June Advocate 2009 by KSBA

KENTUCKY SCHOOL A publication of the Kentucky School Boards Association яБо June 2009

COMMUNITY THE CATALYST FOR SCHOOL CHANGE

Trying trimesters OEA LOOKS AT LEADERSHIP

Summer Leadership Institute preview

INDEX

FEATURES

Kentucky School Advocate Volume 15, Number 12

TRIPLE PLAY Kentucky high schools are beginning to explore the national trend toward trimester scheduling instead of the usual two-semester setup. Proponents say trimesters allow for quicker student intervention, more electives and greater flexibility … Page 8

DEPARTMENTS

TOP 10

People Are Talking ......................... 6

What makes a good preschool program in part means meeting 10 benchmarks set by the National Institute for Early Education Research, and Kentucky is doing its part to meet those standards … Page 10

BY DEMAND It’s been pretty well established that there are big changes afoot in Union County Schools. But what’s not as well known is what paved the way for those steps. That groundwork may hold deeper lessons for school board members … Page 12

Take Note ....................................... 4 Web Site of the Month ................ 17 KSBIT Corner .................................. 17

COMMENTARY Executive Memo ............................ 5 Get Your Message Out ............... 22

ANSWER THIS Are there gaps in training among school board members, superintendents, principals and school council members? The inquiring researchers at the Office of Education Accountability want to know. And they’ll be sending a survey to school board members this month … Page 15

On the cover

LEAN NOT MEAN This year’s KSBA Summer Leadership Institute is a two-day session instead of the usual three, helping districts cut expenses without cutting content. The summer session will kick off a yearlong focus on early childhood education and also will spotlight leadership development … Page 16

Whole child, Page 10 Sparkling new schedules, Page 8

Ryan Coker, a fifth-grader at Uniontown Elementary in Union County Schools, uses a spring scale to lift a book in a demonstration of the relationship between force and work, part of an introductory lesson to simple machines. Watching this experiment are Jagger Vargason, Brooke Yates, and Presley Henshaw. More than a spring scale was required to move the school district, however. See article, Page 12.

Cutting expense, not quality, Page 16

June 2009  Kentucky School Advocate  3

TAKE NOTE

Kentucky School Boards Association

Executive Director ........................... Bill Scott Member Support Director ..... Brad Hughes Advocate Editor ............. Madelynn Coldiron Publications Coordinator ... Jennifer Wohlleb Account Executive ....................... Mary Davis The Kentucky School Advocate is published monthly by the Kentucky School Boards Association. Copies are mailed to KSBA members as part of their association membership.

KSBA Board of Directors Officers Delmar Mahan, President Whitley County Tom Blankenship, President elect Lincoln County Ed Massey, Immediate Past President Boone County Directors-at-large Linda Duncan, Jefferson County Tim England, Barren County Ronnie Holmes, Graves County Dr. John Inman, Meade County Allen Kennedy, Hancock County Darryl Lynch, Christian County Durward Narramore, Jenkins Independent Eugene Peel, Jessamine County Dr. Jackie Pope-Tarrence, Bowling Green Independent Ann Porter, Mason County William White, Pulaski County Carl Wicklund, Kenton County Regional Chairpersons Dr. Felix Akojie, Paducah Independent Jeanette Cawood, Pineville Independent Mike Combs, Campbell County Larry Dodson, Oldham County Jeff Eaton, Allen County Jane Haase, Owensboro Independent Lisa Hawley, Cloverport Independent Marshall Jenkins, Morgan County William Owens, Lee County Fern Reed, Montgomery County Jeff Stumbo, Floyd County Chris Watts, Adair County

New KSBA board member A Christian County school board member has taken his seat on the KSBA Board of Directors. Darryl Lynch will serve as a director-at-large, filling the unexpired term of Lincoln County board member Tom Blankenship, who ascended to the president elect’s post earlier this year. Lynch is city planner/code enforcement officer for the HopkinsvilleChristian County Planning Commission and has been a school board member since 2005. Lynch graduated from Christian County High School and holds an associate in arts degree from Hopkinsville Community College. His memberships include American Standards for Quality, Focus to the 21st Century Leadership, Kappa Alpha Psi fraternity, Christian County Historical Society, Honorable Order of Kentucky Colonels and Code Administrators of Kentucky. Lynch also serves on the board of the local Boys and Girls Club. It’s a gift A familiar face in gifted education training sessions at KSBA annual conferences is ascending to an international

platform. Dr. Julia Roberts, director of the Center for Gifted Studies at Western Kentucky University, has been elected to the World Council for Gifted and Talented Children. The nonprofit worldwide organization, headquartered at the University of Winnipeg in Manitoba, Canada, provides advocacy and support for gifted children. Roberts also serves on the boards of the National Association for Gifted Children and the Kentucky Association for Gifted Children. Two-district student group scores A group of Warren County and Bowling Green Independent middle and high school students has received national honors for its work addressing the problem of underage drinking. The group, called GR8Rthan1 (Greater Than One), was brought together by the community’s Save Our Kids Coalition. It was named the National Prevention Program of the Year by the national PRIDE Youth Program, and its work helped the Save Our Kids Coalition earn the national Dose of Prevention Award from the Community Anti-Drug Coalitions of America. The GR8Rthan1 group came up with a three-phase campaign that included printed material, a Web site (www.gr8rthan1.com) and videos aimed at showing that the majority of youth don’t use alcohol, thus encouraging students not to drink. 

We are the champions The Marion County school board was recognized as a champion for after-school programs by the Kentucky Out of School Alliance. The Policymaker Award recognized the board’s support of the district’s 21st Century Learning Center. Since federal funding for the program expired after the 2008 school year, the board has continued to fully fund it, producing academic success in the schools in which it operates. Also recognized as one of seven out-of-school champions in the annual awards program was the principal of Kenton County’s Ryland Heights Elementary School. Catharine Barwell received the Leadership Award for leading the school’s implementation of innovative and creative programs to boost student success, and encouraging parents and community partners to become involved in student learning. The Kentucky Out of School Alliance is a partnership between Kentucky Child Now! and the Kentucky Department of Education that works to ensure access to a high quality afterschool programs. Marion County school board members and their delegation at the Kentucky Out of School Alliance Hall of Fame Awards Luncheon.

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Photo provided by Kentucky Child Now

260 Democrat Dr. Frankfort, KY 40601 800-372-2962 www.ksba.org

EXECUTIVE MEMO

The standards discussion: let the conversation begin

entucky is in the middle As the articles point out, when of one of the most it comes to national standards intriguing and heated there’s a lot to consider. conversations the education comAdvantages of national stanmunity has seen in years. dards include the potential to That’s because our state’s new concentrate more resources on education standards and new developing high-quality benchtesting system, mandated by the marks and assessments, and 2009 General Assembly, are being greater accountability across developed against the backdrop of states by assuring that individual a broader debate on the pros and states won’t mask their students’ cons of national education stanweaknesses by diluting the rigor dards. of home-grown assessments. Bill Scott A recent example of this national Perhaps the best argument for KSBA Executive Director spotlight was a cover story in the national standards is that in a April 15 edition of Time magazine. country as vast, mobile and interIn an article entitled “How to Raise the Standard nationally competitive as the U.S., it’s absolutely in America’s Schools,” Walter Isaacson states that imperative that we have a system that defines and America’s current K-12 education system “is assesses a high-quality education for all students burdened by an incoherent jumble of state and regardless of where they live. local curriculum standards, assessment tools, tests, On the other hand, arguments against natexts and teaching materials.” He laments that this tional standards include the potential reduction “wacky patchwork makes it difficult to assess which of meaningful influence by local parents, school methods work best or how to hold teachers and officials, and communities (including their locally schools accountable.” elected school boards) about what is important for Isaacson concludes that the absence of national the children in their community to know and be standards not only makes it difficult to achieve a able to do. At a time when fewer Americans have wider array of education reforms such as merit pay a direct connection to public education, critics for good teachers, but, more importantly, it makes argue that this could lead to even less local ownerit much harder for the U.S. to succeed in the 21st ship and support for public schools. century economy. Perhaps the most promising approach to this Those of you who attended NSBA’s annual conchallenge is a middle ground that brings groups of ference in April heard U.S. Secretary of Education states together to voluntarily develop and support Arne Duncan’s strong endorsement for more attena common core of standards around a particular tion to standards at the national level. One of the subject area. approaches he mentioned was the need for states to One of the NSBA articles cites several advanwork together on a common set of standards that tages to this approach, among them reducing would be benchmarked against the world’s highestthe costs to individual states (compared with performing nations and their schools. developing their own standards), attracting more Given the current attention on academic stanexpertise to the process, and providing for better dards in general and national standards in particucomparisons across states. lar, I strongly recommend a visit to NSBA’s Center Regardless of your personal feeling about what for Public Education Web site (www.centerforpubapproach Kentucky should take in developing new liceducation.org) for some background informaeducation standards, it’s critical that the discustion on this timely subject. I found two articles in sion include a wide range of stakeholders, includparticular to be very useful in providing the basics ing local board members. You can be assured that on this topic – “A Primer on Academic Standards,” your association will be watching and weighing in which takes the reader through a series of queson this conversation. tions and answers about the purpose and kinds of In preparation for this discussion I’d like to standards; and “Standards: A New National Conhear your thoughts about this important topic, so versation,” which provides an unbiased look at the please e-mail (Bill.Scott@ksba.org) or call me at pros and cons of both state and national standards. 1-800-372-2962.  June 2009  Kentucky School Advocate  5

PEOPLE ARE TALKING

Quotes on education from Kentucky and elsewhere

“Y

ou can write a story anywhere. If you have a piece of paper and a pencil and an idea in your head, you can be a writer.” Author Pamela Duncan Edwards encouraging Chandlers Elementary (Logan County) students to write and sharing how she once started producing a book on a scrap of paper during an airplane flight. From the Russellville News Democrat & Leader.

“I

t continues to be unbelievable. We did exactly what we were supposed to do. I hate that they come back a year later and make such a decision. They control the purse strings. Sometimes it’s hard to fight city hall.” Bullitt County Schools Superintendent Keith Davis on his frustration over the Department of Education’s decision to reject the district’s “minutes added” calendar option at the end of the school year, forcing the district to have classes into June. From the Shepherdsville Pioneer News.

Campbellsville Central Kentucky NewsJournal.

“I

f everyone invites 10, 15, 20 guests, we could potentially find ourselves in a situation where some graduates have that many guests, while some may end up with zero family members in attendance. The much-talked about idea of limiting the number of guests for each graduate was an idea we felt would work best to ensure that every graduate would have an ample number of family members present, while also allowing us to provide a safe environment for all who are in attendance.” Webster County High School Principal Tim Roy in an e-mail asking for parental cooperation after the school

“O

ne thing remains a constant, no one person or group of persons will always be perfect. So we are here at the first opportunity to clarify this and continue on with the process of formal authorization for contract negotiations, according to the Kentucky Open Meetings Law. With this special-called meeting, we are here to make it right by simply putting the steps back into the correct order so that we can proceed with an offer and a contract.” Campbellsville Independent board Chairwoman Angie Johnson on the board’s decision to re-vote, this time in open session, its decision to hire a new superintendent. From the

dropped plans to limit the number of seniors’ guests at this year’s graduation. From the Providence Journal Enterprise.

“W

e want to send out the message that we are concerned about the safety of our students.” Franklin-Simpson High School Principal Patrick Vejr on the requirement that students pass a Breathalyzer test prior to being admitted to the school’s off-campus prom, a choice Vejr said was overwhelmingly voted for by the students themselves. From the Franklin Favorite.

“T

here are lots of advantages to this type of scheduling. The students will have more choices in electives and if they need to repeat a class they can do it in the same year. The biggest downfall is the chore of laying out the schedule. There will need to be more professional development and more textbooks.” Estill County High School Principal Blain Click on the pros and cons of moving from a block schedule to a trimester plan as part of his plan to boost academics. From the Irvine Citizen Voice & Times.

Planning ahead

“W

e haven’t progressed beyond philosophical discussions, to be honest. It’s not anything I particularly want to do — I love Paducah schools, and it’s sort of with a heavy heart that you even sit at the table — but I’m also mindful of the population changes and other challenges we face.” Paducah Independent board Chairwoman Danette Humphrey on the ongoing, informal talks of merging with the McCracken County school system.

“I

f there’s anything that’s going to happen you’ve got to start years ahead of time to look at the pluses and minuses and try to build the groundwork. It’s the future that we’re talking about. The question is how can we best serve the whole community, and that’s what the conversation is truly about.” McCracken County board Chairman Neil Archer on the same subject.

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From the Paducah Sun.

“M

aybe a decade and a half ago we’d be less apt to take quick action. We take every situation seriously. We’d like to think that it’s getting better. Anytime you give something attention it has a tendency to improve.” Bardstown Independent Superintendent Brent Holsclaw on school safety improvements in the 10 years since the Columbine High School shootings. From the Bardstown Kentucky Standard.

“I

t’s a long process. It would be really long for a human.” East Carter Middle School student Sarah Bailey on her science and social studies classes’ combination lesson in which dissected frogs were mummified and buried following the practices of the ancient Egyptians. From the Ashland Daily Independent.

“I

feel we have an ethical and moral obligation to educate and teach the days we are contracted to do so. We will make up just fine, provided there are no more storms.” Dawson Springs Independent Superintendent Alexis Seymore on why her district did not seek disaster days from the state, despite missing 12 days due to inclement weather. From the Madisonville Messenger.

“U

nless (Gov. Steve Beshear) gets the legislative leaders together and they have a plan to somehow raise revenue, I don’t see how we cannot cut everybody some.” Rep. Carl Rollins (D-Midway), chairman of the House Education Committee, on the difficulty state leaders face in protecting K-12 funding for next fiscal year in light of a potential $1 billion state revenue shortfall. From the Louisville CourierJournal.

“I

t’s everywhere - in alleyways, on garage doors. We grew up around it and don’t want other kids to have to do that.” Bellevue Independent sophomore Katelyn Schaub on the work

she and classmate April Thompson did to push for removal of graffiti around the community as part of their entry in the Students for the Advancement of Global Entrepreneurship competition at the University of Cincinnati. From the Fort Mitchell Kentucky Enquirer.

“I

’m tired of having to tell people they don’t have a job. It has been a very tough year.” Garrard County Superintendent Ray Woolsey on one of the reasons he decided to retire. From the Danville Advocate-Messenger.

POINT ...

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“I

f we felt we had reasonable cause to think someone had something in their possession that was dangerous to others or themselves, then we would make a decision based on the information we had while using common sense.” Murray Independent Superintendent Bob Rogers on his doubts that a pending U.S. Supreme Court ruling on an Arizona school’s use of student strip searches to look for drugs would change practices in his district. From the Murray Ledger & Times

“A

little boy came up to me once and said, ‘You’re so pretty.’ Then he said, ‘Can I have some more French fries?’” Henderson County Schools’ substitute cafeteria worker Dorothy Phillips on the lighter side of preparing hundreds of meals a day for appreciative customers, some more than others. From the Henderson Gleaner.

“A

Improving gifted and talented programs

fter all, we’re two schools in the same district. I’ve always wondered why both schools didn’t have the same schedule. I love the competitive nature we have on our athletic fields, but when it’s our future we’re looking at, I want to make sure I’ve prepared our students the very best to take care of all of us.” Apollo High School Principal Tom Purcell on the work by sitebased councils at his school and Daviess County High to meet a board-initiated process to find a common schedule for both schools. From the Owensboro Messenger-Inquirer. 

e have to change because we’ve found test scores indicate our current program doesn’t meet our students’ needs. We’re not going to put gifted students and cluster groups in classrooms with low-achieving students, because the disparity would be too great for teachers.” Christian County Superintendent Brady Link on a proposal to replace the district’s once-a-week “pull out” program to provide special instruction for gifted and talented students with a “cluster grouping” program involving other students.

COUNTERPOINT...

“I

f they have the facts to support this program, then we have to make it a success. A goldfish will only grow as big as its environment will allow and we have to let kids grow to their full potential.” Jonathan Risner, father of a Christian County student, in support of stronger gifted-talented programs in the district. From the Hopkinsville Kentucky New Era.

June 2009  Kentucky School Advocate  7

By Mary Branham

iane Cantrill has been teaching for 26 years, so she’s seen a lot of fads in education come and go. But the Shelby County High School chemistry

teacher – and a member of the school council – is excited about a big change coming next year. Shelby County, like several high schools around the state, will make the move to trimester scheduling. Cantrill believes there will be many benefits. Trimester scheduling gives schools the opportunity to intervene with students having problems. In addition, schools on trimester scheduling have offered “fabulous electives that would give our students a chance to explore,” she said. The school has been operating on a four-by-four block schedule the past decade, according to interim Principal Michael Rowe. “We were realizing when we were looking at things like our curriculum maps that we weren’t covering all the content required before our students were assessed on it,” he said. While students would get the content before graduation, they may have been tested in core areas of math and science in the junior year — but not get the instruction until senior year.

The role of school boards While the decision to switch to a trimester schedule falls to school councils, such plans need to be coordinated with overarching school board policies, said Dara Bass, KSBA’s director of policy and procedures. That’s because the change may aﬀect several areas, including local graduation requirements, the reporting of student progress at the end of grading periods, the overall school calendar and start and end times for the school day – all of which are set by the board.

Bill Young, a retired social studies teacher, came back this spring to teach at Shelby County High School. The school was in the process of scheduling for its new trimester format in May.

8  Kentucky School Advocate  June 2009

Rowe believes a move to trimesters, with the school year broken into three 12-week sessions, will alleviate some of that problem. But Rowe said the major benefit is intervention. For instance, if a student fails the first section of a course, he or she would be able to retake that section immediately, Rowe said. In addition, those students who are not on grade level would be placed in a math or reading lab until they reach grade level. Then, they would be able to take electives, which can be important, Rowe said. “A lot of times electives are the hook that you’ll have for students to keep them interested in school,” said Rowe. “It allows students to have more buy-in, and of course that hook to keep them in school.” Shelby County will move from a four-period day with classes lasting from 85 to 89 minutes each to a five-period day with 72-minute classes, Rowe said. Estill County High School will be using a similar schedule, and Principal Blain Click said that will enable the school to retain one of the primary benefits of block scheduling: “There is quite a bit of research that shows block creates a better climate in school,” Click said. “It’s more comfortable for teacher and students; the number of transitions is less, students are in with teachers longer.” Click also likes the added flexibility of the trimester scheduling. Movement spreading Trimester scheduling began in the Midwest and is spreading across the country, according to Ronald Williamson, a professor at Eastern Michigan University who studies the impact of scheduling on student success. The interest, he said, is driven by the need for a personalized environment for students, greater flexibility in curriculum and instruction, and a quicker response for credit recovery. “If I’m a struggling math student and I don’t do well in algebra 1, I can come back and take algebra 1 again the next trimester and be able to get back on schedule and back on track faster,” Williamson said. That’s how it has worked at Dixie Heights High School in Kenton County, which has operated under a trimester schedule for two years. Vice Principal Larry Tibbs said the trimester schedule gives students, and teachers, three “fresh starts” during each school year. “If they struggled in the first trimester and failed everything, they still have the opportunity to earn 10 credits,” Tibbs said. It’s also good for teachers, he said. “Teachers that have had that challenging class we’ve all had … you even have a fresh start with a new class, a new beginning to invigorate you.” Tibbs said creating the master schedule is the only challenge he’s seen. It’s also important, he said, to ensure the sequencing is aligned in each section of a class. A student could have two different teachers for the first and second parts of a class, Tibbs said, so teachers need to make sure they’re teaching the same things in the

same time frame. “It forces teachers to fine tune and map out what they’re doing,” Tibbs said. “We really saw that as an advantage.” Professional development for teachers is imperative to the success of implementing the schedule, he noted. While most schools in Kentucky are just moving in the trimester direction, they can look to other states – like Michigan – to gauge how successful the concept has been. Mark Westerburg, an assistant superintendent for Michigan’s Spring Lake Public Schools, said his district has seen its ACT scores increase under trimester scheduling. Michigan has required all juniors take the ACT the past three years, he said. But Westerburg, who has consulted with schools around the country on trimester scheduling, cautions that just changing the schedule won’t solve any problems a school might have. “It still comes down to what are you doing between the bells,” he said.  — Mary Branham is a writer from Frankfort.

June 2009  Kentucky School Advocate  9

What makes a good preschool? National benchmarks guide early education programs By Jennifer Wohlleb Staff Writer

xperts say what makes a highquality preschool isn’t much different than what makes a good K-12 school: Small class size. Low student-teacher ratio. Teachers working in their area of specialization. Comprehensive learning standards. And for the most part, Kentucky is meeting those standards. “Kentucky meets eight of the 10 benchmarks (see chart opposite page) that we set for a quality program and Kentucky is considered one of the better preschool programs in the country,” said Dr. Ellen Frede, co-director of the National Institute for Early Education Research. Many of those benchmarks are interwoven. “What’s really important is the quality of the teaching in any educational endeavor,” Frede said. “So having highly qualified teachers who are specialized in early childhood education is very important, but at the same time, they have to have a class size that is reasonable because it doesn’t matter how good your teaching is – when you have too many kids you can’t reach them.” Dr. Kim Townley, an associate professor at the University of Kentucky, said the state has made improvements to its programs since its inception in 1990, particularly in the area of teacher qualifications. All preschool teachers hired after 2004-05 now must have a bachelor’s degree with a specialized certification in early childhood education. “Until then we had to use alternative certification, like elementary or even people with two-year degrees,” said Townley, who formerly headed Ken10  Kentucky School Advocate  June 2009

tucky’s early childhood initiative. “It would be like hiring a science teacher to teach math. It’s critically important that they be trained in the specific content area. Kentucky has now done that and that’s not true in other states. We are a leader in that.” Kentucky preschools do miss the mark when it comes to the qualifications of its assistant teachers, who are required to have only a high school diploma. NIEER’s benchmark in this area requires at least an associate degree in child development or its equivalent. However, the state does require preschool teachers to continue their education with at least 28 hours of professional development annually, exceeding NIEER’s recommendation of 15 hours. “In Kentucky, the early childhood teachers have the same professional development requirements as K-12 teachers,” said Annie Rooney French, preschool consultant with the state education department. “So if they are required to have four days, the preschool teachers also have four days.” The whole child A good preschool program does more than just focus on academics. “One of the biggest things that research tells us is that you have to focus on the whole child,” said Shelley Simpson, coordinator of the Northern Kentucky University’s Early Childhood Center. “You have to build the social skills, the emotional skills, the self regulation and problem-solving skills, as well as the literacy skills and the math skills.” Frede said meeting physical needs is also important – and a required benchmark that Kentucky meets. “We also look for screenings, health, vision,” she said. “Children who have health issues

are not going to learn as well.” Frede said understanding young children is critically important for preschool teachers. “You’re not so much teaching a specific curriculum – although content matters – you’re teaching children,” she said. “They can’t communicate as well; there’s a lot you have to be artful about in your teaching to be able to reach them all and help them all grow. A college education and especially that specialist knowledge in early childhood education are really, really important.” Simpson, who works with 2-yearolds, said she finds class size and student-teacher ratios particularly important. She said while Kentucky does meets NIEER’s minimum standard of no more 20 students per class and a student:teacher ratio of 10:1, it could be doing better. “There are only about 10 or 11 other states in the country that have ratios at or above ours,” she said. “We really see the difference here (at NKU’s center) because we keep our ratios low and it makes a huge difference in what you can do with the children.” Research When Kentucky began its program, it contracted with UK to do a study, which lasted nine years, on the effectiveness of preschool programs. Townley said

the study found that children do make progress, even if they are developmentally behind their peers when they enter the program. However, waiting until the age of 3 or 4 may be too late. “Brain research tells us that 90 percent of that architecture in the brain is built by year 3,” Townley said. “And that is what our whole Kids Now initiative was about: How do we improve all of the environments in which all young children spend time?” She compared quality early child care and education to building the foundation of a home. “If you build a strong foundation, when you put the rest of it on, like the drywall, paint, it will be strong and it will last,” Townley said. “The same is true with building that architectural structure in the brain, that what is built early on is what later learning is going to be built upon. If that foundation is shaky, then we’re going to have more children referred to special ed, more remedial education, more children who are not going to succeed and are more likely to drop out of school.” — For more information about NIEER, go to http://nieer.org/. To see NIEER’s 2008 Report Card on Kentucky’s preschool programs, go to http://nieer.org/ yearbook/pdf/KY.pdf.

National Institute for Early Education Research Benchmarks 1. Comprehensive early learning standards 2. Lead teachers must have a BA 3. Lead teachers must have a specialization in pre-K 4. Assistant teachers must have a Child Development associate degree or equivalent* 5. Teachers must complete at least 15 hours of in-service training each year 6. Maximum class size of 20 or lower 7. Staﬀ-child ratio of 1:10 or better 8. Vision, hearing, and health screening and referral are required, along with at least one family support service 9. At least one meal is oﬀered per day 10. Site visits are required* *Items marked in red are the benchmarks Kentucky does not meet

June 2009  Kentucky School Advocate  11

12  Kentucky School Advocate  June 2009

Community provides impetus for change in Union County By Madelynn Coldiron Staff Writer

he transformation in Union County Schools isn’t as simple as a CEO change. Instead, it’s come about as a result of what local attorney and education activist Charlie Moore calls, “a confluence of community actions.” “In our community when the school board began to talk about where we were going and what was happening, our community got behind us – we had a group of people, business people, concerned parents, across the whole spectrum, “ said Union County school board member Eugene Pardue. “They pushed for us to regain some of the luster. They became very active also and it seemed like a snowball effect. We took off.” Pardue, a former principal and retired 40-year educator, said the community involvement “was almost like a dynamite stick.” Moore said it would have been difficult for district leaders to make “hard decisions to effect change” without community support for the academically struggling system. “I think what the community efforts conveyed is permission to make changes and to try to achieve excellence,” he said. The movement had its beginnings in a local economic development organization that began looking at issues that impacted the economy – education among them. An education group – which would later grow to regional scope – was spun off amid the realization that the school district’s academic achievement was sliding. At about that time, in late 2007, the school board decided to look for a new superintendent. “People became aware that something needed to be done to improve the quality of our schools,” Moore said. “We brought the community’s focus to the realization that this was a critical, critical decision for the future of our county.” With that in mind, the board looked for a new superintendent with a history “of getting things done,” as Pardue put it. Board members chose Josh Powell, superintendent of the tiny Cloverport Independent district, which moved from 165th in CATS-score ranking to 10th in three years during his tenure there. He vowed to take Union County into the top 50 within a year, from its current spot in 161st place. “We knew we had a person that was willing to do the things that had to be done. He said there will be a little pain and there has been some pain,” Pardue said. Dénouement In his first week on the job, Powell demoted the high school principal to classroom teacher and transferred the middle school principal to head the alternative program. An elementary school principal later resigned. Powell also set up a Department of Student Achievement, hired curriculum specialists to support and train teachers, established goals and set up a formative testing routine that emphasizes critical thinking over rote learning. He focused attention on special education in the district, which he described as “20 years out of date.” The NCLB Tier 5 middle school came in for special attention: after a team studied the practices of high-performing middle schools, Union County Middle was completely reorganized over Christmas break 2008-09, with teachers shuffled to ensure they were teaching in their field, schedules revamped, and discipline Continued on next page Photos opposite page: (Top) Uniontown Elementary second-graders test their math skills in a small group. Gavin Crowley holds up flash cards for Dashon Kilbourne and Taylee Parish. (Bottom) at Morganfield Elementary, kindergartners Emily Combs, left, and Johnesha Sawyer look at a book together.

School board is part of ‘change’ By Madelynn Coldiron Staff Writer

f change is the byword in Union County Schools, the school board itself is not going to be left behind, said board Chairwoman Jennifer Buckman. “As aggressive as we’re moving, we want to make sure we stay in the mainstream, too, to stay as aggressive and on top of things as we can,” she said. To that end, Buckman said the board is trying to get all the training it can from sources such as KSBA’s Academy of Studies. The goal, she said, is to get to Level 5, the highest level of training and go on to become a Board of Distinction, a program that focuses on governance team development. “The faculty, the staff, and the students, they’re all making improvements and changes and I feel like we need to set that standard to show we’re on board with it, too,” she said. Buckman said she will be preparing a PowerPoint presentation for the public and faculty and staff that explains the training the board is getting to help them as the district goes through this period of change. Superintendent Josh Powell was supportive of the idea, she added. In a separate interview, Powell praised the board, saying, “The school board from day one wanted to improve and make drastic improvements in student achievement.” Buckman said she, accompanied by the rest of the board, will make the presentation first for the public and then for faculty and staff during the district’s traditional open house held during opening day of school for the 2009-10 school year. “There are so many changes that are going on in the schools that I’m going to show them as board chair what we’re going to do as a board to meet those same challenges,” she said.  June 2009  Kentucky School Advocate  13

and safety tightened. County High School. “When you’re goal-oriPowell is confident that any ented and data driven, you initial resistance on the part don’t take a year or two to of teachers is being erased as correct your deficiencies they see results. And he said the – you can do it the same seven curriculum specialists the week,” Powell explained. district has hired are there to asReaction sist and support the teachers. Because of the com“Our teachers do say ‘we munity’s push for change, are working harder and workgeneral complaints have ing maybe more but we’re also been few, Pardue and working smarter,’” Pardue said. board Chairwoman JenBrinkley said teachers will nifer Buckman said. Of the accept any changes that “are well board members who hired understood” and that they bePowell, one was re-elected lieve are for the good of students. last November, one was “However, if the changes are defeated and one chose done ‘to’ the employees rather Uniontown Elementary teacher Jill Humphrey and fifth-grader Caylin not to run – but the new than being done collaboratively Bealmer review an algebra expressions/equations activity sheet tied superintendent’s initiatives to Kentucky Core Content. with them, morale will not imhad no bearing on the elecprove,” said Brinkley, whose 21 tion, the two board members said. years of teaching have been in Union County. Some dissatisfaction is normal, Moore, the local attorney, But to curriculum specialist Amy Hancock, speed is of the said: “Anytime you start having those challenges, you’re churn- essence. Hancock got a rude awakening earlier this year when ing up things that will create some people who are negative her son, on track to be the high school salutatorian, learned he about it.” might need remedial classes at Western Kentucky University. Admittedly there has been employee turnover. “When you “The changes are not quick enough,” she said at a recent start holding people accountable, you lose people,” said Denny central office staff meeting, where a wall-mounted flat-screen Vincent, supervisor of instruction and interim middle school TV continually displays each school’s scores by subject. principal. Buckman, whose son is a sophomore at Union County High Nancy Brinkley, president of the Union County Education School, said the changes there were “different” at first but are Association, said overall, morale is down and teachers have now accepted by students. “I talked to several students and mixed feelings about the changes. they like the changes – they like to be challenged,” she said. “The teachers don’t complain about change per se, but they The changes won’t go on forever, Moore noted : “You’re complain about the amount of change we have had in such probably talking about one year of intense change, and the seca short, time,” said Brinkley, who teaches business at Union ond year fewer changes and third year only fine tuning.” 

Change to spare Union County Schools has implemented an array of strategies, from the empirical to the less measurable. The list includes: • Setting up a Department of Student Achievement and hiring seven curriculum specialists, most from within the system, including two who specialize in interventions for all children who need help. They model lessons, do school walk-throughs and provide feedback and support for teachers. “When you have somebody that comes in with your kids, doing those strategies with your students at a high level, teachers respect that,” Superintendent Josh Powell said. • Using the Kentucky Association of School Councils as a resource. KASC provided training for the curriculum specialists “so we were all being trained the same thing,” Powell said.

KASC also conducts monthly walkthroughs of each school and gives feedback to the district leadership team. Principals also regularly get together for a walk-through of a school, said Patricia Sheﬀer, director of instruction. • Becoming goal-oriented and datadriven, with increased rigor and relevance and more student-centered activities. The emphasis on mastery of open-response questions reflects Powell’s belief that students need to think critically to be prepared for the workforce. • Shifting gears in attitude, with higher expectations for staﬀ and students and greater accountability.

14  Kentucky School Advocate  June 2009

• Establishing a system of formative assessments. District benchmark assessments are given every other week, with each grade level tested on a Kentucky core content area. On those weeks with no districtwide tests, classroom teachers give a test based on what was taught that week. District and classroom tests consist of 12 multiple choice questions and one open response question. “The tests are given as ‘assessments for learning’ to guide instruction and provide next steps,” Sheﬀer said. • Increasing the mainstreaming of students in special education, exposing them to more relevant age-appropriate content with appropriate modifications and accommodations.

Legislative panel studying school leaders’ training By Madelynn Coldiron Staff Writer

ormally, school board members might eye with trepidation any mail they receive from the state legislature’s Office of Education Accountability. But the letter Kentucky’s school board members will get this summer from the agency – best known for its investigations – will be benign. OEA will be surveying board members about their training at the behest of the legislature’s Education Assessment and Accountability Review Subcommittee. The panel has asked OEA to look at leadership development programs for school board members, superintendents, principals and school councils. The survey of board members will be part of that work. “I think what we’re looking at is what does the statute require as far as training and what are the statutory goals for these members, and then try to line up what is the training they’re getting and try to get some feeling for any gaps that are there,” OEA Director Marcia Seiler said. Information from all four groups also could reveal whether they “all have the same world view about the training,” said Ken Chilton, OEA’s director of research. “Board members might think the training’s great and they’re getting exactly what they want, but the principals and superintendents might think there may be some gaps there,” he said. The survey information also might reveal how well each type of stakeholder knows the responsibilities of the four groups, Chilton added. “If the board knows what the council does and the council knows what the board does – those types of things. I’m talking about alignment – do all leaders in the leadership puzzle know what the other groups are doing and why they’re doing it and what’s required and such,” he said. “I think that’s important to make sure everybody’s on the same page.” The agency currently is designing the survey, but Chilton said it will be user friendly and simple. Similar surveys will go to principals, superintendents and school council members. KSBA Executive Director Bill Scott said the association looks forward to sharing survey results with members and using it to take training “to a higher level.” “Although we’re very proud of the professional development opportunities provided to our members, we’re constantly looking for ways to improve this critical service,” he said. “ I hope board members will take this survey seriously and view it as an opportu-

nity to help us identify strengths as well as areas that need to be improved. “ So far, so good Thus far, Chilton’s researchers have looked at what other states require and have found that Kentucky is what he called “a top tier” state for board member training. “We’ve found that Kentucky compared to other states actually is one of the leaders in the amount of training required,” he said. “So I don’t foresee us coming out and requiring school board members to get more training.” Twenty-four states require no training at all for board members, he added. OEA has also found that the state’s school board members overwhelmingly comply with required training. “What we found initially… is that most folks are getting the training; that’s not the issue,” Chilton said. “We want to delve into if there are any opportunities to focus that training on areas where they feel they’re currently not getting enough training or need more expertise.” Study is routine Seiler said this project is typical of interim work her agency does at the subcommittee’s request. The panel usually chooses a couple of topics for study during the period between legislative sessions. Subcommittee Co-Chair Sen. Jack Westwood (R-Erlanger) said an overview of the kind of training school board members, superintendents, principals and council members receive fits in with the group’s charge of looking at assessment and accountability. “That’s part of the package,” he said. Westwood, a former local school board member and teacher, said he’s especially interested in training for principals. “I want to make sure the training that the principals have would be something that is going to prepare them for the increasing challenges of schools today,” he said, adding the same idea applies to school board members. “If school boards are going to be making decisions that relate to education, again, I think it would be well for us to see how well-trained they are, that they know the issues as well as the solution because they’re in a position obviously to implement these,” said Westwood, who also sits on the Senate Education Committee. Seiler said she’s hoping for a good survey response rate from school board members. “The more people that respond, the more data we can collect and the more accurate the study will be,” she said.  June 2009  Kentucky School Advocate  15

SHORT AND SWEET Briefer Summer Leadership Institute won’t stint on learning opportunities By Jennifer Wohlleb Staff Writer

his year’s KSBA Summer Leadership Institute will be KSBA Summer one day shorter than in Leadership Institute the past but it will still pack the same learning July 10-11 punch of the original. “The reason we Marriott Griffin shortened the conferGate Resort ence is economics,” said Lexington Kerri Schelling, KSBA‘s director of Board Team Development. “We know it’s hard for board members to justify the expense and the time out of the district and away from their families. It will help board members be good stewards of their community’s tax dollars.” Schelling said the new format will not compromise the integrity of the training opportunities. “It’s still a very full two days for people and hopefully they can spend less time and money and yet still have the same quality instruction, because we would not sacrifice the quality for the cost,” she said. “We think we found a way to capitalize on both of those.” The institute, which will be July 10-11 at the Marriott Griffin Gate Resort in Lexington, will begin at its normal time of 7 p.m. on Friday and end at 3:30 p.m. on Saturday. This year there are two themes: the importance of early childhood education and leadership development. “Our opening session will focus on early childhood education and will be a companion piece to the grant KSBA received from NSBA and Pew Charitable Trusts to increase "A brighter future through better public schools"

awareness among board members and help them become better consumers about preschool education,” Schelling said. “It’s going to kick off a yearlong focus on early childhood education.” Saturday’s traditional 75-minute morning sessions are being replaced this year by a three-hour plenary session anchored by Greg McKenzie, a former board trainer from the Oregon School Boards Association, who will help board members increase their leadership skills. “McKenzie is going to talk about 21st century leadership. For example, how do you lead when there is conflict within the board,” Schelling said. “It’s going to be very practical and very hands-on. It’s not going to be three hours of lecture. He’ll get people working in groups, so the time will go by pretty quickly.” The three-hour session is aimed at board members who are working through KSBA’s Academy of Studies and are interested in more in-depth instruction. It will qualify as an elective for Levels IV and V. “As has been the case in recent years, we are continuing to make leadership the theme at Summer Leadership and these are the higher-level courses,” Schelling said. “You aren’t going to see a lot of the entry-level courses as you would at our Winter Conference in December, although Summer Leadership is a great learning opportunity for board members of all experience levels.” Schelling is reminding board members that even if they haven’t yet advanced to the upper levels of the Academy of Studies, they can bank these hours for when that time comes. “No one should be afraid that this conference is ‘above their head;’ it is appropriate for everyone,” she said. The conference will wrap up with two concurrent breakout sessions Saturday afternoon. Legislative agenda The 2010 General Assembly, which is a biennial budget session, will also be on the agenda at Summer Leadership

Greg McKenzie, president and founder of Window to Leadership 20-plus years as a college instructor at university and community colleges 8 years as an elected school board member 7 years as a leadership trainer for school boards and staﬀs 25 -plus years as a business attorney and litigator 10-plus years’ executive search experience Project director for national research project on board role in student success 16  Kentucky School Advocate  June 2009

Institute with a roundtable session to begin the process of assembling KSBA’s legislative agenda. It will be 9 – 11:30 a.m. Friday and all board members are invited to attend. “This is an important opportunity for them to share with us what they think is important for KSBA’s legislative agenda,” said Shannon Pratt, KSBA’s assistant director of Governmental Relations. Prior to the roundtable, surveys will be sent to board members asking them to prioritize which issues are important to them. “Whether it is principal hiring, special education vouchers, the insurance programs, we will take that information to our roundtable,” said David Baird, KSBA’s Governmental Relations director and associate executive director. “We will divide people into groups and get their opinions and ideas. We will take that information back to another work group, which will develop a draft legislative agenda that will go to our Board of Directors for their approval at the October meeting.”  – For more information or to register online, go to www.ksba.org and look for Summer Leadership Institute under “Featured events” at the top of the page.

Web site of the month

ldham County Schools’ newly redesigned Web site offers visitors great photos of its students in action and an easy way to find the latest information on each page. Click on any main menu item – that listing runs both across the top and down the left side of the home page – and a box bearing links to the most recent articles or documents about information found on that page appear at the top. If you are a frequent visitor to the site, it is an easy way to keep up with what’s new in the district. To visit the site, go to www.oldham.k12.ky.us

June 2009  Kentucky School Advocate  17

Reaching the PEAK in Burgin

Burgin Independent Schools turned presentation of the KSBA PEAK (Public Education Achieves in Kentucky) Award into an impressive show-and-tell in May. The elementary school’s PASS (Positive Approach to Student Success) program was chosen for its work to reduce behavior issues and classroom interruptions. Above: KSBA Executive Director Bill Scott presents the PEAK Award to Superintendent Dick Webb and members of the Burgin Board of Education. Also participating in the ceremony were KSBA President elect Tom Blankenship of Lincoln County, far right, and Fern Reed, KSBA Central Region Director and a member of the Montgomery County board., second from left. Right: Special education teacher Brenda Woods talks with several Burgin elementary students about appropriate classroom behavior. Students in the program showed a 24 percent increase in mastered goals in the initiative’s first year.

Ready or not, here comes another school year! Personnel hired  Students preregistered  Supplies ordered  Policies in place

ANYTHING MISSING? What about an employee handbook to communicate critical personnel information? If your administrators already are wearing too many hats and you need an affordable process to help develop a handbook for your district, call on KSBA for assistance. We will work with your staff in designing, formatting and publishing a handbook custom tailored to reflect your board policies and district needs. Call KSBA for further information Telephone: 1-800-372-2962 FAX: (502) 695-2991 E-mail: dara.bass@ksba.org

18  Kentucky School Advocate  June 2009

KSBIT CORNER

EVALUATING INSURANCE NEEDS

What should our board look for as it reviews insurance bids for the new school year?

RANDY COOK: Penny wise, pound foolish – Kentucky educators must avoid this cliché when it comes to the purchase of school insurance. In these tough economic times school boards must be sure they are not saving small amounts of premiums at the risk of having to pay large amounts in out-of-pocket expenses and uncovered claims. As you review coverage for 2009-10, make sure you look for these coverage points: • Retroactive date for claimsmade policies extends back to at least 1992. • Commercial auto policies have the statutorily required $20,000 in

personal injury protection (PIP). • A minimum of $3 million is contained in commercial property policies for debris removal, extra expense and ordinance and law coverage. • Pollution coverage is in place. • Additional limits via an umbrella policy are secure. Tee time: If you are attending this year’s Summer Leadership Institute, July 10-11 in Lexington, consider joining our Second Annual KSBIT Golf Scramble. Watch your mail for information or go to the featured events section of our Web site, www. ksba.org. — Cook is Claims and Underwriting manager for the Kentucky School Boards Insurance Trust, KSBA’s insurance and risk management service. 

Kentucky superintendent vacancies Boyle County Schools, (2,650 – PS–12) www.boyle.kyschools.us The Boyle County Board of Education is seeking as its next superintendent an individual with the leadership skills needed to assure the continuation of current district progress. Along with administrative experience, candidates should possess strong interpersonal skills. The successful candidate should also demonstrate the innovative skills necessary to raise student achievement within the current economic climate. To apply and receive further information, send seven collated copies of a letter of application, application form, resume and three letters of recommendation to: Boyle County Superintendent Search Kentucky School Boards Association 260 Democrat Drive Frankfort, KY 40601 All applications must be received by June 4, 2009.

Clay County Schools (3,592 – PS–12) www.clay.kyschools.us The Clay County Board of Education is seeking an outstanding educational leader who is student centered. The successful candidate should have a strong working knowledge of curriculum and instruction and can create not only an atmosphere of high expectations but lead the district to reaching those expectations. Candidates should also have administrative experience and outstanding people skills with an open-door policy.

To apply and receive further information, send seven collated copies of a letter of application, application form, resume and three letters of recommendation to: Clay County Superintendent Search Kentucky School Boards Association 260 Democrat Drive Frankfort, KY 40601 All applications must be received by June 12, 2009.

Hickman County Schools (800 – K-12) www.hickman.kyschools.us The Hickman County school district seeks as its next superintendent a qualified highly motivated and energetic candidate who is eager to take the district to the highest levels of achievement in all areas. The successful candidate shall demonstrate a distinguished level of skill in obtaining high-quality student academic achievement, in communicating internally and externally to the public, and in planning and organizing. To apply and receive further information, contact Superintendent Steve Bayko for an application at: Hickman County Board of Education, 416 Waterfield Drive N., Clinton, KY 42031. Send the application, resume, answers to questions, and references to: Hickman County Superintendent Search Neely, Brien and Wilson Attorneys at Law P.O. Box 708, Mayfield, KY 42066. Application deadline is June 11, 2009. June 2009  Kentucky School Advocate  19

IN CONVERSATION WITH ...

Bill Bond

School safety expert In Conversation With…features an interview between a leader or figure involved in public education and a staff member of the Kentucky School Advocate. This month’s conversation is with Bill Bond, who was principal of Heath High School in 1997 when freshman Michael Carneal shot and killed three students and injured five. Bond, now the school safety specialist for the National Association of Secondary School Principals, talks about where school safety stands today, 10 years after the Columbine High School shootings and more than 11 years after Heath.

“I think what most of us have learned is that true safety and security comes in trusting each other. The most important item in school safety is that kids have trusted, caring adults at school, adults who give them a sense of security, who they know they can go to with their problems. — Bill Bond, retired Heath High School principal

We’ve just passed the 10th anniversary of the Columbine shootings. This past December was the 11th anniversary of the Heath High School shootings. We’ve had intermittent school shootings since those two events, which garnered so much attention. In your opinion, what is the reaction to these types of events today compared with back then?

In the last 10 years, I have been to 10 other schools where kids have been killed. I don’t think the reaction, the attention is as long-term. It’s still just as devastating to the communities, but it doesn’t hold the national interest the way it did before. One of the roles I have given myself since I retired from Heath is, if there is a shooting at a school, I go to those schools to help the principal and administrators make decisions to get the school back up and functioning at a high level. I’ve done that several times and there’s just not as much long term national attention, but the effect in the community is just as long-term.

Do you think it hurts the efforts to continue to improve school safety when these shootings don’t get that kind of prolonged exposure?

I don’t believe that glaring national attention has that

20  Kentucky School Advocate  June 2009

much of a long-term effect on school safety. I think we’re very aware of the security of kids; our whole country is security conscious of everything. I think security is a top priority for most school districts and it’s already on the front burner, so I don’t think not having that national attention takes away from that.

What have we learned since the tragedies of Heath and Columbine?

I think what most of us have learned is that true safety and security comes in trusting each other. The most important item in school safety is that kids have trusted, caring adults at school, adults who give them a sense of security, who they know they can go to with their problems. After the shootings, we were looking for short-term answers: metal detectors, cameras, name badges, school resource officers. But there is a gradual realization that the most important aspect of school safety is the relationships. I think most schools are aware of that now. All of the studies that have been done, everything just keeps coming back to the basics, which are kids should not be bullied or humiliated in school and caring adults are the best safety precaution you can have in school, adults that kids can trust with information.

Are there any lessons that we have we forgotten since these tragedies?

I don’t know that we have forgotten any lessons, but we live in a society where firearms, guns are readily available to kids and kids don’t have to go out on the streets to purchase a gun, they don’t have to get it illegally. Eighty to 90 percent of the time they can get the gun at home. People who own guns and have guns at home have that responsibility to protect the community by storing those guns safely and appropriately. I think we forget that sometimes.

That’s not a point I’ve heard in awhile.

No, it’s not politically correct to talk about controlling firearms but it’s absolutely necessary. It should be something that all gun owners do.

You’ve gone to 10 other schools to offer support in the aftermath of school shootings. What have you observed as the common thread in those acts of violence?

We talk about bullying and I do a lot of presentations on bullying and that is a common thread. But the most common thread is that the kids who commit these acts, they don’t have any hope, they can’t see the future. When kids can’t see the future, they don’t see themselves in it and they see the world they are in now as all there is going to be.

The reason I say the kids can’t see the future is because in none of the school shootings that I’ve ever been to did the shooter have an exit plan. There was no plan of escape. It was just always elaborate plans of how to kill but no plans on escape. That tells me that they couldn’t see the future, that they felt hopeless. I think as educators, our main responsibility is to help kids see the future, to see the hope that’s in the future. I think we have to do that.

What do you think schools are doing right in terms of promoting school safety?

There are laws and mandates and policies that everyone have a crisis plan that works and that they review their crisis plan. School boards insist now that schools have anti-bullying policies and that they are reinforced. We have state laws that require mandatory attendance. If we require all kids to come to school, then we have a moral obligation to protect all kids when they are there, and not only protect them physically, but protect them emotionally and see that they are not held up to ridicule or humiliation.

Is there anything you would like to see more of to continue improving school safety?

I think the SRO programs are good in schools, but what makes those programs so valuable is not the police officer having a gun; it’s the

police officer representing a different type of adult in the school that kids can trust and can go to with information. It gives kids a sense of security.

How far have we come since 1997?

Since 1997, we have invented a whole new vocabulary and a whole new industry. Before the shootings at Heath High School, the phrases: school shooting, lockdown, crisis plans, anti-bullying program, those terms didn’t even exist. I do believe if there hadn’t been a Heath High School, with all of its publicity, there never would have been a Columbine. It was a paradigm shift where a student brought five guns to school, a thousand rounds of ammunition with the idea of seeing how many kids he could kill. He didn’t target any one certain kid, just how many could be killed. I hate to say it, but after that there was a rapid succession of school shootings that followed that pattern.

Is sounds like you do think in general schools are doing the right thing, heading in the right direction?

I do. In general, schools are doing the right things for kids, and educators are making an effort to connect with all kids. I think there is a conscious effort to reach those kids and to have a personal relationship with all kids, and I think that is a good thing. 

School safety resources  Kentucky Center for Safe Schools - www.kysafeschools.org 

KCSS’s resource page - www.kysafeschools.org/res/index.htm

 Keep Schools Safe - www.keepschoolssafe.org  National Association of School Resource Oﬃcers - www.nasro.org  Students Everywhere Against Violence - www.nationalsave.org  Internet safety - www.isafe.org June 2009  Kentucky School Advocate  21

GET YOUR MESSAGE OUT

Even in tough budget times, schools still must tell their stories

public education advocates orget the old saying in the loop of what media are about bad things reporting about Kentucky coming in threes. In schools. barely 10 days this spring, I But we still have to have heard from four school comsomeone to look for the munications staff members stories, craft accurate headwho had just learned that lines, post working links and their duties were being cut. capture the article texts. One person’s hours were Likewise, some school reduced. The second was beBrad Hughes ing reassigned. And the other KSBA Member districts have supplemented jobs were being eliminated. Support Services Director or replaced publications with electronic newsletters. OthIn each case, the district ers are turning to Web-based applications such financial outlook was cited as the reason. Staff cuts had to be made to balance revenues with ex- as podcasting or streaming video of events. But someone still has to collect, write, edit, penditures. The boards and/or superintendents format and distribute an electronic newsletter. had to make tough choices, including cutting If it has photographs or video, someone has to back on the district’s communications efforts. capture the images with sufficient quality for This is in no way a commentary to secondpeople to want to see. guess those leaders. The last thing board memAnd while few school leaders may shed tears bers and superintendents want to reduce is the about the economic troubles of media outlets, personnel directly involved in classroom learnthere are still plenty of reporters to ask the ing – teachers and aides, principals and support questions board members and superintendents staff and on up (or down) the human resource wish wouldn’t be asked and to cover critics who ladder. There is no easy way to cut one teacher and keep an assistant superintendent, or a coach, shout all the louder. A school system that cannot respond pays in news coverage that can erode much less a public information officer. community backing, something no district can During the past three years, KSBA has been in afford to lose in good times or bad. the same boat as our members. Because of the The Last Word budget, we’ve lost jobs held by people who proThis month, board members and superinvided services, including the production of this tendents have to complete a balanced 2009-10 magazine. Hard times require hard decisions. I spending plan. Next month, they’re going to know that. have to have to live – and lead – within those I also know that the desire of school staff, parmeans. ents and taxpayers to be informed and to quesThose means may not include a newsletter or tion district leaders’ decisions is neither reduced a dedicated public information director – this nor eliminated when the budget is bad. year. They may result in a temporary suspension Adapt but continue of a public engagement plan or a parent involveKSBA is a lot like a public school system in that it may cut the payroll, but not the workload. ment initiative. But school leaders who don’t communicate So we all have to find ways of doing more with with their communities – in a meaningful, less. A prime example is our eNews Service. ongoing, measured and effective manner – When layoffs occurred two years ago, we needed to continue the hard-copy news clippings often find themselves bemoaning critics who aren’t counterbalanced by supporters, bad news service without the employee who produced that overpowers positive press and earning no the weekly packet. The resulting daily e-mails of credit when hard managerial decisions actually linked headlines, complemented by the weekly produce desired goals of higher student achieveelectronic story-text archive, saved printing and ment. mailing costs. Now, the service keeps more than And that’s a message worth getting out – at 1,700 board members, superintendents, adminbudget time and through the year to come.  istrators, state Board of Education members and 22  Kentucky School Advocate  June 2009

260 Democrat Drive Frankfort, KY 40601 "A brighter future through better public schools"

Derby education

During the run-up to this year’s Kentucky Derby on May 2, students in schools throughout Kentucky were given a “preview,” courtesy of the Kentucky Derby Museum’s educational outreach program. Crab Orchard Elementary School in Lincoln County was one of those schools. At top right, museum Outreach Education Coordinator Ronnie Dreistadt tells kindergartners about riding equipment, getting a giggle out of Abby Napier – who is “helping” by wearing a stopwatch. Below right, Dreistadt shows Derby pictures to explain how the race is run, followed by an engaging reading of A Horse Named Little Duck and his quest to win the Derby. Above, first- and second-graders react to Dreistadt’s “play by play” of a Derby race. Prior to the “race,” students were chosen to play the role of celebrities attending the event, along with other major players such as the owner of the winning horse, the president of Churchill Downs race track and the governor of Kentucky. Guided by Dreistadt, the role-players even acted out the ceremonial presentation of the trophy.

Nonprofit Organization U.S. Postage PAID Permit 850 Lexington, KY