Wisconsin School News - December 2017 by WASB

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715-602-4854 or www.securityhealth.org/welcome See us at Booth 705 during the State Education Convention in January! See us at Booth 705 during the State Education Convention in January! Security Health Plan of Wisconsin, Inc., complies with applicable Federal civil rights laws and does not discriminate on the basis of race, color, national origin, age, disability Security Health Plan of Wisconsin, Inc., complies with applicable Federal civil rights or sex. Mayo, Mayo Clinic, Mayo Clinic Health System and the triple-shield Mayo logo are laws and does not discriminate on the basis of race, color, national origin, age, disability trademarks and service marks of Mayo Foundation for Medical Education and Research. or sex. Mayo, Mayo Clinic, Mayo Clinic Health System and the triple-shield Mayo logo are ATENCIÓN:and si habla español, a suFoundation disposiciónfor servicios deand Research. trademarks service marks tiene of Mayo Medicalgratuitos Education asistencia lingüística. Llame al 1-800-472-2363 (TTY: 711) ATENCIÓN: si habla español, tiene a su disposición servicios gratuitos de LUS CEEV:lingüística. Yog tias koj hais al lus1-800-472-2363 Hmoob, cov kev (TTY: pab txog asistencia Llame 711)lus, muaj kev pab dawb rau koj. Hu rau 1-800-472-2363 (TTY: 711) LUS CEEV: Yog tias koj hais lus Hmoob, cov kev pab txog lus, muaj kev pab dawb rau koj. Hu rau 1-800-472-2363 (TTY: 711) EL-SH93-0817

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December 2016 2017 | Volume 72 71 Number 5 T H E O F F I C I A L P U B L I C AT I O N O F T H E W I S C O N S I N A S S O C I AT I O N O F S C H O O L B O A R D S, I N C.

John H. Ashley Executive Editor

Sheri Krause Director of Communications

Shelby Anderson Editor n REGIONAL OFFICES n 122 W. Washington Avenue Madison, WI 53703 Phone: 608-257-2622 Fax: 608-257-8386 132 W. Main Street Winneconne, WI 54986 Phone: 920-582-4443 Fax: 920-582-9951 n ADVERTISING n

PARTICIPATION IN THE PERFORMING ARTS HELP STUDENTS DEVELOP LIFE-LONG SKILLS, page 4

608-556-9009 • tmccarthy@wasb.org n WASB OFFICERS n

John H. Ashley Executive Director

Three Region12 Shell Lakes, Lake, Region President

Capt. Terry MaryMcCloskey, Jo Rozmenoski USN Retired

MaryBrett Jo Rozmenoski Hyde

Wanda Stu Olson Owens

BrettZellmer Hyde Andy Muskego-Norway, Region Montello, Region 10 11

Bill Yingst, Sr. Durand, Region 4

Nancy Thompson Waterloo, Region 12

RickPloeckelman Eloranta Cheryl Owen-Withee, Region Colby, Region 5 5

Rosanne Hahn Burlington, Region 13

Elizabeth Hayes Barbara Herzog Fond du Lac,Region Region7 7 Oshkosh,

Terrence Falk Milwaukee, Region 14

Steve Klessig Andrew Maertz Brillion, Region Reedsville, Region8 8

Ron Frea Pewaukee, Region 15

Andy Zellmer Wanda Owens Montello, Barneveld,Region Region10 9

Tapping the Potential of Fab Labs

Redefining Service Alton Fitzgerald White

Linda Darling-Hammond & Marc Tucker

Student Survey Designed to Gather Co-Curricular Interest Sue Peterson Survey helps ensure districts are in Title IX compliance

How to pursue and sustain a life and career of excellence on your personal life’s stage

D E P A R T M E N T S

Empower Our Teachers

If you want a world-class education system, then empower our teachers

Teachers discover that “keeping it simple” can lead to big breakthroughs

Barneveld, Shell Lake, Region Region 91 Immediate Past President

Mike Blecha Sue Todey Green Bay, Region Sevastopol, Region 33

Kenneth Welty

Muskego-Norway, Black River Falls,Region Region11 6 2nd Vice President

n WASB BOARD OF DIRECTORS n

Nancy Rogers & Shelby Anderson How small school districts are finding big success in the performing arts

Capt. Terry McCloskey, Stu Olson USN Retired

Black Three River Lakes, Falls, Region Region 26 1st Vice President

Small But Mighty

Boosting Employee Wellness Engagement in wellness program lowers health claims costs and improves work productivity

C O L U M N S

2 News Briefs 3 Viewpoint — Addressing Education’s Biggest Challenges 23 Capitol Watch — Board of Directors Sets WASB’s Legislative Agenda

Wisconsin School News (USPS 688-560) is published 10 issues per year by the Wisconsin Association of School Boards Inc., 122 W. Washington Avenue, Madison, WI 53703. Contents © 2017 2016 Wisconsin Association of School Boards Inc. Subscriptions are available to nonmembers for $40 per year. Periodicals postage is paid at Madison, Wis. The views expressed in Wisconsin School News are those of the authors and do not necessarily represent WASB policies or positions. POSTMASTER: Send address changes to Wisconsin School News, 122 W. Washington Avenue, Madison, WI 53703.

24 Association News — Advocacy, School Law, and More 28 Legal Comment — Retention and Disclosure of Electronic Communications

32 Service Associate Q&A — Nicholas Kent, Plunkett Raysich Architects, LLP

NEWS BRIEFS

Innovative Rural School Projects Recognized

ight school projects received the 2017 Standing Up for Rural Wisconsin Schools, Libraries, and Communities Award during the Wisconsin Rural Schools Alliance conference (Oct. 30-31) in Wisconsin Dells. “The only way our rural communities can thrive is through intentional support and recognition of their importance to all of Wisconsin,” said State Superintendent Tony Evers. “Those who have worked on projects receiving this year’s rural awards demonstrate that support and the collaborative spirit that makes positive things happen for kids and communities. Their efforts make our rural communities vibrant places for children to learn.” The programs were nominated by education and library professionals and include:

b Crivitz and Wausaukee School

Districts, Northeast Wisconsin Technical College, and River Cities

Habitat for Humanity Tiny House Partnership;

b Weston Dairy Sheep Project in Cazenovia;

b Arts Integration Menomonie; b HomeMAKER Boxes in Nekoosa; b Vilas County Economic Development Corporation: Business Entrepreneurship, Broadband Expansion, and Fab Lab in Eagle River;

b Spooner High School Aviation Club;

b The Vinery: An Outdoor Space that Celebrates Creativity and Learning in the Winter School District; and

b Sugar River Sugar Bush in Albany. The awards are presented each year to nominated projects that “demonstrate the great potential and collaborative spirit of rural Wisconsin.” This year’s recipients join 105 exemplary programs recognized since 2005. N

STAT OF THE MONTH

346% Young adults with less than a high school diploma or GED had a 346 percent higher risk for homelessness than their peers. Source: Missed Opportunities: Youth Homelessness in America, University of Chicago

Youth Mental Health First Aid Gaining Traction

chool districts across the country have recognized the need to address student mental health issues. School leaders and teachers are increasingly turning to a community-wide intervention known as Youth Mental Health First Aid. Offered by the National Council for Behavioral Health, “Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis.” More than 200,000 educators have received the training and hundreds of schools and 27 state departments of education have implemented it. The program trains people how to support and de-escalate an emergency crisis by using a fivestep action plan, called ALGEE, which stands for assessing for suicide risk/self-harm, listening nonjudgmentally, giving reassurance and information, encouraging professional help, and encouraging self-help and additional support strategies. For more information, visit mentalhealthfirstaid.org. N

Study Reveals Startling Findings Regarding Homelessness

new study from the University of Chicago reported that one in 10 young adults between 18 and 25 years of age and one in 30 adolescents between 13 and 17 experience some form of homelessness over the course of a year. The study, “Missed Opportunities: Youth Homelessness in America,” looked at 26,161 young people from different demographic groups. The study found that certain populations — specif-

Wisconsin School News

ically, African-American and Hispanic youths; young people who identify as lesbian, gay, bisexual or transgender; young parents; or those who have not completed high school — are statistically more likely to experience homelessness than their peers. In addition, the study reported that young people living in rural and urban areas experience homelessness at similar rates. Based on its findings, the authors of the report recommend, among other

things, funding for housing interventions, services and prevention efforts. “We know that if we stop youth homelessness early, it prevents deeper homelessness and reduces future public costs,” said Matthew Morton, research fellow at Chapin Hall at the University of Chicago, who oversaw the study. “With new evidence in hand, Congress can support action.” N

VIEWPOINT

Jo h n H . A s h l e y

Addressing Education’s Biggest Challenges

ecruiting and retaining highquality educators is a problem for districts across Wisconsin and the nation. Applications to schools of education fell 35 percent nationwide between 2009 and 2014. This is going to have a ripple effect on K-12 education for years to come. So, what do we do? Recently, the National Center on Education and the Economy (NCEE) released an in-depth report “Empowered Educators: How High Performing Systems Shape Teaching Quality Around the World.” It follows a similar report, “No Time to Lose: How to Build a World Class Education State by State,” published last year by the National Conference of State Legislatures (NCSL). Both reports studied successful education systems around the world to learn how we can improve public education in the United States. “Empowered Educators” focuses specifically on elevating the teaching profession and promoting efforts that improve not only the quality of teachers but also the number of people entering the profession. It calls for systematic recruitment of teachers, improving teacher education programs, and, among other efforts, establishing mentoring programs for new teachers. Learn more about their suggestions in the article on page 18 by Linda Darling-Hammond, president and CEO of the Learning Policy

Institute and Marc Tucker, president and CEO of the NCEE. The NCSL’s report “No Time to Lose,” is based off the findings of a 28-member bipartisan study group, formed in 2014, that spent 18 months meeting with education leaders from around the world and visiting their countries to study different education systems. It found that successful education systems include a strong early education system, give extra support to struggling students, provide and support effective teachers and a professionalized teaching force, offer robust career and technical education, and, among other efforts, align individual education reforms to a clearly planned and carefully designed comprehensive system. The report recommends that each state assemble a broad and diverse group of stakeholders into an inclusive process to set a vision for reform and identify priorities. This process should involve studying and learning from high-performing countries and innovations in other states as well as benchmarking our state education policies, practices and outcomes against those of highperforming countries and high-performing states. The NCSL report and its findings from the study group will be discussed during a special in-depth workshop at the upcoming State

Education Convention in January on Thursday, Jan. 18. Representatives from NCSL will discuss how Wisconsin public education can move forward. The NCSL report will also be the subject of a resolution that will be before WASB delegates at the Delegate Assembly and is referenced in the WASB’s Legislative Agenda. (See the Capitol Watch column on page 23 for more information.) The convention will also feature international keynote speakers Dr. Bill Daggett, who is recognized worldwide for his educational reform efforts, and Ravi Hutheesing, who is known for his efforts to bridge cultural and generational divides. They will challenge you to think about the future of K-12 education in new and innovative ways. Their sessions along with the in-depth workshop, related breakout sessions and networking opportunities will make the convention an excellent forum to explore these ideas with your colleagues throughout the state. As school leaders, we have work to do. By discussing important issues impacting education, sharing information, and working together, we can take our state forward. Let’s work together to implement meaningful and comprehensive change that will produce real results for our students. n

By discussing important issues impacting education, sharing information, and working together, we can take our state forward.

Connect with the WASB!

Twitter @wasbwi

Facebook facebook.com/WISchoolBoards

December 2017

Vocal Point, an award-winning a cappella group from Gale-Ettrick-Trempealeau High School, performs at a recent show.

How small school districts are finding big success in the performing arts

he list of benefits that students get from participating in the performing arts is well known — self-confidence, risk-taking, engagement. Well-documented research has also reiterated the developmental benefits students get from music, including brain development and listening skills. Every school district wants this for their students. This article features three successful performing arts programs in smaller school districts located across the state. While they found success in their

own way, each program thrives because of support from district staff, their communities and the students themselves. | G-E-T’s Vocal Point How does a small school district, like the Gale-Ettrick-Trempealeau School District (G-E-T), with only 1,400 students develop strong performing arts programs? There are many factors that can be attributed to the success but dedicated teachers and coaches who get to know the students on a personal level seem to be the main factor. These teachers and coaches create an array of communities for students where they can gain a sense of connection to the district. “A connection to school beyond

Rogers & | Nancy Shelby Anderson the required academics is extremely important for students,” said district administrator Aaron Engel. “It creates engagement and a sense of belonging that leads to better socio-emotional health and a greater likelihood of graduation. It also teaches responsibility and allows students to investigate interests the general curriculum cannot provide.” G-E-T, a small consolidated school district near the Mississippi River, has long held artistic expression in high regard. The strong vocal, instrumental, theatre, and visual art programs have performed at the highest levels of competition with exemplary results. Ryan Stuempges, head of the high school vocal program, gives this bit of advice to his students, “Just because you come from a small school, doesn’t mean you can’t do big things.”

“A connection to school beyond the required academics is extremely important for students.” — Aaron Engel, District Administrator for the Gale-Ettrick-Trempealeau School District

December 2017

G-E-T High School’s a cappella group, Vocal Point, took Stuempges at his word by singing their way to the national level. Last year, Vocal Point took third place at the International Championship of High School A Cappella (ICHSA) in New York City. Vocal Point was the smallest public high school ever to compete at the finals. Finishing in the top three, Vocal Point performed at the historic Beacon Theatre in New York City to an audience of more than 3,000. G-E-T’s Ethan Giles was awarded

best vocal percussionist of the year by the ICHSA. Wisconsin school leaders might remember Vocal Point from their impressive performance at the 2014 State Education Convention. This school year, Vocal Point has continued to represent the small school district on a big stage. They have sung with UW-Madison’s all-male a cappella group Fundamentally Sound. They have performed in a concert and festival at the Civic Center in Rochester, Minnesota. And, most notably, in

August, the group opened up for country singer Gavin Degraw and sang in front of 15,000 people. While the success has been fun, Stuempges says it requires a lot of work and dedication from the students. “Being a member of Vocal Point takes a great understanding of commitment, work ethic, and practice,” he said. “The members understand that things just don’t happen in life, you have to work for what you want.” Stuempges added that students learn life lessons by participating in extra-curricular groups like Vocal Point. “It teaches so much more than just music,” he said. “I know that 10 years down the road most of my students won’t remember every note or song, but I know they will remember the process that led them to their success.” Vocal Point will once again be competing in the International Championship of High School A Cappella. Their first quarter final will be held in Osseo on Feb. 10 at 7 pm. Tickets will be on sale in January at varsityvocals.com.

Vocal Point will be performing Feb. 10 in Osseo in the quarterfinals of the International Championship of High School A Cappella.

Wisconsin School News

The Chilton Public School District has put on many Broadway musicals including Sister Act, Hairspray, and Shrek (pictured here).

| A Grand Venue in Chilton During the 2003-04 school year, the Chilton Public School District passed a referendum that allowed it to build a state-of-the-art performing arts center. The Engler Center for the Performing Arts seats 735 and is outfitted with the kind of multi-media systems used in world-renowned theaters. More than 13 years later, the venue is still benefiting the school district and community. “Our students are proud of their facility and what it allows them to do. They are aware that not every school, especially ones the size of Chilton, are blessed with facilities like ours,” said choir director Joy Paffenroth. “They take great care of it and respect what it does for them.” Paffenroth, who teaches grades 6-12 choir and general music, has seen the benefits and opportunities that a strong performing arts program has on students. Some of these opportunities have included musical theater productions at the middle school and high school levels, trips to various parts of the U.S., singing on a local television news program during the holiday season, various community performance opportunities, and, among others, participation in statewide festivals and all-state ensembles. Paffenroth said that participating in extra-curricular activities like choir, band or theater can help challenge students in new ways. “I believe when students are given opportunities, they will rise to the occasion and find success,” Paffenroth said. “Once they find success and feel good about what they are doing, they will push themselves farther and they will bring others on board to join in the success.” Among other things, the Engler Center has allowed the musical theater program at Chilton to flourish. The high school has put on shows such as Sister Act, Hairspray and other Broadway hits. While the venue has played an important role in the success of the district’s performing arts, Paffenroth

emphasizes that what makes the difference is the people that bring the arts alive within the center. “This includes the dedicated teachers, staff and community members who donate their time and talents to create the opportunities,” she said. “It also includes the students who put in the work as well.” Paffenroth said the work and dedication needed from students to

put on a large-scale production builds skills and pushes students outside their comfort zones. “Music and musical theater have so many benefits for those who participate — confidence-building, community, perseverance, attention to detail, risk-taking,” she said. “These benefits may not be able to be measured on a standardized test, but they will be felt for their entire lives.”

December 2017

The Baldwin-Woodville High School marching band has won the WSMA State Marching Band Championships the last two years.

| The Benefits of

Marching Band For the second year in a row, the Baldwin-Woodville High School marching band took first place in class A of the Wisconsin School Music Association (WSMA) State Marching Band Championships. The school’s marching band is perenni-

ally in contention for first place among other strong marching bands from school districts including Cumberland, Portage and Columbus. Adam Bassak, marching band director at Baldwin-Woodville High School, said, unlike other school activities, any student who is interested can participate in marching band.

Celebrating

“We do not have a varsity or junior varsity,” he said. “Our marching program includes students in grades 9-12, so there is a wide variety of experience and ability levels. Yet, by the end of the season, they are all performing on nearly the same level. This is due to great student leadership and student desire to improve.” The marching band program begins at the start of each school year, which Bassak said, is ideal because the program builds connections and friendships. “In the end, students will not remember scores or placements, but rather that feeling of accomplishing something great as a group,” he said. “The feeling of knowing the work you put in paid off, as they had their best show of the year.” Bassak said marching band teaches so many other important life lessons to students including; musicianship, leadership, time management,

left: Columbus Elementary School; Appleton // right: Berlin Middle School; Berlin, WI

125 years of tradition

master planning // facility assessments // referendum // energy upgrades // solar planning // design // renovation // construction

920.731.2322 // www.hoffman.net

Wisconsin School News

organization, friendship, patience, coordination, hard work, etc. “These lessons help students in the classroom, the workplace, as they apply to college, and a variety of other activities they may be part of,” he said. “The combination of physical, mental, and emotional effort that is put in to each rehearsal and show defines a student. Through tradition, excellence, desire and passion, we continue to grow and evolve.” The success of the program is thanks to the students, of course, but Bassak also thanks the district’s staff and parents for their support. In addition, Bassak said the community support of the arts in the school district has been incredible. “To me, that is the beauty of a smaller, tight-knit community,” he said. “Concerts, competitions, pep bands, musicals, etc. are all well attended, and the response from the audience is always appreciated.”

“I think pride in your school and community is important,” Bassak added. “I want kids to be involved in as many extra-curricular activities as possible. The stronger the pride they feel for our community, the stronger our group is through unity and community support.” If anyone has questions about

starting a marching band program, or participating in WSMA local and state shows, you can contact Adam Bassak at abassak@bwsd.k12.wi.us or visit WSMA.org. n Nancy Rogers is a member of the Gale-Ettrick-Trempealeau School Board. Shelby Anderson is editor of Wisconsin School News.

December 2017

Tapping the Potential

of Fab Labs

ne cannot help but marvel at all the technological innovations that have become part of our everyday lives. We have cell phones that can sense we are driving and automatically reply to incoming text messages, automobiles that detect potential hazards and engage the brakes accordingly, and

Teachers discover that â&#x20AC;&#x153;keeping it simpleâ&#x20AC;? can lead to big breakthroughs

small appliances that play music, make phone calls, and answer questions with simple voice commands. Each of these amazing things can be traced back to the imaginations of people that harnessed science, technology, engineering, and mathematics in synergistic ways to create new systems that impact how we live, work and play.

Kenneth Welty

Advancements such as these have shined light on the importance of science, technology, engineering, and mathematics in our everyday lives. Furthermore, it is becoming increasingly clear that placing more emphasis on science and math in isolation of the roles they play in engineering endeavors will not adequately prepare students for life and

Teachers from around the state gathered at the University of Wisconsin-Stout for a Fab Lab retreat.

Wisconsin School News

work in our technologically sophisticated society. Empowering students to make sense of the human-made world and participate in its development requires illuminating the connections between science, technology, engineering, and mathematics in ways that reflect how these disciplines come together beyond the walls of school. | A New Learning Environment The rapid pace of technology development has inspired educators across Wisconsin to establish “Fab Labs” in their school buildings. These novel learning environments typically feature digital fabrication tools like laser engravers, 3D printers, and vinyl cutters. Many include computer numerically controlled (CNC) routers, milling machines, lathes, and plasma cutters. Together, these tools can be used to transform ideas into tangible products under the auspices of workforce development, vocational training, STEM education, service learning, makerspaces, and more. They can be utilized for informal as well as formal education and include provisions for public access to support local entrepreneurs.

However, many of the Fab Labs found in public school settings were created without a clear mission or strategic plan for their use. Their installation was born out of a desire to have the capability found in other schools. The idea of creating a modern-day version of Thomas Edison’s laboratory has intrinsic appeal and clear potential for student learning. However, many of these facilities have been characterized as “a solution in search of a problem.” This observation is supported by the frequent inquiries directed toward university faculty that echo, “Now that we have a Fab Lab, what should we be doing with it?” Questions like this inspired the Discovery Center at the University of Wisconsin-Stout to study Fab Labs throughout the state. They looked at nine schools with established labs and conducted focus groups with 14 others in order to describe the current state of affairs and uncover promising practices. The data gathered suggested the installation and utilization of Fab Lab technologies are as diverse as the schools participating in this prominent movement. In some cases, Fab Labs are used in elective classes where students learn

how to operate the equipment to make objects from files that came with the equipment or were found on the internet. In other cases, they are collections of resources that are tapped when students, teachers, or community members identify a need to fabricate something. | Establishing a Plan The current trend in Fab Lab installation has created rich opportunities for evaluation research, professional development, and leadership endeavors. With support from the Wisconsin Economic Development Corporation, UW-Stout’s Discovery Center and School of Education have launched programs of work to inform the use of digital tools in the teaching and learning process in public schools. The first step was to adopt language from the Fab Foundation to define the nature of a Fab Lab. Their concept of a Fab Lab is, “an authentic, engaging, personal context, one in which students go through a cycle of imagination, design, prototyping, reflection, and iteration as they find solutions to challenges or bring their ideas to life.”

The idea of creating a modern-day version of Thomas Edison’s laboratory has intrinsic appeal and clear potential for student learning. December 2017

This definition provided a framework for a series of professional development experiences for teachers in the context of an introductory course serving the needs of high school freshmen under the auspices of STEM education (i.e., science, technology, engineering, mathematics). The learning activities were based on the premise that designing very simple devices enables students to harness prior knowledge and engage in first-hand experiences that apply science, math and technology to the development of a viable solution to a problem under the burden of evidence. | Focus on Simple Problems This summer, 29 teachers representing technology, science, art and elementary education came together during UW-Stout’s second “Fab Lab Retreat.” The retreat was a five-day immersion in design and digital fabrication. It engaged participants in three Fab Lab projects that called for analysis, brainstorming, modeling, coding, fabricating, testing,

presenting, and more. The participants left the workshop with working prototypes, instructional materials, teaching strategies, and new friends. They discovered that if you focus on simple problems, it is very easy to uncover and target age-appropriate science, technology, engineering and math concepts and skills. In fact, “keep it simple” was cited by most of the participants when At the Fab Lab retreat, teachers designed Fab Lab they were asked to projects and presented their ideas. summarize their insights relative to appropriate prose, dividing the pedagogical lessons engineering design into distinct and learned during the retreat. Teachers sequential pieces, and integrating saw value in contextualizing the engigrade-level math and science was neering, math, and science content endorsed by all the participants. that is inherent in the re-design of The notion “simple is complisimple things. The attention given to cated enough” proved to be one of presenting clear images, using agethe profound ideas the teachers took from their experiences. The idea, “process trumps product” became a mantra adopted by many of the participants. Others recognized the richness of the design process to facilitate student learning in a constructivist manner. In the final analysis, the participants created a professional learning community of like-minded thinkers who aspire to leverage their Fab Labs to teach STEM content via design pedagogy.

FAB LAB RECOMMENDATIONS The Discovery Center at the University of Wisconsin-Stout assessed Wisconsin K-12 Fab Labs to identify best practices that can used to maximize their full potential. These are some of the suggestions.

b Integrate problem formulation and problem-solving processes, engineering design and/or design thinking into K-12 Fab Labs to drive more impactful outcomes.

b Develop local business advisory boards and secure local organizational sponsorships, which are necessary for both a sustainable financial Fab Lab and to contribute to competitive job growth in Wisconsin. Business advisory boards are also beneficial with networking opportunities and community support even if they don’t provide direct financial support.

b Have students reflect on their Fab Lab experiences, why they may or may not have interest in continuing STEM or STEAM careers, and how they would improve their Fab Lab experience at the beginning and end of each academic semester.

Wisconsin School News

| Other Ideas One of the great things about bringing teachers together for professional development is the rich exchange of ideas, experiences, insights, and recommendations. For instance, teachers shared that the biggest fear they have relative to tapping the potential of Fab Lab tools and equipment is technology failures, especially software. Consequently, one of the recommendations from seasoned Fab Lab teachers is to

work closely with the technology specialists in the building to ensure software, hardware, and network protocols are all compatible with each other. Another recommendation that surfaced during the retreat was “think small.” More specifically, one of the things that will create classroom management problems and temper student learning are big projects. Watching a 3D printer render a large object is akin to watching paint dry. The learning experience is essentially the same regardless of the size of the object being made. Having students engaged in design activities that culminate in making a small and highly developed object in 20 minutes can be more meaningful than spending hours to print a large object that required little thought. Some of the other reasons for thinking small include lower material costs, the ability to use smaller machines, and more opportunities for students to improve their designs. Several teachers discovered that it is important to keep the role of Fab Lab tools and equipment in perspective when trying to make them an integral part of the teaching

and learning process. Most of the machines in a Fab Lab are essentially printers. The teaching and learning process should start with developing a solution to an authentic problem in contrast to printing an existing design that was found on the internet. One would not ask students to find a poem online, change the font, print it off, and turn it in for a grade. The same logic can be applied to using the resources of a Fab Lab. Fabricating prototypes happens towards the end of the design process after identifying the problem, gathering information, defining design specifications, generating alternative designs, making and testing models, weighing tradeoff, and more.

| Real World Engagement Successful Fab Lab projects engage students in the engineering design process, which requires them to think deeply about the problem they are attempting to solve. Students must tap their existing knowledge to begin formulating potential solutions to the problem, and then seek answers to the questions that emerge during the engineering design process. They must use their new knowledge to develop their ideas into products that can be tested. In short, engineering design endeavors require students to activate prior knowledge, seek and integrate new knowledge with existing knowledge, use new knowledge in conjunction with existing knowledge, and reflect upon their learning experience. This kind of learning is crucial to developing the real-world hard and soft skills students need to be successful. n Dr. Kenneth Welty is a professor in the School of Education at the University of Wisconsin-Stout where he teaches instructional methods courses for technology and science education. He can be reached via email at weltyk@uwstout.edu.

Pre-Convention Workshops A series of workshops will be held Jan. 16 before the State Education Convention. m

The R Factor: Take Ownership of the One Thing You Control

An Overview of an ICS Equity System for School Board Members

School Finance Puzzle

Cultural and Legal Framework of Effective Boards

WI State Education Convention | Jan 17-19 | Visit wasb.org/convention

December 2017

Redefining Service How to pursue and sustain a life and career of excellence on your personal life’s stage

| Alton Fitzgerald White

Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle. As with all matters of the heart, you’ll know when you find it. — Steve Jobs, cofounder and CEO of Apple, Inc. The following is excerpted from the forward of Alton Fitzgerald White’s new book “My Pride: Mastering Life’s Daily Performance.” Reprinted with permission from Disney Editions.

y name is Alton Fitzgerald White, and I am an actor. I do some other things, too, of course, but “actor and singer” pretty much sums up my professional life. Until recently you could have seen me on Broadway playing King Mufasa in The Lion King, the megahit stage musical based on Disney’s 1994 animated blockbuster film. My 13-year tenure with The Lion King in New York, Las Vegas, and on tour around the United States has been without a doubt the highlight of my 30-year career — at least so far! By the time I left the show on July 5, 2015, I had performed the role 4,308 times. It’s not a world record, but I am extremely proud of my longevity and even prouder of the work I did at every one of those 4,308 shows. As an actor, and as a man, I have learned a lot over the years — principles that I use to guide my life,

practices that help keep me going no matter how tough things get, and insights into ways of enriching both my life and career. I may not be as wise as Mufasa, arguably Disney’s wisest father, but I think there are things I have learned that might interest and even help others — not just fellow actors and singers, fellow performers, and fellow artists, but everyone. Because the principles, practices, and insights that inform my life are, I believe, universal. As the always-insightful William Shakespeare wrote in As You Like It, “All the world’s a stage,” and in many ways, it certainly is. For one thing, I think it’s safe to say that most of us seek applause—the validation that we have done well—both from our loved ones and colleagues and from the greater community. And we hope that our hard work and commitment will earn us the accolades we seek and the benefits of success. There is nothing more

natural than wanting recognition for our efforts in both our careers and in our personal lives. Now, your personal stage may be a boardroom or a classroom, or at the head of a household, or along an assembly line. Regardless, in every scenario, that desire to succeed and be recognized remains the same. My stage of choice has been the performing arts, and my life — which did not have the most auspicious beginning — has been made richer and fuller by the extraordinary, satisfying, and sometimes glamorous life I have led. But all lives, no matter the professional and personal choices, share certain challenges that are identical for everyone. The aspiration to achieve and maintain consistent excellence and to reap the fruits of our labor is universal. As an actor, I have worked consistently for more than 30 years in a notoriously difficult arena, with more than 20 of those years on

I may not be as wise as Mufasa, arguably Disney’s wisest father, but I think there are things I have learned that might interest and even help others… December 2017

Broadway. I may not be a household name, but thankfully I am wellknown in the rarefied world of the theater, thanks to having played leading roles in some major hits — shows that were socially meaningful as well as popular, including Ragtime, Miss Saigon, The Color Purple, and, of course, The Lion King. But I would never have been able to accomplish any of this without the lessons I learned along the way — lessons that, once learned, became the motivators for even greater professional and personal aspiration, achievement, and satisfaction. One of those lessons is how important it is to balance the passion for what you do with restorative self-nurturing. We hear a great deal about being passionate in our work, about choosing our passion and following our bliss. But passion alone can lead to burning out if it is not accompanied by some understanding of the way our passion functions, and of what we must do to keep our passions healthy and focused. Unfocused passion can be exhausting and destructive, and can actually hinder rather than help us. I want to share what I hope is the wisdom that I have gained by performing—and by performing I don’t just mean acting or singing on a stage or screen. I mean performing the service of my craft to benefit others, as well as myself. These are the lessons, precious to me, that I began to learn while navigating my particular American childhood. As a young boy of color being raised in public housing, I felt that very little was expected of me. I had to learn to raise my own expectations and to succeed on terms that helped me heal myself and become something much more than what others expected of me. My journey has been a rich

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My objective is to inspire and encourage you with what I have discovered about tapping into instinct, devotion, planning, training, investing, valuing what you have to offer, and fostering the emotional and physical stamina…

adventure, full of triumphant highs — and intense challenges. The rewards have been great, but so have the sacrifices. The accomplishments of living our lives to the fullest can be most gratifying, but they are sometimes hard-won and come at a cost. I believe that the greatest spiritual gifts come from enduring the most challenging circumstances, and that no one is exempt. We must all go through the process in our own way. How we perceive the difficulties and what we do to resolve them define who we really are. My experiences have taught me the importance of redefining service, which is one of the best ways we can actually motivate ourselves in

periods of boredom, doubt, or fatigue. My objective is to inspire and encourage you with what I have discovered about tapping into instinct, devotion, planning, training, investing, valuing what you have to offer, and fostering the emotional and physical stamina necessary to pursue and sustain a life and career of excellence on your personal life’s stage and even beyond, to places you never thought possible. Capabilities and talents in this world are abundant and diverse. But passion for what you do is not enough. You also need the passion to commit yourself to a kind of physical, mental, emotional, and spiritual fitness in order to excel. Many strive, but only those who dedicate themselves to consistent and continued excellence endure and transcend. This is not a program. It isn’t a rule book or a catechism. My hope is that you’ll see it as a gift. It comes from my heart, because I believe in what it says. I believe that my experiences can be helpful to anyone in any walk of life. If you agree, if any of it works for you, I will be thrilled — but I won’t be surprised. My hope, my prayer, is that this will inspire and motivate you to identify and nurture qualities in yourself that will help make your abundant dreams come true on your own terms. We have been taught by society to think that “the pot of gold at the end of the rainbow” is money and fame, but the authentic, lasting prize is an acknowledgment of success that is already within you. The knowledge that you have done your very best without having to rely predominantly on outside validation is a powerful asset. Only you can validate yourself, and that validation is enough! That powerful feeling is your pride. Once you learn to tap into that inner resource, your ultimate success is sure to follow. n Alton Fitzgerald White is a singer, actor, dancer who has starred in six smash Broadway hits, including Disney’s The Lion King, as well as in film and television roles.

See Alton Fitzgerald White at the State Education Convention Alton Fitzgerald White will give the keynote address on Friday, January 19 at the State Education Convention in Milwaukee. Growing up in the housing projects of Cincinnati as the youngest of seven children, Alton dreamt the impossible dream. He wanted to be an actor and singer. But first, he had to conquer his greatest fear – standing on stage, performing in front of others. He did it by redefining what service meant to him. The triple-talented singer, actor, dancer has gone on to star in six smash Broadway hits, including Disney’s The Lion King, Miss Saigon, The Who’s Tommy, and The Color Purple, as well as in film and television roles. He captivates audiences whenever and wherever he performs. In his 4,308 performances as King Mufasa, Alton found a way to bring his best to each and every show using what he calls “the power of redefining service.” Alton believes that authentic power is within each of us, the control and focus of it in our hands.

Drawing on his life and career and the rich lore of The Lion King, Alton recently released his first book, “My Pride: Mastering Life’s Daily Performance.” It delivers his message of service — taking responsibility for and deriving happiness from commonplace achievements — as a philosophy that anyone can get through each day with satisfaction, pride and a sense of accomplishment. Whatever your occupation or stage of your career, Alton wants you to know that you too can be a consistent performer and maintain excellence in any endeavor. N

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December 2017

Empower Our Teachers If you want a world-class education system, then empower our teachers

n Singapore, they are called nation builders. In Finland, they are revered as highly respected professionals. In Canada and Australia, they are paid on par with accountants and engineers. In countries on every continent, teachers are so essential to the economic, political and social wellbeing of their nations, that leaders have built entire systems to foster their recruitment, development, retention and advancement. In the United States, we have stumbled down a different path. In most states, we have allowed teachers’ compensation to fall well behind that of peer professions. In the face of the resulting teacher shortages, standards for becoming a teacher have been lowered or even waived. We have focused on getting rid of weak teachers rather than building our supply of great ones. The fallout is all around us: Applications to schools of education have plummeted by 35 percent, teacher shortages exist in every state. Turnover is high, especially in our most disadvantaged communities. Many of our best teachers — weary of this treatment — are retiring early. As a result, more than 100,000 classrooms were staffed this fall by individuals who were unqualified for their jobs. Will we continue on our current path of steadily weakening the only resource that can turn our schools around — our teachers — or will we join the ranks of the world’s topperforming education systems and

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do what it takes to give our schools one of the finest teaching forces in the world? As states across the nation have now submitted their plans for addressing educational equity and quality under the Every Student Succeeds Act, this is a critical question.

Darling-Hammond | Linda & Marc Tucker There is no mystery about what needs to be done. We have recently released “Empowered Educators,” a massive study of teaching quality in the world’s high-performing education systems. This global body of evidence shows that in order to deliver the quality of education our children will need in

KEY TAKEAWAYS: Elevating the Status of Teaching This summer, the National Center on Education and the Economy released its report “Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World.” The report examined countries that have successfully redesigned their education system for higher performance and greater equity. Here are some key takeaways from the report on strategies to elevate the teaching profession.

b Countries that have successfully elevated the teaching profession have developed complementary and aligned policies to enhance the status of teaching in society and make it a more desirable profession.

b These policies take the form of not only higher pay, but also in the form of financial support for the cost of initial teacher education.

b Schools in these systems are adequately and equitably funded so that teaching work is well-supported. In addition, a common curriculum system supports teacher planning and instruction, and performancebased assessments involve teachers in developing and scoring thoughtful assessments of learning that can guide teaching toward 21st century skills.

b High-performing systems celebrate the profession of teachers and the professionals who teach in their schools through public recognition and awards initiatives as well as public communication campaigns to elevate the profession generally. Read the full report at ncee.org/Empowered-Educators.

Will we continue on our current path of steadily weakening the only resource that can turn our schools around — our teachers — or will we join the ranks of the world’s top-performing education systems and do what it takes to give our schools one of the finest teaching forces in the world? tomorrow’s world, we must forge a new commitment to the teaching profession focused on building effective systems to support educators and their work. First, the recruitment of prospective teachers must be intentional and systematic. Leaders in highperforming systems recruit academically capable students into teacher education who also possess a passion for teaching and an ability to connect with young people. Teacher education programs are designed to instill a mastery of both subject matter and the craft of teaching. Student-teachers are trained as researchers as well as clinicians, building their capacity for inquiry and reflection so that they can more effectively address student needs and drive improvement in their schools. In these systems, initial teacher preparation — increasingly at the master’s degree level — is heavily or completely subsidized and is required of all entrants, so no one enters the profession without strong training. Schools of education provide substantial practice teaching in special partner schools under the supervision of first-class, experienced teachers, who often have faculty status in the university as well as the school. Teachers are not simply aban-

doned on their first day of work, to sink or swim, like many in the U.S. These systems support their professionals by providing intensive induction and mentoring for new teachers and ensuring all of them (and their students) have access to high-quality curricula and instructional supports, not just those in high-income communities. All teachers have robust, collaborative professional development opportunities that are jobembedded and teacher-led. These are typically aligned to an appraisal and career progression system built on clear and high standards of professional practice, designed to reward excellence and foster equity rather than sanction struggling teachers. These career ladders and pathways support equity and the sharing of expertise, as the best teachers are encouraged and incentivized to work in more challenged schools, mentor new and struggling colleagues and work collaboratively to improve teaching and learning beyond their individual classrooms. As a result, teacher attrition is low and effectiveness is high. Juxtaposed with the U.S., the contrast is alarming, even dispiriting. In many states, teachers are treated as disposables and shortages have been met by reducing standards rather

than increasing supports. However, a handful of states, like Iowa and Massachusetts, are taking purposeful strides. These states are offering competitive salaries coupled with high standards for entry and preparation, expert mentoring for novices, plentiful professional learning in collegial schools led by principals prepared to support teaching, and opportunities to advance in the profession and share expertise. No country built a strong teaching profession in an instant. Elevating the profession of teaching is more than anything a matter of choice. The question is: How many U.S. states will make that choice to strengthen and support our nation builders? n Linda Darling-Hammond is president and CEO of the Learning Policy Institute, which conducts and communicates independent, high-quality research to improve education policy and practice. Marc Tucker is president and CEO of the National Center on Education and the Economy, created in 1988 to analyze the implications of changes in the international economy for American education. This piece was originally published on TheHill.com on October 12, 2017. To view the article, visit https://goo.gl/PHgqif. Reprinted with permission from the authors.

December 2017

Student Survey Designed to Gather Co-Curricular Interest Survey helps ensure districts are in Title IX compliance

hen the Middleton-Cross Plains Area School District wanted to know if their co-curricular programs were meeting the interests of their schools, they looked to School Perceptions, a company that specializes in data gathering for school districts, for assistance. The team at School Perceptions had been working with Wisconsin Association of School Boards (WASB) attorney Bob Butler to develop a survey to assist school districts in gauging students’ interest in athletic and non-athletic activities and ensuring the districts are in compliance with Title IX. Title IX is the landmark law passed

Wisconsin School News

| Sue Peterson

by Congress in 1972 that prohibits sex discrimination in education and in employment. The law states that an institution receiving federal aid, such as a public school district, must provide equal athletic opportunities for members of both sexes and effectively accommodate students’ athletic interests and abilities. The survey, developed by School Perceptions, helps school districts comply with the law by surveying students about their interest and participation in athletic and nonathletic co-curricular programs. Additionally, data is gathered on reasons for non-participation in school-related activities.

“Our goal is to help a district identify barriers to participation,” explains Bill Foster, president of School Perceptions. The tool allows a district to quantify the reasons students may not be able to participate and address the barriers. “We know there is a strong correlation between participation in co-curricular activities and academic success,” Foster notes. “Therefore, being able to identify the specific reasons students can’t or don’t participate is important.” The reasons for non-participation are vast, from a lack of interest or skill, to a desire to focus on

academics, to responsibilities at home, or perhaps the cost of participation is too great. The opportunity to follow up with individual students is an added benefit of the survey. “We are interested in following up with students individually and helping to better understand what obstacles are impacting their ability to participate,” shares MiddletonCross Plains Area Communications Director Perry Hibner. The survey is designed to help school districts determine if there are additional clubs or teams they should be offering. The tool has an extensive list of offerings that includes astronomy, engineering, drama, debate and photography, among other clubs. Additionally, the survey can be customized by the district and used by several districts in unison to explore cooperative opportunities for sports and clubs. “Our hope is to become better educated on what sports or other

co-curriculars we currently don’t offer, but might if we knew there was enough interest,” explains Hibner. “The survey will allow us to make decisions that are based on data, rather than simply the person who yells the most or the loudest.” Co-curricular participation teaches students important life skills including time management and team work. Additionally, students involved in co-curricular activities sign a student code of conduct that outlines expectations for their behavior. “Our goal is to provide districts with the data so the greatest number of students have the opportunity to participate in co-curricular programming,” notes Foster. “We know athletic and nonathletic club participation can have a positive impact on health, well-being and academic achievement of all pupils and that young women and minorities in particular who play sports are more likely to graduate

from high school, have higher grades, and score higher on standardized tests than non-athletes. Using the School Perceptions survey and its data will help districts make informed decisions that will benefit all pupils’ achievement,” states Butler. “This was the main reason we have been working with School Perceptions to promote this service to our members.” The tool aligns with Middleton-Cross Plains’ commitment to giving students a voice. “Students’ responses will help us to align our programming and budget with their interests. It is exciting to see how students can help us create even more opportunities going forward,” adds Hibner. n For more information on School Perceptions’ co-curricular survey visit schoolperceptions.com. Sue Peterson is a strategic communications specialist with School Perceptions.

Organizational Effectiveness The WASB Organizational Consulting Services provides member school districts with a wide range of services in analyzing and evaluating systems and programs, developing master and strategic plans, and resolving unique challenges. Contact the WASB today to learn more.

Organizational Consulting Services | 608-257-2622 | 877-705-4422 | Visit wasb.org

December 2017

Boosting Employee Wellness Engagement in wellness program lowers health claims costs and improves work productivity

ccording to the Centers for Disease Control and Prevention (CDC), productivity losses related to personal and family health problems cost U.S. employers $226 billion annually. Employee wellness programs like Humana’s data-driven wellness and rewards program, Go365®, can help reverse this trend. A three-year study of Go365 shows that employees engaged with the health incentive program had fewer unscheduled absences, lower overall health claim costs, and fewer visits to the hospital and emergency room.

| Go365: A Workforce Well-

ness and Rewards Program Go365 helps members create highly personal paths to health and earn points for steps taken toward better health — including activities like: yearly flu shots, workouts, and vision and dental exams — and measurable milestones achieved. The points can be redeemed for rewards from major retailers, fitness equipment, and personal electronics; the points can even be used for charitable donations. Go365 can help school administrators and faculty make healthier decisions and guide them on their well-being journeys. At the same time, the district could be rewarded with increased productivity, fewer sick days, and lower medical claims. | Creating a Healthier Work

Environment There are many ways employers can engage employees to help drive a culture of well-being, and one of them is to create a healthier work environment. The following are a few ideas districts could use to

Wisconsin School News

enhance administrator and faculty well-being, productivity, and morale. Natural light. Exposure to natural light can support the body’s internal regulatory processes, such as circadian rhythms, which drive the body’s ability to sleep. Try to utilize windows and skylights as much as possible.

Movement. Sitting too much has been linked with a higher risk for heart disease, diabetes, and shorter life expectancies. One company we worked with installed inspirational messaging (along with upbeat music) in its stairwells to make taking the stairs more interesting. Plants/Nature. Add plants to the work environment, which have been shown to reduce stress and increase productivity and creativity. Some plants can also help with the air quality. If you can’t have plants, images of nature, like landscapes and flowers, can boost mental wellbeing. We added images such as the sun shining through the trees to our own office walls. As for wall paint colors, stay away from whites and grays, instead, try blue to promote calmness and green for innovative thinking! Be creative in promoting wellness programs in the workplace. Install wellness messages on desktop screensavers or on walls. Ask employees to wear a certain color to commemorate the kickoff of a wellness activity. Post how-to posters in faculty break rooms showing stretches employees can do at their desks. All of these wellness ideas involve the work environment, but remember that they work best when aligned with your district’s goals and policies. A partner in wellness such as Go365 can provide you with resources and tools to evaluate a worksite and to help you with your ongoing wellness initiatives. n Want more ideas on how to create an environment that supports wellness? Contact Jason Shanda at 920-343-1731 or email jshanda@humana.com.

C A P I T O L W AT C H

Dan Rossmiller & Chris Kulow

Board of Directors Sets WASB’s Legislative Agenda With the 2017-18 Legislative Session winding down, it is not too early to begin looking ahead

he 2018 WASB Legislative Agenda has been developed and is now posted on our website at WASB.org. The agenda outlines the top priorities for the government relations (GR) team to focus on in our advocacy efforts during the coming year. This year’s Legislative Agenda outlines four broad areas of focus. The corresponding WASB resolutions, approved by prior WASB Delegate Assemblies, are in parenthesis. 1. Preserving governance of publicly funded schools by locally elected boards.

b Advocating local control of school district referenda (Resolution 1.25).

b Opposing unfunded state mandates (Resolution 3.20).

b Opposing attempts to expand private school vouchers/independent charters at the expense of public education or take over public schools or school districts (Resolutions 1.01(b), 2.70, 2.705, 3.21). 2. Providing necessary resources for public schools.

b Increasing sparsity aid payments

to eligible districts and expanding sparsity aid eligibility to districts with sparse pupil populations and membership between 746 and 1,000 (Resolutions 2.16, 2.16(a) and 2.17).

b Increasing the low-revenue

ceiling to allow the state’s lowest revenue (lowest spending) districts an opportunity to catch up with higher revenue districts (Resolutions 2.43, 2.425).

b Linking annual adjustments to per-pupil revenue limits, perpupil aid and the low-revenue ceiling to inflation (if positive) in future years (Resolutions 2.19, 2.43).

b Changing the distribution

schedule for state general aids so districts receive more of their aid earlier in the school year and/or via more than four aid payments (Resolution 2.20(d)).

b Restoring the revenue limit

exemption for energy efficiency projects, and, if necessary, with guidelines to tighten up the program to prevent abuse or misuse (Resolution 2.41(r)).

3. Helping to lead a state effort in response to the “No Time To Lose” report issued by the National Conference Of State Legislatures (NCSL). 4. Implementing strategies to achieve the state’s goals under the Every Student Succeeds Act (ESSA).

The Legislative Agenda is approved annually in November by the WASB Board of Directors and is guided by the resolutions adopted over the years by Delegate Assemblies and compiled in the WASB Resolutions book. It is developed with input from the WASB staff taking into account factors such as the makeup of the Legislature and governor’s office, the state’s fiscal condition, and the stated priorities of legislators and the governor, as well as the likelihood that we can partner with other organizations to form a coalition to advocate for certain items.

The Legislative Agenda typically changes from year to year. What remains constant, however, is that it is guided and informed by the resolutions put forward and approved by our membership. Once adopted by board member delegates at a WASB Delegate Assembly, resolutions are permanent. They remain the official position of the WASB until amended or repealed. On January 17, in conjunction with the WASB-WASDA-WASBO State Education Convention, a representative of each school board and CESA board of control in the state, or delegate, will meet to vote on proposed resolutions put forth by the WASB Policy and Resolutions Committee. Your board’s delegate will be receiving a packet of Delegate Assembly-related materials from the WASB shortly if they haven’t already received them. If approved, these proposed reslutions will be added to the WASB Resolutions book. While the resolutions generally determine or help to inform the WASB’s positions on policy issues, they are not the same as the Legislative Agenda. Instead, the resolutions set forth general guiding principles for the GR team to follow in its legislative advocacy. Ideally, resolutions do not define our position so rigidly that we cannot respond to lawmakers or state agency staff when they offer alternative solutions or compromises that may accomplish an end result that is supported by our resolutions. Having some flexibility is as helpful to the GR team as it is to you at the local school board level. n

December 2017

A S S O C I AT I O N N E W S

Advocacy, School Law, and More A look back at the WASB’s fall events: Full event recaps along with presentations can be found on the WASB website (wasb.org). Select “Trainings and Events” and then “Event Recaps.” Member log-in required.

Legislative Advocacy Conference | Nov. 4, Stevens Point

chool leaders from around the state gathered Nov. 4 in Stevens Point for the 2017 WASB Legislative Advocacy Conference. The event covered the impact of voucher funding on public schools, school finances, school funding trends, and advocacy tips and techniques. The event also featured a legislative panel with state lawmakers. Brain Pahnke, assistant state superintendent for finance and management for the Department of Public Instruction, discussed voucher funding. Pahnke noted the increase in student enrollment in all of the voucher programs, especially the Wisconsin Parental Choice Program (WPCP). In 2017-18, it was estimated that 4,403 students were enrolled in the WPCP voucher program. That number is estimated to jump to 7,150 for the 2018-19 school year. With the expansion of the voucher program, there will be an increased cost to the state and its taxpayers. It is estimated that the program cost the state about $33.9 million this school year. Next school year, it is estimated that number will rise to $56.5 million. Todd Berry, president of the Wisconsin Taxpayers Alliance (WisTax), looked at school funding trends nationally and at the statelevel. Berry noted that Wisconsin has fallen behind the national average in per-pupil spending. Between 2012 and 2015, the nation saw an average increase of 7.4 percent in per-pupil spending. During that same time period, Wisconsin increased its per-

Wisconsin School News

pupil spending by only 3 percent. Looking at the 2017-19 state budget, Berry noted that the budget’s second-year spending will outpace revenue, which will set up a structural imbalance as the state heads into its next budget. Dan Rossmiller, WASB government relations director, covered advocacy 101. He shared tips for building relationships with lawmakers and successfully advocating for public education. Rossmiller emphasized the importance of building relationships with lawmakers by inviting them into your schools, sending them your district newsletter, and signing up to receive information from them. Once a relationship is developed, Rossmiller said school leaders should follow up and stay in touch via email or in-person visits.

Experienced school board members continued the school advocacy conversation during a panel discussion. Participating in the panel were Jim Bowman of the Appleton Area School Board, Teresa Ford of the Howard-Suamico School Board and Doug Mering of the Baraboo School Board (pictured above). Among other topics, they discussed how they formed relationships with their lawmakers and how their districts carry out advocacy efforts. The event wrapped up with a legislative panel featuring Sen. Luther Olsen (R-Ripon) and Rep. Joel Kitchens (R-Sturgeon Bay). They addressed hot topics, including school funding, the 2017-19 state budget, and a look at what bills might pass in the remainder of this legislative session. N

Fall Regional Meetings |

September and October, various locations

he WASB Fall Regional Meetings gave school board members and administrators an opportunity to meet with their area WASB director, vote for directors, hear about the future activities of the WASB, and listen to an in-depth legislative update from WASB government relation staff. WASB legal staff also held a pre-regional meeting workshop on “School Board Policy Implications of the 2017-19 State Budget.” This in-depth workshop walked through the state budget and discussed how it impacts public education. During the Regional Meetings, WASB government relations staff

provided a recap of the state budget, including the new rules regarding school district referenda, sparsity aid, vouchers, and new mandates. The Regional Meetings also provided an opportunity to recognize

WSAA/WASB School Law Seminar |

he WASB, in partnership with the Wisconsin School Attorneys Association (WSAA), held a School Law Seminar on Oct. 20 in Madison. The event featured sessions on important school law topics and an optional pre-seminar workshop presented by WASB staff. WASB consultants Guy Leavitt and Louise Blankenheim led the pre-seminar workshop on boardsuperintendent relations. They emphasized the importance of building trust between the board and administration. A possible starting point to build trust can be working together to review or define the school district mission and goals. The WSAA/WASB School Law Seminar featured presentations from school attorneys across the state. Tony Steffek of Davis & Kuethau and Mindy Dale of Weld Riley discussed “The Role of the Union Post-Act 10.” With teacher unions losing much of their influence with the passage of Act 10, unions have switched their focus to challenging employment decisions through prohibited practice complaints and assisting with collateral actions such as discrimination complaints, wage and hour claims. Steffek and Dale

those school board members who participated in the WASB Member Recognition Program. Board members who attended professional development opportunities such as WASB conferences and events or who had participated in other leadership capacities such as the WASB Policy and Resolutions Committee were recognized for their hard work. For a list of those board members who reached Level 5 of the WASB Member Recognition Program, see page 27. N

Oct. 20, Madison

point out unions are doing this in an effort to stay relevant. Presentations and handouts

from these sessions and more are available on the Event Recap page as WASB.org. N

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To learn more, call Jason Shanda at 920-343-1731 or email jshanda@humana.com Go365 is not an insurance product. Go365 is endorsed by the Wisconsin Association of School Boards for its non-insurance wellness and rewards program. 1 Go365 3-year impact study, 2015. WIHK4J5EN

December 2017

A S S O C I AT I O N N E W S

[continued]

WASB Welcomes New and Returning Directors

t the Fall Regional Meetings, three current directors won election to new three-year terms and one new director was elected. They join 11 other directors on the 15-member WASB Board of Directors. Sue Todey, a member of the Sevastopol School Board, was elected Region 3 director. She was serving as an interim director and will now serve a regular three-year term. Todey has been on the Sevastopol School Board for the past 11 years and serves as chair of the CESA 7 Board of Control. Andrew Maertz, a member of the Reedsville School Board, was also serving as an interim director. He was elected director of Region 8. Maertz has been a member of the Reedsville School Board for nine years. He has served as delegate to the WASB Delegate Assembly for eight years and has been a member of the WASB Policy and Resolutions Committee.

Todey

Maertz

Rozmenoski

Mary Jo Rozmenoski, a member of the Black River Falls School Board, was re-elected director of Region 6. Rozmenoski is also WASB 1st Vice President. She has been on the Black River Falls School Board since 2008 and has served as president since 2012. She is also a member of CESA 4 Board of Control. Tom Weber of the Sun Prairie School Board will be the new Region 12 director, replacing Nancy Thompson who reached her term

Weber

limit of nine years. Mr. Weber will begin his director duties in January following the 2018 WASB Delegate Assembly. He has been on the Sun Prairie School Board for seven years and has served as president for six years. “I will serve you as I do in Sun Prairie,” he wrote on his nomination form. “Through strategic planning, customer service, alignment, and accountability. All with the end goal of education excellence.” n

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MEMBER RECOGNITION

Congratulations to Our School Leaders Recognizing those school board members who reached Level 5 of the WASB Member Recognition Program

ach year, through the Member Recognition Program, the WASB honors school board members who participate in activities that strengthen their skills as local educational leaders. Board members are awarded points for participating in WASB and NSBA (National School Boards Association) activities such as attending conventions, WASB

MEMBER

REGION 3

Nanette Mohr, Gillett REGION 4

Robin Elvig, Altoona Lyle Briggs, Cornell Shirley Gilles, Plum City REGION 5

Donald Medenwaldt, Abbotsford Jeanne Long, Antigo Unified Valorie Kulesa, Gilman REGION 6

workshops, seminars, and webinars or serving on special committees. Below are the school board members who achieved Level 5 of the Member Recognition Program in 2016-17. This is the top level that a school board member can achieve and requires a tremendous commitment on behalf of the school board member. Congratulations!

RECOGNITION

PROGRAM

REGION 7

Allan Tiedt, Freedom Area David Gomm, Shiocton REGION 9

Diane Helms, Fennimore Community REGION 10

Doug Mering, Baraboo William Wipperfurth, Lodi Betty Kryka, Mauston Carrie Buss, Mauston

â&#x20AC;&#x201C;

LEVEL

REGION 11

Terri Phillips, Kettle Moraine Brett Hyde, Muskego-Norway REGION 12

Rodger Thomann, WASB alumni June Kolaske, Johnson Creek REGION 13

Rosanne Hahn, Burlington Area

Connie Troyanek, La Crosse

Below are some Level 5 award presentations at this fallâ&#x20AC;&#x2122;s Regional Meetings with WASB Executive Director John Ashley.

Brett Hyde, Muskego-Norway

Doug Mering, Baraboo

Robin Elvig, Altoona

Connie Troyanek, La Crosse

Jeanne Long, Antigo Unified

Donald Medenwaldt, Abbotsford

December 2017

LEGAL COMMENT

B oa r d m a n & C l a r k LL P

Retention and Disclosure of Electronic Communications

ommunications involving district business are now generated electronically more frequently than ever. Typical forms of such electronic communications include email, web sites, voicemail, text and instant messages. This technology allows district employees and board members to generate and transmit information about the district’s affairs in a format other than a traditional paper record. The differing formats and the vast volume of electronic communications raise issues about whether they need to be retained and, if so, for how long, and whether they have to be disclosed under the Wisconsin Public Records Law (WPRL), and, if so, in what format. This Legal Comment will address the status of electronic communications under the WPRL and the length of time and the manner in which they must be retained and/or disclosed by districts.

| Status as a Record The WPRL is premised on the proposition that people are entitled to the greatest possible information regarding the affairs of government and the official acts of those officers and employees who represent them.1 With this policy in mind, districts are required to construe the WPRL with a presumption of complete public access to public records. In order to be a record, material must be created or kept by the district. The WPRL defines a “record” broadly so as to encompass any conceivable means of conveying information. In general, the content of the material determines whether a document is a record, rather than the medium, format, or location of

the material. Electronic communications to and from district employees and board members about district matters are records and may have to be disclosed upon request. Disclosure is only required if a “record” has been created or kept by an authority.2 An “authority” is, in turn, defined as any “state or local office, elected official, agency, board, commission, committee, council, department or public body corporate and politic created by the constitution, or by any law, ordinance, rule or order ” having custody of a record.3 Board members, as “elected officials,” are “authorities” within the meaning of the law. A schoolrelated record retained by a board member on a personal electronic device may be a record under the WPRL, unless the record falls into one of the exceptions to the definition of “record.” Board members who create or receive items on their personal electronic devices regarding district matters, including any district-related email received on a personal account, should consider routing such items to the district for proper retention. The intermingling of personal and district electronic communications on a district network or device or on a personal device raises legal and practical issues. In a case dealing with a request for electronic records, the Wisconsin Supreme Court held that the contents of emails that were sent or received by teachers on government email accounts that had no connection to a government function were not records under the WPLR.4 The Wisconsin Attorney General has subsequently advised that legal custodians responsible for

responding to public records requests must screen emails that fall within the scope of a request to determine whether, in fact, the contents are purely personal and need not be released, or whether any aspect of the email sheds light on governmental functions and responsibilities.5 If a document contains both personal and non-personal content, a legal custodian may redact portions of the document so that the purely personal information is not released. Currently, there are no judicial or Attorney General Opinions about whether text or instant messages qualify as “records” under the WPRL. However, because it is the content of the communication that determines whether a communication is a record, rather than the medium, format, or location, it is commonly understood that text and instant messages used to communicate district business that are created or kept by an authority are records and, therefore, are subject to potential disclosure under the WPLR. | Form of Disclosure If an electronic communication is subject to disclosure and the requester does not specifically request access to an electronic record in its original format, a sufficient response to a records request is to provide a copy of an electronic document that is “substantially as good” as the original. In one case, the Wisconsin Supreme Court found that an authority’s provision of the requested information in the format of portable document files (PDFs) satisfied the request for records in an “electronic digital format,” even

Districts are required to keep all public records for not less than seven years, unless a shorter time period is fixed by the Public Records Board.

Wisconsin School News

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LEGAL COMMENT though it did not provide access to the computerized database, which would have allowed the requester to manipulate the electronic data.6 In another case, however, where the requester sought access to an original digital audio tape (DAT) recording of a 911 telephone call, the Supreme Court held that the City of Milwaukee was required to produce the DAT recording for examination and copying. It concluded that providing an analog cassette tape copy of the calls, although substantially as audible as the original, did not allow the requester to detect and enhance background voices on the recording. The Court noted that “material used as input for a computer program or the material produced as a product of the computer program is subject to the right of examination and copying.”7 At a minimum, this case stands for the proposition that a requestor may be granted access to an electronic record in its original format in some instances. The Wisconsin Attorney General has advised that legal custodians should state a sufficient reason for denying access to a copy of a record in the particular format requested. However, if a requester seeks information stored in a database, and requests a data run to obtain the requested information, a legal custodian is not required to create a new record by extracting information from an existing record and compiling the information in a new format. This gets complicated, however, if a response to a WPRL request requires redaction of portions of the electronic record. This could involve manipulating the electronic database to extract certain data, which in effect creates a new electronic record. In that situation, a legal custodian must still delete or redact confidential information contained in a record to provide access to the parts of the record that are subject to disclosure. The Attorney General has advised that an authority use a “rule of reason” when determining whether retrieving electronically stored data involves the creation of a new record, taking into account the time, expense, and difficulty of

Wisconsin School News

[continued] extracting the data requested and whether the agency itself ever looks at the data in the format requested. | Retention Districts are required to keep all public records for not less than seven years, unless a shorter time period is fixed by the Public Records Board (PRB).8 Districts, however, are also permitted to destroy “obsolete school records.9 The PRB defines “public records” as things “made or received by [any governmental employee] in connection with the transaction of public business.”10 Electronic communications that are made or received by a district employee in connection with the transaction of public business are “public records” subject to statutory retention requirements. As with the WPRL, the content, rather than the form, determines whether an electronic communication is a “public record” subject to retention requirements. | Length of Retention There are several exceptions to the general seven-year retention rule. First, it does not apply to any document that is a pupil record within the meaning of WPRL.11 Second, the PRB has the authority under state law to permit the destruction of records in less than seven years and has approved records retention schedules that include shorter retention periods that districts may utilize.12 The PRB approved the “General Records Schedule: Common Records in Wisconsin State Agencies and Local Units of Government” (GRS) for adoption and use by local government units, including school districts.13 The GRS permits the destruction of certain records when they are no longer needed and permits the destruction of low-value documents that are frequently generated by districts in the course of business. The schedule specifically addresses production reports, scheduling records, suspense files, tracking and control records, indexes and finding aids, mailing address lists, and, importantly, transitory files. A large segment of district electronic communications will likely

qualify as “transitory correspondence and other related records” under the GRS, which are defined as “correspondence and other related records of short-term interest which have no documentary or evidentiary value.”14 They include things like routine requests for information that require no policy decision, special compilation, or research. Transitory messages exclude messages that set policy, establish guidelines or procedures, document a transaction, or become a receipt. For districts which have affirmatively adopted the GRS, such transitory records may be destroyed immediately when no longer needed. However, no record may be disposed of if it is subject to an audit or a request for inspection or subpoena, nor may a record be destroyed if the record is likely to be relevant to any pending or threatened litigation, regardless of whether or not the destruction of the record is called for by a retention schedule. Furthermore, prior to the destruction of obsolete school records, the district is obligated to provide the State Historical Society (SHS) at least 60 days written notice to allow the SHS to determine whether the district records are of historical interest and should be preserved.15 Specifically, with respect to district records, the Department of Public Instruction (DPI) has established the Wisconsin Records Retention Schedule for School Districts (SDRRS). This schedule has been approved by the PRB and is listed on both the PRB and DPI websites.16 The SDRRS establishes a retention schedule for most district records and was created by a task force which recommended retention periods based upon sound managerial practices and legal requirements so that districts would not be forced to individually undertake the task of drafting their own retention schedules. In order to adopt the SDRRS, districts must complete a notification form and forward the form to the SHS in accordance with the instructions found on the form. A district cannot receive the legal benefit of the SDRRS simply by resolving to adopt it; the procedures found on the notification form must be properly followed.

A district can adopt all or part of the SDRRS and may make modifications to the schedule if it informs the SHS and the PRB of the change. Boards that have adopted the SDRRS may wish to review their records retention schedule to ensure that the version of the SDRRS adopted is current and pragmatic in light of the district’s managerial practices, technological limitations, and changes in the law. From an operational perspective, boards should ensure that the categories found in their SDRRS adequately describe all of the types of documents retained by the district. | Form of Retention Districts must maintain electronic records stored exclusively in an electronic format in a manner that ensures they are accessible, accurate, authentic, reliable, legible, and readable through the record life cycle.17 The governing regulations regarding electronic records retention do not require that a public record that originates in electronic form be maintained in electronic form.18 However, it is possible that records created in electronic form may contain unique information in their original format that would be lost by transferring the record to another format. For example, email documents typically contain routing data that is not visible on screen to the sender or receiver and is not shown if the document is printed on paper. Therefore, when retaining an email in either an electronic format or a paper format, it is important that the record includes the transmission data that identifies the sender and the recipient(s), including all parties on a distribution list, and the date and time the message was sent and/or received. Finally, technological limitations may affect a district’s decision regarding the format in which records will be retained. For example, districts may wish to store records in their computer systems, particularly where the records themselves originated in electronic format. However, computer networks are not always stable, and retention of records in a

computerized format may burden the district’s computer networks. Under certain circumstances, this may result in the loss of records maintained in an electronic format. The volume of stored data can pose capacity and system management issues. Districts that are considering whether to maintain records in an electronic format should consult with their technology advisors with respect to options to back-up material on a regular basis and to convert or save records in an alternative location or format in the event of an emergency. Moreover, districts that choose to maintain documents solely in electronic format should carefully review the requirements of Wisconsin’s Administrative Code, Chapter Adm 12, which apply exclusively to records retained solely in electronic form, and determine whether the district has the technological and managerial capacity to meet these requirements. Districts can contract with private companies to provide the services for the transmission of electronic communications and also to provide storage of such communications. If so, districts should consider how records in the form of text messages or posts on social networking sites will be stored and retained. It is advisable to address these issues in any service contracts with electronic communications service providers. Text messages can be archived on a vendor’s computer server, and it is important to ascertain whether and for how long such information is retained in order to ensure that the district can satisfy the requirements of the WPRL. | Conclusion The continuing evolution of technology, the increasing use of electronic means of communication, and the practical limitations on district network resources present districts with the ongoing need to assess their retention practices relative to electronic communications. Districts are generally required to maintain records for a period of seven years unless a district acts to adopt reten-

tion schedules that permit the destruction of records in a shorter period of time. While the PRB has established a general retention schedule, it has approved DPI’s retention schedule specifically created for district records. The SDRRS establishes a framework for districts to use in their retention analysis, which should also include consideration of the technological, legal, and logistical issues involved in determining how long and in what format records of electronic communications will be retained. n | Endnotes 1. Wis. Stat. § 19.31-19.36. 2. Wis. Stat. § 19.32(2). 3. Wis. Stat. § 19.32(1). 4. Schill v. Wis. Rapids Sch. Dist., 2010 WI 86, 327 Wis. 2d.572, 786 N.W.2d 177. 5. Memorandum from J.B. Van Hollen, Wisconsin Attorney General, to Interested Parties (July 28, 2010). http://www.doj.state.wi.us/sites/ default/files/dis/memo-ip-schill.pdf 6. WIREdata, Inc. v. Vill. of Sussex, 2008 WI 69, ¶¶96-98, 310 Wis.2d 397, 751 N.W.2d 736. 7. State ex. rel. Milwaukee Police Ass’n. v. Jones, 2000 WI App. 146, 237 Wis. 2d 840, 615 N.W.2d 190. 8. Wis. Stat. § 19.21(6). 9. Id. 10. Wis. Stat. § 16.61(2)(b). 11. Wis. Stat. § 118.125. 12. Wis. Stat. § 16.61(3). 13. Public Records Board, General Records Schedule: Administrative and Related Records at 6 (Aug 23, 2010, rev. 2016). http://publicrecordsboard.wi.gov/ docview.asp?docid=15863&locid=165 14. Id. 15. Wis. Stat. s. 19.21(6). 16. Wisconsin Department of Public Instruction, Wisconsin Records Retention Schedule for School Districts (2015). 17. Wis. Admin. Code Adm. § 12.05(1). 18. Wis. Admin. Code Adm. § 12.03. This Legal Comment was written by Michael J. Julka, Steven C. Zach, and Rick Verstegen of Boardman & Clark LLP, WASB Legal Counsel. For additional information, see the following related Legal Comments in Wisconsin School News: “Electronic Communications Records and the Public Records Law” (December 2010) and “Records Retention Schedules” (October 2002).

Legal Comment is designed to provide authoritative general information, with commentary, as a service to WASB members. It should not be relied upon as legal advice. If required, legal advice regarding this topic should be obtained from district legal counsel.

December 2017

Q&A

S E R V I C E A S S O C I AT E

Supporting Teaching and Learning Through School Design SE RV I C E

A S S O C I AT E

What is the architect’s role in a school construction/ renovation project?

Every facilities project has its roots in the needs, wants and dreams of the school community. It is the role of the architect to bring those visions to life but also to help a diverse group of stakeholders navigate a sometimes complex decision-making process. While the primary responsibility of the architect is always to ensure the health, safety and welfare of those who will use the finished space, the architect also needs to connect with the building users at a personal level to build consensus in a shared vision of a facility that often will serve the community for 50 or more years.

Q. Do you have any tips on how

a school board can successfully communicate to an architect its vision for a school building project?

A. School districts do not typically engage in large construction projects on a regular basis. Therefore, it is important when embarking on such an effort that time is taken at the outset to clearly establish and articulate achievable objectives for the project. The school board must rely on its administrative team to carry out the prescribed project as it is not realistic for a board to be constantly available to address the myriad questions that come with such a complex undertaking.

Q & A

This is not to say that the board should be without representation during this process. During the design and construction phases of any project, there will likely be regularly scheduled project team meetings. It is often valuable (and hopefully fun!) to have a board representative as part of that team. This person’s role is to represent the board, assist with any needed interpretation of the board’s direction and also typically report back to the board on progress being made.

Q. What are some of the trends

you are seeing among new school buildings?

A. Flexibility and variety of space types are top of the mind when designing a new educational facility. The acknowledgment that all students have individual learning preferences has led to a change in the way many classrooms are run. The ability to offer a variety of accommodations to meet those individual needs is accomplished through the introduction of different types of furniture, various finish material selections and provision of auxiliary learning spaces. Greater emphasis is now being placed on the spaces that connect all of the primary classrooms together. We see those “in between” spaces as tremendous opportunities to offer the educators and students another place to learn beyond the four walls of their classroom. The use of glass

Nicholas Kent is a partner with Plunkett Raysich Architects, LLP. He is a certified educational facility planner.

to provide visual connection between these spaces is critical. Teachers need to feel comfortable sending students out to collaborative areas to work so providing good sightlines for supervision is necessary.

Q. Can you give an example of how school design (good or bad) can impact student achievement? A. An example of how school design can negatively impact student achievement is the dreaded “open concept” schools of the 1970s. This movement was a case of architecture getting ahead of pedagogy. Learning from these experiences, today we are very careful to ensure the facilities that we design support the teaching and learning that is happening today but also provides flexibility for continuous evolution into the future. n The WASB Service Associates Program includes businesses and organizations that have been recognized by the WASB Board of Directors as reputable businesses and partners of public education in Wisconsin. For more information, visit wasb.org and select “Service Associates.”

It is important when embarking on [a large construction project] that time is taken at the outset to clearly establish and articulate achievable objectives for the project. 32

Wisconsin School News

Educational Services And Products 2 0 1 7 WA S B S E RV I C E A S S O C I AT E S

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Bray Associates Architects Inc.

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Skyward, Inc.

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J.H. Findorff & Son Inc.

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Scherrer Construction Company, Inc.

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VJS Construction Services 262-542-9000 cbathke@vjscs.com vjscs.com A top-10 construction company in southeastern Wisconsin with 65 years of experience.

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We’ve been a specialist in public sector benefits since 1969. Our insured products include: health, dental, disability, life and long-term care insurance. Our financial solution products include: health reimbursement accounts, OPEB trusts (fixed or variable), special pay plan and flexible spending accounts.

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EMC Insurance Companies 262-717-3900 philip.lucca@emcins.com emcins.com Property and casualty insurance

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Midwest Energy Procurement (MEP) Solutions, LLC 608-273-4464 steve.grams@mepsolutions.org mepsolutions.org MEP Solutions is a Wisconsin-based energy procurement and consulting firm, which provides clients with comprehensive energy procurement analysis and solutions.

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| Legal Services Buelow Vetter Buikema Olson & Vliet LLC

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SUPPORTING, PROMOTING AND ADVANCING PUBLIC EDUCATION

“Telling Our Story” EARLY REGISTRATION ENDS DEC. 15 FOR THE 2018 STATE EDUCATION CONVENTION • Inspiring keynote speakers • Informative sessions & workshops • Hundreds of exhibitors • Special networking events

WISCONSIN STATE EDUCATION CONVENTION JANUARY 17-19, 2018 | WISCONSIN CENTER | MILWAUKEE

For more information, visit wasb.org/convention