2011 sept.-oct. journal magazine

MINNESOTA SCHOOL BOARDS ASSOCIATION

September-October 2011 Volume 64, No. 2

The Science of CompliancePassing a Levy Renewal in Tough Times

The Kline Way

OO

2011Summer Seminar

Scrapbook

Pages 26 – 27

2 MSBA JOURNAL

CONTENTS SEPTEMBER/OCTOBER 2011 VOLUME 64, NUMBER 2

Calendar

Articles

Divisions

THE SCIENCE OF COMPLIANCE

Bruce Lombard

PASSING A LEVY RENEWAL IN TOUGH TIMES

Bill Morris

THE KLINE WAY

Bruce Lombard14WHY TRANSFORMATION IS THE ONLY PATH

David Houle18PROVIDING ENERGY SAVINGS PERFORMANCECONTRACTING FOR SCHOOLS –WITH PROPEROVERSIGHT

Martin Duda

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SUMMER SEMMINAR SCRAPBOOK

MSBA Staff26

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QUOTES OF NOTE

MSBA Staff

STRAIGHT TALK

Bob Meeks, MSBA Executive Director

PRESIDENT’S COLUMN

Kent Thiesse, MSBA President6VENDOR DIRECTORY

Sue Munsterman, MSBA Advertising28ASK MSBA

Greg Abbott, MSBA Director of Communications31

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S E P T E M B E R 2 0 1 15 .............Labor Day (no meetings)13 ...........MSBA Fall Area Meetings,

Hibbing and Little Falls14 ...........MSBA Fall Area Meetings,

Thief River Falls and St. Peter15 ...........MSBA Fall Area Meetings,

Marshall and Cambridge-Isanti20 ...........MSBA Fall Area Meetings, Fergus Falls22 ...........MSBA Fall Area Meetings,

Rochester and Richfield30 ...........Last Day for Submitting Legislative

Resolutions

O C T O B E R 2 0 1 12–4 .........Minnesota Association of Educational

Office Professionals Conference2–4 .........MASA Fall Conference6 .............MSBA Insurance Trust Annual Meeting6–7 .........MSBA Board of Directors’ Meeting10 ...........Columbus Day Observed

(optional holiday)20–21 .....Education Minnesota Conference 24–27 .....Free Board Book Webinars

N OV E M B E R 2 0 1 12–3 .........MSBA Board of Directors’ Meeting6 .............Daylight Saving Time Ends8 .............Election Day (no meetings or activities

6 p.m. – 8 p.m.)11 ...........Veterans Day (no meetings)13–19 .....American Education Week16–17 .....MSBA Pre-Delegate Assembly Meetings16 ...........Minnesota School District Liquid Asset

Fund Plus Meeting17–18 .....MASBO Fall Conference19 ...........MSBA Pre-Delegate Assembly Meetings24 ...........Thanksgiving Day (no meetings)25 ...........Optional holiday

The MSBA Journalthanks the students of The Twin CitiesAcademy for sharingtheir art with us in this issue.

COVER ART: Calla Paule, 9th Grade

SEPTEMBER/OCTOBER 2011 3

4 MSBA JOURNAL

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

Moving to a 60-40shift in funding“The short-termborrowing from schoolsis not a sustainablebudget solution forMinnesota. The shiftmaneuver provideshardship for schoolscurrently without alarge operating budgetreserve, such as WDC.”Wadena-Deer CreekSuperintendent Virginia Dahlstrom

Paying back theshift (or not) “We’re hearing a hostof things that thatmoney’s gone, forgetabout it, plan now for aworst-case scenario.That’s why you see 133school districts talkingabout referendums thisfall.”Marshall Public SchoolsSuperintendent Klint Willert

Dangers of high-stakes testing tied toteacher evaluations“As soon as the stakes go way up, teachers thinkof the other things that might be affected. This isone reason why pay-for-performance stuff is sofrightening. Imagine if your salary is going tostart to be based on test scores – man, thestakes go up . . . Some places 90 percent of theday is spent on teaching to the test. Arts andmusic get left to the side.”Bloomington Public Schools Director of Researchand Assessment Jim Angermeyr

Focus on helping students, instead oflitigation on GLBT issues“We believe the interests of our students wouldbe better served if we could put our energiesand resources into working together to developmaterials that directly support students. Ratherthan focusing on litigation, we would prefer toinvest in materials that would provide a positiveoutcome for students for years to come.” Anoka-Hennepin Superintendent Dennis Carlson

The changing face of education“If you think school hasn’t changed since youattended, I encourage you to come in and takethe 11th-grade test. The expectations forgraduation are a lot higher nowadays. Technologyhas become a big piece, and we have to makesure they’re prepared as they move on to highschool or out into the job market.”Lynd Superintendent Bruce Houk

OFFICERS

President: Kent Thiesse, Lake Crystal Wellcome Memorial

Past President: Jackie Magnuson, Rosemount-AppleValley-Eagan

DISTRICT DIRECTORS

District 1: Kathy Green, AustinDistrict 2: Jodi Sapp, Mankato AreaDistrict 3: Linden Olson, WorthingtonDistrict 4: Betsy Scheurer, HopkinsDistrict 5: Marilynn Forsberg, Spring Lake ParkDistrict 6: Kevin Donovan, MahtomediDistrict 7: Roz Peterson, Lakeville AreaDistrict 8: Elona Street-Stewart, St. PaulDistrict 9: Karen Kirschner, MoraDistrict 10: Dana Laine, Frazee-VergasDistrict 11: Walter Hautala, Mesabi EastDistrict 12: Ann Long Voelkner, Bemidji AreaDistrict 13: Deb Pauly, Jordan

STAFFBob Meeks:Executive DirectorBarbara Lynn:Executive Assistant/Director of Board OperationsJohn Sylvester:Deputy Executive DirectorTiffany Rodning:Deputy Executive DirectorGreg Abbott:Director of CommunicationsDenise Drill:Director of Financial/MSBAIT ServicesAmy Fullenkamp-Taylor:Associate Director of Management ServicesSandy Gundlach:Director of School Board ServicesDonn Jenson:Director of Information and TechnologyBill Kautt:Associate Director of Management ServicesGrace Keliher:Director of Governmental RelationsKatie Klanderud:Director of Board DevelopmentGary Lee:Associate Director of Management ServicesBruce Lombard:Associate Director of CommunicationsBob Lowe:Director of Management ServicesKelly Martell:Director of TechnologyCathy Miller:Director of Legal and Policy ServicesSue Munsterman:MSBA AdvertisingKirk Schneidawind:Associate Director of Governmental RelationsMike Torkelson:Elections/Management Services Specialist

The MSBA Journal (USPS 352-220) is publishedbimonthly by the Minnesota School BoardsAssociation, 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 ofthe writers and do not necessarily representMSBA policy.)

IResearching,compiling andmakingarguments incourt took mucheffort on thepart of staff andran up some bigbills for legalwork. But asyour Association,we weren’t goingto stand silentwhile bad thingshappened todistricts.


STRAIGHTTALK

I’m sure everyone has been in asituation where something bad happensto you, and when you ask for help,friends distance themselves in silence.Except for your true friends. Theminute they hear something bad hashappened, they step up to help out. It’slike the old saying: “It’s easy to befriends when times are good, but it is atrue friend who stands by you whenthings get tough.”

This summer, schools were put in atough situation: Without legislationpassed and both parties fighting theirideological wars, the state shut down.Not many people knew what to expect.And to make matters worse, thegovernor did not put K–12 education ona list of critical core services that wouldstay open and be funded during theshutdown.

Uneasiness began to set in on whetherpayments to schools would still be made.If not, what would schools do? That’swhen Your MSBA Board of Directorsand staff stepped forward and worked topetition District Judge Kathleen Gearinto treat K–12 education as a critical corefunction and to make funds that werealready appropriated available toschools. Because of the leadership of theMSBA Board, your Association was theonly school association to file a petitionin the court case. And we won, whichmeans that students won.

After the shutdown happened, we alsoreceived calls from members who wereworried about payments for specialeducation. With the help of attorneysfrom the Intermediate Districts, MSBAagain petitioned to make sure specialeducation payments went through. Itwas enough to change Gov. Dayton’smind and change his recommendationto make special education payments acritical function. The court agreed withMSBA arguments and declared specialeducation to be a critical core function.

And just as the shutdown was coming toan end, we took up the call fromdistricts that were worried that a lack ofbuilding inspectors would preventschool districts from opening on time.For the third time, we were backpetitioning the court. And once again,the Special Master ruled in our favor.Because the shutdown ended, the judgedid not rule on the issue.

Researching, compiling and makingarguments in court took much effort onthe part of staff and ran up some bigbills for legal work. But as yourAssociation, we weren’t going to standsilent while bad things happened todistricts. We needed to step up and bethere for you, and that’s what yourAssociation’s board did. We hope that byour actions we have now set a precedentfor what happens with school fundingduring any future shutdowns of statefunctions and services. And we hopethat by our actions, you know that YourMSBA is a friend you can call on – anytime – no matter how bad things look.

WHENTIMES GET TOUGH, MSBA IS GOINGTO BE THERE FORYOU

Bob MeeksMSBA Executive Director

Quinn Gould, 6th Grade

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PRESIDENT’S COLUMNSETTING AN EXAMPLE OF ALIFELONG LEARNER

TThat desire tokeep learning isnot just forstudents in theclassroom. It hasto come from theteachers, fromstaff, from thesuperintendentAND from you,as a boardmember.

There’s something magical about thatfirst day back at school. It’s getting tosee your friends again, seeing the newteachers and taking that class you’vebeen looking forward to. For the schoolboard, it’s an exciting time as well.Despite all the politics and hard timesand funding issues, fall brings optimismfor me as a board member. It’s like thebeginning of a sports season where theopportunity for learning and achievingis wide open. It also reminds me that, asa board member, I have a duty to keeplearning and being active in my schooldistrict and schools throughout thestate.

Luckily, we have opportunities to getinvolved in MSBA’s Delegate Assembly,where we have a chance to set theagenda for the next legislative session.We also have opportunities – for newboard members or experienced ones –to participate in MSBA’s wonderfulPhase training sessions. If you’re a newofficer, sign up for the Officers Trainingsessions in February.

And for those board members who wantmore? I’d suggest participating in one ofMSBA’s in-service trainings. MSBA’sDirector of Board Development KatieKlanderud will come right to yourdistrict and conduct these sessions inyour board room. You can do a boardself-evaluation or a session ondeveloping mutual expectations, orlearn the 16 tenets of an effectiveleadership team. Each in-service istailored to a district’s unique needs andhelps your board build strongleadership teams with clearly establishedroles and expectations.

Want still more? You can sign up forMSBA’s new Before Your Boardprogram. It consists of four 20-minutevideos on a DVD that boards can useduring their workshop sessions, withtalking points for discussion after orduring viewing. Look for it later this fall.

As a board member, I realize that kidsexpect you to not only talk the talk, butwalk the walk. That’s why I go toconferences, take advantage of learningopportunities through our Associationand keep finding ways that I canimprove as a board member. Schoolscan teach students many things. But Ithink the most important thing we canteach our children is to become lifelonglearners.

That desire to keep learning is not justfor students in the classroom. It has tocome from the teachers, from staff,from the superintendent AND from you,as a board member. To me, Septemberand the feeling of going back to schoolremains exciting. And I can’t wait tokeep learning new things and set theexample that learning never stops. Withthe help of MSBA, this old dog will betaught some new tricks.

Kent ThiesseMSBA President

Anna Kranning, 8th Grade


PLANNERS / ARCHITECTS / ENGINEERS

The science of complianceNew web-based, MSBA-sponsored program can help school districts meet ADA-related facilities access needs

8 MSBA JOURNAL

SBruce Lombard

School district officials, take note. Stricter compliance to the ADA is coming your way.

More than 20 years ago, President George H. W. Bush signed the Americans withDisabilities Act (ADA) into law. In July 2010, President Barack Obama updated andissued some new regulations for the ADA. Those changes also bring renewedenforcement efforts for public entities – including school districts – to adhere to ADAlaws.

The Minnesota School Boards Association (MSBA) is partnering with Disability AccessConsultants, Inc. (DAC) to form the new MSBA ADA Compliance Program in orderto help school districts get their compliance “transition plans” in place.

“Even if school districts previously had a transition plan in place, the new standardsweren’t in place for them to apply them to, and now they are,” said Tim Mahoney, abusiness development director for DAC and the president of the National PlaygroundCompliance Program. “Title II facilities (i.e., public entities at the local and statelevel) need to have their updated transition plans – applied to the new standards –completed by the end of 2012.”

Finnegan Roy-Nyline, 9th Grade


The road to compliance

The MSBA ADA Compliance Program’s objective is simple:to ensure schools’ transition plans are in place. A transitionplan is a written plan that identifies any potentialmodifications that will be made. The plan should includetimelines for completing these modifications

“The ADA is not just blue signs or striping in the parking lotor grab bars in the bathroom . . . the whole intent of the ADAlaw is to allow inclusion and accommodate anybody withdisabilities to get access to products, goods and services,”Mahoney said. “What the U.S. Department of Justice reallywants is for school districts to have a plan in place thatprovides persons with disabilities access to the programs,services and activities offered by districts. . . . How are peoplegoing to gain access to them? It’s really about planning andunderstanding what your community needs are.”

Mahoney said there are four basic steps school districtsneed to follow to attain ADA compliance.

Step 1: Appoint a person responsible foroverseeing and administering ADA compliance.“School districts must have someone in charge of their ADAcompliance . . . they have to have an ADA coordinator,” he said.

Step 2: Conduct a self-evaluation of programmaticservices. “Obviously, school districts are in the business ofeducating the youth of their community . . . but schoolsalso provide programs, services and activities to the rest ofthe community in the form of voting stations, after-hourseducation, etc.,” he said. “As you evaluate that, you’resaying ‘How am I going to provide access to the district’sprograms, services and activities for someone with adisability?’ That’s your self-evaluation plan.”

Step 3: Inspect your facilities for existing barriersfor persons with disabilities.

Step 4: Develop a transition plan in order totransition into ADA compliance over time foryour facilities.

“Those are the four steps to attain ADA compliance,”Mahoney said. “A lot of people think: ‘I am going to haveto build ramps or put an elevator in.’ Not necessarily, itdepends on the programs, services and activities youprovide, and how you provide them.”

He added: “Where most people get into trouble, becausethe ADA law has been out there for 20 years, is that theyhaven’t done anything. Ignorance is not a defense. Sayingyou ‘have no money’ is also not a defense.”

Mahoney said the Department of Justice is accelerating theirenforcement efforts on ADA compliance. “The first thingthat they are going to ask school districts for is theirtransition plan,” he said. “‘What planning do you have inplace?’ The whole idea of the MSBA ADA ComplianceProgram is for school districts to attain their ADAcompliance by getting an up-to-date transition plan in place.”

Mahoney said that if school districts don’t have a transitionplan in place, it could cost them financially in court.

“All of a sudden the cost for that (transition) report will goup,” he said. “Getting your transition plan in place isn’tnecessarily a ‘Get Out of Jail Free’ card, but it mitigates alot of the legal issues should you not have one in place andshows the district’s due diligence toward ADA compliance,”he said.

According to Mahoney, the cost of getting a transition planin place from a proactive standpoint is much cheaper thanif you had to do it last-minute because you could face finesin most cases.

The Department of Justice is currently sending out teams toconduct quick audits. Mahoney said higher education andhospitality institutions are presently receiving the mostattention.

DacTrak is the right track forschools

The MSBA ADA Compliance Program will feature theDisability Access Consultants’ DACTrak licensed do-it-yourselfweb-based software and database program that allows schooldistrict officials – with some training – to conduct their owninspections in order to fulfill the federally mandatedtransition plan requirement. School districts can also opt tohave DAC do the inspections for them.

“What TurboTax is to income tax, DACTrak is to the ADAtransition plan,” Mahoney said. “We’re not asking people tobe ADA experts. We want them to be able to understand

Julia Connly, 8th Grade

how easy it is to get the inspections and transitionplan done.”

DACTrak also provides users with easy access toinformation and photographs about neededmodifications at each facility. For instance, if yourdistrict’s door thresholds, bathrooms or signageare out of compliance, the DACTrak databasehelps users address this situation in the most cost-effective manner.

“We don’t want to just suggest where yourproblems are, we also want to give you the ability toshow how you fix it, budget for it and documentyour compliance efforts,” Mahoney said.

For example, if you needed to know how to goabout widening doorframes for wheelchair access,DACTrak would tell you how to proceed andprovide an estimated budget on the project’s cost.

“Managing the transition plan over time withDACTrak is a whole lot easier than a paper-and-pencil method,” Mahoney said. “With DACTrakyou have a full web-based program: job costs,budgeting, etc. . . . having all those things in placemakes it a lot easier. Using the software providesaccurate data, too. Transition plans (on paper), asyou can imagine, are very, very large reports –you’d have to inspect every door, threshold,signage . . . (the reports) can be literally hundredsand hundreds, if not thousands, of pages ofinformation – which are hard to manage and caneasily get lost.”

signing up

The MSBA ADA Compliance Program will launchduring fall 2011. School district officials interestedin the MSBA ADA Compliance Program can contactMSBA Deputy Executive Director Tiffany Rodningat 800-324-4459 or [email protected].

“We found that the school boards association was anatural place for this program to be launched fromand educated from,” Mahoney said. Mahoney helpedthe California School Boards Association develop itsown ADA compliance program late last year.

“We can work with the school district on what thegeneral pricing can be and what the needs are fortheir district,” he said. “In some cases it might makemore sense for us to go out and do the inspectionfor the school district and give them the software,depending on the district’s size.”

DAC has worked with hundreds of educationalinstitutions – from pre-kindergarten to the universitylevel – for 10 years.

Bruce Lombard is the Associate Director ofCommunications for the Minnesota School BoardsAssociation. You can reach him at [email protected].

10 MSBA JOURNAL

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First, the unemployment rate has stayed impressively high.Then, the debt ceiling debate dragged on far too long.Minnesota government shut down. Standard and Poor’sno longer rates the nation’s bonds highly. And, finally, thestock market behaves like a demented express elevator,unable to decide on direction. Is it any wonder thatpeople are being cautious about their money these days?

The bottom-line impact on referendum elections in 2011is, the general support groups school districts rely uponare more fragmented. According to Decision Resources’statewide surveys, 40 percent of Minnesota households arefinancially stressed – expenses are exceeding income, orincome and expenses are about equal, with little or nosavings. This is taking a toll, even on levy renewalelections requiring no property tax increase. For instance,parent household support is down from its 85 percentnorm to a level of 70 percent. DFL support has droppedfrom an average of 82 percent down to 75 percent. Onaverage, empty-nesters oppose renewal referendums by 20 to 25 percent, rather than the usual 10 to 15 percent.These across-the-board findings imply that oppositionlevels may be somewhat higher than usual in even straightlevy renewal requests.

Even so, specific referendum renewal requests amongDecision Resources Ltd (DLR) clients are projected aspassing easily, with one caveat: if turnout dropsprecipitously low, an upset could occur. The turnout, inmost cases, would need to drop below 10 percent for thisto happen. In its informational mailing to residents,school districts can set forth the consequences of thefailure of the renewal, which would help in underscoringthe importance of the election. And, since thereferendum is usually the most important aspect of theoff-year election ballot, even a modest get-out-the-vote(GOTV) effort will insure against this outcome.

Now, let’s discuss tactics and strategy for an off-yearoperating levy renewal request . . .

Dr. Bill Morris

Passing a Levy Renewal in Tough Times

“It was the best of times,It was the worst of times,It was the age of wisdom,

It was the age of foolishness....”

Charles Dickens, A Tale of Two Cities


1. The renewal request should be placed asthe first question on the ballot. This willallow voters to ease into a “yes” state ofmind if other questions are on the ballot.If the request is both a renewal and arevoke-and-renew, place them in thesame ballot question. Although thepernicious statement about raising taxeswill be present, it is offset by thecommunications message that “theoperating levies were approved by votersin the past.”

2. If the renewal request will also include aproposal for an inflationary increase, rollthe two into one question. Asking for aninflationary increase as a separatequestion becomes a difficultcommunications message. At a timewhen many residents are not seeinginflationary increases in their ownsalaries or social security, the inflationaryincrease becomes a fairly easy target.But, when tied to an existing operatinglevy, the logical argument can be moreeasily made by discussing thediminishing purchasing power of theexisting levy.

3. If an additional operating levy will berequested at the same time, place thenew funding in a separate ballotquestion. The second question should bethe focus of the campaign – keep itsimple and specific. In most electionsituations, the passage of the newfunding question will be the crux of anygrassroots campaign effort. If votersdecide to grant new levy authority to the school district,they will already have decided to renew current funding.To further protect the renewal request, passage of thenew funding question should be made contingent onthe passage of the renewal question.

4. DRL surveys are showing an increased support level fortechnology capital levies. This request would also needto be placed in a separate ballot question. Supporthinges on two factors: rural areas are more supportivethan towns or cities; and, comparisons showing theschool district spending less than neighbors persuademany voters. While electronic toys may appeal to some,voters react much more favorably to resulting programand curriculum enhancements.

5. One of the most important questions school districts willneed to answer is: “Why now?” In this economic climate,why are you coming to voters for funding? There are tworesponses to this query that fit the general mood offrustration with State Government and effectivelycounterpunch charges of poor school district budgeting.First, “State Government has once again balanced thebudget on the backs of public school students.” Second,

“As with the last budget shift, there are no plans to repaythis shift.” Resonance with the first argument isconsistent with DRL survey findings that 65 percent aregenerally frustrated with the way Minnesota Governmentmeets challenges. Resonance with the second argumentis consistent with the survey findings that 34 percent seethe issue of education funding as only a revenueproblem, while 21 percent see it as only a reformproblem, and 27 percent see it as both problems.

The prospects for operating levy renewal requests aregenerally good. Some slippage from previous supportbenchmarks may occur this year. But, the slippage is a resultof forces well beyond the control of school districts. So, thestrategic imperative will be to maintain command over thefactors that can be controlled: clear messages from theschool district about the stakes in this election, grassrootsorganization to persuade supportive voters to go to the polls,and conducting a principled public dialogue to convinceundecided voters about the rightness of the request.

Dr. Bill Morris is the president of Decision Resources, Ltd.

Ben Murphy, 9th Grade

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CBruce Lombard

THE KLINE WAYMINNESOTA CONGRESSMANISN’T LETTING TIMECONSTRAIN HIS VISION FORNCLB OVERHAUL

Change is coming to the federal Elementaryand Secondary Education Act (ESEA) –better known as the No Child Left Behind(NCLB) Act in its latest incarnation.

The big question isn’t just what will change,but also when it will change. President BarackObama and U.S. Education Secretary ArneDuncan are in agreement with Congress onthe need to overhaul NCLB – but noteveryone is in agreement on the timetable.

Obama and Duncan wanted thereauthorization completed before the start ofthe 2011–12 school year. However, the chairof the U.S. House Committee on Educationand the Workforce, Rep. John Kline of Minnesota,said he doesn’t want to rush the reform process.

“We aren’t going to have reauthorization donebefore the 2011–12 school year starts,” Kline said ina meeting back in June with MSBA representatives.

Kline said his approach is to work on educationlegislation in small pieces. “How can we break upNCLB in a way that makes sense? By breaking it upinto issues we want to address.”

Kline said NCLB “has to be changed” and thatthere’s a bipartisan movement in Washington, D.C.,toward getting rid of it. He said one of the bigdrivers to change the law is the universaldissatisfaction with the Adequate Yearly Progress(AYP) provision. Kline said the educationcommunity doesn’t like AYP for several reasons,including the “set asides” and the “draconianmeasures” that take place if schools fail to makeAYP. He said that if his ESEA reauthorization gets

passed, “AYP goes away” . . . which would includeeliminating current AYP-related sanctions.

Five easy piecesKline has organized his reauthorization strategyinto five primary parts. He wants to cut the numberof federal education programs in half, expandaccess to charter schools, give school districts moreflexibility with their education funding, increase thefederal contribution toward special education, andredefine accountability.

No. 1: Simplify and reset priorities by eliminatinghalf of the federal education programs.

The Setting New Priorities in Education SpendingAct (H.R. 1891), which would eliminate more than40 federal education programs, passed in Kline’scommittee on a party-line 23–16 vote back on May 25. (Please see accompanying box on Page 17for the list of programs on the chopping block.)

Julia Brooks, 8th Grade


No. 2: Charter school bill

Kline said that school choice should be a big part ofeducation. That’s why he pushed through the EmpoweringParents Through Quality Charter Schools Act (H.R. 2218).This charter bill had bipartisan support in his committee,passing by a 31–5 vote on June 22.

“Decisions about how to keep children learning and engagedin the classroom should largely be left to the parents,teachers, and school officials who are on the ground,interacting with children and the community on a dailybasis,” Kline said following the vote. “(This) legislation willhelp get the federal government out of the way of localinnovation and pave the way for a more challenging,rewarding classroom experience in communities nationwide.”

First and foremost, the bill would give states incentives tosupport the development and expansion of charter schools.Furthermore, the bill would improve funding opportunitiesfor the replication of successful charter school models andcreate an evaluation to measure charter school quality.

No. 3: Funding flexibility

On July 13, Kline’s committee passed the State and LocalFunding Flexibility Act (H.R. 2445), which would providestates and school districts maximum flexibility in the use ofeducation funds. Kline said the bill would allow schoolofficials to move money among any of their funds in orderfor them to obtain maximum flexibility.

The flexibility bill has received support from both theNational School Boards Association (NSBA) and theMinnesota Association of School Administrators (MASA).

In a letter to Kline, new MASA Executive Director GaryAmoroso wrote: “I believe that the concepts containedwithin the State and Local Funding Flexibility Act will helpto level the playing field for low-income and minoritystudents while providing educators the local control andflexibility that they need to provide support to the greatestnumber of students.”

In a statement issued in mid-July, Kline said: “Particularly inthis tough economy, schools need the freedom to targetresources to the programs and initiatives that will have thegreatest positive impact on student achievement. The Stateand Local Funding Flexibility Act will remove restrictivefunding streams, and allow states and school districts torededicate funds received under the Elementary andSecondary Education Act and the EduJobs Fund to theprograms that are most beneficial to their students.”

No. 4: Individuals with Disabilities Education Act (IDEA)

Kline is a strong supporter of holding the federalgovernment to its commitment to fund nearly half ofspecial education. Back in 1975, IDEA’s precursor (theEducation for All Handicapped Children Act) authorizedCongress to cover 40 percent of special education fundingnationally. Currently, Washington only covers approximately17 percent or 18 percent of those costs.

“The federal government should make good on its pastpromise to provide the 40 percent of the funding forspecial education,” Kline said. “IDEA funding is an ongoingbattle and I plan to keep fighting for it.”

According to a Minnesota Department of Education report,special education cross-subsidy costs are projected to be$631 million in FY 2012 and $647 million in FY 2013 forMinnesota public schools.

Kline said funding priority special education should takecenter stage. Kline was critical of any of his committeecolleagues seeking to start new education programs. Forexample, one committee member wanted to create afederally managed “green” school construction business.

“Why start a new program when we aren’t meeting ourcommitment to special education?” Kline said. “Every schoolwould be helped if we took care of special education.”

Haley Bennett, 8th Grade

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No. 5: Redefining accountability

Accountability appears to be the trickiest subject forKline to tackle. In his meeting with MSBArepresentatives, he had more questions than answers:“Accountable to whom? Accountable to the schoolboards? To the community? To the state? What willreplace AYP? . . . Is accountability based on a singletest or is it based on a growth model?”

“For more than a decade, ‘accountability’ has meantreporting to, and taking direction from, the U.S.Secretary of Education,” Kline wrote in a June 13statement. “But it has become clear that puttingWashington in the role of the nation’s superintendentleads to overly prescriptive mandates and top-downregulations, stifling local innovation. . . . As wecontinue to redefine accountability and to reform thenation’s education system, one thing is certain: thefederal government must stop micromanagingclassrooms. Instead, states and local school districtsmust be provided the flexibility, resources andinformation necessary to innovate. Only then can webest prepare all children for success in school and inlife.”

Kline also added that he doesn’t object to commoncore standards, but doesn’t want the federalgovernment imposing them because “standards arethe state’s business.”

The Obamaadministration’sproposed blueprint forreforming No Child LeftBehind recognizes andrewards high-povertyschools and districts thatshow improvementbased on progress andgrowth. States anddistricts would have toidentify and intervene inschools that persistentlyfail to close gaps. Forschools making moremodest gains, states anddistricts would havemore flexibility todetermine improvementand support options.

“Our proposal will offerschools and districtsmuch more flexibility inaddressing achievementgaps, but we will imposea much tighter

definition of success,” Duncan told Education Weekback in July. “Simply stated, if schools boost overallproficiency but leave one subgroup behind – that isnot good enough. They need a plan that ensures thatevery child is being served.”

Meeting with MSBAThis past June at his home office in Burnsville, Rep.Kline shared his vision for education with MSBAPresident Kent Thiesse (Lake Crystal WellcomeMemorial); MSBA Board Directors Kathy Green(Austin), Betsy Scheurer (Hopkins), Roz Peterson(Lakeville Area), Elona Street-Stewart (St. Paul) andDeborah Pauly (Jordan); and the MSBAGovernmental Relations team of Grace Keliher andKirk Schneidawind.

MSBA President Thiesse told Rep. Kline MSBAappreciated his efforts on NLCB, IDEA funding andother education issues. Kline said he’s been talking tosuperintendents and board members in Minnesota(and around the country) to receive their feedback,and that he was more than happy to meet with MSBArepresentatives in his home state.

“Rep. John Kline was gracious in meeting with us asrepresentatives of MSBA,” said MSBA Board DirectorGreen. “As chairman of the House EducationCommittee, he is in a position to guide education

Photo courtesy of Rep. Kline staff

MSBA Board members and staffers met with Rep. John Kline back in June to share theirconcerns and hear the congressman’s vision on federal education issues. From left toright: MSBA Board members Kathy Green (Austin), Elona Street-Stewart (St. Paul), RozPeterson (Lakeville Area), Rep. Kline, MSBA Board member Deborah Pauly (Jordan),MSBA President Kent Thiesse and MSBA Board member Betsy Scheurer (Hopkins).


policy for our nation. It is significant that hevalues Minnesota school board memberinsights. The relationships we seek to fosterwith our national leaders will allow us avoice when critical decisions are being madeand policy is being authored.”

MSBA Board Director Pauly also liked whatshe heard during the meeting.

“Despite the partisan climate of politicstoday, I was encouraged by Rep. Kline’scomment that both the Democrats andRepublicans feel that NCLB needs to goaway or at a minimum be majorlyrevamped,” Pauly said. “It was evident to methat Rep. Kline was very aware andsympathetic to the concerns laid out byMSBA. Rep. Kline shared that he does notwant the federal government to mandatecore standards but rather believes thatshould be decided at the state level. Myhope is that legislators on both sides of theaisle will act quickly and in the best interestof children.”

During that June meeting, Kline said that heexpected his committee to start movingthings forward through the House beforetheir break in early August (the sessionresumes after Labor Day). They did just thatby pushing through those first threeaforementioned education reform bills.While all three bills were added to theHouse Union Calendar, the House had yetto take action on them.

Kline’s Senate counterparts – in the U.S.Senate Health, Education, Labor andPensions Committee – agree that reform isneeded, but have done little work to addressNCLB thus far during the current session.Kline cautioned that the inevitableeducation conference committee betweenthe House and Senate education committeescould result in writing a “completely neweducation bill.”

Kline reaffirmed his vision to MSBA’srepresentatives. “You will see more flexibility,more local control and less federal intrusionfrom the U.S. House,” Kline said. “I wantkids to have a better education, with lesscompliance for school districts.”

Bruce Lombard is the Associate Director ofCommunications for the Minnesota School BoardsAssociation. You can reach him [email protected].

The Setting New Priorities inEducation Spending Act isbuilding on work begun in the FY2011 budget agreement bypermanently eliminating thefollowing federal educationprograms:

Programs defunded in the FY2011 continuing resolution• Even Start Family LiteracyProgram

• Enhancing Education ThroughTechnology (Ed-Tech)

• Striving Readers• National Writing Project• Smaller Learning Communities(SLC)

• Improving Literacy ThroughSchool Libraries

• Improve Mental Health ofChildren, Mental HealthIntegration in Schools

• Improve Mental Health ofChildren, Foundations forLearning

• Close Up Fellowship Program• Advanced Credentialing• Reading is Fundamental (RIF)• Alaska Natives, NativeHawaiians, and WhalingPartners

• Women’s Educational Equity• Javits Gifted and Talented

Programs consolidated oreliminated in PresidentObama’s FY 2012 budget• School Leadership• Grants to Reduce AlcoholAbuse

• Elementary and SecondarySchool Counseling Program

• Teaching American History

Programs not recently funded• Mentoring Program• Comprehensive School Reform• Ready to Teach Grant Program• Community Technology Centers• Bilingual and EmergencyImmigrant Education Program

• Star Schools• Early Reading First• Safe and Drug-Free Schoolsand Communities, State Grants

• Character Education• Early Childhood EducatorProfessional Development

Programs never funded• Healthy, High–PerformanceSchools

• Combating Domestic Violence• Improving Language InstructionEducational Programs

• Teacher Mobility• Additional Assistance for LEAsImpacted by Federal PropertyAcquisition

Programs duplicative orinappropriate for the federalgovernment• Native Hawaiian Education• Alaska Native Education Equity• Foreign Language AssistanceProgram

• Physical Education (The CarolM. White Physical EducationProgram)

• Arts in Education Program• High School GraduationInitiative (Dropout Prevention)

• Special Education TeacherTraining

• Ready to Learn Television• Excellence in EconomicEducation

Please visit the following linkfor information about theseprograms, including howmuch they cost and thereasons why the U.S. HouseCommittee on Education andthe Workforce wants themeliminated.

http://edworkforce.house.gov/UploadedFiles/SUMMARY_-_Setting_New_Priorities_in_Education_Spending_Act.pdf

MORE THAN 40 FEDERAL PROGRAMSON THE CHOPPING BLOCK

18 MSBA JOURNAL

WHYTRANSFORMATION IS THE ONLY PATH

Georgia Powell, 6th Grade

EEducation does not simply need to be changed; it needs to be transformed. While new policies,curriculum updates, more training and increases in salaries for teachers, and better approaches totesting may all have a significant impact, they seem unlikely to produce the more fundamental shift thatis needed. There are two key reasons why we must prepare not for incremental adjustments orrestructuring, but for a deep-seated change in the form, appearance, and nature of our educationalsystem.

The first reason is that “pouring new wine into old bottles” will only have so much impact. The teachingof new skills sets geared for the 21st century is essential – and should be embraced immediately – but ifour institutions themselves are flawed, if we are as badly out of sync as we seem to be, how far can wereally get by working within old paradigms? We have tried for decades now to introduce reforms intoschools that recapture the glory days of education in the early industrial era, but these efforts have failedagain and again to hit the mark. Indeed, they have often led to new problems and the need for yet more

David Houle


reform. We need new paradigms and an entirely differentway of looking at the role education plays in our society.

The second reason we must prepare for transformation isthat it is most likely unavoidable. The forces of change andthe sheer speed and scale at which they are impacting usmake it highly likely, if not inevitable, that our lives willchange dramatically in the coming decades. These forcesare coming at us like a truck barreling down the highway,and now that they are in motion, there is little chance thatwe can stop them. The question is not whether they willhave a transformative impact, but whether we can take thewheel and direct them toward the best possible future.

We can’t know what our destination will look like any morethan the Wright brothers could have foreseen all the detailsof modern space travel, but we can begin to articulate avision for how our education system must change in itsform, appearance, and nature.

A Change in Form

The form of school right now is a box: boxes on a calendar,box buildings, box classrooms. Boxes suggest borders,boundaries, and neatly defined spaces and ideas, but in aworld where borders and boundaries are increasingly blurred,where ideas flow and change with a speed unmatched inhistory, boxes are not the form upon which our schoolsshould be based physically, psychologically, or intellectually.

Indeed, the extent to which schools should have astandardized form at all is perhaps one of the biggestquestions with which we need to wrestle as we consider thefuture of our education system. The question is partly aboutbuildings and physical architecture, but it is more aboutnon-buildings and non-physical architecture. As we have theincreasing freedom to access knowledge and educationalresources through the Web, mobile phones, and othersophisticated communication devices, we have to questionwhat is gained – and what is lost – by confining our childrenwithin four walls for pre-established periods of time to befed content that fits within a predefined set ofmeasurements.

The common perspective on computing these days is that it ismoving into “the cloud” – a place where data and applicationsare no longer confined to a specific server box but aredistributed across a far-flung network infrastructure. Whether“the cloud” is the right metaphor for education remains to beseen, but it is clear that we need to do much more thansimply rearrange the chairs in our classrooms or knock downa few walls. We need to break out of the box entirely.

A Change in Appearance

How a school looks may seem like a trivial detail in thegrander vision of education, but we all know intuitively thatour surroundings – how they look, how they feel, the moodsand attitudes they support – have a great impact on our day-to-day lives. And a growing body of research suggests that

over the long term, they can have a tremendous impact.Why would we expect that shipping our children off to drab,confined, linoleum-paved containment areas each day wouldresult in the types of motivated, creative individuals we needto carry our society forward in this new century?

A transformed school will not look like that brick buildingset apart from the society it is intended to serve. Atransformed school will be an integrated part of thecommunity and its students will be active participants in andcontributors to the community. In short, a transformedschool will look more like life.

A Change in Nature

School right now is as much – or possibly more – about whatto do with our children for most of the 16 to 18 years thatthey cannot well survive on their own as it is about trulypreparing them and helping them to lead productive andfulfilling lives.

So much of the language of school has more to do withconformance, standardization, and remediation thancreativity, opportunity, or self-actualization The focus ofschools needs to shift radically to the latter – but saying thisjust barely scratches the surface of what needs to happen.The nature of schools is deeply connected with the natureof all of our other major institutions, particularly work andgovernment. A true transformation in the nature of schoolscan be achieved only if there is transformation in theseother areas.

At work, we already see signs of such a transformation. Wehave long since left the world of the secure, lifelong, 9-to-5job. Most of us now work in the state of flux and insecuritythat characterizes our new economy. This is the negativeside of the equation, but the positive side is the high degreeof flexibility and choice this new world of work can offer tothose who embrace it.

While unions and other organizations continue to fight forthe rights workers enjoyed under the old economy, most ofus have yet to claim our rights to the positive side of the neweconomy. Many of us do not need to be tied to a placeanymore to do our work; most of us do not need to be tiedto the same rigid schedules that have defined previous work.Everything about our current K–12 education system alignsto the fact that the vast majority of parents have to be in aparticular place for a particular period of time each day inorder to earn an income. And this constraint has becomeeven more rigid as more and more households require twoincomes to make ends meet. Both workers and businessesneed to wake up to the new realities. As the possibilities forfreeing work from time and place develop, however, so dothe possibilities for school.

But this type of shift will not occur until governments wakeup and begin to fully support it. A recent GeorgetownUniversity Center on Education and the Workforce reportargues that governments are too focused on supportinglabor from an industry perspective. They are geared toward

20 MSBA JOURNAL

WHY TRANSFORM

ATIO

N

IS THE ONLY PATH

supporting institutions like (for example) theauto or financial services industries, when – thereport’s authors suggest – they should be focusedon helping individuals pursue occupations. Wewould take this a step further, and say thatgovernment policies should be geared towardhelping individuals develop capabilities that willbe broadly applicable throughout their lives, nomatter what their occupation or industry. Truesupport from this perspective requires not simplya change in educational policies, but muchdeeper rethinking of how we design our cities,how broadband and wireless access should bemanaged, and what the social safety net reallyneeds to be like for a society that is increasinglymade up of de facto “free agents.”

A transformed education system will be a deeplyintegrated part of our communities, and it will bea place where a lifelong process of capabilitydevelopment begins.

Signals from theFuture

While changes such as running more wires intoschools and changing the elements of thecurriculum may have a positive impact on ourschools, they smack of playing “catch-up,” ofsimply trying to keep ourselves in the currentglobal game. But if we expect to be prepared fora future we can hardly foresee, we cannot simplyplay catch-up. We must think differently. We mustleap forward.

A transformation of the magnitude suggestedhere will not come easily or without pain, but itwill likely come faster than any of us imagine. Insome cases, it will be necessary for us to makesweeping changes across the policies andpractices that govern our current educationalsystem. It will also be necessary to make asignificant financial investment if we really hopeto achieve our educational goals.

David Houle is the author of “Shift Ed: A Call toAction for Transforming K–12 Education,” writtenwith Jeff Cobb. Houle was the keynote speaker for theMinnesota Association of School Administrators’ Backto School Superintendent’s Conference.

Anna Franklin, 6th Grade

Taylor Baur, 8th Grade


l i s ten.DESIGN.del iver

Jennifer Anderson-Tuttle, LEED [email protected]/977-3500 - dlrgroup.comArchitecture Engineering Planning Interiors

22 MSBA JOURNAL

AA growing number of schools inMinnesota are in dire need of amajor energy overhaul. Theirheating and cooling systems areold and inefficient and in needof major repairs or replacement.The lighting and electricalsystems are antiquated, andmost school buildings couldbenefit from new energymanagement controls. Outdatedsystems mean that schooldistricts, and ultimatelytaxpayers, are paying way toomuch for utilities, becauseschool buildings are not energyefficient.

While district leaders are likelyanxious to make upgrades andachieve savings, it’s importantthat they ensure that theinvestments they make inenergy efficiency improvementsreally do produce results.

Believe it or not, a guaranteedenergy savings program is indevelopment in Minnesota. It iscalled Energy SavingsPerformance Contracting(ESPC), and while the conceptof ESPC has been around forabout 30 years, the newprogram is designed to ensurethat ESPC is done the right way,without loopholes or hiddencosts to clients.

This program will allow districtsto make necessaryimprovements, put no moneydown, and pay for it all throughenergy savings gained over thenext 10 to 15 years. Even inthese times of cutbacks andtight budgets, districts couldachieve those energyimprovements – with no up-front costs to school districts.And if those projected energysavings didn’t materialize, theenergy services company wouldpay the difference – guaranteed!

“We know energy performancecontracting has had some badoutcomes in the past, right herein Minnesota,” said Janet Streff,

Providing Energy SavingsPerformanceContracting forschools – with proper oversight

Martin Duda

Luke Wilkowski, 9th Grade


manager of the State Energy Office in the Division ofEnergy Resources. “But our charge is to make sure we havegood outcomes – build a best practice approach to ESPC,provide oversight of the program, and build credibility forthe ESPC process.”

Governor orders Office ofGuaranteed Energy SavingsProgramIndeed, on April 8 of this year, Minnesota Gov. MarkDayton issued Executive Order 11-12(http://mn.gov/governor/policy/executive-orders/),which says: “In state-owned buildings, state agencies shalladopt cost-effective energy efficiency and renewable energystrategies through the following actions to achieve no lessthan an aggregate 20 percent reduction in energy use.” Theorder goes on to declare that the Commissioner ofCommerce will convene a Minnesota chapter of the EnergyServices Coalition, the national nonprofit organizationcommitted to ESPC. Also, the commissioner “shall createand staff an Office of Guaranteed Energy Savings Programto offer a technical assistance program for state agencies,local units of government, and school districts that elect toimplement energy-saving and renewable energyimprovements through Guaranteed Energy SavingsContracts. The intent of this program is to maximize jobcreation, energy and operational cost savings, andinvestment in state facility infrastructure.”

The State Energy Office at the Minnesota Department ofCommerce will facilitate ESPC in the state and is in theprocess of hiring someone to lead the Office of GuaranteedEnergy Savings Program; the office will open this fall. AMinnesota chapter of the Energy Services Coalition hasbeen established and has met several times.

One objective of Minnesota’s Energy Services Coalitionchapter is to bring the public and private sectors togetherto ensure that all who participate in ESPC are on the samepage – using the same strategies and goals. “It’s incumbenton us to make this work and to make sure that the energyservices companies (ESCOs) that deliver the services andthe end users are all working with the same pre-approvedstandardized contracts and processes,” said Streff, whocochairs the Minnesota chapter with Mike Taylor, vicepresident of municipal energy and Clinton ClimateInitiative projects at Honeywell.

The national Energy Services Coalition (ESC), with supportfrom the U.S. Department of Energy (DOE) during thepast three years, has developed best practices for ESPC.Dale Hahs, the executive director of the national ESC, saysMinnesota is doing all the right things.

Keys to success“Many of the keys to success are already in the works inMinnesota,” said Hahs. “The support of the governor andthe state legislature provide the framework for the state’sDivision of Energy Resources to build the program that

Minnesotans deserve. Their dedication to providing aprogram with prequalified providers, prereviewedstandardized legal instruments and processes, and anindividual focused on oversight and ensuring success foreach participating end user are exactly the keys to programsuccess that we’ve seen in other states.”

Hahs, whose ESC is lending direction to the Minnesota effortthrough the continued support of the DOE TechnicalAssistance Program, said the state will take extra care toreview the concerns from the past and ensure that the newprogram addresses them. “That is the best way to actuallyapply lessons learned and to make sure that ESPC issuccessful for all those who elect to use the program,” hesaid. “As a final key attribute of successful ESPC programs,the providers will be prequalified through a request forqualifications to help ensure that the end users are workingwith providers who know the rules of the program and followthem, or risk being excluded from the prequalified list.”

What is Energy Savings Performance Contracting?Energy Savings Performance Contracting (ESPC) enablesbuilding owners to use future energy savings to pay forup-front costs of energy savings projects, eliminating theneed to dip into capital budgets.

Here’s how it works:You enter into an agreement with a private energyservices company (ESCO). The ESCO will identify andevaluate energy-saving opportunities and thenrecommend a package of improvements to be paid forthrough savings. The ESCO will guarantee that savingsmeet or exceed annual payments to cover all projectcosts – usually over a contract term of about 10 to 15years. If savings don’t materialize, the ESCO pays thedifference, not you! To ensure savings, the ESCO offersstaff training and long-term maintenance services.

Many types of building improvements can be fundedthrough your existing budgets – new lightingtechnologies, boilers and chillers, energy managementcontrols and swimming pool covers, to name a few.

A qualified ESCO can help you put the pieces together:• Identify and evaluate energy-saving opportunities

• Develop engineering designs and specifications

• Manage the project from design to installation

• Arrange for financing

• Train your staff and provide ongoing maintenanceservices

• Guarantee that savings will cover all project costs

For more on ESPC, visit the Energy Services Coalition website atwww.energyservicescoalition.org.

24 MSBA JOURNAL

Providing Energy Savings

Performance Contracting for

schools –with proper oversight

Taylor, who works for Honeywell, a global ESCO, saysstate oversight and the Minnesota coalition are inplace to make ESPC safe, transparent and productivefor any customer. He says there are several keys tosuccess:

• For every public market – schools (K–12), statebuildings, and local buildings – there needs to belegislation to define the process and establishperformance contracting as an approved anddesired approach to energy-efficient projects.

• Customers need to contract with a company theyfeel comfortable with and trust – one from the stateprequalified list with a track record of experienceand the resources to stand behind its work.

• Industry standard contracts should define eachproject, with measurement and verification ofenergy savings based on current energy prices.

Taylor said a program that ensures full disclosure andprovides technical assistance to customers from startto finish during a project’s life will go a long way toenhancing the credibility of ESPC. The only realbarrier to its success, he said, is lack of awareness thatESPC has tremendous potential.

The state recognizes that retrofitting orrecommissioning public buildings offers a greatopportunity to save energy and money. The PublicBuilding Enhanced Energy Efficiency Program(PBEEEP, www.PBEEEP.org) is another program inthe state’s arsenal to improve energy efficiency.“PBEEEP and energy performance contracting are allabout containing operational costs, creating jobs,reducing emissions, and saving energy,” said Streff.“We encourage schools and public entities to exploreall options in pursuing cost-effective energy efficiencybuilding improvements.”

For more information on ESPC and the state Officeof Guaranteed Energy Savings Program, contact theDivision of Energy Resources at 651-296-5175 [email protected].

Marty Duda is an information specialist for the MinnesotaDivision of Energy Resources. To contact him about thisarticle, you can e-mail him at [email protected].

If you could follow the line into the future, it would end in success.

Take an interactive tour at renlearn.com/lp/18917

STAR computer-adaptive assessments have become popular with Minnesota educators because they meet the highest review standards of the National Center on Response to Intervention. Enjoy instant access to information-packed reports that graphically show if your students are on the pathway to proficiency. Let’s create success stories together.

Printed Wednesday, February 9, 2011 9:14:09 AMAlabama ARMT

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26 MSBA JOURNAL

Above: Summer Seminar keynote speaker James Burgett offered tips on howdistricts can move from Doom to the Zoom of advancing student achievement.

Below: Closing keynote speaker Robin Getman taught the six stages of personalpower to lead from your soul.

Below: Mahtomedi engineering coordinatorMary George showed how the school wasable to link up with Century College tocreate a fabrication laboratory that studentscould use in science and engineeringcurriculum.

Going from


Below: Minnesota Department of EducationCommissioner Brenda Cassellius answeredaudience questions that ranged from statefunding shifts to applying for a federal NoChild Left Behind waiver.

Summer Seminar 2011 Scrapbook

Above: Minnesota Department of Education Finance Director Tom Melcher gave aSummer Seminar audience a run-through of how the 2011 special Legislativesession will impact schools.Below: Byron Public School math instructor Jeremy Baumbach talked about usingiPads and electronic curriculum that changed how math instruction is developedand taught.

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Hallberg Engineering, Inc.(Rick Lucio)1750 Commerce CourtWhite Bear Lake, MN 55110651-748-4386, Fax 651-748-9370www.hallbergengineering.comrlucio@hallbergengineering.comICS Consulting, Inc.(Pat Overom)5354 Edgewood DriveMounds View, MN 55112763-354-2670, Fax [email protected], INC.(Fred King)5801 Duluth St.Minneapolis, MN 55422763-546-3434, Fax [email protected] Architectural Group, Ltd.(Edward J. Kodet, Jr.)15 Groveland TerraceMinneapolis, MN 55403612-377-2737, Fax [email protected] Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax [email protected] Architects(Bryan Paulsen)209 S. Second Street, Suite 201Mankato, MN 56001507-388-9811, Fax 507-388-1751www.paulsenarchitects.combryan@paulsenarchitects.comPerkins + Will(Steve Miller)84 10th Street S., Suite 200Minneapolis, MN 55403612-851-5094, Fax [email protected], Inc.(Rick Wessling)18707 Old Excelsior Blvd.Minneapolis, MN 55345952-474-3291, Fax [email protected]

Wold Architects and Engineers(Scott McQueen)305 St. Peter StreetSt. Paul, MN 55102651-227-7773, Fax [email protected]

Athletic Sports Floors/SurfacingFisher Tracks, Inc.(Jordan Fisher)1192 235th StreetBoone, IA 50036515-432-3191, Fax [email protected] MSBA Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax [email protected]

AttorneysKennedy & Graven Chartered(Neil Simmons)200 South Sixth Street, Suite 470Minneapolis, MN 55402612-337-9300, Fax 612-337-9310www.kennedy-graven.comnsimmons@kennedy-graven.comKnutson, Flynn & Deans, P.A.(Thomas S. Deans)1155 Centre Pointe Dr., Suite 10Mendota Heights, MN 55120651-222-2811, Fax [email protected], Sorlie, Rufer & Kershner, PLLP(Mike Rengel)110 N. MillFergus Falls, MN 56537218-736-5493, Fax [email protected], Roszak & Maloney, P.A.(Jay T. Squires)730 2nd Ave. S., Suite 300Minneapolis, MN 55402612-339-0060, Fax [email protected]

Construction Mgmt & ConsultingBossardt Corporation(Greg Franzen)8300 Norman Center Drive, Suite 770Minneapolis, MN 55437952-831-5408 or 800-290-0119Fax [email protected] Consulting, Inc.(Pat Overom)5354 Edgewood DriveMounds View, MN 55112763-354-2670, Fax 763-780-2866www.ics-consult.compato@ics-consult.comKraus-Anderson Construction Co.(John Huenink)8625 Rendova Street NECircle Pines, MN 55014763-792-3616, Fax 763-786-2650www.krausanderson.comjohn.huenink@krausanderson.comMetz Construction Management, Inc.(Deb Metz)20759 Eastway RoadRichmond, MN 56368612-236-8665www.metzmanagement.comdeb@metzmanagement.comMSBA Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax [email protected]

Educational Programs/Services Minnesota State Academies for the Deaf and Blind(Linda Mitchell)615 Olof Hanson Dr.Faribault, MN 55021800-657-3996/507-384-6602Fax 507-332-5528www.msa.state.mn.uslinda.mitchell@msa.state.mn.usRenaissance Learning2911 Peach StreetWisconsin Rapids, WI [email protected]

Energy SolutionsJohnson Controls, Inc.(Brent Jones)2605 Fernbrook Lane N., Suite TPlymouth, MN 55447763-585-5039, Fax [email protected]

28 MSBA JOURNAL

MSBA’s Vendor Directory helps connect school districts with the products and services they need. The directory is always at yourfingertips. You’ll find it printed in the back of every Journal magazine as well as on the MSBA Web site at www.mnmsba.org.Most listings in the Web version of this directory include a link so you can head instantly to a Web site or e-mail address. Thedirectory includes everything you need to know to contact a company quickly—phone numbers, fax numbers and addresses—inan easy-to-read format. If you have a service or product you would like included in this directory, please contact SueMunsterman at 507-934-2450 or [email protected].

MSBA’s VENDOR DIRECTORY


Financial ManagementMSBA-Sponsored Administrationand Compliance Service (A&C Service)Administration and ComplianceService(Paige McNeal, Educators Benefit Consultants, LLC)888-507-6053/763-552-6053Fax [email protected] MSBA-Sponsored Lease PurchaseProgramTax Exempt Lease PurchaseProgram(Mary Webster, Wells FargoSecurities, LLC)800-835-2265, ext. 73110612-667-3110Fax [email protected] MSBA-Sponsored MNTAAB (MN Tax and Aid AnticipationBorrowing Program)MNTAAB(DeeDee Kahring, Springsted, Inc.)800-236-3033/651-223-3099Fax [email protected] MSBA-Sponsored P-Card(Procurement Card) ProgramP-Card Program800-891-7910/314-878-5000Fax 314-878-5333www.powercardpfm.comMSBA-SponsoredSchoolFinances.comSchoolFinances.com(Jim Sheehan, Ann Thomas)Sheehan: 952-435-0990Thomas: [email protected]@schoolfinances.com PaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax: [email protected] Asset Management, LLC -MSDLAF+(Donn Hanson)45 South 7th Street, Suite 2800Minneapolis, MN 55402612-371-3720, Fax [email protected]

Floor CoveringsHiller Commercial Floors(Dave Bahr) 2909 S. BroadwayRochester, MN 55904507-254-6858, Fax [email protected]

Food Service Products & ServicesLunchtime Solutions, Inc.(Deni Ferlick)717 N. Derby LaneNorth Sioux City, SD 57049712-251-0427, Fax 605-235-0942www.lunchtimesolutions.com [email protected]

InsuranceMinnesota School BoardsAssociation Insurance Trust(MSBAIT)(Denise Drill, Gary Lee, John Sylvester, Amy Fullenkamp-Taylor)1900 West Jefferson AvenueSt. Peter, MN 56082-3015800-324-4459, Fax 507-931-1515www.mnmsba.org [email protected]@[email protected]@mnmsba.org

PlaygroundsMSBA Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax [email protected]

RoofingFour Seasons Energy EfficientRoofing, Inc.(Darrell Schaapveld)1410 Quant Ave. N.Marine on St. Croix, MN 55047651-433-2443, Fax [email protected]

School Supplies/FurnitureCTB(Kevin Stachowski) 26327 Fallbrook Ave.Wyoming, MN 55092651-462-3550, Fax [email protected]

Software SystemsPaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax [email protected]

Sustainability ConsultingPaulsen Architects(Bryan Paulsen)209 S. Second Street, Suite 201Mankato, MN 56001507-388-9811, Fax [email protected]

TechnologyPaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax [email protected]

TransportationAmerican Bus Sales, LLC(Jason Lustig)12802 N. 103rd East AvenueCollinsville, OK 74021866-574-9970, Fax [email protected]

Hoglund Bus Co., Inc.(Jason Anderson)116 East Oakwood DrivePO Box 249Monticello, MN 55362763-295-5119, Fax 763-295-4992www.hoglundbus.comsalesmanager@hoglundbus.comMinnesota School Bus OperatorsAssociation(Shelly Jonas)10606 Hemlock Street NWAnnandale, MN 55302320-274-8313, Fax [email protected] Central Bus & Equipment(Sandy Kiehm)2629 Clearwater Road SouthSt. Cloud, MN 56301320-257-1209, Fax 320-252-3561www.northcentralinc.comsandyk@northcentralinc.comTelin Transportation Group(Jamie Romfo)14990 Industry AvenueBecker, MN 55308866-287-7278, 763-262-3328Fax [email protected]

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30 MSBA JOURNAL

AdvertisersATS&R.............................................................................Page 7

Bossardt Corporation ....................................................Page 7

DLR Group KKE .........................................................Page 21

Johnson Controls, Inc. ................................................Page 21

Kennedy & Graven Chartered ....................................Page 25

Knutson, Flynn & Deans, P.A. .......................................Page 2

Metz Construction Management, Inc.........................Page 10

MSBA Financial Services..............................................Page 32

MSBAIT...........................................................................Page 2

MSDLAF+ .....................................................................

Paulsen Architects .......................................................Page 25

Ratwik, Roszak & Maloney, P.A. .................................Page 11

Rennaissance Learning ...............................................Page 24

USAgain, LLC...............................................................Page 29

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ASKMSBALEARNING IN AND OUTOF THE CONFERENCE

Some of thebest expertswho can helpyou may notalways be infront of theroom. Theymay besitting rightnext to you.

AAs many board members know, setting anexample of learning is important. It’s whythe MSBA staff also looks for learningopportunities to pass along from conferencesand seminars. And what I take away from theconference is usually combined with adoubling of “take-aways” simply fromnetworking and discussions outside of theseminars.

At the National School Public RelationsConference, they have “Table Topics” with afacilitator to lead 20-minute discussions,along with a “Create Your Own Topic.” If youwant to hear some of the most “on-the-edge”thinking about education, and some ideasthat might make people in your districtnervous, here is where it’s all laid out on theline. So I’ll share a few:

If consolidation is such a good idea whenschool districts are too small to survive ontheir own, why not break apart really largedistricts when they become almost too big tobe effective?

In a roundtable with California publicrelations people used to having 15 highschools, 30 middle schools and 76elementary schools, the question really hithome: When does a school district becometoo big to respond in a personal way tostudents, parents and the community? Somesystems have so many assistantsuperintendents and various programs indifferent schools that getting through theadministrative layers to do any type ofchange is almost impossible. Some suggestedthat if your district has more than three highschools, you should look at dividing up thedistrict and trying to keep decisions asgrassroots and close to the community as youcan. Big districts run the risk of beingregarded on the same plane as “theLegislature” or “the Government” instead of“MY School.” Others equated it to ourbusiness model in a faltering economy: Doyou create a business that becomes too big tofail? And what if it does?

If any district ever finds a way to doenrollment boundary changes without theentire community erupting into chaos, let meknow.

Well, someone did. Basically, the district wentthrough a one-year community engagementprocess to go over the reasons for the changeand asked the public to develop criteria tobe used to draw boundaries. After that, everyparent with a 3rd-, 4th- or 5th-grade studentwas told that they could stay at their currentschool under a grandfathering clause. Butany parent of a K–2 student moved to thenew school in the boundary change.Grandfathering three years took the steamout of parents who were upset that theirchild would be forced to a new school afterthree years at the current one. So did thefact that the district could point to thecriteria that THE PARENTS put together insetting boundaries. A few parents of first andsecond graders protested, but the outcry wasrelatively small after the engagement processexplained why the boundaries werechanging. Yes, this “grandfathering” turnedan immediate change into a three-yearchange. But most of the people involved saidthat doing an immediate change resulted inthree years of dysfunction with parentsrunning for the board to oust thesuperintendent, trying to stop the processwith lawsuits, etc. In this case, a three-yeargrandfathering was preferable.

How can we stay accountable but back off allof the incessant testing that takes away fromactual learning time?

In talking around the table, a Texasrepresentative gained support for an ideathat would still have testing for reading inthird grade, but stagger the math test forfourth grade and the writing test for fifthgrade. And only those students who weren’tproficient in reading during third grade hadto take the reading test again in fourthgrade, etc. Proficiency levels would bechecked with the more popular NWEA teststo make sure students were on track in yearsthat they didn’t take the state-required tests(such as our MCAs). On a three-year cycle, itlimited testing to just ONE subject a year,would save money and would avoid hugechunks of time needed to do both math andreading tests each year. Nice idea. We’ll see ifthere are any lawmakers willing to make ithappen here.

So at the next Leadership Conference orSummer Seminar, I encourage everyone tokeep learning inside and outside theconference. Some of the best experts who canhelp you may not always be in front of theroom. They may be sitting right next to you.

By Greg AbbottMSBA Director ofCommunications

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

NON-PROFIT ORGN.

U.S. POSTAGE

PAIDPERMIT NO. 47

MANKATO, MN 56001

MSBA is here to serve YOU...

ENDORSED DISTRICT FINANCIAL SERVICES

! Educators Benefit Consultants 403(b) Administration and Compliance Service (ACS)Reduce administrative and compliance burdens associated with 403(b)/457 plans.

! SchoolFinances.comDevelop a five-year financial plan for your district by entering baseline data and assumptions.

Minnesota School Boards Association1900 West Jefferson Avenue, St. Peter, MN 56082

800-324-4459; fax 507-931-1515; www.mnmsba.org

MSBA’s mission is to support, promote, and enhance the work of public school boards and public education.

! Educators Benefit Consultants Section 125 Flex Plan AdministrationAnnual discrimination testing and Guaranteed Plan Documents for flex plans make this plan“audit proof.”

Contact Paige McNeal: 763-552-6053 or 888-507-6053; [email protected]

Contact Jim Sheehan: 952-435-0990; [email protected] Ann Thomas: 952-435-0955; [email protected]

Contact Paige McNeal: 763-552-6053 or 888-507-6053; [email protected]

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