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2006-2007 NDCEL
Final Positions and Belief Statements |
| 1. |
FINANCE |
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A.
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The NDCEL strongly opposes any legislation that creates new mandates
without full funding. |
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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 of the FTE Teacher Compensation Program that
was started by the Legislature in 2001
as long as the
current funding formula remains in place.
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. |
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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 next three 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: |
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(1) |
Annually provide for 70 percent funding of the cost of education as
defined by current law. |
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(2) |
Remove tax levy caps and other
restrictions on school district levies. |
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(3) |
Increase the per pupil payment to at least $3,200 the first year and
at least $3,500 the second year with a statutory change for
inflation that will begin to provide for 70 percent funding of the
cost of education as defined by current law, with the additional
funding to be paid by income and sales tax increases. |
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(4) |
Increase the State’s share of special education funding from the
current level of 22.4% to the national average of 45%. |
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(5) |
Make the funding of high cost special education students more
predictable by changing the current high cost risk pool for special
education to an overall education high-cost risk pool. |
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(6) |
Support state
reimbursement for excess costs over 1.0 for the purposes of student
placements. |
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D.
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The NDCEL supports funding
a transportation
funding system relating to actual operational costs, ridership and
mileage driven with a commitment to increased efficiency. |
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E.
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The NDCEL strongly opposes public funding of private, parochial, or
home schools through such mechanisms as vouchers, tax credits,
tax-free savings accounts, etc. |
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F. |
Taxation: |
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(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. |
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(2) |
The NDCEL
supports property tax relief legislation that provides direct to the
taxpayer relief by the year 2013, assumes 70 percent funding of the
cost of education, and is based on an adequacy model. |
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(3) |
The NDCEL supports a simple majority vote to pass mill levy
increases and bond issues. |
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(4) |
The NDCEL supports allowing school boards to establish levies of up
to 10 mills for technology by a simple majority vote of the Board. |
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(5) |
The NDCEL supports a 20 mill-building fund established by a simple
majority vote of the school board. |
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(6) |
The NDCEL supports placing 90 percent of the Tobacco Settlement
money into the Common Schools Trust Fund and 10 percent to the
Health Department. |
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(7) |
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. |
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(8) |
The NDCEL supports allowing school boards to vote on all city and
county tax abatements. |
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G. |
The NDCEL supports continued state funding for the ETC and the
statewide network. |
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H. |
The NDCEL supports legislation for incentives such as “signing
bonuses,” “housing,” and paying off the salary schedule to attract
and retain certified personnel. |
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I. |
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. |
| 2. |
REFORM |
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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. |
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B. |
The NDCEL supports state-federal-mandated assessments, however,
these tests must: |
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(1) |
Allow
results from multiple assessments and opportunities to retake
assessments to be used in gauging school success. |
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(2) |
Allow ELL
students to develop language proficiency before using their scores
in determining AYP. |
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(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. |
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Further, these
assessments must be useful to educators
concerned about improving the instruction of children and allow
educational agencies direct input into this process. |
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In
addition, the cost of the mandated testing should be fully funded by
the state and federal agencies. |
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C.
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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: |
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(1) |
Provide
educators who are role models who are trained and current in
research and instructional methods. |
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(2) |
Be
supported financially and emotionally by a community interested in
collaboration for children. |
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(3) |
Be focused
on teaching and learning. |
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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: |
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(1) |
Learn to be
good citizens by understanding and practicing democracy. |
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(2) |
Learn to
respect and get along with others amid an atmosphere of learning and
individual comfort. |
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(3) |
Practice
and understand health and safety. |
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(4) |
Prepare for
the world of work. |
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(5) |
Seek to be
good managers of time and resources. |
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(6) |
Develop
skills in reading, writing, speaking, listening, mathematics, and
problem solving. |
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(7) |
Learn to
examine and use information. |
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(8) |
Appreciate
culture and beauty. |
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(9) |
Respect and
understand the world around them. |
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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: |
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(1) |
4 Credits
of Language Arts (English); |
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(2) |
4 Credits
of Social Studies; |
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(3) |
4 Credits
of Mathematics; |
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(4) |
4 Credits
of Lab Science; |
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(5) |
1/2 Credit of
Physical Education; |
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(6) |
1/2 Credit of
Health |
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(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. |
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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. |
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G. |
The NDCEL supports quality schools, which are defined as performance
and content standards in North Dakota: |
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(1) |
A
school should be linked to a School Improvement Planning process via
NCA or the Department of Public Instruction. |
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(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. |
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(3) |
Locally selected curriculum should be adopted based on a district’s
mission, goals, and objectives. |
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(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. |
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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. |
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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. |
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J. |
The NDCEL opposes home education or private schools that are not
accredited by NDDPI and are not taught by licensed teachers. |
| 3.
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ADMINISTRATIVE CREDENTIALS |
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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. |
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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 |
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A.
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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. |
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B.
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The NDCEL supports any effort to allow
more portability in pension plans. |
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C.
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The NDCEL supports the current defined
benefit plan used by TFFR as opposed to any defined contribution
plan. |
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D.
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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. |
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E.
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The NDCEL supports the development of a
COLA provision in TFFR benefits. |
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F. |
The NDCEL supports insuring TFFR’s funding level and overall
financial health without impairing legally protected contractual
obligations by: |
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(1) |
Increasing the employer contribution from 7.75% to 8.75%. |
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(2) |
Creating a new tier of reduced member benefits for new TFFR members
as of July 1, 2007 which would include: |
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(a) Rule of 90 |
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(b) Five-year vesting |
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(c) Final salary based on a five year average |
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(3) |
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.
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PROFESSIONAL DEVELOPMENT |
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A.
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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. |
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(1)
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Instructional Leadership |
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(2)
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Data Driven Decision Making |
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(3)
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School Safety |
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(4)
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Performance Evaluation |
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(5)
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Leadership to Increase Student Achievement |
| 6.
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SCHOOL CALENDAR/YEAR/DAY: |
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A.
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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. |
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B.
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The NDCEL believes that the minimum school day should be 6 clock
hours for high school students and 6 hours for elementary students. |
| 7.
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OTHER |
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A.
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The NDCEL supports the use of tobacco funds or state general funds
to fund school nurse programs. |
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B.
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The NDCEL believes that full day-every day kindergarten programs
that are developmentally appropriate have academic and behavioral
benefits for young children. Full day programs provide: |
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(1) |
Large
blocks of time to carryout in-depth explorations; |
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(2) |
Time for a
rigorous and nurturing instructional program with assessment and
feedback; |
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(3) |
Flexibility
and more time for one-to-one instruction; and, |
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(4) |
Time for
the kindergarten staff to develop a stronger home/school partnership
that is supportive of the families’ and school’s needs.
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Therefore, the NDCEL supports the implementation of full day-every
day kindergarten programs for North Dakota schools, fully funding a
full day kindergarten at a 1.0 weighted factor. No full time
student would have a weighted factor less than 1.0 and
implementation of full time kindergarten programs would be a local
school board decision. Funding of full-time kindergarten programs
would not be from the $60 million currently being committed to
equity and adequacy as defined by the Governor’s Commission on
Education Improvement. |
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C.
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The NDCEL believes that principals
should be compensated at the same daily rate of pay, with
considerations made for education, responsibilities, and experience. |
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D.
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The NDCEL
supports state funding of pre-school education for 3-5 year old
children. |
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E.
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The NDCEL supports legislation which places an ending date to
teacher negotiations prior to June 1 or impasse shall be declared. |
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F.
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The NDCEL supports the use of lottery funds for providing for K-12
professional development. |
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G.
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The NDCEL supports the banking of hours for staff development to be
stated as 16 hours instead of two days and allows the 16 hours to be
broken into 2 hour blocks. |
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H.
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The NDCEL supports legislation that will allow all school districts
in North Dakota an equal opportunity to participate with
after-school programming. |
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I.
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The NDCEL supports funding of elementary summer school and
elementary core subject classes at 20 hour increments up to a total
of 60 hours. |
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J.
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The NDCEL supports individual student accountability on state
proficiency standards and assessments in reading and math if
additional support is provided and funded for those students not
meeting proficiency. |