Wisconsin School News August 2013 by WASB

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August 2013 | Volume 68 Number 2 T h e O f f icia l P ub l ication o f t h e W isconsin A ssociation o f S c h oo l B oar d s, I N C.

John H. Ashley Executive Editor

Sheri Krause Director of Communications

Shelby Anderson Editor n R e g iona l O FF I C E S n 122 W. Washington Avenue Madison, WI 53703 Phone: 608-257-2622 Fax: 608-257-8386 132 W. Main Street Winneconne, WI 54986 Phone: 920-582-4443 Fax: 920-582-9951

army recruiters bring an interactive approach to promoting health & education, page 16

n A d vertisin g n 608-556-9009 • tmccarthy@wasb.org n W A S B O FF I C E R S n

John H. Ashley

The New Role of Physical Education

Shelby Anderson

Executive Director

Nancy Thompson

Lauren Morando Rhim with contributors Roger Quarles and Kenneth Wong

How physical education is improving student learning and building lifelong healthy habits

Waterloo, Region 12 President

The role of school boards in accountability and transformation

Mike Blecha Green Bay, Region 3 1st Vice President

Wanda Owens Barneveld, Region 9 2nd Vice President

Patrick Sherman Genoa City J2/Lake Geneva, Region 13 Immediate Past President

Ten Steps to a Safer School

Moving Beyond the Killer B’s

Peter P. Pochowski

Beyond Recruitment Pat Tungate Army recruiters are working in schools to improve student health, education and more

What school leaders can do to foster safer schools

n W A S B boar d o f d irector S n Stu Olson Shell Lake, Region 1

Steve Klessig Brillion, Region 8

Capt. Terry McCloskey Three Lakes, Region 2

Alice Marquardt Rio, Region 10

Bill Yingst, Sr. Durand, Region 4

Colin Butler Kettle Moraine, Region 11

Rick Eloranta Owen-Withee, Region 5

Terrence Falk Milwaukee, Region 14

Florence Hyatt Onalaska, Region 6

Jim Long Hamilton, Region 15

Mary Janssen Little Chute Area, Region 7 Wisconsin School News (USPS 688-560) is published 10 issues per year by the Wisconsin Association of School Boards Inc., 122 W. Washington Avenue, Madison, WI 53703. Contents © 2013 Wisconsin Association of School Boards Inc. Subscriptions are available to nonmembers for $40 per year. Periodicals postage is paid at Madison, Wis. The views expressed in Wisconsin School News are those of the authors and do not necessarily represent WASB policies or positions. POSTMASTER: Send address changes to Wisconsin School News, 122 W. Washington Avenue, Madison, WI 53703.

D E P A R T M E N T S

C O L U M N S

2 News Briefs 3 Viewpoint — Thanks for Your Hard Work 20 WASB Insurance — Schooling Health Care Reform 23 Association News — Service Associate Q&A, Jerry Dudzik 24 Association News — Upcoming Events: WASB Fall Regional Meetings; WASB/WSAA Employment and School Law Seminar; Legality of Running a School Board Workshop

27 Legislative Update — Accountability: the Missing Piece of Voucher Expansion

28 Legal Comment — Balancing the Need to Educate and Protect 32 Calendar

news brie f s

Junk Foods Banned from Sale in School The U.S. Department of Agriculture released the “Smart Snacks in Schools” nutrition standards, which place calorie, fat, sugar and sodium limits on any food sold in public schools. Items such as candy bars and soda will be banned from being sold in schools by the standards, which go into place beginning with the 2014-15 school year. According to

STATISTIC OF THE MONTH

54% Percent of districts that will receive less general state aid this school year (2013-14) than last year (2012-13). Source: Department of Public Instruction

Report Analyzes Private Schools’ Numbers

biennial report from the U.S. Department of Education released updated enrollment numbers and other statistics regarding private schools in the U.S. and Wisconsin. According to the report, almost 4.5 million students, including 112,025 in Wisconsin, attended more than 30,800 private schools in the U.S. in the fall of 2011. Erin Richards of the Milwaukee Journal Sentinel analyzed the report and found that Wisconsin has 844 private schools with more than 9,000 full-time educators working at private schools in the state. Nationally, the report found the average private-school student population was 71 percent white, 10 percent Latino, 9 percent black, 5 percent Asian, 3 percent mixed-race, and 1 percent American Indian, Pacific Islander or Alaskan. Of the 30,861 private schools in the country, 68 percent had a religious orientation. The average private school size was 146 students. The average private elementary school had 108 students; the average private high school had 283 students. Graduation rates were unavailable because not enough data is collected on private schools to determine a four-year cohort rate, which tracks how many freshman graduate four years after they started high school. n

Wisconsin School News

an article from U.S. News and World Report, “Snacks sold during school hours cannot exceed 200 calories and must be either chock full of whole grains or primarily contain fruits, vegetables, dairy or protein.” The article lists snack foods such as granola bars, popcorn, fruit cups, and calorie-free flavored water as items that meet the new standards. n

Study Finds Charter Schools Improving

tanford University’s Center for Research on Education Outcomes (CREDO) released a study, “Charter Schools 2013,” which found some charter schools outperform traditional schools but the majority of charter schools have about the same levels of student achievement as regular public schools. The study, which updates a 2009 study by Stanford University, examined test scores from 1.5 million charter school students in 27 states and compared them with their “virtual twin” students attending traditional public schools. Among the findings, the study reports that about 25 percent of charter schools performed better than regular public schools. The 2009 study found that about 17 percent of charter schools had higher student achievement levels than traditional schools. “The results reveal that the charter school sector is getting better on average and that charter schools are benefiting low-income, disadvantaged and special education students,” said Margaret Raymond, director of the Center for Research on Educational Outcomes at Stanford University. n

viewpoint

Jo h n H . A s h l e y

Thanks for Your Hard Work

ow that the 2013-15 state budget act has been signed into law, I want to give a special thanks to all the school leaders who wrote or called their legislators, testified before the Joint Finance Committee, attended their legislators’ office hours or arranged or participated in legislative forums during the state budget debate. Thank you for advocating on behalf of the children of your district and for public education in Wisconsin. Without your efforts, improvements in budget provisions for public schools would not have happened. From an original budget that proposed no increase in per-pupil revenue limits and minimal increases in state aids, positive improvements were made. The final budget contains a combination of adjustments to per-pupil revenue limits, additional general school aids and a new, permanent categorical aid that, together, will provide a $150 perpupil increase in usable resources for school districts in each year. Proposals to create special education vouchers and a statewide independent charter school board were removed from the budget bill. Other provisions stripping local school boards of authority over charter schools they have authorized were also removed. A number of mandates on local school districts were funded by the budget, including the Educator Effectiveness initiative, the Smarter Balanced assessment and ACT suite

of tests (replacements for the outmoded WKCE assessments), and the “Read to Lead” pre-K through grade 2 reading readiness assessments. Many rural schools will benefit from increases in transportation aid, the provision of National Forest Income payments to schools, and the establishment of a Rural Schools Task Force as well as the technical changes addressing consolidation aid. A legislative update providing more detail on the state budget and its impact will be part of the Educator Effectiveness Conference to be held in early August. Legislative advocacy can be difficult and even frustrating work at times, but it pays dividends for the children in your school districts. I hope each of you can see how important it is for legislators to hear from school leaders. I encourage you to continue reaching out to your lawmakers and building those relationships for the future. The landscape of public education in our state may have been forever changed by the state budget. Between making taxpayer-paid private school vouchers available statewide and adding a new income tax deduction for private school tuition, the state is providing an unprecedented level of support for private education. This will likely lead to a growing competition for scarce education resources that will shape every state budget debate going forward. How the WASB responds to this

challenge and other challenges will be up to you — our members. The WASB’s positions on key issues are determined by policy resolutions adopted by the WASB Delegate Assembly, where each member board has a voice. The WASB is a diverse organization, covering the entire state of Wisconsin. As you may imagine, our members and their respective school boards have different viewpoints at times. At the annual Delegate Assembly, those differing viewpoints are debated through board-submitted resolutions and the policies for the association are determined. If you or your board believes the WASB should modify the position it has taken on an issue or establish a new position on an issue not covered by a policy resolution, I encourage you to considering submitting a board resolution. Resolutions for next year’s Delegate Assembly, to be held on Jan. 22, 2014, are due Sept. 15. Advocates for public education need to work together. Now more than ever, school leaders need to connect with our communities and demonstrate how our public schools serve and benefit the public and why they merit continued public and parental support. With the new school year only a month away, I hope you enjoy the rest of your summer and I look forward to working with you as we move public education forward. n

Legislative advocacy can be difficult and even frustrating work at times, but it pays dividends for the children in your school districts.

August 2013

Department Headline

Patty Kestell, a physical education teacher at Thorson Elementary School in the Cedarburg School District, was named the 2013 National Elementary Physical Education Teacher of the Year by the National Association of Sport and Physical Education.

The new role of

PHYSICAL EDUCATION How physical education is improving student learning and building lifelong healthy habits

ccording to the Centers for Disease Control and Prevention, childhood obesity has more than doubled in children and tripled in adolescents in the past 30 years. In 2010, more than one third of children and adolescents were overweight or obese.

“We need physical education now more than ever,” says Patty Kestell, a physical education teacher at Thorson Elementary School in the Cedarburg School District. Keith Bakken, executive director of Wisconsin Health and Physical Education, says, more specifically, we need good physical education programs in Wisconsin.

Wisconsin School News

“Physical education is an academic subject,” Bakken said. “It’s more than learning how to play volleyball.” | More than Dodgeball Physical education has changed a lot since the days of dodgeball and rope climbing. Kestell, who was recognized as 2013 National Elementary School Physical Education Teacher of the

| Shelby Anderson Year by the National Association of Sport and Physical Education (NASPE), uses video analysis, modifies activities so students of all abilities can fully participate, and maintains a website for her students and parents. “Physical education has made amazing leaps and bounds — it isn’t the gym class that past generations have known,” Kestell says. Physical education today, Kestell says, is about getting all students (and even their families) active and involved, incorporating a mix of team sports and individual activities,

and putting an emphasis on the education aspect of physical education. Kestell says that in her classes, she engages students in a variety of activities, designed so that all students can participate on an even playing field. Activities like snowshoeing are a fun way to get all students involved and introduce them to perhaps a new activity that they can do by themselves or with friends and family. Even when her class covers a team sport like basketball, Kestell says, aspects of the game like the size of the ball or height of the hoop can be changed so that students at different abilities can play. “I do whatever I can to modify my lessons so that everyone can be successful,” she says. “I try to make it fun for everybody and ensure that learning occurs for all of my students.” The technology side of physical education has also reshaped and

enhanced the subject. For instance, Kestell uses video analysis – taping her students do an activity to help them improve. Kestell says the technology adds an element of fun to the class while also providing positive benefits for her students. | Emphasis on Education Kestell and other experts interviewed for this article all emphasized that a core component of physical education today is education. Bakken said good physical education teachers like Kestell or Jack Prehn, a teacher in the Mount Horeb Area School District, emphasize learning as well as physical activity. Bakken says Prehn tells the students what they’re going to learn and then holds an activity that reinforces the lesson. For example, before jumping rope, Prehn goes over the different parts of the heart and how an activity like jumping

rope can make the heart stronger. Kestell says there isn’t a day that goes by when she doesn’t use her iPad in one of her classes to do a quick presentation or look something up to supplement the physical activity. In her physical education classes, the learning takes place alongside the physical activity. For instance, if they run, Kestell teaches her students about resting heart rate or how running strengthens the heart. “Our physical education program utilizes common standards-based assessments and rubrics in every unit,” Kestell said. “Students are aware of the standards and understand what the requirements are to achieve the different skill or cognitive levels of the rubric.” The Wisconsin Standards for Physical Education lay out specific learning priorities and physical activity goals for each grade level.

Physical education has made amazing leaps and bounds. It isn’t the gym class that past generations have known. — Patty Kestell

August 2013

According to Bakken and Jon Hisgen, a health education consultant at the Department of Public Instruction (DPI), there are different goals for different age groups. For elementary school students, the main goal is to get all students engaged in regular physical activity in a fun way. In middle school, the physical activities and classes should still be centered on engaging all students in fun physical activities but also starting to get the students to learn some skills. In high school, the goal is to have each student have a physical activity or activities that they enjoy and can do for the rest of their lives. Bakken says an ideal high school physical education class would quickly cover as many different activities and games as possible in hopes that students find one of those activities fun and something they want to continue doing outside of school. “We’re hopeful that something will click and it will be an activity that they can do and enjoy for the rest of their lives,” Bakken said.

| Lifetime Fitness Kestell, says a big aspect of physical education and getting students active is by reaching out and engaging their families. A quick visit to Kestell’s website shows a selection of activities and events aimed at getting families as well as students active. In February, Kestell held a Family Wellness Night that had numerous stations set-up where families could do activities such as Zumba, yoga, mini-golf, gymnastics, and tae kwon do. The event also featured healthy snacks and brought in local wellness professionals so attendees could learn about health and wellness in their community. Another popular event was a family snowshoe event in which 100 people walked a candlelight course through the school’s nature center. “I value family wellness,” Kestell said. “A huge component of getting kids active is getting the family involved.” Other activities include a bike

Brain Breaks: Using physical activity to aid learning In today’s classroom, many schools are using brain breaks to get students moving and their brains primed for learning. Brain breaks are quick one to two minute activities designed to get students to move their bodies and stimulate their brains. There are an endless number of activities. One simple activity is “Pick a Color.” A teacher says a color and students go around the classroom and touch five things of the color (can’t be another person). Another activity is jumping rock, paper, scissors. Students get into pairs, jump up and down five times, turn on the sixth jump and show rock, paper, or scissors. Brain breaks have been found to be effective. Having students sit in a classroom for extended periods of time can be detrimental to learning. After only about 17 minutes of sitting, blood begins to leave the brain, which signals the release of melatonin. Exercise, even just a short activity, fuels the brain with oxygen and triggers the release of neurotrophins, which enhance growth, impact mood, cement memory, and enhance connections between neurons. Jo Bailey, president of Wisconsin Health and Physical Education, has been a big advocate of brain breaks, “In my mind, movement and learning are intricately connected with both having huge impact on each other.” N

Wisconsin School News

safety unit where, with the help of parent volunteers, Kestell was able to get her students on bikes and teach them bike safety rules. Kestell also formed a running club, which had about 55 students going on runs and participating in a 5K run at the end of the school year. Kestell also has students track their physical activity outside of the classroom. She provides students with calendars that have suggestions for activities — many of which try to get family members and friends involved. “One of our goals is to create a program that is not just about team sports,” Kestell said “The goal is to get all kids active and involved.” | What the Research Says Brain research related to exercise is uncovering new findings each year. Up to a couple years ago, it was thought that humans were born with the maximum number of neurons that we were ever going to have. A study published in June by Kristy Spalding, a biologist at the

Additional Resources • The FOCUS, “Promoting Healthy Eating and Physical Activity,” October 2003, contact the WASB for a copy Wisconsin Health and Physical Education — www.whpe.us Department of Public Instruction Physical Education and Physical Activity — sspw.dpi.wi.gov/sspw_physicaled •

Karolinska Institute in Sweden, found that exercise can create new neurons in the hippocampus — the area of the brain associated with learning and memory. However, to reap these benefits, exercise needs to be regular. The intellectual benefits of exercise can accumulate but they also quickly recede without regular exercise. “We have over 200 studies that say active students learn better,” Hisgen said. “Physical activity is pretty important when it comes to learning.” In addition to boosting learning, studies have found regular physical activity reduces stress and anxiety, increases energy levels, and, among other benefits, promotes better sleep — all conducive to improved learning. | Role of Physical Education A state law passed in 2011 gives school districts the option to award physical education credits to qualifying student-athletes. The credits allow high school student athletes to skip physical education classes. Bakken and other physical education advocates say this is a bad idea. “A soccer coach teaches a skill, such as how to dribble a soccer ball,” Bakken says. “Physical education educators teach students about bigger health concepts in addition to physical activity.”

“The concept of what did you learn in physical education is becoming really important,” Hisgen said. “We’re seeing more and better classes.” In addition, schools are moving physical activity beyond the gym. When Hisgen talks with school leaders about physical education, he likes to point out that districts should be working on the “Core 4” of student wellness. This includes students walking or biking to school (or some kind of other before or after school activity), brain breaks during the school day, active minutes in physical education class greater than 50 percent, and an active recess. The goal in the end is the same — to teach students to be active, healthy adults. As Bakken points out, if every American exercised three times a week, health insurance costs could be reduced by as much as half. Still, with budget cuts, physical education and school wellness programs are frequently among the first programs to be reduced or eliminated. When asked why physical education is important in our schools, Bakken has a straight to the point response. “The answer is because our kids need it.” n

“Physical education educators teach students about bigger health concepts in addition to physical activity.” — Keith Bakken

Anderson is editor of Wisconsin School News.

August 2013

Ten Steps to a

Safer School What school leaders can do to foster safer schools | Peter P. Pochowski

s the executive director of the Wisconsin School Safety Coordinators Association (WSSCA) — one of America’s oldest school safety organizations — I am frequently asked for advice on ways to make schools safer. Commonly asked questions involve buying cameras, locking doors, hiring police officers, etc. I could fill an entire magazine with recommendations, but I only have one article. Here are my top ten steps to make Wisconsin schools safer. Money. I hope you don’t think money will solve all your problems. I have seen schools in poor districts that were much safer than their wealthy counterparts. There will never be enough money to do all the things you want so you have to wisely use what you have.

Start with an assessment of your school (WSSCA can do that or have your Crisis Planning Committee do it for you). List all your problems, then prioritize them starting at the top. First on any list should be this: Lock your doors. That doesn’t cost much money. Admittedly, locking doors is just a speed bump. But if a person is determined to enter a school to kill (or simply to steal), we need to employ as many speed bumps as can we can to deny or delay the actor. (How many of you leave your front door unlocked at night while you are sleeping?) Controlling access to your building, thus your students and staff, is a no-brainer. Do it. This is probably your cheapest insurance.

A school board committed to safe schools. Of course, all boards say they are committed to a safe school, but their actions speak louder than their words. The board’s commitment may include funding, certainly, but it may also mean providing the political support that programs and projects need to take root, so they become the culture. Listen to the person responsible for your safety programs. I worked for a supportive board who asked a lot of questions, but they also backed my recommendations.

Appoint a safety/security coordinator. One person should be responsible for your safety/security programs (and not the principal). Get that person trained (WSSCA can train them but there are others who do a good job,

All boards say they are committed to a safe school, but their actions speak louder than their words.

Wisconsin School News

 Ke y F i n d i n g s These Keys Can Help Guide School Safety Efforts

n 2002, the U.S. Department of Education and the U.S. Secret Service, examined 41 K–12 student attackers involving 37 incidents in the United States from 1973 through May 2000. These research results, though focused on targeted school violence, remain highly useful as a guide for law enforcement officials, educators, and mental health practitioners. The study identified 10 key findings for the development of strategies to address targeted school violence:

as well). All the experts agree: One well-trained person responsible for safety is best. Have a Crisis Plan. ACT 309, the Wisconsin School Safety Law requires this! The law mandates a review of the crisis plan by someone in the chain-of-command, emergency drills, and anti-bullying efforts, as well as many other items. Plan your work — then work your plan. This is how your school will respond in a crisis. All the experts agree that a crisis plan is a must.

Have Interagency Memorandums of Understanding. “In a crisis I will do this and you will do that.” The protection of schools is unequivocally a community responsibility. Your local law enforcement and fire chiefs must be actively involved in your crisis plan design. After all, they will be the ones responding to your school in a crisis. Listen to their recommendations and make sure they listen to yours. This must be a joint effort or there will delays in the response — and that could mean

• There is no accurate or useful profile of students who have engaged in targeted school violence. • Incidents of targeted violence at school are rarely sudden, impulsive acts. • Prior to most incidents, other people knew about the attacker’s idea and/or the plan to attack. • Most attackers did not threaten their targets directly prior to advancing the attack. • Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need for help. • Most attackers had difficulty coping with significant loss or personal failures. Moreover, many had considered or attempted suicide. • Many attackers felt bullied, persecuted, or injured by others prior to the attack. • Most attackers had access to and had used weapons prior to the attack. • In many cases, other students were involved in some capacity. • Despite prompt law enforcement officer responses, most shooting incidents were stopped by means other than law enforcement intervention. Source: The Safe School Initiative (SSI) completed by the U.S. Department of Education and the U.S. Secret Service. N

August 2013

unnecessary injuries or deaths. Additionally, you may need to move your students in a crisis and you need memorandums of understanding to preplan something like that. This to-do list is long, but it starts with a meeting of all stakeholders in your community. If our children are our most important resource, then we must all agree to protect them.

most influential factor in a child’s education. As a team, parents and schools can do so much more to enhance a child’s education and development. This is an uphill battle with parents and an extremely difficult task without them.

Student Involvement. Students want to be safe and they will help keep schools safe. The adults in 68% of schools have the school must be Parental taken steps to increase approachable for a Involvement. safety since the Sandy student to address them This has become an Hook Elementary with their concerns. When increasingly difficult School shooting. they do, they must be problem across the protected. Safety in school is country. We have a lot everyone’s responsibility — all of great parents — just not the time. Promote that. When you enough of them. Some parents actusee something — say something. ally have become a threat to some

schools. Students spend about seven hours a day in school for 180 days each year. That is about 14 percent of that child’s entire calendar year. Even with the best teachers, conditions, etc., schools can only influence so much of that child’s development. Parents remain the

School Staff Committed To Safety. The staff will help create the environment of a safe school. They must enforce the safety/security standards in the school. If they don’t, the standards will slip and quickly rise to unsafe/ insecure levels. Staff must interact

with students all day long. They must know the students, what they are thinking, and what threats they face. An interactive, alert staff is critical to a safe school. Enhanced Communications. One of America’s great business leaders, Jack Welch, former CEO of GE once said, “Great leaders are the best communicators. They set clear goals with clear consequences.” There must be 360 degree communications between the principal, the staff, the parents, the stakeholders, etc. If the community is expected to help protect schools, they must be informed of the threats. The school standards and acceptable norms must be clear to all. The leaders must create, and then communicate a welcoming, nurturing environment along with a consistent disciplinary policy. The two go hand in hand.

A Trained and Caring Principal. When I asked my national colleagues if they agreed with principals being the number one factor

Federal Government Releases School Safety Guidelines

fter the school shooting at Newtown, Conn., the White House pledged to release comprehensive emergency guidelines for school districts. In June, the Obama administration released the “Guide for Developing HighQuality School Emergency Operations Plans.” This guide addresses prevention, protection, mitigation, response, and recovery from technological, human-caused, natural, and biological threats. The document touches on everything from school design and storm shelters to planning emergency drills to balancing privacy and safety. The guidelines detail a six-part process for schools looking to develop emergency plans, these include: forming a collaborative team, understanding threats, determining goals and objectives, developing specific courses of actions, reviewing plans, and implementing and maintaining the plan. In addition, the report provides “a closer look” at several issues surrounding school safety, such as student privacy issues and more. Here are some highlights from the report.

Wisconsin School News

n School Climate and Emergencies A positive school climate can help to prevent emergencies because it can reduce the incidence of behaviors that can contribute to crisis (e.g., violence, bullying, harassment, substance abuse). Further, schools with positive school climates engage students in developing strong relationships with staff and peers, increasing the likelihood that students will quickly report potential threats to trusted adults within the school.

n Social and Emotional Competencies Social-emotional learning can help individuals stop and think before they react, control their response to stress, develop supportive and caring relationships, persist through challenge, seek help, and pay attention to theirs and others’ needs and feelings. These and other social and emotional competencies can help individuals prepare for and respond to emergencies. Students are more likely to develop such competencies when they have good relationships with adults, and when the adults model these competencies.

About the WSSCA The Wisconsin School Safety Coordinators Association (WSSCA), founded in 1968, is an association of professionals dedicated to the task of improving security, safety, and health in Wisconsin schools. WSSCA is a non-profit and non-government organization that includes administrators, supervisors, teachers, building and grounds personnel, health and nursing personnel, safety coordinators, security coordinators, school resource officers, school districts as well as private/public businesses through district, corporate and student memberships. The business of the association is conducted by a board of directors with an executive director. This group is further guided by several technical advisors with professional backgrounds in a variety of school safety and security related fields. N

influencing school safety, there was race, drugs, gangs, poverty, elecnear unanimous agreement. We tronic devices, social media, and believe that the principal is physical threats to students and the most significant staff — just to name a few. internal safety factor in The principal establishes a school. The prinand maintains the disci38% of superintendents cipal establishes the pline standards in the say their schools are not school culture, envischool. (NOTE: It is not safe from gun violence. ronment, acceptable the severity of punishment Source: School Improvement standards of that alters bad behavior Network, January behavior, dress, the — it is the certainty of it.) 2013 survey. motivation of the staff, He/she must establish the etc. Over the past few priorities for the budget, make decades, principals have been parents welcome, make the school challenged with issues related to a warm and safe place to be, and

he/she will influence the previous nine items. Quite a to-do list. If you have a great principal, do all you can to support him/her. Then start training his/her eventual replacement. This process takes years. Like growing good crops in the field, there are no short cuts. But the end product is well worth the time and effort. Yes, principals should be the top priority on your list and in your heart! I wish you a safe day. n Pochowski is executive director of the Wisconsin School Safety Coordinators Association.

Find school safety resources on the WASB website at wasb.org. Select “Policy” and then “Hot Policy Topics.”

For more information about teaching social and emotional competencies, visit http://safesupportivelearning.ed.gov. For additional information on how social and emotional learning may be integrated into a multi-tiered framework, visit http://www.pbis.org.

n Preparing for School Emergencies As with any threat or hazard that is included in a school’s emergency operations plan (EOP), the planning team will establish goals, objectives, and courses of action. These plans will be impacted by the assessments conducted at the outset of the planning process and updated as ongoing assessments occur. As courses of action are developed, the planning team should consider a number of issues, including, but not limited to: • How to evacuate or lockdown students, staff, and visitors, including those who are not with staff or in a classroom (e.g., in the hall, bathroom, break room). Personnel involved in such planning should pay attention to disability-related accessibility concerns when advising on shelter sites and evacuation routes. • How to evacuate when the primary evacuation route is unusable.

• How to select effective shelter-in-place locations (optimal locations have thick walls, solid doors with locks, minimal interior windows, first-aid emergency kits, communication devices and duress alarms). • How the school community will be notified that there is an active shooter on school grounds. This could be done through the use of familiar terms, sounds, lights, and electronic communications such as text messages.

n Exercises Good planning includes conducting drills which must include first responders and school resource officers (where applicable). Exercises with these valuable partners are one of the most effective and efficient ways to ensure that everyone knows not only his or her roles, but also the roles of others at the scene. These exercises should include walks through school buildings to allow law enforcement to provide input on shelter sites as well as familiarize first responders with the location. N To view the complete document, visit http://rems.ed.gov. Select “Publicattions” and then “Emergency Operations Plans and Guides.”

August 2013

Moving Beyond the Killer B’s The role of school boards in accountability and transformation

| Lauren Morando Rhim with contributors Roger Quarles and Kenneth Wong

ngoing efforts to improve public education, specifically to close the achievement gap between our most and least affluent students, focus primarily on the role of teachers, principals, and superintendents, as well as state and federal policymakers. Largely missing from this debate is a robust discussion of the role or potential of local school boards to advance school reform goals. As the federal government allocates millions of dollars to district-level change efforts through programs such as Race to the Top and School Improvement Grants, local school boards sit at the intersection of these initiatives and the preferences and priorities of their local constituents. If we want to gain traction on scale, school boards have to play an intentional and strategic role in school improvement efforts.

Wisconsin School News

As outlined in state constitutions, school boards are agents of the state charged with fulfilling responsibilities related to operating schools delegated to them by the state. Within specific parameters, local school boards have the legal authority to craft the conditions for districts to operate successfully. Yet, historically, they have focused mainly on the “killer B’s,” (e.g., books, budgets, buildings, and buses) and not academic achievement. Efforts to transform schools and districts in a meaningful and sustainable way will necessitate engaging

local school boards to look beyond the “killer b’s” to more strategic work — with a laser-like focus on improving student outcomes — while simultaneously remaining responsive to their local communities and associated idiosyncratic priorities. | Role of Public School Boards As the federal government expands its influence over public schools, the role of local school boards is evolving. Yet, little attention has been paid to crafting and aligning the work of school boards with these initiatives. For instance, local school boards appear to be largely absent from the scholarly literature about targeted improvement efforts, as well as the federal program guidance related to

efforts such as the Elementary and Secondary Education Act Flexibility Waivers, School Improvement Grants (SIG), and Race to the Top (RTTT). For example, the initial guidance associated with the $400 million RTTT District grant competition included language regarding evaluating school boards, but this language was dropped from the final regulations. Given their central role in policy development, budget allocation, and superintendent hiring and oversight, the lack of an intentional means to engage school boards in efforts to dramatically improve student outcomes is problematic. If the efforts to turn around low-performing schools that are the intense focus of federal and state school transformation initiatives are going to gain traction and be scalable within current governance parameters, local school boards need to be part of the equation. In light of this apparent disconnect, we sought to examine the research available regarding the role of local school boards in targeted improvement efforts and explore emerging practice through interviews with key practitioners in districts engaged in such efforts. This article outlines some of our methods and key findings. | Strategic Focus Based on our review of the literature and the interviews we conducted, we identified two primary factors that appear to influence board engagement and ability to support school improvement efforts: strategic focus and fiscal resources. Intentional, goal-oriented, strategic planning was identified as foundational to effective improvement efforts by the National School Boards Association (NSBA), in the school board literature, and by the board members and superintendents we interviewed.

For instance, a board member noted that, assuming districts have adequate funding, a “strategic plan that identifies priorities is critical to moving the needle on student achievement.” She explained that a strategic plan has a two-fold benefit: “it allows you to make sure the budget and resources are appropriately allocated and enables you to hold the superintendent accountable for the key priorities rather than lauding the ongoing successes that are there.” Conversely, absence of a clear strategic focus and competing

agendas were identified as barriers to coherent board action related to student achievement. Board members noted that while narrow agendas could motivate individual members, particular constituent issues could also sidetrack members. When asked to identify the greatest challenge he faces, one board chairperson explained that parents could divert board focus. He noted that parents “have a different view about how we should educate their kids,” and they may prioritize “sports and activities over school.”

The Killer B’s On… Here is a quick look at some other issues covered in “Moving Beyond the Killer B’s,” a whitepaper from the Academic Development Institute.

Key Responsibilities of Local School Boards: “The central work of contemporary school boards is codified in the Key Work of School Boards Guidebook produced by the NSBA in collaboration with state school board associations. The eight key areas of focus are vision, standards, assessment, accountability, alignment, climate, collaboration and community engagement, and continuous improvement … If the role of the school board can be boiled down to a single critical action, it would be the hiring and supervising of the superintendent.”

Board Decision-Making: “Boards must balance the efficiency of relying on committees and the development of expertise on the part of individual members regarding specific issues — and potentially limiting the voice of some board members on some topics — against the benefits of having full board involvement.”

The Unique Role of School Board Chairpersons: “Effective board leadership can maximize the value contributed by all board members (not just the chair), while an ineffective chairperson can stymie a board’s operations, as well as a boards’ relationship with the superintendent.”

Managing the Board-Superintendent Relationship: “The majority of the [boards’] time should be spent on setting the ‘whats’ of the district such as vision and mission, while allowing the staff to develop and carry out the ‘hows’ of implementing the vision and mission.”

School Boards’ Role in Improvement Efforts: “A challenge noted by board members interviewed was their own resistance to change, along with that of their fellow board members — this in spite of clear evidence (e.g., low performance in multiple schools) of the need to change.”

School Board Training: “Training of board members emerged as a critical aspect of building board capacity in both the literature and our interviews. It is seen as an area where boards are under-investing both in terms of time and resources.” N

August 2013

Our interviews with board members and superintendents revealed ongoing concerns regarding adequacy of resources relative to expectations of public schools.

Developing a coherent district mission and vision along with a well-aligned strategic plan can ensure that school board and district personnel have a clear understanding of priorities and a road map to achieve goals. A growing body of literature pertaining to effective school turnaround stresses the importance of school districts, as opposed to just individual schools, in achieving sustainable turnaround at scale. Districts, starting with their school boards and superintendents, need to set agendas and thereafter allocate resources and develop policies to support the agenda. Providing a tangible example of how he works to keep his board engaged and on task, one superintendent explained that he and his staff “developed a robust protocol, tied to a yearly calendar, that is aligned to their strategic plan. I meet weekly with the chair, vice-chair, and clerk and pre-report out on agenda items set for the next meeting. This is mostly for clarification and understanding. These issues are then reported to the entire board and deliberated in open meeting for motions and decisions. Everything we focus on is aligned to our strategic plan.” | Fiscal Resources A lack of resources is an ongoing challenge in public education further exacerbated in times of economic downturn. While the federal government has made unprecedented investments in public education, states and local districts across the nation are coping with flat, if not

Wisconsin School News

reduced, annual budgets. Accordingly, the NSBA survey in 2010 documented that the majority of board members identified budget and finance issues to be urgent board issues, and 75 percent see lack of resources as a barrier to improving outcomes for students. Our interviews with board members and superintendents also revealed ongoing concerns regarding adequacy of resources relative to expectations of public schools. Multiple board members cited lack of resources as a barrier to achieving goals related to delivering quality education services. Yet, interestingly, other board members (including those from high-poverty districts) did not identify lack of resources areas a primary concern but reported they face ongoing challenges due to multiple competing demands associated with internal and external structures (e.g., federal and state department of education requirements) that dictate how they allocate the limited resources they have. While resource limitations have long-reaching implications for instruction, in terms of board capacity, they can have an exponential impact when boards are forced to make decisions regarding allocation of resources. In difficult budget climates, it can be hard to allocate time and funding to board development, yet when resources are stretched, it is arguably the time boards could most benefit from a more in-depth understanding of their role, the external factors influencing

their decisions (e.g., federal and state accountability requirements), and a nuanced understanding of how to optimize district resources to maximize student outcomes. | Effective Boards =

Effective Schools There is an established link between effective boards and effective schools and districts, but it is unclear whether the link is causal or correlational (i.e., Are high performing districts able to recruit and sustain effective boards, or do effective boards lead to high performance?). [Editor’s note: The Lighthouse Research Report conducted by the Iowa Association of School Boards found that effective boards do lead to higher student achievement.] School boards work within parameters established by state and federal laws and are charged with establishing the conditions that will ideally position school districts to successfully educate all students. It is not the job of school boards to run schools; in fact, attempts to do so often result in a level of dysfunction that can be a significant contributor to district decline. A board’s most important role is to establish a district vision and mission, and thereafter select, supervise, and evaluate a chief executive officer who is charged with leading the district and ensuring that policies and budget decisions align with an effective vision and mission. In districts with low-performing schools, school boards can, and arguably should, play a central role in creating the right conditions to

initiate, support, and sustain bold improvement efforts. To assume this important role, boards need to move past focusing on the “killer B’s” to a more sophisticated leadership model in which they intentionally set priorities, develop strategic plans, align resources, and hold key actors accountable for actions required to sustain a laser-sharp focus on student outcomes. The challenge facing school districts striving to improve is figuring out how to leverage largely volunteer boards of lay citizens to develop coherent and innovative policies and practices in a climate that frequently reduces their role to that of budget hawks or single-issue politicians. | Conclusion Factors that impede a board’s posi-

tive contribution include, but are not limited to, politics, a contentious relationship between board members and superintendent, board member and chief executive officer turnover, lack of knowledge, single-agenda bias, and financial insecurities. Striving to improve the lowest performing schools remains a national priority. As policy leaders at the federal, state, and local level continue to devote increasingly scarce resources to improving schools and districts, local school boards must be part of the conversation if there is hope for dramatic and sustainable change. Rather than dismiss school boards from the conversations as antiquated holdovers from a different time and short of a massive overhaul of how school districts are governed, local school boards

are positioned to play a critical role in school improvement interventions, especially as the conversation evolves from change to sustainability. n Morando Rhim is president of LMR Consulting, an education policy, research, and evaluation consulting firm dedicated to leveraging research to inform practice in K–12 education. She is a school board member in the Norwich, Vermont and Hanover, New Hampshire school district; one of the nation’s few interstate school districts, as well as a board member of a charter high school. Content for this article is from Moving Beyond the Killer B’s, a whitepaper from the Academic Development Institute. To view the complete whitepaper, visit adi.org and select “Download ADI Publications.” This article was printed with permission from the Academic Development Institute.

r e c o m m e n d at i o n s The Academic Development Institute offers the following recommendations to school leaders as they work to drive meaningful and sustainable school reform efforts. While some of these recommendations carry a cost, the Academic Development Institute proposes that these investments would add value and potentially reduce other costs. n Establish local school board members as critical stakeholders positioned to shepherd coherent, effective, and sustainable implementation of federal interventions designed to improve public schools (e.g., ESEA Flexibility waivers, Race to the Top for states and districts, School Improvement Grants, and 21st Century Schools) as well as state and district initiatives. n Engage school boards and district leadership in development of shared and strategic goals with companion implementation plans to drive focused, bold change efforts and ensure that the budget process and priorities align with the strategic plan. n Engage neighboring school boards with a track record of success to share best practices developed in similar policy environments. n Establish a culture of board professionalism that includes paying stipends to board members who assume greater positions of responsibility and allocating financial support for individual and group training opportunities (e.g., attend state and national school board association meetings and participate in online training opportunities).

n Develop policies that facilitate board professionalism (e.g., structured strategic planning, board evaluations, and board member self-evaluations) and integrate them into the standard board calendar. n Establish mentoring relationships between new and experienced board members. These relationships can extend beyond school board members to include board members working in other nonprofits in the community (e.g., local college, hospital, or social support organization). n Enlist superintendents, building administrators, and sitting board members to promote board service and recruit potential board members with diverse knowledge and skills. n Sponsor public awareness campaigns to encourage more candidates to run for school board positions and for the public to more fully participate in board elections. n Expect and encourage board members to strategically question assumptions when it comes to district and school performance and student outcomes.

August 2013

BEYOND

recruitment Army recruiters are working in schools to improve student health, education and more

hen Staff Sargent Nicholas Otto and Sargent Stephen visit high schools, they bring with them a number of opportunities for students. During a visit at Union Grove High School, they set up stations in the school’s gym that included a STEM-based Meals Ready to Eat (MRE) presentation that demonstrates the engineering and science process behind high-pressure processed foods. Another station allowed students to sign up for the Army’s March 2 Success Program that provides students and teachers with a free online SAT/ACT prep program. And another station in the high school gym was set up for students to participate in the Army’s Pathways to Success Program, which promotes

health, fitness, and strength among high school students. Today’s Army recruiters are equipped to do more than enlist people into the Army. These highly trained soldiers serve as mentors, tutors, assistant coaches and teaching assistants. They enhance

active and educational event that promotes health, fitness, and strength among high school students and sets them on a path to success. The program is designed to produce an experience that motivates students to make healthy decisions and garner the strength to overcome hardships. Soldiers from the local Army recruiting office such as Staff Sargent Otto and Sargent Mullins set up interactive stations to challenge students physically and mentally with an emphasis on education. During the past two years, the Milwaukee Army Recruiting Battalion has hosted this event at Omro, Stevens Point, Fond du Lac, and Union Grove High Schools. “This event hits on cognitive, physical, and social learning aspects

Soldiers from the local Army recruiting office set up interactive stations to challenge students physically and mentally with an emphasis on education.

Wisconsin School News

classroom curriculum as guest speakers and provide campaigns covering social issues such as distracted driving, anti-bullying, obesity and suicide awareness. One aspect the Army has focused on is student health. The Army’s Pathway to Success Program mentioned above is a multi-faceted, inter-

| Pat Tungate

August 2013

that we try to do with students,” said Joe Sagen, a Fond du Lac physical education teacher. “It’s a good thing because it affirms what we are doing as teachers.” Presentations from drill sergeants, medical personnel, military working-dog handlers, and self-defense experts demonstrate the basics of

their profession allowing the students to get a hands-on glimpse into those specific career paths. “It was a great opportunity to connect students to real-world careers and at the same time remove the sigma that all anyone in the Army does is carry rifles,” said Tom Hermann, principal at Union

listen.DESIGN.deliver

Tony Sjolander, LEED AP tsjolander@dlrgroup.com 612/977-3500 - dlrgroup.com

Wisconsin School News

Grove High School. The March 2 Success station, mentioned at the beginning of the article, introduces students and teachers to a free online SAT/ ACT prep program. This web-based program provides materials designed to improve scores on state standardized test (for all states), SAT, ACT, and ASVAB. The program includes an opportunity for educators and parents to monitor the student’s progress. “Some students get an idea that if they don’t study, they can go into the Army, but the Army is interested in education,” said Jan Omermik, a teacher at Stevens Point High School. “This event is more informational; not recruitment. I’m thrilled to see how education is stressed.”

Aside from the Pathway to Success program, Army recruiters can provide career guidance through the use of the Armed Services Vocational Aptitude Battery (ASVAB). This program was originally designed as a military entrance vocational aptitude battery to measure acquired abilities and to predict an applicant’s future academic and occupational success. Today, the program incorporates a Career Exploration Program that provides tools designed to increase a student’s self-knowledge and understanding of how that information could be linked to civilian and military occupations. Recently Staff Sergeant Nicholas Dimicelli along with Sergeants Katie Tess and Stephen LaBadie from the Greenfield Army recruiting center conducted a Suicide Prevention and Awareness presentation at South Milwaukee High School for 1,200

students, staff and faculty. The presentation was well received by all grades; however, the freshman and sophomores were more intuitive in asking many questions during and after the presentation. “The opportunity was very rewarding and a number of students asked for one-on-one counseling afterward,” said Dimicelli. Additionally, Army Clubs have popped up in numerous high schools across the United States. The programs aim to connect students with mentors and role models, teach students the skills they need to tackle the challenges of life, and shape the development of America’s youth to be the leaders of tomorrow. These

clubs are student-led under the guidance of a faculty advisor and military liaison. Recruiters are part of the communities they serve. You can find them serving through coaching and mentoring youth programs in schools, churches, sports, scouting, and other youth groups. They can be found in schools at all levels from guest appearances in marketing classes, physical educational courses, and performing “Pathway to Success” programs. If you need a force multiplier, ask your Army recruiter. n Pat Tungate is an Education Support Specialist with the US Army.

Supporting Military Children

n an effort to provide awareness and support to children with a parent or guardian in the armed forces, the U.S. Army in collaboration with communities across the country runs a program called “Operation: Military Kids” (OMK). Regardless of whether families are experiencing deployment for the first time, the second time or another in a series of multiple deployments, OMK’s goal is to connect military children and youth with local resources in order to achieve a sense of community support and enhance their well-being. In 2011, more than 103,000 youth participated in experiences conducted by State OMK Teams in 49 states and the District of Columbia. More than 900 community members representing over 43 national, state and local organizations, worked together utilizing core OMK program elements to help school-age children and youth through the deployment of a loved one. Through OMK, military youth:  Meet other youth who are also experiencing deployment.  Participate in a range of recreational, social and educational programs.  Gain leadership, organizational, and technical skills by participating in the Speak Out for Military Kids program or Mobile Technology Lab programs.  Receive assistance with school issues by connecting with Army Child, Youth and School Services School Liaisons.  Attend single day, weekend or even longer residential camps. For more information, visit operationmilitarykids.org. The WASB proudly supports the efforts of Operation: Military Kids.

August 2013

W A S B I nsurance

Schooling Health Care Reform Wrightstown Community School District has big plans for the future

ike Wrightstown Community School District Superintendent Carla Buboltz, many civic leaders — as well as business owners and executives — are seeing their job descriptions evolve. Health care reform, along with escalating health insurance costs in general, are demanding more of their attention than ever before. A recent survey by the U.S. Chamber of Commerce says the effects of the Affordable Care Act (ACA) are now the top concern for organizations, edging out general uncertainty about the U.S. economy. While school district superintendents and other civic leaders don’t have to deal with the same problems as business owners, some find they often must run their organizations like a business. “For the first time, we’ve had to sit down with our staff and talk about managing our costs, about health insurance and work hours and related issues,” Buboltz says. “Those were some of the toughest meetings I’ve ever had.”

Today, superintendents must become knowledgeable — if not experts — about issues like health care and insurance. “Like Carla, they also must become resourceful,” says LuAnn Boyea, who is Wrightstown Community School District’s benefits consul-

Do you know about… Health Care Reform Compliance Audit and Decision Tool? This tool audits your current health plan against the law, analyzes the financial impact of the “play or pay” scenario, reviews the affordability calculation and assesses the Cadillac tax. The data assists your benefits consultant in demonstrating the estimated costs that will impact your bottom line and model how changes to your plan can affect those costs. The tool provides documentation and proof of your health care reform strategy helping keep your executive committee informed. To learn more about this tool, contact Associated Financial Group at 800-258-3190 or info@AssociatedFinancialGroup.com.

tant from Associated Financial Group. “Civic leaders need to be good at finding and using the right business resources that are available. Because health care reform is new and everevolving, it can be a skill in itself just to find the right expertise in this area. There’s a lot of misinformation out there. And there’s no one-size-fits-all strategic plan.”

Strategic Planning To form the basis of its strategic plan, Boyea provided Wrightstown with a Health Care Reform Impact Study. “This helped identify what the district must do to comply with ACA’s requirements and what cost impacts compliance will have,” says Boyea. “Then we needed to come up with a strategic plan that brings costs down to a manageable level while still providing a competitive employee benefits package.” For Wrightstown, the ACA’s “play or pay” provision that takes effect in 2015 has significant cost impacts. The provision requires

Today, superintendents must become knowledgeable — if not experts — about issues like health care and insurance.

Wisconsin School News

organizations that employ at least 50 full-time workers to offer affordable health insurance to employees. A key detail of the provision is that full“If our short-term steps don’t line up time workers are defined as those with our long-term plans, we won’t working a minimum of 30 hours per be able to make strategic changes in week. Employers that do not offer 2018.” coverage will face a $2,000 penalty Buboltz discussed these issues per employee per year. with her staff and worked out a “We currently have staff members plan. These discussions, according to who work over the 30 hours and are Buboltz, were some very challenging not offered insurance,” says Buboltz. conversations. “And they’re okay with that. That’s the position they took. Now with Communication and Education the ACA we, by law, will need to “We’ve had to reduce all of our offer them insurance. The cost paraprofessional roles down to impact of that is $350,000, a huge below 30 hours,” Buboltz says. increase. And that’s not going to “That’s where communication and happen. We don’t have those kinds education come in to explain why, to of dollars. If we incur $350,000 lay out the different options, and to more in health plan costs, that’s less show what we need to do.” dollars we have for teachers in classrooms and student achievement — our top priorities. And the penalty for not complying – for not offering insurance to these newly qualified employees — is only a little less, someMy Benefits thing like $225,000.” Communication (MBC)? Several other strategic This cutting-edge communication system is planning items were complimentary for Associated Financial included in the Health Care Group clients. You can supplement your Reform Impact Study as benefit communication efforts with customwell, like the “affordability” ized, online presentations. MBC has revoluissue and the so-called tionized the way employers deliver their Cadillac tax. messages to employees. To learn more “Even though some manabout MBC, contact us at 800-258-3190 or dates, such as the Cadillac tax, won’t take effect until info@AssociatedFinancialGroup.com 2018, we need to complete our comprehensive strategic plan now,” Buboltz says.

Do you know about…

Employers should use all available forms of communication — in person, electronic, paper, and audio/ video — to effectively get the message across. Buboltz believes difficult messages should always come from top leadership. “I’ve taken a very active role in these discussions because the message needs to come from me,” she says. Buboltz says she values her district’s open and supportive culture now more than ever; a positive culture is just as important as a strategic plan for persevering through difficult times. She is determined to maintain these positive values by demonstrating them herself. “We need to face these challenges and changes by working together to benefit the staff, students, families, and taxpayers of the Wrightstown Community School District.” “Most of the meetings and communications with staff involve myself partnered with an Associated Financial Group representative, who sometimes speaks before me and sometimes after,” she says. “We’ve done many person-to-person meetings, some small groups and some large groups. And we often follow up with written communications.”

August 2013

W A S B I nsurance

Health Care Consumerism Buboltz says health care consumerism is the key to everything. There’s no strategic plan that will work unless employees are “consumers” rather than “recipients” of their health care. The district’s strategy and health plan design depends on employees being engaged in their health care. Currently, Wrightstown Community School District offers employees five different health plan options. “They are based on the providers our staff is looking for,” says Buboltz. Not surprisingly, two of them are consumer-driven options — one uses a health reimbursement account (HRA) and another uses a health savings account (HSA). Eventually, the traditional options will probably be dropped, but Buboltz says it’s best to introduce change gradually when possible. How is health care consumerism essential? “Our district and our

(continued)

school board came up with a sort of innovative approach that encourages consumerism,” Buboltz says. “We negotiated a cap on spending for each employee enrolled in our health plan.” If an employee chooses a health plan that exceeds the cap, the employee will have to pay the difference out-ofpocket. Therefore, all employees have an incentive to choose an economical health plan and make wise health care choices. “It creates a sense of urgency when they know their pocketbook will be impacted,” Buboltz says. Leading by example, Buboltz has become a meticulous health care consumer herself. “I chose the lowest-cost plan with the narrowest network because almost all of our doctors

Do you know about… Health Plan Selector? This tool, which is complimentary for Associated Financial Group clients, helps employees choose the right health plan by estimating their annual healthcare costs. When employees are faced with a choice of plans, they often feel overwhelmed. They choose the plan with which they are most familiar, or they fail to realize that a Consumer-Driven Health Plan (CDHP) would be their best option. Health Plan Selector provides an easy way to estimate the financial impact of all the plans available to employees, including a CDHP. To learn more about Health Plan Selector, contact us at 800-258-3190 or info@AssociatedFinancialGroup.com.

were in that plan,” she said. “Except for my son — he sees a doctor who is not in that network. Moving to a plan that covered him would have cost me about 8 percent more. And I thought, ‘You know what? I can use my health reimbursement account to help pay for that one doctor — to pay-out-of-pocket. I will still be paying much less for insurance even if I pay out-of-pocket for that doctor compared to what it would cost moving to a plan that covered him.’ I became a consumer of my insurance instead of just a recipient of it.” With the right communication and support, Buboltz is optimistic about her district leading the way through health care reform as health care consumers. n For more information, contact Associated Financial Group at 800-258-3190 or info@ AssociatedFinancialGroup.com.

Wisconsin School News

A ssociation N ews

Q&A

Service Associate Q&A Featuring Springsted’s Jerry Dudzik

Editor’s note: Each issue, we will pose questions to a WASB Service Associate to share the good work that these businesses are doing with Wisconsin public schools.

Q. A.

What services does Springsted provide to school districts?

Springsted offers a full range of financial services to Wisconsin school districts including all facets of debt issuance from sale of bonds through continuing disclosure and arbitrage calculations. We also offer a broad array of services complementing the typical scope of financial advisory services. These services include annual cash flow borrowing, job description and comparable worth analysis, scientific random sample studies, referendum planning/analysis, organizational management and HR studies, and capital improvement planning. Our ultimate goal is to provide financial and organizational strategies that align with client priorities.

Q. What school districts has Springsted worked with?

A. We’ve served Wisconsin school districts for over 53 years. Districts Springsted has recently provided one or more services to include: Oshkosh, Elmbrook, Beloit, Campbellsport, Hamilton, Prescott, Howards Grove, Ladysmith, Maple, Barron, DeForest, and Marathon. Our clients have diverse service needs. One recent example being bonds issued under Wisconsin’s revenue limit exemption for energy conservation.

Q. Could you give a recent example of how Springsted has helped a school district?

A. A Wisconsin school district recently hired Springsted, an independent financial advisor, after years of working with a firm that did both underwriting (buying and selling of bonds) and financial advising. As an independent financial advisor, Springsted has no relationship with any underwriting firm. During the bond sale process, the issuer is assured that Springsted works for only one side of the transaction — the school district. Springsted’s independence also affords a school district the ability to maximize the bidding pool when we take your bonds to market — saving your taxpayers interest costs. The district’s change to Springsted was originally prompted by the highly publicized report in which some Wisconsin school districts were steered, by a non-independent financial advisor, into highly risky debt obligations. Like any crisis, a new level of protection was implemented by regulators related to this and similar issues. Since Springsted is an independent advisor and does not purchase our clients’ bonds, the school district was 100 percent in compliance under the new federal regulations. Springsted’s

Jerry Dudzik is a vice president at Springsted, Inc.

independence also benefitted this client in the following ways: objective advice with no conflict of interest as a bond buyer; free flow of information from all industry sources; and a maximized, open-market bidding pool to assure their taxpayers the lowest interest costs possible. Unlike many states that have used independent financial advisors for decades, Wisconsin school districts have not. Springsted’s independence as a financial advisor and breadth of our Management and Consulting Services puts us in a great position to help Wisconsin school districts meet their organizational, teaching and learning missions. n The WASB Service Associates Program includes more than 20 businesses and organizations that have been recognized by the WASB Board of Directors as reputable businesses and partners of public education in Wisconsin. For more information, visit wasb.org and select “Service Associates.”

We’re in a great position to help Wisconsin school districts meet their organizational, teaching and learning missions.

August 2013

A ssociation N ews

Upcoming Events WASB Fall Regional Meetings

ach year, the WASB Fall Regional Meetings bring together school leaders in their respective WASB regions to recognize accomplishments, listen to a feature presentation, and hear about WASB’s activities and plans. This year, the feature presentation will include a series of short, informative presentations that highlight key issues confronting school districts and innovative programs developed by local school districts. Topics may include instruction and curriculum, legal and human resources, advocacy, board governance, budgeting, and more. This is your opportunity to quickly learn about the latest reforms

and innovations happening at the state and local levels. Local district presentations will vary by region. As part of the feature presentation, the WASB will provide a legislative update on the latest developments from the state Capitol. The WASB Insurance Plan endorsed agencies will discuss using wellness programs to reduce teacher absenteeism and increase student achievement. WASB legal staff will cover what does and doesn’t work with different employee compensation systems, and gauging employee opinions through the use of employee opinion surveys, exit interviews and complaint procedures. In addition to the feature presen-

Region 1

| Sept. 17 – Rice Lake

Region 1

| Sept. 18 – Washburn

Region 2

| Sept. 19 – Minocqua*

Region 3

| Oct. 1 – Green Bay

Region 4

| Oct. 16 - Eau Claire

Region 5

| Oct 30 – Rothschild*

Region 6

| Oct. 8 – Tomah

Region 7

| Oct. 2 – Neenah*

Region 8

| Oct. 24 – Kiel

Region 12

| Sept. 24 – Stoughton

Region 9

| Oct. 15 – Fennimore

Region 13

| Oct. 23 – Elkhorn

Region 10

Region 11

| Oct. 22 – Pewaukee*

tation, the Regional Meetings take time to recognize school board members who have reached a new level in the WASB Board Development Program. School board members earn points by attending WASB and National School Boards Association (NSBA) programs and activities. WASB Executive Director John Ashley will wrap up the meeting with the Executive Director’s Report, which will inform members about the activities and future director of the WASB. For more information, visit wasb.org. n

Region 14

| TBD – Milwaukee

Region 15

| Oct. 22 – Pewaukee*

(combined with Region 15)

(combined with Region 11)

| Oct. 9 – Baraboo * Denotes region with elections for WASB Board of Directors.

Wisconsin School News

Workshop: Legality of Running a School Board In conjunction with the WASB Fall Regional Meetings, the WASB will be holding a workshop in select regions on the Legality of Running a School Board. This two-hour workshop will provide an overview of key areas of Wisconsin law, including open meetings, public records, conflicts of interest, liability and risk management, and a board’s power and duties. This event will take place from 4- 6 pm before the Regional Meetings in Regions 2, 5, 6, 7, 10, and 11/15.

Save the Date The WASB/WSAA Employment and School Law Seminar will take place in Wausau and in Madison.  Oct. 10–11 Westwood Conference Center – Wausau  Oct. 31–Nov. 1 Alliant Energy Center – Madison

More details will be released soon. Check wasb.org for updates.

Is your insurance provider a phone number or a partner?

Personal service. That’s the strength of our Community.

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– School Board Legal Liability – Public Officials Errors and Omissions

Unlike other insurance companies that provide coverages based solely on price and are not heard from again until renewal time, we work directly with our clients in partnership to control their insurance costs through a unique risk management and aggressive claims philosophy. And because we are local government, we always keep the end goal of saving taxpayer dollars in mind. Take control of your insurance needs with Community Insurance Corporation. It just makes sense.

To learn more, please contact Karen Flynn or John Dirkse, Aegis Corporation, 1.800.236.6885 or karen@aegis-wi.com/john@aegis-wi.com

August 2013

Le g is l ative up d ate

Accountability: the Missing Piece of Voucher Expansion

he voucher expansion deal voted on in the dark of night by the Joint Finance Committee and later approved by both legislative chambers and signed into law by the governor sidestepped a critical element — accountability. Legislators have promised to establish a comprehensive accountability model to include public, charter, and voucher schools. Public school advocates would be wise to keep legislators’ feet to the fire on this promise of long overdue taxpayer accountability for voucher schools. Senate leaders indicate they plan to move voucher accountability legislation during the fall session while Assembly leaders have been mum. (Two years ago, when another midnight budget deal inadvertently threatened to expand vouchers to Green Bay, legislative leaders and the governor promised corrective legislation in the fall of 2011. The corrective bill passed the Senate that fall, but languished in the Assembly until the waning days of session in the spring of 2012 before lastminute passage and signature by the governor.) Governor Scott Walker is pushing to bring private voucher schools under a state report card system. He recently told the Wisconsin State Journal, “If the students are performing at or better than they were in the schools they

came from, then that would be a compelling case to offer more choices like that to more families across the state. If the majority (of students) are not performing better, you could make a pretty compelling argument not to.” In his budget veto letter to Walker, WASB Executive Director John Ashley wrote, “(W)e encourage you to take a more active role in ensuring that all schools that receive public funding are subject to an appropriate and rigorous accountability system. The WASB participated constructively and collaboratively in a task force you convened in 2011 to develop the current accountability system for public schools.”

Time for Accountability Voucher school accountability has been problematic for years. In a July 2011 opinion piece in the Milwaukee Journal Sentinel when the Accountability Task Force was convened, Walker, Ashley, and Jim Bender, president of School Choice Wisconsin, along with other signatories to the piece, stated, “We believe that every school enrolling publicly funded students — traditional public schools, charter schools, or private schools in choice programs — should be part of this new accountability system.” It is time to make good on that pledge.

The chairs of the legislature’s education committees seem confident a measure will pass this session. “We’re definitely headed in the right direction,” said Steve Kestell (R-Elkhart Lake), Assembly Education committee chair and former school board member. “The final product will have issues that don’t make either side (voucher proponents and the Department of Public Instruction) happy. That’s inevitable if we’re going to have a good product. It won’t be easy to accomplish, but it will be well worth it.” Luther Olsen (R-Ripon), Senate Education Committee chair and also a former school board member, said accountability is instrumental to the credibility of the voucher program going forward. “The voucher people want a bill like this because they’re only as good as their weakest school,” Olsen said. “For years, the only people held accountable for their actions were the kids. Now, the teachers, administrators, schools and districts will be looked at closer. We live in an accountability world.” Olsen said the state’s attempts to receive a waiver from the federal government on the No Child Left Behind Act’s accountability measure (the Adequate Yearly Progress requirements) waylaid any efforts to advance a comprehensive accountability bill last session.

Accountability is instrumental to the credibility of the voucher program going forward.

Wisconsin School News

While public school advocates support a compatible, “apples-toapples” assessment of public and voucher school students, Olsen offered such comparisons might not be possible. “We can’t just say, ‘You’re not doing well, you’re going away,’” Olsen said. “You have to look at the school’s mission,” suggesting a school working mostly with credit-deficient students would have to be evaluated differently than a traditional school. “We haven’t really looked at (student) growth. When you take kids that are way behind — well, (the teachers) aren’t miracle workers,” Olsen said. “It’s sort of like public schools; would you hold a special needs student to the same standard as regular ed? No.” Olsen believes if choice schools are not being successful, they could

still operate, but shouldn’t receive tax dollars. Kestell had a somewhat different take. “You want the (accountability) system to be fair and credible,” he said. “The trick is to get an ‘applesto-apples’ picture so it makes sense. Once we get everyone taking the same test, you can collect the data to match with different schools. It’s got to be compatible. The current voucher schools want to be compared ‘apples-to-apples’. That’s the goal.” Olsen said uncertainty about the Student Information System, a linchpin to making the accountability system open and transparent, is concerning. The resolution of the competing bids of the Wisconsin company Skyward and Minnesota’s Infinite Campus to manage the SIS remains in limbo (see sidebar). Kestell said, “The whole focus is to

Legislative Update at Educator Effectiveness Conferences If you’re interested in learning more about the 2013-14 state budget, make sure to attend one of the Educator Effectiveness Conferences. The conferences, taking place Aug. 6 in Madison, Aug. 8 in Green Bay and Aug. 14 in Turtle Lake will feature an update on the state budget and other legislative issues related to education. For more information, visit wasb.org.

give taxpayers and parents a fair and accurate accounting of their schools — both public and private.” n

Accountability Hurdles What hurdles block bringing voucher schools into an accountability framework similar to what exists for Wisconsin’s public schools? Three main issues overshadow discussions about voucher school accountability: • What student performance data should be gathered and reported from voucher schools? • How is this student performance data to be collected? • What consequences, if any, should consistently low-performing voucher schools face? The first question is should data from all students in a voucher school be reported or just data from voucher students? Private schools are generally free from regulation by the state Department of Public Instruction (DPI). Not surprisingly, private schools accepting voucher students argue they remain fundamentally private in nature and their students who do not accept vouchers cannot be required to take state assessments. Without assessment data for these students, can meaningful comparisons be drawn with either public schools or other private voucher schools? For those private school students that do accept vouchers, the ease and ability of

parents to “opt-out” voucher students from such testing, leaves a potential for huge gaps in the data that are collected. With respect to data collection, the 112 voucher schools currently operating in Milwaukee are essentially independent — each with different record-keeping systems. In short, voucher schools lack a system for transferring student information, including achievement data, to the state. While voucher schools likely will eventually be part of the statewide student information system (SSIS), action by the Legislature has slowed that process. The Legislature’s action bars the state superintendent from establishing a student information system, unless the DPI’s proposal for a multivendor SSIS is approved by the Joint Finance Committee (JFC). If the DPI’s proposal is approved by the JFC, the state superintendent must ensure that within five years, every private school participating in a voucher program uses either the SSIS or a system that is compatible with the SSIS. The final issue is whether the state superintendent should be empowered to withhold state payments to compel better performance by chronically underperforming voucher schools or even shut down such schools. Shutting down poor performers is a basic principle of the charter school movement, but is strongly resisted by many voucher supporters. N

August 2013

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B oa r d m a n & C l a r k LL P

Balancing the Need to Educate and Protect The use of school resource officers in wisconsin public schools

chool Resource Officers (SRO) are an increasing presence in Wisconsin schools, due in part to the need for enhanced school safety and crime prevention. SROs are law-enforcement officers selected, trained, and assigned to serve in the school environment. The advent of the SRO presents the need to balance a school board’s mission of providing education with law enforcement’s mission of preventing crime. Despite these competing goals, the two parties must forge a union characterized by cooperation and mutual respect. While school safety remains at the forefront, education and law enforcement do not always easily unite resulting in a multitude of questions by districts about SROs, including questions regarding terms of employment and involvement in investigations. The purpose of this Legal Comment is to define an SRO, outline the parameters of employment with a school district, identify relevant issues that arise with the use of SROs, and provide guidance to school officials in blending the school environment with a law enforcement presence.

| The Employment

Relationship An SRO, while assigned to a school district, remains a “law enforcement officer,” as that term is defined under

Wisconsin Statutes.1 This means that the SRO is employed by a state or political subdivision of the state that contracts with the school district to allow the SRO to work in the district. The contract between the political subdivision and the school district should clearly define the relationship between the district and the SRO, as well as define the SRO’s duties. To protect the school district from potential liability for the acts of the SRO, the contract should ensure that the political subdivision retains control over the employment of the SRO. The contract should include terms that provide the political subdivision with control over the hiring, supervision, salary, hours of work, and termination of the SRO. At the same time, however, the school district should retain some rights within the contract, including rights related to the continued presence of the SRO in the district, such as the power to reject the selection of any officer chosen for placement in the district and the ability to request immediate removal or reassignment of the SRO from the district. In addition to delineating the strictures of employment, the contract should set forth the duties of the SRO. For example, the contract might include some or all of the following duties: assisting school officials in developing a safety plan; presenting educational programs on

drug awareness, bullying, and internet safety; taking law enforcement action when necessary; monitoring gang activity; removing a student from school; and investigating allegations of student misconduct, criminal activity, and sexual or physical abuse. | Involving the SRO in

School Investigations At times, school officials investigating alleged student misconduct may want to involve the SRO in the investigation. The involvement of an SRO in an investigation may cause disruption to a pupil’s school day. Therefore, school officials should determine whether school discipline policies such as suspension or expulsion would provide an adequate remedy or whether law enforcement involvement is necessary for possible criminal activity. For example, misconduct that does not raise criminal issues (such as alleged violations of academic rules or disrespectful conduct toward staff) might better be left to the enforcement of the student disciplinary code, while allegations of drug use or violence may warrant an SRO’s involvement. If an SRO is brought into the investigation, school officials must be mindful that the presence of the SRO may result in heightened constitutional protections afforded students.

The advent of the SRO presents the need to balance a school board’s mission of providing education with law enforcement’s mission of preventing crime.

Wisconsin School News

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Interrogation. When an SRO is involved in questioning students at school, two common issues arise: parental notification and Miranda warnings. Generally, there is no legal requirement for school officials to contact parents before the school official or an SRO questions a student, regardless of whether the investigation involves a violation of school policy or criminal conduct.2 School boards, however, may adopt policies regarding police interviews of students at school to minimize disruption in the school and in the student’s school day. Absent a policy, school officials may retain discretion in determining whether to notify parents before questioning occurs.3 For example, a school official may allow an SRO to question an older student without parental notice, but may require a parent’s presence if a younger student is involved. In questioning students, school officials must be aware of the constitutional rights afforded students under Miranda v. Arizona.4 Miranda warnings are required anytime an individual is (1) questioned by law enforcement and (2) is in custody. School officials are not obligated to give Miranda warnings to students unless they are interviewing students at the direction of a law enforcement officer. Students are entitled to invoke the protections of the Fifth Amendment; however, silence may be used to draw adverse inferences against the student in certain situations.5 When an SRO questions a student, it is more likely that Miranda warnings are needed. For example, the Kentucky Supreme Court in N.C. v. Commonwealth of Kentucky,6 recently held that a student’s confession to an assistant principal and an SRO could not be used against him in criminal proceedings because he was in custody and was not given Miranda warnings prior to his confession. Suspecting the student had distributed drugs, the assistant principal and the SRO removed the student from class, escorted him into the principal’s office, and closed the door. The

Wisconsin School News

SRO was wearing either his uniform or a shirt that said, “Sheriff’s Office,” and was armed with a gun. The student confessed, and it was only after he made this confession that the SRO told him he would face criminal charges. The court held that these facts were enough to invoke Miranda warnings and excluded the student’s confession. In light of Miranda, school boards should carefully craft their policies, administrative rules, and practices governing interrogation. Boards should consider whether an SRO is needed in the interrogation process and the extent of an SRO’s involvement. Further, school officials should be alert to a student’s perceptions regarding custody and the possibility of criminal charges since both factors may drive the need for Miranda warnings. In some circumstances, if the SRO reminds a student at the beginning of the interview that he or she is not in custody and is free to terminate the questioning at any time to return to his or her classroom, it may be enough to make the interrogation non-custodial. If the interrogation is custodial, SROs must electronically record an interrogation when it is feasible.7 Search and Seizures. The duty to investigate allegations of student misconduct often includes the need to search property at school or at school-sponsored activities. In certain circumstances, school officials have the right to conduct warrantless searches (T.L.O. search), as long as the search is reasonable at its inception (reasonable grounds for suspecting that the search will turn up evidence that the student is violating the law or rules of the school), and the search actually conducted is reasonably related in scope to the circumstances justifying the interference in the first instance.8 In addition, statutory law provides authority for locker searches if the school board has adopted a written policy specifying that the school board retains ownership and possessory control of all pupil lockers and has distributed the policy to pupils

in the district.9 Likewise, school officials may search a vehicle parked on school property if the search meets the T.L.O. reasonableness standard or the student has given consent.10 School officials should not search a vehicle parked off school grounds without a student’s consent. Finally, school officials may require a student to submit to a breath test if there is reasonable suspicion that the student is under the influence of alcohol, the screening device is approved by the Department of Transportation, and the school board has a policy regarding discipline or treatments for alcohol use.11 An SRO’s authority to conduct warrantless searches generally follows the school district official’s authority. For example, an SRO may conduct a T.L.O. search if the SRO is acting in conjunction with and at the direction of school officials and in furtherance of the school board’s objective to maintain a safe and proper educational environment.12 The Wisconsin Attorney General advises, however, that an SRO’s authority to conduct a T.L.O. search should be exercised carefully and reserved for investigations of dangerous criminal activity versus violations of school board policies.13 Statutory law also gives an SRO, designated as an agent of the school board, the same authority as the school district officials to conduct warrantless locker searches and administer breath tests. Surveillance. School district officials and SROs are relying increasingly on surveillance cameras to assist them in their school safety efforts. As a general rule, school district officials and SROs may utilize video surveillance in any area where a student does not have a reasonable expectation of privacy. These areas may include hallways, classrooms, the cafeteria, the library, the gym, and the parking lot. Because school officials and SROs have the right to be physically present and to monitor those areas, they may rely on video surveillance to do the same. However, students do not forfeit all rights to privacy. School officials

must be cautious of camera placement. Surveillance in areas like bathrooms and locker rooms where students or others could be observed in a partially nude state should be prohibited as this may be considered a criminal invasion of privacy or a violation of a student’s Fourth Amendment rights.14 If school district officials decide to use surveillance, the officials should notify staff, parents, and students of the presence of surveillance cameras. In addition, school officials should be prepared to deal with requests for footage. Access to Records. One of the most confusing areas of school law relates to the confidentiality of pupil records. A maze of laws relating to confidentiality and disclosure govern the exchange of information between school officials, pupils, parents, and law enforcement agencies. At the basic level, Wisconsin law provides that all pupil records maintained by a public school shall be confidential except as provided in the pupil records law, and school boards must adopt regulations to maintain the confidentiality of such records.15 “Pupil records” are all records relating to individual pupils maintained by a school except notes or records maintained for personal use (and not available to others) by teachers or other DPI-licensed individuals, records necessary for and available only to persons involved in the psychological treatment of students, and law enforcement unit records. Federal law, particularly the Family Educational Rights and Privacy Act (FERPA), also places limitations on disclosure of education records. Despite the limitations on disclosure of such records, there are certain exceptions under state and federal law that permit disclosure of such records to SROs. Because the exceptions under state and federal law are similar, but not always consistent, school officials must be cautious to make sure that disclosure is permitted under both state and federal law. For example, Wisconsin records law

provides that an SRO individually designated by the school board and assigned to the school district and other school district officials who have been determined by the school board to have legitimate educational interests shall have access to pupil records. Likewise, federal law allows disclosure of education records to SROs as school officials if the school board determines the SRO has a “legitimate educational interest.”16 If access is permitted under one law, but not the other, school officials should attempt to work cooperatively with the SRO and district legal counsel to resolve the conflict, so as not to violate either law. In addition to general access provided by statute to SROs, both state and federal law contain some exceptions to confidentiality for the exchange of records between schools and law enforcement. For example, under certain conditions, school officials may provide records or information about a pupil in connection with an emergency if necessary to protect the health or safety of any individual. Further, school officials must provide pertinent pupil records to an investigating law enforcement agency if the records concern the juvenile justice system and the system’s ability to effectively serve the pupil, relate to an ongoing investigation or pending delinquency petition, and will not be disclosed to another person except as authorized by law. | Conclusion With increased incidents of school shootings, drug use, and gang activity in schools, SROs will be a continued presence in the educational setting. Because of their multi-faceted role as law enforcement officer, counselor, and liaison between the school district and the community, SROs need training beyond that provided in the police academy. It is important for school district officials and boards to understand the legal authority of the SROs and

other law enforcement officers who may be present in the schools and to adopt comprehensive policies and practices regarding investigations of student misconduct including interrogations, searches and seizures, surveillance, and pupil records. While the law establishes the limits of action, school officials and SROs must exercise judgment and discretion to ensure secure environments where students can feel safe and can devote their attention to learning. n | Endnotes 1. Wis. Stat. s. 165.85(2)(c). 2. J.B. Van Hollen, Safe Schools, Legal Resource Manual, June 2013, at 28. This manual provides a significant source of information for this Legal Comment. 3. 81 Wis. Op. Att’y Gen. 126, 132-33 (1994). 4. 384 U.S. 436 (1966). 5. Butler v. Oak Creek-Franklin Sch. Dist., 172 F. Supp. 2d 1102 (E.D. Wis. 2001). 6. 396 S.W.3d 852 (Ky. 2013). 7. State v. Jerrell C.J., 2005 WI 105, 283 Wis.2d 145, 699 N.W.2d 110. 8. New Jersey v. T.L.O., 469 U.S. 325 (1985). 9. Wis. Stat. s. 118.325. 10. State v. Schloegel, 2009 WI App 85, ¶ 29, 319 Wis. 2d 741, 769. N.W.2d 130. 11. Wis. Stat. s. 118.45. 12. State v. Angelia D.B., 211 Wis. 2d 140, 160, 564 N.W.2d 682 (1997). 13. Safe Schools, Legal Resource Manual, at 32. 14. Wis. Stats. s. 942.08. 15. Wis. Stat. s. 118.125. 16. 34 C.F.R. s. 99.31; 34 C.F.R. s. 99.36; 34 C.F.R. s. 99.8. This Legal Comment was written by Michael J. Julka and M. Tess O’Brien-Heinzen of Boardman & Clark llp, WASB Legal Counsel. For additional information on related topics, see Wisconsin School News, “Searching Student Vehicles at School” (October 2010); “Restricting Police Interviews of Students in School” (June 1994), and WASB Legal Notes, “Working with Law Enforcement in Matters Involving Student Misconduct” (Spring 2006).

Legal Comment is designed to provide authoritative general information, with commentary, as a service to WASB members. It should not be relied upon as legal advice. If required, legal advice regarding this topic should be obtained from district legal counsel.

August 2013

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a u g u st Start of School. No school may hold classes before Sept. 1, except the Department of Public Instruction may allow a district to start classes prior to Sept. 1 for “extraordinary reasons.” Athletic events, practices and in-service days may be held before Sept. 1. [s. 118.045]

1 Parent Transportation Contract. A school district intending to offer a mandatory parent transportation contract for a private school student must notify the student’s parent or guardian at least 30 days before the commencement of the school term [s. 121.55(3) and PI 7].

6, 8, 14 WASB Educator Effectiveness Conferences. Aug. 6 – Madison, Aug. 8 – Green Bay, and Aug. 14 – Turtle Lake. For more information, visit wasb.org.

september

clerk shall file in the manner required by state law a tuition claim for each nonresident pupil or adult for whom services were provided during the preceding school year [s.121.77(2)].

15 Deadline for WASB Resolution Proposals. School boards in member districts have until Sept. 15 to submit resolutions to the WASB Policy and Resolutions Committee for consideration by the Delegate Assembly, which meets Jan. 22, 2014. Visit wasb.org to obtain a proposal form. Financial Audit Statement. Annually by Sept. 15, the school district clerk shall file a financial audit statement with the state superintendent [s. 120.14(1)].

16 Mildred Fish Harnack Day. Special observance day [s. 118.02 (8)].

1 Nonresident Tuition Claims. Annually, on or before Sept. 1, the school district

U.S. Constitution Day. Special observance day. [s. 118.02(9)].

18 Wisconsin Day. Occurs on the Wednesday of Wonderful Wisconsin Week (Sept. 15-21) [s. 118.02(9g)].

Membership Count Date. The average of the number of pupils enrolled on the third Friday of September and the second Friday of January of the previous school year is used in computing revenue limits and state aid for the next school year [ss. 121.05(1)(a) and 121.07]. POW-MIA Recognition Day. Occurs on the third Friday in September.

25 Bullying Awareness Day. Occurs on the Wednesday of the fourth week in September [s 118.02(9t)].

28 Frances Willard Day. Special observance day [s. 118.02(10)]. If a special observance day falls on a Saturday or Sunday, the day shall be observed on the school day immediately preceding or following the respective day.

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Wisconsin School News

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