Vantage Point: Let's take a new look at the three R's

I have often heard state Superintendent Jack O’Connell speak of “the new three R’s: Rigor, Relevance and Relationships.” In his formulation, “Rigor” sets high educational standards and expects students to achieve those standards, and “Relevance” motivates students to learn by connecting to their interests and goals for the future. However, learning does not occur unless the student forms that third R—a relationship—with the teacher and the subject. (For more information on the tie between rigor, relevance and relationships, see William Daggett’s “Rigor/Relevance Framework” at www.daggett.com/rigor.html.)

We know that relationships with teachers, counselors, and coaches—in addition to parents and guardians—can have huge impacts on kids. Indeed, all our school employees make a difference. While a guest at the California School Employees Association conference recently, I was reminded that the bus driver is one of the first adults to greet students each day; the food service worker may prepare their breakfast; an instructional aide may provide assistance; and the custodian may serve as a mentor. Indeed, the Education Coalition recognized the need for more employees to serve California’s students in its response to the “Getting Down to Facts” reports on adequate school finance.

Rights, Responsibilites, Results

But what about school board members? I believe that if our students are to benefit from the three R’s of rigor, relevance, and relationships, board members must examine “the three R’s of Resources, Responsibilities and Results”:

• Resources: The unwillingness of the federal government to fully fund the No Child Left Behind Act and the Individuals with Disabilities Education Act, the protracted adoption of a state budget and the restrictions on raising local revenues all impact the resources available to local boards.
• Responsibilities: We know we are responsible for the adoption of our annual budgets even though we have little control over our revenue. Now, as more districts and county offices enter Program Improvement status under NCLB, there are new issues of responsibility to be addressed. It is estimated that 265 districts and county offices (governed by more that 25 percent of our member boards) will be in Program Improvement this year and, unless changes are made in state and federal law, the numbers will continue to increase.
• Results: Board members need to be aware of the performance of students in all subgroups and take appropriate actions to address student needs. We are willing to be responsible for the results of our students, but we need more resources and greater flexibility to achieve these results.

CSBA is helpings its members address those three R’s. To find out how, I urge board members to:

• Become involved in CSBA’s adequacy campaign. (You’ll find a preliminary report on our efforts at www.csba.org/ SchoolFinanceProject.pdf.)
• Contact the association’s Single District Governance Services division at www.csba.org/sds for training and assistance in strengthening board leadership skills, improving organizational effectiveness and keeping district efforts focused on learning and achievement for all students.
• Attend a CSBA Back-to-School Conference Webcast (See related story).

There’s one more thing you can do: Ask your member of Congress for these “three R’s”: Reasonable, Responsive Reauthorization of NCLB.