2005 October/November Alabama School Boards Magazine

Children’s Walk Honors Bus Boycott’s 50th Anniversary Homework Help is Just a Click Away MONEY MATTERS: High School Graduates May Be Financially Illiterate Official Publication of the Alabama Association of School Boards

OCTOBER/ NOVEMBER 2005

MEDIA HONOR ROLL

OFFICERS Tommy McDaniel . . . . . . . . President Cherokee County Jim Methvin . . . . . . . . .President-Elect Alabama School of Fine Arts Sue Helms . . . . . . . . . . . Vice President Madison City Linda Steed . . . . . . . . . . Past President Pike County STAFF Sandra Sims-deGraffenried, Ed.D. Executive Director Sally Brewer Howell, J.D. Assistant Executive Director Denise L. Berkhalter Director of Public Relations Editor, Alabama School Boards Susan Rountree Salter Director of Membership Services Lissa Astilla Tucker Director of Governmental Relations Debora Hendricks Administrative Assistant Donna Norris Administrative Assistant Kay Shaw Bookkeeper Lashana Summerlin Receptionist Tammy Wright Executive Assistant Janelle Zeigler Clerical Assistant BOARD OF DIRECTORS Patsy Black . . . . . . . . . . . . . . District 1 Monroe County James Ware . . . . . . . . . . . . . . District 2 Selma Jeff Bailey . . . . . . . . . . . . . . . District 3 Covington County Florence Bellamy . . . . . . . . . District 4 Phenix City Jennifer Parsons . . . . . . . . . . District 5 Jefferson County Leon Garrett . . . . . . . . . . . . . District 6 Piedmont Susan Harris . . . . . . . . . . . . . District 7 Winfield Dr. Charles Elliott . . . . . . . . . District 8 Decatur Laura Casey . . . . . . . . . . . . . . District 9 Albertville Sandra Ray . . . . . . . . . . . . State Board Tuscaloosa Robert A. Lane.. NSBA Board of Directors Lowndes County

OctoberNovember 2005 Vol. 26, No. 5

IN THIS ISSUE COVER STORY

Kids and Sex: 57 Percent of Surveyed 9th-12th Graders Say They Aren’t Virgins . . . . . . . . . . . . . . . . . . 14 Sexually active children are a reality. Turning a blind eye to this troubling fact won’t make it go away, warns state childhood health advocates. The “sex question” was posed for the first time in 2003 as part of the Alabama Youth Risk Behavior Survey. “We were looking at both middle and high schools,” said Marchina Toodle, SDE’s Coordinated School Health Project director. “We asked five sexual behavior questions, and most of the responses were higher than the national average.”

Healthy Kids Make Better Students . . . . . . . . . . . . . . . . . . . . . . . . 17 FEATURES

Homework Help is Just a Click Away . . . . . . . . . . . . . . . . . . . . . . . . 7 Money Matters: High School Graduates May be Financially Illiterate . . . . . . . . . . . . 8 Conference Attendees Learn Rules of Community Engagement . . .

Evaluating School Superintendents in Alabama . . . . . . . . . . . . . . . .

Children’s Walk Honors Bus Boycott’s 50th Anniversary . . . . . . . .

Media Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

DIBELS Guru Warns ‘We Don’t Have a Minute to Waste’ . . . . . . .

10 12 18 20 22

DEPARTMENTS

Alabama Education News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Education & the Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Calendar of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 At the Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Potpourri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 PUBLICATION POLICY Alabama School Boards is published by the Alabama Association of School Boards as a service to its member school boards. The articles published in each issue represent the ideas or beliefs of the writers and are not necessarily the views of the Alabama Association of School Boards. Subscriptions sent to members of school boards are included in membership dues, and complimentary copies are sent to public school principals throughout the state. Additional subscriptions can be obtained by contacting AASB. Entered as third-class mail at Montgomery, AL. Permit No. 34.

Alabama School Boards is designed by J. Durham Design, L.L.C., Montgomery, AL. Address all editorial and advertising inquiries to: Alabama School Boards, Editor, P.O. Drawer 230488, Montgomery, AL 36123-0488. Phone: 334/277-9700.

Alabama School Boards • October/November 2005 3

Alabama Education News Observances Focus Attention on Stronger Schools, Student Achievement As the Alabama Association of School Boards gears up for its Dec. 8-10 convention in Birmingham to address the theme “Strong Schools Building Strong Students,” the nation and even the world also are emphasizing stronger schools and student achievement.

American Education Week, celebrated this year Nov. 13-19, has as its theme “A Strong America Starts with Great Public Schools.” Twelve organizations sponsor

this year’s observance of the 84th annual education celebration.

The sixth annual International Education Week is Nov. 14-18. Among organizations observing the week in Alabama are the International Baccalaureate Programs, which include Auburn High School, Hoover High School, Central High School in Tuscaloosa, Murphy High School in Mobile and Jefferson County IB School in Birmingham. The theme is

Birmingham Principal and Blount County Teacher Win Milken Awards Chuck Willis, principal of Smith Middle School in Birmingham, and Stoney M. Beavers, a teacher at Cleveland High School in Blount County, are this year’s winners of the prestigious Milken Family Foundation Educator Award.

Willis and Beavers were each surprised Beavers Willis with $25,000 from the foundation on Oct. 28 for exhibiting exceptional educational talent as evidenced by outstanding, engaging and inspirational instructional practices and their accomplishments.

The two Alabama winners were among only 100 recipients in the nation and will also travel at no cost to them to Milken’s annual National Education Conference in Washington, D.C., in May 2006.

State Superintendent Dr. Joe Morton described Willis as “a strong and effective leader.”

“He has a heart for making a difference in the lives of children,” Morton said in a media release, “and is passionate about effecting change, not only at Smith Middle School, but throughout the community.” Willis has been principal of the northeast Birmingham school for four years.

Beavers, who teaches English, language arts and Spanish, “goes above and beyond what’s required of him to do everything in his power to reach students and help them reach their highest potential,” Morton said.

Also honoring Willis was Birmingham schools Superintendent Dr. Wayman B. Shiver Jr., and James Carr, superintendent of Blount County Schools, was on hand to praise Beavers’ resourcefulness.

Both educators were recommended to the Milken Family Foundation by an independent panel appointed by the state Department of Education.

The Milken Family Foundation, based in Santa Monica, Calif., was established in 1982 and has, since 1985, presented the Milken National Educator Awards, the largest teacher recognition program in the United States.

4 Alabama School Boards • October/November 2005

“International Education: Improving Student Achievement Around the World.”

Other education-related observances this month are Youth Appreciation Week Nov. 13-20, National Children’s Book Week Nov. 14-20, National Education Support Professionals Day Nov. 17 and National Family Week Nov. 20-26.

For more information about AASB’s annual convention in Birmingham, visit www.theaasb.org.

Madison County Voters Say No to Tax Madison County residents voted down a property tax increase at the polls Nov. 8, with 54.7 percent saying no to the proposed 7.2-mill boost. According to The Huntsville Times, 26 percent of voters turned out to the polls. The money would have been used for a capital improvement plan valued at $49 million and slated for road and drainage projects, public facilities, recreation and public safety.

AG Rescinds Opinion that Could’ve Cost Tallassee Board of Education $90,000 A repealed attorney general’s decision prevents Tallassee City Schools’ loss of more than $90,000 in ad valorem taxes — representing an additional 3-mill property tax, reported the Montgomery Advertiser in a recent article.

Voters in Tallassee — which is in Tallapoosa and Elmore counties but has its own school system — increased existing property taxes by 3 mills in 2003.

In August, the attorney general’s office issued an opinion that said the tax that had been collected on homes in Elmore County was illegal, and in its decision to rescind the opinion said the attorney general’s office couldn’t issue an opinion on an action that had already been taken. It was the Alabama Association of School

Auburn Early Education Center Among 20 Schools of Distinction Honored by Intel Auburn Early Education Center of Auburn City Schools was the only Alabama school honored in early October by the Intel Corporation and Scholastic as a 2005 Schools of Distinction award-winner.

Twenty K-12 schools Auburn Early Education Center wins Schools of Distinction Award. were chosen from more than 3,000 schools nationwide for demonstrating exceptional commitment to achievement and innovation in education.

Auburn Early Education Center was selected in the Literacy Achievement category and received a $10,000 cash grant from the Intel Foundation along with other prizes, including an all-expense paid trip to the awards gala in Washington, D.C. The public Title I school, which provides a kindergarten program for all eligible 5 year olds, was selected because it uses computer technology to help students excel beyond early childhood expectations. Students even have their own e-mail accounts for interbuilding communication and contacting their parents and teachers. They also work on themed composition books, take virtual trips, experience video and digital learning and work in classroom “pods” and computer labs.

The 1999 National Blue Ribbon School award winner also very recently won the Blue Ribbon Lighthouse School Award for its “strong commitment to educational excellence for all students.”

Blue Ribbon Lighthouse Schools, award judges said, “serve as a beacon of exemplary achievements and contributions to ensure successful educational experiences for all children by shining a positive light on America’s best schools and programs that work. Your beacon also serves to light the path for other schools on their quest for excellence.”

On Dec. 2, Auburn Early Education Center will be recognized during the awards ceremony at the Blue Ribbon Schools Blueprint for Excellence Conference Dec. 1-4 in Myrtle Beach, S.C. “At Auburn Early Education Center,” Dr. Lilli Land, principal, said, “literacy is the cornerstone of our literature-based curriculum. We emphasize phonemic awareness and composition throughout our thematic instruction. We believe that kindergarten children are capable of achieving far beyond what has traditionally been expected in a kindergarten program.”

Land says the center’s students are actively engaged in authentic experiences that focus on language arts, math, science, social studies, technology and research.

“We are committed to providing a developmentally appropriate curriculum that meets the needs of young children,” she added.

“These schools have found innovative ways to achieve excellence in education,” said Intel Director of Education Brenda Musilli. “From a highly diverse set of circumstances you find a common desire and ability to tackle challenges head on, continuously improve, and plan for the future. We hope these programs will inspire others.”

The annual awards program was established by global children’s publishing and education media company Scholastic and chip maker Intel. The goal is to champion educational improvement by rewarding innovative initiatives that promote student achievement and educational innovation.

Boards that alerted the school system to the issue.

Birmingham High School Students to Get Digital IDs It’s a digital world, and smart IDs aren’t uncommon. So it’s no wonder that the Birmingham Board of Education approved $29,365 to fund digital identification systems in seven additional high schools.

Two high schools, Huffman and Woodlawn, already had the equipment for digital IDs in place, producing cards for the other high schools.

The digital ID equipment used to create database-linked cards with student information and photographs will be installed at Carver, Wenonah, Ramsay, Hayes, West End, Jackson Olin and Parker high schools, reported the Birmingham News.

Fort Payne Considers Program to Drug Test Student Competitors The Fort Payne City School Board unanimously agreed in late October to take steps to develop policy and testing procedures for drug testing students in extracurricular competitive programs. The addition of student-drivers to those to be tested is also under consideration.

A developmental committee will be formed to present suggestions, such as the policy and implementation details, for the school board’s consideration. A three-year $563,000 grant received by a Drug-Free DeKalb from the Federal Department of Education includes testing 7th- through 12th-graders, according to The Times-Journal. ▲

Alabama School Boards • October/November 2005 5

Education&the Law Asbestos Regulations Still Apply to Alabama Schools After 20 Years

By John A. Sikes t’s a question we’re often asked by school facility personnel: “Do we still have to comply with the asbestos regulations?”

The answer is an Sikes unequivocal “yes.” In the nearly 20 years since President Reagan signed the Asbestos Emergency Response Act (AHERA) into law, nothing has changed, and all schools are required to comply with the AHERA regulations regarding asbestos-containing building materials in schools.

As long as one building in a school system has building materials that contain at least 1 percent asbestos or, in lieu of testing, are assumed to contain asbestos, the school system must comply with the federal regulations. There are more than 3,000 common building materials that may contain asbestos. Some of the more typical include floor tiles, ceiling tiles, drywall joint compound, asbestos-cement panels, pipe and boiler insulation and roofing.

In 1988-89, nearly all of Alabama’s public school systems and more than 400 private schools completed asbestos inspections and submitted asbestos management plans for review and, eventually, approval.

For the next five or six years, most school systems implemented the asbestos management plans and were, in most cases, in compliance with the federal regulations. However, over time, the school personnel with the knowledge of the regulations and the management plans began retiring or moving on to other responsibilities and compliance began to drop.

Recent inspections of schools by the EPA in Alabama and other states show compliance with the AHERA regulations is very

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6 Alabama School Boards • October/November 2005

“Every public school system in Alabama had (an asbestos management plan) in 198889. If no copy exists, then as far as the EPA is concerned, you don’t have one and must conduct another inspection and create a new management plan.” poor, leaving schools vulnerable to EPA citations and penalties. Moreover, remaining asbestos-containing building materials pose potential health hazards to maintenance employees and other building occupants if they are knowingly or unknowingly disturbed or removed without the use of proper training, methods and equipment.

The EPA Region IV office in Atlanta is tasked with ensuring that schools comply with the AHERA regulations. In recent years, EPA inspectors have conducted several school inspections in Alabama, and nearly all schools inspected were out of compliance.

The following are the primary requirements of the AHERA regulations: ▲ Every school system must designate someone to ensure that the school system knows the rules and is empowered to ensure compliance with the rules.

This person is usually referred to as the asbestos coordinator and must receive specific training on the AHERA rules and safety and health issues related to asbestos. ▲ Find your asbestos management plan.

Every public school system in Alabama

had one in 1988-89. If no copy exists, then as far as the EPA is concerned, you don’t have one and must conduct another inspection and create a new management plan. It is possible that Safe State Environmental Programs has a copy, so contact us if you cannot find it. ▲ Assess all asbestos-containing building materials every six months to see if they are still in good condition. This can be done by the asbestos coordinator or someone delegated the responsibility. A written record must be kept of each assessment. ▲ Have an accredited asbestos inspector re-inspect all asbestos-containing building materials every three years. ▲ Annually notify school employees and parents about the availability of the management plan and any asbestosrelated activities to be conducted in the coming year. ▲ Ensure that all maintenance and custodial employees receive asbestos awareness training within 30 days of employment. Maintenance employees who are required to disturb asbestos-containing materials must have additional training.

There are many other rules and technical details required by the AHERA regulations, which is why Safe State provides a one-day seminar just to explain the rules! To find out more about these regulations or about training, call John Sikes at the University of Alabama at 205/348-4666 or send e-mail to ▲ jsikes@ccs.ua.edu.

John A. Sikes is assistant director for Safe State Environmental Programs, a division of the University of Alabama. Among other programs, Sikes assists Alabama schools in maintaining compliance with federal and state asbestos regulations.

Homework Help is Just a Click Away Ever wonder, “what will they think of next?”

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rafty librarians in Alabama concocted a digital tutor available to help Alabama’s 4ththrough 12th-graders with homework seven days a week from 3 p.m. until midnight. From 1 to 9 p.m. Sunday through Thursday, help is available for Spanish-speaking students.

An innovative extension of the classroom, www.homeworkalabama.org is a free online service accessible using any computer with Internet service.

The service is funded by a Library Services and Technology Act grant from the Institute of Museum and Library Services.

Students who have a public library card, including those enrolled in college preparatory classes and trying to earn GEDs, receive live assistance from trained professionals in math, science, social studies and English.

The program, which began in 2002 in 10 Shelby County libraries, expanded to all 219 public libraries in early August thanks to funding from the Alabama Public Library System.

Gov. Bob Riley and state librarian Rebecca Mitchell announced the expansion Aug. 1 at the Pelham Public Library.

Riley discussed “the need to embrace technology so all our children have an opportunity to excel and so Alabama has the world-class education system our children deserve.

“We are committed to providing children all across the state,” he said, “with the best learning opportunities possible, and that commitment doesn’t stop when the school day ends. Today’s technology offers new ways to improve student achievement and gives our children the one-on-one help they need after school.”

Students can get the help they need even if homework assistance from adults isn’t likely or the subject matter is difficult for their parents, as well.

Gov. Bob Riley announced a free online homework tutoring service for Alabama students. Begun in 10 Shelby County libraries, the Homework Help online tutoring service expanded statewide this year. Above: Shelby County librarian Barbara Roberts, who has been working with the system since 2002, and Gov. Riley communicate with an online tutor.

Live Homework Help: How It Works TO CONNECT Connecting to a Homework Alabama tutor is as easy as 1-2-3.

Here’s how: Step 1. Select grade level (4-12 or Intro College) Step 2. Select the subject in which help is needed (math, science, social studies or English) Step 3. Click “Go” and connect immediately to a tutor THE RULES Those entering a Homework Help session must: • Of course, bring a question • Expect help, but not the answers • Treat tutors with respect • Not use inappropriate language or share inappropriate materials TECHNICAL STUFF • Homework Help Alabama is based on Tutor.com’s Online Classroom software. The software is only compatible with Windows and Microsoft Internet Explorer 5.5 or higher.

• To use Live Homework Help, access the service by visiting an Alabama Public Library Web site and clicking on the Live Homework Help link or icon.

• Go to http://www.tutor.com/setup and follow the instructions to make sure your computer is set up properly for Live Homework Help.

GET HELP To find out more about the state’s free, live online Homework Help service, call 800/723-8459 within Alabama.

(Continued on page 23) Alabama School Boards • October/November 2005 7

MONEY MATTERS: High School Graduates May Be Financially Illiterate

By Lelia Wissert

Would you hire one of Alabama’s college bound high school graduates to manage your finances? Would you want them to balance your checkbook?

At first your answer may be “sure.” But it wouldn’t take long to realize that we just assume this is something teens learn either by watching adults — who weren't taught either — or by trial and error. Most of us would not want our finances managed that way.

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s our national financial system becomes increasingly complex, it is placing more responsibility on individuals to manage the details of their own finances such as making choices in a 401k plan or planning for retirement. There is mounting evidence that the burden is too much for most Americans, especially low-income and disadvantaged individuals. Savings rates are down. The level of personal bankruptcies is up.

The number of nonbusiness bankruptcies as of December 2004 are staggering. During 2004, nonbusiness bankruptcies in Alabama reached 41,647 with 1,563,145 filed nationwide. In addition to large numbers of bankruptcies, many families are not prepared for retirement and are forced to remain in the work force well into what could have been their golden years.

So — if the research shows that a large percentage of people of all ages, incomes and education levels lack the basic financial knowledge and skills to ensure long-term stability for themselves and their families — why isn’t financial education mandated in our schools? Why aren’t high school financial education programs at least taught in senior economics classes?

So many times educators will suggest they don’t have time to add anything else to the course of study. Some would argue the state doesn’t have time not to educate our youth about the importance of good financial management.

Still other critics suggest “personal” finance should be taught at home. However, as evidenced by the growing bankruptcy rates, the adult population is also in dire need of this type of education.

Consider these statistics from National Endowment for Financial Education in 2002:

8 Alabama School Boards • October/November 2005

▲ About 45 percent of college students carry a credit debt

of $3,066 on average. ▲ 72 percent of college students have a regular full or parttime job. almost half of college students with credit cards have paid a fee for late payment, and 7 percent have had a credit card canceled because of late payments. ▲ More than 40 percent of families live off of 110 percent of their incomes. ▲ Nearly six out of 10 Americans are racing to make changes in their financial situation, so they’ll have enough income when they retire. ▲ 85 percent of adults agree that young adults today lack the basic skills to successfully manage their finances, and 49 percent say youth think they are more likely to become millionaires by staring in a reality TV series than by learning how to budget and save wisely. ▲ 75 percent of teens rely on their parents for personal finance information. ▲ 60 percent of American adults are more likely to turn to family members for advice rather than a financial professional. ▲ The fastest growing group declaring bankruptcy is young adults age 20 to 24. ▲ Consumer bankruptcy filings in 2003 hit a record of nearly 1.7 million or an average of nearly one in every seven households over the past decade. The bad debt costs the average U.S. family more than $500 annually through higher consumer prices, according to Jumpstart Coalition, www.jumpstart.org.

Throughout the state, Alabama Jumpstart Coalition members are offering to speak in classrooms on financial

Cheap Ways to Teach Finance There are many ways financial education can be incorporated into the classroom, including: 1. Speaking Experts — Educators might invite experts from the community to teach in their classrooms, give students scenarios to follow and lead a class discussion on money matters.

2. Take Advantage of Existing Courses — Incorporate financial education into existing disciplines, such as math, economics, English or social studies. Counselors can provide help in this area, as well. The classroom projects or lessons could teach youth to: • Analyze how career choice, education, skills and economic conditions affect income.

• Balance a checkbook and perform other banking activities.

• Identify the opportunity costs of financial decisions.

• Apply a decision-making process to personal financial choices.

• Design a plan for earning, spending, saving and investing.

• Compare the benefits and costs of spending decisions.

• Compare and evaluate sources of consumer credit.

• Explain the relationships between saving and investing.

• Explain how taxes, government transfer payments and employee benefits relate to disposable income 3. Use Free Materials — Another way to incorporate financial education in the classroom is by teaching The

education topics. Currently, members of the Alabama Jumpstart Coalition are in contact with the Alabama Department of Education officials discussing the importance of and need for Youth Financial Literacy in the classroom. There are existing courses of study that offer financial education, especially in the Career Tech programs, but financial education doesn’t reach all students earning diplomas.

The legion of financially illiterate adults is increasing, as evidenced by the number of bankruptcies and the increasing amount of credit card usage. If Alabama determines that this is a very necessary life skill, then perhaps it should appear on the High School Graduation Exam. By recognizing it as a part of the exam, educators will realize its importance in the lives of our youth. ▲ Lelia Wissert is a regional extension agent with the Alabama Cooperative Extension System. She has worked with financial education for youth and adults for more than 13 years.

She is the state representative for the NEFE High School Financial Education Program.

National Endowment for Financial Education’s High School Financial Planning Program. This program is offered in partnership with the U.S. Department of Agriculture Cooperative State Research, Education and Extensive Service, participating Land-Grant University Cooperative Extension Services, the Credit Union National Association Inc., and America’s Credit Union.

The program was introduced in 1984 as a public service project and has been studied by nearly 4 million young people. Consisting of six units, the curriculum uses realworld scenarios to teach teens how to manage their money. Coursework focuses on goal setting, budgeting and saving, while covering topics such as financial responsibility, earning money, compound interest, credit and insurance. The program is designed to be used within the context of existing courses and can be presented over a period of weeks or months. It can be taught in as few as 10 hours of classroom instruction, although many instructors teach it even longer to give students the full benefit of the program. The step-by-step instructor’s manual and 120-page student guide are free.

In addition, the FDIC, Treasury Department, Department of Labor and other federal agencies have instituted financial education programs. These educational materials are also free of charge.

— By Lelia Wissert

HELP!

Q A

Should our board keep minutes for our work sessions?

According to the new Open Meetings Law, appropriate records are required for all meetings, including work sessions. There must be a record of the work session, which probably should be included in your "minutes" books. You can do this by simply keeping a basic notation of the type of meeting; date, time and place of the meeting; names of the members attending and those who are absent; and topics of discussion. There is no need to take detailed minutes for work sessions, since no action is taken. It doesn’t appear that these brief work session records have to be approved by the board, but they should, as a matter of practice, be signed by the superintendent.

— Denise L. Berkhalter

Alabama School Boards • October/November 2005 9

October Conference Attendees Learn the Rules of Community Engagement

By Denise L. Berkhalter

Engaging the community takes teamwork.

Nearly 250 school system representatives from across the state, who attended AASB’s October 2005 Conference at the Wynfrey Hotel in Birmingham, learned just that. hrough information-packed sessions, board members were taught the intricacies of strategically connecting communities with their schools.

The tools picked up at the training were effective public and media relations strategies and methods for building stronger relationships between the board and superintendents and board attorneys.

“This conference is an opportunity for school board members, superintendents and other school leaders to not only learn, but to also network and share creative ideas, expertise and experiences,” said AASB Executive Director Dr. Sandra Sims-deGraffenried. “It was a great success, and we have received much praise for the sessions, speakers and the effort to make the workshop and the entire conference a success.”

Addressing the Oct. 23-24 theme, “Face to Face for Students: Leadership for Community Engagement,” were Lew Armistead, a communication professional who

operates a Maryland firm, and Bill Banach, CEO of a Michigan-based marketing and communication firm.

Attendees heard Dr. Susan Lockwood address “A Meeting of the Minds: Board/Superintendent Relations,” Donna Pate discuss “Making the Most of the School Board/Attorney Relations” and Dr. Charles Elliott give a candid talk on “Collegiality and the School Board.”

The agenda included insights, as well, from Tommy McDaniel,

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About 250 school system representatives attended AASB’s 2005 Conference Oct. 23-24.Shown are scenes from the Birmingham event.

10 Alabama School Boards • October/November 2005

president of AASB and the Cherokee County Board of Education; Karen Odle, president of Vestavia Hills Board of Education and director of the city’s chamber of commerce; and Lissa Astilla Tucker, AASB’s director of governmental relations.

“Remember, school board members are citizens who put children first, ... and represent the community to the superintendent,” said Lockwood, executive director of the School Superintendents of Alabama.

She emphasized the need for honest, respectful communication between the superintendent and the board as a way of cultivating a strong working relationship.

“Respect, trust and communication are key to your success as a member of the governance team,” she told school board members. To strengthen the governance team, she said, “establish common goals and hold the superintendent accountable for carrying out those goals. Focus board meetings on policy, actions required by law and state board regulations and on recognizing outstanding children, staff, citizens and schools.”

Elliott, who is president of the Decatur Board of Education and a member of the AASB Board of Directors, gave a comical, yet practical, bit of advice to his peers.

“Now, write this down,” he said, shaking a finger of warning to the audience. “Life is full of situations that cry out not to be commented upon.”

After a laugh, he seriously described the “very special bond” he shared with “the people who came together from a lot of different backgrounds and were willing to let go of those differences to do what’s best for the boys and girls.” He discussed the ups and downs and great demands of board

service. Elliott advised all board members to work by the mantra of “doing what’s best for the boys and girls.”

Quoting Mother Teresa, Armistead said, “She said, ‘I’d rather bathe a leper than face the media.’” But there are ways to strategically navigate the media world, he said.

“The first step is to work with your school system or association public relations person,” he said. “Also, get to know reporters, remember credibility, provide ideas and be willing to be interviewed.”

Armistead spoke a great deal about the significance of the message. “What is it that you want to communicate?” Whatever

the messages are, he said, they must be few in number, easily understood, and, to be effective, heard or read often enough to be memorable.

To engage communities effectively, Armistead urged school leaders to help their communities “develop an understanding that schools and education are a powerful investment and gain public participation that will lead to greater learning opportunities for kids.” Meeting these challenges, he said, requires a communication program that shares schools’ importance, successes and needs and defines ways for parents, community leaders and others to support the school.

School systems can’t afford to sit on their laurels when it comes to making the connection with communities, Banach said.

“Is your school, the school of choice?

Competition is aggressive,” Banach explained. “And while everyone needs and wants education, given a choice” will students go elsewhere to learn? He outlined the competition this way: relocation to other schools, home schooling, private and independent schools, online classes and distance learning through cyber schools.

“We’re in a competitive environment.

People have a host of educational options.

Increasingly, funding is being tied to student enrollment, and new accountability measures — for all their flaws — are producing a more enlightened citizenry. Many parents are shopping for schools, and they’re asking all the right questions,” Banach said. ▲ Alabama School Boards • October/November 11

Evaluating School Superintendents in Alabama

By Dr. Stephen Nowlin

Evaluating the performance of the leaders who stalk the sidelines under the Friday night lights is a fairly simple process for most people: add up the wins and losses.

Other characteristics of those leaders, such as character and personality, may sometimes trump the W’s and L’s in importance, but win-loss records usually get the most attention.

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valuating a school superintendent, however, requires a more complex process. System test scores, fund balances and enrollments do not readily translate into W-L tallies.

Measuring school leadership knowledge and skills requires an evaluation process designed by those experienced in assessment. The evaluation system must be valid and reliable. And evaluators must be properly trained in conducting the evaluation process. With these considerations in mind, the state Department of Education helped develop and implement the Alabama Professional Education Personnel Evaluation Program (PEPE) for evaluating school superintendents.

For several years now, SDE has required local school boards to evaluate their superintendents, as well as all other educators. However, it has only been relatively recently that superintendent evaluation was included in the SDE’s comprehensive monitoring of local school systems.

While examining school system records, the monitors use detailed checklists to examine evaluation summary reports and professional development plans for superintendents and other educators.

PEPE Administrator Tammy Starnes says school systems are required to maintain records of the evaluations. If the required evaluations and records of PEPE evaluations are not available for monitoring, the school system receives a citation. To remove a citation, the system must develop and implement a corrective action plan to get rid of the deficiency within six months.

(Continued on page 25) 12 Alabama School Boards • October/November 2005

A Quick Summary of the Superintendent Evaluation Process School board attorneys Robin Andrews and Carl Johnson offer this general advice for building solid personnel files, but they caution boards should work closely with their attorneys before making changes in their existing system.

■ Data Collection Four processes collect the data used to rate performance in 13 knowledge and skill areas: ✔ Board Questionnaire — School board members rate the superintendent's performance on 58 questions using a four-point rating scale ✔ Structured Interview — Superintendent responds in-depth to 18 questions ✔ Administrator Survey — Principals and central office administrators respond to 35 questions about the superintendent's performance ✔ Portfolio — Superintendent provides 26 entries of performance in 11 areas ■ Scoring ✔ Evaluator compiles and scores data for 13 knowledge and skill areas ✔ Compares performance levels with specific, detailed scoring rationale in the manual ✔ 4-point scale: 1-Unsatisfactory; 2-Needs Improvement; 3-Area of Strength; 4-Demonstrates Excellence ■ Reporting ✔ Evaluation Summary Report — Evaluator discusses scores on 13 knowledge and skill areas with superintendent ✔ Superintendent's Professional Development Plan — Based on lowest score areas and system test scores for improving specific professional knowledge and skills ✔ Superintendent Evaluation Summary for the Local Board of Education — Evaluator discusses this with board during a meeting ✔ Statement of Evaluation Completion Form — Filed with the SDE by the evaluator after the conclusion of the process ✔ Record Keeping — All original data collected during the process are given to and maintained by the superintendent — Dr. Stephen Nowlin

Alabama School Boards • October/November 2005 13

KIDS&SEX: 57 Percent of Surveyed 9th-12th Graders Say They Aren’t Virgins

By Denise L. Berkhalter

Sexually active children are a reality.

Turning a blind eye to this troubling fact won't make it go away, warns state childhood health advocates.

“Those kids who you are able to educate and who decide to follow abstinence — that’s fantastic,” said Martha S. Holloway, federal programs administrator and state school nurse consultant with the state Department of Education. “But, you’re not going to have 100 percent of anything. You also have to address the people who do not buy into abstinence and who could end up with sexually transmitted diseases.”

The “sex question” was posed for the first time in 2003 as part of the Alabama Youth Risk Behavior Survey (YRBS), and the responses mostly outpaced the nation. YRBS data for 2005 will soon be available, allowing the sexual behavior data to be compared for the first time.

When asked the following survey questions, this is how the randomly selected 1,088 Alabama children in grades 9-12 responded: ▲ Have had sexual intercourse — 57 percent, 47 percent nationwide ▲ Have had four or more sex partners — 21 percent, 14 percent nationwide ▲ Have had sexual intercourse during the past three months —

42 percent, 34 percent nationwide ▲ Did not use a condom during last sexual intercourse —

38 percent, 37 percent nationwide ▲ Did not use birth control pills during last sexual intercourse —

83 percent, which is in line with the U.S. response The Alabama Youth Risk Behavior Survey is an effort of the Centers for Disease Control and Prevention, the Alabama Department of Education (SDE), Auburn University Montgomery and the Alabama Department of Public Health. Conducted every odd year, the survey exhibits the need to decrease health-related risks impacting the state’s youth.

“Because 2003 was the first year that we asked the sex questions, I think that resulted in the most alarming information for a lot of stakeholders in Alabama,” said, Marchina Toodle, SDE’s Coordinated School Health Project director. “We were looking at both middle and high schools. ...We asked five sexual behavior questions, and most of the responses were higher than the national average.”

(Continued on page 16) 14 Alabama School Boards • October/November 2005

COMPARISON OF RISK BEHAVIORS: ALABAMA & THE UNITED STATES Risk Behaviors

Alabama

Trend*

U.S.

12% 29% 20% 30%

▼ ▼ ▼ ▼

18% 30% 17% 33%

7%

▼

8%

Drank alcohol during the past month Reported episodic heavy drinking during the past month Used marijuana during the past month Ever used cocaine

40% 24% 18% 7%

▼ ■ ▲ ▲

45% 28% 22% 9%

Ever used inhalants Ever used ecstacy

10% 8%

▼ n/a

12% 11%

57% 21% 42% 38% 83%

n/a n/a n/a n/a n/a

47% 14% 34% 37% 83%

Ever tried cigarette smoking Smoked cigarettes during the past month Smoked cigarettes on >20 days during the past month Used smokeless tobacco during the past month

66% 25% 13% 10%

▼ n/a n/a ▼

58% 22% 10% 7%

Smoked cigars within the past month

13%

▼

15%

86% 92%

■ n/a

78% 83%

42% 81% 59% 67% 14% 42%

n/a n/a n/a n/a ▲ ■

37% 75% 44% 72% 12% 38%

At risk for becoming overweight based on body mass index (BMI) or above 85th percentile 14% Overweight based on body mass index (BMI) or above 95th percentile 14%

▼ ▲

15% 14%

Unintentional Injuries and Violence Rarely or never wore seatbelts Rode with a drinking driver during the past month Carried a weapon during the past month Was in a physical fight within the past year Attempted suicide within the past year Alcohol and Other Drug Use

Sexual Behaviors Ever had sexual intercourse Ever had four or more sexual partners Had sexual intercourse within the past three months Did not use a condom during last sexual intercourse Did not use birth control pills during last sexual intercourse Tobacco Use

Dietary Behaviors Ate <5 servings of fruit and vegetables per day during the past seven days Drank <3 glasses of milk per day during the past seven days Physical Activity Participated in insufficient vigorous physical activity Participated in moderate vigorous physical activity Was not enrolled in physical education class Did not attend physical education class daily Did not participate in any moderate or vigorous physical activity Watched three or more hours of television per day on an average school day Overweight

*THE TREND IS: ▼ DOWN ▲ UP ■ NO CHANGE Source: Alabama Youth Risk Behavior Survey, 2003 Alabama School Boards • October/November 2005 15

"They're hearing about sex and seeing it in the media, on TV ... the Internet. They want to experiment. They are experiencing developmental changes in their bodies, and they have to understand that these changes aren't a green light for sexual behavior."

— Agnes Oberkor, nurse practitioner Alabama Department of Public Health gnes Oberkor, nurse practitioner, Sexually Transmitted Diseases Division of Alabama Department of Public Health, extends an open invitation to school systems across the state interested in talks or discussions about the reality of youth and STDs. Of the 13,000 people in the state who tested positive for gonorrhea and Chlamydia in 2004, Oberkor said, 6,000 cases were in the 15-19 age group. That age group accounted for 29 of the 600 syphilis cases that year. And as of November this year, Alabama has a total of 8,904 cases of HIV/AIDS, including 76 people below the age of 13.

Nationwide, the 15-24 age group accounts for half of the 19 million or so new STD infections each year, according to the National Center for Chronic Disease Prevention and Health Promotion.

Every year, 820,000 young women become pregnant, and 34 percent are pregnant at least once before they reach age 20.

About 4.7 percent of all AIDS diagnoses in the United States in 2003 —an estimated 43,171 — were young people ages 13-24.

“We keep saying prevention, prevention, prevention,” Oberkor said. “Kids don’t understand where they are heading to until it is too late. It’s sad to see a child ... with HIV. That’s why I’m happy to be involved with anything we can do with the schools, to educate kids and to help the schools. If the school board sees the significance of decreasing this problem, we would like to get involved any way we can.”

Oberkor said that help includes lifting

A

the veil of shame and opening frank discussion about sex, drug and alcohol use and other risky behaviors that could be life threatening and life changing.

“We do have kids having sex out there who do need to protect themselves. Some of these kids have already started having sex and don’t want to stop, and there are some who haven’t started but will start because of peer pressure,” she warned. “If they go into it without protection, they could come out with STDS. We need to talk about prevention, and we can talk about abstinence, but it has to come with a little more explanation.”

Oberkor said parents — who themselves need to be made aware and trained to properly address risky sexual behavior with their children — should explain the realities of sex to their children.

“They’re hearing about sex and seeing it in the media, on TV ... the Internet. They want to experiment. They are experiencing developmental changes in their bodies, and they have to understand that these changes aren’t a green light for sexual behavior,” Oberkor said.

“We cannot just tell them don’t have sex, because they are seeing it being done,” she added. “We have to educate them about the right time in their lives to have sex and, in the process, explain the reasons why we want them not to jump into it at such an early age. We’re not just talking about pregnancy, but we’re talking about STDS — not only the ones that can be cured, but the ones that can’t be cured. HIV/AIDS can’t be cured.”

16 Alabama School Boards • October/November 2005

Unprotected sexual intercourse, Oberkor concluded, is among the worst kinds of risky behavior, with such consequences as HIV infection and the risks of contracting other sexually transmitted diseases, becoming pregnant or problems that cause long-term infertility or sterility.

“There are other risky behaviors among youth, of course,” Toodle said, “such as how we’re struggling with obesity here in Alabama, unintentional injury, violence, drug use and tobacco use. The surveys help us come up with a strategic plan to prevent health risks.”

The 2003 Alabama Youth Risk Behavior Survey found that 29 percent of surveyed youth said they rode with a drinking driver in the past month, and 30 percent were in a physical fight in the past year.

Though lower than the national response of 45 percent, 40 percent of surveyed youth drank alcohol in the past month. At 3 percent more than the national response, 25 percent of Alabama responders smoked cigarettes during the past month.

Nearly all of them, 92 percent, drank less than three glasses of milk per day during the past seven days, and 86 percent ate less than five servings of fruits and vegetables per day during the past seven days.

Children nationwide are needlessly harmed by poor personal choices or the lack of knowledge to make better decisions, those studying the problems say.

The time for intervention is long overdue.

“We’re bringing all the stakeholders to the table, presenting the national and local statistics and then developing strategies to address the problems,” said Holloway, who is a member of three state task forces addressing obesity.

Holloway serves on the Healthy Team Leadership Network and the Alabama Department of Public Health’s Alabama Obesity Task Force, which searches for a strategic plan to prevent and control Alabama’s weight problem. She’s also part of the Legislature’s Statewide Committee to Review the State of Health of America’s Youth, which places emphasis on Alabama children.

“This is everybody’s issue — be they in (Continued on page 19)

Healthy Kids Make Better Students he Florida-based Coordinated Youth Initiative’s Healthy School Teams program was established at each school in the Winter Park Consortium, supported by the Winter Park Health Foundation. The strategic plan, begun four years ago, puts teams to work in each school to develop a variety of creative, school-specific programs meant to improve student health.

Healthy School Teams are made up of teachers, other school staffers, principals, parents and, at the high school level, students. Monthly meetings are charged with developing innovative ideas for improving health and preventing risky health behavior. The program’s theme is “Healthy Kids Make Better Students and Better Students Make Healthy Communities.”

The teams consist of at least one member versed in one or more of the following eight components of the Centers for Disease Control’s Coordinated School Health Program Model meant to promote the health of children and improve educational outcomes:

T

▲ Comprehensive School Health Education:

Classroom instruction that addresses the physical, mental, emotional and social dimensions of health; develops health knowledge, attitudes and skills; and is developmentally appropriate and culturally sensitive.

Designed to motivate and assist students to maintain and improve their health, prevent disease and reduce health-related risk behaviors. ▲ School Counseling, Psychological and Social

Services: Activities that focus on cognitive, emotional, behavioral and social needs of individuals, groups and families. Designed to prevent and address problems, facilitate positive learning and healthy behavior and enhance healthy development. The Foundation funds the placement of mental health counselors at schools in the Winter Park Consortium schools. ▲ Health Services: Preventive services, education and

emergency care referral and management of acute and chronic health conditions. Designed to promote the health of students, identify and prevent health problems and injuries and assure care for students. The Foundation helps provide funds to hire nurses for schools in the Winter Park Consortium. ▲ Nutrition Services: Integration of nutritious, afford-

able and appealing meals; nutrition education; and an environment that promotes healthy eating behavior for all children. Designed to maximize each child’s education and health potential for a lifetime.

▲ Physical Education: Planned, sequential instruction

that promotes lifelong physical activity. Designed to develop basic movement skills, sports skills and physical fitness, as well as to enhance mental, social and emotional abilities. ▲ Healthy School Environment: The physical, emo-

tional and social climate for the school. Designed to provide a safe physical plant, as well as a healthy and supportive environment that fosters learning. ▲ Health Promotion for Staff: Assessment, educa-

tion and fitness activities for school faculty and staff.

Designed to maintain and improve the health and wellbeing of school staff, who serve as role models for the students. ▲ Parent/Community Involvement: Partnerships

among schools, families, community groups and individuals. Designed to share and maximize resources and expertise in addressing the healthy development of children, youth and their families.

“Not one of the team leaders, in four years, has missed a meeting,” said Healthy School Teams Coordinator Jana Ricci. “The ideas that keep coming up make for such an energized meeting.”

Nowadays, obesity and alcohol abuse are top agenda items at some of the meetings.

“With the obesity crisis, so much has been geared toward physical health now, with schools zeroing in on what some other things are that can be done in addition to a physical education class.”

The resourceful ideas for before-school and after-school activities have included the use of a nearby public pool for swimming club meets and the organization of running clubs, jump rope clubs and yoga classes for kids and school staff.

School kicked off with a large back-to-school health fair where all students — not just needs-based kids — were able to visit with health care providers, undergo free sports physicals, get their immunizations and more.

The Healthy School Teams program is definitely not a one-size-fits-all initiative, Ricci said.

“Every school does it differently, and every school sets its own goals and own activities. Then we just draw from each other,” she said.

To find out more about Healthy School Teams, call Ricci at 407/623-1400, ext. 252, or visit www.healthykidstoday.org.

— Denise L. Berkhalter

Alabama School Boards • October/November 2005 17

WALK IN THE FOOTSTEPS OF HISTORY: Children’s Event Honors 50th Anniversary of the Montgomery Bus Boycott

By Maricia Woodham and Wayne Sabel

O

n Dec. 1, 1955, Rosa Parks refused to give up her city bus seat to a white man. This courageous act of resistance, resulting in her arrest, ignited a highly organized movement that challenged social, legal and political barriers.

Despite persistent physical and financial threats as well as acts of violence, an inspired community persevered and walked for 381 days in a non-violent struggle for human rights known the world over as the Montgomery Bus Boycott.

On Dec. 1, 2005, students from Montgomery and surrounding areas will “walk the walk” in honor of the 50th anniversary of the Montgomery Bus Boycott and in honor of Parks, who died this fall at age 92.

The Montgomery Children’s Walk is designed to teach children about the legacy of the boycott and to lead students to positive social activism.

The goal is for 3,000-5,000 children from Alabama to walk from the Rosa Parks Museum — on the site where Parks was arrested — to the Capitol steps as a tribute to the boycott’s legacy of cooperation and commitment.

“It is important that our children are given opportunities to see history come to life. Reading about it is one thing,” said Dr. Carlinda Purcell, superintendent of

Montgomery County Board of Education.

Learning through action, however, has a power of its own.

“Walking through the streets where history was made and participating in events that commemorate the milestones that have changed our lives gives students a link to our world that they can never find in a book. Children in Montgomery live among history every day. Let them be a part of it,” Purcell said.

The eight-block walk helps launch a year-long commemoration of the birth of the modern civil rights movement in Montgomery.

It will recognize the foresight, courage and determination exhibited by the AfricanAmerican citizens of 1955 Montgomery who stood up against segregation for over a year, the movement they began and the great leaders who emerged from their ranks.

It will honor Parks, Dr. Martin Luther King Jr., E. D. Nixon and other civil rights pioneers who implemented on Montgomery streets the strategy of nonviolent protest.

The walk’s purpose is to pass the torch of justice and human rights to a new generation and act as a catalyst for reconciliation.

Months of educational and creative projects are under way or planned in conjunction with the walk. Among the projects are: • Classroom videos and discussions

18 Alabama School Boards • October/November 2005

• Essay and art contests with selected entries to be published by the Montgomery Advertiser • Art competition for grades 3-6 to be displayed at the Museum of Fine Arts; grades K-2 at the Visitor’s Center • A student-filmed archive of the walk to be available for years to come • Learning billboards containing information about events that occurred during the course of the bus boycott • A joint choir comprised of students from local schools will sing a song selected for the occasion Each child participating in the Children’s Walk, which is fiscally sponsored by the Central Alabama Community Foundation, will receive a T-Shirt, certificate and bracelet. ▲

On the Web: For a master list of activities observing the 50th Anniversary of the Montgomery Bus Boycott, visit w w w. t h e m o n t g o m e r y i m provementassociation.org.

Online at www.montgomery childrenswalk.org, educators can find lesson plans, biographies of boycott participants, a Montgomery timeline of the civil rights period and other classroom resources.

Kids and Sex...

Continued from page 16

How Schools Can Celebrate the Legacy Organizers of the Montgomery Children’s Walk hope the legacy of Rosa Parks and the lessons of the Montgomery Bus Boycott will encourage today’s youth to walk forward in bringing about positive social change affecting individuals and communities.

As schools research projects and activities to commemorate the anniversary, consider these suggestions from the www.montgomerychildrenswalk.org digital database of teacher resources for the Montgomery Children’s Walk. ▲ View “Mighty Times: Rosa Parks:” This Emmy Award-winning film by the Southern Poverty Law Center showcases this civil rights icon. ▲ Hold in-class discussion on important topics: If young people are going to be active, they need to know what is important to them first. ▲ Organize student petitions on important issues: Help students to create a reasonable proposal for students to back with their signatures. ▲ Involve existing student organizations/programs: Use your school’s PTA/PTSA, student government association, or service-oriented clubs (Key Club, Junior Civitan) or Character Education to involve students. ▲ Assign student reporters: Have student reporters cover the day’s events or interview students about their feelings on the events for their school’s newspaper. ▲ Discuss youth in the movement: Section II of the activities list on Stanford University’s Liberation Curriculum Web site focuses on the Montgomery Bus Boycott’s teens. Titled, “The Children’s Crusade and the Role of Youth in the African American Freedom Struggle,” the link can be found at www.stanford.edu/group/King/liberation_curriculum/. ▲ Listen to “Will the Circle be Unbroken?”: An audio history of the civil rights movement in five Southern communities and the music of those times.

The link can be found at www.unbrokencircle.org. ▲ See a work of art: A Montgomery Bus Boycott Art Exhibition hosted by the Montgomery Museum of Fine Arts and sponsored by the Children’s Walk Committee will feature art by third- through sixth-grade students will be on display Dec. 1, 2005 - Jan. 8, 2006. ▲ Write an essay: Sponsored by the Children’s Walk Committee, the essay contest allows students to research the Montgomery Bus Boycott, Rosa Parks and the significance of the civil rights movement. The 500-word (or less) essay should address the topic “December 1, 1955 ... What if I had been on the bus?” ▲ Take the time to read about it: Creative writing, journalism and photography students at Booker T. Washington Magnet High School recently completed the “Taking the Time: Young Writers and Old Stories” student-edited book and Web site at www.takingthetime.org. The project includes interviews and photographs of icons and witnesses of the 1955-1965 civil rights movement in Alabama. For copies, contact the school’s creative writing instructor Foster Dickson at 334/269-3617 or by e-mail at foster.dickson@mps.k12.al.us. ▲ Visit Tolerance.org: The Southern Poverty Law Center’s Web site offers a variety of ideas to incorporate into lesson plans, including allowing students to put on a dramatic performance of Rosa Parks’ refusal to give up her bus seat in 1955.

education, be they parents, be it community-based groups, be it the medical community or all other agencies involved in children’s health,” Holloway explained. “Each time we’ve convened a task force, the first meeting was geared toward awareness. We say, ‘O.K., let us paint a picture for you of the problem. Let’s put a face on this.

Here is the national data, now here is what we’re seeing in Alabama daily.’

The plan is to arm youth with the information and support they need to make healthy choices.

“Regardless of the risk behavior, everything is based on a decision,” Toodle explained. “They may make wrong decisions because they really don’t understand the outcome. They are looking at pieces of the puzzle instead of looking at the whole picture.”

The big picture, as noted by the Alabama Obesity Task Force in a 50page strategy for decreasing the state’s waistline, is that “unless changes are made in lifestyles and behaviors, today’s youth may be the first generation in history to not outlive their parents.”

Obesity — having an excessively high amount of body fat in relation to lean body mass — is a big deal.

“Obesity is a gateway to heart disease, diabetes and a host of other diseases,” said Parris N. Glendening, coauthor of Trust for America’s Health report “F as in Fat: How Obesity Policies are Failing in America, 2005.”

In 2004, Alabama was ranked the “fattest state” in the nation, according to the Trust for America’s Health, falling to second behind Mississippi in the ranking this year. That’s despite an adult obesity rate increase from 28.5 percent to 28.9 percent.

Weight-related illnesses are costly.

Each year obesity-related health care carries a price tag of $293 per Alabama resident. Yet, the YRBS reports 14 per(Continued on page 26) Alabama School Boards • October/November 2005 19

AASB congratulates the 2005 Media Honor Roll winners listed by name and/or news organization and the nominating school board.

Recipient/Organization

Nominating Board

Recipient/Organization

Nominating Board

▲ Jon Anderson

Hoover Board of Education

▲ Mark Harrison

Fort Payne Board of Education

Scottsboro Board of Education

▲ Barry H. Hendrix

Jacksonville Board of Education

▲ Linda Hodge

Lamar County Board of Education

▲ Bayne Hughes

Escambia County Board of Education

▲ Beecher Hyde

Jacksonville Board of Education

▲ Harvey H. Jackson

Fort Payne Board of Education

▲ Laddi Jones

Trussville Board of Education

▲ Brian Kennedy

Tarrant Board of Education

▲ Kim Lewis

Brewton Board of Education

▲ Martha Livingston

Dale County Board of Education

▲ Bruce Lowry

Fort Payne Board of Education

▲ David Mackey

Cullman City Board of Education

▲ Greg McCord

Enterprise Board of Education

▲ Tommy McGraw

The Birmingham News ▲ Ken Bonner

The Daily Sentinel ▲ Julia Brock

The Jacksonville News ▲ Keith Bryson

Lamar Ledger ▲ Ryan Carter

Atmore News ▲ Ben Cunningham

The Anniston Star ▲ J.D. Davidson

The Times-Journal ▲ Anita Debro

The Birmingham News ▲ Emily Gardner

The Birmingham News ▲ Michele Gerlach

The Brewton Standard ▲ Sarah Gilbert

The Southern Star ▲ Lew Gilliland

The Times-Journal ▲ Lionel Green

The Cullman Times ▲ Mike Gurspan

WTVY

20 Alabama School Boards • October/November 2005

The Times-Journal The Greensboro Gazette

Elba Board of Education

The Elba Clipper

Decatur Board of Education

The Decatur Daily

Boaz Board of Education

WAVU Am Radio

Jacksonville Board of Education

The Anniston Star Greene County Independent Daily Mountain Eagle

Hale County Board of Education

Greene County Board of Education

Walker County Board of Education Jasper Board of Education

Southeast Sun Sylacauga Today The Anniston Star

Enterprise Board of Education Sylacauga Board of Education Jacksonville Board of Education

Cullman City Board of Education The Cullman Times Cullman County Board of Education The Opp News Sumter County Record-Journal

Covington County Board of Education Sumter County Board of Education

Recipient/Organization

Nominating Board

Recipient/Organization

▲ Lindsay Morrison

Enterprise Board of Education

▲ Sarah Verser

Butler County Board of Education

▲ Cindy West

Madison City Board of Education

▲ Jerry Whittle

Greene County Board of Education

▲ Suzie Wiley

Lanett Board of Education

▲ Andrea Williams

Southeast Sun ▲ Dennis Palmer

The Greenville Advocate ▲ Gregg Parker

Madison Spirit ▲ LeeWanna Parker

Greene County Independent ▲ Ernie Pearce

Carroll Video Productions ▲ Ken Rogers

The Messenger ▲ Jim Roling

WTBF Radio ▲ Wayne Ruple

The Cleburne News ▲ Rebecca Sallee

Huntsville Times ▲ Patrick Sands

Valley Times News ▲ Ben Shurett

The Times-Journal ▲ Hollice Smith

North Jackson Progress ▲ Monia Smith

The DeKalb Advertiser ▲ Johnny Thornton

WKUL K92 FM Radio ▲ Troy Turner

The Anniston Star

Nominating Board Shelby County Board of Education Alabama Board of Education

Fox 6 News Gadsden Times The DeKalb Advertiser

Boaz Board of Education Fort Payne Board of Education Decatur Board of Education

Decatur Daily WTOK

Sumter County Board of Education

Pike County Board of Education Troy Board of Education

▲ Doris Wismer

Troy Board of Education

▲ Craig Wysock

Cleburne County Board of Education

▲ Comcast Cablevision

Dothan Board of Education

▲ Decatur Daily

Athens Board of Education

Madison City Board of Education

▲ Fox 34

Dothan Board of Education

▲ Graceba Total

Dothan Board of Education

Lanett Board of Education

Opp News Sand Mountain Reporter

Opp Board of Education Boaz Board of Education

Communication ▲ HIS Radio

Dothan Board of Education

▲ The Dothan Eagle

Dothan Board of Education

Scottsboro Board of Education

▲ The Dothan Progress

Dothan Board of Education

▲ The News Courier

Athens Board of Education

Fort Payne Board of Education

▲ WDHN

Dothan Board of Education

▲ WJJN

Dothan Board of Education

Cullman County Board of Education

▲ WOOF

Dothan Board of Education

▲ WTVY

Dothan Board of Education

▲ WWNT

Dothan Board of Education

Fort Payne Board of Education

Jacksonville Board of Education

Alabama School Boards • October/November 2005 21

DIBELS Guru Warns

‘We Don’t Have a Minute to Waste’

By Denise L. Berkhalter

Call Dr. Roland Good the “DIBELS Guru.” Cathy Poage does, though the developer of the acclaimed Dynamic Indicators of Basic Early Literacy Skills is a lot more modest.

“We have a crisis here, and we don't have a minute to waste,” Good told a Nov. 14 DIBELS training session.

“We have to all be experts and be prepared to answer questions. DIBELS is supposed to be an impetus for us to do something about (improving literacy skills).”

H

osted by the state Department of Education’s Student Assessment division, the workshop was attended by about 250 representatives of central office staff, reading coaches, principals and teachers from throughout the state.

Poage, education administrator of DIBELS, said, “The state wanted to provide the opportunity for Dr. Good to share his philosophy about the teaching of reading and how that philosophy was instrumental in the development of DIBELS.” Good is an associate professor at the University of Oregon and is an expert in early literacy research. He has led, for the past 15 years, the research and development behind DIBELS and the DIBELS Data System, which provides reporting support for more than 8,400 schools in 49 states and Canada that serve more than 1.35 million K-3 students.

Divided into two sections, the four-hour DIBELS workshop was comprised of an educational component and a dedicated time for questions. The idea was to “provide the opportunity for the participants to ask questions so that they would have a deeper understanding of DIBELS and of how to use the results to guide instruction,” explained Poage.

DIBELS is state-mandated literacy skills assessment for grades K-2. It is administered three times during the school year — fall, midyear and spring — so teachers can

use individual student progress throughout the year to gain instructional information.

The five core components of beginning reading that are assessed are phonemic awareness, phonics, fluency, vocabulary and reading comprehension.

Good, who is developing an Alabama edition of DIBELS, says the tool is meant to be used to inform instruction and to make school-based team decisions about how to improve the system of instruction, identify targets of opportunity and focus on support to improve outcomes.

Through repeated progress monitoring, Good said, teachers can modify instruction and intervene when students aren’t reaching their goals. Answers for addressing the following can be pursued: • Does the child have the early literacy

skills predictive of successful reading outcomes?

• Does the school have a school-wide system of instruction and support, so their students achieve literacy outcomes?

• What strengths and targets of opportunity for improvement were found after evaluating the school-wide system (core curriculum and instruction, supplemental support and intervention)?

“The purpose of DIBELS is to improve outcomes,” Good reiterated.

Student reading success is the ultimate goal, and DIBELS is just one tool used to achieve it. Not every student will benefit from DIBELS, so each case must be carefully considered, Good said.

Stuttering children, deaf students and kids with very significant disabilities for whom reading is not a part of their individualized plans are among those who may not benefit from DIBELS, he explained. On the other hand, children who are learning English as a second language should be included as DIBELS participants.

“Don’t be too ready to leave reading out as a goal,” he warned. “In almost all instances, children with developmental disabilities and speech and language problems should be tested, entered and reported. We can teach children with mild-to-moderate

Dynamic Indicators of Basic Literacy Skills (DIBELS) is comprised of the measures of Initial Sounds Fluency (ISF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (ORF), Retell Fluency (RTF) and Word Use Fluency (WUF).

22 Alabama School Boards • October/November 2005

Homework Help...

DIBELS Details

Continued from page 7

For more information, check out the following DIBELS Summit 2004 Presentations (March 11-13, 2004 — Santa Ana Pueblo, N.M.) online at www.dibels.org.

• Charles Greenwood, Judith Carta, & Dale Walker. “Individual Growth and Development Indicators for Infants and Toddlers (IGDI’s): Extending DIBELS to Children Younger than Kindergarten” • Diane Haager & Russell Gersten. “The Predictive Validity of DIBELS for English Learners in Urban Schools” • Carrie Hancock. “State-wide DIBELS Implementation: Arizona’s Plan” • Pat Howard. “Reliability Checks: A Measure of Training Effectiveness” • Margaret McGlinchey, Steve Goodman, Ruth Ervin, Elizabeth Schaughency, & Amy Matthers. “Building Capacity in School-wide Approaches to Effective Reading and Behavior Intervention” • Kristin Missall. “Relations between General Outcome Measures of Literacy” • Kelly Powell-Smith. “A Multi-Tiered Approach to Building DIBELS Capacity in Reading First Districts” • Kim Rodriguez, Thea Woodruff, Sandra Dowdy, & Joyce Bannerot. “DIBELS and the 3-Tier Model: From research to practice and beyond” • Carol Ronka. “DIBELS Word Use Fluency and Retelling Fluency Versus the PPVTIII and the GORT-4” • Joseph Torgeson. “Florida’s Progress Monitoring and Reporting Network”

disabilities to read, and they should be part of DIBELS because they are part of our school.

DIBELS is inclusive.”

DIBELS is offered in large-print and in Braille versions that are currently being used by school systems in Alabama. A state-approved list of DIBELS accommodations for special needs student populations is also available.

While he wants educators, parents and students to “stand up and take notice ... if our children are not making adequate progress in reading,” Good said, “DIBELS should never be used for student retention decisions.”

He is also “very anxious about accountability decisions and DIBELS. I don’t think they match. I don’t want to create an environment where parents are motivated to change a score, but I want to create an environment where parents and teachers are motivated to change the skill. Just changing the score without changing the skill will not change reading outcomes.”

The adequate use of DIBELS is for “leadership to focus effort, set ambitious goals, provide support to achieve goals, focus on outcomes, support literacy team building and to celebrate,” he said.

Alabama is “really making a difference year to year in its reading outcomes,” Good said.

“Your outcomes as a state are commendable, and one of the things we don’t do enough is to celebrate. The challenge now, I think, is to say, ‘O.K., we have done really well. I’m going to celebrate this accomplishment, but I don’t want to plateau. How can we do better?’”

Strengthening literacy skills in Alabama’s schools is a long-time goal. In 1997, the state set its sights on a reading improvement goal. By summer 2006, the Alabama Reading Initiative will expand to include all elementary schools with grades K-3.

“With the creation of the Alabama Reading Initiative and the Alabama Reading First programs,” Poage said, “more and more classroom teachers are strengthening their reading programs. We are seeing more of our students developing the necessary basic skills for reading in the early grades, which sets them on the path to becoming solid readers by the end of grade 3.” ▲ For more information about the Dynamic Indicators of Basic Early Literacy Skills, contact Poage by e-mail at cpoage@alsde. edu or by phone at 334/242-8038. Good may be contacted by e-mail at rhgood@dibels.org or by phone at 541/431-6932.

The interface is simple, and the oneon-one tutoring is on grade level. Students must enter their zip codes and click “go” to use the service. They’ll also have to choose their grade level and select a subject area. A “practice classroom” is available for just trying the tutoring technology out before actually connecting to an actual subject specialist. Students using computers equipped with microphones and audio may actually use voice chat to speak with tutors.

To protect children while on the Web site, online tutors undergo extensive security checks, and sessions are recorded and monitored.

“The Alabama Public Library Service and the public libraries of our state feel that children are both the future and our state’s most precious resource,” said Mitchell at the August announcement. “With the implementation of homeworkalabama.org from Tutor.com, public libraries will be offering another method for delivering information to assist students beyond the traditional classroom setting.”

Mitchell said the live homework help online is part of an ongoing effort by public libraries to assist students and Alabama’s school systems. “We look forward to the continued partnerships between local public libraries and local public schools.”

Director Barbara Roberts of Harrison Regional Library System in Shelby County believes Homework Alabama is valuable for supporting the success of students in spite of their demographics.

“Homework Alabama is a program that will help all of our children because it will help struggling students as well as gifted students, students from affluent areas as well as impoverished areas,” Roberts said. “It will truly level the playing field and offer the same service to each and every child in this state regardless of where they live or the income of their parents.” ▲

Alabama School Boards • October/November 2005 23

Alabama Association of School Boards

Professional Sustaining Members

AASB appreciates these professional members for supporting association activities and you all year long.

Exford Architects Birmingham, Alabama 205/314-3411

Lathan Associates Architects PC Birmingham, Alabama 205/879-9110

Alabama Gas Corporation Birmingham, Alabama 205/326-8425

Fuqua & Partners Architects PC Huntsville, Alabama 256/534-3516

McCauley Associates Inc. Birmingham, Alabama 205/969-0303

Alabama Soft Drink Association Montgomery, Alabama 334/263-6621

Gallet & Associates Inc. Birmingham, Alabama 205/942-1289

Alabama Supercomputer Authority Montgomery, Alabama 334/832-2405

Goodwyn Mills and Cawood Inc. Montgomery, Alabama 334/271-3200

McKee & Associates Architecture and Design Montgomery, Alabama 334/834-9933

Barganier Davis Sims Architects Montgomery, Alabama 334/834-2038

Hoar Construction Birmingham, Alabama 205/803-2121

PH&J Architects Inc. Montgomery, Alabama 334/265-8781

Jenkins Munroe Jenkins Architecture Anniston, Alabama 256/820-6844

Sain Associates Birmingham, Alabama 205/940-6420

BlueCross BlueShield of Alabama Birmingham, Alabama 205/220-5771 Christian Testing Labs Montgomery, Alabama 334/264-4422

JH Partners Architecture/Interiors Huntsville, Alabama 256/539-0764

Council of Alabama Coca-Cola Bottlers, Inc. Birmingham, Alabama 205/841-2653

KHAFRA Engineers, Architects and Construction Managers Birmingham, Alabama 205/252-8353

Davis Architects Inc. Birmingham, Alabama 205/322-7482

Paul B. Krebs & Associates, Inc. Birmingham, Alabama 205/987-7411

24 Alabama School Boards â&#x20AC;˘ October/November 2005

Payne & Associates Architects Montgomery, Alabama 334/272-2180

Select Medical Systems, Inc. Birmingham, Alabama 205/967-3453 Sherlock Smith & Adams Inc. Montgomery, Alabama 334/263-6481 Evan Terry Associates PC Birmingham, Alabama 205/972-9100 Volkert & Associates Inc. Mobile, Alabama 251/432-6735

Evaluating Superintendents...

Continued from page 12

December 7-8

Roles & Relationships: Leadership I Core Course Birmingham

8-10 AASB Convention Birmingham 10

Roles & Relationships: Leadership II(B) Birmingham

January 2006 10

Legislature Convenes in Regular Session

February 2006 5-7

NSBA Federal Relations Network Conference Washington, DC

When boards of education evaluate their superintendents, they must either employ a trained state pool PEPE evaluator or use a similar evaluation system approved in advance by the SDE. “During the 2004-2005 school year in Alabama,” Starnes said, “approximately three-fourths of the 44 Alabama school boards who evaluated their superintendents that year employed the PEPE evaluation process.”

School boards must evaluate their superintendents at least once during a three-year period. Both appointed and elected superintendents must be evaluated, although the evaluation of elected superintendents should not occur during the year preceding a re-election contest. Superintendents are exempt from PEPE in their first and last years of service, and, therefore, must have been on the job at least one year before being evaluated.

The PEPE process culminates with the design and implementation of a professional development plan for improving the superintendent’s performance.

And when the superintendent improves in performance, school board members are happier, the school system operates more effectively and the students are the real winners in the end.

For a list of approved, trained superintendent evaluators, call state PEPE Director Dr. Barbara Walters at (334) 242-9962. ▲ Dr. Stephen Nowlin, associate professor of educational administration at Jacksonville State University, has worked at the K-12 level as a reading teacher, elementary teacher, junior high school assistant principal and school superintendent.

March 2006 3

Leadership II(C) Workshop Birmingham

3-4

Leadership for Policy and Planning: AASB Academy Conference Birmingham

April 2006 8-11 NSBA Annual Conference and Exposition Chicago, IL April 27-May 18 AASB District Meetings

July 2006 9-12 SSA Summer Conference Point Clear, AL 2326

NSBA/Southern Region 2006 Conference SanDestin, FL

Editor Denise Berkhalter at publicrelations@ theaasb.org

December 2006 7-9

AASB State Convention Wynfrey Hotel Birmingham

Alabama School Boards • October/November 2005 25

At the Table Dr. Dannetta K. Thornton-Owens School Board Birmingham Hometown Birmingham A Board Member for Three years. I was one of nine members of the first elected board in Birmingham in 2002 and was just re-elected. I was the first vice president and was president in 2004 for one year.

Books at Bedside I love the Bible. I’m a Sunday School teacher.

Inspiration My parents, the late Dr. Daniel Kennon Jr. and Verna Herron Kennon, were my role models. They always stressed the importance of education and being the best that you could be.

Motto as a Board Member Strive for excellence in all endeavors.

Walter Mitty Fantasy To get away on my favorite island with no telephone, no meetings to attend and to have uninterrupted time with my husband. The closest I can get to that is when we go to our vacation home in Martha’s Vineyard.

Advice to New Board Members Keep an open ear and heart and mind as you tackle the problems that face us in education.

Greatest Accomplishment as a Board Member To rid the school system of junk food and to bring this to the attention of other board members and to write policies to enforce our having nutritional food offerings in the school. I chair the policy committee, so I’m very proud of that. And to raise the expectations for higher academic standards in all of our schools — I think I’m a drum major of that.

Pet Peeve as a Board Member The lack of cohesiveness sometimes in attacking many of the problems I see as being most important in education.

Reason I Like Being an AASB Member It gives us a larger voice in addressing all the issues that we face as members of an urban school in a diverse state.

My Epitaph To whom much is given, much is required, and Lord knows I have tried to give.

26 Alabama School Boards • October/November 2005

Kids and Sex...

Continued from page 19

cent of Alabama’s children are overweight and another 14 percent are at risk of becoming overweight. Of the state’s more than 200,000 high school students, 13.5 percent are overweight.

“There is much more that can be done to help people make healthy choices about nutrition and exercise,” Glendening said.

“For instance, decisions about where we build new houses and highways or schools and sidewalks can mean the difference between giving people more or less opportunity to participate in physical activity.”

Preserving schools’ physical education and sports programs and encouraging students to walk to school are part of a multifaceted approach to slimming down the nation’s youth.

Education — or the implementation of prevention programs in the schools — is another step in the right direction, Toodle said.

“That’s the next, the biggest, step,” she said. “Not that this isn’t going on in the schools now, but it needs to be pushed up a notch.”

The risk behavior survey is not just a reminder to improve existing prevention programs, but, in some ways, it’s a rude awakening, Toodle explained.

“You know, sometimes we’re just not aware,” she said. “All of this has really opened the eyes of the people of Alabama, so they can really see the picture and say, ‘Yes, we do have a problem. Maybe we don’t need to start addressing risk factors and risky behavior in high school, but we need to start as early as in elementary school.’”

Whatever the strategy, whatever the plan — work has to be done to avert illness, the loss of physical and mental abilities or even young lives due to preventable diseases and injury. That work has begun, but the results are slow to come. It’s a matter of change, and change isn’t easy.

“It won’t happen overnight,” Holloway said. “These are behaviors that have been learned, that have taken years to evolve. But by identifying the problem and putting a face on it and developing strategies, we can chisel away at it.” ▲

Potpourri PEOPLE

▲ Congratulations to Jacksonville Board

▲ Congratulations to Dr.

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Harold Dodge of Mobile County Schools on his selection as the 2006 Alabama Superintendent of the Year. Dodge will compete for the Dodge national award, and the winner will be announced Feb. 23 in San Diego, Calif.

The finalists were Evan K. Major Jr. of Shelby County, Ronnie Driver of Covington County Schools, Dr. James Carter of Selma City Schools, Dr. Jim Jeffers of Tallassee City Schools; Jacky Sparks of Calhoun County Schools; Bravell Jackson of Marion County Schools and Dr. Richard Gardner of Sheffield City Schools.

Well done to Joseph Williams of Russell County. He not only completed his evaluation form at the recent October conference, but also won the drawing for free conference registration applicable to either the March 2006 or October 2006 academy conference.

Well done Morgan Ashley Glasscock of Hoover, who was awarded the eighth annual Alabama Association of School Boards District 5 Fine Arts Scholarship.

Glasscock was active in the Dance Department of Spain Park High School and now attends Samford University. She is the daughter of Gary and Linda Glasscock.

Thumbs up to Linda McGhee, chief school finance officer/business manager of Thomasville City Schools, who was presented with the Eagle Award for the McGhee school business official of the year.

McGhee is an Alabama Risk Management for Schools trustee. The award is the Association of School Business Officials International’s highest honor.

Best wishes to Dr. Dennis Zuelke, an associate member of AASB, who retired as of Jan. 1, 2005, after nearly 13 years as professor of educational administration with Jacksonville State University.

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of Education President Lori Tippets, who recently began covering sports full time for The Jacksonville News.

Kudos to state Board of Education District 3 member Stephanie Bell, who was among the National Association of the State Boards of Education members who released the year-long literacy study “Reading at Risk: The State Response to the Crisis in Adolescent Literacy” in October.

Accolades to Hoover Board of Education member Dr. Joseph O. Dean, who received an honorary doctor of pharmacy degree from Meijo University in Nagoya, Japan in September. He is the dean of McWhorter School of Pharmacy at Samford University and is the first recipient of the Outstanding Dean Award presented by the American Pharmacist Association Academy of Student Pharmacists in April 2005.

Good job to the 15 Alabama Reading Initiative professional development demonstration sites. More than 1,000 principals and reading coaches will visit the sites, which include: Moundville Elementary, Hale County Schools; Verner Elementary, Tuscaloosa City Schools; West Jasper Elementary, Jasper City Schools; Lipscomb Elementary, Jefferson County Schools; Troy Elementary, Troy City Schools; St. Elmo Elementary, Mobile County Schools; Endeavor Elementary, Madison County Schools; Phil Campbell Elementary, Franklin County Schools; DAR Elementary, Marshall County Schools; Warrior Elementary, Jefferson County Schools; Moody Elementary, St. Clair County Schools; Ivalee Elementary, Etowah County Schools; John Jones Elementary, Etowah County Schools; Mt. Olive Elementary, Russell County Schools; and Pine Level Elementary, Autauga County Schools.

Congratulations to Rachel Bond, a ninth-grade student at Discovery Middle School, Madison City Schools, whose poster was selected as the

statewide winner of the 2005 Family Poster Contest on Parental Involvement.

She and her family submitted the poster used during parental involvement month in October. Bond’s poster and 11 others appear in the 2005-2006 Alabama Parental Involvement Calendar. The other honorees are Sydney Cox, Wetumpka Elementary School; Ashlyn Geck, Flomaton Elementary School; Jacob Graham, Moulton Elementary School; Divine Green, Ridgecrest Elementary School; Quintin Hayes, Keith Middle-High School; Hunter Hill, Woodmeade Elementary School; Lakeisha Hinson, Center Street Middle School; Kimberly Pierce, Hubbertville High School; Quintori Za-Kea Roberts, Southview Primary School; Alexus Walker, Knox Elementary School; and Randy F. Wayne, Jess Lanier High School. ▲ Sympathies to the family of Dr. Harold Bishop, who passed away recently at age 62.

The longtime University of Alabama education professor was a consult- Bishop ant to 126 state school systems and cofounded the University of Alabama Superintendents Academy in 2002. ▲ Condolences to the family of the late William Albert “Bill” Edwards, who died at age 81 on Oct. 23. Edwards served nearly three decades on the Sylacauga City Board of Education. He was board president in 1971, 1978, 1983, 1989 and 1994. He retired from the board in 1995. He was also the first president of the Sylacauga City Schools Foundation. ▲ Thoughts of compassion are with Baldwin County Superintendent of Education Dr. Faron Hollinger, whose mother — former Baldwin County Board of Education member Louise Baggett Hollinger — died Oct. 13 at 80 years old. Mrs. Hollinger, a Spanish Fort resident, was appointed to the board in 1995 and served until her term ended in 1998. ▲

Alabama School Boards • October/November 2005 27

Alabama Association of School Boards Post Office Drawer 230488 Montgomery, Alabama 36123-0488

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