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The Teaching Firm

The Teaching Firm
By: Nancy Jester

Much of the “education reform” talk we hear today gets discussed with the tacit assumption of pitting one group against another. The framework often boils down to parents wanting a better education for their children versus teachers who baulk at increased accountability measures that judge the quality of their teaching and represent a threat to their job security and growth. I reject this paradigm.

The architects and beneficiaries of this faux war are the educational bureaucrats. We now have more administrator than teachers in 21 states, including Georgia. Discussions about accountability are really discussions about creating more jobs for them. Anytime you add another bureaucrat, the classroom teacher is burdened. The growth of these bureaucrats has degraded the teaching profession and created the hostile climate we witness today. Bureaucrats sell parents on “accountability” by making them believe some new program, test, measurement or evaluation system will magically turn their child’s classroom experience into a, heretofore unseen, utopia; opening up educational opportunities previously unattainable. We are just one magic idea away from curing what ails education today. I’m sure some bureaucrats even believe this. Sadly, they burden the teacher, charge the taxpayer and generate false hope in parents, all while collecting six-figure salaries, stretching their bureaucratic tentacles and creating growth in government sector jobs. Well played.

I’m not a Pollyanna. Not all teachers are equal. Some are more effective than others. Some teachers are better-suited for the reserved child; while others do better with gregarious, talkative children. I’m keenly aware some people have made it into the classroom that have no business being there. But I’m also aware that somewhere, a bureaucrat hired them and has allowed them to stay. I also know not every parent is an asset to their child’s teacher. Some parents are incredulous when their child doesn’t get a good grade. There are helicopter parents. There are parents that never show-up at all. And there’s no bureaucracy to evaluate and fix those parenting foibles for teachers.

Parents and teachers should unite behind the idea that they aren’t on opposite sides. Parents, children and teachers are pawns on the chessboard of educational bureaucrats. What’s the alternative? Well, lawyers work at law firms, CPAs work at accounting firms and they manage themselves. Teachers should work at teaching firms and be expected to do the same.

When a lawyer or a CPA begins their work, they practice their profession and do so throughout their career. Yes, they may take an off-ramp, but many work in professional firms from the beginning to the end of their careers. They develop their reputations and their specialized skill set. They may become a partner within their firm. Their firm may also specialize in a particular market segment.

I believe we need to see schools as teaching firms. Just as other professionals manage their “firms”, so should teachers. The Principal should be the managing partner of the firm. Generally the managing partner is someone who has been successful at their career and is seen as an asset to the partners, associates and clients of the firm. The partners of the teaching firm would work with the principal in managing budgets, hiring and planning. Each teaching firm would receive its per pupil funds and the partners could determine their own pay structure and deployment of resources. Of course, they would be responsible for complying with all legal requirements. You could allow schools to specialize in areas. Teachers could recognize their talents with different types of learners and specialize within the firm. Right now, we have no organized way to maximize the talents of our teachers. We expect them to be all things to all people. That’s an unrealistic approach.

The parent compliment to the idea of the teaching firm would be the freedom to choose the teaching firm that works best for them. If parents are allowed to find the best fit for their child, teachers and their firms are freed up to embrace the professional specialization and techniques in which they excel.

The bureaucrats are able to keep control and grow their budgets by creating fear, mistrust and false hope. When teachers and parents realize they are both prisoners in the same bureaucratic gulag, then we’ll have a true reformation. The keys to unlocking the prison gates are Teaching Firms and School Choice.

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Board Meeting – 03/21/2013 – With Live Interactive Comments

Live blog and polls below.
Commentary on board discussion on DSW

DeKalb County School District
Business Meeting 3/20/2013 @ 6:00 PM
Meeting Agenda

1. Approval of Minutes

2. Approval of Financial Monthly Report
Report passes 9-0

3. Approval of Human Resources Monthly Board Report
Report passed with no discussions and no questions. 9-0

4. SPLOST IV Acquisition of Support Service Vehicles
Report passes 9-0

Should we spend $1.7 million SPLOST dollars to buy new vehicles?

 ( 6% )


 ( 94% )

5. Approval of Resolution to Phase Out Twelve Instructional Facilities
Report passes 9-0

6. Approval of Plan to Officer Two Surplus Properties for Lease or Sale
Report passes 9-0

7. Approval to Declare 10 Properties as Surplus
Report passes 9-0

Should DCSD sell off unused properties?

 ( 89% )


 ( 11% )

8. Dunwoody High School Parking Lot Repair and Repaving Contract Award Approval
Report passes 9-0

9. District Wide Moving Services RFP# 752-13001 Approval
Report passes 9-0

10. System-Wide Imaging Solution Contract Extension Approval
Report passes 9-0

11. Approval of Portable Classroom Lease Extension and Purchase – Williams Scotsman
Report passes 8-1 with Mayfield voting ‘No’

12. Modular Classroom – ModSpace Lease Extension Approval
Report passes 9-0

13. Termination of the DeKalb County School District’s status as a plaintiff in The DeKalb County School District vs. The Georgia State Board of Education

Termination of the DeKalb County School District’s status as a plaintiff in The DeKalb County School District, et al. vs. The Georgia State Board of Education,


 ( 95% )


 ( 5% )

What is our top priority?
Getting off probation

 ( 0% )

Finding a new Superintendent

 ( 12% )

Teachers – Furloughs and class sizes

 ( 71% )

Students – Address student achievement

 ( 18% )

Should one of the first orders of business be to find a permanent Superintendent.

 ( 69% )


 ( 31% )

Should we spend $1.7 million SPLOST dollars to buy new vehicles?

 ( 6% )


 ( 94% )

Should DCSD sell off unused properties?

 ( 89% )


 ( 11% )

Termination of the DeKalb County School District’s status as a plaintiff in The DeKalb County School District, et al. vs. The Georgia State Board of Education,


 ( 95% )


 ( 5% )

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Thank You

I am writing today to express my gratitude and sincere thanks for the opportunity to serve you during the last two years. Please know how much I appreciate your supportive words, calls and prayers. I am proud of the work I did to expose the deceptive budgeting practices and bring a parent’s perspective to the board.

In the upcoming weeks, I’ll be blogging about various educational issues, legislation and events of importance to DeKalb and our state. We have so much work to do together. As always, I remain steadfastly committed to being an advocate for children and taxpayers.

I look forward to seeing new faces on the DeKalb Board. I hope the new board and administrative team will reflect on what I said at our February board meeting about reforming our district. My remarks are available on my blog. http://whatsupwiththat.nancyjester.com/2013/02/12/308/

For clarity, I wanted to resign from the board in advance of the hearing in February, but refrained from doing so because of the pending court case. If the ruling had gone the other way, the remaining board members would have remained on the board and they would select my successor. I wanted to prevent that. I am more comfortable with the Governor and his team selecting my replacement. Additionally, it is a matter of public record that I voted “no” on February 1st, to the hiring of the attorney to pursue the board’s legal challenges in the first place. I did not support in any way, the filing of legal action and I expressed my opposition in board meetings. Because the court has vacated their previous stay, the board members subject to the Governor’s executive order are now, no longer on the board. Once the Governor appoints new members, the board will have a quorum and be able to meet. At that point, the board will be able to make decisions regarding the use of district resources.

I hope that the next chapter for DeKalb schools brings about a reformation that begins to fulfill our obligation to our children. I hope this next chapter offers the taxpayers a product worthy of their investment. Thank you again for allowing me to serve you. I look forward to working with you to promote ideas and strategies that will empower parents and teachers and improve the educational lives of children.

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SPLOST Oversight Committee

Regular Meeting Schedule
November 15, 2012 – November 14, 2014 Term

Meeting at Sam Moss Service Center*, 6:00 PM -7:30 PM on: Committee chair provides agenda to staff by noon on: Staff posts agenda on website and emails minutes to Committee by noon on:
Thursday, November 15, 2012** Not applicable Not applicable
Thursday, December 13, 2012 Not applicable Not applicable
Thursday, January 17,2013 Thursday, January 10, 2013 Monday, January 14, 2013
Thursday, March 14, 2013 Thursday, March 7, 2013 Monday, March 11, 2013
Thursday, May 9,2013 Thursday, May 2, 2013 Monday, May 6, 2013
Thursday, July 18, 2013 Thursday, July 11, 2013 Monday, July 15, 2013
Thursday, September 12, 2013 Thursday, September 5,2013 Monday, September 9,2013
Thursday, November 14, 2013 Thursday, November 7,2013 Monday, November 11,2013
Thursday, January 16, 2014 Thursday, January 9, 2014 Monday, January 13, 2014
Thursday, March 13, 2014 Thursday, March 6, 2014 Monday, March 10, 2014
Thursday, May 8, 2014 Thursday, May 1, 2014 Monday, May 5, 2014
Thursday, July 17,2014 Thursday, July 10, 2014 Monday, July 14, 2014
Thursday, September 11, 2014 Thursday, September 4, 2014 Monday, September 8, 2014
Thursday, November 13, 2014*** Thursday, November 6, 2014 Monday, November 10, 2014

* Sam Moss Service Center is located at 1780 Montreal Road, Tucker, Georgia 30084.
** November 15, 2012 meeting was held from 5:30 PM until 7:00 PM at Ale.
*** Transition meeting consisting of currently-appointed and newly-appointed committee members.

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Opening Statements to the Interim Superintendent

Every month a Board member is asked to deliver inspirational remarks to start the meeting.  Here are mine from last night.

I want to welcome Mr. Thurmond to his first board meeting as our interim superintendent.  You have come to us in tumultuous times.  On behalf of all the children and taxpayers in DeKalb, I wish you much success.

I shared with the State Board of Education, on my blog, and now I share with you –  We have three deficits:
1.  Academic achievement
2.  Credibility
3.  Financial

Please seriously examine and address these deficits.  Focus on returning competence and skills as the only credentials for hiring.  Please make every decision in the best interest of kids and taxpayers.  This sounds simple.  But it often gets confused when the board talks about “things”.  Remember, every dollar spent on something beyond the classroom teacher and other staff directly engaged with children in a classroom, is a dollar not invested in education.  Things don’t teach children.  Programs don’t teach children.  Scripts do not teach children.  Good teachers teach children.  This is especially important for our most impoverished communities.  Nothing can replace the gentle hand of a teacher reading and rereading a passage in a book and encouraging a child to think beyond herself, beyond today and imagine the possibilities of a full future.

Please communicate with the public.  Please don’t let that be one-sided.

Please watch the budget like a hawk.  I will.

Meet every principal and empower them.  Tell them to tell you when they face a bureaucratic obstacle.  Then, remove it for them.  Principals are your CEOs; your field generals.

Empower each school community.  Return discernment to our system.  Don’t let heavy-handed, onerous, administrative regulations put up a wall between the school and the community of parents.  Give principals, indeed every employee, the power to do what is in the best interests of children on the spot.  Support them.


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Moving Forward – Dr Atkinson’s Separation and the Interim Superintendent

I want to be on record as opposing both action items on today’s DeKalb BOE agenda. My observation is that the board, as a whole, does not fully appreciate the reality of our current circumstances. As I told the state board, we have three deficits: academic achievement, credibility and financial. With the actions today, I see no evidence that the board will improve on any of these deficits.

While I am prohibited from speaking about the separation agreement, I can state that I am philosophically opposed to the level of compensation and perks that superintendents routinely receive not only in our metro area but across the nation. The golden parachutes that are also typically given at their exit are equally problematic. Given the state of affairs in DeKalb, I do not believe there is any credible rationale for paying severance to anyone.

Regarding the new interim superintendent, I believe it was a mistake not to engage the State Board of Education, the State Department of Education, the Governor’s Office and AdvancED in the selection process of an interim leader. I believe these actions represent insular thinking which will further erode the relationships between DeKalb, these entities and the public.

On a broader note, I have been disappointed with the institutional limitations that have failed to arrest the declination of DeKalb’s school system. The state’s third largest system has been on a precarious path for many years. All along the way, the institutions of our state should have recognized the unsustainable and reckless path that was before us and engaged in increased and more effective oversight of this district. I’ve blogged before about our state’s need to move to an accreditation model based on student achievement results and financial management as is done in many states. Had such a system been in place a decade ago, DeKalb would not find itself in this situation. I will continue to advocate for our state to restructure our state department of education to produce this type of accreditation model. We cannot allow our state to continue investing in failure with no mechanism to identify and solve the persistent and developing problems with education in Georgia. The same state framework that led to our state and DeKalb’s problems is not capable of correcting them.

There are other steps that can help mitigate the footprint of district failure and incentivize DeKalb and other districts to improve their trajectory. Here are my top recommendations for immediate consideration to the state department of education and to our legislators.

  1. Eliminate compensation to board members in districts that have deficits on their year-end financial statement.
  2. Eliminate compensation to board members if their districts have achievement levels below state averages.
  3. Eliminate compensation to board members if their district must request class size waivers.
  4. Revoke the license of any superintendent that has 2 years of declination in student achievement results in their district.
  5. Allow portability of per pupil state funding for students who are in districts that have seen declining achievement levels, are operating in deficit or have increased class sizes beyond the state standards. The portability of these funds should allow the students to attend public school in any other district or an independent charter school, should they so choose.
  6. Should a district be put on probation or lose accreditation, mandate that the district must allow parents and teachers to enter into a contract to self-manage their school or chose an independent management company to provide services to their school. These schools must have full control over their per pupil funds.
  7. Should a district be put on probation or lose accreditation, mandate that any community organization that wishes to pursue and fund alternate accreditation through another statutorily approved accreditor (such as the Georgia Accreditation Commission), may do so for any school with the full cooperation of the school district.


I hope that you will join me in advocating for these immediate measures to be put in place. If you agree with them, please tell your legislators, the state board and the Governor.

I also encourage parents to support the Parent Trigger bill (HB123) that made it out of subcommittee yesterday and will soon be before the full House Education Committee. Tell your legislators to vote for it.

I think that DeKalb is a cautionary tale for our state. Other communities are also experiencing changes that may lead them to face challenges and conflicts similar to DeKalb. If we can implement a framework on the state level that prevents these challenges and conflicts from festering into system failure, other districts can avoid DeKalb’s predicament.

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A Hearing or Not a Hearing?

I’ve received many questions about the January 17, 2013 proceeding with the State Board of Education (SBOE).  As you know, the outcome was to postpone and then reconvene the hearing on February 21, 2013.  Most of the questions I’ve received assumed the proceeding on the 17th was a hearing.  I am of the opinion the proceeding did not meet the definition of a hearing in both construction and adherence to procedural requirements.  Why do I hold this opinion?

  1. The SBOE must conduct a hearing pursuant to O.C.G.A. § 20-2-73.
  2. The hearing must be conducted subject to SBOE Rule 160-5-1-.36.
  3. The “Notice and Order” sent by the SBOE required both parties (SBOE and DBOE) to file witness and document lists by 1/11/13.  It is my understanding that it was acknowledged that neither party had adequate time to prepare complete lists as necessary to conduct a formal hearing.  Furthermore, former board members who had received the Notice were instructed that their presence would not be required on the 17th.
  4. If a formal hearing was anticipated, given that the 3 former board members would have pertinent testimony, they would not have been released from attending the proceeding.
  5. Furthermore, there are many documents to admit into evidence and witnesses to testify to various matters discussed in the AdvancED/SACS Special Review Report on behalf of both parties.  Neither party had produced a comprehensive list of witnesses or documents.  Certainly, staff members from DCSD and AdvancED would need to be present, along with documents, to discuss the issues in the report.  Staff members and documents were conspicuously absent.
  6. The statute provides that the hearing must be held no later than 30 days after receipt of the report from AdvancED.  Given the prerequisites for a hearing were not met, why wasn’t the proceeding officially begun and immediately set to reconvene at the next available date?  Knowing in advance that the requirements to hold the hearing were not met, why was the public not informed that the hearing would be adjourned to reconvene in February?


I know many of you took time away from family responsibilities and work to attend the proceeding.  Many of you obtained childcare so you could be present.  As no action could be taken on the 17th given the procedural constraints, I wish the SBOE had notified you in advance that the proceeding could only culminate in a hearing at a later date.

It was interesting to note several SBOE members testified that the DeKalb BOE should be more “aggressive” in getting information from the DCSD administration about various issues, including financial data.  This seems at odds with statements in the AdvancED/SACS report.  I’m in agreement with the SBOE.  Board members must have a full and unobstructed view of the facts.  Well paid administrators shouldn’t be prickly or sensitive about questions from the board.  If board members had been more aggressive over the past decade, we wouldn’t have found ourselves in this mess.  Sometimes the “governance team” paradigm that is held up as a model of unity makes me wonder what “team” everyone is playing for.  What if the “governance team” sells mediocrity as success and avoidable financial disasters as simple errors?  Today’s citizens are savvy enough to see through that type of spin and rightly demand much more.  Food for thought.

School Choice Week – Empowering Parents in DeKalb

This week is National School Choice Week.  School Choice is about parent empowerment.  If we return the power to parents to govern schools alongside principals and teachers, the cause of education will be well-served.  It also turns schools into innovation laboratories.  It dislodges the bureaucratic hold on budgets and policy.  It allows teachers to teach unencumbered by one-size-fits-all programs, paperwork and creativity-killing dictates.  It allows principals to develop policies that are right for their school.  It minimizes the footprint and potential entanglements of district-wide financial problems.  I’m an advocate for implementing this type of real local control in DeKalb.  It would be a reforming and sustainable model for successful outcomes for kids.   This model is called the Portfolio Strategy.  It empowers parents and gives them choices.

If you support empowering parents, communities and teachers, please join me at the School Choice Rally at the Capitol on Thursday at 10am.  For more details, go to this website:  http://www.schoolchoicerally.com/ .  You can also show your support for reforming our district by reading my Declaration of Parent Empowerment and sharing it with other parents and leaders.

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Change The Game

If you’ve read my series of blogs beginning on December 26th, “My Thoughts On The AdvancED SACS Report“, you’ve heard me lament the fact accreditation isn’t based on results for children.  Its focus is on “process”, pronouns and sweeping in late into the game after financial incompetence was already discussed and publicly stated by me for almost two years.  Apparently, regular accreditation reviews just didn’t catch what this mom with a calculator quickly realized was a deceptive budgeting practice.   My advice to the accreditors – (1) rethink the financial “standards and indicators” you review and (2) send in financial professionals, not just educrats, to look at the books.

My blog posts covered the tortured logic of “The Circle of Trust”.  It showed no matter the mistakes or misinformation of the educrats in writing, reviewing and implementing policy, it is always the board’s fault.  If I ask too many questions, it’s pestering, suspicious or distrustful.   If I am misled by staff, that’s on me too.  Rigid policy is extremely important in accreditation and, as it turns out, in insulating bureaucracies from real accountability and responsiveness.  It has the added bureaucratic benefit of sanitizing the bad decisions made every day.  Remember, “it’s policy”.  Unfortunately, policy is no replacement for human discernment in the life of a child or a community.  We have been victims of policy.

I understand your frustration with the board.  As the most consistent “no” vote, I experience this frustration more than most.  For what it’s worth, if the board cannot agree to a drastically new approach to the delivery of education and governance of our district, the board should be removed.  I believe all the members of the board and most of the DCSD administration want better results for children.  But, they want other things more.  Board members and administrators can be removed and the game remains.  Rearranging or replacing the chess pieces won’t result in improved outcomes.   The game itself is rigged.

The only way to truly affect change is to change the game.

My fellow citizens, along with the challenges presented by probation, comes opportunity.  We can either leverage that opportunity to fundamentally change and reinvent education in DeKalb or things will remain the same.  The board or administration can be removed but the deep systemic problems will continue, and possibly worsen in the short term, despite the false hope this action might give.  The persistent and intractable problems that have plagued DeKalb for more than a decade will erupt again.  Look at the outcomes where accreditation and various state actions have temporarily given relief and hope; only to see the systems plunge right back into the same quicksand.  But there is a way out.

Here are my solutions:

  1. Consent Decree – The current or newly appointed DeKalb Board must enter into a consent decree with the State that contains provisions for addressing the “required actions” in the AdvancED report. This decree must do more than offer a weak promise to implement yet another plan and another round of stakeholder engagement meetings.  It must demand that DeKalb reinvent the way public education is delivered and governed.  The consent decree must demand that we push governance and autonomy to each individual school or cluster of schools.  This approach is called The Portfolio Strategy.  Using the Portfolio Strategy approach:
    •    The district can meet the required actions listed in the AdvancED report and ensure that the district retains accreditation;
    •    Design a new governance system that minimizes the risk and footprint of financial malfeasance;
    •    Eliminates the governance, policy and advocacy conflicts that entangle all layers of the district and;
    •    Provides a robust and authentic community engagement process that yields results to meet the unique demands of a diverse set of communities.
  2. Georgia needs to adopt a model for accrediting schools and/or districts based on the merits of their work.  Accreditation should not be linked to anything but results for children and prudent financial management for the taxpayers.  The state of Texas does this and we can too.  Check out the value the Texas Education Agency adds to their systems.  The state continually monitors and works with their systems and does not cede their oversight role.  It is a transparent system based on student results and financial stability.  Read how Texas determines accreditation for schools and districts.  And, it has generated results.  Read the news on their graduation rates.

The Texas model has worked.
•    Number 1 with Asian students with a graduation rate of 95 percent. (Georgia 79%)
•    Number 1 for white students with a graduation rate of 92 percent. (Georgia 76%)
•    Tied for 1 with a graduation rate of 81 percent for African-American students. (Georgia 60%)
•    Has the 3rd highest graduation rate for all students with a rate of 86 percent. (Georgia 67%)
•    Number 2 for Hispanic students with a graduation rate of 82 percent, behind only Maine. (Georgia 58%)
•    Number 2 for children with disabilities who graduate at a rate of 77 percent. Only South Dakota had a higher rate.  (Georgia 30%)
•    Number 2 for economically-disadvantaged students who graduate at a rate of 84 percent, behind only South Dakota. (Georgia 59%)
•    Number 26 for limited English proficient students who have a graduation rate of 58 percent. Those who become proficient in English are removed from the limited English proficient category. (Georgia 32%)

The Portfolio District

According to the Center for Reinventing Public Education, “A growing number of urban districts including New York City, New Orleans, Chicago, Denver, Hartford, and Baltimore are pursuing the portfolio strategy. The portfolio strategy is a continuous improvement model for districts that aims to dramatically affect student outcomes at scale. The strategy, built around 7 key components, creates diverse options for families in disadvantaged neighborhoods by opening new high-performing, autonomous schools; giving all schools control of budgeting and hiring; and holding schools accountable to common performance standards.”  Most recently, the Cleveland Plan has been set in motion to reimagine and improve public education.  Click here to read about their plan.

The Portfolio District strategy acknowledges the realities and complexities of a large, diverse community.  The strategy allows the district to jettison the notions of “one size fits all” and “top down” implementation of policy, procedures, curriculum, hiring and more.  This model removes the intractable governance issues by changing the function of the district from a unit responsible for all policy, budgeting, curriculum, HR decisions, etc. to a purely supportive role.  Schools and communities around the district are given autonomy and then held accountable for their results.  The district would simply be a conduit for funding and could provide other services at the request of individual schools.  Innovative districts around the nation are using this strategy.  You can read more about it by visiting the website of The Center on Reinventing Public Education.

The Portfolio District strategy also establishes a partnership with the community, business leaders and foundations.  This public-private partnership helps guide the implementation of the strategy; ensuring that all communities receive the choices and support they need.  This partnership is critical to reestablishing credibility with the citizens and parents.  It will provide for authentic stakeholder engagement that will yield the results each community wants; rather than the false hope of surveys, task forces and commissions long ignored.

Parents, teachers, citizens, I hope that you will join with me in asserting your ownership of the school district.  For too long, the bureaucrats have controlled and affected your communities while your voice carried little authority to demand change.  The mantra of accountability sadly has held almost no one to account.  Don’t let this opportunity leave us with false hope.  Let’s leverage this situation to bring about meaningful reform in DeKalb and our state.

Please join me in asking The State Board of Education and Governor Deal to return power to the parents and the school communities.  If we don’t make this structural change now, I fear that we’ll limp along with ambiguous plans to “do better” or with a new board that either plays the same game or gets rolled by the educrats.  You deserve a seat at the table that determines how your school is run.  You know what is best for your child and you should have a governance system that allows you to use the tools, strategy, calendar, schedules, budgets and staffing models that work best for your specific community.

Please request that the State Board and Governor decree that DCSD must take immediate steps to begin converting our district into a Portfolio District.  Ask them to study the Texas model for accreditation.  If you agree with my approach, let them know.  Let’s use this opportunity to take back our schools, empower parents and give every child in DeKalb the education they deserve.  

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The Curious Case of Policy DJE

By Nancy (Drew) Jester – “Mom With A Calculator,” Board Member and Sleuth
(If you think it’s important to know how government spends your money, read this.)

The October 17, 2012 AdvancED/SACS Special Review Report states:

“Based upon the information collected and reviewed, the Special Review Team found sufficient evidence to support a finding that the actions and behaviors of the DeKalb County Board of Education are in violation of AdvancED Standards and policies and its [DCSD’s] own established policies.”

For the purposes of this blog posting , we’ll ignore the fact that the AdvancED Standards and policies are designed by educrats, in part, to protect and insulate educrats from the very community they serve: students, classroom teachers, parents, board members and the taxpayers who are footing the bills.  There is little in these policies that address effective education of students.  AdvancED/SACS and the Superintendent/administration/staff (SAS) give lip service to “stakeholder engagement,” which they usually promptly ignore, and they hide behind the mantra of “policy” when it is a convenient shield or callous substitute for human discernment.  All the while, the non-student-centered decisions are made because there’s a “procedure” or “policy” that cleverly protects any one educrat from having to shoulder responsibility.  It is insidious and it harms children and taxpayers.  But, I’ll talk more about this later.  Back to Policy; more specifically back to Policy DJE which said report discusses beginning on page 5.

I have spent some time reviewing Policy DJE and the portion of the AdvancED/SACS report referencing this policy.  Click here to review any of the various DeKalb County School District (DCSD) policies.

Whatever in the world is Policy DJE? 

Policy DJE covers the purchasing policy of DCSD.  The AdvancED/SACS report ostensibly addresses compliance issues with Policy DJE, Section V(c)(4).

The October 17, 2012 AdvancED/SACS Special Teams Report states:

Clearly, the Board is ignoring the difference between governing the system and managing the operations of the system.  Another example, involves an issue that has arisen in relation to Policy DJE – Purchasing, which specifies the following:  All purchases and contracts under $100,000.00 shall be reported to the Board monthly for information only, reflecting vendor, goods or services purchased, amount of purchase, and the name(s) of staff member(s) who signed the approval.”

“The board chair requested a report to document compliance with the policy.”

This is good, right?  The board chair is documenting compliance with a policy requested two years ago by AdvancED/SACS; one that allows the Superintendent/administration to spend money without Board approval up to $100,000.

The report continues:

 “In turn, the Superintendent has indicated that the system’s technology structure and software are not designed to provide the detailed report without extensively revamping the database. Reportedly, producing the report would require excessive staff time that would ultimately interfere with job performance in the delivery of services to staff and students.”

OK, so Boards of Education should follow policy.  In fact, this very policy was adopted in the wake of the AdvancED/SACS investigation from 2010 and amended later, at the Superintendent Atkinson’s request, to change the dollar limit from $50,000 to $100,000 thus giving the Superintendent and the administration even more latitude in spending money without board approval.  The only requirement of this policy was that the Superintendent/administration had to provide the board with a monthly list of the purchases made and the money spent under this policy.

How Are Policies Made in DCSD?
The Superintendent/Administration/Staff  (SAS) researches and brings policies to the board for board approval.  So, DCSD staff wrote Policy DJE.  Additionally, once a policy is first brought to the board it must sit for 30 days while all interested parties have the opportunity to vet it.  Early in 2012, the Superintendent/Administration/staff (SAS) first developed this policy and then had 30 days to communicate to the board that they would not be able to comply with it.

Apparently staff didn’t inform the board they couldn’t comply, even though staff wrote the policy.

Now, AdvancED/SACS has put DCSD on probation and is blaming the board, at least in part, because the board isn’t following policy.  The AdvancED/SACS report criticizes the board chair for requesting that DCSD Superintendent/administration/staff follow the policy that DCSD Superintendent/administration/ staff wrote.

The AdvancED/SACS report goes on to say:

“Meanwhile, the board chair unilaterally made an arbitrary decision, without further discussion and direction by the full Board, to set a new, lower floor for purchases for which the Superintendent needed to submit a report. It appeared that the Board and administration had reached a stalemate in resolving the issue, but rather than initiating the policy revision process to rectify the dispute, the board chair attempted to create a work around solution. This type of resolution without appropriate policy vetting, approval, and implementation leads to lack of clear requirements for the direction and oversight of fiscal management at all levels of the system.”

I reviewed the emails I received regarding the Curious Case of DJE.  Here’s what I found:

  • Our board chair did send emails requesting that the administration comply with this policy and was told that the existing financial software used by DCSD did not support generating this report. (Why we don’t have robust software is also another blog for another day.)
  • If the district were to comply, the board was told that 5-7 additional staff members would need to be hired at a total cost of approximately $490,000 to review the more than 28,000 transactions that might fall under this policy.
  • Nothing in the emails indicated the Chair made an “arbitrary decision” regarding complying with this policy.  So, I called the Board Chair to discuss what this statement in the AdvancED/SACS report meant.
  • The board chair asked the superintendent to make an effort to comply with the policy even if it meant, providing a report on a smaller subset of transactions (i.e., $75,000 – $100,000 or any other subset).


It appears that, after writing a policy it could not comply with and silently waiting out the 30-day comment period, the administration (superintendent) decided that this represented a “dysfunctional” board and submitted this incident to AdvancED/SACS as proof.

So, let me sum it up for you.  Staff writes policy and the board approves it after giving everyone a 30-day window to comment or bring up any potential conflicts with the policy.  Board Chair asks staff to comply.  Staff says they can’t because previous staff didn’t purchase the right software.  AdvancED cites the board for both following and not following policy.

I could close this blog right here but, as the late Paul Harvey used to say, here is “the rest of the story.  Page 2.”

Are you familiar with the www.open.georgia.gov website?

“Open Georgia is a gateway for obtaining information and key documents about how the State of Georgia spends tax dollars and other revenues to provide services to Georgians. The information maintained on this site comes from various state agencies and is updated annually.” 

DCSD is required to send data for this website to Georgia.  For example, you can look up salary information on any DCSD employee – or any other state employee.  There’s another handy feature.  You can look up information on all payments issued by DCSD on the open.georgia.gov website.  The website states,

In accordance with the Official Code of Georgia Annotated 50-6-32, we have provided a list of the names of each person, firm or corporation that has received payments from each department, commission, authority and agency of State government; ”

Pull up the “Fiscal Year 2012 Detailed Payments” report.  The report lists 7,547 payment entries.  The payments span $2.58 paid to AT&T Long Distance Service to $318,455,289.84 in aggregated teaching salaries.  So, apparently DCSD is keeping and producing information on payments that can be uploaded in a searchable database.  In fact, DCSD sends this data to the state on an annual basis.  This begs the following questions:

  • Policy DJE specifies a monthly report to the board for purchases of under $100,000.  According to what is sent to the state, DCSD is tracking most of the information needed to fulfill Policy DJE.  So why was the Board told it would cost near $500,000 to develop the information?
  • Why didn’t the superintendent simply offer to provide a list of transactions (including the amount and the vendor) pursuant to Policy DJE, with this caveat:   details on the specific materials or services purchased and the name of the authorizing staff member (two pieces of information required by Policy DJE), could be available on request as needed?
  • Why wasn’t the Superintendent cited in the AdvancED/SACS report as being obstructionist or, at least, obtuse?
  • Shouldn’t the Superintendent — CEO of the third largest school district in Georgia — have some affirmative responsibility to address the policy given that the Superintendent’s staff wrote the policy and then neglected to note any compliance issues?


Certainly we can expect better from our well-paid educrats.  But, perhaps, this issue was engineered to cast the Board Chair as difficult to work with and then served up to AdvancED/SACS for their report.  The reality is the facts don’t match the administration’s, and thus AdvancED’s, position.

To quote Paul Harvey, “And now you know the rest of the story.”

–Stay tuned for more myth busting, my take on School Council empowerment and the complete lack of human discernment in education today.  My final blog on this subject will contain my action recommendations.

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The Circle of Trust

Process Versus Results – Accreditation by SACS explored the relationship between AdvancED/SACS accreditation and academic results for children.  DeKalb County School District has been accredited for years — as have other Georgia districts and schools that fail children, as witnessed by the state’s low aggregate graduation rates (48th out of 50 states).  My Thoughts on the AdvancED SACS Report pointed out that SACS accreditation teams had been visiting the DeKalb County School District (DCSD) for years, examining DCSD on many “standards and indicators,” including the management of financial resources.  Yet, these teams of SACS accreditors failed to find the simple, yet deceptive, accounting practices that I uncovered shortly after coming onto the board.

Do you know what the teams of accreditors (all expenses charged to DCSD) missed in the AdvancED report?  They missed the “mother of all financial problems.”  They said nothing about the accounting methodology used by DCSD.  The third largest school system in the state (approximately the 24th largest in the nation), has been reporting to the board of education using a cash basis.

Why is this a big deal?  For starters, the cash basis will always overstate account balances because it doesn’t include liabilities already incurred but not yet paid out.  The board would then approve budgets for the next fiscal year without a true picture of where the last year ended.   But that’s just one reason the DCSD accounting methodology is a “big deal.”

I’m just a mom with a calculator, but even I know there are standards for accounting methodologies.  The Georgia Department of Education (GA DOE) says that districts should use an accrual or modified accrual method.  The GA DOE’s manual for financial reporting, Section 1, Chapter 7 states:  “LUAs are urged to follow GAAP during their daily accounting and financial reporting.”

•    LUA stands for “local unit of administration” – that’s accounting-speak for “school district.”
•    GAAP stands for “Generally Accepted Accounting Principles.”
•    Governmental Accounting Standards Board (GASB)

So, why would an accreditation agency that has best practices embedded in its “standards and indicators” ever accredit a district or school that used an accounting methodology that did not conform to the GAAP or requirements from their own state’s Department of Education?

Why would the GA DOE continue to allow a district to operate against GA DOE’s own financial manual; using a method that, in their words: “permits distortions in financial statement representations due to shifts in the timing of cash receipts and disbursements relative to underlying economic events near the end of a fiscal period?” (Section 1, Chapter 7, page 2.)

Doesn’t it seem odd to you that these issues were never brought to the attention of the board or the public by AdvancED/SACS?

Since at least half of the state budget is spent on education, shouldn’t Georgia have ensured that the third largest school district in the state was compliant with common accounting standards?  (I’ll blog later about what I learned during a meeting with state auditors.  Meanwhile, consider this:  in all my time being interviewed I never encountered a financial professional/expert; only educrats and one lawyer.)

I contrast the academic and financial failures that I have noted here with the issues that were highlighted in the AdvancED/SACS Special Review Report.  My personal favorite, I have labeled, “The Pronoun Police.”  On page 11, the report states:  “During interviews, board members used pronouns like “I,” “me,” and “mine.”

Were you aware that a school board member has their First Amendment rights curtailed and must refrain from using these pronouns?  Does that seem like a silly thing to note given the major financial and academic issues on which we should focus?  Yet, the report states, mildly, only that academic achievement has declined.  It does not speak to the administrations’ responsibility in said decline.  It doesn’t even address the competency issue at the heart of the academic failures we have witnessed.  But, it was apparently noteworthy to discuss the pronoun usage of board members.

The DeKalb school system has faced significant challenges over the last several years.  These challenges are what motivated me to run for the board.   I took office in January 2011 and was promptly fed a diet of misleading and false information throughout my tenure on the board.  I consistently pointed out the problems I saw.  Just to note a few:

  • 7.11.11 Board meeting @ 1:31:48 on the recording of the BOE meeting I note the variances in the budget concerning electricity and legal fees.  Mr. McChesney supports me.  
  • 10.03.11 BOE meeting @ 1:04 on the recording I ask about legal fees; @1:05, I note that I continue to “harp” on the electricity issue as we are more than $1 million over-budget; @1:06:11, I ask why we aren’t preparing better budget assumptions; @1:06:39 I am mislead about the reasons the overage has occurred.  
  • 1.19.12 BOE meeting @ 1:46 I bring up electricity again.  Mr. McChesney supports me.  Other BOE members try to prove me wrong, saying that the increase is due to rate increases.

As I highlighted in my December 26, 2012 blog, the AdvancED/SACS report states, “The board members’ questions to the staff displayed a suspicion and lack of trust for any information provided by the staff.”  But AdvancED/SACS fails to ask these critical questions:
•    “Why does the staff provide misleading, incomplete or false information to the board?”
•    “What if staff continues to provide misleading, incomplete or false information to the board?”
•    “What if many of those staff members are still employed by DCSD and continue this practice?”
•    “What if some newly hired staff also engages in similar behavior?”

Part of my “take away” from reading the AdvancED/SACS Special Review Report is that accreditation is attached to pronoun usage of board members, as well as their gullibility.  A friend of mine helped put together a “Circle of Trust” graphic that represents what I see as the paradigm for trust within the AdvancED/SACS accreditation best practices framework:

So, to anyone who wants to be a board of education member, make sure you are comfortable with the “Circle of Trust” — or give me call and I’ll tell you what you are really in for.

–Stay tuned for Fun with Policy DJE and Solutions.

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