2009 Summer - Alabama School Boards Magazine

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In just 10 years, the Alabama Association of School Boards’ Medicaid Administrative Claiming and Direct Bill programs have returned more than $87 million to school boards that provide services to Medicaid-eligible students. Find out how to regain funding you’ve already spent or bill for services you already offer to eligible students. Contact us at 800/562-0601 or kroberts@AlabamaSchoolBoards.org.


Inside

SUMMER 2009 Vol. 30, No. 2

www.AlabamaSchoolBoards.org

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14 FACE TO FACE

TUSCALOOSA COMMUNITY COLLABORATES ON PRE-K

Sen. Rodger Smitherman is serving his fourth term representing Senate District 18 and took on his new role as president pro tempore on Feb. 5 .

12

SCHOOL TAXES 101 What Every Board Member Should Know

FEATURES 8 PRESIDENT’S PERSPECTIVE Academics of yesterday are not sufficient for today.

10 EXECUTIVE DIRECTOR’S PERSPECTIVE Schools claim victories in 2009 Legislative Session.

PUBLICATION POLICY Alabama School Boards is published by the Alabama Association of School Boards as a service to its members. The articles published in each issue represent the ideas or beliefs of the writers and are not necessarily the views of the Alabama Association of School Boards. Subscriptions sent to members of school boards are included in membership dues, and complimentary copies are sent to public school principals throughout the state. Additional subscriptions can be obtained by contacting AASB. Entered as third-class mail at Montgomery, AL. Permit No. 34. Alabama School Boards is designed by J. Durham Design, L.L.C., Montgomery, AL. Address all editorial and advertising inquiries to: Alabama School Boards, Editor, P.O. Drawer 230488, Montgomery, AL 36123-0488. Phone: 334/277-9700 or e-mail info@AlabamaSchoolBoards.org.

Tuscaloosa City Schools and various community organizations have joined efforts to provide pre-kindergarten education to help at-risk children get off to a quick start when they begin school.

16 COVER STORY: CREATE CONDITIONS FOR STUDENT SUCCESS AASB launches Governing for Achievement Project.

20 NAVIGATING ROUGH WATERS, SEEKING STUDENT SUCCESS AASB Summer Conference July 26-28, 2009 Perdido Hotel

22 10 QUESTIONS Cathy Gassenheimer’s favorite two-word phrases are “best practices” and “quality instruction.”

26 ALABAMA SCHOOL BOARDS READERSHIP SURVEY To ensure Alabama School Boards magazine continues to be a key source of valuable, relevant information, we need your feedback.

28 THE PROMISE A perspective on setting student standards and expectations by Yung Thi Bui-Kincer, Alabama’s 2009-2010 Teacher of the Year,

IN EVERY ISSUE 4 UP FRONT 6 EDUCATION & THE LAW 19 HELP 26 CALENDAR 29 PEOPLE & SCHOOLS 30 AT THE TABLE ON THE COVER: graphic©istockPhoto.com

OFFICERS

BOARD OF DIRECTORS

PRESIDENT Sue Helms Madison City PRESIDENT-ELECT Florence Bellamy Phenix City VICE PRESIDENT Steve Foster Lowndes County IMMEDIATE PAST PRESIDENT Jim Methvin Alabama School of Fine Arts

STAFF EXECUTIVE DIRECTOR Sally Brewer Howell, J.D. CHIEF OPERATING OFFICER Ken Roberts, C.P.A. DIRECTOR OF PUBLIC RELATIONS Denise L. Berkhalter DIRECTOR OF GOVERNMENTAL RELATIONS Lissa Astilla Tucker DIRECTOR OF BOARD DEVELOPMENT LuAnn Bird MEETING/MARKETING COORDINATOR Mandy Fernandez

DISTRICT 1 Stephanie Walker Brewton DISTRICT 2 Roxie Kitchens Troy DISTRICT 3 Jeff Bailey Covington County DISTRICT 4 Katy S. Campbell Macon County DISTRICT 5 Jennifer Parsons Jefferson County DISTRICT 6 Sue Jones DISTRICT 7 Brett Whitehead Tuscaloosa County DISTRICT 8 Pam Doyle Muscle Shoals

MEMBERSHIP COORDINATOR Debora Hendricks

DISTRICT 9 Shelia Nash-Stevenson

EXECUTIVE ASSISTANT Tammy Wright

STATE BOARD Dr. Mary Jane Caylor Huntsville

ADMINISTRATIVE ASSISTANT Donna Norris BOOKKEEPER Kay Shaw STAFF ASSISTANT Lashana Summerlin CLERICAL ASSISTANT Briana Baxter

Alabama School Boards • Summer 2009 3


UPFRONT

Trends, Research&Dates

Compiled by Eve Harmon & Denise Berkhalter

Student Testing and Teacher Evaluations Streamlined

IN A NUTSHELL:

In May, the state Board of Education approved a plan that drops a week of the nearly two weeks of testing students face in grades 3-8. Starting in 2009-2010, school systems will test students in reading and math using the SAT-10 as part of the ARMT. Other subtests used for state accountability purposes under the No Child Left Behind Act will be optional but still provided to school systems at no cost. The board also adopted a revamp of the state’s teacher evaluation system. Officials describe EDUCATEAlabama as a user-friendly, formative evaluation system that measures teacher performance against the Alabama Quality Teaching Standards. Read more online at www.AlabamaSchoolBoards.org under “Publications, State Board News.”

Federal Stimulus Funds for Title 1

FOSTER CHILD LEARNS LIFE LESSON Russell County High School student Timothy Smith recently enjoyed an honor only a select group of Alabama youngsters can claim. The 15-yearold foster child served as a page for the Alabama Legislature, winning the hearts of information specialist Ernestine Crowell, legislators and lobbyists. “I’ve been doing this for 20 years, and Tim is the first page I’ve ever had to go from office to office asking if anyone needed anything,” Crowell said. “I have had people come ask for Timothy. He is already a V.I.P.” Timothy Smith Smith, who wants to be an auto mechanic someday, said the opportunity was extra special since his social worker said he was hand-picked for the job. That’s a real honor for a student who struggled below grade level but is now able to work alongside his ninth-grade peers. “I like to help people, and schools are good because they help us get an education. My teachers have been good to me, helping me catch up in school,” said Smith, who has five younger siblings. Serving as a page and having the support of his school has taught him important life lessons. “This experience has taught me to live life to the fullest and don’t worry about what people say,” Smith explained. “Make something out of yourself. Go to school. Help people. Do the right thing. Don’t ever let anybody tell you that you can’t do something in life. You can do anything you want to if you put your mind to it.”

Alabama School Boards Receives NSPRA Award of Merit The Alabama Association of School Boards has received a 2009 National School Public Relations Association Award of Merit for Alabama School Boards and is the only recipient of NSPRA’s 2009 Branding/Image Packaging Award of Excellence. 4 Alabama School Boards • Summer 2009

■ Title I Defined — The intent of Title I is to provide supplemental, or additional, educational opportunities for disadvantaged children. This opportunity is extended through additional funding streams to eligible school systems and schools. The funding allows school systems the opportunity to purchase resources above and beyond those provided by the state based on community and student needs. ■ Local Needs — School systems must use all Title I funds based on the school’s assessment, which drives funding decisions. For example, a system may determine that pre-K education is an essential component for student success, so funding for pre-K should be based on the needs of the Title I schools that serve the community. ■ Schoolwide and Targeted Assistance — In a schoolwide program, all students attending the school benefit from the services of Title I. School systems may elect to serve schools with a poverty range of 40-74 percent poverty as a schoolwide school, or they may also choose to serve them as a targeted assistance school. A system may also choose to serve a school with a minimum poverty of 35 percent as targeted assistance. Only eligible students may be served in targeted assistance schools, which means all students don’t receive the services of Title I. School systems must serve schools with a poverty rate of 75 percent or greater. ■ Accessing Federal Dollars — School systems must complete an annual application and receive approval before accessing federal dollars. While there is no timeline for application submission, access to funding is contingent on an approved application. Funds are available Oct. 1 of each year, with the exception of American Reinvestment and Recovery Act funds, which will be available for school system access when the updated application is completed. ■ What Boards Should Know — The state federal programs section provides guidance and oversight to school systems in the appropriate use of federal funds. It is important that school boards are knowledgeable about the services provided by Title I and the allowable use of funds to ensure that they do not request or approve expenditures that do not meet federal guidelines as outlined by the U.S. Department of Education. Source: State Department of Education, Federal Programs; to learn more contact the director, Dr. Deann K. Stone, dstone@alsde.edu.


‘FRIEND OF THE COURT’ Brief Submitted in Webb Case At the request of the Montgomery County Board of Education, the Legal Assistance Fund Board of Trustees agreed to join the Cedric Webb v. Montgomery County Board of Education case by entering an amicus curia (“friend of the court”) brief. At issue is the authority of the hearing officer to reopen prior disciplinary offenses in the employee’s personnel record. The case is pending in the Alabama Supreme Court. Because legal challenges are costly — not only to the school board involved in a certain case but potentially to other boards facing similar issues — the Alabama Association of School Boards’Legal Assistance Fund supports school boards’common interests by assisting members involved in cases of statewide significance. To learn more about LAF, which is governed by its own board of trustees, contact AASB at info@AlabamaSchoolBoards.org.

Rural Schools Celebrate Success What do you find in rural Alabama schools where student success is a priority? You’re likely to see a qualified, dedicated and connected faculty; high expectations; multiple avenues of communication; and schools that are the hub of their communities. That’s according to the recent Alabama Department of Agriculture & Industries’ Center for Rural Alabama report, Lessons Learned from Rural Schools. The report looks at 10 high-performing, high-poverty rural elementary schools in Mobile, Jackson, Wilcox, Cleburne, Covington, Escambia, Winston, Franklin, Choctaw and Perry counties. The report also notes 90 percent or more poverty among students in 78 of the 494 schools in rural Alabama. Call 334/240-7272 or visit www.agi.alabama.gov for a copy.

16.6% DID YOU KNOW?

The 2007 National Survey of Children’s Health, found at www.nschdata.org, reports that 16.6 percent of students age 6-17 have repeated a grade in school at least once. Here is how Alabama compares to the nation. Alabama %

Child Health Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84.6

Nationwide % 84.4

39,480 BY THE NUMBERS Alabama’s public high school graduates for 2008-09 are estimated at 39,480 in the report, “Projections of Education Statistics to 2017.”The National Center for Education Statistics, nces.ed.gov, projects a national 2008-09 class of more than 3 million public school graduates. Alabama graduated 45,286 in 1969-70, when there were nearly 2.6 million public high school graduates nationwide.

SAY WHAT? Attendees at a recent Alabama State Universitysponsored teacher job fair had this to say about the profession:

“Teachers face so many challenges — no good mentor, a lack of support, and some teachers just kind of burn out. But, I really want to reach the students, so they can perform at their highest potential.” — Adiliah Fisher-Grace, future teacher

children in excellent or very good health

Risk of Developmental or Behavioral Problems . . . . . . . . . . . . . . . . . 32.0

26.4

children age 4 months to 5 years determined to be at moderate or high risk based on parents’ specific concerns

Developmental Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.1

19.5

children age 10 months to 5 years who received a standardized screening for developmental or behavioral problems

Positive Social Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89.9

93.6

children age 6-17 who exhibit two or more positive social skills

Missed School Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5

5.8

children age 6-17 who missed 11 or more days of school in the past year

School Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79.5

80.5

children age 6-17 who are adequately engaged in school

Repeating a Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16.6

10.6

children age 6-17 who have repeated at least one grade

Activities Outside of School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79.1 children age 6-17 who participate in activities outside of school

80.7

“The retention rate is a challenge. There's so much pressure on the teachers that come in. They get so involved with coaching and other extracurricular activities. And, to be honest, teaching is tough. We have teachers who are mothers and fathers and counselors. They just get so much on their plates. But they stay because of their love for children.” — Reginald Sparks of Phenix City, principal of South Girard School Alabama School Boards • Summer 2009 5


EDUCATION & THE LAW

Protect Children in Cyberspace By Jenna M. Bedsole

Children in cyberspace is an idea that generates questions and concerns about safety. A number of those issues were tackled in December 2000, when Congress passed the Children's Internet Protection Act or CIPA

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he act addresses concerns about children’s access to offensive content on the Internet via school and library computers and is a part of a larger communications statute — the Communications Act of 1934. Under this statute, every provider of interstate or international telecommunications service must pay a fee to “preserve and advance universal service.” This universal service fee is pooled in the universal service fund, which is sometimes called E-Rate. The fund is administered by the Schools and Libraries Division of the Universal Service Administrative Co. — referenced in this article as “the administrator” — which is overseen by the Federal Communications Commission or FCC. The beauty of E-Rate is that eligible schools can receive discounts to apply to their telecommunications services, Internet access and internal connections. To receive a discount, a school must determine its eligibility, complete a technology plan, competitively bid and select a service provider and submit an application (FCC form 471) before it receives a decision on funding from the administrator. After the school receives approval for funding, the CIPA requirements are triggered. That makes the Children’s Internet Protection Act a classic example of carrot-and-stick legislation.

6 Alabama School Boards • Summer 2009

The Carrot Besides protecting kids, complying with CIPA has an added benefit for school systems: it saves money. This carrot comes in the form of a discount — from 20-90 percent of the pre-discount price for all eligible services provided by eligible providers. In determining the amount of discount, the administrator considers: ■ Poverty, which is determined by the school’s percentage of enrolled students who are eligible for free or reducedprice lunch under the national school lunch program. ■ Whether the school is located in an urban or rural area and whether the services are shared by other schools or libraries. Rural areas typically receive deeper discounts than urban areas. However, if half of a school’s students are eligible for the national school lunch program, that school can receive an 80 percent discount, regardless of whether the school is in an urban or rural area. If 75 percent of the student population is eligible for the national school lunch program, the discount jumps to 90 percent, making the urban/rural distinction irrelevant.


The Communications Act does not outline which services are eligible for the discounts but instead gives the FCC discretion to decide which services qualify for the discounts. Discounts do not apply to telephones, computers, software and training; the school must provide those. A list of eligible services is available on the Universal Service Administrative Co.’s Web site: http://www.universalservice.org/sl/tools/eligible-services-list.aspx.

The Stick To get the discounts for Internet access or internal connections — or the stick — is the school must make two certifications on FCC Form 486. The certifications are described in detail below: 1. Establish and Enforce an Internet Policy FCC Form 486 requires the school to certify that an Internet safety policy is being enforced. CIPA is specific about what a school system must have in its Internet policy. Under CIPA, the system’s Internet policy must: (1) Have technology that specifically blocks or filters Internet access by both adults and minors to visual depictions that are obscene or are child pornography; (2) Have technology that specifically blocks or filters Internet access by minors to visual depictions that are harmful to minors; (3) Monitor the online activities of minors; (4) Address “access by minors to inappropriate matter on the Internet and World Wide Web;” (5) Address “the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications;” (6) Address “unauthorized access, including so-called ‘hacking,’ and other unlawful activities by minors online;” (7) Address “unauthorized disclosure, use, and dissemination of personal information regarding minors;” and (8) Include “measures designed to restrict minors’ access to materials harmful to minors.” Be sure your policy has all eight components, and understand that it is the school board’s responsibility to determine what matter is not appropriate for minors. The statute also requires reasonable public notice about the Internet policy. A school should have at least one public hearing or meeting to address the proposed Internet safety policy. 2. Compliance Certification The second certification on FCC Form 486 requires a school to state it has complied with CIPA, is in the process of complying with CIPA or that CIPA does not apply

The Children’s Internet Protection Act helps schools pay for the Internet access and services schools need to educate their students for the future. To receive those discounts, schools must have a complete Internet policy so that students’Internet use is safe. because it is only seeking funding for telecommunications service. Without these two certifications, a school is not eligible for discount services.

Failure to Comply You have an Internet policy. You have the filter software. Your parents and students certify they have read the policy and know what is allowed to be viewed on the Internet and what is not. You have trained your teachers, your administrators, your staff about your Internet policy. You get a call from a parent screaming about pornography on one of the school’s computers. You investigate — the parent was right. CIPA provides if a school submits the certifications but “knowingly fails” to follow through with them, the school must reimburse any funds or discounts received for the period the school was not compliant. It is unlikely the administrator would require reimbursement for the example above — if it was an isolated incident. Schools which certify they are compliant with CIPA but who have a widespread problem of Internet access to visuals that are harmful to minors, who fail to monitor the Internet activity of students, or who have pervasive cyber-bullying should be concerned. The administrator may require reimbursement. The statute allows a school to reestablish compliance by submitting evidence — including a certification it has remedied the non-compliance — to the FCC, and the school will be eligible for discounts again. CIPA helps schools pay for the Internet access and services schools need to educate their students for the future. To receive those discounts, schools must have a complete Internet policy. They must follow and enforce that policy so that students’ Internet use is safe. ■ Jenna M. Bedsole is a shareholder with Lloyd, Gray and Whitehead in Birmingham and can be reached at jbedsole@lgwpc.com or 205/313-2310. Alabama School Boards • Summer 2009 7


PRESIDENT’S PERSPECTIVE By Sue Helms, AASB President

Academics of Yesterday Not Sufficient for Today

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s advocates for children and public education, we need to fully understand what’s at stake for our students as they prepare for adulthood and the work force. Education decision makers need to recognize and acknowledge that the academics of yesterday are not sufficient for today. We must prepare our students for their 21st century life ahead. I am sure there are some who are not sure what it means to prepare students for the 21st century. Is it more than assuring students are ready for the work force, that they can pay the bills, take care of their health and finances and be good members of the community? In fact, there are many definitions of what “21st century skills” means. To some, they are such skills as problem solving, critical thinking, team work, creativity and adaptability. To many others, it’s the need for more science and math. Still, some believe it is just the use of technology in the learning process. I believe that 21st century skills should encompass preparing students with strong academic skills; thinking, reasoning and teamwork skills; and proficiency in using technology. Experts say it is all of these things and much more. AASB President Sue Helms, right, recently met National School Boards Association Immediate Past President Barbara L. Bolas of Pennsylvania. NSBA and AASB support efforts to equip students with 21st century skills.

Many of you remember the old story about the blind men and the elephant. Six blind men are asked to describe what an elephant looks like by touching it. The blind man who feels the leg says the elephant is like a pillar; the man who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the ear is like a fan; and the belly is like a ball. The point is each of the men described his part accurately, but the parts didn’t add up to an elephant. 21st century skills cannot be described by just perception and suspicions. We, as school board members, need to research this concept to gain practical insight that will allow us to embrace our changing world. 8 Alabama School Boards • Summer 2009

So, what exactly is 21st century skills? The Partnership for 21st Century Skills is a leading advocacy organization focused on infusing 21st century skills into education. The partnership brings together the business community, education leaders and policymakers to define a powerful vision for 21st century education and to ensure that students emerge from schools with the skills needed to be effective citizens, workers and leaders in this modern-dayworld. The Partnership has identified six key elements of a 21st century education: ■ Information and communication skills (media literacy skills); ■ Thinking and problem-solving (critical/systems thinking, problem identification, formulation/solution, creativity and intellectual curiosity); ■ Interpersonal and self-direction skills (collaborative skills, self-direction, accountability/adaptability and social responsibility); ■ Global awareness; ■ Financial, economic and business literacy, and developing entrepreneurial skills to enhance workplace productivity and career options; and ■ Civic literacy. If you are new to 21st century thinking, this is a lot to grasp, and your next question is most likely “why do students even need 21st century skills?” There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities/workplaces. To successfully face rigorous higher education coursework, career challenges and a globally competitive work force, schools must align classroom settings with real world environments by infusing 21st century skills into their instruction and curriculum. But, there is good news! 21st century skills can be incorporated into what we are already teaching in the classroom and can be built into programs and curriculum we have in place. After all, we are producing graduates who must have the ability to put into practice skills learned to become successful in their college and workplace. Our responsibility is to ensure all students are prepared for the educational challenges presented to them after high school.


What we do know is that traditional courses we teach now will not be enough. We need to add more rigor and relevance to the school day. Studies show that, when rigorous subject matter is combined with relevant 21st century skills, students are more engaged, and students who are interested and challenged stay in school and perform well.

The Partnership for 21st Century Skills is a great resource for you to begin learning more about the process of infusing these skills into your curriculum. ■

Madison Hosts NSBA’s Technology Network Site Visit

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n April 9, the state Board of Education recognized Madison City Schools as the first school system in Alabama selected to host a National School Boards Association Technology + Learning (T + L) site visit. The board later presented the Madison Board of Education with a resolution commending and congratulating the school system “for this national recognition and for its use of technology to enhance instruction and learning.” About 75 school technology and education leaders from around the country visited in March to tour Bob Jones High, Heritage Elementary, Liberty Middle, Columbia Elementary and Discovery Middle schools in Madison for inspiration, ideas and to ask questions about the academic use of technology and tech tools. NSBA Technology Leadership Network visitors also toured the state’s famed Hudson-Alpha Institute, Redstone Arsenal and NASA Teacher Resource Center. Madison City Schools is a fast growing and high performing school system serving more than 8,400 students in nine schools. The system provides students and teachers with open-source computer labs, laptop labs, student workstations in each classroom, interactive whiteboards, document cameras and other emerging technologies in a safe computing environment. Madison schools also serve as a regional support center for the state’s ACCESS Distance Learning program. This statewide education initiative uses technology to provide high-quality advanced, core and elective classroom courses to students who might not otherwise have access to them. Madison, whose board president is AASB President Sue Helms, was one of only three school systems in the United States selected for the 2009 Education Technology Site Visits: Showcasing Technology Innovation. Helms said the Madison school board is “committed to 21st century technology tools for our students and classrooms,” and she believes “technology site visits are a great avenue of training for any board member interested in acquiring in-depth knowledge about what works in schools.” NSBA’s Technology Leadership Network brings school board members, administrators and the school system technology teams together to glean the best practices from other systems and to make well-informed technology decisions. ■

(Right) Ann Flynn, director of education technology for NSBA, poses under the nose cone of the Saturn V during the Madison City Schools Technology Network Site Visit that included a tour of Alabama's NASA Teacher Resource Center. The event annually showcases technology innovation in schools across the nation. (Below) One of 75 NSBA Technology Network Site Visit participants enjoys listening to audio and talking technology with students at Heritage Elementary School in Madison. The annual event tours select schools nationwide. The tour of schools in Madison was March 25-27.

Photos courtesy of Madison City Schools.

(Above) Ann Flynn, far left, NSBA's education technology director, joins other participants in the 2009 NSBA Technology Network Site Visit. Students at Discovery Middle School discuss how they use laptops in their academic studies. Alabama School Boards • Summer 2009 9


EXECUTIVE DIRECTOR’S PERSPECTIVE By Sally Howell, J.D., AASB Executive Director

Schools Claim Victories in 2009 Legislative Session May 15 brought a calm and productive end to the 2009 Regular Legislative Session, disguising the true nature of 30 tumultuous legislative days. he roller coaster ride included a one-day return to the historic Capitol due to a flash flood and bitter days of political feuding around gaming, repeal of the state’s grocery tax and other controversial issues. K-12 education, however, ultimately fared well. It was hard work involving collaboration with other K-12 associations, but the Alabama Association of School Boards won the fight for an education budget in-tune with school board members’ priorities for their students. The challenge of interpreting how to spend the $513 million of federal stimulus funds from the American Recovery and Reinvestment Act grew as regulations and rules changed almost daily. However, the result was a much-improved $6.2 billion education budget for schools enacted just in time for May school board meetings to plan local budgets — a significant victory for K-12. Lawmakers introduced many additional pieces of legislation that affect public education, and AASB backed a healthy number of bills that passed both chambers, including:

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• Requiring school board member training policies; • Providing budget flexibility for local school boards; • Defining one-month reserve fund access; • Expanding school boards’ banking options; • Raising the school age to 17 to prevent dropouts; • Recompiling the competitive bid law for public education; • Revising the school nurse law; 10 Alabama School Boards • Summer 2009

• Proposing a constitutional amendment to allow a simple majority to approve a 1-mill property school tax; and • Requiring teacher program applicants to undergo background checks. Visit www.AlabamaSchoolBoards.org for the final edition of Leg-Alert, which includes a detailed list of enacted legislation.

Biggest Education Victories Unseen What you won’t see in the enactments are some of this session’s biggest education victories — thanks to you and your association’s tireless work behind the scenes and in the State House hallways. It is what local school boards oppose and prevent from becoming law that can make a session hugely successful. That was certainly the case this year, as AASB consistently opposed bills that either made for poor public policy or threatened to infringe on local school board autonomy and authority. AASB successfully opposed a proposal to mandate when school starts; an attempt to allow home-schooled students to participate in public school athletics; and an effort to move creationism into curriculum. Some AASB-supported bills did not see action this year, but don’t disregard them as our work continues to build political support for causes beneficial to Alabama’s schoolchildren. One issue to keep on the radar is Rep. Greg Canfield’s Rolling Reserve Budget Act, which AASB maintains is a common-sense approach to the education budgeting process. (See more at www.AlabamaSchoolBoards.org/IssueBriefs.htm). Likewise, AASB believes changes are due for the education employee public health insurance program. Skyrocketing health care costs will force public education to re-examine the minimal contributions employees make for an exemplary benefit underwritten each year by the public. More and more data about the problems local boards experience with the revised tenure and fair dismissal laws are amassing. As lawmakers hear from their school systems about the abuses and waste caused by the current law, demand for change grows. We would love to hear about your experiences with arbitration and the tenure and fair dismissal laws (lsummerlin@AlabamaSchoolBoards.org).


What Lies Ahead? While school boards count the 2009 legislative session as a big win, the scene in Montgomery changes year to year. Expect the face of the Legislature to change dramatically in the next two years. By the 2010 legislative session, three vacancies in the Senate will be filled. Of course, the 2010 general election will make its mark on the political climate when a new governor is elected. Speaker of the House Rep. Seth Hammett — recognized by those in the State House for bringing statesmanship and stability to his chamber — has announced he will not seek re-election. Sen. Hank Sanders, a long-time friend of K-12 public education and chair of the Finance and Taxation, Education Committee, will not seek re-election. In addition, every legisla-

What’s New? A number of new education-related bills cleared the 2009 Regular Legislative Session. For a full list, see AASB’s enactments edition of Leg-Alert. ■ BOARD MEMBER TRAINING — Requires each local board of education to adopt a local policy for orientation and training of board of education members. ■ DEFIBRILLATORS IN SCHOOLS — Requires that an automated external defibrillator be placed in every public K-12 school in Alabama. ■ MANDATORY SCHOOL AGE — Increases to 17 the age of children required to attend school and establishes procedures and guidelines for school withdrawal; creates a dropout prevention and recovery fund and provides for the collection and reporting of related data. ■ SEX OFFENDERS AND SCHOOL CAMPUSES — Prohibits sex offenders from loitering within 500 feet of school bus stops. ■ SCHOOL NURSES — Allows for the employment of registered nurses as well as licensed practical nurses in Alabama public schools. ■ AGE FOR DRIVER’S LICENSE — Creates a system for increasing the age at which a person is eligible to apply for a driver’s license if the person, over the age of 12 years and a student in a public or private school, was subject to habitual school punishment for an infraction committed on school property. ■ RESERVE FUNDS — Allows local boards of education to expend their reserve funds if certain conditions are met. ■ FLEXIBILITY — Allows local boards of education to have the flexibility to transfer funds between and among line items in the Education Trust Fund during proration. ■ TEACHER BACKGROUND CHECKS — Institutions of higher education in the state shall require each applicant for admission to a teacher preparation program to complete a criminal history background information check as a part of the initial application process.

tor faces re-election in 2010, and a new quadrennium begins in 2011. There is no time to delay. School board members must actively begin to build relationships with their local leaders. Survey your local political climate and relay to us any promising and challenging education issues on the horizon. Invite political leaders and those seeking office into your schools and educate existing and future policymakers about public education’s successes and the need to support such progress. ■

ON THE WEB ■ 2010 Education Budget as Enacted www.lfo.state.al.us/budget-fiscal.htm ■ AASB's Leg-Alert, 2009 Enactments Edition, www.AlabamaSchoolBoards.org/LegAlert.htm

School Board Member Training Now Law celebrates the new School Board Member Training Legislation and thanks sponsors Rep. Jeremy Oden and Sen. Ted Little for ushering it through the 2009 Regular Legislative Session. The bottom-line responsibility of school boards is to govern in a way that improves student achievement. One way to better equip school board members for this task is to set a board policy outlining board member orientation and ongoing training requirements. The new state law (ACT No. 2009-297), which takes effect March 1, 2010, doesn’t bind school boards. It simply states: Each local public board of education shall adopt a policy for the orientation and ongoing training of members of its local board of education. Some school systems may already have such a policy and only need to review and/or retool their policies. To guide the others, AASB will provide sample policies for boards to review. The driving force behind the law is that training makes school board members more effective. Research demonstrates that quality board member training correlates with higher student achievement. Once a school board member is appointed or elected, that person must quickly become familiar with the demands to govern a complex and sophisticated education system. Such work requires familiarity with: • Best practices for student learning; • Local, state and federal education requirements and school finance; • Employment law and the open meetings law; • Student health and school safety; • Ethics and public relations; and • Much, much more. Because each school board may adopt a policy of its choosing, the law respects local autonomy and avoids a one-size-fits-all mandate. A local policy outlining professional development for board members, however, does reflect the board’s commitment to govern effectively and improve student achievement.

AASB

Alabama School Boards • Summer 2009 11


SCHOOL TAXES 101

WHAT EVERY BOARD MEMBER SHOULD KNOW By Ken Roberts, AASB Chief Operating Officer

Confession: This may not be absolutely everything boards should know about the taxes that make up education funding, but the information here will guide you in the right direction. If you have any questions or want to know more, don’t hesitate to call AASB. We can even customize training just for you, as you tackle tax referendum issues or map out how to best spend limited dollars to improve student achievement. In the meantime, let’s talk about school taxes.

tax makes up over half of a system’s state allocation. Almost the entire amount of both individual and corporate income tax collected statewide is earmarked for the Education Trust Fund. Similarly, the state sales tax is primarily earmarked for the Education Trust Fund. Sales tax comprises approximately onefourth of your total state allocation. To put that in perspective, almost one-half of the total sales tax rate paid by consumers is included in the trust fund. Conversely, state-levied property taxes are not earmarked for operations; however, the 3-mill property tax that makes up almost one-half of the state property tax is accounted for in the Public School Fund. The Public School Fund is earmarked for school construction purposes and is a separate allocation outside of the Foundation Program, Alabama’s process for funding K-12 schools. It is important to note that a particular system’s Public School Fund allocation may already be fully or partially pledged to existing debt service for previous capital projects.

The Big Three

Volatile and Hefty

igging under teacher lounge couch cushions? Traipsing the schoolyards with hand-held metal detectors searching for coins? Thinking about selling leftover PTA bake-sale goodies on eBay? Hey, we understand that urge to pinch pennies in times like these. It’s tough. What’s even tougher is wading through difficult school finance decisions when you don’t clearly understand school funding. Never fear. Alabama Association of School Boards is here to help .

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It is vital that board members understand how taxes are used to fund school system operations, as well as their unique local tax structure. All school systems depend on taxes as the primary funding source for their operations. In addition, taxes levied for school purposes vary greatly among school systems in amount and composition (i.e. sales versus property taxes). It’s also important to know that the more a system relies on sales tax as a source of local revenue, the more they are susceptible to dramatic shifts in the economy. The key is to understand your tax structure and use that knowledge to employ sound financial strategies that facilitate effective fiscal governance. So, are you ready for lesson one? OK, let’s discuss the big three. The largest tax sources for education are income, sales and property taxes. Income Tax — Income tax is the primary funding source for your state Education Trust Fund allocation but is not a component of your system’s local revenue base. Sales Tax — Sales taxes are included in the state Education Trust Fund allocation and may be a part of your local revenue picture. Property Tax — Property taxes affect both your state and local funding, though dedicated for different purposes. Let’s focus on the tax sources that affect state funding. State allocations from the Education Trust Fund comprise about 60 to 80 percent of your budget. So proportionately the state income

From an individual taxpayer perspective, practically all of your state income tax, almost one-half of your sales tax and about 6 to 12 percent of your property tax is included in your school system’s state allocation. From a local board perspective, it’s important to remember that these sources of revenue, with the possible exception of property tax, are

$ $ $

12 Alabama School Boards • Summer 2009

photo©istockPhoto.com


volatile and comprise 60 to 80 percent of your system budget. Since on average proration — across the board cuts — of the Education Trust Fund occurs every 3 to 4 years, careful planning for the seemingly inevitable decline in revenue is crucial to maintaining adequate resources to ensure continued student success.

A Local Look Now, let’s take a more detailed look at a system’s local tax sources. The amount of locally generated revenue can vary dramatically across school systems. Specifically, local revenue comprises anywhere from around 10 percent to more than 50 percent of school system budgets. The challenge for local system leaders is to not only know that percentage and specific details of local revenue sources, but to also understand the impact it has on fiscal governance. The primary sources of local revenue for a school system are property tax and sales tax. Most systems receive various other local revenues, such as manufactured home registration fees, beer tax distributions, local government appropriations (i.e., city council or county commission) or even in-lieu of tax sources from agencies such as the U.S. Forestry Service or Tennessee Valley Authority. These sources generally make up a relatively small portion of local revenue, though exceptions to that trend do exist. Why is it important for a school system leader to know the system’s local revenue sources and relative budget impact of those sources? Consider this example. Does your local revenue base depend primarily upon sales tax or property tax? The answer to that question would create unique challenges in dealing with the inevitable shifts in the economy.

Tax Expiration Dates Now, on to local property tax revenue. Property taxes comprise about 51 percent of local revenue statewide. However, that percentage can vary greatly among school systems. Amendment 778 to the state Constitution mandates a minimum of 10 mills in property taxes be levied on

behalf of every school system. The 10-mill minimum represents a “local match” in order to participate in the state Foundation Program. There are a few systems that have only the minimum 10 mills levied, while others have in excess of 50 mills levied for school purposes. There are five separate local property tax levies authorized by law that total 15 mills. A system can levy taxes that exceed the 15 mills, but would need a constitutional amendment to authorize the additional millage. Each levy is subject to specific requirements with separate constitutional requirements for enactment or renewal in areas such as public notice, public hearings, legislative involvement and majority required for approval in a local election. Your superintendent should know the property taxes currently levied on behalf of their system under Section 269 of the Constitution (1 mill) and amendments 3 (two separate 3-mill levies), 202 (5 mills), and 382 (3 mills) and any dates of expiration of those levies, as applicable. They should have a general understanding of the timeline involved with a renewal or new levy due to the various requirements referred to above. Understanding the specific requirements that create the timeline is crucial to any property tax initiative. Local property taxes are levied for specific periods of time (not to exceed 30 years, generally), often to coincide with the issuance of debt for a specific or general purpose.

Turbulent Sales Tax Let’s talk about local sales tax. Sales tax comprises about 26 percent of local revenue statewide. However, specific systems may have no sales tax levied on their behalf, or they may have up to and exceeding a 2-cent sales tax for public education. Local sales taxes for education are generally levied by county commissions and municipalities, though local governments can call for an election of qualified voters to authorize the levy of a sales tax. Sales taxes can be for general or specific purposes, as long as it is a public school purpose. They also can be temporary in duration or earmarked for a spe-

cific project to expire upon completion of the project. If an election is called, the county commission or municipality would hold and bear the cost of the election. Similar to local property taxes, education leaders should know the various sales taxes levied on behalf of their school systems and the specific nature of those sales taxes. It is important to remember that local sales taxes may experience the same volatility during economic cycles that impacts state sales tax in the Education Trust Fund.

School Tax Focus To summarize, school leaders should primarily focus on the state and local levels of school taxes. At the state level, state income and sales tax comprise most of the Education Trust Fund, which funds up to 80 percent of a local board’s operations. These revenue sources are volatile, so planning strategically for the inevitable expansion and contraction of the Education Trust Fund is very important. Further, a portion of the state property tax is distributed to local school systems through the Public School Fund and, thus, earmarked for capital outlay — though flexibility in expenditure of these funds can be granted through the state Budget Appropriations Act. At the local level, each school system has a unique combination of local taxes that make up their local revenue base. It is vital to understand the details of the revenue sources and employ proactive, sound fiscal strategies to ensure that your local tax structure continues to support your goals and objectives through all economic cycles. ■

ARE YOU INTERESTED? Is your school system receiving every local dollar it should under applicable laws, regulations and tax-sharing agreements? AASB is developing its new STAR Service Ken Roberts — School Tax Audit and Review — to give school leaders that added assurance about local revenue. Please let us know if you’re interested in learning more about STAR. Call Ken Roberts at 800/562-0601 or e-mail kroberts@ AlabamaSchoolBoards.org.

Alabama School Boards • Summer 2009 13


FACE TO FACE By April Williams, Birmingham Board of Education President

Sen. Rodger Smitherman

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all him Sen. Rodger Smitherman or president pro tempore of the Alabama Senate — he’ll answer to either one. Smitherman, who is serving his fourth term representing Senate District 18, took on his new role as president pro tempore on Feb. 5 after Sen. Hinton Mitchem resigned the post. The second African American elected president pro tempore, Smitherman is now the highest ranking member of the chamber and presides over the Senate in the absence of the lieutenant governor, who serves as Senate president. AASB member and Birmingham Board of Education President April Williams is acquainted with Smitherman, his civic work and his other contributions to the city and its surrounding communities. The two met face to face to discuss the political climate for public education in Alabama. Below is conversation that represents the latest installment in the Alabama School Boards magazine series that connects members of AASB’s Leader to Leader grassroots network with key leaders in politics and education. ▲ Williams: What could public education leaders do to assist elected officials in understanding the need of K-12? Tell me how we can help you in identifying what the greater need is and the priorities are for K-12. ◆ Smitherman: If you have nine systems like the Birmingham board and if you have nine members, then each member has legislators in their districts. You can make their job a lot easier. If you just do that — for example, have an overall meeting where you invite somebody to a luncheon — you can capture their attention and reinforce the issues. You explain it, and we understand it; then we’ll act on that part. Communication, communication, communication. That’s the key. ▲ Williams: You’ve been very liberal in your support of Birmingham Public Schools. What are legislators looking for when school boards come to them to discuss the needs in their school systems? ◆ Smitherman: Make them a part of the project. You know, whether it’s informing them or meeting with them about the project or just informing them about the kickoff or dedication of a project that has already been formed. The more you immerse elected officials in an interchange with their constituents, the better off it is and the more of a bonding they have in taking on the cause. It gives them a true sense of ownership.

14 Alabama School Boards • Summer 2009

“The one central thing to understand is you're a servant of the people. It’s not about individuals, but about the whole.” — Sen. Rodger M. Smitherman ▲ Williams: AASB co-hosted a pre-K advocacy forum recently to recognize the importance of early childhood education. If you could wave a magic wand, what would be the Legislature’s part in identifying funding and appropriations for pre-K? ◆ Smitherman: What you have to do is identify a continuous funding stream and either tap a new stream or divert revenues from another source, in part, for that purpose. As a legislative body and as budget committees, we need to be able to identify that money, so it will be there on a stable basis. I participate in an education committee, as well, and it was brought to our attention that the learning process starts with the child in the womb. When you start reading, and if you continue this process, then that child is going to be very successful and very prepared to go through the whole academia arena. I always go back to relating this to coaching. Several years ago, you had certain sports in elementary school to prepare them for when they went to high school to play. Basketball is for fourth- and fifth-graders, so when they went to middle school, they were better prepared. After middle school, they were better prepared when they went to junior varsity and then to varsity. Now, you have kids that are not introduced to basketball until they’re in the seventh grade, which means that seventh-grader now is just like that fourth-grader back then trying to learn the skills of basketball. So, now when they get to high school, they


won’t be as prepared as they could have been if they had been participating in basketball in elementary school. It’s just the same process with the learning experience. The earlier we get them to start, the better it will be. ▲ Williams: K-12 public education and higher education clearly have a passion for the well-being of all students. Yet, when funding is low, it seems the dwindling pot of money puts the two at odds. How do we prevent that situation? ◆ Smitherman: It’s difficult to avoid the fact that those bodies, because they’re education, are competing for the funds out of that one pot. You’re not going to be able to eliminate that. What you don’t want to happen is what exists in a lot of states. They have one budget — the Education Trust Fund’s money and the General Fund money would be in one budget. So, we’re really in the best situation right now, having this money to be isolated in a separate budget for education. ▲ Williams: Not all school systems have adequate funding. How could we as board members identify or tap into state funds or otherwise secure additional funding for special projects? ◆ Smitherman: Generally, these should go through the budgeting process. What you can do to get additional funds is go back to your legislators who have the ability to tap into grants. Because many legislators represent a multitude of systems, most people don’t understand that many of them are saying the same thing. Right at the beginning of your approach, you have to put your priorities and needs out there, and then implement what we’re talking about. There needs to be a more coordinated effort. Some of the same work that we have to do in trying to get projects funded and done, is the same work that the board mem-

ABOUT SEN. RODGER M. SMITHERMAN Born in Montgomery and a Birmingham resident; educated in Shelby County Schools, where his mother was the system’s first black principal, and graduated from the University of Montevallo and with honors from Miles Law School with a juris doctorate; a member of the Alabama Lawyers Association, the Alabama Trial Lawyers Association, Birmingham Chamber of Commerce and the Birmingham Bar Association, More Than Conquerors Faith Church (Presbyterian); and married to Carole, father of Rodger II, Tonya Renee, Mary Elaine and Crystal Nicole. What he does: Senate President Pro Tempore, who has served in the Alabama Senate since 1994 (District 18); practicing attorney and a law professor at Miles Law School. Committees: Local Legislation No. 2 (Chairperson); Banking and Insurance; Business and Labor; Confirmations; Constitution, Campaign Finance, Ethics and Elections; Finance and Taxation, Education; Industrial Development and Recruitment; Judiciary; Rules; and Tourism and Marketing. Contact him: 205/322-3768 or 205/322-0012; rodger.smitherman @alsenate.gov

bers should be doing as it relates to the school. They can’t make those decisions that we make in Montgomery, but they serve functions that are necessary to implementing. There also needs to be more of an effort, I think, by board members to contact corporations — and people high enough in corporations to make decisions — about providing funding for special projects. So, when you’re looking at building a concert hall at a high school or a music hall, that’s where you can go. That’s where a partnership comes in with your other elected officials. Set up a meeting for you all to attend, along with your county commissioners and your legislators. Talk to these people. Sometimes, for whatever reason, people want to do things alone, but we need to be engaged from the very beginning. You know, it might be nice to have home rule, and we should. That’s a different conversation for a different day, but we don’t. So, when you don’t, you’ve got to deal with Montgomery. You can’t accomplish what you want independently. The one central thing to understand is you’re a servant of the people. It’s not about individuals, but about the whole. The reason for the season is the people. Once you recognize that, it becomes easier. ▲ Williams: What words of caution do you have for boards about federal American Recovery and Reinvestment Act stimulus funding, deep education budget cuts due to proration and education budgeting? ◆ Smitherman: Use the stimulus money to maintain the levels of where you are now. Don’t see it as money that you can use to enhance to the point where once that money’s gone, you have to figure out how to keep that money going. The money is only going to be there three or four years. After that, it’s gone. Tough times are coming. Even more than what they are now and before good times start. We’ve got about two more years of real tough times, then we’ll start moving forward, I think. You’ve got to have money in place that you can use to maintain the level of what you’re doing. ▲ Williams: It would be good to take some of your existing funding stream, divert that and use those dollars to support your day-to-day human resources or real capital funding. ◆ Smitherman: Support people. Keep the school clean. Keep driving your buses. Keep your cafeteria people. You have to keep all that in place. ▲ Williams: Or even to modernize your facilities and bring them up to 21st century classrooms. This year, we could do it and that would last us for 10 to 15 years. Do you have anything else you want to share with school board members across the state? ◆ Smitherman: I really want to tell them that I think they have a very tough job — just like we do. It’s a tough job, (Continued on page 19) Alabama School Boards • Summer 2009 15


AASB LAUNCHES GOVERNING FOR ACHIEVEMENT PROGRAM By Denise L. Berkhalter

School boards can literally impact student performance simply by focusing on what truly matters — student achievement. Researchers say boards can take steps to create the conditions necessary for achievement initiatives to flourish.

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he National School Boards Association publication Raising the Bar: A School Board Primer on Student Achievement notes board action sets the school system’s vision, establishes the learning environment, ensures accountability is exercised and creates vital community connections. The report emphasizes the school board’s fundamental role to lead their school systems to higher levels of student achievement. “To provide such leadership,” wrote authors Gerald W. Bracey and Michael A. Resnick, “local school boards must first establish student achievement as their highest priority.” Yet, the squeaky wheel gets the oil, as the saying goes. There are school boards, however well-intentioned, that spend far too much time tending to day-to-day operations such as personnel and facilities.

The Board’s Role in Improving Student Learning In high-achieving school systems, the leadership team creates the conditions necessary to generate results. Those conditions include continuous improvement and shared decision-making, knowing what it takes to change achievement, shared leadership, staff development, workplace support, community involvement and a balance between systemwide direction and building-level autonomy. Beyond creating conditions for success, boards in high-achieving systems set clear expectations, hold the system accountable, learn as a board team and connect with the community to build public support for student success. Source: The Iowa Lighthouse Project, www.ia-sb.org. Graphics revised from artwork ©istockphoto.com 16 Alabama School Boards • Summer 2009

For those mired-in school boards, it’s time to refocus. In January 2009, the Alabama Association of School Boards launched its Governing for Achievement Project, funded in part through a $60,000 state Department of Education grant, to help boards develop a clear student improvement agenda. “School boards bear a serious responsibility when it comes to quality learning,” said AASB Executive Director Sally Howell. “Our Governing for Achievement Project brings key educational leaders together in pursuit of a full-board training program that leads to research-based school board governance practices, high-level student performance and reengaged communities.” AASB has partnered with the state Department of Education, the School Superintendents of Alabama and the A+ Education Partnership’s Best Practices Center to create this two-year training boot camp for board-superintendent leadership teams.


Training and research began in March in the first of eight school systems chosen for their diverse demographics and interest. Six of the pilot sites are grantfunded — the boards of education in Brewton, Muscle Shoals and Tarrant cities and in Elmore, Montgomery and Perry counties. Two boards, Cullman and Madison County, will pay a $3,000 fee to participate. The project uses research based on the Iowa School Boards Association Lighthouse Project’s findings about school boards in high-performing school systems. The Lighthouse project began in 1998 and continues with a two-year effort to expand the research into multiple states, including Alabama. Iowa trains state trainers on the school board’s role in improving student learning; key board performance areas; and the knowledge and skills board members need to improve performance. Alabama’s project runs through March 2011 and is overseen by a 14-member team that consists of board members, superintendents and representatives of AASB, A+, SSA and the state education department. The project’s wide-range scope extends to boards statewide and fits neatly into AASB’s new strategic plan that officially launches July 1. “Our board adopted AASB’s strategic plan in March, and one of our strategies obviously deals with board training,” Howell said. “So, we’ve embraced the Lighthouse research.”

Assistant State Superintendent of Education Craig Pouncey, in the administrative and financial services division, was among the “education community” members asked to help AASB craft its strategic plan. An idea hit during a discussion of state initiatives to improve student achievement and the board’s role. “It was an aha moment. I realized that this is an opportunity to help school board members, who are responsible for the distribution of $5.5 billion, understand the real focus needs to be on making sure (Continued on page 18)

Alabama School Boards • Summer 2009 17


Learn How to Govern for Achievement Though it’s too late to participate in AASB’s Governing for Achievement pilot project, AASB offers customized, research-based multi-session training designed to help boards improve achievement. We’ll even bring the training to you. Contact LuAnn Bird at lbird@AlabamaSchoolBoards.org or 800/562-0601 to find out about: • Governing for Higher Student Achievement • Defining Board/Superintendent Expectations • Team Building for Effective Boardmanship • Board Meetings that Matter • Governance and Ethics • Clarifying the Difference Between Governance and Operations

Create Conditions for Student Success Continued from page 17

we’re providing quality instruction in the classroom,” Pouncey said. Pouncey said the ante was upped by the recently enacted School Board Training Act that requires each school board to adopt a policy for board member orientation and training. “Our new board training bill that has just been passed heightens the need for a more instructionally focused training of our school board members,” he said. Howell explained that AASB will use existing case studies and the pilot project to identify research-based practices as a basis for creating school board standards and measures. “We’ll take a look at our AASB School Board Member Academy curriculum and use those standards and measures to retool our current training programs and to link recognition and awards to board teams whose practices make a difference in the lives of students,” she said. Existing full-board training will also be aligned with those research-based standards. And, boards participating in the pilot project will share what they’ve learned with peers at events such as AASB’s 2009 Summer Conference in late July. 18 Alabama School Boards • Summer 2009

Pilot Project Pioneers School boards participating in AASB’s Governing for Achievement Pilot Project include: Board

Enrollment

Eligible for Free or ReducedPrice Meals (%)

Students of Color (%)

Graduation Rate (%)

Grade 4 ARMT at Level IV Reading (%)**

Grade 4 ARMT at Level IV Math (%)**

Brewton

1,295

31.74

40.5

86

57.6

50.0

Cullman*

2,768

29.19

10.7

90

37.4

33.9

Elmore County

10,808

42.87

29.1

87

7.0

6.8

Madison County*

19,146

27.05

26.0

86

4.4

3.6

Montgomery County

31,596

67.79

83.5

77

1.7

1.8

Muscle Shoals

2,699

29.16

20.6

94

29.1

27.4

Perry County

1,999

99.95

99.0

89

23.6

29.1

Tarrant

1,371

86.65

85.0

78

23.5

37.8

* These school boards paid a $3,000 fee to participate, and the others are fully-funded through a two-year state Department of Education grant. ** Data as of the 2007-2008 academic year, available at www.alsde.edu. The Alabama Reading and Mathematics Test assesses students’ mastery of state academic content standards in reading and mathematics. Students who reached Level IV exceeded content standards. In high-achieving systems, boards set high expectations and believe success is possible for all students.

“The training we’re doing with these eight pilot sites will eventually serve as a model for other school boards across the state,” said project leader and AASB Board Development Director LuAnn Bird. “By impacting the conditions that improve student achievement through board leadership, we can ultimately improve graduation rates, raise student proficiency, boost 21st century skill development and reduce achievement gaps.” Bird joined AASB in 2008 after conducting similar training in Wisconsin. She has been trained in techniques based on Iowa Lighthouse Project data, which identified the essential leadership skills exhibited by boards in high-achieving school systems. “This project will change perceptions about school boards’ ability to raise achievement in Alabama,” Bird said. “Boards will learn how to provide leadership in their school systems in a way that supports improved student performance.” Gaining those results takes a coordinated effort from the entire school system. Administrators and faculty must participate in surveys, research trends in student data and gauge the learning and working climate. Board-superintendent

teams engage in more than 30 hours of training built around 11 training modules within the following areas: ■

Orientation & Foundation Commit to High Expectations and Improved Instruction for All; Understand the Board’s Role in Student Achievement; and Gain Clarity on the Current Status of Student Learning in Alabama and Your School System.

Improvement Work Establish a Systemwide Leadership Continuum; Create a Clear, Narrow Focus for Improving Student Learning; Understand and Monitor Your School System’s Work Culture; Support Professional Development; Define Implementation, Monitoring and Corrective Action; and Implement, Monitor and Take Corrective Action.

Embedding Improvement in the Culture Building the Community Connection and Deliberative Policy Development.

Through AASB training, everything from planning and policy to professional development and new board member


orientation will help create better outcomes for students. There are other rewards at the end of this journey. The Governing for Achievement Project aligns with state Department of Education standards, which means licensed superintendents, administrators and teachers will receive credit toward professional learning units. Participating school board members will earn AASB academy hours, and boards will work more closely with their superintendents because of the delineation of roles and responsibilities. “We really do have to work on team development between boards and superintendents,” said Hank Jones, a member of the achievement project oversight committee and coordinator of the School Superintendents of Alabama’s mentorship program. “We have to build, as part of this process, that strong working relationship, so the board clearly understands — whether the superintendent was employed by them or elected by the people — the superintendent runs the day-to-day operations of the school system. They should clearly understand that the board is there to set policy and to build a program that is going to provide for student success,” Jones said. Cullman Superintendent Dr. Janet Harris is excited that her system is participating in the training. “Everyone is extremely interested in seeing a revelation about himself or herself, so what makes this training so attractive is that it’s personalized,” Harris said. “When we went through it, LuAnn brought up test scores and data that were unique to Cullman. It made the training personal and real.” ■

Help. Q. A.

What is the law regarding hiring relatives of the superintendent or board members? A May 19, 2008, attorney general’s opinion found that the state’s anti-nepotism law under section 41-1-5 of the Alabama Code does not prohibit employment of a board member’s relative within the fourth degree as long as the related board member doesn’t participate in the decision-making proceedings. The attorney general also explains a superintendent, who refrains from the board’s decision-making proceedings, may recommend a relative within the prohibited degree along with at least one other equally qualified person. This allows the board to choose among equally qualified job candidates. Appointments that violate the anti-nepotism statute are void, and violators face a misdemeanor punishable by up to $500 in fines and/or up to a year behind bars. Because this process conflicts with the ethics law, confer with your school board attorney. —Denise L. Berkhalter

FEEDBACK SO FAR AASB’s Governing for Achievement Project is preparing policymakers in seven school systems to take actions that create conditions for student success. So far, here is what participants have said they have learned. • We need effective teachers in the classroom. • Think beyond the day’s crisis. Put heavy emphasis on vision, values and motivation. • Hold the superintendent and system accountable. • Set a clear goal for student achievement and provide resources to meet the goal. • All students can learn with the right leadership. • Narrow the focus and understand the data. • Listen, plan and monitor. • Staff development is crucial. • We need to understand accountability and how to analyze data and set goals.

ON THE WEB ■ Iowa Lighthouse Project http://www.nsba.org/MainMenu/Governance/ KeyWork/Research/Lighthouse-project.aspx ■ Effective Schools: Effective School Boards http://www.AlabamaSchoolBoards.org/ PresentationsandResources.html

Face to Face: Sen. Rodger Smitherman Continued from page 15

and we have limited resources. And, you’re trying to provide one of the most important services that you can for people — education. It’s tough making those decisions, and it’s tough managing and balancing the need to have quality education with limited dollars. Overall, you all do a good job. I think you talk about the approach you want to take and how to do it. You’re going to have to make some tough decisions, and some of the decisions won’t be popular. But, it will be the right decision in terms of the future of our kids. You can’t take your eyes off of what’s right and what’s best for our children and for their development and educational advancement as you prepare them to move into the 21st and 22nd centuries. You all keep doing that, and if you do that, I think you all are going to be all right. I always say that I try to operate off one premise, even as a legislator, and that’s simply this: What is right and what is wrong. I try to know the difference between those two and do what I think is the right thing to do. Sometimes it makes you popular, sometimes it doesn’t. In the end, it’s the right thing. ■ Alabama School Boards • Summer 2009 19


July 26-28, 2009 Perdido Hotel • Orange Beach, Ala. Schools are facing tough economic times. As leaders for public education, boards and superintendents need to navigate through rough waters to help all students succeed. Don’t miss the Alabama Association of School Boards’ July 26-28 Conference, “Navigating RoughWaters, Seeking Student Success.” Earn up to 8.5 credit hours in AASB’s School Board Member Academy. At this conference, map your course to: ✥ Learn how to stretch your stimulus dollars. ✥ Make a difference in your board service. ✥ Understand the leadership, policies and support needed to create an effective school system. ✥ Stay informed on key federal legislative issues.

20 Alabama School Boards • Summer 2009


Learn How to Navigate These Tough Times! Hear from the Experts

Valuable Bonus Sessions

Life is Short... Go Long for Education

A first for AASB, opt to enjoy valuable bonus training sessions that address education law issues, including those difficult personnel decisions. Breakouts featuring speakers from the Alabama Council of School Board Attorneys run from 1:30 until 3 p.m. Monday, July 27. Plan to also participate in AASB’s second annual Sand Castle Building Competition, a fun-filled team-building exercise set for 7:15 p.m. July 26.

TIM CUSACK Motivator, trainer, and public speaker shares his funny presentation that dares participants to make the most of board service in the midst of making tough choices. Steering a Course to Student Success

DR. CRYSTAL KUYKENDALL Educator, attorney and presenter will conduct two in-depth sessions for boards — enhancing student performance and being a positive policymaker. Stretching Your Stimulus Dollars/ Federal Legislative Updates

MICHAEL RESNICK National School Boards Association associate executive director will explain how to stretch your school system’s stimulus dollars and will offer the latest details on key congressional issues.

School Board Attorneys Conference July 26-27 The Alabama Council of School Board Attorneys, a component of AASB, presents its summer workshop in conjunction with the AASB Summer Conference. Hear the latest developments in education law. This event is presented by ACSBA for members of ACSBA. Conference attendees may earn CLE credits.

Leadership Orientation for New Board Members July 25-26 School board members and education leaders who have been on the job for two years or less are urged to take advantage of AASB’s leadership orientation program. This two-day training session provides a wealth of information on the fundamentals

of school board leadership and includes such topics as boardmanship, school finance, personnel, law and ethics. Leadership I attendees will earn 8 credit hours.

Breakout Sessions that Matter Select from three morning breakout sessions on Tuesday, July 28. These important topics will be your guideposts for leadership and help you make the most of your service to public education.

Decide What Matters Most Board presidents and superintendents from Brewton, Muscle Shoals and Elmore County discuss their experiences in AASB’s new Governing for Achievement Project, a grant-funded effort to boost student success through board actions.

Budgets That Drive Student Achievement Learn how board members can create budgets that impact student success by focusing on the numbers that matter, and receive tips on how to increase resources.

Consolidating and Closing Schools How do you make the tough decision to close or consolidate a school and communicate with the public about this emotionally charged issue? Lawrence County and Mobile County schools share their experiences. ■

REGISTER NOW!

Exhibitors/Sponsors: Heroes in Tough Times

All events will be at the Perdido Hotel, (800/634-8001, mention AASB). Conference registration must be completed by July 17 to avoid a penalty. You may register at www.AlabamaSchoolBoards.org or by calling 800/562-0601 or faxing 334/270-0000.

Looking for an opportunity to give back and reach out to school systems? Become an AASB Professional Sustaining Member and help the association of more than 800 members continue to provide low-cost, high quality educational opportunities for school boards. Want to exhibit or sponsor an event at Summer Conference? Register online at www.AlabamaSchoolBoards.org.

AASB Conference Registration is $215 for members, including employees of member school boards, and $430 for non-members. The fee covers conference speakers, materials, refreshment breaks and designated meals. Leadership I registration is $120. For ACSBA members, registration is $180. A $15 late fee will be added for on-site conference registration.

Alabama School Boards • Summer 2009 21


10 QUESTIONS

By Shannon Hendricks

Cathy Gassenheimer Executive Vice President, Alabama Best Practices Center It seems as if Cathy Gassenheimer’s favorite two-word phrases are “best practices” and “quality instruction.” Gassenheimer has been managing director of the A+ Education Partnership — formerly the A+ Education Foundation — for 17 years and has made it her business to understand Cathy Gassenheimer the kinds of best practices that can ultimately result in high achievement by every child. Gassenheimer’s primary role with the nonprofit A+ is as executive vice president for the Alabama Best Practices Center, a sister organization. Through the center, educators at more than 200 schools across the state are exposed to the latest research and best practices in professional development. She draws on her expertise when serving on a variety of regional and statewide committees. Gassenheimer is a member of the Southeastern Center on Teaching Quality and has served on the Executive Committee of the Governor’s Task Force on Teaching Quality. Also, in 2008, she received the Southeastern Elementary Principal’s Award for outstanding contributions to education.

I

Q. What is your organization’s mission? A. First let me start by saying ... our board recently voted for a new mission statement and name change. The new mission statement is ‘A+ Education Partnership works for great schools for every child and a bright future for Alabama.’ A+ believes every child in the state deserves an excellent education regardless of where he or she lives. Too often, the quality of education in Alabama is based on your neighborhood instead of your school. So, we felt very strongly that every child is worthy and deserves a great education.

Q. How has A+ changed over the years? A. A+ started in 1991. Bill Smith, chairman of Royal Cup Inc. coffee company in Birmingham, and Caroline Novak, a civic volunteer who is now the president of A+, participated in the first Leadership Alabama class. It did not take too long when they started discussing the challenges and opportunities facing Alabama for education to come front and center. Bill and Caroline felt strongly that something should be done and they formed A+.

Q. What professional standards do you use to measure teacher quality? A. The Governor’s Commission on Quality Teaching devel22 Alabama School Boards • Summer 2009

oped the Alabama Quality Teacher Standards that were adopted by the state Board of Education. Before these standards were adopted, we did not have teacher standards in this state. The next step after the standards were adopted was the governor’s commission developed the Alabama Continuum for Teacher Development. The first standard, for example, is teacher content knowledge. The continuum takes teachers from the beginning all the way through expert levels and shows where teachers should be at these different stages relative to the standards. It really is a wonderful professional development tool for teachers to say: ‘Where should I be? What does this standard mean, and how should it be actualized as I am teaching in the classroom?’ It is their professional practice guidelines. A lot of school districts have used it for mentoring and professional work with teachers, and it’s a great tool for principals, too.

Q. How are you working to expand the Advanced Placement program?

A. The National Math and Science Initiative, which is also a private organization, has provided funding to A+ to expand the use of advancement placement in Alabama. The way the program works is it expands the offering of advance placement courses, math and science courses at the particular school. It provides targeted professional development to teachers who will teach those courses. It encourages more students, particularly the nontraditional students who would not ordinarily be in advanced placement, to get involved. And, it provides incentives to teachers and students to do well. If the student scores a qualifying score, they get a financial reward and the teacher gets a financial reward also, so it’s kind of a real world deal.

Q. How will you know if you have reached your goal? A. Our goal is for every child to have an excellent education, so we are going to be working on that a good long time. But, it’s certainly an important and worthy goal.

Q. What do you know about the Yes We Can Alabama initiative?

A. This is an initiative modeled after a successful public engagement effort in Mobile managed by the Mobile Area Education Foundation Executive Director Caroline


Ackers. About six years ago, they had been working for some time to ask the community of Mobile what they wanted for their community and specifically what they wanted for their schools. They gathered all that info through countless community meetings, and they brought the information back to the communities and the school boards. Several things happened. First, Mobile passed a property tax referendum for the first time in 30 years to raise taxes for schools. Secondly, the school board and school superintendent developed a comprehensive school improvement plan that resulted in targeting professional development for teachers, particularly for math. They targeted professional development for principals. They reconstituted some of Mobile’s chronically low-performing schools. They had signing bonuses for the students and the teachers that were hired with the possibility for additional bonuses if test scores reached a certain level. They provided a lot of targeted professional development for those schools, and the results in most of them had been very impressive. So, when you hear about all these wonderful economic developments in Mobile, all of it is because of the commitment the community has made to its schools. The Yes We Can Campaign wanted to build a partnership with A+, Leadership Alabama and the Public Affairs Research Council of Alabama. Basically, it is providing information on a tiered level to communities about what they can do to improve their schools.

Q. What do you think about the No Child Left Behind Act? A. The No Child Left Behind Act helped jumpstart education improvement in Alabama when it was passed. The first thing it did is it required Alabama to change our assessment system. We use to report results by averages. When you report by averages, you are masking the scores of children who might not be doing so well. With NCLB, you have to report actual results. So, when the schools had to disaggregate the data and start looking at all of their students, they had to ask questions. Which students are we serving well? Are there trends? Are these students special education students or English Language Learners? Are these students generation poverty? Not to label, but to ask questions to try to understand what it is we need to do to address their needs. That is the first thing that NCLB did. The second thing was huge. It provided millions of dollars in Reading First money to the state for the Alabama Reading Initiative to work with. It has provided schools with targeted professional development, a scientific based reading program and a reading coach in the school. When serving children that before were not being served well, things need to be refined. What we would not support is throwing the whole bill out. The supplemental services

part of the bill has some problems. There are some worries about a school being part of an improvement if they have large numbers of children in special education. But, there is an opportunity to look at this Congress and say what is working well, what has shown results, what is not working well and what we can do to address those concerns.

Q. What has been the biggest challenge in your work? A. Every night I go to bed and think about the children that are not yet getting the great opportunity for an excellent education. That is my challenge. We still have students who are not served well. I would argue that every child has more of an opportunity for a better education now since the Alabama Reading Initiative.

Q. If you had to choose, what would you say has been your greatest achievement?

A. The role we played in helping to launch the Alabama Reading Initiative and being a partner with them over these past 10 years. Last year, when we heard that Alabama students had scored the highest that our students have in history on NAEP (the National Assessment of Educational Progress), we were so excited. That was tangible evidence that the Reading Initiative was making a difference in the lives of children in Alabama. The second initiative we are pleased with is when we launched the Alabama Best Practices Center more than eight years ago. The Best Practices Center works with educators to help them better understand what they can do to improve learning and the culture of their school, so schools serve all children better and are performing at a higher level. Another thing would be our collaboration with the School Superintendents in Alabama — the Superintendent Leadership Network. It is funded by the Malone Family Foundation, and we are working with superintendents across the state who have applied for participation to help them become better leaders.

Q. What do you want school board members to know? A. I think they know this, but school is really the center of the community, and as representatives of the school system and of the community, they have such an important role in making sure that the schools are serving students well. The community understands what is real and what is right about the schools and what is not right. I really admire them for being public servants. ■

LEARN MORE The Best Practices Center was established by the A+ Education Partnership to focus on improving student achievement by raising the quality of teaching through professional development. The center produces a variety of education resources. To join the mailing list, contact Cathy Gassenheimer at cathy@aplusala.org. Alabama School Boards • Summer 2009 23


By Joyce Levey and Wanda Fisher

Tuscaloosa City Schools and various community organizations have joined efforts to provide pre-kindergarten education to help at-risk children get off to a quick start when they begin school.

C

hildren are considered to be academically at risk if they score below the 50th percentile in either the language or concepts portion of the Developmental Indicators for the Assessment of Learning, or DIAL test, which children take before the school year begins. The goal of the program is to identify and provide pre-kindergarten education for all 4-year-olds deemed academically at risk in the city of Tuscaloosa. The mission is to offer the best education and health services available for all academically at-risk children and their families. Tuscaloosa was named the Alabama winner of the 2008 National Civic Star Award as a result of the program. The program builds on earlier initiatives of the Tuscaloosa Board of Education in gaining funds for programs to meet the early learning needs of students. In 1992, the school system worked to establish preschool classes for at-risk students with very little funding. In 2000, a local branch of the United Way — the Alexis de Tocqueville Society spearheaded by two local businessmen — allocated funds

24 Alabama School Boards • Summer 2009


for four preschool classes to implement the nationally recognized Success by Six program. A Jump Start program, funded by United Way, was added in the summer of 2005 as a prelude to kindergarten for students who have had little or no preschool experience. During the past five years, this group has contributed more than $857,000 to the pre-K effort in the Tuscaloosa and Tuscaloosa County school systems, serving more than 2,200 children. As a result of these cooperative efforts, there are 14 pre-kindergarten units serving more than 230 children in Tuscaloosa City Schools. In 2005, the newly elected mayor established a goal of providing highly effective pre-K programs for all academically atrisk children in the city. The Mayor’s Pre-K Task Force was created, including school teachers, school administrators and community members. The group has researched best curriculum practices, funding possibilities and community resources while helping to make pre-K programs a mission of the city. Several organizations and individuals are committing resources and volunteers to the ongoing effort. That includes the University of Alabama and Stillman College. University officials have recruited graduates and provided three weeks of training for them to serve as aides in pre-K classrooms. University students who serve as

pre-K Jump Start volunteers receive training, free housing and three hours of academic course credit. Work-study interns serve at least 10 hours each week in the pre-K classrooms and service-learning volunteers provide needed assistance. Services are provided through university departments, such as early childhood development, speech and hearing, advertising/ marketing and social work. Business community involvement includes a private donor who contributed $10,000 toward the program. Through the mayor’s initiative, the City Council provided $73,000 toward the salaries of a pre-K coordinator and five additional pre-K teachers for the school system. The 2005 pre- and post-test assessments for seven pre-K Jump Start classes indicated outstanding progress, both cognitively and socially in most children. At the beginning of the program, students scored at an average percentile of 24. On the post-test, students’ average percentile was 42. In 2006, the average percentile ranking for four classes of students was 24, and the post-test ranking was 39. For additional details about the Tuscaloosa City Schools pre-K program, contact Superintendent Dr. Joyce Levey at jlevey@tusc.k12.al.us or 205/759-3700 or Pre-K Coordinator Wanda Fisher at wfisher@tusc.k12.al.us or 205/759-3644. Reprinted with the permission of Sodexo School Services and the American Association of School Administrators, 2008. (Alabama Best in the Nation in Pre-K Quality — see article on page 26.)

Photos courtesy of Tuscaloosa City Schools.

Alabama School Boards • Summer 2009 25


Alabama Pre-K Best in the Nation By Jan Hume

Alabama has once again proven that it is the best in the nation. Our state supported pre-K program, First Class, is of the highest quality. The program was given a perfect ”10” rating from the National Institute for Early Education Research. This is not the first year. In fact it is the third year in a row that Alabama has received this rating. Only Alabama and North Carolina can claim this distinction. First Class meets the 10 standards that research shows to have the greatest impact on quality. The lead teachers are required to have a bachelor’s degree in early childhood education or child development. The assistant teachers are required to have the Child Development Associate credential. Highly qualified teachers lead to high-quality programs. Small class sizes, ongoing teacher training, on-site technical assistance, research based curriculum, as well as vision, hearing, health and dental screenings are all components of the First Class program. Each site is monitored and held accountable for meeting the standards to maintain high-quality. Making sure that all children start school ready to learn is what distinguishes First Class. Potential sites apply to the state for funding and are required to meet standards to ensure they are quality programs. The approved sites are funded with a combination of state and local dollars. First Class is voluntary and is located in a variety of settings where we already send our children: public schools, daycares, Head Start classrooms, community-based centers and churches. Two thirds of parents choose to send their children to preschool. However, in these economic times, preschool is becoming a luxury. And for many Alabamians, it has always been an unaffordable luxury. High-quality pre-K impacts student achievement and closes achievement gaps. Research has shown that children who participate in high-quality pre-K perform better in school. In fact, children who have the benefit of high-quality pre-K are less likely to drop out of high school. As we have heard in the news, having a prepared workforce is one of the biggest challenges facing Alabama. Our future work force could be in pre-K right now. There are great people working on high-quality pre-K right now. The Alabama School Readiness Alliance works in support of the Alabama Department of Children’s Affairs Office of School Readiness and is made up of four organizations who have committed their time and resources to the effort of growing Alabama’s high-quality program: A+ Education Partnership, Alabama Giving, Alabama Partnership for Children and VOICES for Alabama’s Children. More than 200 individuals and organizations have also joined the alliance. In addition, the Alabama Association of School Boards and the Business Council of Alabama are growing awareness among their members, which include business leaders, school board members and other policy makers, about the benefits of pre-K. State agencies are coordinating with each other to leverage resources to ensure that high-quality pre-K is available to as many of Alabama’s children as possible. Even with these partnerships, the problem is that only 6 percent of Alabama’s 4-year-olds have access to this great pre-K program. The program requires state funding and local matching funds. In these tough budget times, we are hoping to protect the progress that has been made. In three years, Alabama has nearly tripled the number of children served. However, of the 38 states that provide state funded pre-K, Alabama ranks 36th for access. Now let’s work toward providing access for all of our children. High-quality pre-K is an investment in our children and an investment toward the economic growth of our state. ■ Jan Hume is executive director of the Alabama School Readiness Alliance and may be reached at jhume@alabamaschoolreadiness.org. 26 Alabama School Boards • Summer 2009

MARK YOUR CALENDAR JULY 2009 8-10 NSBA/Southern Region Little Rock, Arkansas

25-26 AASB Leadership I Perdido Hotel, Orange Beach

26-27 ACSBA Summer Conference Perdido Hotel, Orange Beach

26-28 AASB Summer Conference Perdido Hotel, Orange Beach

SEPTEMBER 2009 14-October 5 AASB District Meetings

OCTOBER 2009 25-26 AASB Core Academy Conference Renaissance Montgomery Hotel & Spa Montgomery

DECEMBER 2009 3

AASB Leadership II Wynfrey Hotel, Birmingham

3-5

AASB Annual Convention Wynfrey Hotel, Birmingham

JANUARY 2010 11-February 18 AASB District Meetings


Alabama School Boards READER SURVEY Dear AASB member: To ensure Alabama School Boards magazine continues to be a key source of valuable, relevant information, we need your feedback. Please take a few minutes to answer these questions and fax by July 30 to 334/270-0000, e-mail to info@alabamaschoolboards.org or mail to ATTN: Alabama School Boards Readership Survey, P.O. Drawer 230488, Montgomery, AL 36123-0488. 1. How do you receive Alabama School Boards magazine? Annual subscription as AASB Member - School Board Annual subscription as AASB Member - Superintendent Annual subscription as AASB Member - Associate Annual subscription as ACSBA Member Annual subscription as Professional Sustaining Member Receive it in the mail, but not a subscriber Someone passes their copy on to me Read it online, but not a subscriber Other ______________________________ 2. How long do you usually keep Alabama School Boards magazine after you’ve read it? One week or less One month or less Until the next issue arrives I shelve it as reference material Comment: _____________________________ ___________________________________ 3. When you share your copy of Alabama School Boards magazine with someone else, how many other people do you estimate will read that copy? 1 to 2 people 3 to 5 people More than 5 people Comment: _____________________________ ___________________________________ 4. Alabama School Boards magazine is now a quarterly. How often would you prefer to receive our magazine? Weekly Every two weeks Monthly Quarterly Semi-annually Annually 5. How much of our magazine do you read? 25% or less (flip through it) 26% to half (skim it) 51% to 75% (reader) More than 75% (avid reader) 6. What is your overall satisfaction with Alabama School Boards magazine? Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Very dissatisfied 7. Rate your satisfaction with the following features of Alabama School Boards magazine. Images Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Very dissatisfied Color Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Very dissatisfied Content Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Very dissatisfied Layout Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Very dissatisfied Length Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Very dissatisfied

Design

Very satisfied Neutral Somewhat dissatisfied

Somewhat satisfied

Very dissatisfied Comment: ___________________________________ ___________________________________ 8. How relevant do you find the information in Alabama School Boards? Very relevant Somewhat relevant Neutral Somewhat irrelevant Very irrelevant 9. Please rank (1 to 5) each of these parts of Alabama School Boards in order of importance and helpfulness to you. 1 = Most Important/Helpful 5 = Least Important/Helpful Most Important Neutral Least Important MARK YOUR CALENDAR (Events Calendar) 1 2 3 4 5 AT THE TABLE Profile of AASB Members 1 2 3 4 5 HELP (Answers to Member Questions) 1 2 3 4 5 PROFESSIONAL SUSTAINING MEMBERS LIST 1 2 3 4 5 ADVERTISEMENTS 1 2 3 4 5 Comment: _____________________________ ___________________________________ 10. Please rank (1-10) each of these parts of Alabama School Boards in order of importance and helpfulness to you. 1 = Most Important/Helpful 5 = Least Important/Helpful Most Important Neutral Least Important AASB NEWS 1 2 3 4 5 FACE TO FACE Articles with State Government Leaders 1 2 3 4 5 AASB EXECUTIVE DIRECTOR’S PERSPECTIVE COLUMN 1 2 3 4 5 AASB PRESIDENT’S PERSPECTIVE COLUMN 1 2 3 4 5 EDUCATION & THE LAW COLUMN 1 2 3 4 5 Articles on BOARDMANSHIP, GOVERNANCE & LEADERSHIP 1 2 3 4 5 Articles on PRE-K-12 EDUCATION 1 2 3 4 5 10 QUESTIONS Q&A FEATURE 1 2 3 4 5 TRENDS, RESEARCH & DATA BRIEFS 1 2 3 4 5 PEOPLE & SCHOOLS BRIEFS 1 2 3 4 5 Comment: ____________________________ ___________________________________

11. What topics and types of articles would you like to see in future issues of Alabama School Boards? Comment: ____________________________ ___________________________________ ___________________________________ 12. What about Alabama School Boards would you like to see improved? Comment: ____________________________ ___________________________________ ___________________________________ 13. Would you be interested in providing content for this newsletter? Yes (Provide e-mail address) No Maybe (Provide e-mail address) Comment: ____________________________ ___________________________________ ___________________________________ 14. What is the optimal way for you to receive Alabama School Boards? As a printed publication Electronically as a pdf An e-mail link to the new issue online Other: ____________________________ ___________________________________ 15. What is the most challenging non-financial problem currently facing your school board? Comment: ____________________________ ___________________________________ ___________________________________ 16. What is the size of your school system? Less than 1,000 students 1,000 - 5,000 students More than 5,000 but less than 10,000 More than 10,000 but less than 50,000 More than 50,000 students 17. What is your age group? 18-24 25-34 35-44 45-54 55-64 65 - 74 75+ 18. Which category best describes the highest level of education you have completed? Less than high school graduate High school graduate Some college College graduate Some post-college Post graduate degree 19. Which category best describes your racial or ethnic background? African-American Caucasian American Indian Asian/Pacific Islander Hispanic/Latino Two or more races Other _____________________________

Please attach a separate sheet if you care to make further comments or suggestions.

Thank you for your time and feedback! Alabama School Boards • Summer 2009 27


A TEACHER’S PERSPECTIVE By Yung Thi Bui-Kincer, Alabama’s 2009-2010 Teacher of the Year

THE PROMISE

T

here is an inherent human tendency to categorize things in the world around us. We want to take chaos and make some sense of it. Maybe that is why we are always drawn to statistics. Numbers always seem to grab people’s attention, and education is a gold-mine of numbers. Here are some numbers that prevail in our educational system: ■ 5,447 students dropped out of Alabama’s schools in 2008. ■ 1.2 million students drop out every year in America. ■ 40 percent of teen moms in Alabama will not complete high school. ■ 80 percent of prisoners in America are dropouts. What are some of the reasons why we have these numbers? In Robert Balfanz’s paper titled What Your Community Can Do to End Its Drop-Out Crisis: Learnings from Research and Practice, he addresses the sources of why students drop out of school. ■ Life events that happen outside of school. ■ Students become frustrated and bored with school, and dropping out or getting a GED is their only course of action. ■ Students are withdrawn from school, transferred to other schools or dropped from the school rolls because they are or perceived to be difficult, dangerous or detrimental to the success of the school. ■ Students experience repeated failures in school. As the 2010 Alabama State Teacher of the Year, I have two goals. My first goal is to help bring more information and attention to educators and community leaders about our graduation rate in Alabama and what we are doing to increase that rate. 28 Alabama School Boards • Summer 2009

We have many wonderful programs that are in place to help our students succeed (See Pathways to Graduation), all of which help guide students through high school. One such program is Jobs for Alabama’s Graduates, which is implemented in 19 school systems statewide and is an effective program serving at-risk students. The Alabama Math, Science and Technology Initiative (AMSTI) brings math and science training to teachers and resources to the students. A+ College Ready is well on its way to increasing student participation in Advanced Placement courses and performance on AP exams in math, science and English. These programs have been put in place to help our students prepare for our global economy and to help propel Alabama’s educational system to the top in the country. My second goal is to reach out to students and speak to them on a much more personal level. Being an immigrant to this country, I have experienced poverty, racism, abuse, failures and, ultimately, survival and success. I want to inspire students to take advantage of their education to help them overcome their own obstacles. I want to share my personal story and why pursuing education gave me the chance to succeed. I want to inspire those students who are struggling to know that there is hope, and I want to inspire those students who are succeeding to know they have the responsibility to help others. In order to help our students meet their educational goals and increase our graduation rates, educational and community leaders must take an honest look at the reasons why students are not performing well in school and are therefore dropping out. Programs that consistently show improvement in student success should be (Continued on page 30)

FIRST CHOICE

is the state’s new initiative to help students who have successfully completed curriculum requirements but haven’t passed all sections of the Alabama High School Graduation Exam to complete high school with a recognized diploma. First Choice also seeks to decrease dropouts by providing effective intervention through graduation coaches and academic flexibility. Listed are other new academic tools designed to help high school students reach their full potential. ■

Credit Recovery — Allows students to prove they are knowledgeable on a segment of a course and receive course credit or earn promotion without retaking the entire course. Credit Advancement — Allows students in-school and out-of-school educational opportunities to meet course requirements in nontraditional ways. Graduation Coaches — Serve as counselors for “at-risk” students, advising them on course work and other issues to keep them on task and increasing their odds for graduation. Preparing Alabama Students for Success — PASS is a comprehensive and broad-based initiative geared toward students in grades 6-12 who are at risk of failure in school. Source: http://www.alsde.edu/general/ Firstchoicebrochure_08_2008.pdf


&

People Schools OF NOTE ■

Applause goes to Alabama Public Television’s 2009 Young Heroes award winners selected from a group of nearly 200 from around the state for demonstrating courage, determination, volunteerism and academic excellence. The winners were Caitlin Campbell (above) of Hoover, Carrie Parrish of Lauderdale County, Maranda Rikard of Florence, Tiffany Sauls of Albertville and Pablo Zuniga (inset) of DeKalb County.

Pam Doyle AASB’s District 8 Director Pam Doyle of Muscle Shoals just added another feather to her cap. She is Pam Doyle now chairwoman of the Shoals Chamber of Commerce. The owner of Superior Print Solutions began her one-year term in April.

Welcome aboard to the following board members: Sandra Elkins of Albertville; David Sturdivant of Alexander City; Tracie West of Auburn; Freeman Waller of Dallas County; Jimmy Jones of Enterprise; Billy Weeks of Franklin County; David Mitchell of Guntersville; Dr. James Joy of Hartselle; Beth McAlpine of Haleyville; Paulette Pearson of Hoover; Roy Beall of Jasper; James Blair and Kathy Dutton of Leeds; Connie Spears of Madison City; Elizabeth Dunn of Mountain Brook; Donald Pendergrass of Muscle Shoals; Tony Bolton of Oxford; Benjamin Sneed of Ozark; Larry Laney of Russell County; Roderick West of Selma; Judge Jerry Fielding of Talladega County; Dr. Jerry Schreiner of Thomasville; Wally Lowery of Troy; Sid McNeal and Bill Roberts of Trussville; Jerry M. Dent II of Vestavia Hills; and Donnie Laseter of Winston County.

Congratulations to the Alabama Senate, winners of the 2009 Legislative Softball Game. They were coached by Sen. Rodger Smitherman to a 28-15 win over the Alabama House coached by Rep. Greg Wren. Photo: Auburn University Montgomery

Pam Berry Welcome to Pam Berry of Gurley, the 2009-2011 President of Alabama PTA. She is the Project Coordinator for the Gurley Pam Berry Community Learning Center, an after school program.

Congratulations to the Vestavia Hills Board of Education for earning recognition for “Collaboration: Synergy in the Visionary Classroom” in the American School Board Journal’s 15th annual Magna Awards program supported by Sodexo School Services. The Cullman Board of Education was also honored for its “One-onOne Initiative” to improve teaching and learning through the use of laptop technology.

Cheers to free AASB event registration winner Phyllis Wyne of Birmingham. She was selected among those who completed and returned evaluations at the March Conference.

AASB Welcomes Your News Send news of appointments, elections, promotions, retirements, honors, births and deaths to Attn: People & Schools Editor, Alabama School Boards Magazine, P.O. Drawer 230488, Montgomery, AL 36123-0488 or info@AlabamaSchoolBoards.org.

A welcome goes to new superintendents Philip Baker of Tallapoosa County; David Easley of Cleburne County; Greg Faulkner of Autauga County; Interim Michael Foster of Bessemer; Paul Gay of Randolph County; Heath Grimes of Lawrence County; Ken Harding of Jackson County; Woodie Pugh of Clarke County; Garey Reynolds of Clay County; Dennis Sanford of Coosa County; Gary Williams of Franklin County; and Dr. Wayne Vickers of Saraland.

2009-2010 Alabama Teacher of the Year Yung Thi Bui-Kincer of Montgomery County poses with last year’s winner Roy Hudson of Jefferson County. (inset) The alternate winner and Elementary Teacher of the Year is Shannon Finley of Calhoun County.

(Continued on page 30) Alabama School Boards • Summer 2009 29


People & Schools Continued from page 29 ■

AT THE TABLE By Eve Harmon

Beverly Ross School Board Montgomery County Board of Education

Hometown Montgomery A Board Member Since 2004

Books at Bedside The School Administrator and all kinds of public relations and marketing books.

Inspiration The students. The board works in harmony with one another.

SYMPATHIES

Motto as a Board Member Every student has a God-given right to be educated.

Walter Mitty Fantasy World peace.

Advice to New Board Members To attend the school board meetings, to network and attend the conferences.

Pet Peeve as a Board Member Starting meetings late; for board members to come in late. Reason I Like Being an AASB Member You get to meet so many people, and you get to learn so much from other school board members.

30 Alabama School Boards • Summer 2009

Condolences to the family of 30-year educator, retired math teacher and Oxford school board member Mally Moody, who died in April. Rep. Mike Rogers honored Moody by introducing a congressional resolution on May 12. Sympathies to the Montgomery County schools family of Margaret ■ Carpenter, who served as a member of that board from 1992 to 2004.

The Promise Continued from page 28

Greatest Accomplishment as a Board Member There have been so many wonderful achievements, including recognition from the state school board.

My Epitaph Give me flowers while I’m alive.

Kudos to AASB Executive Director Sally Howell, who recently participated in several pre-K efforts in April, including a presentation to the National School Boards Association conference in San Diego, a workshop presentation titled “Many Happy Returns: The School Board’s Role in Pre-K” at the statewide Pre-K conference and an address to the first ever Pre-K Advocacy Forum and Reception attended by pre-K advocates, legislators and a number of AASB school board members. Howell has also been chosen to serve on NSBA’s strategic planning work group. Gratitude goes to school board attorneys Jayne Harrell Williams and Liz Brannen Carter of Hill Hill Carter for conducting AASB’s first Personnel Law Review webinar/teleconference in April. Hats off to the 2009 Torchbearer Schools, academically high-performing, high-poverty schools. Those receiving rewards were Mobile County’s Anna F. Booth, Calcedeaver, George Hall, Indian Springs, Saint Elmo and Holloway elementary schools and Wilcox County’s F.S. Ervin Elementary School. Cheers to Madison schools for discussing “Strategies of Success for Closing Achievement Gaps” at the 2009 NSBA Annual Conference in San Diego. Presenters included Superintendent Dee Fowler, moderator; Sue Helms, AASB and Madison board president; Camille Wright, secondary instruction director; and Mary Long, elementary instruction director. Kudos to Jasper Superintendent Dr. Robert Sparkman for receiving the Kermit A. Johnson Outstanding Superintendent Award at the University of Montevallo Graduate Honors Luncheon. Applause to the state Board of Education, named 2009 Government Agency of the Year by The Leeds Herald.

supported. Educational and community leaders need to inform parents and students about the data that help support education and programs that aid in student success. For instance: ■ From 2002-2008, Alabama had a 69 percent increase in students scoring 3-5 on AP exams. ■ From 2002-2006, the state improved its graduation rate with a 4.1 percent increase, placing Alabama sixth in the nation for graduation rate improvement. ■ 100 percent of AMSTI-trained schools scored higher on the Stanford Achievement Test in math and science than schools that were not. Public education holds the promise of equal education opportunities, no matter of race, religion or ability in which students are held up to high standards and expectations. As educational leaders and role models, we must do everything in our power to make sure all children have access to this promise. Yung Thi Bui-Kincer is Alabama’s 2009-2010 Teacher of the Year. She teaches anatomy, biology and environmental science at Booker T. Washington Magnet School in the Montgomery County public school system. She may be reached at yung.buikincer@mps.k12.al.us.


Alabama Association of School Boards

Professional Sustaining Members

A Partnership That Works! AASB appreciates these professional members for supporting association activities and you all year long. • • • • • • • • • • • • • •

Aho Architects LLC . . . . . . . . . . . . . . . . . . . . . . . . Hoover, AL Alabama Beverage Association . . . . . Montgomery, AL Alabama Gas Corporation . . . . . . . . . . . Birmingham, AL Alabama Supercomputer Authority . . Montgomery, AL Almon Associates Inc. . . . . . . . . . . . . . . . . . Tuscaloosa, AL American Fidelity Assurance . . . . . . . . Birmingham, AL Barganier Davis Sims Architects . . . . . Montgomery, AL BlueCross BlueShield of Alabama . . . Birmingham, AL Christian Testing Labs . . . . . . . . . . . . . . . Montgomery, AL Council of Alabama . . . . . . . . . . . . . . . . . . Birmingham, AL Coca-Cola Bottlers Inc. Davis Architects Inc. . . . . . . . . . . . . . . . . . Birmingham, AL Fibrebond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Minden, LA Gallet & Associates Inc. . . . . . . . . . . . . . . Birmingham, AL Goodwyn, Mills and Cawood Inc. . . . Montgomery,AL Birmingham, AL Mobile, AL Huntsville, AL

• • • • • • • • •

Hecht Burdeshaw Architects . . . . . . . . . . . . . Opelika, AL Hoar Program Management . . . . . . . . . Birmingham, AL Information Transport Solutions, Inc. . . Wetumpka, AL Interquest Detection Canines . . . . . . . . . Demopolis, AL Jenkins Munroe Jenkins Architecture . . Anniston, AL JH Partners Architecture/Interiors . . . . . Huntsville, AL Johnson Controls . . . . . . . . . . . . . . . . . . . . . . Huntsville, AL Kelly Services Inc. . . . . . . . . . . . . . . . . . . . . . . . . Dothan, AL KHAFRA Engineers, Architects . . . . . . . Birmingham, AL and Construction Managers

205/313-6345 334/263-6621 205/326-8425 334/832-2405 205/349-2100 205/987-0950 or 800/365-3714 334/834-2038 205/220-5771 334/264-4422 205/841-2653 205/322-7482 318/377-1030 205/942-1289 334/271-3200 205/879-4462 251/460-4006 256/533-1484 334/826-8448 205/803-2121 334/567-1993 334/341-7763 256/820-6844 256/539-0764 256/217-2800 334/673-7136 205/252-8353

• • • • • • • • • • • • • • • • • • • • • • • • •

KPS Group Inc. . . . . . . . . . . . . . . . . . . . . . . . Birmingham, AL Krebs Architecture & Engineering . . . Birmingham, AL Lathan Associates Architects PC . . . . . Birmingham, AL M.B. Kahn Construction Co. Inc. . . . . . . . Huntsville, AL McKee & Associates . . . . . . . . . . . . . . . . Montgomery, AL Architecture and Design Osborn & Associates . . . . . . . . . . . . . . . . . . . Huntsville, AL Payne & Associates Architects . . . . . . . Montgomery, AL PH&J Architects Inc. . . . . . . . . . . . . . . . . Montgomery, AL PPM Consultants Inc. . . . . . . . . . . . . . . . .Spanish Fort, AL Rosser International Inc. . . . . . . . . . . . . Montgomery, AL SACS CASI . . . . . . . . . . . . . . . . . . . . . . . . . . .Montgomery, AL Sain Associates . . . . . . . . . . . . . . . . . . . . . .Birmingham, AL School Reach Instant Parent Contact . . . . Fenton, MO Scientific Learning . . . . . . . . . . . . . . . . . . . . Tallahassee, FL Seay, Seay & Litchfield P.C. . . . . . . . . . . Montgomery, AL Sherlock Smith & Adams Inc. . . . . . . Montgomery, AL Siemens Building Technologies Inc. . . . . . .Pelham, AL SKT Architects P.C. . . . . . . . . . . . . . . . . . . . . . .Huntsville, AL Southland International Bus Sales . . Birmingham, AL 2WR/Holmes Wilkins . . . . . . . . . . . . . . . Montgomery, AL Architects Inc. TAC Energy Solutions . . . . . . . . . . . . . . . . Birmingham, AL Thompson Engineering . . . . . . . . . . . . . . . . . . Mobile, AL Transportation South . . . . . . . . . . . . . . . . . . . . Pelham, AL Evan Terry Associates PC . . . . . . . . . . . . . Birmingham, AL Volkert & Associates Inc. . . . . . . . . . . . . . . . . . Mobile, AL

205/458-3245 205/987-7411 205/879-9110 803/360-3527 334/834-9933 256/534-3516 334/272-2180 334/265-8781 251/990-9025 334/244-7484 334/244-3163 205/940-6420 800/420-1479 850/228-8882 334/263-5162 334/263-6481 205/403-8388 256/533-6617 888/844-1821 334/263-6400 205/970-6132 251/666-2443 205/663-2287 205/972-9100 334/432-6735

Alabama School Boards • Summer 2009 31


Alabama Association of School Boards Post Office Drawer 230488 Montgomery, Alabama 36123-0488

Non-Profit Org. U.S. Postage PAID Montgomery, AL Permit No. 34


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