A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION
VOL.31 • NO.2 • MAY 2013 IN THIS ISSUE: ISBA LEGISLATIVE PLATFORM / 5 NEW IDAHO CORE STANDARDS / 10 SCHOOL PERSONNEL & WEAPONS / 16 LEGISLATIVE RECAP / 39
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I S BA
DIAMOND B US IN ESS PAR T N ER
2 / Volume 31 / May 2013
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in every issue 5
from the director’s chair
9
President’s message
10
public instruction
How Does ISBA Establish The Legislative Platform?
18
When Roles Collide: The Balance of Family and Bureaucracy
What the New Idaho Core Standards Will Mean for Idaho Students
12
from the State Board of Education Myths & Misconceptions About the Common Core State Standards
13
Safety Notes Opinion of Counsel Reimbursement Coverage - Get Help and Save Money
13
ask ISBA
14
Statistic of the Quarter
15
Executive Board Member Highlight
16
Policy Update News
39 LEGISLATIVE RECAP
Public Negotiations
What Are the Dropout Rates of High School Students?
Shannon Johnson
Considerations on Authorizing School Personnel to Carry Weapons
18
3
Distinguished Student of the Quarter Hayley Lunedy
annual convention 35
Call for Workshop Proposals
36
Award Nominations
38
Call for Student Entertainment
Dates November 6-8, 2013 Reservations (800) 688-5253, ask for ISBA Room Block Room Rate $99 to $175 per night, plus tax Room Reservation Deadline October 4, 2013 For More Info Visit www.idsba.org
features 6
The Process of Resolutions from Start to Finish
19
Janet Orndorff Remembered for Her Public Service
20
Weiser’s Number-One Contender
23
Healthy Students are Better Students
26
The Top 10 Benefits of Being an ISBA Member
29
ISBA Executive Director Selcted as Chair-Elect
30
ISBA Executive Board Meeting Highlights
31
Who’s Who On All of the Committees and Task Forces
32
Cottage Sites Supporting Education
33
Idaho Meth Project
39
Legislative Recap of the Idaho 2013 Legislative Session
43
A Day on the Hill
for National Committee
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SLATE Contributors In EveryContributors Issue SLATE
Every Issue
Karen Echeverria ISBA Executive Director Karenthe Echeverria From Director’s Chair ISBA Executive Director
From the Director’s Chair
Anne Ritter ISBA President Anne Ritter Message President’s
ISBA President President’s Message Tom Luna Superintendent of Public Instruction Tom Luna Public Instruction Superintendent of Public Instruction Public Instruction
Ken Edmunds President, State Board of Education Ken Edmunds From the State Board of Education President, State Board of Education From the State Board of Education
Allan Ranstrom Moreton & Company Allan Ranstrom Safety Notes Moreton & Company Safety Notes
ISBA Mission Statement
Pat Pinkham The mission of the Idaho &School Boards Association is to Moreton Company provide leadership and services to local school boards Safety Notes for the benefit of students and for the advocacy of public education.
EditorialOffice Office Editorial P.O. Box9797 9797Boise, Boise, 83707-4797 P.O. Box IDID 83707-4797 222 13thStreet StreetBoise, Boise, 83702 222 N. N. 13th IDID 83702 Phone: (208) 854-1476 854-1476• Toll-Free: • Toll-Free: (866) 799-4722 Phone: (208) (866) 799-4722 Fax: (208) 854-1480 854-1480 Fax: (208) Online: Online: www.idsba.org www.idsba.org
SLATE Subscription
SLATE Subscription
Subscription to the SLATE, published four times per year, Subscription to thetoSLATE, published times per year, is is by membership the Idaho Schoolfour Boards Association. by membership to the Idahoherein School is Boards The The material contained for Association. informational material contained herein purposes only and purposes only and mayis for be informational quite divergent in point of may be quite divergent in point view and/or view and/or controversial in ofnature. It is controversial the belief ofin nature. It is the belief thedemocratic Association process that the democratic the Association that ofthe functions process functions best through challenge best through discussions whichdiscussions challenge which and stimulate and stimulate on the part Therefore, of the reader. thinking on thethinking part of the reader. this Therefore, material this material does notreflect necessarily reflect of the of the does not necessarily the opinion theopinion Association Association or its members. or its members.
Likeus uson onFacebook: Facebook: Like facebook.com/ facebook.com/ IdahoSchoolBoardsAssociation IdahoSchoolBoardsAssociation Volume31 31//May February 44//Volume 2013 2013
Idaho School Boards Association Idaho School Boards Association
Executive Committee Board Officers & Executive Director Executive Committee Board Officers & ExecutiveBoard Director Executive Board Regional Representatives, Officers & Executive Executive Board Regional Representatives, Board Officers & Executive Director Director
Executive Board Officers Executive Board Officers President President President-Elect President-Elect Vice President Vice President
AnneAnne Ritter,Ritter, Meridian Jt. School District Meridian Jt. SD ToddTodd Wells,Wells, Castleford Jt. School District Castleford Jt. SD DavidDavid Andersen, OneidaOneida CountyCounty School SD District Andersen,
Imm.Imm. Past President DallasDallas Clinger, American Falls Jt.Falls School District Past President Clinger, American Jt. SD
Regional Representatives Regional Representatives Region I Reps Region I Reps Region II Reps Region II Reps Region III Reps Region III Reps Region IV Reps Region IV Reps Region V Reps Region V Reps Region VI Reps Region VI Reps Region VII Reps Region VII Reps Region VIII Reps Region VIII Reps
Melanie Staples, Boundary County SD Melanie Staples, Boundary Co. School District Archie McGregor, St. Maries Jt. SD Archie McGregor, St. Maries Jt. School District John Menter, Troy SD John Menter, Troy School District Rodney Krogh, Kamiah Jt. SD Rodney Krogh, Kamiah Jt. School District Lori Bennett, Bruneau-Grand View Jt. SD Lori Bennett, Bruneau-Grand View Jt. School District Juan (Mike) Vuittonet, Meridian Jt. SD Juan (Mike) Vuittonet, Meridian Jt. School District Dane Higdem, Kimberly SD Dane Higdem, Kimberly School District Lisa Knudson, Castleford Jt. SD Lisa Knudson, Castleford Jt. School District Janie Gebhardt, Pocatello SD Janie Gebhardt, Pocatello School District James Stoor, Soda Springs Jt. SD James Stoor, Soda Springs Joint School District Lisa Burtenshaw, Idaho Falls SD Lisa Burtenshaw, Idaho Falls School District Nancy Arnold, Teton County SD Nancy Arnold, Teton Co. School District Deb Foster, South Lemhi SD Deb Foster, South Lemhi School District Shannon Johnson, Salmon SD Shannon Johnson, Salmon School District Marg Chipman, Weiser SD Marg Chipman, Weiser School District Barbara Dixon, Meadows Valley SD Barbara Dixon, Meadows Valley School District
ISBA Staff ISBA Staff
Executive Director Karen Echeverria Executive Director Karen Echeverria Associate Executive Director Misty Jones Associate Executive Director Misty Jones Policy & Government Affairs Director Jessica Harrison Policy & Government Affairs Director Jessica Harrison Office & Finance Coor. Kristi Toolson Office & Finance Coordinator Kristi Toolson Training Director Jackie Hopper Training Director Jackie Hopper Board Trainer Liz Killpack Board Trainer Liz Killpack Research & Web Coor. April Hoy Research & Website Coordinator April Hoy
ISBA Mission Statement 2013 Calendar The mission of the Idaho School Boards Association is to provide and 4services local school boards• 6:30pm for the dinner, benefit7:00pm of May leadership 16 Region Meetingto • Gooding High School meeting studentsRegion and for the advocacy public education. July 10 6 Meeting • Idaho of Falls • 6:30pm Nov 6-8 ISBA Annual Convention 2013 ISBA Calendar Feb 24-25 Day on the Hill 2014 April 21-23 NSBA Annual Conference Summer Leadership Institute Calendar (see ad on page 25) April-May Region Meetings June 18 Midtown Meeting Center, Coeur d’Alene • 1-6pm Watch your email for your region’s info June 20 Lapwai School District • 1-6pm November 6-8 ISBA Annual Convention July 9 Kimberly School District • 1-6pm July 10 Idaho Falls School District • 1-6pm July 31 Meridian School District, District Service Center • 1-6pm
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VisitVisit us online for member us online for member services, board development, andand services, board development, much more: www.idsba.org much more: www.idsba.org
SLATE
BY KAREN ECHEVERRIA
Executive Director
How Does ISBA Establish The
Legislative Platform? By the time you receive this issue of the
QUESTION Who Can Submit a Resolution?
SLATE, the legislative session will have come
ANSWER Any school board member, a school district, or an ISBA Region
to a close and ISBA’s platform will have been implemented to the greatest extent possible. During this session, it became apparent to me that not all of our members understand how ISBA’s legislative platform is established. I thought I would spend this year discussing that process and how it works. These will be the four topics I plan to discuss: The Resolution Process • How to do it, who can do it, the process, and the possible outcomes. • Once the resolutions are sent to all school board members, what is your responsibility?
Voting on Resolutions • • • •
When is it done? Who can vote? What is the voting requirement? The outcome establishes the ISBA platform.
Turning The Resolutions Into Legislation • Once a resolution is passed, then what? How does the ISBA create the legislative platform, craft legislation based on the resolutions, fight legislation we are opposed to, and move the ISBA platform forward.
What Happens Next? • Possible policies • Changes in the way school districts do business
can submit a resolution to the ISBA. Those resolutions are submitted to the ISBA office and staff.
QUESTION When Do Resolutions Need to be Submitted and What Happens Once They are Submitted?
ANSWER Resolutions need to be submitted no later than July 31 of
each year. Why so early? The ISBA Bylaws require that all resolutions be forwarded to all school board members at least 30 days in advance of the Annual Business Session. The Business Session is sometime in early November. As such, the ISBA staff needs to forward all resolutions to all our school board members no later than early October. The ISBA Executive Board meets in early September and makes recommendations on the resolutions. Prior to that meeting, ISBA staff reviews the resolutions and works with local school districts to make edits or to combine them with other school district resolutions that may be similar in nature. Once the staff has the resolutions ready, they are submitted to the Government Affairs Committee who reviews them, makes further recommendations, and then sends them to the full Board for review – thus the need for a submission on July 31 of each year.
QUESTION What Happens Once Resolutions are Reviewed by the ISBA Executive Board?
ANSWER During their fall Executive Board meeting, the Executive Board makes recommendations on all submitted resolutions. The Executive Board may decide to make a recommendation of pass or do not pass. However, it is important to understand that ALL resolutions are voted on by the members of ISBA. Once the recommendation is made, ISBA staff adds the recommendation to each resolution. Those resolutions are then forwarded to all the members. That is done via email to the most recent email address we have on file for you.
QUESTION What Should Board Members do Once They Receive the Resolutions?
ANSWER We recommend that all boards discuss the resolutions at a Board meeting. Why do you need to do that? The ISBA recognizes that every
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member of your board may not be able to make it to the Annual Business Session. As such, the Bylaws allow one member of your board to vote all the votes that are allowed for your school district. If you have the opportunity as a board to discuss the resolutions, then whoever attends the Annual Business Session will understand the wishes of their full board and can debate or vote accordingly. Then assign
START
at least one board member to attend the Business Session and vote for their entire board. Next Steps. In the next issue, I will discuss what happens once we all get to the Annual Business Session. In the meantime, I would encourage all of you to start thinking about any resolutions you may want to submit. Please know that the ISBA staff is ready to support you in any way we can. We will help
Do you have a problem or issue at your school district that you want changed? Can this be changed by State Law or Administrative Rule?
you draft the resolution, offer comments, make edits, and help you to work with other school districts. And, we look forward to hearing from you. Hope you are enjoying your spring and summer!
karen@idsba.org
If yes, prepare a Resolution to be submitted to ISBA. A Resolution is a document that explains the problem and what outcome you would like.
THE PROCESS OF RESOLUTIONS Each year at the Idaho School Boards Association Convention, board members assemble to consider resolutions submitted by the membership. These resolutions are the voice of the membership and an effective means of providing guidance for ISBA. All resolutions received by July 31, 2013 are reviewed by the ISBA Government Affairs Committee. It is not necessary to submit resolutions dealing with positions to which the ISBA is already committed from last year’s legislative program. (Resolutions remain on ISBA’s legislative agenda for two years following its approval by the membership.) The ISBA Government Affairs Committee will make recommendations to the Executive Board on the resolutions and the Executive Board will make recommendations to the membership. The membership then votes on the resolutions at the Business Session of the Annual Convention. ISBA welcomes your participation in this process and urges you to take this opportunity to be heard.
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from Start to Finish
Some Resolutions are passed and some are not passed by the members. For those Resolutions passed, they become the legislative platform for ISBA staff and lobbyists during the Legislative Session.
During the Legislative Session, ISBA staff request legislators to help “carry” the legislation (Resolutions) and present them to both the House and Senate.
If the legislation (Resolution) passes the House and Senate then it goes to the Governor to be signed into law.
Resolutions Must be Submitted by July 31, 2013
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How to Submit
Resolution Checklist Include these elements:
Send a copy to your Region Chairman; Send a copy to the ISBA Office by fax to (208) 854-1480 or by mail to P.O. Box 9797, Boise, Idaho 83707-4797; and
District name; ISBA Region number; mailing address; subject; and presenter.
Email a copy to Jessica Harrison at jessica@idsba.org
At least one reasoning statement starting with “Whereas”. A complete statement of purpose.
If you would like to receive a sample resolution,contact Jessica Harrison by email at jessica@idsba.org or (208) 854-1476 or Toll Free (866) 799-ISBA [4722].
Conclude with a summarizing statement beginning with, “Now, therefore be it resolved...”
If you have any questions about the procedure for submitting or drafting resolutions, please contact Karen Echeverria, Executive Director:(208) 854-1476 or Toll Free (866) 799-ISBA [4722].
Submit the Resolution to the ISBA Office no later than July 31st. If you would like help writing the Resolution or have questions, contact the ISBA Office.
Throughout the month of August, ISBA will review all Resolutions and may contact you for clarification.
AUG
All Resolutions are presented to the ISBA Executive Board during its September Board Meeting. There, the Board reviews all Resolutions and votes on each Resolution with a “do pass”, “do not pass”, or “no recommendation”.
During the ISBA Annual Convention in November, the Business Session is held where member districts can debate and vote on each Resolution.
All Resolutions are sent to ISBA membership via email and posted on the ISBA website. Boards should review each of the Resolutions and discuss the pros and cons of the Resolutions. Boards should choose a position to take on each Resolution.
sep
2013 Resolution Timeline
This is how your Resolution can ultimately become law and help your school district and many others in the State.
FINISH
July 31
Resolutions due from trustees, districts, regions, or the ISBA Executive Board
Aug 1-9
ISBA staff compiles and clarifies submitted resolutions
Aug 12-22 Resolutions are sent to Governmental Affairs Committee for review Aug 23
Board packets containing proposed resolutions are sent to the Executive Board members (2 weeks prior to the meeting)
Sept 6-7
ISBA Executive Board reviews resolutions and makes recommendations
Sept-Oct
Resolutions are discussed and debated at fall regional meetings
Oct 10
Deadline to transmit resolution packets to Trustees
Nov 7
Trustees vote on resolutions at ISBA Annual Business Session
December
Create and publish 2014 Legislation Resolutions and Priorities Pamphlet
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ISBA BoardDocs® web applications eliminate paper and streamline the processes used to manage board packets, access information and conduct meetings. You’ll save money, time and improve your boards’ effectiveness, on a massive scale. If your decisions affect the lives of others, call us. We’ll help you do what you do best, even better.
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BY ANNE RITTER
ISBA President
WHEN ROLES COLLIDE: The Balance of Family and Bureaucracy
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hen I first decided to run for a trustee position, one of my major concerns was how my new role (if I was elected) would affect my children who were enrolled in the school system. It was imperative that they not pay any price for my decisions, good or bad. It was also important to me that they not benefit from my position. My two youngest children, ages 16 and 10, had been going to the local schools for many years. The faculty and staff knew me as a volunteer and a mom. It was very helpful to have this baseline because it meant that our relationship was based on a firm and long standing foundation. It did not mean that there weren’t some changes afoot. My candidacy led to many family discussions regarding the potential clash of my two roles. How could I make unpopular decisions, particularly those that impacted teachers, when there could be implications for my children? Was it fair to the district and all those concerned that my decisions were colored by my concerns regarding my own children?
The additional role then became my challenge. Navigating parent teacher conferences took some practice. What became important was always to focus on my child and my child only. Minimal discussion on district issues, little focus on those large issues that require district wide input. Those conversations changed over time. The faculty became more comfortable with having me there. It became an opportunity for me to talk to numerous teachers and other staff members discussing their concerns and issues. It ultimately became a positive experience for all of us. They got over their fear of having me on campus. It took a few years to get there. Looking back I think there was as much trepidation on the part of the employees (particularly teachers) as there was on my part. It was initially difficult for them to
understand that when I was there as a mom, I was there ONLY as a mom. I expected no more than that, and my children required no less. Looking back, I think we handled it very well as a family. My kids never benefited from my trusteeship. (At least as far as I know!) I can also say (unequivocally) that they never paid the price. They never delivered messages, they were never put in circumstances where they had to defend either my personal positions or the decisions of the board. Ultimately, all of us benefited from the professionalism of the teachers and their willingness to accept the necessary boundaries while dealing with my children. I will always be grateful for that.
What we decided was pretty straight forward: My children should neither benefit nor pay any price for my position as trustee. I told them (in a pleasant tone of voice) that I would cut their tongues out if it was ever reported to me that they said, while at school, “My mother is on the school board and therefore ...� Not surprisingly, nothing ever happened that required my intervention. It was also understood that they would tell me if any staff member treated them differently because I was on the board. The consequences for their behavior, work habits, and communication should be consistent with all other students. 9 / Volume 31 / May 2013
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BY TOM LUNA
Superintendent of Public Education
T
What the New Idaho Core Standards Will Mean for Idaho Students
his fall, Idaho teachers will begin teaching new academic standards in mathematics and English language arts that are higher than Idaho's previous standards and comparable with any other country in the world. These new Idaho Core Standards were adopted after a state-led effort referred to as the Common Core State Standards Initiative. Through this initiative, state governors and education chiefs came together to find a solution to a common problem they were all facing: while students were doing well in grades K-12, students were graduating from high school unprepared for the rigors of postsecondary education or the workforce. This challenge is all too real in Idaho, where just 47 percent of Idaho’s high school graduates go on to postsecondary education and, of those, nearly half need remediation once they get there. As State Superintendent in Idaho, I joined Governor Otter in this state-led effort to develop more rigorous standards in mathematics and English language arts in 2009. This was a state-led effort from the beginning, and it remains so today. In November 2007, I remember I attended an informal meeting with other state education chiefs to consider whether or not we should move toward common standards in mathematics and English language arts. We formalized the process at a meeting in April 2009 and signed a Memorandum of Agreement saying this would be a stateled effort and that the federal government would not play a role. Idaho educators were critical in this effort. We worked throughout 2009 and 2010 to develop these standards with other states. Several drafts were developed and, each time, we made these available and asked for feedback from Idaho teachers and school
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administrators. Once the final standards were published in 2010, it was then up to each state to decide whether or not to adopt these standards. States took different paths to best meet the needs of their students. Virginia, for example, decided not to adopt the standards because it believed its standards were already rigorous enough. Other states chose to adopt just the math or just the English language arts standards. The State of Idaho followed the same process it follows every five years to review academic standards in every subject area and decide whether or not to adopt new standards. The Idaho State Department of Education brought in Idaho teachers to review these new, more rigorous standards in mathematics and English language arts. This comprehensive gap analysis showed a strong correlation between the Common Core State Standards and previous Idaho state standards with a 70 percent match, but it also showed that the new Common Core State Standards were higher and deeper than previous standards. Idaho’s colleges and universities also weighed in, telling us that students will be ready for postsecondary education if they master these standards. We also asked the business community in Idaho to take a look at these standards during the review process. The Department held regional public meetings across the State to gather input from educators, parents, and Idaho citizens. The Idaho State Board of Education held an open public comment period as well. In 2010, based on all of this input and feedback, the State Board of Education chose to adopt these standards as Idaho’s new content standards in mathematics and English language arts. The Idaho Legislature gave final approval to adopt these standards as our new state standards in 2011. They are
now Idaho’s Core Standards in mathematics and English language arts and part of Idaho’s Content Standards for all subject areas. These standards, just like standards in every other content area, are the goals the state sets for what every child should know and be able to do by the end of each grade level. The state still only sets the standards. It remains up to each local school board to adopt curriculum, which is the textbook or other materials a teacher will use in the classroom to teach these standards. Ultimately, the Idaho State Board of Education and Idaho Legislature have oversight of these standards. As with any standards, these standards can change in the future, as the state reviews academic standards every five years. I have been consistent since we first began this process in 2009: this must remain a state-led effort. Just like the standards we had in place before we adopted these, the federal government has never reviewed or approved state standards. And they have not reviewed or approved these. These are Idaho standards. If the federal government ever tries to approve or regulate these, no one will fight harder than we will. We at the Idaho State Department of Education are fielding many questions about the new Idaho Core Standards as we begin to implement these standards across the state. I am sure you are receiving questions too. Please help us be proactive in getting the current, accurate information out there about these standards, what they are and how they will benefit the students in your local schools and districts. We have worked together to raise academic standards; let’s continue to work together to keep them there.
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Core Standards
Q&A
Here are some answers to questions we get asked frequently that should assist you in your communication efforts. We have additional information posted on our website at http://www.sde.idaho.gov/ site/common/, including common myths/facts you may be hearing, a Parent Toolkit, toolboxes for educators, and much more.
Q: Why Is Idaho Transitioning to New Standards?
A: In Idaho, we face a challenge in which our students do well academically in grades K-12 but far too many are graduating from high school unprepared for the rigors of college, professional-technical education, or the workforce. We are not alone. Many other states face the same challenge. Therefore, in 2009, Superintendent Luna worked with his fellow state superintendents to take a look at the academic standards in the core subject areas of mathematics and English language arts. Through this state-led, voluntary effort, Idaho worked with other states to develop higher, more rigorous standards in mathematics and English language arts that are comparable with any other country in the world. Our colleges and universities have told us that students who master these standards while in grades K-12 will graduate from high school prepared for postsecondary education. That is the ultimate goal we are working to achieve—to ensure all students graduate from high school and succeed in the world that awaits them.
Q: What Was the Process to Adopt the New Standards?
A: In Idaho, we followed the same process we follow every five years to review and adopt new standards. We brought in Idaho teachers to review the standards. Idaho’s colleges and universities also weighed in, telling us these are college- and career-ready standards. The Idaho State Department of Education held regional public meetings in 2010 to gather feedback on the standards. The State Board of Education reviewed the standards in 2010 and held a public comment period. The State Board chose to adopt these standards in 2010. The Idaho Legislature gave final approval for the adoption of these standards as our new state for mathematics and English language arts in 2011. That is when they became the Idaho Core Standards in mathematics and English language arts. It is still up to each local school district to adopt curriculum to meet these standards.
Q: Is the Federal Government Requiring Idaho to Adopt New Standards?
A: No. Idaho voluntarily chose to adopt these standards in 2011. These standards were developed through a state-led effort. The federal government has not been involved in the process of developing or implementing these standards. Idaho signed a Memorandum of Agreement with other states to work together to develop these standards. That document clearly states this is a state-led effort and that the federal government is not involved. Idaho has not received any federal funding that requires the adoption of these new standards.
Q: What is the Timeline for Implementation?
A: Here is a timeline that shows the development and implementation of these new academic standards. • 2009-10 school year: Idaho worked with other states to create these new standards. • 2010-11 school year: Idaho conducted public outreach about the new standards and analyzed how the standards aligned with Idaho’s previous standards. • 2011-12 school year: The state has offered professional development for district leadership teams and master teachers. • 2012-13 school year: The state has offered professional development for teachers and school administrators statewide. • 2013-14 school year: The Idaho Core State Standards will first be taught in all Idaho public schools. (Some Idaho schools have already begun to implement the new standards.) • 2014-15 school year: The new assessment aligned to the Idaho Core Standards will be delivered to Idaho students in Spring 2015.
Q: How will Idaho students perform when tested against these new standards?
A: Idaho is currently working to develop the next generation of assessments that will measure these higher academic standards, beginning in Spring 2015. Even with the best professional development the state can provide and the most highly effective teacher in the classroom, we must recognize these standards are higher. It will take a few years for Idaho students to master them. States that have already implemented higher standards similar to these and measured their students for the first time saw a significant drop in the number of students performing at grade level. Kentucky, for example, saw the number of students scoring proficient drop by one-third. We can expect similar results here in Idaho. It is not because our kids woke up one day and weren’t as smart as they were the day before. It’s because we are holding them to a higher standard, and that is a good thing for them and their future. 11 / Volume 31 / May 2013
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BY KEN EDMUNDS President, State Board of Education
Myths & Misconceptions ABOUT THE COMMON CORE STATE STANDARDS
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any of you may have been hearing from constituents voicing concerns about the Common Core State Standards (CCSS) currently being implemented in Idaho and many other states. Much of this has likely been the result of recent features on a prominent radio talk show and national interest groups raising questions about the common core. One of the biggest misconceptions about these standards is that they were developed by the federal government and then delivered as a mandate to the states. That is simply not true. The standards were developed voluntarily and cooperatively by the states, for the states. The Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) spearheaded development of the standards. Idaho’s own Superintendent Tom Luna served as the President of CCSSO in 2012 and was instrumental in moving forward with development of tools and resources for implementation of the common core state standards. While CCSSO and the NGA’s Center for Best Practices coordinated the development of these standards, other partners included
Achieve, ACT, and the College Board. The process also involved teachers, parents, administrators, researchers and content experts. The resulting standards were designed to be academically rigorous, attainable for students, and practical for teachers and districts. They are research and evidence-based and internationally benchmarked and were independently reviewed by an expert validation committee made up of education practitioners. Another misconception about the standards is that they will dumb down education. In fact, the CCSS, now known as the Idaho Core Standards, are more rigorous academic expectations in English-language arts and mathematics than Idaho’s previous state standards in these subject areas. The new standards clearly and consistently define the knowledge and skills all students should have by the end of each grade level in order to be college and career ready when they graduate from high school. A basic level of skills and knowledge for students leaving high school should look the same regardless of where a student attends school and should prepare students for the rigor of postsecondary education. These core standards in math and English are only two of Idaho’s 16 minimum state content standards. The State routinely
evaluates and updates these minimum standards. To date, 45 states and the District of Columbia have adopted the CCSS for math and English language usage. The Idaho State Board of Education adopted these standards in 2010 with a timeline for development of Idaho specific components as well as professional development for teachers and administrators. Full implementation of the Idaho Core Standards is targeted for the 20132014 school year. Idaho has also been a major partner in the Smarter Balanced Assessment Consortium to develop new assessments based on these standards. One of the other myths circulating about the new Idaho Core Standards is that through the assessment process personal student data will be uploaded to a national database, including information such as family income, religious affiliation, and parents’ education levels. This is false information. The Idaho Core Standards are not tied to the statewide data system, nor is Idaho’s data system tied to a national database. While assessment scores will be tracked, personal student information is not collected by local schools, districts, or the state.
More information on the national Common Core State Standards Initiative is available at http://www.corestandards.org/. To learn what the new Idaho Core Standards will mean for Idaho students, visit http://educationidaho.blogspot.com/2013/03/ what-new-idaho-core-standards-will-mean.html
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To see more about the Myths and Facts about the New Idaho Core Standards visit http://educationidaho.blogspot. com/2013/03/the-myths-and-facts-about-new-idaho.html
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Opinion of Counsel Reimbursement Coverage Get Help and Save Money Claims arising out of employment practices are very costly to defend. Nationwide, the average defense cost for an employment practice claim is over $40,000. Our loss experience under the ISBA Insurance Plan has been very similar. While Idaho school districts many times are not found to owe damages, it seems like a hollow victory when the costs to “win” the lawsuits are $40,000, $50,000, or more. In order to combat this problem, several years ago the ISBA Insurance Plan adopted a coverage called Opinion of Counsel Reimbursement. This endorsement to the Educators Legal Liability Policy reads in part:
The Insurer will reimburse the Entity for attorney fees incurred by it to obtain an opinion of counsel of the appropriateness of termination of employment of its employees… The Insurer will pay up to $1500 per employee terminated or $3000 per decision by the Entity to Terminate, regardless of the number of employees terminated as a result of that decision. In no event shall the amount payable hereunder exceed $10,000… The purpose of this endorsement is to encourage school districts to consult with a qualified attorney prior to making a decision to terminate employment. That way, proper legal steps can be taken to avoid employment practices claims. The district may choose the attorney they use for this opinion. In order to receive the reimbursement, the district must notify the insurance company at least 30 days prior to the actual termination. This endorsement does not impact other coverages under the policy. If the district is sued for employment practices liability, the insurance company will still provide a legal defense and pay judgments on behalf of the district, subject to the terms of the policy. We have found that when districts take advantage of this coverage we see far fewer claims for wrongful termination. We also find that even if a claim for wrongful termination is filed the cost of defense is much less. So, districts save money and everyone wins!
BY ALLAN RANSTROM
Moreton & Company
fo
for more in
This is an example of how the ISBA Insurance Plan has taken a unique approach to help school districts cope with risk management challenges. We encourage your district to take advantage of the reimbursement. If you have questions or would like more information please contact:
Allan Ranstrom Moreton & Company (800) 341-6789 allan@moreton.com ISBA
DIAMOND BUSINESS PARTNER
Is there now a requirement that negotiations be held in public? If so, what posting is necessary to comply? Yes, SB1098 requiring that negotiations be held in public passed the Legislature as emergency legislation that went into immediate effect upon the Governor’s signing on March 22, 2013. The new section of Idaho Code, 33-1273A, states the following (in summary): 1. All negotiations pursuant to this act shall be in open session and shall be open and available for the public to attend.
2. All documentation exchanged between the parties during negotiations, including all offers, counteroffers, and meeting minutes shall be subject to public writing disclosure laws. 3. The district shall post notice of all negotiation sessions at the earliest possible time practicable by posting notice of the negotiation session on the front page of its district website. 4. If time permits, the district shall also post notice within twenty-four (24) hours at its regular meeting physical posting locations.
Have a Question? Ask us! Your question may be answered here in the SLATE, online at www.idsba.org, or in The ISBA Voice newsletter.
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statistic of the Quarter
What are The Dropout Rates of High School Students? As a board member, the highlight of the school year was Graduation. As you prepare to shake the hands of those graduates in your district, here is some food for thought. The status dropout rate represents the percentage of 16- through 24-year-olds who are not enrolled in school and have not earned a high school credential (either a diploma or an equivalency credential such as a General Educational Development [GED] certificate).
The status dropout rate declined from 12 percent in 1990 to 7 percent in 2010. Between 1990 and 2010, status dropout rates also declined for Whites (from 9 percent to 5 percent), Blacks (from 13 percent to 8 percent), and Hispanics (from 32 percent to 15 percent). Over this period, the status dropout rate was generally lowest for Asians/Pacific Islanders, followed by Whites, Blacks, and Hispanics. In 2010, the status dropout rates for Asians/ Pacific Islanders and Whites (4 percent and
5 percent, respectively) were not measurably different from each other, but both were lower than the status dropout rates for Blacks (8 percent), and Hispanics (15 percent). The gap between Whites and Hispanics narrowed from 23 percentage points in 1990 to 10 percentage points in 2010; the gaps between Whites and Blacks in these two years were not measurably different.
Status dropout rates of 16- through 24-year-olds in the civilian, noninstitutionalized population, by race/ethnicity, 1990-2010 Year
Total
White
Black
Hispanic
Asian/ Pacific Islander
American Indian/ Alaska Native
1990
12.1
9.0
13.2
32.4
4.9!
16.4!
1995
12.0
8.6
12.1
30.0
3.9
13.4!
1998
11.8
7.7
13.8
29.5
4.1
11.8
1999
11.2
7.3
12.6
28.6
4.3
‥
2000
10.9
6.9
13.1
27.8
3.8
14.0
2001
10.7
7.3
10.9
27.0
3.6
13.1
2002
10.5
6.5
11.3
25.7
3.9
16.8
2003
9.9
6.3
10.9
23.5
3.9
15.0
2004
10.3
6.8
11.8
23.8
3.6
17.0
2005
9.4
6.0
10.4
22.4
2.9
14.0
2006
9.3
5.8
10.7
22.1
3.6
14.7
2007
8.7
5.3
8.4
21.4
6.1
19.3
2008
8.0
4.8
9.9
18.3
4.4
14.6
2009
8.1
5.2
9.3
17.6
3.4
13.2
2010
7.4
5.1
8.0
15.1
4.2
12.4
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012). The Condition of Education 2012 (NCES 2012-045), Indicator 33.
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About My Service I was asked to consider serving as a trustee on the Salmon School Board in July 2010. I was hesitant at first because of the time commitment, but ultimately decided that it was an opportunity that I could not pass up. Salmon has struggled during the past several years with frequent changes in administration and the inability to pass a school bond. All of these issues directly impact our community
and our children, so I decided to become an active part of the problem solving. During the fall of 2012, I was asked to join the executive board as Vice Chair of Region 7. Again I was hesitant, but with the support of my family, especially my father-in-law Steve Johnson – past ISBA President, I accepted the position. Because it has been a while since Salmon has been represented on the Executive Board,
I am interested in bringing our voice to the board. Like all of the schools represented in Region VII, we are isolated and have unique issues because of our rural locations. I have much to learn, but it is an honor to have the opportunity to work with individuals around the state that value education.
EXECUTIVE BOARD MEMBER HIGHLIGHT
Shannon Johnson ISBA Region 7 Vice Chair • Salmon School District
A little about me I graduated from the University of Idaho in 2002 with a degree in Secondary Education – Biology. I also met my husband, Brad Johnson, at the U of I, and we were married the summer following graduation. Go Vandals! I had the opportunity to teach at Coeur d’Alene High School for a year prior to moving back to my home town of Salmon. My husband and I have been blessed with three children, two daughters and a son, that keep us hopping. While I was teaching and substitute teaching, I always ended up trying to help the students with special needs or life circumstances. After having my first child, I started working one-on-one with children with mental health issues. I enjoy being able to work with children in the home and community setting. Two years ago, I started a developmental disability agency within the agency I have worked since the Salmon community had a need for support in this area. I enjoy working with children with special needs as their strength, gifts, and abilities never cease to amaze me.
Why I Serve on My Local Board
My Best Advice
I was raised in Salmon by parents that value education. My mom was a business teacher in Colorado prior to having children, and she and my father always made it clear that education was a priority. As a child, I didn’t realize that there was an option to exit school after high school. I just assumed that I would be in school until I finished my degree. Now, I have three children, so I have a vested interest in our local education system. I believe that education is the cornerstone of any community, and would like to help the system be as successful as possible. When our children entered the school district, I started to be more and more interested in our school district and found myself weighing in on the current issues. I decided that instead of sitting back and being frustrated, I might as well be part of the process. I did not join our local board with a specific agenda. Instead, I serve to support our local district in bringing healthy and innovative educational opportunities to our youth.
In the beginning, I found it intimidating to join both my local and state board. I was concerned that I would not have enough experience or expertise to offer to a board. After having the opportunity to participate in local board meetings and attending the ISBA Conventions, it became clear that school boards are comprised of individuals that sincerely value education. The individuals have backgrounds in all different walks of life, so they are able to able to contribute in unique ways. There are topics where I can contribute more based on my experiences, and there are topics that I turn to other board members to offer more insight. My advice would be to not undervalue what your unique experiences can bring to your board. We have all been a part of the education system and have areas of strength to offer.
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BY JESSICA HARRISON
Policy & Government Affairs Director
POLICY UPDATE NEWS:
Considerations on Authorizing School Personnel to Carry Weapons In the aftermath of the horrifying school shootings in Newtown, Connecticut many citizens have been discussing the issue of school personnel being authorized to carry weapons as a means of defense against these heinous crimes. Here in Idaho, school safety was one issue of focus at the Legislature this session. Senator Marv Hagedorn introduced legislation that would have required school districts to work with local law enforcement to create, measure, and monitor the effectiveness of school safety and security plans. A last minute twist in the session resulted in that legislation being “radiator capped” and replaced with a measure on gun rights and the bill ultimately died. However, the issue of school safety, especially in regard to authorizing employee weapon carrying on school property is not dead and will continue to be an area of great discussion and debate. Section 18-3302D of Idaho’s Criminal Code outlines the prohibitions against carrying a weapon on school property. However, this Section also provides for exceptions to the prohibition in that the provisions of this section shall not apply to the following persons:
C. A person or persons complying with the provisions of section 19-202A, Idaho Code. (Legal jeopardy in cases of self-defense and defense of other threatened parties. No person in this state shall be placed in legal jeopardy of any kind whatsoever for protecting himself or his family by reasonable means necessary, or when coming to the aid of another whom he reasonably believes to be in imminent danger of or the victim of aggravated assault, robbery, rape, murder or other heinous crime.) D. Any adult over the age of 18 and not enrolled in school, who has lawful possession of a firearm or other deadly or dangerous weapon in a private vehicle while delivering minor children, students or school employees to and from school or a school activity. E. A person who lawfully possesses a firearm or other deadly or dangerous weapon in a private vehicle while delivering minor children, students or school employees to and from school or a school activity. (Typically a situation where an adult individual who is not a student has a concealed weapon permit and carries a weapon in their vehicle and happens to drive onto the school’s property to drop off or pick up their child.)
A. Peace Officers B. Persons who are lawfully in possession of a firearm or deadly or dangerous weapon as an appropriate part of a program, event, activity or other circumstance as approved by the Board. 16 / Volume 31 / May 2013
F. A person or an employee of the school or school district who is authorized to carry a firearm with the permission of the board of trustees of the school district or the governing board.
SLATE
Prior to considering an authorization for school personnel to carry a weapon on school property, ISBA strongly encourages school boards to contact their district insurance carrier first.
The final exception listed that a person or an employee of the school or district may be authorized to carry a firearm with the permission of the board of trustees of the school district. Thus, a school board may authorize an employee to carry a weapon on school grounds. However, beyond this general exception to the law, there are some things that school board members should consider prior to granting such permission: 1.
Is the school’s administration on board with this idea? We have heard in the past from administrators who do not want to be responsible for a weapon on school property, though their school board may wish to do so.
2.
Are the district’s patrons on board with this idea? Currently, decisions of this nature would have to be done in an open meeting vote.
3.
Is the individual authorized to have the weapon properly licensed and qualified to possess such?
4.
What safety measures are in place – both policies and procedures as well as real-
world application – to prevent the school district from being exposed to greater liability simply by having a weapon on school property? 5.
Has the proposal been communicated to the insurance liability provider for the district? This is an important call as such a decision may impact coverage and liability considerations and the insurer may require certain procedures to be in place.
Prior to considering an authorization for school personnel to carry a weapon on school property, ISBA strongly encourages school boards to contact their district insurance carrier first. That might assist the board in making these difficult decisions. Additionally, ISBA policy staff will be researching school safety issues over the summer with the aim of providing updates to our Policy Update Service members.
Policy Update Service Toll-Free: (866) 799-4722 Email: Jessica@idsba.org Web: www.idsba.org
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Distinguished Student of the Quarter ACADEMIC ACHIEVEMENTS
Hayley Lunedy age 18
• • • • • • •
Taken all available honors/dual-credit classes Set to graduate as one of the valedictorians Represented sophomore class at the Hugh O’Brian Youth Leadership Conference National Honor Society Member National Honor Society Treasurer LEO’s Club Member Treasurer of LEO’s club
extra curricular activities 4-H INVOLVEMENT: •
Teen leader and have held the Treasurer, Secretary, and Vice President offices multiple times
4.3
•
Outstanding 4-H Member of the Year Award
school
•
Selected to be an Idaho State Ambassador
Rathdrum High School Lakeland School District
•
District 1 Representative, Idaho 4-H Teen Association
•
Selected to represent the state of Idaho at the National 4-H conference in Washington, D.C.
•
Selected to be a member of the six person national Youth Leadership Team for the National 4-H Conference
GPA
future plans Hayley plans to attend college and pursue a major in agricultural business and economics.
•
Selected to represent the state of Idaho at the National 4-H Congress in Atlanta, Georgia
•
Overall Champion Horse Showman two years in a row
•
Reserve Champion Showman at the Round Robin Competition at the North Idaho Fair
•
Idaho Key Award
•
Top Livestock Record Book
•
Top Leadership Secretary and Treasurer
•
Champion Quality Hog
•
Top Oral Presentation (2 years)
•
3rd place Oral Presentation at State Oral Presentation Contest
•
Champion Horse Bowl Contestantteam won Districts, State and placed 6th at Nationals
About the Idaho Dairy Council Distinguished Student Award The Idaho Dairy Council has promoted the success of students in Idaho since the fall of 1999 with the introduction of the Distinguished Student Award program. Every week the Idaho Dairy Council selects four students from around the state to honor for their exceptional academic, athletic, and civic contributions and achievements. 18 / Volume 31 / May 2013
The Idaho School Boards Association wants to help share the success of these amazing students with our community members, trustees, and superintendents. Student successes like these highlight the important outcomes from outstanding schools, teachers, and students.
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Janet Orndorff Remembered for Her Public Service
01
Janet attending a meeting with Wanda Quinn and Donagene Turnbow.
02
Janet providing announcements at an ISBA meeting.
03
Janet and David Hawk welcoming Terry Schwartz as a Past President of ISBA.
04 05
04
ISBA Past President and Boise School Board Member, Janet Orndorff, passed away on March 28, 2013. Janet was a teacher, board member, full-time volunteer, and a devoted wife, mother, and grandmother.
ceremony to congratulate the outgoing President and welcome him or her as a “Past President”. Janet was always happy to be part of that celebration and help the new Past President transition to the new role.
Janet was a strong advocate for public education. Her dedication to education and advocacy for children was remarkable. ISBA was lucky to have Janet’s representation on the Executive Board and as a President 2003-2004. She also served on the ISBA Foundation and assisted with the Light House Project, a training program for school board members. As an ISBA Past President, she supported the annual scholarship auction each year that raises funds to award college scholarships to high school seniors. She was also very active within ISBA Region 3, often providing ideas for meeting agenda topics and offering her suggestions for improvement of education. Each year during the ISBA Annual Convention, there is a short
Janet served on the Boise School Board for 23 years. She lobbied and testified before the Legislature and was well respected among her peers. She was often the go-to person for policy questions or advice on how to handle a situation within a district. ISBA is grateful for Janet’s years of service as a board member, Executive Board member, and Past President. Her contributions were immense and she will be missed greatly. A much more complete story of Janet’s life can be found online at the Idaho Statesman: http://www.legacy.com/obituaries/ idahostatesman and then search by Janet’s name. 05
Janet with fellow ISBA Past Presidents Vern Newby, Brian Duncan, Wendy Horman, Donagene Turnbow, and Wanda Quinn. The Boise School District Board. 19 / Volume 31 / May 2013
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Weiser's Number-One Contender When Weiser High School wrestling Coach Drew Dickerson approached student Nathan Eliason in June 2012 about creating an app for the iPad that would track wrestling stats for the team, Eliason
BY KRISTIN MAGRUDER
Idaho Education Network
answered, “I’m not sure I can build this but I would like to try.” Excited by the project, Eliason began creating mock ups and writing code for the app during the summer break between his sophomore and junior year. Although he was close to completing the app, Eliason’s enthusiasm began to turn to frustration as the summer wore on. He had no support network to ask coding questions to, he was learning a new operating system on his MacBook which was required for the programming language he was using, and the coaches were beginning to pressure him to finish the app by the beginning of wrestling season in November. To top it off, he knew absolutely nothing about wrestling. Eliason began to wonder if he could really pull off this project. Working in the school office one morning at the beginning of the school year, Eliason happened to see someone looking at the course catalog from the Idaho Education Network (“IEN”) and asked to take a look. What he found was exactly what he needed: an interactive videoconferencing course in Mobile App Development taught by Jason Torgrimson at Twin Falls High School. Eliason worked with Weiser High School Principal Dave Davies to enroll in Torgrimson’s class during the fall 2012 semester and the development of the wrestling stats app 20 / Volume 31 / May 2013
moved forward once again. In addition to teaching Eliason the basics of mobile app development, Torgrimson patiently answered questions as Eliason applied his newfound knowledge to the wrestling app. AN INQUISITIVE CHILD At a very young age, Eliason was incredibly inquisitive and wanted to know how things worked. Eliason’s father, Dan, conducted experiments blowing things up with his youngest son, testing out each “what happens if I do this?” “I am uncomfortable with using something, like physics equations, until I understand why it works and relate it to something in my life,” said Eliason. Once Eliason becomes interested in something, he dives head first into the subject, soaking up as much knowledge as he can get his hands on. “Nathan’s idea of a fun Friday night is auditing an online programming course from Ohio State University or taking a free Objective-C course from Stanford,” said Eliason’s father. “He is continually looking to gain knowledge.” A gifted pianist, Eliason plays piano at a local restaurant on Friday evenings and
gives piano lessons privately and at an after school program. His lessons utilize as much technology as possible; Eliason uses an iPad app that turns musical flash cards, every piano student’s worst nightmare, into a game. As he integrated the app as an incentive into his lessons, he found his students more motivated to learn and practice. Eliason’s interest in technology is nothing new. When Weiser High School lacked funding to purchase new computers for teachers, Eliason and other students came together to gather non-working, discarded computers. Eliason cobbled functional computer parts together to create what he calls the “Frankenstein computer,” and upgraded other computers with newer parts to give them a longer life. Eliason also created and maintains the website for the entire district including the high, middle, intermediate, and elementary schools. INTRODUCTION TO DISTANCE LEARNING Eliason’s first introduction to the virtual world was during an interactive video session with NASA during middle school. As the class spoke to astronauts aboard the space station, Eliason realized the possibilities that existed outside of Weiser. “It was magical,” said Eliason.
SLATE
Following that session, his first classroom distance learning experience was in Michelle Chavez’s Holocaust Literature class. Eliason was impressed with her passion, enthusiasm, and virtual classroom management skills despite being the group of students on the originating side. But it wasn’t until after he struggled with online classes and discovered Torgrimson’s class that he discovered his love for interactive video courses. Even though Eliason is a highly motivated student, the online process was a learning curve and he procrastinated under this structure. “After struggling with online courses, I have found my niche with live distance learning,” said Eliason. “If every student had the opportunity, they would be excited about the possibilities.” This sentiment is shared by Eliason’s mom and dad. “Parents don’t realize the opportunities that are available,” said Eliason’s mom, Shelly. “If it wasn’t for the IEN, Nathan didn’t have any opportunities in Weiser. He was going to stagnate as far as his education was concerned – it wouldn’t have been available to him at all.” These distance learning opportunities are possible at Weiser because of the leadership of Principal Davies. An early IEN adopter, Weiser High School embraced the live, interactive video courses by offering unique content like Chavez’s class and receiving hard to find courses such as dual credit Calculus II and Torgrimson’s IT courses. “Nathan and students like him are the reason that the IEN is so valuable to rural school districts in Idaho,” said Davies. “The IEN has leveled the playing field for these students and if it were not for the IEN, they would have missed out on these valuable educational experiences.” TEACHER AND MENTOR During the mobile app development course, Torgrimson’s role shifted between teacher and mentor as he continued to answer questions about Eliason’s wrestling app. Taking a vested interest in Eliason’s college and career readiness, Torgrimson invited him to participate in Twin Falls High School’s Technology Student Association Chapter which includes virtual participation in the
upcoming Google I/O ’13 conference. This conference is part viewing experience and part community building as programming includes local developer demos, hackathons, and speaker sessions. Torgrimson also sponsored Eliason to attend Boise State University’s Code Camp in March. This conference is the largest gathering of software and technology professionals in the inland northwest, attracting around 400 participants interested in topics and training for cutting-edge software and information technology. Eliason loved hearing from other developers, attending lectures of interest, and was one of eight attendees under the age of 18. Eliason’s connections extend beyond just the classroom. He boasts a network of connections related directly to software development and has discovered a path towards college and career. Eliason recently job shadowed at Hewlett-Packard, where he was able to see the real-world connection between the classroom and the workplace as he followed a group of developers. Not only was he exposed to the business needs of Hewlett-Packard, but he participated in videoconference meetings in HP’s halo room, an experience he says the IEN prepared him for. “Technology is influenced by technology and learning how to socialize over video takes time. Students should take an IEN class because the world is more interconnected than ever before,” said Eliason as he described how the different teaching methods are preparing him for life after high school. “The more exposure the students get, the more they will be able to handle.” This concept is not lost on Torgrimson, whose own curiosity and innovation drives him to test out new plans and ideas. He tests out information in his personal business so the content he provides the students is current and relative to what they are doing in the classroom and they will be doing in their careers, according to Twin Falls High School principal Ben Allen. “The best thing about Jason is that he is always seeking new adventures in the area of information technology,” said Allen. “The
IEN provided an avenue and the network to help Jason meet the needs of the students.” EATING LIVE FROGS Meeting student needs is exactly what Torgrimson continued to do. Eliason and Torgrimson emailed frequently and conducted multiple face to face meetings over the IEN videoconferencing system during the fall of 2012. During that period, Eliason continued to tweak the code for the wrestling app with an enormous amount of support from his parents. In addition to working full-time jobs, Shelly logged an estimated 175 hours as the official design tester while Dan answered basic technical questions related to wrestling and spent countless hours chauffeuring Eliason to his multiple after school activities. Mark Twain once said: “Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.” The Marc and Angel Hack Life blog discusses this concept in their post, “11 Ways Successful People Start Their Mornings,” which identifies successful ways to start your day. The metaphor for eating a frog means mindfully getting the tough stuff done first, leaving the rest of the day open for less difficult tasks or doing what you enjoy most. This concept is embraced by Eliason as he wakes at 4am every morning to do his homework, freeing up his afternoons to work on his app. By beginning his day with a purpose and a plan, Eliason increases his chance of success. “I am just amazed how he knows everything,” said Shelly, with tears of pride welling in her eyes. “He has such a high level of maturity for his age.” iSTATS WRESTLE IS BORN After further market research with wrestling coaches and scorekeepers, Eliason completed coding and submitted the app to Apple for approval. After an 11-day review period, Apple approved Eliason’s app and it formally launched on October 31, 2012, just in time for wrestling season. iStats Wrestle allows the user to manage and track statistics for a wrestling team and synchronizes stats between multiple iPads. Simply input the wrestlers, enter stats as each match takes place, and the app does the rest. It scores every match, keeps all matches 21 / Volume 31 / May 2013
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iStats Wrestle features • One-time price for multiple iPads on same Apple ID
• Email events, overviews, stats, and reports
• Cloud sync, support, and access
• Track any level of match detail
• Sync data across multiple iPads simultaneously
• Detailed stat reports
• View entire event at once
• Detailed tours within app
• Edit/delete any event or match • Filter by wrestler • Quick stats entry
chronologically ordered, organizes individual matches into events, and generates statistics for each wrestler on the team. Eliason says the best feature is the cloud sync, support, and access, but what sets him apart from the competition is the one-time price for the app which can be downloaded on multiple iPads sharing the same Apple user account. “Even though I was advised to charge more than $39.99 for the app, I wanted it to be affordable for anyone to use,” said Eliason. “It broadens the impact.”
Above: screenshots of the iSTAT Wrestle app.
To learn more about iStats Wrestle, visit teklys.com or email wrestle@teklys.com. iStats Wrestle is available for purchase on the Apple App Store for iPads (English only).
To learn more about the access, opportunities and collaborations available over the Idaho Education Network, visit ien.idaho.gov or email Kristin Magruder at kristin.magruder@ien.idaho.gov.
22 / Volume 31 / May 2013
Despite Eliason’s initial goal of having at least 10 downloads, he reported over 1,400 downloads from the U.S., Europe, and Saudi Arabia. He graciously declined to say how many were sales versus downloads for multiple devices on one Apple account. As “proud teacher” Torgrimson stated, “Not bad for a junior in high school. These kids have so much potential!” Eliason’s technical support has impressed his customers too. After monitoring reviews on the App Store and receiving feedback by email, Eliason rolled out a minor update in December 2012. It was the major update in March 2013 that earned him several fivestar ratings, kudos for the quick tech support, and compliments such as, “All around best wrestling app I’ve used yet.” “Everyone thinks I’m an actual company,” said Eliason. “They don’t realize I’m just a 16-year old in Idaho.” NEXT STEPS Although Eliason could have graduated a year early, he opted to stay because of the courses he enrolled in over the IEN including
• Easy to access lists • Free accounts (no email required) • Free email support
IT Help Desk and AP Computer Science, both dual credit courses from Torgrimson. Shelly is grateful for the opportunity to keep Eliason in school and challenged for one more year. “This is not as easy as it looks,” said Eliason. “I put in a lot of hard work. This app was bigger than I thought it would be but it was a really rewarding process.” Eliason has begun process of researching colleges and universities and has his senior year planned. Activities include piano camp and flying to Pittsburgh to attend Code Camp at Carnegie Mellon University. Eliason feels a little overwhelmed and scared but is excited about his future and the opportunity to develop a community of students interested in software development because of IEN classes. In the meantime, Eliason continues to mentor with Torgrimson while learning a new programming language, allowing him to make further updates to iStats Wrestle for improved user experiences. Although he doesn’t have time to practice the piano or play video games, he would like to see more zero-hour classes available over the IEN that he could take advantage of, although Shelly and Dan might have something to say about additional course load. When approached by a Seattle-based firm to create a health information app, Eliason’s parents had to draw the line, citing school priorities. Eliason acknowledged those that made this journey possible including his parents, his principal, the IEN, and most of all, Mr. Torgrimson. “He isn’t just a teacher, he’s a mentor,” said Eliason. “Passionate teachers take it a step further.”
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Healthy Students are Better Students New Report Illustrates “THE WELLNESS IMPACT” of Good Nutrition and Physical Activity on Improving Academic Achievement in Idaho BY CHERI CHASE
Communications Director, Idaho Dairy Products Commission
A
s schools in Idaho have participated in standardized testing this spring, school leaders, teachers, and parents focused on ensuring students prepared to do their best. However, research shows that regular access to better nutrition — starting with breakfast — coupled with increased opportunities for physical activity may help students reach their potential throughout the school year, which may lead to better performance at testing time and beyond. Nutrient-rich foods and physical activity are not only good for child health, but also learning. Finding a balance between academic rigor and health and wellness efforts in the school environment has become an increasing priority. A report issued earlier this spring, The Wellness Impact: Enhancing Academic Success Through Healthy School Environments1, reinforces the “learning connection” — the crucial link
between quality nutrition, physical activity and academic performance. The report was released by the GENYOUth Foundation, National Dairy Council (NDC), American College of Sports Medicine (ACSM) and the American School Health Association (ASHA). Findings from The Wellness Impact: Enhancing Academic Success Through Healthy School Environments suggest: • More than half (62%) of all teens say they do not eat breakfast every day of the week.2 • Breakfast eaters have better attention and memory than breakfast skippers.3 • Three-in-four high school students aren’t active for the recommended 60 minutes each day.2 • Students who were more active during school performed better on standardized tests for reading, math, and spelling.4
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about Idaho Dairy Council Idaho Dairy Council is a nonprofit nutrition education organization dedicated to providing science-based materials to health professionals, schools and consumers throughout the state of Idaho. www.idahodairycouncil.org
about
fuel up to play 60
Fuel Up to Play 60 is an in-school nutrition and physical activity program launched by National Dairy Council (NDC) and National Football League (NFL), with additional partnership support from U.S. Department of Agriculture (USDA). The program encourages youth to consume nutrient-rich foods (low-fat and fat-free dairy, fruits, vegetables and whole grains) and achieve at least 60 minutes of physical activity every day. Fuel Up to Play 60 is designed to engage and empower youth to take action for their own health by implementing long-term, positive changes for themselves and their schools. Customizable and nonprescriptive program components are grounded in research with youth, including tools and resources, in-school promotional materials, a website and student challenges. Fuel Up to Play 60 is further supported by several health and nutrition organizations: Action for Healthy Kids, American Academy of Family Physicians, American Academy of Pediatrics, American Dietetic Association, National Hispanic Medical Association, National Medical Association and School Nutrition Association. Visit www. FuelUpToPlay60.com to learn more.
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“School wellness policies make it possible for students and schools to have access to healthy foods and to find opportunities to help them stay active throughout the day,” said Crystal Wilson, Ed.S, MS, RD, LD, Health and Wellness Education Director for Idaho Dairy Council. However, across the U.S., schools face tremendous challenges to meet economic, health and academic demands. Many schools lack the funds to execute school wellness policies or to start breakfast programs. And as pressures mount to improve standardized test scores, many districts are shortening or eliminating opportunities for physical activity, such as recess and physical education (PE) classes. Proven school wellness programs such as Fuel Up to Play 60 — a program founded by National Dairy Council and the National Football League (NFL), in collaboration with the U.S. Department of Agriculture (USDA) — encourage students to take charge in making small, everyday changes toward a healthy lifestyle
at school. In partnership with GENYOUth Foundation, Fuel Up to Play 60 has provided schools with more than $10 million in grants to help develop healthy in-school initiatives ranging from breakfast programs to walking clubs. Administrators and teachers have shared success stories indicating improved attention spans and increased attendance as a result of participating in Fuel Up to Play 60. In a recent survey among Idaho Fuel Up to Play 60 program advisors, one advisor noted that funding from Fuel Up to Play 60 enhanced the breakfast program at their school by introducing new, healthy food choices including whole wheat bagels and yogurt and fruit smoothies. In addition, exercise balls were used during classroom breaks to help keep students focused. The advisor observed that students who were distracted in class are now more on task. Of the more than 200 program advisors who completed the survey, 89% felt that Fuel Up to Play 60 had improved the environment at their school.
Resources The Wellness Impact: Enhancing Academic Success through Healthy School Environments A report issued Spring 2013, The Wellness Impact: Enhancing Academic Success Through Healthy School Environments1, reinforces the “learning connection” — the crucial link between quality nutrition, physical activity and academic performance. The report was released by the GENYOUth Foundation, National Dairy Council (NDC), American College of Sports Medicine (ACSM) and the American School Health Association (ASHA).
Go to www.tinyurl.com/cdgd46f or scan this code with your mobile app
Go to www.tinyurl.com/cuwpfl8 or scan this code with your mobile app
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School wellness policies make it possible for students and schools to have access to healthy foods and to find opportunities to help them stay active throughout the day. Schools are the focal point in the movement to improve childhood health and wellness, but they cannot act alone. The broader community, including business leaders, food and beverage companies, health professionals, community organizers, parents and students can help tackle the status quo by creating and sustaining opportunities for good nutrition and physical activity in schools. Everyone from community leaders to parents can work together to champion for improved child health and wellness in schools. To read the full report visit www.GENYOUthFoundation.org and to get involved visit www.idahodairycouncil.org. References 1 American College of Sports Medicine, American School Health Association, GENYOUth Foundation, National Dairy Council, The Wellness Impact: Enhancing Academic Through Healthy School Environment, March 2013. 2 Eaton DK, Kann L, Kinchen S, et al. 2012. Morbidity and Mortality Weekly Report: Youth Risk Behavior Surveillance — United States 2011, Surveillance Summary No. 61(SS04);1-162. Center for Disease Control and Prevention. Available at http://www. cdc.gov/mmwr/preview/mmwrhtml/ss6104a1. htm. Accessed on January 31, 2013. 3 Wesnes KA, Pincock C, Richardson D, et al. Breakfast reduces declines in attention and memory over the morning in school children. Appetite. 2003;41:329-331. 4 Donnelly JE, Greene JL, Gibson CA, et al. Physical Activity Across the Curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventive Medicine. 2009;49(4):336–341.
when and where COEUR D’ALENE | JUNE 18 |1PM-6PM Midtown Meeting Center
LAPWAI | JUNE 20 |1PM-6PM Lapwai School District
KIMBERLY | JULY 9 | 1PM-6PM Kimberly School District
IDAHO FALLS | JULY 10 | 1PM-6PM Idaho Falls School District
MERIDIAN | JULY 31 | 1PM-6PM Meridian School District
ISBA Summer Leadership Institute GENERAL SESSION A quick tour of the following topics: Roles and Responsibilities, Legal Duties of Trustees, Superintendent Evaluations, Policy Overview, and The 5 W’s of ISBA. SELECT TWO SESSIONS Participants will then get to choose two high impact, interactive workshops from the following four choices: INSIDE THE BOARDROOM This session will deal with meeting etiquette, understanding the packet, how to prepare a board member report, how to make a motion, enter a discussion, what is open meeting law and executive session issues. OUTSIDE THE BOARDROOM This session will deal with how to deal with patron input, share the district story, engage the community and the role the trustee has in hearing and understanding the patrons they represent and the decisions they make.
THE SCENTS OF FINANCE How to nose around the budget. Understanding school finance and being able to sniff out the dollars and their part in delivery educational excellence in the district THE SENSE OF ACHIEVEMENT Learning how common core, assessment and data will impact the trustee and the student achievement in the district. Using data to drive decision making and forming strategic vision for the future.
Cost: $120 Registration Forms available at www.idsba.org 25 / Volume 31 / May 2013
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01 / Board Training
THE TOP 10 BENEFITS OF BEING AN ISBA MEMBER
Board Training is a vital aspect of a school board’s ongoing professional development. Sign up for an ISBA board training module that can address the needs of your school board and district staff: • Transparency & Open Meeting Law • Superintendent Evaluations • School Board Orientation • School Finance Jackie Hopper • Open Meeting Law (208) 880-8662 • Parliamentary Procedure trainers@idsba.org • Roles and Responsibilities • Strategic Planning • Ethics and the Trustee Liz Killpack • Effective Board Meetings (208) 589-4037 • Board Superintendent Team trainers@idsba.org Formation
04 / Publications & Communications SLATE Published four times a year, provides an in-depth perspective of issues all board members need to understand and offers a quick summary of current news and upcoming activities. POLICY UPDATE NEWS Published in the SLATE to keep members apprised of current policy changes. CAPITOL NOTES An electronic publication (e-newsletter) posted weekly on our website during the legislative session (Jan-March). SALARY SCHEDULE Each year the ISBA compiles salary schedule information from Idaho school districts and creates the Salary Schedule. The Salary Schedule is offered in electronic format to all district members as part of their membership dues. MEMBERSHIP DIRECTORY A valuable and essential tool for school district trustees, superintendents, district clerks, business managers, and other education stakeholders. The Directory includes a complete list of contact information that provides vital communication information to the recipient. BOARD MEMBER PACKETS Contain valuable information on topics including code of ethics, parliamentary procedure, as well as several publications designed to provide a good foundation for new board members. 26 / Volume 31 / May 2013
THE ISBA VOICE A weekly e-newsletter emailed to members providing up-to-date information on legislation, events, educational issues, and much more. ACCESS TO LISTSERVE ISBA has created the regional email list serves to provide an additional tool for communication with the colleagues in your region. List serves are available to trustees, superintendents, clerks, and business managers in each of ISBA’s eight regions. SERVICES WITH ISBA BUSINESS PARTNERS & AFFILIATES ISBA’s Business Partners and Affiliates have proven their unwavering support of education and Idaho school boards by partnering with ISBA. These companies provide phenomenal services and products to assist Idaho’s schools. Many of these companies offer exclusive prices for ISBA members. ASK ISBA ISBA staff receives questions from trustees, superintendents, and clerks on a variety of topics. To help others learn from these questions and answers, ISBA offers the “Ask ISBA” service on its website. Members can send their question through the website to be answered or review a catalog of questions and answers.
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02 / Property & Liability Insurance Protect your schools and reduce your costs by participating in a program specifically designed for Idaho school districts. 90% of Idaho school districts are now enrolled, and over the past 10 years have received $6.44 Million in dividends.
03 / Travel Insurance Every ISBA school board member is covered with $50,000 additional life insurance in case of an accident during district-related travel.
05 / policy Services
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A primary function of ISBA is to support and improve policy-making by Idaho public school boards. The Policy Services staff provide reliable, authoritative policy assistance and information to help school boards draft and maintain policies. ISBA Policy Staff help schools update their policies based upon changes in Legislation. Nearly 3/4 of Idaho school districts and 14 charter schools are currently members of the update service. In addition, several districts have contracted our services for a custom re-write of their current policy manual.
06 / Legal Services Each member district is entitled to receive four hours of free legal advice per year. To utilize this service simply call or email the attorneys at Anderson, Julian & Hull. You can email your question directly to the customized email ISBAquestions@ajhlaw.com or dial (208) 344-5800 and tell the receptionist that you are calling through ISBA. 27 / Volume 31 / May 2013
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07 / EVENTS ANNUAL CONVENTION The Annual Convention is a valuable professional development opportunity for boards, superintendents, and clerks. In addition, the ISBA Business Session is your school boards’ opportunity to vote on the policy issues that will make up ISBA’s legislative agenda for the upcoming year. DAY ON THE HILL This annual event held in February is an important way for trustees and others to visit with their local legislators about education-related issues.
08 / Labor Relations ISBA provides a book of district salary schedules and bargaining proposals. Additional information on labor relations advice, negotiations training, strike preparation and conflict resolution are available upon request. Specific services are available on a fee-for-service basis.
09 / Governmental Affairs & Legislative Advocacy ISBA Legislative Services staff works with legislators, State Board of Education, and State Department of Education representatives, as well as other stakeholders in developing school finance programs, participating in efforts to revise labor/management laws, and opposing bills which restrict local control of schools. To advocate for school districts, the ISBA staff and Governmental Affairs Committee are involved in day-to-day activities at the legislature.
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SUMMER LEADERSHIP INSTITUTE The Summer Leadership Institute is offered to all ISBA members. This is a great learning opportunity for new and experienced board members as well as the district leadership team. Trainings include training in roles and responsibilities, board ethics, effective meetings, school finance, board policy, and more. REGION MEETINGS Each spring and fall, ISBA’s regions hold meetings to share ideas, report on current developments, discuss legislative advocacy, and more. These meetings provide board members and district leadership an opportunity to learn from their colleagues and share with others in their region.
10 / we have a mission The mission of the Idaho School Boards Association is to provide leadership and services to local school boards for the benefit of students and for the advocacy of public education.
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DIAMOND BUSINESS PARTNER
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ISBA Executive Director Selected as Chair-Elect for National Committee
n January 26, 2013, members of the Organization of State Association Executive Directors (OSAED) selected ISBA’s Executive Director, Karen Echeverria, to serve as their Chair-Elect in 2013 and their Chair in 2014. The OSAED functions as the professional organization of the 50 state Executive Directors within the National School Boards Association.
emerge as a New NSBA. There is no better person to be serving in this critical capacity than Karen.”
This Committee exists to serve as the primary connection between state school boards associations and the NSBA Board of Directors and the NSBA Executive Directors. Paul Krohne, OSAED Chair and Executive Director of the South Carolina School Boards Association said, “This selection is a critical one to the future of NSBA and to the OSAED. There has been no more important time in the life of NSBA than the present as we
About NSBA NSBA is a not-for-profit organization, founded in 1940, representing state associations of school boards, their member districts and more than 90,000 locally elected school board members across the United States. These local officials govern 13,809 local school districts serving the nation’s 50 million public school students.
“Being selected by your peers to serve in this national leadership role is a significant honor. Karen has earned the respect of her colleagues across the country and she will bring excellent insights to her role,” said Thomas J. Gentzel, executive director of the National School Boards Association.
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ISBA Executive Board Meeting Highlights FEBRUARY 12, 2013
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he Executive Board of the ISBA meets three to four times each year for a two-day board meeting. The Board discusses many important issues that guide ISBA. Recently, the Board met in February immediately following Day on the Hill. Below are some of the highlights from the meeting. Executive Director’s Report The Board discussed training opportunities in their local boards and meeting together as a group of districts to receive training. Ms. Echeverria reported on the ISBA website traffic. Since ISBA started sending out the e-newsletter, The Voice, there has been an increase in website traffic. Each week the website visits vary depending on what event or hot topic is occurring. This is a good indicator that the work on the topic has been worth the time. NSBA Pacific Region Report Anne Ritter explained the Pacific Region is a region of the NSBA and Idaho is part of that Pacific Region. Twice per year, the Region meets for a two day meeting of workshops, speakers, and networking with colleagues from surrounding states. The new NSBA Executive Director, Tom Gentzel, and NSBA President, Ed Massey, were in attendance. They provided a very positive message from NSBA. Todd Wells explained how diverse the members of Pacific Region are geographically, politically, and land size, but that the states share a lot of the same educational issues and positions. NSBA Leadership Conference Report Anne Ritter and Karen Echeverria attended the NSBA Leadership Conference. There was panel discussion discussing tragic events such as hurricanes and school shootings. The number one response was the importance of communication. There was also discussion for the need of coordination of donations of funds and products. There was discussion regarding properties that are destroyed and how the levies for school districts are then gone. There was discussion by the ISBA Executive Board regarding emergency training and who is responsible for tasks during an
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emergency. Board members requested a workshop at convention regarding the trustee’s role during an emergency. Strategic Plan Review Jackie Hopper led the board in a review of the strategic plan. There will be a complete strategic plan review during the next board meeting in April. Ms. Hopper reviewed the ISBA mission and vision with the Board. The current strategic plan goals include: Improve Communication, Alliance Building, and Organization Sustainability/Relationships with Members. Region Reports The Region Chairs provided reports regarding what is occurring in each of their regions. Some of the regions reported topics such as the importance of the labor bills, forging better relationships with districts in the region, meeting with legislators, importance of passing levies, and helping a district in turmoil in a region. Governor’s Task Force Report Ms. Ritter provided the Governor’s Task Force report. There are four ISBA members on the Task Force which has a total of 31 members. The committee members serve on sub-committees which include: Effective Teachers and Leaders, Fiscal Stability, and Structural Change. Task Force members felt like their voices are being heard on local governance issues. They are trying to get the decision making closest to the student. The Task Force reconfirmed that they will not be discussing labor issues.
Charter Schools as Voting Members Karen Echeverria discussed the current status of charter schools in the organization. Recently, charter school members have requested to be voting members of the ISBA. The Board discussed what other states do regarding charter school members. Any change in the ISBA voting would require a Bylaw change at the Convention in November. There was discussion that charter schools have an association with lobbyists. The Charter School Network is currently searching for a new executive director. It was suggested that the Charter School Network make periodic presentations to the ISBA Board in order to open the lines of communication. Charter schools could be given time at some Executive Board meetings to provide a report. Other Reports Karen Echeverria provided an update regarding the ISBA budget. Todd Wells provided a legislative update report on the current status of legislation. Deb Foster provided a report from the Idaho High School Activities Association. Misty Jones provided a report on the 2012 Annual Convention as well as the upcoming 2013 Annual Convention. Jackie Hopper reported on the training department and the new MBA program.
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WHO'S WHO On All of the Committees and Task Forces Want to know Who's Who on all of these committees and task forces? Here is a list of those committees and the members from ISBA serving on them. COMMITTEE
COMMITTEE MEMBER(S)
Boise Metro Chamber Education & Workforce Committee Jessica Harrison Children’s Land Alliance Supporting Schools
Karen Echeverria
Governor’s Education Task Force
Karen Echeverria Wayne Freedman Mary Huff Anne Ritter
Idaho Department of Transportation Bicycle & Pedestrian Advisory Council
Jessica Harrison
Idaho Teacher of the Year Committee
Misty Jones
JKAF ED Sessions
Karen Echeverria Jessica Harrison
Milken Foundation Educator of the Year Committee
Misty Jones
NSBA Organization of State Association Executive Directors
Karen Echeverria
NSBA Pacific Region Past Chair
Dallas Clinger
NSBA Policies and Resolutions Committee
Anne Ritter
Professional Standards Commission
Anne Ritter
SDE Charter School Facilities Committee
Karen Echeverria Anne Ritter
SDE Charter School Oversight Committee
Jessica Harrison Julie Van Orden
SDE Charter School Authorizer and Replication Committee
Margaret Dibble Jessica Harrison
SDE Evaluator’s Task Force
David Andersen Jackie Hopper Mike Vuittonet
SDE Security Task Force
Susan Fletcher
Third Grade Reading Task Force
Jackie Hopper
Zions Bank Advisory Board
Karen Echeverria
Did you know Idaho school districts and boards are represented on various committees both at the state and national levels? The ISBA and its members serve on a multitude of committees representing all of Idaho’s school districts. On topics ranging from evaluations to teacher of the year, third grade reading to NSBA committees, and nearly everything in between, you are represented! Are you interested in hearing what is being discussed at these committees? Do you have questions or would like to provide input for the committee member? We have included the name and email address for those serving on these committees. Please contact them with any questions or comments you may have. Please also thank them for their time and service on these committees – they spend a lot of time serving on behalf of all Idaho districts and schoolchildren. Anne Ritter Dallas Clinger David Andersen Jackie Hopper Jessica Harrison Julie Van Orden Karen Echeverria Margaret Dibble: Mary Huff Mike Vuittonet Misty Jones Susan Fletcher Wayne Freedman
akfr1151@msn.com dallasclinger@hotmail.com dandersen@hesspumice.com jackie@idsba.org jessica@idsba.org jannvo@gmail.com karen@idsba.org mdibble@uidaho.edu mhuff@speedyquick.net qval@cableone.net misty@idsba.org sueflet29@msn.com wffjr@ctcweb.net
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BY BRANDON D. WOOLF State Controller
Photos Courtesy of Idaho Tourism
Cottage sites present opportunity to transform the portfolio of lands that support education
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any Idahoans have taken in the beauty of Priest Lake in northern Idaho and Payette Lake in McCall without knowing that much of the land underneath the cabins on these lakes actually belongs to the State of Idaho, managed to make money for our public schools and other public institutions in Idaho. The thousands of acres of State endowment trust land surrounding these lakes are known as cottage site lots. More than 500 individuals and families lease the lots from the State. The State endowment trust owns the land underneath the cabins, but the dwellings are owned by the lessees as personal property. In many instances, the lots have been leased by the same families for many generations. Public schools already receive a dependable stream of cash from the management of more than 2.4 million acres of State endowment trust land statewide each year, and what’s happening right now with cottage sites should position the state to deliver millions more over a period of time. To start, the management of the cottage sites and all endowment trust lands has the power of the Idaho Constitution behind it.
The lands are managed by the Idaho Department of Lands, which is overseen by the Land Board. The Land Board operates under a constitutional mandate to maximize long-term financial returns to public schools and other trust beneficiaries by providing management directives to the department. It is made up of the Governor, Attorney General, Secretary of State, Superintendent of Public Instruction, and State Controller, the position I’m honored to hold. After years of difficulty in obtaining marketdriven rents on the lots, the Land Board voted in 2010 to divest the state’s interest in many of the lots over time, and reinvest in land assets that produce higher returns not only for public schools, but also for the other trust beneficiaries. In addition to generating revenue to support public schools, the lands benefit the institutions that educate our teachers – the Department of Education at Idaho State University and Lewis-Clark State College – as well as State Hospital South, which provides treatment and nursing care for Idaho’s adults and adolescents with the most serious mental illnesses. Swapping cottage sites for other types of land assets – either through land exchanges or through the sale (by public auction) and reinvesting of the proceeds into different land assets should significantly increase cash returns while bringing more stability, diversification, and security to a trust land portfolio heavily comprised of timberland and rangeland.
Managing cottage sites now brings in 4 percent gross returns for schools and public institutions, but a market savvy divestiture of the cottage sites should enable the department to acquire lands that produce 6-8 percent or higher cash returns. That means more money for public schools while potentially reducing their reliance on tax dollars. In fact, all trust lands and financial assets right now make roughly $66 million per year in revenue and in the long run, through the opportunities presented by the divestiture of cottage sites and reinvestment in lands that earn better returns, the Land Board could possibly double endowment revenues. Every net dollar earned from Idaho’s endowment lands means the institutions they support need one dollar less from tax collections. Collectively, cottage sites represent perhaps the best opportunity for our land managers to achieve this remarkable transformation in the endowment’s land asset portfolio. I personally understand the importance of your work as members of the Idaho School Boards Association, as my father served on the Preston School District board. Members of the Land Board and our State trust land managers appreciate your efforts to give our students the tools and opportunities they need to succeed. With your ongoing support, the Land Board will continue fulfilling our constitutional obligations to the public school students of this State, and endeavor to increase the money earned from our endowment lands to help support our children’s education.
BY GINA HEIDEMAN
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Executive Director, Idaho Meth Project
Idaho Meth Project
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very day, young people are faced with the decision to try meth. And in many cases, they see benefits in using the drug, like weight loss, the ability to study longer hours, or increased energy. The problem is compounded by the influence of friends and family members, who are typically the ones that introduce the drug to teens for the first time. The goal of the Idaho Meth Project is to arm teens and young adults across the State with the facts about methamphetamine so that they can make well-informed decisions when presented with the opportunity to try it. The Idaho Meth Project started in 2008 as a response to the devastating impact methamphetamine has had on the State of Idaho and its families. As one of the most readily available and addictive drugs that exists today, meth is a contributing cause for much of the crime in the State, costs the State of Idaho millions of dollars in treatment and incarceration expenses, and tears families apart. The Idaho Meth Project is a large-scale, statewide nonprofit prevention program aimed at significantly reducing teen meth use through public service messaging, education and community outreach. Using the proven prevention and public awareness program developed by the Meth Project Foundation, Idaho has implemented an integrated program consisting of market research, public service messaging, an interactive website, and a community outreach program that includes over 200 free school and community presentations annually. As a result, Idaho has seen a substantial reduction (50%) in methamphetamine use among Idaho’s most vulnerable population: teens. Crank bugs, rotting teeth, brain damage and paranoia are just a few of the common side effects of meth use, and are portrayed in our graphic, hard-hitting TV, radio, print, online, and
social media campaigns that communicate the risks of meth use. Because of the highly addictive nature of methamphetamine, our prevention campaign centers around the message: Not Even Once. While our media campaign is an integral part of our prevention efforts and serves as an access point to teens, our classroom education takes their knowledge to a deeper level. Idaho Meth Project staff and volunteers conduct hundreds of free school and community presentations each year to help young people understand the devastating effects of meth use. We have amazing volunteers who share the facts about meth and in many cases, their personal stories of addiction in order to illustrate just how dangerous this drug is. These volunteers were cheerleaders, student body presidents, athletes and straight-A students, and they simply didn’t have the facts about meth when they were given the opportunity to try it. In almost every case, they were hooked after just one use, and their lives quickly spiraled out of control. All of our school and community presentations feature interactive, educational content from MethProject.org – a website created to help demystify the information Idaho’s youth
have about meth. The site features over 350 pieces of interactive content – videos, stories, games, and artwork – and enables visitors to post their impressions, knowledge, and experiences with the drug, as well as engage in discussion with their peers. It’s a definitive source of information about the dangers and risks of methamphetamine use. In fact, all of our school presentations utilize the facts and tools available at MethProject.org. continued on next page...
Idaho has seen a substantial reduction (50%) in methamphetamine use among Idaho's most vulnerable population: teens.
More About the Idaho Meth Project As a privately funded 501(c)(3) non-profit, the Idaho Meth Project relies on the support of individuals, businesses, and foundations. With methamphetamine continuing to have a strong presence in our State, we will continue to speak with teens about risks, engage them in teen-led community action, confront them online, and reach them in their classrooms. As long as there are teens in Idaho, there must be an Idaho Meth Project to protect our State’s future citizens and leaders from the devastating effects of meth use. To support the Idaho Meth Project, visit www.Idaho.MethProject.org/donate.
Schedule an In-Service Training To schedule an In-Service training, please contact Cyn Reneau, Development and Education Director, at cyn@idahomethproject.org. 33 / Volume 31 / May 2013
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SLATE ...continued from previous page Improving Education and the Legislature so thatAstogether we can ensure organization every penny with a small nonprofit continues to go to members, Idaho’s teachers and able only three staff we are only educators, not only this but next yearschool to accommodate a year fraction of the andeducation in the future. requests we receive. Therefore, we are working to empower health teachers to In case youour missed my budget presentation utilize available resources to teach their before JFAC, here are the highlights what I help students about meth. Developedofwith the recommended for Fiscal Year FY2014: of school curriculum experts, the Idaho Meth Project has created a Meth Prevention Lesson • which 3%, orprovides $37.9 million, increase General an outline forinhealth teachers forteens publicon schools toFunds educate the consequences of meth use. The Lesson ties directly into Idaho’s Health • Education 1.67% to restore the shift in funding for 12. Standards for grades 7 through teacher salaries Students are expected to understand risk, consequences, peer pressure, and how to • make Raisegood the minimum teacher salary to decisions and healthy choices. This $31,000 fits in well with what is taught in the Meth Prevention Lesson. • 1.5% increase in discretionary funds for local school districts andan public charter While the Lesson is not officially adopted schools part of the health class curriculum, it is posted to the Department of Education’s website as an • available 2% increase in pupil transportation resource and directly contributes to funds the overall standard of learning expected by the State. Additionally, it provides adequate tools • to$10.4 million tooften restore a historic line teachers who find methamphetamine item for classroom technology for The Meth education to be a daunting task. school districts Prevention Lesson is currently being piloted by middle and high school teachers in Idaho and • is$3.7 millionfor tofree funddownload professional available on our website. development as Idaho teachers The Lesson plan currently utilizes the online implement academic standards content at higher MethProject.org, but will soon include a CD version for teachers with limited • or$4.8 million toaccess. continue funding no Internet Idaho Methfor Project staff more math and science teachers will even offer free training to teachers who wish to utilize the lesson in their classroom but • need $7.7additional million tosupport. follow through on thethat wish For teachers operate toState’s followcommitment the lesson onto their own,the it is available statewide instructional management for download at www.Idaho.MethProject.org. system, known as Schoolnet, and provide development About theprofessional Author opportunities Idaho teachers on Project Gina Heidemanfor joined the Idaho Meth to integrate this system in the Manager inhow 2009 as Community Relations classroom and assumed the role of Executive Director in January 2012. She has played an integral • role $10inmillion to begin a two-year the implementation of several of the phase-inkey to restore school facilities Paint and the Project’s initiatives, including maintenance funding State, the Idaho Meth Project Teen Advisory Council, Not Even Once Night, Givin’ Meth the • Boot $250,000 to continue Dual Credit fundraisers and the numerous FreeforFamily Early Completers Program Forums. • Gina $150,000 reconvene thefor Safe Schools has atogreat passion the mission of Task Force that Project will takeand a renewed the Idaho Meth is committed to look at school safety in Idaho ensuring its continued success. 34 / Volume 31 / May 2013
BoAR d TRAi ni ng of QuARTER Board TrainingS of ThE the Quarter
10% OFF Financial Governance: Board Retreat
THE DOLLARS AND SENSE OF SCHOOL FINANCE
- or -
Fiscal responsibility is establishing budgets that are affordable, sustainable, stable, and responsible. It involves setting a budget that is within the means of funding, having a capital projects plan, using resources wisely and communicating the budget and the financial health to the patrons. This workshop will include topics on: BOARD RETREAT is a great opportunity to look at the goals, mission, and vision thebasics schoolofand to learn how to work more effectively as a team. This is a • ofThe financial oversight, accountability, and fiduciary responsibilities, great way to end or kick off the school year. Each retreat is customized to your in including the roles, and responsibilities of key district finance officials board and will include active learning, opportunities for reflection, and time properly safeguarding, using, and accounting for district resources. to plan for better governance in the future. Cost: $225 plus travel • Board members will be able to read and understand the finance reports, and what reports warrant special attention. BOARD EVALUATIONS takes a look at how the board functions, governs, and • manages The importance of the audit andofthe forunderstanding audits, as well the day-to-day working theprocess board. An ofas thecommon role types of fraud, attitudes, and conditions that invite abuse will be explored. of the board member and the board team will be the basis of forming how well the board is doing as a whole. Data from the school, conversations with • The overall goal for the board member upon completion of this training will the superintendent, and activities to help strengthen the team will all be be knowing how to recognize sound financial management and the signs incorporated into this two hour module. Cost: $225 plus travel of a fiscally stressed district as well as the policy and oversight actions that the board can put in place to protect resources.
Board Evaluations
2 hour Workshop: $200 plus trainer’s travel (Savings of over $50!) Special rates can be negotiated if districts would like Use the Idaho Education Network to schedule the workshop the travel and pay no together! travelSplit costs! and get a further reduction on the workshop. Contact Jackie Hopper for details.
Call the ISBA Office to discuss your training needs. Phone: 854-1476 Call the ISBA Office to(208) discuss your training needs. Toll-Free (866) 799-4722 Phone: (208) 854-1476 www.idsba.org Toll-Free: (866) 799-4722 trainers@idsba.org www.idsba.org
Jackie JackieHopper Hopper (208) 880-8662 (208) 880-8662
Jackie@idsba.org
Liz LizKillpack Killpack (208)589-4037 589-4037 (208) Liz@idsba.org
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Call for
Workshop proposals Can the trustees & school district leadership of idaho benefit from your expertise & experience? ISBA invites school districts, educational agencies, and others to submit proposals for workshops to be presented at the ISBA 71st Annual Convention. Convention attendees are seeking information and skills to help them govern and lead more effectively in the ever-changing world of public education. Workshop proposal applications are available at www.idsba.org.
November 6-8, 2013 • Coeur d’Alene Resort Proposal Deadline is August 15, 2013
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we need your award Awards will be presented at the ISBA Annual Convention November 6-8, 2013 Master of Boardsmanship Award The Master of Boardsmanship Award is granted upon completion of an application process that demonstrates both boardmanship basics and effectiveness of the five standards of school board operations; governance, continuous improvement, advocacy, accountability, and community engagement. For more information on this award, visit the ISBA website under the Board Training tab.
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Award Of Merit
Citizenship Award
The ISBA would like to honor Idaho school board trustees who have made outstanding contributions to education excellence and also demonstrate effective educational leadership. Trustees will be awarded with the Award of Merit to commemorate their contributions. If you know a trustee who has gone above and beyond with his or her contributions to their local school district, education within the State of Idaho, and/ or other areas of public education, please nominate them for ISBA’s Award of Merit. One school board trustee per ISBA Region will receive an Award of Merit.
Do you know an individual deserving of recognition for their efforts supporting public education? Each year ISBA recognizes two exceptional individuals from our State whose contributions to education are outstanding. Send your nominations with supporting data to the ISBA Office by October 1, 2013. One award is presented to a certificated educator while the other is presented to a noncertificated individual, such as a volunteer, a community member or classified staff.
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nominations. Legislative Liaison Award
20 Years Of Service Award
Every year school district trustees and superintendents spend a great deal of time advocating local, state, and national leaders in support of public education. This award is given to an individual whose efforts and participation with ISBA during the legislative session should be recognized and applauded. Please submit your nominations for this award.
Part of growth and learning as a school board trustee is the knowledge acquired from those who have previously served. Each year ISBA recognizes those extraordinary individuals who have given selflessly 20 years or more to the students and education system of Idaho. Please take a few moments to inform ISBA about your 20 year+ veteran board member(s).
#1 Do you know an individual deserving of the recognition of any of these awards?
#2 Go to www.idsba.org to download a nomination form. If you have questions, please contact the ISBA office. Toll Free: (866) 799-4722 or (208) 854-1476
#3 Submit nomination form(s) by Oct.1, 2013 Email: misty@idsba.org Fax: (208) 854-1480 PO Box 9797 • Boise, ID • 83707-4797
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ISBA is proud to showcase student performing arts groups during the ISBA 71st Annual Convention. Inviting students to participate helps remind us why over 500 board members volunteer to serve the children of their communities. In years past we have enjoyed a variety of student performances including bands, jazz bands, choirs, orchestras, dancers, and thespians. All groups were extremely well-received by the audience. This tradition will continue at the 71st Annual Convention, November 6-8, at the Coeur d’Alene Resort in Coeur d’Alene, by inviting student groups to perform. Student performance groups will be announced in late September. Please visit the Convention area at www.idsba.org for further information, including the application form.
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Legislative Recap OF THE IDAHO 2013 LEGISLATIVE SESSION The 2013 Legislative Session was a busy one for ISBA staff. There was a lot of legislation printed and heard. The session had many twists and turns, especially the defeat of HB323, the public schools budget bill that was killed on the Senate Floor. Take a look through the education legislation that passed this session to see how it will impact your district. HB65 - FY13 Funding from SCF This legislation brings back the $30.1 million in funding for FY13 that was lost in the repeal of Students Come First. HB72 – Charitable Contributions to School Foundations Under current Idaho Code Section 633029A, voluntary donations to qualified higher education institutions, elementary or secondary institutions and specified 501(c) (3) nonprofit organizations located in Idaho receive an income tax credit for charitable contributions. In order to take advantage of these credits, many eligible entities are required to form separately governed nonprofit foundations that are tax-exempt under Internal Revenue Code 501(c)(3). This amendment would establish a mechanism through the Idaho Community Foundation whereby small organizations would have the option to deposit their funds into a dedicated account. This dedicated account would be established to exclusively support the charitable purpose that would otherwise qualify the donor for the tax credit. HB84 - Clarifies Procedures for Inspection After Building Deemed Unsafe This legislation deals with those school districts that have a building that has been deemed unsafe by the Division of Building Safety but the school district is still unable to get a bond passed. It clarifies several issues. This legislation amends section 33909, Idaho code to specify that all approved
projects remain under the purview of the panel until finalized. These changes will eliminate any jurisdictional conflicts with local agencies by specifying the Division of Building Safety’s responsibility in regards to inspection and issuance of certificates of occupancy. HB163 - Electronic Signatures To provide for the orderly business operations for school districts and public charter schools with regard to setting dates certain for confirmation of personnel employment status at a time so as to allow for the board’s full consideration in setting the school’s annual fiscal budget. To provide for the cost saving and time saving process of allowing for electronic delivery of standard contracts to professional employees while still assuring receipt of the electronic delivery prior to taking negative action for non-response. Contracts returned in email version saves local districts the certified mail cost which is currently $5.75. HB205 – Repealing the Freeze on the Grid for Education Credits This legislation deals with the frozen movement on the State’s funding grid for educator salaries for those educators who earned additional college credits applicable to FY11. SB1184 (2011) previously repealed this freeze. The repeal of SB1184 through Proposition 3 reinstated the freeze. This legislation reinstates the repeal of the freeze, which will allow school districts to
receive full State funding for actual college credits earned by their professional educator employees. HB206 – Facility Funding for Charter Schools This legislation includes the financial components of the recommendations made by a group of stakeholders that met and examined Idaho’s charter school laws from June 2012 through February 2013. The two recommendations with fiscal impact include a new requirement that charter schools pay an authorizer fee to the entity that authorized their charter and oversees their performance. The purpose of this fee is to help defray the authorizer’s cost of providing oversight, and in defraying such costs, to encourage more school districts to act as authorizers for charter schools. The second recommendation with a fiscal impact involves the creation of a State facilities funding stream for charter schools. Currently, charter schools have no discrete, identified source of revenue to pay for their facility costs. School districts pay for facilities through voter authorization of bond and plant facility levies. In addition, school districts have received State subsidies for bond levy repayment costs since FY04. Charter schools, lacking these sources of revenue, must divert State funds intended for employee salaries and operating costs to pay for facilities.
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The State facilities funding created for charter schools by this legislation is pegged to a percentage of the average amount of facility levy funds being raised by school districts, on a per student basis. For FY14, the distribution would be equal 20% this amount. For FY15, this percentage would increase to 30%. After this, the percentage would increase or decrease in 10% increments, based on triggers built around the level of increase or decrease in the public schools appropriation. The percentage is limited to a low of 20% and a high of 50%. HB218 – School Bond Amortization A number of provisions in the Idaho Code governing issuance of school bonds need to be updated, modernized, and made consistent with other provisions of Idaho Code. The legislation eliminates obsolete provisions. It also replaces vague language with objective measures of when a school district’s bond amortization plan requires the approval of the State Superintendent of Public Instruction, and specifically limits bond amortization to no more than 30 years. The legislation eliminates conflicting provisions relating to refunding/refinancing bonds, and makes a technical correction for refunding bonds relating to compliance with the State bond guaranty program under Chapter 53 of Title 33, Idaho Code. HB221 – Charter School Oversight This legislation includes the governance and oversight components of the recommendations made by a group of stakeholders that met and examined Idaho’s charter school laws from June 2012 through February 2013. The major recommendations in this legislation are as follows: 1. Eliminate notices of defect. 2. Require periodic renewals of all public charter schools. 3. Create performance contracts for charter schools. 4. Create a process that allows schooldistrict authorized charter schools to become LEAs. 5. Allow the State Department of Education to reduce the front-loading of charter school funding if notified by the school’s authorizer that the school is fiscally unsound. 40 / Volume 31 / May 2013
6. Provide for procedures upon dissolution of a charter school. 7. Allow additional authorizers (Colleges & Universities). 8. Reform the qualifications and appointing authorities for members of the Public Charter School Commission, to better align Idaho law with best practices. HB224 – Contract Transition This legislation clarifies that the employments contracts signed by educators for the 2012-2013 school year will continue to be governed by the laws that existed at the time the contracts were entered into. While the State’s legal guidance to school districts has been that this is already the case, this legislation provides greater certainty, and in doing so, seeks to prevent unnecessary lawsuits. HB225 – Flooring Protection Clarification This legislation clarifies which version of Section 33-1003, Idaho Code is current law. After the repeal of SB1108 (2011) through Proposition 1, the Attorney General’s Office has written that the version established separately and more recently by HB603 (2012) takes precedence over the 2010 version of the statute. The published version of Idaho Code, however, does not recognize the changes brought about by HB603 in 2012, and show Section 33-1003 reverting to its 2010 version after the repeal of SB 1108. This legislation clarifies that it is the version passed in HB603 by the 2012 Legislature that is the current version of Section 33-1003. HB603 (2012) established a self-funded, 97% ADA funding protection for Idaho school districts, starting in FY13. This replaced the 97% state funded ADA funding protection that was put in place for one year only for FY12. HB226 – Alternative School Funding This legislation provides a way to calculate support units for the Idaho Youth Challenge program. Under the state’s current laws and rules, the State Department of Education would be unable to recognize all of the students who attend the program, due to its accelerated, cohort-based approach to education.
HB259 - Unpaid Leave To provide for the orderly operation of district business in association with the financial limitations public schools face, to set out the requirements for voluntary and involuntary leaves of absence, including leave without pay under certain circumstances. HB261 - Reduction in Force and Seniority To provide for orderly business operations for public school districts and public charter schools when faced with the need to reduce professional personnel and allowing for such to be done without incurring additional costs and expenses when already strained financial resources of a public school have resulted in the need to engage in a staffing reduction. To provide that when considering a reduction in professional personnel, seniority cannot be the only factor used. To provide that a school district may set out policy for the equitable recall of those individuals who were subject to the reduction in force in an effort to collect good data on the effectiveness of the use of other criteria in addition to seniority when implementing a reduction in force, a one year sunset clause is included. HB275 – Use it or Lose It This legislation allows Public Schools use it or lose it flexibility in staffing certificated positions. A district may employ nine and one-half percent (9.5%) fewer positions without a reduction in the number of funded positions being imposed. HB295 – Calculation of Education Support Units This legislation restores the ability of the State Department of Education to calculate support units to the nearest hundredth, rather than the nearest tenth. This ability was lost through the repeal of SB1184 and related laws through Proposition 3, which caused a reversion to Idaho’s 2010 version of Section 33-1002. Calculating to the nearest hundredth allows funding to more accurately follow each student. HB315 – Business Personal Property Tax This bill relates to the business personal property tax. The legislation proposes three changes to the exemption granted under section 63-602KK, Idaho Code. 1. The proposal creates a new $3,000 exemption on a de minimis item of
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tangible personal property that is purchased on or after January 1, 2013 and has a purchase price of $3,000 or less. An item falling under this category will not be placed on the personal property tax rolls and will not be tracked for personal property tax purposes. A definition for “acquisition costs” and an “item of taxable personal property” are also included. 2. The proposal triggers the $100,000 exemption on business personal property in Section 63-602KK, Idaho Code, on January 1, 2013. In addition, the exemption will be expanded to include operating property. The replacement amount will be based on the 2013 personal property tax certification provided by the county clerk to the State Tax Commission. The replacement amount is estimated to be $20 million. The amount of the exemption will be fixed in time and annually distributed to taxing districts each year thereafter. Replacement funding will come annually from the State general fund through the sales tax revenue distribution formula provided for in Section 63-3638, Idaho Code. 3. The proposal creates a uniform application process to be prescribed by the State Tax Commission intended to simplify reporting. The county
assessor will be required to mail or email, at the request of the taxpayer, the annual application to all taxpayers and include the prior year application. In lieu of submitting an annual affidavit, taxpayers with taxable personal property values less than $100,000 will only be required to file an application once every five years provided that certain conditions are met. FISCAL NOTE: Replacement funding to local governments is expected to be $20 million annually. The replacement funding will be paid for annual out of the sales tax distribution formula and will remove $20 million annually from the State general fund. There is no fiscal impact on local governments. HB317 – Evaluations This legislation clarifies that all certificated employees must receive at least one written performance evaluation each year; and, in the case of instructional staff, the evaluation must include at least two documented observations. HB318 – Correction a Code Citation This legislation corrects a cross-reference that has changed as a result of the repeal of SB 1184 through Proposition 3 in regard to curricular materials.
HB319 – Maintenance Match This legislation provides more flexibility to school districts in coping with limited budgets, by providing two-thirds relief in FY14 from the requirement that school districts allocate a certain amount of funding for school building maintenance, under certain circumstances. This relief was provided in full for the FY10-FY13 period, under the same circumstances. This legislation is consistent with the first year of a three-year, phased-in reinstatement of the maintenance match requirement approved in the FY14 Public Schools appropriation bill. HCR003 – Cursive Writing This is a concurrent resolution, not a statutory change. This concurrent resolution requests that the State Board of Education commence rulemaking to provide that cursive handwriting be taught in the public schools of the State of Idaho. SB1028 – Mastery Advancement Program This bill would end the pilot phase for the Mastery Advancement Program, removing language limiting the availability to school districts and the duration of the program. SB1040aa – Managing Salaries and Contract Lengths To provide for the orderly operation of district business in association with the financial limitations public schools face, allowing for
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approach to budgeting for public school pupil transportation costs and discretionary funds, which has been in place for FY11, FY12, and FY13. Under this approach, intent language was included in the appropriation bill which set aside the provisions of Section 33-1006, Idaho Code, reduced pupil transportation reimbursements by $7.5 million, and transferred the savings to state discretionary funds for public schools. This legislation eliminates the need to continue setting aside Idaho Code through intent language by moving that language into Idaho Code.
agreements, the fact-finding process, and expensive advisory process, is neither costeffective nor timely. In an effort to collect good data on the effectiveness of one-year agreements, a one year sunset clause is included.
SB1097a – Educating Out of State Students This legislation will prevent Idaho school districts from having to use Idaho taxpayer funds to educate out-of-state students who are placed in Idaho group homes.
SB1150 - De Novo Hearings To limit the impact of costly litigation of employment disputes based upon State statutory claims while retaining due process rights and a teacher’s right to sue for federal and other such applicable claims.
SB1098 - Open Negotiations To provide for a negotiations process that is open to the public. 1. All negotiations pursuant to this act shall be in open session and shall be open and available for the public to attend. 2. All documentation exchanged between the parties during negotiations, including all offers, counteroffers, and meeting minutes shall be subject to public writing disclosure laws. 3. The district shall post notice of all negotiation sessions at the earliest possible time practicable by posting notice of the negotiation session on the front page of its district website. 4. If time permits, the district shall also post notice within twenty-four (24) hours at its regular meeting physical posting locations.
SB1199 – Differential Pay and Technology Pilot Projects for FY14 This bill provides for two programs that will sunset at the conclusion of FY14. The first program provides for the distribution of monies to school districts requesting grant funds for local excellence in achievement awards as well as allowing for a portion of such funds to be expended on professional development. The second program provides that funding will be made available to public schools for competitive grants for technology pilot projects.
SB1147 - One Year Agreement/Evergreen To provide for a one year duration of all agreements with regard to salaries, benefits, and any items with a direct or indirect cost to the school district’s budget, and to allow for a two year duration of all agreements with regard to other items between a public school district or pubic charter school and the professional personnel of the district, consistent with the timing of and duration of the fiscal year of the school. Given the timing and duration of such
SB1149 - 50% + 1 and Majority Ratification To provide for a negotiations process whereby there is assurance of majority representation, if requested by the local school board; and to provide for majority ratification, confirming good faith activities by both parties.
SB1200 – K12 Public Education Budget This is the fiscal year 2014 appropriation for the Public Schools Educational Support program in the amount of $1,598,156,500. This appropriation includes a 2.2% increase in General Funds and a 2.0% increase in overall funds. This appropriation also provides growth at 33 additional support units above the Base; unfreezes the two remaining years on salary grid; increases the minimum teacher salary from $30,500 to $31,000; increases discretionary funds by 1.5% up to $20,000 per support unit; provides $21,000,000 in achievement awards and professional development; provides $10,400,000 for classroom technology and wireless technology; and provides $3,000,000 for technology pilot projects; returns $6,517,500 to facilities maintenance; and provides for other statutory and nonstatutory distributions.
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Nearly 200 school board members, superintendents, clerks, business managers, and others gathered for the annual ISBA Day on the Hill on February 11-12 in Boise to meet with legislators and learn about education legislation this session.
“Day on the Hill” is designed for attendees to review pending legislation regarding education and discuss priorities with local legislators. The event began with an interactive workshop on Building Relationships with Legislators presented by ISBA board trainers, Jackie Hopper and Liz Killpack. Following the workshop, attendees went to the Capitol building to attend a Listening Hearing of the Joint Senate Education and House Education Committees. There, committee members heard from a variety of constituents who expressed their concerns related to education issues. Tuesday morning, attendees networked at a breakfast and then arrived at the Capitol to attend the House Education Committee meeting.
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FEBRUARY 11-12, 2013 Following the committee meeting, attendees were able to meet with their local legislators to discuss legislative issues important to their communities. Day on the Hill concluded with the Legislative Luncheon. This was a great opportunity for board members and other attendees to have one-on-one time with their legislators for further discussion on education issues. “Day on the Hill is an important opportunity for board members to interact with other elected officials, share with them the needs of our students and employees, and work with them to accomplish our shared goal of improved student achievement for all students. I encourage all board members to continue these conversations to address our common concerns” said ISBA President, Anne Ritter. ISBA’s 2013 legislative priorities include: IDLA funding support, collective bargaining, charter school oversight, supplemental levies, and more. To view the ISBA’s 2013 resolutions and the weekly update of legislation brought via the Capitol Notes, visit the ISBA website at www.idsba.org. For photos of the Day on the Hill event, please visit the ISBA Facebook page at www/facebook.com/ IdahoSchoolBoardsAssociation
“Day on the Hill is an important opportunity for board members to interact with other elected officials, share with them the needs of our students and employees, and work with them to accomplish our shared goal of improved student achievement for all students.”
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Deb Foster (South Lemhi SD) testifies at the Joint House & Senate Education Committees Meeting Legislative Lunch at the Grove Hotel. Attendees were able to discuss local issues with their legislators. Senator Thayn speaking with attendees
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Todd Wells (Castleford SD) testifies at the Joint House & Senate Education Committees Meeting Board Members, Superintendents, Clerks, and others attended the Joint Committee Meeting Members of the Jefferson SD team discuss legislation, left to right: Trustee Leon Clark, Superintendent Dr. Ron Tolman, and Trustee Dr. Larry Stephens
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Our Valued ISBA Business Partners 0 ISBA’s Business Partners offer a variety of services and products that can assist Idaho’s public schools in cutting expenditures and finding cost-effective options.
DIAMOND BUSINESS PARTNERS
BRONZE BUSINESS PARTNERS
0 IDAHO DAIRY COUNCIL A non-profit nutrition education organization providing science based materials to health care providers, schools, and consumers throughout the State of Idaho.
0 SEATTLE-NORTHWEST SECURITIES CORPORATION SNW is an investment bank and broker-dealer specializing in taxexempt bond underwriting and sales. SNW provides financing solutions custom tailored to their clients’ capital financial needs. With a Boise-based office, no other firm can match their experience and knowledge related to the political, economic, and financial issues impacting Idaho school district bond financing.
Crystal Wilson (208) 327-7050 cjwilson@idahodairycouncil.org | www.idahodairycouncil.org 0 MORETON & COMPANY Moreton & Company provides property and liability insurance as well as risk management services to member districts through the ISBA endorsed insurance plan. Most recently, Moreton & Company launched a group auto and homeowner insurance program that is available to district employees as well as school board trustees. Allan Ranstrom (208) 321-9300 allan@moreton.com | www.moreton.com 0 zIONS BANK A leader in financing school district projects at the lowest overall cost. Since 1994 Zions has assisted Idaho districts in financing over 60 projects totaling over $200 million. Cameron Arial (208) 344-9522 cameron.arial@zionsbank.com | www.zionsbank.com 0 HUTCHISON SMITH ARCHITECTS Hutchison Smith Architects is a full service architectural firm that has been providing responsive, creative, value-driven building solutions for more than 15 years. HSA specializes in educational facility design having worked with over 20 school districts and completed over 900 successful education projects. We will assist you on a wide array of project types, from bond passage for new buildings and remodels to systems upgrades, historic renovations, and repair and maintenance work. Each project, no matter how large or small, is important to us. We offer you the commitment to give each project the attention that you expect and deserve.
Eric Heringer (208) 344-8577 eheringer@snwsc.com | www.seattlenorthwest.com
SILVER BUSINESS PARTNERS 0 HUMMEL ARCHITECTS PLLC Established in Boise in 1896, Hummel Architects PLLC is a general practice architectural firm whose history touches nearly every Idaho community. Over the decades Hummel has built a solid reputation on the design of educational, institutional, civic, industrial, governmental, retail, office, and corporate structures. Aubry Briggs (208) 343-7523 abriggs@hummelarch.com | www.hummelarch.com
ISBA
DIAMOND BUS INE S S PART NE R
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SILVER
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Angelia Healy (208) 338-1212 ahealy@hsaarchitects.com | www.hsaarchitects.com
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Our Valued ISBA Business Affiliates 0 ISBA’s Business Affiliates offer a variety of services and products that can assist Idaho’s public schools in cutting costs and finding cost-effective options. 0 BOARDDOCS EgovERNANcE soLutioNs
0 BUYBOARD
isbA iNsuRANcE pRogRAM Allan Ranstrom allan@moreton.com (800) 341-6789
Michael E. Hanahan mhanahan@boarddocs.com (800) 407-0141
Jackie Hopper jackie@idsba.org (866) 799-4722
0 MORETON & COMPANY
oNLiNE puRcHAsiNg coopERAtivE
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0 APPLITRACK (BY GENERAL ASP)
cHEck REcovERy sERvicE
AppLicANt tRAckiNg & REcRuitiNg softWARE
Projection Statistics to 2020
Rodger Regele rodger.wa@comcast.net (888) 726-0015
softWARE foR oRgANiziNg MEEtiNg MAtERiAL
Mike Elder Dr. Fred Schroeder mike.elder@boardbook.org fred@generalasp.com In budgeting one of the representing an 8 percent (888) 587-2665 Ext. 6413challenges we face is to look(866) 667-1277 increase since fall 1995.
at enrollment trends and Between fall 2008, the try to predict the number of last year of actual public students that will be enrolled school data, and fall 2020, in the coming year. Here is a further increase of 5 an interesting look at the percent is expected, with national trend of enrollment. increases projected in public 0 USBA FLEx projection is done854-1480 by the schools and decreases in 0 Phone: (208) 854-1476 This0 Fax: (208) misty@idsba.org 0 Email: National Center for Education private schools. Increases EMpLoyEE fLExibLE www.idsba.org 0 Web: 0 Toll-Free: (866) 799-4722Statistics and is meant in public school enrollment spENDiNg pRoviDER for discussion purposes are how expected for assist Blacks, your school Contact these Business Partners or Affiliates to find out they can Paula Summers EachISBA individual school Hispanics, Asians/Pacific district. Contact Misty Jonesonly. at the Office for more information. psummers@usba.cc district needs to look at the Islanders, and American trends within their own Indians/Alaska Natives, (801) 878-0671 community to assist in the and a decrease is expected budgeting process. for Whites. Increases in Source public school enrollment are Total public and private expected in the Midwest, Information Courtesy of: elementary and secondary South, and West, and a National Center for Education Statistics, U.S. Department of Education. school enrollment was decrease is expected in the http://nces.ed.gov/programs/projections/projections2020/sec1a.asp 55 million in fall 2008, Northeast.
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IDAHO SCHOOL BOARDS ASSOCIATION P.O. BOX 9797 • BOISE, ID 83707-4797 PH: (208) 854-1476 • FAX: (208) 854-1480
Leading for Tomorrow:
The 21 Century Board st
November 6-8, 2013 • Coeur d’Alene Resort
RESERVATIONS: (800) 688-5253, ask for ISBA Room Block • ROOM RATE: $99 to $175 per night, plus tax ROOM RESERVATION DEADLINE: October 4, 2013 • FOR MORE INFO: visit www.idsba.org
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