SAGE: Will flexibility help students?


SAGE: Will flexibility help students? The Student Achievement Guarantee in Education (SAGE) program began during the 1996-97 school year with 30 schools in 21 school districts throughout the state. In 2000-01, the program had a dramatic expansion that resulted in 578 schools participating. One component of SAGE is that class sizes in grades K–3 are no larger than 15 students per teacher for core academics. In addition, districts agree to turn schools into "lighted schoolhouses" that are open for extended hours, to develop rigorous academic programs, and to establish and implement plans for staff development and accountability. Q. Why is there so much talk about SAGE flexibility now? A. One of the requirements of SAGE is that schools sign a five-year contract for SAGE participation. For the schools that entered the program in 2000-01, those contracts will be up for renewal at the end of the current school year. Those schools are now considering renewing their contracts. In addition, funding for the program ($2,000 per low-income child) has not increased since the program’s inception, causing schools to struggle with funding. Q. What does SAGE flexibility mean and how can it be achieved? A. The intent of the law is for a regular classroom teacher to have no more than 15 pupils to which to provide instruction in core subjects, no more than 15 grade or progress reports to prepare, and no more than 15 families with which to communicate. Participating districts and schools are encouraged to consider all possible options to make the most efficient use of existing resources. Q. What does flexibility mean in the Olsen/Towns bill and why does WEAC oppose it? A. Bills introduced by Sen. Luther Olsen and Rep. Debi Towns (SB 68/AB123) allow schools to make SAGE optional in grades two and three. WEAC opposes this legislation because it would weaken the SAGE program. These bills pit SAGE, a program that helps needy children in the early grades, against special education students by allowing the transfer of SAGE funds to special education. Q. Does current law allow for flexibility? A. Current law already allows for flexibility. Schools submit a plan to the Department of Public Instruction to be a SAGE school. Participating districts and schools are encouraged to consider all possible options to make the most efficient use of existing resources. A common sense approach, the intent of the law, and the best interests of the children are all used to determine whether the plan submitted qualifies a school for SAGE. Plans vary from school to school. For example, the SAGE plan approved for the Madison school district uses block scheduling for its schools with poverty levels lower than 45%. Schools looking for changes in the SAGE plan should use the renewal planning process and work with DPI to determine the best plan for their students and school. In addition to the flexibility given to districts and schools in the SAGE planning process, the school can apply for a waiver of SAGE provisions. To do so, the school board must write a letter to the state superintendent requesting a waiver. The request must specify the section of the law for which the waiver is being sought. Before requesting a waiver a school must hold a public hearing to take testimony on the waiver request. The letter to the state superintendent must also include a summary of the testimony from the hearing. The law describing the waiver process is s.118.38, Wisconsin statutes. Q. Will transferring dollars from SAGE to P-5 achieve the goal of reducing class sizes in a way proven to boost student achievement? A. The P-5 program awards grants to central city elementary schools enrolling large numbers of economically disadvantaged students. Funds are used to provide supplementary educational services. Each P-5 school develops a school effectiveness plan using a site-based management approach. Grant dollars are used to fund strategies such as holistic writing assessment, home/school workers, reading specialists, parent training, reading incentive programs, math coordinators, etc. The P-5 program is NOT a class-size reduction program. Proposed funding for SAGE As costs have been rising, the per-pupil support for the SAGE program has been held constant over the years. Increasing the current reimbursement rate and allowing other schools to participate will build upon the successes of SAGE. WEAC supports the governor’s budget proposal which increases the per-pupil reimbursement level for the SAGE program to $2,250 in the 2005-06 school year and $2,500 in 2006-07, and provides additional funding for 10 new schools to participate in SAGE. SAGE effectiveness Statewide 3rd and 4th graders are posting gains in reading and math as measured by the third grade Wisconsin Reading Comprehension Test and the 4th grade Wisconsin Knowledge and Concept Exam. A total of 84.9% of all 3rd graders statewide reached the proficient/advanced level on the state’s reading comprehension test in 2003-04, the highest percentage statewide in seven years. It was an increase from 74.2% in 2001-02. SAGE is also reducing the achievement gap. The achievement gap between Milwaukee and the state has narrowed from 24 percentage points two years ago to 16 points in 2003-04. The SAGE program is helping to increase academic achievement statewide by reducing class sizes in grades K-3. Flexibility results in increased class sizes. To maintain the academic achievement gains seen over the past two years, the Legislature should support an increase in funding and encourage more schools to keep SAGE whole by using the flexibility already available to them under current law.

SAGE: Will flexibility help students?

The Student Achievement Guarantee in Education (SAGE) program began during the 1996-97 school year with 30 schools in 21 school districts throughout the state. In 2000-01, the program had a dramatic expansion that resulted in 578 schools participating. One component of SAGE is that class sizes in grades K–3 are no larger than 15 students per teacher for core academics. In addition, districts agree to turn schools into "lighted schoolhouses" that are open for extended hours, to develop rigorous academic programs, and to establish and implement plans for staff development and accountability.

Q. Why is there so much talk about SAGE flexibility now?
A. One of the requirements of SAGE is that schools sign a five-year contract for SAGE participation. For the schools that entered the program in 2000-01, those contracts will be up for renewal at the end of the current school year. Those schools are now considering renewing their contracts.

In addition, funding for the program ($2,000 per low-income child) has not increased since the program’s inception, causing schools to struggle with funding.

Q. What does SAGE flexibility mean and how can it be achieved?
A. The intent of the law is for a regular classroom teacher to have no more than 15 pupils to which to provide instruction in core subjects, no more than 15 grade or progress reports to prepare, and no more than 15 families with which to communicate. Participating districts and schools are encouraged to consider all possible options to make the most efficient use of existing resources.

Q. What does flexibility mean in the Olsen/Towns bill and why does WEAC oppose it?
A. Bills introduced by Sen. Luther Olsen and Rep. Debi Towns (SB 68/AB123) allow schools to make SAGE optional in grades two and three. WEAC opposes this legislation because it would weaken the SAGE program. These bills pit SAGE, a program that helps needy children in the early grades, against special education students by allowing the transfer of SAGE funds to special education.

Q. Does current law allow for flexibility?
A. Current law already allows for flexibility. Schools submit a plan to the Department of Public Instruction to be a SAGE school. Participating districts and schools are encouraged to consider all possible options to make the most efficient use of existing resources. A common sense approach, the intent of the law, and the best interests of the children are all used to determine whether the plan submitted qualifies a school for SAGE. Plans vary from school to school. For example, the SAGE plan approved for the Madison school district uses block scheduling for its schools with poverty levels lower than 45%. Schools looking for changes in the SAGE plan should use the renewal planning process and work with DPI to determine the best plan for their students and school.

In addition to the flexibility given to districts and schools in the SAGE planning process, the school can apply for a waiver of SAGE provisions. To do so, the school board must write a letter to the state superintendent requesting a waiver. The request must specify the section of the law for which the waiver is being sought. Before requesting a waiver a school must hold a public hearing to take testimony on the waiver request. The letter to the state superintendent must also include a summary of the testimony from the hearing. The law describing the waiver process is s.118.38, Wisconsin statutes.

Q. Will transferring dollars from SAGE to P-5 achieve the goal of reducing class sizes in a way proven to boost student achievement?
A. The P-5 program awards grants to central city elementary schools enrolling large numbers of economically disadvantaged students. Funds are used to provide supplementary educational services. Each P-5 school develops a school effectiveness plan using a site-based management approach. Grant dollars are used to fund strategies such as holistic writing assessment, home/school workers, reading specialists, parent training, reading incentive programs, math coordinators, etc. The P-5 program is NOT a class-size reduction program.

Proposed funding for SAGE

As costs have been rising, the per-pupil support for the SAGE program has been held constant over the years. Increasing the current reimbursement rate and allowing other schools to participate will build upon the successes of SAGE.

WEAC supports the governor’s budget proposal which increases the per-pupil reimbursement level for the SAGE program to $2,250 in the 2005-06 school year and $2,500 in 2006-07, and provides additional funding for 10 new schools to participate in SAGE.

SAGE effectiveness

Statewide 3rd and 4th graders are posting gains in reading and math as measured by the third grade Wisconsin Reading Comprehension Test and the 4th grade Wisconsin Knowledge and Concept Exam. A total of 84.9% of all 3rd graders statewide reached the proficient/advanced level on the state’s reading comprehension test in 2003-04, the highest percentage statewide in seven years. It was an increase from 74.2% in 2001-02. SAGE is also reducing the achievement gap. The achievement gap between Milwaukee and the state has narrowed from 24 percentage points two years ago to 16 points in 2003-04.

The SAGE program is helping to increase academic achievement statewide by reducing class sizes in grades K-3. Flexibility results in increased class sizes. To maintain the academic achievement gains seen over the past two years, the Legislature should support an increase in funding and encourage more schools to keep SAGE whole by using the flexibility already available to them under current law.