2007 Fall Alabama School Boards Magazine

Official Publication of the Alabama Association of School Boards

Fall 2007

School Boards Play Key Role in Accountability Alabama To Use National Graduation Rate Formula 2007 MEDIA HONOR ROLL TIPS FROM THE PROS: Stretch Your Construction Dollars DEFINING THE ROLE OF SCHOOL BOARDS: Architect, Communicator, Leader BOARDMANSHIP BASICS: Things It Has Taken Me 30 Years To Learn 4 Ways to Make Arts Education a Priority

Fall 2007 Vol. 28, No. 5

OFFICERS Jim Methvin . . . . . . . . . . . . . President Alabama School of Fine Arts Sue Helms . . . . . . . . . . President-Elect Madison City Florence Bellamy . . . . . Vice President Phenix City Tommy McDaniel . . . . . Past President Alabama School of Math and Science STAFF Sally Brewer Howell, J.D. Executive Director Denise L. Berkhalter Director of Public Relations Editor, Alabama School Boards Susan Rountree Salter Director of Membership Services Ken Roberts, C.P.A. Chief Operating Officer 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 Kristi Martin Clerical Assistant BOARD OF DIRECTORS Patsy Black . . . . . . . . . . . . . . District 1 Monroe County Steven Foster . . . . . . . . . . . . District 2 Lowndes County Jeff Bailey . . . . . . . . . . . . . . . District 3 Covington County Katy S. Campbell . . . . . . . . . District 4 Macon County Jennifer Parsons . . . . . . . . . . District 5 Jefferson County Sue Jones . . . . . . . . . . . . . . . . District 6 Jacksonville Susan Harris . . . . . . . . . . . . . District 7 Winfield Dr. Charles Elliott . . . . . . . . . District 8 Decatur Laura Casey . . . . . . . . . . . . . . District 9 Albertville Sandra Ray . . . . . . . . . . . . State Board Tuscaloosa

IN THIS ISSUE COVER STORY

IS NO CHILD LEFT BEHIND WORKING IN ALABAMA? . . . 16 If education had temples, they’d be throbbing. The deadline to reach No Child Left Behind’s lofty goal of bringing every K-12 student in America up to grade level in reading and math is just seven graduations away.

The No Child Left Behind Act was due for reauthorization this year, but an automatic extension has carried it over unchanged into the 2008 fiscal year that began Oct. 1. President George W. Bush, who leaves office in ’09, threatens to veto any reauthorization bill that waters down the law he signed in January 2002.

Ask Bush, and he’ll say the Elementary and Secondary Education Act’s successor is working, but how is NCLB faring in Alabama?

FEATURES

Defining the Role of School Boards: Architect, Communicator, Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 AASB’s 2007 Media Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Second Annual AASB President’s Award . . . . . . . . . . . . . . . . . . . . 12 Tips from the Pros: Stretch Your Construction Dollars . . . . . . . . . . 20 DEPARTMENTS

Alabama Education News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Education & the Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Calendar of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Potpourri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 At the Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 BOARDMANSHIP BASICS

Things It Has Taken Me 30 Years To Learn . . . . . . . . . . . . . . . . . 29 4 Ways to Make Arts Education a Priority . . . . . . . . . . . . . . . . . . 31 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 • Fall 2007 3

Alabama Education News Photo Credit: Brennen Smith/The Decatur Daily

ALABAMA NEWS

The conference was designed to educate board members and superintendents about practical, proven approaches to raising student achievement for every child and creating a culture that pushes optimal employee performance. Conference participants learned about successful education programs, the school board’s role in increasing student success and the emerging 21st century skills that are crucial for today’s graduates.

Speakers included Assistant State Super-

intendent of Education Dr. Katherine Mitchell, cognitive scientist Sally Donlon, A+ Education Foundation Managing Director Cathy Gassenheimer and Debbie Manns of the Texas Association of School Boards. Attendees also benefited from a slate of breakout sessions on such topics as preparing students for the future, what brain research says about achievement, middle schools that work, using assistant principals to make instruction a priority and cost-effective ways to raise achievement.

Welcome Home Soldier

New Staffers Join ASB

Decatur recently welcomed back school board member Lt. Col. Dwight Jett Jr. Jett returned from Iraq with the Alabama National Guard’s 1169th Engineering Group after a 13-month deployment. His wife, Karen, served on the board in his absence. He is pictured with his mother, Patty, and niece, Olivia Farris, at the National Guard Armory.

The Alabama Association of School Boards recently welcomed Ken Roberts, Jr., C.P.A., of Prattville and Kristi Martin of Montgomery to the staff.

Roberts, AASB’s new chief operating officer and director of research, joined the staff in November. Most recently the education fiscal administrator for the state Department of Education, he brings a wealth of financial management experience to AASB’s newly created COO position. Roberts’ career has spanned the accounting, politics and education fields and includes stints with the state Department of Examiners of PubRoberts lic Accounts and as a city councilman, a county commission administrator and a chief school finance officer.

The Auburn University graduate has a bachelor’s in accounting, and he earned a master’s in business administration from the University of Alabama at Birmingham. He has also benefited from Alabama Association of School Business Officials training. Roberts is licensed as a C.P.A. through the Alabama State Board of Public Accountancy and is a member of the Alabama Society of Certified Public Accountants and Beta Gamma Sigma.

Roberts will oversee AASB’s long range financial planning and supervise day-to-day fiscal operations and facilities maintenance. He will also conduct field services for the association and spearhead the Legal Assistance Fund, help drive AASB’s legislative agenda, research education finance issues and serve as staff liaison to AASBO and the AASB Budget and Finance Committee.

Martin, a senior at Jefferson Davis High School, is earning valuable experience as an AASB clerical assistant. Selected through her school’s student worker program, she carries out clerical and related duties. She began working at AASB in September and will continue through May 2008. She has earned several academic honors, including the Excellence in Academics Award, and has been active in such school organizations as the Judicial Team Board and Mu Alpha Theta. Martin

More than 250 Education Leaders Attend Conference School board members and superintendents from around the state attended a twoday training seminar recently to learn how to lead in a way that enhances and supports student learning. More than 250 education leaders attended the Oct. 21-22 Alabama Association of School Boards conference in Hoover.

4 Alabama School Boards • Fall 2007

Rule Change Could Cost Alabama Schools Millions The Alabama Association of School Boards and the National School Boards Association are actively fighting a proposed rule change by the Centers for Medicare and Medicaid Services that would undercut the Medicaid Administrative Claiming program. Under the Medicare Catastrophic Coverage Act of 1988, school systems are allowed to receive payment from Medicaid for health services delivered to Medicaid-eligible children with disabilities.

The program has returned in excess of $68 million to local schools since its inception. Nationwide, it is estimated that Medicaid expenditures for school-based services totaled about $2.9 billion in 2005.

AASB is calling on Alabama’s Congressional delegation and other key government leaders and the local Medicaid agency to urge CMS to drop the proposed change.

AASB Executive Director Sally Howell said AASB believes schools play a key role in identifying children for Medicaid and connecting them to needed services in schools and the community.

“AASB is fighting to block the Centers for Medicare and Medicaid Services from prohibiting school systems from claiming federal reimbursement for these services,” she said. “The loss of administrative reimbursement would hurt school systems’ efforts to provide needed health services, resulting in eligible children not being identified and/or receiving these services in a timely manner. Additionally, the loss of funding could impact students

“The loss of administrative reimbursement would hurt school systems’ efforts to provide needed health services...”

— Sally Howell, AASB Executive Director

in regular education programs since Medicaid reimbursement affects school systems’ bottom line.”

To find out how you can help in this effort, contact AASB government relations at 334/277-9700.

(Continued on page 6)

Alabama Wins AP Grant to Produce Next-Generation Employees Gov. Bob Riley announced recently that Alabama has received a $13.2 million grant from the National Math and Science Initiative to strengthen advanced placement programs in the state’s public schools.

The six-year award is the largest private grant on record for K-12 public education in Alabama, one of seven states chosen to receive it.

“Expanding advanced placement programs is critical to providing a world-class education for our children and making sure they are prepared to succeed in today’s global economy,” Riley said.

The new funding will launch A+ College Ready, an A+ Education Foundation-based program designed to increase student participation in advanced placement courses and performance on AP exams in math, science and English.

From 2006 to 2007, the number of AP exam takers in Alabama’s public schools increased 23.3 percent, compared to only a 9.5 percent increase nationwide. The number taken by Alabama public school students who earned a grade of three to five, generally qualifying for college credit, increased by 16.6 percent. Additionally, the AP participation and performance of Alabama’s black students significantly outpaced that seen nationwide.

For more information, visit www.nationalmathandscience.org.

Gov. Bob Riley announces Alabama has won a $13.2 million grant to expand Advanced Placement courses in math, science and English. In back is Truman Bell of Exxon Mobile Corp., which is helping to fund the National Math and Science Initiative that awarded the grant to the state.

Alabama School Boards • Fall 2007 5

Alabama Education News...

Continued from page 5

The goal of the Alabama Teacher Mentoring program is to motivate new teachers and help them survive their first two years on the job.

Birmingham Leaves No Senior Behind About 75 percent of Birmingham city school graduates head to higher education thanks to a program the superintendent calls No Senior Left Behind.

In a Birmingham News article, Superintendent Stan Mims said the program he launched in January helped encourage many of this year’s graduates to enter twoor four-year colleges. Of the nearly 1,500 graduates, 1,100 planned to seek higher education.

About 56 percent of the state’s graduates enrolled in college last year, the article reported.

Mims said the remediation program for students who failed portions of the Alabama High School Graduation Exam helped 95 percent of its junior and senior participants pass the exam and graduate on time. No Senior Left Behind now includes college tours, college entrance exam study sessions and seminars. Mims also uses pre-college entrance exams for ninth-graders as a tool to help increase graduation rates.

Riley’s Commission on Quality Teaching.

The commission said the two-fold advantage is new teachers can tap into the knowledge, talent and skills that experienced teachers bring to the classroom every year, and veteran teachers gain the satisfaction of sharing their expertise. The 2008 Education Budget provides more

DATES TO REMEMBER ▲

6 Alabama School Boards • Fall 2007

December 13, 2007 The Mendez Foundation and the state Department of Education will present the interactive “America’s Kids: Diamonds in the Rough” workshop featuring the latest strategies and research in drug and violence prevention.

The event begins at 8:30 a.m. at the Wynfrey Hotel in Hoover. Registration is free. For details, call 800/750-0986 or send e-mail to breece@mendez foundation.org.

Seasoned Mentors Guide New Teachers Through a new state initiative, experienced teachers give their time and talent to help guide new teachers through their first year on the job. Seasoned teachers receive a $1,000 stipend per mentee to share their insight on classroom preparation and professional development. The goal of the Alabama Teacher Mentoring program is to motivate new teachers and help them survive their first two years on the job. State Superintendent of Education Dr. Joe Morton said 30 percent to 50 percent of all new teachers leave the profession within the first five years of teaching.

The concept was produced by Gov. Bob

than $3.9 million to cover the cost.

“This is just another step in building a truly great education system,” Riley said.

“I think this is going to dramatically help teachers as they enter our classrooms for the first time. I think they’ll do a better job, and I also think it’s going to help with retention of teachers.”

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January 1, 2008 School board members interested in serving on an AASB committee next year should notify Executive Director Sally Howell (P.O. Drawer 230488, Montgomery, AL 36123; 800/562-0601; or 334/270-0000, fax). The standing committees are: Budget and Finance, Nominating, Resolutions and Bylaws.

Other committees may also be appointed. The deadline to apply for a committee appointment is Jan. 1.

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March 28, 2008 The National School Boards Association will host a “Board Member Boot Camp Early Bird Session: Ethics, Board Meetings and the Role of a School Board Member” at its 68th Annual Conference in Orlando. Registration and pay are due Dec. 28. For details, call 800/950-6722 or visit www.nsba.org/ conference.

NATIONAL NEWS

Data to Use in Decision Making Data-based decision making is the new mantra for education leaders seeking to strategically improve student learning and their own leadership skills. Here are a few recent releases that may provide useful data: ▲ Private or Public: The Center on Education Policy recently released the findings of a major new study examining academic achievement and related education outcomes for low-income urban public high school students and similar private school students. In short, the study found — after controlling for socioeconomic status and parental involvement factors — low-income students attending urban public high schools generally performed at the same academic level as similar private school students and were as likely to attend college and to be satisfied in their jobs in their mid-20s. See the full study at http://nces.ed.gov/ nationsreportcard/pdf/studies/2006461.pdf

Students Still Suffer Hurricane Katrina Aftermath As many as 30,000 K-12 students did not attend school at all in the 2005-2006 school year due to the infamous Hurricane Katrina that ravaged the Gulf Coast and its schools. Elementary through higher education suffered an estimated $6.2 billion in hurricane-related destruction, which the federal government addressed by providing $1.2 billion.

This is according to the Southern Education Foundation’s “Education After Katrina” report, an in-depth look at the storm’s impact on education along the Gulf Coast — including the decline in student enrollment, lost school time, and the severe impact on regional child care systems.

The 140-year-old, Atlanta-based foundation argues for a “new federal response” to the relief and recovery related to education after Katrina, including a comprehensive review of needs and appropriate action to assist Gulf Coast schools.

“The students are still there,” the report notes. “It is not too late for them. And it is not too late for the national government to redeem America’s ideals of caring and opportunity regardless of race, income or geography.”

Read the entire publication at www.southerneducation.org.

▲ Reading: The Center on Education Policy, a national advocate for public education and more effective schools, found Alabama’s students have improved in reading and math since the No Child Left Behind Act’s implementation.

Proficiency gaps are beginning to narrow, according to the center’s report “Educational Architects: Do State Education Agencies Have the Tools Necessary to Implement NCLB?” available at www.cepdc.org. The report attribute’s the state’s headway to the Alabama Reading Initiative and the Alabama Math, Science and Technology Initiative. (See related story on page 16.)

▲ Wellness: A national research project commissioned by the California School Boards Association and California Project LEAN was recently released. The report finds respondents believe wellness policies can positively impact children’s access to healthy foods at school, physical activity levels and student academic achievement. The report’s lengthy title is “School Wellness Policy Development, Implementation and Evaluation: Perceptions, Barriers and Opportunities Among School Board Members, State School Boards Associations, School Wellness Advocates, State Public Health Nutrition Directors and Superintendents.” For the full report, visit www.csba.org or call 800/266-3382. ▲ Alabama School Boards • Fall 2007 7

In the world of school reform and improvement, attention is seldom paid to the role of the school board. Yet most school systems across the country are governed by an elected or appointed school board whose members are the ultimate architects of the system’s plan for increasing student achievement. Therefore, a clear understanding of the purpose, role and appropriate functions of school boards — on the part of both board members and school and system practitioners — can contribute greatly to accomplishing ambitious improvement goals.

T

his article explains the difference in purpose and function between a system’s school board and its administration, summarizes different approaches to school board organization and illustrates the significant role school boards can play in supporting increased student achievement.

School Boards and System Administration Many models exist that illustrate appropriate relationships between school boards and school system administrations, but they all share one common principle: The school board governs and the superintendent administers the school system. Although it sounds straightfor8 Alabama School Boards • Fall 2007

ward, this underlying principle can be very difficult to fully understand and even more complicated to implement. A book published by the National School Boards Association titled The Key Work of School Boards Guidebook delineates the differences between the two. The school board provides high-level guidance and direction for the school system. Its job is to do the following: ▲ Build community support by pursuing a broad base of involvement. ▲ Communicate clearly with all school system stakeholders. ▲ Adopt policies to support system initiatives. ▲ Approve comprehensive plans developed by the superintendent.

Allocate adequate funding and align resources. ▲ Monitor progress toward the achievement of system goals.

The superintendent, on the other hand, serves as the chief executive officer of the school system with more concrete responsibilities for leading and managing day-today operations. The superintendent must do as follows: ▲ Implement school board decisions. ▲ Lead strategic planning initiatives. ▲ Make recommendations to the board. ▲ Develop, monitor and evaluate the effectiveness of programs. ▲ Model support for system change initiatives and ensure that they are implemented. ▲

Confusion about these roles can cause problems and have a negative effect on the operation of a school system. Boards that attempt to micromanage policy implementation, circumvent the superintendent by working directly with employees or operate as individuals rather than as a team can be both divisive and disruptive. In high-functioning school systems, roles are clearly delineated, and the relationship between board of education members and the system administration is clear.

Models for School Boards Several models exist that help to paint a picture of how a board of education can establish a productive relationship with school system administration.

cause it provides them with data about system operations that they want and need and establishes a framework for the ongoing collection and use of data. D.B. Reeves, author of Accountability in Action: A Blueprint for Learning Organizations, suggests that a relationship built on accountability “can provide board members with a blend of very specific school-level information, along with qualitative and narrative data that puts this information in proper context.”

System operations also benefit from the accountability model since it ensures that administrators have access to the same information. This system, says Reeves, becomes a functional framework “within which all other initiatives, programs, evaluations, plans and other educational policy matters” facing the system can be considered. ▲ Collaborative Learning Communities Model: A collaborative learning communities model offers a third picture of constructive school board and system administration interaction. Within this model, the board and other members of the

School systems across the country are governed by an elected or appointed school board whose members are the ultimate architects of the system’s plan for increasing student achievement.

Corporate Model: Some researchers suggest a corporate model, in which the school board is seen as a board of directors whose chief responsibilities are designing the system’s “comprehensive educational strategy,” selecting an operations manager for the organization and answering to the “shareholders” — in this case, the community, all of whom have a stake in the success of the school system. ▲ Accountability Model: Another author suggests that an accountability model can address the common problem of school board interference in the daily administration of the school system.

A relationship based on accountability reassures school board members be▲

school community work together and learn together for the benefit of the school system. Peter Senge and his coauthors of Schools that Learn emphasize trusting relationships rather than a data or functional structure as the basis for board-system interaction. To establish a trusting relationship, Senge suggests it is good practice to make public as much information as possible, including creating a public record of private conversations. He stresses that if school board members model the civil behavior they would like schools to demonstrate, their own tendency to disagree for the sake of public drama will be eliminated. The school board also can deflate emotion-

ally charged decisions such as closing a local school or funding special programs by focusing discussion on the observable data that have been collected. Senge further suggests that a school board that wants to operate as a learning community needs to practice talking about its values and take steps to ensure that discussions occur with calm consideration.

How School Boards Support Increased Student Achievement Regardless of which mental model school boards and system administrations use to define and implement positive working relationships, they do best when they remember that the primary responsibility of everyone is to focus on improving student achievement. Two of this year’s winners of the American School Board Journal’s Magna Award illustrate the positive effect that school board leadership can have on efforts to improve student achievement.

The Board of Education of Lincoln Public Schools in Nebraska capitalized on its obligation to involve the community and capture its support by creating the Lincoln Community Learning Centers project in 2001. This initiative, designed to address the achievement gap in the system’s schools, emphasizes the role of the community in supporting student achievement.

School Neighborhood Advisory Committees ensure that residents are involved in analyzing the needs of each participating school and creating a plan to address them.

A system leadership council is charged with supporting the continued growth of the learning centers and securing financing for them through community partnerships.

Leadership council members include school board members, the superintendent, the city’s mayor, newspaper publisher and other high-profile community participants.

These partnerships, says the board president in the American School Board Journal, “broaden public discussion, increase accountability and strengthen the connections between parents, schools and the community.”

Taking a similar approach to fulfilling its leadership role, the school board of San (Continued on page 22) Alabama School Boards • Fall 2007 9

AASB congratulates the 2007 Media Honor Roll winners listed by name and/or news organization and the nominating school board. ▲ Mo Jackson . . . . . . . . . . . . . . . . The Gadsden Times Attalla Board of Education

▲ Kerry Whipple Bean . . . . . . . The Brewton Standard Brewton Board of Education

▲ Baldwin County Commission Baldwin County Board of Education

▲ The Greenville Advocate Butler County Board of Education

▲ Cable TV Government Access Channel Baldwin County Board of Education

▲ The South Alabama News Butler County Board of Education

▲ Dan Cates . . . . . . . . . . . . . . . . . . . . . . . .WKRG TV5 Baldwin County Board of Education

▲ WGYV Radio Station Butler County Board of Education

▲ Debbie Williams . . . . . . . . . . . . . . . . . . .WKRG TV5 Baldwin County Board of Education

▲ WKXN Radio Station Butler County Board of Education

▲ Graham Heath . . . . . . . . . . . . . . The Baldwin Times Baldwin County Board of Education

▲ The Choctaw Sun Advocate Choctaw County Board of Education

▲ Josh Bean . . . . . . . . . . . . . . . Baldwin Press Register Baldwin County Board of Education

▲ Stephanie Nelson . . . . . . . . The Andalusia Star News Covington County Board of Education

▲ Leon Petite . . . . . . . . . . . . . . . . . . . . . . .WPMI TV15 Baldwin County Board of Education

▲ Amanda Shavers-Davis . . . . . . . The Cullman Times Cullman City Board of Education

▲ Lori DuBose . . . . . . . . . . . . . . . . .WABF Radio 1220 Baldwin County Board of Education

▲ Bobby Shuttleworth . . . . . . . . . . . . . WAFF 48 News Decatur Board of Education

▲ Pat Peterson . . . . . . . . . . . . . . . . . . . . . .WKRG TV5 Baldwin County Board of Education

▲ Eric Fleischauer . . . . . . . . . . . . . . The Decatur Daily Decatur Board of Education

▲ Scott O’Brien . . . . . . . . . . . . . . . . . . News Radio 710 Baldwin County Board of Education

▲ David Lusk . . . . . . . . . . . . . . . . . . . . The Weekly Post DeKalb County Board of Education

▲ Tina Covington . . . . . . . . . . . Baldwin Press Register Baldwin County Board of Education

▲ J.D. Davidson . . . . . . . . . . . . . . . . The Times-Journal DeKalb County Board of Education

▲ Rebecca Beasley . . . . . . . . . . . . The Clayton Record Barbour County Board of Education

▲ Jared Felkins . . . . . . . . . . . . . . . . The Times-Journal DeKalb County Board of Education Fort Payne Board of Education

▲ Tiffany Woo . . . . . . . . . . . . . . . . The Eufaula Tribune Barbour County Board of Education ▲ Sand Mountain Reporter Boaz Board of Education

▲ Monia Smith . . . . . . . . . . . . . The DeKalb Advertiser DeKalb County Board of Education Fort Payne Board of Education

▲ Beecher Hyde . . . . . . . . . . . . . . . . . . . . . . . . . WAVU Boaz Board of Education

▲ Comcast Cablevision Dothan Board of Education

▲ Elizabeth Summers . . . . . . Sand Mountain Reporter Boaz Board of Education

▲ Graceba Total Communication Dothan Board of Education

10 Alabama School Boards • Fall 2007

▲ The Dothan Eagle Dothan Board of Education ▲ The Dothan Progress Dothan Board of Education ▲ WDHN Dothan Board of Education ▲ WJJN Dothan Board of Education ▲ WOOF Dothan Board of Education ▲ WTVY Dothan Board of Education ▲ WWNT Dothan Board of Education ▲ Alex Zequeira . . . . . . . . . . . . . . . . . . . . . . . . .WTVY Dothan Board of Education ▲ Jim Cook . . . . . . . . . . . . . . . . . . . . The Dothan Eagle Dothan Board of Education ▲ Ryan Carter . . . . . . . . . . . . . . . . . . . . . Atmore News Escambia County Board of Education ▲ Greg Purvis . . . . . . . . . . . . . . . . . The Times-Journal Fort Payne Board of Education ▲ Lew Gilliland . . . . . . . . . . . . . . . . The Times-Journal Fort Payne Board of Education ▲ Melissa Cason . . . . . . . . The Franklin County Times Franklin County Board of Education ▲ Sarah Verser . . . . . . . . . . . . . . .WBRC - Fox 6 News Homewood Board of Education ▲ Dixon Hayes . . . . . . . . . . . . . . .WBRC - Fox 6 News Jacksonville Board of Education ▲ John Allred . . . . . . . . . . . . . . . The Jacksonville News Jacksonville Board of Education ▲ Daniel Gaddy . . . . . . . . . . . . . Daily Mountain Eagle Jasper Board of Education ▲ The North Jefferson News Jefferson County Board of Education ▲ Jim Cox . . . . . . . . . . . . . . . . . East Lauderdale News Lauderdale County Board of Education ▲ Luke Slaton . . . . . . . . . . . . . The Moulton Advertiser Lawrence County Board of Education ▲ Wendy Reeves . . . . . . . . . . . . . The Huntsville Times Madison City Board of Education ▲ Demopolis Times Marengo County Board of Education ▲ Charley Nichols . . . . . . . . . . . . . . . Blackbelt Gazette Marengo County Board of Education ▲ Adam Northam . . . . . . . . . . . . . The Journal Record Marion County Board of Education ▲ Amy Bowers . . . . . . . . . . . . . . . Andalusia Star News Opp Board of Education

▲ John Bodiford . . . . . . . . . . . . . . Quantum of Auburn Opelika Board of Education ▲ Andy Burcham . . . . . . WANI-The Auburn Network Opelika Board of Education ▲ Beverly Harvey . . . . . . . . . . . . Opelika-Auburn News Opelika Board of Education ▲ Woody Ross . . . . . . . . . . Quantum Communications Opelika Board of Education ▲ Doris Wismer . . . . . . . . . . . . . . . . . . . The Opp News Opp Board of Education ▲ Robert Boothe . . . . . . . . . . . . . . . . . . . .WOPP Radio Opp Board of Education ▲ Kenny Callahan . . . . . . . . . . . . . . . . . . .WJXS-TV24 Oxford Board of Education ▲ Mickey Shadrix . . . . . . . . . . . . . . . . . . .WJXS- TV24 Oxford Board of Education ▲ Sarah Gilbert . . . . . . . . . . . . . . . . The Southern Star Ozark Board of Education ▲ David Atchison . . . . . . . . . . . . . . . . The Daily Home Pell City Board of Education ▲ The Columbus Ledger-Enquirer Russell County Board of Education ▲ Micheil O’Rourke-Cole . . . . . . . . . . . . . The Citizen Russell County Board of Education ▲ Candi Atkinson . . . . . . . . . . . . . . The Daily Sentinel Scottsboro Board of Education ▲ Faye Glass . . . . . . . . . . . . . . North Jackson Progress Scottsboro Board of Education ▲ Gary Hanner . . . . . . . . . . . . . . . . . . . St. Clair Times St. Clair County Board of Education ▲ Andrea Williams . . . . . . . . . . . . . . . . . . . . . . .WTOK Sumter County Board of Education ▲ Tommy McGraw . . . . Sumter County Record-Journal Sumter County Board of Education ▲ Samantha Corona . . . . . . . . . . . . . . The Daily Home Talladega City Board of Education ▲ Anita Debro . . . . . . . . . . . . . . The Birmingham News Trussville Board of Education ▲ June Matthews, Editor . . . . . Cahaba Talk Magazine Trussville Board of Education ▲ Robin Bird . . . . St. Clair Times/The Trussville Times Trussville Board of Education ▲ Robert Stevenson . . . . . . .WVUA - Channel 7 News Tuscaloosa City Board of Education ▲ Melissa Bonds . . . . . . . . . The Daily Mountain Eagle Walker County Board of Education ▲ WYVC - Camden Radio Wilcox County Board of Education Alabama School Boards • Fall 2007 11

43 School Boards Honored with Second Annual AASB President’s Award

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he second annual AASB President’s Award was presented to 43 school boards for dedication to improving their boardmanship skills. The prestigious award was presented to boards across the state during AASB’s fall district meetings in nine geographical regions. To be eligible for the award, boards had to have at least 60 percent of their members attend three or more AASB School Board Member Academy courses in the 2006-07 academy year that ended June 30.

Receiving the award in District 1 were the Brewton, Mobile County and Thomasville boards; in District 2, the boards in Selma and in Butler, Lowndes and Perry counties; in District 3, the Covington County and Troy boards; in District 4, the boards in Bullock, Elmore, Macon and Montgomery counties; in District 5, the boards in Bessemer, Birmingham, Fairfield, Midfield and Shelby County; in District 6, the boards in Cherokee, Cleburne, Etowah and Talladega counties and in Anniston, Pell City, Sylacauga and Talladega City; in District 7, the boards in Tuscaloosa and Winfield and in Greene and Tuscaloosa counties; in District 8, the boards in Decatur, Muscle Shoals and Russellville and in Colbert, Lauderdale, Lawrence, Limestone, Morgan and Winston counties; and in District 9, the boards in Albertville, Scottsboro and Jackson County.

“We’re proud of this year’s winners of the 2007 AASB President’s Award,” said AASB President Jim Methvin.

“They take seriously their roles as education leaders, community representatives and advocates of student achievement. They strive to strengthen their leadership and boardmanship skills through meaningful training and educational opportunities.” ▲ 12 Alabama School Boards • Fall 2007

Alabama School Boards • Fall 2007 13

Education&the Law Single-Sex Public Education: An Arrow in the Quiver

By Jenna M. Bedsole, Attorney, Lloyd, Gray and Whitehead PC

ducators from East Harlem, NY, to Long Beach, Calif.,

E

and from Memphis, Tenn., to Olympia, Wash., have

implemented single-sex public schools or classes.

Proponents of single-sex schools point to studies that show girls, as they approach adolescence, tend to lose interest in science and math and experience a decline in educational performance due to lower self-esteem and peer sexual harassment.

wise, in the Virginia Military Institute case, the court held the school’s “parallel program” with Virginia Women’s Institute for Leadership was not comparable in either tangible terms such as funding, programs offered, faculty, library services or intangibles such as reputation of the faculty, position and influence of the alumni and prestige. However, the Supreme Court did not foreclose the possibility that states could provide single-sex education as long as the intent and effect were not to promote negative stereotypes of females and males.

Title IX Some school systems have experimented with single-sex classes for girls in science and math while others may segregate boys in single-sex language arts and foreign language classes. Opponents of single-sex education mount two main legal challenges, namely the Equal Protection Clause of the Fourteenth Amendment and Title IX.

The Equal Protection Clause of the Fourteenth Amendment The U.S. Supreme Court subjects gender classifications to a “heightened scrutiny test” under the Equal Protection Clause of the Fourteenth Amendment. Specifically, the Supreme Court has stated gender classifications must have “an exceedingly persuasive” justification in order to survive.

For example, the Supreme Court struck down the male-only admissions policy at Virginia Military Institute. In doing so, the 14 Alabama School Boards • Fall 2007

court held classifications based on sex must “serve an important governmental interest,” or objective, and the classification must be “substantially related” to that objective. However, the Supreme Court did not ban single-sex programs per se but stated “gender classifications are permissible to compensate women ‘for particular economic disabilities’ suffered, to ‘promote equal employment opportunity’ and when they advance the full development of the talent and capacities of our nation’s people.” Yet, gender classifications are not permitted when they are used “to create or perpetuate the legal, social and economic inferiority of women.”

In applying the heightened standard, the Supreme Court also reviews whether a comparable alternative exists for the excluded sex. In 1982, the court struck down the all-female admissions policy of the Mississippi University for Women’s School of Nursing because Mississippi offered no male nursing program. Like-

Title IX states “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” In October 2006, the Office of Civil Rights clarified its position regarding single-sex schools, classes and extra curricular activities. The regulations allow a coeducational elementary or secondary school to provide nonvocational single-sex classes provided several criteria are satisfied.

How to Establish a Single-sex Class or Activity There are several factors a school system must consider and address before establishing a single-sex class or extracurricular activity.

1. The single-sex nature of classes or extracurricular activities must be substantially related to achieving an important school objective: improving the edu-

Single-sex education is a local decision and among one of many arrows in the system’s quiver to hit the target of providing a quality education. cational achievement of students and meeting students’ particular, identified education needs.

2. The school must implement its objective evenhandedly.

3. Student enrollment must be voluntary.

4. The school must provide to all other students “a substantially equal coeducational class or extracurricular activity in the same subject or activity.”

5. The school must conduct periodic evaluations, at least every two years, to ensure the single-sex classes or extracurricular activities are based upon genuine reasons and not broad generalizations and that the classes or activities are substantially related to the achievement of the important objective.

• The policies and criteria for admission; • The educational benefits provided, including the quality, range and content of curriculum and other services; • The quality and availability of books, instructional materials and technology; • The qualifications of faculty and staff; • Geographic accessibility; • The quality, accessibility and availability of facilities and resources provided to the class; and • Intangible features, such as reputation of the faculty.

OCR also permits single-sex schools if the school system provides students of the excluded sex a “substantially equal single-sex school or coeducational school.” The factors are the same as those for a “substantially equal” class or extracurricular activity with the addition that OCR will review the schools’ quality and range of extracurricular offerings.

An Alternative for School Systems In 2000, Sen. Kay Bailey Hutchinson proposed an amendment to the Title VI Innovative Education Reform grant program to permit public schools to spend Title VI funds on single-sex schools and classrooms “consistent with applicable law.” The amendment passed and singlesex programs are incorporated in No Child Left Behind.

With the amendment to No Child Left Behind and the revisions to the Title IX regulations, school systems have more guidance when establishing single-sex schools, classes and extracurricular activities. However, single-sex education is not a fix-all for every school system. It is a local decision and among one of many arrows in the system’s quiver to hit the target of providing a quality education that prepares students for a better life. ▲

What ‘Substantially Equal’ Means The regulations explain a “substantially equal” class or activity may be a separate single-sex class for the excluded sex. In determining whether a class or extracurricular activity is “substantially equal,” OCR will consider numerous factors, including:

Bedsole

Jenna M. Bedsole is a shareholder with Lloyd, Gray and Whitehead in Birmingham and can be reached at jbed sole@lgwpc.com or 205/967-8822.

December 2007 6

AASB Board of Directors' Meeting Wynfrey Hotel, Hoover

6

AASB Leadership II Core Wynfrey Hotel, Hoover

6-8 AASB Annual Convention Wynfrey Hotel, Hoover

January 2008 7-29 District Meetings E-Discovery

February 2008 1-3 NSBA Leadership Conference Washington, DC 3-5 NSBA Federal Relations Network Conference Washington, DC 5

Regular Legislative Session Begins

March 2008 14

AASB “Early Bird” Workshop, “The 21st Century Learner” Wynfrey Hotel, Hoover Board of Directors’ Meeting Wynfrey Hotel, Hoover

14-15 AASB Academy Core Conference, “Leadership for Developing a Highly Effective Staff” Wynfrey Hotel, Hoover 29- National School Boards 4/1 Association's 68th Annual Conference and Exposition Orlando

Alabama School Boards • Fall 2007 15

I

16 Alabama School Boards • Fall 2007

f education had temples, they’d be throbbing.

The deadline to reach No Child Left Behind’s lofty goal of bringing every K-12 student in America up to grade level in reading and math is just seven graduations away.

Schools across the nation strive to earn the only grade the federal education law allows — a perfect score. Not making adequate yearly progress for two consecutive years earns schools the “in need of improvement” label. If those schools receive federal dollars, they face sanctions ranging from allowing student transfers and providing free tutoring to staff dismissal and school closure.

The No Child Left Behind Act was due for reauthorization this year, but an automatic extension has carried it over unchanged into the 2008 fiscal year that began Oct. 1. The U.S. Senate is working toward its version of NCLB, and a House committee is updating its comprehensive “discussion draft” released this summer. Meanwhile, President George W. Bush, who leaves office in ‘09, threatens to veto any reauthorization bill that waters down the law he signed in January 2002.

Ask Bush, and he’ll say the Elementary and Secondary Education Act’s successor is working, but how is NCLB faring in Alabama?

The Verdict State Superintendent of Education Dr. Joe Morton has told the state Board of Education Alabama has made tremendous progress toward NCLB goals, but the law needs full funding and fine tuning.

The National School Boards Association, with the support of the Alabama Association of School Boards, feels so strongly about the law’s shortcomings that it’s attempting to push a bipartisan fix-it bill through Congress.

Dr. Scott Snyder of the University of Alabama at Birmingham gives NCLB a good news-bad news assessment. It brings attention to the state’s underrepresented students but causes unintended consequences, such as low teacher morale and consuming paperwork.

UAB’s Dr. Ken McGrew, however, thinks the law punishes schools and teachers for societal ills beyond their control, namely the inequality and poverty so many kids face.

Maybe it is too soon for a clear verdict on whether NCLB is closing the achievement gap between the state’s disadvantaged students and its affluent and white students. It’s also uncertain whether the 100 percent proficiency goal is even feasible. The immense pressure this high-stakes goal causes, however, is undeniable.

Instead of raising the bar every couple years, the percentage of students necessary to make statewide AYP goals will increase annually starting in 2008-09. In addition, all states must measure student achievement in science starting this year.

Bush’s reauthorization proposal adds more pressure. If approved, National Assessment of Educational Progress scores would appear on state report cards. The move is meant to “out” states with assessment standards less rigorous than “The Nation’s Report Card,” NAEP’s biennial reading and math test given to a cross section of each state’s fourth- and eighth-graders.

“It is a difficult goal,” Morton recently told the state board. “We are not there yet. The challenge is greater as we get closer (to 2014). But, we’ve made progress. Remarkable things are happening in public schools in Alabama, and we are on the right track.”

The Successes Alabama has indeed made notable educational gains since NCLB’s inception.

The percentage of adults with high school diplomas or GED credentials is up. About 90 percent of core academic classes are taught by teachers who fit NCLB’s “highly qualified” designation. More than 82 percent of the state’s 1,358 schools made adequate yearly progress under NCLB, and last year 88 percent did — a far cry from the 23 percent of schools that earned AYP status in 2004.

No Child Left Behind holds schools accountable based on the Alabama Reading and Mathematics Test for grades 3-8, the Alabama Alternate Assessment for grades 3-8 and 11 and the Alabama High School Graduation Exam for 11th graders.

Elementary school attendance and high school graduation rates are also used as academic indicators.

In 2007, ARMT showed improvement in the percentage of all fourth-grade students and in African-American students and students eligible for free/reduced-price meals who met or exceeded standards in reading and math.

“In addition, the rate at which English language learners are acquiring proficiency has increased dramatically,” added Dr. Ruth Ash, deputy state superintendent of education. “There has been a marked improvement in special education students who have real and meaningful access to the general curriculum.”

In September, Gov. Bob Riley and Morton announced landmark fourth-grade reading gains on NAEP. The Nation’s 2007 Report Card showed an 8-point gain in fourth-grade reading for Alabama students that puts the state just 4 points shy of the national average score. It was a boon for the Alabama Reading Initiative, which reaches all K-3 public school students. Plans are to expand the initiative into grades 4-8 if funding comes through. A pilot program serving adolescent readers is already under way.

Morton also hopes to grow the Alabama Math, Science and Technology Initiative. The 2007 NAEP scores were the first to include AMSTI students. Student scores in both fourth- and eighth-grade mathematics showed 4-point gains over 2005. As in the nation, 7 percent of the state’s fourth-graders scored at the advanced level.

“The data tell a remarkable story,” Morton said. “The Alabama Reading Initiative; Alabama Math, Science and Technology Initiative; and ACCESS distance learning are working to improve Alabama’s schools. It’s so indicative of the good work that’s going on in the schools even with the bar being raised.”

The Marathon A survey conducted by UAB’s Center for Educational Accountability this spring for the state Department of Education reports some positive outcomes of NCLB. The center, directed by Snyder, promotes data-based decision making to reform education and improve student and school achievement.

More than 842 teachers and administrators shared their perceptions about the consequences of No Child Left Behind.

Seventy-five percent of respondents either agreed or strongly agreed the law has resulted in: the use of assessment data to guide curricular (Continued on page 18)

“We’ve made progress. Remarkable things are happening in public schools in Alabama, and we are on the right track.”

—Dr. Joe Morton, State Superintendent of Education

Alabama School Boards • Fall 2007 17

Is NCLB Working in Alabama?

Continued from page 17

decisions and identify individual student needs; better alignment of the Alabama Courses of Study with state assessments; a more intentional focus on student achievement; and better attendance rates.

Most respondents also believe the quality of professional development has improved since it’s more aligned with school needs.

In addition, they think there is a more intended focus on subgroups’ success, including English language learners and minority and special education students.

“Teachers in the state are more qualified and have to demonstrate their knowledge and qualifications in order to become a teacher,” Snyder said. “Some had to take additional courses, and new teachers have

work to expand both programs to higher grades and all schools,” Morton said.

The Consequences The UAB Center for Educational Accountability also recorded educators’ concerns about NCLB when it surveyed participants from more than 98 percent of school systems. Most respondents think teacher morale is low, retaining competent teachers is difficult, piles of paperwork fuel frustration and pressure to improve test scores is unrealistic.

“And, the largest schools and the most diverse schools in our state have more cells they have to meet AYP for,” Snyder said. “There is a sense that they are at some disadvantage because of that.”

Schools may have to meet anywhere from five to 39 goals. Each cell represents

“Our standards ...should go beyond No Child Left Behind, which is not giving us enough attention on having kids adequately prepared for college and the work force.”

– Dr. Scott Snyder, UAB Center for Educational Accountability Director to pass Praxis subject matter tests. Those changes are related to compliance with No Child Left Behind.”

With progress come challenges.

Snyder believes a key missing element is quality preschool that provides all students with a strong start. Alabama’s overall NAEP scores in math and reading continue to lag the nation, and improvements in minorities’ and poor students’ scores over the years have narrowed but have not significantly closed the achievement gap.

Graduation rates aren’t where they need to be, and too few graduates leave ready for college-level work.

“This is a marathon, not a sprint,” concluded Morton. A decade ago, when the reading initiative launched, he understood funding and implementation would take time. He said the same has been true for AMSTI. “We had to prove ourselves, and we are doing so. In grades and schools where we have these state initiatives, we have seen improvement. Now we must continue to 18 Alabama School Boards • Fall 2007

a group of students, and one student may be counted multiple times — as in the case of a poor, minority student who has special needs and speaks limited English.

Also on the survey, 31 Alabama teachers complained of too much testing, and 19 said NCLB has resulted in a curriculum at some schools that doesn’t challenge gifted students.

“If a school is trying to focus on meeting AYP, the school may not be able to focus as much of its resources on serving the higher performing kids, and I think that’s a potential risk,” Snyder said. That risk is among the NCLB issues Snyder and other members of the state’s Committee for Accountability and Accelerating Student Learning plan to address in the next five to 10 years.

The committee seeks to step up education in Alabama by improving leaders, teachers and policies.

Another NCLB issue is the perception it gives.

Critics say states simply dumb down tests and fiddle with NCLB’s accountabil-

ity systems to meet minimal standards.

A report released Nov. 13 by the Education Sector accused Alabama and other states of employing loopholes to circumvent NCLB. Alabama jumped from fifth to 22nd on the education policy think tank's ranking of state progress under NCLB. Morton told The Birmingham News that Alabama measures accountability using practices authorized by the U.S. Department of Education, and he disregarded “The Pangloss Index: How States Game the No Child Left Behind Act” as “the report of the hour” and questioned the author's reasoning.

Ash said the assessments required by NCLB were never intended to establish unattainable or unreasonable goals for students.

“Our courses of study articulate grade level expectations,” she said, “and state assessments measure progress toward proficiency in these standards.”

In Snyder’s view, the state’s assessments used to measure yearly progress are a good match with the Alabama Courses of Study. His concern, however, is with assessing higher level skills, such as analyzing, describing, comparing and contrasting. Alabama’s multiple choice assessments, he said, may not accomplish this as well as open-ended tests would.

“Our standards, in terms of what we should hold ourselves accountable for as a state, should go beyond No Child Left Behind, which is not giving us enough attention on having kids adequately prepared for college and the work force,” Snyder said.

No Child Left Behind does one thing in his opinion.

“It tells whether or not we are meeting the minimal benchmarks in a couple academic areas,” Snyder said. “These are not the same standards that ACT holds or universities hold or NAEP holds.”

ACT reviewed the performance of Alabama’s 2007 graduating seniors who took its college entrance exam as sophomores, juniors or seniors. The average score of the record 34,187 test takers was 20.3, the state’s best average score in at least 15 years. The national ACT average is 21.2, and the highest possible score is 36.

Yet, only 16 percent of Alabama’s test takers met ACT’s college readiness benchmarks in English, reading, math and science. Just 3 percent of African Americans met all four benchmarks.

“When a lot of the kids who take the ACT in Alabama don’t score well enough to be considered college ready in all key areas, we have a concern as a state,” Snyder explained. “And, when our performance on NAEP routinely puts Alabama in the group of the lowest eight states, it suggests that we have a long way to go.”

The Elephants McGrew is an assistant research professor in UAB’s Department of Leadership, Special Education and Foundations. He said NCLB looms so large it distracts from the proverbial “elephants in the room.”

Inequality and poverty are very real and large obstacles to education attainment for

many Alabama children, said McGrew, coauthor of Education’s Prisoners. His book examines the relationship between poverty, school failure and incarceration.

“Young people who don’t do well are disproportionately from low-income families and disproportionately children of color. They have a lack of hope for the future,” he said. “The No Child Left Behind Act, in my view, shifts focus away from the growing economic inequalities in our society and the allocation of resources to prisons instead of education, poor children, their families and their schools.”

Alabama has more than its share of disadvantaged students. In 2005-06, about 55 percent of its 743,364 students were eligible for free or reduced-price meals due to low family income — well up from the 48.8 percent in 2001-02. More than 40 percent are minorities.

The estimated median family income in

School Boards Play Key Role in

America is $59,000, which compares to $48,700 in Alabama. It’s $25,200 in Wilcox County, which lies in the state’s high poverty Black Belt region. In the more affluent Birmingham-Hoover area, it’s $55,500.

Nearly half of Wilcox County’s 2,700 school-age children live in poverty. Of Hoover’s more than 11,000 school-age children, less than 300 are in poor families.

Higher income families tend to own property, which generally means a larger pool of local dollars for schools. At least 10 mills of local property tax must be assessed to participate in the state’s school funding program. In 2005, Hoover collected 48.47 mills for schools, and Wilcox County collected 10.

The reasons for poverty are complex, but the harm it causes — hunger, stress, academic failure — is evident, McGrew said. He sees NCLB as a burdensome (Continued on page 27

ACCOUNTABILITY

Dr. Ruth Ash, deputy superintendent for the state Department of Education, has a sobering message for school boards.

“Accountability is here to stay,” she said.

No Child Left Behind, the sweeping education law up for reauthorization this year, gives K-12 schools nationwide 12 years to bring all students up to grade level in reading and mathematics. Five years have passed since its enactment.

Alabama has met its statewide adequate yearly progress goals this year. More than 82 percent of the state’s schools are on par. But the stakes are getting higher as the 2014 deadline approaches.

School boards do play a major role in ensuring the high performance and enhanced accountability NCLB demands.

Ash’s name for that role is partner.

“School boards are equal partners with faculties in their districts in the process of improving and strengthening teaching and learning,” she said. “The state Board, the SDE and all school boards are actually collaborative partners with the same goals: safe schools, highly qualified teachers and principals, challenging curricula and effective school leaders.”

Dr. Scott Snyder, director of the University of Alabama at Birmingham’s Center for Educational Accountability, said school boards should also serve as cheerleaders who reenergize schools with praise for jobs well done and as lookouts poised to spot problems on the horizon.

“There is a huge amount of attention on meeting or miss-

ing AYP, and schools sometimes miss it by a single cell,” Snyder said. “So, school boards need to understand morale is becoming a huge issue with teachers and need to recognize publicly the professionalism and commitment and quality of people in their schools.”

School boards should also step back out of the shadow of NCLB to ensure gifted students and important subjects aren’t falling through the cracks, he said.

“The question for administrators and school board members is: To what extent are science, geography, history and language arts — not related to writing — being compromised in order for there to be adequate time to prepare students for testing in reading and math?” Snyder said.

“The board should ask if schools are looking for ways to make sure that the entire courses of study are being taught and not just those things that can be easily assessed with multiple choice tests,” he said.

They should also keep school and college readiness on the radar, he said.

“We as a state don’t give kindergarten readiness through high quality preschool programming nearly enough attention,” Snyder explained. “In order for us to be able to compete and to recruit industry and high quality professionals, we need to make sure education opportunities here are just as good or better than any you can find in the Southeast.”

— Denise L. Berkhalter

Alabama School Boards • Fall 2007 19

Editor’s Note: Now that the Alabama Legislature has approved the largest education bond issue in state history — $1.07 billion — Alabama School Boards will provide regular tips for stretching every dollar while avoiding school construction project pitfalls.

▲ Provide the architect with an accurate, detailed outline of your needs or ask him to develop one as part of his services. ▲ Be realistic about current construction costs. Review the costs in other school systems, and design alternates into your project so that costs can be trimmed if bids come in high or features can be added if they come in lower than expected. ▲ Building lifecycles are important. Constructing a building in a less expensive way initially may cost you more over the life of the building. Discuss cost versus lifespan issues with your architect before making final decisions. ▲ Plan for “soft costs,” including survey fees, testing fees and other professional fees, as well as for the equipment and furniture. ▲ Watch for budget overruns caused by “scope creep.” Ask for an updated budget at every submittal stage of the project and require that changes in the scope of the project be clearly identified.

20 Alabama School Boards • Fall 2007

▲ If your architect is pushing environmentally friendly options, make sure that he is proposing economical green products such as brick, wood or even — believe it or not — concrete block.

For example, rubber floor tile and linoleum floor tile are green but cost three to four times more than non-green vinyl composition tile. ▲ Beware of metal roofs. Standing seam metal roofs that use concealed fasteners - unlike cheaper metal roofs, which use exposed fasteners (and are more prone to leak) — cost three to four times more than architectural grade shingles. If you choose metal roofs, be aware that colors will fade in time, and complex roof shapes with numerous valleys and hips are more prone to leak than a simple, single-ridge roof. ▲ When properly designed, “flat” roofs (they aren’t actually flat; they slope at least a 1/4 inch per foot) will perform as long as pitched shingle roofs — 15 years or so. A flat roofed building is generally less expensive in today’s fire-sensitive building environment because wood roof trusses must either be firerated or covered with fire-rated materials or the attic must (Continued on page 22)

Stretch Your Construction Dollars...

Working with Architects

Continued from page 20

▲ Find an architect you are comfortable working with. Communication is key to a successful project. ▲ Look for an architect who has relevant experience with the type of project you want to do. ▲ Do not hire an architect just because he cuts his fees below the state fee schedule. Think of your architect like a physician. A bargain isn’t always a bargain. ▲ Talk to superintendents or administrators who have worked with the various firms vying for your projects. ▲ Especially for larger projects, interview more than one firm. ▲ Make sure you understand all aspects of the design. If you are unsure of something in the presentation, ask for an explanation.

have a sprinkler. Plus, since there are fewer cubic feet with a flat roof, construction costs should be lower. ▲ Remember that plans for pitched roof buildings generally require massaging to make the roofs work. Those hips, valleys, gables and ridges all must follow the rules of geometry, sometimes creating non-functional projections, pediments, etc. ▲ When budgeting work on an older school, look for hidden costs. For example, when adding on to an older school, you must upgrade or add the fire alarm system. Also, Alabama has state energy requirements for lighting controls. Older fixtures cannot simply be replaced; the new fixtures must meet these requirements.

Questions to Ask ▲ What are your credentials? Ask the firm itself and the main person in the firm who will design your building. Experience counts. A talented architect with years of school design experience can create an efficient plan that minimizes wasted space. Less square footage means lower costs. ▲ What is your process for estimating and budgeting? ▲ What is your track record for getting projects done within budget and on time? ▲ Do you have the capacity to complete this project on time? What kind of workload are you carrying already? What is your projected workload? ▲ What are your inspection procedures? ▲ How do you address building sustainability? ▲ How do you address “green” issues? ▲ What services usually are not included in the Alabama Building Commission’s basic fee services?

Defining School Boards’ Role...

Continued from page 9

Jose Unified School System in California developed a two-step plan to address the lack of trust and confidence in the schools and low student achievement that had plagued the system for years. Called the Public Engagement Model, the initiative provides the school board with a set of data-gathering tools that allow it to conduct widespread, regular and structured conversation with constituents. “This program was developed to increase parent and community participation and understanding within our school system,” says the San 22 Alabama School Boards • Fall 2007

A Matter of Time ▲ Become familiar with the Alabama Building Commission’s review process and the requirements for Public School and College Authority (PSCA) funded projects. Allot enough time for both in your construction timeline. ▲ Learn how you specifically have PSCA funds allocated. If you change the scope of a project or add another building or campus to a project, it must be coordinated with the PSCA funding request. The scope must match the PSCA funding allocation. If changes are made and the scope does not match, it may cause delays in contract approval and invoice payments. ▲ Think carefully before changing the source of funding for a project late in the process. Doing so can cause delays and will require that the Owner/Architect and Construction contract be amended. ▲ The building commission, in conjunction with the state Finance Department, issues the “Notice toProceed” on PSCA projects.

The local system does not. This usually takes two to four weeks.

These tips were provided by Davis Architects; Goodwyn, Mills & Cawood; Payne & Associates Architects; and Rosser International, all of whom are sustaining members of AASB. See full list on opposite page. ▲

Jose superintendent in the American School Board Journal, and it appears to be working. In the 10 years the program has been in existence, the board estimates that it has conducted more than 6,000 conversations with community members that have resulted in specific plans for improvement.

The system now records high rates of satisfaction on annual surveys and has noted a correlation between schools that score high on satisfaction surveys and increased student achievement in those schools.

These two school boards and many others like them throughout the country have made a difference in the lives of students

by understanding and embracing their important leadership role. By focusing on their key functions of communication, leadership and direction setting, school boards can make a significant contribution to improved system functioning and increased student achievement. ▲ Reprinted with permission from the August 2006 edition of the Center for Comprehensive School Reform and Improvement Newsletter. For more information about the center funded by the U.S. Department of Education and administered by Learning Point Associates, visit

Alabama Association of School Boards

Professional Sustaining Members

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

Aho Architects LLC Hoover, Alabama 205/313-6345 Alabama Beverage Association Montgomery, Alabama 334/263-6621 Alabama Gas Corporation Birmingham, Alabama 205/326-8425 Alabama Supercomputer Authority Montgomery, Alabama 334/832-2405 American Fidelity Assurance Birmingham, Alabama 205/987-0950 or 800/365-3714 Barganier Davis Sims Architects Montgomery, Alabama 334/834-2038 BlueCross BlueShield of Alabama Birmingham, Alabama 205/220-5771 Christian Testing Labs Montgomery, Alabama 334/264-4422 Council of Alabama Coca-Cola Bottlers, Inc. Birmingham, Alabama 205/841-2653 Davis Architects Inc. Birmingham, Alabama 205/322-7482 Dome Technology Idaho Falls, Idaho 208/529-0833

Exford Architects Birmingham, Alabama 205/314-3411 Fuqua & Partners Architects PC Huntsville, Alabama 256/534-3516 Fibrebond Minden, Louisiana 318/377-1030 Gallet & Associates Inc. Birmingham, Alabama 205/942-1289 Goodwyn, Mills and Cawood Inc. Montgomery, 334/271-3200 Birmingham, 205/879-4462 Mobile, 251/460-4006 Huntsville, 256/533-1484 Hoar Program Management Birmingham, Alabama 205/803-2121 Jenkins Munroe Jenkins Architecture Anniston, Alabama 256/820-6844 JH Partners Architecture/Interiors Huntsville, Alabama 256/539-0764 Kelly Services, Inc. Dothan Alabama 334/673-7136 KHAFRA Engineers, Architects and Construction Managers Birmingham, Alabama 205/252-8353 Paul B. Krebs & Associates, Inc. Birmingham, Alabama 205/987-7411 Lathan Associates Architects PC Birmingham, Alabama 205/879-9110

McCauley Associates Inc. Birmingham, Alabama 205/969-0303 McKee & Associates Architecture and Design Montgomery, Alabama 334/834-9933 Payne & Associates Architects Montgomery, Alabama 334/272-2180 PH&J Architects Inc. Montgomery, Alabama 334/265-8781 Rosser International, Inc. Montgomery, Alabama 334/244-7484 Sain Associates Birmingham, Alabama 205/940-6420 Sherlock Smith & Adams Inc. Montgomery, Alabama 334/263-6481 Southland International Bus Sales Birmingham, Alabama 888/844-1821 2WR/Holmes Wilkins Acrhitects Inc. Montgomery, Alabama 334/263-6400 TAC Energy Solutions Birmingham, Alabama 205/970-6132 Transportation South Pelham, Alabama 205/663-2287 Evan Terry Associates PC Birmingham, Alabama 205/972-9100 Volkert & Associates Inc. Mobile, Alabama 251/432-6735 Alabama School Boards • Fall 2007 23

Potpourri PEOPLE ▲ Welcome aboard new school board members: John Batchelor of Russellville; Howard Bayless of Birmingham; William Maddox of Dothan; Donald McCleod of Wilcox County; Rita Gulley of Midfield; Beverly Malone of Athens; Jack Spears of Piedmont; J. David Walker of Vestavia Hills; Ella Williams of Fairfield; Bryan Chandler of Tuscaloosa; Shirley Dawkins of Clay County; and Johnny Lee of Butler County. ▲ Welcome aboard new and interim superintendents: Scott Collier of Linden; Dr. Verdell Lett Dawson of Selma; Dr. Joan Frazier of Anniston; Anthony Greene of Fairfield; Joanna Horton of Talladega; Dr. Joice Lewis of Macon County; Dr. Roy Nichols Jr. of Mobile County; and Lawrence Vickers of Demopolis. ▲ Well done to Melissa Hughey of Bob Jones High School in Madison. She is the Scholastic Art and Writing Awards program’s recipient of the 2007 Gold Apple Teacher Award for Art. ▲ Congratulations to Morgan County Board of Education member Mike Tarpley, who turned in his evaluation at October conference to win free registration for either the March 2008 or October 2008 AASB School Board Member Academy conferences.

Attorney General Troy King presented the Alabama Safe Schools 2007 Award of Excellence to Decatur High School and Oak Park Middle School in Decatur, Greenville High School, Sparkman Ninth Grade School in Harvest, Blountsville Elementary School, Locust Fork High School, Prattville High School and Meadow View Elementary School in Alabaster. King is pictured with the Oak Park Student Council, which includes (left to right) Chandler Boy, secretary; William Woller, treasurer; Brandi Whisman, vice president; and Laura Ann Prickett, president.

▲ Applause to Lorelei Schellhammer of

the Alabama School of Math and Science, who won the 2007 American Association of Teachers of German Outstanding High School Senior in German Award. ▲ Congratulations to AASB’s District 5 newly elected officers: Darlene Perkins of Bessemer, president; Phyllis Wyne of Birmingham, vice president; Ronald Rhodes of Jefferson County, treasurer; and Vera Eades of Bessemer, secretary. ▲ Kudos to AASB Executive Director Sally Howell, who was appointed to serve on the Education Commission of the States.

Three Alabama schools were among the nation’s 287 No Child Left Behind-Blue Ribbon Schools for 2007. The state's winning schools are Forest Avenue Academic Magnet Elementary School in Montgomery County, K. J. Clark School of Mathematics, Science and Technology in Mobile County and Virgil I. Grissom High School in Huntsville. The award honors schools with high student achievement and significant progress toward closing the achievement gap. Sen. Larry Dixon, pictured with Forest Avenue Principal Janice Hill, was on campus when the award was announced and praised the faculty, staff, students and parents for the school’s accomplishments.

▲ (Above) A nod to Alabama Association

of School Boards President-elect Sue Helms of the Madison City Board (left), Madison Technology Directory Kathy Rains (right) and AASB Director of Public Relations Denise Berkhalter.

They and other Alabama representatives recently learned more about 21st Century Skills at the T+L technology conference in Nashville. ▲ Well done to Jayne Barnett, Jan Harris, Suzanna Harbin, Aimee Smith and Alan Pass, who were chosen to present a workshop on Cullman City Schools’ one-to-one laptop initiative at the 2007 T+L Conference in Nashville. Also at the conference, Melinda Maddox and John Halbrooks of the state Department of Education joined Thomas Whitten of the Madison County Board of Education to present a workshop on the state’s ACCESS distance learning program.

(Continued on page 26)

24 Alabama School Boards • Fall 2007

STATE BOARD REMOVES DNA FROM STRAWBERRIES Betty Peters (left) and Stephanie Bell (right) and fellow state Board of Education members traveled to Muscle Shoals High School for the regular K-12 work session in September. Board members participated in a hands-on Alabama Math, Science and Technology Initiative demonstration and extracted DNA from strawberries. AMSTI is designed to improve math and science education and serves about 350 schools. Also attending the meeting were Muscle Shoals’ Superintendent Dr. Jeff Wooten and Board President Pam Doyle and superintendents Dr. Richard Gardner of Sheffield City, Billy Hudson Jr. of Colbert County, William Valentine of Lauderdale County, Dr. Kendy Behrends of Florence City and Dr. Wayne Ray of Russellville City.

▲ Hats off to Mary Beth Pugh of Bluff

▲

▲

▲

▲

Park Elementary School in Hoover for her recent recognition as Alabama’s Preserve America History Teacher of the Year.

Kudos to Mark Skelton, a former Scottsboro school board member and the great grandson of the city’s founder. Scottsboro recently celebrated Mark Scott Skelton Day in his honor.

Hats off to Northport Citizen of the Year James Barnett, a member of the Tuscaloosa County Board of Education. The Chamber of Commerce of West Ala- Barnett bama presented the honor to Barnett at a recent banquet.

Thumbs up to Realtor and former Baldwin County school board member Anthony Kaiser, who won the South Baldwin Chamber of Commerce’s Walton M. Vines Free Enterprise Award that annually recognizes an outstanding business leader.

Condolences to the family of the late Joe L. Payne Sr., who died recently at age 87. For more than 25 years, Payne served as the Huntsville school board attorney and was particularly known for shepherding the system through deseg-

26 Alabama School Boards • Fall 2007

regation. He was a partner in the Lanier, Ford, Shaver and Payne law firm. ▲ Sympathies to the family of the late Bob Ingram, who had been a regular presenter at AASB training events. He died Oct. 18 at age 81. The journalist followed Alabama politics for six Ingram

decades. He worked with the Cherokee County Herald, Gadsden Times, Montgomery Advertiser, published Alabama Magazine and branched into broadcast journalism at WSFA, WNCF and WAKA in Montgomery.

SCHOOLS ▲ Thumbs up to the state’s National Pacesetter Schools, Floyd Middle Magnet School in Montgomery County and Athens Middle School in Athens. ▲ Applause to Guntersville Elementary School in Guntersville for receiving the U.S. Department of Agriculture Best Practices Award for a Healthy School Environment. ▲ Congratulations to the Decatur school board and Superintendent Sam Houston for rallying support to debunk an NBC real estate correspondent’s Today Show claim that Decatur’s school system is “bad.” The faux pas was based on an Internet search the correspondent did as part of a segment comparing housing prices in various markets. The real estate watcher, with news crew in tow, visited Decatur for an overview of the school system and explained in a follow-up segment on Today how the data didn’t do justice to the quality of education in ▲ Decatur.

HELP!

Q A

I’m uncomfortable with the media. Is it best to say I have no comment when a reporter calls?

No. Avoid saying “no comment,” which has negative connotations, but rather say “I don’t know the answer, but I’ll find out or find someone who does and get back to you.” Then follow up and respond well in advance of the reporter’s deadline.

It is generally best to designate one spokesperson, usually the board president, to present the board’s point of view to the media. This spokesperson should be trained and coached by the system’s public relations professional and understand when it’s appropriate to refer questions to the superintendent — especially regarding legal, personnel or other administrative matters.

However, all board members should be prepared to effectively discuss the school system’s policy decisions, overall goals and strategic plan for meeting those goals. Be sure to clarify whether your comment represents your individual view or the board’s sentiment.

— Denise L. Berkhalter

Is NCLB Working?

At the Table

Continued from page 19

Katy S. Campbell School Board

Macon County

Hometown

Tuskegee

A Board Member for

about 7 years

Books at Bedside I just finished Mary Higgins Clark’s Two Little Girls in Blue Inspiration My grandmother is my inspiration. She only had a third-grade education, but she really supported education. She set her standards very high. She made sure I did my homework every night. She told me in order to succeed I had to be three-times smarter than the next person. As a result, I was encouraged to excel in whatever I did academically. It also developed my philosophy as far as what I seek in education for all children.

Motto as a Board Member I believe all children can learn. They may learn at different levels, but all of them can learn and can excel. As teachers and parents, we have to take children as they come to us, evaluate them on a child-by-child basis and provide for them the skills they need to excel.

Walter Mitty Fantasy It would be a world where there are no homeless children, where there was no violence, where everyone was encouraged to help their next-door neighbor. It would be a world where we really learn to give and love each other.

Advice to New Board Members Take your time. Learn the law, and learn the role of a board member before jumping in and making a decision. So often people run for the school board with a mission, and that mission generally is to fire the superintendent or fire a particular teacher. That’s the wrong reason to run. When you make rash decisions, you often make mistakes. I would really like to see school board member training occur before a person is eligible to run for the school board. Take a little time to learn the job responsibilities and then consider making changes.

Greatest Accomplishment as a Board Member As a board member in my district, we were able to build a new elementary school that’s first- through third-grade. We were able to establish a second chance program. Many children who had been left behind academically and were behind in courses and in grade levels in high school have been able to get in that computer-based program and recover courses they lost. They are in a separate facility from the high school. These children, who would have likely been dropouts, were able to graduate from high school.

Pet Peeve as a Board Member People who run for the board whose first priority is not educating children.

The Plan McGrew said the political winds are changing and suspects NCLB will be significantly softened when it is finally reauthorized.

Reason I Like Being an AASB Member I like the educational resources, the training and getting new ideas from other board members across the state.

My Epitaph She worked hard, cared a lot, encouraged others and loved her family and friends.

unfunded mandate that could lead to teacher shortages and force low-income students who are well below grade level to consider dropping out.

“The best way to improve the academic performance of lower-income students is to give their parents a quality, wellpaying job with health insurance,” he said. “When you have adequate family resources, in a generation or two things will be a lot better.”

Like McGrew, one in two Americans surveyed in the 39th Annual Phi Delta Kappa/Gallup Poll released in late August believe NCLB limits what children are taught.

The “Public Attitudes Toward The Public Schools” poll found Americans worry NCLB is pushing art, science, health and social studies out of the classroom. Sixty-eight percent also believe the law is hurting school performance or making no real difference, and 33 percent don’t have much faith that NCLB will reach its intended goal on time.

Sixty-nine percent think the law encourages “teaching to the test.”

“No Child Left Behind takes from teachers their professional judgment,” McGrew said. “It contradicts the movement for individualized instruction, the recognition of the diversity of students’ abilities and learning needs and, worse yet, robs students of the joy and sense of possibility that education should convey.”

▲

(Continued on page 28) Alabama School Boards • Fall 2007 27

Is NCLB Working in Alabama?

Continued from page 27

The National School Boards Association is suggesting about 40 provisions to improve the historic law but still supports the call for accountability and higher performance.

Its bill, H.R. 648, addresses state flexibility, the method used to evaluate schools and students, overidentification of schools as failures and misaligned sanctions.

NSBA is also calling on Congress to provide the promised funding for making AYP. Only $12.7 billion of the $20.5 billion Congress enacted for the 2005-06 school year was actually appropriated.

More than 450 school boards across the

country, including Alabama, have passed resolutions in support of NSBA’s No Child Left Behind Improvements Act. The bill was introduced by Rep. Don Young of Alaska along with co-sponsors Rep. Jo Bonner and Rep. Mike Rogers of Alabama and a number of others.

Ash said the state Department of Education and state Board of Education have their own vision of what the new NCLB should look like and have shared those ideas with the state’s congressional delegation.

Morton said one suggestion is to vary consequences for schools that miss AYP. “That way, if a school misses AYP in just one area, it is not treated the same as a school that misses it across the board,” he said. Morton noted more than 76 percent of

Alabama to Use National Graduation Rate Formula in 2009 The facts are daunting. At least one-fifth of all students in this country drop out of high school. Nearly a third of all students and about half of African American and Latino students fail to graduate high school on time.

In Alabama, low-income students are the likeliest to drop out, and more than one-third of the loss occurs in the transition from ninth- to 10th-grade.

Alabama is addressing the problem with two new initiatives and a change in how it calculates its graduation rate. Officials say these are the first steps in an emergent statewide effort to increase the number of students who successfully complete graduation requirements.

The Preparing Alabama Students for Success initiative that launched this fall seeks to decrease the number of drop outs. Grants ranging from $50,000 to $200,000 for the PASS initiative were issued in early October to 32 programs targeting grades 6-12.

Alabama’s pilot Graduation Coach program targets at-risk students in grades 9-12. Advisors are working with school personnel, families and other agencies at selected sites that received about $68,750 each to help students meet graduation requirements.

By 2009, Alabama will join other states that have phased in a common national method for determining graduation rates. The state’s graduation rate has long been a point of contention. Alabama is often near the bottom of national graduation rate rankings, which use a variety of computation methods. Alabama’s graduation rate ranges from Education Week’s 59 percent to the National Center for Education Statistics’ 65.9 percent to the state’s own 82 percent. Alabama’s goal under No Child Left Behind is 90 percent.

To improve graduation rates and college readiness, the National Governors Association developed a common method for calculating graduation rates as part of a Graduation Counts Compact signed in 2005 by governors in all 50 states and the Commonwealth of Puerto Rico. Alabama and Georgia will implement the NGA formula in 2009, and Tennessee will begin using it in 2010. Mississippi adopted the method in 2006.

— Denise L. Berkhalter

28 Alabama School Boards • Fall 2007

the schools that did not make AYP in 200607 missed it by one goal.

“We have to do something other than categorize them as schools that failed.

There has to be a mechanism to recognize their progress. It’s demoralizing to the people in the schools that work hard all year, demoralizing to the students and confusing as all get out to the parents,” Morton said.

The state Department of Education also suggests schools get credit for bringing limited English proficient students up to proficiency. Now proficient students move out of that subgroup and are instead counted in the regular student population.

It’s a concern because of Alabama’s growing Hispanic population — up 12 percent over last year to 25,942 students.

“We’re trying to get Congress to see why they ought to — without decreasing or diminishing accountability — right the ship a little bit,” Morton said. “I’ve never said I wanted No Child Left Behind to go away. Alabama has benefited in many, many ways because of the law. It’s just, after five years under NCLB, people all over the nation say we’ve got evidence that if we do it a little differently, we’ll have a better system.”

Besides reauthorization of NCLB, Morton sees another important factor in improving education in Alabama — sticking to the game plan.

That plan includes a number of state programs that work in tandem with NCLB goals, including those targeting middle schools, at-risk students and schools, leadership and professional standards, advanced placement courses and distance learning.

Morton said the Legislature and governor have proven through support for education funding that they believe in the plan.

Gov. Riley said the recent NAEP gains are “proof positive that our game plan is working. If we keep our focus on funding the programs, we will continue to record these types of amazing gains.”

Morton said others will believe, too, if NAEP scores continue to improve and graduation rates increase.

“If we can stay together as a state and complete this course we’re on,” he said, “I honestly think it’s going to change the state forever.” ▲

FALL 2007 Volume 14, No. 3

Published as a service of the Alabama Association of School Boards

Things It Has Taken Me 30 Years To Learn

By Tom Salter

For more than three decades, I have been immersed in the wacky world of media/communication/marketing/ public relations.

I have done a few exceptional things, a number things right, a large quantity of average work, and a boatload of not-so-right things.

Each flub and foible has brought a pearl of wisdom — and a scar or two. Here are some of the pearls.

Never wrestle with a pig — it gets you dirty and the pig likes it.

We spend much too much time wallowing in the mud. About 20 percent of the people in your community expect you to fail. They will be happy to help you do so and will gloat when it happens.

Too often, we spend all our time worrying about that 20 percent.

Stop it. Spend some of your time working with the people who want to help you succeed and most of your time working with the people in the middle who don’t know what to think. They are the ones who can be influenced and brought into your camp. It is unlikely you will ever change the minds of the ones committed to the downfall of public education.

If you find yourself in a hole, stop digging.

We are our own worst enemies. List your “PR Nightmares” from the last five years.

Why did they happen? Were staff members dismissive about parents’ complaints? Did the board charge ahead with a plan to change attendance zones/school start times/the elementary curriculum without asking for public input first? My experience has been that most PR problems are caused by not listening, not explaining, being inflexible, laziness or by not keeping our eyes on what is just ahead on the horizon. Very few of our PR problems have been caused by outside forces over which we have no control.

Never say anything negative to anyone who can’t do anything about it.

Unless your mother-in-law is a part-time roofer, why tell her a school in your system has a leak? When you have a problem, find someone who can help solve it and get him involved. It does no good to complain to anyone who can’t help — and complaining can erode public confidence in the quality of your schools and the education they’re providing.

(Continued on page 30)

Alabama School Boards / BOARDMANSHIP BASICS • Fall 2007 29

There is more than one path to any destination.

Micromanaging is a waste of time. It frustrates those below you and breeds staff discontent. If you feel like you must look over the shoulder of the people in your school system constantly and supervise every element of even the smallest project, your system has a deeper problem. Let go of the day-to-day details and ask if you’re ending up in the right place rather than nitpicking the road the staff took to get there. If you have to watch an employee’s every move, you need to get a new employee.

If you’re leading a herd, look back every now and then to make sure they’re still there.

New ideas are needed in education today. However, before you head off down the road less traveled, it is important to make sure everyone in your flock knows where you are going, and, more importantly, understands why you are taking this route to get there. If you gallop ahead, you may find yourself standing alone in the middle of a field asking, “Hey, where is everybody?”

If you need something, ask for it.

It really is as simple as that. The key is to ask the right person or group, and it may not be the obvious choice. Edward Bernaise, considered the father of modern public relations, was hired to help increase book sales in an area. You would think he would go to libraries and bookstores to organize read-a-thons, buy three-get-one-free sales and special book clubs. Instead, he went to the homebuilders. Huh? Yes, this forward-thinking PR genius convinced contractors to include more bookshelves in the homes they were building. If you buy a house with empty bookshelves, you will buy books to fill them. It worked, and book sales soared.

If you are an educational leader for any reason other than to help children, resign today.

What you do is too important to use it as a method to climb a ladder. Some school board members appear to care little about children and see their position as a way to feel important, see their name in the paper and/or as a milestone on the way to the state legislature or county commission. Sadly, the children in their school systems suffer as a result.

Give credit where it is due.

In most school systems, a student can be suspended or expelled for plagiarism.

In too many offices, it is accepted practice. If you want to demoralize your staff, take credit for the work they do. My superintendent, John Dilworth, is one of the best bosses you could have. He demands good work. If you don’t live up to his expectations, he tells you in a constructive way (in his office in private — not in front of others), but he always gives credit to the staff members who do the work. At board meetings, public forums and cabinet meetings, he enthusiastically sings the praises of the staff for accomplishments big and small. As you can imagine, we all work hard to do our best for him.

The media is an ineffective way to get your message to your publics.

If you rely on the media publishing an occasional good story as the heart of your public relations program, you don’t have a public relations program. Unless the local paper only publishes the articles you send them, the media tell the story they want to tell — not what you need to communicate. There are so many elements to a good school system PR program that the media are the least effective tool in your PR toolkit.

30 Alabama School Boards / BOARDMANSHIP BASICS • Fall 2007

Tell the truth.

Always. If you can’t tell the truth, don’t say anything.

Never give up.

I have a picture of a road sign from a distant land. The words are in two languages, one of them English. The English translation reads, “Danger Ahead - Fasten Safety Belts and Remove Dentures!” That must be one bumpy road. If you were driving along and saw that sign, what would you do? Would you turn around or put your choppers in the glove box and hit the gas? It depends on where you are going doesn’t it? If you are going to the store to pick up some Polydent, you would find another road or just go back home and not eat corn on the cob for dinner. If you are on your way to help a son or daughter in trouble, you would forge ahead no matter what the risk. It is all about commitment.

If you are committed to helping children and to making your community a better place, neither a bump in the road nor the Great Wall of China will stop you. Be committed and stay committed.

Best PR Advice Perhaps the most important thing I have learned in my more than a quarter century in this media/pr business is that the key to a good PR program is to make friends in the community and keep them informed.

While it really is that simple, it is not easy to do. There are many obstacles to good communication to overcome, both internal and external.

There is no one way to approach any PR problem and something that works in one situation may not be the answer the next time the same issue arises. One thing I know for sure is that I still have much to learn.

Tom Salter, the senior communication officer for Montgomery County schools, is a veteran school public relations and communications presenter and trainer.

4 Ways to Make Arts Education a Priority he National School Boards Association and Americans for the Arts have launched a nationwide campaign to increase the presence and quality of arts education in public schools.

The organizations say arts education increases student academic achievement and point to research that shows young people who consistently participate in comprehensive, sequential and rigorous arts programs are:

T ▲

Four times more likely to be recognized for academic achievement,

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Three times more likely to be elected to class office within their schools,

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Four times more likely to participate in a math and science fair,

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Three times more likely to win an award for school attendance, and

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Four times more likely to win an award for writing an essay or poem.

For many of America’s youth, public schools serve as the major provider of formalized arts instruction. Therefore,

according to NSBA, it is critical that the arts maintain their status as a core academic subject within a school system’s educational mission and that they are adequately funded.

So, how can school board leaders help secure a place for the arts in their school systems?

1.

Know Your Arts Education Policy

As school board leaders, being informed is a critical part of your job.

The federal law identifies the arts as a core academic subject, just like math, science and language arts. Alabama mandates arts education for grades K-12 and has adopted content standards that must be implemented at the local level.

Every grade is exposed to the visual arts and music, and in high school, dance and theater are also offered. A one-half arts credit is required for high school graduation, but an arts requirement is not specified for teacher professional development.

School Board Consensus 2. Build Let’s face it, very few people would admit to being “anti-arts education.”

However, building consensus on the

• Arts Education in Public Schools Online Resource Center http://ww3.americansforthearts.org/services/arts_education/ resource_ center/ • 2006-2007 State Arts Education Policy Database http://www.aeparts.org/database/?PHPSESSID=59035d2c 0332eb5d4c315ac6091acf22 • Find out more: Sara B. Wright, arts education specialist, Alabama Department of Education, 334/242-8059, swright@alsde.edu.

value of arts education can pose a difficult challenge. Research the role of the arts in student academic achievement.

This will enable you to build a strong argument in support of the arts in your school system and community.

Funding Sources 3. Identify A lack of funding and resources is the most common concern facing school systems. Funding does exist at the national, state and local levels for arts programs in public schools. External funding can enable school systems to conduct a needs assessment and begin planning for a sustainable arts education program. In addition to identifying external funding sources, it is critical that school boards commit a percentage of the system’s operating budget to fund arts programming.

the Community 4. Engage Cultural institutions, including museums and libraries, often offer community outreach programs. Local arts agencies and organizations can assist education leaders in the establishment of a systemwide arts education plan that uses community resources. The sustainability and success of arts education programming is due in large part to a shared commitment among schools, cultural institutions, businesses and other communitybased organizations. Many of these organizations can help you — through advocacy, funding and programming — in your efforts to secure a place for arts education in your schools. ▲

Alabama School Boards / BOARDMANSHIP BASICS • Fall 2007 31

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