Wisconsin School News - August 2017 by WASB

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| |Volume December August 2017 2016 Volume7271Number Number1 5 T H E O F F I C I A L P U B L I C AT I O N O F T H E W I S C O N S I N A S S O C I AT I O N O F S C H O O L B O A R D S, I N C.

John H. Ashley Executive Editor

Sheri Krause Director of Communications

Shelby Anderson Editor n REGIONAL OFFICES 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 n ADVERTISING n 608-556-9009 • tmccarthy@wasb.org n WASB OFFICERS n

HIGH SCHOOL STUDENTS GET ON-THE-JOB EXPERIENCE WITH THE BURLINGTON RESCUE SQUAD, page 4

John H. Ashley Executive Director

Capt. Terry McCloskey, Stu Olson USN Retired Three Region12 Shell Lakes, Lake, Region President

Capt. Terry MaryMcCloskey, Jo Rozmenoski USN Retired Black Three River Lakes, Falls, Region Region 26 1st Vice President

On Call Shelby Anderson

A special partnership in Burlington is giving high school seniors an opportunity to practice emergency medicine in the field

Barbara Pellegrini, Margaret (Peg) Olsen, Frances (Fran) Bicknell, Elaine Keller, Donna Mutschler, and Suzanne Kendrick

Preparing Students for Life

How Wisconsin Mandated Special Education for All Children with Disabilities

MaryBrett Jo Rozmenoski Hyde Muskego-Norway, Black River Falls,Region Region11 6 2nd Vice President

Wanda Stu Olson Owens Barneveld, Shell Lake, Region Region 91 Immediate Past President n WASB BOARD OF DIRECTORS n Mike Blecha Sue Todey Green Bay, Region Sevastopol, Region 33

BrettZellmer Hyde Andy Muskego-Norway, Region Montello, Region 10 11

Bill Yingst, Sr. Durand, Region 4

Nancy Thompson Waterloo, Region 12

RickPloeckelman Eloranta Cheryl Owen-Withee, Region Colby, Region 5 5

Rosanne Hahn Burlington, Region 13

Elizabeth Hayes Barbara Herzog Fond du Lac,Region Region7 7 Oshkosh,

Terrence Falk Milwaukee, Region 14

Steve Klessig Andrew Maertz Brillion, Region Reedsville, Region8 8

Ron Frea Pewaukee, Region 15

Andy Zellmer Wanda Owens Montello, Barneveld,Region Region10 9

The Mothers of Chapter 115

Daniel Parker College and career ready IEPs: improving outcomes for students 3 though 21

The Time for School Public Relations is Now! Sarah Heck

D E P A R T M E N T S

C O L U M N S

2 News Briefs 3 Viewpoint — New WASB Website 22 Capitol Watch — 2017-19 State Budget Update 24 Association News — Summer Leadership Institute Recap, Upcoming Webinars, Fall Regional Meetings & Workshops

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 © 2017 2016 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.

27 WASB Insurance — Tips for protecting your school district against ransomware

28 Legal Comment — The Duty to Provide Reasonable Accommodations to Employees 32 Service Associate Q&A — Matt Breunig, Findorff

NEWS BRIEFS

Green Bay Homeless Student Program Highlighted

he Green Bay Area Public School District was featured in the June 2017 issue of American School Board Journal for its work in supporting homeless students. The article, written by Del Stover, noted that Green Bay offers counseling, referrals to social services, and other supports for homeless students. The district also provides transportation to homeless students, who are often moving around the city, to ensure they stay in their original schools. “The number of homeless students

is big, and we know that every time a student moves, he or she falls back academically four to six months,” said Vicki Bayer, the district’s director of special education. “So we’re going to jump on strategies that will help these students.” Green Bay also offers a credit recovery program that focuses on academics as well as socioemotional needs. “We ask, ‘How can we provide and fill in those gaps and supports that these young folks need?’” said Superintendent Michelle Langenfeld. N

STAT OF THE MONTH

37% Percent of people who selected K-12 funding as their top priority for the state budget (K-12 education was identified as the top priority). In comparison, 25 percent said health was their top priority and 23 percent said roads. Source: Marquette Law School Poll

Deklotz Named to “Leaders to Learn From” List

atricia Deklotz, superintendent of the Kettle Moraine School District, was selected by Education Week in its annual “Leaders to Learn From” report. Deklotz was one of 14 district leaders selected from 750 nominees nationwide. The award recognizes school district leaders who are working to enact change in education. Deklotz was nominated for the honor by We Think Big, a not-for-profit in Madison that supports innovation in education. Deklotz was recognized for helping to lead the district’s personalized learning program where “teachers choose or create their own microcredentials to advance their careers, [and] students have multiple options

Wisconsin School News

about what and how they will learn within state standards.” The district has been recognized for creating charter schools where students can dive into an area of study — health care, global leadership and innovation, or performing arts. The district has also started a successful charter school at the elementary school level — KM Explore — that focuses on fostering collaborative learners. “It’s the proof point that we don’t need to start at the high school level,” Deklotz told Education Week. “Personalized learning can tap into student agency at kindergarten or the elementary level.” N

Big Increase in Number of Girls and Minorities Who Took AP Computer-Science Exam The Seattle Times reports that the number of girls who took the AP computer-science exam in the 2016-17 school year more than doubled from the previous school year. In total, 29,708 girls participated, about 27 percent of the 111,262 students who took the exam. The number of minorities who have been traditionally underrepresented in the technology industry — black, Latino, and Native American — who took the exam more than tripled from the previous school year, totaling 22,199 students. Rachel Lerman of The Seattle Times writes, “Many in the tech industry have been supporting and promoting coding education programs in grade schools, saying the knowledge will be a necessary skill for those entering the workforce in the next few decades.” This summer, Wisconsin became one of only nine states to adopt computer-science standards. N

VIEWPOINT

Jo h n H . A s h l e y

New WASB Website

t has been a busy and exciting summer at the WASB. Last month, we launched a new website and member database. If you haven’t done so recently, I encourage you to visit WASB.org. The revamped, mobile-friendly website makes it even easier to find WASB legal, policy, governance and advocacy resources. As before, a wealth of information is available on the site and even more is available to WASB members who log in. By logging in, you’ll have access to member-only resources as well as the ability to manage your account with the WASB through the online portal. In addition to allowing you to register for events as in the past, the portal provides you with greater control over the publications you receive from the WASB. Because it is a new database, you will need to set a new password the first time you log in. If you have any difficulty, just let us know and we’ll get it quickly resolved. We’re very interested in knowing what you think of the new website. Please email your feedback to info@wasb.org. We want to continue to improve accessibility to our large array of services and programs.

Member feedback is always welcome so don’t hesitate to contact us and let us know how we could better serve you. As part of the process of setting up a new website and database, we’ve also reviewed our publications and emails. We know some of you want to receive less paper. So, earlier this year, we launched the Legal and Policy Services Newsletter, which is delivered to your email inbox twice a month. This electronic newsletter provides links and updates to Policy Perspectives, New Law updates, and other resources. If you prefer, you can choose to not receive these printed publications and just watch for links in the Legal and Policy Services Newsletter. The eConnection newsletter also provides links to publications, including the monthly Wisconsin School News magazine, which is posted on line each month in addition to being mailed. Along with developing the new website database, we’ve been busy preparing for the upcoming Fall Regional Meetings. These special meetings take place in September and October in every WASB region in the state. They provide an opportunity to connect with your regional

director and network with colleagues. This year, the meetings will feature an optional workshop before each regional meeting on the “Implications of the 2017-19 State Budget for Schools.” For more information or to register, visit WASB.org. Preparations are also underway for the 97th State Education Convention, taking place Jan. 17-19 in Milwaukee. Thank you to the many districts that submitted session proposals. We received many great ideas and look forward to building the agenda. The Exhibit Hall is also quickly filling up with businesses and organizations from around the country signing up to join us in Milwaukee. Mark your calendar and plan on joining us this coming January. In the meantime, I hope to see you this fall at the Regional Meetings. They are a great opportunity to connect with members and celebrate our wonderful school leaders in each part of the state. Until then, I encourage you to visit our new website — WASB.org — look around and log-in to ensure that you are making the most of your benefits as a member of the WASB. n

Member feedback is always welcome so don’t hesitate to contact us and let us know how we could better serve you.

Connect with the WASB!

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August 2017

ON CALL A special partnership in Burlington is giving high school seniors an opportunity to practice emergency medicine in the field Shelby Anderson

hen Evelia Guerrero was an underclassman at Burlington High School, her anatomy teacher encouraged her to apply for a unique program. Offered in partnership by the high school and Gateway Technical College, the program takes promising students who are interested in health care fields and puts them through rigorous training to become certified emergency medical technicians (EMTs). The application process involves an electronic application and in-person interview with members of the Burlington Rescue Squad. High school students who are accepted get trained through the EMT certification course at Gateway Technical College. What makes the program particularly impressive is that students are trained as they receive on-the-job experience with the Burlington Rescue Squad. “We learn the skills in here [classroom] and they let us practice in the field when we’re on call with them,” Guerrero said. To officially work as an EMT in Wisconsin, you have to be 18 years old. But you don’t need a license to practice the skills you have been trained in to work with a certified EMT. For instance, students in the EMT training program are taught

Wisconsin School News

how to do patient assessments when the rescue squad arrives on the scene of an accident. The patient or patients are assessed to determine what treatment they need. The student will go through a patient assessment with a member of the Burlington Rescue Squad monitoring and mentoring the student. Before graduating, students take the national EMT certification test, and if they pass, become certified EMTs once they turn 18 years old. | Part of the Team The students who participate in the EMT program — known as BHS1 — are part of the team of the Burlington Rescue Squad. Just like regular members of the rescue squad, they are on call. The students are either on the morning shift (9 am-12 pm) or the afternoon shift (12-3 pm). When students are on call, they carry a radio and wear the bright green shirt that members of the Burlington Rescue Squad wear. Students who are on call also get a prime spot in the high school parking lot so they can quickly respond. “We’ll get paged out of class so sometimes you’ll see us running down the hallway,” Guerrero said. When they get a call, students leave class, radio the Burlington Rescue Squad and either meet the

August 2017

ambulance on the scene of the accident or meet the ambulance at headquarters and then leave for the accident. The work has opened the eyes of the students. “As teenagers, we think Burlington is kind of boring, but then you go out on call and you realize there is a whole other side of the town,” Guerrero said. “There have been a couple calls where it’s like ‘Wow, if I wasn’t doing this, I wouldn’t know this is happening.’” For instance, Guerrero and a few other students have gone out on calls for heroin overdoses. “It was eye opening to realize there is a problem with it in the community,” she said. The only calls that the students don’t respond to are those that involve classmates.

Wisconsin School News

| Getting Started Troy Everson is an anatomy teacher at Burlington High School and also a member of the Burlington Rescue Squad. When he came to the district in 1995, he noticed there was a need for volunteer EMTs. “The days of complete, volunteer ambulance services were declining, simply because of the demands of training and the demands of daytime availability,” Everson said. “I also recognized that many of the longterm volunteers with Burlington Rescue were not getting any younger.” Additionally, as an anatomy teacher at Burlington High School, Everson had a number of students who were interested in the medical field. Students who are entering medical school or nursing school have to attain a certain number of

hours in patient care. As Everson said, schools don’t particularly care how students get those hours as long as they have them. “I started thinking, ‘How can I get my students that experience?’” Everson said. Everson quickly recognized an opportunity to connect the high school with the rescue squad that would benefit his students and the community. But, first, students would need to be trained. Burlington High School is fortunate in that it has a close partnership with Gateway Technical College. The college’s Health and Emergency Response Occupations (HERO) Center, which is dedicated to training EMTs and other emergency response professionals, is located right next to Burlington High School. Everson went to the Burlington chief of rescue, the high school

principal and the director of the HERO Center and laid out his vision of an EMT training program for high school students. A partnership was formed that connected the three organizations. The first EMT training course for Burlington High School students took place in 2012 and right away, students were interested. The class has always had between 15 and 24 students. High school EMT training programs are not unique, but Everson said what sets apart the Burlington program is that students

practice what they learn on call alongside certified EMTs. | Inside Look at the Medical

Field The EMT training program, which takes place at Gateway Technical College’s HERO Center is not easy. It is the same rigorous EMT certification course anyone would take to become a working EMT. To take the class as a high school student can be difficult. “It’s definitely a challenging course,” Guerrero said. “It’s a quick

pace every day in the classroom whether it’s a lecture day or a hands-on day. You have to be constantly studying.” In addition to the class, students are on call practicing what they learn in the classroom. “It’s hard, but it’s been really rewarding as well,” Guerrero said. “It gives me that inside look at the medical field and whether this is something I want to do or not.” The partnership has benefited the Burlington Rescue Squad as well. “It’s boosted the ranks,” Everson

“It’s hard, but it’s been really rewarding as well. It gives me that inside look at the medical field and whether this is something I want to do or not.” — Evelia Guerrero, a senior at Burlington High School

August 2017

said. “Well over a third of the membership of Burlington Rescue is people under the age of 30, most of whom went through the high school program.” The program has brought other unforeseen benefits to the rescue squad. Burlington has had an increase in its Hispanic population and several of the EMT students are fluent in Spanish. Everson said most of the Hispanic population in Burlington can speak English but at a time of emergency you tend to go to the language you’re most comfortable with. “We’ve been fortunate that we have EMT students who are fully bilingual and able to provide emergency service interpretation on the

Wisconsin School News

spot,” Everson said. “And there is no way you can put a price on that. They understand the language, they understand the culture. They’re able to mentor my adult EMTs.” Everson recalled an instance in which the rescue squad responded to a call where an elderly Hispanic man was having respiratory problems. EMTs couldn’t determine what exactly was wrong with the man. Evelia kneeled down and talked to the man in Spanish and was able to get a response. “Evelia looks up at us and says, ‘I think he’s drunk,’” Everson remembers. “That wasn’t even a road we were going down so to have Evelia there was just huge.” | Point of Pride Each year, Everson said, Burlington

High School Principal Eric Burling sends him an email thanking him and his students for their service to the community. The students donate many hours to the rescue squad. Everson said that if all of those hours would be paid a working wage, it would add up to about $600,000 each school year. Everson said community

Student Evelia Guerrero and teacher Troy Everson, a member of the Burlington Rescue Squad, check out one of the squad’s new ambulances. Everson helped create the high school EMT program when he noticed a lack of younger EMT volunteers.

members are also thankful for the program. “I can’t tell you the number of times a parent or community member has pulled me aside and

About 75 Burlington students have received EMT certification through the program.

said thank you,” Everson said. “Parents will always thank you for doing this for our kids, the community members will say thanks for doing this for our community.” “My parents love it,” Guerrero said, who will begin the nursing assistant program at Marquette University in the fall. “They’re big fans of it. It’s really cool to see how appreciative parents are of it. I don’t think they could be happier. We’re giving back to the community.” School district leadership is also proud of the program. Rosanne Hahn, Burlington school board clerk and WASB region 13 director, says the partnership and accomplishments of students are a point of pride. “The Burlington Area School District has developed a strong partnership with Gateway Technical College, our health care providers

and our whole community. We treasure these partnerships, and we are proud of our students.” Some of the program’s first graduates from 2012 are now entering medical school, a number are nurses, others are firefighters or paramedics. Many have or currently serve as volunteer EMTs with the Burlington Rescue Squad. Everson estimates that so far about 75 of his students received EMT certification through the program. While it is only open to high school seniors, Everson would like to expand it to high school juniors so that students could get a full year of on-call experience. “What I’d like to think is that we are preserving the future of Burlington by taking the best and brightest, training them and sending them away and then saying come home,” Everson said. n Shelby Anderson is editor of Wisconsin School News.

Some of the program’s first graduates from 2012 are now entering medical school, a number are nurses, others are firefighters or paramedics. August 2017

The

Mothers of Chapter 115 How Wisconsin Mandated Special Education for All Children with Disabilities

Barbara Pellegrini, Margaret (Peg) Olsen, Frances (Fran) Bicknell, Elaine Keller, Donna Mutschler, and Suzanne Kendrick

Editor’s Note: We’re proud to feature this special story looking back at how Wisconsin state statute Chapter 115 was enacted. Chapter 115 established important education rights for students with special needs in Wisconsin. This article was excerpted from an article originally printed in the Spring 2016 issue of the Wisconsin Magazine of History.

hapter 115 of the Wisconsin Statutes has been called the “most significant occurrence in the state’s special education history in the 20th century and the fifty years prior to 1900.” This is how it happened. We know. We were there. Forty-five years ago, we parents, mostly mothers, became frustrated with the status quo of permissive legislation that allowed, but did not mandate, school districts to provide special education programs. Together, with the parent groups we represented, we persuaded legislators to recognize that the Wisconsin Constitution guaranteed a free public education to all children.

| Background Since Wisconsin’s founding as a state in 1848, Article X, Section 3 of the Wisconsin Constitution has guaranteed a free public education to all children. However, until parents of children with disabilities insisted on mandatory legislation in 1972, “all” did not actually mean all. As our late colleague and fellow mother, Lila Kelly, once reflected, “Nowhere in the Constitution does it say you’re only entitled to an education if you’re perfect.” Wisconsin showed early concern for children with disabilities by first establishing residential schools for blind and deaf students (in 1849 and 1852, respectively) and later residen-

tial colonies for those with severe disabilities. At the turn of the 20th century and again during the 1930s, Wisconsin recognized that some children with disabilities could be educated in local schools, but programs were few and far between. In 1939, the Wisconsin Legislature enacted permissive legislation stating that school districts “may” develop special education programs with state assistance, but they were not required to do so. Some school districts responded, but not all. At the time, children with severe and multiple disabilities were exempt from school attendance so many parents had no choice but to keep their children at home. Traditionally, public education for children with disabilities was segregated and provided by either

Together, with the parent groups we represented, we persuaded legislators to recognize that the Wisconsin Constitution guaranteed a free public education to all children.

Wisconsin School News

(Left to righ

Photo cred

it: Wisconsi n Historica

l Society

Governor Patrick Lu t) Represe cey signs ntative G ary Johnso and Repre SB 185 in to law on sentative n; Senator Midge Mill August 1, Ja m es Devitt; er. Sue Ke 1973. (far right), Fred Disch ndrick (se plus other , Beloit pa cond from rent; parents an right) and d children Fran Bickn , were am ell ong the m any guest s.

the local school district, the Cooperative Educational Service Agency (CESA), or the County Handicapped Children’s Education Board (CHCEB). As incentive, the Department of Public Instruction (DPI) reimbursed districts and CESAs 70 percent of their program costs. County funds were the main support of CHCEBs, the most active of which operated day schools. By the early 1970s, however, only half of identified handicapped children were in programs. The needs were great and the time for change had come. | Time for Change During the late 1960s and early 1970s, we parent leaders found that

our long uphill struggle was being helped by the Civil Rights movement as well as legal and policy-related changes taking place in Wisconsin and elsewhere. In April 1967, Wisconsin Attorney General Bronson La Follette, in responding to a request from the Wisconsin Association for Retarded Children (ARC), now known as “The Arc,” wrote that under Article X, Section 3 of the Wisconsin Constitution, all handicapped children had the right to a free public education. Our spirits were buoyed by this opinion, but, unfortunately, it lacked the force of

law. It would take another six years of activism before permissive legislation would give way to mandatory legislation. Additionally, two federal lawsuits filed in 1971 played roles in promoting the call for mandatory legislation. In Pennsylvania, the Pennsylvania Association for Retarded Children (PARC) filed a federal class action suit against the Commonwealth of Pennsylvania on behalf of parents whose children were denied public education. PARC claimed that to deny services was a violation of a disabled child’s 14th

August 2017

h ser vices for children wit aged the expansion of our enc 9 193 in ms gra tion , pro Permissive legisla t mandator y legislation urban areas, but withou disabilities in cities and . sin con much of rural Wis remained scarce across

Amendment rights to due process and equal protection under the law. In Wisconsin, Rabbi Herbert Panitch of Glendale sued for the right of his disabled daughter to receive a state-supported residential placement outside of Wisconsin. Around the same time, parents of children with the newly identified handicapping condition called “learning disabilities” began forming local parent groups, the earliest being organized in Madison, Milwaukee and Rock County. In Madison, parent leaders of various disability groups came together as members of the Madison Special Education Advisory Committee. In Milwaukee, parent leaders, advocates and school leaders played active roles on the Milwaukee Broadly-Based Task Force

Wisconsin School News

on Exceptional Education. Both groups studied recommendations issued by the national Council for Exceptional Children (CEC) that promoted mandatory legislation. Members of these groups would later play major roles in the development of mandatory legislation. Because change had to happen more quickly, it became obvious to we parent leaders that legislation, not litigation, would be the more effective strategy. | Drafting Mandatory

Legislation In 1971, the Wisconsin Legislature’s Education Committee of the Joint Legislative Council (EC-JLC) began studying the unmet educational needs of children with disabilities. In June 1972, during a hearing, we

parent group leaders in attendance became annoyed and impatient. More piecemeal legislation was on the table, but we were having none of it. We wanted comprehensive, mandatory legislation and we were ready to act. Concerned about the early direction of proposed legislation, Peg Olsen of Madison called her neighbor, state Rep. Midge Miller, a member of the EC-JLC, to discuss the matter. Miller, a busy legislator agreed to talk while she ran errands. So, Olsen drove Miller to the dry cleaners, the bank, and wherever else she wanted to go. Olsen talked the whole time. Later, as a member of the Education Committee, Miller admitted that the car ride was pivotal in her thinking about the necessity of a mandatory law. Three months later in October 1972, the Education Committee conducted yet another hearing attended by highly informed parents and concerned professionals. Once again, the committee considered piecemeal legislation, but that ended when Rep. Miller gently asked Sen. Raymond Heinzen, the committee chairman, if it were possible to scrap all present bills and create one new comprehensive bill. Heinzen replied that it was possible. Shortly after, Sen. James Devitt of Greenfield moved that the Joint Legislative Council create a special subcommittee to draft model mandatory legislation. In those few stunning seconds, mandatory legislation received a long-awaited green light. We parents in the room fell silent as we pondered how all this could come about. We had spent years studying issues surrounding the education of children with disabilities, and now a new challenge confronted us: getting the right bill written and passed. Heinzen appointed Devitt to chair the special subcommittee with members Sen. Chilsen and Miller and Rep. Bert Grover (who later

About the Authors became State Superintendent), and public member Frank Joswick, a former district administrator. But something important was missing. Members of the subcommittee knew little about special education or children with disabilities. So, Devitt and Miller recruited the six authors of this article and two professional special educators, Dr. Kenneth Blessing, the director of the Bureau for Exceptional Children at DPI, and Dr. William Tilley, the director of special education for Madison Public Schools, to serve as their advisers. Within the following week, Devitt appointed Olsen to chair our ad hoc advisory committee, and we were underway. During October 1972 , we worked with Judi Greenberg, an attorney with the Legislative Council, as she prepared an early working draft; but there was much left to be clarified and incorporated, especially model statutory language from CEC. By early February 1973, the Joint Legislative Council released our comprehensive 55-page draft, Senate Bill 185, to the Senate Health, Education and Welfare Committee. There followed a flurry of news coverage and public presentations. Other

legislators took up the cause as well, one of whom is still in office — Sen. Fred Risser of Madison. | Legislative Action On February 21, 1973, the Assembly and Senate held a well-attended joint public hearing. Some people proudly wore gold sweatshirts reading “SB 185 Saves Kids and $$$.” No one voiced opposition. Later that day, the committee approved the bill on a 4-0 vote. It seemed like everything was moving smoothly. Within days, however, opposition surfaced from a handful of legislators and in letters to the editor in various Wisconsin newspapers. These objections reflected the philosophy that children with disabilities should be the responsibility of families, churches, and philanthropic organizations. Opponents felt that mandatory legislation was socialistic, state-driven, and too expensive given the probability that children with disabilities would not return much of value to society. As soon as opposition surfaced, we developed another strategy. Led by ARC President, Mary Murphy and Executive Director Merlen Kurth, we recruited others

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Barbara Pellegrini and her husband moved from Wisconsin to Berrien County, Michigan, in 2009, where they built a lakeside vacation home for their family. Peg Olsen and her husband still live in Madison and find great joy in welcoming new grandchildren. Peg continues to advocate for adults with disabilities. Fran Bicknell, until her death on April 24, 2017, lived in Madison and remained active on behalf of adults with autism. She enjoyed sharing her remarkable knowledge of the history of disability rights in Wisconsin. Elaine Keller still lives in her home on the north side of Milwaukee. She continues to sort and send archival material related to her work on behalf of children with disabilities to the Wisconsin Historical Society. Donna Mutschler lives in Dodgeville to be close to her family. Her greatest joy is recalling the fight for mandatory legislation in light of the successes of her children and grandchildren. Suzanne Kendrick lives in a retirement village in Madison. Upon agreeing to co-author this article, she remarked, “Well, it’s about time!”

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and organized a system of personal visits to the offices of legislators to explain our position and ask for their votes. We emphasized that our children had a constitutional right to an education in Wisconsin and to depend solely on the goodwill of others reduced our children to being objects of charity instead of recipients of justice. In a few notable instances, we were dismissed as “bleeding hearts,” “do-gooders,” and even “crazy.” Since the bill included state expenditures, it also needed

August 2017

ini Photo credit: Ron Pellegr

the bill was ready for consideration by the full Senate and Assembly. In late June, the full Senate approved SB 185 on a 28-3 vote. The bill passed the Assembly on July 12 with overwhelming support, 87-8. Out of 132 members in the Wisconsin Legislature, only 11 members voted against mandatory education for children with disabilities (6 did not vote). It was a true bipartisan achievement. On August 1, 1973, Lucey signed SB 185 into law. It was a glorious, joyfilled summer day. Mothers and their children with with disabilities surrounded the n Bicknell (right) talks Fra te oca adv me g-ti Lon SB-185 governor along with parents, Miller at the signing of Representative Midge legislators, special education 3. 197 1, . on Aug professionals, and the press. Elaine Keller noted that the process approval by the Joint Finance Comof achieving mandatory legislation mittee (JFC) before advancing to had taken exactly one year and one either house for a vote. In early month to achieve. The final 55-page April, the JFC held a packed, tenlaw took effect on August 8, 1973. sion-filled hearing. The opposition spoke first, setting a negative tone | Implementation and for the rest of the hearing. One Promulgation woman testified that the bill could We were not done yet. Immediately, re-create what happened in Germany our goal was to spread awareness when Nazi nurses, in the name of and speed implementation. Our the state, took children away from parent groups began producing their parents and confined them to informational workshops and circuinstitutions. After the hearing, nine lating guides to implementation and of us mothers decided to offset a compliance that taught parents to potential threat and composed a know and exercise their rights. Evenletter to Governor Patrick Lucey tually, our parent groups branched articulating our experiences and into advocacy with the goal of arguments for mandatory legislation. training those who would train We concluded with an appeal for others, including parents, profeshis signature should the bill come sionals, and elected officials. Most to his desk. notable were the advocacy training The JFC ultimately decided to cut projects prepared by Peg Olsen and reimbursements and eliminate the Elaine Keller of ARC and Barbara up-front financial incentives for Rock of the Milwaukee Parents districts to launch new programs in Association of Children with order to reduce the fiscal note of the Learning Disabilities bill from $21 million to $6.9 million On college campuses, education before passing it on a 10-2 vote. departments could not turn out fully Despite the reductions in funding, certified special education teachers there were joyful shouts in the halls fast enough for smooth implementaof the Capitol. We had cleared a tion. Consequently, many teachers who entered the field of special major hurdle. On the following day,

Wisconsin School News

education did so with provisional licensure, resulting in over-diagnoses, confusion, and questionable program delivery. The Wisconsin Education Association Council (WEAC) became concerned about the burden placed on regular educators as a result of mandatory legislation and created a Special Education Committee. To discourage inappropriate â&#x20AC;&#x153;mainstreaming,â&#x20AC;? a few WEAC bargaining units proposed class size contract language: one child with a disability in a regular classroom would count as five regular students. By July 1975, the DPI was speeding up promulgation. DPI had elected to go slow so its administrative rules would align with elements of a similar law, Public Law 94-142, that was nearing final passage in the U.S. Congress that same year. Promulgation, however, was speeded up when Betty Johnson, a parent activist from Beloit threated a non-compliance lawsuit against the School District of Beloit. It worked. Once the promulgation of the rules was complete, they went into effect on January 1, 1977, thus finally creating Chapter 115 of Wisconsin Statutes. | Impact of Chapter 115 At the time, we mothers were so occupied with implementation issues that we did not fully realize the impact our work would have at the state and national levels. Immediately, the new mandatory law achieved the following changes in Wisconsin: 1. Mandatory legislation replaced permissive legislation. All children between the ages of three and 21 with disabilities were required to receive a free public education, with the local school district being responsible and accountable. 2. All children entering kindergarten were screened for disabilities. Those already in school suspected of disabilities were referred for a multidisciplinary team evaluation followed by

the creation of an individual education plan (IEP) tailored to the child’s needs. Further, program placement was to be as near as possible to the child’s home and in classes with regular students, when appropriate. 3. Preschool children (ages three to five) with disabilities became eligible for early intervention. This meant that parents and health professionals could consider a local early childhood special education program as an alternative to institutionalization. 4. Parents gained the right to participate in their child’s education by approving the multidisciplinary team evaluation, IEP, and program placement. They also gained the right to a legal appeal. 5. The public face of children with disabilities became more visible and accepted. The law shifted focus from labeling a child

based on the cause of disability (e.g., “retardation”) to one that emphasized the child’s individual or exceptional educational needs. Further, students without disabilities gained a deeper understanding of their disabled peers and created a new milieu of empathy and acceptance. Eventually, that understanding transferred to the workplace, where today it is common to see adults with challenging disabilities gainfully employed in restaurants, supermarkets, and industry settings. Many with less challenging disabilities have gone on to college or entered technical fields where the disabilities of their school years no longer pose an impediment to success. At the national level, probably the most lasting impact of our work was its influence on PL 94-142, known today as the Individuals with Disabilities Education Act. Wisconsin’s

Chapter 115 predated the federal law by two years. Many of the concepts and terminology in PL 94-142 are identical to those in our state law. In a similar way, our law influenced the content of the 1975 administrative rules for Section 504 of the 1973 Rehabilitation Act that established education for children with disabilities as a civil rights issue. It has been 43 years since Lucey signed SB 185 into law, and today children with disabilities in Wisconsin have equal protection to reach their full educational potential. In thinking back, Peg Olsen recalled the words of our late colleague Lila Kelly, as she pressed us forward in the halls of the capitol during our fight for mandatory legislation: “If we don’t do anything else in our lives, we have done this.” n Authors’ Note: We dedicate this article to the memory of our friend and co-author, Fran Bicknell, whose knowledge and experience blazed a trail for all of us to follow.

Celebrating

left: Columbus Elementary School; Appleton // right: Berlin Middle School; Berlin, WI

125 years of tradition

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August 2017

Preparing Students for Life College and career ready IEPs: improving outcomes for students 3 though 21

isconsin has been a national leader in education because our values include the importance of a high-quality public education. Our vision is that each and every student, including students receiving special education through an Individualized Education Plan (IEP), will graduate prepared for college and a career. But what do students who require special education services need to know in order to prepare for college and a career? Whether the student is in preschool, elementary, or high school, we know that true college

Wisconsin School News

and career readiness is about much more than academics. For students with IEPs, our graduates should have both the academic and functional proficiencies needed in order to demonstrate independence, self-determination, critical thinking, collaboration, leadership, creativity, responsibility, and persistence. To best prepare students with IEPs for life after high school, the Wisconsin Department of Public Instruction developed the College and Career Ready (CCR) IEP framework. This framework was developed for the students, parents,

| Daniel Parker educators, and administrators who support IEP teams. The framework includes updated model IEP forms and guidance to focus IEP team discussions on key factors that link together the five essential elements of a studentâ&#x20AC;&#x2122;s IEP. These elements, known as the College and Career Ready Five Step Process link together an understanding of the studentâ&#x20AC;&#x2122;s academic and functional performance with the unique strengths and needs of the student so the IEP team is able to develop ambitious and achievable goals, align services to support the

Understand Achievement

Analyze Progress

Identify Effects of Disability

Align Services

goals, and analyze progress to adjust the student’s program as needed. Guidance and sample forms provide both procedural support through the Five Step Process as well as systems-level support. Correspondingly, Five Beliefs were identified based on feedback from stakeholders across Wisconsin and are additional research-based factors that are necessary components of a special education program. These beliefs are: high expectations, student relationships, culturally responsive practices, family and community engagement, and collective responsi-

Develop Goals

bility. Forms and guidance incorporate the Five Beliefs to support students to prepare for college and a career and link to existing educator initiatives, supports, and resources available through the Department of Public Instruction. Guidance from the national Office of Special Education Programs (OSEP) states the primary vehicle for providing a free and appropriate public education for students with disabilities is through an appropriately developed and implemented IEP. Thus, the IEP is not just about documenting compli-

ance. It is a tool for making positive change in the lives of students with disabilities. You may have heard that OSEP instituted a new accountability system called Results Driven Accountability, or RDA. The RDA system places a focus on improving outcomes, which brings accountability for compliance and results into balance. This is also the thinking behind College and Career Ready IEPs. In Wisconsin, our state’s RDA focus is on literacy so we think of RDA as Reading Drives Achievement: Success through Literacy.

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August 2017

COLLEGE AND CAREER READY INDIVIDUALIZED EDUCATION PLAN

Five Step Process This process emphasizes the importance of identifying each student’s specific and unique disability-related needs that affect access, engagement, and progress in grade-level, general education standards-based curriculum, instruction, and environments. STEP 1: Understand achievement of grade-level academic standards and functional expectations in order to identify how the student is accessing, engaging, and making progress in relation to grade-level peers. This should include information that reflects the family and student’s voice and point of view on strengths, interests, and needs. STEP 2: Identify the student’s specific disability-related needs that affect academic achievement and functional performance. These needs are unique to each student and identify the root cause of “why” the student is having difficulty accessing, engaging, or making progress in the grade-level, standards-based curriculum, instruction, and environments. It is important to remember that not all children with the same disability category have the same needs. STEP 3: Develop ambitious and achievable goals that address the student’s unique disability-related needs and assist in closing achievement gaps. STEP 4: Align specially designed instruction, services, supports, and accommodations needed to meet IEP goals, reduce barriers, and increase opportunities for access to the general curriculum. When the student’s unique disability-related needs are met through specially designed instruction, related services, or other supports, the student will improve their access, engagement, and progress in grade-level, standards-based curriculum, instruction, and environments. STEP 5: Analyze progress toward goals in order to evaluate what works and what is needed to close the student’s achievement gaps. The IEP team has a system in place for monitoring student progress and if the student is not progressing as needed, the IEP team reviews and documents what changes will be made to best support the student moving forward.

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The Career and College Ready IEP sample forms and guidance highlight the focus on improving reading and literacy outcomes for students with IEPs. Research has demonstrated that children with IEPs who struggle in reading can successfully learn grade-level content and make significant academic progress when appropriate instruction, services, and supports are provided. Conversely, low expectations can lead to children with disabilities receiving less challenging instruction comprised of below grade-level content standards, resulting in them not learning what they need to succeed at the grade in which they are enrolled or to prepare them for life after high school. Grade-level standards should allow each and every student to engage, access, and be assessed in ways that fit their individual strengths, needs, and interests. Furthermore, students with IEPs must be provided specially designed instruction that meets their individual needs. It is expected that each individual student with an IEP will require unique services and supports matched to their strengths and needs in order to access grade-level, standards-based curriculum. Alternate achievement standards are available for students with the most significant cognitive disabilities. Ensuring students with IEPs have access to grade-level academic standards and high expectations does not mean a one-size-fits-all special education program. The Five Step Process emphasizes the importance of identifying each student’s specific and unique disability-related needs that affect access, engagement, and progress

For More Information… Find more about College and Career Ready IEPs at the Wisconsin Department of Public Instruction’s IEP website where you will find sample IEP forms, webinars, training materials, Five Step Process steps at-a-glance guidance documents, and an online discussion tool.

in grade-level, general education, standards-based curriculum, instruction, and environments. The emphasis on identifying a student’s individual disability-related needs, also called root-cause analysis, is a key feature of the Five Step Process and is highlighted in Step 2 of the Five Step Process (see sidebar). Students with IEPs and educators who support them have come a long way since state statutes like Chapter 115 and laws like the Individuals with Disabilities Education Act (IDEA) were first enacted in the

1970s to ensure students with disabilities have the same opportunity to receive a free appropriate public education as all other students. Educational research and practice, which promote access to content and instruction and advances in assistive technology, have provided unprecedented opportunities for students with IEPs. These innovations and changes in how we “think” of students with disabilities is also changing in the workplace and within institutions of higher learning. New programs, such

http://bit.ly/dpi-iep

as Think College, provide post-high school educational opportunities to students who may never have had such opportunities in the past. College and Career Ready IEP sample forms and guidance were developed to align with these changes and prepare students for the future. n Daniel Parker is assistant director of special education in the Division for Learning Support at the Wisconsin Department of Public Instruction.

Customized Leadership Services Comprehensive training, support and resources customized to your needs. The WASB can help with: • Master planning • Analyzing systems • Goal setting • Using data • And, much more! Contact the WASB today for a free consultation.

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August 2017

The Time for

School Public Relations is Now! I n the past 10 years, the Wisconsin School Public Relations Association (WSPRA) has seen an increase in districts adding school communications staff positions. In the current financial landscape facing Wisconsin public schools, it’s often a difficult position to justify. However, it is more important than ever for districts to have this resource available to them. Having a dedicated person who works in the district is the ideal situation, but there are also very talented WSPRA members who offer consulting services to school districts if hiring staff is not an option.

| Public Relations =

Community Engagement In recent conversations, WSPRA leaders have heard a common theme

that some administrators and school board members associate the term “school public relations” with spin-doctoring and media “fluff.” On the contrary, the role of a school public relations professional is to develop a plan for communications to and engagement with the community’s stakeholders — including staff and students, parents and guardians, seniors, those without children, those whose children are grown, the business community, and more. It is a matter of semantics. If you replace the word “public” with “community” — you have a community relations program. If you change “relations” to “engagement” — you

by Sarah Heck

have a community engagement program. No matter what you call it, the role is designed to help improve the programs and services of an educational organization. According to the National School Public Relations Association (NSPRA), “Educational public relations programs assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities which earn public understanding and support.” | Why Districts Need School

Public Relations (i.e., Community Engagement)

This is the media age. School districts need a professional public relations (PR) person to develop and execute communication plans through both print and electronic media and face-to-

The role of a school public relations professional is to develop a plan for communications to and engagement with the community’s stakeholders.

Wisconsin School News

face communication, and to handle relations with the multitude of media that call school districts weekly. Districts also need someone to build their social media presence. Districts should be using a variety of social media platforms daily. Education is under attack. School districts need a professional school PR person to promote the positive stories about student/staff achievement and programs, and to develop a strategic approach to communication that is proactive, rather than reactive. School districts need to be known as the trusted source in their communities for information about their work. Without a trusted source, people will begin to listen to the critics and they will begin to have the loudest voice. The scope of successful school public relations has expanded greatly. At a

time when face-to-face engagement is becoming an expected means of communication, school districts need a professional school PR person to facilitate community engagement activities, including meetings and events, realtor orientations, and listening sessions with key stakeholders designed to build informed support and solid community relationships. The focus of WSPRA is to build the capacity of school districts as it relates to communications and engagement. Since many districts don’t have a school PR professional on staff, the WSPRA membership is very diverse. In addition to school PR professionals, it also includes superintendents, school board members, administrative assistants, principals, and teachers. In our

survey to those who attended the 2016 fall conference, 100 percent of respondents said they would return again in 2017. We welcome you to join WSRPA at the annual conference Nov. 9-10 at the Osthoff Resort in Elkhart Lake. You will leave with a much better understanding of school PR and how every person in a school district — from the board president to a playground assistant — plays a role in the communication and community engagement efforts! n Sarah Heck is WSPRA President and Director of Marketing and Communications for CESA 2 and CESA Purchasing.

Welcome to the new WASB.org We’re excited to announce the launch of our new website! The revamped, mobile-friendly site makes it even easier to find WASB legal, policy, governance and advocacy resources. If you are a WASB member, please visit the new website and log in. You will need to create a new password (contact the WASB if you need assistance). When you log in you’ll have access to member-only resources, as well as the ability to manage your account. Visit the new WASB.org!

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August 2017

C A P I T O L W AT C H

Dan Rossmiller

2017-19 State Budget Update Where things stand now and the impact on school districts

e’ve now reached the dog days of summer without passage of the 2017-19 state budget. Nevertheless, the fiscal outlook for public schools over the next two years remains positive. As we wrote this column in midJuly, the Republican majorities in the state Senate and Assembly appear to be quite far apart on transportation funding and tax cuts although they had reached agreement on most K-12 education issues. Recent news suggests that lawmakers may be closer to resolving their differences and the Legislature’s budget-writing Joint Finance Committee, which hasn’t met publicly since June 15, may convene again soon. Until public budget negotiations resume, we can’t be entirely certain what will be in the final budget document although we can make some educated guesses. Please note that by the time you read this column, the stalemate may have broken. So be sure to follow the WASB Legislative Update Blog for the more recent news. In the meantime, we’ll summarize where we are today. What follows is based on conversations with legislators, documents released by legislative leaders, and their public statements.

| Our Starting Point Governor Scott Walker set the tone when he proposed increasing the state’s investment in K-12 education by $648.9 million over the biennium, including a $200 increase in per-pupil categorical aid for K-12 public schools in the 2017-18 school year and an additional $204 in the 2018-19 school year. The governor also proposed additional funding for both Sparsity Aid and High-Cost Transportation Aid, categorical aid programs that primarily benefit the state’s most rural school districts. He also proposed investing $6.5 million to improve and expand school-based mental health services.

Sparsity Aid: It appears unlikely any increase or expansion in Sparsity Aid will be enacted. The governor proposed increasing Sparsity Aid payments from $300 per pupil to $400 per pupil and creating a $100 per-pupil payment for sparsely populated school districts with enrollments between 746 and 1,000 pupils. Lawmakers have dropped that plan but will keep payments at current levels to districts that qualify under existing criteria and will allow a district that qualified in one year but not the next to receive half the amount it received in the prior year.

| Where Things Stand Now Per-Pupil Aid: Lawmakers from both houses seem to have agreed to adopt the Governor’s proposal to increase per-pupil aid by $200 in 2017-18 and $204 in 2018-19. Additionally, they have agreed to drop the governor’s proposed requirement for school districts to certify that district employees will pay at least 12 percent of costs and payments associated with its employee health coverage plans in order to receive this increased aid. Instead, districts will be required to report annually to the state Department of Administration

Low-Revenue Adjustment: Although there will be no general per-pupil adjustment in revenue limits, lawmakers have agreed to let low-revenue school districts (those with revenue limits below $9,300 per pupil) raise their local property tax levies to boost their overall revenues to the $9,300 level in 2017-18 and to $9,400 in 2018-19 without securing referendum approval. This “lowrevenue ceiling” amount would rise by $100 per pupil annually until it reaches $9,800 in 2022-23, where it would remain in years thereafter. (It is estimated this change could allow the state’s lowest spending

regarding the details of their employee health care plans.

As we wrote this column, the Republican majorities in the state Senate and Assembly appear to be quite far apart on transportation funding and tax cuts although they had reached agreement on most K-12 education issues.

Wisconsin School News

districts to increase their levies by $23.2 million over the next two years.) High-Cost Transportation Aid: Lawmakers have agreed to fund this aid at an all-time high of $25.4 million over the biennium. Further, they will likely expand the program to apply to transportation costs above 145 percent of the statewide average, rather than 150 percent as under current law, and allow a district that qualified for this aid in one year but not the next to receive half the amount it received in the prior year. Teacher Licensure: The governor’s proposal would have eliminated renewal requirements for teacher and administrator licenses, effectively creating so-called “lifetime licenses.” Lawmakers have instead agreed to create provisional threeyear licenses for new employees, followed by a lifetime license upon the successful completion of six consecutive semesters. The Department of Public Instruction will retain responsibility for performing periodic criminal background checks on teachers and administrators.

| Other Noteworthy Items While the news on funding is positive, lawmakers appear to be poised to adopt restrictions on school referenda and other provisions that are more problematic. Referendum Restrictions: The package of agreed upon K-12 provisions unveiled by Senate Republicans on July 18 would require that school district referenda only be held on regularly scheduled elections and would limit schools to putting questions before voters on, at most, two dates per year. As we interpret the restrictions, which would take effect on January 1, 2018, districts could place ballot questions on the spring primary and spring election ballots each year and the August primary and November general election ballots in even-numbered years.

Rescinding Operating Referendums: Another provision in the package would authorize a current school board to permanently rescind any increase in the district’s revenue limit resulting from operating referenda previously approved by district voters. Under this provision, a turnover in the board majority could result in permanently reversing an operating referendum result or a series of operating referenda results going all the way back to 1996.

limits for students seeking taxpayerfunded vouchers to use at private schools in the statewide voucher program from the current 185 percent of the federal poverty level to 220 percent. (It is estimated 550 additional pupils could enter the statewide voucher program in 2018-19 as a result of this change.) Assembly Speaker Robin Vos has told reporters the Assembly is still seeking to increase the income eligibility limit to 300 percent of the poverty level.

Exclude “Shared Costs” Due to Referenda: An especially troubling provision in the package would exclude from “shared cost” any amount levied by a district in a prior year for either operating or debt service costs that were authorized by a referendum held after the budget bill becomes law if doing so would not increase the district’s equalization aid entitlement. The effect of this provision would be to permanently prevent a positively aided school district (i.e., a below-average property wealth per-pupil district) from seeing any increase in state equalization aid as the result of passing a referendum authorizing additional district spending. All of the district’s additional spending would be funded by property taxes. Property wealthy districts (negative tertiary aid districts) that pass referenda would continue to have their aid reduced under this proposal as they do under current law. This proposal reflects a big step away from the principles underlying the equalization aid formula. One of those principles is that the rate at which school costs are aided through the formula is determined by comparing a school district’s per-pupil tax base to the state’s guaranteed tax base.

Virtual Voucher Schools: Another provision would allow private schools participating in the state’s taxpayerfunded voucher programs to create virtual schools using state funds. (It is estimated 1,000 additional pupils could enter the statewide voucher program in 2018-19 at a cost of $7.2 million as a result of this change.)

Proposals to Expand Vouchers and Independent Charters: The July 18 package contained several significant provisions expanding vouchers and independent charters. Income Eligibility Limits: One provision would increase family income

Special Needs Vouchers: Other provisions would lift enrollment restrictions on who can enter the Special Needs Voucher program for students with disabilities. This includes eliminating the requirements that a child must have applied to attend a school district under the open enrollment program and have been denied, and the child must have been enrolled in a public school in Wisconsin for the entire school year before applying for the program. (These two changes would increase enrollment in the special needs voucher program by an estimated 250 students in 2018-19.) More Independent Charters: Another provision would authorize the state charter school office housed in the UW System to create charter schools statewide without the approval of local school boards. Currently that office is limited to creating the schools in Madison and Milwaukee. n Note: If you have concerns about these provisions, there is still time to contact your lawmakers. Let them know what you like and don’t like in the proposed budget. Feel free to contact drossmiller@wasb.org or ckulow@wasb.org if you have questions or need more information.

August 2017

A S S O CDI AETPI AORNT N MEEW NS T

Board Governance and Beyond Summer Leadership Institute focused on improving board governance and other key school leadership issues

he 2017 Summer Leadership Institute, held July 14-15 in Green Bay, focused on improving board governance for new and experienced school board members. Session topics included conducting effective board meetings, master planning, legal and policy-making duties of board members, board-superintendent relations, employee engagement and much more. Barry Forbes, WASB associate executive director and staff counsel, led the session on conducting effective school board meetings. The session covered a host of topics from procedures and rules, to open meetings law and, among others, public participation. Forbes said boards need to clearly communicate and set boundaries for the public comment period of meetings. “Public comment periods are forums subject to First Amendment protections. Boards may adopt rules setting time limits, prohibiting obscene and threatening behavior and requiring proper decorum during public comment periods, but must be very cautious about enforcing rules that regulate or limit what people may say.” Forbes said. “The presiding officer of the meeting must be willing to assert a strong presence,

consistently enforce the ‘rules,’ and exercise patience.” Another important aspect of board governance for school board members is understanding their legal and policy making duties. Dan Mallin, WASB staff counsel, presented an in-depth two-part session on this topic. This session challenged attendees to approach difficult issues and the process of defining the role of the school board and the role of the administration by thinking a little like a lawyer, a little like a legislator, and a lot like a leader. That is, viewing and analyzing issues (1) through the lens of state and federal law, (2) through the lens of local policy, and (3) using the “Key Works” framework for school board governance. This approach can shed helpful light on what a school board is required to do, what it may do, what it is currently doing, what the board wants to do in the future, and what they should do as local leaders. School leaders from the St. Croix Central School District shared their journey in improving their employee engagement. District administrator Tim Widiker and school board member John Hueg discussed how their district focused on defining what employee engagement is and how they have worked to establish an engaged

culture in their schools. Data gathered from staff on an employee engagement survey shows the district has seen an improvement in employee engagement over the past three years. The district also monitors employee engagement at each school through formal action plans and holds feedback sessions and “honest conversations” with employees where they are asked what they would change about their job/ supervisor, etc. “St. Croix Central’s systemic, intentional focus on Employee Engagement the last three years has improved engagement of our staff, which in turn has led to greater student engagement and achievement,” Widiker said. N These are just a few of the sessions from the Summer Leadership Institute. For presentations from all of the sessions, visit wasb.org. Select “Trainings and Events” and then “Event Recaps” (log-in required).

UPCOMING WEBINARS The WASB hosts a series of webinars throughout the year on legal, policy, and other important school leadership topics. Here is a look at the upcoming webinars from the WASB.

m PUPIL RECORDS Aug. 2, 12-1 pm | Presenter: Bob Butler, Associate Executive Director and Staff Counsel This presentation covers state and federal laws relating to the maintenance and release of pupil records. We will cover the basics of the pupil records law and focus on limitations to the release of pupil records and on recent changes in the law.

Wisconsin School News

m SCHOOL DISTRICT REFERENDUMS – LEGAL & POLICY CONSIDERATIONS Aug. 9, 12 – 1 pm | Presenter: Barry Forbes, Associate Executive Director and Staff Counsel More and more school districts are going to referenda for funding and facilities. This interactive webinar will cover the legal and policy considerations that you should consider before going to referenda. The webinar will provide detailed analysis of the different types of referenda, the

Introducing the New WASB.org!

The WASB launched a new website this summer. If you are a WASB member, please visit the page and log in. You will have to reset your password (if necessary, contact WASB staff at info@wasb.org for assistance). The new site is mobile-friendly and makes it easier to find WASB legal, policy, governance and advocacy resources. As before, a wealth of information is available on the site and even more is available to logged-in WASB members.

procedure and timing of referenda, the use of district funds and resources during a referendum, the roles of the board, individual board members and staff during a referendum, and how districts, staff, and boards may interact with third party groups (e.g., “vote yes,” “vote no,” etc).

m PUPIL EXPULSION Sept. 13, 1:30-2:30 pm | Presenter: Bob Butler, Associate Executive Director and Staff Counsel This webinar presentation covers state and federal laws relating to the pupil expulsions. The presentation will

provide a roadmap for considering the expulsion of pupils and to help avoid common pitfalls when doing so. The presentation will focus on procedures for administrators as well as for boards that conduct their own expulsion hearings. Please note: These and all previous webinars are recorded and available on demand. WASB members can purchase any webinar and watch when their schedule allows. Upcoming live and pre-recorded webinars are listed on the WASB Webinars page at wasb.org (select “Trainings & Events” and then “Webinars”).

August 2017

A S S O C I AT I O N N E W S

[continued]

UPCOMING EVENTS

WASB Fall Regional Meetings

oin us as we recognize school board members, hold elections for the WASB board of directors, discuss activities of the WASB and more at the Fall Regional Meetings. This year, an in-depth legislative update will also be provided. WASB Government Relations staff will provide an update to members on the most pertinent current legislative proposals and lead a discussion on how school leaders can be advocates for their district. In addition, 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 direction of the WASB. For more information, visit wasb.org. N

PRE-REGIONAL MEETING WORKSHOP

Implications of the 2017-19 State Budget for School Boards Beyond its funding provisions, the 2017-19 state budget included numerous changes to state law impacting Wisconsin public school districts. As a result, school boards may need to review their policies and make budget adjustments. At this workshop, learn more about the specifics of the major statutory changes and implications on local district policies. Make sure your district doesn’t fall behind in making the appropriate and necessary changes. Presented by WASB Legal Services staff. Workshops will be held immediately prior to the Regional Meetings (above) from 4-6 pm at the same facility. Members are welcome to attend workshops in any region. Regional Meeting registration is not required. Registration begins at 4 pm, the workshop starts at 4:30 pm. N

Wisconsin School News

Are You Receiving Our Emails? The WASB wants to ensure you are receiving all of the timely legislative updates, legal and policy notices, and meeting invitations that you are entitled to receive with your membership. If you are not receiving WASB emails or would prefer they be sent to a different email address, please contact us at info@wasb.org or toll-free at 1-877-705-4422. WASB emails include the weekly eConnection newsletter, the weekly Legislative Update, periodic event emails, and, among others, the Legal & Policy Newsletter.

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Nancy Moon

‘Wanna Cry’? Tips for protecting your school district against ransomware

his spring, organizations around the world were attacked by a particularly virulent form of ransomware (“WannaCry”) that exploited vulnerabilities in the Microsoft Window’s operating systems. The attack impacted hundreds of thousands of organizations. It was a stark reminder that the threat of ransomware is real, important and growing. | What Is It? Ransomware is a type of malicious software that infects a computer and then holds the data hostage by encrypting the files until victims pay to have them unlocked. It comes in two major types: cryptors and blockers.

b Cryptors: Encrypt valuable data on a computer or a computer network so that a user cannot access them.

b Blockers: Deny access to an

infected computer device so the device is unusable.

Ransomware isn’t new — criminals have long sought to extort payment from victims. What is new, however, is its dramatic increase in popularity. In 2016, Microsoft detected a 400 percent increase in the number of ransomware encounters. It is often spread in one of three ways:

b Through phishing emails that

include malicious attachments.

b Through a user visiting a

website from which malware is downloaded without the user’s knowledge.

b Through social media applications. The consequences to a victim company can be significant, including loss of access to data, disruption of normal business activities and loss of revenue, as well as the costs of restoring data/files, paying the ransom and damage to reputation. | What Can an Organization

Do to Mitigate the Threat? Evaluate Data Back-up Procedures. Recreating digital assets from an uninfected backup is often the quickest and most effective solution. Provide Training to Employees. Train employees to detect phishing emails. Phishing emails which appear to be sent from a person or organization you trust, but they are really hackers trying to access your computer. Some signs of phishing emails are:

b Sender is asking for your

network username or password;

b Email appears to be sent from

your human resources or information technology department;

b Email has grammatical errors; b Contains email addresses that

do not match the header or body of the email; and

b Include links that show a different destination when you hover over them. | Purchase Cyber Insurance

Coverage Ensure your policy includes the following key coverages.

b Cyber extortion: Covers payments and fees to respond to and terminate a threat.

b Digital asset restoration: Covers costs to determine if assets have been altered and to restore, recreate or repair them.

b Breach response services: Covers costs to respond to a cyber-attack including a privacy attorney, data forensics investigator and public relations firm. Unfortunately, not all “off-theshelf” cyber policies have these key coverages and it is important to consult with an insurance professional. Arthur J. Gallagher & Co has an established team of insurance professionals with cyber insurance expertise to assist our clients in responding to this growing worldwide problem. n Nancy Moon PWCA is area vice president for Arthur J. Gallagher & Co, an endorsed agency through the WASB Insurance Plan. For more information, visit wasb.org.

August 2017

LEGAL COMMENT

B oard m a n & C l ar k LL P

The Duty to Provide Reasonable Accommodations to Employees

mployers, including school districts, are prohibited from discriminating against individuals with disabilities under the Americans with Disabilities Act (ADA)1 and the Wisconsin Fair Employment Act (WFEA).2 They are also required to provide reasonable accommodations to employees with physical or mental limitations who are otherwise qualified to do their job, unless the employer can demonstrate that the accommodation would impose an “undue hardship.” A district’s obligation to provide reasonable accommodations to eligible employees requires a case-by-case assessment and is dependent on the nature of the disability and the particular job duties at issue. In addition, the ADA and WFEA accommodation provisions differ, and these differences result in special considerations for Wisconsin districts. This Legal Comment will review a district’s duty to reasonably accommodate an employee with a disability, highlight the distinction between the ADA and WFEA accommodation provisions, and review a recent ADA accommodation case involving a Wisconsin district that

highlights how to effectively handle accommodation issues. | The Duty to Accommodate The duty to accommodate an employee under the ADA and WFEA arises if an employee has a “disability” as defined by those laws. An employee is “disabled” under those laws if the employee: 1. Has a physical or mental impairment that substantially limits one or more of the major life activities of an individual; 2. Has a record of having such an impairment; or 3. Is being regarded as having such an impairment.3 If an employee is “disabled” (other than “being regarded as having a disability”) and is qualified for an employment position, a district is required to provide the employee with a reasonable accommodation for the employee’s known disability.4 Under the ADA, a reasonable accommodation for an employee with a disability is a modification or adjustment in the work environment that enables the employee to perform the essential functions of the job.5 An employee is

not required to use any specific language in requesting a reasonable accommodation, but rather must communicate to the district in plain language, either verbally or in writing, the need for an adjustment at work related to a medical condition.6 Once a district has sufficient knowledge that an employee may be “disabled” under the ADA or WFEA and may need a reasonable accommodation to assist the employee in performing job duties, the district is required to engage in an “interactive process” with the employee to identify potential reasonable accommodations.7 As part of the interactive process, a district is entitled to request documentation which supports the request, including the nature of the disability and how it impacts the employee’s ability to perform the job, and is further entitled to ask the employee questions to explore reasonable options to accommodate the condition. Specific categories of accommodations that might be required include: making existing facilities accessible; job restructuring/ reallocation of certain job functions; temporary and possibly permanent part-time or modified work

Once a district has sufficient knowledge that an employee may be “disabled” under the ADA and WFEA and may need a reasonable accommodation to assist the employee in performing job duties, the district is required to engage in an “interactive process” with the employee to identify potential reasonable accommodations.

Wisconsin School News

schedules; acquiring or modifying equipment; changing tests, training materials, or policies; providing qualified readers or interpreters; reassignment to a vacant position; temporary “forbearance” of attendance and performance issues; work at home requests; and extended, intermittent, and/or unpaid leave of absence (even beyond the Family and Medical Leave Act entitlements).8 A district is not required as a form of accommodation to permanently lower job performance or attendance standards; bump another employee out of a job; repeatedly excuse prohibited behavior on the job; hire additional employees to assist or perform part of the job; create a new position; or grant an indefinite leave of absence.9 A district may choose among reasonable accommodations as long as the chosen accommodation is effective.10 An employer is not required to

accommodate an employee if, with the accommodation, the employee would not be able to perform his or her job responsibilities adequately or if the reasonable accommodation would impose an “undue hardship” on the employer.11 A determination of undue hardship must be assessed on a caseby-case basis focusing on the district’s resources and circumstances in relationship to the requested accommodation. An undue hardship not only involves financial considerations, but also involves consideration of whether the accommodation would be unduly extensive, substantial, or disruptive, or would fundamentally alter the nature or operation of the district.12 | Difference between the

ADA and WFEA Under the ADA, the concept of “essential functions” of a job is critical when determining whether an accommodation is “reasonable.”

The ADA specifically defines a “qualified individual with a disability” as someone who with or without accommodation can perform the essential functions of the job.13 Therefore, a proposed accommodation is not reasonable if the accommodation does not enable the disabled employee to perform the “essential functions” of the job. Employers are not required to implement an accommodation that is not reasonable. Additionally, employers are not required to remove or significantly alter essential job functions to reasonably accommodate employees. The WFEA, however, does not include the concept of “essential functions.”14 Reasonable accommodations are not limited to those that permit an employee to perform essential job functions. The “reasonableness” of an accommodation goes to whether it allows the employee to “adequately” perform his or her job

Legal Roles and Responsibilities of School Boards Workshops Improve your board’s effectiveness by training together on: • Open meetings and public records • Roles of the board, individual members and administrators • The board’s role in policy development • Board action vs the individual board member • Conflicts of interest

Contact the WASB today. Legal and Human Resources Services | 608-257-2622 | 877-705-4422 | Visit wasb.org

August 2017

LEGAL COMMENT

responsibilities — not whether the accommodation allows the employee to perform some, most, or all of the job duties. Accordingly, under the WFEA, a reasonable accommodation could include restructuring some of an employee’s job duties to remove a function which would be considered “essential” under the ADA. For a district to deny a restructuring under the WFEA, which would allow the employee to adequately perform the job, a district must show that removing those job duties constitutes an undue hardship.15 | Recent ADA Case Law The United States Seventh Circuit Court of Appeals, the federal court of appeals with jurisdiction over Wisconsin, recently issued a decision involving the ADA accommodation process in a Wisconsin school district. This case provides an excellent example of how to handle accommodation issues appropriately.16 In this case, Brown was employed by the district as an assistant principal. Beginning in 2006, she had severe knee pain which the district accommodated by changing the location of her work and modifying her job duties. Brown then had knee replacement surgery and, when she returned to work in 2009, she injured that knee while restraining an unruly student and had additional surgery. Brown’s return to work after surgery was conditioned on a medical restriction that she not have contact with out-of-control children or potentially combative students. In July 2010, Brown was assigned to a new school as an assistant principal. She and her physician advised Gorton, the district’s employment specialist, that Brown needed to “avoid interaction with volatile students” and “should not be in the vicinity of potentially unruly students.” This restriction was permanent. Because the assistant principal position almost always had the potential of interaction with unruly students, the district removed her from that position and placed her on a leave of absence. The district’s

Wisconsin School News

[continued]

policies afforded employees leaves of absences up to three years. Gorton reviewed a list of eight vacant district positions and concluded that all of them required some form of interaction with potentially unruly students and that Brown would not be placed in those positions. Brown’s union corresponded with Gorton about this decision, but provided no information to clarify or contradict the district’s understanding of Brown’s restrictions. In 2011, Brown had additional surgery and her physician cleared her to return to work with the restriction of “avoid/no student discipline situations.” Gorton sought clarification from the physician about this restriction and sent him a list of clarifying questions. The physician confirmed that Brown’s prior restriction remained in place and that she should not be put in the position of injuring her knee attempting to subdue unruly students. Gorton advised Brown that there were very few district positions that did not potentially involve interaction with unruly students. Brown again did not disagree with the district’s understanding of her restriction. Gorton continued to evaluate vacant positions, but all of them could have potentially involved situations that would violate Brown’s restriction. Again, Brown’s physician confirmed that she should “avoid circumstances where unruly behavior may occur.” As Brown approached the end of her three-year leave of absence, Gorton wrote her advising her that she would be terminated if the district could not locate a job within the scope of her restrictions. Brown’s physician requested a list of the essential functions of an assistant principal. Gorton provided that list, which included working in the vicinity of potentially unruly students. The physician replied that Brown should not be expected to be responsible for controlling students and that security officers should perform that task. However, the district disagreed and concluded that any vacant lateral positions involved inter-

action with potentially unruly students, that Brown’s restrictions were permanent, and that, having completed her three year leave of absence, her employment would be terminated. Brown sued the district alleging that it violated the ADA by terminating her employment and by failing to reasonably accommodate her disability. The district court ruled in favor of the district. Brown appealed that decision to the court of appeals which affirmed the dismissal of Brown’s ADA claims against the district. In reaching this decision, the court noted that the district timely, appropriately, and repeatedly engaged Brown in the interactive process. The ADA requires that once an employer engages an employee in this process, “if the employee does not provide sufficient information to determine the necessary accommodations, the employer cannot be held liable for failing to accommodate the disabled employee.”17 In this case, the court emphasized that Brown presented the district with a broad restriction — avoiding potentially unruly students — and that the district was always clear in its position that all students are potentially unruly and that it viewed the broad restriction as disqualifying Brown from almost all district positions. Significant to the court was the fact that on four occasions the district sought specific clarification from Brown, her union, and/ or her physician about the restrictions, and on each occasion Brown did not provide the district with any information clarifying or disputing the district’s understanding of her restrictions. Brown argued that being in the vicinity of potentially unruly students was not an essential function of the assistant principal’s job description. The court found that none of the vacant positions could be modified in a manner to avoid student contact. For each vacant position, the district produced evidence of the necessity for student interaction. Brown also argued that she

should have been placed in the one position which did not require proximity to students. The district believed that this position would have resulted in a promotion for Brown and argued that under the ADA an employer is not required to accommodate a disabled employee through promotion. The court agreed. This position would have increased Brown’s pay, required her to work more days per school year, and involved more responsibilities. This would have essentially constituted a promotion for Brown, which is not required through the accommodation process. Because of this, the court rejected Brown’s argument that the district should have placed her in this vacant position. The court concluded its opinion by noting that ADA accommodation cases are fact specific and vary from case-to-case. In this case, the court noted that if the district, rather than Brown’s physician, concluded she could not be near unruly students, or if the district had not communicated its understanding of Brown’s restrictions and repeatedly sought clarification, or if the district had received contradictory information from the physician, the result of the case could have been different. Based upon the facts before it, the court held that the district properly concluded that no reasonable accommodation of Brown’s disability was possible and that her termination did not violate the ADA. This case provides a textbook example of the types of employer conduct that courts review in ADA accommodation cases. In this case, the district had already accommodated Brown’s knee issues before receiving her permanent restrictions. When it received the permanent restrictions, the district immediately engaged the employee in a dialogue about the nature of the restrictions,

sought clarification and affirmance from Brown and her physician on a number of occasions, reviewed vacant positions in light of their essential functions during her leave of absence, and terminated Brown only when it had clear information regarding her disability and had exhausted all sources of lateral, vacant positions. This process takes time and effort, but, as the court pointed out, the failure to do so could cause a different legal result. The case did not involve a claim under the WFEA and the discussion was, in part, centered on the essential functions of the assistant principal and other vacant positions. As noted, the WFEA does not use the “essential functions” analysis. Had the case been reviewed under the WFEA, the discussion would have centered on whether Brown could adequately perform her assistant principal position without the type of student contact which would put her at risk of interacting in situations arising from unruly activity and, if so, would the removal of some of those tasks create an undue hardship for the district. | Conclusion Accommodating employees who have physical or mental conditions which impact their ability to satisfactorily perform their job duties is complicated under the ADA and the WFEA. Resolution of such situations is dependent on the specific facts and circumstances presented in each circumstance. Districts cannot handle these situations with a standardized response. It requires time and patience to work through the interactive process and to take the appropriate steps to assess potential reasonable accommodations. Most importantly, it requires an understanding of the process involved and the legal requirements which agencies and courts enforce.

| Endnotes 1. 42 U.S.C. s. 12101, et. seq. 2. Wis. Stat. ss. 111.31–.395. 3. 42 U.S.C. s. 12102(1); Wis. Stat. s. 111.32(8). 4. 42 U.S.C. s. 12112(b)(5)(A). 5. 29 C.F.R. s. 1630.2(o)(1)(ii). 6. Equal Emp’t Opportunity Comm’n, Enforcement Guidance: Reasonable Accommodation and Undue Hardship Under the Americans With Disabilities Act (2002) [hereinafter EEOC Guidance], https://www.eeoc.gov/policy/docs/ accommodation.html; Stern v. St. Anthony’s Health Ctr., 788 F.3d 276 (7th Cir. 2015). 7. EEOC Guidance. 8. 42 U.S.C. s. 12111(9). 9. EEOC Guidance. 10. 29 C.F.R. s. 1630.9(d). 11. 42 U.S.C. s. 12111(10). 12. 42 U.S.C. s. 12111(10)(B); EEOC Guidance. 13. 42 U.S.C. s. 12111(8). 14. Crystal Lake Cheese Factory v. Labor & Indus. Review Comm’n, 2003 WI 106, ¶ 41, 264 Wis. 2d 200, 664 N.W.2d 651. 15. Wis. Stat. s. 111.34(1)(b). 16. Brown v. Milwaukee Bd. of Sch. Dirs., 855 F.3d 818 (7th Cir. 2017). 17. Id. at 821 (quoting Reeves v. Jewel Food Stores, Inc., 759 F.3d 698, 702 (7th Cir. 2014)) (internal quotation marks omitted). This Legal Comment was written by Michael J. Julka and Steven C. Zach of Boardman & Clark LLP, WASB Legal Counsel. For additional information on related topics, see Wisconsin School News, “Employee Alcoholism under State and Federal Disability Law” (March & April 2015); “Reasonable Accommodations for Employees with Mental Disabilities” (December 2009); “Employee Disability Discrimination” (February 2002); and “Determining Essential Functions under the ADA” (June 2002).

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 2017

Q&A

S E R V I C E A S S O C I AT E

Maintaining and Developing a Plan for School Facilities SE RV I C E

A S S O C I AT E

Maintaining school facilities can be challenging. Why is it important for school districts to have a comprehensive capital maintenance plan in place?

We have seen the challenges districts face with capital maintenance budgeting. Districts are rightfully focused on funding areas that directly impact students, but that often means the facilities that serve the students are not prioritized with appropriate funding. The performance of these facilities does have an impact on operational costs, occupant comfort, and the ability to deliver curriculum to students. This has an impact on student performance and staff morale. Having a capital maintenance plan and an appropriate annual maintenance budget is critical to allowing educational facilities to serve the students and staff the way they are intended. If maintenance projects are deferred too long, the problems tend to snowball and become too much to maintain without a referendum. In addition, a 10-year capital maintenance plan is a requirement for districts to take advantage of the benefits offered by Fund 46 which increases the amount of aid provided by the state for capital projects.

Q. Could you provide some tips

districts should consider when developing a long-term facilities plan?

A. It is important to first complete a facility assessment to identify current deficiencies. Along with annual maintenance plans for things like painting, roofing, etc., a facilities assessment can

Q & A

be used to begin to create a prioritized list of capital maintenance projects. It is also important to look at any capital maintenance plan as a ‘living document’ that should be updated regularly (annually, bi-annually) so that it is current. These capital maintenance plans are often done internally, but districts might find it worth the minimal investment to get input from industry partners such as a construction manager or subcontractors and suppliers the district is familiar with.

Q. When renovating or building new,

what steps can school districts take to protect the learning environment during complex construction projects?

A. Construction projects are challenging, but the renovation of existing facilities that are occupied by students and staff offers a unique set of challenges. It is critical to have a design team and construction manager hired and collaborating with the district as early in the process as possible. With all team members on board and planning, the district can be assured the project will be completed to meet its goals while also maintaining a safe learning environment. As a construction manager, we have found that early planning along with great communication and flexibility throughout construction is key to having a successful project while also allowing students to continue focusing on their work. Q. Is there anything new or exciting in school construction/design?

A. Student learning opportunities that are being created in renovated

Matt Breunig is a director of project management at Findorff.

or new schools is a trend we’re seeing more of. As an example, in an intermediate school we recently completed, the design includes a geothermal pump room visible through glass walls that students pass by daily. Teachers can show students how energy is being used by viewing the pump room and monitoring energy use on a computer. In the same school, we installed a green roof and students can learn how it positively impacts storm water management. These are just two of several examples throughout the school. Not only are we able to share how buildings are being built, but also how they operate after construction. n Matt Breunig is a director of project management at Findorff and has 15 years of industry experience. Over the past six years, Matt has been a part of more than $266 million in education projects that include facility assessments, capital maintenance planning, new construction, and referenda projects. The WASB Service Associates Program includes 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.”

If maintenance projects are deferred too long, the problems tend to snowball. 32

Wisconsin School News

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SUPPORTING, PROMOTING AND ADVANCING PUBLIC EDUCATION

UPCOMING PROGRAMS 2017 FALL REGIONAL MEETINGS

September-OctOber, 2017 VariOuS LOcatiOnS

2017 Regional Meetings Highlights:

• School Board Member Recognition Awards • WASB Director Elections - (Regions 3, 6, 8, 12, and 14) • Legislative Update • Executive Director’s Report

Pre-Meeting Workshop (Optional):

Implications of the 2017-19 State Budget for School Boards

Oct. 20, 2017 aLLiant energy center, madiSOn

2017 WSAA/WASB SCHOOL LAW SEMINAR

WSAA/WASB School Law Seminar Highlights: • Get up-to-date on the latest school law issues affecting Wisconsin school districts • Sessions led by respected school law attorneys and WASB staff counsel • Gain information to effectively lead your district

Save the date. Watch for more information at wasb.org.

S u p p o rt i n g , p r o m ot i n g a n d a d va n c i n g p u b l i c E d u c at i o n

Ph: 608-257-2622 FAx: 608-257-8386