february 2011 slate

BULLYING, VIOLENCE & VANDALISM / 28LESSONS FROM LOSSES / 12STUDENTS COME FIRST / 9ALSO:

vol.29 | no.1 | february.2011A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION

TELASFEBRUARY 16-17

ayD Hillon the

2011

2 FEBRUARY 2011 • SLATE

February 16 & 17, 2011

ISBAayD Hillon the

Accommodations

For More Information

The Grove Hotel - $85 room rate, plus tax245 S. Capitol Blvd., BoiseReservations: (888) 961-5000 Ask for the ISBA Room Block

Go to www.idsba.org for a full scheduleand registration information.

ISBA Office: (208) 854-1476 or (866) 799-4722or [email protected]

(morning)

HighlightsFebruary 16 (afternoon)

• Senate Education Committee Meeting• Legislative Q&A

• House Education Committee Meeting• Luncheon with Legislators

February 17

SLATE • FEBRUARY 2011 3

Subscription to the SLATE, published five times per year, is by membership to the Idaho School Boards Association. The material

contained herein is for informational purposes only and may be quite divergent in point of view and/or controversial in nature. It is

the belief of the Association that the democratic process functions best through discussions which challenge and stimulate thinking

on the part of the reader. Therefore, this material does not necessarily reflect the opinion of the Association or its members.

Editorial Office Mailing Address: P.O. Box 9797, Boise, ID 83707-4797

Phone: (208) 854-1476 • Toll-Free: (866) 799-4722 • Fax: (208) 854-1480

Visit our Website: www.idsba.org

Advocacy Tips for School Board Members

Connect Students to Hagerman Resources

Executive Board Meeting Highlights

Ten New Year’s Resolutions for School Board Members

The Financial Cost of Bullying, Violence, and Vandalism

Annual Convention Review

Scholarship Trust Auction

Awards Banquet

Business Session Report

18

Citizen School Boards16

A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION

FEBRUARYin this issue

v o l . 2 9 n o . 1 f e b r u a r y. 2 0 1 1

IN EVERY ISSUE FEATURES 2010 CONVENTION

FROM THE DIRECTOR’S CHAIR Who, What, When, Where, How, and Why is ISBA?

5

PUBLIC INSTRUCTIONStudents Come First: Three Pillars of a Customer-Driven Education System

9

GETTING TO KNOW THE ISBA EXECUTIVE BOARDMeet Todd Wells

15

12 SAFETY NOTES Lessons from Losses

PRESIDENT’S MESSAGEA Great Leader

8

FROM THE STATE BOARD OF EDUCATIONNew Ideas; Is the World Really Flat or Just from Our Vantage Point?

11

ASK ISBATrustee Zone Boundaries and Census Data

14

19

20

26

28

22

23

23

24


ContributorsTELAS

PRESIDENT

PRESIDENT-ELECT

VICE PRESIDENT

IMMEDIATE PAST PRESIDENT

Dallas Clinger, American Falls Jt. School District

Vacant

Anne Ritter, Meridian Jt. School District

Wayne Freedman, Council School District

E X E C U T I V E B O A R D O F F I C E R S

E X E C U T I V E C O M M I T T E E

E X E C U T I V E B O A R D

Karen Echeverria

Misty Jones

Jessica Harrison

Shoni Pegram

Liz Killpack, Donagene Turnbow, Drew Meyer

EXECUTIVE DIRECTOR

MARKETING & EVENTS MANAGER

POLICY & GOVERNMENT AFFAIRS COOR.

COMMUNICATIONS & BD. TRAINING COOR.

BOARD TRAINERS

I S B A S T A F F

Board Officers & Executive Director

Regional Representatives, Board Officers & Executive Director

I D A H O S C H O O L B O A R D S A S S O C I A T I O N222 N. 13th Street | Boise, ID 83702PO Box 9797 | Boise, ID 83707PH: 208.854.1476 | FAX: 208.854.1480 | TOLL FREE: 866.799.ISBA (4722)WEB: www.idsba.org

I D A H O S C H O O L B O A R D S A S S O C I A T I O N

ISBA Calendar

Day on the Hill

NSBA Annual Conference

ISBA Annual Convention

Feb 16-17, 2011

Apr 9-11, 2011

Nov 10-12, 2011

Karen Echeverria

Tom Luna

DallasClinger

ISBA President

Superintendentof Public Instruction

Executive Director

AllanRanstrom

Moreton & Company

!Calendar

RichardWesterberg

President, State Board of Education

R E G I O N A L R E P R E S E N T A T I V E S

REGION I REPRESENTATIVES

REGION II REPRESENTATIVES

REGION III REPRESENTATIVES

REGION IV REPRESENTATIVES

REGION V REPRESENTATIVES

REGION VI REPRESENTATIVES

REGION VII REPRESENTATIVES

REGION VIII REPRESENTATIVES

Larry Brown, Lakeland School DistrictMargie Gannon, St. Maries Jt. School District

Dawn Fazio, Moscow School DistrictJohn Menter, Troy School District

Jackie Hopper, Caldwell School DistrictRichard Cook, Notus School District

Todd Wells, Castleford Jt. School DistrictLucinda Rogers, Gooding Jt. School District

Susan Fletcher, American Falls School DistrictDavid Andersen, Oneida Co. School District

Nancy Arnold, Teton Co. School DistrictJ.D. Tolman, Blackfoot School District

Judy Lish, Butte Co. Jt. School DistrictDeb Foster, South Lemhi School District

Barbara Dixon, Meadows Valley School DistrictMargie Chipman, Weiser School District


Continued...

from the director’s chair

Welcome to the 68th Annual Convention

of the Idaho School Boards Association.

We are glad to see you here and hope

you find the convention informational and

worthwhile. We appreciate you made the

decision to be here despite the cutbacks

in education funding. We all know and

appreciate that training for board members

is an important aspect of your continued

success. We are confident that the program

we have put together will provide you with

some very pertinent, time-sensitive, and

important information. We hope that you

feel the same way.

While all of the information you will

gain here at the Convention is critically

important, I would also like to take some

time to discuss the structure of ISBA.

During the last ISBA Board meeting, the

members of the Board had a discussion

about ISBA. Who we are? What is ISBA?

When and where do we have meetings?

Why do we exist? How do we operate? In

other words, the Board had a discussion

about the basics of ISBA. With the new

Board members being elected or appointed

and changes that have occurred with ISBA,

we thought it might be a good idea for me

This article, a message from the ISBA Executive Director, is reprinted from the 68th ISBA Annual Convention book. The Convention was held November 11-13, 2010 in Boise.

to write about the basics of ISBA. For those

of you who do not have the opportunity to

read this article in the Convention book, it is

going to be reprinted in the February issue

of the SLATE.

Who Is ISBA?

So let’s start at the beginning. Who is

ISBA? ISBA was formed in 1942. It was

formed by board members such as you

so that board members would have a

professional organization. An organization

where you could meet with other board

members to discuss issues pertinent to the

work you do. It was also an attempt to form

an organization that could lobby on your

behalf for education issues and funding.

Since ISBA’s inception, we have continued

to provide those two major functions. In

addition, we have also grown to take on

other functions as well.

How is ISBA Structured?

ISBA is made up of eight regions. Each

Region has a Chair and Vice Chair that

are elected by the trustees in that region.

The Vice Chair serves a two year term

and then automatically accedes to the

Chair position for another two year term.

The ISBA Executive Board is made up

of those sixteen Chairs and Vice Chairs

and four officers. That makes a total of a

20 member board. The officers consist

of the Vice President, President-Elect,

President, and Immediate Past President.

The Vice President and President-Elect

are elected each year at the Business

Session of the Annual Convention by the

trustees in attendance. The President-Elect

automatically accedes to the President

position. All of these positions are volunteer

positions. They receive no remuneration for

the time they spend meeting on behalf of

the Association. They are only reimbursed

for travel expenses.

The function of the Executive Board is to

make governance decisions about the

operation of the Association. They approve

the yearly budget, review and approve the

yearly audit, hire the Executive Director,

make recommendations on programs

and services and legislative issues, meet

with legislators and other education

stakeholders on behalf of the association,

and make decisions on funds and buildings.

Essentially, they do the same things you do

in your local districts, just on a statewide

level. The Executive Board meets in Boise

in February in conjunction with Day on the

Hill; they meet in late April or early May, and

again in September. They usually have one

short meeting during the Convention, and

an occasional special meeting.

is ISBA?

Who, What,When,

and WhyHow,Where,

by Karen Echeverria


What Does ISBA Provide?

In addition to the meetings listed above,

ISBA also provides many other services

and programs. Our services include legal

consultation – a free 20 minute consult

on any topic; policy services – quarterly

policy updates, policy manual review, and

complete policy rewrites; Ask ISBA – a Q&A

that posts questions on the website for your

review; training – we have three trainers

positioned around the State that can provide

training for your board, administrators, and

staff. In addition, we also provide some

programs that are available to the district,

your staff, and you as a board member.


Those programs include a property and

liability insurance program for your district,

home and auto insurance for you and your

employees, as well as a telecom and utility

cost recovery program, board meeting

management software, payment recovery

assistance, and an online employee

selection process.

When and Where Is

ISBA Available To You?

The easy answer, of course, is that we

are always available to you! However, in

addition to the services ISBA provides,

we also provide several opportunities

for you to meet together. We conduct the

Annual Convention in November of each

year. The convention used to be held in

Boise, Coeur d’Alene, and Sun Valley. As

Idaho has grown, so too have the number

of members attending the convention. As

such, there are only three venues large

enough to handle the Convention so it is

now only held in Coeur d’Alene and Boise.

ISBA also conducts our Annual Day on the

Hill in late January or early February, three

Summer Leadership Institutes around the

State some time in July, and 16 Regional

Meetings – one in each region in the fall

and one in each region in the spring.

With all the different educations associations, things sometimes

get confusing and turn into an alphabet soup of acronyms.

With that in mind, I will try to shed some light on some of those

organizations.

Idaho School Boards Association Foundation (ISBAF)

It is important to note that the Foundation is a separate entity

from ISBA. It has its own non-profit status, its own board, and

its own function. For the most part, the board consists of past

presidents of ISBA. It is staffed and run by these past presidents

who are all volunteers and receive no payment for their time or

work. Their purpose is to provide research and research data

to the trustees of Idaho. It is our hope that they will someday

become a fund raising arm of the ISBA.

Idaho Association of School Administrators (IASA)

This is the professional association for superintendents,

principals, and special education directors. This association

has several sub-groups that make up the bigger group. For

instance, there are two different groups for elementary and

secondary principals. Their purpose is to support the efforts of

their membership. These are essentially the people that trustees

employ to run their school districts.

Idaho Education Association (IEA) This is the statewide

organization that supports most of the local unions in your

district. The IEA is made up of BOTH certified staff (teachers)

and classified staff (maintenance workers, cooks, clerical, and

bus drivers.)

State Department of Education (SDE) This is a state

agency and the office run by the elected Superintendent of Public

Instruction. SDE staff is responsible for the distribution of both

state and federal funds, for the budget that is presented to the

Legislature every year, and for many of the programs operated in

your district.

United States Department of Education (USDE) This

is the federal arm of education run by Secretary Arne Duncan.

This office is responsible for all federal funds and programs.

For instance, No Child Left Behind, Race to the Top, Stimulus

(ARRA) dollars, all Title Programs such as Title I programs.

Dollars from the federal government flow to the SDE. While the

SDE distributes the dollars to school districts, they have very little

say in how those dollars are distributed or the restrictions placed

on them should you decide to utilize them.

Who and What ISBA is NOT?


State Board of Education (SBOE) This is an eight

member board made up of seven appointed members and the

Superintendent of Public Instruction. The seven members are

appointed by the Governor and, while not required to be, are

usually appointed on a regional basis. The SBOE is primarily

responsible for all higher education issues but also have some

input into K12 issues. For instance, all rulemakings proposed

by the SDE must be approved by the SBOE before being

implemented.

Public Charter School Commission (PCSC) This is

a seven member board appointed by the Governor. Three

members must be current or former school board members;

three must be current or former charter board members, and

one member at large. Their responsibility is to oversee the

operation of all charter schools they authorize. They currently

oversee the vast majority of charter schools in Idaho. Except for

virtual charter schools, all charter schools must first go to their

local school district for authorization. For the most part, school

districts have been forwarding these petitions to the PCSC. It is

important to note that, in accordance with state law, the PCSC

MUST authorize any school that submits a petition unless they

can find a defect in the actual petition.

I hope this helps to clarify what ISBA does NOT do and who it

does NOT govern.

ISBA Executive Director [email protected]

S


Why Is ISBA Important?

With all that information about what we

don’t do, I hope after reading my comments

above, you will agree that ISBA is an

important and integral part of the board

members and school districts in Idaho.

Not only are we here to provide the

programs and services that are essential

to the betterment of trustees and the

management of school districts, but to stay

in close contact with all the other education

stakeholders in the state as well. With all

the differing opinions and associations, it

is important that trustees have a voice as

well.

Trustees are statutorily responsible for

running their districts – for hiring staff, setting

budgets, and conducting negotiations. I

have said it over and over again, and I

truly mean it. Board members have a tough

job and, I think, the most important in the

State. You do all of that on a volunteer

basis. All of the other organizations listed

above are either paid for their service or

paid a per diem amount for the time they

spend working on issues related to the

board on which they serve. You are all to

be commended and congratulated for the

service you provide.

Learn, Communicate, Exchange

Information, Rekindle

Friendships, But Most of All,

Have Fun

Thank you again for being here. We are

really glad you could make it. We hope you

learn a bunch and have an opportunity to

interact with your colleagues. We also hope

that you are able to have a little fun and

enjoy yourself while you’re at it.

As always, if you need anything while you

are here, please feel free to find one of

the staff members or an executive board

member to assist you.


president’s message

by Dallas Clinger

continued on page 11...

Anyone can lead in times of stability

and prosperity, but it is particularly

challenging to be a great leader in times

of turmoil and uncertainty. Constantly

developing leadership skills will prepare us

to be better leaders.

A great leader needs to be honest.

Webster defines honesty as “fairness and

straightforwardness of conduct”. We need

to be honest with ourselves; with our fellow

board members; with our students; with our

administration, teaching staff and support

personnel; and with our patrons. Truth is

our greatest ally. It is said that “Truth lasts

forever. She is always strong; she never

dies and is never defeated.” We need to

make sure that we are always honest in all

our dealings. Deceptive behavior will never

inspire trust.

A great leader is competent. As school board

members, it is important to be constantly

learning. How can we be the education

leaders in our districts if we ourselves are

not always striving to learn and improve?

We, as school board trustees, need to make

good, sound decisions based on study,

thought, reason, and moral principle not

on childish emotional desires or feelings.

It is essential that we are competent in our

service.

A great leader has vision. We will definitely

need vision in the upcoming years to find

resolutions to the challenges that we know

A Great Leader

are on our doorstep. Even more vision may

be required for the unforeseen challenges

that have not yet presented themselves. We

have to develop vision to see beyond the

current problems and focus on the future

opportunities. People need to have a picture

of what their hard work will create. A great

leader helps people visualize success.

A great leader inspires others to greater

heights. There is synergism in our service

together. As we serve together as leaders

in our individual districts, the whole of

our members are greater than the sum

of the individual parts. A leader creates

experiences that inspire people to take

action. We as board members around the

State, inspire each other to greater heights

as we act to improve our schools.

A great leader communicates. Great

communications starts with listening. As

school board trustees, we need to listen

to the ideas of others and not think of our

own idea as the only plausible one. Imagine

that everyone is enlightened except for us.

In doing so, we become open to the ideas

of others. When we speak, it’s important

to be careful and express ourselves in a

deliberate, clear, and concise manner.

A great leader is broad-minded and seeks

out diversity. A great leader will come into

a room, extend his hand to someone he

doesn’t know, and strive to make them feel

important. At the same time, a great leader

sees the opportunities to learn and grow. We

can learn much from others.

A great leader is fair-minded. As school

board members, we need to always be

fair. Being aware of our own biases and

partialities allows us to be just leaders. It is

equally important to know all the alternatives.

We must make sure we are unbiased in our

decisions and that we have weighed all

options carefully.

A great leader does not criticize. Anyone can

criticize and complain, but it takes character

and self control to be understanding and

optimistic. We need to always look for the

good in all people and in all things. When we

look for the good, we will find it. The opposite

is also true. That is why it is imperative that

we constantly look for the good and avoid

criticizing.

A great leader is courageous. Courage

is a very important trait in these times of

uncertainty. As school board trustees,

we can’t look for the easy way to resolve

problems but rather the right way. It is

essential to be courageous and make the

right decisions even if it is difficult. We

need to be “Davids” when we are facing our

“Goliaths”.

A great leader is constantly training others to

take his place. A great leader expects much,

inspires greatly, and sets on fire those he is

called to lead. We need to train others with

Edgar Guest said, “The things that haven’t been done before are the

tasks worthwhile today; are you one of the flock that follows,

or are you one that shall lead the way.”


public instruction

On January 12, Governor C.L. “Butch”

Otter and I unveiled Students Come

First, a comprehensive plan to improve

Idaho’s public education system by ensuring

we have a customer-driven system that

educates more students at a higher level

with limited resources.

In Idaho, we must send a message that

students come first. While we have made

significant progress in raising student

achievement in recent years, it’s clear the

current system is not sustainable.

Consider this: over the past two years,

Idaho has cut or shifted $200 million from

the K-12 public schools budget. Even based

on optimistic revenue growth, it will take

us the next 10 years to backfill the budget

hole created in the past two years. That’s 10

years. We cannot allow a whole generation

of students to go through an underfunded

system, just so we can keep the current

system.

We all know the current system isn’t meeting

our students’ needs. We are trying to prepare

Idaho students for the 21st century using a

19th century model. It doesn’t make sense.

With input from locally elected school board

trustees across Idaho, the Governor and I

have proposed a comprehensive plan that

will change the system to match our current

economic demands, and more importantly,

to meet our students’ needs.

Students Come First:

Customer-Driven Education SystemThree Pillars of a

The Three Pillarsof a Customer-Driven Education System

Superintendent of Public Instructionby Tom Luna

The plan focuses on three pillars: 21st

Century Classroom, Great Teachers &

Leaders, and Transparent Accountability.

Here are the elements of the Three Pillars:

The 21st Century Classroom: The 21st

Century Classroom is not limited by walls, bell

schedules, school calendars or geography.

In a 21st Century Classroom, every student

has access to a highly effective teacher, the

necessary technology, and high academic

standards comparable with any in the world.

To create the 21st Century Classroom, the

state will invest $50 million over the next

two years in both hardware and software

for every Idaho classroom. Every 9th grader

will be given a laptop, and high school

students will be required to take online

courses to graduate. Idaho will raise the bar

by implementing college- and career-ready

academic standards that are comparable

with any country in the world. If a student

meets graduation requirements early, the

state will pay for dual credit courses in the

student’s senior year.

Great Teachers & Leaders: Students will

have a highly effective teacher every year

and a highly effective principal at the helm

of every school.

The current way the State of Idaho pays

teachers, based on experience and

education only, is archaic. To recruit and

The 21st Century Classroom: Not limited by walls, bell schedules, school calendars or geography. In a 21st Century Classroom, every student has access to a highly effective teacher, the necessary technology, and high academic standards comparable with any in the world.

Great Teachers & Leaders: Students will have a highly effective teacher every year and a highly effective principal at the helm of every school.

Transparent Accountability: Parents, taxpayers, and policymakers have current, accurate information on all student achievement results and financial matters in their schools and districts.


millions of dollars to restructure our public

schools.

By adapting the funding formula so money

follows the student and increases the

student-teacher ratio by less than two

students per teacher, on average, the state

can now invest in state-of-the-art technology

for every classroom, meaningful teacher

training, laptops for every 9th grader, fully

restored teacher pay, pay-for-performance

to reward excellence, and dual credit for

high school seniors.

Together, as elected leaders in the state of

Idaho, we can get this done. We can ensure

Students Come First in our public schools

and in academic achievement.

For more information, please visit our

website at www.sde.idaho.gov.

retain a great teacher and leader in every

classroom and school building, the state

will fully restore the instructional salary grid,

raise the minimum pay for new teachers

to $30,000, and implement a pay-for-

performance plan that builds on base salaries

to reward excellence. The state will continue

to empower great teachers and leaders

by ensuring all professional development

if focused and meaningful. The state will

phase out tenure in Idaho schools by

offering every new teacher and administrator

a two-year rolling contract. School districts

will no longer be able to use seniority as the

only criteria in determining teacher layoffs.

Districts must tie at least a portion of teacher

and administrator performance evaluations

to student academic growth.

Transparent Accountability: Parents,

taxpayers, and policymakers have current,

accurate information on all student

achievement results and financial matters in

their schools and districts.

The state must ensure school district

leaders are held accountable for student

achievement results and taxpayer dollars

at the local level. To do this, the state will

empower parents by giving them input

on teacher evaluations and access to

understandable fiscal report cards for each

district. Locally elected leaders now will

have more flexibility to manage from year

to year by streamlining collective bargaining

practices. In addition, the state will work

with every local district to ensure they take

full advantage of statewide purchasing

contracts, and will require that all taxpayer

dollars follow the student.

The Students Come First plan will be funded

through existing state dollars. Under this

plan, the state will use efficiencies and cost

savings found in the current system to invest

public instruction

S

Two years ago the Idaho School Boards Association announced its Group Auto & Homeowner Program for public education employees and school board trustees in the State of Idaho. Many of us are currently purchasing insurance for our personal auto, homeowner, renters, boat, recreational vehicle, and other kinds of personal property/casualty coverage. Through this program these types of coverages can be purchased more conveniently and often less expensively.

The ISBA Program currently offers a choice of three well known and highly respected insurance companies: MetLife Auto & Home, Liberty Mutual Insurance Company, and

Travelers Insurance Company. The broker partner in the Program is Moreton & Company, one of the largest property/casualty and benefits brokerages in Idaho.

School employees can have their insurance coverage directly withdrawn from their paychecks. Plus, school board members

can take advantage of this great opportunity! This Program is set up to be convenient and easy for the school staff and provides a less expensive option for school employees and school board members.

For immediate information on the ISBA Group Auto & Homeowner Program, please call Moreton & Company at (800) 341-6789 and ask for Allan Ranstrom or (800) 594-8949 and ask for Greg Killilea.

See what one satisfied participant of this program said: “I received quotes from two of the participating insurance companies. One quote was over $600 less than I am currently paying each year for my home and auto coverage. I was very pleased to see such a competitive price for the same amount of coverage. Plus I will have coverage with a well-known company.”

Karen EcheverriaISBA Executive Director

-

INSURANCE PROGRAMHELP EMPLOYEES SAVE TIME AND MONEY

Group Auto & Homeowner

BUSINESS PARTNER

DIAMONDISBA


January brings many things to our lives; snow, cold temperatures,

thoughts of vacation somewhere nice and warm, the start of the

Idaho Legislature and this year- some new ideas.

And while we may have differences in whether or not we agree with

some of the new ideas presented during this year’s Legislative session

we must keep in mind the point of view from which we view these

issues. Trustees see things differently than educators who often see

it differently than the administrators who supervise them. We certainly

have a unique perspective as the governing board of all education in

Idaho as set forth in the Idaho Constitution.

I have talked in this column before about keeping our discussions

civil and respectful and now more than ever, we need to keep our

discourse beyond reproach.

The thought of massive reform to any system in which we are involved

can lead to uneasiness at best and cries of protest certainly. However,

we can look to history to see that we must continually work to improve

our education system to ensure that our students are prepared to

enter the global job market that awaits them upon graduation.

We must remember that students who enter our school doors as wide-

eyed, oft times timid kindergarteners will compete with not only those

who live in neighboring cities and states, but in countries around the

globe. Increased rigor in math and science is just one area where we

must push ourselves to improve.

And we must push ourselves to remember that the view of the world

changes depending on where one finds themselves.

The Idaho State Board of Education encourages each of you to

engage your patrons, engage those local, regional and state-wide

stakeholders. Their perspective, while potentially different than yours

may just open your eyes. You might learn the shape of the world is

changing.

President, State Board of

Education

by Richard Westerberg

Richard D. Westerberg is the President of the Idaho State Board of Education and a former trustee in the Preston School District.

from the state board of education

the expectation that they will surpass our

own abilities to lead.

A great leader is imaginative. We should

make timely and appropriate changes in

our thinking, plans, and methods. We are

imaginative as we think of new and better

goals, ideas, and solutions to problems. We

must be innovative.

A great leader is generous with appreciation.

We need to always recognize that we don’t

do anything alone and that everyone is

important. Expressing gratitude is one of the

strengths of a great leader. Feeling gratitude

and not expressing it is like wrapping a

present and not giving it. Acknowledge

others and thank them for their efforts.

As the president of the Idaho School Boards

Association, I am proud to be a part of this

great organization and humbled to serve in

a leadership role. In interacting with board

members around the state, I have been

impressed with your example of natural

leadership, your willingness to serve and

better your community. We are truly blessed

to belong to this association that provides

resources for us to better function in our

capacities as local educational leaders. May

we, as in the words of Edgar Guest not be

“one of the flock that follows” but be “one

that shall lead the way”. I look forward to

serving you this year.

DALLAS CLINGER ISBA President

S

New Ideas;

or Just from Our Vantage Point?Is the World Really Flat

...continued from page 8


Butte County School District #111

On November 27th, a sprinkler valve broke resulting in water damage

to the school. The cause of this claim appears to be that a wet sprinkler

system was run through an unheated area of building. The district

acted quickly and extracted the water. The electronic paging system

and computers were damaged and the district is waiting to see what

else may have been affected by this claim of approximately $10,000.

Wendell School District # 232

On November 29th, the school alarm went off at 1:00 am, but

responders could not determine what the problem was. School

administrators called the sprinkler company, who came out about

4:30 am. When they arrived there was approximately an inch of water

throughout the building. A frozen sprinkler line was discovered.

Moreton & Company got the call from the school district and

claims representative, Barb Knapp, dove in to solve the problems.

Intermountain Claims was assigned immediately and the cleanup

crews went to work.

Ultimately one week of school was missed. The majority of the repair

work was completed over the Christmas break. The gym floor is the

only major item left to be repaired/replaced. 98% of the other work is

completed. The total cost of this claim is estimated at over $600,000.

Cascade School District #422

Who says lightening can’t strike twice in the same place? On

November 30th, a heating pipe separated resulting in water damage

to the north end of school building. The system is only four years old

with no prior problems or sign of leakage etc.

Once again, the ISBA Insurance Plan responded quickly and again,

there was no school closure due to loss. This claim is estimated at

$35,000.

South Lemhi School District # 292

On the evening before Thanksgiving an electrical short sparked a

fire in the boiler room coal bin that poured black smoke throughout

the building. Even though the call came in over the holiday, Moreton

& Company claims representative Vicky Elam and adjusters from

Intermountain Claims were able to help the district meet this challenge.

Wade Wilcox at Intermountain Claims spoke to school personnel that

evening and made sure an electrician got the wiring problem in the

boiler room patched up so they could get heat in the building. That

was important, since the thermometer dropped to 17 below zero that

night.

Meetings with Intermountain, Tobin Restoration, and school leaders

took place that Friday and plans were made for cleanup and repair.

Cleanup started Saturday, with several local community members

assisting. Cleaning of the heating chases was a major problem due to

a lack of access, but a plan was devised and carried out with excellent

results. Two auxiliary buildings that were not in use were made ready

as classroom space by installing new heating systems and getting the

existing bathrooms functioning.

Thanks to the quick action of everyone involved only two days of

school were missed and as of January 6th, 99% of the repairs are

completed on a total claim of approximately $200,000.

Cascade School District #422

On November 27th a pipe burst in the ceiling resulting in water damage

to the school. This occurred on the Saturday of the Thanksgiving

holiday. Once again, Moreton & Company, Intermountain Claims, and

CNA Insurance acted quickly to help the district solve the problems.

The district has elected to have some repairs postponed until the

school is out for the year. The initial cleanup, repairs of pipes, and

replacement of damaged property has been handled, all without

the closure of school. The total claim cost is estimated to be about

$40,000.

safety notes

and Pat Pinkhamby Allan RanstromLOSSESLessons from

Old man winter certainly has been tough on Idaho schools already this year. Here is just a sample of the

property damage claims we have experienced since November:


Moreton & Company and the ISBA Insurance Plan have proven its

ability to help districts solve problems when crises happen at schools.

You can count on us.

Murtaugh School District # 418

On December 1st, a water line in the ceiling above the cafeteria froze

and burst. This allowed the dry sprinkler system to fill with water

and it froze also. Water damage was confined to the cafeteria, one

classroom and a hallway.

Thanks to a quick response no school days were missed. The repair

work is complete and the final paperwork is being wrapped up. Total

cost is expected to be about $30,000.

safety notes

S

• Schedule your heating systems regular maintenance and repairs prior to the start of our cold weather.

• Establish a testing schedule of the building’s heating equipment, controls, and safety equipment.

• Implement a self-inspection process to insure the proper working condition of the buildings heating system during periods that the campuses are unoccupied-- including weekends, and especially during holiday school breaks.

• Maintain proper building temperatures during times schools are unoccupied.

• Inspect the building windows and doors for proper weather sealing.

• Inspect gutters and downspouts to insure that they are not clogged.

• Insure that concealed spaces that contain plumbing lines have adequate heat, and are maintained to temperatures of at least 40 degrees Fahrenheit.

• Establish a procedure to monitor snow depth on roofs and have a removal plan in effect.

• If you have either added or are considering additional insulation to existing buildings be sure to consider how that added insulation may affect snow loads.

• If your school campus is equipped with an automatic fire sprinkler system that has a partial “Dry Pipe” system, inspect the system daily to insure that proper air pressure is maintained in the system, and the dry valve enclosures are adequately heated.

• If your fire sprinkler system uses an anti-freeze solution to prevent frozen pipes in areas exposed to the elements, be sure that the anti-freeze solution is of a proper solution strength.

• Inspect the fire hydrants, valves and fire department connections to insure that they are clear of snow and easily visible and accessible.

How to Avoid Costly ClaimsThere is still plenty of Idaho winter ahead of us; so with that in mind,

here are some ideas to help you avoid these costly claims this year and in the future.

Moreton & Company

Allan Ranstrom Pat Pinkham

If you would like assistance in helping your district prepare for winter’s challenges, please contact Allan Ranstrom or Pat Pinkham at Moreton & Company. They can be reached at 1-800-341-6789 or at 208-321-9300.

BUSINESS PARTNER

DIAMONDISBA


The Secretary of State’s Office indicated that it is their

understanding the Census Bureau is to present the census

data to the President by December 31, 2010. The general

census data will be released to the public sometime in

January, but some data will come out in phases -- as late

as March or April.

The only change that was made in I.C. 33-313, regarding

school zones is that a copy of the legal description and a

map is to be filed with the county clerk. The rest of the

section has not changed. The responsibility of redefining

or changing trustee zones still lies with the board of

trustees. Subsection 4 says that any changes are to

be made within 120 days of the census. The changes

are then submitted to state board of education, who will

approve or reject the proposed changes.

The short answer is that the individual school boards are

responsible to make any changes needed within 120 days

of release of the 2010 census data – which should be

available in February.

Regarding the second part of the question, the 2011

election for board members will have to be with the school

zones as defined at the time of candidate filing. If the

school zones cannot be redrawn and approved by that

date, the changes will have to go into effect for the 2013

election.

ask isba

Can you provide guidance on how to manage the 2010 census data and how to proceed

with trustee zone boundaries relative to population data? Also, if the data is released in

January and school districts have 120 days to make changes, that puts us long past the

required publication dates to announce candidacy for each zone. Is there an expectation

that the new zones/candidates will be in effect for the election in 2010? Or will that need

to occur in 2012?

Ask ISBA is one of the newest services

ISBA offers to its membership. ISBA

staff receive questions from trustees,

superintendents, and clerks on a variety

of topics. To help others learn from

these questions and answers, the Ask

ISBA web feature has been added to

the ISBA website at www.idsba.org.

We encourage you to check this site if

you have questions. It is possible that

someone else has asked the question.

If not, you can ask the question so that

everyone else will benefit from the

answer as well.

Ask ISBA

Ask ISBAabout

Q:

A:

S


Todd WellsC A S T L E F O R D J T . S C H O O L D I S T R I C T # 4 1 7

I S B A R E G I O N 4 C H A I R M A N

A B O U T M Y S E R V I C E

M Y B E S T A D V I C E A L I T T L E A B O U T M EI believe that most conflicts and problems come from poor communication

(especially men, I’m told). By being open and honest and having integrity,

many of the issues that we face as trustees can be resolved or avoided

altogether. No one wants to feel like they’re being left in the dark,

especially if it involves their kids or their job.

I am fortunate to have grown up and graduated from the school where I

currently serve as a trustee. Castleford, like most small districts, is a tight-

knit, agricultural-based community with most activities and gatherings

centered around the school and kids. My wife, Genaura, and I have

two sons, Travis (7) and Justin (4). As a predominantly large animal

veterinarian, my schedule can often be uncertain, but we find time as a

family to enjoy the outdoors hunting, fishing, motorcycling, and camping.

After being approached by the retiring trustee from my zone and

running unopposed, I was elected to the Castleford School Board

in 2008. At the following convention, I was elected as Region

IV Vice-Chair. I had served on various “ad-hoc” committees

at the local school level, been exposed to some school board

activities, and had relatives that had served in trustee positions,

but I still encountered the steep learning curve of the new trustee.

The past three years have been full of learning, questions, and

change, and now serving as the Region IV Chair, I look forward

to what the future holds.

My initial reason for serving on the Castleford School Board was simply because “it was my turn.” Serving as a trustee has become much more. I feel that it is my civic duty and parental responsibility to be involved with the education of not only my children, but the children of my community and State. As a trustee, I hope that I can strengthen my school and community, while being an important part of building tomorrow’s leaders.

>

> >

On My Local Board

getting to know the isba executive board


School boards reflect the values of their communities, and that’s where their greatest strength lies

Citizen School Boards by John J. Cassel

The Illinois School Code (like many state codes) lists two key eligibility requirements for school board

members: They have to be U.S. citizens and residents of their districts for least one year before their elections. Nothing about training or background or education level. Just residency and citizenship.

While these two requirements seem obvious, it’s helpful to think about the work of school boards as essentially the work of citizens. They are residents who have been asked by their community to gather regularly and provide direction and guidance to the community’s schools. What kind of conversations do these citizens have? How does the citizen school board contribute to the success of their schools?

At best, a school board’s essential conversation is about what the community needs and expects from its public schools. The board members become, over time, informed community leaders. They serve as trustees who hold the district in trust for their entire community. While board work is connected intimately to the work of the professional staff, board members do not sit as amateur educators. They sit first as citizens.

Recently, there has been much thoughtful consideration regarding board governance (school boards, nonprofit boards, and beyond). In Governance as Leadership, authors Richard Chait, William Ryan, and Barbara Taylor make a case for three types of governance and suggest that successful boards practice all three:

• The foundational level is typically fiduciary. Are we being responsible and accountable with the resources the district has been given?

• The second level is strategic. Does the district have a focus, a few goals, and a path forward?

• The third level is one they call generative—substantive conversation ensuring the district has a clearly articulated identity, direction, and purpose. Because it requires high-level reflection, generative work is a challenge for all boards. However, it is this aspect of school board governance for which citizens are most ideally suited.

Successful school districts have come together around powerful answers to a number of key generative questions. The boards in these districts have engaged in substantive conversations enabling the district to clarify its purpose:

• What does our community want from its schools?

• What do our students and their families want from the schools?

• What values do we teach? What values do we live?

• How can our schools remain accountable to the community for the mission with which they have been charged? How can our community and its schools stay connected?

• What is the appropriate amount to spend on the educational task of the community?

Citizen-based perspectiveCitizen leaders are ideally positioned to help answer these questions. Today’s board challenges come from the “common school reformers” of the 19th century. The reformers were responding to the huge challenges of industrialization and immigration, and came to certain understandings and commitments about public education:

• A tuition-free education for all students.

• The promise of equal educational opportunities, no matter the race, religion, or ability.

• A commitment to high standards and high expectations for all students.

• Governance that ensures public accountability.

• A benefit to society by teaching democratic principles and common values.

To consistently do the kind of generative work required by the questions and answers above, today’s boards have to apply their citizen-based perspectives and work within a clearly defined board role.

Generative governance is about values—what our schools care about and what our districts are trying to do. Matters of fact are best left to the staff, although board members often are tempted to engage in them because those facts are familiar

in their nonboard professional or personal roles.

However, most issues of significance are based on values, not facts. The board is charged to do the values piece, and wise boards refrain from the “facts work” because they have confidence in their staff’s professional expertise. But, even more important, only the board has the community-based perspective necessary to effectively take on matters of value.

School boards in our democracy are about balancing values. We can never have too much liberty or too much equality. We can never have too much community or too much prosperity. However, most program decisions call for some effort to find the proper balance between competing values. There simply aren’t enough resources to do everything well


all the time, so questions around competing values need to be addressed.

The board is the agency in the system where the value questions are addressed. It is the work of the community, done by citizens. “School board members as citizens” becomes one conceptual frame that typically competes with other frames such as:

School board members as experts. Many board members take satisfaction in the expertise they bring to the board table: finance, management, political acumen, etc. Indeed, many boards are rich in experience and knowledge. A common way to think about the purpose of board development is to further enrich the experience and diversity of a given board.

However, you could argue that such expertise can get in the way of the generative work because it focuses on operations and not on values. If the primary function of the board is generative conversation about the district purpose, attention to operations becomes a distraction. It also confuses board vs. staff roles. The board should be focused on the “what,” and the staff on using their expertise on the “how.”

“What” is the values conversation: What is most important to our school district and how do we make them priorities? “How” is about making the plans and carrying out the actions to address those priorities. In the “how” domain, staff members are hired for their planning and applications expertise. Board members may be experts, but they sit as citizens. Their expertise serves the board when it’s used to help members better understand the issues, not to provide volunteer help in the district’s operations.

School board members as watchdogs. Ensuring public trust requires districts to be accountable for the resources they use. Governance as leadership assumes school boards that can assure the public of their fiduciary responsibility. Transparency and common sense are key allies in the board’s work, especially in the area of fiscal and legal oversight. But boards that stop at this foundational level leave their more powerful contributions unattended and unaddressed.

School board members as advocates for education. Many board members see themselves in this role. In a time when public education must compete for scarce resources, we need board members who can make the case for the importance of quality schools. However, we sell our community short when we start with the student and assume the community must be convinced to do the right thing. Most communities care deeply about future generations and only need help understanding what that commitment means.

School board members as partisans. Advocacy for children is the broad example. Many board members see themselves as advocates for a particular program, project, or constituency. This dynamic allows boards to degenerate into a political rut of “we get ours.” As citizens of the same community, with each sharing accountability to the whole, school boards must rise above such partisan bickering and provide important moral leadership, allowing the district to be focused on the common good.

While these various ways of thinking all have some application, “school board members as citizens” may be our most powerful and overarching metaphor. Helpfully, it avoids some of the pitfalls inherent in the other images.

Values and factsIf the citizen board discussion is focused on district purpose and direction, what kind of conversation does the staff have? The essential staff question is: “How do we achieve what the community has hired us to deliver?” As trained educators and administrators, the district staff is well suited to deliver on the community’s expectations.

In most districts, the staff can deliver whatever the community wants, but no staff can deliver everything. Therefore, staff work and wisdom must be partnered with board work and wisdom.

The work of the board and staff comes most powerfully together around data. What evidence do we have that our values are being upheld and taught? What evidence do we have that our students are growing academically and as citizens? The right data allows the school system to answer the simple but profound

questions: “How well are we doing? Are we moving toward our vision? Are our teaching and organizational methods and strategies effective?”

The contribution a school board of citizens makes is a strong argument for local control—local determination about the shape of public education. However, while all public schools are located in a particular community, they also share in wider communities. Both the state and nation have a stake in public education. So we end up with a complex and layered system of state and federal requirements. School board members as citizens provide an appropriate integrating piece, as board members are, themselves, citizens of the district, the state, and the country.

To fulfill our democratic ideal, we need some fundamental outcomes from our public schools. To remain vital and free, our society must be educated, able to make informed

decisions about government and committed to democratic values. In our democracy, we elect a few citizen leaders and charge them to make sure it happens. And focused, intense, generative conversations represent one of the most potent and compelling board tools available in meeting that charge.

John J. Cassel is director of field services for the Illinois Association of School Boards.

Reprinted with permission from the American School Board Journal December 2010. Copyright © 2010. National School Boards Association. All rights reserved.


by Karen Echeverriafor School Board MembersAdvocacy Tips

Right now, things are beginning to heat up at the Idaho Capitol. Majority and

Minority Leadership have been selected, Chairs and Vice Chairs have

been appointed, and committees have been established. Legislators are

thinking about bills they are going to introduce this session. Now is a critical time

for board members who want to serve as resources for legislators during the 1st

Regular Session of the 61st Idaho Legislature and advocate on behalf of trustees

and their work.

Here are a few activities you can do now and up until the end of the session:

1. Meet With Your Legislators. For those of you who were at the convention,

our Vice President, Anne Ritter, asked that each of you take some time and call

your local legislators. Introduce yourself and congratulate them on their election. It

is important to meet with them. Since the election, some of your legislators may be

new and some may be the same legislators you’ve had for years.

Either way, take the time to learn (or relearn) where they stand on education

issues and teach them about your district. Tell them your story, because if you

don’t, someone else will, and it may not be accurate. You should also discuss the

role of a trustee and your decision making authority at the district level. We want

them to understand that you are elected to represent the same constituency that

they are elected to represent. Invite lawmakers to a Board meeting or to one of

your schools so they can see how well your district is doing and so they can get a

sense of the issues of greatest interest to your district.

2. Form a monthly lunch or beverage group with board members from

surrounding districts. ISBA has already created the email list serve as a means

for you to communicate with the trustees in your Region. You may also want to

consider forming a group to meet monthly over lunch or beverages with legislators

and/or other policymakers. The goal of the group is to build relationships with

legislators and educate them about issues facing local school districts.

3. Compile district data for legislators and their staff. Begin to collect

information that will help legislators learn about your district. Information such as

ISAT scores, graduation rates, IDLA and dual enrollment courses taken by your

students, percent of low income students, and percent of special needs students.

This kind of data helps legislators understand the trials that school districts face

while still achieving some good results in your schools.

4. Understand ISBA’s Resolutions. ISBA staff will provide legislators with

our resolution platform within the first two weeks of the session so they will be

somewhat aware of what we will be pursuing. As such, you should be prepared to

discuss ISBA’s resolutions, their purpose, what we hope to accomplish if they are

passed into law, and why they are necessary.

ISBA Executive Director

Excerpted with permission from the November 2010 edition of Texas

Lone Star, published by the Texas Association of School Boards.

Copyright 2010 TASB. All rights reserved.

ISBA Staff members are available to answer any

questions you may have regarding advocacy, the

Legislature, or ISBA’s Resolutions. Our contact

information is listed below.

Advocacy Resources

Karen Echeverria

[email protected]

Call 208-854-1476 OR 866-799-4722

Jessica Harrison

[email protected]

Contact Information

Additionally, ISBA can provide the following:

• Assistance in creating a template to write a

letter or email to your legislator.

• Assistance in creating a template to write a

letter to the editor of your local newspaper

on important issues affecting your district.

• Information and/or guides to help prepare

you to testify, participate in a meeting with

your newspaper’s editorial board, and bring

you up-to-speed on how the legislative

process works.


Connect Students to Hagerman Resources

The Hagerman Fossil Beds National Monument, Hagerman National

Fish Hatchery and Thousand Springs State Park System are pleased to

announce that funding is available to help assist with the cost of student

busing for field trips. Budget cut backs do not have to mean an end to field

trips. Funding will be available on a first come first serve basis.

Hands-on educational programs offer students an outdoor education

opportunity that meets Idaho State Teaching Standards in science, social

studies, geology and history. Field trips can be arranged for programs at

one, two or all three locations.

Hagerman Fossil Beds National Monument offers a variety of free,

curriculum-based, ranger-led programs for students, kindergarten-8th

grade, concerning fossils or the Oregon Trail.

Teachers and students will discover a new dimension in learning

beyond their classrooms. Park staff can present formal guided programs

or help you plan a special program.

The Hagerman National Fish Hatchery rears threatened steelhead

which migrates from Idaho to the Pacific Ocean and return. Come

experience steelhead from the egg to smolt stage, visit fresh spring water,

and take a walking tour that will delight all ages. Learn about steelhead,

trout, and sturgeon. Study the Snake River Aquifer, nuisance species, and

wildlife.

Thousand Springs State Park has much to offer Idaho students. At

Malad Gorge- step back in geologic time to the creation of the gorge. Walk

along the historic Kelton Trail, learn about animal species found within the

park, water usage and native plants, including a rare plant found in only

four parts of the state.

Don’t limit the education of our youth simply because you think the

school cannot afford it! Please share this good news with other local

schools and contact us today.

Annette Rousseau

Education Specialist, Hagerman Fossil Beds National Monument

Phone: (208) 933-4126

Email: [email protected]

Hagerman National Fish Hatchery

(208) 837-4896

GOVERNMENT AFFAIRS COMMITTEE (GAC):The main focus of the September GAC meeting is always a discussion

and review of the Resolutions submitted to ISBA throughout the summer.

The GAC makes recommendations to the full Board for a pass or do not

pass.

SCHOLARSHIP COMMITTEE:The Scholarship Committee reviewed the application, guidelines, and

scoring process and discussed ways to make this process better for both

students and the Committee.

AUDIT / FINANCE COMMITTEE:The Committee reviewed the independent audit report and was pleased

that the audit this year was cleaner and more efficient than last year. ISBA

continues to lower its expenses and run on a tight budget.

NOMINATING COMMITTEE:The Committee received one nomination for each office and selected

Anne Ritter as its candidate for Vice President and Mark Moorer

as its candidate for President-Elect.

Executive Board MeetingHighlightsSept. 10-11 and Nov. 10, 2010

ISBA’s Executive Board conducts a lot of important business at their meetings that is similar to the work done by local school

boards. Executive Board members and ISBA staff tackle a variety of agenda items and hear reports from specialized committees

such as Government Affairs, Scholarship, and Audit/Finance among others. Here are some of the highlights from the meeting

held in September:

EXECUTIVE DIRECTOR’S REPORT:The Executive Director was very encouraged by the fact that all of the

previous ISBA members renewed their membership. ISBA also signed

several new charter schools, some of which are paying their dues prior

to opening to receive training services. New ideas for ISBA services were

presented.

BUDGET REVISIONS:ISBA made some revisions to its 2010-2011 budget due to a change in

how its legal services are provided. These revisions were approved by

the Board.



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RESOLUTION RECOMMENDATIONS: The Executive Board carefully considered each Resolution submitted to

ISBA and voted on whether to support or not support each Resolution on

the floor of the Annual Convention. The Board supported an overwhelming

majority of the Resolutions submitted.

IDAHO HIGH SCHOOL ATHLETICS ASSOCIATION REPORT: The public can go to www.idshaa.org for a report on each meeting. This

is the first year of the classification changes and IHSAA is considering

amendments to the changes. They are also working on an agreement

with a licensing group to get national retailers to put the IHSAA logo

on certain products to increase revenue. There has been work done to

create eligibility for alternative school athletics. IHSAA is getting more

involved in cheerleading and dance. All coaches and officials are required

to take a mandated concussion course.

SUMMER LEADERSHIP INSTITUTE REPORT:The changing of the New Board Member Workshop to the Summer

Leadership Institute (SLI) was a success. The SLI was held in three

different locations around the State. Costs were kept low and more

districts participated as well as some charter schools. The feedback has

been very positive.

STRATEGIC PLANNING & GOAL SETTING:The ISBA provides leadership and services to local school

boards for the benefit of students and for the advocacy of public

education. Goal accomplishment requires communication,

commitment, and cooperation. Performance accountability is important

for improvement. In order to meet goals, they must be well defined and

understood by everyone. Boards must self manage and ensure that they

have goals and that those goals are being actively worked on. Sharing

information is vital to accomplishing goals and creating cooperation.

Board members were asked to update their goals and indicate if their

previous goals have been accomplished.

NEW STAFF POSITION:ISBA’s Executive Board held a brief meeting at the Annual Convention in

November to authorize a new part-time staff position in the ISBA office.

The new staff member will oversee written and verbal communications

with the media, coordinate all statewide training functions with other ISBA

trainers, conduct training on an as needed basis, and act as liaison to

other education entities in reference to training issues.

THANK YOUThanks to everyone who was able to attend the ISBA Annual Convention in Boise in November. It was great to see all of you. We were pleased with the turnout and the variety of workshops and keynote speakers we were able to provide. We hope you enjoy these photographs that capture many of the Convention experience.

Newly Elected Regional Representatives & Board Off icers

During the Region Meetings held at the Convention, several regions elected new region representatives. The newly elected regional representatives include: John Menter (Troy SD) as Region 2 Vice Chairman, Jackie Hopper (Caldwell SD) as Region 3 Chairman, Lucinda Rogers (Gooding SD) as Region 4 Vice Chairman, Nancy Arnold (Teton SD) as Region 6 Chairman, J.D. Tolman (Blackfoot SD) as Region 6 Vice Chairman, Margie Chipman (Weiser SD) as the Region 8 Vice Chairman.

Officers were also selected at the Business Session of the Convention. Those Officers are: Dallas Clinger (American Falls SD) is President, Mark Moorer (Potlatch SD) is President-Elect, Anne Ritter (Meridian SD) is Vice President, and Wayne Freedman (Council SD) is Past President.

Please see page 4 of this SLATE for a full list of the ISBA Regional Representatives and Board Officers.

We encourage you to stay in close contact with your region representatives. They are your voice on the ISBA Executive Board. In order form them to represent you well, it is important that they know your needs and concerns.



20 Years of Board ServiceAnn Young, Cascade SD Janet Orndorff, Boise SD David Van Wassenhove, Marsing SD

Citizenship AwardKathy McRea, South Lemhi SD Vana Richards, Emmett SD Kathy Jo Nygaard, Potlatch SD Larry Dahle, West Side SD

Legislative Liaison AwardEric Exline, Meridian Jt. SDMark Cotner, Canyon-Owyhee School Service Agency

Award of MeritTodd Wells, Castleford SD Tim Skubitz, Lakeland SD Kent Mann, Parma SDBrian Duncan, Minidoka SD Judy Lish, Butte Co. SD

Master of Boardsmanship AwardDavid Andersen, Oneida SDTracie Anderson, Gooding Jt. SDNancy Arnold, Teton SD Christine Ashmead, St. Maries Jt. SD A.J. Balukoff, Boise SD James Barker, Buhl SD Barbara Bremers, Buhl SD Larry Brown, Lakeland Jt. SD Elaine Bryant, Gooding Jt. SDDallas Clinger, American Falls Jt. SD Richard Cook, Notus SD Samuel Alton Cummings, St. Maries Jt. SDJulie Dahlgren, Blaine Co. SD Heidi Davis, Potlatch SD Brian Duncan, Minidoka Jt. SD Susan Fletcher, American Falls SDDeb Foster, South Lemhi SD Wayne Freedman, Council SDMargie Gannon, St. Maries Jt. SD Steve Guthrie, Blaine Co. SD Bill Hemenway, Coeur d’Alene SDDane Higdem, Kimberly SD Jackie Hopper, Caldwell SD Judy Lish, Butte Co. Jt. SD John Menter, Troy SD Mark Moorer, Potlatch SD Vernon Newby, Coeur d’Alene SD Janet Orndorff, Boise SD Brian Patterson, Vallivue SD Lucinda Rogers, Gooding Jt. SD Maria Salazar, Emmett SD Douglas A. Scoville, Potlatch SDOscar Tiegs, Nezperce Jt. SD Donagene Turnbow, Post Falls SD

The ISBA Scholarship Trust would like to thank all sponsors, online donors, school districts, and individuals who participated in the auction by contributing to this worthwhile cause. Your involvement strengthens the commitment to Idaho’s school children and increases the long-term potential for their educational advancement.

A very special “thank you” is extended to our auctioneer and ISBA Past President, Alden Neal. Without his energy and enthusiastic commitment to supporting Idaho’s school children, this event would not have achieved such a successful outcome!

Thank you to the Idaho Dairy Council for providing the milk, cheese, and yogurt for the Auction!

AWARDS BANQUET

I S BA SCHOLARSH I P T RUST AUCT ION

The following individuals were recognized during ISBA’s 2010 Annual Convention. ISBA congratulates these award winners. Each recipient went above and beyond to make contributions that will improve public education in Idaho. Congratulations!

OVER $10,250

RAISED!


No. 2011 Resolutions Ayes Nays

Discontinuing a School. The ISBA supports the ability for boards of trustees to discontinue any school in their district so long as the trustees make a finding that it is in the best interest of the district and the pupils therein.

Appropriate State Funding for Schools. The ISBA supports appropriate state funding for schools. Patrons throughout the State realize the need to more fully fund our public schools and are voting to raise local taxes to make up the shortfall in State funding. It is clear that the patrons of Idaho wish to support their schools more fully. The passage of local levies in some districts is causing unequal support for schools across Idaho. This will continue until State revenues are enhanced and equalized school funding is provided.

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1064

614

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No. 2

No. 3

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End of Course Assessments. The ISBA supports education stakeholders working cooperatively to construct needed end of course assessments. These assessments would be available to all districts in Idaho. Secondary schools are slowly making greater use of formative assessments and data driven instruction, and this will supply them with much needed tools. Also, this effort will provide progress towards developing performance aspects of these assessments.

Public School Effectiveness. The ISBA supports the development and use of data compiled from the IRI and ISAT information that measures: 1) student achievement on a scaled mean (ISAT), percent proficient (IRI); 2) that takes into account percentages of subpopulations without identifying groups of students less than five in said group; 3) that includes year to year growth. These three types of information are in addition to the data which is currently reported as proficiency and AYP. Idahoans need objective data on the relative effectiveness of public schools and a means by which to evaluate public school and public charter school effectiveness.

Budget Flexibility. The ISBA supports legislation that will continue the flexibility granted in the 2010 legislative session through Senate Bill 1422 and that moved certain line-item funds to discretionary funds in order to allow school boards more control in addressing local needs.

Define Meet and Confer. The ISBA supports legislation that will provide further definition for the use of meet and confer. The term meet and confer is used in two different contexts in Idaho Code and clarity is necessary.

School Election Dates. The ISBA supports the addition of an another election date for public school districts, to be at the choice of the district, for either February or April of each year in order to run a supplemental levy or school plant facility election. An additional date will increase flexibility for school districts to balance budgets for the future.

School Unemployment. The ISBA supports school districts ability to have increased flexibility to address contractual and employment relationships as well as serving the educational purposes of interns and other such similarly situated individuals. In determining whether or not to employ individuals on a Category I contract, supplemental contract, or to participate in an internship/student teaching experience, a district needs to have a full understanding of the legal obligations, not just during the period of the actual relationship, but subsequent to the cessation of that relationship with regard to unemployment compensation.

Student Fees. (By vote of ISBA’s membership, this Resolution did not pass.)

During the Business Session at the Annual Convention, trustees voted

on the 2011 Resolutions. Resolutions adopted by the membership serve

as the agenda for the 2011 legislative session. According to ISBA

bylaws, Resolutions adopted by the membership are in effect for two

years unless otherwise acted upon. The full text of the 2010 and 2011

Resolutions may be found at www.idsba.org under the Government

Affairs section of the website.

BUSINESS SESSION REPORT from the 68th Annual Convention



A very big thank you to Vern Newby,

former Trustee of the Coeur d’Alene

SD and ISBA Past President, for taking

photographs of ISBA events. We appreciate

Vern’s talent and the time he takes to

capture ISBA’s events in photos.

ISBA thanks the following companies for their sponsorship at the upcoming ISBA Annual Convention. Their generous support is vital to the ISBA’s continuing efforts to provide a quality convention experience for attendees.

TO OUR SPONSORS

No. 2011 Resolutions Ayes Nays

Financial Emergencies. The ISBA supports the expansion of financial emergency criteria to include a significant reduction in federal funds. Many school districts were able to use the financial emergency legislation to help mitigate their fiscal difficulties brought on by the economic crisis and the consequent state appropriation reductions. While this legislation served districts well, it could be expanded to help districts continue to avoid financial hardship. The included criteria should specifically allow districts to declare a financial emergency if they meet the fund balance and other stated requirements, or be able to use a significant reduction in federal funds in place of the current provision of a significant state funding reduction. The goal is to allow districts to respond to the loss of federal stimulus dollars that are currently being provided to districts to mitigate the fiscal impact of reduced state appropriations.

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Non-Certificated Personnel Grievance. The ISBA supports the amendment of Section 33-517, Idaho Code to limit the scope of non-certificated employees’ grievable actions to alleged violations of Board policies and/or procedures. Non-certificated employees are at-will employees and school districts need to have the flexibility to make appropriate personnel decisions without court intervention based upon the ambiguous term found in Section 33-517, Idaho Code regarding “unfair treatment”.

Dissolution of Public Charter Schools. The ISBA supports legislation that will provide a mechanism, either through law or rule, that allows school districts to qualify for the additional staffing required to serve students from a dissolved public charter school. Currently there is no mechanism by which funding can follow students from a dissolved charter school to the school district(s) where the students enroll after dissolution.

Thank You Thank You Vern!


10 Get in shape by developing an obesity action plan for your

district. Studies have shown that healthy children have less absenteeism, concentrate better, and perform better on tests. Make sure your policies and practices support healthy options and physical activity for all students.

9 Get organized by reviewing your district policies. The New Year is a

great time to make sure your policies are current, especially those on hot topics like bullying, which will be a focus for the Department of Education in 2011. You can turn to your state school boards association for policy guidance and support should your district need assistance.

8 Learn something new, like how technology can improve student and

community engagement. Professional development opportunities, conferences, and webinars offered by your state association, the National School Boards Association, and NSBA’s National Affiliate program can show you how.

7 Identify additional funding sources. With today’s tight budgets, every

dollar counts. Take advantage of grant services like GrantsQuest, free to NSBA National Affiliates, to discover funding opportunities for your district and get grant writing tips.

6 Save money on district purchases. Buying cooperatives can save your

district time and money by streamlining the procurement process and negotiating volume discounts for participants. Many are free to join and give rebates based on purchases. If your state association does not offer one, consider a national program like the BuyBoard Cooperative Program.

5 Improve your relationship with your school board team. Start the year off

right by clarifying roles and responsibilities for every member of your team. The Key Work of School Boards guidebook and training programs, offered by your state association and NSBA, provide tips for developing a good working relationship.

4 Discover best practices in school governance. Your state school boards

association’s publications and NSBA’s American School Board Journal , included in NSBA’s National Affiliate benefits package, highlight success stories from public schools which may be applicable to your district.

3 Connect with school board colleagues from across your state and the

nation. Conferences and social networks offered by your state association and NSBA provide great opportunities to learn how your colleagues are coping with the challenges of public education today.

2 Become a champion for local school board governance. With the

reauthorization of the Elementary and Secondary Education Act on the horizon, now is the time for you to speak up for local school board governance. Add your voice to your state school boards association’s and NSBA’s National Affiliate districts who are calling for the end of unfunded federal mandates and the return of local control.

1 Join NSBA’s National Affiliate Program. Working with and through your

state school boards association, NSBA’s National Affiliate program advocates for increased federal funding and local school board governance, provides resources and information, and offers professional development opportunities to help your district succeed. A complete list of benefits is available at www.nsba.org/na. Enroll your district in the National Affiliate program today at a 25% discount and make 2011 the best year ever.


School Board Members

New Year’sResolutions

for10

This offer cannot be used in conjunction with any other offer and applies only to districts not currently enrolled as an NSBA National Affiliate. Districts must enroll online at www.nsba.org/na using promotional code 2011 to receive the discount. To participate in the National Affiliate program, your school district must be a member in good standing of your state school boards association. Your annual fee includes subscriptions to American School Board Journal at the nondeductible discounted rate of $30 per subscription, for your full school board and superintendent. Current American School Board Journal subscriptions will be converted upon expiration.


During times of economic crisis, school climate issues, such as bullying, violence, and vandalism, can grow more intense and frequent as economic and family stressors worsen.

At the same time, budget cuts leave many schools with less money to address these issues as well as fewer counselors, school resource officers, administrators, and teachers. Staff members have more responsibilities and less time to handle problematic situations. It’s a recipe for disaster.

School climate is an important determinant of a school’s ability to deliver on its mission; however, the impact of school climate on a school’s budget is often largely ignored or underestimated, chiefly because there is no standardized way to track and assess the losses and costs associated with negative student behaviors. But that doesn’t mean that the financial impact is insignificant.

School Climate Loss and Cost Calculator

Community Matters has developed an auditing tool, called the School Climate Loss and Cost Calculator, to help administrators more accurately identify the cost of behaviors associated with a negative school climate. The calculator is available at no cost to all schools at www.community-matters.org/safe-school-ambassadors/documents. The calculator uses data that most schools routinely track to make reasonable assessments of the financial losses and costs that schools incur each year because of students’ negative behaviors and assess their financial impact. Although the example in this article is based on averages and statistical trends in a fictional high school, the online calculator can be adjusted for any level by ignoring any unneeded categories or adjusting figures to match an actual school’s data. For this purpose, the calculator includes an active spreadsheet for the user to input a school’s actual or estimated data.

We all know that data drive decisions, especially at times when every dollar’s use is hotly contested. The data from this calculator will help administrators make a solid financial case for investments in preventing bullying, violence, and vandalism and fostering a more positive school climate.

Loss and Cost Drivers

As school bullying and violence increases, so do suspensions, expulsions, and alternative education placements as schools are compelled by policies and safety concerns to take disciplinary action. In addition, when students feel emotionally or physically unsafe, attendance and grades can fall because of actual or psychosomatic illnesses, elective

The Financial Cost of Bullying, Violence,and Vandalism

by Rick Phillips

truancy, or dropping out. An increasingly negative climate can also lead to more vandalism as students look for an outlet to express their frustration,

powerlessness, despair, anger, or fear.

Truancy/Low Attendance

A recent study noted that 8% of middle school students reported skipping school at least once due to fear of bullying. In addition, one out of four middle schoolers reported taking other actions, such as skipping class or going home sick, to avoid encountering a bully (Perkins, Perkins, & Craig, 2009).

There is a financial consequence associated with students missing school. One way to calculate this loss is to look at truancy rates. Truancy is generally defined as an unexcused absence of at least one day per month per truant student (each truant student is absent at least nine times in a nine-month school year). Truancies can then be multiplied by a school’s reimbursement rate—in most states, this is defined as the Average Daily Attendance (ADA) rate—to compute the average financial loss due to truancy.

For example, if a school has 1,000 students and a truancy rate of 6% (lower than most sources estimate the national average to be), there will be 60 students absent at least nine times per year, resulting in at least 540 days of lost ADA funding. The approximate national average ADA rate is $40/day (Phillips, Linney, & Pack, 2008); multiplying that rate by the 540 missed days, the sample high school would experience a loss of at least $21,600 per year because of truancy.

Suspensions

When negative behaviors, such as fighting, bullying, or harassment, increase, so do suspensions. There is both a cost and a loss associated with suspensions and a formula for estimating this amount (Phillips, Linney, & Pack, 2008). On the basis of conversations with school administrators nationally, we calculated an average cost of approximately $170 of combined staff time per behavioral incident that leads to a suspension. In addition, assuming that each suspension results in three days out of school (the average length of one suspension), there is a $120 loss of ADA funds per suspension ($40 ADA multiplied by 3 days). Combining the $170 cost with the $120 loss leads to an average negative financial impact of $290.

For the sample high school with 1,000 students, a 6% suspension rate


(the 2006 national average) (National Center for Education Statistics [NCES], 2009) gives 60 suspensions, which is then multiplied by $290 (financial impact per suspension). This results in an annual loss plus cost of $17,400 due to suspensions.

Expulsions

As with suspensions, there are both administrative costs and ADA losses from expulsions. If the average administrative cost is the same for expulsions as it is for suspensions ($170) and the 1,000-student sample school has a 2% expulsion rate (lower than the 3.06% average for 2006) (NCES, 2009), multiply 20 expulsions by $170 to get an annual cost of $3,400 for expulsions.

In addition, assuming the midpoint of the school year as the average expulsion date, multiply 90 days (180 student attendance days is the average length of a school year) by the ADA rate ($40) by the number of expulsions (20) to show an annual ADA loss of $72,000 due to expulsions for an average high school.

For the sample school, therefore, the total annual losses and costs due to expulsions are estimated to add up to $75,400.

Dropping Out

Academic problems and a fear of going to school can lead to a student’s

decision to leave school prior to graduation. Drop-out rates vary widely

and are not derived consistently. The national drop-out rates as of 2009,

therefore, range from 7% to 55% (Barton, 2005) for students who leave

without completing high school. Because most students who drop out

leave in the middle of 10th grade, the average school would have a total

of 450 days of missed school per dropout.

Looking at the sample high school of 1,000 students, if the dropout rate

is in the low part of the range, 12%, multiply 120 by the ADA rate ($40)

by 450 days. The total annual loss, therefore, could total $2,160,000 as a

result of students dropping out.

Alternative Educational Placements

When violent or negative behaviors (being in possession or under the influence of drugs or alcohol, possessing weapons, or engaging in fights or assaults) dictate that a student must be placed in a continuation or pre-expulsion secondary school, it can be costly to a school or district. For Clear Creek Independent School District in Texas, for example, the cost per student per year for one mandatory disciplinary alternative educational placement (MDAEP) was $2,500 in 2008–09.

Using this figure for the sample high school of 1,000 students, if 1% (10 students) require MDAEP, the cost is $25,000.

Vandalism

Students who don’t feel connected to their school are more likely to commit vandalism. (U.S. Department of Education, n.d.) Feelings of powerlessness, despair, anger, or fear related to social status and school experiences lead students to vandalize school property. Perceptions of physical and emotional safety and belonging go hand-in-hand.

The estimated average cost for an incident of vandalism (the combination of staff time, materials, and replacement equipment or repairs) is $400. Assuming a conservative vandalism rate of one incident per week, 38 weeks in a school year, and an average cost of $400, the sample high school would incur an annual cost of $15,200 because of vandalism.

Article first published as a Web only Principal Leadership article by NASSP: www.principals.org

Rick Phillips ([email protected]) is the executive director of Community Matters.

Author’s note: To calculate your school’s own annual losses and costs due to bullying, violence, and vandalism, download a free School Climate Loss and Cost Calculator at www.community-matters.org/safe-school-ambassadors/documents.

Truancy/Low Attendance $21,600

Suspensions $17,400

Vandalism $15,200

Dropping Out $2,160,000

Mandatory Disciplinary Alternative

Total annual fincancial impact of both losses and costs: $2,314,600

LOSSES COSTS

Education Placements $25,000

Expulsions $72,000 $3,400

Total $2,253,600 $61,000

Putting it All Together

When we add up the losses and costs for this sample school, the totals are staggering:

How does your school compare? What are your losses and costs due to bullying, violence, and vandalism? Can your school actually afford to cut violence-prevention and early-intervention programs and staff members?

If the sample school was able to reduce its suspension rate from 6% to 3%, it would save $8,700 in one year alone. If the sample school also reduces its truancy rate from 6% to 3%, it would save an additional $10,800. In this way, many violence-prevention programs more than pay

for themselves.

Conclusion

Using the data compiled and analyzed through the School Climate Loss and Cost Calculator, administrators and school districts will have a clearer choice: pay the costs and incur the losses from bullying, violence, and vandalism or invest in fostering a more positive school climate and thereby reduce financial losses and costs.

Having more specific information about actual costs and losses due to negative student behaviors can help school leaders make more-informed choices when faced with difficult budget decisions. Information is power, and I hope that this information will help decision-makers see that violence-prevention programs and social-emotional student services are not merely a line-item expense. Decreasing negative student behaviors is ultimately a cost savings measure that helps schools accomplish the overall mission of ensuring that all students are given the chance to thrive academically, socially, and emotionally.


IDAHO DAIRY COUNCILA non-profit nutrition education organization providing science based materials to health care providers, schools and consumers throughout the state of Idaho.

Crystal Wilson (208) [email protected]

MORETON & COMPANYMoreton & Company provides property and liability insurance as well as risk management services to member districts through the ISBA endorsed insurance plan. Most recently, Moreton & Company launched a group auto and homeowner insurance program that is available to district employees as well as school board trustees.

Allan Ranstrom (208) [email protected]

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

Cameron Arial (208) [email protected]

HUMMEL ARCHITECTS PLLCEstablished in Boise in 1896, Hummel Architects PLLC is a general practice architectural firm whose history touches nearly every Idaho community. Over the decades Hummel has built a solid reputation on the design of educational, institutional, civic, industrial, governmental, retail, office, and corporate structures.

Jenifer Huff (208) [email protected]

LARSONALLENSame high-quality professionals. Same commitment to Idaho schools and those who make them successful. Brand new name. LeMaster Daniels is now LarsonAllen CPAs, Consultants, and Advisors.

Ed Savre (208) [email protected]

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ISBA’s Business Partners & Affiliates offer a variety of services and products that can assist Idaho’s public schools in cutting costs and finding cost-effective options.

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Business PartnersFor more information regarding these Business Partners, or to become an ISBA Business Partner, please contact Misty Jones at the ISBA Office.

Phone: (208) 854-1476 Toll-Free: (866) 799-4722 Fax: (208) 854-1480Web: www.idsba.orgEmail: [email protected]

SILVER Business Partners

SEATTLE-NORTHWEST SECURITIES CORPORATIONSNW is an investment bank and broker-dealer specializing in tax-exempt bond underwriting and sales. SNW provides financing solutions custom tailored to their clients’ capital financial needs. With a Boise-based office, no other firm can match their experience and knowledge related to the political, economic, and financial issues impacting Idaho school district bond financing.

Eric Heringer (208) [email protected]

TIMECLOCK PLUSTimeClock Plus accurately tracks employee time and attendance which greatly assists in maintaining compliance and offers your district huge savings of your time and money.

Carol Barton (800) [email protected]

INTERMOUNTAIN TECHNOLOGY GROUPPutting client needs first, ITG has been providing technical support to businesses for over 25 years. We offer a broad range of hardware, software and client focused computer technology services.

Kizmet Beasley, Abigail Staley (208) [email protected]@gocorptech.comwww.gocorptech.com


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Phone: (208) 854-1476 Toll-Free: (866) 799-4722 Fax: (208) 854-1480Web: www.idsba.orgEmail: [email protected]

Contact these Business Affiliates to find out how they can assist your school district!

ISBA INSURANCE PROGRAM

Moreton & Company provides property and liability insurance to member school districts through the ISBA Insurance Program. Since the Program’s inception, school districts have received over $4.6 million in dividends from the Program. Moreton & Company also offers a Home & Auto Insurance Program. School employees and school board members can participate through their local school district. This Program offers a great opportunity to participate in group insurance coverage.

Allan [email protected](800) 341-6789

TELECOM & UTILITY COST RECOVERY PROGRAM

If you were being overbilled, wouldn’t you want to know? ISBA has joined forces with Northwest Capital Recovery Group, a Pacific Northwest consortium since 1994, to offer our members a valued program that analyzes utility and telecom bills for overbilling of services. NWCRG specializes in recovering overcharges for clients in the areas of telecommunications, electricity, natural gas, garbage and water/sewer/storm.

Steve Rhea [email protected] (866) 545-0976

APPLICANT TRACKING & RECRUITING SOFTWARE

Finding the perfect teacher for your school isn’t always easy. AppliTrack is an affordable online solution that revitalizes the teacher selection process. AppliTrack takes the work out of collecting applications, checking references, and everything in between, so you can focus on hiring the best people.

Use a next generation tool to find teachers who will inspire the next generation of leaders. Choose your future with AppliTrack.

Dr. Fred [email protected](866) 667-1277

CHECK RECOVERY SERVICE

School districts are facing difficult times and are experiencing an increase in the number and frequency of NSF checks. Collection of these items can be time consuming, difficult and embarrassing to both parents and staff.

Solveras returns lost funds to the district by electronically recovering bad checks and direct depositing those recovered funds to your district’s bank account on a weekly basis. Best of all, the service is FREE to the school district, FRIENDLY to the check writer, and recovers your funds FAST.

If you are interested in saving your district staff time and easily recouping funds from insufficient fund checks, contact Solveras Payment Solutions!

Rodger [email protected](888) 726-0015

SOFTWARE FOR ORGANIZING MEETING MATERIAL

BoardBook is a web-based software application that streamlines the preparation, distribution and publishing of agenda packets. BoardBook builds a searchable archive of meeting packets and approved minutes. It opens the door to electronically distributing the agenda to the board, posting selected materials online, and conducting paperless meetings.

BoardBook can assist your district to:

» Save on costs for printing and copying.

» Reduce staff time required for preparation and distribution of agenda and supporting documents.

» Improve timeliness and availability of board meeting materials to school board members.

Mike [email protected](888) 587-2665 Ext. 6413


IDAHO SCHOOL BOARDS ASSOCIATIONP.O. BOX 9797 • BOISE, ID 83707-4797PH: (208) 854-1476 • FAX: (208) 854-1480

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