MINNESOTA SCHOOL BOARDS ASSOCIATION

March-April 2012 Volume 64, No. 5

Questions and Answersabout Flipped ClassroomsAbsolutely FABulous

Explaining School Budgets to the Public

Teamwork, D

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2 MSBA JOURNAL

CONTENTS MARCH/APRIL 2012 VOLUME 64, NUMBER 5

Calendar

Articles

Divisions

QUESTIONS AND ANSWERS ABOUT FLIPPEDCLASSROOMS

Kristin Daniels, Wayne Feller and Michael Dronen

ABSOLUTELY FABULOUS

Bruce Lombard

EXPLAINING SCHOOL BUDGETS TO THE PUBLIC

Margo Nash16SUPPORTING OUR MILITARY FAMILIES

Dr. Charles Kyte222011 LEADERSHIP CONFERENCE SCRAPBOOK

MSBA Staff26

12

8

QUOTES OF NOTE

MSBA Staff

STRAIGHT TALK

Bob Meeks, MSBA Executive Director

PRESIDENT’S COLUMN

Kent Thiesse, MSBA President6VENDOR DIRECTORY

Pierre Productions & Promotions, Inc.28ASK MSBA

Greg Abbott, Director of Communications31

54

MA R C H 2 0 1 211 ...........Daylight Saving Time Begins13 ...........Township Election Day (no meetings

or activities 6:00 – 8:00 p.m.)

A P R I L 2 0 1 214 ...........MSBA Phase III Orientation, St. Cloud15–16 .....MSBA Board of Directors’ Meeting16 ...........MSBA Insurance Trust Meeting19 ...........MSBA Phase III Orientation,

North Mankato21 ...........MSBA Phase IV, St. Cloud21–23 .....NSBA Convention, Boston, MA27 ...........MSBA Phase III Orientation,

St. Louis Park28 ...........MSBA Phase IV Orientation,

St. Louis Park

MAY 2 0 1 22–4 .........MASBO Annual Conference17–18 .....MSBA Board of Directors’ Annual

Meeting23 ...........Minnesota School District Liquid Asset

Fund Plus Meeting28 ...........Memorial Day (no meetings)

J U N E 2 0 1 214 ...........MSBA Insurance Trust Meeting

The MSBA Journal thanksthe students of RichfieldPublic Schools for sharingtheir art with us in this issue.

COVER ART: Maryam Ibrahim

MARCH/APRIL 2012 3

4 MSBA JOURNAL

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

Trying FlippedClassrooms“I hear many parentssay it is hard to besupportive at home, as they don’t know the new math. Theycould learn at homewith their kids underthis model, if theywanted to.”Spring GroveSuperintendent Rachel Udstuen

Having mayors run schools “Districts turned overto mayors in othercities have typicallybeen in much worseshape.”St. Paul School BoardChair Jean O'Connell

Balancing funding with teacher payrequests“We agree we want to attract the best andbrightest teachers. As a school board member,there’s nothing in it for me to try and stick it toour teachers. But the reality is we can’t say‘thank you’ with money. There is no new money.”Bemidji Area School Board Member John Pugleasa

Moving to a 4-day school week”This won’t solve all our financial problems, but itmakes the school operate more efficiently and isa step in the right direction instead of reducingelectives and creating bigger classes.” Sleepy Eye Board Member Ron Geiger

Higher test scores with year-roundschool“As we look at where our kids came in in Augustand tested, that was much higher than it hadbeen the previous two years. So, in fact,shortening that summer caused our students todo better in those initial assessments.”Austin Principal Sheila Berger

OFFICERS

President: Kent Thiesse, Lake Crystal Wellcome Memorial

President-Elect: Walter Hautala, Mesabi EastDISTRICT DIRECTORSDistrict 1: Kathy Green, AustinDistrict 2: Jodi Sapp, Mankato AreaDistrict 3: Linden Olson, WorthingtonDistrict 4: Betsy Anderson, 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: Tim Riordan, VirginiaDistrict 12: Ann Long Voelkner, Bemidji AreaDistrict 13: Deb Pauly, JordanSTAFFBob Meeks:Executive DirectorBarbara Lynn:Executive Assistant/Director of Board OperationsKirk Schneidawind:Deputy Executive DirectorJohn 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:Computer and Information Systems ManagerBill 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 ServicesErica Nelson:MSBA Advertising

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.)

WThis site worksin cooperationwith theMinnesotaDepartment ofEducation, usinga federal grantto provide themost usefulInternet sourcesfor users ofschool, publicand academiclibraries.

MARCH/APRIL 2012 5

STRAIGHTTALK

With all the issues swirling aroundeducation, it can be hard for a schoolboard member or administrative staff tokeep up with it all. At MSBA, we try tokeep you up to date with our NewsClipping Service, which is free to anyboard member or district administrator.

We also provide you with free access to ourManagement Services Newsletter, and ourCapitol Compass keeps you up to date onlegislative issues.

But sometimes, you need a site to getresearch on a topic—maybe four-dayschool weeks, learning loss over summervacations or best practices for closingachievement gaps. While most people runto any source on Google, no matter howunreliable it may be, I turn to my ownreliable, non-biased source—theElectronic Library for Minnesota Database.(http://www.elm4you.org/databases/topics/news)

This site works in cooperation with theMinnesota Department of Education,using a federal grant to provide the mostuseful Internet sources for users of school,public and academic libraries.

It has separate newspaper databases forthe Minneapolis StarTribune, St. CloudTimes, St. Paul Pioneer Press and Sioux FallsArgusLeader. But an even better databasecombines all of the state newspapers withnational newspapers in a ProQuestNewsstand Complete search engine with350 state, national and internationalnewspaper archives and magazines.

It also has an interesting Points of ViewReference Center that contains the best ofopinion and commentary articles from allsides from magazines, newspapers andother information sources.

And if your staff is looking for a resourcestudents can use, try the StudentResources in Context search database. It’seasy to use and very comprehensive. It’s away we stay current on research as ourLegislature begins debating many issues.It’s also another way that the state workswith our federal government and librarysystem to offer information to people inMinnesota. That kind of cooperation giveseveryone a boost.

AN EASYWAYTO KEEP UPWITH ALL THELATEST INFORMATION

Bob MeeksMSBA Executive Director

Phenow

6 MSBA JOURNAL

MAKETRAINING A PRIORITY FORYOURENTIRE BOARD

AIf there is onething I’d like tourge your boardto do, it is to setup a time duringyour boardmeeting or worksession to askmembers whattips, ideas orinformationthey’d like toshare from theworkshops thatthey attended.

Kent ThiesseMSBA President

PRESIDENT’S COLUMN

As we all strive to become better schoolboard members, there is no better wayto improve yourself and your board thanby attending the various MSBA trainingseminars and conferences, including theMSBA Leadership Conference.

Most board members try to put all thefunds and resources possible intotraining and education for their teachersin order to enhance studentachievement; however, when funds aretight, they end up skimping on any kindof training for themselves as boardmembers. In this complicated world ofeducation, board members need thesame training as any other educationalgroup, and now is not the time to cutback on board member education. Intough times, the little you spend ontraining can net a world of new ideas andcreate a stronger board. This is why I’mproud to be part of the only state schoolboard association in the U.S. that offersan annual training conference for free.

Getting to the MSBA LeadershipConference is just the first step, as muchof the work and idea-sharing from aconference happens when you get backto your district. There is a wide variationin how various school boards approachthis. I am amazed to hear how someboard members never bring back anyinformation or ideas to share with theirboards after the training is done. If thereis one thing I’d like to urge your boardto do, it is to set up a time during yourboard meeting or work session to askmembers what tips, ideas or informationthey’d like to share from the workshopsthat they attended. This not only bringsforward some new ideas and informationto the board, it also leads to somewonderful discussions on the topic.

Every now and then, I’m asked by aboard member why there are so manyworkshops at the LeadershipConference. I’m told: “There’s no way Ican get to them all.” My answer hasalways revolved around these two things:

It’s good to have a wide variety ofworkshops. Some want to learn Robert’sRules basics. Some may want to delveinto financial issues. Others might wantto hear about the process for putting astudent on a school board, or innovativeclassroom ideas. That variety helps drawpeople to a conference.

We know that board members can’t getto all the workshops, which is why weencourage all members of a local schoolboard to attend the conference. Acouple weeks before the LeadershipConference, the program is available onMSBA’s home page and the mailedLeadership Conference program/Journal.Before heading up to the conference,many school boards map out whichworkshops each board member willattend. By sending seven boardmembers to three different workshopseach, your board can come back withinformation on 21 different sessions.

Maybe some of your best ideas or bestinformation comes simply from talkingto other board members, or going morein-depth with a presenter on a topic youare interested in after the workshop isdone. The great thing about theconference this year was that if youwanted to attend more workshops butcouldn’t, MSBA is now placing thehandouts online for members todownload and share.

Hopefully, the background andinformation you gained from theLeadership Conference workshops andthe handout materials will lead tofurther discussions at a board meetingor workshop sometime later in the year.If additional resources are needed on aparticular topic, the MSBA staff is well-equipped to assist school districts. Younever know . . . if an interesting ideadevelops in your district because ofsomething gained from this year'sconference, we may be asking yourdistrict to present at a future LeadershipConference!

MARCH/APRIL 2012 7

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Phase III Orientation: ‘Building a Better Board’

Visit www.mnmsba.org for complete schedule and program information.

Register through your district office in the Members Area at www.mnmsba.org.

Phase IV Orientation: ‘Community Engagement’

Strengthen board consensus-building and decision-making skills.

▶ SATURDAY, APRIL 14: St. Cloud▶ THURSDAY, APRIL 19: North Mankato

▶ FRIDAY, APRIL 27: St. Louis Park

Learn different models of public engagement.

▶ SATURDAY, APRIL 21: St. Cloud▶ SATURDAY, APRIL 28: St. Louis Park

MSBA BOARD MEMBER TRAINING

8 MSBA JOURNAL

TThe Flipped Math Classroom was a fifth-grade pilot projectinitiated in the spring of 2011 in the Stillwater AreaPublic Schools. In this project, six classroom teachers fromfive different elementary schools “flipped” their classroomsfrom September 2011 to January 2012. Results from thispilot period were compared with control classrooms fromthe same school district. The following interview featuresthe comments and reflections of Kristin Daniels andWayne Feller (Technology Integration Specialists) alongwith Michael Dronen (District Technology Coordinator).

Q: What is a “flipped” classroom?

Wayne: The flipped classroom reverses or flips theorder in which the teacher presents instruction inthe classroom. Traditionally, the classroom is aplace where the teacher shares content with theclass during the class period. At the end of that

time period, students take that content home anddo the problem-solving work, then bring it back tothe teacher. At some point the next day or night (ormaybe next week) the teacher gets around tograding the work. The flipped classroom changesthat sequence. Instead, it gives the content to thestudents before they come to class. Class time isused to focus on working with the content, doingproblem-solving, and working with others. Theteacher has an expanded role—as a learningprofessional who has significantly more time tocoach in the face-to-face environment. This canmean many different things, but it does not meanthat the content is primarily given during the classtime itself. We heard about what was happeningaround the country with flipped classrooms hereand there, and we asked ourselves some questions.

Kristin Daniels,Wayne Feller andMichael Dronen

Vivian Ho

Questions & Answers about Flipped Classrooms

Stillwater project may have every school rethinking classroom instruction

MARCH/APRIL 2012 9

What if it is just a passing phase? What if there isn’t any realsubstance to it? What if the results are actually worse in aflipped classroom?

Mike: But what if it is the future? We designed a pilot phasefor our flipped classroom that was defined by a time periodthat stretched from the beginning of school until the middleof January, and structured it in a way that would allow us tomeasure its effectiveness compared with control classroomsin the district. The pilot phase would include six differentteachers in five different schools. All of our fifth gradeteachers use the same mathematics curriculum and webelieve this helps the overall design of the pilot and willincrease the validity of the pilot data. A little bit more aboutthat is at https://sites.google.com/a/cloud.stillwater.k12.mn.us/flipped-classroom.

Kristin: The pilot phase covered the first five units of thefifth-grade math curriculum. We collected some basic surveyinformation from parents in the fall and used an AttitudesToward Mathematics Inventory tool with students—thatearly pilot data will be compared with post pilot data. We arealso contrasting student performance in the flipped mathclassrooms with a similar pilot group—here we are usingboth unit tests and a summative test—these are identicalinstruments for both control and flipped classes.

Mike: We will be done with the data analysis in February andwill be sharing those results with our school board shortlythereafter and the broader community.

Q: How did you decide who was going to be in the pilot andwho was not?

Wayne: We simply asked individual teachers if they wantedto be part of our pilot group. We deliberately recruited oneteacher whose technology skills were well below average. Acouple of teachers approached us because they wanted to bepart of an innovative experience. We also wanted adistribution across our elementary schools.

Q: How does this help students of various abilities?

Wayne: One of the key purposes of the flipped classroom isto provide more opportunities for differentiated andpersonalized learning. One of the early values our teachersare seeing in this pilot is additional in-class instructionaltime—time to differentiate instruction.

Kristin: In our pilot classes, we see teachers having moretime to provide individual instruction and class learningactivities based on student need and ability. It has allowedteachers greater opportunity to think through andstrengthen pedagogy, and to go deeper into the curriculum.

Wayne: An extension activity in one class had students createan eBook with embedded instructional movies ofmathematics problems the students designed themselves.They took the concept of the day (story problems with two-digit multiplication), generated scenarios where one movielaid out the nature of the problem, then they generatedanother movie to solve the problem. They then made aneBook with several chapters that solved these problems. This

eBook called “Hazelroth Math” (epub format viewable onan ipad or iphone) is available as a free download. This typeof activity in the classroom, which allows time fordifferentiated experiences, offers a ton of possibilities. Thisis especially true for the teacher who has the imagination totry additional kinds of activities.

Q: What role did your superintendent and school boardmembers play?

Mike: After the pilot launched, we made a presentation inthe first week of school to the school board in a learningsession. We shared what was happening, how the project wasclosely connected to the work of our Teaching and LearningDepartment, how it was aligned with the broader visioningwork being done in the district and what we wanted to do.We exchanged numerous questions and answers and wereable to dive deep into the mechanics of the project. Boththe superintendent and the board have been greatsupporters of the pilot.

Wayne: They were very enthusiastic about it. We gave asecond presentation about three weeks later in a formalpublic school board meeting.

Kristin: We will be formally presenting to the board on howthe pilot has gone and will be including the collectedstudent performance data and the parent, teacher andstudent survey data.

Q: Are you tracking which videos the students watch? Dothey prefer their own teacher or do they like seeing otherteachers in the videos? Do they have preferences?

Wayne: Each lesson has just one video prepared by one ofthe six teachers. The responsibility of the student is to seethe video no matter who creates it. They don’t necessarilyknow which teacher is going to be there until they view thevideo. They cannot avoid watching a video because theythink there is going to be a certain teacher present. Theteacher, however, by logging into Moodle™ the next day,knows exactly which students viewed the movie and took thequiz. They have that data.

Mike: Which has led to some rich conversations among thepilot teachers as they are able to see both how well theirstudents performed and their colleagues’ students.

Kristin: Another part of that question is “what makes a goodvideo?” Our pilot teachers started creating videos last June.With each video they make, they become better and are nowproducing videos with a wide variety of elements andtechniques in each lesson (http://vimeo.com/36022510).Students have been the best source of feedback for this. Weactually incorporated an open-ended question in Moodlethat we have found to be very informative. For example,students might comment when they like the way a teacherexplained a concept, whether it was using interactivesoftware or a video explanation where the students can seereal manipulatives or, in one case, a demonstration wherethe teacher used face-to-face video of his hands to providethe students with an easy way to remember a concept.

10 MSBA JOURNAL

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Students also liked to see the face of their teacher.Students asked why teachers needed to repeatthemselves. “Why repeat yourself? I can rewind you if Ineed to hear it again!” For the teachers who havemade videos recently, there has been a huge jump inquality.

Wayne: We have indeed made progress with creationtechniques. The first video that anybody makes is veryamateurish. Maybe the audio is fuzzy and crackly.Maybe there is too much repetition. There is alearning curve. One needs to be concise, say thingsclearly, directly, in a short amount of time, and in anengaging way. Perhaps one uses humor, manipulatives,or a variety of other techniques. Our students belongto a generation that is savvy with media. They havegrown up with media of all kinds. They have highexpectations. The bar is high for expecting a balancebetween content and entertainment.

Mike: The interesting thing is that as our teachersmake more and more videos, they get better andbetter at making them, and not only withimprovements in the technical processes of makingthe video, they get better with the delivery process—teachingusing media.

Wayne: We are very much encouraged by this process.If we continue this over time in a second year of thecycle or a third year of the cycle, the same teacherswho have created these instructional videos will havetheir own body of expertise and style they can apply incontinuously more engaging ways. I think the qualityof this kind of instructional technique is only going toimprove with time.

Q: What do the parents think about this?

Wayne: One of the advantages of the flipped mathclassroom is that it allows parents to see and hearfirsthand the way that we are actually teaching mathin 2011 as opposed to what it was like when theparents themselves went to school. Quite often it isdifferent. The theory is that parents are in a betterposition to help their children with math because theycan view the same movies that their children view.Parents have been overwhelmingly pleased with thismodel and have shared that they feel moreempowered to help their students. One parent evencommented that this is one of the few times they havebeen able to actually see their child’s teacher as theytaught.

Q: How did you prepare teachers?

Kristin: Last spring, as we looked to the start of thepilot in September, we knew that there were manyelements of the flipped classroom that we needed toaddress with our pilot teachers. As we started makinglists, we realized that we had enough to fill multipledays, and ended up creating a four-day summerinstitute. Each day of the Flipped Institute went from

8 a.m. until 3 p.m. There was a lot to learn during thistime. There were certain things we wanted theteachers to know, and we had great discussions abouta lot of things we did not anticipate.

We talked about the tools that the teachers wouldneed for this project. We worked with Moodle™ as away to organize and deliver content for our flippedmath course. Teachers needed to learn quickly how tocreate screencasting videos to deliver the content. Weanticipated that we would be spending a lot of timeduring the Institute working with the teachers tocreate and record lessons.

At the end of four days, our intention was to havethem create at least two or three videos. The learningcurve was not just a technical one. Teachers were usedto standing in front of a classroom and delivering alesson live, which turned out to be a lot different thancreating an instructional movie with that samecontent. Our goal was to take the same content thatwas delivered in 45 minutes and condense it to 10minutes. As they found out, that was a challenge. Inaddition, they had to deliver it in a different waybecause they were not standing in front of students.

We spent time with that, but our most importantconversations during the Institute focused on how toplan for the classroom experience. When we talkabout the flipped classroom, we remind ourselves thatit is not about the technology. Technology makes ithappen, but it is really about the classroomexperience. The teachers understood this right away.What was exciting to us was that the teachers askedfrom the onset, “What if we want to keep going withthis after the pilot phase?” After we started talkingabout what that classroom would look like, theteachers got more excited about its potential.

Q: How are your teachers supported?

Wayne: Support for the flipped math classroom in ourdistrict comes from three distinct and importantsources. First, technology integration specialistsprovide support and leadership in both direct andindirect ways. Second, the participating teachersthemselves support each other through a collaborativejournal. Third, an online Moodle course(Transitioning to the Flipped Classroom) providesresources and answers to some common questions.Sections of this Moodle course include classroomactivities, creating flipcharts, assessment, managingMoodle quizzes, and creating instructional videos.

Mike: I cannot stress enough how important it is tohave the support of a technology integration specialistfor this kind of disruptive change. It’s the teacher-facing-technology technology integration specialistthat can see this change through—they understandthe unique nexus of three critical components:technology, pedagogy and content.

MARCH/APRIL 2012 11

Q: What were the technical considerations or obstacles?

Kristin: We had some trouble initially with video streamingissues and with families not being able to watch the video.We have made adjustments by uploading the movies directlyto Moodle™, and we are providing a Vimeo® option as well.We surveyed students at the beginning of the year regardingtheir access to Internet. To compensate for students withinadequate Internet access or other limited access at home,we create DVDs for them. We also have iPod touches® as analternative that students can check out. Out of 130 studentswe have about 17 who are currently using DVDs.

Q: What was the cost of this pilot program?

Mike: The pilot provided a standard rate of pay for the sixteachers for the four days they each spent training duringthe summer. Beyond that, as we had much of the technologysystems needed already in place, the cost was essentially justthat of four days per teacher. Moving forward, we aredesigning several exciting ways to streamline that trainingand reduce costs.

Wayne: Although there is an upfront cost with training anda few materials, the cost of sustaining the flipped mathclassroom is no different than the cost of a traditionalclassroom. Even with budget cuts, the cost for maintaining aflipped classroom is not a decisive factor.

Q: What happens if a substitute teacher comes into theclassroom, either short-term or long-term?

Wayne: In a traditional classroom, a substitute teacherexperiences the situation of being responsible for teachingthe content even if he/she is unfamiliar with that content orthe process for content delivery. In the flipped mathclassroom, the short-term substitute is not responsible forcontent delivery in the usual sense. The students are alreadyin a rhythm where they have responsibilities for solvingproblems or participating in classroom activities. Thesubstitute role, like the role of the classroom teacher, is tobe a guide for individual students or small groups ofstudents. A long-term substitute might need some trainingfrom a technology integration specialist or might need totake an online “Transitioning to a Flipped Classroom”course. The long-term substitute needs to know how toaccess quiz results or create some instructional videos ifthere are still videos that need to be created. During thepilot phase, we had a long-term substitute teacher thatsuccessfully stepped into the classroom teaching role halfwaythrough the project and maintained the flipped mathclassroom without undue stress.

Q: What about students who don’t do their “home” work? IfI’m not teaching content during the class time, where dothey get the content?

Wayne: Whether a classroom is traditional or flipped, thework a student does in a home environment is part of thatstudent’s overall educational process. We try to improveeach student’s educational progress by encouraging them todevote time for education both at school and at home. Ineither the traditional classroom or the flipped classroom,

the student who does not do their problem-solving writtenwork is at a disadvantage in learning the information. In theflipped math classroom, this student needs to get thecontent no matter what method is used, even if this meanswatching an instructional video during the first part of aclassroom session. The classroom teacher ensures that thestudent receives this content whether by going to acomputer lab to view the movie, viewing it with an iPodtouch and headphones, or some other method.

Q: Is the flipped classroom going to simply be “one morething?”

Wayne: This type of question usually comes from a veteranteacher or administrator who has seen various initiativescome and go over time. In the very busy professional lives ofclassroom teachers, time is invaluable. Wasting time oninitiatives that have little long-lasting value should beavoided by all of us. Is the flipped classroom such aninitiative? Our participating pilot teachers believe otherwise.Through their experiences these past few months, they haverecognized that a significant pedagogical shift has resulted,and they want to continue riding the wave.

Kristin Daniels and Wayne Feller are Technology IntegrationSpecialists and Michael Dronen is the District TechnologyCoordinator for Stillwater Public Schools.

6th grade

12 MSBA JOURNAL

ABruceLombard

“A place where you can build almost anything.”

That’s the tagline for the digital Fabrication Laboratory (FabLab) that opened in late 2011 at the Mahtomedi School District.Fab Labs—the brainchild of a Massachusetts Institute ofTechnology (MIT) professor—provide access to manufacturingtechnology for students, business and inventors. By using thelab’s state-of-the-art technology, users can take concepts fromtheir mind and make them reality.

The Mahtomedi Fab Lab is outfitted with first-rate equipment:two Epilog laser cutters, four 3D printers, two Roland ModelaMini-Mills (used to meld circuits and circuit boards), a vinylcutter, a ShopBot and more. The ShopBot enables users toutilize a computer program to design and sketch objects theywant to manufacture. For example, Mahtomedi students havealready been able to create their own chairs. Students transfertheir computer designs into the ShopBot, which will preciselycut out the chair parts.

According to the district Website, Fab Labs can be used by allstudents to apply what they have learned in practically any class.For example, art students can design and build sculptures,chemistry students can program and print 3D models ofmolecules, and math students can design and use lasers to creategeometric shapes. Also, Fab Labs engage students with the real-world data, tools and concepts they will likely encounter incollege, on the job and in real life.

Mary George, Mahtomedi’s Community Education Manager andEngineering Program Coordinator, said that all Fab Labs use thesame equipment and software, which allows lab to trade andshare information and files globally. The Mahtomedi Fab Labalso has a Polycom unit that makes it possible for the students tocommunicate with users in other Fab Labs worldwide.

Mahtomedi’s facility is presently the only one housed in a K–12setting—in the world. (There are 42 Fab Labs across the globeand just two in Minnesota.) Locally, George said the Fab Lab isgarnering a lot of attention from the community—and officialsin neighboring school districts.

Andrea Backen

AbsolutelyFABulousMahtomedi School District is world’s

only K–12 institution to house cutting-edge Fabrication Laboratory

Scan this QR Code to view the

Mahtomedi School District’s Fab Lab Website.

MARCH/APRIL 2012 13

But more importantly, what do the students think?George references a sports film for that answer:“It’s been like ‘Field of Dreams’—build it and theywill come.”

George said the students are loving the in-high-demand FabLab. “The students are very engaged and excited; theycome in during lunch and after school,” she said.

George noted that one Friday after school—a time whenyour average students would be getting as far away fromschool as possible—there were 12 students working in theFab Lab. George said students often bring in their friendsfrom outside school districts to show off the lab.

Thus far, only one college-level course is offered at the highschool. Most of the students in the course have taken to it“like fish to water,” says George. “The students come in, puton their lab coats and act like they’ve been doing this halftheir life.”

The Fab Lab software is difficult, which requires thestudents to learn rapidly through teamwork.

“It’s more about time management,” said Tierney Putman,Mahtomedi’s Fab Lab teacher/supervisor. “You have to havea mature outlook on your time. You are given a certain timeto solve a problem and you have to do it as a team. Somekids struggle with time management.”

All students have to take a safety course before they work inthe lab. Students are required to wear ear and eyeprotection for certain tasks like soldering circuits.

“The lasers are intoxicating to watch,” George said. “Therewere a couple of small fires, which (the students) foundhighly amusing. They are learning what it means to be safeand responsible.”

Along with the high school course, there’s also an eveningclass for community members. “The community membersthat come in during the evening are also engaged. Theycome early and stay late,” George said.

Mahtomedi School Board member Kevin Donovan is one ofthose engaged community member-students. “Having takena series of community education classes on ‘How to BuildAlmost Anything,’ I know firsthand how challenging thiscourse work is,” Donovan said.

The entire Mahtomedi community and officials fromseveral other school districts were invited to a Fab Lab openhouse held last November. The event was packed, with along line streaming out the door. “We really wanted ourcommunity to see it and thank them for their support,”George said.

Each piece of equipment was manned by a Mahtomedistudent, who would explain and demonstrate for curiouscommunity members. The students put a local touch onthe event by handing out key fobs they produced in the labwith “Made in Mahtomedi” inscribed on them.

Dr. Sherry Lassiter, MIT’s Global Fab Lab manager, paid thesite a visit in the fall. “What an honor for her to come downand see what we’re doing,” George said.

LAB-orious originsThe Mahtomedi School Board laid the early groundworkfor the eventual Fab Lab-friendly atmosphere when theydecided their school system should be engineering-focusedand approved the district’s engineering program (alongwith a director of engineering position) in 2007.

The next step came in fall 2009 when the district’s residentspassed a bond referendum that allowed for renovating thehigh school.

“We noticed our science and engineering departments werelacking and we needed to improve them,” George said. “Wewere looking into what a STEM lab looked like. How couldwe build a space that teachers could use for engineeringapplications?”

George accompanied some district officials and the school’sarchitects to a state-of-the-art STEM lab in Illinois. ButGeorge wasn’t impressed. “I saw the same old thing. I sawnothing new,” she said.

However, George soon became impressed with somethingelse she discovered in a news article—something muchcloser to home. George read about the Fab Lab facility atnearby Century College in White Bear Lake. Putman, oneof Century’s lab assistants at that time, had won an award atthe Minnesota State Fair for an “instant shelter” she’dproduced at Century’s Fab Lab for Hurricane Katrinavictims. The shelter could be put together in two days bytwo people with rubber mallets.

“I went to see it and it was amazing,” George said. “I wasintrigued that something of that importance could be builtby college kids. I thought this was cutting-edge, 21st-centurytechnology . . . I think this is where we should go with ourdistrict.”

Mahtomedi students are utilizing software to design three-dimensional objects.

14 MSBA JOURNAL

Absolutely F

ABulous

Mahtomedi’s administration and architectsalso became impressed with what George saw.

“So we decided to rethink how we were goingto redesign that space,” George said. “I did a lot ofresearch on what a Fab Lab is.”

George called on the best minds for guidance.Locally, she went to Putman and Fab Lab Director Dr.Scott Simenson at Century College. Nationally, shecontacted officials at the Massachusetts Institute ofTechnology (MIT).

The school board gave the green light to the plansdeveloped by the architects and endorsed the FabLab concept. Simonsen fleshed out the Fab Lab’sdesign. MIT provided equipment and curriculum.The district had the good fortune of hiring Putmanaway from Century to teach classes. The end result: aunique, cutting-edge facility led by a qualifiedinstructor for Mahtomedi’s students and community.

“We provide our students with a very robust andrigorous curriculum,” said Donovan. “The Fab Labhelps make all the course work relevant. Our studentshave a leg up on their peers when they get to college,having already experienced a hands-on collaborativeenvironment and using state-of-the-art equipment.Our students get to experience the engineeringdesign loop, from research and development toengineering and technical implementation.”

Because the voters who supported the 2009 bondpaid for the Fab Lab’s infrastructure, George kept thecommunity involved from the beginning, evenforming a Fab Lab Design Committee comprised ofseveral area artists and engineers. “The communitytotally embraced the Fab Lab,” she said.

George’s grant writing and community supporthelped cover equipment, supplies and computers.

A grant proposal to Mahtomedi AreaEducational Foundation led to a $70,000windfall in less than 10 minutes at the

foundation’s fundraising gala. A second George-penned grant application to 3M generated anadditional $109,000. 3M’s Education Board even metwith the district’s engineering and science teachers todiscuss the vision of the Fab Lab.

FAB-ulous futureGeorge said the district is in the process ofexpanding course offerings and deciding what othercurriculum to use. The district plans on sending oneof its science teachers to the Fab Academy to betrained in order to offer its students more coursesections. Putman was a graduate of the Fab Academy,taught by Dr. Neil Gershenfel (professor and directorof MIT’s Center of Bits and Atoms)—the sameprofessor referenced earlier, who founded the FabLab concept.

Third graders started using some of the Fab Lab toolsin a limited “Flex Lab” capacity. Middle schoolers arealready using the Fab Lab for their Gateway toTechnology engineering classes.

Mahtomedi officials are considering an onlineprogram that students from other districts could take(giving them access to the lab twice a week). Georgesaid that would only be done after determining theneeds of their own students first.

George said she wasn’t surprised that there were noother K–12 Fab Labs.

“It’s a very difficult concept to translate into a K–12system,” she said. “Our engineering program hadprovided a perfect pathway to it.”

George said that finance and staffdevelopment/training are thebiggest obstacles for schooldistricts looking to construct aFab Lab of their own.

“I think you will see Fab Lab willbecome common in highschools,” George said, sayingthat Mahtomedi is “working outthe wrinkles” for the schooldistricts that follow in their path.

“In a few years, it won’t be sucha big deal.”

Related link: The Fab Lab onKARE 11 http://www.kare11.com/news/article/946556/16/Mahtomedis-Fab-Lab-brings-world-class-engineering-to-students

Mahtomedi students are already mastering their Fab Lab’s laser cutters,producing such items as this key pad.

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As a board member, superintendent,business manager or staff person, schoolfinance and the resulting district financialposition can often be very complex toexplain to the general public, particularlyas we are highly regulated by state andfederal mandates. So here are fourexamples of common questions andresponses to those questions:

Why does the school have a budgetproblem when my taxes went up and theyare receiving more money?

A property owner’s taxes may go up ordown for a variety of reasons. Some ofthose reasons are changes in value of theproperty, changes in values of otherproperties in the surrounding area, specialassessment for street improvements,school district referendums, and legislativechanges to tax formulas.

EXPLAININGSCHOOLBUDGETS TO THEPUBLIC

Hik

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16 MSBA JOURNAL

MARCH/APRIL 2012 17

The majority of school district taxescan only be increased through voterapproval of an operating, capital orbond referendum. Other ways adistrict may increase or decreaseschool taxes are facility or programproject/funding approval from thestate (e.g., Health and Safety, orIntegration aid programs), enrollmentchanges, and state formula changes asdetermined by the state legislature.

If a district doesn’t have an increase inany of the areas above, a propertyowner’s school taxes may still go upeven if their property value stays thesame or goes down. The majority ofthe basic formulas for determiningthe various school funding formulasare enrollment based. As a result,school revenues increase and decreasewith changes in enrollment.

Some school revenues are 100 percentfunded by the state while others arefunded by a combination of state andlocal taxes, again determined by thestate. Even if enrollment stays thesame or decreases, the distribution offunding between local tax levy andstate aid may change, which mayincrease taxes. The chart below showsthat if state aid goes up, taxes godown with total state-authorizedrevenue to the district staying thesame.

Why do schools say they “cut” theirbudgets when expenditures increasedfrom the prior year?

The business sector often uses theterm “cut” in expenditures to mean adecrease in spending from theprevious year. In education the term“cut” can be a decrease in spendingfrom the previous year or a decreasein projected growth. A cut that ismade with expenses still increasingfrom the prior year could instead betermed a cost containment, budgetadjustment, or realignment ofprojected growth of the budget.Basically, the budget isn’t allowed togrow at the projected rate but doesincrease over the prior year. Please seethe chart at right.

18 MSBA JOURNAL

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There are cases when a district does “cut” as definedby the business sector, but would still see a growth intotal expenditures from the prior year; for example:

• Districts with rapid enrollment growth receiveincreased funding for the growth and need to addstaff to meet student needs, resulting in overallexpenditures growth from the prior year whilecutting in other areas.

• Districts that receive increased funding in a specialcategory for a program/project could increaseexpenditures as well as increase revenues.

Considering the many variables that impact adistrict’s budget, it is important to contact thedistrict’s business official for detailed informationregarding questions you may have regarding changesin the district’s budget.

How does the shift in state aid payments affect thedistrict?

Throughout a school year and after, the state collectsdata from the district to make sure that each districtis accurately paid their amount of state aidentitlement. The example in the chart below showsthat in the past the district received 90 percent of thestate aid entitlement in the current school year and10 percent the following school year. Over the last 5 years, the state aid entitlement payment has beenchanged to 60 percent in the current year and 40 percent the following year. This has resulted in

increased cash flow borrowing costs by schools to paypayroll and vendors—costs that cannot be shifted. Inthe example provided in the chart below, this hasresulted in almost a $20 million cash flow shift overfive years. Once the shift is implemented, thecombination of the current year payment and theprior year payment is close to the overall entitlement;however, a greater percentage of the annual cashreceived is for the prior year.

A personal example of the cash flow shift would be ifan individual or employee paycheck included paymentfor work in the current year of 60 percent of theircontract and payment for work in the prior year of 40 percent of their prior year contract. The shift toan individual or employee from a 90/10 percent ratiomay result in the personal need to borrow money forfixed expenses.

Why maintain fund balance?

Sound fiscal management which results in areasonable and responsible fund balance has a long-term positive impact on the success of students. Itvalidates fiscal credibility with various reportingconstituencies. It is important to the establishment ofa good credit rating for the District, and it isnecessary for unknown situations such as these:

• Irregular payments of state and local revenues

• State aid proration, metering of payments, tax shift,and state shutdown

MARCH/APRIL 2012 19

• Mandated but not funded programs

• Higher utility costs and/or other fixed costs

• Startup costs for new buildings

• Greater than expected inflation

• Changes in enrollment and state funding

The board can ensure appropriate fund balancelevels thru board policy. The new GASB 54requirements allow boards to set a minimum fundbalance level. Many districts consult with theirauditors, review similar district policies and refer totheir long-range financial plan in determining theirminimum fund balance level. The board may also“commit” fund balance for a specific purpose andsubsequently remove or change it by a majority voteof the school board. Examples of boardcommitments in this area may be an additionalpercent to be used for one of these:

• cash flow due to the tax shift and/or aid paymentshift

• capital improvements for deferred maintenancein buildings

• specialized grant funding received and spent overmultiple years

The board may also “assign” fund balances ordelegate the assigning of fund balances to thesuperintendent or a designee to be used forspecific purposes when appropriate. An example ofan assigned fund balance may be site carryoverdollars. An appropriation of an existing fundbalance to eliminate a projected budgetary deficitin the subsequent year’s budget, in an amount nogreater than the projected excess of expectedexpenditures over expected revenues, satisfies thecriteria to be classified as an assignment of fundbalance.

These are just a few common questions of manythat are received from our general public.Information is readily available from your businessoffice to be able to respond to questions fromstakeholders. Additional resources for financialinformation are the district’s auditors, other districtcomparisons, Minnesota Association of SchoolBusiness Officials and the Minnesota Departmentof Education.

Margo M. Nash, RSBO, is Director of Business Servicesfor Edina Public Schools and the president-elect for theMinnesota Association of School Business Officials. D

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WWhile many families struggle in thesedifficult times, one group of familiescarries an even larger burden. These arethe families of our men and womenserving in the military. As we know all toowell, this small percentage of individualsand their families have seen disruption intheir lives over the past 10 years, and thisdisruption is likely to continue. We, aseducation leaders, should do our part tohelp make their lives just a little bit easier.

Recently a coalition of organizations andassociations came together from acrossMinnesota to strategize about ways to helpsupport the families and children of thosein military service. Led by FrannieFranken, spouse of Senator Al Franken,and former U.S. Congressman JimRamstad, this group engaged in acollaborative effort to plan how to providemore support.

I was proud to see the involvement ofmany of the education associationsstanding together with civic and businessgroups from across the state. Every cityand town in Minnesota has seen theeffects of military deployments. Inaddition to the young men and womenenlisting in the active military forces, wehave thousands of Reservists and NationalGuard troops who have been called toactive duty. Many of them have seen morethan a single deployment.

22 MSBA JOURNAL

Dr. Charles Kyte

Emily

SUPPORTINGOUR MILITARYFAMILIES

MARCH/APRIL 2012 23

Many of those in military service are inmarital relationships and many have school-age children. Think about the effect on thewhole family as they deal with awaitingannouncements about deployments, theactual deployment of a parent, the family’sadjustment to one parent and often the lossof income. And most of all, they worry aboutsafety and the return of the serving member.

Often the return of the military parent iseven more confusing for the children thanthe actual deployment. They have tonavigate a returning parent, the rebuildingof a marital and parental relationship,worries about jobs and after-deploymentstresses that affect the whole family.

We as educators must care for every child,and there is no shortage of challenges incaring about students and families thesedays. Yet it is imperative that educatorsbecome aware of the challenges of ourmilitary families and go a little extradistance to help them make it through theemotional roller coaster that oftenaccompanies these military experiences.

So what can we do?

As school board members andsuperintendents, you can create policy thatencourages staff to keep the children ofmilitary members under extra care. You can,within the guidelines of data privacy, let yourprincipals and teachers know which familiesare affected. You can reach out to other communityagencies and groups and ask them to be partnerswith you in your efforts. Superintendents especiallycan use opportunities to speak to community groupsto ask them for support for these families.

Principals can have a list of the children of militaryfamilies available so they and counselors can check inwith them frequently. If there are groups of affectedchildren, creating support groups helps them toshare their challenges. When children of militaryfamilies act out, be ready to recognize that theirhome situations may play a role in their behaviors. Be especially watchful for bullying and insensitiveremarks from other children.

All schools can enlist the support of veterans’organizations in their communities. Theseorganizations are always supportive, and often have

some extra funding that they can provide to theschools which can be used to help fund extraopportunities and fees that are required forparticipation. These connections not only can helpthe children, but also build goodwill with theveterans’ organizations.

Caring happens in little ways. As an educator, you area person of influence in your community, and yourcaring can result in a child (or children) having abetter chance to grow and learn successfully. I askyou to take a step forward and engage yourself inhelping your school system help our military familiesand their children. Together we can build a betterAmerica.

Dr. Charles Kyte is the former Executive Director of theMinnesota Association of School Administrators.

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Above: The Braham Concert Band opened Thursday’s general session with a variety of songs.

Right: The Harding High Naval Junior Reserve Officer Training Corps cadets displayed thecolors during the national anthem prior to Thursday’s session.

MINNESOTA SCHOOL BOARDS ASSOCIATION

January-February 2012 Volume 64, No. 4

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• Phase I, January 10 – Hilton Hotel, Minneapolis• Phase II, January 11 – Hilton Hotel, Minneapolis• Evening Early Birds, January 11 – Minneapolis Convention Center

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91st Annual LeadershipConference

Above Left: Friday’s keynote speaker Steve Gilliland left a room full of education leaders inspired with his “Making a Difference” talk.Above Right: Thursday’s keynote, NSBA Past President Earl Rickman III, engaged the audience with his distinctive oratorial stylings.

91ST ANNUAL LEADERSHIP

Above: The United South Central Jazz Singers entertained school leaders before Friday morning’s closing session.

MARCH/APRIL 2012 27

Left: MSBA ExecutiveDirector Bob Meekscongratulates Tri-CountySchool Board memberJames Sollund on his 40 years of school boardservice at the LeadershipConference RecognitionLuncheon.

Right: Spring Lake ParkSchool Board memberMarilynn Forsberg wasrecognized at the luncheonfor her 30 years of schoolboard service.

Left: The 2012 All-State School Board washonored at the Leadership ConferenceRecognition Luncheon. The All-State SchoolBoard is comprised of (left to right): JudyRaske (Atwater-Cosmos-Grove City), RolfMohwinkel (Buffalo-Hanover-Montrose), CarolBomben (Eden Prairie) and CandaceEllingworth (Kasson-Mantorville).

Left: MSBA DeputyExecutive DirectorKirk Schneidawindwas announced asMSBA ExecutiveDirector Bob Meeks’successor.

Right: Mesabi EastSchool Boardmember WalterHautala is MSBA’snew president-electand will succeedPresident KentThiesse in 2013.

CONFERENCE SCRAPBOOK

ActuaryHildi Incorporated(Jill Urdahl)11800 Singletree Lane, Suite 305 Minneapolis, MN 55344952-934--5554, Fax 952-934-3027www.hildiinc.comjill.urdahl@hildiinc.com

Appraisal/Capital AssetsHirons & Associates, Inc.(Mark T. Hessel)225 E. Fairmount Ave.Milwaukee, WI 53217414-906-1921, Fax 414-906-1932www.hironsassociates.commhessel@hironsassociates.com

Architects/Engineers/Facility PlannersArchitects Rego + Youngquist inc.(Paul Youngquist)7601 Wayzata Blvd., Suite 200St. Louis Park, MN 55426952-544-8941, Fax 952-544-0585www.aryarch.compyoungquist@aryarch.comATS&RPlanners/Architects/Engineers(Paul W. Erickson)8501 Golden Valley Rd., Suite 300Minneapolis, MN 55427763-545-3731Fax 763-525-3289www.atsr.comperickson@atsr.comCuningham Group Architecture,P.A.(Judith Hoskens)201 Main Street SE, Suite 325Minneapolis, MN 55414612-817-8839, Fax 612-379-4400www.cuningham.comjhoskens@cuningham.comDLR Group(Jennifer Anderson-Tuttle)520 Nicollet Mall, Suite 200Minneapolis, MN 55402612-977-3500, Fax 612-977-3600www.dlrgroup.comjtuttle@dlrgroup.comGLTArchitects(Evan Larson)808 Courthouse SquareSt. Cloud, MN 56303320-252-3740, Fax 320-255-0683www.gltarchitects.comlarsone@gltarchitects.com

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 763-780-2866www.ics-consult.compato@ics-consult.comINSPEC, INC.(Fred King)5801 Duluth St.Minneapolis, MN 55422763-546-3434, Fax 763-546-8669www.inspec.comfking@inspec.comKodet Architectural Group, Ltd.(Edward J. Kodet, Jr.)15 Groveland TerraceMinneapolis, MN 55403612-377-2737, Fax 612-377-1331www.kodet.comarch@kodet.comMSBA Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax 515-989-0344www.nssi-usa.comtim@playgroundcompliance.comPaulsen 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 612-851-5001www.perkinswill.comsteve.miller@perkinswill.comTSP, Inc.(Rick Wessling)18707 Old Excelsior Blvd.Minneapolis, MN 55345952-474-3291, Fax 952-474-3928www.teamtsp.comwesslingrg@teamtsp.com

Widseth Smith Nolting(Kevin Donnay)7804 Industrial Park RoadBaxter, MN 56425218-829-5117, Fax 218-829-2517www.wsn.us.comkevin.donnay@wsn.us.comWold Architects and Engineers(Scott McQueen)305 St. Peter StreetSt. Paul, MN 55102651-227-7773, Fax 651-223-5646www.woldae.comsmcqueen@woldae.com

Athletic Sports Floors/SurfacingFisher Tracks, Inc.(Jordan Fisher)1192 235th StreetBoone, IA 50036515-432-3191, Fax 515-432-3193www.fishertracks.comjfisher@fishertracks.com

MSBA Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax 515-989-0344www.nssi-usa.comtim@playgroundcompliance.com

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 651-225-0600www.kfdmn.comtdeans@kfdmn.comPemberton, Sorlie, Rufer & Kershner, PLLP(Mike Rengel)110 N. MillFergus Falls, MN 56537218-736-5493, Fax 218-736-3950www.pemlaw.comm.rengel@pemlaw.com

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 smunsterman@mnmsba.org.

MSBA’s VENDOR DIRECTORY

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MARCH/APRIL 2012 29

Ratwik, Roszak & Maloney, P.A.(Jay T. Squires)730 2nd Ave. S., Suite 300Minneapolis, MN 55402612-339-0060, Fax 612-339-0038www.ratwiklaw.comjts@ratwiklaw.com

Construction Mgmt & ConsultingBossardt Corporation(Greg Franzen)8300 Norman Center Drive, Suite 770Minneapolis, MN 55437952-831-5408 or 800-290-0119Fax 952-831-1268www.bossardt.comgfranzen@bossardt.comICS 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 515-989-0344www.nssi-usa.comtim@playgroundcompliance.com

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 54494800-338-4204www.renlearn.comanswers@renlearn.com

Energy SolutionsJohnson Controls, Inc.(Brent Jones)2605 Fernbrook Lane N., Suite TPlymouth, MN 55447763-585-5039, Fax 763-566-2208www.johnsoncontrols.combrent.t.jones@jci.com

Facilities Maintenance & SuppliesMarsden Bldg Maintenance, LLC(Diane Lewis)1717 University Ave. W.St. Paul, MN 55104www.marsden.com dlewis@marsden.com

Financial ManagementMSBA-Sponsored Administrationand Compliance Service (A&C Service)Administration and ComplianceService(Paige McNeal, Educators Benefit Consultants, LLC)888-507-6053/763-552-6053Fax 763-552-6055www.ebcsolutions.compaige@ebcsolutions.com MSBA-Sponsored Lease PurchaseProgramTax Exempt Lease PurchaseProgram(Mary Webster, Wells FargoSecurities, LLC)800-835-2265, ext. 73110612-667-3110Fax 612-316-3309www.mnmsba.orgmary.k.webster@wellsfargo.com MSBA-Sponsored MNTAAB (MN Tax and Aid AnticipationBorrowing Program)MNTAAB(DeeDee Kahring, Springsted, Inc.)800-236-3033/651-223-3099Fax 651-223-3002www.springsted.comdkahring@springsted.com 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: 952-435-0955www.schoolfinances.comjim@schoolfinances.comann@schoolfinances.com PaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax: 515-243-4992www.payschools.compricci@payschools.comPFM Asset Management, LLC -MSDLAF+(Donn Hanson)45 South 7th Street, Suite 2800Minneapolis, MN 55402612-371-3720, Fax 612-338-7264www.msdlaf.orghansond@pfm.com

Floor CoveringsHiller Commercial Floors(Dave Bahr) 2909 S. BroadwayRochester, MN 55904507-254-6858, Fax 507-288-8877www.hillercarpet.comdbahr@hillercarpet.com

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

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 www.msbait.orgddrill@mnmsba.orgglee@mnmsba.orgjsylvester@mnmsba.orgataylor@mnmsba.org

Janitorial Contract ServicesMarsden Bldg Maintenance, LLC(Diane Lewis)1717 University Ave. W.St. Paul, MN 55104www.marsden.com dlewis@marsden.com

PlaygroundsMSBA Playground ComplianceProgram (in partnership withNational Playground ComplianceGroup, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax 515-989-0344www.nssi-usa.comtim@playgroundcompliance.com

RoofingFour Seasons Energy EfficientRoofing, Inc.(Darrell Schaapveld)1410 Quant Ave. N.Marine on St. Croix, MN 55047651-433-2443, Fax 651-433-2834www.fseer.cominfo@fseer.com

School Supplies/FurnitureCTB(Kevin Stachowski) 26327 Fallbrook Ave.Wyoming, MN 55092651-462-3550, Fax 651-462-8806www.ctbcorp.comoffice@ctbcorp.com

Software SystemsPaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax 515-243-4992www.payschools.compricci@payschools.com

Sustainability ConsultingPaulsen Architects(Bryan Paulsen)209 S. Second Street, Suite 201Mankato, MN 56001507-388-9811, Fax 507-388-1751www.paulsenarchitects.combryan@paulsenarchitects.com

TechnologyPaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax 515-243-4992www.payschools.compricci@payschools.com

TransportationAmerican Bus Sales, LLC(Jason Lustig)12802 N. 103rd East AvenueCollinsville, OK 74021866-574-9970, Fax 918-274-9970www.AmericanBusSales.netinfo@americanbussales.netHoglund 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 320-274-8027www.msboa.comshellyj@msboa.comNorth 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 763-262-3332www.telingroup.comjromfo@telingroup.com

30 MSBA JOURNAL

AdvertisersArchitects Rego + Youngquist, Inc. ...............................Page 7

ATS&R...........................................................................Page 20

Cuningham Group Architecture, P.A. .......................Page 30

Kennedy & Graven, Chartered ...................................Page 15

Knutson, Flynn & Deans, P.A. .....................................Page 24

Metz Construction Management, Inc.........................Page 15

MSBA Phase III & IV ........................................................Page 7

MSBAIT.........................................................................Page 32

MSDLAF+......................................................................Page 20

North Central Bus & Equipment ................................Page 30

PreferredOne .................................................................Page 2

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

Rennaissance Learning ...............................................Page 25

Taher, Inc......................................................................Page 25

USAgain, LLC...............................................................Page 28

Widseth Smith Nolting ................................................Page 24

contact : Judith Hoskens, REFP, LEED® AP | Gary Prest, Ed.D.612 379 3400 | www.cuningham.com

PLANNING

ARCHITECTURE

INTERIOR DESIGN

LANDSCAPE DESIGN

MARCH/APRIL 2012 31

ASKMSBAP

The basicreasons forhaving Robert’sRules are toallow forcommoncourtesy whenboard membersspeak, to giveminority viewsa chance to beheard and torun efficientmeetings.

OOne of the many things that seem dauntingwhen coming onto a board is trying to figureout Robert’s Rules of Order. With its vastarray of main motions, subsidiary motions,and incidental motions, the rules may seemcomplex. So here are a few of the mostcommon questions we get about Robert’sRules.

Question: I looked at our version of Robert’sRules we adopted and it talks about standingto vote, and how the president doesn’t have avote. Are we doing things incorrectly?

Answer: Robert’s Rules were designed forlarge boards (12 members or more). Whenlooking at the actual book for ParliamentaryProcedure, school board members shouldfollow guidelines for small boards. The rulesfor small boards are much more relaxed.Voting can be done by voice vote or raisinghands—no rising from the chair. The chairof a board has every right to and should voteon every motion to come before the board.And many of the formalities in large boardprocedures are relaxed. The basic reasonsfor having Robert’s Rules are to allow forcommon courtesy when board membersspeak, to give minority views a chance to beheard and to run efficient meetings. As longas those three tenets are followed, you areusing Robert’s Rules correctly.

Question: I’m really confused about thedifference between tabling an item on theagenda and postponing an item on theagenda. Is there really any difference?

Answer: Yes. To table an item (or technicallyto Lay on the Table) is to postponediscussion of the item until later during thesame meeting. Postponing an item would beto delay discussion of an item until a latermeeting (postpone definitely) or delaydiscussion until the board wants to revisit itagain, if ever (postpone indefinitely). Anexample of tabling an item may be delayingdiscussion on a budget item until the financeofficer can print off background on a certainexpense and get it to the board later in themeeting. Postponing may be a budgetdecision that is linked to what state funding

will be for schools, so an item is postponedindefinitely until the state sets its fundingamount.

Question: There’s a member on our boardwho was upset that a motion was approvedby a 5–2 vote. Each meeting, he keepsbringing up a motion to rescind orreconsider the decision. Can he keep doingthat?

Answer: Generally, no. But there is adifference between reconsidering a motionand rescinding a past motion. To reconsidera motion, a member who voted in themajority must make the motion and it mustbe done AT THE SAME MEETING.Otherwise, the motion is out of order andthe meeting moves on. Making a motion torescind must be done at the meetingimmediately following approval of themotion. Even then, a motion to rescindrequires that a person notify the chair that itis being requested to be on the agenda, andit must show that new information wouldeffect a change in the vote. Robert’s Rulesdoesn’t like boards to rescind their decisions.In some cases (mainly contractual where abid has been accepted or a contractapproved) it can even be illegal and put yourboard in danger of a civil lawsuit forbreaking a contract. Unless there is newinformation and that information couldeffect a different outcome, a motion torescind should be ruled out of order and theboard proceeds onward.

Question: Sometimes we end up putting anamendment on an amendment and then avote is called, and I don’t even know whatI’m voting on. Other than abstain, what can I do?

Answer: You should not abstain. If you donot know what the effect of voting “yea” or“nay” on an amendment will do, simply call“Point of Information.” This motion haltseverything until the chair or school officialcan inform you exactly how a yea or nay votewill impact the amendment so everyoneknows what their vote means.

By Greg AbbottMSBA Director ofCommunications

A FEW BASIC QUESTIONS ABOUTPARLIAMENTARY PROCEDURE

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

PRSRT STD

U.S. POSTAGE

PAIDMANKATO, MN

PERMIT NO. 47

Property, Inland Marine, and CrimeWorkers’ Compensation

School Leaders’ Legal LiabilityAutomobile

Group Term LifeLong-Term Disability

General LiabilityExcess Liability

ddrill@ mnmsba.org

ataylor@ mnmsba.org

glee@ mnmsba.org

jsylvester@mnmsba.org

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