A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION
VOL.30 • NO.4 • OCTOBER.2012 IN THIS ISSUE: PUBLIC SCHOOLS BUDGET COULD INCREASE / 7 PROPS 1, 2, & 3: TWO POINTS OF VIEW / PGS 21-23 ISBA ANNUAL CONVENTION / PGS 24-31 CYBERBULLYING, SEXTING, & PREDATORS / 38
Transitioning from the One-Room Little Red School House to One-Room Learning | P.18
ISBA
DIAMOND BUSINESS PARTNER
VOL.30 • NO.4 • OCTOBER.2012
IN EVERY ISSUE
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FROM THE DIRECTOR’S CHAIR
Region Officers and the Annual Convention
PRESIDENT’S MESSAGE
Thank You
PUBLIC INSTRUCTION
FEATURES
Public Schools Budget Could Increase 5% Next Year
9 STATISTIC OF THE MONTH 10 FROM THE STATE BOARD OF EDUCATION 10 ASK ISBA 11 DISTINGUISHED STUDENT OF THE MONTH 12 SAFETY NOTES 14 POLICY UPDATE NEWS: High School Dropout Statistics
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How to Manage a Sucessful Bond Campaign for Building or Expanding Facilities
Using Data to Drive Decisions
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Public Schools: Transitioning from the One-Room Little Red School House to One-Room Learning
Transferring Sick Leave Days
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A Unique Find While Researching the History of the ISBA
Steven Price
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Why Props 1, 2, & 3 are Bad for Idaho’s Students and Teachers
Distracted Driving
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Students Come First: After Year One
Appointing a Policy Liasion
ISBA ANNUAL CONVENTION
PRO
REFERENDUM
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24 Keynote Speakers
ANTI
REFERENDUM
the riverside hotel
25 Sponsors & Scholarship Auction
november 14-16
26 Agenda At-A-Glance 27 Early Bird Workshops 28 Workshops 29 How to Make the Most of Your Convention Experience 31 Registration Rates & Room Reservations
32 33 36
Advocacy Tips for School Board Members
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Cyberbullying, Sexting, & Predators, Oh My!
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ProtecTeens Video: A Resource for Bullying Prevention
Ed Massey on His Role as President of NSBA From Calculus to Cal Poly
SLATE • OCTOBER 2012
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SLATE Contributors In Every Issue: Karen Echeverria • ISBA Executive Director Dallas Clinger • ISBA President Tom Luna • Superintendent of Public Instruction Ken Edmunds • President, State Board of Education Allan Ranstrom and Pat Pinkham • Moreton & Company
Executive Committee Board Officers & Executive Director
Editorial Office
Regional Representatives
Executive Board Regional Representatives, Board Officers & Executive Director
Executive Board Officers President President-Elect Vice President
Dallas Clinger, American Falls Jt. School District Anne Ritter, Meridian Jt. School District Todd Wells, Castleford Jt. School District
Imm. Past President Brian Duncan, Minidoka Jt. School District
Region I Reps
Melanie Staples, Boundary Co. School District Vacant
Region II Reps
Dawn Fazio, Moscow School District John Menter, Troy School District
Region III Reps
Lori Bennett, Bruneau-Grand View Jt. School District Juan (Mike) Vuittonet, Meridian Jt. School District
SLATE Subscription
Region IV Reps
Lucinda Rogers, Gooding Jt. School District Glenn Eastman, Castleford Jt. School District
Subscription to the SLATE, published four times per year, is by membership to the Idaho School Boards Association. The material contained herein is for informational purposes only and may be quite divergent in point of view and/or controversial in nature. It is the belief of the Association that the democratic process functions best through discussions which challenge and stimulate thinking on the part of the reader. Therefore, this material does not necessarily reflect the opinion of the Association or its members.
Region V Reps
David Andersen, Oneida Co. School District Julie Van Orden, Snake River School District
Region VI Reps
Nancy Arnold, Teton Co. School District Lisa Burtenshaw, Idaho Falls School District
Region VII Reps
Deb Foster, South Lemhi School District Shannon Johnson, Salmon School District
Region VIII Reps
Barbara Dixon, Meadows Valley School District Marg Chipman, Weiser School District
ISBA Mission Statement SLATE • OCTOBER 2012
Idaho School Boards Association
Featured Contributors: Don Hutchison • Hutchison Smith Architects Maria Greeley • Vote NO Props 1,2,3 Wendy Horman • Co-Chair, Yes! For Idaho Education Jessica Harrison • ISBA Policy & Gov. Affairs Coordinator Kristin Magruder • Idaho Education Network Nancy Willard • M.S., J.D. Lawrence Wasden • Attorney General
P.O. Box 9797 Boise, ID 83707-4797 222 N. 13th Street Boise, ID 83702 Phone: (208) 854-1476 • Toll-Free: (866) 799-4722 Fax: (208) 854-1480 Online: www.idsba.org
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Idaho has many historic schoolhouses, including the two pictured above. Can you name these schools or their locations? More pictures on page 18. Stumped? Answers are on pg. 20.
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.
Like us on Facebook: facebook.com/ IdahoSchoolBoardsAssociation
ISBA Staff Executive Director Associate Executive Director Policy & Government Affairs Coor. Office & Finance Coor. Training Director Board Trainer Research & Web Coor. Follow us on Twitter: twitter.com/ IDSchoolBoardsA
Karen Echeverria Misty Jones Jessica Harrison Kristi Toolson Jackie Hopper Liz Killpack April Hoy
October is National Bullying Prevention Month
Visit us online for member services, board development, and much more: www.idsba.org
BY KAREN ECHEVERRIA
FROM THE DIRECTOR’S CHAIR
Executive Director
Region Officers AND THE ANNUAL CONVENTION 00 Convention Time I can hardly believe that it is that time of year again. The older I get, the faster time seems to fly. The Convention this year will mark my five year anniversary with the ISBA. I can vividly remember that first convention and wondering what on earth I had gotten myself into! That first Business Session was an eye opener. I think we have definitely improved the process and I am so glad to see Board Members debating the resolutions rather than deferring their time to their superintendents. The one thing that has not changed is that the Convention is still one of the best tools around for school board members to increase their knowledge and to spend some one-on-one time with other school board members who are experiencing the same issues and problems. The comments we get every year lead me to believe that many of you feel the same way. So, if you have not already done so, I would encourage you to register for this year’s convention. I think we have a great lineup of keynote speakers and breakout sessions. I know you will come away better informed and more excited than ever to do the job you have been elected to do. See you soon, Karen
karen@idsba.org
3 WAYS to Register Registration forms at www.idsba.org
Email your registration form along with a purchase order to kristi@idsba.org
Mail Send the completed form and payment to: Idaho School Boards Association PO Box 9797 Boise, ID 83707-4797
Fax Registration may be faxed to (208) 854-1480
Convention details such as keynote speakers, agenda, and workshops are in the invitation received in the mail or at www.idsba.org, under the Convention tab.
SLATE • OCTOBER 2012
00 Region Officers In my reports to you this past year, I took time to provide an overview of the ISBA Board of Directors and their responsibilities at both a state and national level. I hope that information has helped to clarify the magnitude and importance of the work they do. I also hope that it has encouraged you to be more active at the state level. I completely understand the amount of work you do at a local level with the governance of your local district. However, it is people just like you who have agreed to step up to the plate and run for an office at the state level as well. Regions elect officers in the even numbered regions in the even numbered years and odd numbered regions in the odd numbered years. Therefore, this year, we will be electing Vice Chairs in Regions 2, 4, 6, and 8. In addition, we have new Vice Chairs in Regions 1 and 7 because of resignations from local school boards. According to the ISBA Bylaws, those positions are filled by appointment. One of the requirements we have for board members is that either the Chair or Vice Chair needs to be from a large district and the other member needs to be from a small district. The determination of large and small districts is outlined in your local Region Bylaws and varies by size based on the Region. This year, Region 2 will need a member from a large district; Region 4 will need a member from a large district, Region 6 will need a member from a small district, and Region 8 will need a member from a small district. I hope you will consider running for one of these offices. If you are interested, please contact me or one of your Region officers and let them know. If you need more information about the responsibilities and duties, we can certainly provide that to you.
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BY DALLAS CLINGER
PRESIDENT’S MESSAGE
ISBA President
Thank You
SLATE • OCTOBER 2012
This will be my last SLATE article as the President of the ISBA. It has been a wonderful experience to serve the members of this Association over the past several years and I feel blessed to have made new friends and gained new experiences. In the past 20 years I have known many of the presidents of this Association and I have come to be friends with many of them. They each have made a great contribution to the ISBA and helped to build it into the organization it is today. They truly have left a great legacy. I am also thankful for my association with the executive boards that I have worked with, both past and present. We are represented by large districts and very small districts, from the east to the west and the north to the south. Many hours have been dedicated in searching for answers to difficult situations. Our executive board has worked hard to represent the interests of all districts and all students. As they have gathered around the board table, I have seen these dedicated board members strive to clearly look at issues and look at how the issues affect the students across the State, not just how they will affect their own districts. They have given of their time and talents in service to our organization. We have laughed, we have cried, and we have cussed and discussed many issues dealing with the education of the children of Idaho. There have been many decisions we have made over the years
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that have been hard ones, but I believe the best decisions have been made according to the information that we had at the time those decisions were made. I thank the executive board members for their service over the years. Our Executive Director and ISBA staff are phenomenal! As I have traveled to the meetings of the National School Boards Association and seen the way other states are organized and how they function, we do more with less than any other state in the Union. Karen and our staff are also well respected and recognized by our state lawmakers as knowledgeable on education issues. We are well represented at the National level. I have had the honor to serve as chairperson of the Pacific Region of the NSBA for the past year. Karen serves as the Secretary/Treasurer of the Pacific Region and Anne is the Pacific Region’s Representative on the Policies and Resolutions Committee of the NSBA. It has been a great experience to be involved with the other states in the Pacific Region and with all the states in the U.S.A. We have had the opportunity to bring Idaho and the Pacific Region issues to the forefront. It is interesting to see that many of the issues we face as rural districts here in Idaho are similar to other states in the west. As we unitedly face these issues, we will be in a better position to find good resolutions.
Dallas Clinger pictured with Brian Duncan (far left) and Wayne Freedman (center)
More and more we are seen as the education “go to” organization here in Idaho. We are elected in our local communities to govern the school districts and we do so without remuneration or any other personal benefit. We need to continue to work hard to develop trust and respect with our legislators to maintain and improve communications to bring better education to Idaho’s children. The thing that makes the ISBA such a wonderful Association is the individual members. I love getting to know new trustees and learning of the great things that are happening in their school districts. I also love seeing the trustees who have become good friends over the years and hearing of their successes. Great things are happening in Idaho because of good people who take time away from their jobs and families to serve in their communities on their local school boards. I must also thank my district’s administration and the trustees from my local board who I have served with. My board experience has been marvelous and wonderful. I am thankful for my association with such fine people. Now, I want to encourage us all to take advantage of the services that are available to us as members of ISBA. These services are designed to help us improve our local districts and to train us as board member so we can better serve our communities and our children. Please utilize these opportunities to the fullest extent. I look forward to seeing you at the ISBA Convention in November.
My board experience has been marvelous and wonderful. I am thankful for my association with such fine people.
BY TOM LUNA Superintendent of Public Instruction
Public Schools Budget Could Increase 5% Next Year Every September – just two months into the new fiscal year – the Idaho State Department of Education must develop and submit a budget request for the next fiscal year. It’s not easy to predict what next year will bring, but it should be an exciting year!
For FY2014, I have requested a 5.1 percent increase in State funding for Idaho’s public schools. Nearly 90 percent of the new funding requested in this budget will go toward increasing compensation and benefits for the employees who are working hard in schools across the State every day. I believe it will provide Idaho educators with the resources they need to continue improving education for every child across Idaho. Here are the highlights of the budget request for Idaho’s public schools next fiscal year: • Continues to fully fund all components of Students Come First. • $14.8 million: Increase base salaries for Idaho teachers, administrators and classified staff by 1.67 percent, offsetting an FY2012 shift in salary-based apportionment under Idaho Code. • $6.2 million: Restore one year of experience that is currently frozen on the grid for Idaho teachers. • $22.6 million: Increase funding for statewide pay-for-performance to $61 million. This increase includes new funding to financially reward Idaho teachers for taking on leadership duties and working in hard-to-fill positions. It also includes funding to ensure school-based classified staff, such as paraprofessionals, and certified staff
at the district level can participate in student achievement bonuses in the future. • $8.4 million: Increase to deploy 1:1 laptop devices to high school students in the first one-third of high schools selected statewide. High school teachers and principals statewide will receive 1:1 devices this fall. • $1 million: Increase the line item dedicated to district IT staff support at the local level. • $1.1 million: Increase the line item dedicated to Remediation, Math Initiative and the Reading Initiative to assist local school districts in implementing the new Common Core State Standards in mathematics and English language arts and the State’s new accountability system, known as the Five-Star Rating System. continued on next page...
The budget request for FY2014 would continue to fully fund all components of Students Come First.
SLATE • OCTOBER 2012
PUBLIC INSTRUCTION
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...continued from previous page This budget request reflects the recommendations I received from representatives of the Idaho School Boards Association, Idaho Association of School Administrators, Idaho Education Association, Idaho Association of School Business Officials, and other stakeholder groups. We met in August to discuss the budget request for FY2014 and share ideas for what each stakeholder group would like to see included. This budget request is great news! It builds on the progress we have made since 2011 to change Idaho’s education system to focus our State resources on creating 21st century classrooms in which all students have access to highly effective teachers and the best educational opportunities, no matter where they live. It continues to fully fund $9 million a year in classroom technology for all K-12 classrooms in your school district. Districts have considerable flexibility over how this funding is spent and we’ve seen great innovations across the State as a result. In Highland School District in Craigmont, they are moving toward a 1:1 ratio with iPads in all grades. Right now, all their teachers, paraprofessionals, and district office staff have devices and are using them to engage student and raise academic achievement. The Twin Falls School District has been a pioneer in implementing blended learning in all grade levels across its district. It used the classroom technology
This FY2014 budget request will now go to the Governor’s office for consideration. The Governor will present his budget request to the Idaho Legislature in January. The Legislature will set the budget for fiscal year 2014 early next year.
funds to support blended learning classrooms, which are becoming popular among students! The budget also continues to fully fund $4 million a year in professional development (PD). This is the first time the State has ever dedicated such significant funding to additional training for classroom teachers. Districts across the State received grants to implement professional development at the local level. The State also is providing meaningful professional development opportunities both through face-to-face workshops and web-based PD that is available anytime, anywhere. We are in the second year of the Dual Credit for Early Completers program. Through this program, students can complete their State high school graduation requirements – with the exception of the senior project and senior math – early and then take up to 36 dual credits paid for by the State! The first student to take advantage of this program graduated from Lakeside High School in Plummer-Worley last year and is now a junior at the University of
Idaho! He took credits through the GEAR UP program and more than 20 credits through Dual Credit for Early Completers. I know there are students in every high school capable of this advanced work. This current year, the average teacher in Idaho is estimated to receive a $2,000 increase in total compensation. I only hope this will increase further in FY2014 for teachers and other school employees. These are just some of the great things we have been able to accomplish this current year and I know we will continue this progress into the next. This FY2014 budget request will now go to the Governor’s office for consideration. The Governor will present his budget request to the Idaho Legislature in January. The Legislature will set the budget for fiscal year 2014 early next year.
AGENDA MON FEB 11
2:30pm Senate Education Committee Meeting 5:00pm Legislative Workshop
TUE FEB 12
8:30am House Education Committee Meeting 12:00pm Luncheon with Legislators
SLATE • OCTOBER 2012
ACCOMMODATIONS
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Grove Hotel - $77 room rate Reservations: (888) 961-5000, ask for ISBA Room Block Hotel Room Block Deadline is January 11, 2013
FOR MORE INFO ISBA: (208) 854-1476 or (866) 799-ISBA or email Misty@idsba.org
ISBA Day on the Hill
2013
February 11-12
Meet with state legislators to discuss legislative issues impacting your district.
STATISTIC OF THE MONTH
HIGH SCHOOL DROPOUT STATISTICS A high school dropout is a person who was enrolled in school at some time during the previous school year, but was not enrolled at the beginning of the current year. In addition, he or she has not graduated from high school or completed a state- or district-approved educational program. Finally, he or she has not transferred to another school and is not absent due to suspension, illness, or death.
2.7%
2.6%
2006-2007
2007-2008
1.6%
2008-2009
Do school districts in your county have high or low high school dropout rates? Are high school dropout rates in your county increasing or decreasing over time?
County types: County policy type codes Is your county classified as a “low education” county?
LOOK AT OTHER INDICATORS
Education: Educational attainment Does your county have high or low levels of educational attainment?
IDAHO HIGH SCHOOL DROPOUT RATE 2.0%
2005-2006
ASK Q: QUESTIONS Q:
Income and poverty: Reduced price school lunch If your county has districts with high dropout rates, do those same districts also have high student poverty rates?
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Look at the county rankings for your state to see how your county compares to others.
DIG
DEEPER
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If your district is missing high school dropout data, contact your local school district or go to your state’s Department of Education website to find the rate for your district.
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The U.S. Department of Education’s National Center for Education Statistics provides high school dropout rates at the county level. See http://nces.ed.gov/ccd/ bat/.
Indicators Northwest Retrieved From http://www.indicatorsnorthwest.org/DrawRegion.aspx?RegionID=16000&IndicatorID=22 Source: 2005-2006 to 2008-2009: National Center for Educational Statistics (NCES), Common Core of Data, Build a Table, (http://nces.ed.gov/ccd/bat/index.asp); DATE LAST UPDATED: September 26, 2011.
Partnerships Rock! We have all heard of the expression it takes a village to raise a child, and in Potlatch, Idaho the village is an incredible SchoolChurch partnership. Families of Potlatch Elementary School students didn’t have to purchase school supplies for their children this fall, thanks to donations from a pair of local churches. Real Life Ministries of the Palouse, based in Moscow, donated all required elementary school supplies, and the Princeton Church of the Nazarene donated all elementary school backpacks for the 2012-13 school year.
A SPECIAL THANKS to these two church groups for their kind and generous donations to the Potlatch Elementary School students.
SLATE • OCTOBER 2012
SCHOOLS IN THE NEWS
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FROM THE STATE BOARD OF EDUCATION
BY KEN EDMUNDS President, State Board of Education
Using Data to Drive Decisions Good decision-making requires access to accurate information. Idaho took a big step forward in our ability to provide decision makers with data on student progress when the State Department of Education deployed the Idaho System for Educational Excellence (ISEE), the K-12 statewide longitudinal data system (SLDS). In 2010, the State Board of Education approved the State funded project to develop the postsecondary SLDS forming the P-20 system. But, there is more work to be done. In June, Idaho received a three year, $3.1 million grant to support the development of the next piece of the SLDS linking postsecondary and workforce data with Idaho’s P-20 system. This project will complete a data continuum that can track students from kindergarten through college and into the workforce. This will provide enhanced and relevant information to education leaders, policymakers, students, parents, and taxpayers. The project includes development of a workforce database linked to the P-20 system. State Board staff is working closely with the Idaho Department of Labor on the workforce component to help ensure the data gathered will P-20 SLDS provide a tool to help the Board and Stands for: Preschool to Postsecondary to other policymakers identify gaps in our Workforce Statewide Longitudinal Data System education system and develop strategies What is it? This data collection and reporting to fill those gaps. It is also essential in system will track student progress through ensuring that our higher education the entire education pipeline and into the institutions develop instructional workforce. The information gathered, analyzed programs aligned with workforce needs. and reported will assist policy makers and The resulting data will enhance stakeholders in making thoughtful and Idaho’s Career Information System (CIS), strategic decisions related to education. to help students identify career options Go online: coming in 2013 in demand in Idaho and choose courses and educational programs to further their long-term goals.
Fast Facts
A research data request portal is also being developed as part of the project and will provide improved access to information and greater transparency. The new web portal will contain standard reports and allow stakeholders to make requests tailored to their data needs. We are increasingly tasked with providing greater access to education data and this reporting portal will allow requestors to more efficiently and accurately manage, analyze, and use education data to make informed decisions. As with every case involving student level data, great attention is being given to the protection of student identity and to adhering to state and federal privacy laws. Initial data from the postsecondary system will be available this fall, and the P-20 system should be complete and fully functioning within the next 12-18 months and the P-20 to workforce SLDS in place by June 2015. About the Author Ken Edmunds is the current president of the Idaho State Board of Education. He has worked in development and investments for more than 25 years. Edmunds and his wife make their home in Twin Falls.
Stands for: Idaho System for Educational Excellence What is it? The K-12 portion of the SLDS that supports budgeting processes, streamlines data submissions, and delivers information to educational stakeholders to facilitate data driven decisions.
SLATE • OCTOBER 2012
Go online: http://www.sde.idaho.gov/site/isee/
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Stands for: Career Information System What is it? CIS provides career and educational planning solutions for people in Idaho. Go online: http://labor.idaho.gov/dnn/idl/ IdahoCareerInformation.aspx
ASK ISBA
Is there any leeway in transferring sick leave days for an employee from one district to another? For example, we hired a principal from another district who has 170 days of sick leave. May we transfer all of those days? No. Unfortunately, 90 days is the maximum and it is set in Idaho Code Section 331217. School districts are free to craft policies that would allow for the transfer of less than 90 days, but cannot allow more than the maximum allowed by the statute.
DISTINGUISHED STUDENT OF THE MONTH
STEVEN PRICE
about the
Idaho Dairy Council DISTINGUISHED STUDENT AWARD The Idaho Dairy Council has promoted the success of students in Idaho since the
NAME
fall of 1999 with the introduction of the
Steven Price
Distinguished Student Award program. Every week the Idaho Dairy Council selects
AGE
four students from around the state to honor
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GPA 3.97 FUTURE PLANS Steve’s goal is to gain acceptance to the Air Force academy where he would like to train to become a pilot.
civic contributions and achievements.
ACADEMIC ACHIEVEMENTS c • National Honor Society Member (2011-present)
The Idaho School Boards Association wants
• Idaho Top Scholar (spring 2012)
to help share the success of these amazing students with our community members,
• American Legion Gem Boys State graduate (June 2012)
trustees, and superintendents. Student successes like these highlight the important
• U.S. Naval Academy & U.S. Air Force Academy Summer Seminar participant (June 2012)
outcomes from outstanding schools, teachers, and students.
• Eagle Scout 2009; Senior Patrol Leader, Assistant Senior Patrol Leader, High Adventure coordinator • Congressional Award for Youth Silver medal (2011) and Bronze medal (2010) • National Youth Leadership Forum on National Security participant, Washington D.C., (Fall 2011) • Idaho High School Athletic Assoc. outstanding individual scholastic award (2011 & 2012) • Competitor, CHS wrestling team state championship (2010 & 2011) • Founder & President of CHS Aviation Club (2012) • AP Courses: AP Chemistry, Advanced Physical Science, Advanced Biology, Honors, PreCalculus, Algebra 2, Geometry, AP English, Honors English, AP U.S. History, Honors World History, German 1, 2 & Honors German (3), Advanced weights and fitness
EXTRA CURRICULAR ACTIVITIES c • Volunteer Experience: Over 250 documented hours • STEM (Science, Technology, Engineering and Math) camp counselor, University of Idaho (summer 2012) • Kootenai Health Volunteer (2009-2011) • Kootenai County Emergency Planning Council Youth Member (2010-2011) • U.S. Forest Service Volunteer (2009) • CHS wrestling team • Lettered 2010, 2011 & 2012 • Idaho 5A regional wrestling finals 2010, 3rd place: 4th place in 2012
TEACHER’S REASON FOR NOMINATION c A few of the highlights of Steve’s resume include having earned the Congressional Award for Youth-silver medal. He is an active volunteer including over 200 hours at the Kootenai Medical Center. He is an Eagle Scout, as well as an accomplished wrestler.
SLATE • OCTOBER 2012
SCHOOL Coeur d’Alene High School
for their exceptional academic, athletic, and
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SAFETY NOTES
BY ALLAN RANSTROM and PAT PINKHAM Moreton & Company, an ISBA Business Partner
DISTRACTED DRIVING
I SLATE • OCTOBER 2012
n preparation for school to start this summer, at Bus Driver Training, I asked the question, “How many school bus drivers have had other motorists pull out in front of them, like their big yellow bus was invisible”? This question always results in the bus drivers laughing and shouting out to me that this happens almost on a daily basis!
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So why do motorists habitually pull out in front of school buses just as if the bus is not even there? Giving this some thought it seems to me that there are at least three reasons why this occurs. First, it seems that nobody wants to be trapped behind a school bus, and be subject to the stop and go of loading or dropping off students at their bus stops. School bus
drivers have to be constantly alert to this problem by using defensive driving techniques and operating under the expectation that other motorists will take chances just to avoid being behind a school bus. But there are other reasons as well. Perhaps the other motorist is using their “Central Vision” to investigate an object while
driving. Central vision is also commonly called “tunnel vision” and occurs when a driver fixes his/her eyes on a subject for a couple of seconds to fully investigate it. When using your eyes with central vision, your clear field of vision is narrowed to only a four degree cone shape. We have all heard stories from drivers involved in motor vehicle accidents claim “I never saw the other car!” Most likely the driver who caused the collision was using central vision to investigate something, which results in only a narrow clear field of vision, with the driver “looking but not seeing”. In Bus Driver training sessions held throughout the State, we train drivers how to properly use their eyes and the importance in developing safe defensive driving skills. More specifically we train them to “expand their look ahead capacity” and to habitually scan the road with eye lead times of 12 to 15 seconds. This will improve their defensive driving abilities by increasing following distances and giving them time and space to evaluate changing road and traffic conditions. Time and space is critical, as it allow drivers to fully evaluate the situation, make the correct decisions, and to execute any evasive maneuvers well before they become a hazardous traffic condition. Drivers are also trained to “Keep your Eyes Moving”. Continuous moving of
the head and eyes help to maintain peripheral vision, giving the driver a wide clear field of vision and helping to avoid tunnel vision. One way to maintain peripheral vision is to scan your mirrors every four to five seconds. This not only helps you maintain a wide field of vision, but is also allows you to scan down the sides of the bus and enhances your awareness of potential tailgaters. This is critically important while picking up or dropping off students at bus stops. Stop-arm violations occur much too frequently and drivers must be diligent in their mirror scans to ensure the safety of the students while outside the bus at the bus stop. However, with the everexpanding use of personal electronic devices, distracted driving has become an all too common cause of motor vehicle accidents. Going back to my question to the school bus drivers, “Have you ever experienced another motorist pull out in front of you or merge into your lane of traffic as if your big yellow bus was never there”? Bus drivers consistently tell me they observe the other driver talking or texting on their cell phones. In recent years, there have been numerous studies that show how using a cell phone impairs a driver’s ability to safely operate a vehicle. Using hand-held cell phones while driving impair drivers to at least the same level as if they
- BOARD TRAINING OF THE QUARTER -
School districts must work to eliminate any and all distractions that may impair a bus driver. were legally intoxicated, and some studies indicate that as soon as one places the cell phone to their ear their eyes automatically go into “Central Vision”. Who wants to share the road with a drunk suffering with tunnel vision? Using personal electronic devices to text or to send or receive instant messages while operating a motor vehicle is extremely dangerous. It requires the driver to divert their eyes from the road to the electronic device. At speeds of 45 MPH, a vehicle is moving at approximately 66 feet per second. Now take into consideration someone who diverts their eyes for five seconds to send a text or instant message - in the time it takes to write the message, their vehicle at 45 MPH has covered the length of a full football field! In the past year, the Federal Motor Carrier Safety Administration (FMCSA) passed laws prohibiting the use of hand held cell phones or texting using personal electronic devices while operating commercial vehicles and violations result in fines of $2,750. The FMCSA is also looking at new laws that would ban “hands-free” cell phones while operating commercial vehicles as well.
In July, Idaho laws went into effect that ban texting while driving. Driving a school bus requires drivers to not only operate a large vehicle, but also to supervise large groups of children, either being a challenge in itself. School districts must work to eliminate any and all distractions that may impair a bus driver. Although cell phones can be important safety devices, school district policy should limit their use to only those times in which the bus is safely parked. This should also include “hands free cell phones” as recent studies indicate they create the same levels of impairment as their hand held counterparts. Policies should be written and put into place that require any programing of GPS or Electronic Mapping Device to occur only when the bus is safely parked. Other potential distractions such as eating, drinking, personal grooming, or allowing a driver’s preschool aged child to ride the bus should be prohibited while operating district vehicles. These distractions should be documented within your district’s safety policies, and drivers should be trained to avoid these distractions.
For More Info If you have any questions related to distracted driving or if you would like assistance in further developing your districts fleet safety policy or driver training activities, please contact Allan Ranstrom or Pat Pinkham. We can be reached at 1-800-341-6789, or via email at ppinkham@moreton.com.
Superintendent Evaluations & Strategic Planning ISBA will be presenting a template and process for all boards to implement this year for the required Superintendent evaluation process. This workshop helps boards tie strategic planning goals for the district to both the Superintendent’s evaluation and the board’s own assessment of their governance and long range planning. The evaluation tool will include the required student achievement and parental input piece for the board and superintendent to include.
2 Hr Workshop
4 Hr Workshop
The two hour workshop provides a broad overview of the evaluation tool and how to implement it immediately.
The four hour wokshop provides customization of the evaluation tool by adding your own strategic goals and documentation points. Gain a thorough understanding of the Superintendent evaluation process and how it helps your district with student achievement and increasing overall 5 star ratings.
$200 plus travel costs.*
$400 plus travel costs.* *Districts are encouraged to work with neighboring districts to book adjacent trainings in order to split travel costs.
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Board Training delivered to Idaho School Districts Jackie Hopper (208) 880-8662 Jackie@idsba.org
Liz Killpack (208) 589-4037 Liz@idsba.org
ISBA
DIAMOND BUSINESS PARTNER
Call the ISBA Office to discuss your training needs. Phone: (208) 854-1476 | Toll-Free: (866) 799-4722 www.idsba.org
POLICY UPDATE NEWS
BY JESSICA HARRISON Policy & Government Affairs Coordinator
APPOINTING A
POLICY LIAISON
A
SLATE • OCTOBER 2012
s ISBA’s Policy Coordinator, I am constantly giving advice about best practices in policy making for school boards. One piece of advice that I perpetually give is for the board to appoint a policy liaison. “Policy liaison” is just a fancy way of saying someone who will be in charge of policy for the board. The key is for the policy liaison to have the responsibility for ensuring that policy reviews and discussions are taking place at every regular board meeting. The crucial part of this position is for the liaison to keep policy at the forefront of board work as policy making is one of the most important functions of a local school board. State law requires each local school board to make bylaws, rules, and regulations for its government and that of the district. These rules and regulations must be consistent with the laws of the State of Idaho and the rules and regulations of the State Board of Education pursuant to Section 33-506, Idaho Code. However, policy making has a larger role in board work than just fulfilling a statutory duty. Policy is where the power of local school boards resides. It allows the locally elected decision makers to establish goals, set priorities, and ensure that the district is keeping its mission and vision in mind throughout all of its wide ranging activities. The policy liaison should schedule regular policy reviews at each meeting, anticipate new circumstances that might require a policy (such as the implementation of technology in the district), work with staff, the district’s legal counsel and/or providers of policy services, and others in the community to get input and feedback on policy. The policy liaison assists the board with policy development, review, and evaluation, soliciting input from interested parties and those affected by the policy along the way. The policy liaison will help facilitate a policymaking process resulting in policy that:
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1. reflects the board’s intent and articulates a definite course of action; 2. keeps in mind the mission, vision, and strategic plan of the district; 3. delegates key responsibilities; and 4. declares desired outcomes. Written board policy fosters stability and continuity, establishes a legal record, and a legal basis for many actions, and provides a framework for the superintendent and staff to confidently assign duties and execute those assignments. All things change and policy is no exception. For example, change in leadership, change in priorities,
change in resources, needs, and/or mandates all require policies to be dynamic. Therefore, regular policy review and maintenance are essential for effective and accountable local control. A person responsible for policy review and maintenance will ensure that policy is not an afterthought, but rather the cornerstone of school board governance. As with all things policy, ISBA is here to help! We have model policies on a wide variety of issues schools deal with regularly. ISBA continues to provide its Policy Update Service members with updated policies based upon changes in statute, rule, or practice. If your district or charter school is not a member of ISBA’s Policy Update Service please contact Jessica Harrison at Jessica@idsba.org to find out more about this great service!
Here is a preview of just some of the new or revised policies ISBA will be providing to members of the Policy Update Service in its Fall Release:
NEW & REVISED POLICIES
1220 Clerk 1530 Records Available to the Public 2340 Controversial Issues and Academic Freedom 2150P Copyright Compliance 3060 Education of Homeless Children 3340 Corrective Actions and Punishment 5290 Political Activity - Staff Participation 5840 Pay for Performance 7235 Fiscal Accountability and IDEA Part B Funds New policies and forms for teacher mobile computing devices
NOTE: ISBA is changing the Policy Update Newsletter to provide better service to our members. We are now going to be providing a SLATE Policy Update News article in every issue rather than a standalone publication. This will increase timeliness as well as reduce printing and mailing costs. Our members will still get the great benefit of the information, but it will now be included in the SLATE rather than printed and mailed out separately. ISBA Policy Update Service Toll-Free: (866) 799-4722 Email: Jessica@idsba.org Web: www.idsba.org
DISTRICT MEMBERS OF THE POLICY UPDATE SERVICE: Minidoka Teton South Lemhi Sugar Salem Orofino Wilder Idaho Falls Castleford Firth Bonneville Notus Fremont Ririe Valley Potlatch Highland Homedale Payette Joint Hansen Midvale Blaine Wallace St. Maries West Bonner Lake Pend Oreille Swan Valley Boundary Melba Glenns Ferry Hagerman Bliss Mountain View Jefferson County Moscow Genesee Shoshone Lapwai Marsing Bruneau-Grand View Buhl McCall-Donnelly Cascade Kimberly Plummer-Worley Filer Garden Valley Marsh Valley Shelley Council Camas Co. Lewiston Kendrick
25 Pocatello 33 Bear Lake 52 Snake River 161 Clark County 181 Challis 261 Jerome 272 Lakeland 373 Fruitland 418 Murtaugh 148 Grace 432 Cambridge 287 Troy 394 Avery 243 Salmon River 134 Middleton 351 Oneida 3 Kuna 321 Madison 131 Nampa 314 Dietrich 242 Cottonwood 55 Blackfoot 288 Whitepine 316 Richfield 431 Weiser 182 Mackay 231 Gooding 274 Kootenai 304 Kamiah 381 American Falls 411 Twin Falls COSSA
CHARTER SCHOOL MEMBERS OF THE POLICY UPDATE SERVICE: • • • • • • • • • • • • •
Falcon Ridge Charter School Wings Charter School Monticello Montessori Rolling Hills Charter School Vision Charter School Palouse Prairie Charter School Victory Charter School Legacy Charter School Xavier Charter School Liberty Charter North Idaho Stem Charter DaVinci Charter School Taylor’s Crossing Charter School
SLATE • OCTOBER 2012
331 401 292 322 171 133 91 417 59 93 135 215 252 262 285 305 370 371 415 433 61 393 41 83 84 92 101 136 192 233 234 244 251 281 282 312 341 363 365 412 421 422 414 44 413 71 21 60 13 121 340 283
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BY DON HUTCHISON President, Hutchison Smith Architects
How to Manage A Sucessful Bond Campaign for Building or Expanding Facilities Trust starts with truth and ends with truth. -Santosh Kalwar
R
unning a bond campaign for a school district must start and end with the truth. Voters need the accurate, truthful information presented in a way they can understand and enable them to make an informed decision. Voters and the school district may not always agree, but it is the school district’s responsibility to gather, analyze, and share information with the voters. Then the school district must ask the voters to give their children, grandchildren, and neighbor’s children an educational facility that will prepare them to meet the challenges that await them as adults. 00 How does a successful bond campaign become a reality? Where does the school district begin to gather, analyze, and share information in a way that voters will listen to and believe? Our proven solution is to begin early, recruit an architect with proven bond passage experience, and to put the community to work before misinformation gets circulated.
SLATE • OCTOBER 2012
00 Put the community to work The idea is to form a citizen committee independent of the school administration. An ideal group would include independent citizens and school board members along with the district’s most respected teachers. The committee must be mindful not to include individuals that could be perceived as having personal
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Hutchison Smith Architects assisted American Falls High School (RIGHT) in passing two bonds, totaling $16.5 million. Filer Intermediate School (MIDDLE) passed a $16.4 million bond. (FAR RIGHT) Citizens Committee Meeting.
financial gain in a successful bond issue. The citizen committee must determine what their goals are and work closely with the architect’s design team. For example, if the goal is to pass a bond to build a new school, the first task is to determine why an existing school no longer meets the community’s needs and why a new school is needed. 00 Gather information Subcommittees should be formed to get the maximum number of community members involved to examine a variety of issues. Committees will be district specific, but may include: transportation, evaluation of the existing school or site and its deficiencies, technology, maintenance, energy costs, safety and security issues, population growth, special needs, ADA concerns, administrative issues that impact square footage, and athletic facilities. 00 Analyze information Subcommittees will present findings to the full citizens committee under the guidance of the architect. As each subcommittee presents, the architect will organize the information into a programming document that will clearly define the deficiencies of the existing facilities and begin to outline needed improvements, additions, or replacements to update the facility for comparison to building a new facility. The architect will
identify possible solutions; generate cost estimates, and then present the information to the citizens committee using drawings and other appropriate materials that best illustrate the need. 00 Evaluation The citizens committee will weigh pros and cons of remodeling/upgrading or building a new facility. Timeframe may be determining factor. Three months may be adequate to upgrade and replace windows, doors, HVAC, improve technology, re-roof or to construct a small addition, but if the need is to demolish classrooms and add new classrooms, a new gymnasium and an administrative wing, which will require a year or more to construct with students present, that is an entirely different story. The next step is for the architect to prepare site and floor plans that meet the needs of replacing the existing facility and adding the spaces identified by the committee for comparison. Comparisons are necessary to reassure the community that the citizens committee has done their due diligence and explored possible solutions. 00 Summarize and Compare At this point the citizens committee understands the costs and challenges of remodeling the existing facility versus those of building a new facility. The citizens committee and the architects are
00 Presentation The citizens committee will now have the following documents: 1. A written document prepared by the citizens committee and confirmed by the architect’s design team indicating the deficiencies of the existing facility. 2. Site plan and floor plan drawing of the existing building. 3. Site plan and floor plan of the proposed remodel to the existing building. 4. Cost estimate for the remodel. 5. Construction schedule. 6. List of challenges for the remodel project. 7. Site plan and floor plan of the proposed new building. 8. Cost estimate for the proposed new building. 9. Construction schedule for the new building. 10. A recommendation from the citizens committee as to their first choice for solving the deficiencies at the existing facility. 00 Get the Word Out Armed with well researched and documented information, it now is time to get the word out to the community. Let’s explore the best venues and opportunities to spread the word. Town hall meetings Unfortunately few people turn out for advertised town meetings but nonetheless, one or two must be held. Schedule them alongside other community events or sporting events that will help bring people out. By all means, always provide food and refreshments. Service Organizations Visit Rotary, Kiwanis, Lions, and other organized clubs in the community. Make a presentation that exhibits all documents in a power point format along with drawings on easels. Be prepared to present and ask for opinions. Do not argue. Always respond positively, truthfully, and accurately. Representative members of the citizens committee, along with the architect, should be in attendance. Write down comments and, in an effort to avoid
disruptive outbursts, openly film the presentation. Keep it short and to the point and always finish with a sincere thank you for their time. Ask if you can return when the committee compiles input from all organized presentations. Senior Centers This is not focused on nursing facilities, rather senior community centers. Seniors turn out to vote and are on fixed incomes. Therefore it is imperative to reach out to them for support. Bring students to the meeting, have them perform or otherwise interact with the attendees. Present the information, ask for their input and encourage them to share their educational background and school experiences. Community Presence Set up a booth at the local fair, market or grocery store along with the drawings and a few members of the citizens committee. Creativity is important during this phase in order to connect with the specific needs of your community. As an architect, I have participated in a wide variety of activities. A favorite is when several members of the citizens committee host a get together in their home where information is exchanged. Another option is to hit the neighborhoods and start knocking on doors armed with printed brochures. At the end of this phase there will be a good grasp of the feelings of the community as a whole. The committee will meet and reevaluate the presentations. It is absolutely imperative that consensus is reached and the committee members are unanimous in the final recommendation which they must present to the school board who then must evaluate the information and also be unanimous in their decision. If the decision is to take the matter to the voters to offer a bond that will raise taxes we must have 100% buy in by all board members and citizens committee members. 00 Get Out to Vote There are a couple directions to go here. The committee may choose to downplay and send a note home to the parents of students encouraging them to vote, but can’t indicate how to vote. The thought being to keep it low key to avoid generating opposition. Unfortunately, the
days of hoping to avoid opposition are gone! In order to run a successful bond campaign it must be very active and energetic. This process is a marathon, not a sprint. Get out the vote must be the job of the citizens committee with the same enthusiasm they had in the beginning. Concentrate on the ‘yes’ votes. Offer rides, utilize absentee ballots and identify graduates ages 18 and older away at college or in the military. Have a group calling the ‘yes’ voters the day of the election and encourage them to bring their ‘yes’ voting spouse and neighbors. Undoubtedly there will always be ‘no’ voters. In most cases, these voters would agree that the facility improvements are necessary but will not approve a tax increase. Identify a ‘yes’ voter that is a large land owner and ask them to visit ‘no’ voters to illustrate that it will cost the large land owner more but he understands the importance of a well-educated community and a good school system that helps to maintain and increase property values and attract new residents. It has been our experience that a “one size fits all” or a duplication of an educational facility used in another community just does not work. Each community is unique and each school should address and emphasize what makes the community unique. This attitude is the same with running a bond campaign. The general format is similar but its success lies in finding what is unique about each district and using that to create pride and ownership in the campaign. This momentum is necessary to cultivate citizen involvement and for them to drop a ‘yes’ vote into the ballot box. About the Author Don Hutchison is President of Hutchison Smith Architects located in Boise, Idaho. Don has nearly 40 years of experience in educational planning and design. HSA has assisted in nine successful school bond campaigns and has designed, bid, and built hundreds of successful educational projects. Don and the HSA staff have managed millions of dollars of school construction, directed community meetings for many years, and truly have a passion for education.
SLATE • OCTOBER 2012
now ready to prepare the presentation materials to illustrate the choices to the community.
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BY KAREN ECHEVERRIA Executive Director
PUBLIC
SCHOOLS: As we think about the 70 years that the CELEBRATING Idaho School Boards SERVING SINCE 1942 Association has been in existence, it makes me think about what school learning, instruction, and buildings were like those many years ago and how it has changed – or not, depending on your perspective. As you can see from the photos in this issue of the SLATE, Idaho has many historic old schoolhouses. Some of our schools are decades old and still in use. In fact, we still have operating schools in Idaho that are over a century old! Hard to believe, I know. It is a testament to the long tradition of public education.
3 Transitioning from the One-Room Little Red School House to One-Room Learning
The question is how instruction has changed over the years. The demands, the requirements, and the funding mechanisms have all changed. Home life, job opportunities, the way students learn, the fact that students need more than a high school education to be successful in the world, and the lack of support from some families and communities also need to be considered. So, what are we to do? How do we handle all of this change? One thing is for sure, change is not new. Public education has undergone changes in the past and will again in the future. Are school boards and school board members ready to embrace it? Are school boards and school board members willing to lead the charge? As school board members in this era, I believe you are at the helm of another major shift in public education. That shift will occur in the way technology is used in the classroom. As you struggle with these decisions, I thought it might be interesting to look back and see how some of what occurred back then can be replicated in today’s world.
SLATE • OCTOBER 2012
A special thank you to Vern Newby, for capturing some of Idaho’s historic schoolhouses. Vern is a former trustee of the the Coeur d’Alene School District, and an ISBA Past President.
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4
5
00 What Was It Like Back Then? The first known schools in Idaho were chartered in the early 1880s. Those schools were found in Lewiston, Emmett, and Boise. These one-room school houses were designed to teach reading, writing, ciphering, and arithmetic up to the eighth grade. Back then, students were already doing the “group” learning we often hear about today. As students moved to more difficult assignments, they remained involved and peers assisted them in the task of learning. In addition, students were involved in maintaining the facilities and literally keeping the fire burning. Another commonality of the little red school house was the support given by parents. If students were in trouble at school, they were in bigger trouble at home. They were sent to school to learn and if they weren’t positive participants in the process, they were relegated to working on the farm, in the store, or wherever they were needed. The community was also heavily involved. Schools had community support, and parents and business people rallied
6
00 Moving Forward In spite of these nostalgic remembrances, everything must move forward, including education or it will become stagnant and die. As society advanced, more was expected of public schools. Education became an investment by the community in facilities, transportation, qualified faculty and administrators, and extra-curricular activities. In Idaho, this has all culminated in 2012 with Idaho public education delivering teaching and learning in 729 buildings within 115 school districts and 44 charter schools. Ten of those buildings only have one teacher! 00 Technology Advances As a “new” future can be envisioned, public education has never been so complicated nor challenged in its history than in the present. One primary challenge is the delivery of education by technology. With this, the one-room schoolhouse of the early 1900s is actually being revisited with interactive learning via the computer. How education can effectively utilize the new found knowledge is the challenge. Without a doubt, technological advances will change the structure of public education as we know it today. Therefore, it is incumbent upon policymakers and educators to understand the benefits of technology and to use it wisely to assist student learning, especially in this era of rapid innovation. There are, however, distinct differences between the past and the present. Society has changed dramatically with the information age offering volumes of data on varied topics. Students now have the capacity to access topics, issues, opinions, and structures with incredible timeliness and, as such, have the instant information available for thoughtful research and inquiry to support their knowledge base. As a result, there should be no question that as technology advances to becoming even more interactive, each student, regardless of age or grade level will have at his/her fingertips the capacity to respond and verify the accuracy of any response. In other words, immediate verification of achievement and thus learning will be a technological benefit to education. Considering the progress of public education with varied courses in centralized buildings, will Idaho revert to an individual student approach to learning?
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continued on next page...
A Unique Find
While Researching the History of the ISBA BY KAREN ECHEVERRIA Executive Director
D
uring our research over the last year about the 70 years of ISBA, we came across a study that was commissioned by the ISBA in 1990. It is entitled A Centennial History of the Schools of the State of Idaho. It was written by Joseph Howard Moon. Mr. Moon attended schools in Idaho and graduated from Idaho State University. He was a lifelong educator and wrote many history books and newspaper articles. His last years in education were spent as a counselor at Filer High School. The copy of the study does not seem to be the final completed copy, though we think it is very close. It still contains some notes written by the then ISBA Executive Director, Alan Smith. The study is on 8 ½ x 11 paper and is well over 500 pages in length! It literally contains a history of each of the school districts in the State. Below is the foreward from the book: As originally planned, this centennial work was to include a history of each district in the State. Several districts did not respond to repeated requests for information. They are included simply by number and names of schools within the district. There was great diversity in approach to this work; manuscripts were submitted by first-graders as well as from PH.D.’s Some entries have included flights of fantasy or space travel back to the past, which have had little indication of actual history. The length of articles has varied from three pages to six-hundred pages. Nearly 4,000 pages have been reduced to one-volume size. All submitted articles are deeply appreciated, though very lengthy ones have necessarily been greatly abbreviated, and fantasy or space entries have been re-written. All individuals named as school employees in submitted writings are mentioned in this work. I have remembered so much of my own education in the schools of Idaho as I edited histories of my own educational homes. I have seen so many memorable people and events described. Yet, there are, I know, so many unmentioned, lovingly appreciated teachers, coworkers, schoolmates, and students. The subject area is too vast to include all the names, services, information, and descriptions one would like. To all those who serve education in Idaho go my deep gratitude and best wishes. The book contains photos of schools, classmates, and a vast amount of information. We plan to have the book on display at the Annual Convention in November. We hope that you will take some time to go look for the history of your district when you are there.
SLATE • OCTOBER 2012
around what was happening at school and put forth whatever effort was needed to keep the teacher and the building for the students. This really doesn’t sound all that different to me than many of our small towns in Idaho today. By the late 1950s and early 1960s, Idaho had over 1600 school districts!!! At that time, the legislature passed a law that forced consolidation of those districts. Sound familiar? It took several years, but those 1600+ school districts were consolidated into about the same number of school districts that we have today.
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9 ...continued from previous page It appears so. Not only does technology offer individualized instruction that can engage the student or small groups, it also provides the opportunity to learn the subject matter in the privacy of the home, at a smaller school site, or in a different configuration than the four or five-day school week. This, in turn, will be the “different” public education of the future. 00 What Will the Future Hold? Because it would take a functional crystal ball to predict the timeline and style of public education in the 22nd Century, it is not unreasonable to suppose that technology remains in its infancy and unimaginable sources of interaction and communication will be devised. The delivery of education can only benefit from these. For instance, today there are mobile phone and iPad apps that are voice activated. Will students be able to speak to the computer and have their script word processed rather than needing to key it in themselves? It should be assumed that this will be available in the next few years and will change the assessment of students’ skills as it will the time on task to complete projects. An entirely unique venture is on the horizon for public school students. But, will the reduction in time lead to a better use of time by students? It may, especially if school is restructured so that the older students only attend school for a partial day or a few days a week for large group instruction or laboratory study. The remaining time would be spent doing on-line learning. This is what is now termed as the “flipped classroom”. It allows the student to verify they have the course or content knowledge rather than requiring a certain number of hours or seat time to complete the course.
as an individualized instruction technique with individual and small groups of students working on writing and math or with older students mentoring the younger ones. The primary differences between the one-room schoolhouse and virtual instruction could be conjectured that the school house also provided for socialization and personal interaction. Virtual instruction via technology offers less of the human element than the classroom setting which should be a caveat to not moving too fast with total reliance on computers. Public education does not need to rewind to 1876 but it needs to embrace the benefits of individual instruction that technology affords. The narrow scope of information available to a student in the little red one-room schoolhouse will not serve the needs of an educated society today, but the vast array of knowledge on the internet will definitely individualize teaching and learning beyond the vision of the founders of public education. Therefore, school board members need to ride the technology wave that will lead to an even more enlightened delivery of public education.
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00 Technology and How It Compares to the One-Room Schoolhouse So, how does all this new technology relate to the old one-room schoolhouse? Well, it is not a quantum leap into the future to postulate that technology is here to stay and will drive our teaching and learning. And, further, it is not too much of a stretch to characterize the one-room school
Thank you to Dr. Frank Bush, Executive Director and Jack Montgomery, President of the Indiana School Boards Association for their contributions to this article.
Answer Key:
1. Prairie School, Prairie, across the Boise River Canyon due east of Boise. (photo on pg. 4) 2. Glennore School, south of Bone, east of Ammon, rural Idaho Falls. (photo on pg. 4) 3. The old school at Clayton, south of Challis. 4. Jewel Lake School, west of Sagle and south of Sandpoint. 5. Elba School, Elba, south central Idaho near the Utah border. 6. Peck Elementary School, Peck, near Orofino. 7. Tendoy School of South Lemhi SD. (The school is thought to be 100 years old.) 8. Lowman Elementary School, Lowman, east of Banks and Garden Valley, west of Stanley . 9. Pine School, Pine, east of Prairie. 10. Almo School, Almo, near the City of Rocks National Reserve. 11. Pleasant Valley School, Pleasant Valley, east of Jordan Valley, Oregon. 12. Albion Elementary School, Albion.
SLATE • OCTOBER 2012
Public education does not need to rewind to 1876 but it needs to embrace the benefits of individual instruction that technology affords.
BY MARIA GREELEY
Treasurer of Vote NO on Propositions 1,2,3
ANTI
REFERENDUM
Why Props 1, 2, & 3 are Bad for Idaho’s Students and Teachers
L
ast year the Idaho Legislature, despite strong public opposition, enacted three educationrelated bills commonly known as the ”Luna Laws.” Their chief proponent, State Superintendent of Public Instruction, Tom Luna, presented these three laws as education reform. However, these laws do not fundamentally change the way Idaho students are taught. Rather, they take away control and discretion from locally elected school boards and give it to the State Superintendent.
Pay-for-performance does not work. Studies have found that “pay-forperformance” initiatives are ineffective and do not improve student achievement.1 The studies conclude that, in general, teachers already teach to the best of their abilities and that they do not influence the way that teachers approach their profession.2 Furthermore, the studies conclude that the effectiveness of existing pay-for-performance programs was limited by low levels of “buy in” because the majority of teachers felt that the criteria relied too much on standardized test scores.3 These laws take away the discretion of locally elected school boards on how to compensate teachers and replace it with a top-down, one size fits all mandate from the State House.
These laws require the State Superintendent to purchase computers for students with funds that have traditionally been used at the discretion of locally elected school boards. In a time of strained local budgets, these laws place serious financial burdens on our school districts. Online courses can provide a good option for students, and many students already take online classes, without a mandate from the State. But the courses are decided by the student, the parent, and the school district, not the State Superintendent. There’s a right way to bring technology into the classroom and there’s a wrong way. From this parent’s perspective, the laws authored by Superintendent Luna, and approved by the Legislature, are the wrong way. I know there is much we can do to improve the way our public schools deliver a meaningful education to our children. But not everything that is labeled “reform” actually brings positive changes to our schools. The three would-be reform laws pushed through the Idaho Legislature last year by Superintendent Luna are just such an example. They make it harder for teachers and school boards to work together to deliver the kind of personalized educational experience that best prepares our students to succeed. I urge you to join me in voting NO on Propositions 1,2, and 3 in November.
Julie, Matthew Springer, Daniel McCaffrey, Kun Yuan, Scott Epstein, Julia Koppich, Nidhi Kalra, and Catherine DiMartino. 2011. A Big Apple for Educators. Santa Monica, CA: Rand Corporation. Springer, Matthew, Dale Balou, Laura Hamilton, Vi-Nhuan Le, J.R. Lockwood, Daniel McCaffrey, Matthew Pepper, and Brian Stecher. 2010. Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching. Nashville, TN: Vanderbilt University
3
Springer et. al. Page XII. Marsh, et. al. Page XXV.
The Idaho School Boards Association (ISBA) realizes the differing opinions of its membership on many issues. The three referendums are no different for the varied opinions and how the passage or nonpassage of those referendums will impact Idaho’s schools and citizens. As ISBA President, Dallas Clinger, mentioned in his August SLATE article, the ISBA staff has invited representatives from both the pro-referendums and anti-referendums groups to write articles. We hope this will provide SLATE readers with information and help you to make informed decisions when voting on, and speaking about, the referendums.
Read a Pro-Referendum perspective on pg. 22.
About the Author Maria Greeley is the Treasurer of “Vote NO on Propositions 1,2,3” campaign committee and is the mother of four children in Idaho public schools.
1 Marsh,
2
BOTH SIDES
REFERENCES
PLEASE VISIT www.votenoprop123.com
FOR MORE INFO
SLATE • OCTOBER 2012
These laws interfere with the employer – employee relationship between school boards and their teachers. Local decision-making is a long-cherished ideal in this nation. We rightfully object when the federal government tries to impose its will on the states. Politicians in the State Capitol are doing the same thing to local school districts through these laws. School board members are locally elected and best suited to make decisions for their communities, their teachers, and their students. We don’t need the State telling us how to carry out our employer-employee relationships. Districts have long been able to reach mutually acceptable agreements with their teachers. This law imposes a “solution” to a problem that does not exist.
REPRESENTING
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BY WENDY HORMAN
Co-Chair, Yes! For Idaho Education
Read an Anti-Referendum perspective on pg. 21
PRO
REFERENDUM
STUDENTS COME FIRST: after year
In 2011, the Idaho legislature passed what has been referred to as the nation’s most comprehensive public education reform package. Known as “Students Come First,” the legislation has the stated goal of raising student achievement for Idaho’s students. Idaho school boards are directly impacted by this legislation, which delegates significantly more decision-making to the local level and equips students and teachers with more learning opportunities than ever before. In the Spring of 2011, enough signatures were gathered to place referendums on the November ballot to repeal the reform laws. Within my community, I have been asked what happens if the laws go away. The Students Come First legislation is broken into three parts: Technology, Collective Bargaining and Pay-forPerformance. What follows is an overview of the three bills. While not exhaustive, it should convey a fair sense what will stay or go depending on the outcome of the November vote.
SLATE • OCTOBER 2012
First Pillar: TECHNOLOGY (PROP 3)
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This law provides $50 million over two years in both hardware and software for every Idaho classroom. Every teacher will be given a laptop beginning in Fall 2012, and 1/3 of Idaho 9th12th graders will receive a laptop in the Fall of 2013, with the remaining 2/3 receiving laptops in the 2014 and 2015 school years. Every high school student is required to take 2 credits (out of 46 needed to graduate) of a digital or blended class to graduate. If students meet graduation requirements early, the State will pay for dual credit courses in the student’s senior year that count for up to a full year of college credit.
The Students Come First legislation is broken into 3 PILLARS:
If this ballot item fails, this is what happens: • all teachers and administrators will need to return the computers distributed in the fall of 2012 • $4 million in ongoing funding for professional development for teachers will not be available and will be redirected to the rainy day fund for public education • funding will not be available for students to take dual credit courses paid for by the State • students will not receive individual laptops for school use • students and parents will need permission from the school district to take online courses • funding will not be available for high school juniors to take a college entrance exam paid for by the State • funding will not be available for students to take distance learning classes in schools where there is no teacher to teach the class (i.e. physics)
PROP 3
PROP 1
PROP 2
TECHNOLOGY
COLLECTIVE BARGAINING
PAY-FORPERFORMANCE
This law requires that contract negotiations between school districts and teacher unions be conducted in public, be limited to salary and benefits, and must be conducted by a certain deadline, or the “last good faith best offer” stands. The legislation phases out continuing contracts (tenure) and the eliminates “evergreen” provisions (contracts longer than one year). From the vast majority of Idaho’s school boards and administrators we have heard reports that this year’s contract negotiations went smoother and quicker than ever in the past. If this ballot item fails, this is what happens: • teachers gain tenure after three years • layoff decisions are based on how long a teacher has taught, known as the “last hired, first fired” provision • negotiations between school districts and teacher unions can be held in private and include more than discussion of salary and benefits, including such things as bell schedules, school calendar, and district hiring practices • no deadline for negotiations (failed negotiations result in reinstatement of the previous year contract) • contracts may encompass multiple years • payout of early retirement bonuses to teachers are reinstated • local school boards will not have authority to resolve labor and management disputes and building principals will not have authority to select incoming staff for their schools • no requirement that school district annual budgets and union contract agreements (agreement between the district and teachers) be published for public view
VISIT
www.studentscomefirst.org
DOWNLOAD
(resources in PDF format)
Students Come First Booklet Students Come First Policy Guidance Document
ALSO VISIT www.sos.idaho.gov/elect/inits/initinfo.htm for Idaho Secretary of State ballot initiatives, Prop 1, 2, 3
Third Pillar: PAY-FOR-PERFORMANCE (PROP 2) This law provides for the award of supplemental bonuses to teachers to take on leadership duties and /or work in hard-to fill-positions. It also awards bonuses to teachers and building administrators whose schools demonstrate gains in student achievement as determined by academic growth and excellence. Pay-for-performance does not replace base salaries. In the last legislative session, lawmakers appropriated $39 million to fund the pay-for-performance plan for the 2011-2012 school year. In the first year, awards will be based on groups of teachers reaching student achievement or student growth goals at the local and state levels. The bonuses will be paid out in Fall 2012, based on 2011-12 school year performance. Awards for leadership and hard-to-fill positions will be phased in in the 2013-14 school year. If this ballot item fails, this is what happens: • minimum teacher salary of $30,500 is not guaranteed • teachers will not receive Fall 2012 bonus (around 85% of Idaho teachers are slated to receive a bonus) • no bonus system for teachers, currently they can earn up to $8,000/year above their base salary • no bonuses for teachers taking on leadership duties and working in hard-to-fill positions • no additional funding for schools that demonstrate student academic growth • $39 million to fund teacher bonuses will go back into the public education rainy day fund It is an interesting time in Idaho public education. Nationally, conversations are taking place around what best increases student achievement to make sure all our students graduate from high school ready to be successful in the 21st century world where nothing is certain but change. As school board members, we put in many hours for the benefit of our students, despite this being a volunteer position. Regardless of what we feel about the changes to the education system in the Students Come First legislation, it is important that that we are able to help those who elected us to serve them understand the impact these laws are having, including what will be retained and what will be lost. One thing is certain, we do what we do because we want our students to have a bright future. That much won’t change.
About the Author Wendy Horman is a past president of the Idaho School Boards Association and has served on the Bonneville School Board since 2002.
SLATE • OCTOBER 2012
Second Pillar: COLLECTIVE BARGAINING (PROP 1)
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Keynote
speakers
Join school board members and other education leaders from across the State for a unique learning experience focused on providing leadership skills. ISBA’s 70th Annual Convention takes place November 14-16 in Boise.
legal roundtable Friday, Nov. 16 | Second General Session
recharge, reenergize, refocus: LEading in Tough & Changing TiMEs
In past years, we have received a positive response to the law-related workshops presented at the convention. You spoke and we listened! Our membership has indicated you would like more workshops offered in the various areas of education law. This year we will be offering a Legal Roundtable as one of the extended keynote sessions. We have identified education law attorneys
who are well-respected in the areas of employment law, negotiations, open meeting law/parliamentary procedure, special education law, contract law, and IHSAA/sports-related issues. Attendees will choose the area of law they would like to learn more about and will be able to attend the keynote session on that topic.
SLATE • OCTOBER 2012
Thursday, Nov. 15 | Opening Ceremonies
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Our opening keynote speaker Murray Banks has created a dynamic presentation that will energize and inspire us while providing skills for leading our school districts in these challenging times. We invite you to take a few minutes to catch your breath, set your focus, and rekindle the optimism that will bring charismatic leadership to our school communities. You will love Murray’s tips for leadership, change, life balance, and staying positive and focused in tough times. Murray is an honored educator and world champion athlete so his keynote will be loaded with inspiration, humor, and skills to help us be tough and resilient professionally, yet balanced and healthy personally.
Brian Julian
Amy White
Bret Walther
Not Pictured: Ken Mallea
Brian Kane
Elaine Eberharter-Maki
saving flight 1549 Friday, Nov. 16 | Third General Session The story of Saving Flight 1549 where Captain Chesley “Sully” Sullenberger landed US Airways Flight 1549 in the Hudson River is one of bravery, significant training, and amazing leadership. This general session will compare the leadership shown during Flight 1549 with that of being a school board leader. Both require a cool head under pressure, being prepared if things go wrong, showing leadership skills at all times, and allowing each team member to do their job.
Karen Echeverria
Liz Killpack
scholarship
thanks t o our spo n s o rs ISBA thanks the following companies for their sponsorship at the 70th ISBA Annual Convention. Their generous support is vital to the ISBA’s continuing efforts to provide a quality convention experience for attendees.
Jackie Hopper
Auction
Suppor ting t h e I SBA Sc h o l a rs h i p Fu n d
$93,400
AWA R D E D I N THE PAST 1 1 Y E A RS !
SLATE • OCTOBER 2012
The ISBA Past Presidents’ Scholarship Auction raises money to support the ISBA Scholarship Trust Program. The Scholarship Trust awards college scholarships to children and grandchildren of Idaho public school board members (both past and present). For more details, visit the Scholarship Trust page at www.idsba.org.
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Agenda
at-a-glance W E D N E S D A Y , N O V . 14 10:00 am – 5:30 pm Registration Open
Convention Center Lobby
1:30 pm – 4:30 pm
Early Bird Workshops
Various Rooms
5:00 pm – 6:30 pm
President’s Reception
Ballroom
Dinner on Your Own or With Your Board
T H U R S D A Y , N O V . 15 7:00 am – 4:00 pm
Registration Open
Convention Center Lobby
7:15 am – 8:00 am
Breakfast Buffet & Student Entertainment
Convention Center Lobby
8:00 am – 9:15 am
Opening Ceremonies / 1st General Session Keynote Speaker: Murray Banks
Ballroom
9:30 am – 11:00 am
Workshop Session I
Various Rooms
11:15 am – 2:45 pm
Exhibit Show
Ballroom
11:30 am – 1:30 pm
Exhibit Show Luncheon
Ballroom
11:30 am – 1:30 pm
Region Meetings
3:00 pm – 4:15 pm
Workshop Session II
Various Rooms
4:30 pm – 6:15 pm
Scholarship Auction
Ballroom
6:15 pm – 7:00 pm
Networking Time
Convention Center Lobby
7:00 pm – 8:30 pm
Awards Banquet
Ballroom
SLATE • OCTOBER 2012
F R I D A Y , N O V . 16
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7:00 am – 8:15 am
Registration Open
Convention Center Lobby
7:15 am – 8:00 am
Breakfast Buffet
Convention Center Lobby
7:15 am – 8:00 am
Student Entertainment and Breakfast
Ballroom
8:00 am – 9:00 am
2nd General Session - Keynotes: Legal Roundtables
Various Rooms
9:15 am – 11:15 am
Business Session
Ballroom
11:15 am – 12:30 pm
Workshop Session III
Various Rooms
12:30 pm – 1:45 pm
3rd General Session / Closing and Lunch Keynote: Saving Flight 1549 – Lessons in Leadership
Ballroom
2:00 pm – 3:15 pm
Workshop Session IV
Various Rooms
3:15 pm – 4:30 pm
Workshop Session V
Various Rooms
school spirit day
Wear your school colors on Friday and show your school spirit! This is a draft agenda as of the date of print. For the most current agenda, visit www.idsba.org.
BOARD CHAIR WORKSHOP
A POTPOURRI OF BEST PRACTICES
BUILDING SCHOOL BOARD LEADERSHIP CAPACITY
presented by:
presented by :
p re s e n t e d by :
p re s e n t e d by :
Liz Killpack ISBA Board Trainer
Jackie Hopper ISBA Board Trainer
Roger Quarles, PHD Boise State University
Jennifer Swindell Boise State University
Directing a board requires strong leadership, strategic vision, and the ability to pull together members of a team. The ISBA Board Chair Workshop will help prepare you for this important role. Board members receive tips, tactics, and techniques to build effective governance teams, conduct meaningful meetings, and fulfill governance responsibilities while focusing efforts on improved student learning and achievement. This workshop will include hands on scenarios and interactive role-playing to reinforce newly learned principles. Specifically designed for board chairs, vice chairs, or individuals interested in becoming a board chair.
Have you ever wondered what the most effective boards do to ensure high achievement for all students in their district? Come and discover the best practices from not only Idaho, but also around the country, in the following areas: committees, budget overview, data driven decisions, policy review process, board retreat, superintendent/ board relationships, bullying prevention, new board member orientation, and coordinated school health. As we look at each of these areas, boards will begin to develop their own implementation plan to take back for board consideration. Come prepared to share, discuss, and practice the best trustee leadership around these issues.
School Board leadership is imperative in moving public education forward. This session will focus on building the collective leadership capacity of school boards using the Idaho Leads Project framework. Participants will get an in-depth look at their roles in meeting the criteria outlined in the framework. This training will be relevant and tied to real issues facing Idaho’s public schools.
Learn about social media and how students and adults use it to communicate. We’ll talk about Twitter, Facebook, texting, emails, e-newsletters and websites and the balance between being transparent and safe users of the internet. We will also discuss social media and it’s place in the classroom, about district policy on social media and how to govern its use.
Workshops
about ISBA is offering a variety of informative Early Bird Workshops this year, for those arriving at the convention early on Wednesday. These workshops are presented by experts in the field and are designed to help attendees improve their roles as school board members, superintendents, board clerks, business managers, etc.
when Wednesday, Nov. 14 1:30 - 4:30 pm
cost
$75 before 10/22 $100 10/23 - 11/14
SLATE • OCTOBER 2012
early bird
SOCIAL MEDIA AND ITS PLACE IN SCHOOLS
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Workshops when Various Workshops offered Thursday, November 15 and Friday, November 16.
about ISBA is offering a variety of informative workshops to help attendees improve their roles as school board members, superintendents, board clerks, business managers, etc. These workshops are presented by experts in the field and are a highlight of the convention. This list provides a glimpse at some of the workshops that will be offered. A complete listing of all workshops, including descriptions, dates and times is available at www.idsba.org.
workshop titles • The Referendums – Did They Pass? Did They Fail? – What Do We Do Now?
• Almost Everything a Trustee Needs to Know About the Business of Schools
• What’s the Deal with Online Learning? Top 10 Questions Every School Board Member Should Ask Their Superintendent
• The Impact of the Education IT Model on Student Outcomes and Performance
• Making the Idaho Education Network Work for You • No More AYP: Idaho’s Transition to a New Accountability System • What’s Your Question about Pay-for-Performance? • Superintendent Evaluations • Common Core State Standards and the School Board • 8 Characteristics of Effective Boards • Idaho Public School Funding – 1980 to 2013 • Board and Superintendent Relationships • How Can School Boards Provide Leadership to Increase Student Achievement? • Ethics in Government
cost These workshops are included in your convention registration. See pg. 31 for registration costs.
• Trust and the School Climate • Leading Through Changing Times: Breaking Down Barriers to Get Results • Legislative Relationships - Partners in Leadership! • Integrated STEM: Preparing a STEM Literate Citizenry for the Future
SLATE • OCTOBER 2012
• Teaching and Learning in 21st Century Classrooms
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• What’s on the Horizon for the J.A. and Kathryn Albertson Foundation? • Utilizing Paperless Governance Solutions to Open Communications • Research-Based, Cost-Effective Ways to Boost Your District’s Literacy Scores • Heads Up! Fighting Concussions in Idaho Schools • Data at Your Fingertips: How Trustees Can Use Schoolnet to Make Decisions • The Idaho Digital Learning Portal • How to Choose the Right Technology for Your District • Data Dashboards for School Boards • The Trouble With the Future Is, It’s Not What It Used To Be! School Leadership in Changing Times • A Brief Overview of the Role of Social Media and Schools • A Place at the Table: Building Cross-Cultural Community • Parliamentary Procedure Boot Camp • Apps and Digital Content for iPad! • iBooks Textbooks for iPad!
• Policies Required by Law
• Rewarding Excellence at the District Level
• Challenges Issuing Bonds and Resources to Lower Costs
• A Competition of Academic Strength – The Decathlon
• Here Batter, Batter...Hit a Homerun with District Blended Consortiums
• The Impact of School Counselors in Student Growth and Success
• LiLI.org: Free and Reliable Content for Education • Preventing Cyberbullying, Sexting, and Inappropriate Online Behaviors
• The New ISAT: Idaho’s Transition to Common Assessments
Plus many more workshops!
t s o M e h t e h o w t o Mak
of your e c n e i r e p x e n o i t conven
Idaho school board members, superintendents, clerks, and others will soon descend upon Boise for the ISBA Annual Convention held on November 14-16 at the Riverside Hotel. This convention is the premier continuing education program designed especially for school board members. It is here that we will deliver practical solutions to help your board improve student learning and achievement. In order to help you “drink from the fire hose” a little easier, here are some helpful tips to help you plan your time at convention and get the most out of your experience.
n ov e m b e r 14-16
the riverside hotel
00 Registration • The entire board, superintendent, and clerk are encouraged to attend the conference as a team. The team approach allows for the opportunity to cover more workshop sessions, as well as hear a common message/theme during the convention. • If you will be traveling to Boise, be sure to visit with your board and district leadership regarding who registers you for the convention, makes your hotel reservations, what you are registered to attend, etc. • The majority of the meals are provided at the convention with your fullregistration. Before you arrive, be sure to know what meals are provided. In order to participate in meal functions, you will need to be registered accordingly and wear your name tag. This also applies to any guests who attend and would like to participate in meal functions.
00 Before You Arrive • Talk to your board prior to attending and get a plan of attack for how your board will attend the convention. Who is attending? What are your travel arrangements? How long are you staying? What workshops look as if they are “do not miss”? Will you attend workshops together or as individuals? Do you have district clothing that you will wear as a group on Friday’s “school spirit” day? • The schedule has built in time for you to meet and get to know each other in an informal setting. We encourage you to take advantage of this down time to get to know one another. Understanding one another helps you as a team when the decisions get tough! • Set time aside in a board meeting to review the proposed prior year’s resolutions and the current proposed resolutions. These can be found on our website at www.idsba.org. continued on next page...
SLATE • OCTOBER 2012
by ISBA Staff
29
...continued from previous page • If more than two of your board members will attend the convention, be sure to post a meeting notice. Although you will probably not be conducting board business, it is wise to let the public know you will be attending convention and that a quorum will be present. If you need help on what this notice might look like, please feel free to call the office and we can send you a sample. 00 Early Bird Workshops • These workshops are opportunities for you to extend your learning beyond the regular workshops that are part of the convention. Take time to dig deeper or learn a specialty.
SLATE • OCTOBER 2012
00 Workshop Sessions • Take time before the convention to review the workshop schedule. As a board/district team, discuss which workshops will be the most beneficial for the team. Should you attend the same workshops or break up and attend different workshops? • Set a meeting spot after each workshop session or at the end of the day and quickly debrief. Use the “I learned these five things” to quickly identify with each other things you want to remember. It can be overwhelming if you wait to debrief at the end of convention or when you return to your next board meeting if you don’t have any notes.
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00 Business Session • As a board, review the resolutions before you arrive at the Convention. If you have board members that will not be attending, gather their votes on each of the resolutions so that you can turn them in at the business session. • If a board member is not able to attend the convention, other board members may vote in his/her absence on resolutions. • Each board member will vote on a candidate for the open positions of the ISBA Officer core (President, President-Elect, Vice President). Take time before the business session to read the candidates information in the convention book and consider visiting with the candidates so you can get to know them better.
• Attend the business session! While it may not seem important, and admittedly at times it is not fun and exciting, this is what help forms the legislative work the ISBA staff does for the rest of the year. • Robert’s Rules of Order are used for the parliamentary procedure during this meeting. This is a great opportunity for you to see Robert’s Rules used and see how you can strengthen your own board meetings. 00 Exhibit Show • Take time to review which companies will be exhibiting at the Convention. You may want to note those companies that you particularly want to visit with regarding products/ services for your district. • This is also a great place to network with other board members from other districts. • Visit the ISBA booth where you can chat with the staff and receive answers to your questions and learn about any products and services that your district could be receiving at a discounted rate or free as part of your membership. 00 Keynote Speakers • Each year the convention keynote speakers are carefully chosen so that attendees will receive an informative and inspiring message. This year, Murray Banks will be joining us to share his message on leading in tough and changing times. We will also have a legal roundtable by attorneys who are well-respected in various areas of law. And, be sure to stay to the end to hear an amazing presentation on Saving Flight 1549. This will compare the leadership shown during Flight 1549 with that of being a school board leader. Sit together and enjoy being inspired. 00 Scholarship Auction • The ISBA Scholarship Trust was formed by past presidents of ISBA. The purpose of the Trust is to raise money to award scholarships to high school seniors who are the children or grandchildren of current or past school board members. The application process opens each year in September and closes in February.
• The Scholarship Auction is held each year to raise money to fund the scholarships. Anyone may attend, donate to, and bid at the auction. • The Scholarship Auction is always a fun and worthwhile event during the Convention. Please plan to donate an item towards the Auction and attend this great event. Items may include, but are not limited to: quilts, pictures, gift certificates, baskets of goods, jewelry, food, bags, clothing items, and much more! 00 Additional Tips for0 First-Time Attendees • Be punctual. We value your time. Unless something unavoidable occurs, our events begin and end on time. We do not have assigned or priority seating, so please plan to arrive at workshops and meetings a little early to reserve your spot and get settled. • Don’t be shy. Introduce yourself to other school board members. You will find them to be valuable resources for you both at the convention and in the future. Chances are, whatever challenges you are facing on your school board, one or more of your fellow ISBA members has been there before. Name badges give you a wealth of information to help you get to know fellow convention attendees, including their name, district, and role within the district. • Introduce yourself to ISBA staff and the Executive Board. If the staff or an Executive Board member does not find you first, please introduce yourself to them. You will see them at the registration desk, the ISBA Booth, and other locations around the convention. Please don’t hesitate to ask for assistance. • Ask questions. Don’t worry about asking a “rookie” question. Many of the most important issues facing public education today are raised by new members who are taking a fresh look at situations confronting our schools. • Take what you learn home. ISBA encourages convention attendees to report at your next board meeting what you learned at the convention to any of your fellow board members and key staff who couldn’t attend. Sharing what you learned will help your team grow.
• Complete the post-convention survey. The ISBA staff will email a link to an anonymous post-convention survey. ISBA staff appreciates your comments and reviews all of the feedback given. As time and resources allow, staff implement suggestions that improve the event. • ISBA is YOUR organization. Above all, know that ISBA is your organization. We are a diverse group of people with one goal in mind: providing the best possible education to our students. You will find your fellow school board members and our staff ready to help you reach that goal.
We can’t wait to see you at convention! We hope these strategies will help you build connections between the content at the Convention and the applicability in your district. Approach this networking and professional development event like any other part of your career — do your research, be ready to contribute, and receive information from your colleagues around the State, and have fun. See you there.
Visit www.idsba.org for additional convention details, i n c l u d i n g a g e n d a , r e g i s t r a t i o n f o r m s , w o r k s h o p d e s c r i p t i o n s
Reservations
Deadline
Rates
More Info
(208) 343-1871, ask for ISBA Room Block
October 22, 2012
$122 per night, plus tax
Please visit www.idsba.org
The Riverside Hotel in Boise is the official convention hotel. Because we expect the hotel block to sell out, and to be fair to all concerned, we request that attendees only reserve those hotel rooms that will indeed be used. Therefore, registration to the convention is a requirement for the ISBA room block. Any hotel reservations made as of October 11, 2012 by those who have not submitted a convention registration form to ISBA will be contacted. ISBA reserves the right to cancel hotel reservations of those attendees who have not registered for convention as a way to allow those intending to participate a sleeping room at the reduced block room rate.
full conven t i o n r e g i s t rat i o n
s i n g l e e v e n t r e g i s t rat i o n
Includes the following events: »» President’s Reception »» Thursday Breakfast & General Session »» Thursday Exhibit Show & Lunch »» Scholarship Auction »» Awards Banquet »» Friday Breakfast & General Session »» Business Session »» Friday Lunch & General Session
Includes the following: »» Early Bird Workshop »» Awards Banquet (for guests and others) »» Other Meals (for guests and others)
ISBA Member
REGULAR
LATE & ON-SITE*
BEFORE OCT. 22
OCT. 23 - NOV. 14
$395
$440
Guest of ISBA Attendee $225
$250
$300
Other (Company Rep, etc.)
$495
$540
$350
*All registrations must be received by November 6, 2012. After this date, attendees must register On-Site.
REGULAR
LATE & ON-SITE*
BEFORE OCT. 22
OCT. 23 - NOV. 14
Early Bird Workshop $350
$75
$100
Awards Banquet Only $225
$65
$75
reservations
*All registrations must be received by November 6, 2012. After this date, attendees must register On-Site.
convention
Registration
SLATE • OCTOBER 2012
y! Register Toda
y! Register Toda
Room
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BY JESSICA HARRISON Policy & Government Affairs Coordinator
Advocacy Tips FOR SCHOOL BOARD MEMBERS
A
lthough it may seem too early to start thinking about the 2013 Legislative Session, now is the time to establish the relationships and set the priorities that will build the foundation for the Idaho School Boards Association’s (ISBA) important advocacy work. ISBA staff and lobbyists cannot be successful in advocating on behalf of school board members without your help.
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Here are a few advocacy activities that you can do now:
Establish Informal Meetings Consider forming a group to meet monthly over lunch or beverages with board members from surrounding districts, legislators, and/or other policymakers. The goal of the group is to build relationships with decision makers and educate them about issues facing local school districts. ISBA has already created the email list serve as a means for you to communicate with the school board members in your Region. By creating an opportunity to meet informally with legislators you will build the relationships and begin the discussions that will be critical to ISBA’s advocacy efforts.
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Discuss ISBA Resolutions We encourage you to begin discussions in your district on the proposed 2013 ISBA Resolutions. Take some time at your next board meeting to review the resolutions and carefully consider the impact of each proposal. Be prepared to speak to ISBA’s resolutions, their purpose, what you hope will be accomplished if they are passed into law, and why they are necessary.
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Compile Data Begin to collect information that will help legislators learn about your local district. Information such as ISAT scores, graduation rates, IDLA and dual enrollment courses taken by your students, percent of low income students, and percent of special needs students helps legislators understand the issues most important to schools today.
CONTACT
SLATE • OCTOBER 2012
2
Contact Your Legislators In many legislative districts, legislators are running unopposed in the general election so the outcome is already known. In those districts that have contested elections, make sure you take the time to learn about the candidates and encourage your fellow board members to do the same. Either way, take the time to learn (or relearn) where they stand on education issues and teach them about your district. Tell them your story, because if you don’t, someone else will, and it may not be accurate. You should also discuss the role of a school board member and your decision making authority at the district level. We want them to understand that you are elected to represent the same constituency that they are elected to represent. Call your local legislators and/or legislative candidates and introduce yourself. It is important to make contact with them prior to the session. Invite them to a board meeting or to one of your schools so they can see how well your district is doing and so they can get a sense of the issues of greatest interest to your district.
Karen Echeverria Executive Director karen@idsba.org Jessica Harrison Policy & Government Affairs Coor. jessica@idsba.org Call (208) 854-1476 or (866) 799-4722
advocacy resources ISBA Staff members are available to answer any questions you may have regarding advocacy, the Legislature, or ISBA’s Resolutions. Additionally, ISBA can provide the following: Assistance in creating a template to write a letter or email to your legislator. Assistance in creating a template to write a letter to the editor of your local newspaper on important issues affecting your district. Information and/or guides to help prepare you to testify, participate in a meeting with your newspaper’s editorial board, and bring you up-tospeed on how the legislative process works.
Ed Massey on His Role as
President of NSBA
You now have been an Officer within NSBA for three years. What have you learned over those years that have helped you to prepare for your role as President? In my time as a Director for NSBA and in my roles as Secretary Treasurer and President Elect respectively, I have had the opportunity to observe school board governance and association governance from many perspectives. I have a great appreciation for the diversity between states and within states. The core of everything that NSBA does is around relationships: relationships with State Associations and relationships with educational leaders across the United States. In order to prevail against the adversaries of public education, we must unite in our causes and focus our advocacy (legislative, legal, and public) on core issues. In short, we cannot be everything to everybody and we cannot take a position on every issue. Notwithstanding, we can focus on those important issues that have the greatest impact on children across America. What have you chosen as the theme for your Presidency? My theme for this year is ADAPTIVE LEADERSHIP - MOVING EDUCATION FORWARD. John F. Kennedy stated, “Change is the Law of life and those who look to the past are certain to miss the future”. Everything around us is changing, including education. If we are going to remain relevant as an Association, we must change too. The way we do everything has been modified. With the advent of new technologies, we must be adept at changing our approach to advocacy, board member training, etc. Furthermore, we must properly align ourselves vertically and horizontally. That is, the messages delivered on behalf of NSBA and the State Associations must be deliberate, specific, and consistent. To deal with the changes that have occurred, and those that will occur, we must be able to adapt so as to properly address all of the challenges that face education and will face education.
Ed Massey, President of the National School Boards Association, will be at the ISBA Annual Convention in Boise on November 15th, 2012.
As a school board member in Kentucky, you’ve been through the process of selecting a superintendent before. Has that experience prepared you in any way for searching for a new NSBA executive director? (Current Executive Director Anne Bryant is retiring.) Yes. Before chairing the nominating committee that brought Executive Director, Bill Scott, to Kentucky, I served as the Chair of my local board when we hired Dr. Bryan Blavatt. After Dr. Blavatt retired, I again chaired my local board when we hired our current Superintendent, Randy Poe. In between my work to hire Superintendents for my local district, I chaired the committee that interviewed candidates for the KSBA Executive Director. After an exhaustive national search, the board decided to offer Bill Scott the position of Executive Director and he remains in that position today. As President of NSBA, I, once again, am in a position to be part of a team that will select the next Executive Director of NSBA. I have appointed my fellow officers (David Pickler- President Elect and Anne ByrneSecretary Treasurer) to be co-chairs of the NSBA search committee. It has been an engaging process. After the Board selected a search firm, we have set on a mission to find that person who will lead NSBA into the future. The new Executive Director will have continued on next page...
SLATE • OCTOBER 2012
ISBA staff interviewed NSBA President, Ed Massey, to learn more about him as a board member and the leader of the National School Boards Association. President Massey serves on the Boone County Board of Education in Kentucky and is a past President of the Kentucky School Boards Association. He is the first Kentuckian to serve as an officer on NSBA’s Board of Directors. In this article, Massey discusses how he prepared for this role and what his goals are for the next year.
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to be a dynamic leader and consensus builder. Through my past experiences in selecting leaders for my local board and for KSBA, I feel I am more capable than ever to identify those specific qualities that the next Executive Director of NSBA must have to succeed. What are some of the goals you are pursuing this year? This year has been an unusual year. When I became an officer at NSBA, I had no idea I would be President during the selection process of hiring a new Executive Director. At the same time, the Board of Directors gave a charge to the new NSBA committee to bring recommendations on how to proceed in the future given a cost benefit analysis of NSBA’s programs and activities. Those two committees have taken a tremendous amount of commitment and time. Notwithstanding, I have also implemented various mechanisms to improve communication with NSBA’s partners and the members comprised of the fifty State Associations. I have tried to give weekly and monthly updates of the happenings within NSBA. Also, I have initiated quarterly calls with the 22 Past Presidents of NSBA so as to gain their perspective and input regarding the work of NSBA. I have enjoyed seeing the work of the Board of Directors come together this year. The current Board of Directors is completely engaged in the process of selecting a new Executive Director and setting the vision for NSBA moving into the future. My goal through all of these initiatives is to improve our brand and make us “the advocate” for public education while working with and through our State Association members.
What are some of the biggest challenges education is facing today? There are multiple challenges including funding, apathy, and the move by some towards the privatization of public education. America must not lose its commitment to provide ALL children with a free and appropriate public education. To paraphrase Martin Luther King Jr., injustice to anyone is injustice to everyone. First, we must convince our State and National legislators that unfunded mandates are intolerable. Unless our government is going to provide adequate resources, it should not mandate rules and regulations. To do so is to set the state educational systems up for failure. It is like trying to shoot at a target blindfolded. Both Federal and State government must give the local boards of education the flexibility to do what is necessary to promote education within their respective communities. Local boards of education are the liaison between the community and the educational system. Only through community buy-in can districts succeed. It takes a commitment of the local board, administration, teachers, parents, and students for a district to demonstrate continuous improvement and to assure that all graduates are career and college ready. The impetus behind this cohesive partnership is the local board. Regardless, local board have had their capacity marginalized by mandates that dictate how a district will be operated. These mandates, often “unfunded” have minimized the local control of boards. As such, it is being dictated from
Washington what should be done in our local communities. This has resulted in a major disconnect between what is mandated and what is reasonable. As a direct and proximate result, districts are being penalized for the inability to meet impossible goals. Without mandates, there would be no need for waivers. Second, we must overcome apathy within our communities as it relates to public education. Everyone is affected by good or bad educational systems. Nonetheless, many of those who do not have children in schools are unwilling to support the local district. We, as educators, must do a better job at demonstrating how a good education materializes into good employees and innovative leaders. We need to convince all community members that apathy towards public education which is a fundamental civil right will result in deterioration of the American educational system. If, as a nation, we are to compete globally, we need to realize that education is an investment, not an expense. Finally, privatization of public education will result in creating rich and poor schools thus depriving many of America’s children of an education they deserve. Children do not determine the environment they are born into nor the social and economic circumstances into which they are reared. Only through our public schools is the playing field leveled. Only through educational opportunities can some children rise above their environment and overcome poverty.
SLATE • OCTOBER 2012
How can school boards help meet those challenges?
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School boards can meet these changes by being engaged. Being a board member is more than a monthly meeting or in the case of a State Association or National Association, a quarterly meeting. Board members must assert leadership and engage their communities. They must challenge their communities to be involved. Many
parents, businesses, and community leaders are willing to embrace public schools, but they won’t involve themselves unless they are asked to do so. Board members need to solicit, support, and acknowledge those who invest in the public schools. Also, board members must be nimble enough to avoid the rigid traditions of public
education. Board members need to be creative and innovative in the delivery and implementation of educational programming within their communities. By engaging the community, the investment in public education is multiplied. Together we can all achieve more.
You will be providing greetings on behalf of NSBA at the ISBA Annual Convention on November 15th. What can attendees look forward to hearing from you? I always try to express my passion for public education. Many have heard me say that law is my occupation, but education is my passion. Education has provided me and my family with numerous opportunities. As a child, my parents impressed upon me the importance of education. It became readily apparent to me that education, once achieved, could never be taken away from me. I have tried to instill that same mindset into my children. I truly believe that education is a lifelong experience. The more we know and more prepared we are, the more we can achieve individually and collectively. I hope to convey the importance of all factions to public education. To succeed we need the impact of students, parents, teachers, administrators, boards, communities, state school boards associations, and the National School Boards Association.
What would be the one a piece of advice you would give to a board member? I would advise any board member to be an active listener. Only by understanding the challenges to public education can we develop policies that will impact education positively. We often hear about data driven decision making in the classroom, but we often don’t follow that principle as board members. We need to gather all of the relevant information and then develop policies and procedures that will benefit all students under our charge. Are there any other topics you would like to discuss with the readers of the SLATE magazine? In addition to serving as President of the National School Boards Association, I also serve on the National Parent Teacher Association Board. Having served on two national boards, I see a tremendous benefit in partnerships. While we may not always agree with other entities that have educational interests, we would be
better served by working together on those topics where we share a common interest. The opponents of public education have adopted a divide and conquer philosophy. Only by working together can we impact the decision makers in Congress and within our state legislatures. I think we need to be more proactive in establishing alliances that will enhance our national voice.
ISBA
DIAMOND BUSINESS PARTNER
BY KRISTIN MAGRUDER Idaho Education Network
FROM CALCULUS TO CAL POLY
M
iren Aizpitarte is entering her sophomore year as a biomedical engineering major at California Polytechnic State University in picturesque San Luis Obispo.
SLATE • OCTOBER 2012
For more information about the 360-degree support provided by the Idaho Education Network to districts, schools and educators, contact:
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Julie Best Communications Director 208-332-1832 Kristin Magruder Public Relations/ Communications Specialist 208-332-1842
Cal Poly is a nationally ranked, comprehensive public university located halfway between San Francisco and Los Angeles on California’s central coast, just minutes away from California’s best beaches, state park, and landmarks. Their distinctive learning community offers a rigorous, handson educational experience that prepares students for today’s scientific and technical world. Admission to Cal Poly is highly competitive for all majors and qualified applicants continue to outnumber available student spaces each year. When evaluating applications of potential students, Cal Poly considers the collegepreparatory courses taken in secondary school and prefers applicants with at least four semesters of advanced math. Aizpitarte not only met the desired target – she exceeded it with the help of the Idaho Education Network. Created by the Idaho Legislature in 2009, the Idaho Education Network provides highspeed broadband internet to all Idaho K-12 high schools and equips each school with at least one interactive video conferencing system. High schools leverage the network to send and receive classes, hold virtual sessions with programs to supplement their curriculum, and collaborate with other students to provide a rich learning environment. Beyond the classroom, schools are engaging their local communities by offering workforce development and adult education courses, professional development workshops for teachers, and conducting egional and statewide meetings. 00 Interactive Video Calculus Prior to enrolling at Cal Poly, Aizpitarte was a student at Rocky Mountain High School, located in the Meridian Joint School District No. 2 in northwest Meridian, Idaho. She enrolled in Dave Gural’s Calculus II class after school with three students from Sandpoint and one from Sugar City. “I am so glad I took advantage of this opportunity and sacrificed after school activities,” said Aizpitarte. “It was a fun and interesting experience.”
The teacher engagement with the students through interactive video conferencing is critical to the success of the course and the positive experience of the student. Gural’s commitment to creating an environment where the students feel comfortable in a virtual course was apparent to Angela Larson, mother of former Sugar Salem high school student Michael Larson. “Michael enjoyed the Calculus II class immensely and I know Mr. Gural had a lot to do with that,” said Larson. “A good teacher makes all the difference in the success of any class.” When Michael moved to Sugar Salem High School from a larger school in Utah, Larson was concerned about lack of academic opportunities for her son. Upon learning of the Idaho Education Network, Michael was able to enroll in Calculus II, adequately preparing him for his studies at Massachusetts Institute of Technology. Aizpitarte shares Michael’s appreciation of being equipped for college studies. Her biomedical engineering degree requires four levels of calculus and because she earned dual credit in Gural’s Calculus II class through Boise State University, she was able to transfer those credits to Cal Poly and was one of the few freshman able to begin her post secondary academic career with Calculus IV. “I thought I was going to struggle in the class and wish I had started with Calculus III,” said Aizpitarte. “However, I already knew half of the material [as a result of ] Mr. Gural’s class. Now going into my sophomore year, I have completed all of my math requirements while other students are still working on theirs.” 00 College Readiness Only 47% of 2012 Idaho high school graduates taking the ACT met the College Readiness Benchmark in mathematics and a dismal 32% met the benchmark in science, just 1% each over the national average. The average ACT score increases significantly when students take three years of mathematics during their high school career, and increases even more significantly when
00 Meeting Local Goals In their 2012 report “Rising to the Challenge of College and Career Readiness,” the National Center for Education Achievement states that instructional improvement is supported by giving students equitable access to experienced and effective teachers, but what can districts do when the demand or need for highly effective teachers outweighs the district’s ability to provide them? NCEA recommends a framework of 15 best practices that districts can implement at the district, school and classroom level to assist students with mastery including providing and using instructional tools, such as technology, to support rigorous learning for students. The Idaho Education Network can assist districts with meeting their long-term, system-wide approach to improving teaching and learning. 00 In the Classroom • One goal of the Idaho Education
Network is to provide equal access to courses for all students regardless of geographical location. The Idaho Education Network is a tool to fill gaps in common core curriculum, offer rigorous and advanced courses to students, and provide additional electives. Courses can be exchanged between schools, providing access to hard-to-find classes or dual credit courses through Idaho colleges and universities. • The Idaho State Board of Education reported in their 2011 Higher Education Fact Book that the cost of attending a post secondary institution has increased 41% from fiscal year 2003 to fiscal year 2010. By accessing dual credit classes in high school, Idaho students pay only $65 per credit and can earn the equivalent of an Associate’s Degree by the time they graduate. This is a significant savings to students and their families concerned with the rising cost of post secondary education. 00 In the School • Outside of the classroom, educators and students can use the Idaho Education Network to collaborate with each other across the state or even across the country. Project RED found online collaboration to be one of the nine key implementation factors linked most strongly to education success measures. Interactive video conferencing erases the barriers of time, distance or money and can extend to mentors and experts worldwide. • Research also shows developing internal candidates for leadership positions helps to establish program continuity and strength. Educators willing to master the use of the video conferencing technology and the best practices associated with distance teaching, position themselves as leaders in their schools and districts. 00 In the District • Administrators and boards can enjoy the cost savings realized by utilizing the Idaho Education Network. High-speed broadband service is provided to meet school needs for interactive video conferencing as well as 1:1 mobile computing devices. Meetings and
professional development workshops can be held district-wide without added travel expenses. • Districts can connect with their communities by offering workforce development or after-hours classes. By offering a method for increasing skills in the local community, residents have the opportunity to increase their earning power and consequently contribute to the economic development of the region. Miren Aizpitarte can certainly attest to the benefits of using the Idaho Education Network. Now ahead of her class, she is an example of the state’s goal to prepare students for college and career readiness. Without the opportunity to take an advanced math class such as Calculus II, she may not have been accepted at Cal Poly. “Offering classes via the Idaho Education Network should be available in every high school to meet the needs of the students that want to excel,” said Aizpitarte. “I am certainly happy I had the opportunity!”
Dave Gural, Rocky Mountain High School, Meridian School District Resources: • Cal Poly San Luis Obispo website. Retrieved 28 Aug 2012. http://www.calpoly.edu/. • ACT Profile Report – State. Graduating Class 2012 Idaho. • Idaho State Board of Education. Higher Education Fact Book 2011. • ACT – National Report. The Condition of College & Career Readiness, 2012. • National Center for Educational Achievement ACT, Inc. The 20 Non-Negotiable Characteristics of Higher Performing School System – Aligning District Practices to Support High-Quality Instruction. April 2011. • ACT, Inc. Rising to the Challenge of College and Career Readiness. August 2012. • Project RED. The Technology Factor – Nine Keys to Student Achievement and Cost Effectiveness. 2010.
SLATE • OCTOBER 2012
taking four or more years. Of students meeting the mathematics course pattern of four years or more, over 70% meet the ACT mathematics benchmark. However, schools and districts in rural settings or that have been impacted by the recent recession have difficulty offering advanced math courses to their students, leaving them unintentionally disadvantaged when it comes to college readiness. The largest curriculum-based difference in ACT benchmarks reported was in mathematics. Forty-eight percent of graduates completing three or more years of mathematics met the ACT benchmark, compared to only 8% of graduates who took less than three years, a disparity of 40%. Idaho has taken steps to prevent this deficiency by requiring three years of mathematics beginning with the class of 2013. To improve college and career readiness, ACT recommends providing students with access to rigorous courses. ACT data shows that students who take a rigorous core curriculum are much more likely to graduate high school and be ready for college or career training opportunities by acquiring the knowledge and skills needed to enroll and succeed.
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BY NANCY WILLARD M.S., J.D.
Cyberbullying, Sexting, & Predators, Oh My! A BRIEF GUIDE TO ADDRESSING THE CHALLENGES OF YOUTH RISK IN THE DIGITAL AGE 00 Youth Risk in the Digital Age Young people have embraced the Internet and cell phones. They send messages and text, create profiles, post personal news, and interact. Much of this activity is fun and beneficial. The majority of young people make positive choices and are not at risk or being harmed. Unfortunately, some young people may get into risky or hurtful situations. Young people at greater risk when using digital technologies are often, but not always, those who also face risks in other areas. The following are the key risks to young people when using digital technologies: • Digital Aggression Use of digital technologies to intentionally engage in hurtful acts directed towards another.
SLATE • OCTOBER 2012
• Digital Threats or Distress Posting information that appears to be a direct threat or “leakage” indicating emotionally distress and the potential for violence against self or others.
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• Digital Abuse Abusive and controlling use of digital technologies in the context of abusive personal relationships. • Digital Exploitation Abusive relationships, coercive pressure to provide nude images (sexting), distributing nude images, sexual exploitation, and sex trafficking. • Unsafe Digital Communities Support self-harm (such as anorexia, self-cutting, drug use), engage in criminal activity (gangs), or support hatred and violence (hate groups).
00 Legal Issues There are a number of legal standards that must inform the policies, investigation, and intervention. • Student Off-Campus Speech Federal courts have consistently held that school officials can formally respond to student off-campus speech that has or reasonably could cause a substantial disruption on campus, including situations that have or could lead to violence, overall interference with the delivery of instruction, or significant interference with the ability of any other student to fully participate in school activities. Document the following: • Nexus The connection between student’s off-campus speech and the school community. • Interference with Rights of Other Students How student speech is interfering with the rights of another student or students to be safe and receive an education. If students have targeted school staff, the disruption must interfere with students’ rights. • Substantial Why the interference is “substantial,” not merely an inconvenience or situation that has caused offense. • Predicted Disruption If disruption has not occurred, reasons why disruption can be predicted.
BY LAWRENCE WASDEN Attorney General
• District Responsibility Schools have a responsibility under civil rights laws to prevent student-on-student harassment that is so severe it deprives a student of the right to receive an education. If a school has actual knowledge that a student is being denied a right to an education by another student’s off-campus speech combined with hurtful actions at school, failure to intervene could be considered deliberately indifference. • Search and Seizure and Right to an Attorney Students have a significant expectation of privacy in the records on their digital devices. Reasonable suspicion is likely sufficient for school official search, but school officials can only search records related to the suspicion, not all records on the device. When law enforcement becomes involved, the standard shifts to probable cause. Students and their parents should be advised of their right to refuse consent to search without a search warrant and students’ right to an attorney. 00 Comprehensive Multidisciplinary Planning Multidisciplinary Engage in multidisciplinary planning involving school administrators, counselor/psychologists, health teachers, educational technology specialists, teachers, school nurses, and school resource officers to address these new challenges. Foundation The necessary foundation for an effective approach to address these new concerns includes: • Effective, positive school and classroom behavior management practices. • Instruction in social emotional intelligence. Needs Assessment Conduct a local student survey or focus groups to identify positive norms and practices, negative incidents, and provide insight into underlying risk and protective factors. Policy & Protocols Review Review and revise all policies and protocols related to situations involving digital risk. • Include language in the district bullying and harassment policy that ensures students and parents have notice the school will intervene in situations where off-campus speech has or could cause a substantial disruption at school or interfere with the rights of students to be secure. continued on next page...
ProtecTeens Video: A Resource for Bullying Prevention October is National Bullying Prevention Month. I encourage Idaho In addition to Attorney General Lawrence Wasden and educators to revisit ProtecTeens, the Secretary of State Ben Ysursa, Internet Safety video and resource the ProtecTeens partnership kit available free from my office. includes: The video covers cyberbullying, cell phones and sexting, social networking, • Governor C.L. “Butch” Otter chat and instant messaging, online gaming • First Lady Lori Otter and virtual worlds, sexual predators and • Superintendent of Public general Internet risks and safe practices. It Instruction Tom Luna encourages students to tell a trusted adult if • Idaho Prosecuting Attorneys they encounter anything online that makes Association them uncomfortable. It also offers practical • Idaho Sheriffs Association tips for responding to online problems, • Idaho Chiefs of Police such as cyberbullying and sexting. The Association video was written for middle school and • Idaho Internet Crimes Against junior high school students and their Children Task Force parents, but has also been well received • Idaho School Boards by high school students. We produced Association the video in a modular form. Each section • Idaho Association of School can be viewed separately, followed by Administrators classroom discussion of that subject. In addition, each DVD offers more • Idaho PTA detailed information in the following • Idaho Medical Association written pieces: the Attorney General’s Internet Safety Manual, A Parents’ Guide to Social Networking Websites, The Internet Lingo Dictionary, The Family Contract for Internet Safety, and information about parental control software. English and Spanish versions of the video and supporting materials are included on each DVD. The ProtecTeens video and supporting publications are available on the Attorney General’s website at www.ag.idaho.gov. Idaho teachers may order free copies of the DVD for their students through the Attorney General’s website. (Please allow 10 days for processing and shipping.) Schools and community groups may also use the website to request a presentation by a member of the ProtecTeens Partnership. I’ve done more than 100 such presentations throughout Idaho and look View the video at forward to doing more as my schedule www.ag.idaho.gov./ permits. We’ve also had great success internetSafety/ in arranging for our law enforcement protecTeens.html or partners to do these presentations. request a FREE DVD.
SLATE • OCTOBER 2012
• Interference With Other Student’s to Receive an Education Demonstrate based on that student’s subjective perspective and an objective observer perspective.
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• Establish practices that require a full investigation, encourage restorative interventions, and ensure post-incident evaluation. • Revise threat assessment and suicide prevention protocols to address the fact that this kind of material is being posted online or delivered via texts. Set up a web-based reporting vehicle for students to report concerns. • Develop reasonable policies to address hurtful use of cell phone and imaging devices while used on campus that also reflect the reality that students are, and will continue to, use these devices outside of class for social purposes and in-class for instructional purposes. • Develop a protocol with local law enforcement and community mental health professionals for investigating and intervening in the more significant concerns. Ensure protection of students’ constitutional rights. 00 Professional Development Implement a “multi-tiered” approach to accomplish necessary professional development. • Key district educators require a high level of expertise in these concerns. • All safe school personnel require insight into ways to effectively detect, investigate, and intervene. • Teachers who are instructing students about digital safety require insight into the concerns and how to positively influence safe and responsible behavior. • All other staff require a general understanding within the context of the professional development they receive related to bullying prevention and youth risk. (ADD reference to any ISBA requirements for reporting.) Parent and Community Outreach Facilitate parent and community outreach through newsletters, parent workshops, and “just-in-time” resources at school. Provide outreach to community mental health professionals, community organizations, and the media.
WHAT IS CYBERBULLYING? Just like schoolyard bullies might use their fists or words as a weapon, cyberbullies use technology to tease, torment, harass or otherwise hurt their victims. Below are some common forms of cyberbullying:
SLATE • OCTOBER 2012
• Malicious text messages sent directly to the victim.
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• Hacking into a peer’s social networking (Facebook) or email account and pretending to be the victim. • Creating a fake social networking or email account and posing as the victim.
• Sending lewd or embarrassing photos of the victim via email or text without the victim’s consent. • Using a blog to post mean, embarrassing or false information about the victim.
For a complete list, see: www.aftab.com/index. php?page=how-does-cyberbullying-work
Student Education Use a constructive education approach that engages students in learning from their peers and developing personal standards. This approach should reinforce positive norms, strengthen effective skills, and encourage students to be helpful allies. Providing effective universal education will require collaborative efforts of all staff, but especially health teacher, educational technology specialists, and school librarians. The role of peers is exceptionally important for prevention and intervention. Adults are generally not present in digital environments. Teens often do not report negative situations to adults, but do tell their friends. Reinforce positive peer norms related to positive interventions by witnesses and strengthen their skills to effectively intervene by reporting concerns, reaching out to be kind, and publicly or privately telling the person being hurtful to stop. Consider using a peer mentoring approach for instruction, having older students mentor younger students. Investigation School officials must take the time to fully investigate any digital risk situation and use digital evidence to more fully understand the situation, but this evidence could be deceptive or not disclose the entire situation. • Preserve Digital Evidence. Gather and preserve the digital evidence and determine the identity of individuals involved. • Review the Situation. Determine who is playing what role in this situation, with what apparent motivation. Look closely to determine whether online incident is a continuation of--or in retaliation for--other hurtful interactions between the parties. • Collaborative Investigations and Response. If it appears that there is an imminent threat of violence, contact law enforcement and initiate a protective response. If there appears to be an imminent threat of suicide, follow suicide prevention protective plan. Restorative Interventions It is imperative to shift from a punishment-based approach to restorative interventions that hold students accountable, restore relationships, and keep all students engaged in the school community. Recent research has raised concerns about the lack of effectiveness of school responses to student aggression. Students will not seek adult assistance if doing so could make things much worse. Punitive interventions that generate anger can lead to digital retaliation that can be accomplished anonymously or by enlisting the support of online friends over whom a school has no authority. Suspending students will not cut them off from socializing with their friends--this only interferes with their education. Evaluation of Intervention Use a “continuous improvement” approach for evaluation based on local data. It is especially important to evaluate the effectiveness of school intervention efforts in specific continued on page 42... situations.
SLATE • OCTOBER 2012
CONTACT ISBA: JACKIE HOPPER JACKIE@IDSBA.ORG (866) 799-4722
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Our Valued ISBA Business Partners 00 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 00 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. Crystal Wilson (208) 327-7050 cjwilson@idahodairycouncil.org | www.idahodairycouncil.org
00 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
00 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
BRONZE BUSINESS PARTNERS 00 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. Eric Heringer (208) 344-8577 eheringer@snwsc.com | www.seattlenorthwest.com
SILVER BUSINESS PARTNERS 00 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. Jenifer Huff (208) 343-7523 jhuff@hummelarch.com | www.hummelarch.com
00 HUTCHISON SMITH ARCHITECTS
SLATE • OCTOBER 2012
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. Angelia Healy (208) 338-1212 ahealy@hsaarchitects.com | www.hsaarchitects.com
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...continued from page 40 00 Embrace Civility in the Digital Age Embrace Civility in the Digital Age (a program of Center for Safe and Responsible Internet Use) promotes approaches that will best ensure all young people become cyber savvy and that seek to address youth risk in the digital age in a positive and restorative manner. Web site: http://embracecivility.org. E-mail: info@embracecivility.org. Embrace Civility in the Digital Age has developed resources to support a school-based approach to encourage students who witness hurtful incidents either face-to-face or digital to positively intervene, called Be a Friend ~ Lend a Hand, and a survey schools can use to assess local concerns. Nancy Willard’s book, Cyber Savvy: Embracing Digital Safety and Civility (Corwin Press) provides educators with insight to teach digital safety, with additional resources available on the Embrace Civility site.
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Nancy Willard, M.S., J.D. Embrace Civility (a program of Center for Safe and Responsible Internet Use) http://embracecivility.org nwillard@csriu.org About the Author Nancy Willard is a former attorney and special education teacher of children with emotional difficulties. She has focused her attention on issues of digital risk since 1995.
Author of Cyber Savvy: Embracing Digital Safety and Civility (2011, Corwin Press) Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Cruelty, Threats, and Distress (2007, Research Press) Cyber Safe Kids, Cyber Savvy Teens: Helping Young People Learn to Use the Internet in a Safe and responsible Manner (2007, Jossey Bass)
Our Valued ISBA Business Affiliates 00 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.
00 MORETON & COMPANY
00 BOARDDOCS
00 BUYBOARD
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Michael E. Hanahan mhanahan@boarddocs.com (800) 407-0141
Jackie Hopper jackie@idsba.org (866) 799-4722
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Dr. Fred Schroeder fred@generalasp.com (866) 667-1277
Rodger Regele rodger.wa@comcast.net (888) 726-0015
00 USBA FLEX
Contact these Business Partners or Affiliates to find out how they can assist your school district. Contact Misty Jones at the ISBA Office for more information. 0 Phone: (208) 854-1476 0 Fax: (208) 854-1480 0 Email: misty@idsba.org 0 Toll-Free: (866) 799-4722 0 Web: www.idsba.org
SLATE • OCTOBER 2012
EMPLOYEE FLEXIBLE SPENDING PROVIDER Paula Summers psummers@usba.cc (801) 878-0671
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IDAHO SCHOOL BOARDS ASSOCIATION P.O. BOX 9797 • BOISE, ID 83707-4797 PH: (208) 854-1476 • FAX: (208) 854-1480
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