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The Honolulu Advertiser
Posted on: Thursday, August 4, 2005

Progress made under education law

By Treena Shapiro
Advertiser Education Writer

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Last summer, education reform dominated school news as the Department of Education outlined the changes it would make under Act 51, the Reinventing Education Act of 2005.

Things have quieted down since the DOE began implementing the law intended to bring about improvement in the academic performance of students statewide. Many of the bigger changes are still awaiting approval by the Board of Education, but others have been put into place.

Here are some answers to questions parents may have on the DOE's progress:

Wasn't Act 51 supposed to reduce class size?

The law included $2.14 million to reduce class size in grades kindergarten through two in smaller elementary schools. That sum was enough to hire 75 elementary school teachers at small schools where class size sometimes reached 35. The extra teachers have allowed these small schools to drop class size to a better student-teacher ratio.

Larger schools are covered by a ratio that aims to keep early grades at 20 students per teacher. Classes that have more than 25 students are entitled to an extra teacher.

Did every school get new math textbooks?

Act 51 included a one-time allocation of $2.5 million for math textbooks at every school. Because this isn't enough to give a new textbook to every student, the books were given to schools that had the greatest need and were able to demonstrate how their math curriculum was aligned to the state's academic standards.

The money was awarded by complex (a high school and its feeder middle and elementary schools) and 22 of 42 complexes received money for new books.

Does every school now have a Parent Community Networking Center?

With parent involvement seen as key to student achievement, the law included money for every school to hire a part-time PCNC coordinator to bridge the gap between parents and staff. The money for these positions was released in December.

Paid for 17 hours a week, the parent coordinators mingle with students and provide outreach to parents, often bringing their concerns to the administration. In addition, the PCNC often recruits parent volunteers and plays major roles in school fundraising efforts.

Why is the school calendar changing?

Starting next year, all public schools will start at the end of July and have a week off in the fall, three weeks off in the winter, two weeks off in the spring and seven weeks off in the summer. The majority of schools already were on a similar schedule, although there was a great deal of variation in start dates. A significant number of schools also remained on the traditional calendar, which includes a 10-week summer break.

The change was made to save money on school operations, such as bus and meal services, while making it easier to schedule teacher training. The change also may benefit families with children at more than one school, because the different calendars could make it difficult to find childcare or schedule vacations.

What is a weighted student formula and how will it affect my school?

The weighted student formula will change the way schools receive money beginning next school year. Under a formula up for approval by the Board of Education, schools will receive money based on enrollment, with every student given the same base allocation, and additional money given to those who are economically disadvantaged or transient, or have special needs or limited English skills.

Under this proposed formula, two-thirds of the public schools could see gains or losses of $100,000 a year or more. At some schools, the loss in money could translate to reduced staffing or cuts in services. Those who see their budgets grow could see more resource teachers or tutoring, or better training for teachers.

What is the role of the School Community Council and what are the limitations?

While 22 schools saw School Community Councils replace their School/Community-Based Management councils last year, most schools will see the change this year.

Made up of half staff and half community members, the SCCs will help make decisions at the school through "majority rules" voting. They are charged with providing various types of support to the school, including reviewing the schools' academic and financial plans and repair and maintenance needs.

While SCCs will be involved in selecting and evaluating principals, they do not have the authority to hire or fire them.

What does "delinking" mean and what will it mean at the school level?

On July 1, the DOE took control of certain school-related services previously performed by the state departments of Accounting and General Services and Human Resources Development.

Next year, the DOE will assume responsibility for activities currently performed by the health, attorney general, budget and finance and human services departments.

The goal is to make the DOE more responsive to schools. For instance, the transfer of employees from DAGS to the DOE should eventually streamline the construction process and reduce the time it takes for schools to see repairs, maintenance and new construction.

How are principals being affected by all the changes?

Principals, who previously worked 10 months out of the year, now have to work 12 months. Next year, they will be put on performance-based contracts, which will hold them accountable for student achievement. To help them with their new responsibilities, by the end of 2005 they also are expected to have attended four mandatory institutes on developing collaborative groups, data analysis and developing and presenting academic and financial plans.