2008-2009 NDCEL Final Positions and Belief Statements
1. FINANCE
  A. The NDCEL strongly opposes any legislation that creates new mandates without full funding.
  B. The NDCEL is very concerned about the current state of the economy as well as the financial condition of the school districts and the State of North Dakota.  Therefore, the NDCEL strongly supports sustaining the funding that was started by the Legislature in 2007.  Additionally, the NDCEL strongly supports any new dollars available from the State to be used for per pupil payments in the State Foundation Aid program.
  C. In order to improve equity and adequacy of school funding in North Dakota, the NDCEL supports legislation that provides equity in per pupil payments and begins to address adequacy of funding over the coming biennia by placing all program funds into one formula and uses a base ADM.  In addition, the NDCEL supports funding this formula with provisions for increased costs of educating children that will:
    (1) Annually provide for 70 percent funding of the cost of education as defined by current law.
    (2) Remove tax levy caps and other restrictions on school district levies.
    (3) To support a total legislative appropriation of at least $100 million in new money to districts for the biennium.
    (4) Make the funding of high cost students more predicative by changing the current high cost risk pool for special education to an overall education cost risk pool.
    (5) Support state reimbursement for costs over 1.0 times the cost of education for non-special needs student placements.
    (6) Increase state’s share of special education funding from the current .067 to a weighting factor that more accurately reflects cost.
    (7) Support state reimbursement for excess costs that more accurately reflects the highest (2%) of special needs cost students (3.0 times).
    (8) Distribute remaining funds from the excess cost pool, starting with the surplus from the 2007-2009 biennium, for high cost students on a per pupil basis.
  D. The NDCEL supports the basic concept of educational  adequacy which is being conducted by the Commission on Education Improvement and uses both an evidenced based and professional judgment panel review to develop an “adequate funding” formula for the state of North Dakota.
  E. The NDCEL supports a transportation funding system, outside of the per pupil payment of $100 million, relating to actual operational costs, ridership and mileage driven with a commitment to increased efficiency.  Increases for rates paid per mile should be commensurate with increases, as a percentage of cost, in state mileage rates made by the state legislature as of 2005.
  F The NDCEL strongly opposes public funding of private, parochial, or home schools through such mechanisms as vouchers, tax credits, tax-free savings accounts, etc.
  G. Taxation:
    (1) The NDCEL supports a tax system that provides for a balanced mix of sales tax, income tax, energy tax, and property tax to adequately fund K-12 education resulting in a 70 percent funding of the statutory cost of education from the state and 30 percent from local sources.
    (2) The NDCEL supports property tax relief legislation that, assumes 70 percent funding of the cost of education and is based on an adequacy model provided it does not reduce the $100 million dedicated in the Governor’s 2009-11 budget for K-12 education.
    (3) The NDCEL opposes any initiated measure which would restrict the number of tax dollars from going into the general fund or would limit a school district from capitalizing on any property valuation increase
    (4) The NDCEL supports a simple majority vote to pass mill levy increases and bond issues.
    (5) The NDCEL supports allowing school boards to establish levies of up to 10 mills for technology by a simple majority vote of the Board.
    (6) The NDCEL supports a 20 mill-building fund established by a simple majority vote of the school board.
    (7) The NDCEL supports placing 90 percent of the Tobacco Settlement money into the Common Schools Trust Fund and 10 percent to the Health Department.
    (8) The NDCEL supports allowing local school districts to levy up to 15 mills which would be dedicated specifically for funding full day kindergarten by a simple majority vote of the school board.
    (9) The NDCEL supports allowing school boards to vote on all city and county tax abatements.
  H. The NDCEL supports continued state funding for the ETC and the statewide network.
  I. The NDCEL supports legislation for incentives such as “signing bonuses,” “housing,” and paying off the salary schedule to attract and retain certified personnel.
  J. NDCEL recognizes the positive impact that career and technical education has on students and the state’s economy.  Therefore NDCEL supports the need for funding career and technical education which provides equitable programming to all students across the state.
  K. NDCEL supports the funding of the 2009-011 REA $3,000,000 and that it be included as a part of the state budget and not funded from the contingency fund.
  L. NDCEL supports state funded ITD delivery (T1) and any upgrades needed to make schools and school districts capable of delivering greater band width within and among schools and state agencies.
2.  REFORM
  A. The NDCEL supports a system of school accreditation that includes the development of areas of learning, educational standards, environmental and facilities standards, local implementation plans, and holds schools accountable for performance.  These accreditation standards should be related to a district’s mission, goals, and objectives. 
  B. The NDCEL supports state-federal-mandated assessments, however, these tests must:
    (1) Allow results from multiple assessments and opportunities to retake assessments to be used in gauging school success.
    (2) Allow ELL students to develop language proficiency as determined by a language proficiency assessment before using their scores in determining AYP.
    (3) Employ a “growth” model to determine student progress/ achievement from year to year (longitudinally) to allow the tracking of students and student sub-groups over time. 
    (4) Not be administered to 12th grade students, and consideration should be made to electronic assessments such as the NWEA MAP.
    (5) Be useful to educators concerned about improving the instruction of children and allow educational agencies direct input into this process with a turn around time of four to six weeks. 
    (6) The cost of the mandated testing should be fully funded by the state and federal agencies. 
    (7) Not support any state mandated assessment above and beyond federal requirements. 
  C. The NDCEL supports quality schools, which are defined as locally driven with a plan for school improvement.  Locally derived performance and content standard should be a part of the curriculum, and they should be related to a district’s mission, goals, and objectives. Schools should: 
    (1) Provide educators who are role models who are trained and current in research and instructional methods.
    (2) Be supported financially and emotionally by a community interested in collaboration for children.
    (3) Be focused on teaching and learning.
  D. The NDCEL supports quality schools, which are defined as locally driven with a plan for school improvement. Locally derived performance and content standard should be a part of the curriculum, and they should be related to a district’s mission, goals, and objectives. Students should: 
    (1) Learn to be good citizens by understanding and practicing democracy.
    (2) Learn to respect and get along with others amid an atmosphere of learning and individual comfort.
    (3) Practice and understand health and safety.
    (4) Prepare for the world of work.
    (5) Seek to be good managers of time and resources.
    (6) Develop skills in reading, writing, speaking, listening, mathematics, and problem solving.
    (7) Learn to examine and use information.
    (8) Appreciate fine arts and beauty.
    (9) Respect and understand the world around them.
  E. The NDCEL supports quality schools, which are defined as an “educational experience” which attempts to provide activities designed to further the progress of the whole student in relation to his/her needs, abilities, interests, and achievement.  The high school education offering should include:
    (1) 4 Credits of Language Arts (English);
    (2) 4 Credits of Social Studies;
    (3) 4 Credits of Mathematics;
    (4) 4 Credits of Lab Science;
    (5) 1/2 Credit of Physical Education;
    (6) 1/2 Credit of Health
    (7) 6 years (courses) of Electives to include courses in technology, the arts, foreign languages, career and technical education, and other enrichments according to the interests of the student.
    (8) And does not include any tiered diploma system.
  F. The NDCEL supports a rigorous and adequately funded curriculum which ensures North Dakota students are educated in an innovative, relevant, integrated and challenging system which provides world-class quality to prepare them as good citizens and take full advantage of employment opportunities.
  G. The NDCEL supports quality schools, which are defined as performance and content standards in North Dakota:
    (1) A school should be linked to a School Improvement Planning process via CASI-NCA or the Department of Public Instruction
    (2) Performance and Content Standards should serve as guides within the improvement process.  Local schools shall retain the right to select and approve local curriculum.
    (3) Locally selected curriculum should be adopted based on a district’s mission, goals, and objectives.
    (4) There shall be high standards for all students, which are aligned to curriculum and instruction and in conjunction with assessments to measure and recognize academic progress.
  H. The NDCEL strongly opposes using economic sanctions, rewards, student transfers, vouchers, and ranking of schools based on performance to “punish” schools to become excellent. 
  I. The NDCEL strongly opposes any legislative mandates regarding how schools should achieve outcomes.  The “how to” is best left to the professionals in the school system. 
  J. The NDCEL opposes home education or private schools that are not accredited by NDDPI and are not taught by licensed teachers.
3. ADMINISTRATIVE CREDENTIALS
  A. The NDCEL believes that an adequate number of well-trained, credentialed school administrators are necessary in each local school district to provide the leadership required to produce quality education. The NDCEL supports the current rules for administrative credentials and supports basing credential decisions on agreed-upon outcomes and not just inputs.
  B. The NDCEL supports the creation of an “Administrative Standards and Practices Board” for the purpose of setting and reviewing standards for training and credentialing of school administrators if attempts are made to change the current rules or move the process to the ESPB.
4. RETIREMENT
  A. The NDCEL supports the use of any “margin” in the TFFR funds to be used to increase benefits for members through the formula.  The NDCEL supports a pre-funded health insurance program using state funds and not the margin of the Fund.
  B. The NDCEL supports any effort to allow more portability in pension plans.
  C. The NDCEL supports the current defined benefit plan used by TFFR as opposed to any defined contribution plan.
  D. The NDCEL supports allowing retired members of TFFR to return to work at full salary with full benefits as long as contributions are paid to TFFR.
  E. The NDCEL supports the development of a COLA provision in TFFR benefits.
  F. The NDCEL supports insuring TFFR’s funding level and overall financial health without impairing legally protected contractual obligations by allowing school districts, for purposes of determining minimum salary, to include the employee’s half of TFFR in the determination of minimum salary for school districts paying both sides of TFFR.
5. PROFESSIONAL DEVELOPMENT
  A. The NDCEL supports increased funding for ND LEAD and Teacher Centers so that appropriate professional development activities can be provided to administrators and teachers including but not limited to the following areas.
    (1) Instructional Leadership
    (2) Data Driven Decision Making
    (3) School Safety
    (4) Performance Evaluation
    (5) Leadership to Increase Student Achievement
6. SCHOOL CALENDAR/YEAR/DAY:
  A. The NDCEL supports local school boards maintaining the authority to establish the school calendar, school year, and school day and an increase in the state appropriation for foundation aid that will allow funding of at least 70% to provide for a minimum school term of 185 days.  The school calendar must include a minimum of 175 days for instruction, 3 days for holidays, 2 days for parent-teacher conferences, and 5 days for professional development activities. If there is a mandated after Labor Day school start the requirement must also be imposed on all educational institutions including higher ed.
  B. The NDCEL believes that the minimum school day should be 6 clock hours for high school students and 6 hours for elementary students.
  C. The supports the banking of hours for staff development days reported to DPI as a part of the calendar report rather than requested from DPI.
  D. The NDCEL supports having extended, compensated days for staff development which are a part of the school calendar.
  E. The NDCEL supports early dismissals for professional development activities and that an additional student contact day be added to the school calendar to compensate for the contact time lost due to an early dismissal.
7. OTHER
  A. The NDCEL supports the use of tobacco funds or state general funds to fund school nurse programs.
  B. The NDCEL supports state funding of pre-school education for 3-5 year old children.
  C. The NDCEL supports legislation which places an ending date to teacher negotiations prior to June 1 or impasse shall be declared.
  D. The NDCEL supports the use of lottery funds for providing for K-12 professional development.
  E. The NDCEL supports funding of elementary summer school and elementary core subject classes at 20 hour increments up to a total of 60 hours and adding science and social studies to the list of core courses.
  F. The NDCEL supports appropriating at least $5,000,000 for district deferred maintenance and physical plant improvement.
  G. The NDCEL supports expanding and funding an alternative school or alternative school day treatment programs at the elementary, middle, and high school level.
  H. The NDCEL supports the current rules for administrative credentials provided it allows state programs in educational leadership to allow required course preparations which are K-12 in content (curriculum, school administration, etc.) and can be taught in any sequence order as long it is an approved program of study. The NDCEL also supports basing credential decisions on agreed-upon outcomes and not just inputs.
  I. The NDCEL supports legislation that requires students to remain in school until they acquire proficiencies required for graduation or until they reach an age of 18 provided that adequate funding is available for enforcement and the provision of adequate educational opportunities for non-matriculating students.
  J. The NDCEL supports legislation that would fund PowerSchool as the student data base and eliminates the current STARS reporting process and interfaces TIE NET (the State IEP Reporting System) with PowerSchool.
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