Library Services and Instructional Technology
Library Services and Instructional Technology is moving to Teaching and Learning.
Both areas support instruction in the classroom, and this move will allow a greater level of connection and collaboration with the rest of the Instructional Services staff.
Human Resources
Human Resources is now under Business and Finance.
Human Resources has a significant relationship with business functions, most notably in the payroll and accounting arenas. In addition, one of most highly audited areas of the school system is the accounting of certification records (staff mix). This has become an increasingly larger focus by the State Auditor’s Office in checking for compliance and sound internal controls.
Enrollment Planning
Enrollment projections and reporting are key business functions. In the 2010-11 General Fund Budget, enrollment currently drives more than 40 percent ($221 million) of the district’s revenue.
Audit Response/Internal Controls
This function has been currently coordinated by a Project Manager shared among several departments. Given recent concerns raised by the State Auditor’s Office and several other special reports, as well as the School Board’s decision to establish an Office of Internal Audit, this position will be responsible for receiving and coordinating efforts arising from audit issues.
Operations
Logistics
This function coordinates and supports the movement of students, staff and inventory and includes warehouse/distribution, fleet management, mail, student transportation and the service center. Currently, these areas have been managed by multiple departments, resulting in a lack of prioritization. Given the increased focus on support to schools, additional coordination is required to ensure effective use and delivery of resources as well as timely customer support.
Facilities Operations
This department will coordinate the more traditional General Fund efforts in building maintenance, custodial services, grounds services, Self Help, environmental services and property management. Additionally, the department will oversee Capital Eligible Maintenance work that is completed by District staff. This should increase collaboration between Facilities Operations and Capital Projects.
Capital Projects
This department will coordinate all capital efforts including those projects tied to the BEX (Building Excellence) Program, BTA (Building, Technology, Academics) Program and Small Works. This department will also work with enrollment planning to address capacity management issues and long-range enrollment projections.
Technology
Technology has strong ties to both academic and operational applications. Given the significant funding this department receives from BEX and BTA, as well as the major recent efforts in VAX migration (including the SAP and student record applications) during the transitional reorganization, Technology will report to the Assistant Superintendent for Operations.
Conclusion
Given the number of positions we have eliminated, the process of restructuring our central office has a near zero budget impact. I believe thoughtful and strategic change to our central office will result in significant improvements in how we serve students and schools.
If you have questions about the new organizational chart please contact your direct supervisor or me. I welcome your feedback and look forward to working with you to support students and schools. Together we will make Seattle Public Schools the model for other urban districts in the nation.
Thank you for all you do.
A friend to Seattle
Central admin continually proves to be expensive and when it comes to instructional materials, practices, and curricular decisions incompetent.
When you repeatedly fail at something .. get some other organization to do it.
Moving all the things that Central Admin is extremely poor at doing to the schools is the logical thing to do. Thus I expect it to never happen as too many Central Admin wizards would need to leave and then the Supe could not justify her salary for running a much smaller version of the formerly large downtown circus.
Th decisions made are about all Education Politics about adults ... and have nothing to do with the improvement of student learning.
Note the similar explosion in Bureaucracy at OSPI over the last 15 years.
We best refer to that Chart as a directional chart....
Organizational Chart would imply some type of organization downtown. Dis-organizational Chart might be more appropriate.
WV: oddish
I sure hope so. Good analysis.
http://www.district.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/communications/documents/20110415_SPS_TransOrg.pdf?sessionid=6220b7fc65656162503fb3af0f7b9994
Yes, I know we need talented, ethical skill sets to fill these positions, and we need the housekeeping to further defund Central Office in favor of individual schools, but it's a start and one I heartily applaud.
And like I said in another thread, that HR head didn't even flippin' live in Seattle from what I was told. Her kids and husband were in Chicago and she commuted. We have a solid core of HR professionals in this town. An end to such nonsense -- catering to the Arne Duncan crowd -- is much welcome.
From the organizational chart it looks like Cathy Thompson just got herself a raise into the old CAO position. It also looks as if Cathy's old position ("Instructional Services") doesn't exist or was merged with the CAO? So, Enfield's old position plus Cathy's will now be just Cathy. Hmmm...our new "core mission" is teaching and learning with half staff?
Also, some consulting teachers are listed at the bottom of the Special Ed tree, but the majority of Consulting Teachers (Title, LAP and pvt. school coordination) are all listed in the Business & Finance wing,under the Grants department. I get that maybe their salary comes from the grants dept but does that mean they also answer to the finance grants/finance dept. and not to the Currliculm & Instruction department?
Investigator clears one Seattle schools attorney, has concerns about another
http://seattletimes.nwsource.com/html/education/2014788254_ikeda16m.html
'course I think Ron English is dirty.
Your above hyperlink does not function for me.
Hard to find good people around here for these $ 120k+ jobs I guess, so in lean times SSD keeps them under $25k to set an example?
Go Susan! Keep pulling that thread!
We hardly know ye..........
Mr. Stephens went from $100k to $150k. That's a big chunk of change to suddenly come out of Operations.
Good point about significant HQ raises and policy.
A 50% raise is absurd.
The raises were intended to compensate for additional responsibilities.
Does anyone know the number and percentage of increases given to those in HQ?
My mom saw an article in the paper a month or two ago, right after MJG was let go, about the city(?) bringing in someone to take internal complaints. I need to get ahold of this person, but obviously am not recalling any information that would help me find them. Anyone have a better memory on this than I?
Thank you
former teacher
This is the Ethics Hotline info:
New Ethics Hotline
Seattle Public Schools has launched a new anonymous hotline that anyone can use to file a complaint about an employee’s suspected ethics violations, fraud, abuse of office, or other illegal conduct. We have retained the services of The Network, an independent reporting service that allows you to communicate your concerns via Web report or toll-free telephone, 24 hours a day, 7 days a week, without fear of retaliation. You may make a report by using one of the following:
Report Online: www.tnwinc.com/SeattleSchools
Call Toll Free: (877) 452-3593
The only way to figure out the percentages on administrative raises (and there are lots and have been since July, 2007) is to look at current and year prior.
Meg can do that.
Report Online: www.tnwinc.com/SeattleSchools
Call Toll Free: (877) 452-3593
Just remember, if you call 800#s (and 888, 877), you cannot disable caller ID, so the company knows exactly what # you are calling from. Always.
And if you use a web site from your regular work or home address, this information can usually be tracked as well.
Bottom line: the anonymity of this service is dependent on how well you trust this company. If you want to be safe, take a laptop to Starbucks or some place with open WiFi.