2015May-June Journal

MINNESOTA SCHOOL BOARDS ASSOCIATION

May-June 2015 Volume 67, No. 6

Broadband GapMSBA’s Strategic Planning Process Will Send Your Board on the Right Course An Opportunity for School Board Members To Lead With an Equity Lens

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6CalendarM A Y 2 0 1 512–15 ��MASBO Conference18–29 ��Election Training Webinar20–21 ��MSBA Board of Directors’ Annual

Meeting25 ��Memorial Day (no meetings)27 ��Minnesota School District Liquid Asset

Fund Plus Meeting

J U N E 2 0 1 59–10 ��Superintendent Evaluation Workshop11 ��MSBA Insurance Trust Meeting

J U L Y 2 0 1 53�� Independence Day Observed

(no meetings)4�� Independence Day (no meetings)

A U g U S T 2 0 1 52��MSBA Board of Directors’ Meeting2��MSBA Insurance Trust Meeting2��MSBA Summer Seminar Early Bird

Workshops3��MSBA Summer Seminar4��MSBA Phase I & II Combination4��MSBA Charter School Board Training4–5��MDE/MASA Conference11 ��Primary Election Day (if applicable; no

meetings or activities 6 p�m� – 8 p�m�)11 ��Minnesota School District Liquid Asset

Fund Plus Meeting

May/June 2015 3

The MSBA Journal thanks the students of Jackson County Central Public Schools for sharing their art in this issue.COVER ART: Jamie Edlin

aN OppORTuNiTy fOR SChOOL BOaRd MEMBERS TO LEad WiTh aN EquiTy LENSJennifer Godinez and Carlos Mariani-Rosa

14addRESSiNg COMpLaiNTS aBOuT COaChES: WhEN paRENTS CRy fOuL TO ThE SChOOL BOaRdEric J. Quiring

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MSBa’S STRaTEgiC pLaNNiNg pROCESS WiLL SENd yOuR BOaRd ON ThE RighT COuRSEJeff Olson

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ThE BROadBaNd gap Marc Johnson8

Sauk RapidS-RiCE WiNS NaTiONaL MagNa aWaRd Greg Abbott

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Articles

Divisions

pRESidENT’S COLuMNKevin Donovan, MSBA President6VENdOR diRECTORyPierre Productions & Promotions, Inc.28

STRaighT TaLkKirk Schneidawind, MSBA Executive Director5

quOTES Of NOTEMSBA Staff4

pROTECTiNg yOuR SChOOL daTa Stefan Salmonson22

Quotes of Note captures some of the more interesting statements MSBA staff have read in local, state and national publications.

On rewriting NCLB“(We’ll) give local schools much more flexibility to spend (federal) money.”

U.S. Rep. John Kline

“I think the only way to do this is in a bipartisan way. This is too important. Nothing is more important than education. We have to do something that works for all students.”

U.S. Sen. Al Franken

Minnesota granted another waiver from NCLB“Minnesota’s waiver has been a great success. Our waiver brought additional urgency to our efforts to close achievement gaps and improve outcomes for all kids, and paved the way for a fairer, more transparent accountability system that helps provide targeted support to schools that need it most, while shining a light on schools that are successfully raising achievement for all students.”

Minnesota Department of Education Commissioner Brenda Cassellius, after the U.S. Department of Education renewed the state’s flexibility waiver from parts of No Child Left Behind

On teacher layoffs“It hurts a bit seeing the names. Looking at numbers is hard enough, but growing up here, I know some of these people. It is difficult and it needs to be done, but this makes it personal.”

Forest Lake Area School Board Member Luke Odegaard, after his board had to let go of 60 teachers in March due to budget cuts

“This is not about keeping young people over old people. (It’s about) serving students to the best of our ability…this issue is a matter of civil rights.”

Minnesota Sen. Terri Bonoff, referring to a bill she authored during the 2015 legislative session that would diminish the importance of seniority during teacher layoffs

On teacher licensure“One of the first steps (the state) could consider is to revise the Minnesota Teacher License Exam to make it more realistic for folks to pass. The state should consider and embrace more alternative pathways to licensure. Creating reciprocity with neighboring states would also help attract people to Minnesota.”

Park Rapids Area Superintendent Lance Bagstad, said in a meeting with Minnesota Speaker of the House Kurt Daudt, Rep. Dave Hancock and Rep. Steve Green

MSBA lobbyists in action“These opportunities are not ‘uniform’ as the Minnesota Constitution envisions. There is a digital gap—many times affected by ZIP code.”

MSBA Associate Director of Government Relations Denise Dittrich, before the House Education Finance Committee on the lack of equity and funding for education technology

“That amount seems like a whopper, but it is not.”

MSBA Director of Government Relations Grace Keliher, after requesting $875 million for public education over the next biennium before the House Ways and Means Committee

“(An increase to the general education funding formula) is one of the most important investments we are going to make this legislative session. In the previous 13 years, the formula increase was less than inflation for 11 of those 13 years. Five of those years there were no increases. Now is the time to make up for some of those years that we could not live up to our constitutional obligation. The basic education funding formula is the core of school districts’ finances—it cannot be ignored and should not be underfunded.”

MSBA Associate Director of Government Relations Denise Dittrich, before the Senate Education Committee earlier this session on the need for adequate funding

Officers

President: Kevin Donovan, Mahtomedi Past-President: Walter Hautala, Mesabi East

District DirectOrs

District 1: Kathy Green, Austin District 2: Jodi Sapp, Mankato Area District 3: Linden Olson, Worthington District 4: Betsy Anderson, Hopkins District 5: Suzy Guthmueller, Centennial District 6: George Kimball, White Bear Lake Area District 7: Melissa Sauser, Farmington District 8: Carla Bates, Minneapolis District 9: Kirby Ekstrom, North Branch Area District 10: Michael Domin, Crosby-Ironton District 11: Amy Richter, Ely District 12: Ann Long Voelkner, Bemidji Area District 13: Deborah Pauly, Jordan

staff

Kirk Schneidawind: Executive Director Kelly Martell: Executive Assistant Tiffany Rodning: Deputy Executive Director Greg Abbott: Director of Communications Denise Dittrich: Associate Director of Governmental Relations Denise Drill: Director of Financial/MSBAIT Services Amy Fullenkamp-Taylor: Associate Director of Management Services Sandy Gundlach: Director of School Board Services Barb Hoffman: Administrative Assistant to Governmental Relations/Finance/Meeting Coordinator Sue Honetschlager: Administrative Assistant to Management, Legal and Policy Services/MSBAIT Donn Jenson: Director of Technology Bill Kautt: Associate Director of Management Services Grace Keliher: Director of Governmental Relations Katie Klanderud: Director of Board Development Gary Lee: Director of Membership Services Bruce Lombard: Associate Director of Communications Cathy Miller: Director of Legal and Policy Services Sue Munsterman: Administrative Assistant to Board Development/Communications Sandi Ostermann: Administrative Assistant to Association Services and Finance/Receptionist Tim Roberts: Production Room Manager The MSBA Journal (USPS 352-220) is published

bimonthly by the Minnesota School Boards Association, 1900 West Jefferson Avenue, St� Peter, Minnesota 56082� Telephone 507-934-2450� Call MSBA office for subscription rates� (Opinions expressed in the Journal are those of the writers and do not necessarily represent MSBA policy�)

4 MSBa Journal

II loved our family summer vacations� With my father at the wheel, all five of us would jump in the station wagon without a care in the world because we knew where we were going� Our family had sat around the kitchen table and made a plan for our vacation� We knew when we were going; we knew how we were going to get there; and we knew there would be some bumps along the way� In today’s organizational framework, it is more important than ever to have a plan, preferably a strategic one, that shows your community where the school district is headed and how you – the board – plan to get there�

One of the main duties of a school board is to work with their team to set a mission statement and get a strategic plan in place� Once that is done, you have a direction for all board agendas, you have a direction on approving student achievement and you have direction for your superintendent to follow as part of his or her evaluation�

For the past few years, the staff at MSBA have been looking at simple, yet successful models for strategic planning at other associations – successes in Minnesota for both large and small districts – and have put together a Strategic Planning Service that will help your board with the process� We fit everything to incorporate all planning efforts, including the World’s Best Workforce Plan�

The service isn’t something that’s done in four hours with the board, after which the consultant leaves� Our staff will be working with your team in three visits to set a timeline, plan the process, gather stakeholder input and conduct meetings with the district’s Strategic Planning Committee� We also will be there for a follow-up meeting to go over the board’s action plans�

We at MSBA know that once you have a well-crafted strategic plan, all other work easily flows from that document� We encourage you to contact Sandy Gundlach at our office to set up the service�

And just to show that our MSBA Board of Directors walk the walk, our executive staff and board met in February to develop our own Association strategic plan� We are focusing our Association’s plan on three strategic goals:

1� To be the “go-to” organization for our members

2� To understand the needs and satisfaction of our membership

3� To prepare our districts and the Association for opportunities and challenges of our increasingly diverse state

Staff will be outlining steps we can take to accomplish those goals� As we prepare your association for the future, one of those goals will certainly include a survey of our members to understand what programs, training and publications you find most valuable and what additional needs you have that our Association can try to meet�

In the end, we hope to have a strategic plan for our Association that will set our direction for the next two to three years� It will take a lot of work and effort, but just as school boards work to put their plans together, so will your Association� We are here to make your job easier� And with a plan in place, you can help us set the direction as we support, promote and enhance the work of public school boards and public education�

One of the main duties of a school board is to work with their team to set a mission statement and get a strategic plan in place.

Straight talkStrategic Plan Should be a living

document of where your diStrict iS going

Kirk Schneidawind MSBA Executive Director

May/June 2015 5

One of the traits of a highly effective school board is the time set aside for training and team development.

Kevin DonovanMSBA President

6 MSBa Journal

become the examPle to your StudentS by being a lifelong learner

PreSident’S column

IIn education, we often hear the terms lifelong learning and professional learning communities� This is usually geared toward teachers and administrators in our school districts� But I would argue this idea should also extend to school board members� We, after all, set the policy and vision for our respective school districts� This work is something that cannot be done in a vacuum� As a highly effective school board member, one needs to have input from community members and school district associates, and continuous education on best practices in education today� Studies constantly show that a high-functioning school board is linked to increased student achievement�

I am recently back from the National School Boards Association annual conference in Nashville, Tenn� This conference is for school board members across the country and is held in a different region each year� I want to highlight the importance of continuing our education as board members� Education is changing exponentially and we as school leaders need to, now more than ever, fully understand and engage in the work we are entrusted to do�

The National School Boards Association annual conference provides the ideal learning environment for board members and has a potential draw of 90,000 school board members from across the United States� In reality, about 8 percent of potential school board member participants attend the annual conference� This national conference is held over a long weekend in the spring� Board members put in full days, from morning to evening, with different sessions, from school law to technology, all geared toward making school board members better at their craft� Networking with other board members from around the country is another major benefit from attending this conference� As elected local officials, we all come from different walks of life, from business professionals to stay-at-home parents� The one common denominator is a genuine desire to make our schools better for all of our students�

As president of the Minnesota School Boards Association, I like to attend some of the sessions showcased by Minnesota school

districts� I attended two presentations from Minnesota districts this year: one by the Roseville Area School District, and the other by Anoka-Hennepin Schools� Both breakout sessions were impressive and indicative of the great work being done in districts all across Minnesota�

The topic that Roseville presented was titled, “Rigorous Academics is Not Enough to Close the Achievement Gap�” Board Chair Kitty Gogins and assistant superintendent of schools discussed what Roseville Area Schools is doing to help close the achievement gap in their district� The leadership team is taking a very hands-on approach to helping the students most at risk� I was most impressed by the systemic and scholarly approach taken by the leadership team in Roseville to make meaningful improvement in closing the achievement gap for their students�

“Creating a Safe Environment for All: Anti-bullying and Anti-harassment, A Systemic Approach,” was the subject for Tom Heidemann, school board chair of Anoka-Hennepin� This topic drew a full house of interested school board members from many states� Anoka-Hennepin is at the forefront of developing and implementing a national model on anti-bullying and harassment� This topic is very timely and cogent to all districts�

Over the past 20 years, a number of studies have documented the value that school boards and their members add to the development of an effective public education system� One of the traits of a highly effective school board is the time set aside for training and team development� Locally, the Minnesota School Boards Association offers many training opportunities, from in-house board development and strategic planning sessions to the winter Leadership Conference and the Summer Seminar� Signing in to the MSBA website, under My Attendance History, one has the ability to see how one is doing personally on board development and continuous improvement� I would urge boards to do this training together with the superintendent if at all possible� The goal should be to build a strong leadership team with shared knowledge, values, and commitments, so as to continually improve the effectiveness of locally elected school boards� Your MSBA, along with the National School Boards Association, understands the critical value and importance of offering structured learning events to make the school board in your district truly high-achieving�

Roseville Area Schools Official Notices and Documents

Anoka-Hennepin Schools Creating a Safe Environment for All

Since 1984, MSDLAF+ has offered competitive investment options to Minnesota schools and related entities. As you proceed through the coming months, please remember that MSDLAF+ provides:• Unlimited number of accounts and no minimum investment requirement• Check writing, next day ACH, and same day Fed wires• Variable and fixed-rate investment options • Professionally managed portfolio• A simplified manner of monitoring collateral• A dedicated client service team

This information is for institutional investor use only, not for further distribution to retail investors, and does not represent an offer to sell or a solicitation of an offer to buy or sell any fund or other security. Investors should consider the investment objectives, risks, charges and expenses before investing in any of the Fund’s series. This and other information about the Fund’s series is available in the Fund’s current Information Statement, which should be read carefully before investing. A copy of the Fund’s Information Statement may be obtained by calling 1-888-4-MSDLAF or is available on the Fund’s website at www.msdlaf.org. While the MSDLAF+ Liquid Class and MAX Class seek to maintain a stable net asset value of $1.00 per share and the MSDLAF+ TERM series seeks to achieve a net asset value of $1.00 per share at its stated maturity, it is possible to lose money investing in the Fund. An investment in the Fund is not insured or guaranteed by the Federal Deposit Insurance Corporation or any other government agency. Shares of the Fund are distributed by PFM Fund Distributors, Inc., member Financial Industry Regulatory Authority (FINRA) (www.finra.org) and Securities Investor Protection Corporation (SIPC) (www.sipc.org). PFM Fund Distributors, Inc. is a wholly owned subsidiary of PFM Asset Management LLC.

Objectives:SECURITY • LIQUIDITY • YIELD

For further information contact:

Donn Hanson Director

[email protected]

Carole Loehr Senior Managing [email protected]

Brian JohnsonSenior Managing Consultant612.371.3750 [email protected]

Amber Cannegieter Key Account [email protected]

BBroadband has transformed every aspect of education� Student information, payroll, and human resource systems utilize broadband connections to regional, state or national service providers� Utility and security providers monitor building systems for safety and efficiency� Teachers and students create, share and store files through network/cloud services� Administrators, teachers and support staff access professional development opportunities anywhere, anytime� Students experience new opportunities for learning through interactive, blended and online courses taught by teachers in neighboring districts as well as colleges and universities around the state and beyond� Digital textbooks and flipped learning engages students with rich multimedia lessons and provide more time for teachers to interact directly with students� Teachers use online resources, interactive video conferences, and other technology, information and

communication tools to engage students and provide learning experiences that would have seemed like science fiction a generation ago� Technology truly is a conduit to opportunity for students and schools, and a high-speed broadband network is the foundation� Unfortunately, not all schools in the state are working from the same foundation�

Most school districts in Minnesota have access to high-speed broadband through fiber optics� In rare cases, districts still need to use slower, less reliable, and sometimes more expensive copper or wireless options, but most can get all the capacity they can use through fiber-optic connections� The services are most often obtained through a lease agreement or service contract with a telecommunications provider� These contracts are frequently facilitated by an entity such as a service cooperative or special telecommunications cooperative, but may also be between an individual district and the

Marc Johnson

8 MSBa Journal

Caliee Jo Pauling

The Broadband Gap High-speed Internet inequity impacting Minnesota schools

May/June 2015 9

provider� Cooperative arrangements can provide cost savings and efficiencies by aggregating the bandwidth requirements of many districts, resulting in volume discounts and higher levels of service from providers, especially for smaller districts and those in greater Minnesota where fewer provider options exist� While districts usually could obtain the bandwidth they need, the level of service and capacity that a school actually receives is often limited by cost�

In a recent survey of Minnesota’s telecommunication regions, cost inequities that exist across the state were made quite plain� In these examples, costs are calculated on a per-month, per-megabit basis� For reference, the State Educational Technology Directors Association (SETDA) recommends 100 megabits of broadband Internet service for every 1,000 students in a district, and that expands

to 1,000 megabits (a gigabit) in 2016� The Federal Communications Commission (FCC) recently

supported those recommendations as it released its E-rate modernization policies�

Here are some examples:

• In many districts in and around the Twin Cities metro area, where there

are many providers competing for the contracts, broadband services can be obtained for as little as $6 to $8 per megabit per month�

• In the southwest part of the state, costs average more than $33, resulting in an annual cost of more than $39,000 to provide the minimum recommended service level in a district of 1,000 students�

• The greatest disparity occurs in northwest Minnesota where costs vary from a low of $17�26 to a high

of nearly $303� The highest costs are generally in the

smallest districts in that region�

As bandwidth requirements increase, so do the costs, forcing

districts to make more difficult decisions about where to spend the

finite amount of available funding�

Districts without high-speed broadband networks or sufficient bandwidth are forced

to limit their use of technology� Schools may restrict the use of Internet resources, limit use of

interactive video for course delivery and instruction, and/or suspend use of technology during statewide

online testing in order to prevent paralyzing slowdowns on the network� Additionally, districts without a strong network foundation may find it necessary to maintain expensive on-site servers for file storage, business and instructional services, email, and other services that could be more efficiently and cost-effectively delivered by third-party providers via the Internet� Finally, districts may need to postpone or limit 1-to-1 initiatives or use of personal mobile devices that facilitate the use of digital curriculum, personalized learning strategies and increased student engagement� Just like the bandwidth pipe in these examples, the conduit to opportunities for students that technology provides is also squeezed�

Compounding the issue of cost to provide adequate broadband to students while in school is the limited availability of broadband for students and families at home� Recent statistics provided by the Minnesota Office of Broadband Development show that nearly 22 percent of Minnesota households are not served by any wired

By Bernie Novak, Aitkin Public Schools superintendent

Aitkin Public Schools staff and students utilize the Web apps that are integrated with our Google Apps domain� We

use Infinite Campus as an online student and parent portal� Having access to these tools outside of school and at home is highly

beneficial for the students and the parents as well�

It becomes disadvantageous for some of our students and families in Aitkin County when they are without broadband Internet and are unable to access the same resources that are available to the other students in their classes�

The district has considered 1-on-1 technology as well as going with online textbooks, but with the lack of broadband within

the county, we are not able to do this� Many teachers are limited in their use of technology in the classroom

because students don’t have access outside of the school building to continue the

classroom work at home�

Lack of broadband becomes disadvantageous

The B

road

band

Gap

10 MSBa Journal

broadband services capable of delivering a minimum of 10 megabits per second of Internet service� Nearly all of those households are in rural Minnesota� For example, Aitkin, Chippewa, Cook, Douglas, Kandiyohi, Lyon and Pine counties all have more than 75 percent of their households without access to wired broadband services� While cellular, satellite and other wireless services may be available, those services provide limited bandwidth, often have high equipment charges and usually impose data usage limitations, or caps, that dramatically increase costs�

In districts where a large percentage of students do not have adequate access at home, many of the opportunities provided by technologies like mobile devices, digital textbooks, blended and online courses become ineffective� Teachers employing these less efficient and practical strategies are forced to make accommodations for students�

There is no reasonable magic bullet to fix the cost inequities that exist across the state for broadband service, nor is there a quick fix for the issue of broadband access for students at home� The state Legislature put $20 million into the Border to Border Broadband Development program in 2014� The program will bring broadband services to about 6,000 households across the state, or about 1 percent of those in need� The federal E-rate program, used by districts to help pay for telecommunications and network costs, recently announced an historic increase in funding� However, much of the increase

will go toward network equipment and not additional broadband capacity� At the state level, technology in education continues to be funded as if it were an option, not a necessity�

Funding specifically intended for broadband has remained at the same level for nearly a decade while costs have continued to climb and mandates like online testing have created increased demands for both equipment and bandwidth� Districts have employed strategies like technology specific levies and shifting general formula dollars to fill the gaps� For the many districts unable to pass a levy, the gap continues to widen� It is likely to take a combination of increased state funding, creative district (and community) strategies and continued collaboration to bring broadband equity to all students and families in Minnesota�

Marc Johnson is the executive director of ECMECC, a regional telecommunications cooperative with 14 member school districts and Pine Technical and Community College, utilizing technology, information and communication tools to expand educational opportunities for students and community members in East Central Minnesota. For more than 31 years, ECMECC’s goal has been to make great things happen for students.

Carson KolanderMadelyn Rowe

May/June 2015 11

The Power of 24/7 Broadband AccessFrom “The Broadband Imperative” by State Educational Technology Directors Association

Sitting at the breakfast table, Sarah pulls out her laptop and logs on to her 10th-grade biology class’s wiki to see if her teacher has posted any comments regarding her group’s latest project� She and three classmates have been collaborating to create a short multimedia presentation on the pollution levels in local creeks and streams� Her teacher has suggested downloading historical video clips from an open content site to add to the depth of their investigation� Soon her smartphone pings with an online calendar invitation to meet the group after school at the community center to refine their project� Jumping on to her personalized login page via the school’s learning management system, she notices that her journalism teacher has posted the latest assignments and deadlines for the next edition of the school paper� Sarah is supposed to interview the basketball coach, but the team is traveling to the playoffs� She requests an online video chat while the coach is on the road so that she can meet Monday’s deadline� She grabs her laptop and phone and dashes to catch the bus�

Sarah’s learning experience is more real than hypothetical for students attending schools where every student and teacher has ready access to technology and to robust broadband at school, at home, and throughout the community� For the rest of this nation’s students, Sarah’s technology- rich learning environment should be the furthest thing from hypothetical – since her day-in-the-life experience only mirrors the realities of ongoing shifts in our society�

Over the past decade, the Internet has fundamentally transformed our lives� An Internet connection is essential in the workplace; most professionals from mechanics to accountants to physicians depend on it to conduct their work, grow their businesses, and collaborate with their colleagues – both locally and globally�

Simply stated, broadband has become the enabling technology of modern learning environments� Most K–12 districts in the U�S� now provide their students and teachers with some level of Internet access, but too often the speeds of those connections fall short of what’s appropriate for learning in a time where technology pervades all aspects of society� It is difficult to imagine a time when “high-speed Internet access” simply referred to systems that provided a faster connection than a 56 Kbps dial-up service� At those early connection speeds, downloading a good quality MP3 audio file (such as a typical pop song) would take about 15 minutes� Today, the top U�S� providers of broadband services advertise speeds to consumers ranging from just under 3 Mbps to 105 Mbps – which would deliver that same audio file in seconds�

If we want our schools to make the most of rich, online curricular resources, online assessment tools, Web-based collaboration systems, digital textbooks, and a host of evolving educational technologies that are quickly becoming essential in a globally competitive world, schools will need more bandwidth� If we truly want to ensure that our students become the innovators who will help the U�S� lead the world, it is imperative that we provide robust broadband access not only to every classroom, but also to every student’s and teacher’s home and wherever we expect learning to take place�

“The Broadband Imperative: Recommendations to Address K–12 Education Infrastructure Needs” (2012) was written by Christine Fox, John Waters, Geoff Fletcher and Douglas Levin from the State Educational Technology Directors Association.

Visit http://www.setda.org/wp-content/uploads/2013/09/The_Broadband_Imperative.pdf to view the complete report.

12 MSBa Journal

IIn Lewis Carroll’s Alice in Wonderland, the following exchange occurs between Alice and the Cheshire Cat:

“Would you please tell me which way to go from here?”

“That depends a good deal on where you want to go,” said the Cat�

“I don’t much care where,” said Alice�

“Then it doesn’t matter which way you go,” said the Cat�

Effective school boards don’t follow the example set by Alice� Instead, effective school boards provide leadership in clarifying the school district’s purpose and direction� The Minnesota School Boards Association (MSBA) can assist in this effort by facilitating a strategic planning process designed

to help the school district put its strategic plan on the “right course�” The process has been used by districts from Hills-Beaver Creek to Eveleth-Gilbert� This assistance occurs in four stages�

First, MSBA consultants conduct planning and preparation activities designed to provide the school district leadership team with the knowledge needed to set the strategic planning model in motion� This phase of the process involves several components including: the development of a timeframe for the process; providing resources for the selection and recruitment of the Strategic Planning Committee; reaching consensus on methods to be used to gather feedback about the school district; and reviewing how the process is designed to incorporate all planning efforts, including the World’s Best Workforce Plan, under one “umbrella�”

Jeff Olson

MSBA’s Strategic Planning Processwill send your board on the right course Cole Johnson

May/June 2015 13

Second, MSBA provides the school district with several methods of gathering “stakeholder” input on the strengths and issues of the school district� One option is for the district to use online surveys for the purpose of collecting the opinions of both internal and external stakeholders� Surveys can be provided by MSBA staff, or the school district may choose to develop its own surveys� Also, MSBA consultants conduct forums with students, members of the administrative team, staff, and the community� Following the completion of these activities, the consultants provide the Strategic Planning Committee with a written summary and analysis of the stakeholder input activities�

Third, MSBA staff conduct four meetings with the school district’s Strategic Planning Committee� The first meeting is designed to develop or revise the district’s mission, vision, and beliefs/values statements� In the second meeting, committee members receive information about the school district from the superintendent and are provided with a summary of stakeholder-related input results from the MSBA consultants� Also, the committee conducts an “environmental scan” on the Strengths, Weaknesses, Opportunities, Threats (S�W�O�T�) of the district� During the third meeting, the committee develops specific goals and objectives designed to reflect the mission, vision, and beliefs of the district, as well as to address concerns and issues identified during the S�W�O�T� analysis� The final meeting is conducted via Skype from the MSBA office and is focused on clarifying and finalizing goals and objectives developed by the committee�

Finally, MSBA provides the school board and superintendent with methods for “following up” on progress in accomplishing the goals and objectives established in the strategic plan� Included are templates for developing “action plans,” methods of communicating with stakeholders about the plan, and a suggested format for regularly monitoring the success of meeting the key components of the plan� Following the school board’s approval of the strategic plan, MSBA will provide the school district with a final document summarizing the Strategic Planning Committee’s work, and will conduct a follow-up meeting on progress in completing the plan approximately one year after the plan is finalized�

In the end, clearly one of the fundamental purposes of the school board is to envision the future of the school district� This is accomplished by clarifying the school district’s purpose, direction, goals, and objectives� A well-crafted strategic plan guides this process and ensures that, unlike “Alice,” the district knows “which way to go” in order to provide high-quality education to the students it serves�

According to one participant who was part of the process: “All the information, work, support and discussion was very beneficial to the district� I’m personally very thankful the MSBA helped with this process and now we have a simplified district vision, mission and goals set forth moving forward�”

The fee for the MSBA-led Strategic Planning Services is $3,200, and is inclusive of the MSBA consultants’ travel and expenses� For more information, go to www�mnmsba�org/strategicplanningservices or contact Sandy Gundlach (800-324-4459, ext� 128, or sgundlach@mnmsba�org)�

Jeff Olson is a membership services consultant for the Minnesota School Boards Association. You can reach him at [email protected].

Lillian Sexton

14 MSBa Journal

An Opportunity for School Board Members

To Lead With an Equity Lens

AAs Minnesota policymakers, school board leaders, and educators address the challenge of closing the “achievement gap,” organizations such as the Minnesota Education Equity Partnership (MnEEP, formerly MMEP) have been interacting within the education ecosystem to influence both policy and practice approaches for education reform -- centered on equity� This article highlights race equity analysis and discusses a leadership framework to address the “achievement gap” challenge, so that all of us dedicated to improving Minnesota schools can have a mutual understanding of research-based terminology and frameworks by which to work together� We know this is the beginning of a critical dialogue between our thought leaders and the Minnesota School Boards Association (MSBA), and welcome continuing conversations at statewide meetings and local discussions�

Jennifer Godinez and Carlos Mariani-Rosa

Erica Hanson

Changing Demographics in Schools – Limited Representation in Teacher and School Board DemographicsMinnesota is witnessing a dramatic shift in its K–12 school student demographics� The state now has approximately 28 percent of its school-aged population from Latino, African American, American Indian, Asian, and immigrant populations� School districts that once rarely saw communities of color or American Indian students now have quite a large number of those students in their classrooms�

In 2012, it was reported that Anoka, Dakota and Washington counties saw a 133 percent increase in their

students of color and American Indian student population�

Minnesota’s teacher and school board demographics have not shifted to better reflect the changing student and community demographics� While there is a 28 percent student of color and American Indian population, there are only 4 percent teachers of color in Minnesota’s schools� Minnesota’s school board membership likewise has limited representation from these communities, with only 2 percent of them being people of color or American Indian� In the same journal article reporting Minnesota school board demographics, there is a summary of a survey question related to understanding racial diversity: “Although 94 percent of Minnesota school board members report discussing student achievement at board meetings in the last six months, only 37 percent report discussing racial diversity�”

We cannot underestimate the importance of having a more diverse teacher and school board membership demographic, given the K–12 school demographic shift in Minnesota schools� Diversity, in all its form, will ensure more inclusive and in-depth conversations on how to better serve students from all backgrounds in our schools and communities�

Behind the Achievement Gap – Opportunity Gaps and Developing a System of Race Equity and Excellence in Education in Minnesota:We can look at two focal points -- MCA reading test outcomes and high school graduation rates data -- that reveal large disparities between our white students and student of color and American Indian populations in Minnesota� MCA fourth-grade reading proficiency rates for white Minnesota students average 64 percent, while reading proficiency rates for Latino students average 30 percent, for black students 29 percent, and 33 percent for American Indian students� High school graduate rates

also continue to vary by race� While 86 percent of white students in Minnesota graduate from high school on time, only 63 percent of Latino students, 60 percent of black students, and 51 percent of American Indian students graduate on time� These academic outcomes reveal statistical differences or “achievement gaps” in student outcomes�

In order to effectively remedy these disparities, we urge school leaders to take into account a number of schooling realities confronting these diverse students: unequal distribution of resources; underrepresentation of staff of color or American Indian staff; continued systemic barriers for distinct groups; and decision-makers’ lack of addressing distinct, culturally specific experiences of each group to the current education system� Collectively, these factors point to the existence of opportunity gaps that board members should additionally focus on as leaders of effective school districts�

MnEEP refers to this additional important focus as “going beyond the achievement gap statistic” and moving toward “addressing the opportunity gaps�” To understand the systemic way opportunity gaps get created requires board members to engage in an equity analysis�

To illustrate, let’s look at the state’s 60 percent high school graduation rates of African American students� An equity analysis would seek additional data that could reveal different experiences that black males have in schools that, if addressed, might have a positive influence on their graduation rates� For example, a look at the suspension rates of black males compared to their white counterparts reveals a disproportionality of outcomes – suggesting a systemic issue contributing to low graduation rates� After all, it seems reasonable to believe that missing classroom instruction could impair the pathway to a high school diploma�

In fact, the national Schott Foundation recently reported that while 2�1 percent of white males in Minnesota are suspended, 10�8 percent of black male students are suspended – a significant difference� Does this mean African American young boys merely misbehave at dramatically higher rates than white boys? Not accepting such an explanation has led to a deeper analysis of system behaviors across the country, which is revealing the use of discipline codes where school districts utilize varying subjective evaluations on what constitutes “disruptive behavior�” This national and local analysis by school leaders and community leaders has led to deeper discussions on cultural responsiveness in teaching and, namely, interactions between white teachers and black students, which reveal the importance of trust-building relationships� Additionally, an equity analysis has led to districts’ reforming discipline codes and policies at the school board level and providing professional development opportunities to engage black students differently in the classroom, so as to minimize the use of suspensions� This systemic approach, with an equity analysis, leads to building a more racially

May/June 2015 15

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equitable and excellent education system�

The ultimate goal of a more racially equitable and excellent education system would be that race is no longer a predictive element for academic outcomes and that we raise educational excellence for all children, while closing gaps between groups� Likewise, an equitable system would mean that educators and school board members have the “will and skill” to identify the distinct cultural barriers, identify opportunity gaps, and address the disproportionate outcomes from their system that gets in the way of every child achieving academic success�

Another important addition to building a system of equity and excellence takes into account the family and student voices as well�

As stated by Dr� Ron Ferguson of the Harvard Achievement Gap Initiative, “In the context of a movement for excellence with equity, it is important to view the changing cultural norms in schools, homes, and youth peer groups as collective action projects requiring organizers and leadership, not adjustments that individuals will carry out in isolation without regard for others’ responses�”

Since the purpose of public education in a democracy is about educating youth for both their personal progress and that of our overall society -- we know that every voice in this system counts toward making the system more equitable and excellent� Those collective voices include the teachers, the administrators, the parent, the child, community leaders, and the school board members�

Minnesota Education Equity Partnership: Collaborating with School-Communities to Lead with Equity:At the Minnesota Education Equity Partnership, our mission is to use a race equity lens to transform educational institutions, organizations, and leaders to ensure that students of color and American Indian students achieve full academic and leadership success� MnEEP, driven by research, facilitates networks and processes of collective action to assist leaders and communities to improve their educational systems for more equitable and excellent outcomes�

The result of the Minnesota College Access Network

and use of an “equity lens” has led to distinct trainings for college access practitioners as they train underserved immigrant youth and their families with information around financial aid and their unique circumstances� Additionally, MnEEP’s Solutions Not Suspensions Network (SNS) has guided school board members and superintendents in large school districts to assess their discipline codes, make changes, and develop professional development trainings to get at stronger engagement of young men of color in the classroom� (See www�mneep�org for more details on these networks�)

Since 2012, MnEEP, through the “Race Equity and Excellence in Education Network” (REEEN), has partnered with rural community and school leaders to develop a collective Race Equity Action Plan™ and develop equity strategies and policies to gain better school outcomes� In 2014, we began the process of researching the vital training components necessary to develop the “will and skill” of school board members to lead with an equity lens� Upon interviewing several board members on the important components to include in school board member trainings, one interviewee commented:

“Equity is at the heart of our work� If we (as district leadership) aren’t working to create a racially equitable environment, we can’t achieve our mission� This impacts the functioning of our community� It deems the community unjust and unsuccessful� We cannot be a vibrant community without racial equity�”—Local school board member in response to our research on key equity skills for board service (MnEEP, Fall, 2014)�

The 3 Pillars of Strong School Board Leadership: Finance, Governance, and EquityWhat has become very apparent is that the “will and skill” development of our Minnesota school board members to lead with an equity lens is vitally important with such great demographic shifts in our school-age population and limited trainings and formal preparation on equity issues currently offered to our school board members� Staff at MnEEP (with various experiences serving on school boards, governing, and developing statewide policy) have concluded that there are “3 Pillars” of good leadership on any school board involving an understanding of the principles of: 1) school finance, 2) school governance, and 3) school equity issues�

May/June 2015 17

Sylvia Nesseth

Willow Thiner

While sound financial and governance skills are vital to leading strong boards for strong schools, effective leaders must complement those skills with sound adaptive skills as well� The rapid changes underway in our society and school demographics challenge school board members to find new ways by which they can empower creative responses to this new reality from teachers and administrators� Board members must master the adaptive art of asking stimulating questions in such a way that inspires and supports culturally competent teaching without having schools be harmfully disrupted by fearful hesitation to change� Various school boards in the nation and locally have passed race equity school policies (e�g�, Portland Public Schools, see http://www�pps�k12�or�us/equity-initiative/8128�htm)� Minnesota school board members must prioritize their understanding of such policy approaches to equity, as they prioritize a top understanding of good practices in hiring superintendents or reviewing sound school district finance policy�

Ultimately, the addition of “equity” as the “third leg” to balance the two other leadership “pillars” (finance and governance) invites acquiring new technical skills and moves us confidently into the realm of the adaptive leadership that our era requires of all of us in the education arena�

Conclusion: MnEEP as a Resource to MSBA MembersIn conclusion, as MnEEP learns from our pilot school board trainings and network developments all over Minnesota, we will continue to share our results with MSBA� It is only with this shared understanding between education equity researchers and practitioners, and committed volunteers on school boards statewide, that we can address opportunity gaps and build stronger equitable and excellent school communities�

Jennifer Godinez is the Associate Executive Director, MnEEP and Project Director of the Race Equity and Excellence in Education Network; Carlos Mariani-Rosa is the Executive Director, MnEEP. To contact them, you can visit their website at www.mneep.org or twitter account @MNEEPRaceEquity for more insights and resources on education equity in Minnesota.

Addressing Complaints about Coaches:

Addressing Complaints about Coaches:When Parents Cry Foul to the School Board

18 MSBa Journal

SSchool boards are often confronted with difficult decisions that impact every resident of the school district� However, the pressure of deciding the best way to make budget cuts or implement new curriculum often pales in comparison to the public scrutiny involved in dealing with complaints about a school district coach� More than ever, school boards are caught in the middle of disputes between parents, student-athletes, and coaches� Including an agenda item about a coach-related dispute is a sure way to test the maximum capacity of a board meeting room�

Extracurricular athletics have always had an important place in the educational environment� However, the competing pressures between winning and providing a good experience for student-athletes have arguably never been more opposed� Recently, many coaches have resigned their positions citing increased pressures of the position� The increased focus on athletics, the public profile of coaches, and the presence of social media have combined to raise the stakes on coaching issues, and thus raise the difficulty level for school boards forced to address these issues�

School boards can face various coaching-related issues, ranging from allegations that a coach is abusing athletes, either verbally or physically, to general unhappiness about playing time or roster decisions� When these

Eric J. Quiring

Emry Nosbusch

May/June 2015 19

issues arise, school board members find themselves in the middle of a number of competing interests of the general public, parents, student-athletes, coaches, and even school district administration� Unlike other personnel issues, coaching issues tend to rise directly to the school board level� A school board member may be on the receiving end of an angry parent’s phone call out of the blue� As with other personnel issues, any complaints about school district employees should, if possible, be handled at the administrative level and only proceed to the school board if board action is necessary�

Complaints about coaches must be taken seriously� Whether the initial complaint is made to the activities director, principal, or a school board member, the recipient of the complaint should listen carefully to what the complainant has to say without making any immediate judgments about the merits of the complaint or any promises about what will happen� Statements should not be made to minimize the significance of the complaint, no matter how outlandish the claims may be� Upon receiving the relevant information to determine the complaint, the school district should act promptly and appropriately to investigate the situation�

Without making any guarantees, the complainant should be reassured that the school district is looking into the matter and will take appropriate action� The complainant should also be reassured that retaliation is not tolerated and any further incidents should be reported immediately� Many student-athletes and parents are reluctant to come forward with concerns about coaches for fear that the coach will retaliate against them by making practices more difficult or by limiting playing time in games�

When investigating allegations against coaches, school districts must be careful to gather all appropriate information� While there may be many student-athletes and parents who praise the coach and think the coach could do

no wrong, there very well could be others who have relevant information supporting the allegations of wrongdoing by the coach�

Ultimately, an investigation into allegations against a coach is not a popularity contest to determine the coach’s future� Rather, the school district must take appropriate action that is best for the school district and the student-athletes involved� The worst reaction to a complaint is to do nothing, or to be perceived as doing nothing� Although many complaints about coaches will fall into the category of typical playing time dissatisfaction, other complaints will require serious corrective action�

Once a complaint against a coach is properly investigated and it is determined that the coach has engaged in misconduct, the school board may be thrust into the unenviable position of determining the appropriate response� Under Minnesota law, coaches have certain procedural and substantive rights for school boards to keep in mind�

Prior to 1978, coaches were not entitled to notice or a hearing prior to termination or nonrenewal of a coaching contract, even if a coach was terminated midseason� See Stang v. Independent School District No. 191, 256 N�W�2d 82 (Minn� 1977); Chiodo v. Board of Education 215 N�W�2d 806 (Minn� 1974)� Under current Minnesota law, different statutory requirements govern the rights of coaches depending on whether the coach is terminated during the season or if the coaching contract is not renewed following the season�

During the season, a school board may terminate the coaching duties of a coach who is required to hold a license from the commissioner of education, as the school board sees fit, for any reason which is found to be true based on substantial and competent evidence in the record� Minnesota Statutes Section 122A�58, subd� 2�

Elena WinterAlexa Gonzales

20 MSBa Journal

Before terminating coaching duties, the school district must notify the coach in writing and state its reason for the proposed termination� Id., subd� 1� A coach may request a hearing on the termination before the school board within 14 days of receiving notification of the termination� Id. If requested by the coach, the board must hold the hearing within 25 days� Id. The hearing procedures are specified in M�S� 122A�40, subd� 14�

The notice and hearing requirements of M�S� 122A�58 do not apply in situations in which a school board decides not to renew a contract for coaching duties and does not terminate the duties during the life of an existing contract� See In the Matter of Hahn, 386 N�W�2d 789 (Minn� App� 1986)� “[A] person employed as a head varsity coach has an annual contract as a coach that the school board may or may not renew as the board sees fit�” M�S� 122A�33, subd� 2�

If a school board declines to renew the coaching contract of a head varsity coach, the coach must be notified within 14 days of the decision� Id., subd� 3�

If the coach requests reasons for the nonrenewal of his or her contract, the school board must give the coach its reasons in writing within ten days of receiving the request� Id. Upon the coach’s request, a school board must provide the coach with a reasonable opportunity to respond to the reasons for the nonrenewal of the coach’s contract at a board meeting� Unless the meeting is closed pursuant to the provisions of Minnesota’s Open Meeting Law related to private data, the coach may request an open or closed board meeting� Id.

The Minnesota Court of Appeals has rejected a coach’s challenge that a school district violated the coach’s rights outlined in M�S� 122A�33 and his constitutional due process rights because his case was not heard before a neutral hearing officer, he could not confront his accusers, and he could not subpoena witnesses in his own defense during the school board’s nonrenewal process� Christopher v. Windom Area School Board, 781 N�W�2d 904 (Minn� App� 2010)� The Court found that the school district complied with M�S� 122A�33 and dismissed the constitutional claims because any property interest the coach had in his coaching position ended when his annual contract ended� Id.

In 2013, M�S� 122A�33 was amended to add the following: “The existence of parent complaints must not be the sole reason for a board not to renew a coaching contract�” The Minnesota Legislature

enacted this amendment as an attempt to remove power from parents after several high-profile coaches were ousted from their positions based upon demanding parent complaints� This law is believed to be the first of its kind in the nation� The Legislature’s action demonstrates the increased pressure and public scrutiny on school district coaches�

Whether a coaching contract is being terminated or not renewed, the appropriate statutory procedures must be followed� Both processes involve public school board meetings and an opportunity for the coach to address the school board� It is likely that impassioned community members will also want to weigh in on the issue�

As a result, it is important for school boards to follow established public participation policies and practices or to establish guidelines by which an open forum can be conducted in a fair and consistent manner� Certain limits may be placed on public comments, such as reasonable time restrictions or the designation of spokespersons to speak on behalf of a group� Personal attacks, jeering, or other disruptive behavior should not be allowed and can result in removal of the offender from the meeting�

From allegations of abuse to unhappiness about playing time, school boards are regularly called upon to address complaints about coaches� As a result, school board members must be prepared to tackle the difficult issues that arise when community members show up at meetings in full force�

Although school board members may feel that they are forced to choose between supporting a district employee and being responsive to the wishes of the district’s residents, the reverse is also occasionally true� In some instances, the public may exert pressure on the school board to retain a popular and successful coach despite evidence of misconduct� In either situation, school boards must act appropriately in the best interests of the school district�

Eric J. Quiring is an attorney for Ratwik, Roszak & Maloney, P.A. You can visit his firm’s website at www.ratwiklaw.com.

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22 MSBa Journal

Protecting YourSchool Data

YYou’ve probably read all about hackers who were able to get into corporate company data and cause chaos� Sooner or later, some school district in the country could fall prey to the same kind of hacking� That’s why it is important to have some basic security in place on student data�

PSEC (Operational Security) is the first line of defense and the operations should be directed by IT/IS professionals� Individuals (from managers to new hires), not equipment/software, are the most common source of the damaging event� We have assembled several points for you and your staff to consider� Personal and business considerations are listed in no specific order�

• How physically secure are your “servers?” Can they be seen from an exterior or interior window? Are the associated data cables also secured and protected against accidental or intentional damage? Is there signage on the exterior of the building that indicates entry points for cables? Criminals appreciate your assistance�

• Do you have capable “firewalls?” Who has access through the firewalls? Is access denied if a client/vendor leaves?

• What considerations should be given for a strong “Password”? (Example: Upper/lower case letters, numbers and symbols used?)

• When an operator steps away from the computer, how many minutes of inactivity pass before the device “logs off?” The current trend is in the 3- to 4-minute range� Remember, anyone can embarrass you and your organization by accessing data from an operational device with no operator close by�

• Review your (company and personal) credit card statements monthly� Look closely for small purchases (typically less than $1) that you have not made� If your card information has already been stolen/compromised, thieves often make a small monthly “test” purchase to verify the card is still valid�

• If you purchase fuel with your (company or personal) credit card (recommended over debit card), be sure to fill your tank to a specific “cent�” Example: $00�07� If someone else is using your stolen card information, they would not consistently stop the pump at the same number�

• Personally request your free “soft hit” credit reports annually� It will not affect your FICO score� Correct all errors promptly�

• Always erase your data from copy machines before you trade them in or sell them�

• Always destroy old fax machines. Your data is (often) stored internally�

• Delete all info/photos from your phones before you trade them in or sell them� Note: Even after a “hard” erasure, data can be extracted with the right equipment�

• Do you or your business have an electronics/cell phone security protocol? If your phone, tablet or laptop were stolen, can the thief access the information on the device?

• Always have your IT/IS professionals “scan” USB devices (Example: Thumb drives, external hard drives) before you insert them into your devices� USB “condoms” may be another option� Once the portable devices are connected to your “system,” would the malware contaminate it (aka – “Watering Hole” attack)?

• Insert “smart chip” credit cards into Faraday style cases� They are available at Office Depot and/or www�idstronghold�com�

• Are confidential documents correctly sorted by staff? How and where are the confidential documents stored? What method(s) of destruction do you utilize? How do you destroy your “hard drives,” CDs and USB drives? If this is accomplished by a vendor, have you confirmed the items are actually destroyed?

• None of our agents use free Wi-Fi or Ethernet sources� Should you?

Stefan Salmonson

• Are you using your smart phone in the Wi-Fi mode? If so, many retailers are tracking (grid network) you through their store� If you spend time in a specific location, the next time you log on to your favorite search engine, expect to see an advertisement for the exact item(s) that you considered purchasing in the retail store�

• Consider downloading a personal security app (Example: Phenced�com/family) to your smartphone� Others include safetrec�com and www�snapone�com�

• Do you have a secure versus “Open” Wi-Fi in your home or business? An antenna, inserted into a “Pringles” chip can (foil lined), will make it directional or a quick search of “View available networks” may give criminals several choices� Be sure to enable (at least) WEP encryption� The newer and more secure WAP2 encryption is preferred� If in doubt, connect the device via cable�

• Related: What phone number would you or your staff call in the case of an emergency? If you have a network phone or VOIP system, it may NOT be 911� We suggest you determine the correct number and then mark every phone in your home/office with the correct number sequence� Be sure to add your address, too� Technology does not always provide all of the information needed to respond promptly to your emergency�

• How often do you back up your data? To where? How? Would a fire, flood or intentional act destroy your system and your backup data if they were housed in the same structure?

• Children’s phone texts (data) are often unreadable – www�netlingo�com may help you to decipher the communications�

• Regularly inspect the back of desktop computers for “key logging” devices� (Example: www�keyghost�com) The small device is connected between the keyboard and the desktop computer, and may record millions of keystrokes� The device is later recovered and downloaded for content� Software versions are also available�

• Where is the data from your video cameras stored? Is it secured away from your primary servers/storage devices? Can management, law enforcement or other first responders access your camera system for “real time” images via the ISP/IP addresses assigned to the network or individual cameras?

These are just a few suggestions to make your system better and prevent any chaos from happening with your staff and student data�

Stefan V. Salmonson is with PROtective Services, Inc. To reach him, you can email [email protected].

24 MSBa Journal

sauk rapiDs-rice wins natiOnal Magna awarD:Board would not give up until all students had equal access and opportunity in learning

AA few years ago, Sauk Rapids-Rice Public Schools was one of 14 districts without an operating levy referendum� After years of cuts, board members were starting to see that those cuts were hurting students and were starting to create inequity for kids across the district�

“We had to put a stop to it,” said Superintendent Daniel Bittman� He worked with the school board to develop a strategic plan on how the district was going to give opportunity to all and equal access to all programs�

“Our board took it seriously and worked diligently over the past five years to provide the access,” Bittman said�

The work has paid off and the district was recognized in March at the National School Boards Association Leadership Conference� Sauk Rapids-Rice received the Magna Award, a national recognition that honors school board best practices and innovative programs that advance student learning�

Sauk Rapids-Rice’s Equal Access and Opportunity for All was created by the board, but made partnerships in the community and with district staff� The district partnered with the cities, the library system, the Rotary and the State Department of Education�

The strategic plan forced some bold moves� Despite poor funding, the district technology team went after grants and partnerships with businesses like Benton Teleco and Apple Training� “Our plan was to increase equity through technology,” said Bittman, “which led to a 1-to-1 program in our high schools� It has transformed the way teaching and learning looks in our district�”

The board also looked at their half-day kindergarten program, which had supplemental hours for a fee� The board decided it was not OK that a majority of kids had full-day instruction while some kids whose parents couldn’t afford it had half-day instruction�

“We made sure everyone had the opportunity,” Bittman said� And full funding of kindergarten in the past biennium helped make a difference�

The board looked at everything – including transportation� The board decided to offer free transportation, lowered class sizes in the elementary schools, and expanded technology training�

Greg Abbott

Sawyer Koehne

May/June 2015 25

Student and family activities were highlighted� The district offered monthly meetings to hear from stakeholder groups such as students, staff, community and administration� Student enrollment increased by more than 540 students in the past four years� Attendance and participation in training exceeded 90 percent�

And student achievement targets were met in math and reading for the past two consecutive years, along with the highest ACT scores in five years�

“Our board is strong and well-functioning,” said Bittman� “They’re not afraid to ask hard questions and push� They are committed to children and are a vital part of the community�”

As a result of their effort and help from partners and the community, students are able to see their network of support and reach beyond what they thought was possible� Everyone now knows that the district is committed to preparing every child for success, regardless of socio-economic status, gender, race or religion�

“Our team insists that every child is prepared for what comes next,” Bittman said�

Greg Abbott is the communications director for MSBA. To contact him about the article, you can send an email to [email protected] or call 1-800-324-4459.

“Our board took it seriously and

worked diligently over the past five years to provide the access,” Bittman said�

{ }

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Superintendents, board clerks and administrative assistants are invited to register for our online School Election Official Webinar with MSBA’s Greg Abbott and Gary Poser, Election Administrator for the Secretary of State’s Office. The seminar consists of a training video you can watch anytime through Friday, July 30.

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28 MSBa Journal

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ATS&R Planners/Architects/Engineers (Paul W� Erickson) 8501 Golden Valley Road, Suite 300 Minneapolis, MN 55427 763-545-3731, Fax 763-525-3289 www�atsr�com perickson@atsr�com

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Cuningham Group Architecture, Inc. (Cuningham Group®) (Judith Hoskens) 201 Main Street SE, Suite 325 Minneapolis, MN 55414 612-379-3400, Fax 612-379-4400 www�cuningham�com jhoskens@cuningham�com

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520 Nicollet Mall, Suite 200 Minneapolis, MN 55402 612-977-3500, Fax 612-977-3600 www�dlrgroup�com cgibbs@dlrgroup�com

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Hallberg Engineering, Inc. (Richard Lucio) 1750 Commerce Court White Bear Lake, MN 55110 651-748-1100, Fax 651-748-9370 www�hallbergengineering�com rlucio@hallbergengineering�com

I+S Group (ISG) (Rod Schumacher) 115 E Hickory Street, Suite 300 Mankato, MN 56001 507-387-6651, Fax 507-387-3583 www�is-grp�com rod�schumacher@is-grp�com

ICS Consulting, Inc. (Pat Overom) 5354 Edgewood Drive Mounds View, MN 55112 763-354-2670, Fax 763-780-2866 www�ics-consult�com pato@ics-consult�com

Johnson Controls, Inc. (Kathleen Donovan) 2605 Fernbrook Lane N Plymouth, MN 55447 612-554-5160, Fax 763-566-2208 www�johnsoncontrols�com kathleen�m�donovan@jci�com

Kodet Architectural Group, Ltd. (Ed Kodet) 15 Groveland Terrace Minneapolis, MN 55403 612-377-2737, Fax 612-377-1331 www�kodet�com ekodet@kodet�com

Larson Engineering, Inc. (Matt Woodruff) 3524 Labore Road White Bear Lake, MN 55110 651-481-9120, Fax 651-481-9201 www�larsonengr�com mwoodruff@larsonengr�com

MLA Architects (Mark Lenz) 12 Long Lake Road, Suite #17 St� Paul, MN 55115 651-770-4442, Fax 651-770-1997 www�architectsmla�com mark@architectsmla�com

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Unesco, Inc. (Kevin McGauley) 584 Woodland Drive Mahtomedi, MN 55115 952-486-7854, Fax 952-487-9389 www�unescocorp�com kevin�mcgauley@unescocorp�com

Wendel (Jim Wilson) 111 Washington Avenue N, Suite 300 Minneapolis, MN 55401 612-332-1401 www�wendelcompanies�com jwilson@wendelcompanies�com

Widseth Smith Nolting (Kevin Donnay) 7804 Industrial Park Road Baxter, MN 56425 218-829-5117, Fax 218-829-2517 www�widsethsmithnolting�com kevin�donnay@wsn�us�com

Wold Architects and Engineers (Vaughn Dierks) 305 St� Peter Street St� Paul, MN 55102 651-227-7773, Fax 651-223-5646 www�woldae�com mail@woldae�com

athletic Facilities

I+S Group (ISG) (Rod Schumacher) 115 E Hickory Street, Suite 300 Mankato, MN 56001 507-387-6651, Fax 507-387-3583 www�is-grp�com rod�schumacher@is-grp�com

athletic Sports Floors/Surfacing

Fisher Tracks, Inc. (Jordan Fisher) 1192 235th Street Boone, IA 50036 515-432-3191, Fax 515-432-3193 www�fishertracks�com jfisher@fishertracks�com


attorneys

Booth Law Group LLC (Laura Tubbs Booth) 10520 Wayzata Blvd�, Suite 200 Minnetonka, MN 55305 763-253-4155, Fax 763-253-4160 www�boothlawgroup�com lbooth@boothlawgroup�com

Kennedy & Graven, Chartered (Neil Simmons) 470 US Bank Plaza, 200 S 6th Street Minneapolis, MN 55402 612-337-9300, Fax 612-337-9310 www�kennedy-graven�com contactus@kennedy-graven�com

Knutson, Flynn & Deans (Thomas S� Deans) 1155 Centre Pointe Drive, Suite 10 Mendota Heights, MN 55120 651-222-2811, Fax 651-225-0600 www�kfdmn�com tdeans@kfdmn�com

Pemberton Law (Kristi A� Hastings) 110 N Mill Street Fergus Falls, MN 56537 218-736-5493, Fax 218-736-3950 www�pemlaw�com k�hastings@pemlaw�com

Ratwik, Roszak & Maloney, P.A. (Joseph J� Langel) 730 2nd Avenue S, Suite 300 Minneapolis, MN 55402 612-339-0060, Fax 612-339-0038 www�ratwiklaw�com info@ratwiklaw�com

Rupp, Anderson, Squires & Waldspurger, P.A. 527 Marquette Avenue S, Suite 1200 Minneapolis, MN 55402 612-436-4300, Fax 612-436-4340 www�raswlaw�com

construction Management & consulting Services

ICS Consulting, Inc. (Pat Overom) 5354 Edgewood Drive Mounds View, MN 55112 763-354-2670, Fax 763-780-2866 www�ics-consult�com pato@ics-consult�com


Kraus-Anderson Construction Company (John Huenink) PO Box 158 Circle Pines, MN 55014 763-792-3616, Fax 763-786-2650 www�krausanderson�com john�huenink@krausanderson�com


Stahl Construction (Josh Schultz) 5755 Wayzata Boulevard St� Louis Park, MN 55416 952-931-9300, Fax 952-931-9941 www�stahlconstruction�com jschultz@stahlconstruction�com

Wenck Construction, Inc. (Andy Hoffmann) 5270 W� 84th Street, #550 Bloomington, MN 55437 952-837-3348, Fax 952-831-1268 wenckconstruction�com ahoffmann@wenck�com

MSBA’s Vendor Directory helps connect school districts with the products and services they need. The directory is always at your fingertips. You’ll find it printed in the back of every Journal magazine as well as on the MSBA Website at www.mnmsba.org. Most listings in the Web version of this directory include a link so you can head instantly to a Website or e-mail address. The directory includes everything you need to know to contact a company quickly—phone numbers, fax numbers and addresses—in an easy-to-read format. If you have a service or product you would like included in this directory, please contact Erica Nelson at 763-497-1778 or [email protected].

MSBA’s vendor directory

May/June 2015 29

educational Programs/Services

Minnesota State Academies for the Deaf and Blind (Brad Harper) 615 Olof Hanson Drive Faribault, MN 55021 507-384-6602, Fax 507-332-5528 www�msa�state�mn�us brad�harper@msa�state�mn�us

The Minnesota Service Cooperatives (Jeremy Kovash) 1001 East Mount Faith Avenue Fergus Falls, MN 56537 218-739-3273, Fax 218-739-2459 www�lcsc�org jkovash@lcsc�org

electrical engineers/aV Systems

Widseth Smith Nolting (Kevin Donnay) 7804 Industrial Park Road Baxter, MN 56425 218-829-5117, Fax 218-829-2517 www�widsethsmithnolting�com kevin�donnay@wsn�us�com

energy Solutions

Arvig 888-992-7844

www�arvig�com/business answers@arvig�com


Unesco, Inc. (Kevin McGauley) 584 Woodland Drive Mahtomedi, MN 55115 952-486-7854, Fax 952-487-9389 www�unescocorp�com kevin�mcgauley@unescocorp�com

Financial Management

Ehlers (Joel Sutter) 3060 Centre Pointe Drive Roseville, MN 55113 651-697-8514, Fax 651-697-8555 www�ehlers-inc�com jsutter@ehlers-inc�com

Eide Bailly LLP (Ross Manson) Fargo, ND;

Minneapolis, Mankato, MN 855-220-8634, Fax 507-386-6268 www�eidebailly�com nationaltaxoffice@eidebailly�com

MSBA-Sponsored Administration and Compliance Service (A&C Service) Administration and Compliance Service (Paige McNeal, Educators Benefit Consultants, LLC) 888-507-6053 or 763-552-6053 Fax 763-552-6055 www�ebcsolutions�com paige@ebcsolutions�com

MSBA-Sponsored MNTAAB (Minnesota Tax and Aid Anticipation Borrowing) Program (Patty Heminover, Springsted, Inc�) 800-236-3033 or 651-223-3058 Fax 651-268-5058 www�springsted�com pheminover@springsted�com

MSBA-Sponsored P-Card (Procurement Card) Program 800-891-7910 or 314-878-5000 Fax 314-878-5333 www�powercardpfm�com

MSBA-Sponsored PaySchools-Data Business Systems (Andy Eckles) 17011 Lincoln Avenue Parker, CO 80134 303-779-6573 or 855-210-8232 X 130 www�payschools�com www�databusys�com andy�eckles@databusys�com

MSBA-Sponsored SchoolFinances.com (Jim Sheehan, Ann Thomas) Sheehan: 952-435-0990 Thomas: 952-435-0955 www�schoolfinances�com jim@schoolfinances�com ann@schoolfinances�com

PFM Asset Management, LLC - MSDLAF+ (Donn Hanson) 800 Nicollet Mall, Suite 2710 Minneapolis, MN 55402 612-371-3720, Fax 612-338-7264 www�msdlaf�org hansond@pfm�com

Fire & Security

Arvig 888-992-7844


Fitness equipment

2nd Wind Exercise Equipment (Shon Hartman) 7585 Equitable Drive Eden Prairie, MN 55344 952-224-1240, Fax 952-906-6905 www�2ndwindexercise�com/ commercial shartman@2ndwindexercise�com

Floor coverings

Hiller Commercial Floors (Dave Bahr) 2909 S Broadway Rochester, MN 55904 507-254-6858 or 888-724-1766 Fax 507-288-8877 www�hillercarpet�com dbahr@hillercarpet�com

Food Service Products & Services

Chartwells K–12 School Dining Services (Tim Leary) 615 Bucher Ave Shoreview, MN 55126 888-407-4536 www�eatlearnlive�com tim�leary@compass-usa�com

Taher, Inc. (Erin Marissa) 5570 Smetana Drive Minnetonka, MN 55343 952-945-0505, Fax 952-945-0444 www�taher�com e�marissa@taher�com

health insurance

PreferredOne (Mike Thielen) 6105 Golden Hills Drive Golden Valley, MN 55416 763-847-3549, Fax 763-847-4010 www�PreferredOne�com mike�thielen@preferredone�com

insurance

Minnesota School Boards Association Insurance Trust (MSBAIT) (Denise Drill, Gary Lee)

1900 West Jefferson Avenue St� Peter, MN 56082-3015 800-324-4459, Fax 507-931-1515 www�msbait�org ddrill@mnmsba�org glee@mnmsba�org

Riverport Insurance Company (Dave Kyllo) 222 South Ninth Street, Suite 1300 Minneapolis, MN 55402 612-766-3227, Fax 612-766-3397 www�riverportinsurance�com dkyllo@riverportinsurance�com

labor relations


Playgrounds


Public Finance


Security/communications Systems

Arvig 888-992-7844


Software Systems


technology

Arvig 888-992-7844



technology education

PreciouStatus (Julie Gilbert Newrai) 275 Market Square, Suite 519 Minneapolis, MN 55405 888-959-8982 www�precioustatus�com support@precioustatus�com

transportation

Hoglund Bus Co., Inc. (Jason Anderson) PO Box 249 Monticello, MN 55362 800-866-3105, Fax 763-295-4992 www�hoglundbus�com salesmanager@hoglundbus�com

Minnesota School Bus Operators Association (Shelly Jonas) 10606 Hemlock Street NW Annandale, MN 55302 320-274-8313, Fax 320-274-8027 www�msboa�com shellyj@msboa�com

North Central Bus & Equipment (Sandy Kiehm) 2629 Clearwater Road St� Cloud, MN 56301 320-257-1209, Fax 320-252-3561 www�northcentralinc�com sandyk@northcentralinc�com

Telin Transportation Group (Dave Mohr) 16290 Kenrick Loop Lakeville, MN 55044 612-850-6348, Fax 952-435-9066 www�telingroup�com dmohr@telingroup�com

Wireless communications

Arvig 888-992-7844


30 MSBa Journal

AdvertisersATS&R Planners/Architects/Engineers �� Page 26

Booth Law Group LLC �� Page 25

Hiller Commercial Floors �� Page 31

I+S Group (ISG) �� Page 31

Kennedy & Graven, Chartered �� Page 7

Knutson, Flynn & Deans, P�A� �� Page 23

MSBA Election Webinar �� Page 27

MSBAIT �� Page 32

North Central Bus & Equipment �� Page 30

Pemberton Law �� Page 30

PFM Asset Management, LLC – MSDLAF+ �� Page 7

PreferredOne �� Page 2

Ratwik, Roszak & Maloney, P�A� �� Page 21

Riverport Insurance Company �� Page 26

Rupp, Anderson, Squires & Waldspurger, P�A� �� Page 27

Public School Law Attorneys

Mike T. Rengel

Josh M. Heggem

Kristi A. Hastings

Sarah C. Duffy

Daniel T. Carlisle

www.pemlaw.com – 218-736-5493 Fergus Falls – Alexandria – Detroit Lakes – Wadena

NNCC

ORTH

ENTRALEmployee Owned

BUS SALES

TRUCK EQUIPMENT

MOBILITY

ARCHITECTURE + ENGINEERING + ENVIRONMENTAL + PLANNING www.is-grp.com

DESIGNING FOR TODAY’S STUDENTInspiring and high-performing buildings improve educational outcomes. At ISG, that fact is the cornerstone of each K-12 space we design. Whether designing new spaces, renovating existing buildings or performing deferred maintenance projects, our team of experts helps build effective long-term plans and safe environments. These facilities not only are conducive to multiple learning modalities, but reduce operating costs and offer responsive, sustainable solutions to accommodate the rapidly changing educational environment.

1900 West Jefferson Avenue, St. Peter, MN 56082-3015

Property, Inland Marine, and Crime

Workers’ Compensation

School Leaders’ Legal Liability

Automobile

Group Term Life

Long-Term Disability

General Liability

Excess Liability

Protection assurance when you need it. The Minnesota School Boards Association

Insurance Trust (MSBAIT) endorses companies with a proven record of service.

Your MSBAIT contacts

Denise [email protected]

Gary [email protected]

MSBAIT — addressing the needs of

public schools’ risk-management

programs since 1972

Quality Coverage and Service Tailor-Made For School DistrictsFind out what MSBAIT can do for your school district.

Call 800-324-4459 or visit www.mnmsba.com/MSBAIT.

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