ISBA SLATE Magazine - March 2015 by Idaho School Boards Association

A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION

SPRING 2015

Legislative Update COMMON CORE FIELD GUIDE

BULLYING: RECOGNITION & RESPONSE

PTE EDUCATION & CAREERS

p. 24

p. 12

p. 27

Table of Contents

SLATE

SPRING 2015 FEATURES

18 UNUSED SICK LEAVE

PERSI adjustments for a fourday work week

20 TESTING THE

COMMON CORE

The rigorous standards face their BIGGEST challenge yet

24 A FIELD GUIDE TO SUCCESS Implementing Common Core

27 CONNECTING EDUCATION TO CAREERS

Professional-Technical Education in Idaho

30 PREPARING LEADERS Boise State Style

IN EVERY ISSUE 5 ABOUT ISBA 6 PRESIDENT’S MESSAGE

Todd Wells, ISBA President

8 PUBLIC INSTRUCTION

Sherri Ybarra, Idaho Superintendent of Public Instruction

10 BOARD DEVELOPMENT Emma Atchley, President, State Board of Education

12 SAFETY NOTES: BULLYING: RECOGNITION & RESPONSE Aimee Assendrup

14 POLICY UPDATE NEWS Jess Harrison

16 AT YOUR SERVICE Misty Swanson

38 THE LAST WORD Karen Echeverria

SLATE | Volume 33 | Spring 2015

SLATE

MAGAZINE

MISSION Provide leadership and services to local school boards for the benefit of students and for the advocacy of public education.

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.

VISION Trustee leadership for excellence in Idaho public education.

STANDARDS 1. Vision and Mission 2. Continuous Improvement 3. Advocacy 4. Accountability 5. Community Engagement 6. Board Operations and Training

ISBA STAFF Executive Director Karen Echeverria Associate Executive Director Misty Swanson Policy & Government Affairs Director Jess Harrison Office & Finance Coordinator Kristi Toolson Board Training Coordinator Krissy LaMont Research & Policy Coordinator April Hoy

ISBA CALENDAR 21-23

NSBA Convention March 21–23, 2015 Nashville, TN

facebook.com/ IdahoSchoolBoardsAssociation

APR

ISBA Executive Board Meeting April 24-25, 2015 Boise, ID

twitter.com/ IDSchoolBoardsA

MAR

24-25

JUL 15

JUL 16

JUL 23

AUG 6

ISBA Summer Leadership Institute July 15, 2015 Jerome, ID ISBA Summer Leadership Institute July 16, 2015 Rigby, ID ISBA Summer Leadership Institute July 23, 2015 Coeur d’Alene, ID ISBA Summer Leadership Institute August 6 Meridian, ID

EDITORIAL OFFICE 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

STAY CONNECTED

SLATE | Volume 33 | Spring 2015

flickr.com/photos/isba

idsba.org Subscribe to our newsletter Get the ISBA Voice in your inbox on Mondays

About ISBA

SLATE

OFFICERS

of the 2014-2015 ISBA Executive Board

The Idaho School Boards Association is governed by a 22-member Executive Board which includes four officers, plus two representatives from each of the nine regions of ISBA.

President Todd Wells Castleford Jt. SD #417

President-Elect John Menter Troy SD #287

Vice President Margaret (Margie) Chipman Weiser SD #431

Imm. Past President Anne Ritter West Ada Jt. SD #002

MEMBERS

of the 2014-2015 ISBA Executive Board

Region 1 Chair Tom Hearn Coeur d’Alene SD #271

Region 1 Vice Chair Jody Hendrickx St. Maries SD #041

Region 2 Chair Jennifer Parkins Genesee Jt. SD #282

Region 2 Vice Chair Kim Campbell Moscow SD #281

Region 3 Chair Juan (Mike) Vuittonet West Ada Jt. SD #002

Region 3 Vice Chair Jason Knopp Melba Jt. SD #136

Region 4 Chair Lisa Knudson Castleford Jt. SD #417

Region 4 Vice Chair Scott Tverdy Buhl Jt. SD #412

Region 5 Chair James (Jim) Stoor Soda Springs Jt. SD #150

Region 5 Vice Chair Janie Gebhardt Pocatello/Chubbuck SD #025

vacant

Region 6 Chair Ryan Ashcraft West Jefferson SD #253

Region 6 Vice Chair Deidre Warden Idaho Falls SD #091

Region 7 Chair Eric Jenson South Lemhi SD #292

Region 8 Vice Chair Lacey MacKenzie-Yraguen Weiser SD #431

Region 9 Chair Wally Hedrick Meridian Technical Charter HS

Region 9 Vice Chair Leslie Baker Moscow Charter School

Region 7 Vice Chair Vacant

Region 8 Chair Barbara Dixon Meadows Valley SD #011

SLATE | Volume 33 | Spring 2015

SLATE

President’s Message

ADVOCACY

AT THE NATIONAL LEVEL By Todd Wells ISBA President For further information on NSBA federal advocacy programs, please visit the ‘Advocacy’ link at nsba.org.

By the time you read this, we should be nearing the end of the Idaho legislative session for 2015. However, our federal congressional leaders are still actively debating the strengths and weaknesses of a variety of proposals in Washington, D.C. Through direction from the annual Delegate Assembly at the National School Boards Association (NSBA) conference and the Board of Directors, representatives from the NSBA represent trustees nationwide at Congress. The process for NSBA resolutions is very similar to our own process for resolution consideration. State leadership can bring proposed resolutions to their respective region for consideration. Representatives from state leadership will review and discuss the proposed resolution, followed by a vote to move or not move the resolution forward to the NSBA. If approved by the region, resolutions are then submitted to the NSBA Policies and Resolutions Committee for review. Annually, proposed resolutions from all regions nationwide go before the delegate assembly, comprised of representatives from each state association, for debate and consideration to become a platform for the NSBA.

The ISBA is very fortunate to have Anne Ritter serve on the Policy and Resolution Committee and on the Board of Directors as a representative of Idaho and the Pacific Region. Her strong voice, along with others from the Pacific Region, has been instrumental in garnering nationwide support for Craig-Wyden Funds and Safe and Secure Rural Schools Funds. We very much appreciate her work and support in this arena. Other NSBA advocacy platforms include legislation to strengthen the flexibility and local governance of school boards while limiting federal mandates, support for the reauthorization of the Elementary and Secondary Education Act, and development of local flexibility and responsibility within the Healthy, Hunger-Free Kids Act. For further information on these and other NSBA federal advocacy programs, please visit the ‘Advocacy’ link at nsba.org.

“ WE NEED YOUR HELP ADVOCATING ON THE FEDERAL LEVEL.”

Your ISBA executive officers attend Pacific Region meetings and the NSBA Delegate Assembly to represent Idaho in such discussions. Last summer, ISBA co-sponsored a resolution supporting the continued funding of the Safe and Secure Rural Schools Act. Proposed federal spending cuts to this program of up to 75 percent are currently being discussed. For Idaho, this translates into a potential loss of over $26 million. Other resolutions from the Pacific Region that will be considered by the delegate assembly this year include federal support for an F-1 educational visa program, federal recognition and mitigation of the negative effects of poverty on the education of children, federal support of publicly funded and accountable schools, and federal opposition of tuition vouchers and tax credits for non-public schools. 6

SLATE | Volume 33 | Spring 2015

Just as we encourage you as trustees to keep local legislators informed, we need your help advocating on the federal level. I encourage you to keep in touch with your members of congress on federal education topics. If your district realizes a need for change or development of a federal program, your input to the executive officers as regional and national representatives is imperative. Through your communication with ISBA regional and state representatives, we hope to be better able to serve you not only at the state level, but also in the federal arena as advocates for the education of Idaho’s kids.

Statistic of the Quarter

SLATE

STATISTIC OF THE QUARTER 45% 43% 45%

41%

43%

39%

41%

37%

39%

35%

37% 35% 33%

Idaho’s average math and reading scores on the National Assessment of Education Progress improved or remained steady between 2003 and 2013.

Percentage of Students Who Scored Proficient or Advanced

National Assessment of Educational Progress (NAEP) scores are assigned achievement levels based on the level of mastery they show. The National Center for Education Statistics notes that a rating of Proficient indicates “solid academic performance,” while Advanced indicated “superior performance.” A rating of Basic indicates “partial mastery of prerequisite knowledge and skills that are fundamental for proficient work,” and Below Basic indicates this is lacking.

33% 31%

31%

29%

27%

25% 2003

2005

2005 2007

2007 2009

2009 2011

2011 2013

2013

For the 4th grade math and 8th grade math and reading tests, the percentage of students scoring Proficient or Advanced has climbed over the past 11 years. During the same period, the portion of students scoring Below Basic for each of these groups has fallen significantly. For the 4th grade reading test, the percentage of students scoring Below Basic, and the percentage scoring Proficient or Advanced has remained steady. Recent results from the NAEP also show a solid

Grade 4 Reading Proficient or Advanced

performance by Idaho students in math and reading Grade 4 Math Proficient or Advanced

Grade 8 Reading Proficient or Advanced

school Between 2003 and 2013 Idaho’s Grade 8 Math Proficient orstudents. Advanced

Grade 4 Reading Proficient or Advanced Grade 8 Reading Proficient or Advanced

Grade 4 Math Proficient or Advanced Grade 8 Math Proficient or Advanced

when compared to the national average for public

average NAEP scores have remained slightly higher than or roughly equal to the national average for 4th and 8th grade students in both reading and math.

THANK YOU

TO OUR DAY ON THE HILL SPONSORS! C3 Interior Environments JENNIFER SWINDELL (208) 473-8811 jswindell@idahoednews.org F E B R UA RY 1 6 - 1 7, 2 0 1 5

MARTIN SCHINDLER (208) 608-8382 martin.schindler@ki.com

SLATE

State Department of Education

MY VISION FOR THE FUTURE By Sherri Ybarra Idaho Superintendent of Public Instruction

As I begin my new role as Idaho’s Super intendent of Public Instruction, my vision for the future of education in Idaho is a culmination of all that I have seen as a mother, a teacher, and as a district administrator. Those differing viewpoints have given me an opportunity to see the many things that are right about education, but also to become well aware of some of the roadblocks that have been placed in the path of providing a quality and effective education for our children. I am absolutely convinced that the best path to removing those roadblocks is by empowering local school districts with expanded local control and more discretionary money. That is why our new vision: “Supporting schools and

“ I am absolutely convinced that the best path to removing roadblocks is by empowering local school districts with expanded local control and more discretionary money.” students to achieve,” will be the foundation for everything we do and help to renew our shared spirit for educational excellence in Idaho public schools. For too long, state and local governments have attached so many conditions to funding that local districts have become little more than mandate marionettes, with people hundreds or thousands of miles away from local conditions pulling the strings. We must work to limit this. For example I want, to make modifications to the NCLB (ESEA) waiver to resolve numerous issues concerning federal mandates and testing—issues that are unnecessarily burdening our school districts and often hindering their ability to affect student achievement and outcomes. We must return local control to local school districts and one of the best ways to do that is to let them decide how to spend their money. To help achieve that, I am proposing to divert into the discretionary Operational Fund a total of $18.759 million from six non-discretionary line items in the budget ($13.555 million from three professional development programs, $4 8

SLATE | Volume 33 | Spring 2015

million from the content and curriculum line, $904,000 from the Instructional Management System Maintenance line and $300,000 from administrative evaluation). Districts may decide to use the money for those purposes if they choose, or they may decide they have a more pressing local need. It will be up to them. They need the flexibility to respond to their unique local conditions. I want to turn the decision-making pyramid upside down. Instead of mandates from above flowing down to the districts, I want to see the 115 districts and 48 charter schools in Idaho be granted the freedom to demonstrate their innovative ideas that help to improve a child’s education. I want the State Department of Education to return to being a service agency, assisting and responding to the needs and concerns of local districts, local families, and children. I want to identify the innovative ideas that can be found in every school in the state and develop a system for passing them along. To do that, I have appointed Dr. Chuck Zimmerly to assume the new position of Community Relations Officer. Zimmerly is a longtime leader in education and previously served as executive director of the Intermountain Center for Education Effectiveness at Idaho State University. His new position will focus on working with Idaho school districts to build, foster and support communications and relationships with the school districts, as well as other state and local stakeholders. This new outreach effort will provide a new means of communication for school districts to address their particular issues and it also will help provide guidance for school districts that have questions about various policies. There are a number of initiatives we’re working on, including helping provide common-sense technology to schools that they can actually use. For example, giving elementary students a mobile device when there’s no Wi-Fi, in either their school or their home, makes no sense. To help districts integrate common-sense technology into their programs, I’ve named Will Goodman as the State Department’s new Chief Technology Officer. Goodman had been serving as president of the Idaho Education Technology Association and in his career he has been a teacher, principal, interim superintendent, and

State Department of Education

technology director, so his background is uniquely suited to the technology needs of schools. He will be able to help districts make the most out of the technology they have, assisting with the concerns local districts may have over critical infrastructure, technical, and broadband questions. This Department will be committed to higher standards, focused on providing the best possible education for our children, including customizing education to meet the unique needs of children across a broad spectrum of options, such as: traditional or charter schools, online learning, and dual credit options. We also want to go back and re-examine our current assessment system to be sure that when we measure accountability, it reflects a motion picture of growth over time, not just one snapshot in the life of a child. We want to retain our good teachers and draw new, quality teachers into the ranks because when all is said and done, every reform movement means nothing without a quality teacher in each classroom

in Idaho. To make sure we have good teachers in the classroom, I am proposing a tiered approach to licensure, in which a teacher will undergo a three-year “residency” before advancing to a “professional” license. During their residency period they would begin teaching under “optimal conditions,” such as a lighter student load, fewer additional duties, and strong mentoring from a veteran teacher. The system would be designed to provide significant layers of accountability and help the teacher become a competent professional. Retaining and attracting teachers means offering competitive pay. I am proposing a new “career ladder” system that will grow teacher compensation to the levels originally recommended by the Governor’s Task Force. We have had a history of adopting large projects that have been very expensive, and haven’t worked, so a pilot program is a more cautious and responsible way to make sure this works—before we commit the people’s money to it.

SLATE

Finally, if the revenue is available, I want to seek statutory authority to place a cap on K-3 classroom sizes. The extra one-to-one time will give teachers the ability to work with students and will pay dividends towards the entire educational career of our students, while going a long way towards meeting the Governor’s Task Force recommendation for reading proficiency by the end of third grade. As I said in my inaugural speech, “Let’s build upon success, for excellent schools in Idaho, and renew our long-standing commitment to helping schools and students flourish.” We must continue to seek—and achieve— increasingly high standards. I want to create conditions under which every student has the ability, upon graduation, to either enter the workforce or, be capable of going on to post-secondary education. In doing so, we serve the needs of every child in this state, while ensuring a bright future for all of us, in Idaho. SLATE | Volume 33 | Spring 2015

SLATE

State Board of Education

THE GOVERNOR’S TASK FORCE BY EMMA ATCHLEY President, State Board of Education

or the past two years, the State Board of Education has shepherded the Governor’s Task Force for Improving Education. Board member Richard Westerberg did a masterful job of chairing this effort as it was one of the most open, inclusive, and productive undertakings that the Board has ever directed. The Task Force, representing a broad and diverse set of stakeholders, submitted 20 recommendations in 2013. Their work continued in 2014 with the Implementation Committees, who spent considerable time and effort developing

SLATE | Volume 33 | Spring 2015

more specific details for many of the Task Force recommendations. Over the almost two-year period, there were 51 public meetings, 10 community forums, and more than 700 public comments related to the development of the Task Force’s recommendations. Research from across the United States was considered and local and national experts heard. These recommendations have since received widespread support, but we know there is additional work to be done on many of these recommendations in order to implement them successfully.

State Board of Education

The first steps to implementing the Task Force recommendations were taken during the 2014 legislative session, and we appreciate the support provided by Governor Otter and the Idaho Legislature. The Task Force recommended restoring operational funding for districts at a rate $16.5 million per year for five years. The Legislature and Governor Otter approved $35 million, doubling the recommendation and reducing the amount of time needed to reach full restoration. Funding for Fiscal Year 2015 was also provided for: • teacher professional development, as well as for local boards of trustees • teacher leadership premiums • the Advanced Opportunities program for high school juniors and seniors to take dual credit courses, advanced placement exams and professional- technical certificate exams • more technology in our schools The momentum to improve our education system has carried into this

ISBA

SLATE

“Every legislator with whom I have met agrees the time to act is now.” year’s legislative session. The Board recognizes the critical role the Governor and Legislature will again play in implementing the Task Force recommendations. Every legislator with whom I have met agrees the time to act is now, and Governor Otter has embraced this opportunity, starting with his proposed state budget which injects an additional $120 million into the public education budget compared to last year. This year, additional Task Force recommendations are being considered, including teacher certification and salaries, professional development, technology in the classroom, college and career counseling, and many more important issues. Lawmakers are looking to all of us – State Board members, the Department of Education, local board members, superintendents and teachers – for our expertise. They count on our

careful, objective review of the proposals being considered and how they will effect Idaho school children. As I mentioned, development of the Task Force recommendations was open and inclusive. Implementation and measurement of the recommendations must be, too. It is certainly the desire of the Board to maintain this open line of communication. Idea sharing, fact-based research, and rich debate led to development of the Task Force recommendations, and they must continue as we move to implementation and measuring our success. Local school board members have been great conduits of ideas and support. You provide the local perspective that is very important as we develop and implement policies. I look forward to continuing to work with you as we improve our public education system.

PROMOTE YOUR JOB Online Job Center Listing

$30

$50

$75

Voice Newsletter Listing

add $20

add $25

add $30

SLATE Advertisement

add $70

add $30

add $40

add $50

Front Page Website Feature

Does your district or charter school have a position to fill? ISBA offers a service for our member job-seekers.

Online Job Center Listing

Your job listing will be posted in the ISBA Job Center for 4, 8, or 12 weeks.

Optional Add-Ons Voice Newsletter Listing Your job listing will be listed in the Voice, ISBA’s weekly e-newsletter, for 4, 8, or 12 weeks. SLATE Advertisement Your job listing will be advertised one time in the next SLATE magazine. Please contact ISBA regarding deadlines for this option. We request a six week notice prior to the print of the next SLATE. Front Page Website Feature Your job listing will be added to the front page of www.idsba.org for 4, 8, or 12 weeks. Our website receives a high volume of traffic.

Credit Packs

Do you want to get the most bang for your buck? Purchase a “pack” of job postings to use now or at any time. This is a great option if you have only a few listings now but expect to have other listings in the future, or, if you have five listings now and want to advertise all of them. Sold in Packs of 5: Listed for 4 weeks - $135 Listed for 8 weeks - $200 Listed for 12 weeks - $325

For More Information

If you have any questions regarding this service or would like additional information, please contact Misty Swanson at the ISBA Office: (208) 854-1476 | misty@idsba.org.

SLATE

Safety Notes

Bullying:

Recognition & Response

SLATE窶ポ窶シolume 33窶ポ窶ゴpring 2015

Aimee Assendrup

Safety Notes

Bullying is usually thought of in physical terms, typically calling to mind a bully knocking a book out of smaller student’s hands, taking his lunch money, or starting a fight. Bullying is much more than that. Bullying can be seen in a variety of forms. The Centers for Disease Control and Prevention (CDC) defines bullying as, “any unwanted aggressive behavior(s) by another youth or group of youths who are not sibling, or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.” Bullying can result in physical injuries, social and emotional difficulties, and academic problems. The harmful effects of bullying are frequently felt by others, including friends and families, and can hurt the overall health or safety of schools, neighborhoods, and the community. Bullying situations have three main characteristics:

1. HARM

Someone gets hurt either emotionally, socially, or physically.

2. UNFAIR MATCH

One person or group does not have the physical, verbal, or social skills to effectively contest the other person or group.

3. REPEATED

The harm is repeated over a period of time.

TYPES OF BULLYING

RACIAL BULLYING The bully dehumanizes the victim by viewing them through negative racial stereotypes rather than as the person he or she really is. Racially bullying can be especially dangerous if the victim also suffers racial taunts in the community.

SEXUAL BULLYING

In sexual bullying, the bully seeks to exert power over the victim through sexually oriented statements or body language. The victims of sexual bullying are often slow to step forward because of denial, embarrassment, or fear of connection to the bully.

SOCIAL BULLYING

Social cliques are powerful examples of social bullying. You are either an insider or outsider. Social bullies often isolate their victim by spreading lies or rumors. Social bullying often goes undetected, but can be even more damaging then physical bullying.

VERBAL BULLYING

Sometimes it is difficult to determine if a situation is bullying or teasing. A clear way to determine if the situation is verbal bullying is to see if an unfair match exists between the students and the verbal abuse is repeated over time. In all cases, the 6 types of bullying contain: • A Bully • A Victim • Bystanders Now that we know how to recognize the different types of bullying, let’s take a look at how to respond.

EMOTIONAL BULLYING

Emotional bullying can be used to break down a victim’s self-esteem. It may take the form of taunting or mimicking, as the bully intimidates and provokes the victim. Younger students can be especially susceptible to emotional bullying.

DO: • Intervene immediately! It is okay to get another adult to help. • Separate the students involved in the bullying incident. • Make sure everyone is safe.

PHYSICAL BULLYING

Many times physical bullying involves a smaller victim who is easily intimidated by the larger bully. This type of bullying demonstrates the bully’s power to others and disempowers the victim. Physical bullying is the easiest type of bullying to identify and is often mistaken for fighting.

• Meet any medical or mental health needs. • Stay calm. Reassure the students and bystanders involved. • Set a good example of respectful behavior when you intervene.

SLATE

DON’T: • Don’t assume kids can work it out without adult help. Don’t ignore it! • Don’t immediately try to sort out the facts. • Don’t force other students to say publically what they saw. • Don’t question the students involved in front of the other kids. • Don’t talk to the students involved together, only separately. • Don’t make the students involved apologize or patch up relations on the spot. Lastly, make sure you support the kids involved. Whether they are the bully, the victim or the bystanders it’s important that all of the kids are offered support to ensure bullying doesn’t continue and effects can be diminished.

WHAT SHOULD YOUR SCHOOL DO TO MINIMIZE EXPOSURE? Have an Anti-Bullying Policy and Procedure in place. Publish the policy in both the student and employee handbooks. It would also be a good idea to have parents, students, and staff sign that they have reviewed the policy and understand it. Students and school staff need to be trained on the anti-bullying policy and how to report a bullying incident. The training and education provided should also be documented. School Administrators should be aware of their role when a bullying incident is reported. The anti-bullying policy needs to be followed and enforced. Schools should immediately investigate a bullying report. The investigation and the action taken needs to be well documented. The best way to address bullying is to stop it before it starts. If you would like additional information regarding an anti-bullying policy at your school, or safety & loss control assistance, please contact Allan Ranstrom, Pat Pinkham, or Aimee Assendrup at Moreton & Company at (800) 341-6789.

SLATE | Volume 33 | Spring 2015

SLATE

Policy Update News

POST-LEGISLATIVE POLICY REVIEW By Jess Harrison

ISBA Policy & Government Affairs Director

As the legislative session winds to a close it’s time to start thinking about how legislative changes will affect your local district policy manual. While updating board policies should be a year round activity, it is especially important that the board review any legislative changes in both statute and rule and update their local governance policies to be in compliance with the changes. The board should discuss how the changes will be identified and how the policy work will be conducted. Some boards have a policy committee while others meet as a committee of the whole for policy work. In either case, boards should always be mindful of Open Meeting laws when working on policy matters. Additionally, the board should make sure that it is following the board’s policy on policy development and adoption.

RESEARCH

One of the first steps in conducting a post-legislative policy review is research. This entails finding out what laws and rules have changed and, of those, which ones will require changes at the board policy level. The policy committee, superintendent, or other designee typically will 14

SLATE | Volume 33 | Spring 2015

gather relevant information on the law or rule changes. This information can come from a variety of sources and organizations, but one very good starting point is the Idaho School Boards Association (ISBA)’s Capitol Notes publication. Capitol Notes is a weekly e-newsletter posted on ISBA’s website and distributed via email to ISBA members during the legislative session to keep you up to date on all of the education happenings at the Idaho Legislature. This publication details all of the relevant laws and rules and their progress throughout the session. This document is a great starting point for post-legislative review. The Idaho Legislature’s website is another great resource. You can access all of the bills from the session in their full text as well as the Statements of Purpose (SOPs) for a general overview of each bill.

REVIEW

Once the relevant information on legislative changes has been gathered, the policy committee, superintendent, or other designee should examine the research as it pertains to current board policy, educational practice, and district

Ask the ISBA

SLATE

needs. This is the time to discuss the impact on your local district, take community input, and discuss the likely effects of implementation on the students, staff, and budget.

DRAFTING

The next step is the actual drafting of the changes. Here is another chance to take advantage of ISBA’s expertise to determine whether ISBA has drafted model language that can be considered by the board. Members of ISBA’s Policy Update Service will have access to model policies updated based upon legislative changes that can be a starting point for districts to bring their manuals into compliance. The Spring and Summer Releases are particularly important as they contain the relevant legislative updates which can be incorporated into local policies.

“ Policy review and revision is a continuous process that should happen throughout the year and especially at key times such as the conclusion of the legislative session.” READING

Once the drafters are satisfied with the content, the policy draft should be put on the agenda for first reading. It should be noted that “reading” does not necessarily mean that one must read the entire policy out loud at the meeting. A “reading” can be simply a discussion and consideration by the full board in public. If board members do not agree on the policy draft, they may request alternate language, table it for further discussion, or request additional information. The draft should go back to the applicable step if this is the case. If the board is agreeable to the draft, generally, a vote to adopt would take place after a second reading. However, while most boards use a two reading system, there is no legal requirement to do so. It is up to the board to determine the number of readings depending upon the circumstances. For example, if the board is conducting a rewrite of its entire policy manual, they may choose to go with one reading to ensure that the work can be accomplished in a reasonable time. Other policy changes may require even more than two readings if the issues are controversial.

DISSEMINATION AND IMPLEMENTATION

After adoption, the next steps are dissemination and implementation. The board needs to make sure that the people affected by policy changes are aware of the changes. This can be accomplished in many ways, including announcements, updates to handbooks, staff meetings, and/or online posting. Once the board adopts a policy and it has been disseminated, the superintendent takes over for the implementation phase.

QUESTION: As we are beginning negotiations, what kind of financial information should we provide the local association?

ANSWER: The district should be very transparent when it comes to sharing financial information with the local association during negotiations. At a minimum you should provide: • Budget information – current year, anticipation for next year, past year • Insurance costs and options – current year, projection for next year, past year • Information as to State FTE allocations • Information as to trends in student enrollment and ADA • Knowledge of anticipated operational cost increases • Historical salary information Also, be ready and willing to discuss and answer questions about the financial information as they arise. It makes things much easier if everyone is on the same page and has the same financial information. ISBA receives questions from Trustees, superintendents, clerks, and other school district officials on a variety of topics. To help others learn from these questions and answers, previous questions and answers are archived online at: www.idsba.org/node/113. You may submit your question at www.idsba.org/node/91. Your name will remain confidential.

The final step is monitoring and evaluation. The board and superintendent should periodically evaluate how a policy is working and suggest revisions if necessary. Policy review and revision is a continuous process that should happen throughout the year and especially at key times such as the conclusion of the legislative session. SLATE | Volume 33 | Spring 2015

SLATE

At Your Service

PAPERLESS BOARD MEETINGS Several years ago the ISBA Executive Board moved its board packets from large stacks of paper to an online paperless By Misty Swanson ISBA Associate Executive Director

system. I have seen the transition and can honestly say it has been a very positive experience for both the Executive Board and the staff. It wasn’t an easy shift to make at first, but I believe everyone is glad we did.

SLATE | Volume 33 | Spring 2015

At Your Service

THE SHIFT

Prior to the shift from paper packets to paperless meetings, the Executive Board and staff were definitely sunk in a culture a culture that developed many, many years before and nobody wanted to change. How we did things was working and nobody was complaining. After all, as a staff our job was to make the Board happy and help their meetings be as smooth and easy as possible. The question came before us, do we move with current technology and other leading state associations or keep our past system? The staff researched paperless meeting systems and decided to propose this new concept to the Board. The Board cautiously agreed to give it a try.

“ The board can access the packet and review the content before the meeting at their leisure.” The training for both the staff and the Board was quick, easy, and encouraging. We realized we COULD do this and it wasn’t as difficult as we thought. Within the first meeting, we had completely transitioned from a paper meeting to paperless. Instead of stacks of papers and confusion regarding which document was being discussed, the meeting table was covered with laptops and tablets. One by one I saw each board member ‘get it.’ They each learned how to access board meeting documents – for current meetings as well as past meetings.

HOW IT WORKS

Once staff has board packet content ready, they load the documents into the system. This could include the meeting agenda, past meeting minutes, any documents to reference during the meeting, budget information, etc. Each board member is assigned their own username and password. The board can access the packet and review the content before the meeting at their leisure. During the board meeting, the board can review any relevant

documents as reports are given or motions are made. During the Executive Board meetings, I project the board packet onto a large screen in the board room so anyone without a computer or access to the packet can see the documents that the board is reviewing.

SLATE

If your board has not considered a paperless board meeting system, I would highly recommend you do so. You can experience the cost savings, ease of use, staff time effectiveness, and more like so many other districts and charter schools across the State.

COST SAVINGS

Many proponents of paperless meeting systems attest to the cost savings that can be experienced by switching to a paperless system. The cost savings can be seen by reduced copy charges, less paper used, and staff time used more effectively. Many users say they have seen savings of thousands of dollars per year. I don’t know exact numbers regarding the cost savings that ISBA has seen, however, I can tell you that ISBA has saved a lot between copy machine charges, paper, postage, and staff time.

ISBA has thoroughly researched two companies that offer paperless board meetings. We have found great benefit, customer service, and return on investment with both. We recommend you contact each to see which one is the best fit for your district or charter school.

SECURITY AND PUBLIC ACCESS

BOARDBOOK

Many paperless systems provide a variety of security options. Each document can be assigned its own level of security. If you want to keep something secure and later release to the public, you can. Or, you can post the entire packet for everyone to view. I’ve seen some school districts who post a link to their paperless system on the district website. Constituents can view the board packet, both current and past, online at their leisure.

BOARDDOCS

Bill Terry bterry@boarddocs.com (800) 407-0141 x 3529 www.boarddocs.com Melinda Smith melinda.smith@boardbook.org (888) 587-2665, Option 2 www.boardbook.org

WHAT SHOULD YOU LOOK FOR?

The most important thing you should look for in a paperless system is ease of use. If it’s not easy for staff and the board to use, you won’t use it. Research the options and ask others who use a paperless system what they like and don’t like about their system. I know of several districts and charters around the State that use paperless systems. If you’d like a few references, let me know and I’d be happy to share.

NEXT STEPS

As with any change, I know this may be a difficult choice to make – both for the board and staff. We were just as cautious several years ago as we made the decision. I am pleased with the choice the Board and staff made. They have paved the way for our current Board and staff to have a much easier system, plus ISBA saves money each year.

SLATE | Volume 33 | Spring 2015

SLATE

SLATE窶ポ窶シolume 33窶ポ窶ゴpring 2015

SLATE

Reprinted from PERSpectives, Fourth Quarter 2014, a Public Employee Retirement System of Idaho newsletter.

In order to act in the best interest of all of our members, PERSI is obligated to make equitable adjustments to sick leave balances for any school district employee working a four-day work week (IDAPA 59.01.06.550). In order to accurately calculate each member’s adjustment, PERSI obtains information from each school district to determine when the switch to four day weeks happened, contract amounts and number of work days. Because the amount of sick leave available to use for insurance purposes is determined based on daily rate of pay, and the simple mathematical fact that given an equal contract amount, someone working fewer days (4 versus 5 days) would have a higher daily rate of pay. Because of this, PERSI must make an equitable adjustment. The examples below are meant to help explain how the unused sick leave benefit is calculated by PERSI, and show how this adjustment is needed in order to make it equitable to those who work a five-day work week:

4-DAY WORK WEEK EXAMPLE

5-DAY WORK WEEK EXAMPLE

• Contract amount: $65,000

• 165 working days in contract (4-day work week)

• 198 working days in contract (5-day work week)

• 200 unused sick leave days at time of retirement

• $65,000/165 = Daily rate of pay of $393.94

• $65,000/198 = Daily rate of pay of $328.29

• 200 sick leave days / 2 = 100 days (per statute, only ½ sick leave days can be used for this purpose)

• 200 sick days / 2 = 100 days (per statute, only ½ sick leave days can be used for this purpose)

• $393.94 x 100 = $39,394 for insurance purposes

• 328.29 x 100 = $32,829 for insurance purposes

In the above example, without an adjustment, someone working a 5-day work week would be credited with $32,829, while someone working a 4-day work week would be credited $39,394, or $6,565 (16%) more than their 5-day counterpart, with all other things being equal. PERSI must make an adjustment to the 4-day work week member in order to address this inequity, by reducing their benefit by 16%. The above is a hypothetical example. The actual amount that was used to make the equitable adjustment is dependent upon the actual contract hours in a given particular situation. We hope this has been helpful in explaining why the adjustment may be necessary to an individual’s unused sick leave. If you have any questions please contact the PERSI Answer Center at 1-800-451-8228. Reprinted with permission from PERSI. You can see the entire Fourth Quarter 2014 newsletter here: http://www.persi.state.id.us/members/newsletter/14/Q4.pdf

SLATE | Volume 33 | Spring 2015

SLATE

Testing the Common Core

Del Stover

The rigorous standards face their BIGGEST challenge yet as some states and districts get ready to assess their students, and others opt out.

For a brief period last August, the school board of Florida’s Lee County was at the forefront of growing national resistance to the new tests being developed to align with the Common Core State Standards. By a 3-to-2 vote, the board agreed to opt out of standardized and end-of-high-school tests mandated by the state—a decision that drew cheers from many parents and teachers attending the board meeting. As an act of public defiance, however, this decision didn’t last long. The legal and financial ramifications of the district’s stance proved too perilous. Concerns quickly surfaced that missing test scores would leave graduates without the documentation necessary for a high school diploma or college acceptance. Within a few days, the school board reversed course, agreeing to resume mandatory testing but curb other assessments used by the district to monitor student progress. “Testing has somehow gotten so much out of control that it has taken over the whole system,” says school board member Mary Fischer, who originally supported the controversial measure but later switched her vote. “We started to have so many complaints and concerns from teachers, parents, and students, and that prompted us to consider listening to this idea of opting out.” At almost the same time, opposition also was being voiced against the Common Core-aligned assessments in New York state. Some parents complained that test questions were not age-appropriate and left their children frustrated and in tears.

SLATE | Volume 33 | Spring 2015

SLATE

New York’s teachers unions criticized plans to use test results as one of the criteria in teacher evaluations, a decision deemed particularly misguided as the tests were too new to guarantee proper alignment with classroom instruction. Supporting this argument were the results of the state’s first round of field tests in 2013, when less than a third of students in third through eighth grades met or exceeded the proficiency standard in language arts. That was down from about 55 percent in 2012.

GROWING RESISTANCE

No one would have predicted such a turn of events six years ago, when the National Governors Association and Council of Chief State School Officers, to great fanfare, brought together 46 states and the District of Columbia. They launched a joint initiative to create a common set of more rigorous education standards and agree to a new series of tests that would accurately assess student learning across the nation.

York state, thousands of students opted out of last spring’s state exams for elementary school students, with smaller protests encouraged by anti-testing groups in other states. Many of these students simply read quietly at their desks during the testing and the protests were not overly disruptive, but school officials expressed some concern that their districts could, in theory, lose federal funding for failing to reach test participation levels required by federal rules.

Yet, some local school leaders expressed sympathy with the parents’ stance. “One of the sad things about it is that I truly believe that assessment should be an important component of every child’s life in school,” William Johnson, superintendent of New York’s Rockville Centre Union Free School District, told the Long Island Indiana, Oklahoma, and South Carolina, Press. “But in fact, when the for example, are among the state has developed tests that states that have pulled out of “ Some criticism of Common Core testing are quite frankly never found the Common Core initiative. Governors and legislators in to be valid, it is very difficult is valid; some is political hyperbole.” other states are threatening to for me to encourage parents follow their example. Others are to have their students sit for a backpedaling on their commitment, delaytesting, particularly after it became clear nine-hour exam knowing full well that the ing implementation of the tests, calling for that the more rigorous test would be results are not going to be used by anybody a review of state policy, or rebranding their more demanding and time-consuming for in the school district to do anything with at standards. Iowa now calls its standards children. the end of the day.” “The Iowa Core.” Other opposition arose after the federal Such arguments have been taken up by All of this is going to have an impact on government offered Race to the Top grant parents, teachers, and school adminisschool leaders and their districts. But are money, as well as waivers to No Child Left trators across the nation. In Ohio, Jim school boards going to discover that the Behind rules, to states that agreed to more Lloyd, superintendent of the Olmsted Falls investment in training, new curricula, rigorous standards tied to college and City Schools, called it an “abomination” technology, and instructional materials career readiness—and then indicated that that students could spend nearly twice will go to waste? Probably not. the new Common Core standards would as much time taking new standardized meet the mandate. Tea party activists saw tests compared to previous years. He also Put aside the political rhetoric, and the these policy steps as a sign of increasing abhors the state’s rush to put the new majority of state leaders realize they’re federal intrusion into state and local standards and assessments in place and too invested in Common Core to retreat education governance. expressed a wish that the state had a more fully from the rigorous standards. The gradual implementation schedule. standards may get a new name. Standards Some of these issues came into play in and tests may be revised, some to the the school board debate in Florida’s Lee “We are aligning, learning, and assessing detriment of their rigor. But that’s the County, says school board President at the same time, so it feels as though we headache of state policymakers. As is so Cathleen O’Daniel Morgan. An anti-Comare flying a plane as we’re building it,” he often the case, school leaders will adapt to mon Core group was very vocal in the says. “Moreover, those that are building the decisions made. community, she says, and then “a very as the flying is occurring—teachers and vocal, small group of elementary school principals—are being graded on how well But school boards can expect to see the parents became upset with the amount the plane is flying and how it might land. political rhetoric—and some angst among of testing going on [and] sort of glommed We are doing everything live, so there is no policymakers—in the months ahead. “Our onto the anti-Common Core people to transition time to ‘work out all the bugs.’ sense is that Common Core testing is going expand their base. It’s really been those This presents a pretty large challenge.” to provoke—and already has, particularly two groups that began this anti-testing in New York state—a firestorm of oppodebate.” LOSING CONTROL OF THE MESSAGE sition,” predicts Monty Neill, executive Although supporters of Common Core director of FairTest. “Superintendents and In other parts of the nation, parents made an effort this summer to combat school boards are going to have to figure refused to allow their children to particithe rising criticism aimed at the new out how to address this opposition.” pate in the recent round of testing. In New standards and assessments, the political Some criticism of Common Core testing is valid; some is political hyperbole. Whether state policymakers are willing to address these issues with thoughtful deliberation remains to be seen.

For years, this effort to develop Common Core standards went largely unnoticed by the American public, but as the deadline for establishing these new tests approached, opposition increased—and then dominated the policy debate. The tests became a rallying point for parents and educators frustrated by high-stakes

SLATE | Volume 33 | Spring 2015

SLATE

momentum—or at least the volume of public rhetoric—clearly favored anti-Common Core and anti-testing advocates. Oklahoma Gov. Mary Fallin, who initially supported the standards, signed legislation last summer repealing her state’s adoption of Common Core. She said federal overreach had “tainted” Common Core. Louisiana Gov. Bobby Jindal, who also once championed the standards, reversed his stance and now is fighting in state and federal court to end the state’s involvement. Tennessee Gov. Bill Haslam has called for a full review of the state’s decision on standards. Meanwhile, the mid-term elections also saw many candidates turn on the new standards during campaigning. Supporters of Common Core argue that this political retreat runs counter to the facts. Although the Obama administration has used federal rules and grant moneys to encourage the implementation of Common Core, the new standards—and the aligned tests—are hardly a “federal intrusion.” The standards were, after all, conceived and developed at the bequest of state leaders. Even Olmsted Fall’s Lloyd, a critic of his state’s testing plans, says the argument is “absurd.” He says, “I’m a political conservative, and I don’t feel as though the government has taken me over as it relates to learning standards.” As to arguments that the tests are too hard or overly long for students, test developers say the criticism is misdirected. The new assessments are tougher because state leaders wanted higher standards, and they were developed as a more rigorous assessment of what students know, says Jeffrey Nellhaus, chief of assessment for the Partnership for Assessment of Readiness for College and Careers (PARCC), one of two state consortia created to develop Common Core-aligned tests. “A lot of past criticism of standardized testing, we’ve taken into account” as part of the test development, Nellhaus says. “Tests were criticized for their low level, for only testing basic skills, not getting at critical thinking. The PARCC tests are getting to those things. That’s why the assessments take a little longer than traditional tests. It requires writing. It requires analysis. It requires close reading.”

SLATE | Volume 33 | Spring 2015

The more rigorous tests have been met with concern by some students, parents, and teachers—and some complaints appear to be based on the tests asking questions in ways that are different from older standardized tests. As to criticism that the tests take up too much school time—or to doubts about their use as criteria for teacher evaluations—those are issues that deal with how states choose to use the tests, not with the quality of the tests themselves, Nellhaus says. “Our job is to develop a strong, robust assessment based on Common Core State Standards…one that’s highly reliable, highly valid.” Some political observers argue that Common Core supporters have simply lost control of the message—and that when the talk turns to academic rigor and preparing children for a 21st century economy, the public is more welcoming of the new standards. Some evidence to support that argument was seen last spring. After field testing the assessments in Kentucky, state officials launched an educational effort to warn the media and public that, with the introduction of more rigorous testing, student test scores would drop—and, when they did, there was little political fallout. That contrasted with the more critical response experienced in New York state, where officials were not as aggressive in their public education efforts. So many sins have been attributed to Common Core that its supporters certainly need to step up their advocacy efforts. Robert Lowry, deputy director for advocacy, research, and communications for the New York State Council of School Superintendents, suggests the brand has been damaged by all the issues linked to it. “For most ordinary people, the only name they have to attach to their frustrations with the public schools is Common Core.”

ADVANCE OR RETREAT?

The political rhetoric may be overwrought, but some state policymakers are taking steps to address some of the criticism—and try to get the implementation process back on track. Following intense criticism about the wisdom of the state’s aggressive timetable for implementing new tests and high-stake consequences, New York state officials agreed to delay the impact of test results on teacher and administrator

evaluations. They also agreed to limit the impact of tests on students, providing more “breathing space” as the standards and tests are put into place. There’s a lot more fight left to come. In November, former Florida Gov. Jeb Bush, a possible presidential candidate in 2016, risked the ire of Common Core opponents by taking a strong stand in support of the new standards. The Obama administration, philanthropist Bill Gates, the U.S. Chamber of Commerce, and a number of governors also are standing firm behind the standards. The reality is that no one knows where this policy debate will go in the months ahead. But, if there’s any message for school board members, it’s that their school districts will weather the political storm. Mississippi Gov. Phil Bryant has called Common Core a “failed program” and is expected to attempt to replace the standards during the 2015 legislative session. Michael Waldrop, executive director of the Mississippi School Boards Association, says much of this debate has had little impact so far on local school leaders. School boards in his state have been working toward higher standards for some years, he says, and whatever state officials decide, “We will make it work.” That attitude is echoed by Kimberly Woodward, a board member for Indiana’s Avon Community School Corporation and a director of the Indiana School Boards Association. Although many educators were concerned that their preparations for Common Core would go to waste once state officials said they were pulling back from the new standards, she says, teachers, principals, and schools just went back to work, using the skills and experience they’d developed to support high standards for kids. “I think we’ve weathered this, and we’re on to other challenges,” she says. “We’ll be compliant with whatever academic standards are presented to us, and we’re a school corporation intent on rigor in all of our courses, so we’re going to weather this pretty well.” But, despite whatever challenges or faults that educators find in the standards, it would be a mistake if today’s policy debate leads to a national retreat on Common

SLATE

Core, says Joan Herman, co-director emeritus at the National Center for Research on Evaluations, Standards, and Student Testing at the University of California-Los Angeles. If the new standards fail to take hold, she says, and more rigorous testing falls by the wayside, there may not be the incentive and political will to raise academic rigor as state leaders promised in 2009. “Common Core raises the bar for students, and schools across the nation have invested greatly in training, books, and broadband so they can implement it,” she says. “It would be a huge retreat to back away from the standards now.”

PLAN FOR INTERRUPTED LEARNING

One complaint of the new Common Core tests is the time demands on students—and on the disruption in everyday learning. Depending on how much testing your state requires, students could be spending twice as many hours taking tests as in previous school years. That’s not only a disruption in the individual student’s learning, but depending on how many computers your district has available, this time demand can stretch out your testing days.

That was the case for Colorado’s Buffalo Public Schools, where school officials needed to use the computers in the elementary school library for testing. The library was closed for two weeks to set up, test, and then administer last spring’s round of tests, says Superintendent Rob Sanders. Not only were students denied access to computers and books for that period, but Title I classes were disrupted, “impacting our neediest students,” he says, because the Title I teacher also served as the district’s assessment coordinator overseeing the testing process.

COMMUNICATE TO YOUR COMMUNITY When Kentucky’s Jefferson County Public Schools conducted an early round of Common Core tests in 2013, school officials made certain that the media and community knew that a big drop in test scores was going to follow. It paid off with few complaints or critical news stories.

It’s a public relations strategy that should be remembered—no matter what direction the policy debate is taking in your state, say school leaders.

In Mississippi, the governor and state lawmakers are questioning the wisdom of moving forward with Common Core, but the debate isn’t drawing much interest in the Gulfport School District, says Superintendent Glen East. That’s because the school district has developed a strategic plan that seeks to help students become academically successful and competitive for a global economy, and officials have spent a lot of time talking to community members about where the district should go. “People understand what the school district is trying to do,” East says. “The term, ‘Common Core,’ may be a problem, but not the standards themselves. We’ve told parents, ‘If you see a standard that you don’t like and appreciate, let us know. Our curriculum committee can take a look.’” Del Stover (dstover@nsba.org) is senior editor of American School Board Journal. Reprinted

with permission from the American School Board Journal, February 2015.

Be prepared

While you wait for state policymakers to resolve the debate over Common Core State Standards and their accompanying tests, there are steps your school board can take to ready your district for whatever is coming.

Stay informed

Your state school boards association is an invaluable link to your state’s policy deliberations over standards and testing. Take an active role in your association’s advocacy efforts, and call upon your association for updates on state plans. Your state education department also should be providing information about your state’s implementation of new assessment tools. Don’t be surprised, though, if there are times when no one has answers. Prior to the November 2014 election, for example, school boards in several states reported that state officials were deferring any statements about their plans until they had a better sense of which state leaders would be around to make decisions in the next legislative session.

Do a test run

One surprise during last year’s testing in New York state was that the more rigorous test questions left some students at a loss. Familiar with multiple-choice questions, some students were overwhelmed by questions that asked them to review source material and offer a written analytical answer. Missteps make clear that, while teachers and administrators may be teaching to the new standards, they may not have prepared students for the practical realities of the new tests. So, if your state is moving forward on new Common Core-aligned tests, school boards should be asking whether students have reviewed the practice questions available from state education departments and test developers and practiced the nuts-and-bolts mechanics of the tests.

Check your infrastructure

In the early rounds of field testing in 2013, thousands of students nationwide saw their test-taking disrupted by frozen computer screens and broken Internet connections. Some of the problems stemmed from the network capacity of the test administration companies, but other problems revealed schools’ online capacity wasn’t as robust as local school leaders believed. Since then, many of these districts have invested in upgrading their broadband and network infrastructure, as well as purchasing additional computers or handheld devices to ensure students can get online and complete their assessments. But the problem of capacity still remains, particularly for small and rural schools. School leaders need to know that the human infrastructure also needs review, says John Retchless, superintendent of Massachusetts’ Rockland Public Schools. In a district of only 2,200 students, “a big issue is technology support,” he says. “The teachers don’t have the technical skills to jump in when a screen freezes or a kid can’t log on to a certain Web page.” SLATE | Volume 33 | Spring 2015

SLATE

FIELD GUIDE TO SUCCESS Dennis Pierce Kentucky is ahead of the curve on using Common Core in the classroom, showing that success with the standards is possible. A recent survey from Scholastic and the Bill & Melinda Gates Foundation found what most school leaders already know: Many teachers are feeling frustrated with the Common Core State Standards, and in many places, optimism for their success is waning. The survey also revealed some good news for Common Core implementation: Teachers generally feel more prepared to teach to the standards. However, compared to earlier surveys, fewer teachers say they are enthusiastic about the Common Core (68 percent in 2014 vs. 73 percent in 2013). Teachers now are more likely to say implementation is challenging (81 percent in 2014 vs. 73 percent in 2013).

SLATE窶ポ窶シolume 33窶ポ窶ゴpring 2015

SLATE

“ Barriers to success of any reform more often than not boil down to implementation challenges. The Common Core is no different.”

What’s happened between now and a year ago? What has caused educators all over the country to change their minds about the Common Core? The answer, of course, is complicated, but as the Scholastic survey indicates, one of the biggest obstacles for educators struggling with the Common Core is the array of implementation challenges affecting most schools in the U.S. Most of the uproar centers on the fact that educators feel they have been asked to enact an enormous change more or less on their own, without the time or support they need to achieve the kind of success that’s expected. Barriers to success of any reform more often than not boil down to implementation challenges. The Common Core is no different. As excellent as the standards might be, some schools will thrive in the coming years as they integrate the standards, while others will struggle—owing largely to the quality of their implementation strategies. There are reasons to be optimistic about the future of the Common Core. Because the standards themselves are sound, and because proven implementation strategies are readily available, each school system’s destiny is in its own hands. The measure of success we achieve in the coming years will largely be up to us. A few school systems are already proving this point, showing that, despite widespread frustration, Common Core success—even dramatic success—is possible.

KENTUCKY SUCCESS STORY

Perhaps the best-known Common Core success story thus far is in Kentucky. As the first state to adopt the standards, Kentucky has done many things very well, a fact that has been validated year after year by assessment results that—with the exception of some wobbly numbers in its high schools—continue to climb steadily. With Common Core-aligned assessments now spanning three years, Kentucky provides a glimpse into the future of what some states might expect as they continue with implementation. Kentucky is a lot like its neighbors, made up of a mix of urban and rural schools that deal with challenges typical to school systems all over the country. The progress occurring there is simply a case of everyday people in everyday schools doing great things. So how has Kentucky sustained progress over the course of four years?

COMMUNICATION IS KEY

Unlike many states, Kentucky’s decision to implement the Common Core came not only from the governor and state education office, but also from the state legislature. This might be the most critical element in accounting for Kentucky’s ongoing success. The nearly universal agreement is rare. This relative harmony during the first few years of implementation led to a concerted and uninterrupted effort across the state.

With consensus and momentum behind it, the Kentucky General Assembly in 2009 passed legislation mandating implementation of standards, called Senate Bill 1. According to the Kentucky Council on Postsecondary Education, the bill called for “a revision of standards to be based on national and international benchmarks in order to increase the rigor and focus the content of K-12 education.” Kentucky Gov. Steve Beshear and the General Assembly led the initiative, ensuring buy-in from key state legislators with a vision for the Common Core that transcended partisan politics. “The people who are going to be successful are not going to be the people who sit and say, ‘Let’s see what happens,’” the governor says of Common Core implementation. “They’re going to be the people [who] help make it happen, and that’s how I look at Kentucky. We’re going to make it happen.” In adopting the Common Core ahead of other states, Kentucky had time to create an exhaustive implementation plan that called for building capacity at the school and district levels. Importantly, this implementation plan wasn’t just limited to the logistics of day-to-day integration of the standards. It included clear communication of the General Assembly’s vision to every educator in the state, with the opportunity to provide feedback in standards development. “We felt it was very important to involve teachers very early,” says Terry Holliday,

SLATE | Volume 33 | Spring 2015

SLATE

state commissioner of education, “so we had lots of teachers [who] were engaged while the Common Core Standards were being developed.”

BUILDING CAPACITY

To build the capacity for integrating the standards within each district, Kentucky organized its districts into leadership networks. These groups of school and district leaders came together to collaborate, receive instruction and support, and make decisions affecting the direction of Common Core implementation in their region. Each network was made of 20 to 25 district teams, with each district team consisting of three to four professionals from each the following groups: teacher leaders in English and language arts, teacher leaders in math, school-level leaders, and district-level leaders.

“ The measure of success we achieve in the coming years will largely be up to us.”

Leadership network meetings were organized by content area, with separate meetings held for language arts and math. To ensure that the Common Core was implemented with fidelity in every school, the leadership networks came together frequently—meeting eight times in the first year of implementation alone. These meetings functioned as training and planning exercises. They also were valuable opportunities for teachers and school and district leaders to engage in the process of Common Core implementation. “Where we see teachers engaged in the conversations with their district leaders as part of their district leadership team, we see the implementation going very well,” says Felicia Cummings Smith, who was associate commissioner of the Office of Next Generation Learners at the time of adoption and helped oversee much of Kentucky’s implementation. The goal of the leadership networks, Smith says, was “to build capacity at the district level” to implement the standards effectively. Educators and administrators need to take ownership of the process, she says. This ownership may be the most important legacy left by the leadership networks. While most districts in the U.S. have some type of plan in place for Common Core implementation, it’s likely that far

SLATE | Volume 33 | Spring 2015

fewer have a sense of ownership over the standards—the feeling that the Common Core standards belong to them.

PLANNING AND SUPPORT

Conversations about the standards didn’t stop with these district leadership teams; they were an important part of the work at each school as well. Finding the time to hold these conversations was a key challenge for administrators. At Tichenor Middle School in Erlanger, teachers were getting together every Monday after school for 45 minutes to discuss the new standards. But “just like their students at three o’clock, teachers are tired as well, and their minds are spent,” says Karen Luehrman, the school’s instructional coach at the time. Luehrman and the teachers came up with a plan to meet for three hours during school on one day per month. To make sure the state’s educators continue to receive ongoing, on-demand training, the state Department of Education developed the Continual Instructional Improvement Technology System (CIITS). This is an online repository containing thousands of resources to help with Common Core implementation and nearly any other need a teacher might have. Kentucky educators who log in to CIITS have 24/7 access to professional learning resources from providers such as Discovery Education, LearnZillion, and School Improvement Network, a professional learning provider with award-winning instructional videos, lesson plans, observation applications, and professional development management tools.

SEEING RESULTS

The process takes time, patience, and a great deal of collaboration—but in Kentucky, at least, stakeholders are beginning to see the results. As Kentucky elementary school teacher Suzanne Thompson notes, the opportunity to learn from one other was a key benefit of the state’s leadership networks. Another benefit? “Knowing that we’re not alone.” Dennis Pierce (denniswpierce@gmail.com) is a freelance writer who focuses on education. Reprinted with permission from the American School Board Journal, February 2015.

SLATE

Return On Investment

CONNECTING

EDUCATION TO CAREERS DWIGHT JOHNSON Administrator Idaho Division of ProfessionalTechnical Education

I became the Administrator for the Idaho Division of Professional-Technical Education at the end of July 2014, and am excited about this opportunity to make a difference in moving education forward in an area that I think has tremendous potential. Over 68 percent of Idaho jobs will require at least some postsecondary education by 2020 and we are all committed to help meet the State Board of Education’s goal that 60 percent of Idahoans ages 25-34 will have a degree or certificate by 2020.

he goal of Professional-Technical Education (PTE) is to prepare youth and adults for high-skill, in-demand careers. Of the 20 occupations with the highest job vacancy rates in Idaho, 17 are tied to PTE Career Pathways. These occupations include physical therapists, registered nurses, web developers, network and computer systems administrators, and heavy and tractor-trailer truck drivers.

Professional-Technical Education is successful because it provides learning that is applicable and relevant to career opportunities. For example, students learn math, and also learn how to apply math in the changing world of work. Students not only learn about physical principles, but also see their relevance and application in mechanical systems. In professional-technical education, academia is married to the demonstrated application of the knowledge. SLATE | Volume 33 | Spring 2015

SLATE

92%

PTE answers the critical motivational questions of, “Why do I need to learn this?” and “When am I going to use this knowledge?” It also provides wonderful opportunities for students to develop and demonstrate critical leadership and human relations skills. PTE is critical not only for assuring that students have successful careers, but also for providing business and industry in Idaho with the talent they need to grow and expand. One nationwide research study points to the ratio of jobs in our economy as a 1:2:7 combination. For every one employee with a graduate degree in an industry, an employer requires two employees with bachelor degrees and seven skilled technicians. As we train those skilled technicians, they will be able to command a wage that assures a high quality of life for their families, contributes to statewide growth through taxes, and affords them the opportunity to seek greater educational attainment should they so desire. The Division of Professional-Technical Education is responsible for secondary, postsecondary, and adult professional-technical programs that are delivered throughout the majority of Idaho public school districts and the six technical colleges at the College of Western Idaho, College of Southern Idaho, Eastern Idaho Technical College, Idaho State University, Lewis-Clark State College, and North Idaho College. Professional-technical education programs start at the 9th grade and provide the foundation for portable, stackable credentials that can be pursued beyond high school, up to, and including, an Associate of Applied Science degree. Professional-Technical Education works! It provides a wonderful return on our investment of our tax dollars. High school students who complete a series of courses in a focused program of study go on to college at a higher rate than the general population—a rate of 67 percent as compared to 53 percent of the general student population of the state. In 2014, more than 2,000 students graduated from Idaho technical colleges with postsecondary degrees or certificates. Of those 2,000 students, 92 percent found jobs or continued their education. Each PTE student has a story that is as unique and personal as the career pathway they forge. Among the over 90,000 students served by professional-technical education at the high school and postsecondary levels lie some of Idaho’s best and brightest. Professional-Technical Education provides the skills and opportunities to raise the bar… for every student.

SLATE | Volume 33 | Spring 2015

of Idaho technical college graduates found jobs or continued their education

14%

more students go on to college if they complete a focused level of study in high school

17 of 20

high vacancy rate jobs are tied to PTE career pathways

2,000

students graduated from Idaho technical colleges in 2014

RETURN ON INVESTMENT:

CONNECTING PROFESSIONAL-TECHNICAL EDUCATION TO CAREERS IN FY 2014 HIGH SCHOOL STUDENTS

POSTSECONDARY STUDENTS

• 83,026 students enrolled in PTE programs - 11,285 at one of Idaho’s 14 Professional- Technical Schools.

• 7,066 individuals enrolled in technical college degree or certificate programs.

• 98% of high school PTE students graduated.

• More than 2,000 students graduated with postsecondary degrees or certificates.

• 94% of graduates found jobs or moved into post-secondary education. • 67% of Idaho PTE high school program completers enroll in college as compared to 53% of the general student population in the state.

• Over 68% of Idaho jobs will require at least some postsecondary education by 2020.

Our goal is to prepare youth and adults for high skill, in-demand careers.

• Of the 20 occupations with the highest job vacancy rates in Idaho, 17 are tied to PTE Career Pathways1

• 92% of technical college completers found jobs or continued their education.

Required Education

• Nationally, the ratio of jobs in our economy is 1:2:7. 2 • For every occupation that requires 1 master’s degree or more • 2 professional jobs require a university degree • 7 jobs require a 1-year certificate or 2-year degree; each of these are in very high-skilled, high-demand areas.

THE

1:2:7 RATIO Available Jobs

Graduate Degree Bachelor Degree 1-Year Certificate OR 2-Year Degree

BUSINESS AND INDUSTRY 1

Idaho Department of Labor “Occupations in Demand”, November 2014

Gray, K. & Herr, E. (2006). Other Ways to Win: Creating Alternatives for High School Graduates. Third Edition. Thousand Oaks: Corwin Press. U.S. Bureau of Labor Statistics. Occupational Outlook Handbook 2012-13. Office of Occupational Statistics and Employment Projections.

Len B. Jordan Building, Room 324

Phone: (208) 334 3216

650 W. State Street

Fax: (208) 334-3216

P.O. Box 83720

www.pte.idaho.gov

Boise, ID 83720-0095

SLATE

PREPARING

LEADERS Boise State Style

By Heather P. Williams and Kathleen M. Budge

Dr. Williams and students from Boise State’s Executive Educational Leadership Program

SLATE | Volume 33 | Spring 2015

SLATE

Many would argue that the most important role of a trustee is hiring the superintendent. If you find yourself in the position of hiring a new superintendent, what type of educational leader will you employ? Are they prepared to lead your district?

In the past three decades, the role of school leaders has radically transformed. Policy makers, taxpayers, parents, and other stakeholders are asking educational leaders to meet new expectations and demonstrate a greater level of effectiveness. Today’s superintendents are required to not only manage schools and school systems, but also lead them through an era of profound social change that necessitates a fundamental rethinking of what schools do and how they do it. In short, they are called upon to lead in the redesign of the public education system. In the early years of standard-based education such transformational leadership was the focus of principal preparation programs; however, it is now widely acknowledged that transformational and instructional leadership at the school level will not be fostered or sustained without expecting the same type of leadership at the district level (Fullan, 2005; Honig et.al., 2010; Spovitz, 2006). Educational leadership is the privilege to exercise significant and responsible influence. Educational leaders have a moral obligation to ensure an equitable and excellent education for all students. Further, they must be able to nurture and sustain processes and structures that lead to the improvement of schools as places of learning, while at the same time managing the complexities of the school district’s financial and human capital, improving instructional leadership, community involvement and navigating State and federal mandates. The role of superintendents and systems leaders has changed dramatically over the years—they must be “all things to all people” and not just survive, but also thrive in this ever-changing and dynamic job. It is clear today’s superintendent, above all, must be a systems thinker able to understand the connection and alignment of all the district dimensions, while also understanding the relationships among all the parts (Fullan, 2005; Hoyle, Bjork, Collier, &Glass, 2005).

80%

of practicing school superintendents report that their preparation programs did not prepare them for the realities of the job SLATE | Volume 33 | Spring 2015

SLATE

On-the-job stress has increased considerably, resulting in more turnover, increased mobility, and shorter tenures within the role (Bjork & Keedy, 2003). Is higher education in Idaho preparing a new breed of superintendent that is committed as well as ultra-resilient? Yes! This past fall, Boise State University successfully launched a new Executive Educational Leadership program that will award the Education Specialist degree (Ed.S.) in Educational Leadership. Successful graduates will be recommended for Superintendent certification to the Idaho State Department of Education. Boise State’s program was built on the need for an innovative approach to the preparation of Idaho’s educational leaders. Boise State’s program is the first of its kind in Idaho, the program is an innovative, practice-based model inspired by the world’s best education practitioners, researchers, policymakers, and scholars. It uses a closed cohort model and a practical, integrated curriculum to address the varied aspects of the superintendency, central office leadership roles, and directors of charter schools. Classes have face-to-face components, as well as online/offline components, to meet the needs of working principals and teacher leaders. It is designed for those with the vision, moral compass, and resilience of purpose to successfully translate their passion for education into extraordinary achievement.

of higher education faculty members have been superintendents

Traditional leadership preparation programs have been critiqued as having low admission standards and as offering an irrelevant, theory-heavy curriculum; offering inadequate field experiences; providing a weak research base; and relying on a faculty composed of too many adjunct professors, professors with minimal experience as school administrators, or professors who have been out of the PK-12 field for several years. Nationally, a comprehensive study of preparation programs found that only 2% of higher education faculty members have been superintendents (Levine, 2005).

In 2011, Eduventures surveyed Idaho high school principals and superintendents to gather information about the needs of the field. Results from the survey clearly reinforced the assertion that traditional programs have failed to adequately prepare educational leaders. Seventy-nine percent of the respondents said, in their school district, there is a minor to large absence of change leadership, 81% reported a minor to large absence of public leadership, 83% identified a minor to large absence of strategic leadership, and 84% said there is a minor to large absence of leaders who can develop and manage organizational culture. Such leadership is the kind needed to meet the contemporary demands of the job, as well as future challenges.

Traditional university-based leadership preparation programs have also been slow to change, and they therefore continue to graduate aspiring leaders who are ill-prepared to meet the new realities of the job (Levine, 2005; Davis, Darling-Hammond, LaPointe, & Meyerson, 2005). According to Public Agenda survey data, 80% of practicing school superintendents report that their preparation programs did not prepare them for the realities of the job (Darling-Hammond, LaPointe, & Meyerson, 2005).

Boise State’s program bridges the gap between theory and practice by using student-centered pedagogy emphasizing problem-based learning (an approach used in the medical field). Further, all BSU faculty members have extensive, recent experience as practitioners. We are excited to provide a new educational opportunity for aspiring educational leaders. Our hope is the program and its graduates will change the conversation and cause far-reaching improvements in PreK-12 education in the state of Idaho.

REFERENCES Darling-Hammond, L., La Pointe, M., Meyerson, D., and Orr, M. 2007. Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: The Wallace Foundation and Stanford Educational Leadership Institute. Davis, S., Darling-Hammond, L., LaPointe, M., and Meyerson, D. 2005. School leadership study: Developing successful principals. Stanford, CA: Stanford Educational Leadership Institute.

SLATE | Volume 33 | Spring 2015

Fullan, M. 2005. Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.

leadership preparation. Educational Administration Quarterly, 47. 114-172.

Honig, M., Copland, M., Rainey, L., Lorton, J., and Newton, M. 2010; Central office transformation for district-wide teaching and learning improvement. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.

Levine, A. 2005. Educating school leaders. New York, NY: The Education Schools Project. Nimer, M. 2009. The doctoral cohort model: Increasing opportunities for success. College Student Journal, 43(4), 1373-1379.

Leithwood, K., Jantzi, D., Coffin, G., and Wilson, P. 1996. Pipeline to preparation to advancement: Graduates’ experiences in, through, and beyond

Spovitz, J. 2006. The case for district-based reform. Cambridge, MA: Harvard Education Press.

THE TOP

SLATE

BENEFITS OF ISBA MEMBERSHIP

Insurance

Superintendent Search

Property & Liability, Automobile & Homeowner, and Travel Insurance are available to ISBA members.

ISBA offers various services to school boards seeking to fill a superintendent vacancy, including marketing of opening, interviewing, mentoring, and more.

Labor Relations

Board Training

ISBA Job Center, Salary Schedule, and Negotiations Service help you with Labor Relations.

Gain the resources, insights, and tools needed to govern the board to be a highly functioning driver of student achievement.

Policy & Legal Services

Annual Convention

ISBA supports policy decision making and implementation by providing a range of policy services to our members. A block of pre-paid legal services from education and employment law experts are also available for our members.

Legislative Advocacy ISBA works to develop education legislation that represents the views of the membership.

A valuable professional development opportunity for boards, superintendents, administrators, and clerks.

Publications ISBA distributes a variety of publications and communications including the SLATE, Policy Update News, Education Directory, Clerks Manual, Board Chair Handbook, Capitol Notes, and Job Descriptions Manual.

Day on the Hill

An opportunity for trustees to visit with their local legislators about education-related issues.

National Benefits National Connection, National School Boards Advocacy Institute, among others.

For a complete list of the values and benefits of ISBA membership, go to www.idsba.org . Download the PDF brochure to share with your board. SLATE / Volume 32 / Spring 2014

SLATE | Volume 33 | Spring 2015

SLATE

PROJECT-BASED & BLENDED LEARNING IN THE CLASSROOM Dr. Sherawn Reberry and Niki Walker

ccording to the Buck Institute, Project-Based Learning is extended learning in which students go through a process of inquiry in response to a complex question, problem, or challenge. By completing rigorous projects, students learn key academic content and practice 21st-century skills like collaboration, communication, and critical thinking. Project-Based Learning is comprised of different elements, which allow for some degree of student voice and choice. Projects are carefully planned, managed, and assessed throughout to ensure students are learning key academic content, as well as practicing 21st-century learning skills. As projects are completed, the students create highquality, authentic products and practice their presentation skills. For more information on Project-Based Learning, check out www.bie.org.

SLATE窶ポ窶シolume 33窶ポ窶ゴpring 2015

SLATE

While many educators are looking for what works in education, they are also seeking to use technology to advance these efforts. Technology is an important tool, but it is just that—a tool. It’s not the end-all, be-all. As students start projects or units, educators need to look at what they expect to be the end result—then determine the technology tools that can assist students in achieving the goal. Technology should be utilized to bolster research-proven strategies and/or best practices. One solution is a strategy called Blended Learning. Blended Learning focuses on how technology can be part of the solution, not just using the technology for its own sake. Technology use through Blended Learning can help to eliminate many of the obstacles presented by lack of time and access to resources. One of the most recognized definitions of Blended learning is that by the Clayton Christensen Institute (www.christenseninstitute.org). According to the institute, Blended Learning is a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. It is important to note that Blended Learning is not just a technology-rich environment, but also a focus on how technology can help provide a personalized learning experience for every student. In order to do this successfully, some have found that one of the most effective ways to achieve this is through technology that can manage and adapt the curriculum for every student. Throughout the State of Idaho there are many different technology applications— both paid and free—which are being used to bolster effective pedagogy. There are several Learning Management Systems (LMS) that can organize and facilitate the group work as well as help reduce the tedious task of adapting curriculum to students needs a more manageable task. The Learning Management System makes the task of providing students with some control over time, pace, place, or path seem less daunting. These tools cannot only automatically adapt curriculum to students needs they also have functions that can assist in managing students.

STUDIES INDICATE THAT PROJECT-BASED LEARNING CAN BE MORE EFFECTIVE THAN TRADITIONAL INSTRUCTION. One example is to provide teachers with immediate feedback as students work on their projects and in turn providing 1:1 time for the students and teachers. There are other tools to help provide students with some control over time, pace, path, or place, such as Google Docs and Google Site. These tools allow teachers and students to share materials and archive progress on the projects. Students and teachers are able to communicate with each other throughout the process, never missing a beat. Additionally, students are able to collaborate with each other, face-to-face, but continue their work in the online environment. Students can also present their work in portfolio form, which tracks their progress and allows them to exhibit the best examples of their work. Several portfolio options are available: Evernote, blogs, and wikis are all great options. Check out this fifth grade teachers site for ideas on how to use Evernote (a free tool) for student portfolios: blog.evernote.com/2012/02/28/

how-to-create-a-portfolio-with-evernote-education-series/ . Over forty years of research have gone into Project-Based Learning. These studies indicate that Project-Based Learning can be more effective than traditional instruction for several reasons, the most compelling of which is that research has shown Project-Based Learning can bolster long-term retention, skill development and student/teacher satisfaction. When combined with Blended Learning strategies, teachers hit the mark on student engagement, motivation to learn, individualized learning path, and 21st century skills. Finally, these strategies can also be more effective in preparing students to integrate and explain concepts, a key 21st-century skill. (See this site for more information on these findings: http://www.bie.org/ research/study/does_pbl_work). ProjectBased Learning is an integrated approach to teaching students the standards, while at the same time allowing them the opportunity for collaboration, communication, and critical thinking. SLATE | Volume 33 | Spring 2015

SLATE

ISBA Business Partners

ISBA DIAMOND BUSINESS PARTNERS 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.

Moreton & Company

Moreton & Company provides property and liability insurance as well as risk management services to member districts through the ISBA endorsed insurance plan. Moreton & Company also provides consulting service for employee benefits and self-funded workers compensation plans.

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.

Jaclyn St. John (208) 327-7050

jstjohn@idahodairycouncil.org www.idahodairycouncil.org

Allan Ranstrom (208) 321-9300 allan@moreton.com www.moreton.com

Cameron Arial (208) 344-9522

cameron.arial@zionsbank.com www.zionsbank.com

Hutchison Smith Architects

Hutchison Smith Architects is a full service architectural firm that has been providing responsive, creative, value-driven building solutions for more than 18 years. HSA specializes in educational facility design, having worked with over 20 school districts and completed over 1000 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.

Sarah McDaniel (208) 338-1212

smcdaniel@hsaarchitects.com www.hsaarchitects.com

ISBA SILVER BUSINESS PARTNER 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.

Beth Beechie (208) 343-7523

bbeechie@hummelarch.com www.hummelarch.com

ISBA BRONZE BUSINESS PARTNERS Piper Jaffray Piper Jaffray is a broker-dealer with a Boise office that specializes in Idaho school bonds. Piper Jaffray’s Idaho based bankers have completed over 100 financings totaling $1.35 billion for Idaho school districts in the past 10 years. Piper Jaffray offers financial expertise and transactional experience, as well as client services with tailored solutions.

C3 Interior Environments

Eric Heringer (208) 344-8577

eric.a.heringer@pjc.com www.piperjaffray.com

Take education to new heights with furniture solutions from C3 Interior Environments. Elevate the education paradigm with versatile products that quickly adapt to and accommodate today’s technologydriven learning environments. From conventional classrooms and lecture halls to collaborative configuration and technology integration, C3 fulfills Idaho’s K-12 education needs.

C3 Interior Environments Martin Schindler (208) 608-8382

martin.schindler@ki.com

perless • LegalClips, the weekly source for recent developments onal research in school law. e in between. • Supplemental briefing papers or bulletins with guidance ISBA Business Affiliates

on: Keep your

on timely issues.

SLATE

BoardBook

pport, engage

Public Engagement Toolkit Paperless Board Meetings The Public Engagement Toolkit is Mike Elder national resource with practical tools to (888)a587-2665 help Ext. 6413 school boards and school districts

strengthen support for American public education. The mike.elder@boardbook.org toolkit starts with an overview of why engaging the public is imperative, as well as highlights of research and eparation and distribute modelsagenda on public engagement processes. Issue-based ® your Online boardPurchasing prefers Cooperative with BoardBook. toolkits include fact sheets, short articles, graphics, message templates and other tools to help school ISBA boards and districts explain national education issues in Online(208) presentations for ISBA members: 854-1476 justcitizen-friendly language, as well as guidelines for parents info@idsba.org and citizens around these issues. In complement with Thursday, October 17, at 9 a.m. MDT national Tuesday, November 12, NSBA’s at noon MST public relations strategy, the Public Engagement Toolkit is a way to provide consistent Register at boardbook.org/ISBA messaging or on contact the value of public education and local Mike Elder at 888.587.2665. Paperless Governance Solutionsnationally. governance to school board members

g helps nda.

Affilia te Highlig ht

BuyBoard

FEDERAL INSIDER Get the real story from Washington, D.C. with NSBA’s legislative and legal experts.

BoardDocs

Michael E. Hanahan (800) 407-0141

CPE BRIEFING ROOM Improve your decision-making with practical insights from school improvement research.

mhanahan@boarddocs.com www.boarddocs.com

National Connection

Nationally Developed Tools for School Boards

ISBA (208) 854-1476

PERSPECTIVES Innovative ideas shared by national experts who are shaping public education for tomorrow.

info@idsba.org

USBA Flex

Employee Flexible Spending

Paula Summers (801) 878-0671

RESOURCE CENTER Strengthen your board’s leadership for student achievement with best practices from across the country.

psummers@usba.cc

Moreton & Company

Home & Auto Group Insurance

Allan Ranstrom (208) 321-9300

PUBLIC ENGAGEMENT Create public commitment and strengthen confidence in public education.

allan@moreton.com www.moreton.com

Solveras Payment Solutions Check Recovery Service

Rodger Regele (888) 726-0015

rodger.wa@comcast.net

MONEY SAVING RESOURCES Maximize resources available to help your district succeed.

SLATE

BY KAREN ECHEVERRIA ISBA Executive Director

A HISTORIC VOTE At the Business Session during the Annual Convention in November, the membership of ISBA voted to include charter schools as full members of ISBA. The vote to include them passed with over 90 percent voting in favor. That is a large margin that left no doubt that our school districts understood value and need for this decision. I recently attended a national meeting for all the state school board association executive directors. One of the presenters at that conference gave a presentation on charter schools and their status in other states in the nation. As you can imagine, there is a wide spectrum of thoughts on the topic. There seem to be three major groups. First are the states that still don’t allow charter schools and are looking to other states for model legislation. Second are the states that have charter schools, but they don’t have to comply with any of the state laws related to governance like open meeting law and ethics and they don’t have to comply with state standards like testing and graduation requirements. Third are the states like ours where charter schools have existed for years and have to comply with all the state laws that our traditional schools do.

also sat on the ISBA Executive Board. The Vice Chair of Region 9 is Leslie Baker from the Moscow Charter School. Leslie has served on the board for several years and works at the University of Idaho. Both Wally and Leslie attended the most recent ISBA Executive Board meeting and it was nice to have them with us. As we work through the organization of a new Region, I will keep you updated on the progress.

“ ISBA is the first state association in the nation to include charter schools as full members.” You may not know it, but the vote you took to include charter schools as full members of the Idaho School Boards Association was an historic vote. ISBA is the first state association in the nation to include charter schools as full members. For the reasons noted above, many states are skeptical about whether this is going to be a good move for ISBA. I guess time will tell but I feel confident that it is.

That third category is definitely in the minority in the nation. I’m glad we belong to that minority. Because we have some good laws about the governance of charter schools, I think it really allowed the membership to discuss the real issue – student achievement for all students.

After all the negative publicity about schools in Idaho lately, it feels good to be first at something. However, that can be a good thing and a bad thing. Good because we are blazing a new trail and we will be watched to see how it all works out; bad because we don’t have anyone to turn to for questions and advice.

We are still working through the kinks of how to get the charter schools organized into a Region so we can meet with them. In the meantime, President Wells appointed two charter school board members to sit on the ISBA Executive Board. The Chair of Region 9 is Wally Hedrick who serves on the Board of the Meridian Technical Charter School. Wally was actually a trustee on the West Ada (back when it was still the Meridian School District) school board for many years. He served as chair of the board and

With all that said, you should be proud of this historic vote. I believe you have done the right thing for 48 charter school boards and their members and the thousands of students who attend their schools. Good job ISBA board members!!

karen@idsba.org

SLATE | Volume 33 | Spring 2015

PACKAGE

MARKETING OF OPENING

MARKETING +

SUPERINTENDENT SEARCH

SUPERINTENDENT SEARCH +

COACHING

SUPERINTENDENT SEARCH

for Idaho School Districts and Charter Schools In successful districts and charter schools, the board and superintendent work as a team. There is a common goal to improve student achievement, where both sides work to keep the relationship positive and effective. When boards seek a superintendent who will fit their district or charter school and whose professional skills are outstanding, it is prudent to secure outside assistance.

We are in a position to make recommendations as to the professional work, skill level, and instructional leadership experience of those interested in applying for a superintendent position. Because every state has a school board association, and we belong to the National Association of Superintendent Searchers, we also have the capacity to conduct a full national search.

The Idaho School Boards Association (ISBA) is the place to turn for help when selecting a new superintendent. ISBA has skilled, experienced, and helpful staff dedicated to serving local boards.

When a district or charter school decides to use ISBA to lead the search process, it not only gets the skill and experience of the search team, but it can also draw upon our other in-house resources such as legal advice and research data related to the search.

Contact ISBA for pricing and additional options.

Contact Misty Swanson Idaho School Boards Association PO Box 9797 Boise, ID 83707-4797

phone (866) 799-4722 fax (208) 854-1480

web www.idsba.org email misty@idsba.org

IDAHO SCHOOL BOARDS ASSOCIATION P.O. BOX 9797 • BOISE, ID 83707-4797 PH: (208) 854-1476 • FAX: (208) 854-1480

Non-Profit Org U.S. Postage PAID Boise, ID Permit No. 136

REGISTRATION OPENING SOON! 4 LOCATIONS. 4 DAYS. 1 JULY 15TH | JEROME | 1-6 PM Jerome School District Office 125 4th Avenue West, Jerome

COEUR D’ALENE

2 JULY 16TH | RIGBY | 1-6 PM Jefferson Jt. School District Office 3850 E. 300 N., Rigby

3 JULY 23RD | COEUR D‘ALENE | 1-6 PM

MERIDIAN

RIGBY

Midtown Meeting Center 1505 N. 5th St., Coeur d’Alene

JEROME

4 AUGUST 6TH | MERIDIAN | 1-6 PM

West Ada School District Building, Lochsa Room 1303 East Central Drive, Meridian