May 2012 SLATE by Idaho School Boards Association

A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION vol.30 • no.2 • may.2012 ALSO: ISBA COMMITTEES / 5 EXECUTIVE BOARD MEETING HIGHLIGHTS / 18 cOMMON BOARD MEMBER BLUNDERS / 34 SCHOOL BOND INFORMATION / 38

legislative recap of the Idaho 2012 Legislative Session - p.27

what passed

what didn’t

70 GREAT THINGS ABOUT ISBA | P.20

ISBA

DIAMOND BUSINESS PARTNER

vol.30 • no.2 • may.2012

12 5

FROM THE DIRECTOR’S CHAIR

ISBA Committees Who, What, When, and How

Look for the Positives, Count the Successes

Building the 21st Century Classroom Across Idaho

president’s message

public instruction

10 statistic of the month from the state board 12 of education 1970 vs. Today

Complete College Idaho Plan Needs Your Input

getting to know the isba executive board

David Andersen - Oneida Co. SD Nancy Arnold - Teton Co. SD

15 safety notes ask isba 16

Prevention of Slips, Trips, and Falls

Board Members And District Committees

distinguished student of the month Sarah Walsh

features

18 20 70 GREAT THINGS ABOUT ISBA IDAHO LEADS PROJECT NEXT STEPS 22 sCHOOL LIBRARIANS: cHAMPIONS OF 24 21 CENTURY LEARNING LEGISLATIVE RECAP OF THE 2012 27 IDAHO LEGISLATIVE SESSION LIST: THE INCREASING 31 vOLLMER’S BURDEN PLACED ON AMERICA’S PUBLIC SCHOOLS ISBA Executive board meeting highlights

33 COMMON BOARD MEMBER BLUNDERS 34 BOND INFORMATION 38 SCHOOL ALL TRUSTEES NEED TO KNOW isba gROUP aUTO & hOME pROGRAM

Related to the 2012 Annual Convention 8 23 30 36

Call for Workshop Proposals Call for Student Talent 2013 Resolutions Call for ISBA Award Nominations

SLATE • MAY 2012

IN EVERY ISSUE

SLATE Contributors

Idaho School Boards Association

In Every Issue:

Executive Committee Board Officers & Executive Director

Karen Echeverria Dallas Clinger Tom Luna Richard Westerberg Pat Pinkham

Executive Board Regional Representatives, Board Officers & Executive Director

Executive Board Officers President Dallas Clinger, American Falls Jt. School District President-Elect Anne Ritter, Meridian Jt. School District

Featured Contributors:

Vice President

Todd Wells, Castleford Jt. School District

Idaho Commission for Libraries

Imm. Past President

Brian Duncan, Minidoka Jt. School District

Jamie Vollmer Eric Heringer Jackie Hopper Greg Killilea

Editorial Office

Regional Representatives Region I Representatives

Margie Gannon, St. Maries Jt. School District

Melanie Staples, Boundary Co. School District

Region II Representatives Dawn Fazio, Moscow School District

John Menter, Troy School District

P.O. Box 9797 Boise, ID 83707-4797

Region III Representatives

Lori Bennett, Bruneau-Grand View Jt. School District

222 N. 13th Street Boise, ID 83702

Juan (Mike) Vuittonet, Meridian Jt. School District

Phone: (208) 854-1476

Region IV Representatives

Lucinda Rogers, Gooding Jt. School District

Toll-Free: (866) 799-4722

Glenn Eastman, Castleford Jt. School District

Fax: (208) 854-1480

Region V Representatives David Andersen, Oneida Co. School District

Online: www.idsba.org

Julie Van Orden, Snake River School District

Region VI Representatives Nancy Arnold, Teton Co. School District

Lisa Burtenshaw, Idaho Falls School District

Region VII Representatives Deb Foster, South Lemhi School District

Joni Cain, Challis Jt. School District

Region VIII Representatives

Barbara Dixon, Meadows Valley School District

Marg Chipman, Weiser School District

ISBA Staff 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

Executive Director

Karen Echeverria

Associate Executive Director

Misty Fowers Jones

Policy & Government Affairs Coor. Jessica Harrison Office & Finance Coor.

Kristi Toolson

Communications Director

Julie Hart

Board Trainers

Liz Killpack, Jackie Hopper

the Association that the democratic process functions best through discussions which challenge and stimulate thinking on the part

2012 ISBA Calendar

of the reader. Therefore, this material does not

June 21

Summer Leadership Institute - Boise

July 26

Summer Leadership Institute - Coeur d’Alene

Aug 2

Summer Leadership Institute - Rigby

Nov 14-16

ISBA Annual Convention (see below)

May 22, June 30

BoardBook Webinars (visit www.idsba.org for details)

necessarily reflect the opinion of the Association or its members.

ISBA Mission Statement SLATE • MAY 2012

The mission of the Idaho School Boards

July 19, Aug 15

Association is to provide leadership and services to local school boards for the benefit of students and for the advocacy of public education.

Dates November 14-16, 2012 Reservations (800) 222-8733, ask for ISBA Room Block Room Rates $122 Room Rervation Deadline October 22, 2012 For More Info Visit www.idsba.org

BY KAREN ECHEVERRIA

FROM THE DIRECTOR’S CHAIR

Executive Director

ISBA Committees

WHO, WHAT, WHEN, AND HOW As I indicated to you in the last issue of SLATE, my reports this year are going to focus on the ISBA Executive Board. At the end of the year, after reading all four reports, it is my hope that you will have a better understanding of the ISBA Board, who they are, what they do, and how they function. This issue I am going to focus on the various committees of the Board.

The Executive Committee consists of the four officers – President, President Elect, Vice President, and Immediate Past President – and the Executive Director. The Executive Director does not have voting rights. This Committee is set out in the ISBA bylaws in Article IV, Section 6. This Committee usually meets prior to each board meeting. They occasionally have additional teleconference meetings. Some of their responsibilities include: • Preside at all ISBA Executive Board Meetings – President • Sign deeds, mortgages, bonds etc. after the Executive Board has authorized him or her to do so – President • Chairing the ISBA Annual Convention – President with assistance from others • Speak on behalf of ISBA at Day on the Hill - President • Conducting the annual review of the ISBA Executive Director and making recommendations to the Board based on that review (May) • Attend the NSBA Annual Convention – President, President Elect, and Executive Director (April) • Attend the NSBA Pacific Region meetings – President, President Elect, and Executive Director (December and July) • Attend NSBA Federal Relations Network and Leadership Institute – President and Executive Director (February) • Attend the NSBA President’s Institute – President Elect (August) • Attend the NSBA Executive Director’s Institute – Executive Director (July/August) Some of the requirements for the Committee are set out in Article IV of the ISBA bylaws.

00 Governmental Affairs Committee (GAC) I’m guessing you hear more about this committee than any of the others. This committee consists of the Chair from each Region, the four officers, Executive Director, and legal counsel. If the Region Chair cannot attend, the Vice Chair can serve as the alternate. The Executive Director, legal counsel, and Chair of the committee are non-voting members but the Chair can vote in case of a tie. The President may Chair the GAC meetings or he or she may appoint someone else to Chair the meetings. The GAC meets every Friday during the legislative session at 1 pm via teleconference. The purpose of these meetings is to

act as a sounding board for the Executive Director and Executive Committee to ensure the intent of the resolutions adopted at the ISBA annual convention are carried out as far as possible. In addition they advise on legislative issues that arise but are not covered by a resolution. In addition to those meetings, the GAC is also charged with reviewing resolutions, proposing resolutions and reporting on the status of adopted resolutions. This committee meets more than any of the other committees. I estimate that meeting time alone adds up to about 24 hours. That is in addition to the time spent reviewing resolutions. The requirements for this committee are set out in Article VII, Section 4 of the ISBA bylaws.

00 Nominating Committee This committee is also comprised of the eight Region Chairs. This Committee usually meets once or twice a year, in the fall before the Executive Board Meeting. This meeting must be at least 40 days prior to the annual meeting. This committee is chaired by the Immediate Past President. If the Immediate Past President can’t serve, the President appoints an acting Chair from within the membership of the committee. Once again, if the Chair of any region is unable to attend the meeting, the Vice Chair can serve. If neither officer is able to attend, the ISBA President appoints someone from the region to serve on the committee. The purpose of this committee is to solicit trustees to run for the office of President Elect and Vice President. At least one person, but not more than three, can be nominated for each office. The requirements for this committee are set out in Article IV, Section 20 of the ISBA bylaws.

00 Board Training and Leadership Development Committee The membership of this committee consists of eight Executive Board members, the four officers, and the Executive Director. The membership of the committee is by presidential appointment and occurs after the election of the new officers. Historically, the President has appointed the eight Vice Chairs to serve on this continued on next page...

SLATE • MAY 2012

00 Executive Committee

continued from previous page... committee. The purpose of this committee is to provide counsel on the delivery and content of training as well as developing leadership among trustees within the Association. This committee usually meets one or two times a year before a regularly scheduled ISBA Executive Board Meeting. The requirements for this committee are set out in the ISBA Governance Policies.

00 Audit Committee The ISBA President appoints the membership of this committee soon after his or her election at the ISBA Convention in November. There are usually four to five members of the ISBA Executive Board who sit on this committee. This committee is responsible for engaging an auditor, receiving the Annual Audit Report and presenting the findings of that report to the full Executive Board. While not specifically set out in the ISBA Governance Policies, the Audit Committee also works directly with the Executive Director to establish an annual budget for the upcoming year and to present that budget to the full Executive Board. The annual budget is presented and approved at the April/May meeting and the annual audit is presented and approved at the September meeting. The requirements for this committee are set out in the ISBA Governance Policies. The timing of the budget and audit are set out in Article VI, Section 6.

SLATE • MAY 2012

00 Membership Services Committee

This committee serves at the pleasure of the President and meets at the call of the chairs. The membership of this committee is by presidential appointment and occurs after the election of new officers. This committee is charged with evaluating and identifying current programs and their effectiveness for the members and districts as well as identifying future services based on district needs and affordability. The requirements for this committee are set out in the ISBA Governance Policies.

00 Scholarship Trust Committee This committee is a separate entity from ISBA. The Past Presidents Scholarship Trust is a separate 501(c)(3). They file their own tax returns and operate as their own entity. With that said, ISBA staff handles all of the paperwork for the Scholarship Trust. Those responsibilities include: • Receipt of scholarship applications • Distribution of scholarship applications to board members for review • Scoring and calculation of all scholarship applications • Notification and distribution of scholarships • Organization of the scholarship auction at the ISBA Annual Convention • Receipt of monies associated with the annual scholarship auction • Monthly reconciliation of checking and savings accounts • Notification and invitation to Past Presidents of upcoming events In addition to staff responsibilities, the ISBA Executive Board is also very active with the Past President’s Scholarship Trust. The ISBA Vice President chairs this committee. There are also at least seven other ISBA Executive Board members who are responsible for scoring the annual scholarship applications. Those members are appointed by the ISBA President. Currently, those members are the Vice Chairs of each region. The requirements for the Committee are set out in the Scholarship Trust documents.

00 Other Committees The Executive Director and ISBA President may form additional committees. Upon formation of a committee, the purpose, length of duration, scope of work, and reporting criteria are established and reported to the Executive Board as soon as possible. The continuance of any such committee is subject to the Executive Boards approval at any scheduled meeting. An example of a committee formed under this policy would be the committee that established the new ISBA Conflict of Interest bylaw that was voted on and passed by the membership. Another committee that is currently formed is the Charter School committee.

The purpose of this committee is to work with the Executive Director to review the current charter school laws and ISBA’s bylaws and policies concerning charter schools. The requirements for this committee are set out in the ISBA Governance Policies.

00 Time Commitment There is a huge time commitment made by members of the ISBA Executive Board – not only by attending the quarterly meetings but also the time spent on the various committees. As I write this, I am once again struck by the volunteerism of these members. It is truly phenomenal.

00 The Four Part Series As I have indicated, I am writing a four part series this year for the SLATE magazines. Below is a breakdown of what has been written and what is yet to come: 1. Composition of the ISBA Board including how members are elected and how often they meet – February Issue 2. Committees of the ISBA Board and their respective responsibilities as well as responsibilities of each individual board member – May Issue 3. Responsibilities of the ISBA Board as a whole, both in Idaho and at the national level and what things are required to be reviewed at each specific meeting – August Issue 4. Summary as well as encouragement to stay involved in your region and/or to run for the ISBA Executive Board – October Issue A personal thank you to all the Executive Board members.

karen@idsba.org

BY DALLAS CLINGER

PRESIDENT’S MESSAGE

ISBA President

Look for the Positives, Count the Successes

As we wind up the current school year and look forward to the upcoming new year, there are several things we, as trustees, need to consider. First, we need to be a goal setting organization. Each school district should have goals set and action plans in place to achieve those goals. We cannot let our responsibility to set the strategic direction for the district fall to anyone else. Now, more than ever, the future of our districts needs to be carefully planned and not just left to chance. If you are not having a board strategic planning session each year, I encourage you to start. If you are having one, I applaud you and encourage you do your best to make it a worthwhile, positive influence for your board and administration. The ISBA is willing and available to help facilitate these planning sessions, so get on their schedule soon. Second, get to know your fellow trustees. I am not only talking about your own board but those who are in neighboring districts and across the State. There are more than 500 trustees who are members of the ISBA and each one has a unique background and story to tell. In the 20 years that I have been a member of the ISBA I have met many wonderful trustees from around the State. From them, I have learned better ways to solve common problems and see unique perspectives that have helped me to become a better trustee. I can assure you that, as a group, school board trustees are some of the most thoughtful, giving, and decent people you will meet. The trustees of our State give an incredible amount of time to the education of the children of Idaho. You are all to be thanked for your tireless efforts. Third, we need to be telling our success stories. During the legislative session when I spoke to the House Education Committee and the Senate Education Committee, I asked for examples from across our State of the good things that are happening. I know I didn’t give much advanced notice, but I am amazed at the great things that were reported to me. All across Idaho there are trustees who see the local needs and challenges and find innovative ways to meet them. We have wonderful ideas all around us. These ideas need to be shared with other trustees and especially with the members of our communities. Take the time to speak to the service clubs in

your area. The Lion’s Club, Rotary Club, Chamber of Commerce, and many other organizations are always looking for programs for their weekly meetings. Volunteer to let them know what is happening in your school. Some of their members don’t have children in school and have lost contact with the schools. Tell them of the great things that are happening so they don’t form an opinion of the public school system from the negative press that seems to abound all the time. Another suggestion is to write a letter to the editor or be a guest opinion writer for your local paper. ISBA can assist with this if you need ideas or content information. Fourth, unfortunately there are occasions when a trustee here or there gets off track or exercises poor judgment. We all know the media loves to jump on these negative stories of conflict and questionable behavior. This just fuels the public’s misguided perception that our public school system is in shambles and that our trustees may not be the best way to govern the public school system. When there is negative news about a district, whether it is a neighboring district or not, it can negatively affect our own district. We need to look within ourselves and assess whether or not we are guilty. If we are, now is the time to change. We also need to seek out those districts who may be struggling and reach out in an effort to help them get back on track. Offering help can seem like a small gesture, but can achieve great results. Fifth, dedicate time to learn yourself. This is another great benefit of the ISBA. Wonderful training programs have been developed to help us in our duties and responsibilities. We should take advantage of all the training programs that are available to us to help us learn our duties and responsibilities to act in the office to which we have been elected. Finally, do not get discouraged. We have had some difficult decisions to make in the past several years with budget cuts and increased reporting requirements. Doing more with less seems to be our motto, but don’t be discouraged. As I was growing up, my mother always said “discouragement is the tool of the devil.” She was right. When we focus on the negative we lose our ability to see the positive. Always look for the positives and count the successes. I think we will easily find that the positives are still far out weighing the negatives. SLATE • MAY 2012

00 I hope everyone has had a great spring so far and that you are all looking forward to the best pay a school board trustee can get, that of handing out diplomas to the new graduates that are heading out into the big, wonderful world. Graduation will soon be upon us again.

workshop proposals Can the trustees & school district leadership of idaho benefit from your expertise & experience?

ISBA wants to hear from

proposal Deadline:

SLATE • MAY 2012

ISBA invites school districts, educational agencies, and others to submit proposals for workshops to be presented at the ISBA 70th Annual Convention. Convention attendees are seeking information and skills to help them govern and lead more effectively in the ever-changing world of public education. Workshop proposal applications are available at www.idsba.org.

the riverside h o t e l

PUBLIC INSTRUCTION

BY TOM LUNA Superintendent of Public Instruction

Building the 21st Century Classroom Across Idaho 00We are just halfway into the school year and already we are seeing great differences that the Students Come First laws are making in schools across Idaho. about pay-for-performance are made largely at the local school district level. Finally, the minimum teacher salary will increase to $30,500—this will affect 31% of Idaho’s teachers—and minimum salaries will now increase at two times the rate of base salaries in the future. Previously that number was 1.5 times the rate. In addition to increasing the pay for highly effective teachers in Idaho classrooms, the state is investing in 21st Century tools for classroom teachers and professional development to help transform every classroom into the 21st Century classroom.

The State is continuing its $9 million a year investment in classroom technology for all grades. The State will invest another $2.5 million to provide a laptop device specifically for every high school teacher next year before beginning to deploy to high school students in Fall 2013. The State has also appropriated $4 million a year in ongoing funding for professional development continued on next page...

SLATE • MAY 2012

It is an exciting time to be involved in education and nowhere is that more true than here in Idaho. While other states are keeping budgets flat or continuing to reduce funding for schools, Idaho is investing in its students, teachers, and schools. Last year, 30 states passed some form of education reform. Idaho’s Students Come First laws were by far the most comprehensive. Other states are paying attention to Idaho as a national leader on education. Right now, we in Idaho are focused on building the 21st Century Classroom in every classroom across the State, implementing a new system to recognize and financially reward hard-working teachers and expanding equal access and opportunity to all students. The public schools budget for FY2013 supports our efforts. For the first time since this prolonged recession humbled our state and federal budgets, we are seeing a budget increase in Idaho. And, just as promised, the public schools budget was first in line to receive additional funding. I am very pleased with the budget, which includes a 4.6% increase in general fund allocations for public schools. This is a sign of the growing health of Idaho’s education system as it has been re-envisioned by Students Come First. We have accomplished a lot for our schools, teachers, and students with that additional money. The FY2013 budget allows us to fully fund the State’s reform efforts and increases the average teacher’s pay by $2,000 next year. The State will fully fund current movement on the salary grid for teachers who gain years of experience and more education. At least 21% of Idaho teachers will see salary increases for gaining additional years of experience as they move through the grid next year. Idaho is funding an estimated $39 million to implement a statewide pay-for-performance plan that recognizes and rewards our great classroom teachers. This year, awards will be based on student academic growth and will be awarded by school. We anticipate at least 85% teachers will earn some form of performance award in the coming year. In future years, teachers also can earn bonuses of up to $8,000 a year in performance awards, on top of their base salaries, for taking on additional leadership roles and for teaching in hard-to-fill positions and for getting results in the classroom. Decisions

STATISTIC OF THE MONTH

New!

1970

TODAY

00 For every person under age 25 with a college degree, there were 28 without.

00 For every 8 Idahoans with a bachelor’s degree, there are 24 without. (Source: US Census)

00 The average family spent $24,000 to rear a child from birth to age 18.

00 The average family will spend $226,920 to rear a child from birth to age 18. (Source: Bloomberg)

00 Only 2% of all homes in the United States were built before 1955.

00 Only 23% of Idaho businesses are women owned. (Source: US Census)

00 The chances are 50:50 that you’ll need wooden teeth by age 40.

00 You have a 35% chance of needing dentures by age 65.

(Source: November 1970 ISTA Newsletter, Volume 11, Number 2. )

continued from previous page...

SLATE • MAY 2012

e are creating equal access and opportunity for every Idaho student. We are beginning to transform every Idaho classroom into the 21 Century classroom.

and an additional $2.5 million for IT staff at the school and district level to make sure teachers have the support they need for a successful technology implementation. But it is not just teachers who will benefit from these increases. Students of all ages will benefit from improved st classroom technology. High school seniors will have the opportunity to take up to 36 dual credits before graduating from high school—at no cost to the student or family. Nearly 17,000 high school juniors took a college entrance exam for the first time this year, paid for by the State. In addition, the State is continuing to fund the Idaho Reading Initiative, Idaho Math Initiative, and ISAT remediation. All of this happens without any funding shifts from salary-based apportionment, now or in the future. We made a commitment last year to offset these adjustments to salary-

based apportionment as soon as additional revenues became available. We delivered on that promise this year. Not only is the funding shift offset in FY2013, but the Legislature passed a bill this year to offset all future adjustments to salary-based apportionment. We are now in our second year of reforming Idaho’s public schools. We have already accomplished a lot. We are creating equal access and opportunity for every Idaho student. We are beginning to transform every Idaho classroom into the 21st Century classroom. We are investing in Idaho’s teachers to make sure a highly effective teacher is at the helm of every classroom. Our economy finally appears to be on the path to recovery, and our State has begun increasing budgets for Idaho public schools.

Seeking Idaho's most inspired efforts in education for the 21st Century. Do you know a program that challenges traditional education with innovation and creativity, promotes relevant skills for the 21st century, or creates anytime anywhere learning through technology? Grand Prize winners are awarded $50,000 and their success stories will be shared statewide.

Nominate schools, districts and non-profits with revolutionary ideas in Idaho. Accepting ID21 Award nominations May 1 - June 14th, 2012. Visit www.jkaf.org/ID21Awards for online nomination.

FROM THE STATE BOARD OF EDUCATION

BY RICHARD WESTERBERG President, State Board of Education

Complete College Idaho Plan Needs Your Input

SLATE • MAY 2012

s we approach the last weeks of this school year, another class of seniors will graduate and move on to the next chapter of their lives. We hope that chapter involves completing some form of postsecondary education. Increased education attainment improves the quality of life for Idahoans and drives a vibrant, diverse economy. A recent study by Georgetown University’s Center for Education and the Workforce estimated that by 2018, 61% of Idaho jobs will require some form of postsecondary education. This includes professional-technical certificates as well as associate and bachelor’s degrees. Complete College America estimates that by 2020, 63% of Idaho jobs will require a certificate or degree. The State Board of Education is committed to efficiently and effectively increasing postsecondary completion. In August 2010 the Board set an ambitious goal: to see that 60% of our citizens between the ages of 25 and 34 earn a postsecondary degree or certificate by the year 2020. Currently only 31% of Idahoans in that age range have a degree or certificate. Last December, the Board approved the framework for the Complete College Idaho Plan, a roadmap to reach the 60% goal. The vision for the plan is that Idaho will be internationally recognized for the quality of talent, knowledge, and skills of its workforce and the ability of its higher education system to prepare citizens to meet and exceed the needs of business, industry and society. The Complete College Idaho Plan focuses on improving educational attainment in a way that is responsive to the needs of business and those who will hire the workforce of the future. The proposed strategies in the Complete College Idaho plan will move us towards meeting the 60% goal. The first strategy is Strengthening the Pipeline, which

includes initiatives such as the core curriculum for math and language arts and increased course requirements for science and math. It also calls for increased opportunities for dual credit and tech prep programs and better methods of providing students with information about postsecondary programs and options. Transforming Remediation, the second strategy, focuses on new methods to address remediation needs and alignment through the Common Core State Standards, which are built upon workforce and college-readiness expectations. The third strategy is Demystifying College and involves developing a web portal that provides clear information about pathways to degrees and certificates, implementing systemic advising that links education to careers, and developing clear, guaranteed statewide articulation and credit transfer policies. Structuring our System for Success is the fourth strategy and includes packaging certificate and degree programs for accelerated completion, employing statewide faculty leaders to develop continuous improvement strategies that promote student success, developing options for adult reintegration into postsecondary programs and developing community college options for Eastern Idaho. The fifth strategy, Rewarding Progress and Completion involves data-driven decision-making that identifies successes and areas for improvement and implementation of performance funding to incentivize completion and attainment. Since December, the board and board staff have been gathering stakeholder feedback to improve the draft plan. We have sought input from legislators, our higher education institutions, and many other organizations. We also partnered with the Idaho Business Coalition for Education Excellence (IBCEE) in this effort. IBCEE conducted surveys and focus groups and held community forums across the state to gather input on the plan. This input will be used to improve the plan which will come back to the State Board in June for review and approval. The feedback will also be used to create and launch a college access network to provide resources for students and families along with strategies to get more high school graduates into colleges, universities and professional technical programs. Information on the plan and survey links are located on the Board’s website at www.boardofed.idaho.gov/cci.asp. Your feedback on the plan is needed and appreciated. Richard Westerberg is the current president of the Idaho State Board of Education. He is a former trustee in the Preston School District. He and his wife make their home in Preston.

GETTING TO KNOW THE ISBA EXECUTIVE BOARD

David Andersen Oneida Co. School District #315 ISBA Region V Chair

Why I became a school board trustee? It was because of my dad and his influence to be involved in civic matters. I decided to run for my local school board and was fortunate enough to have the support of the patrons of the Oneida School District. I didn’t want to just sit on the sidelines and watch. I want to be involved in a very successful educational system that creates opportunities for the current and future

students that will be our leaders and support us in the coming years. I want to be a part of a system that would provide challenges for these students and create avenues for success in their future. I wasn’t exactly sure what to expect or what challenges I would face at the start, but I am grateful for fellow trustees and district staff that helped me get started in the right direction. I have found them all to be an extremely valuable resource to become a more informed and professional trustee. I always ask myself what my dad and children would think of the decision I have made and if I have done what was best for the students, their education, and success. What advice can I give to those of you reading this article? What has always been a big part of my success in business and my life, is communication. I feel that you have to have open, honest communication which involves all stakeholders. Communication is 80% listening and making sure that you aren’t distracted. I feel that all stakeholders have to feel that the processes are easy, inviting, and safe. What I mean by that is, the stakeholders know you respect their opinion and will give it the attention it deserves. Open communication helps eliminate fires from starting by being proactive because you listened intently to concerns that existed. Great communication helps create fantastic strategic plans which in turn create

great road maps for the superintendent (our CEO) to navigate the day-to-day situations that will occur and to deal with them according to the policies that have been communicated and set in place by a well informed boards. How we perform in our stewardships as trustees has a huge bearing on the success of our districts and the climate our schools have. As Region 5 chair, I hope to improve communications between our region’s districts and the ISBA. I want all trustees in our region know that I am available as well as the ISBA staff to help in any way we can to ensure your success in governing your districts. I am fortunate to work for a company that believes in its employees being involved and is willing to give me the time to serve at the local and state level. I enjoy the challenges that I have experienced and consider them opportunities to find success.

SLATE • MAY 2012

For those that don’t know me, I am David Andersen of the Oneida School District #351 in Malad, Idaho. I am the Region 5 Chair this year. I have been a trustee for the past seven years and on the ISBA executive board for almost three years. My wife, Diane, is from Malad. We have four sons, one of whom is still in high school, nine grandchildren, and one on the way. I grew up as the middle child in a family of 13 in the small community of Murtaugh, Idaho, where my dad taught high school government, history, typing, and was a bus driver, coach, and even was our principal. Many of my siblings have their teaching degrees and the rest are in the business world, as am I. The success I have enjoyed is mainly because of my parents and growing up in a small farming community, where I was taught the value of hard work and working more than what I was paid for (value added). I had teachers whose courses were more challenging than my college courses were and prepared me for the next step in my educational process. My dad taught for 38 years in two different school districts. He challenged all his students to become involved in civic matters and vote for the best candidate who would do what was best for the whole.

GETTING TO KNOW THE ISBA EXECUTIVE BOARD

Nancy Arnold Teton Co. School District #401 ISBA Region VI Chair

SLATE • MAY 2012

About My Service In 2006 the chairman of the board moved from my district and had to resign. She approached me about interviewing for the board appointment. Even though my own children were grown and out in the world, I had grandchildren attending school in our district. I have enjoyed the experience. It has been difficult at times, but rewarding in so many ways. We have a very diverse board with some lively discussions, but I believe this has made our board stronger in our ability to represent our community and work in the best interest of the students. In 2010, I was elected to serve as the Chairman of ISBA Region VI. I am currently serving in that position this year also. Because I didn’t have the opportunity to previously serve as Vice-Chairman I have had a steep learning curve. I have really enjoyed the opportunity to serve on the Executive Board. It has been great associating with different trustees from around the State. I also serve as our school board representative to the Teton Valley Education Foundation and serve on the district technology committee.

Why I Serve on the Board When my children were in school, I always tried to be an involved parent volunteering where I could. I admired and respected the individuals who served on our local school board, but I never had any desire

to serve there, primarily because I could see what a difficult position it was. Right or wrong, the school board was often blamed for any problem in the schools. I guess I have grown thicker skin in my old age. At this point in my life I have more time and hopefully some wisdom to bring to the position. My husband and I both believe in being “doers” not just talkers. We believe that it is important for people to be involved in their community. Good things seldom just happen, they require good people doing good work. The position of a trustee can often feel like a thankless job when you make a decision that isn’t popular with some community members. If you remember that you are working for the good of the students, it helps. My Best Advice Always be respectful of those you serve. Everyone has a different opinion, and although I might not agree, I try to understand what they are trying to say. Conflict arises when we stop listening or trying to understand. If we are determined to push our own agenda no matter what, there will be casualties along the way. Be forgiving when hurtful things are said in the heat of the moment. Nothing productive comes from holding on to anger. Nurturing hurt feelings and anger really only hurts yourself, it is wasted energy. If you have said something to hurt someone, be quick to apologize and

work it out. A sense of humor is always important. Our board isn’t afraid to disagree but we also take time to laugh together. A Little About Me I am a native of southeast Idaho. I was born in Rigby. My early years were in the Ririe area and then in Rexburg. After I married my husband, Bruce, we moved to Felt (in Teton Valley) to work on the family farm. I have a Master’s Degree in Experimental Psychology from Idaho State University. Bruce and I are the parents of three children, Lexie, Ryan, and Andrea; and the grandparents of twelve grandchildren and one neurotic yellow Labrador. We enjoy camping, swimming, scuba diving, snow machines, skiing, traveling, and following the activities of our grandchildren. For a number of years, as a service provider for the American Red Cross, I taught swimming lessons in our community and I still enjoy teaching my grandchildren to swim. I served on the Board of Trustees of Teton Valley Hospital for several years and was chair for two years. My husband and I have both been active in the Boy Scouts of America. I have been a den mother, a merit badge counselor, and a 4-H leader. I am active in my church serving as a Sunday School teacher.

SAFETY NOTES

Prevention of Slips, Trips, and Falls Cracks in walkways that create a change of elevation of more than ½” should be repaired by sanding down their edges or by filling them in. Floors that are covered by carpeting should be routinely inspected, and loose or rolled carpeting should be repaired. The carpet edges should also be checked to insure that they lay flat and do not create a tripping hazard.

00 Floor Maintenance Programs

00 Stairs and Ramps

Floors and walking surfaces should be adequately maintained, with concrete and or tile floors provided with UL listed slip resistant floor finishes. The key here is to have floors that have a slip coefficient of friction (COE) of at least .5.

00 Pre-planning For Inclement Weather Each school campus should have a detailed plan for dealing with our Idaho weather. Most important is to have the plan in place to deal with snow and ice removal. Not only is it critical that snow removal equipment and supplies be available, but snow route maps leading to and from the campuses should be developed directing students, staff, and school visitors to use specific walkways to access the campus. By establishing specific snow route walkways, campus custodian and maintenance personnel can prioritize their snow and ice removal procedures. Wet floor procedures should also be implemented. Aggressive non-slip floor surfaces should be installed in the entrances of buildings. Flat-lying rubber backed mats can also be used to help dry the shoes of those entering the school building. Wet floor warning signs should be available and used, along with an appropriate supply of wet floor cleaning supplies.

Anytime there is a change of elevation, the exposure to slips, trips, and falls increases. Stairs and ramps should be well lighted and sturdy handrails provided. Visual clues to the changes in elevation should also be considered by using light

Moreton & Company, an ISBA Business Partner

contrasting colors along the leading edge of the stairs or along the ramp surface. Under no circumstances should stairs be used as a storage space. Stairs or ramps exposed to the elements should always be a high priority for snow and ice removal.

00 Lighting Good lighting is critical in reducing slip and fall incidents. Regular inspections should be conducted to insure that the campus and its parking lot are adequately lighted. Inspections should be made at night to insure that automatic timers or photo-electric switches are working properly, and that the light bulbs are not burned out. Lighting should also be inspected to prevent dark-shadows, particularly in areas where stairs and ramps are located.

00 Self-Inspections A key to any effective slip, trip, and fall prevention program is regularly scheduled safety inspections. These inspections should cover all areas of the school campus, and be fully documented with the location, date, time, and the name of the person completing the inspection. The inspection should cover at least those areas previously discussed and outline any corrective actions needed to remedy slip and fall exposures. If you have any questions as to how to design and implement a slip, trip, and fall prevention program in your district, please contact Pat Pinkham at Moreton & Company. Pat can be reached at 1-800-341-6789 or by email at ppinkham@moreton.com ISBA

DIAMOND BUSINESS PARTNER

SLATE • MAY 2012

n analysis of the ISBA Insurance Plan’s general liability claim experience shows that injuries from slips, trips, and falls are the most frequent cause of claims, and account for the greatest source of claim costs. Since the start of the 2006 school year, Idaho schools insured through the ISBA Insurance Plan have reported 144 general liability claims caused by slips and falls suffered by students or other visitors while visiting their campuses. Slips and falls cost Idaho school districts in other ways as well. They are one of the most common causes of work-place injuries suffered by school staff members. These injuries have a dramatic impact on Idaho schools due to the injured worker’s lost time away from school. They also increase the school district’s workers compensation insurance costs due to their effect on the school district’s Experience Modification Factor. An increase to a district’s experience modification factor can add tens of thousands of dollars to their premiums. Slips, trips, and falls may occur on level walking surfaces, as well as on ramps and stairwells. Major hazards associated with slips, trips, and falls are slippery surfaces, holes or broken surfaces, poor drainage, or inadequate clean-up of spills, mud, ice and/or water during inclement weather. Slips, trips, and falls can be prevented by implementing specific safety and loss control procedures such as:

BY PAT PINKHAM

ASK ISBA

Board Members And District Committees

q: a : Our board has appointed a new committee to help the district conduct some research. The board appointed two current board members as the chair and co-chair of the committee. If there are two board members at the committee meeting, can the other board members also attend the meeting or would that indicate a full quorum? Would the committee need to have an agenda and post minutes?

s line i Dead 25! May

ISBA always advocates for “over-posting”. You will never get in trouble for giving too much notice. There is a line of thought that subcommittee activities need to be posted. Under the Attorney General Guidelines, they do agree that posting should occur when there is a meeting of a “Governing Body”. Their definition of “Governing Body” is probably broader than the typical lay person would think – “defined to mean the members of any public agency with the authority to make decisions for or recommendations to a public agency regarding any matter.” This continues with a line of thought that advisory committees, boards, and commissions are subject to the Open Meetings Law if the body is created by or pursuant to statute, ordinance, or other legislative act and if the body has authority to make recommendations to a public agency.” In this situation, it is a question of whether or not this subcommittee was created by any legislative act as opposed to just being a voluntary group that leads to recommendation. With these somewhat messy definitions, even the Attorney General’s Office recommends that it is always safest to err on the side of following the open meetings laws – thus, posting, agenda, minutes of a subcommittee meeting, even if you do not have a full quorum of the Board. Erring on the side of caution also gives the District

protection and cover should you end up in a situation where there is a quorum present. The Idaho Attorney General’s Office also has opined that the provisions of the Open Meeting Law must be complied with whenever a quorum of the members of the governing body of a public agency meets in order to decide or deliberate on matters which are within the scope of official business, whether the meetings are informal, formal, or social. So, as long as a quorum is present and the intention of the meeting is to deliberate or make a decision, then the meeting must be open and follow the open meetings law. For the purpose of this analysis, ‘deliberation’ is defined to include the receipt or exchange of information or opinion relating to a decision but shall not include informal or impromptu discussions of a general nature which do not specifically relate to a matter then pending before the public agency for decision. Even receipt of information relating to a “decision” – i.e. a measure on which the governing body will have to vote – amounts to a deliberation, therefore triggering the definition and requirements of the Open Meetings Law. With all of the above in mind, if board members are going to be present, ISBA believes the Open Meetings Laws are going to have to be followed rather tightly as you will be hearing information and opinion (even in an informal setting) while there is a quorum of the board present on matters that you will later be voting upon.

Idaho Association of School Business Officials

SLATE • MAY 2012

Business Official of the Year Award

IASBO is now taking nominations for Business Official of the Year! This award is a peer recognition program for outstanding service, innovative plan design and implementation, or other exemplary business practices within school business management. Nominations will be accepted from IASBO Active or Honorary Members, immediate supervisors and local boards of education. Self-nominating applications will be rejected. If you have a nomination please send a completed application to: Jenn Johnson | johnsonj@msd281.org | 650 N Cleveland Street, Moscow, ID 83843.

DISTINGUISHED STUDENT OF THE MONTH

Distinguished Student of the Month Sarah Walsh Name I Sarah Walsh Age I 18 School I Meridian High School GPA I 4.0

EXTRA CURRICULAR ACTIVITIES: FCCLA (Family, Career, & Community Leaders of America) President • 4-H Canyon Critters Club 2008-12 • 10 Mile Church, Nursery Volunteer • 250 Hours of Service in child care • Miss Canyon County Runner-up • Idaho 4-H Ambassador, University of Idaho Extension • Varsity Cross Country 4 years • Varsity Track 4 years MOST INFLUENTIAL TEACHER: Mrs. Marcie Holcomb, Business Marketing Economics Teacher. Mrs. Holcomb identified Tess’s potential and recruited her to the DECA team. Tess believes her involvement in DECA has given her the confidence she needed and has made a difference in her future goals. FUTURE PLANS: Plan to attend College of Idaho next fall. Plan to major in Biology and minor in Business. ABOUT THE IDAHO DAIRY COUNCIL DISTINGUISHED STUDENT AWARD: The Idaho Dairy Council has promoted the success of students in Idaho since the fall of 1999 with the introduction of the Distinguished Student Award program. Every week the Idaho Dairy Council selects four students from around the state to honor for their exceptional academic, athletic, and civic contributions and achievements. The Idaho School Boards Association wants to help share the success of these amazing students with our community members, trustees, and superintendents. Student successes like these highlight the important outcomes from outstanding schools, teachers, and students.

isba Leadership workshop workshop topics Trustee Roles & Responsibilities | Board Ethics Effective Meetings | Basic School Finance Resources, Regions, Resolutions, & Legislation Basics of Board Policy | Board Scenarios

when and where boise | june 21 |1pm-7pm Boise School District Boardroom 8169 W. Victory Rd., Boise

The first 70 attendees to sign up

CoeuR D’aLene | juLy 26 |1pm-7pm Coeur d’Alene School District, Midtown Center 1505 N. 5th Street, Coeur d’Alene

pay jusT $70!

RiGby | auG 02 |1pm-7pm Jefferson Jt. School District Office 3850 E. 300 N., Rigby

eARLY ReGISTRATION

ReGULAR ReGISTRATION

LATe / ONSITe ReGISTRATION

bOISe

5/31

6/7

6/18

COeUR D’ALeNe

7/5

7/12

7/23

RIGbY

7/12

7/19

7/30

$70

$100

$120

$150

SLATE • MAY 2012

ACADEMIC ACHIEVEMENTS: National Honor Society • MHS Honor Roll 4 years • Ranked 4th in class of 324 • FCCLA Top Gold Chapter Service Display 2011 • Business Professionals of America • 4-H Photography Project Reserve Grand Champion 2011 • 4-H Public Speaking Demonstration 1st Place • Honors Algebra • Honors American Literature • Honors Biology • Honors Physics • Honors Geometry • Honors US History

ISBA must have a minimum attendance number in order to hold the workshop in each location. If ISBA does not meet the minimum for a location, we will provide refunds or you may attend at an alternate location.

idaho school boards association Phone: (866) 799-4722 | Fax: (208) 854-1480 | WWW.idsba.org

by ISBA Staff

ISBA Executive Board Meeting Highlights

February 15, 2012 00 BuyBoard Update:

Julie Hart provided an update on the BuyBoard program. BuyBoard is a cooperative purchasing agreement that recruits local Idaho businesses so that boards can continue relationships with their local vendors as well as giving those vendors a chance to compete for national business. BuyBoard completes the RFP process for school boards. There is also a bidding component that can be used to allow vendors to compete for district business.

00 Government Affairs Committee (GAC) Report: Anne Ritter, chair of the Committee, provided the GAC report. The GAC, comprised of ISBA’s region chairs, meets at 1:00 pm on Friday afternoons for an hour during the legislative session. Ms. Ritter would like to ensure that staff has the feedback and direction they need to carry out their work. Staff needs input from GAC to understand what trustees want on legislative issues. Vice chairs were encouraged to call in and listen to GAC deliberations. All Executive Board members were also encouraged to communicate GAC information to school board members in their regions.

00 Bylaw Amendment to Six Regions: The Board discussed possible amendments to the Bylaws to align ISBA’s eight regions with the other education entities in the State which all have six regions. A subcommittee had been appointed to review this issue and discuss possible Bylaw amendments. Regions 7 and 8 would be combined into other regions. Region 7 was not in support, but region 8 was supportive. The other education entities use the same boundaries for their regions. There was agreement in the subcommittee to go to six regions, but two members of the subcommittee wanted to add two small districts representatives to the Board. The criteria for the representatives would be twofold, student population (700 students or less) and a district located more than two hours from Coeur d’ Alene, Lewiston, Boise, Pocatello, or Idaho Falls. Those two members would have to be elected at large rather than from a region. The third subcommittee member was not in agreement regarding the two at large small district representatives. The Board will further discuss this issue at the next Board meeting in April. continued on opposite page...

HELP EMPLOYEES SAVE TIME AND MONEY WITH THE ISBA

The Idaho School Boards Association is pleased to continue its Group Auto & Homeowner Insurance Program for public education employees and school board trustees. Most of us currently purchase insurance coverage for our auto, home, rental, boat, recreational vehicle, and other personal property. With the ISBA’s Group Auto & Homeowner Insurance Program, these coverages can be purchased more conveniently and often less expensive.

GROUP AUTO & HOMEOWNER INSURANCE PROGRAM

In a partnership with Moreton & Company, one of the largest insurance brokerages in Idaho, the ISBA’s Group Insurance Program offers coverage options with the following well known and highly respected insurance companies: MetLife Auto & Home, Liberty Mutual Insurance Company, and Travelers Insurance Company.

SLATE • MAY 2012

This program, available to your public education employees and school board members, is a more convenient and often less expensive opportunity for your employees to save time and money.

For immediate information on the ISBA Group Auto & Homeowner Insurance Program, please call

Allan Ranstrom at 1.800.341.6789 or Greg Killilea at 1.800.594.8949

ISBA

DIAMOND BUSINESS PARTNER

• School employees can choose the payroll deduction option to pay insurance premiums! • Plus, school board members can take advantage of this great opportunity! So, help your employees save time and money with the ISBA Group Auto & Homeowner Insurance Program. Call TODAY!

00 ISBA Budget Report:

00 Annual Convention Report:

ISBA is very front loaded on revenue from dues at the beginning of the fiscal year as well as the insurance royalties and convention. Ms. Echeverria asked the Board whether they wanted to amend the budget due to higher than expected legal expenses for in-house legal counsel work. There were invoices for legal work that were from last year and not received by ISBA until the books were cleared and the audit was complete. The Board decided to not amend the budget at this time with the understanding that legal services expenses will likely exceed the budgeted revenue. The Finance Committee will take a look at this issue.

Misty Jones provided the Annual Convention report. There were 340 full ISBA member registrations, 30 full guest registrations, and several others attended one day or certain events only. These numbers do not include sponsors attendance, exhibitors, etc. ISBA’s 70th Anniversary is in 2012 and ideas to celebrate were discussed. The Executive Board thanked Ms. Jones for her excellent service to the Association. The Scholarship Auction raised over $13,000 this year, the highest year ever.

00 Executive Director’s Report: Karen Echeverria provided the Executive Director’s report. The Spring region meetings will be done via IEN this year. ISBA has one appointment on the PSC which is a four year commitment. Anne Ritter is ISBA’s representative and her term is up. She is interested in serving again. Ms. Ritter was nominated for the position.

00 Policy Services Update: Jessica Harrison provided a report on the status of ISBA’s policy services program. There are currently 81 district members, 12 charter members, and 2 districts in the middle of partial rewrites with one upgrading to a full rewrite for a total of 3 full rewrites with at least one more likely. This program is doing very well and is a great service to school districts.

00 Pacific Region Report: Anne Ritter provided the Pacific Region Report. The speakers and presentations were discussed. The Pacific Region is the only NSBA region that meets two times per year and is the most cohesive region in the NSBA. Each state provides a synopsis at the meeting of what is happening in their state regarding education. It was noted that NSBA encouraged trustees to emphasize that they are elected officials and not just volunteers.

00 Leadership Conference Report: Karen Echeverria provided the Leadership Conference Report. She sits on the Liaison Committee for the Executive Directors. The NSBA Executive Director is leaving and they are looking for a replacement. NSBA has been facing many challenges lately that will need to be addressed by the new Executive Director. Anne Ritter was appointed by the NSBA President to sit on their Policy and Resolutions Committee.

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SLATE • MAY 2012

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The DenTal BenefiT experTs

great things 70 about ISBA 9. BuyBoard

The Idaho School Boards Association celebrates 70 years of service to school boards and districts this year. We will be highlighting the great things done by school districts, boards, students, and ISBA throughout the year.

10. NSBA Liaison Committee Member 11. Opportunities with ISBA Business Partners

To start this endeavor, we thought we would begin with a

12. Policy Update Service

list of 70 great benefits that membership in ISBA provides.

13. Idaho Association of School Administrators –

We encourage you to send us your ideas as well and we will start another list with 70 new ideas!

14.

1. Board Training at Your District Would you like to learn more about board trainings? Just contact one of us.

Ex-Officio Member

See p. 29 for more details!

Ask ISBA – questions & answers posted on the ISBA website

Go to p. 16 for this SLATE issue’s Ask ISBA

15.

Liz Killpack

3. Representation on the Teacher Performance Evaluation Task Force 4. 10 Minute Board Trainers SLATE • MAY 2012

5. Legislative Advocacy

live Twitter updates

Jackie Hopper

2. NSBA American Association of State Policy Services Member

6. Representation on the Students Come First Technology Taskforce 7. Scholarship Trust Providing Scholarships 8. Business Session at Annual Convention to provide for legislative platform

Q &A

16. Idaho School Superintendents Association – Ex-Officio Member 17. Policy Manual Rewrite Service 18. State Department of Education Budget Development Committee 19. Availability to ISBA staff to answer your questions

20 20.

ISBA Property & Liability Insurance Program

21. Over 50 workshop options offered at the Annual Convention

22. Updated and easy-to-use ISBA website 23. Master of Boardsmanship Award 24. Email list serve so members can communicate with each

TER OF

SMANSH

ARD

201

26. Options for paperless board meetings through BoardBook

25. Commemorates the Distinguished Students of the Month

27. Participation at Boise Chamber events 28. Legal Support Provided to Board Members & Districts

and BoardDocs

other in your region

ISBA

29. Relationship Building Through Facebook 30. Pay for Performance Design and Implementation Committee 31. ISBA Question of the Day 32. Capitol Notes 33. Idaho’s Teacher of the Year Selection Committee

23 55

55. Day on the Hill

34. SLATE

56. Summer Leadership Institute 35. Clerk’s Handbook

57. Member of Education Alliance of Idaho

36. Idaho Education Network Content and Curriculum

58. NSBA Policies and Resolutions Committee 59. NSBA Pacific Region Secretary/Treasurer 60. Idaho’s Academic Decathlon Volunteer

38. Salary Schedule

61. Representation on the Professional Standards Committee

39. Education Directory

62. NSBA Pacific Region Chairman

40. Policy Update Newsletter

63. Monitoring trends in education at the local, state, and

41. NSBA Finance Plus Committee

national level

42. Award of Merit for Board Members

64. NSBA Pacific Region Nominating Committee

43. Convenient office location in downtown Boise

65. Annual Calendar Contest with Moreton & Company

44. Student entertainment and talent at Annual Convention

66. Boise Chamber of Commerce Education Committee

45. Executive Board members that represent you and your region 46. ISBA Committees: Government Affairs, Board Training & Leadership, Scholarship, Audit, and Nominations 47. 20 Years of Service Award 48. Representation on the Administrator Evaluation Committee 49. Annual Convention

Member 67. Resolution Discussion 68. Legislative Priorities Brochure 69. NSBA Council of School Boards Association Communicators Member 70. Representation on the Idaho High School Activities Association (IHSAA) Board

50. Scholarship Auction 51. NSBA Leadership Development Committee

ISBA is pleased to offer these great benefits and services to its

52. Legislative Lunch during Day on the Hill

members. We look forward to serving Idaho’s school districts

53. Spring Region Meetings

and school boards in the next 70 years. For more information,

54. Fall Region Meetings

please contact the ISBA Office.

SLATE • MAY 2012

Committee 37. New Board Member Packets

BY THE IDAHO LEADS PROJECT TEAM

Idaho Leads Project NEXT STEPS Helping Promote Student Success Through Community Collaboration

ducation reform is helping school boards make local decisions about what kinds of policies and support are needed to ensure that all students succeed. The Idaho School Boards Association (ISBA) is partnering with the Idaho Leads Project to ensure school board members receive the tools and training needed to be successful in managing change, particularly as it relates to new technologies in the classroom. “One of the biggest responsibilities for school board members is training, and with budget cuts, (training) has been severely limited,” said ISBA Executive Director Karen Echeverria. “The Idaho Leads Project will help board members better understand what their role is in the process of supporting student achievement. It will support their efforts to engage teachers, parents, and the community in healthy conversations, breaking down barriers and working together for the benefit of all our students.”

00 The Challenge of New Technologies Introducing new technologies into the classroom – and coping with the changes they will bring – is one of Idaho education’s most pressing challenges. While technology represents a huge opportunity, there is also no precedent or roadmap for success. Managed by Boise State University’s Center for School Improvement and Policy Studies (and funded with a generous grant from the J.A. & Kathryn Albertson Foundation) the “Idaho Leads Project” is a statewide effort to, as one co-director puts it, “create networking on steroids.” The formal goals are to increase school effectiveness and student preparedness by building relationships, boosting leadership capacity, and sharing best practices. That means bringing together educators, trustees, teachers, parents, and students from across the State to learn, share, and help each other.

00 Removing Barriers Idaho Leads encourages building relationships between school board members, administrators, and teachers, enabling them to work together as team members. Forty-three of Idaho’s 115 school districts and six of the state’s 43 charter schools signed up for Idaho Leads, which covers the schools’ cost of participating, including travel and hiring substitute teachers. Each district or school was asked to form a 10-member team that includes the superintendent, and at least one principal, teacher, school board trustee, and student. Idaho Leads managers have emphasized the particular value of participation by school board members, due to their unique position, responsibilities, and perspectives. Board members are leaders responsible to the community for fully supporting educators and what goes on in the classroom. They also play important roles in the local business community or other non-educational dimensions.

SLATE • MAY 2012

Gooding Superintendent Heather Williams (center) brainstorms solutions for district-wide improvements with trustee Tracie Anderson (right), teacher Cameron Andersen, and student Jed Pierson.

Trustees from North Idaho discuss critical issues involving technology integration in their district during an Idaho Leads Project meeting in Coeur d’Alene in February.

Trustees from Southeast Idaho listen to other trustees from the region share job-alike issues involving education reform efforts during an Idaho Leads Project meeting in Sun Valley in February.

Board members must balance the best interest of educators as well as efficiently manage taxpayer dollars. Education is essential to the wellbeing of any community, and board members – being responsible to the community as a whole – play a vital role in both bringing those broader community perspectives into the discussion, and in explaining the importance and impact of technology change to their communities. The effort kicked of in February with nearly 500 school teachers, administrators, board members, parents, and students coming together in Coeur d’Alene, Boise, and Sun Valley to hear experts and draw energy and ideas from each other – each looking at their schools from all angles and with a shared commitment. But many of the trustees most enjoyed the job-alike network meetings, where trustees spent time together sharing similar challenges and solutions.

00 Next Steps

00 Involvement for All Board Members Any school board member can also contact Idaho Leads Project staff members and ask individual questions at any time. Executive Director Karen Echeverria is also hoping to host some Idaho Leads workshops at the ISBA annual convention, so that participating members can share information about the project and encourage non-participating board members to similarly collaborate within their communities. “We want be a valuable partner and to facilitate the process, making sure all our members know what is available, where to find information, and how best to use it.” ISBA members are encouraged to visit the Idaho Leads Project website at http://education.boisestate.edu/ idaholeads/ for more information, to sign up for the monthly newsletter, and to stay up to date on the progress of this important effort.

student talent ISBA is proud to showcase student performing arts groups during the ISBA 70th Annual Convention. Inviting students to participate helps remind us why over 500 board members volunteer to serve the children of their communities. In years past we have enjoyed a variety of student performances including bands, jazz bands, choirs, orchestras, dancers, and thespians. All groups were extremely well-received by the audience. This tradition will continue at the 70th Annual Convention, November 14-16, at the Riverside Hotel in Boise by inviting student groups to perform. Student performance groups will be announced in late September. Please visit the Annual Convention tab at www.idsba.org for further information, including the application form.

SLATE • MAY 2012

Going forward, these groups will continue to meet periodically over the next year and half. The purpose is to learn together, share ideas, and produce valuable collaborative results that can be shared statewide. Shared not just with the participating districts, but with all school board members of all districts. The ISBA will ensure that materials and information are available to all members. Additionally, the Idaho Leads Project web site serves as a portal where all trustees can participate by: • Downloading information and materials being provided to participating districts • Accessing the online resources for recommended readings and reference materials on best practices • Participating in online discussions, question and answer sessions, and blog postings

BY Teresa Lipus, Gina Persichini, and Glynda Pflieger Idaho Commission for Libraries

School Librarians:

Champions of 21st Century Learning

SLATE • MAY 2012

hen you think of teachers using technology, PE and math instructors may not immediately come to mind. But at Heritage Middle School in Meridian, Idaho, the PE teachers use Prezi for presentations, iPads to record and review gymnastic routines, and spreadsheets to help students track their exercises. A math teacher created a baseball game math lesson on an InterWrite pad. In fact, every week teachers of all subjects are finding new ways to use technology to enhance the learning experience for students. And an added motivation is a friendly competition for the coveted Dongle Award. The Dongle Award is the brainchild of the school’s technology committee, founded by teacher-librarian Amy Armstrong. Crafted from an old trophy and miscellaneous electronic components, the travelling Dongle Award is presented each week to a staff member observed using new technology. The school’s administrators note technology use during their classroom observations, and they present the trophy to the techie recipient in front of the class. Staff members vie to have their name added to the trophy and keep it in their classrooms for as long as possible.

Armstrong helps staff learn the skills to earn the trophy. She learns to use promising technology tools and passes those skills on to the teachers. Working on a Master of Educational Technology degree keeps her on the lookout for ideas to share with other teachers. “The strength Amy brings to the position is that she was a fantastic classroom teacher herself. She understands the challenges they face,” says Heritage Assistant Principal Ryan Wilhite. “In addition, her fascination with technology and the Educational Technology program gives her a great understanding and brings a nice balance to it.” The library program at Heritage Middle School is just one example of how school librarians are an essential element in the 21st century learning environment. The Idaho Commission for Libraries (ICfL), a state agency focused on the development of libraries of all types, has a mission to build the capacity of libraries to better serve their clientele. In working with school libraries, ICfL sees teacher-librarians like Amy Armstrong and others profiled below as leaders in incorporating 21st century skills into the curriculum. “Teacher-librarians play a valuable role in student achievement,” says State Librarian Ann Joslin. She notes the quick pace at which new technology tools are introduced and the importance for “students to learn not only how to use them but how to apply the tools.” She adds of teacher-librarians, “They are in a unique position to introduce these important digital literacy skills to students.”

00 Fostering 21st Century Classrooms Teacher –Librarian Amy Armstrong helps Heritage Middle School staff learn the skills to earn the coveted Dongle Award trophy.

“There has to be a purpose for using technology and that technology has to work with a given teaching style,”

Armstrong says. “And those skills need to be embedded in different contexts with different teachers.” For instance, students learned a deeper appreciation of poetry from using Tagxedo, a tool that arranges the words of a poem into word-cloud shapes, such as a poem about flying shaped like an airplane.

Students at Heritage Middle School search for graphics to incorporate into their projects.

Armstrong taught English, French, and yearbook at Meridian High School for seven years and this experience coupled with her library education helps her understand what middle school students need to know to be successful entering high school. “Students may be digital natives but they’re not all digitally literate,” Armstrong said. “For instance, they don’t necessarily know how to save or print from a different interface. Netiquette and digital citizenship are also critical skills for students. There are many gaps in students’ background knowledge.”

Teacher-librarian Dennis Hahs at Rocky Mountain High School in Meridian agrees and adds, “File management is another issue.” Students often don’t know the basics of how to organize or backup their documents and projects. Hahs’ experience as an elementary classroom teacher and a Master in Educational Media Specialist gives him the background to guide students to use problem-solving and critical-thinking skills to evaluate and use resources judiciously. Hahs collaborates with teachers to help students become wise consumers of information and creative contributors in the digital age. When asked about proud moments, he mentions “seeing information literacy in action.” To support the Senior Project, Hahs provides database instruction to every English and Government class. He does the first half of the training in the classroom and brings the students into the library immediately after for handson experience. He says it’s rewarding to present a lesson on the LiLI Databases, a statewide information resource made available through ICfL, and then see students come into the library to apply the resources successfully. He gets copies of classroom assignments, has teachers stay in the classroom when he is teaching, and then helps teachers incorporate these resources into the curriculum-- resulting in students producing college-level assignments.

00 Advocating for Students At Centennial High School in Meridian, teacher-librarian Gena Marker is also in classrooms every semester, demonstrating Web 2.0 tools, such as Xtranormal, Glogster, Audacity, and Animoto, and helping teachers integrate multimedia projects into the curriculum. She makes the library a vibrant place for students. Wander into the library during any lunch hour and you’ll find wall-towall teens using computers, playing games (both face-to-face and computer based), studying, and reading. Her welltrained Library Advisory Board students (LABbies) are on hand to help with tech questions other students might have. As one LABbie said, “It’s not just the Internet. Trustworthy books, databases, and other materials are available.” They show students how to use LiLI databases and, during Teen Tech week in early March, they set up activities such as Jeopardy, Old-School Gaming (Atari vs. Nintendo), and a “Text Off.” Marker even brings the LABbies to demonstrate tools at the regional Idaho Library Association (ILA) Spring Conference.

Teacher-Librarian Gena Marker at Centennial High School describes how to incorporate the new document cameras into classroom instruction.

Teens flock to the Centennial High School library before and after school, and during the lunch hour.

00 Integrating Technology

Rocky Mountain High School students work on their senior projects in the library after LiLI Database instruction from Teacher-Librarian Dennis Hahs.

Marker, who previously taught English, history, and reading, is currently working on a Master of Library and Information Science degree, and loves being able to reach a wide audience through the library for the technology training she provides. Centennial High School Principal David Moser notes of Marker, “First and foremost she’s a teacher. Everything she’s about is education.” Teachers and students spread the word about new software or tools that they learn through the school library. Moser adds, “She embraces technology and finds ways to get it into the hands of students and staff.”

Marker works to bridge the digital divide by having Flip Cams for staff and student checkout and by posting the daily wi-fi password so students can access the Internet on their own devices. Students without access at home will come into the library before and after school to use the computers. One of those students, who became skilled at Photoshop by using the library’s resources after school, helped other students on a digital poster project.

At Syringa Middle School in Caldwell, teacher-librarian Norma Jean Sprouffske has raised so much interest in using technology to teach that she keeps an online calendar so teachers can check the availability of the library, which is in high demand as so many teachers look for ways to present information digitally. Sprouffske is well-qualified to suggest “cool tools” for teachers to use with a Graduate Certificate in Technology Integration she received with a professional development grant through the Idaho Commission for Libraries. Her education and classroom experience give her the skills to offer professional development for K-8 staff across the district. One way she does that is the Tips and Technology (TNT) sessions she offers regularly. Staff members come in after school for 15-30 minutes to learn new tools to support their lesson plans. She has demonstrated Xtranormal, Voki, and Blabberize as tools teachers can use with students to help them tell stories and work on language skills and graphics. continued on next page...

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00 Collaborating with Classroom Teachers

00 Supportive Administration

Syringa Middle School teachers bring their classes to the library to use the “cool tools” they learned about in Tips and Technology ( TNT ) sessions from teacher-librarian Norma Jean Sprouffske.

SLATE • MAY 2012

00 Researching to Build and Present Knowledge

Sprouffske focuses on teaching research skills to students and helping them learn to make informed decisions. She believes that curriculum is the driving force for everything and library programs are essential in developing learning skills. She is currently aligning curriculum to the Common Core State Standards being implemented in Idaho schools. Students benefit from the experience and skills of Sprouffske and her techsavvy support staff. In fact, every teacherlibrarian visited for this article mentioned the value of support staff in the library. Armstrong notes that teacher-librarians need to have enough support staff to cover the library when they are in the classroom. “Support staff is crucial in the library for us to keep pace with 21st Century [skills].” Marker confirms that, saying, “The more funding cuts for library staff the less librarians can get out and teach, reach out to other teachers, and impact [students in] classrooms.” And Hahs adds that they “go into survival” mode without sufficient support staff. Support staff is just one part of keeping the library accessible to the students. Access is vital in today’s learning environment. Sprouffske explains that students need to be effective users of information and ideas. “To do that,” she says, “students need access to the books, the tools, and all the resources 24/7.” She goes on, “A building full of knowledgeable staff and tools is useless unless [the students] can get to it.” While this puts an obvious emphasis on utilizing technology, the need for a physical learning space with skilled staff should not be overlooked in the 21st century learning environment, where research skills are more important than ever.

Another essential component for a school library program to effectively impact students is an engaged administration. An example is Rocky Mountain High School Principal Mike Hirano, who is media savvy and technology literate. Teacher-librarian Hahs says of his Principal, “He views the library as the hub of the school.” The “hub” statement is mirrored by Dr. Moser, Principal at Centennial High when he talks of the library, “The library is the hub of our school. It’s a gathering place for students doing what kids like to do… hanging out. And who wouldn’t want that?” The success of the students at both Centennial and Rocky Mountain High Schools demonstrates the value of the relationship between school administration and the library program. It is a success characteristic supported by a 2009 study of Idaho’s school library programs that notes, “Where administrators value strong library programs and can see them doing their part for student success, students are more likely to thrive academically.”

00 Best Practices In reviewing the successful characteristics of Idaho school library programs and their teacher-librarians, some best practices for enhancing 21st Century learning emerge: • A learning culture where teacherlibrarians and administrators are committed to professional networking and professional development • Teacher-librarians who understand the Common Core State Standards (CCSS) and the Idaho Information and Communication Technology (ICT) Standards and ensure that teachers have the professional development, instructional resources, and technology tools they need to meet the standards • Teacher-librarians on curriculum and technology committees to help meet the curriculum needs for instructional resources and technology tools • Administrators who understand the potential of technology in the learning environment and recognize the library as the heart of the school

• Support staffing sufficient to allow teacher-librarians classroom and collaborative instructional time These best practices also reflect findings in the 2009 School Library Impact Study, How Idaho Librarians, Teachers, and Administrators Collaborate for Success found at http://libraries.idaho. gov/study. The teacher-librarians interviewed for this article stand out as leaders in providing a 21st century learning environment for students. One standout characteristic shared by these teacher-librarians is their commitment to professional development and professional networking. These leaders are actively seeking out advanced education degrees, they are active members in their professional communities, they are engaged in learning and sharing how to use new tools, and they stay informed about new trends in education by networking with other professionals in their field. Gena Marker epitomizes this kind of professional involvement. In addition to working on her Master’s Degree, Marker is involved in a number of professional initiatives, and is the current President of the Idaho Library Association (ILA). “Gena is very involved in ILA, and what we get in return is out of this world,” said Dr. David Moser, Centennial High School Principal. Teacher-librarians focused on continuing professional development take engaging new skills and ideas back to their schools. Moving forward with 21st Century learning, Idaho’s teacher-librarians are positioned and prepared to take the lead, and to embrace and integrate the Common Core State Standards and the new Idaho Information and Communication Technology (ICT) Standards to help schools navigate through the changing world of education and technology. Teresa Lipus, Gina Persichini, and Glynda Pflieger work at the Idaho Commission for Libraries helping build the capacity of Idaho’s libraries to better serve their clientele. Learn more about the Commission and library development programs at http://libraries.idaho.gov. Access the LiLI Databases and other online information resources for free at http:// www.lili.org.

Legislative Recap of the Idaho 2012 Legislative Session

HB426 - 8 in 6 Program This legislation will allow students to move through middle and high school at a faster rate. The additional classes needed to complete the program will all be taken online. The Idaho Association of School Administrators worked with the sponsor of the bill, Representative Thayn, the State Department of Education, Senator Mortimer, and Chairman Goedde on some amendments.

HB452 and 576 (used to be 453) Bond and Levy Election Notification The purpose of these two pieces of legislation is to provide more transparency as it relates to bond and levy elections. In particular, the legislation adds requirements to taxing districts to provide a statement as to the purpose for which the bonds and levies are to be used, disclose the anticipated interest rates of the bonds and levies, and when the bonds will be paid off or retired. This information would be provided in a brief official statement that would be included in the election ballot.

HB481 – Charter School Cap This legislation will lift both the cap on the six per year and the six per school district.

HB499 School Building Maintenance This legislation would relieve school districts and public charter schools from certain reporting burdens as it relates to school facilities. It provides districts and charters with an additional fifteen (15) to twenty-one (21) days per year to submit the required information on school facility square footage and use of maintenance funds to the State Department of Education. It also eliminates the requirement that districts and charters must submit 10-Year School Maintenance Plans to the State every year, and replaces it with a requirement that these reports be submitted every five (5) years. In addition, instead of submitting the 10-Year Facility Maintenance Plans to the State Department of Education, they would be submitted to the Division of Building Safety. This change is being made because the Division of Building Safety conducts annual inspections of school facilities, and is in a better position to evaluate the adequacy of the plans than the State Department of Education.

HB517 – Teacher Expenses and Taxes This legislation removes the prohibition allowing the deduction of classroom supplies and other expenses,

Not Passed into Law not to exceed $250.00, of elementary and secondary teachers otherwise allowable under the Internal Revenue Code.

HB519 – Taxation Exemption for Site Improvements This was the least egregious of the five pieces of tax legislation. This legislation would exempt from taxation any improvements on property until the structure is built and/or sold. At that time the property and all improvements would be back on the tax rolls.

HB534 – Teacher Leadership Awards Idaho Code outlines the provisions for pay for performance, hard to fill positions, and leadership awards. This legislation amends a portion of the leadership section by eliminating the requirement that an instructor/ employee must have completed three (3) years of experience before they are eligible for leadership awards. This change will allow entering professionals with expertise, such as technical instructors, to receive immediate consideration for deserving leadership awards.

HB559 – Economic Estimates This is one of the tax relief bills. It limits State general fund appropriations and sets out what will occur if revenues exceed the needed appropriations. This bill was held in the House Revenue and Taxation Committee.

HB563 – Income Taxation This legislation reduces individual income tax from 7.8% to 7.4% and business income tax from 7.6% to 7.4%. While that may not sound like a lot, it would reduce general fund revenues by $35.7 million. While I know there isn’t a one of us that would like to see our tax rates reduces, we have to weigh that against the lost revenue and what that will mean to K12 Education funding.

HB564 (replacement for HB406) Transfer of Employee Records This is ISBA’s legislation dealing with the transfer of employee records and the Professional Standards Commission. We worked with the PSC and Representative Wood, sponsor of the bill, to come to consensus on language in the bill. Some of the amendments are to replace the term “misconduct” with “unethical” conduct as defined in the Code of Ethics and remove some of the reporting requirements by the PSC. We also clarify continued on next page...

SLATE • MAY 2012

Passed into Law

exactly which documents need to be transferred and provide provisions for hiring new teachers.

HB572 – Election Consolidation Cleanup One amendment does impact school districts. It clarifies that when a recall election occurs, it is by zone only. That means that the signatures that are obtained and the votes that are cast, all must come from within the zone. We believe this is a good clarification.

HB579 – Rehire the Retired This is legislation that ISBA sponsored. This is the legislation that allows school districts, under certain conditions, to hire retired teachers and administrators.

HB590 (changed from HB533) –0 Charter School Clean Up Legislation The purpose of the legislation is to clean up some inconsistencies in the charter school law and to move sections to more appropriate places. It will have no impact on traditional schools.

HB592 – Property Exemption This bill removes properties that become exempt from taxation from taxable market value and requires that those exemptions shall be subtracted from the dollar amount of property taxes. It requires the reduction of levies in the amount of the exemptions granted by the Legislation. This bill was held in the House Revenue and Taxation Committee.

HB594 – Budget Reduction This bill provides that any surplus General Funds, after appropriations are made, will be transferred to the budget stabilization fund. This would take away the decision making power of the Legislature. By requiring that all excess funds be placed in the budget stabilization fund, the Legislature would be unable to make any future decisions about what to do with those funds. This legislation passed the House but did not get heard on the Senate side.

HB603 - 97% Protection

This is the legislation that will provide protection to school districts that face reduced enrollment at the beginning of the school year. As previously indicated, this is a revenue neutral proposal – a sort of insurance policy that school districts will pay into and then draw on when they need it.

SLATE • MAY 2012

HB626 - Public School Technology

This legislation implements one of the recommendations of the 2011 Public School Technology Task Force that the State create a web-based clearinghouse of approved online courses, accessible to students, parents, and schools. Such a clearinghouse would provide information on available courses, including quality ratings provided by those who have taken the course previously. Such a website will enable parents and schools to make more informed decisions about which online courses students take,

and will help create competition among course providers for higher quality.

HB632 - Youth Athlete Concussions This bill will clarify responsibilities for staff and coaches in relation to concussions as well as have the SBOE draft concussion guidelines. It also clarifies who is a qualified health care provider with the ability to determine if an athlete is allowed to return to play.

HB670 – Education Scholarships for0 Private Schools – Commonly Known as Vouchers This bill provides a credit on State income taxes to individuals and corporations that make donations to scholarship granting organizations that provide scholarships to qualified K-12 students attending approved schools. This bill was printed in the House Education Committee but did not get heard on the House Floor.

HB672 – Schools Maintenance Match Money This legislation provides one additional year for local school districts to forego their building maintenance match contribution.

HB694 – Liability Insurance This is the legislation that would have cleared up some of the liability insurance requirements that school districts must comply with. We did come to consensus on the language and will bring this bill forward next year. This legislation passed the House but did not get heard on the Senate side.

HB698 – Salary Based Apportionment This legislation removes future, FY 2013 and beyond, reductions in salary-based apportionment for school district teachers, administrators, and classified support staff that are required in statute. These required salary reductions were included in SB 1184 (2011) and were intended to generate General Fund savings to pay for a portion of the Students Come First education reforms. This legislation also provides that any increased funds appropriated for Public Schools in FY14 will first be used to pay for growth and the statutory cost of Pay for Performance, Public School Technology, the next implementation phase for 1-1 mobile computing devices in high schools and the Dual Credit for Early Completers Program, prior to funding increases for any other items within the Public Schools budget. It also requires that the minimum teacher salary will increase at twice the rate of base salaries in the future, after both the base and minimum salary have re-attained their FY 2009 funding level, as opposed to 1.5 times the rate, as is currently provided in law.

SB1224 – Parental Input The new bill clarifies that parental input on teacher’s evaluations does not begin until NEXT school year. In addition, it moves the parental input to the last portion of the evaluation that is done at the end of the year. The legislation is

now LAW and contained an emergency clause that made it effective on January 31.

SB1237 – Online Courses This bill removes language from the definition of an online course that required the instructor to be away from the building.

SB1308 - Sick Leave Bank Currently, if an employee moves from one district to another, a certain amount of their accrued sick leave transfers with them. That transfer stays in place as long as the employee finds employment within one year. This legislation would allow for the transfer of sick leave to occur up to three (3) years later, but only if the employee had been RIFed from the former employer.

SB1297 Non-Certificated Staff Grievances This bill is based upon an ISBA Resolution and is supported strongly by the Meridian and Melba districts. They have had numerous grievances filed for unfair treatment from non-certificated personnel. The school districts have utilized a lot of staff time and scarce dollars defending the district against these grievances. Senator Melinda Smyser is carrying this bill for us. We made a decision to hold this bill and work with IEA over the year to see if we can reach consensus on the language.

SB1327, 1328, and 1329 –0 Clean Up Legislation for0 Students Come First Legislation These are the three bills that clean up language found in SB1108, 1110, and 1184 from last year. The biggest amendment for school districts was to clarify the term “benefits”. Many of you had to deal with local unions who felt that benefits could include many things. This law clarifies that benefits is limited to the three things outlined in the statute.

SB1301 IHSAA This legislation directs the State Department of Education to define and implement a process outlining secondary school accreditation requirements for the purpose of participation in extra-curricular activities. It has to do with religious schools being able to play in IHSAA events. The SDE will have to accredit these schools prior to them being able to participate in IHSAA activities.

SB1358 (used to be SB1220) – Harassment, Intimidation and Bullying This bill would have added many specific notification and reporting requirements for school districts in reference to harassment, intimidation, and bullying. Though we still don’t like the concept of the bill, we did try to craft some language that we thought would protect school districts and minimize the reporting requirements. This bill passed the Senate but did not get a hearing on the House side.

Link to Legislation: http://www.legislature.idaho.gov/legislation/2012/legIndex.htm

Board Training of the Month:

Superintendent Evaluations As a dedicated board member, your commitment to excellence in public education requires continued training for your entire school board.

hen it comes to the annual written formal superintendent evaluations, make sure your board understands how to

create and evaluate the objective standards developed by the superintendent/board partnership.

Liz Killpack (208) 589-4037 Liz@idsba.org

To help Idaho school district’s ISBA is featuring the Month. Any school board BOOKING the Superintendent Evaluation Training before the end of May will receive a 10% DISCOUNT on the cost of training.

Jackie Hopper (208) 880-8662 Jackie@idsba.org

Call the ISBA office to discuss your training needs. Phone: (208) 854-1476 | Toll-Free: (866) 799-4722

SLATE • MAY 2012

Superintendent Evaluation Training as the May Training of the

2013 resolutions submit by july 31, 2012

Each year

at the Idaho School Boards Association Convention, board members assemble to consider resolutions submitted by the membership. These resolutions are the voice of the membership and an effective means of providing guidance for ISBA. All resolutions received by July 31, 2012 are reviewed by the ISBA Governmental Affairs Committee. It is not necessary to submit resolutions dealing with positions to which the ISBA is already committed from last year’s legislative program. (Resolutions remain on

Resolution Checklist: include these elements: District name; ISBA Region number; mailing address; subject; and presenter. At least one reasoning statement starting with “Whereas”.

ISBA’s legislative agenda for two years following its approval by the membership.) The ISBA Government Affairs Committee will make recommendations to the Executive Board on the resolutions and the Executive Board will make recommendations to the membership. The membership then votes on the resolutions at the Business Session of the Annual Convention. The ISBA welcomes your participation in this process and urges you to take this opportunity to be heard.

2013 Resolution Timeline: July 31 aug 1-10 aug 13-23

A complete statement of purpose. Conclude with a summarizing statement beginning with, “Now, therefore be it resolved...”

How to submit: Send a copy to your Region Chairman;

SLATE • MAY 2012

Send a copy to the ISBA Office by fax to (208) 854-1480 or by mail to P.O. Box 9797, Boise, Idaho 83707-4797; and

Email a copy to Jessica Harrison at jessica@idsba.org If you would like to receive a sample resolution,contact Jessica Harrison by email at jessica@idsba.org or (208) 854-1476 or Toll Free (866) 799-ISBA [4722]. If you have any questions about the procedure for submitting or drafting resolutions, please contact Karen Echeverria, Executive Director: (208) 854-1476 or Toll Free (866) 799-ISBA [4722].

aug 24

Resolutions due from trustees, districts, regions, committees or the ISBA Executive Board ISBA staff compiles and clarifies submitted resolutions Resolutions are sent to Governmental Affairs Committee for review Board packets containing proposed resolutions are sent to the Executive Board members (2 weeks prior to the meeting

sept 7-8

ISBA Executive Board reviews resolutions and makes recommendations

sept-oct

Resolutions are discussed and debated at fall regional meetings

oct 16

Deadline to transmit resolution packets to Trustees

nov 16

Trustees vote on resolutions at ISBA Annual Business Session

dec

Create and publish 2013 Legislation Resolutions and Priorities Pamphlet

BY JAMIE VOLLMER

Vollmer’s List: 00 The Increasing Burden Placed on America’s Public Schools

the mid 1700s, Benjamin Franklin added some science and geography, but the curriculum remained focused for 260 years. At the beginning of the twentieth century, however, politicians, professors, business leaders, and members of the clergy began to see public schools as a logical site for both the assimilation of immigrants and the social engineering of the citizens of the new industrial age. The policy elite began to expand the curriculum and assign additional duties. That trend has accelerated ever since.

00 From 1900 to 1910, we shifted to our public schools responsibilities related to • Nutrition • Immunization • Health (Activities in the health arena multiply every year.)

00 From 1910 to 1930, we added • Physical education (including organized athletics) • The Practical Arts/Domestic Science/ Home economics (including sewing and cooking) • Vocational education (including industrial and agricultural education) • Mandated school transportation

00 In the 1940s, we added • Business education (including typing, shorthand, and bookkeeping) • Art and music • Speech and drama • Half-day kindergarten • School lunch programs (We take this for granted today, but it was a huge step to shift to the schools the job of feeding America’s children one third of their daily meals.) continued on next page...

SLATE • MAY 2012

rom the beginning of my journey through the land of public education, I was shocked by how much we had added to the curriculum since the first schools were established. In order to keep track of the additions, I developed a decadeby-decade list of all the academic, social, and health responsibilities that have been heaped upon our schools. I called my work product the “Increasing Burden on America’s Schools,” but it has since become known across the country simply as Vollmer’s List. I found that for a long time we added nothing. The Massachusetts Puritans who started it all assumed that families and churches bore the major responsibility for raising a child. Their mandate to the teachers was simple: teach basic reading, some writing and rudimentary math skills, and cultivate values that serve a democratic society (some history and civics were implied). In

00 In the 1950s, we added • • • • •

Expanded science and math education Safety education Driver’s education Expanded music and art education Stronger foreign language requirements • Sex education (Topics continue to escalate.)

00 In the 1960s, we added • • • • •

Advanced Placement programs Head Start Title I Adult education Consumer education (purchasing resources, rights and responsibilities) • Career education (occupational options, entry level skill requirements) • Peace, leisure, and recreation education [Loved those sixties.]

00 In the 1970s, the breakup of the American family accelerated, and we added • Drug and alcohol abuse education • Parenting education (techniques and tools for healthy parenting) • Behavior adjustment classes (including classroom and communication skills) • Character education • Special education (mandated by federal government) • Title IX programs (greatly expanded athletic programs for girls) • Environmental education • Women’s studies • African-American heritage education • School breakfast programs (Now some schools feed America’s children twothirds of their daily meals throughout the school year and all summer. Sadly, these are the only decent meals some children receive.)

SLATE • MAY 2012

00 In the 1980s, the floodgates opened, and we added

• • • • • • • • •

Keyboarding and computer education Global education Multicultural/Ethnic education Nonsexist education English-as-a-second-language and bilingual education Teen pregnancy awareness Hispanic heritage education Early childhood education Jump Start, Early Start, Even Start, and

Prime Start • Full-day kindergarten • Preschool programs for children at risk • After-school programs for children of working parents • Alternative education in all its forms • Stranger/danger education • Antismoking education • Sexual abuse prevention education • Expanded health and psychological services • Child abuse monitoring (a legal requirement for all teachers)

00 In the 1990s, we added • • • • • • • • • • • • • • • • • • • •

Conflict resolution and peer mediation HIV/AIDS education CPR training Death education America 2000 initiatives (Republican) Inclusion Expanded computer and internet education Distance learning Tech Prep and School to Work programs Technical Adequacy Assessment Post-secondary enrollment options Concurrent enrollment options Goals 2000 initiatives (Democrat) Expanded Talented and Gifted opportunities At risk and dropout prevention Homeless education (including causes and effects on children) Gang education (urban centers) Service learning Bus safety, bicycle safety, gun safety, and water safety education

00 In the first decade of the twenty-first century, we have added • No Child Left Behind (Republican) • Bully prevention • Anti-harassment policies (gender, race, religion, or national origin) • Expanded early childcare and wrap around programs • Elevator and escalator safety instruction • Body Mass Index evaluation (obesity monitoring) • Organ donor education and awareness programs • Personal financial literacy

• Entrepreneurial and innovation skills development • Media literacy development • Contextual learning skill development • Health and wellness programs • Race to the Top (Democrat) This list does not include the addition of multiple, specialized topics within each of the traditional subjects. It also does not include the explosion of standardized testing and test prep activities, or any of the onerous reporting requirements imposed by the federal government, such as four-year adjusted cohort graduation rates, parental notification of optional supplemental services, comprehensive restructuring plans, and reports of Adequate Yearly Progress. It’s a ponderous list. Each item has merit, and all have their ardent supporters, but the truth is that we have added these responsibilities without adding a single minute to the school calendar in six decades. No generation of teachers and administrators in the history of the world has been told to fulfill this mandate: not just teach children, but raise them! Vollmer, J. Vollmer’s List. Retrieved from www.JamieVollmer.com/list.

ISBA

ISBA Group Auto & Home Program

DIAMOND BUSINESS PARTNER

BY GREG KILLILEA

Moreton & Company, in conjunction with MetLife Auto & Home

ISBA offers a Group Auto & Homeowner Program for public education employees and school board trustees in the State of Idaho. Many of us are currently purchasing insurance for our personal auto, homeowner, renters, boat, recreational vehicle, and other kinds of personal property coverage. Through this program, these types of coverages can be purchased more conveniently and often less expensively.

00 It’s Vacation Season: Quick Tips for a Safe Home It’s that time of year again. Vacation season. As those lazy days of summer approach, many of you are planning your annual family trip for some much needed rest and relaxation. While vacations are the ideal time to let your worries fade, that can prove difficult if you leave your house unsecured. Here are a few quick steps you can take to ensure your vacation (and your return to reality) is all you dreamed it to be!

00 Employ a Trusty Neighbor: • Ask your neighbor to keep an eye on your house. If they sense something strange is going on, they can immediately report it to the police. • Have your neighbors keep things in “working order.” Ask them to get your mail or packages. It is even a good idea to have them maintain the lawn if you plan on being gone for some length of time. • Make a spare key for your neighbor in the event that there is an emergency. • If you have pets, ask your neighbor to feed them and let them out on a regular basis. Barking dogs can be some of the best forms of household protection. If you don’t have to board them, don’t!

00 No Neighbor, No Problem!: • Install a security system and motion censored lighting around the perimeter of your home. • Ask a friend or relative to keep an eye on your house. • Call your local police and see if they provide a Home Watch Program.

00 Your “To-Do” List Before Leaving: • Stop your mail or any shipping service for the dates you will be gone. • Store your expensive items and private documents in a safety deposit box. • Set auto timers for your lights and/or television. • Leave a radio on. • Turn off your water to major appliances to prevent leaks or bursting pipes. • Research shows that if it takes more than 4 or 5 minutes to break into a house, a burglar will go elsewhere. Doublecheck that ALL doors and windows are locked and secured (purchase a thin plank of wood for placement behind all sliding doors or use a broom handle). • Make sure you have an inventory of all of your valuable items and keep it in a safe place. Track all serial numbers. This information is ESSENTIAL to the police when searching pawn shops or other locations for stolen items. • Do not hide an extra set of keys around your house. Burglars are familiar with common hiding places. ISBA offers these safety tips to help protect you and your family. That is also why ISBA makes a Group Auto & Home Insurance Program available to all school districts in Idaho. School districts that offer this program give their employees and board members the opportunity to purchase quality group auto and home insurance at special group rates.

For immediate information on the ISBA Group Auto & Homeowner Program please call Moreton & Company at (800) 341-6789 and ask for Allan Ranstrom or (800) 594-8949 and ask for Greg Killilea.

SLATE • MAY 2012

By participating in the program, employees may benefit from unique group discounts that are designed to save them money. For the payment of premiums, the program offers the convenience of payroll deduction. Payroll deduction spreads the premiums over the policy term, which makes budgeting for insurance easier. The ISBA program includes the top three Group Auto & Home insurance companies; Liberty Mutual, MetLife Auto & Home, and Travelers Insurance Company. Providing multiple options helps more employees save money through the program. And employees like choice. Payroll deduction for all of the insurance companies is set up through a single interface.

COMMON BOARD MEMBER

BLUNDERS BY JACKIE HOPPER

SLATE • MAY 2012

ISBA Board Trainer

Benjamin Franklin said, “Of two things you can be certain, death and taxes.” I would add-- and making mistakes. I make mistakes, blunders, and errors every day. And even though I have caught myself occasionally repeating some mistakes, I hope that I learn from them and grow from the experience.

As a school board trustee, you will make mistakes. However, there are ways that you can minimize those blunders by recognizing that there is a right way and a wrong way to go about being a trustee. Nicholas Caruso from the Connecticut Association of Boards of Education has compiled a great list of the top ten most common errors of school board members. Let’s take a look at them and see how we can use this list to minimize our blunders and mistakes. 1. Lack of Patience School board trustees are leaders. We get things done. We are people of action and hard work. However, it is important to remember that decisions made by a school board are made as a team. It takes time to learn how to trust one another, how to appreciate not only the divergent opinions of board members and the community but also all the facets involved in the decisions that need to be made. One way to avoid this blunder is to take advantage of training opportunities offered to the board. Spend time in board workshops or schedule a retreat so everyone can learn to appreciate those you agree with and those who have ideas different than your own. It may take over a year or more to learn and understand things such as school finance and budgets or the policies of the school district. The best advice I got in my early years on the board was to think of a school district like a very large ship. It takes a lot of work to turn the ship just one degree. Be patient and you will stay on course.

3. Challenging the board after a vote Decisions made by a board are owned by every member of the board regardless of how individuals voted. There is no “I” in team. It can be very difficult and emotional to make decisions in public. Remember however, the best decisions are made when there is good discussion and debate. Fight hard for what you believe in and then fight as hard to support the decision made. You must always be willing to accept the outcome of the vote and support the decision in its totality. Doing anything else will undermine the credibility of the board in the long run. 4. Acting like the “Lone Ranger” You are not the personal overseer of the school district. It is not your job to investigate the “problems” at the schools. It is important to remember that when you walk into a school you are the trustee and everything you say and do will be seen as a board action even though you have no more authority than any other member of the public. Be cautious of the “Power of the Position.” 5. Can’t see the forest for the trees The greatest complaint of superintendents is a board that micromanages. Concentrate on vision and strategic planning. Put in place goals that can be met through the budget and the policies the board develops. Then stand back

and allow the superintendent to do the work of the school. There are gray areas that are not either policy or administration. The board and the superintendent need to work together to decide how to manage these areas. 6. Dropping a surprise at a board meeting There is nothing wrong with questions and concerns being raised by a board member during a board meeting. If the intent is to embarrass or catch someone off-guard, it is wrong. Gaining knowledge to make the best decision for the children is the board’s job. The board also wants the community to see the discussion, questions, and probing before decisions are made. Be a good board member and alert the superintendent that you will be asking the following question at the board meeting. This allows you to get the answers, the superintendent to prepare the information, and the public to have faith that due diligence is occurring. By the same token, fair is fair and the board should not be surprised by the superintendent either. With the exception of true emergency, adequate time and information should be provided before a decision is made. 7. Voting politics While trustees are non-partisan elected officials in Idaho, partisan politics can creep into the board room. This cripples boards and prevents doing what is necessary to improve education. Leave politics out of the board room and focus on doing what is right and necessary for the children. 8. Carrying the ball for others with hidden agendas In all circumstances, it is important that the chain of command be observed. While everyone would like to have one spokesperson including the staff or specific community groups for their cause, this can impede the board from making a legitimate decision. Do

not open your board to potential legal liability or other serious harm by engaging in this behavior. Use the policies and processes for patron input. Remember you represent all the patrons and not one special interest group. Memorize this statement: “This problem could end up requiring board action, and if I am involved in it at this level, I will be unable to act on it as a member of the board because it could be a violation of due process. You really need to go through the proper channels.” 9. Speak about confidential issues Executive sessions deal with confidential issues of property and personnel. Keep the confidential issues confidential—even to your spouse. You do not want to open the district to a lawsuit for violating this trust. 10. Put the board before your family Never forget what the most important priority in life is! Don’t fall into the trap of feeling important to the community and saying YES to everything. You will be asked to serve on other committees in the community. There will be many school related events you will feel compelled to attend. You can spend hundreds of hours a year at board related events and meetings. While it is noble to serve on behalf of the children, you can’t do it all. Learn to say no and spend quality time with your family. When your term is complete, you want to still have a life to go back to. George Bernard Shaw said, “Success covers a multitude of blunders.” Together we can make Idaho Schools the best! Our success as board members—trustees of our children’s education will help our children succeed!

SLATE • MAY 2012

2. Poor Behavior The Golden Rule is a great example of how we should act with each other. However even in the best of times, frustration, lack of sleep, or feeling left out can cause behavior that is less than the ideal. I have not personally seen board members that throw temper-tantrums, use off-color language or threaten staff, but I do know they exist. Remember the public is judging the quality of our schools by our behavior on the board and in the board room.

isba award nominations A

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• The ISBA recognizes the importance of the continuing education of school board members in the structure of the • Each board member is responsible for state education system and therefore maintaining a record of his/her attendance acknowledges the commitment made by at ISBA and NSBA events and for school board members to provide leadership submitting the Master of Boardsmanship in their local communities. Attendance Record at any time during the year, but especially prior to the deadline • In an effort to recognize board members of October 1, 2012. Forms and additional who put forth extra time and effort to information are available on the ISBA strengthen their boardsmanship abilities, website.

the ISBA has developed a recognition program for board members’ attendance and participation at education events/ activities sponsored by ISBA/NSBA (National School Boards Association). One hundred (100) points per year are needed to earn this award. (October to October) CIT

• School board members spend many hours attending workshops, seminars, and serving on various committees. Participation in these activities help board members gain knowledge, skills, and professionalism.

ISBA

citizenship award CONTACT ISBA tOLL fREE: 866-799-4722 pHONE: 208-854-1476 fAX: 208-854-1480

Do you know an individual deserving of recognition for their efforts supporting public education? Each year ISBA recognizes two exceptional individuals from our State whose contributions to education are outstanding. Send your nominations with supporting data to the ISBA Office by October 1, 2012. One award is presented to a certificated educator while the other is presented to a non-certificated individual, such as a volunteer, a community member or classified staff.

AWARDS WILL BE PRESENTED AT THE AWARDS CEREMONY

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legislative liaison award

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ISBA

Every year school district trustees and superintendents spend a great deal of time advocating local, state, and national leaders in support of public education. This award is given to a district trustee and superintendent whose efforts and participation with ISBA during the legislative session should be recognized and applauded. Please submit your nominations for this award.

ISBA

Part of growth and learning as a school board trustee is the knowledge acquired from those who have previously served. Each year ISBA recognizes those extraordinary individuals who have given selflessly

E OF S RVIC

20 years of service award

The ISBA would like to honor Idaho school board trustees who have made outstanding contributions to education excellence and also demonstrate effective educational leadership. Trustees will be awarded with the Award of Merit to commemorate their contributions. If you know a trustee who has gone above and beyond with his or her contributions to their local school district, education within the State of Idaho, and/or other areas of public education, please nominate them for ISBAâ&#x20AC;&#x2122;s Award of Merit. One school board trustee per ISBA Region will receive an Award of Merit.

award of merit

ISBA 20 years or more to the students and education system of Idaho. Please take a few moments to inform ISBA about your 20 year+ veteran board member(s).

BY ERIC HERINGER

Seattle Northwest Securities ISBA

BRONZE

BUSINESS PARTNER

SLATE • MAY 2012

School Bond Information ALL TRUSTEES NEED TO KNOW

t seems like only yesterday, but it was actually three years ago that I wrote an article for SLATE that discussed how the financial markets were changing in the Great Recession and the impact of those changes on Idaho school districts. Interestingly, I am still using the same two charts today as I did then to describe the market environment for Idaho school districts that are considering issuing bonds. The message from those charts (Chart A to the right and Chart C on the opposite page) today is that interest rates are now much lower for credit-worthy borrowers. This statement may seem obvious, as it is a similar message for homeowners (mortgage rates), businesses (bank loans and corporate bonds), and sovereign governments (think U.S. and German debt compared to Greek or Spanish debt). What may not be as obvious is what constitutes “credit-worthy” for a municipal bond issuer such as a school district. Most Idaho school bonds exhibit good or very good credit quality. There are nevertheless differences in credit ratings among Idaho school districts that can have a substantial impact on the interest cost a district pays on its bonds. Fortunately, these differences can be mitigated by the Idaho School Bond Guaranty Program and Credit Enhancement Program, which together (the “Guaranty Programs”) provide Idaho school districts access to the highest possible credit ratings (“Aa1” and “Aaa” respectively) by Moody’s. The credit strengths of the Guaranty Programs were recently validated by Standard & Poor’s assignment of comparable ratings, a “AA+” rating for the Idaho School Bond Guaranty Program and a “AAA” rating for

00 CHART A

00 CHART B

00 CHART C

pay up to 0.80% higher interest rates. These spreads remain significantly higher than they were prior to 2009. Therefore, for most school districts in Idaho, which are rated in the “A” category, the boost in credit quality associated with the Guaranty Programs provides access to substantially lower interest rates and bond repayment costs over the life of the bonds. For a $5.0 million, 20-year, “A” rated bond, for example, the benefit of the Guaranty Programs could total as much as $430,000 in interest cost savings over the repayment term of the bond.

00 Why Bond Ratings Matter

00 Review of the Guaranty Programs

Chart A above tracks interest rates for “AAA” rated municipal bonds with a ten-year maturity. Chart B tracks the amount of time that these interest rates have been at or below the current level over the last 20 years. The message from these two charts is that interest rates are historically low; they have only been at or below current levels 1.60% of the time in the past 20 years. This is great news for highly rated municipalities that have the ability to access the bond market. Chart C tracks the interest rate differential between different bond ratings. This is where the value of the Guaranty Programs to a school district becomes apparent. Chart C’s message is that, compared to a “AAA” rated issuer, a “AA” rated issuer pays up to 0.25% higher interest rates and an “A” rated issuer will

There are two tiers to the Guaranty Programs. The Idaho School Bond Guaranty Program (the “ISBG”), managed by the Idaho State Treasurer’s Office, provides a pledge of monies available in the State Sales Tax Account to guaranty the timely payment of principal and interest on the guaranteed bonds. In other words, if a district does not make payments on its bonds, the State has promised to make the payment for the district. Of course, the State would then look to recoup any monies used to cover a payment by intercepting future distributions of State funds to the defaulting school district. This is a very strong pledge; it constitutes the first tier of the program and results in a “Aa1” rating from Moody’s and “AA+”

00 Guaranty Programs Rated “AAA” and “AA+” by Standard & Poor’s Standard & Poor’s officially assigned its highest “AAA” rating to the Credit Enhancement Program in a report dated December 16, 2011. Interestingly, this occurred within six months of Standard & Poor’s announcement that it had downgraded US Government debt from “AAA” to “AA+,” illustrating the significant credit strength of the CEP. More recently, in a report dated April 5, 2012, Standard & Poor’s assigned a “AA+” rating to the Idaho School Bond Guaranty Program. These rating outcomes reflect the strong foundation for the financial management

SLATE • MAY 2012

the Credit Enhancement Program. These new Standard & Poor’s ratings provide Idaho school districts with an additional option in selecting a rating agency. Given that many school districts throughout Idaho are considering taking advantage of low interest rates to refinance existing bonds or to pursue bond-funded projects, it seems like a good time to review the bond ratings and the benefits of using the Guaranty Programs. We will also provide more detail on the recently assigned Standard and Poor’s credit ratings.

from Standard & Poor’s. Idaho school districts can utilize the ISBG by itself or seek further enhancement (and an even higher rating) by also applying for the Credit Enhancement Program (the “CEP”). The Endowment Fund Investment Board manages the CEP, which provides additional backing through a commitment to lend money from the Public School Permanent Endowment Fund to the State in the very unlikely event there were not sufficient funds in the State Sales Tax Account to meet the ISBG commitment. The CEP uses the assets and liquidity of the $800 million Public School Permanent Endowment Fund to provide an additional layer of security that boosts the bond rating to “Aaa” by Moody’s and “AAA” by Standard & Poor’s. In exchange for the CEP’s better rating, districts must pay a guarantee fee, which compensates all beneficiaries of the Public School Endowment Fund for the Fund’s non-cancellable commitment to guarantee payment of the bond issue. We estimate that the interest savings for bonds backed by the CEP is currently more than double the cost of the required fee. Each public school district is eligible to have up to $20 million of its bonds backed by the CEP, subject to credit review by the Endowment Fund Investment Board. There is currently no limit on the amount of bonds that can be covered by the ISBG program when utilized without the CEP.

of Idaho schools provided by statutory requirements, oversight by the State Department of Education, and strong program mechanics. These top ratings are also the result of more than two years of work by the State Treasurer’s Office, the Endowment Fund Investment Board, and various stakeholders (including the Idaho School Boards Association) to strengthen the Guaranty Programs through legislative and procedural improvements. Establishing a program-level bond rating is no easy task, and all involved should be commended for their effort and persistence. Prior to this rating action, the Guaranty Programs had only been rated by Moody’s. Historical data shows that an additional bond rating will modestly lower the interest cost on a bond compared to issuing with a single rating. Not all issuers will benefit from having two bond ratings, but now school districts have an additional option when requesting a bond rating. At the very least, this second opinion is a market signal that further validates the credit strength of the program, and as the saying goes, “A rising tide lifts all boats.”

SLATE • MAY 2012

00 Underlying Ratings Still Matter

Sticking with the theme above, the Guaranty Programs provide the rising tide, but the individual boats must still be seaworthy. The underlying rating of an individual school district still matters, as many bond buyers make their investment decisions based on the credit fundamentals of the individual school district. Bonds are assigned both an “enhanced” rating and an “underlying” rating. The “underlying” rating is the bond rating that a district would have on its own without the backing of the Guaranty Programs. A school district with a “AA” rating on its own will typically command a lower interest rate than an “A” rated district, even when both are backed by the Guaranty Programs. Most school districts in Idaho fall within the “A” category, with a handful of larger districts in the “AA” category. So what factors go into a bond rating? The biggest drivers of an individual school bond rating are essentially beyond a school district’s control – the size and diversity of the district’s tax base. Other important rating factors, which are

also outside a district’s control, include socio-economic data, such as per capita income and employment levels, and the overall debt burden of overlapping taxing entities. Rating factors over which a district has some direct control include its overall debt burden and the overall management of district finances. Rating analysts will evaluate the amount (in percentage terms) and stability of ending general fund balances as a gauge of financial health and flexibility. Analysts will also look for the presence of, and adherence to, board-adopted policies related to general fund reserves and debt management.

00 Bond Refinancing Activity Picks Up With interest rates as low as they are, assuming utilization of the Guaranty Programs, it should come as no surprise that many school districts are generating savings for their taxpayers by refinancing their bonds. There are a variety of factors that go into determining if a bond refinancing will be economically beneficial, but one key factor is the optional redemption date, which typically occurs ten years after the bonds were originally issued. In general (and as of the time of this writing): a) bonds that were originally issued in 2004 or earlier are good refinancing candidates; b) bonds issued in 2005 and 2006 may provide a savings opportunity and are worth monitoring; and c) bonds issued in 2007 or later are likely too far away from their redemption date to provide a reasonable savings opportunity unless they had a shorter than normal redemption date. This summary is timeand interest rate-sensitive and will, in all likelihood, be different a year from now. Many school districts have achieved substantial savings through the refinancing of their bonds. When Idaho school districts refinance bonds, they cannot, without a vote, increase the amount of debt outstanding or extend the repayment term, but there is some flexibility to concentrate the interest cost savings in specific years. Some districts have been able to strategically leverage their interest cost savings to facilitate increases in voter-approved supplemental M&O levies and/or Plant levies without increasing property taxes.

00 For the Good of the Order - Successful Bond Elections One of the common sentiments I hear from economic development folks in Idaho is that the current low interest rate environment, coupled with favorable construction costs, makes it an exceptional time to be initiating public works projects. I know that many school districts agree with this sentiment, but we all know the challenge inherent in the two-thirds voter-approval requirement for school bonds, particularly in these unsettled economic times. That being said, I find it very encouraging that two school districts passed bond proposals at the March 13 election. Congratulations to Idaho Falls School District No. 91 and Bonneville School District No. 93 on your successful bond elections!

00 A message from the author I would like to thank Larry Johnson from the Endowment Fund Investment Board’s staff for his help in providing ideas, suggestions, and additional research for this article.

SLATE • MAY 2012

Our Valued ISBA Business Partners 00 ISBA’s Business Partners & Affiliates offer a variety of services and products that can assist Idaho’s public schools in cutting costs and finding cost-effective options.

DIAMOND BUSINESS PARTNERS 00 Idaho Dairy Council

A non-profit nutrition education organization providing science based materials to health care providers, schools and consumers throughout the State of Idaho. Crystal Wilson (208) 327-7050 cjwilson@idahodairycouncil.org | www.idahodairycouncil.org

00 moreton & company

Moreton & Company provides property and liability insurance as well as risk management services to member districts through the ISBA endorsed insurance plan. Most recently, Moreton & Company launched a group auto and homeowner insurance program that is available to district employees as well as school board trustees. Allan Ranstrom (208) 321-9300 allan@moreton.com | www.moreton.com

00 zions bank

A leader in financing school district projects at lowest overall cost. Since 1994 Zions has assisted Idaho districts in financing over 60 projects totaling over $200 million. Cameron Arial (208) 344-9522 cameron.arial@zionsbank.com | www.zionsbank.com

00 hutchison smith architects

Hutchison Smith Architects is a full service architectural firm that has been providing responsive, creative, value-driven building solutions for more than 15 years. HAS specializes in educational facility design having worked with over 20 school districts and completed over 900 successful education projects. We will assist you on a wide array of project types, from bond passage for new buildings and remodels to systems upgrades, historic renovations and repair and maintenance work. Each project, no matter how large or small, is important to us. We offer you the commitment to give each project the attention that you expect and deserve. Angelia Healy (208) 338-1212 ahealy@hsaarchitects.com | www.hsaarchitects.com

SILVER BUSINESS PARTNERS 00 hummel architects pllc

Established in Boise in 1896, Hummel Architects PLLC is a general practice architectural firm whose history touches nearly every Idaho community. Over the decades Hummel has built a solid reputation on the design of educational, institutional, civic, industrial, governmental, retail, office, and corporate structures. Jenifer Huff (208) 343-7523 jhuff@hummelarch.com | www.hummelarch.com

00 CliftonLarsonAllen

Same high-quality professionals. Same commitment to Idaho schools and those who make them successful. LarsonAllen has merged with Clifton Gunderson to become CliftonLarsonAllen. (208) 658-8200 www.cliftonlarsonallen.com

00 the bank of new york mellon trust company

The Bank of New York Mellon is the world’s leading provider of corporate trust and agency services. We have a long tradition of collaborating with clients across the full range of debt instruments to provide customized solutions to meet client-specific needs. A recognized leader in the municipal debt markets, we are committed to providing municipal finance solutions to the public finance sector throughout Idaho. Michael A. Jones (206) 336-1616 michael.a.jones@bnymellon.com | www.bnymellon.com

00 QUADRANT CONSULTING

Quadrant Consulting has teamed with the Idaho School Boards Association to assist individual school districts throughout the state with possible changes to trustee zone boundaries and legal descriptions due to the release of new census data. Steve Sweet (208) 342-0091 steve@quadrant.cc | www.quadrant.cc

BRONZE BUSINESS PARTNERS

SLATE • MAY 2012

00 seattle-northwest securities corporation

SNW is an investment bank and broker-dealer specializing in taxexempt bond underwriting and sales. SNW provides financing solutions custom tailored to their clients’ capital financial needs. With a Boise-based office, no other firm can match their experience and knowledge related to the political, economic, and financial issues impacting Idaho school district bond financing. Eric Heringer (208) 344-8577 eheringer@snwsc.com | www.seattlenorthwest.com

ISBA

DIAMOND BUSINESS PARTNER

ISBA

SILVER

BUSINESS PARTNER

00 Look for these Business Partner logos in SLATE articles and advertisements.

ISBA

BRONZE

BUSINESS PARTNER

Our Valued ISBA Business Affiliates 00 ISBA’s Business Partners & Affiliates offer a variety of services and products that can assist Idaho’s public schools in cutting costs and finding cost-effective options. 00 moreton & company

00 boarddocs

isba insurance program

egovernance solutions

online purchasing cooperative

Allan Ranstrom allan@moreton.com (800) 341-6789

Michael E. Hanahan mhanahan@boarddocs.com (800) 407-0141

Julie Hart julie@idsba.org (866) 799-4722

00 buyboard

00 solveras payment solutions

00 boardbook

00 applitrack (by general asp)

Check Recovery Service

Software for Organizing Meeting Material

Applicant Tracking & Recruiting Software

Mike Elder mike.elder@boardbook.org (888) 587-2665 Ext. 6413

Dr. Fred Schroeder fred@generalasp.com (866) 667-1277

Rodger Regele rodger.wa@comcast.net (888) 726-0015

ISBA

DIAMOND BUSINESS PARTNER

SLATE • MAY 2012

00 Contact these Business Partners or Affiliates to find out how they can assist your school district. 00 Contact Misty Jones at the ISBA Office for more information. 00 Phone: (208) 854-1476 • Toll-Free: (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 Return Service Requested

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