A PUBLICATION OF THE IDAHO SCHOOL BOARDS ASSOCIATION

ALSO:

vol.30 • no.1 • february.2012

STUDENTS COME FIRST / 9SAFETY TRAINING THAT WORKS / 15TECHNOLOGY TASK FORCE / 24ERASING THE OPPORTUNITY GAP / 26

DAY ON THE HILL | FEB 14-15 | DETAILS ON P.8

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18 ISBA ANNUALCONvENTION REvIEw

21 ISBA ANNUAL CONvENTION BUSINESS SESSION REPORT

23 NEwS COvERAgE ATBOARD MEETINgS

24 TechnologyTASk FORCE

26 ERASINg THEopporTuniTy gap

vol.30 • no.1 • february.2012

5 FROM THE DIRECTOR’S CHAIRExecutive Director’s Report

7 PRESIDENT’S MESSAgELocal Governance

9 PUBLIC INSTRUCTIONStudents Come First

10 STATISTIC OF THE MONTHPostsecondary Education

12 FROM THE STATE BOARDOF EDUCATIONTime to Put Our Heads Together

13 gETTINg TO kNOw THEISBA ExECUTIvE BOARDLucinda Rogers - Gooding Jt. SDGlenn Eastman - Castleford Jt. SD

15 safeTy noTesSafety Training that Works for Idaho Schools

16 ASk ISBAAmending the Agenda to Add an Executive Session

17 DISTINgUISHED STUDENTOF THE MONTHTess Warzyn

FEATurESIN EvErY ISSuE

ANNUAL CONvENTION REvIEw

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Idaho School Boards AssociationExecutive Committee Board Officers & Executive Director

Executive Board Regional Representatives, Board Officers & Executive Director

Executive Board OfficersPresident Dallas Clinger, American Falls Jt. School District

President-Elect Anne Ritter, Meridian Jt. School District

Vice President Todd Wells, Castleford Jt. School District

Imm. Past President Brian Duncan, Minidoka Jt. School District

regional representativesRegion I Representatives Margie Gannon, St. Maries Jt. School District

Melanie Staples, Boundary Co. School District

Region II Representatives Dawn Fazio, Moscow School District

John Menter, Troy School District

Region III Representatives Lori Bennett, Bruneau-Grand View Jt. School District

Juan (Mike) Vuittonet, Meridian Jt. School District

Region IV Representatives Lucinda Rogers, Gooding Jt. School District

Glenn Eastman, Castleford Jt. School District

Region V Representatives David Andersen, Oneida Co. School District

Julie Van Orden, Snake River School District

Region VI Representatives Nancy Arnold, Teton Co. School District

Lisa Burtenshaw, Idaho Falls School District

Region VII Representatives Deb Foster, South Lemhi School District

Joni Cain, Challis Jt. School District

Region VIII Representatives Barbara Dixon, Meadows Valley School District

Marg Chipman, Weiser School District

ISBA StaffExecutive Director Karen Echeverria

Associate Executive Director Misty Fowers Jones

Policy & Government Affairs Coor. Jessica Harrison

Office & Finance Coor. Kristi Toolson

Communications Director Julie Hart

Board Trainers Liz Killpack, Donagene Turnbow, Jackie Hopper

2012 ISBA calendarFebruary 14-15 Day on the Hill

April 21-23 NSBA Annual Conference

April-May Region Meetings

November 14-16 ISBA Annual Convention

SLATE contributorsIn Every Issue:

Karen Echeverria

Dallas Clinger

Tom Luna

Richard Westerberg

Allan Ranstrom

Pat Pinkham

Featured Contributors:

Julie Hart

Matt McCarter

Edwin C. Darden

Editorial OfficeP.O. Box 9797 Boise, ID 83707-4797

222 N. 13th Street Boise, ID 83702

Phone: (208) 854-1476

Toll-Free: (866) 799-4722

Fax: (208) 854-1480

Online: www.idsba.org

Subscription to the SLATE, published four 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.

ISBA Mission StatementThe mission of the Idaho School Boards

Association is to provide leadership and services

to local school boards for the benefit of students

and for the advocacy of public education.

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FrOM THE DIrEcTOr’S cHAIr BY KAREN ECHEVERRIAExecutive Director

Executive Director’s reportStrong Caliber and Commitment of Executive Board Members Makes for an Effective Association

Two of ISBA’s Executive Board members have been selected to serve at the National level (see below). This is a great honor for Idaho and ISBA. I also think it is an indication of the caliber of board members that serve on the ISBA Executive Board.

This year I will write four separate articles for each of our SLATE issues. I thought I would take this year and write in more detail about the ISBA Executive Board. I’m extremely proud of the work they do, the hours they put in, and the respect they have gained on many fronts. I thought it might be helpful for the entire membership to understand, in greater detail, the work of the ISBA Executive Board. I will take that in four parts. They will be as follows:

1. Composition of the ISBA Board, including how members are elected and how often they meet.

2. Committees of the ISBA Board and their respective responsibilities as well as responsibilities of each individual board member.

3. Responsibilities of the ISBA Board as a whole, both in Idaho and at the national level, and what things are required to be reviewed at each specific meeting.

4. Summary, as well as encouragement to stay involved in your region, and/or to run for the ISBA Executive Board.

ISBA Executive Board Officers

On December 6, 2011, members of the Pacific Region of the National School Boards Association (NSBA) elected Idaho School Boards Association (ISBA) President, Dallas Clinger, as the Pacific Region Chair. ISBA Executive Director, Karen Echeverria, says, “Dallas has been a leader in Idaho for many years. His high standards continued on next page...

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and commitment to students have been recognized by the NSBA members who represent the nine member states in the Pacific Region.” Over the next year, Dallas will lead members of the NSBA Pacific Region in discussions and possible resolutions to be presented to the full membership of NSBA. In addition, in November 2011, NSBA President, Mary Broderick, announced her selections for presidential appointments to the 2012 NSBA Policies and Resolutions Committee. Anne Ritter, President Elect of ISBA, was one of five appointments made across the country. Anne will represent the

Pacific Region of NSBA. As a member of the Policies and Resolutions Committee, Anne will work with other members to review the dozens of resolutions and policies that are submitted by member states for review, discussion, debate, and vote during the annual NSBA Delegate Assembly that is held in April of each year. The committee will make recommendations on each of the submittals. ISBA Executive Director, Karen Echeverria, says, “Anne’s legal background and her ability to carefully examine the

Take on Leadership Roles with the National School Boards Association

0 CompositionThe Idaho School Boards Association is comprised of eight regions. This is different than all of the other education entities in the State. Most others, including the State Board of Education, the State Department of Education, Idaho Digital Learning Academy, and the Idaho Association of School Administrators only have six regions. It is my understanding that ISBA has eight regions in an attempt to make sure the small regions are adequately represented.

0 ElectionsEach of our regions has two board members. A Chair and a Vice Chair. The term for each position is two years – two years as Vice Chair and two years as Chair. Elections for these positions are held during the Regional Meeting at the Annual Convention. Regions 1, 3, 5, and 7 elections are held in odd numbered years and Regions 2, 4, 6, and 8 elections are held in even numbered years. Vice Chairs automatically accede to the Chair position. This allows an incoming Vice Chair to sit on the board for a total of four years. I think this continuity and historical knowledge provides for a strong board.

0 Large and Small District RepresentationOne of the members from each region must be from a small school district and one must be from a large school district. What comprises a small or large district is relative based on the region. For instance in Region 7, a large district has under 900 students. In Region 3, large districts include Boise and Meridian

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0 Representation at Each MeetingWe always try to have at least one member from each region present at every meeting so that the perspectives of their particular region can be well represented. Many regions also have elected alternates to their small and large school districts. In the absence of the duly elected members, the alternates can attend the meetings and vote as voting members. If your region does not have alternates, you may want to consider amending your bylaws to allow for this.

0 Time CommitmentAs you can see from the schedule above, being an Executive Board member does require a time commitment. Aside from the many emails they read and then write to their members, they spend several days in Boise working on issues that are pertinent to the entire membership. In addition, they all sit on at least two ISBA Committees as well as chairing meetings in each of your regions.

0 Your ConduitWhile you are always free to contact any of us at the ISBA Office for information, your regional officers are really your conduit to providing information to the full board. I encourage you to contact them when you have questions or comments. I can assure you that they are very good at bringing that information to me and/or the full board for discussion.

0 Thank ThemIn addition, I would encourage you to take a minute and thank your Executive Board Members – your region representatives and the four officers. They do work hard to make ISBA a strong, vibrant, active, valued, and pertinent organization. A simple email, handshake, or word of thanks goes a long way.

0 Next IssueWatch for our next issue of the SLATE in your mailboxes in May. I will be discussing the various committees of ISBA, their roles and functions, and how you can add value to each of these committees.

with student populations in the tens of thousands. As you can see, the sizes are drastically different. However, I do think the requirement to have large and small districts represented in each region allows for a good representation of student populations. That in turn allows for good debate on issues that involve large, small, rural, and urban school districts. In addition to the 16 members that represent each region, ISBA has four officers. Those officers are the President, President Elect, Vice President, and Immediate Past President. The President Elect and Vice President are elected every year at the Business Session. The President Elect automatically accedes to the President position, and the Immediate Past President moves into that position as soon as his or her term as President expires. In all, the ISBA Executive Board has 20 members from all areas of the State.

0 MeetingsThe ISBA Executive Board meets a minimum of three times a year and often more than that. There are specific items that need to be reviewed and discussed at each meeting. I will go into those specific responsibilities in a future article. Each meeting lasts at least two days and is held at the ISBA offices in Boise. Travel and related expenses are borne by the ISBA for these meetings. ISBA Executive Board Meetings are held as follows:• InFebruaryinconjunctionwithDayontheHill.• InlateAprilorearlyMaypriortotheendofthefiscalyear.• InmidSeptemberpriortotheAnnualConvention.• TheExecutiveBoardalsooftenmeetsduringtheAnnual

Convention as well.• OthermeetingsareheldatthecallofthePresidentbutare

usually done via teleconference.

0 Regional MeetingsIn addition to the ISBA Executive Board Meetings listed above, the Chair and Vice Chair are responsible for conducting three regional meetings. They are responsible for securing a location, deciding on food, and establishing an agenda for each meeting. Those meetings are held:• Spring–AprilandMay• Fall–SeptemberandOctober• AnnualConvention

karen@idsba.org

continued from previous page...

language of each proposal makes her an ideal candidate for this appointment.”

0 About NSBANSBA is a not-for-profit organization, founded in 1940, representing state associations of school boards, their member districts, and more than 90,000 locally elected school board members across the United States. These local officials govern 13,809 local school districts serving the nation’s 50 million

public school students. NSBA policy is determined by a 150-member Delegate Assembly of local school board members who represent their state associations of school boards. The 25-member Board of Directors translates this policy into action. Programs and services are administered by the NSBA executive director and a 96-person staff. NSBA’s office is located in metropolitan Washington, D.C. The mission of NSBA is “working with

and through our state associations, to advocate for equity and excellence in public education through school board leadership.” NSBA achieves that mission by representing the school board perspective in working with federal government agencies and national organizations that impact education, and provides vital information and services to state associations of school boards throughout the nation.

continued from previous page...

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It’s been 38 years since I graduated from high school and I now realized that I have been on my local school board for more than half that time. I have learned a lot in the nearly 20 years I have been serving. One of the things that I first heard as a newly elected trustee was that we need to be constantly concerned about “local control”. What is this law or that rule going to do to our “local control”? Even in our business meetings as we have considered resolutions the idea of local control always comes into play. Lately, I have pondered the meaning of this phrase, “local control”. I have wondered what is it we are asking for and what will we do if we get it? I looked up the word “control” in the dictionary and found that it means “to exercise restraint or direction over; dominate; command”. I was then more confused than before. I am still wondering what it is we want to restrain, dominate, or command. I think after 20 plus years of talking about “local control” we need to change

our message to our communities, the legislature and others and ask for “local governance”. In my mind there is a rather subtle difference between local control and local governance. Governance would be more of an oversight position, a position of guiding and helping; of inspiring and directing; of setting the example and holding the course. Along with this subtle change of vernacular, we need to make sure that we aregoverningandnotjustcontrolling.Weneed to make sure we have been properly trained in our role as a “governing board”. We need to remember that we are elected as an individual but once elected we become a member of a team. We hold no specific powers or duties as a sole trustee but as a quorum of trustees on our local board, we have great authority and responsibility. There are four essential characteristics of an effective trustee that I would like to share. The first is that an effective trustee has a governance mindset. Governance is a state of mind. An effective trustee understands that trustees are not a part of the administration. He also understands thatbeingatrusteeismorethanjustvoting at meetings. An effective trustee understands the governing board’s role and stays within that role. The second characteristic of an effective trustee is that he focuses on strategic thinking. We always need to be strategic in our views. We need to always ask “how will this affect our district a year from now or five years from now”. An effective trustee does not allow administration to distract him from the goal or goals the governing board has set.

Furthermore, an effective trustee does not represent one agenda or one program. The third characteristic of an effective trustee is that he governs with professionalism. Communication is both verbal and non-verbal. An effective trustee is making sure his actions are consistent with his words. He understands that once a decision is made, it is the decision of the board and he has the ethical and legal responsibility to carry out that decision. The decision reached by the board is theirs, all of theirs. Effective trustees recognize and respect the differences of perspective and style of the other trustees, the administration, the staff, and the students. The fourth characteristic of an effective trustee is that he is prepared and knowledgeable. He has read the materials and done the homework. He puts in the time to become informed about the issues before the board and is able to contribute to the discussion. We are the leaders of the district, therefore, we must understand the concepts. As I look back on my service as a school trustee, I am thankful for those trustees who have prepared the road ahead of me, who have allowed me to walk on a straightened paved pathway. We have had challenges but we have also been blessed with a legacy of great leaders who have set examples, held the course, and shared the vision.

BY DALLAS CLINGERISBA PresidentPrESIDENT’S MESSAGE

Local Governance 0 When I was in high school

many years ago, I never thought I’d be on our local school board much less as the president of the Idaho School Boards Association. When I was a high school senior, the trustees were old men. My best friend’s dad was on our school board. Since I was never up for an expulsion hearing, the only thing I remember about them was that they handed our diplomas to us as we crossed the stage.

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Meet with state legislators to discuss legislative issues impacting your district.

ACCOMMODATIONS

TUESDAY, FEBRUARY 14 WEDNESDAY, FEBRUARY 15

FOR MORE INFOGrove Hotel - $77 room rateReservations: (888) 961-5000, Ask for ISBA Room Block

2:30PM - Senate Education Committee Meeting5:00PM - Legislative Workshop

8:00AM - House Education Committee Meeting12:00PM - Luncheon with Legislators

Go to www.idsba.org for full schedule and registration info. Local: (208) 854-1476 • Toll-Free: (866) 799-ISBAEmail: Misty@idsba.org

Please note: the distance between the Grove Hotel and the Capitol building is 5 blocks. Transportation arrangements can be made for those unable to walk this distance. Please indicate on Registration Form.

Jackie Hopper(208) 880-8662Jackie@idsba.org

Liz Killpack(208) 589-4037Liz@idsba.org

When it comes to the annual

written formal superintendent

evaluations, make sure your board

understands how to create and

evaluate the objective standards

developed by the superintendent/

board partnership.

To help Idaho school district’s

ISBA is featuring the Superintendent

Evaluation Training as the February

Training of the Month. Any school

board BOOKING the Superintendent

Evaluation Training before the end of

March will receive a 10% DISCOUNT

on the cost of training.

As a dedicated board member, your commitment to excellence inpublic education requires continued training for your entire school board.

Board Training of the Month:Superintendent Evaluations

Call the ISBA office to discuss your training needs. Phone: (208) 854-1476 | Toll-Free: (866) 799-4722

Donagene Turnbow(208) 659-7343Donagene_Turnbow@idsba.org

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BY TOM LUNASuperintendent of Public Instruction

Implementation has not been easy for any adult in education, but our students are truly reaping the benefits now and in the future. Just look at what we have been able to accomplish so far. First, we returned authority and flexibility to locally elected school boards. Throughout the summer, I heard from trustees, superintendents and teachers across Idaho that this was the smoothest negotiating process they had ever experienced. Discussions were more civil in open, public meetings. Master agreements were signed on time and in place before the school year began. Many of the same policies ended up remaining in place at the local level but became a part of board policy, where they can be changed in open, public meetings if necessary. In almost all cases, both sides walked away happy and optimistic about the new school year. Second, we passed and are now beginning to transition to higher academic standards in mathematics and English language arts. The state adopted the Common Core State Standards, which are fewer, higher, clearer and comparable with any other country in the world. These standards provide a solid foundation for the 21st Century Classroom to make sure every student graduates from high school prepared to succeed in postsecondary education or the workforce without the need for remediation. The standards will be taught in classrooms in the 2013-2014 school year. Staff from the Department has already begun offering training opportunities on these standards. More than 80% of Idaho’s

Students come FirstMaking a Difference in Idaho Schools

Submit a Letter of Intent to Deploy Mobile Computing Services

0 We are just halfway into the school year and already we are seeing great differences that the Students Come First laws are making in schools across Idaho.

School districts and charter schools can now submit letters of intent to be among the first to deploy the one-to-one initiative in high schools. Mobile computing devices will first be deployed to all high school teachers in 2012-2013. Beginning in 2013, the state will begin to invest in mobile computing devices for students in grades 9-12. Based on the recommendation of the Students Come First Technology Task Force, mobile computing devices will be deployed to one-third of schools for three consecutive years until a one-to-one ratio among students is reached. Local districts and public charter schools are encouraged to submit letters of interest to the State Department of Education by February 17, 2012 to be in the first third of schools receiving devices in the 2013-2014 school year. For more information, please visit http://www.studentscomefirst.org/mobiledevices.htm.

districts have attended these trainings, and more are coming in the spring and summer. Third, school districts already have received more than $4 million in technology funding this year and another $4 million will be distributed in March. Every district has worked to develop a plan that shows how advanced technology in the classroom – from computers and Smartboards to iPod touches and tablets – will individualize instruction for every student and give teachers the tools they need throughout the school year. Fourth, an estimated 18,000 high schooljuniorswilltaketheSATthisyear,paid for by the state. We all know this is important so students can prepare for postsecondary education and life after high school. Yet, this wouldn’t be possible if we were not willing to spend the money we currently have differently. Fifth, for the first time ever, high school juniorsandseniorsareabletocompletetheir state graduation requirements early and enroll in up to 36 dual credits paid for by the state. Parents and students across the state have expressed overwhelming interest in this program, and it has already become an incentive for students to work harder their freshman and sophomore years. In addition to all this, the Students Come First Technology Task Force worked diligently for six months to develop recommendations on how the state and local school districts can implement technology successfully over the next five years. In June, 38 individuals came together with different ideas, attitudes and opinions about education reform in Idaho. After months of study and hard work, we agreed unanimously on the best ways to move the Students Come First laws forward across our state. With their recommendations, we now will be able to

continued on next page...

PuBLIc INSTrucTION

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provide equal education opportunities for all Idaho students and the tools and resources Idaho teachers need to raise academic achievement. The full list of recommendations is available online at www.studentscomefirst.org. Going forward, I know there is a lot more work but also many more changes to benefit every Idaho student. This year, for the first time in four years, our public schools will see an increase in funding. For the 2012-2013 school year, I have requested a $61.7 million (5.1 percent) increase for Idaho’s schools. This is a responsible and sustainable request that will, if revenues meet expectations, allow Idaho to move away from a dependency on one-time moneys and fund important education initiatives. The budget request also will allow us to follow through on one of the commitments we made last legislative session: backfilling money reallocated from salary-based

Idaho ranks 3rd nationally in the projectedneedforassociate

degree holders.

By2018,61%ofjobsinIdaho (503,000) will require postsecondary education.

Idaho ranks 40th nationally for students who progress from

9th grade all the way through college (NCHEMS).

continued from previous page... apportionment as soon as funds became available. In the FY2013 budget request, we have requested funding for two critical components of education reform: (1) Idaho’s pay-for-performance plan and (2) mobile computing devices and associated professional development for high school teachers.

Next school year, teachers will receive pay-for-performance bonuses for the first time. Every high school teacher will receive a mobile computing device and a year’s worth of professional development to accompany it. In Fall 2013, we will begin rolling out mobile computing devices to one-third of high schools so students can have access to this technology in the classroom,

creating a dynamic learning environment with the teacher. These years will be full of change for our schools, but I believe it is the most exciting time to be involved in education. We are shaping a new education system that focuses entirely on the student and makes sure every student graduates from high school prepared to go on and pursue their dreams.

*Source: J.A. and Kathryn Albertson Foundation Go-On website

STATISTIc OF THE MONTH

DespiTe The relaTively low cosT of posTseconDary eDucaTion in iDaho, a recenT sTuDy shows iDaho RANkS IN THE BOTTOM TEN STATES IN COLLEgE PARTICIPATION, RETENTION AND COMPLETION.*

STATISTIC:

#3 61% #40

New!

In the FY2013 budget request, we have requested funding for two critical components of education reform: (1) Idaho’s pay-for-performance plan and (2) mobile computing devices and associated professional development for high school teachers.

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Students’ lives are online in increasingly mobile and social ways. Surveys show students want learning and schools to follow suit.

How can schools harness this social force for learning, while attending to some persistent concerns?

IT'S HOW THEY WANT TO LEARN — 63% of students grade 6-12 want online textbooks that allow them to communicate with classmates; 40% generally want online texts with collaboration tools. [4]

IT'S WHERE THEY LIVE — 43% of students in grades 9-12 say social networking sites are their primary mode for communicating with friends online. [4]]

IT'S WHERE THEY WANT TEACHERS AND EXPERTS — One third of middle and high school students want their schools to provide tools to electronically communicate with their teachers. [4]

IT’S UNSTOPPABLE — At schools that ban mobile devices, 63% of students use them anyway. [8]IT'S PART OF THEIR DIGITAL FOOTPRINT —

1 in 10 admissions o�cers from the top 500 colleges check out applicants’ social networkingprofiles during their decision making process. [5]

IT'S NOT JUST WHERE THEIR FRIENDS ARE — One-half of parents say they communicate using social networking tools [4] and 80% of colleges use the Facebook platformto recruit applicants, [5] and about half of employers screen applicants' social media presences. [11]

IT'S AN OVERHYPED DANGER — 67% of teens think most bullying happens o�ine [9]; .08% students who say they've actually met someone in person from an online encounter, without permission from their parents. [10]

BUT SCHOOLS ARE CAUTIOUS...IT'S A DISTRACTION — 69% of American high schools have banned use or even possession of mobile devices on school grounds. [8]

IT'S A HAVEN FOR BULLYING — one in three online teens have experienced online harassment. [9]

IT'S HARD TO MONITOR — More than two thirds (35%) of teens with cell phones admit to cheating at least once with them. [8]

IT'S DAMAGING — Of colleges making use of students online profiles, 38% said that what they saw "negatively a�ected" their views of the applicant. [5]

Sources: Nielsen [1, 3], Pew [2, 7, 9], Project Tomorrow [4], Kaplan [5], International Data Corp. [6], MSNBC [8], National School Board Association [10], Mashable [11].

Children aged

2-11 comprise nearly 16 million, or

9.5%, of the active online universe. [1]

73% of wired American teens aged

12-17 use social networking sites. [2]

Social networking and blogs now account for nearly

1/4 of the time Americans spend online. [3]

Mobile Web to replace wired internet access by 2015.[6]

LIKE

IT'S THEIR REFERENCE DESK — 62% of online teens get news about current events and politics online; 17% use the Internet to get info on hard-to-discuss topics like drugs. [2]

Members of media and the public are welcome to post the downloadable PDF of this infographic provided that no alterations are made and that the posting is for educational, noncommercial purposes only. © 2011 ASCD. All rights reserved.

Source: “Students Like Social Media, Infographic”, by ASCD, 2011, Policy Priorities 17(4) Online. ©2011 by ASCD. Reprinted with permission. Learn more about ASCD at www.ascd.org

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I t is that time of year. It’s the time of year when our elected representatives gather in

Boise and set about the business of governing.Itwasjustoneyearagothatamajoreducationalreformeffortwas introduced to our Legislature, now known as Students Come First. After weeks of debate, revision and many, many man-hours, it is now law. And now it is time for us to put our heads together to make it work. The reforms that are now law require you as local trustees to set out anumberofmajorpolicydecisionsin how you will govern these new requirements. As a former trustee and as the current President of the State Board of Education, my only advice is this: listen, ask questions, and be willing

andabletoadjustasneeded.Makingpublic policy is difficult. Implementing policy can be even tougher. But this is not something we as public servants and trustees should attempt to “go it alone”. True, sometimes we can undergo paralysis by analysis. However, the best polices are those that are forged through the raw fires of consensus and commitment. You may not personally agree with all the tenants of the new laws. Your neighbor may or may not agree. Members of the staff or faculty might have issue with some of the new requirements. And yes, those folks will have an opportunity to exercise their voice in a referendum vote later in November of this year. But for now, Students Come First is the law. You, me,

all of us are bound to implement the law and to do so to the best of our abilities. When we really think about why we do what we it should always come down this: The student should be our first and utmost priority. They must come first. Let us set aside any differences for now and let’s put our heads together to ensure that students do indeed come first in Idaho.

Richard Westerberg is the president of the Idaho State Board of Education. He is a former trustee and chair of the Preston School district in Franklin County where he and his family currently make their home.

Time to Put Our Heads Together

FrOM THE STATE BOArD OF EDucATION

BY RICHARD WESTERBERGPresident, State Board of Education

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Lucinda rogers

About My Service I’m often asked, “Why do you want to be on the School Board? Isn’titathanklessjob?”Idon’tseeitthatway at all, but I appreciate that people know this is a difficult position. Most people understand it requires a great deal of time and effort – all while taking a decent amount of grief. However, most people don’t really understand what we do as trustees. As school board trustees we are entrusted to set the policies of our most treasured institutions: our public schools. As the Board, we establish a vision for our schools that allows our superintendent and administrators to manage the schools, our teachers to teach, and our students to learn at high levels. I serve because I want input into the future of our community --and our future is our children. I want to at least be able to say I was involved, and I was willing to be partofthesolutionandnotjustsitbackand complain. My Dad served on the school board when I was growing up so I understood the sacrifices of board servicebeforeIran.AndjustlikemyDadmy motivation is the children. To see them develop, grow, and achieve makes serving on the board worthwhile. And in my heart, I believe, unequivocally, in the value of public education and the democratic process. This is my fourth year on the Board and second year on the Executive Board.

Why I Serve on My Local Board Like most of you, I not only value public education but feel my district is one of the best around. GO SENATORS! I came on the Board when our district was struggling financially and academically, and I am proud of the challenges we have overcome and the achievements of our district. We went from trying tojustsurvive,toactuallymakinggreat strides in improving student achievement, improving teacher

retention, improving our facilities, and improving our financial stability and transparency. To do so, particularly at this tumultuous time, we have had to have difficult conversations, be able to stay at the table for all the debate, keep an open mind, be able to reach consensus and then stand strong under difficult circumstances or scrutiny.

My Best Advice My philosophy as a trustee is to be informed, do things for the right reasons, keep students’ interests as my primary motivation, shoot straight with the public and be prepared to deal with the consequences. I haveenjoyedmytimeonthe Board and the up and down rollercoaster ride of public education in Idaho the past few years. I learn more and more every year about my role as a trustee and understand my role is to act strategically, in line with the interests of the entire school community.

A Little About Me I am the oldest and only daughter of a third generation Idaho family farmer and I am actively involved in the farm. My husband and I and our three kids live on the farm in Gooding where my dad, mom, and three brothers operate around 3,000 acres of farmland all together. My role on the family farm is the bookkeeper. My husband works in landscaping in the Wood River Valley and also operates his own landscaping business in his spare time. We have been

blessed with three children; two boys Owen (9), Hudson (6) and a girl Olivia (21 months). My life is busy being a mom, working on the family farm, serving on the local school board, serving as a Cub Scout leader, coaching for our local recreation district, volunteering at the school, 4-H, and whatever else comes my way. I have a hard time saying no to anything. Some of my hobbies include watching my kids participate in various sports, running (completed my first half marathon in May of 2011), skiing, boating,andenjoyingtimewithmyfamily.

Gooding Jt. School District #231 • ISBA Region IV Chairman

GETTING TO KNOw THE ISBA ExEcuTIvE BOArD

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Glenn Eastman

About My Service I started my first term on the Castleford School Board in 2005 and am currently serving in the first year of my third term. It’s been my pleasure to be part of a small school district within a community with a big heart. We are not without challenges, but our board maintains a healthy attitude and strives to provide Castleford students with the

best possible learning opportunities. Recently, at this year’s state convention in Coeur d’ Alene, I agreed to serve as vice-chairman of Region IV. In this position I hope to continue to learn and understand the public education system and be a vital part of our children’s future.

My Best Advice We need to accept that no one knows all the answers, but collectively as a board, we can learn to do what is best for our district. Keep your mind open and look ceaselessly for solutions, regardless of their origins. Exercise patience when necessary and always remember why you are sitting here. Never do anything that isn’t the best for your students.

Why I Serve Serving on the board allows me to be a part of something that shapes the future for my community’s children. The rules that govern our public education system are dynamic and often seem overwhelming. With recent funding shortfalls, we have had to make every dollar count by making tough decisions.

Sharing innovative ideas and concerns with other districts strengthens each unique district. I look forward to meeting more of you and working together towards a brighter future.

A Little About Me I am a native Idahoan who grew up in a small town and graduated from Buhl High School in 1977. I then attended a few Idaho universities, graduating from Idaho State University with a Bachelors Degree in Business Administration. I returned to my hometown and began a lifelong career in commercial aquaculture in Buhl. I married my wife, Marisa, a teacher, in 1987 and grew more and more interested in school matters listening to her describe the many successes as well as failures of the schools in which she taught. Our two daughters were raised in a home in which education was stressed and they’re both continuing their educations pursuing a Masters degree and an education degree. When a long-time local board member retired, I was eager to step up to the plate and work on improving my local school district. Years later, I can honestly attest that we have had many success stories and, admittedly, overwhelming problems which we’ve done our best to solve. Meanwhile, I manage to find time to play golf, snow ski, kayak, and take long walks with my dog. That’s after the lawn ismowed.Ienjoythegreatoutdoorsyearround. The magnet on our fridge states, “I’d give up Golf but I’m married.”

Castleford Jt. School District #417 • ISBA Region IV Vice Chairman

GETTING TO KNOw THE ISBA ExEcuTIvE BOArD

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That Works for Idaho Schools

SAFETY NOTES

Safety Training

SafeSchools is an online safety training and tracking system designed for school employees. Their library now contains over 220 topics, covering virtually every department within a school district.

A recent report from SafeSchools shows that approximately 47,000 courses have been completed by Idaho school staff members utilizing

their online library of safety and risk management training presentations.

0 For Those That Have Not Yet Used SafeSchools One of the largest challenges that school districts face when implementing their safety and loss control programs is how to efficiently and effectively get the safety information to their staff. Some of the most common courses assigned to Idaho school district staff members include; “Sexual Harassment - Staff to Staff ”, “Sexual Misconduct - Staff to Student”, “Bullying – Recognition and Response”, “ Prevention of Slips, Trips, and Falls”, and “Blood Borne Pathogens Exposure Prevention”. With SafeSchool’s extensive topic list, Idaho schools have also taken advantage of their training presentations that are geared to those school staff members who havemoreunusualjobtaskssuchas; “Special Education Lifts and Transfers”, “Playground Supervision”, “Bus Behavior and Discipline”, and “Food Safety and Sanitation”. With over 220 courses available, focused and designed specifically

for public schools, ISBA Insurance Plan members have the opportunity to further improve upon the safety and loss control training available for their entire staff.

0 For Those That Have Not Recently Visited Their School District’s SafeSchools Website Assigning new training topics to your staff is easy and fast. Log on to your district’s SafeSchools website to review their current course list and the enhancements SafeSchools has made to their state of the art compliance management system. SafeSchools compliance management system allows district administrators to quickly assign courses at a district, campus, or departmental level, and track the completion of the course assignments down to the individual employee. This is particularly important with the increase in school district exposures to wrongful act claims involving bullying, sexual harassment, and boundary invasion. Districts using

SafeSchools can document that their employees completed training on these specific topics, demonstrating that the district has established a reasonable level of care to prevent these types of issues.

0 Continuing Education Credits are AvailableSchool employees who complete a specified group of SafeSchools courses are able to obtain Professional Development Continuing Education Credits through Idaho State University. SafeSchools has also been approved by the Idaho Department of Education as a safety training resource for Idaho School Bus Drivers.

0 How to Access SafeSchoolsSo, how do ISBA Insurance Plan members access and use SafeSchools safety training library? It

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BY ALLAN RANSTROMAND pAT pINKHAM

Moreton & Company, an ISBA Business Partner

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Amending the Agenda

A: There is nothing that specifically prohibits amending an agenda to add an executive session. This would not be any different than amending

the agenda to add a new item. With that in mind, however, ISBA recommends being overly cautious about adding an executive session item at the meeting as members of the public may be more likely to be suspicious of this type of an addition. We also strongly suggest districts follow Section 67-2343, Idaho Code to the letter, regarding the amendment and try to get a proposed amendedagendapostedassoonaspossible,ratherthanjustamending at the meeting. If it is not an emergency item that must be discussed at that meeting in executive session, we strongly encourage holding off until the next meeting.

“CAN THE BOARD AMEND THE AgENDA DURINg A MEETINg TO aDD an execuTive session if iT haD noT been previously POSTED ON THE ORIgINAL AgENDA?

ASK ISBA

q:

to Add an Executive Session

is quite simple. For those districts not yet usingSafeSchools,justcontactMoreton& Company. We will help you prepare a spreadsheet that contains the district’s employee names, their positions, the buildings/campuses where they work, and a username (typically a network log-in, or employee ID). SafeSchools uploads this information to your individual school district’s SafeSchools website. School administrators then assign the desired courses to their staff. Course assignments are easy to make, and can be made by department, campus/building or to individual employees. Employees access their assigned online safety training by going to your district’s SafeSchools website, and logging in with their assigned user ID. By activating the email notification system located in the “Preference” tab in the Administration area of your

SafeSchools district website, you can request that e-mail notifications from SafeSchools be sent to your district staff, whenever they are assigned new courses, or when they have pending courses to complete. Because the training is online, staff members have the flexibility to take their courses at home, on classroom computers, or if you should desire, in a group setting by using your districts’ computersciencelab,orbyprojectingthe course information on a white-board orbylightprojector.

0 Low Cost Effective Safety TrainingKnowing that effective employee training will reduce exposures to insurance loss, the ISBA Insurance Plan has negotiated special rates with SafeSchools for participating members. On top of that,

CNA insurance company is funding 40% of the costs. ISBA Insurance Plan member’s fees for use of SafeSchools are only $1.50 per Full-Time Equivalent Employee, per year, for unlimited access to the online training library. For the cost of a single cup of coffee and doughnut, a school district can provide an employee with a year of unlimited access to 220 safety and loss control training topics, each designed specifically for K-12 public schools. You can’t beat that. If you would like to learn more about the SafeSchools Online Safety Training, please contact Allan Ranstrom or Pat Pinkham at Moreton & Company at 208-321-9300.

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BUSINESS PARTNER

DIAMONDISBA

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Tess Warzyn

Name I Tess WarzynAge I 18School I Payette High SchoolGPA I 4.15

ACADEMIC ACHIEVEMENTS: •NationalHonorSocietyMember•2012NationalMeritScholarCommendedStudent•2011GirlsNationSenator•2011BSUCapitalScholar•DECAProfessionalSalesIndividual Competition- 1st in State 2009-11•DECAProfessionalSalesCompetition3rd in Nation 2010

EXTRA CURRICULAR ACTIVITIES: •Created the Payette Community Literacy Drive, to gather new and used books from the community to give to children •IdahoDrugFreeYouth,planactivitiesbothrecreationalandinformative•StudentCouncil4years•RelayforLife6years•GolfTeam•QuizBowlTeam•SkiClub•ScienceClub•MathClub•BasketballTeam•VolleyballTeam

MOST INFLUENTIAL TEACHER: Mrs. Marcie Holcomb, Business Marketing Economics Teacher. Mrs. Holcomb identified Tess’s potential and recruited her to the DECA team. Tess believes her involvement in DECA has given her the confidence she needed and has made a difference in her future goals.

LOCAL SCHOOL BOARD INVOLVEMENT: Tess has attended meetings of her local school board and identifies her school districts’ members as “well known business people in the community” as well as parents of some of her fellow peers.

ABOUT THE IDAHO DAIRY COUNCIL DISTINGUISHED STUDENT AWARD: The Idaho Dairy Council has promoted the success of students in Idaho since the fall of 1999 with the introduction of the Distinguished Student Award program.

Every week the Idaho Dairy Council selects four students from around the state to honor for their exceptional academic, athletic, and civic contributions and achievements.

The Idaho School Boards Association wants to help share the success of these amazing students with our community members, trustees, and superintendents. Student successes like these highlight the important outcomes from outstanding schools, teachers, and students.

DistinguishedStudent of the Month

DISTINGuISHED STuDENTOF THE MONTH

New!

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ISBA Annualconvention review

Newly Elected representatives & Officers

Thanks to everyone who was able to attend the 69th ISBA Annual Convention in Coeur d’Alene in November. It was great to see all of you. We are 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 much of the Convention experience.

During the Region Meetings held at the Convention, several regions elected new region representatives. The newly elected regional representatives include:

� Region 1 Vice ChairmanMelanie Staples (Boundary Co. SD)

� Region 3 Chairman Lori Bennett (Bruneau-Grand View SD)

� Region 3 Vice Chairman Mike Vuittonet (Meridian SD)

� Region 4 Vice Chairman Glenn Eastman (Castleford SD)

� Region 5 Vice Chairman Julie Van Orden (Snake River SD)

� Region 6 Vice Chairman Lisa Burtenshaw (Idaho Falls SD)

� Region 7 Vice Chairman Joni Cain (Challis SD)

Officers were also selected at the Business Session of the Convention. Those Officers are:

� PresidentDallas Clinger (American Falls SD)

� President-ElectAnne Ritter (Meridian SD)

� Vice PresidentTodd Wells (Castleford SD)

� Immediate Past PresidentBrian Duncan (Minidoka SD)

Due to a vacancy in the Past President position, President Dallas Clinger appointed Mr. Duncan as Immediate Past President.Please see page 4 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 for them to represent you well, it is important that they know your needs and concerns.

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2011 Awards Banquet

20 Years of Service Judy Lish, Butte Co. SD

Citizenship AwardDeborah Critchfield, Cassia Co. SD Terry Schwartz, Butte Co. SD Don & Mary Jean Simis, Gooding SD Merri Jo Gilmore, St. Maries SD Robert Jones, Lakeland SD

Award of MeritJudy Lish, Butte Co. SDMary Huff, Melba SDDr. Glade Peterson, Jefferson Co. SD Wayne Freedman, Council SD

The following individuals were recognized during ISBA’s 2011 Annual Convention. ISBA congratulates these award winners. Each recipient went above and beyond to make contributions that will improve public education in Idaho. Congratulations!

Master of Boardsmanship David Andersen, Oneida SDTracie Anderson, Gooding SDNancy Arnold, Teton SDChristine Ashmead, St. Maries Jt. SD AJ Balukoff, Boise Ind. SDLori Bennett, Bruneau-Grand View Jt. SDNola Bredal, Teton SDLarry Brown, Lakeland Jt. SDLisa Burtenshaw, Idaho Falls SDMargie Chipman, Weiser SDDallas Clinger, American Falls SDBarbara Dixon, Meadows Valley SDBrian Duncan, Minidoka Co. SDBonny Etchemendy, Teton SDDawn Fazio, Moscow SDSusan Fletcher, American Falls Jt. SDDeb Foster, South Lemhi SDWayne Freedman, Council SDJackie Frey, Buhl SD Margie Gannon, St. Maries Jt. SDNancy Gregory, Boise Ind. SDSteve Guthrie, Blaine Co. SDDavid Heinemann, Teton SD Mary Huff, Melba Jt. SDJudy Lish, Butte Co. Jt. SDJohn Menter, Troy SDJanet Orndorff, Boise Ind. SDAnne Ritter, Meridian Jt. SDLucinda Rogers, Gooding SDDoug Scoville, Potlatch SDJoe Sliman, Gooding SDTammy Stevenson, Minidoka Co. SDJD Tolman, Blackfoot SDDonagene Turnbow, Post Falls SDTodd Wells, Castleford SDLisa Willie, Oneida SDAnnette Winchester, Bonneville Jt. SD

President Clinger awardingRobert Jones with a Citizenship Award

President Clinger awardingDon & Mary Jean Simis

with a Citizenship Award

President Clinger awardingDr. Glade Peterson with an Award of Merit

President Clinger awardingMerri Jo Gilmore with a Citizenship Award Members of the American Falls School District at the Awards Banquet

Karen Echeverria awardingJudy Lish with an Award of Merit

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ISBA Scholarship Trust Auction

Thank You toOur Sponsors

Thank You vern!

The ISBA Scholarship Trust would like to thank all sponsors, districts, and individuals who participated in this year’s auction. Your overwhelming generosity and commitment to Idaho’s youth produced over $13,500 for scholarships! ISBA applauds your involvement and dedication to the children attending Idaho’s schools. We are grateful for the fervor shown in promoting the long-term potential of their educational advancement. A very special “thank you” is extended to our auctioneer and ISBA Past President, Alden Neal. The successful outcome of this event is due, in part, to his passion and enthusiastic energy to provide motivation for Idaho’s youth to strive for a post-secondary education. ISBA would like to express our gratitude to the Idaho Dairy Council for providing the milk, cheese, and yogurt thatwasenjoyedduringtheAuction.

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.

Over $13,500 Raised!

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from the 69th Annual ConventionBusiness Session reportDuring the Business Session at the Annual Convention, trustees voted on the 2012 Resolutions. Resolutions adopted by the membership serve as the agenda for the 2012 legislative session. According to the ISBA Bylaws, Resolutions adopted by the membership are in effect for two years unless otherwise acted upon. The full text of the 2011 and 2012 Resolutions may be found on the ISBA website at www.idsba.org.

NO. 2012 RESOLUTIONS ayeS NayS

1Continued Financial Protection The Idaho Legislature signed into law to the reduction of the 99% protection to 97% for FY 12, and further resolved that all protection would be eliminated completely in FY13 and beyond. ISBA will work with the Idaho Legislature to re-instate the 99% protection rule for all Idaho school districts for the purpose of financial stability and responsible planning.

2396 552

2Public Funds for Driver Education in Idaho In order for families from all parts of Idaho to have access to quality driver education training, ISBA supports the continued subsidy of driver education to public schools on a per pupil basis as provided by current law.

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3

Renewal of Idaho Code Section 33-1004H Idaho Code 33-1004H establishes guidelines for the employment of retired teachers and administrators and has allowed students to benefit from the return of an experienced, qualified teacher to the classroom; has allowed the teacher/administrator to increase their personal income without increasing costs to the school district or public; and has allowed school districts, by choice without long-term commitment, to re-employ a retired teacher/administrator at a savings by not having to provide health or life insurance. This code section will expire on July 1, 2012. ISBA shall work with legislators to support the renewal of Idaho Code 33-1004H prior to its scheduled expiration.

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4

School Election Dates In order to increase flexibility for school districts to balance budgets for the future, the ISBA supports the addition of another election date for public school districts, for either February or April of each year in order to run a supplemental levy or school plant facility election and including flexibility of election dates within the months of March and August, to be at the choice of the district.

2338 610

5

Reducing the Super Majority Requirement for Bonds Due to the reduction in the number of dates available for school bond levy elections and the desperate needs in the State of Idaho for improved school facilities, ISBA will actively work to reduce the super majorityvoterequiredtopassafacilitiesbond.

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6

Restore Funding Lost in Senate Bills 1108, 1110, and 1184 Senate Bills 1108, 1110, and 1184 further reduced funding to districts, made planning and budgeting extremely difficult, and removed local control. ISBA shall do everything in its power to restore the funding lost in Senate Bills 1108, 1110, and 1184, including some protection for districts unexpectedly losing enrollment.

2406 502

7

Funding for Pay for Performance Present law funds the plan by reducing salaries and benefits, resulting in schools either 1) further reducing the number of employees, or 2) reducing the amount of schooling students will receive, or 3) reducing salaries, or 4) a combination of the above. ISBA supports legislation that changes Idaho’s pay for performance funding mechanism for FY2013 from a plan which relies on further reducing funding for schools, to a plan based on funds from a dedicated, ongoing revenue source.

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Classified Employees Included in Pay for Performance Idaho’s school district trustees rely on both certified and classified employees to educate our children and both should be included in Idaho’s pay for performance program for schools. ISBA supports legislation which includes classified employees in Idaho’s pay for performance program for schools when funds become available.

1603 1345

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Educational Field Trips The elimination of allowable educational field trips from the transportation reimbursement formula has significantly reduced the number of field trips available to students. In order to restore educational field trips as an essential component of the educational program of Idaho students and to provide for a more thorough and uniform mode of transportation to and from field trips. The ISBA shall work with the 2012 legislature to restore allowable field trips to the State transportation funding formula.

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Safe Extracurricular Travel The current transportation reimbursement formula is forcing districts to adopt alternative means of travel (often less safe than on a regulation school bus) to and from extra-curricular contests. This resolution provides a rational approach to keeping students on safe buses and sharing the costs of extra-curricular travel between the State and the local district. ISBA shall work with the legislature to provide students with the safest possible mode of transportation to and from extra-curricular activities by establishing the following formula for determining the cost of extra-curricular transportation:

•The State shall waive the district’s share of the cost of reimbursement of the purchase price (depreciation) of buses for the miles incurred in transporting students to and from extra-curricular activities.

•The district shall pay 100% of the actual cost of fuel and drivers’ salaries for extra-curricular trips.• Insurance, parts, and labor will be included in the total miles driven with the district paying 100% of the prorated costs of extra-

curricular trips.

534 2414

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Liability Insurance Notice Requirement The Idaho Tort Claims Act already adequately provides for liability insurance for all school district employees who are acting within the scope of their employment. ISBA believes that very few, if any, school district employees will ever purchase additional liability insurance. Therefore, this statute is unnecessary and should be completely removed.

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NO. 2012 BYLAW CHANGES ayeS NayS

1 Technical Corrections These bylaw changes made technical corrections to bring them in line with current practices. 2643 90

2Hiring Past Board Members This amendment provides for a process under which past executive board members can be hired to work for ISBA.

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3

Removing Trustee Factor in Voting This amendment changes the trustee voting multiplier when voting on resolutions at the annual business session. Under the previous bylaw, each school district multiplied their allowable votes by the number of trustees. With this change, each school district simply receives their allowable votes.

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NO. 2012 RESOLUTIONS ayeS NayS

12

Teacher Certification and Document Sharing (HB201) ISBA believes ensuring that school districts have all the pertinent information on any perspective employees prior to hiring. However, this law as written requires that more information than necessary be transferred from each school district. ISBA seeks to simplify the transfer of information so that school districts still receive the appropriate information without undue burden on school districts.

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Kindergarten Preparation In an effort to ensure the best possible education for students entering Idaho public elementary schools, ISBA will support legislation that requires all pre-schools receiving any federal or State funds to provide a minimum of 30 minutes of language acquisition instruction, 30 minutes of concepts of mathematics instruction, 30 minutes of reading and letter recognition instruction, and 30 minutes of social interaction and/or character development instruction. It is also recommended that all instruction be given primarily in English during the school day.

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K-12 Leads the Nation In spring 2015 Idaho’s students will no longer take the ISAT. 3rd grade - 11th grade students will be in a group of 30 states all taking the same test that will cover the Common Core Standards. According to the State Department of Education, scores from the new Common Core test can be reliably used for state-to-state comparability. This resolution supports efforts to haveIdahoplacefirstoverall(allgrades,allsubjects,combined)ofthe30statesonthenewstateassessmentin2015,withnogradefinishing lower than 5th(allsubjects).

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Improving Success for High School Graduates ISBA supports efforts to move Idaho from 49th in the United States in percentage of High School graduates going directly to college and 50th in retention for the second year of college, to 35th or better in each category by 2015. This is an interim goal that supports the Idaho State Board of Education’s goal that by 2020 sixty percent of Idaho high school graduates go on for further education.

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Increase Dual Credit/AP Idaho ranks at the bottom nationally in the percentage of High School graduates going to college. Presently only 46% of high school students in Idaho enroll in upper level math (the top states have 64% enrolled), and a very small proportion (18%) in upper-level science (the top states have 46% enrolled). ISBA recognizes that the number of dual credits and AP courses students take while in High School has a direct correlation with both the likelihood they will go to college, and persist once they get there. This resolution encourages schools to increase the number of dual credit and AP course offerings and to prepare and encourage students to take those courses.

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Construction of Non-Student Occupied Buildings Currently, State laws require the same purchasing and bidding requirements for non-student occupied buildings as they do for student occupied buildings. ISBA will seek to allow for some exceptions to those laws for non-student occupied buildings.

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Robotics as a Sanctioned Activity Currently, the Idaho High School Activities Association does not recognize Robotics as a sanctioned activity. This resolution seeks to have it recognized. This will allow students to be excused from class to participate in these activities.

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Remove Requirement for Asynchronous Online Course The current SBOE rule requires that each student take two online courses prior to graduation. One of those courses must be an asynchronous class. ISBA seeks to allow students and parents to choose whether or not the student must take an asynchronous class rather than making it a requirement.

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News coverage at Board Meetings

BY JULIE HARTISBA Communications Director

O nly yet in the stages of infancy, the era of increased accountability partnered with hourly technological advancement is taking on a stronger form.

Technology, for better or worse, has changed the way we do almost everything. The internet alone has radically altered the way we receive and exchange information. What used to take a man on horseback ten days to deliver a message, now can be sent around the world in a matter of seconds. With this augmented access to civic information, citizens are demanding higher standards of accountability for elected officials, and school board trustees are certainly not exempt. From professionaljournaliststoPTAmembers,moreconstituentsareattending open meetings and reporting their findings to those who follow their online activities. From blogs to Facebook and Twitter, people are paying attention. Under the best circumstances, it is not uncommon for individuals engaged in discussion to interpret conversations based on their own experiences, elected officials are no different. Trustees must become aware of the influence of their opinions and attempt to review situations with impartiality beyond that of their own interests, to the interests of those they represent. To that end, board members must challenge themselves to provide and facilitate open discussion in order to clarify difficult issues which could be open to interpretation if not explained and fully deliberated. As an advocate, the best thing a school board member can do to effectively represent their constituency is to sharpen

their listening skills and become a more active communicator. Remember, as trustees you are attending a board meeting as a representative of your community, to ask questions, to listen, to clarify, and to advocate in the best interest of your constituency. In becoming a better communicator, you will make a difference in helping to clear muddy waters. As trustees of public education in Idaho, school board members have a duty to serve the interests of Idaho’s students and to deliberate on public policy and business in an open forum. In official capacity, trustees have no expectation of privacy and therefore ought to continuously behave as if any board discussion, deliberation, or meeting is public matter. To that end, trustees must be aware that any public discussion, deliberation, or declaration is game for public consumptionandreproduction.Whileprofessionaljournalistsaretrainedtoremain,“objective,fair,andbalanced”,theyarehuman, and can only interpret issues as they understand and experience it. When school board meetings lack discussion, debate, and clarification, then anyone, professional or not, can interpret outcomes differently than intended. Both professional andamateurjournalistsattendingschoolboardmeetingsrelyon you to follow the law and notify the public of your meeting and the established agenda. While trustees determine the agenda,journalistsdecidewhattoreport.Aselectedofficials,your words do not fall on deaf ears, and that responsibility is the burden you bear as an advocate for public education and the future generations of Idaho.

As many of you may know, Mark Browning was the Chief Communications and Legislative

Officer for the Idaho State Board of Education since 2007. He recently was named the new Vice President for Community Relations & Marketing at North Idaho College.

Mark’s contributions to ISBA, both its staff and membership, have been immeasurable. Mark has taught countless workshops at ISBA’s Annual Convention over the years, provided articles for ISBA’s publications, testified in support of ISBA legislation, shared media contacts with ISBA staff, assisted SBOE members in

making contact with local school board members, coordinated meetings between incoming ISBA Presidents and SBOE members and staff... andthat’sjustthestart of the list. We will miss Mark and his contributions to ISBA but wish him and his family the best in this new, great endeavor.

Mark Browning

A SPEcIAL THANKSto Mark Browning

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I daho’s 38-member Technology Task Force brought together a wide range of experienced perspectives

on business, technology, and education in Idaho. Members of Idaho’s business community, superintendents, principals, classroom teachers, charter schools, school boards, parents, community

members, legislative bodies, Governor’s office, teachers’ associations, and educational stakeholder groups worked together to offer guidance for a successful infusion of modern technological tools into Idaho’s education system. The Task Force’s wealth of experienced knowledge was further informed

by expert guest speakers, research, an informal survey, and site visits to education technology programs in districts and states across the country. Highlights of their recommendations follow. (See the full list at www.StudentsComeFirst.org).

TechnologyTask ForceWorks Together to UnanimouslyApprove Recommendations

BY MATT McCARTERStudents Come First Director, Idaho State Department of Education

“ AFTER SIx MONTHS OF HARD wORk, IDAHO’S STUDENTS COME FIRST Technology TASk FORCE HAS COMPLETED ITS wORk anD unanimously APPROvED 47 RECOMMENDATIONS FOR THE STATE DEPARTMENT OF EDUCATION TO CONSIDER AS IT IMPLEMENTS THE TECHNOLOgICAL ASPECTS OF IDAHO’S EDUCATION REFORM LAwS.

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0 One-to-One Mobile Computing Devices

• The Task Force finds that a laptop is currently the mobile computing device that best serves the needs of Idaho’s school children.

• To ensure compatibility and maximize purchasing power, the subcommittee recommends procuring the same laptop device statewide for both teachers and students.

• The Task Force recommends a managed service providing not only the one-to-one device but the resources to successfully implement and manage all facets of the technology integration.

• The Task Force finds that students gain greater utility from their devices, and take better care of them, when they are allowed to personalize the devices and take them home. The Task Force encourages districts to allow students to place personal items on their devices—like music, pictures, and other items that do not hinder network or device functionality—while reminding students that at no time do the devices become the property of students or staff.

• The Task Force recommends that students also be allowed to take their devices home. Districts are encouraged to charge a nominal insurance fee ($25-$75).

• The Task Force recommends that all schools provide parent trainings multiple times throughout the year, and that schools require a student’s parent or guardian to attend a parent training (face-to-face, online, or written) before allowing devices to go home.

• The Task Force recommends that devices be deployed by district, not by grade level as originally planned. To determine which districts receive the devices in the first, second, and third years of implementation, the Task Force recommends the SDE give preference to those districts most ready to benefit from the devices.

0 Classroom Technology• Classroom technology

integration money is distributed according to a formula grant based on an applicant’s ADA in the first reporting period. Districts will receive $32 per student for the full year, but the payments are disbursed in two parts—one payment in September, and one in March.

• The Task Force recommends that more time for professional development (PD) be built into the school calendar through change in Section 33-512(1)(c), Idaho Code to reflect an increase from “up to 22 hours” to “up to 72 hours.”

• This would also require more funding, and the Task Force recommends the Legislature consider increasing funding for Professional Development.

• Additionally, the Task Force recommends the release of a Request for Information (RFI) for professional development and the development of a multi-year plan for professional development.

0 Online Learning• The Task Force recommends that

the implementation of fractional ADA for online courses and dual-enrolled students be based on credits earned, as opposed to class periods or minutes of instruction, because credits are uniform, accommodate different schedules, are easy to track and report, and provide the opportunity to incentivize success.

• The Task Force recommends the State Department of Education work with districts to develop and implement an online portal for parents to register students for online courses. The portal will serve as a one-stop shop where parents and students should be able to find information on each online course, the provider, instructor, quality and performance metrics, and parent and student customer ratings.

Learn more about the Technology Task Force and see the full list of recommendations at www.StudentsComeFirst.org/technologytaskforce.htm.

THE TASk FORCE RECOMMENDS THE STATE DEPARTMENT

OF EDUCATION wORk wITH DISTRICTS TO DEvELOP AND

IMPLEMENT AN ONLINE PORTAL FOR PARENTS TO REgISTER STUDENTS FOR

ONLINE COURSES. THE PORTAL wILL SERvE AS A ONE-STOP SHOP wHERE PARENTS AND

STUDENTS SHOULD BE ABLE TO FIND INFORMATION ON EACH

ONLINE COURSE, THE PROvIDER, insTrucTor, qualiTy anD

PERFORMANCE METRICS, AND PARENT AND STUDENT

CUSTOMER RATINgS.

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Erasing theOpportunity Gap

Resource equity for students

within the same school

district is a growing problem,

and the first step toward a

solution is recognizing this

gap exists

I n his early days as a boy on Earth, comic book hero Superman lifted tractors or accidentally threw

objectsintoorbitbecausehedidn’tknowhis own strength. It’s much the same with school board members who do not fully recognize the power they wield to give kids in poverty a better chance to achieve. The source of strength is a purposeful change in policy and practice that embraces an intentional mission to erase the opportunity gap. The opportunity gap is simply explained. It’s a comparative technique that challenges the all-too-common circumstance in which students in middle-class neighborhoods have more and better learning resources than youngsters in high-poverty areas—within the same school district. We term it an “opportunity gap” because it shifts the focus from the achievement deficits students might arrive with to the role schools have to defeat those shortcomings. Keylearningadjuncts—qualifiedandtalented teachers and principals, facilities that are conducive to creative uses and 21st century technology, and access to advanced classrooms that accent critical thinking—are all vital in driving school improvement. Those learning-related education resources also happen to be where school boards have Kryptonite-proof authority. Each action requires a vote. You can choose to treat such moments as perfunctory or consciously consider the equity impact and weigh

carefully whether the decision is wise. In this rare instance, money per se is not the central issue. Resource equity does not ask how much cash is doled out to each building. Instead, the inquiry is qualitative and distributive. Does the money buy good stuff? Is high-quality raw material shared in an equitable manner? What resulting education opportunities are available to low-income kids compared to those of their middle-class peers? Sure, legal and social arguments can be made in favor of a resource equity framework. Yet, the strongest and most persuasive one is this: Nothing less than fundamental fairness is at stake.

0 The same starting linePursuing the high road has clear benefits. Uppermost is the connection between resources and results. Better opportunities for poor kids can lead to higher test scores, increased high school graduation rates, a more supportive and engaged community, a stronger reputation for the district, and students who leave school more fully prepared for college or career. The Elementary and Secondary Education Act (also known as No Child Left Behind) has in recent years heavily focused attention on exam results, which aim to measure how much students learn. By contrast, the inputs—the resources available to help students learn—receive less acclaim. Earlier this year, my organization,

by Edwin C. Darden

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Appleseed, released The Same Starting Line: How School Boards Can Erase the Opportunity Gap Between Poor and Middle-Class Children. Five school districts in five states were examined, with Appleseed Centers in the various locations doing the local fact gathering. We looked at a variety of key learning-related education resources, comparing the resource holdings of schools with a well-off socioeconomic population (as measured by free and reduced-price meal eligibility) with what students in impoverished areas had in their possession. In many instances we discovered equity, but the overall results were disappointing if not predictable. The “aha” moment of our work is not that an opportunity gap exists, but rather that school boards can and should take simple and concrete steps to make sure academic opportunity is there for every child—regardless of family income. These stark examples help illustrate the point.

• The Washington Post reported in November 2010 that the affluent section of Washington, D.C., had four times as many “highly effective” teachers (based on district evaluations) than the poorest neighborhood.

• Two months later, the Post reported that Washington, D.C.’s, Ballou Senior High School, which serves a high poverty population, only had about 1,185 books in its library collection, or about one for every student. Typically, library holdings in high schools should have an 11:1 ratio.

• In Cobb County, Ga., Appleseed research concluded that the average age of a school building in a middle-class neighborhood is roughly 28 years old. By contrast, the average age in the high-poverty area is 41 years old.

Clearly, this idea of erasing the opportunity gap does not apply in two situations: when the school district is overwhelmingly poor or when it is overwhelmingly middle class or affluent. Buttakealookatthemajorityofurban,large suburban, and countywide districts and you’ll often see a wealth disparity

that follows residential patterns. Where one lives translates to community and is the conversation’s other “X factor.” Addressing resource equity requires high-poverty communities to be more vocal about their needs. In other words, they must recognize the “mobilization moments” when the board is considering important learning-related education resources. By speaking up, they will imitate the collective voice that works so effectively in middle-class communities. As part of its work, Appleseed created the Resource Equity Assessment Documents (READ) for communities and school districts to use together. The READ inventory, which comes in three versions (basic, side-by-side, and detailed), is a matrix of learning resources such as textbooks, library holdings, technology, security, professional support personnel, extracurricular activities, and more. It is not a scoring sheet, but a tool meant to raise questions that can be the basis for discussion and strategic planning about futureadjustments.READscanbedonefor a single year or over several years. In addition, the READ acts as the equivalent of a tip sheet, spotlighting which resources are important for learning and the key moments when impoverished communities should be present as advocates. For school boards, it serves as a tip sheet, letting you know that when these items are being debated, a discussion about the equity impact is warranted before a vote.

0 Equity-colored glassesLooking at school board decisions through a resource equity lens is effective because awareness demands a different approach. The problem in the past has been that decision-making has followed well-worn paths. Inequity compounds year after year when you do not examine the impact of resource equity. Better teachers, specialized programs, building renovations, new schools, talented counselors, and more resources flow freely to the district’s middle-class sections, while low-income students settle for second best. Over time, the opportunity gap grows despite efforts on other fronts to close the chasm.

The fact that an opportunity gap exists does not imply that intentional discrimination is automatically the cause. In other words, this is not self-flagellation or an excuse for a lawsuit. It’s unlikely that any cause of action would be seen as viable by even the most creative attorney. If it did, chances are slim that the action would get past the first hurdle in a court of law. Thisissuereallyisaboutsocialjusticeand the compassion of school board members—most of whom invest time and personal funds to be elected because they love kids and want to serve their community by making a difference far into the future. Yet, the law could be a factor. In July, the U.S. Department of Education’s Office for Civil Rights (OCR) released the latest Civil Rights Data Collection (CRDC) information, which was collected from 7,000 districts across the nation during the 2009-10 school year. The CRDC asks for academic offerings and then cross-tabulates results by race, gender, and disability—the legal categories OCR enforces. One finding was that 3,000 schools serving nearly 500,000 high school students offer no algebra 2 classes, and more than 2 million students in about 7,300 schools had no access to calculus classes. Meanwhile, an independent analysis found a strong correlation between socioeconomic status and opportunity. Looking at the CRDC results overall, government officials talked a lot about equity and resources. “Despite the best efforts of America’s educators to bring greater equity to our schools, too many children—especially low-income and minority children—are still denied the educational opportunities they need to succeed,” Assistant Secretary for Civil Rights Russlynn Ali said in a statement accompanying the data release. U.S. Secretary of Education Arne Duncan also weighed in. “These data show that far too many students are still not getting access to the kinds of classes, resources, and opportunities they need to be successful.” Pro Publica, the Pulitzer Prize-winning, nonprofit, investigative

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journalismorganization,conducteditsown analysis of the data—by poverty. Using free and reduced-price lunch informationandadjustingforoutliers,theorganization found a strong correlation between income and opportunity. It identified a particularly egregious opportunity gap in connection with access to Advanced Placement (AP) courses, which provide students with sophisticated curricula and a chance to earn college credits for free while in high school. Reacting to the Pro Publica data, education researcher and Stanford University professor Linda Darling-Hammond drove home the point: “The opportunity to learn—the necessary resources, the curriculum opportunities, the quality teachers—that affluent students have, is what determines what people can do in life,” she said. A positive example of creatively addressing the opportunity gap exists in North Carolina’s Charlotte-Mecklenburg Schools. The district’s strategic staffing initiative uses incentives to attract excellent teachers and principals to schools with the heaviest needs. As a unit, the team enters low-performing schools and receives a financial reward for its willingness to confront tough circumstances. While that incentive costs money, the results have been promising. Resource equity, however, is but one factor. To fully succeed, schools must address the other social and educational needs that exist. Poverty is widely viewed as the third-rail of education. It dooms kids to the high-risk category instantly. Still, government data indicate that poverty among schoolchildren is widespread and growing. According to the 2011 edition of The Condition of Education, published by the National Center for Education Statistics, approximately 19 percent (one in every five) of schools nationwide are “high poverty” based on the 2008-09 academic year. By definition, “high poverty” means 75 percent of the students were eligible for free and reduced-price lunch. That same year (the most recent data available), about 22 percent of all elementary school students and 8 percent of secondary school students attended high-poverty schools. At each level, that is 2 percent higher than in the

previous year. Some might say the problem will fix itself over time, pointing to alternatives like private school vouchers, charters, choice programs, and magnet schools. While each of those alternatives gets beyond the residence-bound approach of standard attendance zones, none has the capacity to accommodate the entire population of students in poverty. Therefore, providing the resources for neighborhood-based schools continues to be the superior choice.

0 You have the powerSo what can board members do? First, you can pioneer the leadership and direction needed to make resource equity and erasing the opportunity gap for high-poverty students a part of the district’s culture. Second, school boards can pass a stand-alone equity policy that outlines the district’s shared values, provides specific implementation steps to the superintendent and staff, and then holds both educators and the board itself accountable. The policy would be precise about what is expected, including an analysis of the equity effects of decisions you make, a regular cycle for district-wide self-assessment, and community conversations on the topic. The good news is that school boards do not have to wait on the federal government, the governor, the legislature, the courts, or anyone else to get started. Regardless of how much money a district holds, resource equity applies because it is about how you distribute what you have— whether a lot or a little. This also is not about the Robin Hood approach of taking from the rich and giving to the poor. Yet, the new view might require a realignment of resources over time to correct current unfair imbalances and to propel school improvement. As a board member, you might not be able to change the course of mighty rivers, or bend steel with your bare hands. But you can make a difference in the lives of students—perhaps thousands over the long term—with the authority already vested in you. The strength lies in doing the right thing. Will some of the current, influential, middle-class community members be upset by a school board seeking a

more genuine definition of equity and the same starting line for everybody? Perhaps. Is there a political risk? Absolutely. Nonetheless, flex your muscles on behalf of the kids who need it most. Superman never shied away from Kryptonite—and neither should you.

0 What can board members do?• When voting on items like

personnel, building renovations, and curriculum, ask the superintendent to provide a resource equity impact statement. And then discuss it.

• Remove important learning resource items from omnibus motions that require board members to vote on a package rather than consider each action on its individual merits.

• Use the Appleseed Resource Equity Assessment Document (READ) or another tool to determine how well learning-related education resources are being distributed among poor and middle-class kids.

• Make resource equity one of the metrics by which the school board conducts its annual self-evaluation.

• Inculcate the shared value of resource equity in new board members.

• Adopt a resource equity policy that emphasizes the priority of the board. It should be a stand-alone policy, separate and apart from those that address anti-discrimination, human rights, and civil rights. Find the full Appleseed report and all three READ tools at www.appleseednetwork.org.

Edwin C. Darden (EDarden@appleseednetwork.org) is the director of education, law, and policy for Appleseed, anationwide,nonprofit,socialjusticenetwork focused on legal and public policy issues. Reprinted with permission from American School Board Journal, December 2011. Copyright 2011 National School Boards Association. All rights reserved.

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GO ONCONTEST WINNERS CHALLENGE

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ISBA Business PartnersOur Valued 0 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.

BUSINESS PARTNER

DIAMONDISBA

BUSINESS PARTNER

BRONZEISBA

BUSINESS PARTNER

SILVERISBA

0 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) 327-7050cjwilson@idahodairycouncil.org|www.idahodairycouncil.org

0 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) 321-9300allan@moreton.com|www.moreton.com

0 zIONS BANkA leader in financing school district projects at lowest overall cost.Since 1994 Zions has assisted Idaho districts in financing over 60 projectstotalingover$200million.Cameron Arial (208) 344-9522cameron.arial@zionsbank.com|www.zionsbank.com

0 HUTCHISON SMITH ARCHITECTSHutchison Smith Architects is a full service architectural firm that has been providing responsive, creative, value-driven building solutions for more than 15 years. HAS specializes in educational facility design having worked with over 20 school districts and completed over 900 successful education projects.Wewill assist you on awide array ofprojecttypes,frombondpassagefornewbuildingsandremodelstosystems upgrades, historic renovations and repair and maintenance work.Eachproject,nomatterhowlargeorsmall, is importanttous.Weofferyouthecommitmenttogiveeachprojecttheattentionthatyou expect and deserve. Angelia Healy (208) 338-1212ahealy@hsaarchitects.com|www.hsaarchitects.com

0 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) 344-8577eheringer@snwsc.com|www.seattlenorthwest.com

0 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) 343-7523jhuff@hummelarch.com|www.hummelarch.com

0 CLIFTONLARSONALLENSame high-quality professionals. Same commitment to Idaho schools and those who make them successful. LarsonAllen has merged with Clifton Gunderson to become CliftonLarsonAllen.Jimmy Lin (208) 658-8200jimmy.lin@cliftonlarsonallen.com|www.cliftonlarsonallen.com

0 THE BANk OF NEW YORk MELLON TRUST COMPANYThe Bank of New York Mellon is the world’s leading provider of corporate trust and agency services. We have a long tradition of collaborating with clients across the full range of debt instruments to provide customized solutions to meet client-specific needs. A recognized leader in the municipal debt markets, we are committed to providing municipal finance solutions to the public finance sector throughout Idaho.Michael A. Jones (206) 336-1616michael.a.jones@bnymellon.com|www.bnymellon.com

0 QUADRANT CONSULTINGQuadrant Consulting has teamed with the Idaho School BoardsAssociation to assist individual school districts throughout the state with possible changes to trustee zone boundaries and legal descriptions due to the release of new census data.Steve Sweet (208) 342-0091steve@quadrant.cc|www.quadrant.cc

DIAMOND BUSINESS PARTNERS

BRONZE BUSINESS PARTNERS

SILVER BUSINESS PARTNERS

0 Look for these Business Partner logos in SLATE articles and advertisements.

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ISBA INSuRANCE PROGRAMMoreton & 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 Ranstromallan@moreton.com(800) 341-6789

ISBA Business AffiliatesOur Valued 0 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.

0 Contact these Business Partners or Affiliates to find out how they can assist your school district. 0 Contact Misty Jones at the ISBA Office for more information. 0 Phone: (208)854-1476•Toll-Free:(866)799-4722•Fax: (208)854-1480•Web:www.idsba.org•Email: misty@idsba.org

0 MORETON & COMPANY

SOFTWARE FOR ORGANIzING MEETING MATERIALBoardBook 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 Eldermike.elder@boardbook.org(888) 587-2665 Ext. 6413

0 BOARDBOOkCHECK RECOVERY SERVICESchool 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 Regelerodger.wa@comcast.net(888) 726-0015

0 SOLVERAS PAYMENT SOLUTIONS

APPLICANT TRACKING & RECRuITING SOFTWAREFinding 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 Schroederfred@generalasp.com(866) 667-1277

0 APPLITRACk (BY GENERAL ASP)

ONLINE PuRCHASING COOPERATIVEBuyBoard is an online purchasing cooperative designed to streamline the purchasing process and help members make confident buying decisions.There is power in numbers, even for small school districts! By combining purchasing power, members are able to leverage better pricing from vendors you already use.FormoreinformationonjoiningBuyBoard visit BuyBoard online or contact, Julie Hart, ISBA Communications Director.

Julie Hartjulie@idsba.org(866) 799-4722

0 BUYBOARDeGOVERNANCE SOLuTIONSBoardDocs is a market leader and pioneer of eGovernance solutions. BoardDocs’ paperless agenda services offer school boards turn-key electronic solutions for processing virtually any type of governance document, including agenda items, supporting documents, policies, procedures, and more. BoardDocs’ unique, state-of-the-art solutions save taxpayers money, reduce staff time, improve board effectiveness, increase transparency in governance, and have a positive effect on the environment.

Michael E. Hanahanmhanahan@boarddocs.com(800) 407-0141

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