The Strategy & Implementation

GATHER EXPEDITIOUSLY THE BEST AND BROADEST INPUT FROM MANY QUARTERS BEFORE DEVELOPING CONCRETE PLANS.

Gather experts from State industry and academia as well as from the rest of the nation/world to understand, brainstorm, inspire and propose ways to the Governor to develop the concrete plans for implementation of the “Target”. This is the beginning of the HOW, and in some circles has already begun. And though the State has to set the overall direction, “it is only businesses that create jobs and wealth!” (Michael Porter – ‘Passing Grade’, Hefty &Torinus, 4/14).

NOTE: MAJOR TURN AROUNDS CAN HAPPEN SOONER. BUT STAY THE COURSE!

Given the commitment to the “Stretch Target”, 1 and 5 year firm action plans, and a longer-term horizon for target landmarks for both state and private industry will be developed and implemented. (Earlier well conceived plans such as Be Bold and Be Bold II, New North, and etc….will be dusted off and/or incorporated into Be Bold III & IV where appropriate with their respective, newly assigned mini-stretch targets.) Guideposts for tracking by State and public will be established.

And note states such as Colorado, with its Key Industry Cluster Strategy, socioeconomic measures for its entire population, and pro-growth Democrats and libertarian Republicans. Utah with its grassroots, non ideological research-based approach, as well as Iowa have all relied on shorter term economic turnaround plans to move from below national average job growth to near the top in less than a decade!

STRATEGIC UPGRADING If a school district is serious about radically raising the academic achievement of its students to global levels in 25 years & sign up for STRETCH, one would expect a strategic approach whereby teacher certification and the “new approaches” begin at the early stages and then gradually include the higher grades as preparation is ready. (Staging.See below “Implementation”) Trying to fix the whole system K-12 in a couple years, though perhaps politically correct, is not practical. If the current upper grades are not positively influenced, it is unfortunate; but sadly, little enhancement has been made for their training for generations.

PARENTAL INVOLVEMENT Studies have indicated that common current American parental involvement in their children’s school and education has very little favorable impact on their learning. Professionals estimate that one hour of classroom study in science is worth 2~3 hours of such science study at home. The one very key contribution from Mom, Dad, Grama and Grampa besides support for high achievement levels, modeling in ethics, general encouragement to study and restrictions on their cell phone use, is nightly reading to them early in life (PISA: OECD, PISA No. 10). Later in a child’s life, it is valuable for parents to read and discuss with them daily news items and some of the course materials from school. READ AT HOME! This is far more important for learning than driving them to soccer games or watching TV together!

COMMUNITY SUPPORT As “Stretch Targets” and a readily understood three part Wisconsin Global Scorecard are introduced and staged one- and five-year plans are developed, the understanding of parents and support of business, church and government leaders will grow. Insights, skills and more goodwill begin flowing to the schools. Excitement for the long-awaited real change in our children and grandchildren’s school experience rises.

BROADER SCHOOL READINESS The wider “social context of schooling” for Wisconsin (and United States) youth in many of our larger cities and poor rural areas may be different than their counterparts in other First World countries. Though Wisconsin fortunately by one earlier poll is rated in the nation’s top six in ‘happiness’, we and the nation lag behind the advanced world in health and personal safety measures {New York Times 4/28/15. See also above Page-HOW ECONOMY> State Government>’Do The Prep…’}. In order to attain “Stretch Targets”, early measures to also address these learning barriers must begin in homes, schools, and communities. However, the STRETCH program can not wait for these needs to be fully addressed.

USE OF OTHER OUTSIDE SUPPORT If “successful” schools and their students require still more assistance, it can come from after class hour in-school instruction, or at Boys & Girls Clubs, or in tutoring academies such as the for-profit Hagwonins of Korea. There are also many online support courses such as the Khan Academy which may assist and be coordinated with school “Stretch Target” efforts.

ADD ONS Clearly global achievement in MATH, SCIENCE & READING with problem-solving and FUN is the clear & preeminent Wisconsin goal by Year 25, (2050) or before! (Special ed expenses and given district & classroom practices will remain as current, assuming federal support at some level continues.) However, to enhance the experience of most high school students, and prepare not only our kids for STEM/AI future jobs but for next generation blue collar jobs as well and to generate more responsible and better preparedUSA citizens, the following would also be required of the curriculum and all participating WI districts:

(SEE more detail in HOW)

*CIVIC COURSE for minimum early 6~7th grade course and later required 10th grade course .(See in main page.).

*TRADES/TECHNOLOGY CAREER FACILITY (CTE) for minimum ONE BASIC HIGH SCHOOL COURSE

Though some high schools may already have this facility, and certain smaller high schools may share this facility with other schools, the CTE room (formerly called manual arts ) will typically include wood & and metal welding shops, auto lab,engineering/robotics /AI lab, etc. Given the funds and other local & state considerations, each district will decide on the exact type of facility most practical for them. One semester required for not only those students interested in the trades, but for all graduating HS students.

*A MINIMUM ONE MUSIC & ONE ART COURSE every year age-4. through Grade -10

*PHYSICAL EDUCATION MINIMUM ACHIEVEMENT. By 11th grade, every HS student is required. They will include 2 mile run over 30 minutes. ( See main page.) Over 70% of our young people between ages 17-24 are “disqualified for military service due to combinations of mainly physical condition, but also mental health, aptitude, drug/alcohol,or other dependency issues” (DOD 2020)

*AVAILABLE ADDITIONAL SCHOOL ROOMS/TWO TEACHERS for students experiencing early difficulties or disrupting conduct, or for “ MIDWAY MATRICULING STUDENTS “** & if necessary for after school & summer homework. STAGED….

AN ADDITIONAL “BULLEYING COUNSELOR”/PREVENTOR for EACH MIDDLE & HIGH SCHOOL. This would be in addition to current safety measures. They would be able to address direct and on-line bullying. According to PISA 2022 data, 22 % of American 15-years olds do not feel safe in school.

** = Those students in each school district who have entered the participating STRETCH district not at age 4, but at a later grade, and require catching up to the STRETCH-related other students. This ‘catching up’ could take from several weeks to several years.

• STAGING. In YEARS 1-3, all necessary decisions andpreparation for MTEL-like tests, physical plans and additional hiring. Years 4- FIRST IMPLEMENTATION. Teachers/counselors /additional school rooms in age 4-grade K-2 will be qualified, DPI counselor facilities readied.

Grades K4-Grade 2 implemented. (Only in 2nd-grade will schools be allowed to hold back a student. The only exception in subsequent years would be when a strongrecommendation by the parents is considered.)

In YEARS 4-6, Teachers in grade 3-9 will be qualified, facilities readied. Program implemented. In YEAR 8, teachers will be qualified in Grades 10-12, all facilities and hiring completed. Implementation begins. i.e. a full ten year staging implementation.

• DPI ROLE. Their main function, via trained counselors in METL, PISA, FUN and hopefully having COMMON SENSE, will be to swarm the staged 421~ districts and some 3,000 schools to advise, encourage, problem-solve, and in every possible way, encourage principals, teachers and mentors as they progress enjoyably in a staged way,towards Year 25 achievement success. LEARNING! The DPI will also via committed administrators, who areable to oversee the PISA program, including procuring national/international provider contracts & piloting cohorts in some 25~50 districts and subsequent data feedback/kaizen; and assuring financial matters are consistent with STRETCH TARGET goals implemented according to the STRETCH TARGET legislature law and related guidelines. In instances where a participating school or district seems to have lost their mojo for significant improvement and engagement towards the PISA goalsthe DPI would be qualified after extensive “extra support” and warnings, to delist the district from the STRETCH TARGET Program and allow it to revert to their former teaching styles and teacher salary levels.

• *HIGH SCHOOL GRADUATION REQUIREMENTS. It does not seem practical to tie individualgraduation requirements to the District & School PISA/NAEP tests for 15-year-olds. Nor to dumb down Stretch Goals in any way to allow more students to graduate. Thus, requirements for high school graduation will simply only include 95% attendance in all classes for junior & senior years, and satisfactory scores on the class tests for the required courses of Trades/Technical Career, Music or Art, Civics and Physical Education and their requirements. For those who need & desire, students will be able to do a fifth-year semester or year to fulfill these graduation requirements. (These requirements apply only to those districts that have agreed to join the STRETCH Program. For home schooling in those districts, the students will be required ‘somehow’ to take the above required courses andhave an honor system record by the home parent of ‘attendance’ to graduate. )

• OTHER SENSITIVE MATTERS. Unless otherwise required by state or federal law, such matters as police presence in schools, other safety measures, cell phone bars, collective bargaining, gender standards in sports, political statements, board membership, parental impact, and restroom & pronoun nomenclature shall be the responsibility of each school district. As important as many of thesematters are, some more sothanothers, they should not interfere with global student learning!

STATE SOURCES TO COVER TOTAL STRETCH EXPENSES.

BREAKDOWN OF “STRETCH” TOTAL COSTS

Details with Assumptions

*PISA Tests annually beginning in Year One in 378 WI Districts that have a high school, total of WI high schools = 900 x $9,000 = $8.1million prorated over 2 years= $4.1 million p.a.= $4.2 million.

*Additional + Current. 11,000 more ‘Teachers’> including 4,000 Councilors/DPI Coaches/music & ar teachers with 30% pay increases > & p.a CPI minimum adjustments {3.0% p.a.} …currently 3,000 total WI schools, 64,000 ’teachers’ going to 75,000) = current $90,000 per ‘teacher’ (including $20K benefits x +30% (after certification) = $117,000 x 75, 000 after YEAR Four = $8.775 billion (with 100% certified). 

*MTEL-like Tests for every ‘teacher’ $ (MA>$155 per attempt x 2 attempts x 75,000= $23.25 million -3 years = $7. 75million p.a.; By Year Three all participating 4-K-3 ‘teachers’ certified; After Year Three in Years 4-15>15% new teachers p.a. =26,000 x $155 x 2 attempts= $8.0 million p.a.

*”Bullying Counselors & additional Music/art Teachers “(See additional ’11,000’ teachers included.)

*Other School Staff (Current 110,000>leaner/AI by 15% fewer staff= 93,000 with Year 4 >10% raise to $ 6.5 MM …with p.a. CPI increases {3%}):Staged as schools enter STRETCH program = $6.14 billion

*“FUN” Required Courses for all ‘teachers $2,000 prorated over 5 years (75,000 x $1,000 -: 5 = $15,000

*Additional 2(+)classrooms for slow & disrupting & “halfway’ students>with decreasing students, secured from present facilities.

‘Add-ons’

• X Career & Technical Education facilities ( Manual Arts/CTEs) 875 high schools x 50,000SF /AI) over ten years x =$28mm +: 10 = $1.9 Billion
• Civic course (5th & 10 grades) >current+ staff(1)
• PE Required Course Year 1>current staff (2)
• Additional Music/Art Teachers 2000 (of 3,129) schools Age-4-Grade 10 x $117,000= $887 MM (3)

TOTAL Expenses: $17.8 billion

(1) Memorization of Declaration of Independence paragraph beginning; “We have these truths….”; Preamble of Constitution; Gettysburg Address; 2 paragraphs of Martin Luther King Jr. Dream Speech: “I say to you today….” and “I have a dream. This will be the day…” and the words of the National Anthem. Be able to name the 10 Bill of Rights, the 3 branches of the Federal Government, who oversees the Executive Branch and the names 3 of the cabinet posts, the terms of US Senators and US Congressional Representatives, plus a short summary of Wisconsin State Government. (required for HS graduation by end of 11th grade, though the learning can be started at any grade, per school discretion)

(2) Essentially , 2 mile run in 30 minutes, 100 pushups in 3 consecutive days (required by end of 11th grade for HS graduation)

(3) Assume 3 additional teachers for 2,500 schools (75%)x $117,000= $887MM

Sooo.. Current total K-12 WI Costs = p.a- $ 15 billion

Current Sources of WI Education roughly: $15,000 per student x 997,308 students = total cost of $ 15 billion .…. >State aids (a)= 48% ($7.2 billion)....Property Tax 41% ($ 6.2 billion) …Federal Aid (b) 6.8% ($1 billion)…Local Revenue (c) 4.6 % ($ 0.7 billion)

a = State monies directly to district

b = Especially for special ed, school meals, etc.

c = Funds via local property tax levies, other local fees

New WI “Stretch” Total Sources>p.a $17.8 billion p.a.(or $ 2.8 billion over “current” total)

One Possible Source of Income for “STRETCH” WI K-12 Education roughly:

*Federal AID = $1.0 billion

* State Aids= $7.2 billion

* State Property tax= 0

* Local Revenue=0.7 billion

* Additional Sales Tax for K-12 education=$8.83 billion (+ current $7.83 billion)

TOTAL Revenue for K-12= $ 17.8 Billion

1. This # will be annually adjusted per Social Security CPI change. Changes current sales tax revenue from 7.83 Billion to $16.06 billion or 1.7x. It increases the current sales tax on given items from average 5% to 11%..i.e at Lousians top levels.
2. Adjustment in citizen payment of sales taxes: $2,600+= more impact perhousehold vs. “current estimated $2,000 per current sale tax payment per household. Slightly doubles cost for consumer; however the 69% of household who own their WI home will net balance out. For the 30%, households of students may not be a huge issue. However, for the some 20% of WI lower income family households that do not own their homes, the doubling of sales tax will be most difficult without other subsidies/adjustments. If really executed, “Stretch” should enable their /grandchildren n 20 years to move into the middle class….Tradeoffs!

Comments:Difficult tradeoffs. The sales tax increase will clearly especially adversely affect lower income WI families. That is the regressive aspect of the STRETCH program revenues. But if lower income WI children within this period , due to STRETCH & high-quality education for their children, move into the middle class, that’s a very progressive long term side of the STRETCH program. Tradeoffs!

NOTE: Just how specifically the K-12 “STRETCH” is funded is not part of basic “Stretch” The above method is just one suggested way. Other proposals may be better…The key is that the State must decide TO FUND fully “STRETCH TARGETS over 25 years and in whatever way works!

WHAT IT WILL TAKE.Certainly, there will be several ‘shot in the dark’, unlikely but still very possible successful steps for this to be a roaring success in 2052~ for Wisconsin. Any WI district, including choice schools, will have the choice to opt out of the STRETCH program. For those districts that opt out,after three years, they will again have an opportunity to join. But for all participating districts/schools, steps. to implement & succeed will include:

*PR program with ample private funding throughout the state, targeting of citizens of every age. (Every citizen willsurely find at least ONE element of the proposed STRETCH program unattractive. But net, net, are they willing to accept for our kids’ future?)

*Development of a referendum

*“Stretch”into laws via lobbying & legislative action

*For all participanting districts and related schools, three years to prepare and administer teacher certification tests & physical &all aspects for first stage implementation, and to determine which districts including any related schools in a given district (eg. certain choice or. other parochial schools ). The number of allowed state-wide high schools choice schools will be limited to 599 in Year 1. These will be included in all STRETCH programs.

*YEAR - k4-Grade2 begins (see above), annual PISA test for WI 15 years olds begins.

*YEAR-6> Grades 3-9 begin

*YEAR-10 >PISA Scores remarkedly higher.

*YEAR 12> Grades 10-12 begin

*YEAR 12>PISA Scores remarkedly higher. DPI continues to monitor all programs for areas to improve (kaizen) and adjust the program where need be. Flexibility, with thevery high STRETCH expectations for achievement ofthe long term goals with appropriate “fun” for the students K-4-Grade 12 wiil be the key!

*YEAR 15~> PISA scores nearing or at TARGETCountry Goals(Singapore, Japan, Ireland)

*YEAR 25>Political, educational, parental ongoing commitment & full support with teachers’ hard work for STRETCH,continues!State continues to fully fund STRETCH. Finally, superior worker preparation in WI is realized. Rich:Poor gaps are much, much smaller, and substantially more social justice & mobility are a major reality! Many WI kids are now in the UW advanced PhD programs in strategic fields. Many more WI citizens vote and participate in problem-solving ways for our great state! And the decreasing WI population trends will be substantially reversed to young population growth. Wisconsin sharing remarkable successes with other 49 states!

Other Comments

OVERCOMING POVERTY AND FAMILY BREAKDOWN South Korea in 1960 was one of the poorest nations on earth. Only one third of their children went on to middle school. Yet, in the last decade they have become xyz#7 in the world in math, #11 in science performance which our Wisconsin “Stretch Targets” aspire to in the next 20 years. In 1950s in poverty-stricken Finland, 10% of the children graduated from high school. Today they are #3 in the world in reading. Poland, a country that just 25 years ago endured significant economic challenges with the end of the Cold War is now rated 20 rankings above the USA in math.. The original model schools in the PAVE-SchoolsThatCanMilwaukee ( currently xyzForward) movement with performance well above state averages were all located in the very poorest neighborhoods of Milwaukee.(One of them, Carmen High School with 90% minority students, over 90% below poverty level and with 13% special ed students, was rated in 2016 & 2018 by U.S. World News & Report to be the # 1 high school in Wisconsin!) Yes, each Wisconsin school district must deal with their own, challenging social circumstance as they go from ‘fair’ to ‘good’ to globally ‘great’. For some it is poverty or broken homes or overworked parents, as well as health and safety issues. It may be parents who are overly protective of their less than challenged, spoiled children. For the relatively “good” schools in the state, it may be misleading comparisons, parental resistance to more homework, or complacency. But while these challenges need to be adequately addressed, they CAN NOT BECOME EXCUSES for not reaching by age 15 WI students, the three global “Targets”!

MONETARY COSTS Reduction wherever possible of school bureaucracies via managerial efficiency, electronic records, AI, and other streamlining will allow more funds to be devoted to classroom performance. The United States and Wisconsin already spend far more per capita on K-12 students than any other country except Switzerland. (True, staff health benefits and certain meal and other student subsidies are not included in the calculations of some countries.) Wisconsin is # 26 in the nation in spending per K-12 student, down from # 11 in 2002. (National Center for Education Statistics-Missouri). The 2017 NAEP test indicated that not only were our 4th grade minority achievement very poor, but that Wisconsin white students had fallen to # 41 in reading. Texas spends 11% less per student than Wisconsin, yet their 8th grade math performance is better than that of Wisconsin for each racial group. (See “Resources” page, WI vs. TX.) Every nation that exceeds the USA and Wisconsin in academic performance spends less for better results! It is focus, long term commitment, monitoring of results, and academic intensity, not much more money, that will again make Wisconsin a K-12 Super Education State!

CHANGE AND HARDWORK Not only do the public and charter/voucher/home school teachers and unions and school boards and students have to change dramatically to realize “Stretch Target” results. Administration, tax priorities, and business, church, synagogue, and NGO support must also change and adopt. All of us in the state must be involved if “Stretch Targets’ are to work! Can we be in this together?

{The above is “a laundry list” of success factors. No one Wisconsin school district will likely incorporate them all. But we trust that many of these factors and others will work as districts and individual schools reach out for their “long term stars”!}

STRETCH DNA? There will likely be adjustments/improvements to above proposed program. However, three elements MUST be in any ongoing program to qualify as “STRETCH!” :

1. PISA TEST annuallyfor every participating district!
2. SCORECARD adjusted to annually for global/USA rankings!
3. MTEL-LIKE TESTS & certification for all teachers in participating districts with corresponding salary increases!

Without these three, call the program a failure. Not “STRETCH!”