As it went through its strategic planning process, the Education Task Force identified school system governance as its top priority; events since then have
only served to reinforce this conclusion. At present, CBNO/MAC is engaging stakeholders to participate in a major community-wide effort to address the governance issue. Through the last months of 2002,
comprehensive research is being done into various school governance models; the cities and school systems where these models have been employed, and the results thereof; and the arguments for and against each model.Beginning in January 2003, CBNO/MAC and its partners will conduct a series of public forums and stakeholder meetings to present the information on the various governance models. Each presentation
will be followed by open discussion, concluding with an on-site survey to get people's opinions and preferences on governance options. In conjunction with this, a public opinion poll will be conducted on the same
topic. Please check our calendar once the forum dates have been set, and plan to attend so that your voice may be heard in the discussion of this critical issue. From this information,
CBNO/MAC will prepare a recommendation on school governance reform, and present it back to the public and the stakeholders for final review. Once finalized, the recommendation will be submitted for implementation.
The goals from the Education Task Force's Action Plan, as detailed in the Blueprint for a Better New Orleans, are as follows:
1.0 Continuing the reform process of the Orleans Parish School System and resolving school system governance issues that threaten local
control. The Education Task Force prioritized a broad community embrace of the reform effort as fundamental to the improvement of the public
schools. While the reform effort and the Strategic Plan have been acknowledged as good road maps, the School Board has not fully embraced reform or the Plan, nor is there general understanding of and
commitment to reform among school personnel and the broad community. The matter of clearly defining the School Board as a policy-making body and detailing the responsibilities of the CEO and his staff was
identified as a critical first, immediate step in the reform effort.Provide the CEO with the authority and responsibility to take the actions
needed to effect short and long-term reform and mobilize the community to support the reform process and ensure continued local control of the school system. 2.0 Improvement of physical infrastructure and human resource environment. More than 70% of the
respondents in the CBNO Baseline Survey acknowledged that the public school system in Orleans Parish is under funded. With an aging stock of school buildings, the projected cost for bringing school
infrastructure up to minimum standards is in the neighborhood of one billion dollars. Even with the 1995 bond issue which provided $185 million for school renovations, the school system faces a severe
challenge in maintaining buildings and meeting basic code requirements. Additional needs in the area of human resources (well trained, certified teachers teaching in their fields of expertise) place enormous
pressure on the school system to provide its basic necessities.
Create a quality educational environment, including infrastructure, human resources and operational systems. 3.0 Parental involvement.
Students and their parents are the primary constituency of the New Orleans Public School System. The involvement of parents in the educational
process of their children is a fundamental element of improving the quality of education in the classroom.Increase student achievement and
reduce school disciplinary problems by promoting active parent, family and community involvement in the schools.
4.0 Alternative school settings for children with behavioral problems. School site personnel cite the disruption and chaos caused by students
with behavioral problems as the major impediment to an orderly and effective learning environment. Alternative settings within and outside of traditional school settings must be created to address these
students' needs and to preserve order in traditional school settings.Minimize the classroom disruption and assist children in overcoming
behavioral problems so they can return to their regular environment, using off-site and on-site settings and resources.
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