Summer 2014 SLATE - Idaho School Boards Association by Idaho School Boards Association

SUMMER 2014

magazine

IN THIS ISSUE Advocating for Public Education ................7 10 Reasons to Be a Member of ISBA ...... 21 Legislative Wrap-Up .................................. 22 Medicaid Audits ......................................... 32 Unpacking the ISBA Standards ................ 42

SLATE

SLATE / Volume 32 / Summer 2014

table of contents

SLATE

40 28 42

in every issue

features

President’s Message ........................................................................ 7

Idaho School Safety Developments ................................17

Advocating for Public Education

Public Instruction ..............................................................................8 Idaho Schools Can Apply for $3 Million in Technology Pilot Project Grants

Ask ISBA .................................................................................................... 9 Keeping Committee Minutes

From the State Board of Education ..................................10

10 Reasons to Be a Member of ISBA .............................21 Legislative Wrap-Up ................................................................... 22 Superintendents Are Happy in Their Jobs: Implications for School Boards ......................................... 28

Committees Work On Implementation of Task Force Recommendations

Safety Notes ........................................................................................12

The Process of Resolutions from Start to Finish.. 30

30 Years of Insurance & Risk Management Services

Statistic of the Quarter ...............................................................13

Medicaid Audits ..............................................................................32

The “Go On” Rates - There’s More to This Statistic Than Reported

Policy Update News .......................................................................14

Tips From the Trenches: Student Services ................36

Changes to the Prohibition on Board Member Spouse Employment

Distinguished Student of the Quarter ............................15

Executive Board Meeting Highlights .............................38

Kitanna Belnap, Century High School

NEW! The Last Word .................................................................... 46

Unpacking the ISBA Standards .......................................... 42

Your Return On Investment — ISBA Services, Events, and Costs

How to Reach Colleagues in Your ISBA Region ..... 45 SLATE / Volume 32 / Summer 2014

magazine

Idaho School Boards Association Executive Committee Executive Board

Todd Wells ISBA President President’s Message

Board Officers & Executive Director Region Representatives, Board Officers & Executive Director

Executive Board Officers

Tom Luna Superintendent of Public Instruction Public Instruction

President President-Elect Vice President Imm. Past President

Todd Wells, Castleford Joint SD #417 vacant John Menter, Troy SD #287 Anne Ritter, Meridian Joint SD #002

Regional Representatives Don Soltman

Region I Reps

Archie McGregor, St. Maries Joint SD #041 Tom Hearn, Coeur d’Alene SD #271

Past President, State Board of Education From the State Board of Education

Region II Reps

Kim Campbell, Moscow SD #281 Jennifer Parkins, Genesee Joint SD #282

Region III Reps

Juan (Mike) Vuittonet, Meridian Joint SD #002 Jason Knopp, Melba Joint SD #136

Region IV Reps

Dane Higdem, Kimberly SD #414

Allan Ranstrom Moreton & Company Safety Notes

Jessica Harrison Idaho School Boards Association Policy Update News

Karen Echeverria ISBA Executive Director The Last Word

P.O. Box 9797 Boise, ID 83707-4797 222 N. 13th Street Boise, ID 83702 Phone: (208) 854-1476 • Toll-Free: (866) 799-4722 Fax: (208) 854-1480 Online: www.idsba.org

connected facebook.com/IdahoSchoolBoardsAssociation @ IDSchoolBoardsA www.idsba.org

Lisa Knudson, Castleford Jt. SD #417

Region V Reps

James (Jim) Stoor, Soda Springs Joint SD #150 Janie Gebhardt, Pocatello SD #025

Region VI Reps

Nancy Arnold, Teton County SD #401 Amy Landers, Bonneville Jt. SD #093

Region VII Reps

Eric Jenson, South Lemhi SD #292 Michelle Zettel, Challis Jt. SD #181

Region VIII Reps

Margaret (Marg) Chipman, Weiser SD #431 Barbara Dixon, Meadows Valley SD #011

ISBA Staff

Editorial Office

stay

Check your in-box each Monday morning!

Executive Director Associate Executive Director Policy & Government Affairs Director Office & Finance Coordinator Research & Policy Coordinator Graphics & Marketing Coordinator

ISBA

Karen Echeverria Misty Swanson Jessica Harrison Kristi Toolson April Hoy Rochelle Adams

calendar

NSBA Pacific Region Summer Meeting June 27-29 Summer Leadership Institute 2014

see back cover

Fall Executive Board Meeting

Sept. 12-13

2014 ISBA Annual Convention

Nov. 12-14 see pgs. 18-20

If your district is planning an August 2014 bond or levy election, please visit www.idsba.org for important dates.

Subscription to the SLATE, published four times per year, is by membership to the Idaho School Boards Association. The material contained herein is for informational purposes only and may be quite divergent in point of view and/or controversial in nature. It is the belief of the Association that the democratic process functions best through discussions which challenge and stimulate thinking on the part of the reader. Therefore, this material does not necessarily reflect the opinion of the Association or its members.

SLATE / Volume 32 / Summer 2014

PROMOTE YOUR JOB

ISBA

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

Online Job Center Listing

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

Optional Add-Ons Voice Newsletter Listing Your job listing will be listed in the Voice, ISBA’s weekly e-newsletter, for 4, 8, or 12 weeks.

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

SLATE Advertisement Your job listing will be advertised one time in the next SLATE magazine. Please contact ISBA regarding deadlines for this option. We request a six week notice prior to the print of the next SLATE.

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

Front Page Website Feature Your job listing will be added to the front page of www.idsba.org for 4, 8, or 12 weeks. Our website receives a high volume of traffic.

IS YOUR DISTRICT’S POLICY MANUAL OUT OF DATE? Are you worried that your manual may not be in compliance with state and federal law? The task of updating an out of date policy manual is daunting. ISBA’s Policy Rewrite Service Can Help! ISBA staff will bring your policy manual into legal compliance and guide you through the murky waters of policy making. We have several options available through our Policy Rewrite Service to help districts, including an option that allows you to keep local content specific to your district.

CONTACT JESSICA HARRISON Director of Policy & Government Affairs, Idaho School Boards Association PO Box 9797 Boise, ID 83707-4797

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

web www.idsba.org email jessica@idsba.org SLATE / Volume 32 / Summer 2014

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SLATE / Volume 32 / Summer 2014

president’s message

Advocating for Public Education

SLATE

BY TODD WELLS

ISBA President

hether we realize it or not, as trustees, those around us are a voice of public education. At school events, the grocery store, or going about our day-to-day lives, we are often approached by people who express an ‘interest’ in public education. Often we dread these encounters. Sometimes we appreciate them and occasionally we encourage them. As elected officials, we understand that we have constituents we represent and are accountable to in our individual zones. Because we are community members and leaders, we often are approached by those who are not technically within our trustee zone and we understand the importance of dialoguing with them. Maybe they are our friends. Maybe they are more comfortable discussing topics with us than with their zone’s trustee. Maybe they don’t even live within the district. My experience is that after discussing the proper chain of command for grievances, we often have a conversation with the individual. These are opportunities to not only listen and explain positions and situations, but also opportunities to be advocates. The ISBA has worked, and continues to work hard to cultivate the respect of the Legislature, the State Department of Education, and other education stakeholders. This helps trustees statewide, ultimately aiding our most important goal: student achievement. Your guidance, provided to the ISBA through the resolution process and representatives serving on the Executive Board, is a key instrument in this success. Ultimately, the ISBA uses the platforms established through the resolution process as an opportunity to advocate for public education at the state level. Consequently, the ISBA is now recognized as the leading education stakeholder in Idaho. The NSBA has invested much time and effort over the past year in developing a national advocacy plan. Some of these developments have been

shared with you through visits at the Convention by NSBA President David Pickler and at the ISBA’s Day on the Hill. Sal Kahn, Ervin ‘Magic’ Johnson, and Montel Williams have agreed to be the faces and voices of our national effort to support public education as the best choice for kids. They are truly excited to share their stories of why their public education is directly responsible for their success. Additionally, the NSBA has partnered with the National PTA in this campaign. The NSBA continues to build an “Army of Advocates”, now over 5 million people, to spread the “Success 4 Public Schools” advocacy program. Although we are bombarded with messages that public schools are failing, we should be proud of the accomplishments and successes that we have had in our own districts and state. Rather than try to counter efforts criticizing public schools, it is imperative that we move forward by building on our accomplishments, pursuing continued success, and positively advocating in our districts and state. We need to celebrate and share our success stories with our communities. We all know individuals who owe their success to public education and would be excited to speak up for public schools. The ISBA is looking for opportunities to develop these individuals’ stories into our own campaign for public school success. I also invite you to visit the NSBA’s website StandUp4PublicSchools.org to learn more about resources available to trustees to develop a public school success campaign of their own. As trustees, we need to ensure that the conversations we have focus on why public education is successful and truly the best choice for Idaho’s kids today and tomorrow. As advocates for public education we will continue developing Idaho into a successful, educated state.

Todd Wells

We need to celebrate and share our success stories with our communities. We all know individuals who owe their success to public education and would be excited to speak up for public schools. The ISBA is looking for opportunities to develop these individuals’ stories into our own campaign for public school success. Do you know a successful product of an Idaho public education? ISBA would love to hear from you! Email rochelle@idsba.org.

SLATE / Volume 32 / Summer 2014

SLATE

public instruction

Idaho Schools Can Apply for $3 MILLION IN TECHNOLOGY PILOT GRANT PROJECTS BY TOM LUNA

Superintendent of Public Instruction

or the second year, schools across Idaho will have the opportunity to submit their ideas for what the nextgeneration classroom looks like and put them into action. It’s all part of the Idaho Technology Pilot Program, which received a second year of funding from the Idaho Legislature. Last year, the Department received more than 80 applications from schools across the State, but was only able to award grant funding to 11 schools. You can tell by the number of applications we received that the demand is there and I know it only continues to grow.

Everywhere I go, every school I visit, students, teachers, and parents are demanding more technology to help keep students engaged in the classroom and to increase academic achievement. I encourage Idaho’s schools to apply for the Technology Pilot Program to help the State identify the most effective classroom technologies that can be fully integrated at any grade level and scalable and sustainable in schools across Idaho. I have traveled across Idaho and seen two of the pilots in action so far. I hope to visit every pilot before the end of the school year. Each school is implementing its unique vision of what the next-generation classroom

SLATE / Volume 32 / Summer 2014

should look like, but all of them are amazing.

school has integrated one-toone laptop technology.

At Beutler Middle School in Dayton, for example, students and teachers have fully embraced the new iPad technology in their classrooms. The students will tell you they strongly prefer the eBooks on their iPads over their printed textbooks. Why? When you go to Beutler, you will see these eBooks are not stagnant like the textbook you and I know. Students are interacting with the book. In science class, for example, students can watch mitosis as it happens. If they don’t fully understand it the first time, they can go back and watch it again and again.

What you see at every classroom we visited is students who are heavily engaged in learning. They are engaged in problem-solving, they are creating work, and the classrooms are very interactive. There is a high level of learning going on.

These digital textbooks aren’t limited to math or English or science. Schools are also utilizing technology in other classes as well like in music. At Beutler, they told me a student can take his trumpet home and practice playing. An educational application will play back and tell the student if he is on key or needs to make improvements. This is just one example. I also had the opportunity to visit Sugar Salem High School, talking with school board members, students and teachers about how the

Teachers at Sugar Salem High are using the one-toone technology in many different ways. One English teacher utilizes Canvas, a free software, so students can turn in their assignments electronically. The teacher marks the assignments up through Canvas and grades them. Then, he records a video message to the student about the assignment, so the student has immediate feedback from the teacher. Mr. Edwards, a senior English teacher, said teaching with the technology is “so much fun, it’s not really a job.” These are just two examples from the 11 pilots. We know that many more Idaho teachers have worked to integrate technology in their classrooms on an individual basis. Now, is your opportunity

ask isba

to expand your idea into a schoolwide, full integration model. This year, the Legislature appropriated an additional $3 million to fund a second round of the Idaho Technology Pilot Program in K-12 public schools. The goal is the same: for schools to pilot ways that the effective use of technology in elementary and secondary schools can help improve student achievement. To be eligible this year, a pilot project must use innovative technologies designed to improve student academic growth and financial efficiencies throughout an entire school. The project must be scalable to other schools in Idaho and sustainable statewide after the technology pilot period ends. The grant funding for the pilot projects will be for one fiscal year. Local school districts can plan to implement the pilot projects over a one-year or two-year period. Each application must include a research component that shows how the school will evaluate student achievement and other measures. At the end of the technology pilot period, a State Department committee will evaluate the pilot projects and identify best practices for how the State can improve education for every child by providing the necessary instructional technology in every classroom in the State. Only one application per school is permitted. The State will accept multiple applications from a district. The eleven schools awarded last year are not eligible to apply again.

SLATE

Grant proposals must be submitted via e-mail to the Idaho State Department of Education before midnight (MST) on June 11, 2014. Awardees will be announced the first week in July, when funding becomes available. If a school in your district is interested in applying, please visit our website to download the grant application. (Here is the direct link: http://www.sde. idaho.gov/site/tech_services/ grants_contracts.htm.) Let me just conclude by reiterating something I have said a few times before. While I celebrate the continued funding for the Technology Pilot Program this year, I hope that we all recognize our efforts to expand technology in Idaho’s public schools cannot end with pilots. Pilots must be just the beginning. We cannot have a situation where a parent is left to hope that their child is lucky enough to attend a school that was fortunate enough to receive a grant. These opportunities must become common in all schools. I believe these pilots will help us reach this goal.

Question: Our district has a policy committee that meets monthly to bring recommendations on policy to the School Board. On the policy committee, there is representation from the Board, administration, staff, and community. The question is whether it is necessary (required) for the committee to keep official minutes.

Answer: This question is similar to one ISBA has received before in regard to whether committee meetings need to be posted. For both questions, our attorneys advise taking the safe route. You will never get in trouble for giving too much notice or for taking minutes of a meeting. Our advice is to have someone keep some form of minutes. These would not have to be detailed, but rather very general as to who was present, subjects of discussion, and any decisions or recommendations to be made to the full Board. Additionally, the Attorney General’s Office recommends that it is always safest to err on the side of following the open meetings laws – thus, posting notice and taking minutes of a committee 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 there ever be an accusation that the district was not following the law.

ISBA receives questions from trustees, superintendents, clerks, and other school district officials on a variety of topics. To help others learn from these questions and answers, previous questions and answers are archived online at www.idsba.org/ node/113. You may submit your question at www.idsba.org/node/91. Your name will remain confidential.

SLATE / Volume 32 / Summer 2014

SLATE

from the state board of education

BY DON SOLTMAN

Committees Work On Implementation of Task Force Recommendations

Past President, State Board of Education

he recommendations of the 2013 Governor’s Task Force for Improving Education have received broad support from stakeholder groups across the State and the 2014 Legislature enacted legislation to address a few of the specific recommendations. However, many of the recommendations require further study and development of plans for implementation. In his Fiscal Year 2015 budget request, the Governor recommended that the State Board of Education create special committees to do this work. The Legislature agreed and provided funding support. This follow-on effort will be led by State Board of Education member Richard Westerberg and co-chaired by current Board President Don Soltman. Two committees have been established to further refine the recommendations and develop proposals, including implementation strategies, timelines, necessary legislation or administrative rules, and required funding to implement the Task Force recommendations. The committees are Career Ladder/Tiered Licensure and Structure and Governance. The Career Ladder/Tiered Licensure Committee will work on the teacher licensure and compensation model, along with mentoring, job-embedded professional learning and pre-service teacher preparation. The Structure and Governance Committee will look at a number of the recommendations including a mastery-based education system, advanced opportunities, the accountability structure for schools, empowering autonomy at the local level, continuous improvement models, technology implementation, the funding model for schools, collaboration systems and models, and training and development of school administrators, superintendents, and school boards. A third working group of practitioners is being established to look at the State’s Comprehensive Literacy Plan and the Idaho Reading Indicator to see what changes and improvements can be made. This work will address Task Force Recommendation #3 that recommended students demonstrate mastery of literacy before moving on to significant content learning.

SLATE / Volume 32 / Summer 2014

The work of these groups began in April. The goal of the committees is to forward recommendations to the Governor, the State Board of Education, the 2015 Legislature, and future legislatures on implementation of the recommendations as well as to identify those that require additional time and study including a timeline for conducting further work. All meetings will be open to the public and information about the meetings and progress of the groups will be available on the State Board of Education’s website at www.boardofed.idaho.gov. As with the previous Task Force, the Idaho School Boards Association will have representatives on each of the committees and will be integral to this process. The engagement and support of all education stakeholder groups will be essential to successful implementation of the Task Force recommendations. Don Soltman is the immediate past president of the Idaho State Board of Education and Co-Chair of the committees developing the Task Force recommendations. He is a retired health care executive and former trustee in the Lakeland School District. Don makes his home in Twin Lakes.

SLATE

Paper to paperless or somewhere in between.

Streamline agenda preparation and distribute agenda packets in the format your board prefers with BoardBook.®

Contact John Maldonado for a demonstration: john.maldonado@boardbook.org • 888.587.2665.

Career Ladder/Tiered Licensure Committee

Structure and Governance Committee

Chair: Rod Lewis Co-Chair: Linda Clark, Superintendent, Joint SD No. 2

Chair: Emma Atchley, State Board of Education Co-Chair: Bob Lokken, CEO, White Cloud Analytics and Idaho Business for Education

• • • • • • • • • • • • • • • • • • •

John Goedde, Senator, District 4 Marc Gibbs, Representative, District 32 Wendy Horman, Representative, District 30 Lance Clow, Representative, District 24 Janie Ward-Engelking, Senator, District 18 Tom Luna, Superintendent of Public Instruction Geoffrey Thomas, Superintendent, Madison SD Rob Winslow, Exec. Director, Idaho Association of School Administrators Karen Echeverria, Executive Director, Idaho School Boards Association Wayne Freedman, Idaho School Boards Association, Council, ID Rod Gramer, President, Idaho Business for Education Christina Linder, Associate Dean, Idaho State University College of Education Zach Wesley, VP Legislation, Idaho PTA Paula Conley, Teacher, Canfield Middle School, Coeur d’Alene SD Brian Smith, Teacher, Sandpoint High School, Lake Pend Oreille SD Bill Brulotte, Principal, Perrine Elementary School, Twin Falls SD Richard Westerberg, State Board of Education, ex-officio Don Soltman, State Board of Education, ex-officio Roger Brown, Office of the Governor, ex-officio

• • • • • • • • • • • • • • • •

Reed DeMordaunt, Representative, District 14, House Education Chair Donna Pence, Representative, District 26 Roy Lacey, Senator, District 29 Dean Mortimer, Senator, District 30 Tom Luna, Superintendent of Public Instruction Anne Ritter, Idaho School Boards Association, Meridian SD No. 2 Alan Millar, Idaho Charter School Network Cheryl Charlton, CEO, Idaho Digital Learning Academy Penni Cyr, President, Idaho Education Association Corinne Mantle-Bromley, Dean, University of Idaho College of Education Mary Ann Ranells, Superintendent, Lakeland SD Tom Taggart, Director of Business and Operations, Lakeland Joint SD Cindy Wilson, Teacher, Capital High School, Boise SD Richard Westerberg, State Board of Education, ex-officio Don Soltman, State Board of Education, ex-officio Roger Brown, Office of the Governor, ex-officio

SLATE / Volume 32 / Summer 2014

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safety notes

30 Years of Insurance & Risk Management Service BY ALLAN RANSTROM

Moreton & Company

2014 marks a milestone for the Idaho School Boards Association Insurance Plan. This is the plan’s 30 year anniversary. As one would expect, there has been many changes and improvements in the program over the last 30 years. However, there has been one constant, and that is the Moreton & Company staff that manages and services the program. There are three current Moreton & Company employees who have been helping Idaho school districts from the beginning and collectively the Moreton team that services the ISBA Insurance Plan has almost 200 years of insurance industry experience. Here are the team members who work with the participating ISBA members: Allan Ranstrom Allan Ranstrom is Sr. Vice President and Team Leader for Moreton & Company. Allan helped ISBA create the program in 1984. He leads the program, negotiates with insurance companies, designs insurance policies, advocates for clients on large claims, consults on risk management issues, and provides education and training. For over 30 years Allan has helped ISBA and its members meet their insurance and risk management challenges. Vicki Goicoechea Vicki has worked alongside Allan Ranstrom on the Idaho school program since the inception of the ISBA Insurance Plan. She is responsible for the daily client policy service including rating and policy issuance. She works with the school districts to answer routine

SLATE / Volume 32 / Summer 2014

questions, update information, and issue any needed Insurance certificates. Vicky Elam Vicky has also worked with the ISBA Insurance Plan from the beginning, providing claim services to Idaho schools who have suffered an insurance loss. She is one of two Claim Specialists that answers questions schools may have about their claims and reports losses as necessary to the insurance carrier. Vicky monitors the claim handling procedures and keeps the schools informed about the status of the claim to its conclusion. Barb Knapp Barb is the other half of the Moreton & Company claim team and has been assisting Idaho schools with claim issues for the past 15 years. Barb has over 30 years of experience as a multi-line claim adjuster and concurrently served five years as the Idaho Arbitration Administrator for Arbitration Forums. Pat Pinkham Pat provides Safety and Loss Control consulting services to ISBA Insurance plan members. Like Allan, and the two “Vickies”, he too was involved with the program at its inception, however at that time Pat worked for the insurance carrier who first underwrote the program. Pat has worked at Moreton & Company for 13 years and provides a wide variety of safety and loss control services to Idaho schools. He helps schools design and implement safety and loss control programs, performs safety evaluations of school campuses, and conducts in-service training on a wide range of safety topics.

Lisa Reckamp Lisa has worked as an account manager at Moreton & Company since 2005. She updates all the school districts’ information in our database and works on policy renewals. She is Vicki’s backup for any policy services that may be needed and can process vehicle, driver, and property changes, and issues insurance certificates. We are glad to have her as part of the team. Aimee Assendrup Aimee is the newest member of Moreton’s ISBA Insurance Plan service team, and started working with Moreton & Company as a Risk Analyst two years ago. Aimee administers the SafeSchools Online Safety Training program to provide support to ISBA Insurance Plan members. She is the resident expert on using the SafeSchools program and works with schools to best utilize the SafeSchools training library. Aimee also provides safety and loss control consulting for ISBA Insurance Plan members. At the Diamond Anniversary marking 30 years of the ISBA Insurance Plan, one thing is certain, the Moreton team will continue to diligently work for Idaho schools to provide customized insurance coverage, prompt and fair claim service, and ongoing safety and loss control to minimize loss. Thank you for putting your trust in us.

If you have any questions, please contact Allan Ranstrom or Pat Pinkham at Moreton & Company at 1-800-341-6789.

statistic of the quarter

SLATE

The “Go On” Rates There’s More to This Statistic Than Reported

ccording to one widely-reported statistic, Idaho is dead last among the states in its go on rate. This statistic, which might be termed the “Graduates Who Go On” rate is the percentage of high school graduates who attend college within a year of graduating high school. With a rate of 45.1% compared to the national rate of 62.5% Idaho is indeed last among the states in terms of its Graduates Who Go On rate.1 However, if you examine the percentage of 9th graders who attended college by age 19 in the most recent year for which data is available, the picture looks less bleak. Idaho rises to 41st place and the gap between the national rate and Idaho’s narrows considerably.2 Why? The difference between Idaho’s rankings on each of these measures points at a quirk of the Graduates Who “Go On” rate—a State where more non-college attenders drop out of high school will have a “better” go on rate. When such students drop out, the result is a smaller number of graduates to divide the number of students who go on to college by.

NO. OF STUDENTS WHO “GO ON” DIVIDED BY

LOW

Idaho’s percentage of high school students who graduate on time, 84.0%, is considerably higher than the national percentage of 78.2%.3 Our “dead last” Graduates Who Go On rate appears to be due, in part, to our success in seeing struggling students through to high school graduation. It should be noted that both the Graduates Who Go On rate and the 9th Graders Who Go On rate only consider students who go directly to college from high school. It doesn’t include students who take time off before attending college, for instance, to attend a mission for the Church of Jesus Christ of Latter Day Saints. Idaho is the State with the second highest percentage of LDS population.4 Students serving missions between high school and college may cause college attendance to appear less prevalent in Idaho than other states. While there is room for improvement in encouraging Idaho students to attend and complete college, the situation is not as dire as the widely-reported “dead last” statistic implies. This sound-bite ignores Idaho’s achievements in graduating students from high school and neglects the complexities added by Idaho’s unique religious makeup.

“GO ON” RATE

A LARGE NO. OF GRADUATES

NO. OF STUDENTS WHO “GO ON” DIVIDED BY A SMALL NO. OF GRADUATES

HIGH

“GO ON” RATE

Tom Mortenson, “College-Going Rates of High School Graduates—Directly from High School,” NCHEMS Information Center for Higher Education Policymaking and Analysis, 2014, http://higheredinfo.org/dbrowser/?year=2010& level=nation&mode=graph&state=0&submeas ure=63. 1

Graduates who 9th Graders who “Go Graduates On” Rate who Go On“Go RateOn” vs.Rate

9th Graders who Go on Rate

Tom Mortenson, “9th Graders Chance for College by Age 19,” NCHEMS Information Center for Higher Education Policymaking and Analysis, 2014, http://higheredinfo.org/dbrowser/index. php?measure=31.

70.00%

60.00% 50.00%

“Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10,” National Center for Education Statistics, March 24, 2014, http://nces.ed.gov/pubs2013/2013309/ tables/table_03.asp. 3

40.00%

U.S

30.00%

Idaho

20.00%

“Maps: Percentage of U.S. Adults who are Affiliated with: Mormon Tradition,” Pew Research Religion & Public Life Project, 2013, http:// religions.pewforum.org/maps. 4

10.00% 0.00% High School Graduates (2010)

9th Graders (2008)

SLATE / Volume 32 / Summer 2014

SLATE

policy update news

POLICY UPDATE

NEWS

BY JESSICA HARRISON

Policy & Government Affairs Director

CHANGES TO THE PROHIBITION ON BOARD MEMBER SPOUSE EMPLOYMENT There is one question that I have received continually since beginning work for the Idaho School Boards Association (ISBA) over four years ago. The question concerns the prohibition on school board member spouse employment and whether there are any exceptions. Currently, it is unlawful for a board member to have a spouse employed in the school district in any paying position. The relevant portion of Section 33-507, Idaho Code can be found below: 33-507. Limitation upon authority of trustees…It shall be unlawful for the board of trustees of any class of school district to enter into or execute any contract with the spouse of any member of such board, the terms of which said contract requires, or will require, the payment or delivery of any school district funds, money or property to such spouse… This prohibition has caused much consternation in districts that have a difficult time filling certain positions, especially in rural and remote areas where skilled personnel can be hard to come by. I am often asked “what if we can’t find anyone else?” My response, unfortunately, is that the school board member either has to resign or their spouse cannot be employed by the district. As you can imagine, this is not the response these questioners were hoping to get. Truly, there was no work around to this strict statutory prohibition. Surprisingly, in my tenure, I have never seen a resolution submitted to ISBA on this issue despite its prevalence in Ask

SLATE / Volume 32 / Summer 2014

ISBA Questions. Yet, there was legislation brought forward in the 2014 Legislative Session by Representative Mark Gibbs in conjunction with two of the school districts in his legislative district that addressed the prohibition against school board members having spouses employed by the district. The legislation that passed this session, HB568, carves out some exceptions to this prohibition. HB568, the full text of which can be found on the Legislature’s website, provides that for school districts with a fall student enrollment of twelve hundred (1,200) or less in the prior school year, the spouse of a school board member may be employed in a non-administrative position under certain conditions. Thus, the exception only applies to school districts under the specified student population. In order for school districts that meet the student population criteria in the bill to hire the spouse of a board member, the position must have been listed as open for application on the school district’s website or a local newspaper for at least sixty (60) days. However, if the opening occurs during the school year the position only needs to have been listed as open for fifteen (15) days. At that time, if no applications were received by the district that met the minimum certification, endorsement, education, or experience requirements of the position other than that of the spouse of the board member, the district can consider hiring the spouse. To actually hire the spouse, the board member must abstain from voting on the employment of the spouse

and be absent from the meeting while such employment is being considered. The board member also must abstain from voting on any decisions affecting compensation, benefits, individual performance evaluation, or disciplinary action related to the spouse and be absent when such decisions are made. The board member is also prohibited from participating in negotiations. However, the board member is not prohibited from voting on the annual budget or audit report. Additionally, a certificated spouse must be employed on a Category 1 contract only. The school district may employ the spouse for further school years provided these same conditions are met for each school year in which the spouse is employed. For charter schools, the prohibition on charter board member spouse employment can be found in Section 33-5204, Idaho Code. That code section was also modified by HB568 to allow spouse employment under the same conditions. However, for the determination of whether a charter school is eligible to take advantage of the exception, the calculation of the fall student enrollment of twelve hundred (1,200) or less in the prior school year is dependent upon the district within which the charter school resides. In other words, a charter school located within a school district with a school district fall student enrollment of twelve hundred (1,200) or less in the prior school year is eligible to hire the spouse of a school board member under the same conditions as outlined for school districts.

distinguished student of the quarter

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DISTINGUISHED STUDENT OF THE QUARTER

This legislation does not go into effect until July 1, 2014 and all of the provisions of the bill would need to be followed before the spouse could be hired. Additionally, HB568 contained a sunset clause. A sunset clause when added to a bill dictates that any new or revised language in the code section will expire at a date certain and automatically revert back to the previous language, or be removed from code if it was new language, unless legislative action is taken prior to the sunset date. In this case, the legislation will be in effect for four (4) years until July 1, 2018. The ISBA will be updating its’ hiring policies to reflect these changes. The updates will be received by members of ISBA’s Policy Update Service. If your district or charter school is not a member of this valuable service, please contact Jessica Harrison at the ISBA office for more information on the many benefits provided to Policy Update Service subscribers.

Policy Update Service If your district is not currently a member of ISBA’s Policy Update Service, now is the time to join as big changes are on the horizon. To find out more information on this valuable service or becoming a member, contact Jessica Harrison at the ISBA office at 208-854-1476 or jessica@idsba.org.

Kitanna Belnap Century High School Pocatello/Chubbuck School District ACADEMIC ACHIEVEMENTS: • • • • • •

4.0 GPA National Honor Society Will graduate with High Honors Girl’s Nation Delegate Idaho Representative in Washington DC American Legion Auxiliary Girls State — Elected Chief Justice American Legion Auxiliary Girls Nation — Political Party Chair. Met President Obama

EXTRA CURRICULAR ACTIVITIES: • Student Government Class Senator — organized prom, homecoming activities and making value stars for class • Brooklyn’s Playground volunteer — Started Laser Tag League fundraiser, organized high school and middle school volunteers • President/Captain Drill team — Responsible for managing 20+ girls at competitions. Two state titles in Military Category. • Three year Debate Captain, 4th place Lincoln Douglas Debate • Outstanding School Debater (2012) • 3rd place State Radio Broadcast Journalism (2012) • 2nd place State Radio Speaking (2013) • FIRST Robotics, Chairman’s Award Recipient • Dean’s List Nominee • Tutored young children and senior citizens to use technology • Young Womanhood Recognition Award • Organized two school side blood drives for the Red Cross. Currently organizing two more blood drives in 2014. • Junior Civilian Club — Pumpkin decorating project for retirement homes and Christmas gift exchange for residents • Pharmacy Technician Intern at local pharmacy

FUTURE PLANS: Kitanna plans to attend college and hopes to obtain a masters degree and PhD in Constitutional Law. She would also like to join the peace corps.

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PACKAGE

MARKETING OF OPENING

MARKETING +

SUPERINTENDENT SEARCH

SUPERINTENDENT SEARCH +

COACHING

SUPERINTENDENT SEARCH

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

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

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

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

Contact ISBA for pricing and additional options.

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

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

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

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Idaho School Safety Developments

n January 2013, in the wake of the tragedy at Sandy Hook Elementary School in Connecticut, Superintendent of Public Instruction Tom Luna convened a Safe and Secure Schools Task Force to take a renewed look at school safety and security across Idaho. Governor C.L. “Butch” Otter appointed Colonel Jerry Russell, retired Idaho State Police director, to work with the Idaho State Department of Education’s Safe and Secure Schools Task Force in assessing safety and security across Idaho schools and making recommendations for improvements. The Safe and Secure Schools Task Force is made up of representatives from education, law enforcement, and first responders (including Susan Fletcher from Region 5 as the ISBA representative) and has completed an extensive list of recommendations. Below are the highlights: • Adopt and implement a common safety / security threat assessment tool among a representative sample to Idaho schools. Between September and December, 2013 the adopted assessment was implemented among 74 schools. An aggregate summary of the results can be viewed at http://bit.ly/1nKolaE. • Require trustees (or their designees) to meet with local emergency responders annually to update safety plans and discuss emergency exercises and operations (enacted through House Bill 598). • Establish an Idaho Center for School Safety to serve as the central repository for school safety research, best practice; training; and resources (not enacted). • Establish a dedicated funding source for school safety improvements. House bill 598 provides for approximately $2.2 million to be distributed to districts on a formula basis for school safety / substance abuse prevention efforts. • Retain local authority to allow select staff members to carry weapons on campus for safety purposes (local authority was retained). Research state models for weapons on campus (this work has started and is not yet complete). • Expand safety training and include in teacher / administration recertification requirements (not enacted). • Complete pilot project connecting schools to the Bureau of Homeland emergency communications infrastructure (in progress). The complete list of recommendations can be found at http://bit.ly/1nKolaE. A considerable amount of attention has been spent on the merits of arming school staff in recent months, and as such, the Task Force is exploring critical considerations for districts contemplating this action and is working to compile best practices in this area.

BY MAT T MCCARTER Director, Division of Student Engagement & Postsecondary Readiness, State Department of Education I am compelled to mention a critical factor in school safety that is often overlooked during discussions of access control, arming staff, and emergency operations — the connectedness of the student body and staff. In most student suicides and student perpetrated acts of violence peers acknowledged that signs were present prior to the act, however, they either did not know who to tell or they did not think the signs were serious. Schools actively cultivating a supportive, connected climate where every student feels like they belong and can go to a trusted adult if they (or a friend) have an issue generates tremendous resilience against the specter of violence and can effectively decrease other vulnerabilities. Schools interested in re-examining their strengths and weaknesses relative to school safety should begin with the implementation of the common safety / security threat assessment tool available here: http://www.sde.idaho.gov/ site/safe_secure/. It is important to include first responders in implementing the tool, those working in the school being assessed are likely to miss vulnerabilities. A fresh set of eyes is invaluable, it is normal be become accustomed to historical practices which may contribute to vulnerabilities not being addressed. An introduction to the threat assessment tool is provided in the web link above which explains the format and guides the user through the different sections. The assessment is a starting point to begin the investigation, and ensuing conversation about the continuous process of protecting our schools from threats and addressing vulnerabilities. Those working in schools for any length of time understand this process is not without challenges. The tension point for schools is creating a welcoming environment for those who enter its halls and at the same time enact policy and procedure that contributes to safety and security. Safety is not convenient, for instance requiring parents to follow the visitor policy every time they enter the school can cause frustration and animosity. The best strategy to overcome these issues is to engage the parent community in dialogue about why the policies are in place and the importance of following the policies. Include parents on the safety committee, help the school community understand the challenges of security, and invite them to be part of the solution. The single biggest issue I face when handling parent concern calls about school safety is lack of communication at the local level. The schools best equipped to prevent and respond to crisis situations proactively engage their patrons and first responders in dialogue and planning. There is no better time to begin the conversation.

MORE INFO:

Contact Matt McCarter mamccarter@sde.idaho.gov

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do you know

someone who shows true dedication to

public education? Nominate them for a citizenship award!

about:

Each year ISBA recognizes two exceptional individuals from our State whose contributions to education are outstanding. 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.

Do you know

Nominations due by October 1, 2014.

Someone who was

Awards will be presented at the ISBA Annual Convention November 12-14, 2014. Download nomination forms at www.idsba.org. Please submit via email, fax, or mail. Email: misty@idsba.org Fax: (208) 854-1480 PO Box 9797 Boise, ID 83707-4797

Nominate them for a legislative liaison award!

involved in the 2014 legislative session?

about: Every year school district trustees and superintendents

spend a great deal of time advocating to local, state, and national leaders in support of public education. This award is given to an individual whose efforts and participation with ISBA during the legislative session should be recognized and applauded.

Nominations due by October 1, 2014. 18

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Does Your

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District

have student

talent?

Encourage them to perform at the annual convention!

Do You have

about:

ISBA is proud to showcase student performing arts groups during the ISBA 72nd 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.

expertise

to share with

board

members?

about: ISBA invites school districts,

educational agencies, and others to submit proposals for workshops to be presented at the ISBA 72nd 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.

provide a workshop at the annual convention!

This tradition will continue at the 72nd Annual Convention, November 12-14, at the Riverside Hotel in Boise, by inviting student groups to perform. Student performance groups will be announced in late September. Please visit www. idsba.org for further information, including the application form.

Please apply by August 25, 2014.

Please apply by August 25, 2014. SLATE / Volume 32 / Summer 2014

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THE TOP

have you

participated

in the master of

boardsmanship Award program?

REASONS TO BE A MEMBER OF ISBA

submit an application to receive recognition! about: The Master of Boardsmanship Award is

granted upon completion of an application process that demonstrates both boardmanship basics and effectiveness of the six standards of school board operations; governance, continuous improvement, advocacy, accountability, community engagement, and training. For more information on this award, visit the ISBA website under the Board Training tab.

Please submit your Application by October 1, 2014.

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

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

Policy & Legal Services ISBA supports policy decision making and implementation by providing a range of policy services to our members. A block of pre-paid legal services from education and employment law experts is also available to each of our members.

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

Superintendent Search

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

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

Annual Convention

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

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

Day on the Hill

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

National Benefits National Connection and National School Boards Advocacy Institute.

For a complete list of the values and benefits of ISBA membership, go to www.bit.ly/1hxaG03. Download the PDF brochure to share with your board. SLATE / Volume 32 / Summer 2014

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LEGISLATIVE BY JESSICA HARRISON

Policy & Government Affairs Director

WRAP- UP

An Overview of The 2014 Legislative Session

he 2014 Legislative Session was a successful one for the Idaho School Boards Association (ISBA). The session, the second shortest in history and the shortest in over a decade, saw school districts fare well overall as there was an increase in public school funding as Idaho pulls out of the Great Recession. The ISBA legislative team was able to pass several pieces of legislation that the Association carried as well supporting several other bills that were beneficial to school districts. We were able to extend the sunsets on the labor bills passed in the 2013 session for another year. At the same time, we were successful in killing several pieces of legislation that could have been harmful for school districts, including HB507 which couched itself as a bill about granting scholarships, but was really a voucher bill that took funding away from public coffers and funneled it to students to attend private school. We were also able to prevent further repeal of the Business Personal Property Tax and a reduction in the individual and corporate income tax rates that would have seriously impacted the State’s General Fund, almost half of which goes to K12 public schools. Part of our success this year was working hand in hand with the Idaho Association of School Administrators (IASA) and the Idaho Education Association (IEA). Through our joint efforts, we were very successful. In an attempt to maintain that momentum, all three organizations have agreed to meet at least once a month to keep communication open and discuss any issues that we can work on together. As we get closer to the 2015 session, we will look at legislation and administrative rules and see if we can all come to consensus on a position. We know that we will not always agree, but we will work to find all those areas that we can agree on and continue to keep the lines of communication open between our three groups. Here you will find short summaries of the legislation that passed and became law this session impacting public education in Idaho.

Bills Carried by ISBA Based Upon Resolutions ISBA’s Legislative Platform is established at the Annual Convention held each year in November. This is one of the most important functions of the Association and ISBA’s recent success in passing legislation further demonstrates the importance of the resolution process. Resolutions passed by the ISBA membership remain in effect for two years. The legislation below was based upon resolutions passed by the ISBA membership in the previous two years. HB501 - Non-Certificated Employee Grievance This is legislation that ISBA tried to get passed two years ago and relates to a resolution that the Association has had for four years regarding the non-certificated grievance process. The most significant change is the removal of the term “unfair treatment” from the statute. This legislation also provides definitions and direction on the appropriate subject matters for grievances and provides the classified employee with a procedure at an earlier stage in the grievance process in an attempt to more quickly and informally resolve issues and concerns between individuals. SB1317, 1318, and 1319 - Extending the Sunset Clauses Last year, in order to get all of our labor bills passed, ISBA agreed to put sunset clauses on three of them. We agreed with the IEA to extend the sunsets on those for one more year. Those bills include the following topics: • HB261 – Reduction in Force/Seniority prevents the use of seniority as the sole factor for determining which employees are subject reductions in force • SB1040a – Reducing Salaries provides the ability to reduce contract days/salaries under certain circumstances • SB1147a – Evergreen Clauses provides that all master agreements shall have a one year duration from July 1st – June 30th With the extension of the sunset clauses, school districts will still be able to operate under the same laws that were in place last year.

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SB1342 De Novo Trial Legislation Clean-Up Last year, in order to get the legislation passed that prevented de novo trials (this is the situation where the school board makes a determination on a matter, typically related to termination or employment issues, and then the employee could introduce completely new evidence at the district court level when such was never considered by the board), ISBA agreed to bring legislation this session that would allow the record at the district court level to be augmented only in certain circumstances. This legislation provides for that and delineates the process for such.

HB452 – Sick Leave To allow state education agency employees who move to a school district or charter school to transfer up to 90 days of sick time and to allow district employees who transfer to a state education agency to have access to sick time for the purposes of retirement.

Other Education Legislation that Passed

HB504 – Leadership Premiums This legislation provides for leadership premium payments for public school educators that local school districts identify as serving in a leadership capacity. This bill provides schools with the resources to recognize and reward teachers who take on additional responsibilities. It also satisfies the “Leadership Awards” component of the career ladder recommendation of the Governor’s Task Force on Improving Education (Task Force Summary Recommendation 12 and Fiscal Stability/Effective Teachers and Leaders Subcommittee Recommendation 1.2). continued on next page...

HB385 – Cooperative Facilities Funding Program This legislation deals with those school districts who have attempted to pass a bond to replace school facilities that have been deemed unsafe in their district. The proposed amendments would allow the panel to more efficiently manage approved projects. Proposed changes would grant the panel authority to alter the scope of work on a project that has already been started including the termination of the project based on recommendations from the appointed district supervisor.

HB478 – Lottery Dividend This legislation allows the State to continue providing funding from State Lottery proceeds to help defray the cost of the public schools’ Bond Levy Equalization program. This legislation effectively removes a sunset.

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HB521 – Strategic Planning and Training This legislation directs each school district and public charter school to develop a strategic plan that focuses on improving student performance. It directs professional development funding be provided to local school boards and superintendents, boards of directors and administrators of public charter schools in the content areas of strategic planning, governance, finance, ethics and/or superintendent/administrator evaluation. Funds will be distributed to districts and charter schools on a reimbursement basis upon completion of training. Each school district and public charter school is eligible for up to $2,000 in reimbursement. This legislation addresses two recommendations from the Governor’s Task Force for Improving Education: #7 Annual Strategic Planning, Assessment, and Continuous Focus on Improvement; and, #18 Training and Development of School Administrators, Superintendents and School Boards. HB543 – Advisory Committees This supplemental appropriation legislation will allow the Office of the State Board of Education to support special committees to study K-12 public school funding and structure during the remaining months of fiscal year 2014. The impact to the General Fund is $20,000 of one-time moneys.

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HB557 – Use It or Lose It This legislation eliminates the June 30, 2014 sunset on “use it or lose it” flexibility in instructional staff funding for public schools. This legislation begins a targeted approach of reducing the flexibility by 1% for each year in which a school district’s average class size is at least one student above the statewide average class size, beginning in FY16. So for school districts with large class sizes, general flexibility would reduce from 9.5% in FY15 to 8.5% in FY16, and by further 1% increments in the future for each year in which class sizes were at least one student above the state average. HB568 – Hiring a Spouse of a School Board Member This legislation provides exceptions to the strict prohibition of school board member spouses being employed in the district. For school districts with a fall student enrollment of twelve hundred (1,200) or fewer in the prior school year, the spouse of a school board member may be employed in a nonadministrative position under certain conditions. HB569 – Double Pay on Students Who Attend Alternative Schools This legislation closes a loophole in the State’s funding formula for public schools. This situation would be created under the current formula if a very small school district with less than 100

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secondary students established an alternative secondary school. Since the school district is already fully-funded for 1-100 students through the secondary minimum of 8 support units, any students transferring from regular secondary to alternative secondary would be counted and funded a second time on the alternative secondary table. This legislation would only fund an alternative secondary school in such a small district if it was a regional program serving multiple small school districts on the secondary support unit minimum. HB576 – Driver Training Courses This legislation clarifies that school districts can submit driver education reports for reimbursement annually, rather than being required to submit them multiple times throughout the year. HB577 – Math Initiative This legislation codifies the public schools Math Initiative as a matter of policy. The Math Initiative has existed continuously since FY 2008, but has only existed pursuant to the annual intent language in the public schools appropriation bill. HB589a – School Safety Funds The purpose of this legislation is to improve student safety by addressing the allocation of the public schools; share of Cigarette Tax revenues and the recommendations of the Safe Schools Task Force. This legislation codifies the longtime practice of distributing $200,000 to the Idaho State Police to defray toxicology lab costs and approximately $80,000 to the Commission on Hispanic Affairs for substance abuse prevention efforts. These distributions would be made directly to these agencies, rather than being passed through the public schools budget first, which adds no value or transparency to the distribution. This legislation also increases school district flexibility in the use of the balance of these funds by broadening its uses to include the development and implementation of school safety improvements, in addition to the traditional substance abuse prevention uses. As recommended by the task force, it also requires school trustees to have a school safety plan for each school and to meet annually with first responders to update the plans. HB599 – Maintenance Match This legislation provides more flexibility to school districts in coping with limited budgets, by providing one-third relief in FY15 from the requirement that school districts allocate a certain amount of funding for school building maintenance, under certain circumstances. This relief was provided in full for the FY10-FY13 period, and for two-thirds of these moneys in FY14, under the same circumstances. This legislation is consistent with the second year of a three-year, phased-in reinstatement of the maintenance match requirement approved in the FY15 Public Schools appropriation bill.

HB621 – Sub-District Bonds This amendment clarifies that a school sub district duly created under the requirements of Title 33-351 Idaho Code may bond for the same purposes for which a regular school district may bond under Idaho Code 33-1102. HB637 – Appropriations – Administrators This is the Fiscal Year 2015 appropriation for the Administrators Division of the Public Schools Educational Support Program, in the amount of $79,719,300. This budget includes a 1% increase to administrator’s base salary, nondiscretionary adjustments that include an estimated enrollment growth of 179 support units, and adjustments to the statewide index for salarybased apportionment. There are two line items addressed in this budget. Line item 1 provides $326,000 ongoing from the General Fund to address the fiscal note for H521 that requires funding for school district strategic planning and training. Line item 3 moves $300,000 from the General Fund to the new Division of Central Services for administrator training on teacher evaluations. HB638 – Appropriations – Teachers This is the Fiscal Year 2015 appropriation for the Teachers Division of the Public Schools Educational Support Program, in the amount of $770,110,500. This budget includes a 1% increase to teacher’s base salary, a minimum salary increase from $31,000 to $31,750, and nondiscretionary adjustments that include funding for an estimated enrollment growth of 179 support units, and adjustments to the statewide index for salarybased apportionment. There are three line items addressed in this budget. Line item 1 provides $15,800,000 ongoing from the General Fund as required by H504 for leadership premium awards. Line item 2 provides $8,250,000 one-time from the General Fund to be distributed to school districts for teacher professional development. Line item 3 moves $2,700,000 million of professional development dollars that will be spent at the state level to the Division of Central Services. HB639 – Appropriations – Operations This is the Fiscal Year 2015 appropriation for the Operations Division of the Public Schools Educational Support Program in the amount of $534,949,100. This budget includes a 1% increase to the non-certificated employee base salary and nondiscretionary adjustments that include funding for an estimated enrollment growth of 179 support units. There are five line items addressed in this budget. Line item 1 provides $7,406,200 ongoing from the General Fund and $8,415,700 of dedicated funds to maintain discretionary funds at $20,000 per support unit. Line item 2 provides $8,000,000 ongoing from the General Fund for classroom technology. Line item 3 provides $35,000,000 on going from the General Fund to increase discretionary funds from $20,000 per support unit to $22,401 per support unit, which is a 12% increase. Line item 5 provides $3,000,000 one-time of dedicated funds for a second round of technology pilot projects. continued on next page... SLATE / Volume 32 / Summer 2014

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HB640 – Appropriations – Children’s Programs This is the Fiscal Year 2015 appropriation for the Children’s Programs Division of the Public Schools Educational Support Program in the amount of $230,304,900. This budget includes a net decrease for nondiscretionary adjustments that include decreases for estimated costs for border contracts, exceptional student contracts, and an increase for the Idaho Digital Learning Academy. There is $200,000,000 of federal spending authority that supports between 40 to 50 federal programs annually. Also included are three line items. Line item 1 moves $2,165,700 of dedicated funds from the safe and drug-free schools program into discretionary funds in the Operations Division. This is the first year of a two-year phase back of these funds and leaves $2,444,300 in this division for safe and drug-free schools programs. Line item 7 moves $5,813,500 from the General Fund and $90,000 from dedicated funds to the Central Services Division. These funds include: $4,060,000 for literacy programs, the math initiative, and remediation of non-Title I schools that fail to meet proficiency; $963,500 for college entrance exams; $740,000 for end-of-course exams; $50,000 for administration and evaluation of the limited-English proficiency program, and $90,000 for administration and evaluation of the safe and drugfree schools program. Line item 8 provides $4,000,000 one-time dedicated funds to be distributed to school districts and charter schools to purchase instructional content or curriculum. HB641 – Appropriations – Facilities This is the Fiscal Year 2015 appropriation for the Facilities Division of the Public Schools Educational Support Program in the amount of $35,986,000. This budget includes a nondiscretionary net increase of $2,600,000 from the General Fund for the Bond Levy Equalization Program, charter school facilities, and the state’s facilities maintenance match. There is also a nondiscretionary net increase of $4,228,000 of dedicated funds from the Bond Levy Equalization Fund and additional facilities funds from Idaho Lottery proceeds. There is one line item that moves one-third, or $6,250,000, of dedicated facilities funding into the Operations Division to be used as discretionary funding. Of the total budget, $14,286,000 will be distributed to school districts and $2,100,000 will be distributed to charter schools to address facilities maintenance needs. There is also $19,600,000 included for the Bond Levy Equalization Program. HB642 – Appropriations – School for the Deaf and the Blind This is the FY 2015 appropriation to the Public Schools Support Program Division of Educational Services for the Deaf and the Blind in the amount of $8,761,000. This appropriation provides for increased cost of benefits, one-time replacement items to replace aging vehicles, the equivalent of a 2% change in employee compensation (1% ongoing and 1% one-time), and an increase in endowment funds. This budget includes one line item that provides $179,100 ongoing from the General Fund to add three outreach instructors to address increased caseloads during the past several years.

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HB643 – Appropriations – Central Services This is the Fiscal Year 2015 appropriation for the Central Services Division of the Public Schools Educational Support Program in the amount of $16,803,500. This division includes primarily those moneys in the Public Schools Educational Support Program that are expended at the state level for the benefit of all school districts and charter schools. Of the total amount, most of the funds are included in Operating Expenditures for contracting purposes. SB1229 – Defining Dual Enrollment Chapter 51, Title 33, Idaho Code outlines the options for secondary students to attend postsecondary institutions for either secondary credit, for postsecondary credit, or for dual credit and is the foundational statute that allows for secondary students to take dual credit courses. Proposed changes to this Chapter would eliminate the requirement that each individual school district have a memorandum of understanding with the governing board of each institution from which students take courses from as well as update terms used within the Chapter to better reflect the options students have today. SB1232a – School Bus Drivers Immunity Amends Idaho Code § 33-1509 “School Bus Drivers” to shield a school bus driver from civil or criminal liability in the event he or she comes to the aid of a rider who may be in danger. SB1233a – Advanced Opportunities The bill would clarify which students may be eligible for the Mastery Advancement Scholarship, clarify that professional certificates are eligible for advanced opportunity programs, establish a program whereby $200 will be available for high school juniors and $400 for high school seniors for dual credit and professional technical certifications, change the credits required for 7th and 9th graders that participate in the “8 in 6” program, and clarify how liquor fund monies are to be used in relation to advanced opportunity programs. SB1257 – School Bus Color The color listed in the statute is not recognized anymore. The change will reflect the name of the color recognized internationally for school buses. It will NOT require any buses currently in service to be painted. SB1275 – Agriculture Education The purpose of this legislation is to enhance secondary Agriculture and Natural Resource programs currently offered in Idaho schools and to provide start up grants for new programs. In FY 2015, expenditures are estimated at $504,000 for incentive grants and $100,000 for new program start up grants.

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SB1321 – Instructional Staff Hired After October 15 This legislation will allow the SDE to accept revised data for salary-based apportionment calculations after October 15th. The department will do so in cases where a school district had attempted to hire a teacher prior to this date, and would otherwise lose funding due to the application of the “use it or lose it” provision for instructional staff funding. SB1322 – Hours of Instruction for Alternative Schools This legislation will allow the SDE to approve secondary alternative schools that provide a minimum of 900 hours of instruction time. State law has required 990 hours for grades 9-12 since 1991, although the administrative rule which set the requirement at 900 hours did not change until 1996. However, the approval forms used by SDE were not changed in 1991 (or 1996), and programs have continued to be approved at the 900 hour requirement. This legislation would align State law with this longstanding practice. SB1323 – Public School Income Fund Payments Currently, school districts receive their appropriation of dollars from the SDE in five separate payments. This legislation will change that distribution schedule to four payments. Doing this will reduce the likelihood that the SDE would overpay school districts or charter schools to the extent that it would have to request that money be returned to the state mid-year.

Current Payment Schedule

Proposed Payment Schedule

August 15 - 40%

August 15 – 50%

October 1 – 30% November 15 – 20%

November 15 – 20%

February 15 – 10%

February 15 – 20%

May 15 – 10%

SB1326 – Class Size Description The purpose of this legislation is to develop an accurate database of information that accounts for the actual studentteacher ratio in every Idaho school district. This legislation would require the SDE to gather, compile, and report by grade, the number in every Idaho elementary school classroom and by grade and subject in every secondary school of students who regularly appear in an instructor’s classroom or on his/her class roster. SB1327 – Epinephrine Access Bill This bill authorizes schools to voluntarily maintain a supply of epinephrine auto-injectors for the treatment of life-threatening allergic reactions and provides protection from civil liability for schools and school staff when administering an epinephrine auto-injector in good faith. It also amends the pharmacy practice act to allow exceptions so that schools may stock

epinephrine supplies. Participation is voluntary. If a school does choose to participate, auto-injectors can be obtained for free via existing manufacturer programs. Training of designated school staff utilizes minimal time commitments and can be easily accomplished using existing free training programs online and/ or completed on scheduled in-service days. SB1372a – Secure Student Data Protection of student information is a paramount duty of the State of Idaho and its local school districts. This must be balanced with the need for information to inform education decision making. This legislation provides definitions, sets forth the procedure for sharing information, sets forth the procedure for changing data collected, and requires reporting to the Legislature. It mandates that the Office of the State Board of Education develop model policy for districts and requires districts to develop their own data security policy. A 0.5 FTE Project Coordinator would be needed, with the fully burdened personnel costs at approximately $40,000 (includes state benefits package) and an estimated $3,000 for office space and equipment. SB1377 – Curricular Materials During discussion on Idaho Core Standards, it was pointed out that Idaho code was in conflict with practice as well as rule in regard to who is responsible for adoption of curriculum. This bill clarifies that this responsibility lies at the local school district trustee level. SB1396 – Social Engineering Committee This bill provides for the organization of a review committee consisting of Parents, Teachers, and Administrators representing public and charter schools in all six regions of the state. The committee will be comprised of 30 people serving staggered four year terms. They will be charged with reviewing and making recommendations to the State Board of Education and the Department of Education to revise or eliminate certain summative computer adaptive test questions. The cost of the committee is expected not to exceed a total of $75,000 per year. SB1410 – Technical Standards The current wireless appropriation for education refers to standards to be met for local school districts to obtain funding. This bill sets forth those standards. If you want to look at any particular piece of legislation, you can find it by bill number at the following link: http://www.legislature. idaho.gov/legislation/2014/minidata.htm

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A 2012 Study Indicates

Superintendents Are Happy in Their Jobs: Implications for School Boards

recent study at Idaho State University found superintendents in Idaho are more satisfied than not in their work. The results of the survey showed the basis for these school leaders’ high level of job satisfaction is largely related to the reason they sought the work in the first place – to be able to make a positive difference in the direction of the school district and its instructional mission. To better understand what motivates superintendents and what helps them gain contentment in their work may also help school boards cultivate better relations with their school district leader.

BY GARY STORIE, Ed. D. Idaho State University College of Education Department of Educational Leadership

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The survey, sent to all superintendents in Idaho, asked them to rate their overall level of job satisfaction and posed questions related to what they found most satisfying about their work and why they aspired to the job in the first place. About 54% of the superintendents provided responses; over three fourths rated their level of overall job satisfaction as “high” or “very high.” The statements on the survey receiving the highest frequency scores that suggested reasons for job satisfaction and motivation are as follows:

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1. I have substantial input into the direction of the school district. 2. I can make a difference in teaching and learning. 3. I have an opportunity to build a team of educators. 4. I am able to use my professional skills. 5. I thought I could make a difference. School board members may want to consider this information with regard to what they might do to support and encourage their superintendent to maximize his or her personal drive to do good work in your district. Knowing that they are motivated and satisfied by factors stemming from feelings of influence and accomplishment, here are some suggestions:

“I have substantial input into the direction of the school district.” Engage in strategic planning. Work with your superintendent to establish goals for the district. Put timelines and benchmarks in place then hold periodic reviews concerning progress toward those goals. Keep the vision “sharp” and “clear” regarding the mission and work of the district. Research on effective schools indicates establishing well-structured and cogent plans that are frequently monitored compel success; and remember the business of the school is student learning.

“I can make a difference in teaching and learning.” As part of the strategic planning ensure some goals are related to student achievement. These learning goals should not stem only from ISAT results or other measures dictated by state and federal law. Consider setting reading and math goals for students that are assessed locally. Think about scheduling occasions for the science fairs and other academic competitions; advertise them and encourage attendance and participation by the parents and community. Be sure to have the topic of student learning as an agenda item at each board meeting. Most importantly contribute to, support, and be active in creating an ethos of learning. Again, educational research has shown that school districts which provide a strong focus on student achievement are more likely to produce it.

“I have an opportunity to build a team of educators.” Create and maintain an atmosphere of collaboration. There is evidence that shows collaboration is correlated with student achievement. School boards that work together, respect differences of opinion, and share in decision-making exemplify collaborative behaviors. Be sure to model collaboration as a school board. Provide support and encouragement to the superintendent to facilitate collaboration across the district.

Also, provide resources – time, space, and money – to enable collaborative activities.

“I am able to use my professional skills.” School boards should delegate authority for district administration to their school leader, and hold him or her accountable. The superintendent manages day-to-day operations that involve facilities, transportation, and food service; he or she directs the instructional program, supervises and evaluates school personnel, and engages in financial planning and administration. In addition to objectives put forth in the strategic plan, the board establishes district policies to provide framework and parameters within which the superintendent will work. The board should govern, which includes policy development and oversight; it does not manage. Research indicates superintendents are dissatisfied when their work is inhibited by micro-management behaviors exhibited by board members. Superintendents need to be trusted to use their knowledge and professional skills to be effective leaders.

“I thought I could make a difference.” As a board member, become a partner with the superintendent and share the dream. Realize superintendents are more strongly motivated by a desire to help others (students and teachers), than by extrinsic factors such as position and prestige. Appreciate this quality, affirm it, and live it. Provide sufficient support and latitude for some risk taking, knowing progress is better facilitated by trying new approaches and discovering what works best. School board members are likely to be motivated to serve the district for the same reasons as the superintendent. Work together with your school leader to make a positive difference for your students and your district. In summary, the results of the survey seeking Idaho superintendents’ attitudes about job motivation and satisfaction may have implications for school boards. Whether a board is in a superintendent search, or a board wants to keep the superintendent it has satisfied and productive, it is more likely to be successful if it is a board that: 1. Engages in strategic planning 2. Focuses on student learning 3. Values collaboration 4. Delegates authority to the superintendent 5. Shares the dream These attributes are more likely to attract the superintendent a board may seek, or keep the one it already likes. Dr. Gary L. Storie is an assistant professor in the Department of Educational Leadership, College of Education, at Idaho State University. He recently moved from Indiana to Idaho. He is a former superintendent and served one term on a local school board.

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JOB DESCRIPTION SERVICE NEW SERVICE FROM ISBA The ISBA Job Descriptions Manual provides qualifications, reporting structures, job goals, scope of responsibilities, and more for the many jobs in your district. Each job description includes citations of any state laws or administrative rules pertaining to the qualifications, contract length, and evaluation for the position.

START

Full Set of Job Descriptions

Individual Job Descriptions

The full set of job descriptions includes more than 100 certified, classified, and administrative positions. They are in editable Word document format to allow you to customize them to meet the needs of your district.

Individual job descriptions can also be purchased. Just specify which description you need.

425

Do you have a problem or issue at your school district that you want changed? Can this be changed by State Law or Administrative Rule?

Email April Hoy at april@idsba.org for a complete listing of the positions for which we have job descriptions.

If yes, prepare a Resolution to be submitted to ISBA. A Resolution is a document that explains the problem and what outcome you would like.

THE PROCESS OF RESOLUTIONS Each year at the Idaho School Boards Association Convention, board members assemble to consider resolutions submitted by the membership. These resolutions are the voice of the membership and an effective means of providing guidance for ISBA. All resolutions received by July 31, 2014 are reviewed by the ISBA Government Affairs Committee. It is not necessary to submit resolutions dealing with positions to which the ISBA is already committed from last year’s legislative program. (Resolutions remain on ISBA’s legislative agenda for two years following its approval by the membership.) The ISBA Government Affairs Committee will make recommendations to the Executive Board on the resolutions and the Executive Board will make recommendations to the membership. The membership then votes on the resolutions at the Business Session of the Annual Convention. ISBA welcomes your participation in this process and urges you to take this opportunity to be heard.

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from Start to Finish

Some Resolutions are passed and some are not passed by the members. Those Resolutions that passed, they become the legislative platform for ISBA staff and lobbyists during the Legislative Session.

During the Legislative Session, ISBA staff request legislators to help “carry” the legislation (Resolutions) and present them to both the House and Senate.

If the legislation (Resolution) passes the House and Senate then it goes to the Governor to be signed into law.

Resolutions Must be Submitted by July 31, 2014

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How to Submit

Resolution Checklist Include these elements:

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

District name; ISBA Region number; mailing address; subject; and presenter.

Email a copy to Jessica Harrison at jessica@idsba.org

At least one reasoning statement starting with “Whereas”. A complete statement of purpose.

If you would like to receive a sample resolution,contact Jessica Harrison by email at jessica@idsba.org or (208) 854-1476 or Toll Free (866) 799-ISBA [4722].

Conclude with a summarizing statement beginning with, “Now, therefore be it resolved...”

If you have any questions about the procedure for submitting or drafting resolutions, please contact Karen Echeverria, Executive Director:(208) 854-1476 or Toll Free (866) 799-ISBA [4722].

Submit the Resolution to the ISBA Office no later than July 31st. If you would like help writing the Resolution or have questions, contact the ISBA Office.

Throughout the month of August, ISBA will review all Resolutions and may contact you for clarification.

AUG

All Resolutions are presented to the ISBA Executive Board during its September Board Meeting. There, the Board reviews all Resolutions and votes on each Resolution with a “do pass”, “do not pass”, or “no recommendation”.

During the ISBA Annual Convention in November, the Business Session is held where member districts can debate and vote on each Resolution.

All Resolutions are sent to ISBA membership via email and posted on the ISBA website. Boards should review each of the Resolutions and discuss the pros and cons of the Resolutions. Boards should choose a position to take on each Resolution.

sep

2014 Resolution Timeline

This is how your Resolution can ultimately become law and help your school district and many others in the State.

FINISH

July 31

Resolutions due from trustees, districts, and/or regions

Aug 1-15

ISBA staff compiles and clarifies submitted resolutions

Aug 12-22 Resolutions are sent to Government Affairs Committee for review Aug 18-29 Board packets containing proposed resolutions are sent to the Executive Board members (2 weeks prior to the meeting) Sept 12-13 ISBA Executive Board reviews resolutions and makes recommendations Sept-Oct

Resolutions are discussed and debated at fall regional meetings

Oct 14

Deadline to transmit resolution packets to Trustees

Nov 14

Trustees vote on resolutions at ISBA Annual Business Session

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MEDICAID

AUDITS

BY KAREN ECHEVERRIA

ISBA Executive Director

For those school districts that have had to deal with a Medicaid Audit conducted by the Idaho Department of Health and Welfare (IDHW) Medicaid Audit Division, you understand the amount of time, the cost, and the pain associated with those audits. If you have not been audited, you will likely be some time in the near future.

wanted to let you know that ISBA and the Idaho Association of School Administrators (IASA) are working with Senator Goedde, Representative Dayley, the State Department of Education (SDE), and Idaho Department of Health and Welfare (IDHW) on Medicaid audit reimbursements. We hope to make some changes to statute and the rules governing school based services. This will not be an easy process. However, with the help of Senator Goedde and Representative Dayley, we believe that during this upcoming year, we will make some headway on how school districts bill for Medicaid reimbursement for their special education students and on how the audits are conducted. Background Let’s start at the beginning. It is important to understand that school districts are required by the Individuals with Disabilities Education Act (IDEA) to provide services to students with special needs. When this federal law was enacted, the federal government promised states that they would provide 40% of the funding to provide special education services to students in their district. To date, the federal government has provided about 7% of that funding. That leaves the vast majority of that cost for the school districts to pay. Of all the students in a school district that receive these services, a small percentage of them are eligible for Medicaid. That means the school district can bill Medicaid for the allowable services received by Medicaid eligible students and receive about 70% of the cost of those services back.

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“It is important to understand that school districts are required by the Individuals with Disabilities Education Act (IDEA) to provide services to students with special needs.” In the past several years, the IDHW Audit Division has begun conducting audits of the services billed by school districts. These audits have been very difficult for school districts, so difficult that many districts have simply stopped billing. The return on investment is simply not there. The audit ends up costing them more than they can get back. In addition, many school districts simply don’t have the time or resources it takes to do the billing. The districts still provide the services. It just means they aren’t reimbursed for the services for students who are Medicaid eligible.

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RECENT AUDITS Recently, IDHW conducted audits on several school based special studies and a few other types of audits. IDHW is currently conducting audits on all school districts and those audits are to be completed within 18 months. School Based Special Study In the School Based Special Study, IDHW audited about 10% of the students receiving services over an average span of seven months. In these studies, IDHW determined that overpayments exceeded $600,000. Only one Civil Monetary Penalty was assessed. Other Types of Audits IDHW conducted other audits when a data study of a particular Medicaid billing code showed unusual activity by a particular provider or group of providers. Those included Speech Evaluations Study, Interpretive Services Study, Unqualified Staff, and Complaints and Referrals. IDHW’s Ability to Assess Civil Monetary Penalties (CMP) When IDHW determines that an audit reveals repeated or substantial failure to comply with the Medicaid rules and regulations, they have the statutory and rulemaking authority to assess a CMP.

Type of Study

The CMPs are assessed at 25% of the overpayment, the minimum allowed by statute. The law gives IDHW the ability to assess is $1000 per item! Below is a table that includes information about the types of audits, the amount of overpayment, and the CMPs assessed. CURRENT CONCERNS Currently we have several concerns with the current School Based Medicaid System and some of the laws and rules that exist. Requirement for a Physician’s Signature First, is the Idaho requirement that the district obtain a physician’s signature prior to providing any Medicaid services. We know that there have been several iterations by IDHW of the rule that prescribes this requirement. Those interpretations have caused several issues over the last few years. To our knowledge, Idaho is the only State that believes the federal government requires states to obtain a physician’s signature prior to providing services. The issue really isn’t with the requirement for a physician’s signature. It is in the definition of how a physician is defined. In all the other states, a “physician” includes “practitioners of the

“Currently we have several concerns with the current School Based Medicaid System and some of the laws and rules that exist.” healing arts”. Idaho does not include those practitioners in their definition. As such, in order to provide Occupational Therapy (OT), Physical Therapy (PT), or Speech/Language Therapy (SLP), you must receive a physician’s signature prior to providing the service. There is still a question about needing a physician’s signature for behavioral health issues. That does not always work well for school districts. First, where are small rural districts supposed to go to get the physician’s signature, and why would a doctor sign off on a plan of care for a student that she/he has never continued on next page...

Number of Districts Audited

Overpayment Assessed

Civil Monetary Penalty (CMP)

School Based Special Study

$643,615.83

$10,812.63

# of SD Pending Audits

Speech Evaluations Study

$ 85,203.08

$21,274.85

Interpretive Services Study

$ 19,703.46

$ 4,925.87

Unqualified Staff Referral

$ 3,348.25

$ 837.07

Complaints/Referrals

$112,290.06

$ 27.69

Self-Reported

$ 26,980.99

No Overpayment or Penalty

# of SD Pending Audits

TOTALS

$891,141.67

$37,878.11

Other Types of Audits

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seen? Sometimes this process can take months to complete. In the meantime, while the school district is trying to comply with the requirement, they are still responsible for providing service to those students with no way to recoup any of the funds. In addition, the physician’s signature requirement doesn’t work well with the creation of an Individual Education Plan (IEP). In a school district, IEP’s are usually only done once a year. They are completed by any number of people that may include the school principal, nurse, counselor, special education teacher, occupational therapist, physical therapist, other teachers, and the parents. The doctor signing the IEP is not present. IDHW is currently interpreting the rule to state that school districts need to also comply with rules that are part of the Community Based Services. That rule could require a school district to obtain a signature every three to six months rather than once a year as has been the practice for quite some time now. We will keep you posted on the outcome of that interpretation. Lack of Adequate Training and Misunderstanding of the Rules Rules can only be written with express authority from the legislature and that is done in the law. Rules are intended to clarify what the law says. There are actually almost as many rules in Idaho as there are laws, and IDHW has more rules than any agency in the State. The chapter of rules that governs Medicaid Audits is by far the largest and most complicated chapter of rules in the State. In order to receive reimbursement for services school districts provide to Medicaid eligible students, school districts must sign an agreement stating they understand the entire chapter of rules. That chapter of rules is 160 pages long. In addition, they incorporate by reference 13 other documents, all of which become part of the rule by reference.

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Most state agencies do a good job of ensuring that those individuals that are impacted by the rule have the knowledge, background, expertise, and training on the rules to ensure that they are successful. IDHW is not responsible for providing training to the Local Education Agencies but will assist the State Department of Education (SDE) with training opportunities. There are hundreds of providers across the State and they simply do not have the resources to provide training. If people aren’t properly trained on the rules, mistakes will be made. Those mistakes are costly to the school district and to the State. If school district employees were properly trained, the amount of errors would drop. That, in turn, would decrease the number of audits as well as the amount of time spent on audits conducted by IDHW. That seems like a win/win and seems like a position worth pursuing. The SDE is conducting some training for school districts that specifically request it. They also conducted one Webinar several months ago. Unfortunately, there was some incorrect information in that Webinar. As such, it was necessary for that Webinar to be pulled from the website to be corrected. The SDE and IDHW are currently working to schedule more trainings. What Happens When School Districts Make Mistakes? Civil Monetary Penalties (CMP) Mistakes are made in all walks of life. That is a reality. When it comes to Medicaid billings, mistakes will occasionally occur. When mistakes are found, the school district should have to repay any dollars that were billed incorrectly and thus overpaid. It is concerning that a state agency has the ability to assess a CMP against another governmental agency, and may determine when and how that penalty is assessed.

IDHW has two ways they conduct audits. The first is that actual employees of IDHW conduct the audit. The other is that IDHW contracts with Health Management Services –Recovery Audit Contractors (HMS-RAC) to conduct the audits. If HMS-RAC conducts the audit, no civil penalties can be assessed. However, those auditors are paid a percentage of the dollars recovered based on the mistakes they find. On the other hand, if IDHW conducts the audits, they do not receive a percentage of what they find but they can assess CMPs. IDHW can assess a CMP when the agency “repeatedly and substantially fails” to comply with the rules. IDHW interprets that to mean that if you make the same mistake several times then you are repeatedly and substantially not complying with the rule. We believe that if a school district makes the same mistake over and over again, it is because they believe the service is a billable service, not because they are trying to commit Medicaid fraud. In addition, the school district is not given any warning that they are making errors and not complying with the rule. IDHW assesses CMPs the first time they audit a district. That means that the school district does not have an opportunity to correct the problem before IDHW assesses the penalty. THE FUTURE As I indicated above, we have been working with IDHW to try to find solutions to all these problems. This will be a long process. We did make significant progress this year. Both Rob Winslow and I have been invited to begin attending the Medicaid Advisory Committee meetings. While we will not be a part of the Committee, we will be in the room to support and advise the special education directors who do sit on the committee.

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For the rest of this school year and next school year, IDHW has agreed to the following: 1. IDHW will not assess CMPs on school districts resulting from audit work from March 5, 2014 – July 1, 2015. 2. Any future audits where there are improperly claimed services and where the school district provided those services before July 1, 2015, IDHW will not assess a CMP on those items with a date of service prior to July 1, 2015. 3. The Medicaid Advisory Committee, whose memberships includes the special education directors from seven school districts and representatives from IDHW and SDE, will conduct an anonymous survey of school district administrators and special education directors before the end of this school year. a. The survey will include, but not be limited to, questions regarding the type of training school districts believe will provide the necessary guidance for compliance with the rules and regulations of Medicaid school-based services. b. The results of the survey will drive the committee’s quality improvement strategies for improving the implementation of school-based Medicaid services and the audit of these services. 4. IDHW will continue to work with the SDE in the collaborative development of a quality assurance and desk review process that will be conducted through a random sampling process. a. The findings of the desk review will be used for educational and training purposes and will drive the quality improvement strategies for improving school-based Medicaid services. 5. IDHW will continue to jointly assist the SDE in identifying training opportunities including a. Face-to-face training at least every other year in seven locations statewide. Coeur d’Alene, Moscow, Nampa, Boise, Twin Falls, Pocatello, and Idaho Falls. b. Continued information updates to the Department of Health and Welfare school-based services Medicaid website.

WHERE DO WE GO FROM HERE? While the conditions that IDHW has agreed to for the next 18 months are a start in the right direction, we still don’t think that gets us where we would like to be. We need the following requirement: »»

A physician’s signature needs to be amended to allow for practitioners of the healing arts to sign for services.

»»

There needs to be more training for those individuals who are doing the billing at the school district level.

»»

School districts should be given a warning about incorrect billings before CMPs are assessed, and be given the ability to correct.

c. Collaborative Webinars when regulatory or legislative changes occur. d. Collaborative training utilizing quality improvement strategies. 6. IDHW will make training and educational articles on Medicaid billing and documentation requirements available for distribution by the ISBA, IASA, and the Idaho Association of Special Education Administrators.

“It is concerning that a state agency has the ability to assess a Civil Monetary Penalty (CMP) against another governmental agency, and may determine when and how that penalty is assessed.”

Once again, this will take some time and there are no promises but we will do everything we can to get what is best for the school districts we represent. We will continue to monitor any upcoming meetings and we will keep you posted on any progress that is made throughout the year.

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Howard Adelman and Linda Taylor Codirectors of whole child partner Center for Mental Health in Schools at UCLA:

Student Services

•

“School improvement policy and practice continues to give short shrift to addressing barriers to learning and teaching and re-engaging disconnected students. As a result, critical factors interfering with student performance, progress, and well-being continue to be marginalized at schools.”

•

“The time is long overdue for moving in new directions for student and learning supports. This entails reframing student and learning supports into a unified and comprehensive system that is fully integrated into the school improvement agenda at every school. And, developing, implementing, and sustaining such a system calls for revamping operational infrastructures to redeploy and weave school and community resources together.”

Brian Law School counselor at Valdosta (Georgia) High School and 2010–11 president of whole child partner American School Counselor Association: •

BY STEPHEN SROKA

Students are more than grade-point averages. Often they are faced with many barriers to effective education. Dealing with the whole child, and not just the academic child, can help facilitate learning. Safe and healthy students learn more. Here are some “Tips from the Trenches” about the value of supporting students.

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“If I could mandate three laws about education, they would be 1.

Enacting stricter anti-bullying laws in the schools, mandating teacher training to recognize the signs of bullying of all students, and requiring reporting of bullying incidents;

Funding school counselors in K–12 at a ratio of 1:250; and

Mandating graduation plans emphasizing college and career readiness that begin in elementary school.”

Donna Mazyck Executive director of whole child partner National Association of School Nurses: •

“As noted by Education Secretary Arne Duncan, school nurses play a vital role by enabling children’s health and learning. A school nurse in a school building saves principals, teachers, and clerical staff a considerable amount of time by addressing health concerns of students. A school nurse in the building saves • • •

Principals almost an hour a day. Teachers almost 20 minutes a day. Clerical staff more than 45 minutes a day.”

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Judith Kullas Shine

Bill Stencil

President of the American Council for School Social Work:

Manager for psychological services and flexible content expert for Humanware/SEL with the Cleveland (Ohio) Metropolitan School District:

•

“Schools exist not only to instill facts and figures into developing brains, but to help parents to shape their children into whole human beings who understand how we depend upon each other to make the world work.”

•

“Collaboration leads to good decision-making.”

•

“Take the time to do it right the first time.”

“When making decisions about services and programs we must think first and always about the students we serve and their needs. We cannot abandon them in favor of political expediency or balanced budgets.”

•

“We as adults must model our expectations.”

•

“Don’t just tell them what they did wrong, instruct them on the appropriate behavior.”

•

“Students cannot learn, cannot achieve, if their basic needs of food, shelter, emotional support, and safety are unmet.”

•

“My five guiding principles: Self-discipline, consistency, communication, persistence, and compassion.”

•

“One role of the school social worker is to ensure that each student has these needs at least minimally met in order to provide them with the opportunity to self-actualize.”

•

Marleen Wong Assistant dean and clinical professor at the University of Southern California and former director of Crisis Counseling Services for the Los Angeles Unified School District: •

•

“Educators are becoming more aware that the challenges of education are not only behavioral, but are linked to the exposure to violence and trauma in their students’ lives. Research has shown that students exposed to community or in home violence, as victims or witnesses, have lower rates of attendance and graduation from high school, lower reading scores, and high rates of expulsion and suspension.” “My work is with the development of the next generation of professional social workers with advanced degrees, who can work to prevent violence and provide early intervention for youth who live in troubled and chaotic environments.”

Christopher Thurber Board-certified clinical psychologist at Phillips Exeter Academy in New Hampshire, consultant, and coauthor of The Summer Camp Handbook: •

“More than ever, young people need kind role models who take time to listen. Pop culture is replete with hypersexualized and superficial role models that leave young people interpersonally stranded.”

•

“When adults emulate unselfish behavior, both in and out of formal academic settings, they set a sterling example for young people to follow.”

•

“And when those same adults stop wondering ‘What should I say?’ and simply listen, then the message to young people is clear: ‘I care about you. And I can tolerate your distress, whatever the cause.’ It’s at that moment that we educators discover that most young people are smart enough to solve their own problems.”

Harold Shinitzky Sports psychologist, coauthor of Your Mind: An Owner’s Manual for a Better Life, and motivational speaker based in Clearwater, Florida: •

“As a preventionist, we have learned from the research that our students need basic reading, writing, and math skills as they transition from junior high to high school.”

•

“The keys to success include self-discipline, self-worth, and selflessness.”

•

“Self-discipline is the capacity to be resilient and steadfast. Never give up.”

•

“Self-worth is believing in yourself, your value, your rights, and your dreams.”

•

“Selflessness is developing an attitude of gratitude. Help make the lives of others better.”

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Barbara Wand James Project director at the Texas Homeless Education Office and 2002–03 president of the National Association for the Education of Homeless Children and Youth: •

•

“Kids who are homeless do not create their situations. They can’t help it if their parents can’t find work and can’t give them the things they need to be successful in school, such as eyeglasses. Sometimes they will fall asleep in class—it’s hard to stay awake when they had to sleep in a car and fear for their safety. In spite of all these and more challenges, homeless kids want to succeed.” “It’s up to us as the grown-ups to change our schools and systems to make it possible for them to succeed and break the cycle of homelessness.”

Scott Poland Professor at the Center for Psychological Studies, Nova Southeastern University in Fort Lauderdale-Davie, Fla., and past president of whole child partner National Association of School Psychologists: •

“Schools are the safest places children go, but one violent death on a school campus is one too many.”

•

“We must end the ‘conspiracy of silence’ that allows weapons in school and for homicidal and suicidal threats to go unreported to adults.”

•

“Schools need to form safety task forces that involve students and get a commitment from all students to improve school safety.”

•

“Massive secondary schools face a particular challenge to develop positive relationships between all students and staff members.”

•

“Every student needs to know that school staff care about their hopes and dreams.”

•

“It is time that schools face the fact that suicide is the third leading cause of death for students and that talking about suicide does not plant the idea in their head.”

•

“Schools need to form a task force for suicide prevention and link with community resources. Staff and students need to be provided with key information about the warning signs of suicide and that suicidal thoughts are situational.”

•

“There is help available for suicidal students. Youth suicides can be prevented if everyone knows what to look for and where to go for help!”

Stephen Sroka, PhD, is an adjunct assistant professor at the Case Western Reserve University School of Medicine in Cleveland, Ohio, and president of Health Education Consultants. He has worked in schools for more than 30 years. Connect with Sroka at www.wholechildeducation.org or drssroka@aol.com. © 2013 Stephen R. Sroka, PhD, Lakewood, Ohio. Used with permission.

SLATE / Volume 32 / Summer 2014

Highlights of the February 24-25 Executive Board Meeting Executive Director’s Report Karen Echeverria noted that the Albertson Foundation has launched a new website with data on Idaho schools. She encouraged those present to review the site to check the accuracy of their district’s data. Jackie Hopper announced that Gary Storie with Idaho State University offered to conduct research on behalf of ISBA. It is still being decided what research projects might be most valuable. Misty Swanson reported on ISBA’s partnership with the Idaho Dairy Council. The Dairy Council has been very satisfied with the benefits they receive by partnering with ISBA and wish to make districts aware of benefits they have to offer, including nutrition curriculums and grant programs. Misty noted that while ISBA continues to search for venues in Eastern Idaho for the Annual Convention, none could be found. The Board elected to continue alternating between Boise and Coeur d’Alene for the next two years, then consider whether to change this rotation of locations. The Board considered letting districts pay for upcoming trainings on their dues invoice to allow districts and ISBA to plan for training. It was agreed that Karen and Jackie would create options for such training. The NSBA has updated their National Affiliate program, renaming it the NSBA National Connection program. Karen stated that she believed it was a valuable program and that more services would be added soon.

SLATE

Policy Changes The Board altered the Governance Policies to specify which Executive Board Members’ Day on the Hill costs ISBA would reimburse and to narrow which Officers’ Convention Awards Banquet expenses which would be paid for by ISBA. Training Department Report Jackie’s training report noted the 2014 Summer Leadership Institute would be held at three locations. The trainers have held and developed several trainings in recent months and Jackie has also devoted considerable time to helping school boards have difficult, but necessary discussions. Northwest Nazarene University, the University of Idaho, and Idaho State University will soon all grant continuing education unit (CEU) credits to ISBA’s trainings. Additionally, ISBA is scheduling more Webinars after the success of the initial Webinar. Business Session Participation Discussion April Hoy noted that 41 of ISBA’s 113 districts did not vote in the Business Session. The Board considered ways of increasing participation, including scheduling it at a different time, reaching out to districts that did not attend, and notifying districts that they can attend the Business Session without paying to attend Convention. ISBA Region Alignment Discussion Todd Wells led a discussion on consolidating Regions 6 and 7 and splitting Region 8 between Regions 2 and 3. This would align the regions with the Idaho Association of School Administrators’ regions and create a new blend of larger and smaller districts. Concern was expressed that Region 7’s small districts might lose their voice in ISBA. It was agreed that Karen would seek input from the effected boards and superintendents.

Board Standards and Evaluation Tools and Training The Board Leadership Development Committee introduced the new Professional Standards of the ISBA. Universities granting credit for trainings, the State Legislature, the school boards, and the general public will likely find the standards and the upcoming evaluation tool accompanying them helpful. They could be valuable in explaining to new and prospective school board members what their work will entail. The Board voted to adopt the Standards and recommend that the local school boards also adopt them. Individual Board Member Goals The Board Members presented the individual goals they set for themselves. Many intended to improve communication with their region’s districts, to inform them about the benefits available to ISBA members, and to encourage them to attend the next Business Session. Meeting more frequently with the district’s legislators and being more involved in ISBA’s Government Affairs Committee were also common goals. ISBA Strategic Plan Jackie led a discussion on strategic planning. Those present discussed who ISBA’s stakeholders are, the pros and cons of consulting with stakeholders in drafting a strategic plan, and the appropriate role for such input in the planning process. Jackie asked those present to begin considering what data should be gathered in preparation for the next meeting. Other Reports Rochelle Adams and Karen Echeverria delivered a report on NSBA’s new program publicizing positive aspects of public education. ISBA will participate by highlighting individuals who attended public school in Idaho and have been successful within the State. NSBA will provide advice and expertise, and has gained celebrity endorsements for the national campaign.

Lisa Burtenshaw and John Menter reported on the Government Affairs Committee. They noted that brief emails from board members could be important in persuading legislators to vote for or against bills. Karen delivered the Budget Report, indicating the budget is on target. Attendance at the 2013 Convention was robust and Day on the Hill attendance for 2014 increased by 30%. The negotiation program is scheduled to launch soon. Each Region Chair reported on recent happenings in their region, including upcoming levy elections. Misty delivered the Annual Convention report. Attendance was 11% higher than at the last Convention held in Coeur d’Alene. Registration income and expenses were higher than the amount budgeted, and income from the Exhibit Show was slightly less than budgeted. Staff have begun preparing for the 2014 Convention by researching possible keynote speakers, and selecting the theme “Shape The Future”. The officers and Karen presented the Pacific Region Report. It was noted that Tom Alsbury from Seattle Pacific University, who presented on the impact school boards can have on student performance, might be a good keynote speaker for Convention. The Pacific Region nominating committee nominated Anne Ritter for the NSBA’s Board of Directors, making her the first Pacific Region director from Idaho since 1998. The officers and Karen reported on the NSBA Leadership Conference they attended. They learned about the challenges facing school board associations nationwide, including disaster management, proposed voucher programs, and negative messaging about public schools. The 2014 fall Executive Board Meeting will be held September 12-13.

SLATE / Volume 32 / Summer 2014

SLATE

ISBA Business Partners

Image Placeholder

Idaho Dairy Council

I SBA

DIAMOND

A non-profit nutrition education organization providing science based materials to health care providers, schools, and consumers throughout the State of Idaho.

Pohley Richey (208) 332-1644

BU SI NESS PARTNER

prichey@idahodairycouncil.org www.idahodairycouncil.org

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

IS BA

Allan Ranstrom (208) 321-9300

DIAMOND BUSINE SS PART NE R

allan@moreton.com www.moreton.com

Zions Bank

I SBA

DIAMOND

A leader in financing school district projects at the lowest overall cost. Since 1994 Zions has assisted Idaho districts in financing over 60 projects totaling over $200 million.

Cameron Arial (208) 344-9522

BU SI NESS PARTNER

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

Hutchison Smith Architects Hutchison Smith Architects is a full service architectural firm that has been providing responsive, creative, value-driven building solutions for more than 18 years. HSA specializes in educational facility design, having worked with over 20 school districts and completed over 1000 successful education projects. We will assist you on a wide array of project types, from bond passage for new buildings and remodels to systems upgrades, historic renovations, and repair and maintenance work. Each project, no matter how large or small, is important to us. We offer you the commitment to give each project the attention that you expect and deserve.

Angelia Healy (208) 338-1212 ahealy@hsaarchitects.com www.hsaarchitects.com IS BA

DIAMOND BUSINE SS PART NE R

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.

Piper Jaffray Piper Jaffray is a broker-dealer with a Boise office that specializes in Idaho school bonds. Piper Jaffray’s Idaho based bankers have completed over 100 financings totaling $1.35 billion for Idaho school districts in the past 10 years. Piper Jaffray offers financial expertise and transactional experience, as well as client services with 40 tailoredSLATE / Volume solutions. 32 / Summer 2014

Eric Heringer (208) 344-8577 eric.a.heringer@pjc.com www.piperjaffray.com

I S BA

BRONZE

BU S I N E S S PARTNER

Aubry Briggs (208) 343-7523 abriggs@hummelarch.com www.hummelarch.com

IS B A

SILVER

B US IN E S S PA R T N E R

erless ational research

in school law.

e in between.• Supplemental briefing papers orISBA bulletins with guidance Business Affiliates

tion: Keep your

upport, engage

on timely issues.

BoardBook Public Engagement Toolkit Paperless Board Meetings

The Public Engagement Toolkit is Mike Elder a national resource with practical tools to (888) 587-2665 help school boards and school districts Ext. 6413 strengthen support for American public education. The mike.elder@boardbook.org ing helps toolkit starts with an overview of why engaging the enda. public is imperative, as well as highlights of research and eparation and distribute agenda models on public engagement processes. Issue-based ® your Online boardPurchasing prefers with BoardBook. toolkits Cooperativeinclude fact sheets, short articles, graphics, message templates and other tools to help school Rochelle Adams boards and districts explain national education issues in Online(866) presentations ISBA members: citizen-friendly language, as well as guidelines for parents 799-4722 just for rochelle@idsba.org and citizens around these issues. In complement with Thursday, October 17, at 9 a.m. MDT NSBA’s national public relations strategy, the Public Tuesday, November 12, at noon MST Engagement Toolkit is a way to provide consistent Register at boardbook.org/ISBA or on contact messaging the value of public education and local Mike Elder at 888.587.2665.governance PaperlesstoGovernance school boardSolutions members nationally.

BuyBoard

BoardDocs

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

National Connection

Nationally Developed Tools for School Boards

Rochelle Adams (866) 799-4722 rochelle@idsba.org

USBA Flex

Employee Flexible Spending

Paula Summers (801) 878-0671 psummers@usba.cc

Moreton & Company

Home & Auto Group Insurance Allan Ranstrom (208) 321-9300 allan@moreton.com www.moreton.com

Solveras Payment Solutions Check Recovery Service Rodger Regele (888) 726-0015 rodger.wa@comcast.net

Volume 32 / Summer 2014

SLATE

UNPACKING THE ISBA PROFESSIONAL

VISION & CONTINUOUS IMPROVEMENT

Now that board members have professional standards, what’s next? How do they use them? Just as a traveler unpacks a full suitcase and then determines how to use or store each item, board members should unpack the professional standards. In doing so, they begin to explore the meaning of each standard by determining how to use each standard, benchmark, and indicator in their governance role. In addition, Boards can measure their success and effectiveness as a governing board, using each of the standards, benchmarks, and indicators as a guide. The sections that follow unpack Standard 1 and the first benchmark for Standard 2. Using the suggestions that follow, board members may want to work with their superintendent or charter school director to unpack all six of the standards. Expect this process to require some effort over a period of time. The process may also result in changes as to how the board handles its governance role.

BY SUSAN SCHERZ

ISBA Trainer

SLATE / Volume 32 / Summer 2014

SLATE

Exploring

VISION AND MISSION Standard 1 states: “The Board supports the development, articulation, and stewardship of a district vision of learning that is shared and supported by schools and the community”. On one hand that statement is pretty clear; on the other hand, it has a lot of information packed into it. To begin unpacking the standard, follow these steps.

I DA H O S C H O O L B OA R D S A S S O C I AT I O N

F R A M E W O R K

F O R

E F F E C T I V E

G O V E R N A N C E

Adopted by the Executive Board of the Idaho School Boards Association on February 25, 2014

STEP 1

Review the statement that defines the standard and develop a series of essential questions that will clarify what that statement means. The questions that follow could be developed from examining Standard 1: 1. What is a district vision of learning? 2. Does our district have one? 3. If our district already has a vision statement, how was it developed? If not, what processes should we go through to develop one? 4. How can we, as a board, articulate the district vision in a way that will be shared and

supported by our schools and community? 5. What does it mean for our board to support stewardship of the District’s vision of learning?

STEP 2 Dig deeper into the standard by analyzing each of the benchmarks and their indicators. As an example, look again at Standard 1, Vision and Mission: this time focusing on the two benchmarks. Consider these key questions for each benchmark and the indicators listed under them. You may also think of some additional questions that should be explored.

Benchmark 1.1 - Development of shared vision: 1. Stakeholder involvement. What has the board done to make sure that schools, families, and community participated in the development or revision of their district’s vision? 2. Annual review. What plans have been made for the board to annually review their district’s vision and mission prior to adoption of board and district goals? How will the board support the vision through these goals? 3. Core Values. What are the core values of the district? How are they reflected in the district’s vision, mission, goals, and strategic plan? Could an outsider read the district’s strategic plan and accurately determine the district’s core values? Benchmark 1.2 - Commitment to shared vision through decision-making: 1. Decision-making. As the board makes decisions, do they use the district’s vision statement to guide their planning, their decisions, and their evaluation of district operations? How will they know if they did this successfully? 2. Communication. What strategies will the board use to explain their rationale for decisions to the community? How will the district’s vision be incorporated into this communication? 3. Walking the talk. How will board members actually model the district’s core values? How do board members demonstrate and communicate their commitment to core values? How will board behavior drive and shape the school climate? In conclusion, “the clear, shared vision of your district should reflect and incorporate core values of the school district as well as goals for student achievement and learning. It also serves as a guide for employees, board members, and community”.1

STEP 3 To further unpack the standard while also developing a monitoring tool for measuring progress, use the benchmarks and indicators associated with each standard to form a checklist. See the section that follows for an example as to how to the checklist could be developed. continued on next page... 1

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

OUR VISION Trustee leadership for excellence in Idaho public education

about the ISBA STANDARDS The Idaho School Board Association recently adopted professional standards for board members. These standards are the result of a yearlong process led by the ISBA Executive Board and staff. Available now on the ISBA website, the standards provide a tool for guiding and helping board members create the best and most effective board possible. The standards may also serve as a guide for community, teachers, staff, and parents in learning what to expect from the governing board for their school district or charter school. ISBA urges the school board for each district and charter school to consider adopting these standards.

See the standards at www.idsba.org/ node/326

“The Importance of Vision — Evolution Training,” http://www.e-volution-training.co.uk/the-importance-of-vision-c55.html

SLATE / Volume 32 / Summer 2014

SLATE

Exploring

(Benchmark 2.1)

CONTINUOUS IMPROVEMENT In Standard 2, “The Board continuously monitors district progress towards vision, mission, goals, and strategic plan utilizing relevant data to measure growth and promote shared accountability for improved student achievement.” Following the example set forth under Standard 1, Step 1 involves unpacking the essential questions embedded in the description of the standard. Step Two further explores the content within the benchmark statements and their indicators. Step 3 develops a checklist based on the indicators for each benchmark. This particular example includes Step 1, Step 2, and Step 3.

STEP 1 Key questions from the standard. Similar to the example from Standard 1, trustees should develop questions that relate to the general statement under the standard. Here are several examples: 1. What does continuously monitoring district progress look like? How much time will it take? Who does the work? 2. What constitutes relevant data? What areas of district operations and student achievement are to be measured? How is the information gathered and translated in a meaningful way for the board to analyze? 3. What does it mean for a board to promote shared accountability for improved student achievement? How can they be responsible for that aspect of the district’s work?

STEP 2 Unpacking the benchmark statements and their indicators. By now, the process to follow should be getting clearer. This time, however, you get to do the work! There are no examples provided for this section of Standard 2, Benchmark 2.1. Just follow the Step 2 example from Standard 1.

STEP 3 Building a checklist. One way a board can monitor their own progress in meeting the intent of their professional standards is through a checklist. The items to be addressed are implied in the indicators for each benchmark. Once the general questions have been identified and discussed in Steps 1 and 2, a checklist can be an easy way to work through each of the indicators. See the example below. The indicators listed under each benchmark within each standard identify the specific work or process to be completed by the Board.

CONTINUOUS IMPROVEMENT CHECKLIST Indicators Annual Planning

Evidence

Completed?

Planning date included in Board’s Annual Calendar Board Minutes reflecting findings or directives from meeting List of attendees or participants

Input from stakeholders

Summary of information gathered from each group of stakeholders Other - to be determined by the Board

Extensive participation, information gathering, and reflection

Written plan for process Reports, summaries, lists from process Lists of participants, agendas from meetings, etc.

The development of this checklist for each of the standards, benchmark, and indicators can be handled in variety of ways. The superintendent and board chair may want to work together to identify the types of evidence to be collected to meet each of the indicators and develop a checklist unique to their district. Or, the board may choose to work together in a work session with their superintendent to map out a plan for incorporating the standards into their governance work.

SLATE / Volume 32 / Summer 2014

SLATE

Three Things to Remember 1. Developing a clear vision is considered one of the most important aspects of effective organizations, including school districts. As leaders in their community, it is imperative that board members not only understand the visioning process, but they know how to effectively communicate a clear vision in their governance role. 2. The board does not do the actual work of gathering and analyzing information. Through their collaborative work with their superintendent and administrators, decisions are made

as to what information is needed. The actual work of gathering data or other information is delegated to employees within the District. The Board then reviews, participates in discussions, and monitors progress, always requesting information and suggestions for further improvement within the district. 3. Change is a process that occurs over time. Boards that choose to incorporate the newly approved professional standards within their governance role should expect the change process to take time. The general rule for change is that it takes

three to five years to institutionalize a change effort. Although there are six standards for board members to follow, the first two standards are a good place to start. They provide foundational pieces that will help a district stay focused on the right work: student achievement. The Idaho School Boards Association provides training and technical assistance to board members at your request. Whether learning how to use the new professional standards or preparing to engage in strategic planning processes, ISBA trainers are ready to step in and help.

HOW TO REACH COLLEAGUES IN YOUR ISBA REGION As part of your membership with ISBA, you can reach colleagues in your region by using an auto email list. Using ISBA’s region auto email list is a great opportunity for you as trustees to connect with other trustees in your region. For those of you who are superintendents, clerks, or business managers, you can use this simple tool as well! Follow the simple instructions below to help you successfully send out an email via the auto email list: 1. Create Email: Type your email and ensure it is ready for sending. 2. Enter Your Region Email Name: In the “To” field of your email, type in your region auto email list address. (Please see the list of addresses at right for your region email address.) As an example, if you are a trustee in the St. Maries School District in Region 1, you may reach other Region 1 trustees by typing region1@idsbalist.org in the “To” field. 3. Send Your Email: Once the email is ready to go, simply select “send” and it will be emailed. 4. Confirmation You Did this Correctly: You should receive the email in your own inbox. If you do, then you know you successfully sent the email out. If you don’t, contact the ISBA Office and we can trouble-shoot with you.

A few other important things to note regarding the auto email list: • Who Receives My Email? Your email goes to those in your region with the same position (i.e. trustee to other trustees, superintendent to other superintendents, etc.) who have provided ISBA with an email address. This includes most of ISBA’s membership. However, there are still some members without email and some who have not provided an email address to ISBA. • Who Does Not Receive My Email? This auto email feature only reaches those in your region with the same position as yourself. If you would like to reach others in your region that are on a different list, ISBA is able to send an email on your behalf. • When Should I Send Emails Using this Email List? You may use a region auto email list to share region meeting information, pass on current events in your area, promote ISBA events, ask other districts negotiation related questions, and anything else that may be appropriate regional correspondence. Region Email Lists: Trustees »» »» »» »» »» »» »» »»

region1@idsbalist.org region2@idsbalist.org region3@idsbalist.org region4@idsbalist.org region5@idsbalist.org region6@idsbalist.org region7@idsbalist.org region8@idsbalist.org

Region Email Lists: Superintendents »» superintendents1@idsbalist.org »» superintendents2@idsbalist.org »» superintendents3@idsbalist.org »» superintendents4@idsbalist.org »» superintendents5@idsbalist.org »» superintendents6@idsbalist.org »» superintendents7@idsbalist.org »» superintendents8@idsbalist.org

Region Email Lists: Business Managers »» »» »» »» »» »» »» »»

businessmanagers1@idsbalist.org businessmanagers2@idsbalist.org businessmanagers3@idsbalist.org businessmanagers4@idsbalist.org businessmanagers5@idsbalist.org businessmanagers6@idsbalist.org businessmanagers7@idsbalist.org businessmanagers8@idsbalist.org

Region Email Lists: Clerks »» »» »» »» »» »» »» »»

clerks1@idsbalist.org clerks2@idsbalist.org clerks3@idsbalist.org clerks4@idsbalist.org clerks5@idsbalist.org clerks6@idsbalist.org clerks7@idsbalist.org clerks8@idsbalist.org

Region Email List: Charter Administrators »» charteradministrators@idsbalist.org Region Email Lists: Charter Board Members »» charterboardmembers@idsbalist.org

SLATE / Volume 32 / Summer 2014

SLATE

the last word

NEW!

BY KAREN ECHEVERRIA ISBA Executive Director

Look for Karen’s new article, The Last Word, in each issue of the SLATE. Karen’s previous article in each issue, From the Director’s Chair, has been retired.

YOUR RETURN ON INVESTMENT

ISBA Services, Events, and Costs

ow that the legislative session is over, it is time for me to refocus my energies on the efforts of running the business part of ISBA. That means a myriad of things. Creating a budget, paying the bills, doing employee evaluations, meeting with business partners and education stakeholders, dealing with the maintenance of the building we own, and working with the Board on a variety of issues. While I love working with the Legislature and pursuing ISBA’s legislative agenda, I’m always thankful when they go home so I can refocus my energies back at the office. This time of year, Misty Swanson, ISBA’s Associate Executive Director, and I begin working on the ISBA budget. The Board examines the next fiscal year’s budget at their April Board meeting. They oftentimes make recommendations and changes to the budget before approving it but, just like at the school district level, they rely on Misty and me to prepare the first draft. ISBA Heard Your Request During the State of the ISBA Dinner and Presentation at the Annual Convention last November, we heard what we thought was a great suggestion. The suggestion was to include board training in the dues invoice you receive. Along with that suggestion, HB521 was passed this year that provides $2000 per school district or charter school for boards, superintendents, and charter school administrators to receive training. That

SLATE / Volume 32 / Summer 2014

$2000 is paid to school districts and charter schools on a reimbursable basis so board members and superintendents/ administrators will need to attend the training and then submit for reimbursement later. Invoices With those two thoughts in mind, the invoices we recently sent included a few things. 1. Your dues just as you have always paid them (without training included). 2. Your dues, including over $2000 worth of training, with a discount. However, because the State will reimburse the $2,000, there is no cost to the school district. »» If you pay for a training package before August 1, 2014, we are including an additional discount. In addition, if your school district or charter school would like to pay in advance for any additional services you receive from ISBA or for attendance at any of our events that your members or staff will attend the next fiscal year, we will also reduce those costs. Please contact our office to discuss. We hope that by including all of this information with our dues invoice, it will make it easier for your school district or charter school to budget the cost of our services for the upcoming fiscal year and prior to the approval of your own budgets.

We are also hopeful that the discount will reduce your costs thereby allowing your district to participate at a greater level. Remember, the discounts only apply if you pay in advance and your payment must be received by August 1, 2014. Budgeting Process As part of the budgeting process, we always look at two things. Are we providing the services our members need? Are we keeping our dues at a level where the return on investment for the services we provide is worth it to for school district or charter school? New Services Last year we instituted several new services for our members. Those included the Job Center, Job Description Manual, Superintendent Searches, and Labor Relations Services. In addition, we ramped up our Training Program to include monthly Webinars and an enhanced New Board Member Packet. We continue to provide Legal and Policy Services, Legislative Advocacy, and our Property and Liability Insurance Program. Those are in addition to the Annual Convention, Day on the Hill, and Summer Leadership Institute. We also have the quarterly publication of the SLATE magazine, our weekly e-publication of the Voice, Ask ISBA, the Board Chair Manual, the Clerks Manual, and Negotiations Question of the Week. Finally, we have many other services we provide that are too numerous to mention here.

SLATE

the last word

As we look at all the services we provide, we carefully review the dues school districts and charter schools pay to ISBA. We understand the constraints you are all under, financial and otherwise. ISBA feels the same constraints and, like you, we work to keep our costs down and revenues high. We do our part to keep your dues as low as possible. As part of the budgeting process this year, we proposed to the Board, and they agreed, to hold the dues constant from last year.

Your Feedback Is Welcome We hope you will agree with us that the services you receive from ISBA and your ability to be a member of something bigger because you are a part of a statewide association, provides your district or charter school with the return on investment you desire. With our new rate proposals for dues, training, services, and events, we hope that you will continue to find value in remaining a member of ISBA and will utilize our

services and attend the events. If you ever have ideas for other services or events we can provide that would be of value to you, we are certainly open to ideas. Please know that we appreciate your membership in ISBA and value each and every one of you as members. We look forward to serving your again this year! karen@idsba.org

TRAINING PACKAGES CHOOSE A PACKAGE VALUE

Individual Board Member Registrations

What do the new training packages look like? EVENTS

2,100

VALUE

Pick any combination of 9 total registrations for: • Early Bird Workshop (Convention) • Night Owl Workshop (Convention) • Day on the Hill

PICK 12

2,400

VALUE

Event registrations are not included in this package. Districts may register as normal.

MIX -N- MATCH

2,200

VALUE

Pick 6 total registrations for: • Early Bird Workshop (Convention) • Night Owl Workshop (Convention)

Pick 12 HOURS of training time from the BIG 5 list

Pick 8 HOURS of training time from the BIG 5 list

Choose any combination of delivery methods: In-District, IEN, and/or Webinar

6 hours of follow-up consultations with board

4 hours of follow-up consultations with board

Indicate Training Package Choice BEFORE 8/1/14

Cost to District or Charter School: FREE after State reimbursement

Indicate Training Package Choice AFTER 8/2/14

Cost to District or Charter School: $100 after State reimbursement

Cost to District or Charter School: $400 after State reimbursement

Hours of Follow-Up Consultation

2,500

VALUE

From start to finish, ISBA will guide your board through the strategic planning process that will result in a compliant strategic plan. All training plus consultation and development work is included.

Pick 4 HOURS of training time from the BIG 5 list

Hours of Board Training

STRATEGIC PLANNING

As a result of the 2014 legislative session, all school districts are required to have a strategic plan in place no later than September 2014. This plan must be posted on the school district website, and be reviewed and updated no later than August every year thereafter.

Cost to District or Charter School: FREE after State reimbursement

Cost to District or Charter School: $200 after State reimbursement

Cost to District or Charter School: $500 after State reimbursement

C) Mix -N-Match: Ideal for boards that want a combination of training at ISBA events and customized one-on-one training.

D) Strategic Planning: Ideal for boards that need assistance in developing a strategic plan.

Which Training Package is Right for Our Board? A) Events: Ideal for boards that prefer to receive training at ISBA events.

B) Pick 12: Ideal for boards that prefer to have customized one-on-one training.

SLATE / Volume 32 / Summer 2014

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

ISBA SUMMER LEADERSHIP INSTITUTE 3 LOCATIONS. 3 DAYS.

COEUR D’ALENE

1 CALDWELL | JULY 16 |1PM-6PM Caldwell School District Office 1502 Fillmore Street, Caldwell

2 IDAHO FALLS | JULY 17 |1PM-6PM

CALDWELL

Compass Academy 955 Garfield Street, Idaho Falls

IDAHO FALLS

3 COEUR D’ALENE | JULY 24 | 1PM-6PM Midtown Meeting Center 1505 N. 5th St., Coeur d’Alene

EARLY REGISTRATION

130

REGULAR REGISTRATION

160

LATE / ONSITE REGISTRATION

175

REGISTRATION NOW OPEN - SAVE BY REGISTERING BEFORE JUNE 30TH! see the Agenda At Www.idsba.org/sli