Education Week - February 25, 2015 - Special Report - S30

S30
EDUCATION WEEK LEADERS TO LEARN FROM
February 25, 2015 n
edweek.org/leaders
"
ture, in an effort to deal with soaring property
taxes, capped them at 2 percent in 2011,
or so Gov. Andrew Cuomo and the news media
kept saying. In reality, the cap is determined
through a complicated formula that can actually
exceed 2 percent, as is the case for Ossining,
but because of the messaging coming
out of the state capital, many local residents
thought the district wasn't allowed to raise
the tax levy above the 2 percent level.
To combat that confusion, Ms. Zuber developed
something called the "Five Fast Facts,"
which broke down the complicated propertytax
formula into bite-size pieces, but not so
many pieces that people wouldn't be able
to remember them all. The idea, Ms. Zuber
said, was to create something that was not
only easy for people to understand, but also
easy for them to explain to others.
"I used the hand in the PowerPoint [presentation],
a hand that represents the five
fingers and the five facts" to create an accessible,
memorable visual, she said. "And when
I saw people in the community, they would
put their hand[s] up and show me the five."
Persuading Voters
She also persuaded voters to pass a $40
million bond for school renovations in February
2012, when they had rejected a $70
million bond a year earlier, just before Ms.
Zuber's arrival.
For the new bond request, Ms. Zuber cut
out what she called the frill and then focused
on selling the practical aspects of
the bond, such as new and more efficient
boilers to save on energy costs, instead of
the spending plans that made the last bond
contentious: expanding classroom space to
accommodate Ossining's growing student
population.
With state aid set aside for building projects,
Ms. Zuber was able to offset the interest on the
bond, and the district was also borrowing at a
time other bonds were being paid off, so there
was no impact on the tax levy.
One of the more challenging budget issues
Ossining faces stems from special state funding
for K-12, called foundation aid, that is
supposed to funnel money to districts based
on the number of students who are Englishlanguage
learners, are low-income, or who
have disabilities. State lawmakers were
forced to set up the foundation-aid formula
as part of a remedy to a school-fundingequity
lawsuit that the New York Court of
Appeals-the state's highest court-ordered.
Just two years after enacting the new
formula, and at the height of the Great Recession,
the state froze the foundation-aid
funding at 2008-09 levels, where it remains.
Meanwhile, the Ossining district saw its
numbers of English-learners, poor students,
and those with special needs increase.
In fall 2013, Ms. Zuber ran the numbers
and calculated that Ossining was being
shorted millions of dollars because the formula
wasn't adjusting to the district's growing
needs. Meanwhile, districts with shrinking
populations were receiving more money
than they needed under the formula.
"There were districts like us that are
significantly underfunded to the tune of
$40 million," Ms. Zuber said.
She organized a panel discussion for the
Ossining community, inviting lawyers from
the original school funding lawsuit to explain
what was happening. Four hundred
people attended. The district also created a
page on its website to provide information on
the issue and started a petition asking state
lawmakers to unfreeze the funding.
Ms. Zuber took her findings to the Capitol
in Albany with Superintendent Sanchez to
testify before lawmakers on how the foundation-aid
situation was hurting districts
like Ossining. Although the state has yet
to alter the aid formula, Ms. Zuber said the
community has started advocating on behalf
of the schools. More than 1,000 people signed
the petition. "We inundated legislators with
phone calls and emails," she said.
Carving Out Savings
The same demographic changes that are
knocking the district out of alignment with
the foundation aid have brought other challenges.
Ossining has seen an influx of immigrant
families from Latin America-many
from Ecuador-move into the community
in recent years. While the district's student
population has shifted to majority-minority,
many immigrant parents can't vote on the
district's budget.
"On some level, you're relying on a smaller
pool of individuals to vote for the school district
budget, so that adds a layer of complexity
to the work," said Mr. Sanchez, who notes
that some of those voters aren't attuned to
the needs of a changing student population.
For example, they may not understand that
funding allocated in the budget for services
for English-language learners is not an option-it's
mandated.
It's been up to Ms. Zuber to help Ossining's
core group of voters understand those issues.
She has met with senior citizen groups and
local unions to explain the district's expenditures
and its revenue situation. She and Mr.
Sanchez have even taken time to meet with
a small number of people one-on-one at their
request to review the 100-page district budget
line by line.
Her results can be measured in votes, said
Bill Kress, the president of Ossining's school
board. "I believe [in 2014] we had somewhere
around 70 percent of people voting in favor of
the budget," he said. "We used to be thrilled
if we could get 55 percent."
But Ms. Zuber also has been working simultaneously
to carve out savings within
the district by consolidating bus routes and
changing employees' health-insurance plan.
She even tackled some traditions to save
money, including relocating the high school
graduation ceremony, which used to be held
outside in a tent and required the district to
pay the local police to stand guard overnight
before the ceremony.
"The local community was fighting me
tooth and nail," Ms. Zuber recalled. "I
thought it wouldn't be a big deal, but they
thought it was a tradition."
She said she won them over with a new
space that was larger, air-conditioned, and
protected from inclement weather.
All those things, Mr. Sanchez points out,
have helped keep the budget scalpel from
reaching the classroom.
Protecting classrooms is Ms. Zuber's top
priority-something she says comes from a
personal place. Her own upbringing in a poor
neighborhood in the Bronx borough of New
York City connects her to Ossining students
who have the odds stacked against them.
Ms. Zuber graduated from New York City's
public schools.
"I saw a lot of my people in my age group
become victims of the environment; some became
addicted to drugs, some were killed,"
so, Ms. Zuber said, she buried herself in
schoolwork and looked to positive examples
of African-American people succeeding for
inspiration, including the characters on "The
Cosby Show," and her grandfather, who was
a civil engineer.
But it wasn't until she was in college and
read Savage Inequalities: Children in America's
Schools, the Jonathan Kozol book that
exposed dramatic disparities in the quality of
education between rich and poor communities,
that she realized her calling was to be
a business administrator in a diverse school
district.
"It just inspires me to want to do the best
that we can, and be as creative as I can," she
said, "to provide the best education from a
financial perspective as possible." n
I wanted to
pursue school
business
administration
... and find ways
to save money
so that there's
more money
for students
in a classroom
for them to get
a good education."
LESSONS FROM A LEADER
>> Always Budget Season
The public's growing sentiment of disdain and
distrust toward public agencies requires strategies
to enlighten, engage, and empower school
communities about public school finances
beyond the budget season. Those efforts
include regular public discussions.
>> Being a Teacher
School fiscal-management concepts are often
riddled with complex processes, confusing jargon,
and strict policies and procedures. When working
to educate the community, you must be an effective
teacher equipped with differentiated lesson plans
designed for all levels of learners.
>> Positive Thinking
Creativity is never limited by a district's
circumstances, and when you can
help move others into this way of thinking,
innovative ideas are unleashed,
resulting in big successes.
http://www.edweek.org/leaders

Education Week - February 25, 2015 - Special Report

Table of Contents for the Digital Edition of Education Week - February 25, 2015 - Special Report

Education Week - February 25, 2015 - Special Report - S57
Education Week - February 25, 2015 - Special Report - S59
Education Week - February 25, 2015 - Special Report - S60
Education Week - February 25, 2015 - Special Report - S58
Education Week - February 25, 2015 - Special Report - S1
Education Week - February 25, 2015 - Special Report - S2
Education Week - February 25, 2015 - Special Report - S3
Education Week - February 25, 2015 - Special Report - S4
Education Week - February 25, 2015 - Special Report - S5
Education Week - February 25, 2015 - Special Report - S6
Education Week - February 25, 2015 - Special Report - S7
Education Week - February 25, 2015 - Special Report - S8
Education Week - February 25, 2015 - Special Report - S9
Education Week - February 25, 2015 - Special Report - S10
Education Week - February 25, 2015 - Special Report - S11
Education Week - February 25, 2015 - Special Report - S12
Education Week - February 25, 2015 - Special Report - S13
Education Week - February 25, 2015 - Special Report - S14
Education Week - February 25, 2015 - Special Report - S15
Education Week - February 25, 2015 - Special Report - S16
Education Week - February 25, 2015 - Special Report - S17
Education Week - February 25, 2015 - Special Report - S18
Education Week - February 25, 2015 - Special Report - S19
Education Week - February 25, 2015 - Special Report - S20
Education Week - February 25, 2015 - Special Report - S21
Education Week - February 25, 2015 - Special Report - S22
Education Week - February 25, 2015 - Special Report - S23
Education Week - February 25, 2015 - Special Report - S24
Education Week - February 25, 2015 - Special Report - S25
Education Week - February 25, 2015 - Special Report - S26
Education Week - February 25, 2015 - Special Report - S27
Education Week - February 25, 2015 - Special Report - S28
Education Week - February 25, 2015 - Special Report - S29
Education Week - February 25, 2015 - Special Report - S30
Education Week - February 25, 2015 - Special Report - S31
Education Week - February 25, 2015 - Special Report - S32
Education Week - February 25, 2015 - Special Report - S33
Education Week - February 25, 2015 - Special Report - S34
Education Week - February 25, 2015 - Special Report - S35
Education Week - February 25, 2015 - Special Report - S36
Education Week - February 25, 2015 - Special Report - S37
Education Week - February 25, 2015 - Special Report - S38
Education Week - February 25, 2015 - Special Report - S39
Education Week - February 25, 2015 - Special Report - S40
Education Week - February 25, 2015 - Special Report - S41
Education Week - February 25, 2015 - Special Report - S42
Education Week - February 25, 2015 - Special Report - S43
Education Week - February 25, 2015 - Special Report - S44
Education Week - February 25, 2015 - Special Report - S45
Education Week - February 25, 2015 - Special Report - S46
Education Week - February 25, 2015 - Special Report - S47
Education Week - February 25, 2015 - Special Report - S48
Education Week - February 25, 2015 - Special Report - S49
Education Week - February 25, 2015 - Special Report - S50
Education Week - February 25, 2015 - Special Report - S51
Education Week - February 25, 2015 - Special Report - S52
Education Week - February 25, 2015 - Special Report - S53
Education Week - February 25, 2015 - Special Report - S54
Education Week - February 25, 2015 - Special Report - S55
Education Week - February 25, 2015 - Special Report - S56
Education Week - February 25, 2015 - Special Report - S61
Education Week - February 25, 2015 - Special Report - S62
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http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
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http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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https://www.nxtbookmedia.com