Wisconsin School News - October 2017 by WASB

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December October 2017 2016 | |Volume Volume72 71Number Number35 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

PARTNERSHIPS WITH LOCAL BUSINESSES ENHANCE, STRENGTHEN COMMUNITIES AROUND THE STATE, page 10

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

MaryBrett Jo Rozmenoski Hyde

Wanda Stu Olson Owens Barneveld, Shell Lake, Region Region 91 Immediate Past President n WASB BOARD OF DIRECTORS n Mike Blecha Green Bay, Region 3

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 Brillion, Region 8

Ron Frea Pewaukee, Region 15

Andy Zellmer Wanda Owens Montello, Barneveld,Region Region10 9

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.

Shelby Anderson

Are We Teaching What Our Kids Need to Know? Bill Daggett

A Wisconsin district and elementary school receive national recognition for character education

Black Three River Lakes, Falls, Region Region 26 1st Vice President Muskego-Norway, Black River Falls,Region Region11 6 2nd Vice President

Leaders in Character

An excerpt from one of our keynote speaker’s at the 2018 State Education Convention

A Common Cause Districts partner with businesses to boost learning opportunities for students and strengthen community

D E P A R T M E N T S

C O L U M N S

2 News Briefs 3 Viewpoint — Celebrating School Board Week 20 WASB Insurance — “Connecting Care” 22 Capitol Watch — An Increase for School Funding 26 Association News — Upcoming Events: Seminars, Workshops, Webinars, and the 2017 Report to the Membership

28 Legal Comment — Board Member Compensation — Issues Related to Declining Payment

32 Service Associate Q&A — Kevin Hickman, JP Cullen

NEWS BRIEFS

Wisconsin Teacher Shortage Concerns Continue

recent article from TMJ4.com highlighted some of the challenges facing Wisconsin as schools across the state struggle to fill teaching positions. Alan Shoho, dean of the School of Education at the University of Wisconsin-Milwaukee, said that the school’s enrollment is down. Open teaching positions that once had 120 candidates apply, now only have about 20 candidates. He said Act 10 and its repercussions are pushing people away from the teaching profession. “We can talk about compensation, we can talk about working conditions, but I boil it down to this one word and it’s respect,” he said.

The article also cites data from the Department of Public Instruction, which shows that from 2010 to 2015, enrollment in teacher licensing programs have dropped almost 30 percent. Shoho said one solution could be to make it easier for people already in the workforce to switch careers and get a second degree to teach. He also added that the University of WisconsinMilwaukee is working with Milwaukee Public Schools to create a program for high school students who are interested in becoming teachers to take university classes while still in high school. N

STAT OF THE MONTH

82% Percent of respondents in the annual PDK Poll support job or career skills classes in schools even if it means students might spend less time in academic classes. Source: The 49th Annual PDK Poll of the Public’s Attitudes Toward the Public Schools

Five Educators Named State Finalists for Presidential Teaching Awards

ive Wisconsin educators have been named finalists for the 2017 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST), considered the highest honor bestowed by the U.S. government for mathematics and science teachers. The 2017 awards recognize middle and high school teachers (grades 7–12). Wisconsin finalists: b Danielle Carlson, science teacher at Fennimore Middle and High School;

b Rick Erickson, science teacher at Bayfield High School;

b Sonja Hungness, mathematics

teacher at Kromrey Middle School (Middleton-Cross Plains Area School District);

Wisconsin School News

b Kristin Michalski, high school

physics, Project Lead the Way, and astronomy teacher at East Troy High School; and

b Kevin Reese, mathematics

and Advanced Placement calculus and statistics teacher Clintonville High School.

Established by Congress in 1983, the PAEMST program recognizes teachers who develop and implement a high-quality instructional program that is informed by content knowledge and enhances student learning. Since the program’s inception, more than 4,700 teachers have been recognized for their contributions in the classroom and to their profession. N

ACT Results Highlight Drastic College-Readiness Gap

cores from the ACT show that only 9 percent of students in the class of 2017 who identified as a minority from a low-income family are strongly ready for college, compared to 54 percent for students who did not identify as a minority or from a low-income family. “That kind of shocked us,” ACT chief executive Marten Roorda told the Washington Post. “We knew it was bad, but we didn’t know it was this bad.” Of the class of 2017, more than 2 million students took the ACT (an estimated 60 percent of the class). The average composite score was 21 out of the maximum of 36. The year before, the composite score was 20.8. In Wisconsin, scores held steady for the second year in a row with a composite score of 20.5. While that is slightly below the national average, Wisconsin is one of 17 states where all graduating students take the test. N

VIEWPOINT

Jo h n H . A s h l e y

Celebrating School Board Week

hank you for all the work you do! Your dedication, commitment and service are truly inspiring and I’m proud to announce that Gov. Scott Walker has proclaimed Oct. 1-7 as Wisconsin School Board Week. Each year, we look forward to this special week as the entire state joins us in honoring you — our state’s school board members. You deserve the recognition. We encourage all school districts and communities to recognize and thank their school board members as we work to build awareness and understanding of the vital function an elected board of education plays in our communities. The work that you do at the local, state and federal levels is absolutely crucial for the health of public education in our state, and doesn’t go unnoticed. I think this was especially apparent as school board members from around the state contacted their legislators and testified at the state Capitol, advocating for public education in the state

budget. Because of your work, we will have a more favorable state budget for per-pupil funding than we have had in years. See this month’s Capitol Watch column on page 22 for an in-depth look at the state budget and the impacts it might have on public education. For the latest updates, follow our Legislative Update blog at wasblegupdate.wasb.org. In addition to all the activity at the state level, we have been busy with a number of special events this fall. I am on the road most days this month traveling around the state for our Fall Regional Meetings. I always enjoy these local events and connecting with districts across the state to thank you for playing an important role in the success of our association and public education in Wisconsin. Additionally, these meetings give you an opportunity to network with other school board members, receive an update on legislative activities and learn about the WASB’s activi-

ties and plans. If your meeting has not already taken place, I encourage you to attend your Fall Regional Meeting. The WASB is hosting several other important events this fall as well. The WSAA/WASB School Law Seminar is Oct. 20 in Madison and the Legislative Advocacy Conference is Nov. 4 in Stevens Point. We are also providing a series of workshops this month focused on a variety of school board governance issues including using data, operating effectively as a board, community engagement, and boardsuperintendent relations. These events will help school board members develop skills and knowledge to be better school leaders. I hope to see you at this fall’s meetings and thank you for all that you do throughout the year. I look forward to working with each and every one of you as we move public education forward in Wisconsin. n

We encourage all school districts and communities to recognize and thank their school board members.

Connect with the WASB!

Twitter @wischoolboards

Facebook on.fb.me/1NBrEJq

Wisconsin School Board Week October 1–7, 2017 More information at wasb.org

October 2017

Leaders in CHARACTER A Wisconsin district and elementary school receive national recognition for character education

Wisconsin School News

| Shelby Anderson

National District of Character: School District of South Milwaukee National School of Character: Greenwood Elementary School, School District of River Falls

isconsin schools have a strong tradition of character education. In addition to national honors, the Wisconsin Character Education Partnership has recognized dozens of Wisconsin schools through its Schools of Character Program and Promising Practice award. Earlier this year, the Character Education Partnership (character.org), honored a select group of schools and school districts across the country through its National School of Character program. The School District of South Milwaukee was one of only four school districts in the country to be named a National District of Character. And Greenwood Elementary School in the School District of River Falls was among 83 schools named a National School of Character. Character education can take many different forms, and schools can implement it in a number of ways, but Pamela Woodard chief facilitator of the Wisconsin Character Education Partnership said character education schools are united in their effort to promote positive values.

“The schools that have been intentional and sought professional development for their staff to enhance their character education programs have been an inspiration,” Woodard said. “Their stories and their assessment data reveal positive school improvement — impacting school culture and climate, student behavior, and also improved student learning.” | Respect, Responsibility,

Honesty, Perseverance, and Kindness The School District of South Milwaukee’s character education effort started about eight years ago when district leaders received training through the Leadership Academy for Character Education (LACE) program at Alverno College. The school district was interested in

character education but wanted to involve the entire community in developing a framework. Through a survey, in which the district received about 15,000 responses, community members were asked what values and qualities should be the focus of South Milwaukee’s character education program. Based on the responses, the district announced its five founding principles: respect, responsibility, honesty, perseverance, and kindness. Since the district started character education, Superintendent Rita Olson said suspension and expulsion rates have gone down while attendance rates have gone up. Dave Newman, principal of Blakewood Elementary School in

“Their stories and their assessment data reveal positive school improvement — impacting school culture and climate, student behavior, and also improved student learning.” — Pamela Woodard of the Wisconsin Character Education Partnership

October 2017

“We’ve developed a reputation as the character school district. It’s a positive thing for our district and our entire community.” — Rita Olson, superintendent, School District of South Milwaukee

South Milwaukee, said character education is a way of life at his school. “Character education is woven into the fabric of how we interact with each other, how we model it, how we teach it, and the examples we provide of it,” he said. At Blakewood, the foundation for character education is developed through the Second Step curriculum. Lessons focus on building empathy, emotion management, problem solving and developing skills for learning. The values taught through the curriculum are reinforced throughout the school day. Students and staff model and practice these values through activities and projects throughout the school year. During a week in January, Blakewood students participate in the “Great Kindness Challenge” with students all over the country and complete a series of challenges that promote a positive culture. Blakewood Elementary School also sponsors “kindness stations.” These stations are stocked with supplies to make cards or

Wisconsin School News

notes and gives students a chance to create “smile sheets” for seniors, postcards to send to people in the community, or thank you cards to give to anyone they wish. Students have raised money for schools in Kenya and Pakistan. And, among other activities, students “Buy a Family” to help make the holidays special for a family in need. Impressively, these activities are student-led. “We have students, with the support and guidance of adults, facilitate and organize these events,” said Tanya Fox, a 4K teacher. “By doing this, they are developing an understanding of our character traits and internalizing how that feels. We’re growing our children and

community for a caring and successful future.” Fox is also co-advisor of the school’s Character Club for which the school received a Promising Practice award by the Wisconsin Character Education Partnership. The club engages a diverse crosssection of students from all grade levels. Those students are tasked with promoting character education learning in the school. This can range from making posters to leading the afterschool kindness stations. Newman asked teachers to provide their perspectives on what character education means in the school and fifth-grade teachers Stephanie Bruck and Tom Dentici wrote: “I think Blakewood is special because our students are kind to all,

Promising Practices Each year, the Wisconsin Character Education Partnership recognizes character education programs in Wisconsin schools that promote character education values and learning. 2017 Promising Practices Designees: Blakewood Elementary School (South Milwaukee School District) — Character Club Capitol West Academy (Milwaukee Charter School) –— Process of Reviewing & Rekindling Core Values

especially our special needs students. Their interactions with others are kind and they are willing to play with and help others. Also, they are always willing to do the service projects that we have done — coins for Kenya, stuff the bus, etc. Most students know that being honest right away is the right choice. Students have been doing better at showing these character traits and I feel like they understand what they mean and show them in and out of school.” | A Reputation for Character This is the kind of work happening across all schools in South Milwaukee. In fact, Olson said, when their students are out in the community, they are known for their good character and when others come to South Milwaukee for an athletic event, people know a certain level of respect will be expected from everyone. “We’ve developed a reputation as the character school district,” Olson said. “It’s a positive thing for our district and our entire community.” Character education continues to be a source of pride not only for the school district but the entire community. When the news came out that the district had been named a National District of Character, South Milwau-

kee’s common council formally recognized the school district for its work. “It has been a huge honor,” Olson said. “We’re really happy to receive this recognition.” | Leading With Character the

Wildcat Way School leaders in the School District of River Falls emphasize that character education is a part of daily life in their schools. “Character Education is not

Kewaskum School District (Kewaskum) — Pins & Magnets Pilgrim Middle School (Elmbrook School District) — Discovery Retreat River Falls High School (River Falls School District) — Student Led Non-Profit Organization Slinger High School (Slinger School District) — KIWI Club

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October 2017

something we ‘do,’ rather, it is ‘who we are,’” said Superintendent Jamie Benson. “We eat, sleep, and breathe character education due to the leadership of our principals and the dedication of our staff.” Nate Shurman, principal of River Falls’ Greenwood Elementary

School, which was named a National School of Character, echoes Benson’s comments. “Character education is the foundation of everything we do,” he said. “It’s not something added to our plate, rather, it is the plate that everything else is on.” The district promotes nine spe-

cific character traits known as “The Wildcat Way” (courage, citizenship, compassion, cooperation, perseverance, positive attitude, respect, responsibility, and honesty). They also follow the 11 Principles of Character framework established by the Character Education Partnership as a template for evaluating its progress and for creating new areas of focus. The nine traits are used for classroom discussions and for those unique and appropriate teachable moments in their schools. The traits are a shared language that is part of everyday interactions in schools. “None of this would be possible without the commitment and dedication of our administration, board of education, the community, parents, and most importantly, our staff,” Benson said. “If our teachers were

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Wisconsin School News

“We know that our reputation as a district is enhanced by our strength in character.” — Jamie Benson, superintendent, School District of River Falls not ‘all in’ on character education, we would not be so successful, and our students would be missing important life experiences.” | Character at Greenwood Greenwood Elementary School has developed its own character education curriculum. That curriculum is delivered through school-wide assemblies and reinforced in small-student settings through the school’s “pride groups,” which are small groups of students from each grade level led by a school staff member. Students stay in the same groups as they progress through elementary school. The students develop connections to students from other grade levels and also have a staff member who they get to know well. Character education principles from “The Wildcat Way” are empha-

sized in the school’s regular classrooms. Each room has its own character education activities. For instance, one class takes a monthly trip to a local senior center. “The residents love it,” Shurman said. “Our students sing songs, do crafts, and spend time with the residents. The kids really get a lot out of it.” School-wide activities also help establish the school’s focus on character education. Each fall, the school holds a neighborhood leaf rake to give back to the community, which, Shurman said, has been really supportive of the district.

One of the biggest school-wide events is the Greenwood Garage Sale. The school takes in used clothing from community members. Students process the items (washing if necessary), organize everything in the school’s gym and then open their doors to the public on a Saturday. All items are available at no cost. Last year, the school had nearly 800 people attend. While these may seem like relatively small steps, the projects and events show students the positive impact they can have. “They’re starting to realize that even though they are little, they can create big change in others’ lives,” Shurman said. The work has changed things in the district as well. Benson pointed out that discipline issues have decreased and bullying issues are addressed through character education. “We know that our reputation as a district is enhanced by our strength in character,” Benson said. “And, most important of all, we feel good about teaching character traits to our children — it’s the right thing to do.” n

October 2017

A Common Cause

Districts partner with businesses to boost learning opportunities for students and strengthen community

Public school districts across Wisconsin have been increasingly working with local businesses to bring learning and work opportunities to students and gain the support of leaders in their community. Each year, through the WASB Business Honor Roll, the WASB helps school districts recognize those businesses and organizations that provide support to their local schools. This article features some of the unique school-business partnerships included on the 2017 WASB Business Honor Roll.

River Valley School District AMERICAN PLAYERS THEATRE The River Valley School District and its students have found inspiration from working with American Players Theatre (APT), an outdoor theater located outside of Spring Green. The partnership encourages and supports students’ interest in the performance arts. Each spring, middle school students stage a student production of a

Wisconsin School News

Shakespeare play that is on APT’s schedule. The play is directed and produced by teachers with help from David Daniel, APT’s education director. Actors from APT attend the play put on by middle school students and then the students see the professional production of the same play. Sara Young, communications director for APT and a member of the River Valley School Board, said the interaction between the professional actors and the middle school students is awe-inspiring for the students. “When middle school Juliet met APT

Juliet a few years ago, it was really a beautiful moment,” she said. “That happens again and again.” Another program is APT’s education program, “The Potency of Poetry.” This program is led by Daniel at River Valley High School. One River Valley High School teacher noted the program’s popularity, “David Daniel is a rock star among the students at River Valley. When my students hear his voice coming from another classroom, the first question is always, ‘Is he going to work with us?’ David has spent time with my students covering topics as

David Daniel, education director for American Players Theatre, is a frequent and popular guest at River Valley schools.

diverse as a day in the life of an Elizabethan, the role linguistic profiling plays in our country, and the power of poetry and metaphor.” Because of the close proximity of the APT, many River Valley teachers bring their students to the matinee performances during the fall. This

year, the entire middle school and freshman class will attend “A Midsummer Night’s Dream,” junior AP English will attend “Cyrano de Bergerac,” and senior AP English will attend “A View from the Bridge.” These trips are often paired with classroom visits from APT teaching

artists who provide a preview of the performance. Students interested in theater also have opportunities to apply for an internship and they regularly job shadow APT artists and staff. For the last three years, APT has invited River Valley High School to stage its annual musical in the Touchstone Theater (APT’s indoor performance space). As part of this partnership, APT also regularly lends costumes and technical supplies to the student productions. Additionally, professional actors have coached students for their roles. A handful of students have even auditioned for and gotten roles in

“Being part of the River Valley community is vital to APT’s identity and the school district is such an important part of the community.” — Sara Young, communications director for American Players Theatre

October 2017

seventh production at APT in as many years. “APT treasures its relationship with the River Valley Schools,” Young said. “APT is unique — professional Shakespeare theaters are usually not located in such rural locations. But being part of the River Valley community is vital to APT’s identity and the school district is such an important part of the community. It’s one of the very best perks we can offer actors who usually work in urban centers — a place to call home and raise families.”

Baraboo School District CIRCUS WORLD Marco Lama, a senior at River Valley High School, has appeared in seven productions at APT.

the professional productions. APT’s current production of “A Midsummer Night’s Dream” has four River Valley students ranging in age from 8 to 17. Marco Lama, a River Valley High School senior, appeared in “Cyrano de Bergerac” this past summer. The performance was his

Baraboo School District’s strategic plan challenges the district to develop meaningful partnerships with five local businesses each school year. “We are looking at how do we get to that level of engagement that actually changes lives,” said Superintendent Lori Mueller. Last summer, the district began working with Circus World and,

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Baraboo High School’s marching band appears in the Circus World parade.

although the partnership is only about a year old, it is already making an impact on students. The partnership got started with a brainstorming session between school district staff and Circus World Director Scott O’Donnell. It quickly became apparent that there were many potential benefits for the district and Circus World to work together. For Circus World, it is an opportunity to introduce local students to their community’s history and inject some fresh ideas and energy into the organization. And for the school district, the partnership gives students opportunities to showcase their skills in a real-world setting. Circus World has been a fixture in the Baraboo community since it opened in 1959. However, since its peak, the organization has seen a reduction in staff and in January it was announced that the Ringling Brothers Circus would be shutting down. Still, Circus World holds performances and hosts the world’s largest collection of circus memorabilia and historical documents. The museum also has the world’s largest collection of restored circus wagons.

Last school year, in the first year of the partnership, it connected with students in the district’s elementary, middle and high schools. Circus World brought its array of musical instruments to the district’s elementary students. The district’s middle school students studied local history in the museum’s library, assisted with the circus wagon restoration process, and started a student-run website highlighting Circus World’s attractions. At the high school level, Circus World challenged students from a marketing class to come up with new marketing campaigns for the organization. Students worked together in small groups and then formally pitched their ideas to Circus World staff. O’Donnell was very impressed with the students. “They brought us some amazing ideas,” O’Donnell said. “They came up with ideas that we didn’t even think of.” One student team suggested that Circus World create a virtual reality tour of its museum. Circus World staff took that idea and worked with a local company to produce a 360degree virtual reality tour. Other

Circus World Executive Director Scott O’Donnell speaks to the Baraboo school board.

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October 2017

West Bend School District EN FUEGO FITNESS

The Circus World partnership engages Baraboo students from elementary school to high school.

marketing ideas and slogans developed by the high students now appear on billboards around Baraboo. O’Donnell said the marketing work helped Circus World attract more people, especially local students. Mueller and O’Donnell will continue the partnership this school year and hope to eventually add an apprenticeship program. The world’s

Two active parents and local business owners are helping students and staff at the West Bend School District lead more healthy and active lives. Addy Fahrenkrug and Sarah Griffin are the owners of En Fuego Fitness. The fitness studio hosts workout events to support local families, provides options for teams and youth to train at a nominal cost in the facility, and hosts a large contingency of teachers. “Between the two, they have eight kids in the district but you would think they mother 7,000!” said school board president Tiffany

only professional circus wagon restorer works at Circus World in Baraboo and he is nearing the end of his career. O’Donnell said that position and other highly specific skilled jobs exist at Circus World. “We would love to have our staff work with local Baraboo students,” O’Donnell said. “We want these students to know there’s a unique career path right here in Baraboo.”

Thanks to a partnership, the dance teams at West Bend have been able to practice in a professional studio space.

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Larson. “They have a heart for students, fitness, health, and caring for families.” En Fuego Fitness has led free classes during the district’s staff wellness days. The studio’s facility has also been helpful to the district. Because of space availability issues, some teams, like the high school’s dance teams, are often searching for practice space. Fahrenkrug and

En Fuego Fitness has led free classes during the district’s staff wellness days … and they’ve been helpful in resolving some space availability issues. Griffin routinely offer them off times for free or deeply discounted rates. They also offer a popular sports conditioning program in the summer attended by area youth athletes. In addition, Larson said, Fahrenkrug and Griffin regularly volunteer

in the schools, “You can always count on Addy and Sarah to bring a positive, can-do attitude to any field trip, volunteer event, or school function. They are generous in all ways within our educational community and beyond.”

Larson said they are also the kind of advocates that schools need in their communities, “Addy and Sarah encourage their customers to be informed and knowledgeable of our school district and our school board membership.” n

2017 WASB Business Honor Roll The following businesses have been nominated by their partner school districts to the WASB Business Honor Roll.* For descriptions of each partnership, visit wasb.org. Select “Services & Resources,” “Communication Services,” and then “Business Honor Roll.”

Unified School District of Antigo Country 106 WACD Co-Vantage Credit Union Aspirus Laglade Hospital Antigo Daily Journal

Greendale Schools Wisconsin Institute of Certified Public Accountants Ferch’s Malt Shoppe & Grille The Greendale Lion’s Club Direct Supply

Baraboo School District MSA Professional Services Baraboo District Ambulance Service Gasser Construction Circus World

Howard-Suamico School District SMT Machine & Tool Foth

Eau Claire Area School District Plank Enterprises Mayo Clinic Health System Royal Credit Union Xcel Energy Marshfield Clinic

River Valley School District The Kraemer Company The Shed American Players Theatre Arena Cheese Wis-Coat Asphalt Maintenance

Elmbrook School District Boswell Book Company

Turtle Lake School District Saputo Cheese USA Northlakes Community Clinic

Glenwood City School District Boblink Nursery Lake Magnor Store Herdsman Feeds

Kaukauna Area School District Abel Insurance

West Bend School District En Fuego Fitness Dunn Brother’s Coffee

*Please note: this list reflects all of the nominations received by mid-September. Additional nominations may have been added to the Honor Roll since this time. For a complete list, please see the 2017 WASB Business Honor Roll at wasb.org.

October 2017

Are We Teaching What Our Kids Need to Know? — Dr. Bill Daggett —

ake a look at the tables below. The first chart shows the highest paying starting salaries and average salaries by four-year college major. The second chart shows the fastest growing four-year college majors. One of these things is not like the other. I recently had the opportunity to do a breakout session with student trustees when speaking at a conference for college trustees. As part of my effort to make sure students understand that what they major in matters, I showed them these two charts. A student raised his hand to ask a question. Or rather, make a statement: “Do you realize that if you major in one of those high-salary majors, your college experience will be no fun at all?” When we as educators hear senti-

ments like this, we must understand the role we did or did not play in such thinking: it’s up to us K-12 educators to encourage students to consider from an early age the ultimate purpose of education. As not every student should or will go to college, the same scenario applies to our high school students. What student doesn’t want to have fun in high school or college? Both are a period of growth, and part of that involves learning how to make wise social decisions with less parental oversight. I do not begrudge any student this important experience. When we hear that a high school or college student wants school to involve some fun, we know that person is a very normal young adult. When we hear that students want fun to determine their majors or course selections, we know something went wrong. And we have to ask ourselves how we might have played a role. Are we challenging students to take the most rigorous and relevant courses that will best prepare them for their futures? Are we pushing them to choose college majors that

College majors with highest salary potential

are more likely to land them highskilled jobs and help justify the expense (and debt) of college? Or are we watching as they choose the more “comfortable courses” they feel will leave more time for enjoying their school experience without challenging their thinking? Most students only sit before us for about nine months. I realize as individuals, we can only do so much in nine months. But if we all band together around shared goals for students beyond graduation, collectively we can have a dramatic and lifelong impact on our students’ futures. One of those goals must be to cultivate in all of our students an interest in and respect for lifelong learning. We have to impress upon students that learning never stops, particularly for those wanting to find themselves self-sufficient as adults. We will only be able to convince them of this if we can communicate why. The reason this is so critical is because careers today are no longer the static, well-defined, linear things they once were. That small computer you toss into your purse every day or carry around in your back pocket

Salaries of fastest-growing college majors

4-year college Occupation

4-year college

Starting

Average

Occupation

Starting

Average

$103,000

$160,000

Human Development

$35,900

$48,000

Actuarial Math Nuclear Engineer

$58,700

$120,000

Athletic Trainer

$34,800

$46,900

$67,600

$117,000

Social Worker

$33,000

$46,600

Chemical Engineer

$68,200

$117,000

Recreation & Leisure

$32,200

$45,300

Aerospace Engineer

$62,800

$109,000

Child & Family Studies

$30,300

$37,200

Petroleum Engineer

Source: Forbes.com

Wisconsin School News

Source: Payscale.com

has changed everything. For about a year, I’ve been using the likes of Facebook, Alibaba, Airbnb, and Uber to illustrate this point in talks and speeches. Facebook is the world’s largest media provider, but it owns no content. Alibaba is the world’s largest seller of products, but it owns no inventory. Airbnb facilitates housing for more travelers than any other hotel company in the world, but it owns no properties. Uber is the world’s largest provider of automobile transportation, yet it owns no cars. Each transition away from how these industries have historically operated represents a change in jobs and skills. In just the year since I’ve been using these companies to show the extent of how technology has transformed our world, Uber has proved my point again. Uber is signaling yet another significant shift in how it does business, with incredible implications for careers. Uber has joined forces with Tesla and other auto manufacturers to lobby state governments to permit driverless cars on

their roads. Why? Driverless cars can drive for 24 hours a day, 7 days a week. This would permit them to be in operation 24/7. Consider how the make-up of corporate Uber employees will change once a fleet of driverless cars is dispatched on roads across America. Uber will need fewer employees managing human drivers, and more managing the technical aspects of driverless cars. And then what of all those Uber drivers? If your job skills are on the verge of becoming obsolete, how do you stay afloat? You must learn yet again. You must gain new skills. This trend — of currently employed and even self-sufficient people in the workforce finding themselves with skills on the cusp of losing market value — is here to stay and is picking up speed. Those who sink will be those who lack adaptability and the interest in learning new skills, no matter where in their careers they might be. Those who swim? These are the people we want our students to become. These are the people who

will be able to navigate and stay afloat in a rapidly changing career landscape — technology disruption after technology disruption. McKinsey recently put out a report projecting that five percent of all jobs will be automated out of the workplace in the next five years. Of the jobs that don’t get swallowed up whole by technology in this round, they project that 30 percent of tasks in 60 percent of the remaining jobs will be automated. What does this mean for those workers? Or their pay? How can companies justify maintaining payroll for employees now doing less work? What must they do to remain valuable? Any job or part of a job that is routine, sequential, or concrete will be automated. It’s already been happening for decades, as shown in the graph capturing job growth by decade (next page). Technology is the major force leveling the bars in this chart; where technology hasn’t eliminated jobs, it has counteracted job growth. Entire

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October 2017

U.S. Job Creation by Decade categories have been and will continue to be decimated by technology. Middle class jobs are also at risk. Accountants, auditors, machinists, even economists have been projected to see major job losses due to automation in the coming years. If you can write an algorithm for a task or a job, the job is gone. And it will only continue to cascade. Technology has a domino effect; once it invades an industry or job category, it fundamentally and irreversibly transforms that industry or skill. This Missing Middle is what I call this phenomenon of technology chipping away at middle-class, middle-skill jobs. As technology replaces middle-skill jobs, it’s pushing more jobs to both low- and highskilled sectors of employment. Today, to prepare your students for a middle-skilled career, which was the standard of twentieth-century education, is to prepare them for low-skilled and low-wage jobs. This is the reality of the 21st century. As the middle goes missing, the new kinds of jobs being created in the higher-wage, higher-skilled end of the spectrum are entrepreneurial in nature, if not literally. As businesses operate under more rapid change and ambiguity, those they hire need to be nimble and broadly knowledgeable about multiple moving parts. We must strive to prepare our students for self-sufficient lives, which means preparing them for high-skill careers. Given how frequently those high-skilled jobs themselves get the technology treatment, this means we have to nurture in our students a lifelong love and appreciation for learning, particularly in a technology-driven environment. When I give speeches, I like to go through a certain exercise. I ask the audience, usually educators, if they have kids in their teens or early twenties. “How many of you hope that your kids will become self-sufficient, independent adults in the next decade?” I ask. Of course, every hand shoots straight up. No parent wants their child to struggle to find the freedom, opportunity, and confidence that come with self-sufficiency.

Wisconsin School News

Source: Bureau of Labor Statistics, St. Louis Federal Reserve

32%

1960s

26%

1970s

20%

1980s

1990s

And no educator wants this for the students in his or her classroom either. This means when we go to work each day, we must repeat this mantra: I am preparing every last student for a successful life — not just in school, but for the world beyond school. When this is our personal and shared goal, simply preparing our students for the next grade becomes glaringly insufficient and short sighted. The focus of our instruction shifts from the test to the skills students will need once they’re in the working world. And we also naturally begin supporting each other in this most important goal. I leave you with a closing thought. Let’s return to Uber. Uber was born thanks to the opportunity of Internet and mobile technologies. Iteration after iteration since its founding in 2009, Uber has continued to let technology transform it. In its latest evolution, Uber is letting driverless car technologies transform it once again.

6% 2000s

0% 2010s

Yet we in education have asked technologies to transform to us. We’ve asked it to fit into our twentiethcentury model of education. We’ve asked it to fit into our classroom time; our notions of how instruction must be delivered; our own comfort and skill level with technologies; our outdated notion that using technology to gather information and collaborate is a shortcut, even “cheating”; our perceptions of what the role of a teacher should be. If our students will need to be sophisticated lifelong learners in a technology-driven environment, shouldn’t that be the environment we create for them? n Bill Daggett, Ed.D. is founder and chairman of the International Center for Leadership in Education. Excerpted from the whitepaper “Preparing Our Students for Their Futures: WHY Innovative Practices Are Needed” by Bill Daggett. Reprinted with permission from the International Center for Leadership in Education.

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Catch Bill Daggett at the State Education Convention Dr. Bill Daggett will deliver a keynote address at the upcoming State Education Convention, January 17-19 in Milwaukee. Dr. Daggett, founder and chairman of the International Center for Leadership in Education, is recognized worldwide for his proven ability to move preK-12 education systems towards more rigorous and relevant skills and knowledge for all students. He has assisted a number of states and hundreds of school districts with their school improvement initiatives. Dr. Daggett has also collaborated with education ministries in several countries and with the Council of Chief State School Officers, the Bill & Melinda Gates Foundation, the National Governors Association, and many other national organizations. Before founding the International Center for Leadership in Education in 1991, Dr. Daggett was a teacher and administrator at the secondary and postsecondary levels and a director with the New York State Education Department, where he spearheaded restructuring initiatives to

focus the state’s education system on the skills and knowledge students need in a technological, information-based society. He is the creator of the Application Model and Rigor/Relevance Framework™, a practical planning and instructional tool for determining the relevance of curriculum and assessment to real-world situations. Dr. Daggett’s Rigor/Relevance Framework has become a cornerstone of many school reform efforts throughout the United States. Dr. Daggett has spoken to hundreds of thousands of educators and education stakeholders in all 50 states. His enlightening, entertaining, and motivating messages have helped his listeners to look at education differently by challenging their assumptions about the purposes, benefits, and effectiveness of American schools. Dr. Daggett inspires his audiences both to embrace what is best about our education system and to make the changes necessary to meet the needs of all students in the 21st century. N

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October 2017

WASB INSURANCE

“Connecting Care” Appleton Area School District partners with city to offer an innovative employee clinic

he Appleton Area School District teamed up with the City of Appleton and ThedaCare to open the Connecting Care Clinic — an innovative clinic just for employees. “We are extremely pleased with the partnership with ThedaCare (the clinic’s healthcare provider), the district, and the results thus far,” said Sandy Matz, the human resources director for the City of Appleton. “Our employees are seeing this as one of the best benefits they have received in some time. The service is very personalized and caring, and employees feel their needs are being met.” | How the clinic impacts

costs and productivity The school district, which has about 1,700 employees, pays 71 percent of the facility’s costs while the city, with about 660 employees, pays 29 percent. School and city leaders evaluate costs and usage each quarter and adjust accordingly. The clinic was named the Connecting Care Clinic by employees (the district’s marketing students also designed the logo), and has proven to be very popular since it opened in October 2016. “Employee surveys are showing 100 percent satisfaction with the clinic,” said Greg Biese, the benefits consultant from Associated Benefits and Risk Consulting who helped select the clinic and foster the partnership between the city and the district. “And, just as importantly, the surveys showed that health plan participants are receiving effective care for health conditions they may otherwise ignore.” The survey asked employees: “If the clinic was not here, would you have sought care for your health

Wisconsin School News

concern today?” While 78 percent of employees answered “Yes,” 22 percent indicated they would have left their conditions untreated. “This is common behavior, to neglect one’s health, because receiving care would be inconvenient and/or expensive,” said Matz. “It’s also very significant since that extra healthcare provides a lot of value to both our organizations as well as to employees.” How so? The answer lies in the fact that 75 percent of all healthcare costs are attributed to preventable conditions (Centers for Disease Control and Prevention). That 22 percent of employees who would not have sought help for their conditions represent an enormous cost. Without the clinic, this cost would come in the form of:

b Financial impact for employees

and the employer. A heart attack, for example, typically costs an individual about $8,170 just in out-of-pocket medical expenses, according to the American Heart Association, which doesn’t take into account lost work days and income. And the costs for the employer can be astronomical. Therefore, an employee who’s willing to make an appointment at a convenient, near-site clinic for a cholesterol check and physical — but not willing to go elsewhere — increases the value of the nearsite clinic immensely.

b Employee productivity impact.

Decreased on-the-job productivity and employee absence because of health result in significant costs to employers above and beyond medical spending. Health-related work losses are estimated to cost U.S. employers more than $260 billion each

year (National Institutes of Health). The convenience of the near-site clinic greatly increases the chance employees will seek care for medical issues before they become costly and helps employees miss the least amount of work as possible. “I think we’re really reaching some of those populations who maybe don’t have a primary care provider identified and have been using urgent care in the past,” said Julie King, human resources director for the Appleton Area School District. “We can connect them to wellness (care) and the clinic can help them navigate the health insurance networks.” The staff providing this help initially included a nurse practitioner, a registered nurse and a medical assistant. Matz said they recently added a physician’s assistant and a second medical assistant, and they expanded the clinic’s hours to meet increased demand. Nurse Practitioner Jessica Griswold said: “I have heard many times from patients: ‘I wouldn’t have come unless the clinic was here free of charge’ or ‘I normally don’t go to the doctor, but I knew my employer has made this clinic available.’ In many of those circumstances, we have identified several underlying and potentially damaging diagnoses that otherwise would not have been found. At that point, early intervention of these health-related conditions can be addressed and carried out in order to promote better health outcomes in the future, reducing need for emergent, invasive, or potentially deadly episodes without intervening.” | The employee clinic experience The Connecting Care Clinic is designed to provide routine care and

chronic-care management. All services are free with the exception of complex diagnoses which require a nominal fair-market value assessed to members who have the high-deductible plan. The clinic offers a different care experience. Wait times tend to be shorter than traditional clinics (hence the 100 percent employee approval rating), so an employee’s time off the clock is minimal. Healthcare professionals tend to spend more time with each patient, and the clinic provides easy access to employees for health coaching on chronic conditions and wellness initiatives. The clinic’s staff will refer

patients to other doctors when their condition requires specialized care. “When there’s a referral, the staff not only assists with scheduling but helps patients get appointments much sooner for urgent or serious medical issues,” Matz said. “Without the help of the clinic staff, an employee might wait weeks to be seen for follow-up.”

employers must understand the obligations (if any) under COBRA, ERISA and HIPAA, for example, before opening a clinic. To help you determine whether or not your clinic will have to comply with such regulations, as well as tips on how to ensure compliance, please see Associated Benefits and Risk Consulting’s eBook “On-site clinic compliance considerations for employers.” n

| Compliance considerations

For more information about employee clinics and related issues, contact us at 800-258-3190 or info@AssociatedBRC.com.

Some federal laws affecting employee benefit plans may be relevant to employers offering an employee clinic — often in a manner that is not obvious or intuitive. As a result,

CONNECTING CARE CLINIC The initial objectives for the clinic were to provide:

b Preventative care – well-child visits, sports physicals, adult physicals, immunizations, etc.

b Disease management – chronic condition health

coaching, diabetic education, weight management and blood pressure monitoring.

b Acute care/treatment – cold and flu symptoms,

rashes, strep throat, ear infections, bladder infections, etc.

b Lab work and minor procedures For employees, they focused on:

Associated Benefits and Risk Consulting is an endorsed agency through the WASB Insurance Plan. For more information, visit wasb.org.

Goals & Results

list price. For labs alone, the clinic saved employees $19,681 off of the list price just in the first quarter of operation. As for cost savings for the employers, a preliminary return-on-investment (ROI) study shows the city receiving an ROI of 3.03 to 1 and the district an ROI of 2.27 to 1. While both organizations expect great returns on their investment over time, they continue to focus on the short- and long-term goals they identified from the start. Short-term goals include:

b Convenience – local providers, dedicated staff,

b 20 percent savings on utilized services vs.

b Cost – free except for complex diagnoses which

b Have fixed fees that are less costly than fee-for-

scheduled appointments and one-stop medical care. require only fair market charge for Health Savings Account (HSA) members.

b Education – chronic condition management, navi-

gation of and through the healthcare system, and wellness and nutrition counseling.

b Services – preventative care, acute care, lifestyle coaching, chronic condition management and wellness and nutritional counseling.

The Connecting Care Clinic, which is operated by ThedaCare, opened in October 2016 and immediately exceeded expectations in terms of participation from employees and their dependents. In its first months of operation, 526 health plan members have used the clinic so far. High utilization translates to cost savings for the employers and their employees. For example, employees who have labs done at the clinic save money because the clinic’s lab costs are lower than the

a traditional healthcare setting

service offerings in a traditional healthcare setting

b Nurture relationships that help navigate the healthcare delivery service b Gateway to influence wellness participation b Employee steerage to lower cost care Long-term goals include:

b Improve employee navigation through healthcare b b b b b b

system Reverse/avoid high-risk situations through coaching Lower costs associated with disease states with focused counseling Decrease future medical services by improving overall health of members Members are better healthcare consumers due to education efforts Increased productivity/decreased absenteeism Enhance employee retention and attraction

October 2017

C A P I T O L W AT C H

Dan Rossmiller & Chris Kulow

A Welcome Investment in Public Schools Past due state budget provides significant boost in school funding

fter a more than two-and-ahalf-month delay, the Senate and Assembly have finally passed the 2017-19 state budget bill. The governor has signed it into law while dramatically changing some of the K-12 education related items with his veto pen. As with much of the debate over the 2017-19 state budget, there was drama leading up to final passage of the budget bill. Three Republican senators threatened to vote no unless they received assurances from the governor that he would use his partial veto to make certain last-minute changes, including at least two described below that will impact public schools.

| Governor Champions

Funding Boost Amid Legislative Skepticism Governor Walker set the tone for the K-12 education-related portion of the budget bill when he proposed boosting state aid to schools by $649 million, a significant increase compared to the $187 million state aid increase provided in the previous (2015-17) state budget. The WASB rallied to support the governor’s proposal. Eventually, legislative leaders

embraced the K-12 funding framework originally proposed by the governor, and voted to increase state funding for K-12 education by $639 million over the biennium. Divisions over transportation funding and the urgency to advance legislation needed to secure the Foxconn agreement contributed to the delay. Divisions between the Senate and Assembly over certain K-12 education funding priorities also slowed the process. Ultimately, these divisions forced a choice between the governor’s proposal to increase sparsity aid to rural districts and relief from revenue limits for low-revenue (low-spending) school districts. The latter item won out in the legislative give-and-take only to be vetoed by the governor. The WASB and other K-12 education advocates tried to argue for both an increase in sparsity aid and low revenue relief. However, lawmakers (particularly on the Assembly side) opted to spend the money that might otherwise have funded sparsity aid increases for a variety of other purposes. These include, providing laptop or tablet computers for all ninth graders in the state, including private school pupils, and new categorical aids designed to encourage districts to consolidate or share services.

However, the governor ultimately vetoed the funding intended to encourage districts to share services and pupils, saying he “believes these funds can be repurposed to support more effective programs that support rural schools.” Unfortunately, in the end, rural schools will not receive sparsity aid increases and low-revenue districts will not receive relief from revenue limits in the 2017-19 budget. | Key Budget Provisions

for Schools Here are brief highlights of the pre-K-12 education budget: • Increases per-pupil categorical aid by $200 in 2017-18 and an additional $204 in 2018-19. Districts will receive $654 per pupil in 2018-19. (These are the increases the governor proposed and are in line with the WASB’s Legislative Agenda.) Lawmakers dropped the proposed requirement that each school district certify to the Department of Public Instruction (DPI) on an ongoing basis that employees of the school district will pay at least 12 percent of all costs associated with employee health care coverage plans or that each district distribute this aid equally to each of its schools based on enrollment. (Under current

As with much of the debate over the 2017-19 state budget, there was drama leading up to final passage of the budget bill …

Wisconsin School News

Local school leaders and WASB representatives joined Gov. Walker at Waukesha South High School where he announced plans to increase school funding in the state budget. From left: Waukesha School Board Member Amanda Roddy, WASB Executive Director John Ashley, Waukesha School Board President Joseph Como, Jr., Gov. Walker, WASB President Capt. Terry McCloskey of Three Lakes and WASB Immediate Past President Stu Olson of Shell Lake.

law, the receipt of per-pupil aid is not conditioned on meeting any requirements and its use is unrestricted.) Finally, the funding for this aid increase is not conditioned on the state converting its health care coverage for state employees to a self-insurance model as had been proposed by the governor. However, lawmakers decided $24 of this perpupil increase would be one-time funding in 2018-19 and per-pupil aid payments set at $630 per pupil in 2019-20 and annually thereafter. • Fully funds the sparsity aid program under current eligibility criteria and adds a “backstop” feature. Under current law, districts qualify for $300 per pupil if, in the prior school year, they had an enrollment of less than 745 pupils and a population density of less than 10 pupils per square mile. Under the backstop feature, any district that qualified for sparsity aid in one year but did not qualify the following year would receive 50 percent of its prior year award in the year in which it became ineligible for spar-

sity aid. (The governor had proposed providing an additional $100 per pupil to currently eligible districts and creating a new $100 per pupil payment to “sparse” districts with an enrollments between 746 and 1,000 students.) • Increases funding for the high-cost pupil transportation aid program by $5.2 million per year, expands eligibility and adds a “backstop” feature. Currently, districts qualify for this aid if their pupil transportation costs per member exceed 150 percent of the statewide average in the prior year; and they have a pupil population density of 50 pupils per square mile or less. Under the budget bill, the program would apply to costs above 145 percent of the statewide average, rather than 150 percent as under current law. Under the new backstop feature, beginning in 201718, if a district qualified for high-cost transportation aid in the immediately preceding school year but is ineligible for aid in the current school year because its transporta-

tion costs did not exceed the aid threshold, the district would receive an amount equal to 50 percent of its prior year award in the year in which it became ineligible under the program. In 2015-16, 128 districts qualified for this aid. (The governor had proposed increasing this aid. Seeking an increase in high-cost pupil transportation aid was an item in the WASB’s Legislative Agenda.) • Increases the open enrollment aid transfer amount ($6,738 per pupil for a non-special education pupil in 2016-17) by an additional $100 per year each year from 2017-18 through 2020-21 above any increase provided under the current law indexing mechanism. Under indexing, the aid transfer amount per pupil in the previous year is increased by the per-pupil revenue limit adjustment for the current year, if positive, plus the change in the amount of statewide categorical aid per pupil between the previous year and the current year, if positive. The governor had proposed no change in the open enrollment transfer amount.

October 2017

C A P I T O L WAT C H

[continued]

WASB Executive Director John Ashley joined school leaders and students in calling for increased support for public education in the state budget.

• Provides $6.25 million in 2018-19 for voluntary school mental health initiatives. The state budget will provide $3 million in new categorical aid to reimburse schools for their expenditures for school social workers and another $3.25 million will be provided annually for community and mental health collaboration grants awarded through a competitive grant program established under DPI rules. These grants are for the purpose of collaborating with community mental health providers to provide mental health services to pupils. (The governor had proposed slightly smaller increases. Supporting coordi-

nated efforts to secure state grant funding for school site-based mental health programs, supports and services in districts that wish to allow third-party providers to provide such services on-site was a part of the WASB Legislative Agenda.) • Allows schools to notify parents or guardians of their child’s truancy by electronic communication. (WASB Resolution 3.83 (a), adopted at the 2016 Delegate Assembly, calls for making this change.) • As passed by the Legislature, the budget would have raised the low-revenue ceiling (from the current $9,100) to $9,300 in

2017-18 and by $100 each year until 2022-23. Districts with perpupil revenue authority below the low-revenue ceiling amount in any given school year could have increased their local property tax levy up to that amount without going to referendum. (However, the governor, who had purposed no increase on the low-revenue ceiling, vetoed this legislatively added proposal citing its property tax impact and the ability of districts to raise revenue locally by getting referenda approved. Seeking an increase in the low-revenue ceiling was included in the WASB’s Legislative Agenda.)

Eventually, legislative leaders embraced the K-12 funding framework originally proposed by the governor, and voted to increase state funding for K-12 education by $639 million over the biennium.

Wisconsin School News

• As passed by the Legislature, the budget bill would have preserved the revenue limit adjustment for energy efficiency measures in the statutes, which the governor had proposed to eliminate. And provided instead for a one-year moratorium in calendar 2018 on new energy efficiency projects. The moratorium would have prohibited districts from adopting a resolution to utilize the adjustment between January 1, 2018 and December 31, 2018. (GOP senators who held out on supporting the budget changed their minds after securing promises from Gov. Walker to use his partial veto authority on parts of the budget. This included using the partial veto to eliminate the revenue limit adjustment for energy efficiency projects. The governor creatively vetoed the moratorium provision in a way that would likely prevent districts that haven’t already adopted resolutions from being able to utilize this exemption for a very long time into the future, perhaps as long as 1,000 years.) • As passed by the Legislature, the budget bill limits when school district referenda to exceed revenue limits or issue bonds can be held to only on regularly scheduled election days (spring primary or election or partisan primary or general election) or on the second Tuesday of November in odd-numbered years; however, the odd-year November option was vetoed. Districts will be restricted to holding referenda on two dates per year. These restrictions apply to board resolutions adopted after January 1, 2018. Exceptions to the scheduling restrictions are provided in cases of natural disaster, including a fire, that causes the district to have to increase expenditures.

(Another one of the promises secured by the three holdout senators in exchange for their “yes” vote on the budget bill was a pledge to use the partial veto to eliminate the special election option in November of odd-numbered years and the governor did veto this option. | And Some Provisions

the WASB Opposes There were also a number of items in the budget that the WASB opposes and asked the governor to veto. (Ultimately he did not veto these provisions.) A brief summary of a few of those items follows. The budget bill as passed by the Legislature: • Increases the family income eligibility limits for entry into the statewide voucher program from 185 percent of the federal poverty level to 220 percent of the federal poverty level. This increase in the income cap will allow an additional 550 incoming pupils to participate in the program in 2018-19 alone, with corresponding aid reductions to the resident public school districts. Thousands more pupils will qualify to participate in the statewide voucher program in years thereafter. No evidence was presented that these pupils cannot access enrollment options outside their neighborhood school or resident school district. The WASB opposes this change. • Makes several changes to the special needs voucher program that allows students with disabilities to receive a voucher to attend private and parochial schools that participate in the program. The biggest and most objectionable change would startlingly increase the amount of state dollars that can flow to these

private schools, funded by corresponding aid reductions to the public school districts where these pupils reside. This change essentially creates a “blank check” from the state to these schools with limited accountability in a program with no limits on family income eligibility. Other changes include eliminating the requirements that to enter this program a pupil with special needs must have been enrolled in a public school in the prior year (in order to receive an Individualized Education Plan) and must have applied for open enrollment to another public school district and have been turned down. The WASB opposes these changes. • Allows any UW Chancellor and any technical college district board to contract with a person to operate a charter school anywhere in the state. These provisions create de facto statewide independent charter authorizers. Schools authorized under this provision would be funded by corresponding aid reductions to the public school districts in which pupils enrolled in these schools reside. The WASB opposes these changes. • Allows village boards within the Racine Unified School District (RUSD) to trigger the creation of a new school district with no opportunity for the RUSD Board to object or for RUSD residents to vote. Per our resolutions, the WASB opposes school district takeover proposals that remove district oversight from the local school board and opposes creating school districts without the approval of the school board of the affected school district. n

Editor’s Note: You can keep up to date on the latest budget happenings and everything else that is going on in Madison that affects K-12 education by following the WASB Legislative Update Blog and by reading the weekly WASB Legislative Newsletter.

October 2017

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

Seminars, Webinars and Workshops… WSAA/WASB Employment & School Law Seminar The WSAA/WASB Employment & School Law Seminar, taking place Oct. 20 in Madison, will feature experienced school law attorneys and WASB staff presenting sessions on a variety of legal and related issues pertinent to school board members and school administrators. Sessions will provide attendees with the latest information on important topics including: special education and disability rights, health law changes affecting schools, role of the union post-Act 10, new law update and much more.

Wisconsin School Board Week is Oct. 1-7 In recognition of the thousands of school board members throughout the state, the WASB has set Oct. 1-7, 2017, as Wisconsin School Board Week. This week is designed to recognize the contributions made by Wisconsin’s school board members who are charged with governing public education. The WASB has prepared a kit, which includes a sample press release, activities, and more to help school districts recognize their school boards.

m Pre-Seminar Workshop A special pre-seminar workshop will be offered before the WSAA/WASB Employment & School Law Seminar on Thursday, Oct. 19. This workshop will cover boardsuperintendent relations, examining roles and expectations as well as the process for decision-making and evaluation.

Find the kit at WASB.org. Select “Services & Resources,” “Communication Services” and then “School Board Week.”

WASB Webinars

he WASB hosts a series of webinars throughout the year on important legal topics. Here is a look at the upcoming webinars from the WASB.

m Administrator Contracts

m FMLA: State and Federal Requirements

Oct. 4, 12-1 pm Presenter: Ben Richter, Staff Counsel

Oct. 18, 12-1 pm Presenter: Barry Forbes, Assoc. Exec. Director and Staff Counsel

This presentation covers all aspects of administrator contracts, including the drafting of contracts, contract terms, application of section 118.24 Wis. Stat. to administrator nonrenewals and more. State and federal court decisions on administrator contracts, including the Klaus v. Eau Claire School District case, will be covered.

This webinar will review requirements under the state and federal Family and Medical Leave Act, including eligibility for leave for birth or adoption, serious health conditions of employees, parents, spouses and children and the various leaves available to military service men and women. Employer notice and documentation requirements will be covered along with employer and employee rights and obligations during and after FMLA leaves.

m Election Notices and Procedures Nov. 1, 12-1 pm Presenter: Dan Mallin, Legal and Policy Services Counsel

Wisconsin school districts must comply with numerous statutory obligations related to elections, and this presentation will cover key deadlines, required notices, and post-election processes. This webinar will be of particular interest to school district clerks and to superintendents’ administrative assistants (who often assist with election duties).

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 “Training & Events” and then “Webinar Catalog”).

Wisconsin School News

Legislative Advocacy Conference

hat is the future of school funding in Wisconsin and how can school board members make an impact? The 2017 WASB Legislative Advocacy Conference, taking place Nov. 4 in Stevens Point, will take a closer look at current school funding trends, the impact of the expansion of vouchers on district budgets, and where we may be headed. Weâ&#x20AC;&#x2122;ll also talk with two key state legislators to find out their thoughts and plans on school funding and education policy. Take advantage of this opportunity to learn more about the future direc-

tion of school funding and how to be an effective advocate for your schools, your students and your communities. Sessions include: b Impact of Voucher Funding on Public Schools School Funding: Current Trends b and Future Direction

b School Board Advocacy 101 b Legislative Advocacy Tips & Techniques from Fellow Board Members

b Legislative Panel: A Look at School Funding and Other Hot Topics

2017 Governance Workshops

ontinuous improvement of a school board requires ongoing learning and training. Experienced WASB staff and consultants are offering workshops this fall throughout the state focused on data, effective board operations

2017

and community leadership to improve board governance. Attend with fellow board members to enhance your learning.

b Operating Effectively as a Board

Total Revenue

Workshop, Oct. 17 (Suring)

b Data Dive Workshop, Oct. 27 (Whitewater)

Workshop, Oct. 12 (Fennimore)

RE PORT

Wisconsin Association of School Boards, Inc. Condensed Statement of Activities for the Year Ending June 30, 2017 REVENUE Membership Dues Program Revenue Interest & Investment Related Income Other Income

b Community Leadership

$ $ $ $

1,866,972 2,033,107 27,494 33,900

3,961,473

EXPENSES Program Expense Office Operations Total Expenses

$ $ $

2,727,922 977,072 3,704,994

Change in Unrestricted Net Assets-Operating

256,479

Depreciation & Other Non-Operating Expenses

139,482

Change in Unrestricted Net Assets

116,997

TH E

MEMB ER SH I P Wisconsin Association of School Boards, Inc. Condensed Statement of Financial Position, June 30, 2017

ASSETS Current Assets Investments, Cash, & Cash Equivalents $ Accounts Receivable $ Deferred Costs & Prepaid Expenses $ Accrued Interest Receivable $ Total Current Assets

1,200,115 141,121 128,809 2,655 1,472,700

Long Term Investments

$ 1,297,000

Property & Equipment, Net

$ 125,151

Total Assets

$ 2,894,851

LIABILITIES & NET ASSETS Current Liabilities Deferred Revenue $ 617,630 Accounts Payable, Payroll Taxes, & Benefits Payable $ 229,746 Short Term Portion of Capital Lease $ 10,947 Total Current Liabilities

Long Term Liabilities Long Term Portion of Capital Lease $ Total Liabilities

858,323 18,112 876,435

Net Assets Unrestricted $ 1,989,218 Temporarily Restricted $ 29,198 Total Net Assets Total Liabilities & Net Assets

2,018,416

$ 2,894,851

October 2017

LEGAL COMMENT

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

Board Member Compensation — Issues Related to Declining Payment

isconsin school districts have the authority to establish the compensation of school board members for the performance of their duties as elected officials. That compensation is subject to deductions for both income and Federal Insurance Contributions Act (FICA) taxes. Social Security and Medicare taxes make up the FICA taxes. Historically, it has not been uncommon for board members to decline their board compensation; however, according to the Internal Revenue Service (IRS), they were still responsible for the payment of income and FICA taxes on that compensation. Unlike city, village, town, or county elected officials, until recently there was no statutory provision which specifically permitted board members to decline compensation for their board duties so as to avoid income and FICA taxation. The Wisconsin Legislature, however, enacted 2017 Wisconsin Act 9 (Act 9), which became effective on June 3, 2017, which specifically permits school board members to decline their salary or per-meeting payments. This statute was enacted in an attempt to avoid potential income and FICA tax consequences to board members and their districts with respect to board members who decline authorized compensation. However, that statute contains ambiguities that present practical issues in the timing and manner in which board members exercise this statutory right. This Legal Comment will discuss board members’ compensation,

review the duty of a district to deduct income and FICA taxes from that compensation, and analyze the impact of Act 9 permitting board members to decline their salary. | Board Member

Compensation Although school boards in common and union high school districts have broad powers, they are subject to the authority vested in the annual meeting of electors. One of the powers reserved to the annual meeting is to “vote annual salaries for school board members, or an amount for each school board meeting the member actually attends.”1 Thus, in common and union high school districts, the electors have the authority to establish the compensation of board members at the annual meeting. In unified school districts, the school board itself has this authority.2 The authority to establish board member compensation does not authorize a board member to receive both an annual salary and a permeeting stipend for each board meeting attended. If the annual meeting or a unified school district board authorizes a per-meeting stipend, the statute limits the payment to an amount for each board meeting the member actually attends. Under the statutory language, it is likely that stipends cannot be given for attending seminars, conventions, committee meetings, or negotiation sessions, which

are not board meetings. If the electors or a unified school district board approve an annual salary, the statute allows the establishment of higher salaries for board members who serve on committees or as board officers in recognition of the additional time they spend on school-related matters. In addition to these payments, school boards may provide for the payment of premiums for hospital, surgical, and other health and accident insurance and life insurance for employees and officers and their spouses and dependent children, including board members.3 If approved by electors at an annual meeting or by the school board in a unified school district, board members may also be reimbursed for districtrelated travel based on the standard federal mileage rate (or less) and for meals and lodging related to district operations.4 Such premium payments and reimbursements are tax-free payments not subject to deductions. | Income Tax Withholding The Internal Revenue Code (IRC) requires employers to withhold federal income taxes on wages paid to employees. Generally, wages include all remuneration for services performed by an employee for the employer.5 For income tax withholding purposes, the IRC definition of “employee” includes “an officer or elected official of any political subdivision of the state,” which encompasses school board members.6 Therefore, a

We believe Act 9 can be relied upon by board members who follow Act 9’s requirements so as not to pay income and FICA taxes.

Wisconsin School News

district is obligated to withhold federal income tax from a board member’s compensation. Because the Wisconsin Department of Revenue generally follows IRS rules in connection with income tax withholding, a district is further obligated to withhold Wisconsin income tax from board member taxable compensation. | FICA Tax Withholding An employee is obligated to pay a portion of the FICA tax that is calculated on the employee’s wages. Under the IRC section setting forth the requirements related to FICA tax withholding, an employer is obligated to withhold an employee’s portion of the FICA tax (i.e., 7.65 percent of compensation) from the employee’s compensation.7 The employer is also responsible for paying 7.65 percent FICA tax on the employee’s compensation.8 The IRC, however, does not define the term “employee” for purposes of determining a district’s obligation to withhold FICA tax in the same way an “employee” is defined for income

tax withholding purposes. Instead, the IRC section defining an “employee” for the purpose of FICA tax withholding provides that “an employee is defined as an individual who, under the usual common law rules applicable in determining the employer-employee relationship, has the status of an employee.”9 The IRS has taken the position that the compensation of public officials, including elected officials such as school board members, is subject to FICA tax withholding. In 2006, the IRS revised and reissued the Federal-State Reference Guide which sets forth the IRS interpretation of federal law and related regulations, rulings, and case law on the withholding of FICA taxes and, for the first time, concluded that elected officials are “employees” for FICA tax withholding purposes.10 | Tax Implications of Declining

Compensation For a variety of reasons, some board members decline to accept their

authorized compensation (either salary or per-meeting payments established for attendance at each school board meeting). In such cases, board members typically either direct the district to retain such payments as part of the general fund or direct its payment to a charitable or other cause. Even though they do not personally receive their authorized compensation, the IRS takes the position that such board members are subject to taxation for the authorized amounts under the doctrine of “constructive receipt,” i.e, since they were authorized to receive the payment and ultimately controlled its disposition, they are taxed on it. This stance appears to conflict with an IRS exception to the “constructive receipt” rule with respect to individuals who render services directly and gratuitously to, among other organizations, political subdivisions of states, including school districts.11 However, the IRS, in at least two instances, has concluded that taxable income resulted when an elected official refused to accept that

STATEMENT OF OWNERSHIP, MANAGEMENT, AND CIRCULATION Publication Title: Wisconsin School News Publication No.: 688-560 Filing Date: September 2017 Issue Frequency: 10 issues/year No. of Issues Published Annually: 10 Annual Subscription Price: $60.00 / $94 fgn. / $60 Can. Mailing Address: 122 West Washington Avenue, Suite 400, Madison, WI 53703-2178 Publisher: Wisconsin Association of School Boards, Inc. 122 West Washington Avenue, Suite 400, Madison, WI 53703-2178 Executive Editor: John Ashley 122 West Washington Avenue, Suite 400, Madison, WI 53703-2178 Editor: Shelby Anderson 122 West Washington Avenue, Suite 400, Madison, WI 53703-2178

Average No. Copies Each Issue During Preceding 12 Months

Actual No. Copies Published in September

Total No. Copies (Net press run)

4,275

4,214

Paid/Requested Outside-County Mail Subscriptions Stated on Form 3541

4,033

3,989

Paid/Requested In-County Mail Subscriptions Stated on Form 3541

Other Classes Mailed through USPS

4,033

3,989

Free Distribution by MailOther Classes Mailed through USPS

Extent and Nature of Circulation

Total Paid and /or Requested Circulation

Free Distribution Outside the Mail

156

136

Owner: Wisconsin Association of School Boards, Inc. 122 West Washington Avenue, Suite 400, Madison, WI 53703-2178

Total Free Distribution

169

146

The purpose, function and nonprofit status of this organization and the exempt status for federal income tax purposes have not changed during the preceding 12 months.

Total Distribution

4,202

4,135

I certify that all information furnished on this form is true and complete. Shelby Anderson, editor.

Total

4,275

4,214

Copies not Distributed

Percent Paid and /or Requested Circulation

October 2017

LEGAL COMMENT official’s pay. When a member of Congress returned a portion of his salary to the U.S. Treasury, the IRS ruled that the full amount of his salary was includable in his gross income.12 Similarly, a state public official who took five furlough days and donated his salary for those days to the state treasury was required to pay tax on the donated salary, even though the state had asked certain administrative personnel to take such days without pay.13 Based on these rulings, prior to Act 9, if a school board member declined to accept authorized compensation, the board member was required to recognize income for the amounts the board member was entitled to receive. In that case, the board member, while required to include that amount as taxable income, would also be able to take a charitable contribution deduction on Form 1040, Schedule A, for contributing the compensation to a qualifying organization, provided that the board member itemized deduc-

[continued]

tions.14 Board members who took the standard deduction could not take advantage of this deduction. Act 9 was enacted to address the “constructive receipt” issue.15 Under this law, a school board member may decline that member’s salary by sending written notification to the district clerk and treasurer that the board member wishes to refuse his or her salary. “Salary” under the statute means both the authorized annual salary and the per-meeting amount established for attendance at each school board meeting. A “school board member” also includes a school board member-elect. By establishing procedures for board members to decline their compensation prior to it being “earned,” Act 9 gives rise to a strong and compelling argument that such board members are not liable for income or FICA taxes on such compensation because the board members have not “constructively received” that compensation. However, the IRS has not

taken an official position on the impact of Act 9 on the taxability of declined compensation and, until it does, the effect of Act 9 on this issue is not final from a federal standpoint. Notwithstanding this, we believe Act 9 can be relied upon by board members who follow Act 9’s requirements so as not to pay income and FICA taxes. In order to comply with Act 9, a board member must submit the notification within the specific statutory deadlines. This designation is irrevocable for one year. It must be renewed annually within the required time frames. The applicable procedures are as follows:

b For a school board member con-

tinuing the member’s term, the board member must send the notification at least 30 days before the start of the board member’s next taxable year, i.e., before December 1. The notification applies only to that taxable year. A board member may renew the

Policy Consulting Services Want help… Creating a new or revised policy? Clarifying a policy’s wording? Ensuring your policies meet legal requirements? Updating your policy manual? The WASB Policy and Legal Services staff can help. We provide customized policy consulting services to meet local needs. Contact the WASB today. Policy Services

Wisconsin School News

608-257-2622

877-705-4422

Visit wasb.org

member’s refusal by sending a notification annually within the established time frames.

b For a board member who is

elected or appointed to the school board and the board member’s current taxable year does not end within three months of the day on which the board member’s election is certified or the board member is appointed (e.g., April), the board member must send the notification no later than the day on which the board member takes the official oath of office and before the board member performs any services in his or her capacity as a board member. The notification applies only to the taxable year in which the school board member’s election is certified or the member is appointed.

b If the school board member’s

current taxable year ends within 3 months of the day on which the board member’s election is certified or the board member is appointed to the board (e.g., October), the notification applies until the end of the member’s next taxable year.

There are several ambiguities to the new legislation. First, it is not clear how incumbent board members who are up for election in April are to provide notice with respect to following taxable year and compensation after April. In order to decline compensation for compensation authorized for January 1 through certification of the April election, the board member must provide written notice before December 1 of the preceding year. However, since the Board member may not decide to run for re-election prior to that date and since re-election to a new term is not official until the election certification, it is unclear how a board member can decline compensation for the period from the April election certification until December 31 prior to certification, given that the board member is not legally entitled to compensation until certification and taking the oath of office.

There are two possible ways to handle this. The first is to provide written notice prior to December 1 for the January 1 through April compensation and then a second notice in April prior to taking the oath of office for the April through December compensation. A second way to address this situation is to provide one notice in November, which states that the notice applies to “compensation received from January 1 through December 31 [year], including any portion of such taxable year that is covered by any additional term of office to which I may be elected or appointed.” Both are reasonable ways to proceed, with the latter being more efficient. The second ambiguity involves the impact of the notice. If a board member provides the appropriate notice declining compensation, the district cannot pay the employee “beginning with the first pay period that commences after the notification applies.” However, the commencement of that pay period may not line up with January 1 and tax may be due for the portion of any board compensation for January 1 to the first day of the first January pay period. To avoid this, district’s may want to establish a “pay period” for board members that begins on January 1. Finally, for persons elected or appointed to a new term of office, notification of refusal of salary has to take place no later than the day they take the oath of office and before they perform any services in their capacity as a board member. Under these procedures, an appointee to a board vacancy may have a short time in which to submit a notification of refusal of salary because appointees are deemed to have accepted the appointment unless they decline the appointment within five days of receiving notice.16 Once that five-day period has passed without a written declination of the appointment, an appointee arguably could be “performing service.” Although the statutes do not definitively answer the question, the deadline for an

Policy Resource Guide subscribers: Topic 164 of the PRG includes a sample form that a school board member may use to notify the district of a decision to refuse their board salary. For more information, visit wasb.org.

appointee to send the notification may be the earlier of (1) the time at which the appointed board member performs any services in his or her capacity as a board member; (2) the date the appointee takes the official oath; or (3) the fifth day after the appointee receives notification of his or her appointment. | Conclusion Pending formal approval from the IRS, Act 9 is intended to provide board members who wish to decline payment for their board services with a means by which to do so without tax implications. However, specific procedural steps must be followed each year to accomplish this outcome and board members should be reminded of these steps prior to December 1 of each year and immediately upon election or appointment to office. | End Notes 1. Wis. Stat. s. 120.10(3). 2. Wis. Stat. s. 120.44. 3. Wis. Stat. s. 66.0137(5). 4. Wis. Stat. s. 120.10(4). 5. IRC s. 3401(a). 6. IRC s. 3401(c). 7. IRC s. 3102. 8. IRC s. 3111. 9. IRC s. 3121(d)(2). 10. IRS Publication 963 (Rev. Oct. 2006). 11. Trs. Reg. ss. 1.61-29c). 12. Rev. Rul. 56-126. 13. IRS Letter Ruling 8325078. 14. IRC s. 170(a)(1). 15. Act 9 created Wis. Stat. ss. 120.07 and 120.45. 16. Wis. Stat. s. 17.26(3). This Legal Comment was written by Michael J. Julka, Steven C. Zach, Christopher T. Schmidt and David P. Weller, WASB Legal Counsel. For additional information on related topics, see Wisconsin School News: “Taxes on Board Member Compensation” (October 2008); and “The Duties and Responsibilities of School Board Officers” (March 2007).

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.

October 2017

Q&A

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

Strategies for Successful School Construction and Design Projects SE RV I C E

A S S O C I AT E

School construction can be a complex process whether you’re building new or renovating. What are some of the most common misconceptions board members have?

One of the most common misconceptions is that a construction manager only provides value once a referendum is approved or an architect has designed a project. This could not be further from reality. Ask school board members who have been through a facility assessment, facility planning, community survey, referendum, design, and construction process and they will tell you that it is very important to have all your professional consultants working together to support the district from the start of the process. Having someone at the table who understands the local market, codes, and most cost-effective options to address facility challenges does not mean you are going to build, it simply means you are doing effective due diligence so you can make smart decisions on behalf of your taxpayers.

Q. Are there effective ways to

involve students and staff in the facility planning and construction process?

A. Absolutely. Educators know that many people learn through hands-on experiences, and construction provides ideal opportunities for project-based learning, and youth engagement. One of the early discussions we have with either administrators, or directly with career and technical education educa-

Q & A

tors, is regarding the level of engagement they desire with the facility planning process and ultimately, construction. In our opinion, the more engagement the better. Why? We are dealing with labor shortages in our industry, and the deep-seated perception that a four-year postsecondary degree is still the primary path to success for students.

Q. School facility construction usually requires the support of the community. What are some of the critical fundamental steps in gaining community support?

A. There really are three key fundamentals that determine success when gaining community support. The first is the community has to be aware there is a referendum on the ballot. It sounds like common sense, but if the typical voter enters the voting booth and that is the first time they are actually made aware of the referendum, they will vote no. Second, the community must have their top questions answered. By having their questions answered, it eliminates their own potential confusion or need to “fill in the blanks” with an answer, and also gives them confidence in the process. Finally, and most important, the community must have a sense of urgency that now is the time to take action, rather than wait for some arbitrary date in the future. Q. Are there any new tools or strategies districts are using to engage their communities?

Kevin Hickman is vice president of marketing and business development for JP Cullen

A. There is a recognition that for most districts 70 percent of their residents are not parents or staff, so a large percentage of the community rarely, if ever, engages with the district. Districts are finding value in engaging with key communicator groups, that help share the district’s story on an ongoing basis. Districts are working more closely with their municipalities, technical and community colleges, libraries, YMCAs, and senior centers to both share information and also potentially collaborate to offer services. The biggest challenges districts have is when communication breaks down and trust is weakened. Our most successful clients believe in active, ongoing engagement to break down perceived barriers and misconceptions, long before they begin talking about the potential for facility planning or referendum. n 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.”

Educators know that many people learn through hands-on experiences, and construction provides ideal opportunities for project-based learning, and youth engagement. 32

Wisconsin School News

Educational Services And Products 2 0 1 7 WA S B S E RV I C E A S S O C I AT E S

Architecture, Engineering, Planning, Interiors and Construction Management

Bray Associates Architects Inc. 920-459-4200 mwolfert@brayarch.com brayarch.com Architecture, interior design, planning, referendum support

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DLR Group 612-977-3500 gdavenport@dlrgroup.com dlrgroup.com Architecture, engineering, planning, interiors, construction management

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Hoffman Planning, Design & Construction, Inc. 800-236-2370 spigeon@hoffman.net hoffman.net Planners, architects and construction managers

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Plunkett Raysich Architects LLP 414 359-3060 skramer@prarch.com prarch.com Architectural and interior design services

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Computer Hardware, Software, Consulting

Skyward, Inc. 800-236-7274 ben@skyward.com skyward.com Developer of student, budgetary and human resource administrative software exclusively for K-12 school districts.

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Management, |Construction Contracting, Consulting J.H. Findorff & Son Inc. 608-257-5321 cmlsna@findorff.com findorff.com

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With offices in Madison and Milwaukee, Findorff is one of Wisconsin’s leading builders. J.P. Cullen 608.754.6601 kevin.hickman@jpcullen.com jpcullen.com J.P. Cullen is a family-owned, fullservice construction management firm that specializes in budgeting, planning and constructing the tough jobs.

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Scherrer Construction Company, Inc. 262-539-3100 customsolutions@scherrerconstruction.com scherrerconstruction.com Scherrer Construction has been partnering with school districts for over 88 years to deliver successful, quality projects that positively impact students and communities today and for years to come. 

VJS Construction Services 262-542-9000 cbathke@vjscs.com vjscs.com A top-10 construction company in southeastern Wisconsin with 65 years of experience.

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Benefits, |Employee Risk Management Arthur J. Gallagher Risk Management Services 608-828-3740 kristina_winterfeldt@ajg.com ajgrms.com Specializing in serving the risk management and insurance needs of public schools.

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Associated Benefits and Risk Consulting 608-259-3666 Al.Jaeger@associatedbrc.com associatedbrc.com Our focus is financial security options that protect and assist growth. We go beyond simply protecting against the loss of assets and property.

Banking, |Financing, Consulting Robert W. Baird & Co. 800-792-2473 BBrewer@rwbaird.com rwbaird.com/publicfinance Robert W. Baird & Co. provides school finance solutions through its Public Finance team and business office consulting services through its School Business Solutions team.

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Springsted Incorporated 414-220-4250 jdudzik@springsted.com springsted.com Advisors to the public sector in finance, human resources and management consulting services.

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Key Benefit Concepts LLC 262-522-6415 info@keybenefits.com keybenefits.com Actuarial and employee benefit consulting services.

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M3 Insurance 800-272-2443 marty.malloy@m3ins.com M3ins.com The dedicated education specialists at M3 Insurance provide over 50% of Wisconsin school districts with the very best in risk management, employee benefits, and insurance services.

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National Insurance Services of Wisconsin, Inc. 800-627-3660 slaudon@nisbenefits.com NISBenefits.com

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We’ve been a specialist in public sector benefits since 1969. Our insured products include: health, dental, disability, life and long-term care insurance. Our financial solution products include: health reimbursement accounts, OPEB trusts (fixed or variable), special pay plan and flexible spending accounts.

| Insurance Community Insurance Corporation 800-236-6885 khurtz@aegis-wi.com communityinsurancecorporation.com Dedicated to providing school districts with the tools they need to economically and efficiently address today’s changing insurance and risk management environment.

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EMC Insurance Companies 262-717-3900 philip.lucca@emcins.com emcins.com Property and casualty insurance

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R&R Insurance 262-574-7000 bill.hattendorf@rrins.com myknowledgebroker.com Our School Practice Group has more than 25 years of educational institution experience and a dedicated resource center designed with school district’s risk and claims management needs in mind.

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TRICOR Insurance 877-468-7426 john@tricorinsurance.com tricorinsurance.com We now insure over 150 public schools. Our School Practice Team is made up of a diverse group of experienced individuals who are extensively trained and specialized in school insurance products, risk management, support services, loss control, human resources and claims advocacy.

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UnitedHealthcare 414-443-4094 cecelia_hopkins@uhc.com uhc.com Our mission is to help people live healthier lives by providing access to high quality, affordable healthcare. We are committed to improving the healthcare experience of K-12 teachers, staff, retirees and their families in the state of Wisconsin by providing better information, to drive better decisions, to help improve health.

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| Energy Services Midwest Energy Procurement (MEP) Solutions, LLC 608-273-4464 steve.grams@mepsolutions.org mepsolutions.org MEP Solutions is a Wisconsin-based energy procurement and consulting firm, which provides clients with comprehensive energy procurement analysis and solutions.

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| Leadership Consulting 

Studer Education

850-898-3949 info@studereducation.com studereducation.com We support the critical work of school district leaders through coaching around an Evidence-Based Leadership framework to increase student achievement, employee engagement, parent satisfaction, district support services, and financial efficiency.

| Legal Services Buelow Vetter Buikema Olson & Vliet LLC

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262-364-0300 cbuelow@buelowvetter.com buelowvetter.com We have decades of experience in representing school boards across Wisconsin. We advise school boards and administrators on a variety of issues from labor and employment to student discipline and expulsion. Strang, Patteson, Renning, Lewis & Lacy, s.c.

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844-626-0901 kstrang@strangpatteson.com strangpatteson.com We provide legal counsel on a full range of issues that school and higher education institution clients confront on a regular basis. 

von Briesen & Roper, s.c.

414-287-1122 aphillips@vonbriesen.com vonbriesen.com We’re dedicated to ingenuity and creativity in helping schools solve their most complex legal and organizational problems. Challenge us to help you challenge the status quo.

|School/Community Research 

School Perceptions, LLC

262-299-0329 info@schoolperceptions.com schoolperceptions.com The team at School Perceptions specializes in helping educational leaders gather, organize and use data to make strategic decisions.

| Transportation 

Dairyland Buses, Inc.

262-544-8181 mjordan@ridesta.com ridesta.com School bus contracting provider, managed contracts, training, maintenance.

SUPPORTING, PROMOTING AND ADVANCING PUBLIC EDUCATION

UPCOMING PROGRAMS 2017 WSAA/WASB SCHOOL LAW SEMINAR

OctOber 20 AlliAnt energy center MAdisOn

Respected WASB legal services staff and school law attorneys will present sessions on a wide range of important school law topics. Sessions include: • Utilizing a Grievance Procedure and Impartial Hearing Officer Post-Act 10 • Special Education and Disability Rights Issues • Transgender Students Law Update • Health Law Changes Affecting Schools • ADA in the Employment Setting • The Role of the Union Post-Act 10 • Administering Leaves of Absences • New Law Update A pre-seminar workshop will also be held on Thursday, Oct. 19 on board-superintendent relations.

November 4 Holiday iNN Hotel SteveNS PoiNt

2017 LEGISLATIVE ADVOCACY CONFERENCE

What is the future of school funding in Wisconsin and how can school board members make an impact? The Legislative Advocacy Conference will take a closer look at current school funding trends, the impact of the expansion of vouchers on district budgets, and where we may be headed. Sessions include: • Impact of Voucher Funding on Public Schools • School Funding: Current Trends and Future Direction • School Board Advocacy 101 • Legislative Advocacy Tips & Techniques from Fellow Board Members • Legislative Panel: A Look at School Funding and Other Hot Topics

v i s i t wa s b . o r g f o r co m p l e t e i n f o r m at i o n a n d to r e g i s t e r

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