On today's episode of Take 5, Gary reminds members to begin thinking about contract renewals, encourages Fall Conference attendance and Foundation Golf Tournament participation, and explains the upcoming strategic plan revisioning process...
On today's episode of Take 5, Gary reminds members to begin thinking about contract renewals, encourages Fall Conference attendance and Foundation Golf Tournament participation, and explains the upcoming strategic plan revisioning process...
It’s mid-August and kind of quiet here at the MASA offices. There is some suspicion that the atmosphere is relative to the chaos going on across the street. It is, after all, almost time for the State Fair, and our location here on Como Avenue is prime for watching the progress of readying the Great Minnesota Get Together.
We also know that the stillness is mostly due to the fact that it is “crunch time” for our members. Like coaches prepping athletes before the big game, school administrators all over Minnesota are running plays, solving problems, advising, cajoling, and boosting spirits.
Yup, it’s that time of year again. The excitement of a new school year merges with the anxiety of tasks still undone, building issues, staffing needs, shifting student populations, and on and on. If you have not already held your “welcome back” event for district staff, you will be soon. It’s a wonderful season, full of rewards, challenges, and that terrific feeling of new beginnings and endless possibilities.
At MASA, we are also preparing for the new school year. Last week, we completed a successful Back to School Conference with the Minnesota Department of Education. Thanks to all of you who attended and enhanced the event with your presence and voice. We kicked off the new Great Start Cohort for new superintendents with an engaging session that included best practice in working with schools boards and how to use social media for professional development, as well as a panel of leaders now in their second year of the superintendency.
I’d like to invite all of you to have a truly Great Start to this school year. As you address all of those last-minute logistical issues, I’d like to respectfully remind you to nurture your leadership practice in preparation for the new year. Twenty-five years ago, Stephen Covey published the book The Seven Habits of Highly Effective People and popularized the phrase, “sharpen the saw.” What he meant was that as a leader, you must protect and build the most important leadership asset you have – yourself.
So, as we start what will be a great new school year, make a commitment to yourself and your leadership practice to “sharpen the saw.” I will take a page from Stephen Covey and ask you to reflect:
For your body: Do you get enough sleep? What about exercise? Do you eat a healthy diet? Do you take time each day to relax and unwind?
For your heart: Do you build and nurture relationships with your spouse, family, and friends? Are you giving service to your wider community? How much do you laugh? Do you tell those you love that you love them?
For your mind: How much time do you take to read and write? What do you want to learn this year? What do you want to teach this year?
For your soul: How rich is your spiritual life? What could you do to enhance it? Do you reflect each day and perhaps keep a journal?
What does your leadership practice mean to you? What could you do now to become a better leader during this school year?
I am truly proud to be your executive director, and I thank you for the privilege of serving in this role. I promise you that I will reflect on my own leadership practice so that I might bring my best to MASA and our members.
All of us at MASA wish you an excellent school year. Contact us anytime if we can assist you in making that happen.
Or, if you are in the neighborhood before Labor Day, stop by for a pronto-pup!
On today's episode of Take 5, Gary announces the MASA and MASE Call for Photos. All MASA and MASE members are invited to submit photographs representing Our Minnesota Schools to be displayed in the newly finished lower level boardroom.
As I write this, we are one day away from August. Where did summer go? I hope you have had an opportunity to refresh and recharge your batteries. While I know you are never truly totally away from your job, I always felt that once the calendar turned to August, the new year was truly upon us. At this time you may want to reflect upon what you would like to accomplish this year. In addition to my “formal goals”, I would create challenges for myself. I found that at times this would help me to focus and at times, put things into perspective.
The “race” of a new school year is truly a marathon. There will be many times of joy, as well as times of concern. The challenge for each of us is to be able to accept the fact that we can not control all things, but we can control how we proactively act and react to the challenges that come our way every day. Please know that all of us at MASA are here to support you in your work!
Best wishes for a gratifying and successful year. I know that as a result of the skills and attitude that each of you possess, you will find yourself in the “winners circle” next summer!!! As always, please contract me if I can be of service to you!
Welcome to another episode of Take 5 with Gary, MASA's five minute update with Executive Director Gary Amoroso. Today Gary introduces the MASA Board of Directors Executive Committee, announces the upcoming special elections to fill empty Board seats, and reminds members to register for their summer and fall professional development...
As I write this, I am attending the Association of State Executives (ASE) Summer Retreat. It is a wonderful opportunity for me to interact with my colleagues from around the country. It is also a time when I engage in my own professional learning experiences. I’d like to share a few thoughts regarding some of the topics that we have been addressing.
We had a great presentation and discussion on the use of social media to connect with your students, parents, staff and the general public. Social media is becoming the “go to” for district news and information. I encourage you to utilize these free communication tools within your district and also to friend MASA on Facebook, follow us on Twitter, and watch us on YouTube for the latest association news and to connect with fellow members.
We were also challenged to “play offense versus defense" on education issues within our states. In order to do this in an effective manner we need to have a vision for the future of education in our state. This speaks directly to our Minnevate! process. We need to provide our legislators and communities with a vision created through a grassroots process.
Lastly, we discussed how we can have influence on the political process. I personally believe this is a strength of MASA. I do believe that our political leaders look to us for our thoughts and support on important education issues.
I hope all is well in your districts and that you are taking some time for yourselves to enjoy summer!
Welcome to another episode of Take 5 with Gary, MASA's five minute update with Executive Director Gary Amoroso. On today's episode, Gary welcomes new MASA members and shares upcoming summer professional development opportunities...
Our guest blogger today is Shari Prest, President of ARK Associates. Shari's Talking Points are for use and sharing by educational leaders in Minnesota. We encourage our members to use the following as a tool...
Key Message: Minnesota public schools are torchbearers for the future and testimonials to the past
There are people who mourn, “Schools just aren’t what they used to be.” Others fret, “Schools haven’t changed in 100 years.” In some ways, both are right.
The mission of public schools and their educational leaders is what it has always been: to prepare learners to be successful participants and responsible citizens in the workplace and communities of the future. The commitment to this mission has placed Minnesota public schools among the top in the world and the country. With the foundation of an educated citizenry, the United States has become the most prosperous nation on earth. Schools, however, have been required to change dramatically as the students, the workplace and the world in which they function change at an unprecedented pace.
Students now come to our schools from all over the world, speaking about 180 different languages. Many of our learners come from single-parent, blended, low income, high income, or non-English speaking homes. More of today’s learners are identified as gifted or have been diagnosed with a disability or specific learning challenge than ever before. The diversity is spectacular and challenging. Each and every student is precious and has a place in creating our collective future.
For these students, it is no longer enough to be able to memorize or find the answers to difficult questions. Today’s students must develop the capacity to anticipate what the next questions will be. They are preparing for jobs and using technologies to solve problems that don’t yet exist. Technology is compelling change in everything – the way we eat, live, learn and even talk to one another – but Minnesota school leaders are committed to the power of relationships, as well.
Can you imagine entering an elementary school to be greeted by a dog named Hero? That is just what would happen if you entered Eastview Elementary School in Lakeville, MN. Hero plays every role from calming students in therapy to motivating readers and modeling listening skills. In that same Lakeville (ISD 194) school district, you will find career and business academies where students can earn college credits, and iClasses where face-to-face instruction is combined with online instruction and learning takes place inside and outside of the traditional classroom. Just down the road is Ignite, a program for highly gifted students in grades three through five. In the opposite direction, Impact Academy creates a personalized learning environment that focuses on reading, writing and math but connects to real world interests and issues. Or maybe you want to visit the LinK12 Academy from your own home. LinK12 is a fully online K-12 public school that offers a high quality virtual learning experience for a wide variety of students, including those who are seeking flexibility in their schedules and individualized support for learning. According to Superintendent Lisa Snyder, the purpose of advancing digital learning at ISD 194 in 2014-2015 is to improve student learning by successful integration of digital tools and resources.
Drive north from the southern suburbs to Minnesota’s largest district, Minneapolis Public Schools, with 71 schools. Minneapolis schools offer diversity among students with more than 90 languages spoken and options that stretch the boundaries between what schools used to be and what they can be.
Or travel east to our capital city of St. Paul, where the student population is also diverse, with students who speak more than 125 languages and dialects. St. Paul schools have identified parents as key partners along the student learning path with a strategic focus on getting students ready college and a career. That learning path will ultimately include take-home iPads for students fifth-grade and older as well as laptops for teachers. "Our students are millennials who have tremendous digital fluency, and we must tap into that," said Kate Wilcox-Harris, the assistant superintendent for personalized learning (twincities.com).
West of the Twin Cities is Osseo Area School District, where Superintendent Kate McGuire sees the most significant driver of change in K-12 education as the creation of academic standards and requirements for ensuring that all students meet defined standards of performance. Helping all students (instead of some) meet high standards requires the engagement of all employees across the educational system. It means they must use data more effectively, collaborate to improve teaching, consider instructional and other practices through an equity lens, personalize learning through the use of technology, build strong relationships, and ensure continuous improvement.
Travel toward the northwest and you will find Battle Lake Public School, a pre-K – 12th grade facility that serves approximately 500 students. In 2014, Battle Lake Public School District was nominated by the Minnesota Department of Education for National Blue Ribbon School consideration. They are also proud to be named a Minnesota Reward School for the past three years. Beyond receiving multiple awards for student academic achievement, Battle Lake School offers outstanding fine arts and co-curricular programs, as well as over 30 college credits and a Mandarin Chinese program. Grants and technology have provided Battle Lake students with the opportunity to go from design to fabrication to real-world application with a 3-D printer for their Industrial Technology Department. The work students are doing is amazing. Nothing like it could be found in schools 100 (or even two) years ago.
Take a turn to the Northeast and your journey will pass through numerous school districts, each with a distinct personality and commitment to educating young Minnesotans but also members of the nationally-recognized Northeast Service Cooperative. The Northeast Service Cooperative (NESC) is one of nine Minnesota Education Cooperative Service Units (ECSU) that are formally organized to provide services to school districts. The Northeast Cooperative has 32 member school districts. In addition to its members, NESC has a number of strategic partnerships with key public and private organizations. They are based on the premise that working together provides the most effective and efficient educational support to learning. Collaboratively they can better and capture purchasing, healthcare, and training and other opportunities that will connect them to the future. Among the benefits of the Northeast Service Cooperative are Broadband connectivity and construction across the region so that everyone can participate in education for the future. Go to mnservecoop.org to learn about what the other ECSUs are doing.
For more information about what Minnesotans are doing and thinking to creatively address the challenges of educating all children for a dynamic future go to mnasa.org., click on the Minnevate link and join the conversation. You all have something to offer and can find something to learn.
No period in the history of public education has required greater agility or innovation than today. This dynamic period also presents unparalleled opportunity for deeper and broader curriculum, as well as meaningful personalization.
Whether you travel north, east, south, or west, you will find public schools that light the way to the future and are testimonials to the success of the past.
As MASA continues to collect the best thinking around education innovation (http://minnevate.mnasa.org), we will occasionally offer a sample from our thought leaders.
Singularity University (SU) “provides educational programs, innovative partnerships and a startup accelerator to help individuals, businesses, institutions, investors, NGOs and governments understand cutting-edge technologies and how to utilize these technologies to positively impact billions of people.” (singularityu.org/impact) SU’s goal for education is, “personalized lifelong learning for all—from early childhood to remedial and continuing education—empowered by connectivity and shrinking barriers of language or location.”
From its headquarters in the NASA Research Park in Silicon Valley, SU reaches out to empower people from over 85 countries to use exponentially growing technologies to address our biggest global challenges: education, energy, environment, food, global health, poverty, security, space and water.
In their 2014 “Impact Report,” SU offers the following. Please note that this is original writing by Libby Falck, Singularity University Graduate Studies Program 2012, and our source is: http://singularityhub.com/2014/04/15/beyond-the-maker-movement-how-the-changemakers-are-the-future-of-education.
Beyond the Maker Movement - How the ChangeMakers Are the Future of Education
In Silicon Valley, there’s a lot of talk about The Maker Movement. After all, over 195,000 people attended Maker Faire events around the world last year alone. Makers are tech-savvy tinkerers. They build robots, program light installations and hack everything from code to IKEA furniture. From Boston to Beirut, community-based makerspaces are popping up in libraries, schools, shipping containers and buses as part of a revolution that has people returning to their workshops and building with their hands.
As the co-founder of IDEAco, a nonprofit that works in maker education, a large part of my job is about using maker culture to inspire learning. Exposure to this revolution hooks students on the science, technology, engineering and mathematics (STEM) skills necessary to fill jobs in the world’s fastest-growing industries.
Making is a fantastic way to engage many students, but it’s only the first step toward an even greater revolution. If we wish to build a thriving and responsive economy, the future of education cannot be about giving students the skills to fill jobs; it must be about giving them the skills to create jobs. This requires more than technical skills, it requires empathy, context and innovation.
It’s time for the Maker Movement to become the ChangeMaker Movement.
Last fall, our team was invited to a roadless, 300-person Yup’ik village named Eek to pilot a new program that teaches design thinking and 3D printing to elementary students. Located on Alaska’s marshy west coast, Eek’s handful of stilted buildings are powered by diesel fuel imported on river tankers. When the water freezes, so does the fuel source. At the school – the largest building in town – every child has a computer; at home, few have running water.
Eek exemplifies an uncomfortable mashup of state education standards and the traditions of subsistence living; a dichotomy that exists in many native communities today. As we unloaded our 3D printers onto the muddy runway I realized that we would need to introduce this technology as more than “a hook” for future learning; it needed to be immediately relevant and useful to our students.
The program we were piloting – the City X Project - is a design thinking workshop with a fictional story. We spent three days working with the elementary students inventing solutions to theoretical problems, all the while knowing they were going home to very real problems each day. Meanwhile, at lunch we found ourselves surrounded by crowds of high schoolers asking questions. Good questions. Smart questions. I couldn’t help but wonder what real impact those older students might have created with the design skills we were teaching their younger brothers and sisters.
The truth is that all communities face challenges of one variety or another – for some it’s access to running water; for other’s it’s combating flooding, cancer-causing pollution, food deserts, or housing inequality.
What if our nation’s youth were trained to address these problems using the same approaches practiced by leading design and development agencies around the world? What might they accomplish? What important skills might they be motivated to learn along the way?
A robust economy demands more than STEM skills, it requires innovation. The heart of innovation is not technology, but people. Great innovators are able to deeply understand human needs and create useful solutions. Their approach is often facilitated by a variety of human-centered design skills including needs assessments, user research, interviewing and data analysis. Mostly, however, innovation simply requires empathy and experimentation.
The Maker Movement excels at inspiring experimentation, but what about empathy?
If you give a child a tool she may not care to use it, but if you give her a problem to solve with that tool, she will excel in its mastery. Direct, meaningful application of technology is often the missing piece of STEM education. It’s also the piece that inspires true innovation. Making is fun, but it’s time to begin connecting the incredible skills of the maker community with the daunting challenges of our world.
It’s time for the Maker Movement to become the ChangeMaker Movement – that is the future of education.
Today's guest blogger is AASA Executive Director, Dan Domenech. Every month we will feature a post from Dan to educate our members on what AASA is doing on the national level for superintendents...
The Common Core: Slow Down
Slow down and get it right! That’s the message we have been sending to the U.S. Department of Education relative to the Common Core.
Understand that Department officials have been trying to distance themselves from the Common Core and now talk about College and Career Standards. Unfortunately, the damage has been done.
Too many opponents of the Common Core now refer to it as “Obamacore.” Most recently, Oklahoma Gov. Mary Fallin signed a bill repealing the Common Core in that state. Bear in mind that Governor Fallin chairs the National Governors Association, which, along with the Council of Chief State School Officers, gave birth to the Common Core. Fallin, caught between a rock and a hard place, justified her decision by blaming the federal government’s attempt to influence state education standards. “What should have been a bipartisan policy is now widely regarded as the president’s plan to establish federal control of curricula, testing and teaching strategies,” she said.
South Carolina and Indiana have also pulled out. AASA supports the Common Core and so do the majority of our members. In a recent survey conducted by AASA, 93 percent of the respondents see the new standards as more rigorous than previous standards but are concerned that the political debate has gotten in the way of implementation. Adding to what many feel has been a top down approach, 47 percent say that their input was never requested in the decision to develop and adopt the new standards or in planning the implementation.
Beyond the political debate there have also been issues with the related assessments. Assessments initially funded by the federal government, further supporting the argument of federal interference in the process. More than 60 percent of our respondents indicate that they are having problems with the tests. More than 40 percent indicate that their states are not ready to implement the online assessments and 36 percent say they lack the infrastructure to support online assessments.
Adding to the concerns is the lack of financial support for teacher professional development and the acquisition of the appropriate curriculum and instructional materials. Using the assessments as part of the teacher evaluation process required by the Department under Race to the Top and School Improvement grants has further added fuel to the fire. One third of the respondents indicate that the reading and math assessments are being used to evaluate teachers that do not teach reading or math, a totally unreliable and invalid use of the data.
There is too much confusion regarding the Common Core. They are standards, not curriculum or instructional materials. We need higher standards and the education community supports them. However, school districts need the time and the resources to do it right.
Unfortunately, federal deadlines and intrusion may well put an end to what may have been a significant step towards transforming our schools.
On today's episode of Take 5, Gary encourages members to join one of the MASA Committees and also reminds members of our summer professional development opportunities...
Our guest blogger today is Shari Prest, President of ARK Associates. Shari's Bits 'n Pieces are for use and sharing by educational leaders in Minnesota. We encourage our members to use the following as a tool...
Just the Facts
Risks of Rewards (Information synthesized from Steven Gardiner, Stop the Pay, Stop the Play, Phi Delta Kappan, May 2014.)
Beyond the words
Vocal behavior factors of leaders include the following:
Learning from Listeners (extracted from Twin Cities Business, June 2014, The Art of Listening Roshini Rajkumar.)
Five principles for school leaders to prevent and/or manage criticism (Adapted from Terry Grier, Navigating the Sea of Criticism, AASA School Administrator, April 2014)
1) Truth, respect and a dose of humility
2) Communicate, communicate and then communicate some more
3) It’s the principal of the thing
4) Be pro-active
5) Softly blow the horn
Shari Prest, Ark Associates
Plans can only take us so far. To make those plans meaningful actual execution needs to occur and therein lay both the challenge and the potential. Franklin Covey presents The Four Disciplines of Execution which address the difficulties of and solutions for identifying and achieving wildly important goals.
When it comes to attaining organizational goals, the role of the manager in the execution process is critical. Yet managers often lack clarity about what the key goals are and/or have too many goals to begin with. Additionally those wildly important goals compete for time with significant day-to-day issues and operations.
As a person who has facilitated planning processes across the state of Minnesota I know that there is a great divide between vision/mission and execution/outcomes. This book/CD presents the model of a bridge with which to cross that divide.
Quotes and Quotables
Over the next year MASA will be discussing strong school communities and the importance of working together to build positive futures for education in Minnesota. The Minnevate! website is filled with notes, pictures and videos from past Minnevate! meetings as well as other thought-provoking videos. Here's a little inspiration as you plan for the upcoming school year...
Now a housekeeping note... Yesterday I received the following update from MDE regarding the Hunger-Free Kids Act regulations (see below). I wanted to share it again in case it was missed. If you have any questions, please contact MDE.
In late May, Commissioner Cassellius made the decision to go with zero general fundraiser exemptions. So, in a nutshell, the state of Minnesota is allowing no across the board fundraiser exemptions to the Smart Snacks regulations, however we will entertain an exemption for special circumstances on a case-by-case basis. We expect that all food items sold to students in school during the school day will be compliant with smart snack nutrition regs –including items sold as fundraisers. We know that there will be some challenges to overcome in the 2014-15 school year, and we are committed to providing resources to assist schools in this transition year. Because there may be special circumstances that may warrant an exemption – like a fundraising contract that has already been signed and cannot be modified with a vendor of a food item that doesn’t meet Smart Snacks requirements, or a culinary arts program/curriculum that may need additional time to be rewritten, we will have an “exemption application” ready and posted to the MDE web site in about a week. Visit the MDE web link for more information, click on the first link for the MDE written brief.
The 2014 Legislative Session adjourned May 16, several days before the Constitutional adjournment date. With a later start date and an aggressive agenda, session was anything but an “Un-Session.” We saw the passage of the Safe and Supportive Schools Act, the Health Insurance Transparency Act, the Omnibus Education Policy Bill and the Supplemental Budget Bill.
The supplemental budget bill appropriates $54 million for E12 education. This is lower than the House at $75 million and higher than the Senate at $41.5 million. With this new spending target, it came down to really finding a compromise that met the priorities of both bodies. The final agreement reflects that.
Once again, health insurance took center stage. The Health Insurance Transparency Act passed after many changes and heated debate. The final bill requires districts to seek three bids for insurance every two years, unless agreed to otherwise. Districts must seal the bids for a set time and then open them in the presence of the largest bargaining unit. Districts retain the right to determine which insurance carriers to negotiate with and they can continue to negotiate with carriers after they open the initial proposals. The final bill also includes exemptions for self-insure school districts and districts that insure over 1000 lives.
The Omnibus Pensions and Retirement Bill, authorizes the merger of the Duluth Teachers Retirement Fund Association into the statewide Teachers Retirement Association and extends aid to the St. Paul Teachers Retirement Fund Association.
The bill provides $14 million in annual ongoing state aid to TRA beginning Oct. 1, 2014, to fund the Duluth merger and redirects approximately a half-million per year in existing Duluth state aid to TRA. Additionally, the new law grants $7 million in ongoing state aid to the St. Paul teachers’ fund beginning Oct. 1, 2015. The consolidation will move forward after the expected approval of the TRA and Duluth boards and the DTRFA membership.
EDUCATION FINANCE APPROPRIATIONS AND TAX CHANGES
$25 per pupil (.5% increase), $23 million for FY15
LOCAL OPTIONAL REVENUE
Extends Local Optional Revenue formerly known as location equity revenue, to all school districts. This provides every school district the opportunity to levy operating dollars on Referendum Market Value tax base up to $424 per pupil.
ENGLISH LANGUAGE LEARNERS
Increases the maximum number of years a student may receive state-funded English learner services from five to six years.
Appropriates $10 million in FY15 only for non-Q Comp districts to begin to implement teacher evaluation. Non-Q Comp school districts will receive $302 times the number of full-time equivalent teachers employed on October 1 of the previous school year. Revenue under this section must be reserved for teacher development and evaluation activities.
SCHOOL LUNCH AND BREAKFAST
Fully funds reduced-price lunch. Extends fully priced breakfast to all kindergarten students.
SAFE SCHOOLS LEVY FOR INTERMEDIATE SCHOOL DISTRICTS
Increases safe schools levy by $5 per pupil
BUILDING LEASE LEVY Increases lease levy authority by $50 for regular districts and $19 for intermediate districts.
REVIEW AND COMMENT
Increases the minimum qualifying amount needed to trigger a review and comment from $1.4 million to $2 million. Removes the need for a review and comment on most maintenance projects.
ALIGNING MINNESOTA’S ALTERNATIVE TEACHER PROFESSIONAL PAY SYSTEM AND TEACHER EVALUATION PROGRAM
Directs MDE to consult with experts and legislators on better aligning Minnesota’s alternative professional pay system and teacher developmental and evaluation program and to report to the legislature by February 1, 2015, on effecting and funding an improved alignment.
CAREER AND TECHNICAL EDUCATION PROGRAMS
Directs MDE to consult with experts knowledgeable about secondary and post-secondary career and technical education programs to determine the content, status, and resources of specific career and technical education programs available in Minnesota.
SPECIAL EDUCATION ONLINE REPORTING
Directs MDE to integrate, customize, and sustain a streamlined statewide online system, with a single, integrated model online form, for collecting and reporting special education-related data. Requires the online system to interface with existing state reporting systems and with local district data systems.
NATURAL DISASTER DEBT SERVICE EQUALIZATION
Defines “eligible natural disaster debt service revenue” as the amount necessary to raise between 105 and 106 percent of the annual repayment of debt for repair of facilities that (1) have been impacted by a natural disaster occurring since January 1, 2005; (2) were damaged by more than $500,000; and (3) have repair and replacement costs that are not covered by FEMA or insurance.
Increases appropriation by $1.8 million in FY15, $4 million in FY16-17
EARLY CHILDHOOD FAMILY EDUCATION
Increases appropriation by $4.650 million in FY15, $10.88 million in FY16-17. Also changes ECFE formula so it keys off the K-12 per pupil formula. Includes policy language on program implementation.
EARLY LEARNING SCHOLARSHIPS
Appropriates $4.65 million in FY15 and $10.33 million in FY16-17. Clarifies that recipients of Pathway II scholarships may use its established registration process to enroll scholarship recipients and may verify a scholarship recipient's family income in the same manner as for other program participants. Allows Pathway II recipients to be paid directly from MDE.
ADULT BASIC EDUCATION SUPPLEMENTAL SERVICE GRANTS
Increases the maximum amount of a supplement services grant to any single organization from 20 to 40 percent of the total amount of supplemental service aid.
STATE TOTAL ADULT BASIC EDUCATION AID
Increases the adult basic education program growth factor from 1.025 to 1.03 for fiscal years 2015 and later. Increases the portion of adult basic education aid available for supplemental service grants from two to three percent of the total program aid.