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<P class=MsoNormal style="TEXT-ALIGN: center" align=center><IMG id=_x0000_i1025
height=95 src="cid:B027799B62D34CE39CD607697B42A50E@lso.local"
width=100><BR><SPAN style="FONT-SIZE: 24pt">Idaho House of
Representatives</SPAN><BR><A
href="http://legislature.idaho.gov">Legislature.Idaho.Gov</A> <o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt"><SPAN
style="COLOR: black"><BR></SPAN><A name=OLE_LINK1></A><A name=OLE_LINK2>April 4,
2011<o:p></o:p></A></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">Dear Constituents:<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">At the beginning of the 2011 session
of the Idaho Legislature, it was clear that the majority party (Idaho
Republicans) would consider no ways to increase revenue and protect education,
programs for individuals with disabilities, and others. <B>Among their
solutions was to put forth a program that continues to cut funding for education
and call it reform! <o:p></o:p></B></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">They set the stage by creating the
impression that educators have little familiarity with technology. Let’s
examine that one. Prior to my retirement from Moscow High School in 2000,
teachers volunteered to come to the school on weekends to string wires and
provide connectivity to classrooms. Then every teacher had a computer in
his/her classroom. There were computer labs for student use.
Teachers were required to take classes on use of technology. Since that
time, I have visited the rural school districts in Latah County and observed
students using the Idaho Digital Learning Academy for online instruction.
<B>While improvements and upgrades should always be made regarding available
technology, educators understand how to best integrate technology into the
process of educating our children</B>. Experienced educators, parents, and
school trustees were not consulted about education “reform” and their testimony
was not heeded. Teachers have a knowledge base on education issues much
superior to that of the insurance people, farmers and ranchers, and others who
are making high-stakes decisions that affect the future of children and
families.<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">Further, certain legislators attempt
to fuel a perception of incompetence in our local schools. In a letter to
the Chairmen of the Joint Finance and Appropriations Committee, Senator John
Geodde states: “…To use the words of an administrator, ‘I’m sure some
districts would make bad decisions, but they do now.’ The Idaho
legislature has … attempted to reduce the ‘bad decisions’ made locally.” I
am not aware of which administrator made the remarks Senator Geodde quotes, but
such a claim does not fairly represent the situation in our schools.
I have visited many Idaho school districts and have been very favorably
impressed with their earnest and informed efforts to provide a quality education
with limited resources.<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">The statement of purpose in
education-related legislation, put forward by Representatives JoAn Wood and Bob
Nonini , contains the following claim: “Too often, Idaho is a ‘soft
landing’ for individuals who have ethical problems, because Idaho’s chief
certification officer currently lacks the authority to deny an application for a
(teaching) certificate.” <B>I believe I have met more politicians with
ethical problems than educators.<o:p></o:p></B></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">There are many, many bad things in
the “education reform” package put forward by State Superintendent of
Instruction Tom Luna and passed by Idaho Legislators. Following are some
of the fiscal impacts of the legislation. The “reformers” had a desire to
provide laptops for students and a pay-for-performance plan for educators.
Of course, those are expensive items and one might wonder how to pay for them
following a year when severe cuts were made to the public education budget and
we continue to have sub-standard revenue. <B>It’s not a problem if your
sense of ethics dictates that teachers should pay the way by lowering their
paychecks.</B> That’s right! In the six years from fiscal year 2012
to fiscal year 2017, the <B>plan </B>projects reductions in state support for
teacher pay in the amounts of 1.67%, 4.05%, 6.3%, 6.42%, 6.21% and 5.74%.
Approximately, that will reduce support for the lowest paid teachers by $300 for
every percent and the highest paid teachers by $474 for every percent.
When we consider a 6% reduction, it amounts to about $1800 for the lowest paid
teachers and $2,844 for the highest paid teachers. As you can see,
the dollar loss becomes significantly more for employing teachers with more
education and experience, so districts will be significantly challenged to
retain such teachers. Class size will inevitably increase, as
districts find they cannot maintain teaching staff due to these reductions in
support. <o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">Over these six years, the total
proposed cuts in state support for salaries of educators is $269,709,000.
The amount proposed to support pay for performance is $243,200,000. <B> In
other words, educators are giving up more to pay for the plan than they get
back. $26,509,000 more</B>! <B><o:p></o:p></B></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">When the Idaho Lottery was put in
place, half of the money was to go the Permanent Building Fund to support
maintenance and construction of state buildings (including support for higher
education facilities). Half was to go to the School District Building
Account for distribution to public schools for support of facility-related
expense. <B>Since fiscal year 2010, the school district lottery funds have
been hijacked to prop up the public school operations budget.</B> And the
“reform plan” projects that this practice will continue through fiscal year
2017. The amount in question is approximately $17,500,000 each
year.<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">Even with these shenanigans, there
isn’t enough money projected to pay for the <B>“reform plan” </B>for years 2013
through 2017. In fact, the information provided shows it lacking
$10,740,000 each of those years, for a total shortage of $53,700,000<B>.
Our State Superintendent has suggested the possibility of making up those funds
by “funding the least seven efficient counties as if consolidated.”</B>
Well, if that doesn’t work, we might see if the teachers would give up more of
their pay. <o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">There are other gems of legislative
thought from this session worthy of mention. These include three bills
dealing with nullification (back to civil war times); a bill proposing that we
allow school districts to use state money intended for supporting kindergarten
programs for something else; legislation to allow concealed weapons on college
campuses; and we have been careful to turn down any federal support related to
the federal Affordable Health Care Act, even if it assists in the development of
Idaho programs. The House defeated important legislation related to early
intervention for young children with special challenges, with only two members
of the majority party voting to support these children.<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">You can probably sense that I am
disgusted with the efforts of the Idaho Legislature in 2011. <B> Disgusted
and disappointed. </B>There are serious problems to solve, and we didn’t
come close. I urge you to remain engaged in the political process, and do
all you can to help influence and improve these outcomes.<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt"><o:p> </o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">Sincerely,<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-TOP: 12pt">Representative Shirley
Ringo<o:p></o:p></P>
<P class=MsoNormal style="MARGIN-BOTTOM: 12pt"><SPAN
style="COLOR: black"><BR><BR><BR><BR><o:p></o:p></SPAN></P></DIV></BODY></HTML>