2014 Summer Alabama School Boards Magazine

ALABAMA

SCHOOL

BOARDS

Official Publication of the Alabama Association of School Boards

SUMMER 2 0 1 4 AlabamaSchoolBoards.org

School Dollars Don’t Grow on Trees WHO’S WHO AT SDE

FIGHT POVERTY

JOE LIGHTSEY

A QUALITY EARLY EDUCATION

SPOT GOES TO SCHOOL

CAN HELP OVERCOME

SERVICE ANIMALS AND THE LAW

THIS OBSTACLE

Inside

board wants a dependent verification review

www.AlabamaSchoolBoards.org

20

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SB-26220-0813

FEATURES

24 Self-fulfilling prophecy Unity among school board members

and administrators is important and can strengthen student performance.

But when you search for how to achieve this harmony, look to yourself first.

27 Warm welcome for the new superintendent

Looking back on the U.S. Supreme Court’s 1954 Brown v. Board of Education decision that declared school segregation “inherently unequal.”

10 SCENES FROM the 2014 NSBA Annual conference

The conference was held in New Orleans April 5-7 and featured

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.

Complimentary copies are available upon request to public school principals throughout the state. Additional annual subscriptions can be obtained for $30 by contacting AASB. Entered as third-class mail at Montgomery, AL. Permit No. 34.

Alabama School Boards is designed by Linda Tynan Creative Services, Pike Road, 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.

STAFF

PRESIDENT Katy Smith Campbell, J.D. Macon County

EXECUTIVE DIRECTOR Sally Brewer Howell, J.D.

VICE PRESIDENT Pam Doyle

Alabama school boards “fixin’” to hire a new superintendent need to not only understand the importance of getting the hiring right, but should also know how to extend a hearty howdy to the new schools chief.

8 PRESIDENT’s PERSPECTIVE

OFFICERS

BOARD OF DIRECTORS

DIRECTOR OF LEADERSHIP DEVELOPMENT Susan Salter

DISTRICT 2 Don Nichols Perry County

IN EVERY ISSUE 4 TRENDS, RESEARCH & DATES 6 Education & the law 12 WHO’S WHO AT SDE? 14 MARK YOUR CALENDAR 28 AT THE TABLE SC 29 HELP BOAHOO RDSL 31 PROFESSIONAL sUSTAINING MEMBERS Offic ial Pu blicat ion

of the

Ala bama

Asso ciatio n

of Sch ool Board s

Sch oo Do l Dol n’t lar on Grows Tre es WH

O’S W SPO JOE LIG HO AT SDE HTS TG ICE A OES TO EY FIG NIMA HT LS AN SCHO OL A QUALIT POV D

SERV

THE

PHOTO CREDITS

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Y EA RLY EDUC HEL P OV ATIO ER THIS N OBST COME ACLE

CAN

Cover: ©iStockphoto.com/spooh Inside Pages: 3 - © michaeljung - Fotolia.com; ©iStockphoto.com/spooh; 6 ©iStockphoto.com/nekbet; 16 - ©iStockphoto.com/spooh; 20 - ©iStockphoto. com/rollover; 21 - © michaeljung - Fotolia.com ; 24 - © peshkov - Fotolia.com; 27 - ©iStockphoto.com/Sadeugra

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DIRECTOR OF PUBLIC RELATIONS Denise L. Berkhalter, APR DIRECTOR OF GOVERNMENTAL RELATIONS Lissa Astilla Tucker, J.D.

DISTRICT 1 James Woosley Satsuma

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CHIEF OPERATING OFFICER Ken Roberts, CPA

IMMEDIATE PAST PRESIDENT Steve Foster Lowndes County

DISTRICT 3 Jimmy Rodgers Covington County DISTRICT 4 Gwen Harris-Brooks Lanett

Assistant DIRECTOR OF LEADERSHIP DEVELOPMENT Sarah Hill MEETING/MARKETING COORDINATOR Katie Schroeder MEMBERSHIP COORDINATOR Debora Hendricks EXECUTIVE ASSISTANT Tammy Wright TECHNOLOGY/LEGISLATIVE ASSISTANT Lashana Summerlin

DISTRICT 5 Suzy Baker Alabama School of Fine Arts

BOOKKEEPER Kathy Harmon

DISTRICT 6 Kathy Landers Talladega County

ADMINISTRATIVE ASSISTANTS Nancy Johnson Emily Maxwell Cassandra White

A

Your to-do list is hectic enough.

Early education experts say quality pre-K is one of the most effective ways educators can help prepare lowerincome students to excel in school.

education expert Sir Ken Robertson and NBA basketball legend and Stand Up 4 Public Schools spokesperson Earvin “Magic” Johnson.

AM

With all you do, let us take care of you.

FIGHT POVERTY

Strategically aligning fiscal resources with school system goals is an art. Learning that art begins with knowing where school dollars come from – certainly not money trees – and how those funds can be used.

ALA B

employees request a total comp statement

SCHOOL DOLLARS DON’T GROW ON TREES

Summer 2014 Vol. 35, No. 2

SU MM Ala bama ER 20 Sch oolBo 1 4 ard s.org

update section 125 plan document

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DISTRICT 7 Belinda McRae Marion County DISTRICT 8 Karen Duke Decatur DISTRICT 9 Dr. Jennie Robinson Huntsville STATE BOARD LIAISON Dr. Yvette Richardson

ALABAMA SCHOOL BOARDS EDITOR Linda Tynan

Our Mission: To develop excellent school board leaders through quality training, advocacy and services.

Alabama School Boards • Summer 2014 3

Trends Research&Dates

UP FRONT

— Compiled by Denise L. Berkhalter

Congratulations Teacher of the Year Ann Marie Corgill of Cherokee Bend Elementary School in Mountain Brook is the 20142015 Alabama Teacher of the Year.

school system, Ø Kelly Jo Hollingsworth, Cary Woods Elementary School, Auburn, Ø Lisa M. Burgess, Westwood Elementary School, Tuscaloosa County,

The state alter- Ann Marie Corgill nate, who serves as Alabama Secondary Teacher of the Year, is Christopher D. Payne of Dothan High School in Dothan. Corgill, who teaches fourth-grade, has been an educator for two decades.

Payne has taught art at Dothan High School for seven years. Corgill and Payne were among the four finalists for the coveted honor along with Ellen Anson of Rocky Ridge Elementary School in Hoover and Carrie Jones of Hewitt Trussville High School in Trussville. There were a total of 16 semi-finalists – an elementary and secondary teacher of the year from each of the eight state Board of Education districts. The others are: Ø Katie Nettles, Gulf Shores Elementary School, Baldwin County

90%

Ø Denise Nelson, Wilson Elementary School, Montgomery County, Ø Deborah Hill, Locust Fork Elementary School, Blount County, Ø Shane Leopard, Elementary School, Athens,

Brookhill

Ø Susanne Mahone, Daphne High School, Baldwin County, Ø Craig Thompson, Spain Park High School, Hoover, Ø Chasidy White, Brookwood Middle School, Tuscaloosa County, Ø Rachel D. Dudley, Booker T. Washington Magnet High School, Montgomery County, Ø Jackie Kelley, Wellborn High School, Calhoun County, and Ø Donny Matthew Dean, Buckhorn High School, Madison County.

Did you know?

The U.S. goal of a 90-percent graduation rate by 2020 may seem a bit more attainable now that the nation’s high school graduation rate is a record-setting 81 percent.

America uses the Averaged Freshman Graduation Rate, or the proportion of freshmen who graduate on-time, four years after they began ninth grade.

The 2014 Building a GradNation report notes Hispanic students achieved the largest gains since 2006, up 15 percentage points to attain a 76 percent rate in 2012 based on

4 Alabama School Boards • Summer 2014

for protection from unfunded mandates Alabama school boards have been plagued for years by unfunded mandates enacted by the Legislature. Boards of education are the only local government entity not protected by the Constitution from such costly legislation.

To its credit, the Alabama Legislature decided without dissent to let voters decide Nov. 4 if they want to revise Amendment 621 of Alabama’s Constitution. AASB is working to get school board members a “yes” vote on the measure that is critical to school governance. An amendment number has not yet been assigned. The official ballot text reads: “Proposing an amendment to the Constitution of Alabama of 1901, to prohibit a general law, whose purpose or effect is to require a new or increased expenditure of at least $50,000 of local funds annually, from becoming effective with regard to a city or county board of education without enactment by a 2/3 vote. Proposed by Act No. 2014-185.”

U.S. Department of Education data. The graduation rate for African Americans in 2012 was 68 percent, up from 59 percent in 2006. The nation’s graduation rate in 2006 was just 73 percent. Alabama, which has implemented a strategic plan called PLAN 2020 to reach its 90 percent 4-year cohort rate, boasts a 75 percent graduation rate, the highest in the state’s history. The report, available at www.americaspromise.org, suggests emphasis on the following areas to continue the progress: Address chronic absenteeism, improve the middle school, re-engage youth who have left school and provide more and better adult and peer supports.

Trend Dual-enrollment opportunities on rise A number of community colleges in Alabama – including Bishop State Community College, Alabama Southern Community College and Lurleen B. Wallace Community College – expect to increase the number of career technical education dual-enrollment opportunities available to high school students.

The expected growth is attributed in part to Alabama’s new career technical dual-enrollment scholarship program established during the 2014 legislative session.

Act 2014-147, called the Alabama Future Workforce Initiative, provides a state income tax credit for individual and business contributions for college-level career tech dual enrollment scholarships beginning Jan. 1, 2015.

The state cap for such tax credits is $5 million annually, and contributors can designate up to 80 percent of their donations for a specific career tech program at a specific postsecondary institution for qualifying educational expenses.

College and public school career tech program officials hope to entice many of the more than 31,000 students who are eligible to participate in the dual enrollment scholarship program. Dual enrollment programs allow students to earn college credit and to pursue industry certification.

State and community college officials have said the scholarship program will help produce high school graduates who are better prepared for postsecondary education and the workforce.

Congrats to ‘How We Achieve Excellence in Our School’ video contest winners The Alabama Association of School Boards congratulates the winners of its third annual statewide “How We Achieve Excellence in Our School” video contest co-sponsored by Alabama Public Television and Fairbanks LLC. The 2014 winners are: ü First place, Florence High School of Florence City Schools, winning $1,500, and a Bloggie Touch video camera, ü Second place, Tuscaloosa Career & Technology Academy of Tuscaloosa City Schools, winning $1,000, ü Third place, Gadsden City High School of Gadsden City Schools, winning $500 and ü Honorable Mention, Hillcrest Middle School of the Tuscaloosa County school system, winning a studio tour and $250.

“This contest encourages positive, student-led school experiences for students and is our statewide celebration of the high level of quality and creativity that exist in Alabama’s public schools,” said AASB President Katy Smith Campbell of the Macon County school board. “This is our third year for this contest, and that wouldn’t be possible if it were not for our partners’ continued support.”

Fourteen entries from public middle and high schools across the state were submitted February-April and judged by independent media professionals.

The winning videos will be shown at the June state Board of Education meeting in Montgomery and the 9 a.m. general session of the AASB Annual Convention in Birmingham on Dec. 6. The student-produced videos are posted on AlabamaSchoolBoards.org.

Still time to register for Southern Region Conference The Georgia School Boards Association is hosting the 2014 National School Boards Association Southern Region Conference June 15-17 at the Hyatt Regency Hotel in Savannah, Ga. Speakers include Ret. Gen. Stewart Rodeheaver; bestselling author and keynote speaker Debra Fine; DeKalb County Schools Superintendent Michael Thurmond, who leads the third largest school system in Georgia; and former pro football player and college coach Bill Curry, who motivates audiences around teamwork and diversity.

To register for the conference, visit www.nsbasouthernregion.org.

Thumbs up to Alabama’s Green Ribbon Schools Three Alabama schools are competing for the 2014 U.S. Department of Education Green Ribbon Schools District Sustainability Award.

The state winners are F. E. Burleson Elementary School in the Hartselle school system, Homewood Middle School in the Homewood school system and Brock’s Gap Intermediate School in the Hoover school system. The schools

are honored for their approach to creating “green” environments through reducing environmental impact, promoting health and ensuring a highquality environmental and outdoor education. The national recognition events begin on July 22.

Learn more about the award at http://www2.ed.gov/programs/greenribbon-schools/index.html.

Alabama School Boards • Summer 2014 5

persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors. A service animal is not limited to only certain breeds of dogs; “any dog,” as used in the regulations, means “any dog.”

EDUCATION & THE LAW

By Julie J. Weatherly & Leslie A. Allen

WHEN SPOT GOES TO SCHOOL

M

ore and more, school systems are receiving requests for students with disabilities to bring their service animals to school. Consequently, it is important that systems respond appropriately and have in place policies and procedures that comply with applicable law. State law and federal regulations and guidance are instructive in assisting school systems with compliance. In short, there are only limited circumstances in which schools may exclude service animals.

What laws are applicable?

Title II of the Americans with Disabilities Act covers public entities, including school systems, and its regulations include requirements regarding the obligation to allow students with disabilities to bring service animals into schools. [See 28 C.F.R. Part 35.]

Specifically, school systems “shall modify [their] policies, practices and procedures to permit the use of a service animal by a person with a disability.”

The Office for Civil Rights and the U.S. Department of Justice have issued guidance for schools to consider as they attempt to respond appropriately to such requests and ensure that policies and procedures are in order. As one example, the Department of Justice provides its guidance and analysis in the publication “Nondiscrimination on the Basis of Disability in State and Local Government Services.”

Alabama law speaks to the issue, largely mirroring federal law. In addition, Alabama’s Service Animal Law requires that, in the case of a disabled child [including a child diagnosed on the autism spectrum], “any aide assigned to assist the child shall be trained with the service animal in basic commands in order to assist the child as a team.” [See Ala. Code Section 21-7-4(e)].

6 Alabama School Boards • Summer 2014

Who is a person with a disability?

The initial inquiry when a service animal request is made is whether the student is an individual with a disability under the ADA. A student with an individualized education program under the Individuals with Disabilities Education Act or a 504 Plan under Section 504 of the Rehabilitation Act of 1973 obviously will fall within the definition, but, even if a student has neither, he or she still might be an individual with a disability under the ADA and, therefore, entitled to be accompanied by his/ her service animal.

Disability, as defined in the ADA, means a physical or mental impairment that substantially limits one or more of the major life activities of an individual; a record of such an impairment; or being regarded as having such an impairment. [See 28 C.F.R. Section 35.104.] The regulations define the terms physical or mental impairment and major life activities broadly.

According to the Office for Civil Rights, in determining whether a student requesting use of a service animal has a disability covered by the ADA, schools should be cautious not to interpret the term too narrowly.

What is a service animal?

The ADA regulations define service animal as “any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability.” Although perhaps the most well-recognized service animal is a guide dog for a person who is blind, service animals provide far more services, including alerting individuals who are deaf to the presence of people or sounds, providing non-violent protection or rescue work, pulling a wheelchair, assisting an individual during a seizure, alerting individuals to the presence of allergens, retrieving items such as medicine, providing physical support and assistance with balance and stability to individuals with mobility disabilities and helping

Service animal does not include other animals besides dogs, although a separate ADA regulation, 28 C.F.R. Section 35.136(i), requires schools to make reasonable modifications to permit the use of a miniature horse if it has been individually trained to do work or perform tasks for the benefit of a person with a disability. [You read that correctly; a school system also has to consider requests for use of a miniature horse!] Other species of animals, whether wild or domestic, trained or untrained, are not service animals for purposes of the definition. The ADA’s definition of service animal also excludes dogs that do not perform tasks directly related to the individual’s disability or that provide only comfort, companionship or emotional support.

What inquiries are permitted?

In deciding whether to permit a service animal, a school system is limited in the questions that can be asked. Specifically, the ADA regulations permit only two inquiries: Is the animal required because of a disability, and what work or task has the animal been trained to perform?

According to Department of Justice guidance, schools may not ask about the nature or extent of the student’s disability, require medical documentation, require documentation confirming the dog’s training or immunization record, require proof of certification as a service animal or ask that the dog demonstrate its ability to perform the work or task required.

Schools also cannot charge students with service animals fees that are not charged to other students. This does not mean that a person accompanied by a service animal necessarily is relieved of liability for damage done by it. Alabama law specifically provides that liability may exist. The ADA regulations provide that, if a public entity normally charges individuals for damages caused, then the individual with a disability may be charged for damage caused by a service animal.

When can a request be refused?

A service animal can be excluded in the limited circumstances where (1) the animal is out of control and the handler does not take effective action to control it; or (2) the animal is not housebroken. Being under the control of the handler means that the service animal has a harness, leash or other tether, unless either the handler is unable because of a disability to use one or the use would interfere with the service animal’s safe, effective performance of work or tasks. In any case, the service animal must be under the handler’s control either through voice commands, signals or other effective means. When there is a legitimate reason to ask that a service animal be removed, the school must offer the student with a disability the opportunity [with accommodations, if needed] to attend class without the animal’s presence.

Allergies to or fear of dogs are not valid reasons to refuse the use of a service animal to a student with a disability. When a person who is allergic to dog dander and a person who uses a service animal must spend time in the same classroom, the Department of Justice recommends, for example, that both individuals be accommodated by assigning them to different locations within the class or different rooms in the school, if possible.

The ADA specifically provides that school systems are not responsible for the care or supervision of a service animal.

Unless state or local law provides otherwise [Alabama does not], responsibility to provide food, water, exercise or other care for the service animal while at school belongs to the student or his or her parent. Nor is the school system required to provide a handler for the animal if the student cannot appropriately manage it. Note that Alabama requires that any aide assigned to the child must be trained with the service animal in basic commands. Such training of the aide likely is the school system’s responsibility.

What about the IEP or 504 plan?

The use of a service animal at school is generally not a component of a “free, appropriate public education” for an eligible student with a disability. Therefore, it would be extremely rare that a service animal would be included in an individualized education program or 504 plan as a service. Only if the animal is truly necessary to ensure a free, appropriate public education would the system be responsible for providing the service dog, its care, training, etc., under the IDEA or Section 504. Although not listing the animal as a service, for students who have an IEP or 504 team, systems might consider having that team decide whether to permit the student to use his or her service animal at school, since the IEP or 504 team likely has the most knowledge about the student and can make an informed, individualized inquiry.

The issue of service animals in schools involves multiple complex state and federal laws, which can change over time and, in many instances, expand the rights of students with disabilities. While schools cannot summarily exclude service animals, responding to individual requests necessarily requires a careful analysis of applicable laws and case-by-case consideration of the facts and circumstances. n

Julie J. Weatherly and Leslie A. Allen are law partners in Resolutions in Special Education Inc., a law firm with offices in Mobile and Birmingham focused exclusively on assisting public school systems and other educational agencies in compliance with laws governing the education of students with disabilities, including defending systems in due process administrative hearings and related litigation. Visit www.specialresolutions.com.

Alabama School Boards • Summer 2014 7

President’s PERSPECTIVE

By Katy Smith Campbell

BROWN v. BOARD A 60-year-old reminder to take a stand

S

ix decades ago, public education in America and in Alabama was monumentally changed.

May 17, 1954, in Brown v. Board of Education, the U.S. Supreme Court declared school segregation “inherently unequal.” White children and children of color could share classrooms, learn together and truly learn about one another.

Today, those who would vilify public education forget much has changed in the years since Brown v. Board. An eighthgrade education was just about all more than half of the country had in the 1940s. In 1950, the U.S. Census Bureau reported only 34 percent of the U.S. population age 25 and older had finished four years of high school. The percentage of African Americans who completed four years of high school in 1950 was far less than half of the national percentage.

Today’s national graduation rate, however, is at an all-time high of 80 percent, and Alabama’s is a historic 75 percent.

There is more work to do, certainly, to raise the level of achievement among all students in our schools. Alabama’s goal is a 90 percent graduation rate by the year 2020. The national on-time graduation rate for white students is 81 percent, close but not close enough to that goal.

The graduation rate for Hispanic students is just 76 percent, and it’s even less for African-American students and special education students at approximately 68 percent.

The progress of this nation in public education and the work left on the

horizon remind me of a quote the Rev. Martin Luther King Jr. often recited: “Lord we ain’t what we should be and we ain’t what we gonna be, but thank God, we ain’t what we was!”

A highlight of my presidency of the Alabama Association of School Boards was our board of directors’ unanimous passage of a resolution commemorating

A highlight of my presidency of the Alabama Association of School Boards was our board of directors’ unanimous passage of a resolution commemorating the 60th anniversary of Brown v. Board. In that resolution, we resolved “to inspire all of our nation’s children to appreciate the value of public education and public service as a means to further the objectives of democracy, justice and equality.” the 60th anniversary of Brown v. Board. In that resolution, we resolved “to inspire all of our nation’s children to appreciate the value of public education and public service as a means to further the objectives of democracy, justice and equality.”

Our board also recognized the courage, conviction and sacrifice it took for civil rights leaders, parents, students and others to seek equality and opportunity for all children in this country. It will take that same courage and conviction for school boards – the nation’s pre-eminent expression of grassroots democracy – to stand up for our students and for public schools.

The Stand Up 4 Public Schools campaign (standup4publicschools.org) was launched by state school boards associations across the nation this year. The campaign asks only what was essentially the request of those parents in the shadows of Brown v. Board – that in America, every child counts.

I would go on to say that in America education is a fundamental civil right. In America, we must adequately fund and support public schools. In America, a child’s skin color nor zip code should bar him from an equal education. In America, our schools must be safe, supportive, student-centered environments where students learn at high levels and graduate prepared for citizenship in a diverse, democratic society.

In America — in this moment 60 years after Brown v. Board — will you pledge to make the best decisions you can for all students, to practice good governance and excellence in leadership and to positively influence community dialogue about public education by sharing the good news about your schools? n

Who I am today began with public education.

I developed a strong work ethic at home in Lansing, Mich.

My father was an assembly worker and my mother was a school custodian.

I developed my mind and body at public school—that’s where the “Magic” began.

Earvin “Magic” Johnson, Jr.

Great thinGs happen at public schools

Learn more at www.standup4publicschools.org

8 Alabama School Boards • Summer 2014 © NSBA

Scenes from the 2014 NSBA Annual Conference Officers of the Alabama Association of School Boards were among school board members across the nation who participated in the recent National School Boards Association Delegate Assembly in New Orleans. AASB President Katy Smith Campbell of Macon County, Vice President Pam Doyle of Muscle Shoals and Immediate Past President Steve Foster of Lowndes County served as delegates at the April 4 annual business meeting and represented the interests of the association and Alabama school board members. They were joined by AASB Executive Director Sally Howell.

The NSBA Delegate Assembly was in conjunction with the April 5-7 Annual NSBA Conference that was attended by more than 6,000 education leaders.

Campbell, Doyle and Foster, who also attended the conference, gained valuable knowledge and information about leadership, advocacy, technology, current issues 10 Alabama School Boards • Summer 2014

in public education and school law.

Keynote speakers were internationally recognized education expert Sir Ken Robinson, Ph.D.; 17-year-old Nikhil Goyal, author of One Size Does Not Fit All: A Student’s Assessment of School; educator and literacy expert Angela Maiers; New York Times columnist Thomas L. Friedman; businessman and NBA basketball legend Earvin “Magic” Johnson and others. Johnson is a spokesperson for Stand Up 4 Public Schools, a national campaign of NSBA, AASB and other state school boards associations. Anne M. Byrne of New York was named the 2014’15 NSBA president during the conference, taking the reins from David Pickler.

Alabama school board members who attend NSBA conferences may earn a total of three hours annually to help satisfy state training requirements.

— Denise Berkhalter Alabama School Boards • Summer 2014 11

who’s who at the sde: Joe Lightsey

Joe Lightsey

“Alabama’s transportation program has been an excellent one for a long time. I am a little biased about it, but I believe our program is one of the best in the country thanks to a transportation family that is dedicated to the safe transportation of Alabama’s students. “

Joe Lightsey was a school principal before coming to the state Department of Education in 1985 to work in program assessment and later coordinate the Drug-Free Schools and Communities Program. When the opportunity to work full time in transportation became available in 1994, he promptly accepted and looked forward to helping maintain and improve what he considered to be an excellent program of transporting students safely. Lightsey found his position as the Director of Pupil Transportation to be a natural fit for him. He shares his thoughts and plans for student transportation in Alabama.

Q.

Please tell us about your position and department.

My job title is director of pupil transportation. I am responsible for the management of the student transportation program, including school bus inspections, fleet renewal, training and certification of school bus drivers, mechanics, local transportation supervisors and other transportation personnel, technical assistance, monitoring of local transportation operations and driver education.

The Pupil Transportation Program is found in Policy and Budget, Office of

Supporting Programs. I work with Dr. Craig Pouncey, SDE chief of staff, and Mr. Dennis Coe, division director. In my position, I have the privilege of supervising 23 of the state’s finest employees, including six state school bus inspectors, 10 education specialists, three administrators, three administrative assistants and one education consultant. I am honored to work with all of them.

do you wish the Q. What public and legislators understood about the

transportation of school students in Alabama?

Alabama’s transportation program has been an excellent one for a long time.

I am a little biased about it, but I believe our program is one of the best in the country thanks to a transportation family that is dedicated to the safe transportation of Alabama’s students. I believe our drivers and others in transportation are among the best trained and most dedicated anywhere. In my years as state director, I would have to say that overall most of our legislators have a pretty good understanding of our transportation program and have been very supportive of our legislative initiatives.

About the Pupil Transportation Program Joe Lightsey’s’ Role: Responsible for managing the student transportation program including school bus inspections, fleet renewal, training and certification of school bus drivers, local transportation supervisors and other transportation personnel, technical assistance, monitoring of local transportation operations and driver education.

Number of Passengers: Approximately 379,000 students are transported daily on 7,609 Alabama route buses.

Bus Inspection Requirements: Drivers are required to inspect their buses before each route. Alabama law requires the SDE to inspect all Alabama school buses annually and local school systems to inspect them monthly.

For More: 334/242-9730

12 Alabama School Boards • Summer 2014

Q.

Let’s do a little “by the numbers” for student transportation in Alabama.

Approximately 379,000 students are transported daily on 7,609 Alabama route buses. Eighty one percent, or 6,187, of the 7,609 route buses are 10 years old or newer. All of our buses use diesel fuel and have automatic transmissions. Only about four of Alabama’s 135 systems do not provide regular route transportation. However, all systems provide some type of transportation, if only extracurricular or special needs transportation.

Transportation funding is based on the size of a school system’s transportation operation. Each system earns personnel positions based on the number of buses running morning and afternoon routes plus a maximum 20 percent spare bus allowance.

Systems that contract for their transportation services are funded in the same manner as those who do not contract. Fuel allocations are calculated as a separate part of the non-salary cost. Allocations for all other non-salary costs are calculated by multiplying the number of qualifying buses by a per bus rate established by the state each year for the cost of maintaining a school bus.

Fleet renewal calculations are based on the number of buses 10 years old or less that run morning and afternoon routes. This number of buses is multiplied by the average price of a new school bus and then divided by 10. Fleet renewal allocations are based on a qualifying period of 10 years. However, the per bus amount is established annually by the Alabama Legislature.

big of an issue is fleet renewal in Q. How Alabama?

Alabama’s fleet renewal program is a major initiative of the Alabama State Department of Education and among one of the best in the United States. While funding for the fleet renewal has fallen short of the amount needed to completely cover the cost of eligible buses due to shortages in tax revenues, it is still a great program that helps ensure safe and efficient school buses to transport our students. Fleet-renewal funding is based on the average cost of an Alabama school bus divided by 10, the number of years of bus-replacement funding.

Q. What is involved in a school bus inspection?

School bus inspections actually start with school bus drivers, who are required to inspect their buses before each route. Additionally, Alabama law requires the SDE to inspect all Alabama school buses annually and local school systems to inspect them monthly. Local inspections are conducted by state-certified, local inspectors. SDE annual inspections are performed by state school bus inspectors. During both school bus inspections, these certified inspectors check all components of the school bus, both inside and out. Buses are checked for compliance with state safety requirements and with the “Alabama Minimum Specifications for School Buses.” Minor deficiencies are repaired at the time of the inspection by local mechanics. Major deficiencies result in buses being grounded and reinspected after repairs are performed.

Q.

If you could share one message with local school board members across Alabama, what would it be?

I believe Alabama’s school transportation programs are among the best in the nation and have been so for many years. My observation has been that our transportation employees are dedicated, well-informed and committed to those they serve. I would encourage each board member to be knowledgeable and supportive of the transportation program in their school system. For me, this is a critical part of their responsibility as a board member.

Q.

In your opinion, what are the biggest challenges facing Alabama today when it comes to transporting students?

Funding is probably the biggest challenge. For fiscal year 2014, Alabama school systems are funded for transportation at about 80 cents on the dollar based on our funding formula. As a result, school systems have had to cut back services or make up the shortage out of local funds. With the reduced tax revenues in today’s economy, making up the shortage out of local funds is difficult, at best. So even though school systems have tightened their belts and worked to be as efficient as possible, services have still had to be cut. Recruiting and retaining school bus drivers is another challenge facing many of our school systems. Most school systems are experiencing a shortage of school bus drivers, in particular substitute drivers. I believe our school bus drivers would tell you that a major challenge is how to reduce the incidents of motorists illegally passing our school buses while they are stopped to load or unload students. In our most recent survey, almost 1,500 illegal passings occurred on the day of the survey.

Q.

What has been your greatest accomplishment?

I am proud of a number of accomplishments achieved by my staff during my tenure as state director. It is difficult to narrow it down to one. However, one that immediately comes to mind was the Alabama Pilot Study on School Bus Seat Belts conducted following a major school bus crash in Huntsville in 2006, which resulted in the death of four female students.

The study was conducted from 2007-2010. Participants in the pilot study were 12 local school systems in Alabama, the Alabama State Department of Education and the Governor’s Study Group on School Bus Seat Belts chaired by Dr. Joe Morton. The study was led by Dr. Daniel S. Turner at the University Transportation Center for Alabama at the University of Alabama, with assistance from Dr. Jay K. Lindly and Dr. David Brown.

This study received acclaim worldwide and still stands as the largest and most comprehensive study on school seat belts that has ever been conducted. The results of the pilot study can be found on our website. Three other accomplishments that I am proud of are the improvements made in our school bus continued on page 15 Alabama School Boards • Summer 2014 13

MARK YOUR CALENDAR Make Your Plans Today!

2014 JUNE 19

AUGUST Roles and Responsibilities Orientation core course (8 hours)* Includes state-mandated ethics training $120 early registration; $140 on site The Perdido, Orange Beach

20 Effective Boards and Relationships Orientation (6 hours)*

$100 early registration; $120 on site The Perdido, Orange Beach

21-22

ACSBA Annual Summer Conference

20-22

(CLEs for school board attorneys) $150, member; $300, nonmember The Perdido, Orange Beach

AASB Annual Summer Conference (7 hours) Schools for a World That Doesn’t Exist ... Yet

$249, members ($20 late fee); $440, nonmembers The Perdido, Orange Beach

30

Deadline for annual state-mandated school board training

Training year ends

JULY

S ubmit ideas for AASB Annual Convention clinic sessions; submit any proposals for resolutions & bylaws

AASB membership cards available upon request

All-state school board nominations due; nominate student ROTC or performance group for AASB Annual Convention;

18

Fall District Meetings (1 hour)

(thru Sept. 11) Student Health: Nothing to Sneeze At

SEPTEMBER 18

Webinar

(1.5 hours) $50 per individual code, $200 per group code 11:30 a.m. - 1 p.m.

28-29

Leadership for Community Engagement core course (6 hours)*

$149, members ($10 late fee); $290, nonmembers Renaissance Montgomery Hotel, Montgomery

Post-conference workshop: How to Effectively Evaluate the Superintendent

Renew your Policy Pipeline subscription

29

1

New training year begins

17

Webinar (1.5 hours)

NOVEMBER

Email policy@AlabamaSchoolBoards.org

$50 per individual code, $200 per group code 11:30 a.m. - 1 p.m.

Notes: 1. Every attempt will be made to follow this schedule, though subject to change.

2. Effective immediately, board members will receive 3 hours of training credit when they attend the National School Boards Association’s annual conference and/or Southern Region meeting. Please note that 3 hours is the maximum annual credit awarded, whether one or both of these out-of-state meetings are attended.

14 Alabama School Boards • Summer 2014

(2 hours) $69, members ($10 late fee); $130, nonmembers Renaissance Montgomery Hotel, Montgomery

Submit names of delegates and alternates

Previously, members could earn a total 2 hours’ credit.

3. When the 2014-’15 training year begins July 1, 2014, board members can receive 2 hours of training credit per year for participating in the Alabama Association of School Boards’ Advocacy Day program and 3 hours’ training credit for attending the National School Boards Association’s Advocacy Institute. * AASB School Board Member Academy core course credit awarded only once.

WHO’S WHO continued from page 13

driver and mechanic training and certification programs and our program for certifying and monitoring Alabama driver education teachers. Several years ago, we implemented specific training for our state’s special needs school bus drivers and employed an education specialist with specific responsibilities in this area.

Q.

So, what’s next?

Selfishly, I will begin with my plans and goals, which are to retire from service with the SDE in about a year. That plan includes playing more golf, fishing and spending more time with my wife, Connie, and my family. Maybe I will work a little bit!

On a more serious note, I see many new, exciting and challenging things on the horizon in Pupil Transportation. As the state agency responsible for the safe transportation of students, every day has to be a new day with increased efforts to ensure safety. We take this challenge very seriously. It drives what we do.

It is who we are throughout our program from the state superintendent down. For this reason, I believe pupil transportation in Alabama is in very good hands and will remain so for many years.

Q.

Sounds like you’re leaving a nice legacy. So, what new trends are there in transportation?

For me, changes in technology on our school buses are among the most exciting things I see for the future. Today’s school buses are safer and more efficient than school buses have ever been. They also pollute our atmosphere less than ever before.

These improvements can be attributed to an industry committed to manufacturing vehicles that deliver the utmost in safety and efficiency. Improvements have been made in every feature of a school bus, all the way from things you don’t see like fuel and brake systems to things you do see like lighting, mirror and camera systems.

murdered and a young boy abducted. The SDE, school systems, school bus drivers and parents must be constantly aware of this vulnerability and be focused in our efforts to ensure the safety and security of our students.

Q.

What’s new in school bus passenger safety?

School bus passenger safety is constantly changing. It seems like new safety technologies come around almost daily. I previously mentioned improvements to school buses and their safety systems. I see this trend continuing to increase even more rapidly in the years to come that we have seen in the past 20 years. Recent and continuing improvements to camera systems, communication technologies and the expansion of GPS have the potential to revolutionize how school systems monitor buses, review and document bus activities and record bus data. Buses will continue to become safer and more efficient.

With respect to idling and emissions, Alabama implemented an idling policy several years ago to help cut down on idling time. Also, Alabama’s newer bus fleet is much more environment friendly than ever before.

I also see a continuation in the discussion of the issue of school bus seat belts. This issue has been debated for many years largely because seat belts are required on other vehicles.

I believe we will also see changes brought about by an increase in transporting preschool students. n

To give a few examples, many of today’s new school buses’ miles per gallon of fuel are probably twice as good as when I began in transportation. Also, light systems are brighter. Mirror and camera systems show more, and communication systems help ensure contact with shops and authorities. As buses continue to change and improve, their safety and efficiency will get better and better. It has been interesting for me to watch this happen over the last 20 years.

Q.

Any challenges?

As mentioned earlier, with so many programs competing for today’s education dollars, I believe in having sufficient funding to meet the increased cost of transportation. Hopefully, our state’s economy will continue to improve and be able to support and sustain these programs.

Another challenge I see is in the area of security of our buses, drivers and students. Because of the way school buses serve students, they are extremely vulnerable. Sadly, this can be seen in the tragic incident in Midland City last year where a bus driver was Alabama School Boards • Summer 2014 15

School dollars don’t grow on trees

To fully understand state funding, school board members should become familiar with the Foundation Program, average daily membership and earned units.

By Ken Roberts

T

hough high-achieving school boards understand fostering student success is job one, they also recognize the importance of effective fiscal governance of their school system.

Strategically aligning fiscal resources with school system goals is an art. Learning that art begins with knowing where school dollars come from – certainly not money trees – and how those funds can be used.

Early in a board member’s term, there should be an education and orientation process to develop a basic understanding of the local school system’s financial operations. It is imperative for each board member to know the system’s fiscal identity.

Understanding the school system’s identity requires a global snapshot of the system’s revenue distribution, spending patterns and student enrollment trends, among others.

It’s also useful for board members to have a very basic comprehension of education funding at the state level, including the revenue composition and growth trends of the Alabama Education Trust Fund. This ground-level education – which should be repeated and updated periodically for all board members – not only makes sure board members understand the pertinent financial characteristics of the school system but also facilitates effective decision making and helps guide governance decisions.

In addition to ensuring school board members are educated about school funding, effective school boards also engage in con16 Alabama School Boards • Summer 2014

The Foundation Program also allocates funds to earned instructional and instructional support units in the areas of classroom instructional supplies, technology, professional development and library enhancement. Instructional support units are earned in and allocated to individual schools in order to comply with Southern Association of Colleges and Schools standards (www.advanced.

School System Revenues org). These standards are based on the 9% 4% type of school – elementary, high, etc.

State – and the size of the student populaLocal 28% tion at that school. Unlike teacher units, 59% Federal school systems can place instructional support units in a manner that best Other suits individual schools’ needs.

The Alabama Legislature appropriates funds from the ETF annually. Generally, around 70 percent of state education funds are spent on kindergarten through 12th grade public education, and the remaining 30 percent is spent on two- and four-year institutions of higher learning and other entities. The percentage spent on K-12 is not set by law.

tinuous monitoring to ensure their systems’ fiscal health.

Thorough, continuous monitoring process involves the collection and analysis of financial data and information that may impact the board’s decisions. A strategic monitoring process helps the board recognize available resources that support goals and objectives. It also assists the board in identifying “red flags” in financial data, so the board can proactively implement fiscal strategies to assure adequate resources are available to support the instructional program through all economic cycles.

State Funding

A school system receives funds from four sources: state, federal, local and other.

Statewide, on average, about 59 percent of a school system’s budget is comprised of state funds. State funding is derived primarily from the state Education Trust Fund. The ETF comprises specific revenue sources designated for education purposes and appropriates most state revenue dedicated to K-12.

There are nine sources of ETF revenue, including sales, income, beer, hydroelectric, insurance premium, mobile telecommunications, use and utility taxes as well as certain license fees.

School funding is inherently volatile because sales and income taxes comprise approximately 87 percent of the ETF. Both taxes correlate strongly with the state of the economy and can, therefore, fluctuate dramatically from year to year.

The Foundation Program is the primary funding mechanism for allocating funds from the ETF to individual school systems and schools. The allocation represents a large portion of total state revenue for a local school system and funds instructional salaries and benefits while partially funding non-instructional personnel and operations of the schools. The allocation method is intended to be equitable. It incorporates a school system’s size and a measure of school system wealth in determining the yearly allocation to each school system. In addition, the Foundation Program calculates “earned teacher units” on the basis of grade span. The grade spans are: grades K-3, 4-6, 7-8 and 9-12.

Education Trust Fund Receipts 7%

6%

29%

58%

Income Tax

Sales Tax

Federal Funding 12% 32%

24%

Child Nutrition Title 1

32%

IDEA-Part B Other

Other Current Expense has an unassuming name, but it’s crucial to school operations. OCE is the mechanism in the Foundation Program for funding the operations of a school system. Operations include the salaries and benefits of support personnel such as school janitors and school secretaries. It also includes the maintenance of school facilities such as utilities, repairs and even technology personnel. OCE funding is a specific amount per earned teacher unit and usually changes annually. Historically, OCE has been chronically underfunded by the Legislature and was often targeted for state funding cuts.

The “average daily membership” Federal funds account for 9 percent, on average, of a school system’s The K-12 Foundation Program – an attendance measure – is calculatedSchool budget. System That percentage generally includes the key progams listed Revenues also includes allocations for at-risk chilby local systems for the first 20 school above. dren, student transportation, school days following Labor Day. Accurate calnurse programs and an allocation to fund an information techculation of ADM is crucial. The student textbook allocation, for nology director. A school system’s state funding will include example, is a per student amount based on the daily membership programmatic appropriations separate from the Foundation average. Every year, the Legislature decides in its appropriations Program, as well. Examples of programmatic funding allocaact which “divisors” will be used to calculate earned teacher units. tions are the Alabama Reading Initiative and the Alabama Math, Divisors represent somewhat arbitrary numbers that can change Science and Technology Initiative. annually and are not correlated to maximum class sizes. State law on determining grade level divisors, as well as earned units, can be found in Title 16: Education - Section 16-13-232 of the Code Local Funding of Alabama.

The amount of locally generated revenue can vary dramatiBy taking each grade span’s ADM and dividing it by the corcally across school systems. Specifically, local revenue comprises responding grade span’s divisor, a school can calculate its earned anywhere from 10 percent to more than 50 percent of school teacher units. These units are earned by individual schools. system budgets in this state.

Therefore, the total units for each grade span in a school repreThe primary sources of local revenue for an Alabama school sent the minimum number of teaching positions required to be system are property tax and sales tax. Property taxes comprise placed at that school. Add the schools’ earned units up to get the approximately 51 percent of local revenue statewide, though that total for each school system. Remember, a school system may percentage can vary greatly among school systems. elect to place additional teachers to those earned from the state, Most systems also receive various other local revenues such but it must use local funds. Also, earned teacher units are required continued on page 18 to be placed in the schools that earn them.

Alabama School Boards • Summer 2014 17

SCHOOL DOLLARS continued from page 17

as manufactured home registration fees, beer tax distributions, local government appropriations (i.e., city council or county commission) or even revenues received from agencies such as the U.S. Forestry Service or Tennessee Valley Authority. These entities are exempt from property taxes but are required by applicable federal or state statutes to remit amounts to local governments to replace the taxes not assessed. These sources generally make up a relatively small portion of local revenue, though exceptions exist.

School boards should know what their system’s local revenue sources are and the relative budget impact of those sources. Then members can ask key questions. For example, does the school system’s local revenue base depend primarily upon sales tax or property tax? The answer may determine whether the system is positioned to weather inevitable shifts in the economy, particularly since property taxes are more resilient to dramatic economic changes.

Millage is another important consideration when it comes to local funds. A mill is one-tenth of one cent (.001). Alabama’s Constitution limits the state millage rate, but cities and counties may levy additional millage rates. Amendment 778 to the Constitution mandates a minimum of 10 mills of 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.

In addition, 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. School boards should know the expiration dates of property taxes and exactly what property taxes are currently levied on behalf of the school system under Section 269 of the Constitution (1 mill) and under amendments 3 (2 separate 3-mill levies), 202 (5 mills) and 382 (3 mills). Local property taxes are levied for specific periods of time, generally not to exceed 30 years. The timetable often coincides with the issuance of debt for a specific or general purpose.

Sales tax comprises approximately 26 percent of local revenue statewide. However, individual 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 or earmarked for a specific 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, a local school leader should know the various sales taxes levied on behalf of their school system and the specific nature of that sales tax. It is important to remember

that local sales taxes may experience the same volatility during economic cycles that impacts state sales tax in the ETF.

national connection

Federal Funding

Federal funds comprise, on average, 9 percent of a school system budget. That percentage, however, can vary dramatically among school systems depending on certain economic factors such as household income data. Income data affects the percentage of children who receive free or reduced-price school lunches, which directly impacts the amount of federal program allocations. It is important to remember that federal funds are usually considered supplemental in nature. That is, they should be used to supplement or augment state and local funds.

A system should also continue to maintain the required level of state and local financial support to schools on a yearly basis, and that support should be comparable across all schools. The main idea is that federal funds should be added to state and local funds to accomplish the objectives of the federal program. They should not be used to supplant state and local funds used for program activities.

The largest federal programs are the National School Lunch and Breakfast Program, Title I and the IDEA, Part B for special education. Other common programs, though smaller in terms of funding, include: Title II for professional development; Title II, Part D for education technology; Title III for English as a Second Language or ESL; Title IV for safe and drug free schools; and Title V for innovative education.

There you have it, an overview of Alabama’s education funding sources. Alabamians expect school boards to be good stewards of these funds. The biggest reason is because future citizens and taxpayers are expected to graduate from our state’s schools. The second reason is because practically all of the state income tax paid by taxpayers as well as more than one-fourth of their sales tax and 6 to 12 percent of their property tax are designated for education purposes.

An educated school board that develops a basic understanding of its school system’s financial operations and continuously monitors the school system’s fiscal condition is better equipped to meet or exceed the high standards of accountability established by law and demanded by the board’s stakeholders. n

Ken Roberts is the chief operating officer and director of research for AASB. He also conducts the association’s chief school financial officer search service and AASB’s policy services, and helps coordinate AASB’s long range financial planning, day-to-day fiscal operations and facilities maintenance.

Tools to Build Support for Public Education National Connection Public Engagement Toolkit STEPS To MEAnInGfUl EnGAGEMEnT

Build Awareness

Develop Understanding

Gain Support

Experience Impact

Identify stakeholders.

Find out what they know.

Provide key information.

Tailor two-way communication to build deeper knowledge.

Make people part of the decision-making process.

A community that is supportive of a strong public education system.

Strengthen your board’s leadership for student achievement with best practices from across the country. Negative information about public education and school boards, playing out on state and national levels, is having huge ramifications for local school board, as well as its support for public education. State school boards associations, in partnership with NSBA, are teaming up to create a strong national resource package as part of the National Connection service.

The online Public Engagement Toolkit offers practical tools to support you in all levels of public engagement. If your district is not yet part of the National Connection program, get connected today! You’ll receive valuable resources you can use, and know you are making a difference at the national level.

Learn more and enroll your district today. nsba.org/getconnected

National School Boards Association

National Connection

18 Alabama School Boards • Summer 2014

National Connection: A partnership service of state school boards associations and NSBA.

FIGHT POVERTY K

ids from low-income families have a tougher road to travel on the way to success. They may start school knowing less than their classmates from higherincome homes. They may already be in poorer health, and they may miss more school days or have more trouble paying attention in class because of stress in their homes, putting them even further behind.

And that describes more than half of Alabama’s public school students.

State Department of Education data show 58.25 percent of Alabama’s students received free or reduced-price lunches in the 2011-12 school year, meaning their family incomes were less than twice the poverty level. The First Eight Years: Giving Kids a Foundation for Lifetime Success, a report published by The Anne E. Casey Foundation, states almost 300,000 children age 8 or younger – or about 55 percent of Alabama’s young children – are living their most formative years in low-income households.

Using early education to fight poverty is of such importance that Gov. Robert Bentley mentioned the need to get children through preschool during his State of the State address. State Superintendent of Education Dr. Tommy Bice, during a recent address to the Alabama Community College Association, proclaimed poverty a major public education obstacle.

“Poverty, without exception, is our biggest challenge because children who come to school without having any sort of experience with reading, with letters or books or numbers, are already behind when they enter kindergarten,” Bice said.

20 Alabama School Boards • Summer 2014

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effective ways educators can help prepare lower-income students to excel in school and intervene in students’ lives before they experience major academic problems.

“It makes a huge impact, and we know that,” said Jan Hume, assistant director of the Alabama Department of Children’s Affairs and director of the state’s Office of School Readiness.

“By starting children earlier … it really helps reduce the number of special education referrals,” Hume said.

Of the 5,600 students learning this year in pre-K classrooms across 67 counties in the 2013-’14 school year, 70 percent are from low-income homes. Research suggests disadvantaged students, including low-income students, may fare better on state assessments in higher grades if their academic careers began with quality pre-kindergarten.

Get serious about early education

Promising results were found in a study of Alabama’s assessment scores for grades 3-6 that compared scores of children who had learned in state pre-K program classes with those who had not. The Public Affairs Research Council of Alabama study found that pre-K programs could close gaps in the Alabama Reading and Mathematics Test+ scores by 8 to 20 percentage points.

By Virginia Martin

Alabama is nationally recognized for its strides in improving the quality of and access to early education. With its state-funded First Class Voluntary Pre-Kindergarten Program, Alabama is among only four states in the country to meet all 10 quality benchmarks established by the National Institute for Early Education Research. Alabama has been a state leader in pre-K quality for eight years.

PARCA’s November 2012 look at ARMT+ scores found a wide performance gap between students from low-income families and students from wealthier families, exclusive of pre-K attendance. In third-grade math in 2011-12, for example, 74.8 percent of children from middle- to high- income families exceeded standards to achieve Level IV. That compared with 52.4 percent of children from low-income families. In reading, 72.5 percent of children from middle- to high-income families achieved Level IV in 201112, compared with 42.4 percent of low-income students. As of 2013-14, state testing on mastery of mathematics and English language arts standards is now done using the ACT Aspire assessment for grades 3-8, not the ARMT+.

Just 9 percent of the state’s 4-year-olds are enrolled in the voluntary First Class program this school year, but access is expanding to 13 percent of the state’s 4-year-olds next year.

Alabama increased state funding for the program by $10 million for a total 2015 fiscal year budget of $38.5 million. The result is 101 new pre-K classrooms in 40 Alabama counties for the 2014-15 school year. Grants have been awarded to schools, prekindergarten programs, child care centers and Head Start locations to serve the additional 1,800 pre-K students.

The effect early education has on student outcomes is why Hume said First Class program officials have tried to be strategic when awarding grants, to make sure programs are offered in areas that meet the highest needs. Regardless of need, however, entities must meet a slate of requirements to receive a grant to operate a pre-K program. Class size is capped. Each classroom must have one teacher and an assistant, and meals must be served to the children, for instance.

“A strong foundation is critical to a child’s education,” Bentley said last month when he announced the grants. “By participating in our voluntary pre-K program, families can ensure their children will be well-prepared for success in school and throughout their lives.”

Hume also said she recognizes some parents either choose not to send their children to pre-K or to send them to private classes. She doesn’t expect 100 percent participation in the voluntary program. The First-Class Pre-K program does endeavor to secure full funding in the next 10 to 12 years to reach 60 percent to 65 percent of 4-year-olds in Alabama.

A strong foundation

Improving access to quality early care and education and other services may help. An Anne E. Casey Foundation report, The First Eight Years: Giving Kids a Foundation for Lifetime Success, suggests this goal for schools seeking to meet the needs of each individual student, whether living in poverty or not.

Early education experts say quality pre-K is one of the most

State Spending Per Child Enrolled (2013 Dollars) $8,000 $6,000 $4,000 $2,000 $0

2002

2003

2004

2005

2007

2007

2008

2009

2010

2011

2012

2013

Percent of Alabama’s 4-year-old Population Enrolled in Pre-K State Spending Per Child Enrolled (2013 Dollars)

15 $8,000 10 $6,000 5 $4,000 0 $2,000

2005

2007

2007

2008

2009

2010

2011

2012

2013

2014

2015

$0

A literacy lesson

Experts agree the early years can be crucial in a child’s development of early literacy skills. “Children who read proficiently by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood,” noted the Kids Count report Early Reading Proficiency in the United States. Released in January, the report found that nationally 66 percent of fourth-graders did not read at grade level in 2013, and 49 percent of low-income fourth-graders weren’t proficient readers. Here, 69 percent of Alabama’s fourth-graders were not proficient at reading in 2013, and 82 percent of low-income fourth-graders were not reading at grade level.

“If we do not make sure all children gain the needed reading skills to be successful in school,” warned The First Eight Years report, “their future educational and economic prospects will be dim, and our economy will lag.” The Casey Foundation report predicts that by 2020 an estimated 6 million U.S. adults will be unemployed because they lack the education needed to do available jobs. That same report ranks Alabama 37th in reading proficiency of fourth-graders from lowincome families.

Research shows brain development is most rapid in the early years. Not reading at grade level by third grade, therefore, is a problem. By the fourth grade, said VOICES for Alabama’s Children Executive Director Melanie Bridgeforth, children “stop learning to read and begin reading to learn.”

A new minority

A New Majority: Low Income Students in the South and continued on page 22 Alabama School Boards • Summer 2014 21

FIGHT POVERTY continued from page 21

Nation, released in 2013 by the Southern Education Foundation, reports a steady increase for in the number of children from low-income families. Those numbers spiked during and after the recession.

The report says low-income students tend to lag in test scores, fall behind in school and drop out of school, and fewer of them graduate from college.

This new majority needs more exposure to a complex vocabulary.

Children in low-income families hear fewer words and less variety of words at home, Bridgeforth said, which can stunt their vocabulary skills. A study conducted

by Kansas psychologists Betty Hart and Todd Risley found that, during the course of a year, children who lived with professional parents were exposed to 8 million more words than children who lived in low-income homes. What’s more, children who were exposed to more words and more complex words before the age of 3 were far more prone to achieve in later

years, the researchers said in their book Meaningful Differences.

Additionally, h i g h e r- i n c o m e kids may have access to summer Melanie Bridgeforth camps or enrichment programs that their poorer peers do not, Bridgeforth said, further widening the achievement gap. Lower-income children can face instability in housing, child care and medical care, she said. They may be given poorer quality food, and they may be more likely to miss school.

Children from low-income households tend to struggle with physical well-being and social and emotional development.

“All of that impacts a child’s readiness to learn,” Bridgeforth said. “The stress of an unstable environment can wreck those formative years, and that’s why we lobby for pre-K.” But coming from a low-income home

does not need to condemn children to lackluster scholastic achievement or a life of failure, Bridgeforth said. Education, she said, can be the key to breaking the cycle of poverty that can grip generations of a family.

“Demography,” Bridgeforth said, “is not destiny.”

Bice, in his 2015 education budget presentation to the Alabama Legislature this year, said the education department wanted to partner with other agencies to expand programs designed to support low-income students and their families.

“Our greatest challenge to increased student achievement is poverty,” Bice wrote in his presentation. “We know and research supports that education is the answer to reversing generational poverty.” n

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Virginia Martin is a longtime journalist and former political editor at the Birmingham News. She currently is a freelance writer and editor living in Birmingham.

Denise Berkhalter contributed to this article.

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How we interact

By David Moscinski

Self-Fulfilling Prophecy Unity among

board members and administrators is important and can strengthen student when you search for how to achieve this harmony, look to yourself first.

I

Of course board members can differ in their beliefs and opinions. That is only natural. However, the key to board unity is that, once members have aired their differences, they are able to defer to others rather than defend their point of view to the death. One of my colleagues had a board member become so enraged during a meeting that he suffered a heart attack, put his head on the table, and died. Of course, we all can think of less extreme examples, but there’s no doubt that anger and other emotions can surface at board meetings. Emotion is fine as long as cooler heads prevail in governing the district.

As someone who looks at this from the administrative side as a superintendent, unity on the school board is important because of what I call the “top down, trickle down” 24 Alabama School Boards • Summer 2014

To me this observation was surprising, but I decided it was possible I had not learned to play well with others. Could others possibly see me as being the difficult person? I had to admit that one-half of a social interaction is determined by me, whether or not the interaction is seen as being difficult.

During my 40 years in education, I have observed that a meeting’s outcome often is determined before the meeting even starts. Meetings require interaction with others. How we anticipate that interaction can lead to an expectation that certain behaviors will take place. This expectation can result in behavior on our part that unwittingly reinforces our expectation. We are nurturing our own self-fulfilling prophecy. For example, we usually look forward to interacting with an infant, child or grandchild. Our positive expectation is evidenced in our smile, our words, our vocal tone – and it permeates our total physical demeanor. Our expectations are reflected through our behavior.

Now let’s switch to meeting someone, a fellow board member or administrator perhaps, with whom you have found it difficult to interact. What expectations do you have about the next meeting? You might think to yourself, “Well, here we go again.

It’s going to be another night spent just short of hell.” If you fail to review your expectations prior to the next time you interact with this person, your behavior will reinforce your expectation that the meeting will be troublesome.

performance. But

s there strength in unity among school board members? Is unity important? Is it even possible? Can’t there be honest differences of opinion?

Several years ago I attended a seminar focusing on how to deal with difficult people. The presenter set the tone in his opening comments. “Thank you for having the courage to attend this seminar. Right now, your staff members back home are probably saying, ‘Thank goodness he’s out of here today. That seminar may be just what he needs.’”

effect. Board unity sets the tone for the district that can radiate throughout the school system. The media love nothing better than to report a split decision on a crucial vote, with both sides insisting they are correct. [“Mr. Smith, what do you think of the members who supported closing the John Foster Dulles School?”] Most importantly, however, board unity is significant because of the positive impact it can have on student learning.

The results of research conducted by the Iowa Association of School Boards and National School Board Association’s Center for Public Education have shown that school boards that consistently express the belief that all students can learn see higher student achievement.

What is the key to unity on the school board? What is the magical component that promotes unity? The answer is not what, but rather who. That who is you.

Why should you consider your expectations? Because a divided board yields diminished results from the top – that’s you and your fellow board members – all the way down through the system, and the students’ learning suffers. Remember, what’s on top of the pile tends to trickle on down through the rest.

Qualities and expectations I once was employed in a rural district where a successful and respected farmer was president of the board. After each member had the opportunity to comment, discuss and comment again, a lull in the process usually would occur. The board president then would ask, “Well, are all the ducks in a row?”

This question was his method of ascertaining if the board members were ready for a unanimous vote. His respect for his fellow board members was so great that he did not want to force anyone to cast a contrary vote. Each member realized he or she had the power to prevent a vote, but seldom was it exercised.

Respect for others permeated that district.

How is it possible to review one’s expectations? The frame-

work from which you begin is very important because it sets the tone for your actions. Let me suggest starting with the following exercise. It moves your review from the macro to the micro level, or from the big picture to the boardroom.

Begin by asking yourself the following questions. Remember to review the answers from time to time, as they may change. n What are the qualities you admire about your community? n What are the qualities you admire about your schools? n What are the qualities you admire about your teachers? n What are the qualities you admire about your students? n What are the qualities you admire about your superintendent?

And now, admittedly the most difficult, but really the most important: n What are the qualities you admire about your fellow board members—each and every one?

After completing this segment of the exercise, repeat the process, but replace the words “admire about” with the words “expect from.” n What do you expect from your community? n What do you expect from your schools? n What do you expect from your teachers? n What do you expect from your students? n What do you expect from your superintendent?

And, most importantly: n What do you expect from each of your fellow board members?

Now comes the tough part. Ask yourself this question: “Based on the qualities I admire and my expectations arising from them, what behaviors will I engage in to reinforce what I admire and expect?”

Be sure to write down these behaviors and follow through on them.

When your expectations are based on qualities you admire in your community, your schools, your teachers, your students, your superintendent and each of your fellow board members, your actions will build upon and reinforce these expectations. Under these conditions, it’s good to get what you expect.

You have the best self-fulfilling prophecy of all. Unity on the school board begins with you and ends with better outcomes for students. After all, what did you expect? n David Moscinski, dmoscinski@new.rr.com, is currently the parttime district administrator for Wisconsin’s School District of Stockbridge. Article reprinted with permission from the National School Boards Association.

Alabama School Boards • Summer 2014 25

By Denise L. Berkhalter

Warm Welcome For The New Superintendent Announcing the board’s selection for superintendent

I

n the Heart of Dixie, Alabamians know a thing or two about warm welcomes. Incoming superintendents are more likely to get off to a good start when they are ushered in just right.

Let others know what’s happening in your school with the SchoolCast for Me™ app!

Alabama school boards fixin’ to hire a new superintendent need to not only understand the importance of getting the hiring right, but should also know how to extend a hearty howdy to the new schools chief.

The SchoolCast for Me™ mobile app enables districts and schools to easily communicate with members of their communities. Sharing a wide variety of content in multiple formats and categories is a snap.

School administrators can use their SchoolCast account to send news, videos, photos, menus, – and much more – directly to the SchoolCast for Me app.

Lots of easy-to-use tools make it effortless to help customize the look and feel of your app.

Engage those who want to know more about what’s happening in your school and district. Just download the SchoolCast for Me app and choose what districts and schools you want to follow. Get updated news and information. It’s that simple!

Plus, if your school or district already uses the SchoolCast® rapid communication system, have general announcements sent right to the app as well.

DISTRICTS/SCHOOLS Populate a variety of categories with content and/or Web links to content

Customize colors and landing screen Send SchoolCast® rapid communication general alerts messages to the SchoolCast for Me™ app (if applicable).

USERS Download the FREE app Select districts and schools to follow Receive news, information, and updates in a “one stop shopping” app.

Find out more about SchoolCast for Me™

888.988.5884

or visit www.highgroundsolutions.com 26 Alabama School Boards • Summer 2014

SchoolCast for Me is available as a native application for all devices that run Apple and Android operating systems.

Depending upon the size of the school system, a special board meeting might be the best forum for announcing the board’s selection for superintendent. Larger school systems might choose to introduce the superintendent first to the administrative staff, then to the community through the media.

No matter the approach, the announcement of your school system’s new chief executive should not be taken lightly. Every word in the board’s announcement as well as the new superintendent’s response will be scrutinized by the media and stakeholders – school system employees, parents, business leaders, students and community members – who are greatly interested in what the superintendent’s intentions and plans are for the school system.

A new superintendent can be exciting, reinvigorating and, for some, a source of uncertainty. A change in guard can be downright frightening when a school system is already in flux, facing a crisis or when the past superintendent’s departure was under duress.

Naturally, just about everyone will be curious about the board’s selection. Have a practical public relations plan for not only announcing the new superintendent’s selection but also publicizing key aspects of the selection process along the way (from the launch of the search and selection of finalists to the interviews and final choice of a new school system leader.) The plan should have as its goal the creation of a positive atmosphere for the impending transition.

A school system’s public information officer may recommend another course of action for making this key announcement, but the suggested process below gives boards without

access to a PIO a starting point.

• Begin with the best choice. No amount of PR will mask the selection of the wrong candidate for such a vital position.

The board should hire well enough to know and communicate why the chosen superintendent is a fit for the school system and community and is otherwise right for the job.

Be ready with a well-written, detailed biography and a short summary of the superintendent finalists’ qualifications and background. The biographies and summaries should also paint a picture of the candidates as well-rounded people by listing family, interesting hobbies, civic involvement, public service, etc.

• Invest in quality visuals. Photographs and videos send a message and make an impression, too. Have a high quality headand-shoulders photograph of the new hire on hand that presents him or her as a polished, confident professional.

For media interested in writing lighter lifestyle features on the superintendent, have a slightly relaxed, but appropriate, photo that expresses friendliness and personality (such as a casual family portrait). The photos will be requested and used often, so they should display well in color, black and white, online, on TV and in print.Video of the board’s public announcement may also be useful as a social media or website posting or for media looking to add depth to their online articles.

• Consider the audience. Write an announcement that targets employees, parents and students and write a general news release that targets the community and media. Consider how you will inform major constituent groups, such as education officials, elected officials, partnership groups and major vendors.

In your announcement and news release, note the superintendent’s qualifications, background and the board’s confidence in her or his ability to lead the system. Neither the board nor incoming superintendent should imply that the superintendent can work miracles or solve all the system’s problems. Don’t make comparisons to or pejorative comments about the new superintendent’s predecessor. The announcement and news release continued on page 29 Alabama School Boards • Summer 2014 27

AT THE TABLE

Nancy Parker School Board Colbert County Board of Education Hometown Cherokee Been a school board member?

4 years Books at Bedside On my iPad, which is by my bed, are novels, mysteries, inspirational and motivational books. I like to read our local authors, too. When I first started in education and administration, Dr. Norman Vincent Peale’s “You Can if You Think You Can” and “The Power of Positive Thinking” motivated me when I was working with children.

Inspiration I have always known, ‘I could, if I thought I could’ and if I was willing to put forth the effort. As long as I remain positive, though I know I am going to make mistakes, I can pull myself back up and keep going. When I was in the classroom, I tried to be a positive motivator to the children and instill in kids, ‘you can, if you think you can.’

Motto as a Board Member Make things better for kids. I was in education 44 years and money was always tight. There is always a way to use the money to make things better for kids. I’m very strong on student achievement. If, as a board, we put our emphasis on doing the best we can with the kids, everything else will fall into place.

Walter Mitty Fantasy I would like for government to believe in the kids, believe in the teachers, believe in our education system. I wish that improving education could be at the forefront of government and rise up their priorities spectrum.

Greatest Accomplishment as a Board Member A big accomplishment of our board is we are a solid team 28 Alabama School Boards • Summer 2014

that can agree to disagree, look at what’s best for kids and go there.

Pet Peeve as a Board Member These are not peeves at all but are great lessons I’ve learned.

You must have the ability to see things from the board member’s perspective. You have to be able to look at what your role is, and then you have to learn to function for success in those parameters. You have to work together. Teamwork is important anywhere in life. The stronger the team is, the stronger the progress.

Reason I Like Being an AASB Member Oh, I was totally overwhelmed by the amount of resources that our state association has for school board members.

I know I can call if things get bumpy, and they’ll walk me through it. The trainings, the networking and the resources available are above adequate.

My Epitaph I hope I can continue to strive, as long as I’m on this earth, to treat other people the way I want to be treated. n

NEW SUPERINTENDENT continued from page 27

should be confident, optimistic and realistic and should convey the successor’s ability to the do the job well. The underlying message in the announcement and news release should be memorable and concise.

Since your stakeholders receive information in different ways, make your content available for others to use. For example, you can submit the incoming superintendent’s photo and news release for use in individual schools’ newsletters, in PTA emails, on the local chamber’s website, in the student newspaper and so on.

• Act in a timely manner. Not only do you get one chance to make a first impression, but you have a limited amount of time to make that impression before others do in this fast-paced world of citizen journalism. The system’s announcement and news release should be drafted early and be ready to distribute as soon as the board chooses its selection. Just update the announcement and release with the selected superintendent’s information and a brief statement from the board’s spokesperson (usually the board president). Send the news release quickly to the media and key stakeholders via email, social media and, if media request it, fax.

It’s not recommended for the finalists to be present when the board makes its announcement. But be forewarned. The board and superintendent finalists should expect media to request an interview with the incoming superintendent and board spokesperson after the announcement, especially in large media markets.

• Promote any related events. The announcement and news release may allude to upcoming opportunities for stakeholders to interact with the new superintendent, such as a welcome reception in the incoming superintendent’s honor or a news conference on or near the superintendent’s first day on the job.

The school system’s public information officer may coordinate these events.

The new superintendent will have ideas about how she or he would like to be introduced to stakeholders and staff, which may include school tours, a community address, a discussion with parents and students, a roundtable with the superintendent’s cabinet, a meeting with school system employees, a meet-and-greet with the board and locally elected officials or some other event.

These events help build momentum and excitement around the new superintendent.

• What to expect after the announcement. Expect a thirst for information. The newly hired superintendent, for example, has to give notice to her or his previous employer. News outlets and social media enthusiasts, particularly those in the superintendent’s hometown, will be reporting this.

If the selected superintendent had negative news coverage in her or his past, it may be dredged up, so be prepared with positive responses that refocus the message on how the superintendent’s skills and abilities match the school system’s needs and goals.

Expect the media and community members to eagerly anticipate the superintendent’s plan for achieving school system goals and to address challenges. Any major action the superintendent

takes in her or his first year, the board-superintendent interactions and the superintendent’s ability to hearten the community will be under a microscope. Therefore, it is important to invest early in a healthy board-superintendent relationship and to widely and promptly disseminate reassuring news and information to the community.

So now. The superintendent has been hired and shown off to the public. The board’s work doesn’t end there. Still a few more flowers to extend to the incoming schools chief.

Assist, where possible, with relocation of the superintendent and her or his family. The board should also strive to support the superintendent and demonstrate faith in her or his administrative ability. Provide clear policies detailing the superintendent’s responsibilities. Allow the superintendent to handle administrative duties without board interference. Let the new superintendent know that your board directs complaints and day-to-day operation questions to the superintendent, except when those matters are an appeal of the superintendent’s decision. Keep the chain of command clear by encouraging system employees to communicate directly with the superintendent or appropriate administrator.

When a school board commits its best efforts to the selection of its superintendent and reinforces the selection with its full support, the process is a proud accomplishment for all. n

Q

Denise Berkhalter, APR, is director of public relations for the Alabama Association of School Boards. Find her on Twitter at @dberkhalter.

HELP

What are earmarks?

W hen a federal or state budget contains

earmarks, it means a certain amount of money has been designated for a specific project, program or purpose. Alabama is known nationally for its heavy reliance on earmarking revenues for specific purposes. The practice leaves school systems with limited flexibility in where they can expend funds. Only 32 percent of a typical school system’s budget represents local and miscellaneous revenue sources, which generally gives the school system more flexibility in deciding where those resources can be spent. The remaining 68 percent of the average system’s budget – 59 percent state revenue and 9 percent federal revenue – is earmarked for specific purposes.

AASB Staff Alabama School Boards • Summer 2014 29

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 by July 30 and fax to 334-270-0000, or email 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? m Annual subscription as AASB Member - School Board m Annual subscription as AASB Member - Superintendent m Annual subscription as AASB Member - Associate m Annual subscription as ACSBA Member m Annual subscription as Professional Sustaining Member m Receive it in the mail, but not a subscriber m Someone passes their copy on to me Read it online, but not as a subscriber m Other _______________________________ m

Very satisfied m Somewhat satisfied Length m m Neutral Somewhat dissatisfied m Very dissatisfied m

11. What topics and types of articles would you like to see in future issues of Alabama School Boards?

Design m Very satisfied m Somewhat satisfied m Neutral Somewhat dissatisfied m Very dissatisfied m

____________________________________

2. How long do you usually keep Alabama School Boards after you’ve read it? m One week or less m One month or less m Until the next issue arrives m I shelve it as reference material

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Comment: _______________________________

9. Please rank each of these parts of Alabama School Boards in order of importance and helpfulness to you.

_____________________________________ 2. When you share your copy of the Alabama School Boards with someone else, how many other people do you estimate will read that copy? m 1 to 2 people m 3 to 5 people m More than 5 people Comment: _______________________________ _____________________________________ 3. Alabama School Boards is quarterly. How often would you prefer to receive our magazine? m Weekly m Every two weeks Monthly m Quarterly m Semi-annually m Annually m 4. How much of our magazine do you read? m 25% or less (flip through it) m 26% to half (skim it) m 51% to 75% (reader) m More than 75% (avid reader) 5. What is your overall satisfaction with Alabama School Boards? m Very satisfied m Somewhat satisfied Neutral m Somewhat satisfied m Very dissatisfied m 6. Rate your satisfaction with the following features of Alabama School Boards.

Images m Very satisfied m Somewhat satisfied m Neutral Somewhat dissatisfied m Very dissatisfied m Color m Very satisfied m Somewhat satisfied m Neutral Somewhat dissatisfied m Very dissatisfied m Content m Very satisfied m Somewhat satisfied m Neutral Somewhat dissatisfied m Very dissatisfied m Layout m Very satisfied m Somewhat satisfied m Neutral Somewhat dissatisfied m Very dissatisfied m 30 Alabama School Boards • Summer 2014

Comment: _______________________________ _____________________________________

1=Most Important/Helpful to 5=Least Important/Helpful Most Important Neutral Least Important MARK YOUR CALENDAR (Events Calendar) m 1 m 2 m 3 m 4 m 5 AT THE TABLE (Profile of AASB Members) 1 m 2 m 3 m 4 m 5 m HELP (Answers to Member Questions) 1 m 2 m 3 m 4 m 5 m PROFESSIONAL SUSTAINING MEMBER LIST 1 m 2 m 3 m 4 m 5 m ADVERTISEMENTS

m 1 m 2 m 3 m 4 m 5 Comment: _______________________________ _____________________________________ 10. Please rank each of these parts of Alabama School Boards in order of importance and helpfulness to you.

1=Most Important/Helpful to 5=Least Important/Helpful Most Important Neutral Least Important AASB NEWS m 1 m 2 m 3 m 4 m 5 WHO’s WHO (Articles with State Dept. of Education officials) 2 m 3 m 4 m 5 m 1 m AASB EXECUTIVE DIRECTOR’S PERSPECTIVE COLUMN 2 m 3 m 4 m 5 m 1 m AASB PRESIDENT’S PERSPECTIVE COLUMN 2 m 3 m 4 m 5 m 1 m EDUCATION & THE LAW COLUMN 2 m 3 m 4 m 5 m 1 m ARTICLES ON BOARDMANSHIP, GOVERNANCE & LEADERSHIP 2 m 3 m 4 m 5 m 1 m ARTICLES ON PRE-K-12 EDUCATION 2 m 3 m 4 m 5 m 1 m TRENDS, RESEARCH & DATA BRIEFS 2 m 3 m 4 m 5 m 1 m Comment: ______________________________ ____________________________________

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? m Yes (Provide email address) m No 14. What is the optimal way for you to receive Alabama School Boards? m As a printed publication m Electronically as a pdf m An email link to the new issue online m Other: _____________________________ 15. What is the most challenging non-financial problem currently facing your school board?

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• eBOARDsolutions Inc.

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Alabama School Boards • Summer 2014 31

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