Wisconsin School News - September 2017 by WASB

Streamline enrollment Your work is too busy for more busywork. When open enrollment rolls around, how many hours will you devote to paper applications and employee support? Shouldn’t you spend more time attracting top talent and less time shuffling papers and fielding questions about plan options? My Choice from Security Health Plan is an online enrollment tool with built-in decision support to help employees make better choices and help you avoid unnecessary paperwork.

Read our popular article and schedule a live demo.

Security Health Plan of Wisconsin, Inc., complies with applicable Federal civil rights laws and does not discriminate on the basis of race, color, national origin, age, disability or sex. ATENCIÓN: si habla español, tiene a su disposición servicios gratuitos de asistencia lingüística. Llame al 1-800-472-2363 (TTY: 711) LUS CEEV: Yog tias koj hais lus Hmoob, cov kev pab txog lus, muaj kev pab dawb rau koj. Hu rau 1-800-472-2363 (TTY: 711)

EL-SH58-0417

www.securityhealth.org/streamline or 715-602-4854

September December 2016 2017 || Volume Volume 71 72 Number Number 52 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

BUILDING A WEB OF SUPPORT HELPS ALL STUDENTS SUCCEED, page 16

608-556-9009 • tmccarthy@wasb.org n WASB OFFICERS n

John H. Ashley Executive Director

Wild Child Shelby Anderson

Rio program takes play-based learning outdoors no matter the weather

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

Mission Impossible How community collaboration saved one district $40 million

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

MaryBrett Jo Rozmenoski Hyde

Muskego-Norway, Black River Falls,Region Region11 6 2nd Vice President

Voices from the Classroom Wisconsin teachers of the year offer their perspectives for the new school year

n WASB BOARD OF DIRECTORS n Mike Blecha Sue Todey Green Bay, Region Sevastopol, Region 33

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

Bill Yingst, Sr. Durand, Region 4

Nancy Thompson Waterloo, Region 12

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

Rosanne Hahn Burlington, Region 13

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

Terrence Falk Milwaukee, Region 14

Steve Klessig Andrew Maertz Brillion, Region Reedsville, Region8 8

Ron Frea Pewaukee, Region 15

Andy Zellmer Wanda Owens Montello, Barneveld,Region Region10 9

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.

Ravi Hutheesing Convention keynote to address the importance of collaborating with the next generation

Wanda Stu Olson Owens Barneveld, Shell Lake, Region Region 91 Immediate Past President

Millennial Mojo

Web of Support Robin Elvig Reaching out and engaging with students is more important than ever

D E P A R T M E N T S

C O L U M N S

2 News Briefs 3 Viewpoint — Engaging Students is First Step 22 Capitol Watch — Help Guide the WASB 24 WASB Insurance — Covering All Your Bases 26 Association News — Meetings, Seminars, Workshops, and Webinars… 28 Legal Comment — The Endrew F. Standard for a Free Appropriate Public Education 32 Service Associate Q&A — Ray Ackerlund, Skyward

NEWS BRIEFS

Wauwatosa Student Headed to Work in the U.S. Senate

auwatosa East High School student Layne Donovan will spend the first half of her junior year working on the Senate floor in Washington D.C. as a U.S. Senate Page. The Senate Page Program connects students to some of the nation’s most prominent leaders in the form of a high school internship in the Senate. The program is available only to high school juniors with a minimum 3.0 grade point average, and students must apply for sponsorship by a senator. Only 30 students are selected for each of the four page sessions a year. “This program is so unique because it gives its participants

a first-hand look into the most complex and interesting legislative body on earth,” said Donovan. “I am excited to work on the Senate floor every day. Seeing senators debate, vote, and conduct daily business is an amazing opportunity.” The primary duty of a Senate Page is to deliver communication and legislative material within the Congressional Complex. Their work may also include “taking messages for members, calling them on the phone, preparing the chamber for Senate sessions and carrying bills to the desk.” Donovan’s appointment will run from the beginning of September through January. N

STAT OF THE MONTH

5 million Estimated number of English language learners in U.S. schools. Source: Migration Policy Institute

D.C. Everest Opens One-Room Elementary School

his school year, the D.C. Everest School District will open the doors of a multi-age, one-room elementary school with an emphasis on social and project-based learning. The school is the idea of teachers Pam Merz and Pamela Gresser, the 2016-17 Elementary School Teacher of the Year (featured on page 15). The one-room concept will allow the school to have a more flexible schedule. It will be divided into four areas: kindergarten-2nd grade, 3rd-5th grade, a maker space area, and a common community area. Learning will be student-led with an emphasis on community-building. “Every day will start and end as a whole school because this is really community-focused, and we are a family,” Gresser said. “This type of environment allows kids to connect at a social level that they may not have the opportunity to do in a traditional setting,” Merz said. About 35 students are expected to attend the school. N

Wisconsin School News

Study Finds that Student Age Impacts Achievement

study from the National Bureau of Economic Affairs found that children who start school at an older age do better in school and have better odds of attending college. The study followed children in Florida who were born just before and after the Sept. 1 cutoff date for starting kindergarten. Under this system, the youngest students in a given class are born in August and the oldest are born in September. The study focused on those oldest and youngest children and found that demographically similar September-born children outperformed those younger classmates with August birthdates. The study tracked these students beyond K-12 and found that those older students were more likely to attend and graduate from college although the difference wasn’t as dramatic. September-born students were 2.6 percent more likely to attend college than the August-born students. David Figlio, an economist at Northwestern University and one of the study’s authors, said one of the most surprising findings was that the gap between September-born and August-born students held true at all socio-economic levels. N

VIEWPOINT

Jo h n H . A s h l e y

Engaging Students is First Step

new school year is here! Nothing is more inspiring than the enthusiasm students and staff bring to their first days of school. As we begin the new year, it’s important to recognize our talented and dedicated educators and support staff. They set the tone for a successful school year, working directly with our students. Our public education students come to us with varying perspectives, backgrounds and abilities. Their diversity is our strength. Some students come to us ready to go. Others need more support. Educators who actively reach out to and connect with their students are those who find the most success. Once we engage with students, there is no end to what they can do. In this issue of Wisconsin School News, we feature articles written by the state’s 2017 teachers of the year. Our top educators were each invited to write a short article on any topic they chose. This was their opportunity to give their perspective to school board members. There was no effort to coordinate their message. So, it was interesting when their articles came in and we discovered that, in their own way, they each wrote about engaging with students and how districts can be supportive of that work. From developing a framework for addressing mental health to using a puppy cam to keep students focused and on task, each of the teachers wrote about getting to know students on a personal level and finding ways to enrich their lives to educate the whole child. As Chris Gleason,

the 2017 Middle School Teacher of the Year and a national teacher of the year finalist put it, “Education is so much more than just a test score or even the content of our curriculum.” I hope you’ll take their words to heart and look for ways to further support your teachers and staff throughout the school year. They need school boards to do their part — make sure the district has a well-communicated vision, the district policies are up-todate and customized to best meet local circumstances, the boardsuperintendent team is productive, and the budget is aligned to the district’s goals. They need leaders who are focused, supportive and willing to be creative — like those in Rio who took a chance on an experimental forest kindergarten program and allowed their teachers to regularly send children outdoors all day to learn and play. You can also make a difference beyond the board table. Consider the message from Robin Elvig of the Altoona School Board who writes about taking the lead in your community with youth engagement and setting the bar high. Whether it’s getting involved in a group like a local Boys and Girls Club or simply making a point to say hello to the young people you meet at the grocery store, your actions can set a powerful example for others to follow. The WASB is here to help you be the best board member you can be. This fall, the WASB has numerous

professional development opportunities for school board members and administrators. We will be hosting a series of workshops in September and October focused on a variety of school board governance issues including using data, operating effectively as a board and community engagement. The WSAA/WASB School Law Seminar taking place Oct. 20 in Madison also provides school leaders with important information and insight into school law issues. A pre-seminar workshop from the WASB will focus on boardsuperintendent relations. Plan to attend a Regional Meeting this fall. Starting in September and running through October, these meetings celebrate the accomplishments of our school board members. A premeeting workshop is available to educate members about the impact of the 2017-19 state budget. For information or to register for these events, visit wasb.org. Planning for the annual State Education Convention is underway. This issue features a short article from Ravi Hutheesing, a cultural entrepreneur, who will be one of the keynote speakers at the 97th State Education Convention in January. We will be releasing more details about this premier professional development opportunity this fall. I believe there is no limit to what our teachers and students can accomplish if given the support and opportunities to do so. Here’s to a successful 2017-18 school year! n

Educators who actively reach out to and connect with their students are those who find the most success. Once we engage with students, there is no end to what they can do. Connect with the WASB!

Twitter @wischoolboards

Facebook on.fb.me/1NBrEJq September 2017

As part of their forest kindergarten program, teacher Sarah Nogee (left) and her students spend an entire school day in the Rio School Forest.

Wisconsin School News

Rio program takes play-based learning outdoors

| Shelby Anderson

hen kindergarten teacher Sarah Nogee started teaching at Rio Elementary School she was surprised by all of the standards and assessments required for kindergarten students. She wanted to make a change but didn’t have a specific idea in mind. “Play is so important for young children, but with the standards as high as they are, it has gotten pushed to the side in kindergarten,” she said. “I wanted to change that, at least for the students in my classroom. I knew there had to be a way to meet the standards while still respecting children’s right to be children.” As she researched alternative learning options for young learners, she came across “forest kindergartens.” As she learned more, she fell in love with the idea. Forest kindergartens, which are more common in European countries like Denmark and Germany, are a type of outdoor learning where students go outside, no matter the weather, and are encouraged to play and explore the natural world. “It highly values children’s natural curiosity and desire to make sense of the world,” Nogee said. “It is an approach that looks at the whole child — socially, physically, emotionally, cognitively, and academically. The forest kindergarten

approach believes that nature is the greatest teacher.” In Europe, many forest kindergarten programs take students outside all day, every school day. In Rio, the outdoor days are held on Mondays. But, true to the philosophy of forest kindergartens, Nogee’s students spend the entire school day outside at the Rio School Forest and brave almost all weather elements. This past school year, her students only missed one day during the winter because of extreme cold. (Nogee keeps a bins of extra hats and gloves in her classroom). | Getting Started In March 2016, Nogee and Becky

Bender, an early childhood teacher, began talking about a forest kindergarten program in Rio. The school district had an extensive and underutilized school forest. They sat down and developed the program and talked through some of the details like transportation and safety. Later that school year, Bender and Nogee took their idea to the administration and school board and were given the green light to make it happen. “The administration and board have been extremely supportive,” Nogee said. “They loved the idea of starting to use our forest again and saw the potential of getting our youngest kids outside more. I am

September 2017

extremely grateful for how supportive they have been — this wouldn’t have happened without their support.” “I was in support of getting Project Wild Child going the moment Sarah and Becky presented the idea to me,” said Rio Elementary

School principal Craig Vetter. “The idea of getting our youngest students out in nature while providing learning experiences tied to our curriculum is something we all see as a win-win situation.” With that, Project Wild Child was launched in the Rio Community School District. One of the positives

How Does Your Insurance Measure Up? 24/7 Injury Triage • Comprehensive Employee Benefits • Cyber Protection

To learn more about our services, contact our knowledgeable team: customercare@ticinsurance.com 800.362.8046

Wisconsin School News

of the program is that there are not many costs associated with outdoor learning. In Rio, the only major expense was transportation. However, the teachers were able to secure two grants that cover the cost of busing the students to and from the school forest. | A Day in the Forest During one of the forest days in early May, the learning started almost as soon as the students stepped foot on the forest path. Nogee stopped her students every so often to have them listen for a bird call, examine a plant, and once to point out some poison ivy. When the students got to the outdoor classrooms, they voted on whether to start at the “bottom” or “upper” classroom. The students voted for the “bottom” classroom and started their day with unstructured play time. Nogee likes to start with unstructured play time to help the students get out some energy. Students climbed on a lean-to fort they had built earlier in the school year, others started an impromptu game jumping off a log and over some water. Needless to say, a couple of kindergartners got wet. Others

Project Wild Child MISSION STATEMENT Rio Community School District 

Our vision for the Early Learning and Kindergarten students is to allow them the opportunity to connect with nature on a regular basis; to grant them permission to learn through play; to help them establish their place in the natural world; to indulge their natural curiosity and turn it into a love for learning; and to foster 21st century skills outside the classroom walls.

examined plants, bugs or anything else they could find. After unstructured play time, the students moved to the “upper” outdoor classroom outfitted with a fire ring and some concrete tiles laid into the ground that students had decorated. The kindergartners formed a circle around the fire ring and Noggee read books while they had their morning snack. “We want to keep it strictly play-

based,” she said. “We want to give them time to explore but we are also following and developing learning standards.” The more structured learning typically takes place in the afternoon. After lunch, students have a learning activity, such as writing about what they are observing in the forest or doing a math lesson related to the school forest. However, Nogee and other outdoor learning advo-

cates emphasize that learning takes place during the entire day. That learning is evident even during the unstructured play time. Students learn how to play together, communicate, and engage in discussions. Some students work together to

September 2017

build a fort. Others engage in more imaginative play like setting up “stores” where they sell imaginary or real items. Others have created “zoos” with snails and other critters. “A lot of the time they don’t realize they’re learning,” Nogee said. “It’s something that is happening naturally.” Nogee also provides the students with a number of “tools” — like potato peelers, string, shovels, and saws. While some people may be surprised to hear that the kindergartners are allowed to use saws, Nogee said it’s about giving trust and responsibility to the student. “When they’re able to use something they perceive as dangerous, they rise to the occasion,” she said. “They learn they can make safe choices, that they can help each other be responsible, and they are valued and trusted. I think that’s one of the most important lessons we can teach our children — that we trust them to make responsible choices.”

Volunteer Lonna Brooks tends the class’s fire.

The fact that the use of hand tools develops fine motor skills is an added bonus. The day also includes an afternoon snack, usually cooked over a campfire tended by one of the adult volunteers. The snack has included goodies such as hotdogs, popcorn,

bread on a stick, smores and other fun foods. Nogee and her students usually close the day by doing group writing about the day. But each forest day’s schedule can be a little different — there is no set schedule, which allows the teachers and adult volunteers to follow the children’s interests.

What the Students Have to Say… What is your favorite forest memory? Beau: “When snow fell down on my head.” Sawyer: “I actually have two. One of my memories is when me and Alaina played Alicorns and the other is when me and Alaina played Foxicorns.” Luka: “When I thought the swing was scary but actually it wasn’t.” Brody: “Catching the wormy thingies from today. I forgot what they are.” Rory: “My favorite memory was building the teepee.” Colton: “When my mom came and she helped me build a mouse trap.” Kaelyn: “My favorite thing was when it was snowing and Kiley and Luka and my mom came and we built snowmans. Little snowmans and big snowmans. And Luka put all her clothes on the snowman. Even her coat and her gloves and everything that she had. And she was cold.” Logan: “When my mom came to the school forest and it was really fun.” Cole: “Me and Hope were having fun at the forest and we had tools and digged up a deep, deep hole and we planted plants in it.” — Taken from Sarah Nogee’s classroom blog, missnogeesk.blogspot.com

Wisconsin School News

| So Far So Good The program has been featured in the local television news and newspapers, garnering positive attention for the school district. Most importantly, Vetter said he has gotten good feedback from the parents. “Our parents have been very supportive of the program,” Vetter said. “Honestly, I did not receive any negative feedback from anyone. The parents I talked to were excited about the idea of their children getting a chance to learn in nature. Each week, a parent volunteers to

go to the forest and help watch the students. Jeff Becker, who is the Rio police chief and had a son in Nogee’s class, volunteered to help with a forest day in May. He said that his child looks forward to the outdoor learning day, “It’s his favorite day of the week.” Parents also donate coats, boots, mittens, hats and other supplies to help support outdoor learning. Another volunteer, Lonna Brooks, emphasized how much learning takes place. “It’s a fantastic program,” she said. “The kids learn so much out here. They don’t spend enough time outside.” Citing the positive feedback he has gotten from parents and teachers, Vetter said he would encourage other districts to pursue outdoor learning programs. “The teachers talk about the opportuni-

ties their students have to collaborate with others while also building their problem solving skills,” he said. “Additionally, they believe their students are much better behaved in the forest and that carries over to the classroom the rest of the week. These are all great positives that I am sure would be welcomed in any school.” Of course, it’s not easy to start a new program like Project Wild Child. It takes dedicated staff and some resources. However, Vetter said opportunities like Project Wild Child are exactly what students need. “Every school and district wants to do well in reading and math every year,” Vetter said. “What will set schools and districts apart is the unique opportunities we provide to our students and families. Project Wild Child is one of those unique opportunities.” n Shelby Anderson is editor of Wisconsin School News. For more information on the Rio Community School District’s Project Wild Child program, visit kindergarten teacher Sarah Nogee’s blog at missnogeesk.blogspot.com.

September 2017

VOICES

From the Classroom

Wisconsin teachers of the year offer their perspectives for the new school year

ach year, the Herb Kohl Educational Foundation and the Department of Public Instruction recognize four individuals as the Wisconsin teachers of the year. A panel of educators, parents, and community leaders select the teachers from the pool of Kohl Teacher Fellows. Kohl Teacher Fellows, nominated by colleagues, parents, students, or members of their community, are chosen for their ability to inspire students’ love of learning, instructional innovation and leadership, and commitment to community involvement. “The Teacher of the Year program highlights the many contributions educators make to our children, schools, and communities,” said Sen. Herb Kohl. “They are leaders who put forth extraordinary effort to help all children achieve.” “At some point in all of our lives, a teacher influences us in a life-changing way,” said State Superintendent Tony Evers. “The impact of such a teacher stretches far beyond the walls of the classroom.” We reached out to the 2017 Wisconsin teachers of the year and invited them to share their perspectives on public education and teaching. We hope their perspectives are informing and inspiring to all school leaders as we begin the 2017-18 school year. To nominate a teacher for a 2018 Kohl Teacher Fellowship, visit kohleducation.org. The nomination period closes Sept. 22.

2016-17 WISCONSIN TEACHERS OF THE YEAR HIGH SCHOOL Sarah Breckley – Reedsburg Area High School, Reedsburg School District MIDDLE SCHOOL Chris Gleason* – Patrick Marsh Middle School, Sun Prairie Community School District ELEMENTARY SCHOOL Pamela Gresser – Rothschild Elemntary School, D.C. Everest Area School District SPECIAL SERVICES Barbara VanDoorn – Lake Holcombe School, Lake Holcombe School District * 2017 National Teacher of the Year Finalist

Wisconsin School News

SARAH BRECKLEY 2016-17 High School Teacher of the Year, Reedsburg

Entertaining Education I’m Sarah, and I’m in the entertainment business. Not that kind of entertainment, but the kind of entertainment that is desperately needed to increase learning in my classroom. Every hour a crowd of emotional teenagers enters my classroom, and they expect to be wowed. They’ve heard the rumors, and so I must continue to be “the craziest teacher” while teaching a class that “has a surprise every day.” This edutainment is exhausting, but I mustn’t allow old school pedagogy or teacher lounge grumbling to convince me that making things fun isn’t an essential element of the job. I’ve read many teacher resumes touting degrees from prestigious universities and high ACT scores, but these same applicants have failed to keep my attention while conducting their interviews. Imagine these monologuing masterminds in front of 32 teenagers at 3 pm on a beautiful summer day, and we immediately see the need to change our perspective of what a qualified teacher looks like. After all, we’re not teaching the same kids that we used to, and their needs have also changed. Do any of your teachers have classroom management issues? Then, it’s likely their students need to be entertained. Do some kids seem unaware instead of engaged? Seriously, entertain them. Do teachers in your district complain about having to teach while competing with SnapChat, video games, sports, YouTube, and fidget spinners? The battle is real, and your teachers need to be even more entertaining. The issue with teachers as entertainers is that most of us don’t consider ourselves as naturally funny,

and we never expected to be hosting a daily variety show when we selected this profession. As the newbie grin fades and our shortcomings are realized, many simply conclude that including entertainment

doesn’t mean anything of value is entering their brains. In order to meet student learning needs, based on student engagement and achievement research, teachers should feel some relief to know that entertainment in education can be implemented in a variety of ways, besides just becoming a comedian. For example, have you heard of differentiation? Many agree that it provides a pathway to excellence for every type of learner, but for some kids it’s the only way to stay awake as they spend seven hours glued to tiny polypropylene chairs. Some teachers live by a set, hourly routine for planning ease and classroom management, but a lack of variety, spontaneity, and wonder can lead students directly to LaLa Land. We should cook, play games, take our lessons outside, perform skits, wear costumes, integrate PBL to change the world, debate, Skype with unique people, dance, and work hard to convince our students that our ninemonth curriculum is fun! This differentiation as entertainment is exactly

“Do some kids seem unaware instead of engaged? Seriously, entertain them.” isn’t actually valuable, because participation issues can be cured with strict rules and harsh consequences. However, we must acquiesce to the fact that eye contact from students

September 2017

SARAH BRECKLEY continued how students begin to fall in love with learning. We have some excellent storytellers in our school and they can fabricate their way through every unit as they connect the content to crazy or heart-wrenching life experiences. It’s okay to embellish the truth if it’s for a good cause, especially since our history teacher used to be a secret agent! And do you know who students think is the most entertaining? Themselves. Show-and-tell is appropriate for all ages and curricula, and shouldn’t be limited to speech class and the hand-raisers. While some of us only became teachers because our ‘America’s Got Talent’ auditions failed, centerstage should regularly be occupied by our students. In addition, as peers are learning the material from each other, teachers are facilitating cultural awareness as a by-product. It’s impossible for teachers to have a complete understanding of every cultural norm in order to teach it without furthering stereotypes and oversimplifying. Alternatively, allowing students to share their own practices and perspectives establishes an awareness of uniqueness without blanket generalizations for entire groups of people. Similarly, family communication and support increases student achievement, and sometimes these connections can happen during class time. I periodically call parents on speakerphone during class to allow the preinformed students to tell their parents what we’re learning. The audience is entertained by the family-peer interaction, and it’s a great way to complete formative checks. A teacher should rarely be sitting at a desk, except for attendance and for running necessary technology, because physical separation precedes disengagement. If it makes sense to sit, we should sit amongst the children. If not, teachers can use a FitBit or a Swivl camera to periodically measure class-

room movement. Uncommon teaching locations, frequent movement, and friendly proximity will surprise and help minimize those pesky classroom management issues. Hay políglotas en la mayoría de las clases, y hablar en otro idioma es una forma de entretenimiento. The act of including our student linguists and world language teachers to share things in different languages is easy to do in all content areas. New sounds, lexical teasers, and phonemic personal connections are

shirts with the lesson objectives ironed-on, sung a song to end an argument, henna tattooed student names on my arms to become a walking certificate of academic achievement, told many jokes without punchlines, taught vocabulary with magic tricks, and made it mandatory for my live-streaming puppy cam to be the inspiration for Spanish class journal entries. Every single talent, quirk, and creative idea can be used for educational entertainment, so administrators should be looking for teachers who do things differently. Perhaps your teachers don’t embrace becoming teachertainers or don’t have the extra time it takes to tackle entertaining education. When I’m in a rut, I grab the calendar and call my favorite guest speakers. We all have many community experts, such as business owners, veterans, farmers, and school board members, who can provide real-world connections to my curriculum. Some of them are even a little entertaining. N

“Do you know who students think is the most entertaining? Themselves.”

Wisconsin School News

enriching and fun. ¿Comprende? Is there an odd teacher in your district? Embrace the oddness for the sake of entertaining education. Recently, I bribed kids to prepare for an assessment in exchange for a demonstration of my unicycling talents. Students united for the unconventional reward and helped each other to learn the material. I’ve also taught grammar with puppets, worn

Policy Manual Quick Check Could your policy manual use a “quick check”? The WASB Policy Manual Quick Check provides a fast, cost-effective way to know if your policy manual needs work — and where it needs work. Contact the WASB today. Policy Services | 608-257-2622 | 877-705-4422 | Visit wasb.org

BARBARA VANDOORN

We can go farther. Our schools perform best when we respond with a proactive, “upstream” approach. Building resiliency does just that. For students it gives the power or ability to rise above difficult experiences and meet mental health challenges. Educators are uniquely positioned and able to help build resiliency in our students, most do it daily through interaction, expectations, and creative programming. DPI consultants and national programs agree on the following components for building resiliency in our students.

2016-17 Wisconsin Special Services Teacher of the Year, Lake Holcombe

Addressing Mental Health: Starting with the Basics The statistics are frightening — 13 percent of our students report seriously considering suicide, 20 percent of teens will experience a mental health issue, and 40 percent of our population are affected by adverse childhood experiences (ACEs). Hundreds of programs promise to help. As a task, it feels overwhelming. There is no “one-size-fits-all” program for addressing mental health in a school setting. Having access to effective mental health care is vital, but how you get there will look different for rural and urban districts. Not everyone will have a satellite clinic in their building. Program selection must involve assessing your needs and choosing a practical fit for your population, resources, and setting. But we can’t wait for resources to come to us. Rural districts with the highest suicide rates and fewest resources know this reality too well. It’s important we drill down to the basics. There are common components outlined in nearly all research-based plans: b Promote emotional well-being and connectedness,

b Identify students at risk and assist in getting help, and

b Promote resilience. You already have the resources in your building to address this basic list. Staff, curriculum and existing programs are already promoting wellbeing and resilience. Most effective mental health programs have “caring adults” and “connectedness,” again, vital resources each school has. For teens, the strongest protective factor against suicide is having one caring adult in their life. Teachers, coaches, administrative staff have daily contact with all students. Empower staff with the knowledge that they can make a difference, and then give staff the support needed to identify students at risk.

“There is no ‘one-sizefits-all’ program for addressing mental health in a school setting.” We know belonging and connectedness are key factors in improving academics and healthy behaviors, yet the Youth Behavior Survey tells us one in four high school students don’t feel they belong in their school. Encourage staff to promote connectedness and administration to respond ‘yes’ in creating belonging in their school community.

b Caring relationships. Convey

compassion, understanding, respect, and interest to students.

b Have high expectations, with

support. Provide firm guidance, structure, and challenge while giving the message you have faith in their ability.

b Provide opportunity to con-

tribute. Give students responsibility and a voice in making decisions and making a difference.

b Real talk. Talk with students

about real issues. Guide but don’t over direct, not every conversation has to be a “teachable moment.”

b Mastery experiences. Help stu-

dents find what they do well and encourage them to do more of it.

b Creative expression. Foster art,

music, writing, and other forms of creative expression, which are powerful protective factors.

b Personal identity. Give students

permission to be authentic, to be seen, understood, and accepted.

b Build trust through consistency. The more challenges a student faces, the more important these factors become. In facing challenges, we need to think “people” not just “programs.” We can help students meet challenges by empowering the people in our buildings to unleash the care, compassion, and professionalism they bring to their classrooms each day. In every building, our greatest resource in tackling any challenge, including mental health, is our people. N

September 2017

“Educators have the responsibility to model passion, persistence, and the love of learning.”

CHRIS GLEASON 2016-17 Middle School Teacher of the Year, Sun Prairie

Yes … Be a Teacher! “You don’t want to teach.” These are the words that I have heard adults say to students on more than one occasion. I believe this is a massive mistake that potentially prevents some of our best students from entering the profession. Do we have challenges to overcome in education? Certainly, but who better to meet those challenges than our students? If you think about it, we are replacing us. We need to encourage the next generation to enter this noble profession. We need to instill in them what it means to be called “a teacher.”

“A teacher affects eternity; one can never tell where their influence stops.” – Henry Adams This became clear at my father’s funeral this past February. I grew up in my father’s band room. I remember watching him teach and inspire

students year after year. Like many teachers, he put in long hours at school and then came home to do more planning for the next day. He had an incredible gift of making you feel like you were the most important person in the room. His high expectations and persistence made it evident that he was committed to your success. At his funeral, my mother, brother, and I were greeted by a long line of former students who came to pay respects to a man who made a profound difference in their lives. As the brass ensemble consisting of former students concluded their performance of Salvation Is Created by Pavel Chesnokov, I was reminded of the lifelong impact we all have as educators.

Your School

Construction Management Experts www.kellerbuilds.com | 1.800.236.2534 14

Wisconsin School News

As teachers, we must seize every opportunity we have to influence, shape, and uplift young people’s lives. Education is so much more than just a test score or even the content of our curriculum. Who we are is just as important as what we teach or learn. Educators have the responsibility to model passion, persistence, and the love of learning. We must make connections with each and every child, proving to them that they are unconditionally important to us. To accomplish this, we must continue to better ourselves and our students. As Ken Robinson so aptly stated, “Farmers know you cannot make a plant grow…the plant grows itself. Like farmers, great teachers know what the conditions for growth are and bad ones don’t.” I believe this begins with knowing each child and asking ourselves, “What does this child need?” As educators it is our job to know our children and ourselves, to create the conditions for growth. The seeds of potential lie within each person. Cultivating an environment of possibility will ensure that students and teachers not only succeed but also find their passion. It is imperative that we recognize the difficult and complex work of the educator. During the past decade, we’ve learned more about how diverse and distinct intelligence is. Excellent teachers navigate not only different learning styles but also emotional, social, physical, economic, and ethnic differences among students. As educators, our work is never complete. We constantly contemplate and wrestle with ways to better reach and inspire all students. Great educators hear the truth ring out in Ken Robinson’s words when he says: “What you do for yourself dies with you when you leave this world. What you do for others lives on forever.” Should we encourage our youth to teach? YES! N

PAMELA GRESSER

show that they are valued unconditionally. This body of knowledge 2016-17 Elementary School opens up the possibilities of growth Teacher of the Year, D.C. Everest and dramatic learning opportunities. As the year goes on, simply asking children about their weekends can be What is the Key to another step to connecting with them. When teachers take advantage Academic Success? of opportunities to speak with their Education is the foundation from students about life outside of school, which our knowledge stems, and is it’s an indication to students that necessary to function in our complex their teacher truly cares about them and ever-changing 21st century as a person not just a student. building relationships, research society. Every student has the ability As students begin to feel a bond suggests that you need to have both to learn, but how do we unlock that? with their teacher, their self-concept positive relationships and effective The key to students’ learning improves which leads to not only instruction in today’s classrooms. begins with a teacher who has the improved behavior, but also acaThis starts by simply getting to ability to inspire hope, ignite the demic achievement. Educators know each child at different levels, imagination and instill a love should look for opportunities to not only academically, but personof learning while motivating recognize the uniqueness of each ally and socially as well. all students into student and know believing they can his or her needs. become successful, Understanding “Relationships between students and teachers lifelong learners. each child’s When students learning styles and can determine student success or failure.” have positive multiple intelliconnections at gences along with their strengths and Teachers should start by selfschool and believe they can achieve, weaknesses allows the teacher to disclosing information so students get their confidence blossoms and they effectively differentiate instruction to know their teacher as a real person take more learning risks while and further individualize their curtoo. This is immediately followed by putting forth their best effort. riculum. This valuable information getting to know each student’s interMany children cannot be coerced enables teachers to find creative ests, personality and background to or bribed into learning or behaving. ways to help the student successfully Research indicates there is a connecgrasp the material and make acation between student achievement demic gains no matter what level and positive relationships. Education they are at. The more we know 2018 Teachers of the Year researcher Robert Marzano notes about the child, the more we can In May, the Department of that, “Positive relationships between build learning environments and Public Instruction and Kohl teachers and students are among the curriculums that are going to work most commonly cited variables assoEducational Foundation announced for them. ciated with effective instruction.” the 2018 Teachers of the Year. Students will move mountains The best educators increase for those who have taken the time to student engagement by using credevelop meaningful relationships ELEMENTARY — Mary Ellen ative strategies such as cooperative and show they care. Relationships Kanthack, a fifth-grade teacher in the groups, genuine feedback, and are sometimes treated as luxuries Genoa City J2 School District hands-on and interactive learning. even though they are a necessity for A strong relationship develops as learning and make a difference in the SPECIAL SERVICES — Matthew W. teachers interact with students way students perform in school. Miller Sr., an English learner teacher through a sense of respect and coopTeachers need to be given permisat North High School in Sheboygan eration. Students are willing to take sion and should be expected to take MIDDLE SCHOOL — Jill Runde, risks, and best of all, learning takes time away from mandated currica school counselor at Indian Mound off and reaches a higher level. ulum to build positive relationships Relationships between students with their students and class all year Middle School in McFarland and teachers can determine student long because we can’t afford not to HIGH SCHOOL — Brent Zinkel, success or failure. Although some do it. To inspire meaningful change, a history teacher at Wausau East we must open the heart, before we teachers may not find the time or be High School open the mind. n given permission to spend time on

September 2017

Web of Support A

Reaching out and engaging with students is more important than ever

fter returning from the National School Boards Association’s annual conference this past March in Denver, I took some time to review all of the information and ponder the varied and numerous ideas I took from the break-out sessions and conversations I had with school board members from across the United States. One theme that seemed to be pervasive throughout was this: “Young people need a web of support in order to learn and succeed to the best of their abilities.”

| So, what does this mean? Picture a spider web strong enough to hold a human. This beautiful web with its interconnecting supports is holding a young person, preventing him or her from falling through it. Each young person needs a proverbial web of support to help positively shape his or her future and

Wisconsin School News

support them during times of struggle. This web should consist of at least five caring adults. While teaching skills, these adults have high expectations for the young person — providing opportunities for success, and celebrating achievements and milestones. These adults may include parents, grandparents, aunts, uncles, neighbors, parents of friends, teachers, other school staff, care-givers, babysitters, community members, and the list goes on. If young people don’t have a positive web, they are more apt to suffer from depression, turn to destructive habits, and continue to look for a person or group that accepts them. Unfortunately, the accepting group may not be positive. The combination of a lack of a positive web with an immature, growing brain can be a recipe for negative outcomes. Young people often cannot comprehend the idea that situations can change and lonely feelings will pass. They only know that it hurts at the time and they

| Robin Elvig want the hurt to stop. This is especially applicable to our teenagers. They may look like capable adults, but their brains continue to grow until around age 26. And, the part of

the brain that is last to fully develop is responsible for problem solving, impulse control, judgment, and social and sexual behavior. So, are these young people without positive webs who may act out in negative ways naughty or bad? Or are they responding in a way that is the best they know how? Regardless, all human beings have a need to be noticed, to be acknowledged, and to know that someone “sees” them. | Why does this matter to

community members? As we all know, our current society is vastly different from the one in which we grew up. Family structure is different. The days are filled with more structured after-school activities. Sit-down family meals are not the norm, and most neighbors aren’t helping “parent” the children in the neighborhood. We have to adjust to that which we live in today. Our young people need

connections — “a web.” The more they know they can rely on caring adults to support them, the stronger and more resilient they become. These young people are more likely to become successful - to graduate, to further their degree after high school, get a fulfilling job, to have more control over their futures, to be hardworking and responsible employees, and to have self-respect. Furthermore, connected young people often become productive citizens who give back to their communities. | What can we do? “See” the young people in our community. Ask them their names, then shake their hand, look them in the eye and greet them by name. Some may not be familiar with handshakes or eye contact, but you will have taught them something that will be useful in the future. You also will have just made a connection. Engage young people. Get to know

them. Ask them questions. Choose a community event, church event, or volunteer group in which you can work alongside young people. Volunteer in the schools for any age group. Show young people that you care about and support them. Attend events at school to help you stay connected. Support fundraising events for structures or opportunities that will help grow our young people’s webs. Examples may include supporting music and the arts, after-school programs such as the Boys and Girls Club, or other youth initiatives or programs in your community. I know we are all busy, but the time or effort we put toward investing in our youth is time well spent. I encourage you to make an effort to reach out and support the youth in your community. n Robin Elvig is president of the Altoona School Board.

WASB Legal Services The WASB Legal & Human Resources Services staff offers assistance to school board members and administrators throughout the state. Staff attorneys can assist with a variety of employment, human resources, school and labor law issues to help your district make sound management decisions. Contact the WASB today to work with an experienced WASB attorney.

Legal & Human Resources Services | 608-257-2622 | 877-705-4422 | Visit wasb.org

September 2017

MISSION M

enomonie is a community of about 16,000 residents located in western Wisconsin. Home of the University of Wisconsin-Stout, the small city is a university town and a regional manufacturing and commerce center. Like many school districts in our state, the School District of the Menomonie Area (SDMA) had aging public school facilities.

Impossible How community collaboration saved one district $40 million

The school district was faced with a 55-year-old high school building that was in need of serious upgrades. Over the years, the massive 300,000-square-foot building had experienced eight additions and a fire. The facility consisted of outdated spaces, some disrepair, and a feel of disorder and potential safety issues. Initially, the school board was faced with the option of razing the facility and rebuilding almost in entirety. However, when told of a nearly $60 million construction budget to create a new school, district leaders determined that construction at this level was beyond the district’s and community’s means. The community’s demographics reflect the college population with a young average age (42 percent between age 18-24) and a low average household income (just over $31,000 in 2012). Data showed

that 25.6 percent of the children in Menomonie live below the poverty level. To move forward, the district, working with SDS Architects, realized that an alternative plan would be needed to make the project fiscally feasible for taxpayers. However, the district also wanted to make sure that the project met its three main goals. 1. Create a safe and secure school. 2. Improve general education spaces and how to navigate the facility. 3. Improve athletic facilities.

| A Shared Vision The work began by gathering feedback from a community/district ad-hoc committee and a community survey. The district also held open houses and community listening

It is critically important for school district leaders to align resources with the expectations of stakeholders and the community being served. — SDMA Superintendent Joe Zydowsky

Wisconsin School News

sessions. Based on the feedback from the community, the school board reached a decision about what option they would like to pursue in an April 2013 referendum. “Having a shared vision was instrumental in the success of the project,” said superintendent Joe Zydowsky. “It is critically important for school district leaders to align resources with the expectations of stakeholders and the community being served. The work by the school board and the school district’s leadership team to engage community members and create a strategic plan was the most important step in getting community buy-in and support.” The board worked to further educate the community on what work would be done, its timeline, why it was needed, and how they will be impacted (both fiscally and programmatically) by the referendum. Along with attending public meetings, SDS Architects produced conceptual drawings of the projects for the board to distribute throughout the district.

worked with the district to shuffle space so the educational needs continued to be met and student/staff safety remained a top priority. Construction was completed in time for the 2015-16 academic year. It was challenging. Staff and classrooms were shuffled around as other areas were rebuilt. Throughout the process, Zydowsky said it was important for school leaders to expected the unexpected. “Renovating and remodeling is much different than building new,” he said. “It is important to plan for the unexpected when developing the construction schedule and budget. In either case, it is very important to get the staff involved at the front end of the planning process to avoid surprises when the project is completed.” Mike Meyers, director of building and grounds and safety director for the school district said the end result was worth the effort. “In my past 30-plus years’ experience with renovation projects, this is the first time the whole building has been brought together to look as one,” he said. “It’s very difficult to differentiate the new from the original 55-year-old building.” | Lessons Learned The lessons learned in this project can be applied to any school district with similar challenges.

| Plan for the Unexpected The referendum passed and the remodeling work to the high school along with the two elementary schools began in April 2014 when school was still in session. The first phase at the high school was to build a new gym/technology education area and convert an old courtyard into the new library. Once school was released for the summer, construction began on the music wing, new kitchen, and other remodeling. Throughout the 2014-15 academic year, SDS Architects

1) Become fixed on your goals and be open minded when developing the process to achieve the goals. When the district began examining options, it seemed as though the only solution was to tear down and start from scratch. As they reviewed their goals for improving safety, the educational and athletic facilities, and the navigation through their facilities, they found alternate solutions that fit into their budget. 2) Careful planning is a key to achieving results. When looking at an overview of the project, the stages and scheduling might seem complicated. In fact, the careful and in-depth planning process took into account all aspects of the project and

MENOMONIE

QUICK FACTS 301,790 sq ft Total Area of School (prior to construction)

227,975 sq ft Total Area of Remodeled space

25,210 sq ft Total Area of New Construction

327,000 sq ft Total Area of School (after construction)

$20,191,300 Construction Budget

$14,052,700 Remodeling Budget

$7,400,000 New Construction

led to a very smooth design, construction, and utilization schedule that helped keep all parties safe and comfortable while completing an aggressive completion timeline. Careful and thorough planning made the process easier on all involved. 3) Collaboration can create opportunities. The school district spent time listening to its constituents and was very communicative about needs, options, and opportunities. This search for solutions, openness to ideas, and commitment to good stewardship rightly won community support for the referendum and overall community pride upon completion of the project. n

September 2017

Millennial

Mojo

Convention keynote to address the importance of collaborating with the next generation

avi Hutheesing will be a featured keynote speaker at the 97th State Education Convention, Jan. 17-19 in Milwaukee. Ravi has built his brand globally as a culturalentrepreneur. His philosophies and strategies have helped businesses, educators, and over a million people throughout the Americas, Europe, the Middle East, and Asia bridge generational and cultural divides. Additionally, the U.S. State Department engages Ravi as a cultural diplomat to create programs worldwide that foster cultural exchange and mutual understanding. His worldwide visibility skyrocketed as the guitarist for triple Grammy nominee, Hanson. Their massive fan base of the earliest millennials made them the top-selling band in the world around the turn of the millennium. Ravi has performed on stages that include the White House, Madison Square Garden, Tonight Show, Good Morning America, and, among others, Saturday Night Live. As a cultural diplomat, Ravi first went to Russia in 2015 on behalf of the U.S. State Department and delivered a series of lectures on artist-entrepreneurship and youth leadership. In 2016, he went to Indonesia — the world’s largest Muslim population — and created a songwriting camp for millennials from southeast Asian nations, showcasing how arts and entrepreneurship can bridge the most

Wisconsin School News

severe cultural and religious divides. Ravi conducted songwriting and cultural entrepreneurship programs in 2017 in Iraq which included four students from Mosul — liberated from ISIS just three days before — and Lebanon which included work in Syrian refugee camps. The State Department also contracted him to be a judge for the prestigious 2017-18 American Music Abroad program, for which a select group of artists will tour and represent American culture overseas. Currently, he serves as the Director of Youth Engagement and Cultural Entrepreneurship for the Association of American Voices — a non-profit organization that has been conducting cross-cultural engagement with audiences in over 140 nations worldwide and administers some of the most effective cultural diplomacy programs of the U.S. State Department. Ravi also partners with Shanti Bhavan Children’s Project in India, which serves as a home and non-sectarian boarding school providing a holistic upbringing in a high-quality educational setting for the poorest of the poor. Given proper care, support, and educational opportunities, these children are able to succeed in life and bring about social change to their communities. Current graduates are employed by American Express, Goldman Sachs, Deloitte, and others, and the school is the subject of the Netflix series, “Daughters of Destiny.”

Connecting With the Next Generation by Ravi Hutheesing How will the largest generation on the planet reinvent education, entrepreneurship, and human capital? They may achieve world peace in the process, if we let them. Millennials are not to be ignored. They are the largest generation and in less than one year these 17-35 year olds will be the most economically influential in the global economy. The future looks bright for those embracing millennial culture. One can best influence the actions of millennials by being relevant and relatable. Drawing comparisons to boomers often evokes negativity and condescension toward youth — a tendency that repeats itself with every generation. However, we all have many more commonalities than we do differences and therefore one must develop empathy. The collapse of Wall Street, 9/11, the rising cost of education, and a decreasing number of jobs is largely

Millennials are the most educated generation to date, but heavily scrutinize the value of highly regarded institutions that ultimately drown students in a sea of debt.

the palette from which millennials paint. PEW Research reports that interests in religion and military have hit an all-time low, likely due to terrorism emphasizing religious conflict and the astronomical cost of war. Meaningful activities outweigh profit since high finance equates to corporate greed. Millennials are the most educated generation to date, but heavily scrutinize the value of highly regarded institutions that ultimately drown students in a sea of debt. Why invest in the future when the promise has defaulted? Moreover, PEW Research reports that by 2030, 38 percent of the job market will be outsourced to technology. Neither of the major presidential candidates during our last election

discussed this issue nor the impact of artificial intelligence, and that is part of the reason why millennials did now show up at to vote. Millennials are truth seekers who value people and purpose over products and profits. They are skeptical of authority, lack patience for bureaucracy, and relate best to peers within an electronic social context. They are not as technologically savvy as they are technologically transparent — mobile devices are extensions of their beings and a seamless means for self-expression to cultivate social circles. Previous generations found like-minded friends locally by wearing sports team jerseys and rock band t-shirts. Today, we broadcast “likes” globally

on social media and instantly engage with respondents. Millennials are consequently the most socially connected and diverse generation. They don’t look at their phones; they look through them at the world on the other side. Racial, social, and cultural differences are less important to them, and they would much rather come together to make the world a better place if we let them rather than saddling them with “baggage” from previous generations. They wholeheartedly represent Gandhi’s message of “Be the change you wish to see in the world.” I am optimistic about a future under the leadership of millennials. n Ravi Hutheesing, Global Keynote Speaker, RaviUnites.com

Celebrating

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

125 years of tradition

master planning // facility assessments // referendum // energy upgrades // solar planning // design // renovation // construction

920.731.2322 // www.hoffman.net

September 2017

C A P I T O L W AT C H

Dan Rossmiller & Chris Kulow

Help Guide the WASB Submit a resolution to the Policy & Resolutions Committee by Sept. 15 With no progress to report on the 2017-19 state budget at the time of this writing, we take this opportunity to remind readers that the WASB is a member-driven organization and that our members play a key role in determining the positions the WASB takes in its legislative advocacy. We will report on state budget developments as they happen through the Legislative Update Blog, through our weekly Legislative Newsletter, the eConnection newsletter and this monthly column. As always, if you have questions, please feel free to contact us directly at drossmiller@wasb.org or ckulow@wasb.org.

n the course of our lobbying, we’re often asked: How does the Wisconsin Association of School Boards take positions on issues? Our legislative advocacy is directed through our Delegate Assembly. In January, during the State Education Convention in Milwaukee, a representative of each school board in the state meets to vote on resolutions. Resolutions adopted by the Delegate Assembly guide us, the WASB government relations team, as we advocate on behalf of public education. We often refer to our resolutions when speaking with the offices of state and federal legislators. The resolutions inform and guide us as we develop legislation for introduction by lawmakers and when we respond to legislation already proposed or introduced. Those resolutions carry a lot of weight as legislators know that the resolutions have been adopted by locally elected school board members from across

the state, likely including board members in their own legislative districts. Where do these resolutions come from? For the most part, resolutions begin at the local board level and reflect the concerns of individual boards. In addition, the WASB Board of Directors and the Policy and Resolutions Committee can propose resolutions. We hope your board will consider drafting one or more resolutions to create a policy or amend or eliminate an existing policy. Your board can submit a resolution addressing virtually any topic of concern that is relevant to public education. When you do, please include a clear, concise rationale to explain the intent of your resolution. State what you think the WASB’s position on the issue should be and why. We welcome your ideas and input. Resolutions are due Sept. 15. There is an online submission form available on our website to help you submit the necessary infor-

mation with your resolution. It is available at wasb.org. Click on “Services & Resources” and then “Advocacy & Government Relations” and finally “Delegate Assembly.” The WASB Policy and Resolutions Committee reviews the resolutions and determines which will be advanced to the Delegate Assembly floor. The committee consists of two school board members from each of our 15 regions appointed by the regional directors as well as the four members of the WASB’s Executive Committee. The Policy and Resolutions Committee meets twice in the fall. The committee has two basic charges: 1) examine the proposed resolutions to make sure they don’t duplicate existing resolutions, and 2) advance resolutions that are timely, of statewide importance, and worthy of debate by the Delegate Assembly. If a resolution is turned down by the committee, it is still afforded an

For the most part, WASB resolutions begin at the local board level and reflect the concerns of individual boards. Once adopted by the delegate assembly, they guide WASB advocacy on behalf of public education.

Wisconsin School News

opportunity to be brought to the Delegate Assembly floor. The government relations team staffs the Policy and Resolutions Committee. Each year, we witness school board members coming to the process from different places and with different perspectives yet with open minds, willing to listen to arguments made by fellow committee members. Those principled discussions are driven by how to best serve the more than 800,000 students educated every day in Wisconsinâ&#x20AC;&#x2122;s public schools. Listening to school board members debate the resolutions at the Delegate Assembly also assists us in developing arguments in support of the WASB positions when we are testifying in legislative committees or meeting with legislators. Hereâ&#x20AC;&#x2122;s a sampling of resolutions that were approved by the last Delegate Assembly in January:

b The WASB supports legislation to allow all school districts to begin their school term before Sept. 1.

b The WASB supports legislation

to annually increase per-pupil revenue limits statewide by a dollar amount equal to or greater than the percentage increase, if any, in the consumer price index (CPI-U) on a fiscal year basis applied to the statewide average revenue limit authority per pupil.

b The WASB opposes the creation

in Wisconsin of a recovery school district or a similar statecreated authority designed to take over public schools or school buildings.

The 2017 WASB Resolutions Adopted by Delegate Assemblies book is posted on our website. Its contents and index have been updated to include actions by the

January 2017 Delegate Assembly. Printed hard copies of the book were mailed to each school board president, school district administrator and CESA administrator in early July. The Delegate Assembly is true representative democracy in action, in keeping with our goal to have resolutions that are member driven, not staff driven. We hope your board reviews the book to see if there are issues not addressed or that your board feels differently about. If so, bring them forward so we can discuss and debate them. That debate and discussion is what keeps the resolution process memberdriven and gives every board an opportunity to put its imprint on the WASBâ&#x20AC;&#x2122;s legislative and policy agenda. Please consider being a part of that critical process by submitting a resolution. n

Follow the Legislative Update Updated frequently, this webpage includes: b Timely and informative updates on state and federal legislation. b Sample materials (talking points, letters, board resolutions, etc.) for use in advocacy. b State bill tracking chart and other WASB Resources. A one-stop shop for everything you need to be an informed board member and advocate for your students! wasblegupdate.wasb.org

September 2017

WASB INSURANCE

Marty Malloy

Covering All Your Bases Conducting school district vendor background checks

ne of the primary objectives of a school district is to foster learning in a safe environment. While most school districts do a good job making sure their staff and volunteers meet background check standards, vendors are also an important part of the safety puzzle. Recently, there was news about a tragic incident in a Midwestern state involving a vendor’s employee and a student. A vendor regularly used by the district was called to make emergency repairs to the heating system at a school. This vendor’s employee sexually assaulted a student in a utility closet at the school, and a subsequent investigation of the event found that the employee was a registered sex offender.

| Preventing something like

this from happening in the first place Studies from the U.S. Centers for Disease Control and Prevention and Stanford University have shown a strong correlation between student achievement, how safe teachers and students feel at school, and how connected a community feels to its local school district. An incident like this calls out the importance of a properly executed risk transfer strategy. The savings from reducing your risk can be diverted to educational purposes.

| What can your school

district do to manage this type of risk? Standard Agreement. The risk of this category of loss can be transferred to your district’s vendors through a written agreement. This agreement requires the vendor to do a background check on all vendor employees who may be at your district facilities and working with your district or its students, and/or staff in any other capacity. Any vendor employees who have criminal convictions that are substantially related to children and/or schools

would not be allowed at your district’s buildings, grounds or facilities, nor would they be allowed to have contact with your district’s students and staff. Elevated Agreement. Utilizing a hold harmless and indemnification provision to a standard agreement can make sure vendors are held responsible for any loss to the school district arising out of the vendor’s failure to comply. (Many insurance advisors have sample agreements for your use. However, any contractual language in this type of agreement should be reviewed by district legal counsel.)

Studies from the U.S. Centers for Disease Control and Prevention and Stanford University have shown a strong correlation between student achievement, how safe teachers and students feel at school, and how connected a community feels to its local school district.

Wisconsin School News

| How can your district make

vendors sign an agreement? Use Your Leverage. There are several methods for your school district to obtain a background check agreement from a vendor. The most common practice is to include such language in all contracts and purchase orders. You can also proactively reach out to preferred vendors you may leverage in the event of an emergency.

| How to identify vendors

to make aware of, and compliant with this type of agreement? Purchasing History. Districts generally keep great records as to how they spend their resources. Consider leveraging a common process, such as your 1099 forms from the preceding fiscal year, as a starting point.

The vendor gets the agreement with a notification that the vendor can only perform future work at your district once they have returned the background check agreement to the district. All new vendors are also required to sign the agreement. This method helps ensure no vendor is missed. Districts implementing such policies generally experience positive feedback and can enhance their community goodwill. Keep in mind that many of your vendor partners are invested in school districts via their families and tax dollars. Vendors are often glad to see that the district is taking the extra step to enhance the learning environment. Districts could even share this information with parents and the community to make them aware of the extra steps being taken to keep your schools safe.

This type of agreement is just a small part of a comprehensive risk transfer strategy that could be implemented at your school district. The overriding goal should be twofold: to keep students, staff, and the community safe; and to reduce the overall cost of risk for your school district. Your school district’s insurance advisors and attorney can help you in the development of this risk transfer strategy. They can work with you to properly transfer risk through the use of contractual risk transfer language in agreements and contracts; help your district understand how to properly use its statutory immunities and liability limitations; and review your incoming and outgoing certificates of insurance. n Marty Malloy is an account executive at M3 Insurance is an endorsed agency through the WASB Insurance Plan. For more information, visit wasb.org.

“The EMC Milwaukee Branch sends someone out on a regular basis to conduct safety seminars for our staff.

We really appreciate the service EMC provides to our school.” Keith Brandstetter Waterford Union High School Superintendent EMC offers an array of valuable services to help your school keep claims to a minimum. Ask your local independent insurance agent about what sets EMC apart from the competition.

MILWAUKEE BRANCH OFFICE Phone: 855-495-1800 | milwaukee@emcins.com

September 2017

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

Meetings, Seminars, Workshops, and Webinars… UPCOMING EVENTS

WASB Fall Regional Meetings

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

2017 Governance Workshops Continuous improvement of a school board requires ongoing learning and training. Experienced WASB staff and consultants are offering four workshops this fall throughout the state focused on data, effective board operations, and community leadership to improve board governance. Each workshop will be offered in two locations. Attend with fellow board members to enhance your learning.

b Data Dive Workshops (two parts) Sept. 29 (Chippewa Falls) and Oct. 27 (Whitewater)

b Operating Effectively as a Board Workshop Sept. 12 (Tomahawk) and Oct. 12 (Fennimore)

b Community Leadership Workshop Sept. 14 (West Salem) and Oct. 17 (Suring)

Wisconsin School News

board members who have reached a new level in the WASB Board Development Program. School board members earn points by attending WASB and National School Boards Association (NSBA) programs and activities. WASB Executive Director John Ashley will wrap up the meeting with the Executive Director’s Report, which will inform members about the future activities and direction of the WASB. N

Pre-Regional Meeting Workshop Implications of the 2017-19 State Budget for School Boards

eyond its funding provisions, the 2017-19 state budget includes numerous changes to state law impacting Wisconsin public school districts. As a result, school boards may need to review their policies and make budget adjustments. At this workshop, learn more about the specifics of the major statutory changes and implications on local district policies. Make sure your district doesn’t fall behind in making the appropriate and necessary changes. Presented by WASB Legal Services staff.

Workshops will be held immediately prior to the Regional Meetings (above) from 4-6 pm at the same facility. Members are welcome to attend workshops in any region. Regional Meeting registration is not required. Registration begins at 4 pm, the workshop starts at 4:30 pm.

Recognize Your Business Partners Nominate a business for the WASB Business Honor Roll. The WASB invites member school boards to submit the names of up to five local businesses, including newspapers or other media, that have been helpful to your school district over the past year. Tell us who they are and what they have done for your schools, and we will help you promote your business partnerships. All nominated businesses will be posted on the WASB website. Districts will be provided a sample press release and a personalized certificate to present to the business(es). Select nominees and the stories of their successful partnerships will be featured in the Wisconsin School News. To nominate your partner businesses, use the online nomination form at wasb.org. The nomination period will close Friday, Sept. 22.

Wisconsin School Board Appreciation 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 Appreciation Week. This week is designed to recognize the contributions made by Wisconsin’s school board members who are charged with governing public education under state law. The WASB has prepared a kit, which includes a sample press release, activities, and more to help school districts recognize their school boards. Find the kit at WASB.org. Select “Services & Resources,” “Communications” and then “School Board Appreciation Week.”

WASB/WSAA School Law Seminar The WSAA/WASB 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.

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

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 Pupil Expulsion

m FMLA: State and Federal Requirements Oct. 18, 12-1 pm Presenter: Barry Forbes, Associate Executive Director and Staff Counsel

This webinar presentation covers state and federal laws relating to pupil expulsions. The presentation will provide a roadmap for considering the expulsion of pupils and to help avoid common pitfalls when doing so. The presentation will focus on procedures for administrators as well as for boards that conduct their own expulsion hearings.

This webinar will review requirements under the Wisconsin 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 and their families. Employer notice and documentation requirements will be covered along with employer and employee rights and obligations during and after FMLA leaves.

m Administrator Contracts

m Election Notices and Procedures

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

Nov. 1, 12-1 pm Presenter: Dan Mallin, WASB Legal and Policy 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.

Wisconsin school districts must comply with numerous statutory obligations related to elections. 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).

Sept. 13, 1:30-2:30 pm Presenter: Bob Butler, Associate Executive Director and Staff Counsel

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.

September 2017

LEGAL COMMENT

B oa r d m a n & C l a r k LLP

The Endrew F. Standard for a Free Appropriate Public Education

he federal Individuals with Disabilities Education Act (IDEA) requires school districts to provide children with disabilities a free appropriate public education (FAPE) through an individualized educational program (IEP) that includes specially designed instruction, support, and services to meet their unique learning needs.1 The United States Supreme Court first defined the standard for FAPE in 1982 in Board of Education of Hendrick Hudson Central School District, Westchester County v. Rowley, as an educational program that is “reasonably calculated to enable the child to receive educational benefits.”2 Since that time, courts have used different terms to describe the amount of the educational benefit required for FAPE, including “some educational benefit” and “more than a de minimis benefit.” The United States Supreme Court recently revisited the FAPE requirement in Endrew F. v. Douglas County School District RE-1, and held that to meet its obligation to provide FAPE, a district “must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”3

This Legal Comment will review the facts of Endrew F., highlight three key directives in the Supreme Court’s decision, and discuss the implications for districts. | The Road to the

Supreme Court

Endrew F. involved an autistic child whose parents believed that his academic and functional progress stalled as his IEP carried over the same basic goals and objectives from year to year. In particular, Endrew exhibited behaviors that impeded his ability to learn, including screaming in class, climbing over furniture and students, and running away from school. In fifth grade, Endrew’s parents removed him from public school and enrolled him in a private school where he fared much better. The private school developed a behavioral intervention plan that identified Endrew’s problematic behaviors and strategies to deal with them, and established more ambitious academic goals in his educational program. Both of these allowed Endrew to make more significant academic progress. After Endrew had been attending the private school for several months, the public school district developed a revised IEP and pre-

sented it to Endrew’s parents who concluded that it looked similar to the IEPs offered in previous years. Unsatisfied with the district’s efforts, Endrew’s parents filed a complaint with the state’s department of education and sought reimbursement from the district for the private school tuition, arguing that the district failed to provide Endrew FAPE. The state administrative law judge denied the parents’ requested relief and a federal district court affirmed that decision. On appeal, the Tenth Circuit Court of Appeals agreed with the district court, concluding that Endrew was provided FAPE because the IEP developed by the district was calculated to confer an educational benefit that was more than a “de minimis” benefit. The parents appealed the Court of Appeals decision and the Supreme Court agreed to hear the case. | The Supreme Court Decision The Supreme Court rejected the Tenth Circuit Court of Appeals use of the “de minimis” standard and vacated its decision. In doing so, the Supreme Court acknowledged that Rowley declined to establish one test for determining the adequacy of educational benefits conferred on all children covered by IDEA. The Supreme Court

“The Supreme Court underscored that individualized instruction is at the core of IDEA and requires districts, with the input of parents, to conduct a fact-intensive analysis to determine an appropriate program of education that meets the unique needs of a child.”

Wisconsin School News

LEGAL COMMENT found, however, that Rowley and IDEA point to a general approach applicable to all children and defined the standard for FAPE as requiring “an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” The Supreme Court called this new standard “markedly more demanding” than the “de minimis educational benefit” standard which it said was akin to offering no educational benefit at all.4 The Supreme Court’s decision sets forth three key directives for districts. First, the Supreme Court underscored that individualized instruction is at the core of IDEA and requires districts, with the input of parents, to conduct a fact-intensive analysis to determine an appropriate program of education that meets the unique needs of a child. Reminding districts that “an IEP is not a form document,” the Supreme Court emphasized that an IEP is constructed only after consideration of a child’s present levels of achievement, disability, and potential for growth.5 The Supreme Court’s second directive focused on the need for progress: “The IEP must aim to enable the child to make progress.”6 What constitutes appropriate progress will vary from student to student. For a special education student placed in a regular education classroom like the student in Rowley, the IEP should be reasonably calculated to enable the student to achieve passing marks and advance from grade to grade. For a student who may not be fully integrated into the regular education

[continued]

classroom, the IEP must be “appropriately ambitious” in light of the student’s circumstances. That is, the IEP should be written so that the student can make progress in his or her own unique educational program. This may require consideration of a broad spectrum of circumstances such as behavior, mental health, physical limitations, and cognitive ability. While appropriate progress is paramount, the Supreme Court clarified that an educational program need only be reasonable, not ideal. Third, the Supreme Court acknowledged the important role that districts play in developing an IEP that provides FAPE to students with disabilities, and the authority vested in these officials by IDEA. Speaking prospectively to lower courts, the Supreme Court, quoting its previous FAPE decision, cautioned that a general FAPE standard should not be taken as “an invitation to the courts to substitute their own notions of sound educational policy for those of the school authorities which they review.”7 Deference to districts is based upon application of their expertise and exercise of judgment. For this reason, when challenged by a parent, the Supreme Court stated that districts should be expected to offer “a cogent and responsive explanation” for their decision that the IEP is reasonably calculated to enable the child to make progress appropriate in light of his or her circumstances.8 | Implementing Endrew F. Compliance with IDEA often turns

on unique and facts-specific circumstances and involves the continued exercise of judgment and discretion by districts. For this reason, conflicts can easily arise between parents and districts during the IEP process. While decisions by courts and administrative law judges applicable in Wisconsin are already largely in line with the Supreme Court’s newly articulated FAPE standard, the Endrew F. decision may provide greater incentive for parents to challenge decisions made by IEP teams and to argue that a higher standard is required for FAPE than is currently being provided by a district. To ensure compliance with the Endrew F. standard moving forward, districts are advised to confirm that their procedures and processes provide an effective framework for developing an appropriate IEP. For example, the process should include an opportunity for parents and school officials to conduct a factintensive inquiry regarding the child’s unique needs. Collaboration between school officials and parents is essential early in the process of developing an appropriate educational program. Further, districts should take care to include school officials on the IEP team who have the requisite expertise to craft an IEP that is designed to enable the specific child to make progress. Finally, it may be beneficial for districts to adopt a formal process for review of all IEPs by the Pupil Services Director or by trained individuals who can ensure uniform compliance in the process and substance of IEPs. After ensuring their procedures

To ensure compliance with the Endrew F. standard moving forward, districts are advised to confirm that their procedures and processes provide an effective framework for developing an appropriate IEP.

Wisconsin School News

provide the requisite structure for compliance with the FAPE standard, districts should confirm that IEP teams are provided the ongoing training needed to develop an appropriate IEP. Such training is critical as IDEA gives the IEP team exclusive authority to determine the special education and related aids and services needed to provide FAPE. An IEP should identify appropriately ambitious goals unique to the student as well as any aids and services needed to meet those goals. The IEP itself should clearly document the district’s consideration of the child’s individual circumstances in determining goals and measuring the student’s progress. In faithfully implementing the IEP, districts must consistently monitor a student’s progress. If little or no progress has been made, the district should reconvene the IEP team to review the appropriateness of the individualized instruction and related aids and services, and to ensure that the IEP is being implemented properly. The district should identify the reasons progress is stalled and the efforts that will be made to help the student progress in his or her program, and document them in the IEP. If the IEP team determines that the child cannot progress despite all of these efforts, the IEP should reflect that determination and explain the basis for it, taking into account the child’s individual circumstances. Finally, districts are advised to carefully document in the IEP the information reviewed and considered by the team and to provide clear reasoning for the special education and related aids and services included in the educational program. Among the small number of cases issued since Endrew F. (none of which are Wisconsin cases or binding on Wisconsin districts), several have emphasized

Endrew F.’s directive to courts to give deference to the explanations offered by districts for determining whether the goals identified and the services offered in the IEP provided FAPE. For example, in C.G. v. Waller Indep. Sch. Dist.,9 the Fifth Circuit Court of Appeals upheld the district court’s conclusion that an IEP was appropriately ambitious in light of the student’s circumstances recognizing that even if a parent may be able to identify a better approach to an IEP, the district’s decisions must be given deference. In particular, the court stated that “the role of the court is not to ‘second guess’ the decision of the district or to substitute its plan for the education of the student.” Similarly, in D.B. v. Ithaca City Sch. Dist.,10 the Second Circuit Court of Appeals, in addressing the substantive adequacy of an IEP and finding that it was sufficiently tailored to the student’s needs to ensure meaningful progress, emphasized the need to defer to the district. The court carefully examined the information reviewed by the district, as well as the special education and related services the district determined were necessary to address the student’s needs, and stated that it would not “substitute its own notions of sound educational policy for those of the school authorities under review.” | Conclusion The Endrew F. decision is a reminder that educational progress is the expected outcome of an IEP. Under Endrew F., an IEP is not a form that can be repurposed year after year, but must include goals that are “appropriately ambitious” given the unique and broad spectrum of circumstances of the child at the time the IEP is drafted. Districts are, therefore, advised to review their procedures for developing and writing IEPs, to train those involved

in the process to ensure they have a clear understanding of the FAPE standard, and to carefully document their review and provide clear explanation and sound reasoning for their decisions. n | Endnotes For additional information on related topics, see Wisconsin School News, “Special Education Law — A Primer” (May and June 1995); “In Special Education, Parents Have the Last Word” (January 1992). 1. 20 U.S.C. § 1400 et seq.; 34 C.F.R. § 300 et seq. 2. 458 U.S. 176, 207 (1982). 3. 137 S.Ct. 988, 999 (2017). 4. Id. at 1000. 5. Id. at 999. 6. Id. 7. Id. at 1001 (quoting Rowley, 458 U.S. at 206). 8. Id. 9. 2017 WL 2713431, *3 (5th Cir. 2017). 10. 2017 WL 2258539, *3-4 (2nd Cir. 2017); See also K.M. v. Tehachapi Unified School District and Kathleen Siciliani, 117 LRP 13249 (D. Ct. E.D. Pa. 2017) (“The precise form that a goal takes is a question of educational policy, and courts should not ‘substitute their own notions of sound educational policy for those of the school authorities with which they review.’” (citation omitted)); R.B. v. New York City Dept. of Educ., 2017 WL 1507784 at *3 (2nd Cir. 2017)(providing a detailed review of the district’s explanation for the special education and related aids and services incorporated into the student’s IEP). This Legal Comment was written by Michael J. Julka, M. Tess O’Brien-Heinzen, JoAnn Hart and Steven C. Zach of Boardman & Clark LLP, WASB Legal Counsel.

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.

September 2017

Q&A

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

Addressing School Management Software and Student Data SE RV I C E

A S S O C I AT E

What should school leaders consider when evaluating school management software?

First off, it’s important to understand that the school management solution you use will touch nearly every corner of your school. This software will form the backbone of your operations for years to come. During the evaluation stage, it’s vitally important for you to dig a lot deeper than features, functionality, and cost. Today, more and more school districts are moving beyond the practice of chasing checkboxes on a spec sheet and putting a lot more emphasis on the all-encompassing user experience. Even the best technology will fall short of expectations if it’s combined with a poor implementation. Project management, consulting, data migration, and professional development are all crucial aspects in making sure the experience is positive for all stakeholders.

Q. What strategies or steps can schools take to protect student information and data?

A. A lot of this depends on whether the solution is hosted on-premise or in the cloud. If schools don’t have the infrastructure or staff to manage the application and provide disaster recovery measures, the costs for hosting in the cloud are worth the added investment. Either way, making sure the network is protected with firewalls, heavy encryption and intrusion prevention systems are an absolute must and it’s highly recommended

Q & A

that you schedule external security audits — especially when you make any changes to the network. On top of that, there are some simple best practices to keep data secure such as implementing policies against sharing passwords and storing files on personal devices; requiring staff to use robust passwords that contain letters, numbers, and symbols; limiting the number of people who have access to certain data; and making sure staff are aware of the latest viruses and ransomware.

Q. Is there anything new in the field of school management software?

A. There’s always something new in our space and you can’t sit still for very long if you want to continue to be a leader. After observing some of the emerging trends in education, such as the way data was being used and managed in school districts, we decided it was time to build an entirely new platform from the ground up. Throughout the development, we worked directly with educational professionals and incorporated a lot of their feedback to make sure the overall experience would meet their expectations. In addition to spending a lot of time on the design and navigation, we wanted to make sure the technology and architecture could evolve with the changing needs of districts. We also included some powerful selfservice support tools so people can find quick answers on their own without having to interrupt what they are doing to pick up the phone.

Ray Ackerlund is chief marketing officer at Skyward. Follow him on Twitter: @rayackerlund

Q. What are some trends in education that you’ve been watching? A. Maybe it’s because I work in marketing, but branding and user experience are two recent trends that immediately come to mind. Families are more mobile than ever and the competition for both students and staff is causing schools to put a lot more emphasis on marketing and branding. They’re hiring communication specialists, developing marketing plans, and they want the systems they use to reflect their brands. In terms of the user experience, this is all about getting feedback direct from the end users of the products so we can continue to deliver what they want. We’ve expanded our user experience group and made our user-centric development process the guiding light that drives the direction of our solutions. 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.”

Even the best technology will fall short of expectations if it’s combined with poor implementation. 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



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



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



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



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.



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



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.



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.



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.



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.



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



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



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.



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



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.



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



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.



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.



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.



| 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.



| 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



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.



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 FALL REGIONAL MEETINGS

September-OctOber, 2017 VariOuS LOcatiOnS

Highlights:

Oct. 20, 2017 aLLiant energy center, madiSOn

2017 WSAA/WASB SCHOOL LAW SEMINAR

Highlights:

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

Pre-Meeting Workshop (Optional):

Implications of the 2017-19 State Budget for School Boards

• Get up-to-date on the latest school law issues • Sessions led by respected school law attorneys • Gain information to effectively lead your district

Pre-Seminar Workshop (Optional): Board–Superintendent Relations

Save the Date! Legislative Advocacy Conference November 4 - Stevens Point

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

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