MINNESOTA SCHOOL BOARDS ASSOCIATION

May-June 2010 Volume 62, No. 6

What will it Take to Get Off theFunding Cliff? Lessons Learned fromConsolidation

College Readiness

2 MSBA JOURNAL

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Denise Drill800-324-4459ddrill@mnmsba.org

Amy Fullenkamp-Taylor800-324-4459ataylor@mnmsba.org

John Sylvester800-324-4459jsylvester@mnmsba.org

Contact:

CONTENTS M

AY/JU

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010 VOLUME 6

2, NUMBER 6

Calendar

Articles

Divisions

WHAT WILL IT TAKE TO GET OFF THEFUNDING CLIFF?

Greg Abbott

LESSONS LEARNED FROM CONSOLIDATION

Bruce Lombard

COLLEGE READINESS

Julie A. Sweitzer18TIPS FOR REFERENDA SUCCESS

Don E. Lifto, Ph.D., and J. Bradford Senden, Ph.D.22GET YOUR SCHOOL ON THE RIGHTFREQUENCY

Larry Pint

26

12

8

STRAIGHT TALK

Bob Meeks, MSBA Executive Director

PRESIDENT’S COLUMN

Jackie Magnuson, MSBA President

ASK MSBA

Bruce Lombard,Associate Director of Communications3165

MAY 2 0 1 06 .............MSBA Phase III, Bemidji17-20 ......Free Board Book Webinars19 ...........Minnesota School District Liquid Asset

Fund Plus Meeting20 ...........MSBA Executive Committee Meeting 20-21 ......MSBA Board of Directors’ Annual

Meeting31 ...........Memorial Day (no meetings)

J U N E 2 0 1 017 ...........MSBA Insurance Trust Meeting

J U LY 2 0 1 04 .............Independence Day (no meetings)5 .............Independence Day Observed

(no meetings)

AU G U S T 2 0 1 04 .............MSBA Board of Directors’ Meeting4 .............MSBA Insurance Trust Meeting4 .............MSBA School District Liquid Asset

Fund Plus Meeting4 .............MSBA Phase I & II Combination4 .............MSBA Summer Seminar Early Birds5-6 ..........MSBA Summer Seminar

The MSBA Journalthanks the students ofWhite Bear Lake AreaPublic Schools for sharingtheir art with us in thisissue.

COVER ART: Oren Wright

MAY/JUNE 2010 3

4 MSBA JOURNAL

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

School budget cuts“It’s not an easy task(to make budget cuts).It’s not an easy job. I’mnot happy abouthaving class sizes goup, but in some casesthere’s not a choice.”StewartvilleSuperintendent David Thompson

Split school boards“There’s no sense inkeeping a board thatdoesn’t get along—that’s no good foranybody.”Rochester School BoardMember Fred Daly

Going to a four-dayschool week“Since 2003-04, we’vecut over $10 million.With each passing year,it gets harder to keepcuts out of theclassroom. So classsizes have increased.This option keeps thedistrict from addingmore students in theclassroom.”Forest LakeSuperintendent Deb Henton

Race to the Top proposal turned down“It’s hard to race to the top with an anchor tied to yourleg. For years the teachers’ union has fought againstany meaningful education reforms.” Gov. Tim Pawlenty’s spokesman, Brian McClung

Commissioner approval of Flexible LearningYear for 23 school districts“I think the overall belief is that this is about improvedacademic learning for kids, and getting the opportunityof having seven or 10 days or more prior to statetesting.” Worthington Superintendent John Landgaard

Why independent districts don’ t open extracurriculars to charter and private schools“By virtue of having higher class sizes, because we’veinvested in co-curricular activities because we believethat is part of a well-rounded educational experience . . .we’re committed to the point of making significantinvestment in that area. If another organization that isfunded separately comes to us and wants to takeadvantage of those activities that you have, becausethey think they’re good too, they have the advantageof having to spend all of their resources for languageimmersion, art, foreign travel, small class size, and haveaccess to one of the market advantages that we have.That runs counter to a market approach.” Bemidji School Board Member John Pugleasa

Dealing with the aftermath of a school shooting“The best advice I received after the shooting was,‘Are you going to be forever defined by that eventthat happened that day? Or are you going toovercome and be known for something greater?’ Myhope is that I can play a part in shaping [students’]lives so that they can all go on to live productive,successful lives . . . and that I have done my part as acitizen of the Red Lake Nation by leaving it a betterplace than when I found it.” Red Lake Public School Counselor Chris Jourdain

OFFICERS

President: Jackie Magnuson, Rosemount-AppleValley-Eagan

President-Elect: Kent Thiesse, Lake Crystal Wellcome Memorial

DISTRICT DIRECTORSDistrict 1: Kathy Green, AustinDistrict 2: Jodi Sapp, Mankato AreaDistrict 3: Daniel Zimansky, Tracy AreaDistrict 4: Carol Bomben, Eden PrairieDistrict 5: Marilynn Forsberg, Spring Lake ParkDistrict 6: Kevin Donovan, MahtomediDistrict 7: Roz Peterson, Lakeville AreaDistrict 8: Elona Street-Stewart, St. PaulDistrict 9: Karen Kirschner, MoraDistrict 10: Nancy Dashner, Frazee-VergasDistrict 11: Walter Hautala, Mesabi EastDistrict 12: Gary Lee, Fertile-BeltramiSTAFFBob Meeks:Executive DirectorBarbara Lynn:Executive Assistant/Director of Board OperationsJohn Sylvester:Deputy Executive DirectorTiffany Rodning:Deputy Executive DirectorGreg Abbott:Director of CommunicationsDenise Drill:Director of Financial/MSBAIT ServicesAmy Fullenkamp-Taylor:Associate Director of Management ServicesSandy Gundlach:Director of School Board ServicesBill Kautt:Associate Director of Management ServicesGrace Keliher:Director of Governmental RelationsKatie Klanderud:Director of Board DevelopmentBruce Lombard:Associate Director of CommunicationsBob Lowe:Director of Management ServicesKelly Martell:Director of TechnologyCathy Miller:Director of Legal and Policy ServicesSue Munsterman:MSBA AdvertisingKirk Schneidawind:Associate Director of Governmental RelationsMike Torkelson:Elections/Management Services Specialist

The MSBA Journal (USPS 352-220) is publishedbimonthly by the Minnesota School BoardsAssociation, 1900 West Jefferson Avenue, St.Peter, Minnesota 56082. Telephone 507-934-2450.Call MSBA office for subscription rates.(Opinions expressed in the Journal are those ofthe writers and do not necessarily representMSBA policy.)

WBob Meeks

MSBA Executive Director

At the end ofthe day, asschool boardmembers,administrators,parents andmembers ofsociety—can welook in themirror and knowthat we did whathad to be donefor our kids’public educationand their future?

We have just about completed anotherschool year. The snow is gone, the grassis green, and the students are dreamingof summer vacation! Another class hassuccessfully progressed throughkindergarten and 12 grades of publiceducation. We have done our best toprepare them for the world that theymust now face as adults. Graduation willbring tears of sadness as well ashappiness as our seniors spend whatmost likely will be their last several daystogether before each goes his or her ownway. Graduation also brings the realworld for them to face as they move onand become members of adult society.

In the middle of April I paid our U.S.and Minnesota income taxes. By themiddle of May I will have paid one-halfof my yearly property taxes. I, likeprobably most people, grumble a bitwhen I write the tax payment checks. Igrumble until I think about the reasonsthat we have income tax, property tax,and sales tax programs in Minnesota andan income tax nationwide.

My mom and dad understood that thestate and nation needed to collect taxes,and they were willing to pay because theyknew what the taxes meant to our familyand in particular, to my brothers, sisterand me! They were willing to sacrifice forus so that they would leave us with abetter world than they themselves lived in.

From the half day-every day kindergartenprogram through the 12th grade in whatwas then the Walker-Hackensack publicschool district, my parents worked withmy teachers to see that I took thechallenging courses necessary to ensurethat I was ready for college when Igraduated from high school. I ate thepublic school lunch, at times road thepublic school bus, participated in manyopportunities such as athletics, drama,and student government, and lived thesocial life of a student growing up duringthe 50s and 60s. Never once did I hearmy parents say that they were unwillingto pay to the state and school districtwhat was necessary to make sure that I

would be offered the opportunity to livein the world as an educated person.

Like generations of families, publiceducation was the “magic” that openedthe doors of life for my brothers, sister andme. I do remember my younger years ofpublic education and I do now realize thatthe older generation made sacrifices sothat the masses of kids, the so-called babyboomers, could receive the lifeblood thata good public education offered.

In another article in this Journal, MSBAstaff member Greg Abbott writes aboutthe troubles we are facing in the nextbiennium: a large state debt that dwarfsanything my generation has faced at thestate level! I lobbied for you for a littleover 25 years, and while I thought at thetime that we were addressing major statedeficits, nothing we had to work our waythrough compares to what is coming. Myquestion to you and state policy makersis, are we willing to make the sacrifice, asour parents and the generation before usdid, that is necessary to assure that agood public school education is offeredto today’s and tomorrow’s students? Havewe learned from their generation what ittakes to leave a better world for thegeneration following us?

As I started this article talking aboutpaying taxes, let me finish with thesame. Do we understand that it is ourobligation to pay taxes so that ourstudents can be the recipients of a worldthat is better then today? Will we alsounderstand that tomorrow is not todayand we must look at every aspect of ourpublic educational program to see whatwe can change so that the kidsbenefit? Are we willing to make thetough decisions and take on any specialinterests to protect our students’ right toexcellent educational opportunities? Atthe end of the day, as school boardmembers, administrators, parents andmembers of society—can we look in themirror and know that we did what had tobe done for our kids’ public educationand their future?

MAY/JUNE 2010 5

STRAIGHTTALKWILLWE DO OUR PART

TO IMPROVE THE NEXT GENERATION?

6 MSBA JOURNAL

PRESIDENT’S COLUMNA SIMPLE GESTURE GOES A LONGWAY INRECOGNIZINGYOUR EMPLOYEESWHO SERVE

O One of the best things we can do as aboard is to make sure we recognize theachievements of our staff and faculty.Your MSBA had a visit recently fromMinnesota Employer Support of TheGuard and Reserve Executive DirectorJim Sullivan to recognize two employeesat the Association for their service: BobMeeks and Bill Kautt.

This effort is something the NationalSchool Boards Association is urging allassociations—and all school districts—to participate in. By signing thissymbolic Statement of Support andposting the proclamation in your office,you are publicly affirming your supportfor the brave men and women who notonly educate your children, but whoalso voluntarily serve our great nation.

Many businesses throughout the statehave signed on to the program. Andeven some of our schools—such as St.Francis Middle School, Lake Crystal-Wellcome Memorial, and St. JamesPublic Schools—have already madetheir support known.

Earlier this year, NSBA’s President, C.H.“Sonny” Savoie, issued a challenge to allschool boards associations to join withhim in demonstratingsupport by signing andposting these statements.I’m hoping you’ll helpMSBA by recognizing yourservice members in astrong show of supportfrom Minnesota.

How can you sign up? It’seasy: Just request aStatement of Support fromTom Bullock, ESGR Chief

of Employer Outreach, by calling (703) 696-1386 or e-mail him attom.bullock@osd.mil. Tom will behappy to schedule an ESGR volunteerto meet with your board orsuperintendent to plan your Statementof Support signing ceremony. It’s thatsimple.

The certificate can be framed as a signthat schools across the state continuallyrecognize and support our country’sservice members and their families intimes of peace, crisis and war. Thisprogram isn’t something new. It’s beenaround since 1972. But I personally wantto make an effort this year to get moreschool districts participating and showour national association the strongsupport for service members we have inMinnesota.

In these times of budget cuts, a littlerecognition can go a long way to boostmorale. It’s easy to do, and it’s the rightthing to do. So join me and MSBA byrecognizing your employees who serveour country. And send me a photo—Idon’t know how to say this politely, but Idon’t want this photo of Bob and Bill tobe the only one I have to look at all year.

By signing thissymbolicStatement ofSupport andposting theproclamationin your office,you are publiclyaffirming yoursupport for thebrave men andwomen whonot onlyeducate yourchildren, butwho alsovoluntarilyserve our greatnation.

Jackie MagnusonMSBA President

MSBA’s Bill Kautt (left) and Bob Meeks (right) are presented with a Statementof Support by Minnesota Employer Support of the Guard and Reserve ExecutiveDirector Jim Sullivan (center).

MAY/JUNE 2010 7

Lisa Le

8 MSBA JOURNAL

Next year’s state deficit is serious,especially whenmost people don’trealize how muchit will take tobalance the budget

Tessa Wigart

What will it Take to Get Offthe Funding Cliff?

WWith some painful cuts and shifts, the state is workingto close the $1 billion budget deficit this year. Ithasn’t been pretty, and people will soon start feelingthe results of those cuts.

Not to be the wet-blanket Eeyore, but finance officialsaround the state are already looking at the nextsession. And they’re seeing a mighty cliff that schools,cities and counties are heading toward.

For those who think that the state will just cut a littlehere and shift some there as in past years, think again.

The Minnesota Department of Education’s financeguru, Tom Melcher, says it is starting to dawn onpeople that the deficit for the next biennium is a verysteep cliff.

“Any time you start talking about $5 billion or $6 billion, it’s hard for people to comprehend,”Melcher said. “We’ve gone further with shifts andone-time fixes than we ever have. It really reducesyour options going into the next budget cycle.”

Next year is not like this year. Or any year. TheMinnesota Office of Management and Budget

Greg Abbott

MAY/JUNE 2010 9

projects a $5.7 billion deficit will greet lawmakers in 2011.And Minnesota has shifted just about all it could shift. Ithas cut about all it can cut. And federal stimulus moneyisn’t on the horizon to lower the $5.7 billion estimate. Infact, if interest is added in to the deficit, it climbs to $7.5 billion.

This should worry school boards. It should worry countiesand cities. It should worry everyone. So to help schoolboard members explain to people just how big a problemthis is, MSBA took every revenue option, budget-cuttingoption, budget-shift option and tax-increase option to seewhat it would do to decrease the deficit. Please note thatMSBA is not taking a stance on any of these proposals. Theideas are being used so members can see that doingEVERYTHING may not even close the hole.

Shifting funding to schools from 27 percent to 50 percentWe’ll start with ideas that could be approved under acontinuation of a “No New Taxes” theme. One way thebudget was balanced two years ago was to shift statepayments of schools into the next biennium. In 2009,Governor Tim Pawlenty increased the usual 15 percent shiftto a 27 percent shift. The result was that many districtsscrambled to the MNTAAB pool to do short-termborrowing at low interest rates. In the long run, it costschool districts money, but not as much as an actual cut.

So what if the Legislature were to increase the shift from 27 percent to 50 percent? How much will that save?Melcher looks to the past biennium when the state shiftedan additional 17 percent of school funding to save a one-time $1.2 billion for the biennium. If the state shiftedanother 23 percent to get to a 50-50 shift for school funding,it would cut about $1.6 billion off the state’s debt. Again,this is a one-time fix.

The outcome: Even more districts would be scrambling intothe MNTAAB pool to do even more short-term borrowing.Kiss district reserves goodbye. And hope that your districtcan stay out of Statutory Operating Debt long enough forthe state to pay the shift back. With this option, the endresult is probably the same—better to borrow than to sufferan actual cut.

So let’s take the savings off the budget deficit.

OUR BUDGET DEFICIT HAS BEEN REDUCED FROM$5.7 BILLION TO $4.1 BILLION.

Adding Racino money to the state’srevenuesLobbyist Dick Day of Owatonna has been pushing the stateto go to a Racino for years. He eventually dropped out ofthe Senate to become a lobbyist for Racinos. And the 2010Legislature again saw a Racino bill come up in committee,this time sponsored by Sen. Dan Sparks of Albert Lea.

Basically, the bill would allow 75 days of live racing andlicense gambling on those races across the state. If passed, aRacino plan would bring in about $125 million a year,according to Legislative Analyst Tim Strom. That’s $250 million over two years.

The outcome has always been clear: strained relations withNative Americans and fears that an increase in gamblingcould lead to even more problems for families withsomeone who has a gambling addiction.

But let’s say that Racino passes. Let’s take the revenue offour deficit.

OUR BUDGET DEFICIT HAS BEEN REDUCED FROM$4.1 BILLION TO $3.85 BILLION.

Cut Local Government Aid completelyGov. Pawlenty has gone to Local Government Aid severaltimes to cut the budget. Some of those cuts have shown upin cities as drastic cutbacks to firefighters, police, training,drastic reductions in library hours, cutbacks in roadpatching and snow plowing. The list goes on. Probably theeffect most quickly felt by schools is no longer having policeliaisons in the schools.

So what if the state were to completely cut all LocalGovernment Aid? Strom estimates the savings would beabout $550 million.

OUR BUDGET DEFICIT HAS BEEN REDUCED FROM$3.85 BILLION TO $3.3 BILLION.

Sales Tax on ClothesOK, all the cost-cutting ideas are gone. Now, on to thedreaded “T” word. What if we put a sales tax on clothes,similar to the bill DFL Sen. Tom Bakk proposed this year?That would bring in an extra $385 million per year,according to Strom. We’ll be optimistic and put it at $800 million over two years.

OUR BUDGET DEFICIT HAS BEEN REDUCED FROM$3.3 BILLION TO $2.5 BILLION.

Tax the RichThis idea has been floated for many years, but has usuallybeen Dead On Arrival during the era of No New Taxes. Butwhat if we did create a new tax bracket for people whomake more than $250,000 a year?

Again, Strom’s best estimate for revenue it could bring in:$200 million a year. Over two years, the state would get$400 million.

OUR BUDGET DEFICIT HAS BEEN REDUCED FROM$2.5 BILLION TO $2.1 BILLION.

Now, we’re out of ideas. And we’re still more than $2 billion short of closing the budget. We’ve taxed the rich,added sales tax, added Racino money, shifted payments toschools to 50 percent, cut Local Government Aid. What’s

10 MSBA JOURNAL

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left? The biggest parts of the state budget: welfareand education. So chances are, the final $2 billionwon’t all come out of K-12 education or all come outof human services.

The state has never before resorted to cuttingeducation, because most people know that cuttingeducation is like shooting yourself in the foot. Thosecuts may get people by in the present, but willultimately fail our children and our nation in thefuture.

But with $2 billion to go, how much would have to becut from education? We’ll take a guess that an even 50-50 split will result: A billion from human servicesand a billion from education. Again, we go to TomMelcher’s rule-of-thumb. For every dollar on the perpupil allowance, it adds up to about $1 million. So if wecut $500 per pupil from K-12 education, we could get$1 billion over the biennium—$500 million each year.

OUR BUDGET DEFICIT HAS BEEN REDUCEDFROM $2.1 BILLION TO $100MILLION.

This is what it takes to close thestate’s budget gap for the nextbiennium. This is what ourLegislature faces next session. Soare you scared now?

MSBA will be pushing for creativesolutions that can keep K-12education from going off the cliff.But at a $500-per-pupil reduction,many more districts might be goingto four-day school weeks, tryingconsolidations, closing schools,boosting class sizes, and cuttingelectives, teachers and programs.That would be a bleak outlook forthe future of our children.

Give the public thisarticle; let them knowhow big the problem isThe point of this article is not to bedoom-and-gloom. The point is toshow that if the Legislature enactedevery tax increase, revenueenhancer and budget cut that hasbeen proposed in the past two years,it still isn’t enough to close thedeficit. And that message has to getout to people so they know theupcoming budget deficit is serious.

That’s where we need the people of Minnesota tostand up and give representatives ideas of how tobring in more money or find areas to cut that don’tsacrifice the state’s future. MSBA’s GovernmentalRelations team of Grace Keliher and KirkSchneidawind will be working to get rid of mandatesand give school districts flexibility with their funds.

“One of the best things you can do is to let peopleknow just how big this $5.7 billion deficit is,”Schneidawind said. “And start planning now for howyour district might survive and how it will look if cutscome education’s way.”

The next two years are going to test every schooldistrict and every city in the state, Schneidawind said.And the result of the 2011 session will be a high-stakes test such as schools have never seen before.

Greg Abbott is MSBA’s Director of Communications. Torespond to this article, you can e-mail him atgabbott@mnmsba.org.

Mitch Maw

MAY/JUNE 2010 11

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TTwo Minnesota school district consolidations madeeffective on July 1, 2009, marked the state’s firstdistrict mergers in three years. In 2009, Ortonvillejoined with Bellingham; Tracy Area united withBalaton; and a third district, McLeod West, wasdissolved into three neighboring districts (BuffaloLake-Hector, Glencoe-Silver Lake and Gibbon-Fairfax-Winthrop).

Ortonville Superintendent Jeff Taylor and TracyArea Superintendent Dave Marlette—who hadsome previous consolidation experience—were thepoint men behind their respective districts’ recentmergers. Once the plans for consolidation gotrolling, both superintendents and their districts

were presented with several hoops to jumpthrough in order to reach the effective July 1,2009, date of consolidation.

Both superintendents pointed to the early and oft-given guidance of John Bulger, an EducationFinances Specialist from the MinnesotaDepartment of Education (MDE). Bulger oftenwas the first contact for the school districts andhelped both through the lengthy process.

“It became a learning process for all of us. Therewere no pat answers,” Taylor said. “It’s a matter ofdoing some research to find the right answers;there haven’t been a lot of consolidations (lately).”

Bruce Lombard

Lessons Learned from

Consolidation

Two superintendents give primer on school district mergers

Joann Ukpokolo

MAY/JUNE 2010 13

Along with Bulger, Taylor noted that the MDE Web site isalso an excellent resource, specifically under the ProgramFinance menu on the home page. “It’s a good site to getyou started,” he said.

Taylor said some early seeds had been sewn betweenOrtonville and Bellingham districts as the two had alreadybeen involved in a tuition agreement for many years.

“Bellingham was a small district, only K-6 at the time,”Taylor said. “Some of their secondary students had tuitionto Ortonville or to Lac qui Parle Valley School District.”

Ortonville was getting approximately 90 percent of what theBellingham district was receiving in state aid for thestudents that came to Ortonville under the tuitionagreement. This relationship led Bellingham to approachthe Ortonville board about the possibility of consolidation.

“We knew sometime it might happen,” Taylor said. “InNovember (2007), we got a call. John (Bulger) was comingout to Bellingham—and(Bellingham) wanted to knowif they could come toOrtonville. Things happenedpretty quickly.”

Merge right Taylor said a key point is tomake sure both schooldistricts are open with thingsand that there are no secrets.

“You want to know everythingup front, you don’t want tofind any skeletons in thecloset,” he said. “In our case,and this was not a secret, theBellingham district was in debtconsiderably and that’s one ofthe reasons why they came tous. That spurred the conversation in our situation.”

Marlette said Tracy Area had a tuition agreement in placewith Balaton for 10 to 12 years prior to consolidation.

“Balaton first brought their high school students over tous,” Marlette said. “The last year before consolidation theyalso brought their seventh- and eighth-graders over. Theyhad about 60 students left in K-6, which were the laststudents to come to us during the consolidation. We had agood relationship with Balaton. We’d been (working withthem) for 10 years. They were part of our (consolidated)sports teams, which were called TMB (Tracy-Milroy-Balaton).”

Marlette said that athletic union was a definite plus.“Athletics had a lot to do with our consolidation,” he said.“Balaton had already bought in to the (mascot) name‘Panthers’ when we combined for sports. I think thathelped lay the groundwork for the consolidation.”

Marlette said the relationship between the two districts wasgood. “We met with their boards for two years setting upthese agreements. We’ve gotten to feel very comfortable,”he said. “We considered their kids our kids since a majorityof them would come to our higher grades. It was an easystep for us to go and start talking about consolidation.”

Marlette said Balaton’s financial situation was what probablypushed Balaton to get serious about consolidation. “Theyfelt at the end of this last school year, they would be instatutory operating debt,” he said.

However, Marlette said ultimately that Balaton did notbring in any debt. Better yet, an audit showed Balaton was$118,000 in the black.

“We started really kind of late (with the consolidationprocess) compared to Ortonville and Bellingham,” Marlettesaid. “We started meeting in November (2008). Both boardcommittees got together to talk: Did we want an outside

consultant or did we want toget going on our own?”

Tracy Area ended up hiringDarrold Williams, a formerMinnesota superintendentworking for the MidwestManagement Resourcesconsulting firm. Marlette saidWilliams had worked inMinnesota for many years andhad been through more thanone consolidation—and knewhow to do it.

“We needed a neutral personin the middle,” Marlette said.“If I say something from(Tracy’s perspective), it lookslike I am only looking out formy district,” Marlette said.“We only had two boardmeetings with the consultant.

We put together what we needed to talk about, such thingsas debt, (Balaton) coming to our district, etc. We didn’t get(the process) going until after the first of the year.”

Marlette said Bulger told him that if the two districtswanted to get the deal done by July 1, 2009, they had tomove fast. Otherwise, he said both parties might have toconsider waiting a year. “Balaton didn’t want to waitbecause they felt they would be in statutory operating debt,and we didn’t want that,” Marlette said.

“But we got it all done and had the vote in the first part ofMay,” Marlette said. “The two districts both had to have apositive vote. Tracy had a 92 percent approval and Balatonwas just under 90 percent.”

Marlette said that early on, the name of the new district wasone of the only sticking points. Balaton originally wantedthe official name to be Tracy-Balaton.

Isabel Brown

14 MSBA JOURNAL

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n“We had already consolidated with three other towns—Garvin, Amiret and Currie—and called ourselvesthe Tracy Area School District,” Marlette said. “Fromour standpoint, we felt it would be a slap in the faceto those other districts if we would have addedBalaton to the name. We worked through that, theywere very good about it and they agreed to keep it asTracy Area.”

However, Marlette said the name Tracy-Milroy-Balaton was retained for sports.

Taylor said his consolidation vote wasn’t as popular asthat in Tracy-Balaton.

“In Ortonville we had 86 percent (in favor ofconsolidation) and 60 percent in Bellingham,” hesaid. “We had some public meetings (prior to thevote). There was a group of people that weren’t realpositive about the consolidation.”

Taylor said there were some taxpayers that livedalong the southern part of the Bellingham districtthat wanted to consolidate with the Lac qui ParleValley School District.

“They chose to petition to the commissioner of Lacqui Parle County to detach from the new Ortonvilledistrict into Lac qui Parle,” Taylor said. “We had toappeal the county commissioners’ decision and wentto court with it, and just had a ruling in January infavor of the school district. That’s a whole otherprocess you might have to deal with inconsolidation.”

Ortonville also opted for Darrold Williams forimpartial consulting services. “His help wastremendous,” Taylor said. “It wasn’t (Williams’) job tosell consolidation. Rather, his job was to simply meetwith both school boards and get them to talk aboutwhat they might agree to in regard to a plan theymust submit to the Department of Education.”

Taylor said that unlike Balaton, Bellingham did bringsome debt in, and how to deal with that debt was abig part of the discussion.

“Ortonville had some debt, too, because of bondissues on buildings,” Taylor added. “How do you dealwith that debt? Do the two districts keep their owndebt or do you combine them together? In our case,it was determined that Bellingham would continue tocarry their SOD debt.”

Eventually that debt did become part of theOrtonville School District. “We show it on our books;it’s there,” Taylor said. “But we are going to recoupthat debt from the Bellingham taxpayers over a five-year period.”

Taylor said it is essential to keep everyone on thesame page financially.

“We made sure that both districts had the sameauditors in the year prior to consolidation,” he said.“At the end, when we closed the Bellingham SchoolDistrict, there weren’t any surprises to us in thebooks. We felt it was very important.”

Taylor said there was a lot of planning leading up toconsolidation vote, like public meetings and thesubmission of the plan to the state.

“You set your election date and then you work backfrom that date to meet deadlines along the timeframe,” Taylor said. “The work after the vote passedgot to be so much more than the work prior to it . . .you just don’t know all the little things that happen.”

The levy breakdown“One of the biggest decisions that our board and theBalaton board had to make was in talking about theexcess levies,” Marlette said. “Balaton had an excesslevy of just under $1,400 per student. Tracy had $700per student. So the conversation was, what happenswhen the two districts come together? Where doesthat levy go?”

Marlette said the levy implications were probably oneof the biggest things talked about between the twodistricts. “It (would have been) like passing anotherlevy onto the Tracy people; but it would have been areal positive for the Balaton people. It (would havelowered) the tax levy at the Balaton end, but raisedthe tax levy at the Tracy side.”

Marlette, cognizant of the tough economic climate inhis community, said he didn’t want money to be areason why Tracy residents might vote down theconsolidation.

“So our school board passed a resolution that therewould be no tax increase given to the Tracy people,”Marlette said. “When we combined, we did not takethe full levy. We lowered that levy. We held at $700through the whole new district: $700 in Tracy and$700 in Balaton.”

Marlette said the consolidation lowered the Balatontaxes even further.

“There was a tremendous savings on the taxes to theBalaton people, and no gain and no loss to the Tracypeople,” he added. “Once our board made thedecision to do that, everything went really smoothly.Before that there was a lot of talk about: Do we reallywant to consolidate if there is going to be an increasein taxes?”

Marlette noted that by holding the levy at $700, it“left about $170,000 on the table” as far as what theycould have brought to the new district via levy.

Marlette also highlighted two other good points thatcame out of the levy decision.

MAY/JUNE 2010 15

First, both levies had been passed in the same year. Tracywas for five years and Balaton was for 10 years. “When youconsolidate together, you can take the levy with that longestperiod. We gained five years without asking our people.”

Secondly, Balaton originally passed their levy with aninflation clause, but Tracy did not. So Tracy was able to pickup the inflation clause when the two districts consolidated.“We gained a couple of good points from the levy, evenafter lowering it from the max.”

Taylor said Ortonville and Bellingham experienced asimilar situation with their dissimilar levies, with Ortonvilleat $900 per student and Bellingham at $1,500 per student.

“You can’t raise any more money than what the twocombined are raising right now,” he said. “After we meshedthose two together, it came out to about $1,040. In oursituation we chose to levy that; we felt that we needed tolevy that from where things were from a financialstandpoint.”

One district, two boardsVoters of the state of Nebraska opted for a consolidation oftheir own when they approved a constitutional amendmentin 1934 to dissolve the House of Representatives and grantall power to the Senate in a new unicameral legislature.

Though on a much smaller scale, Marlette’s and Taylor’sdistricts also had to deal with this issue. Merging twodistricts also meant merging two school boards—beforeeventually downsizing them.

“The (Ortonville and Bellingham) boards had six memberseach,” Taylor said. “You have to put together a plan to get(the newly consolidated district’s board) back down to sixboard members. You put together a plan and it must beapproved by the Secretary of State. We are going to godown from 12 to eight board members, and then fromeight to six over a four-year period.”

Marlette said Tracy and Balaton each had seven boardmembers for a combined board of 14 members. Marlettesaid this fall the board will be reduced to 11 boardmembers with seven incumbents running for four positions.

“In two years further, we’ll take it from 11 down to seven,”Marlette said. “It’s just a matter of working out your plan,putting it together and following it through.”

Marlette said that right after the districts consolidated inJuly, the board temporarily dropped to 12 after losing twomembers when one passed away and one resigned.

Marlette said that despite needing the merged board’snumbers to dwindle, the district legally still had to fill thoseopen seats. So, the district appointed two new board

16 MSBA JOURNAL

members, putting the current board back at 14members for the time being.

Senior tour“As you consolidate, you are going to have to puttogether a combined seniority list between the twodistricts,” Taylor said. “You get (the staff) together anddetermine who’s the most senior.”

Taylor said that as you consolidate, you may or may notneed all those teachers depending on what thenumbers look like. “Some teachers may or may nottake a retirement package. It really isn’t negotiations,but the teachers look at it as negotiations. We puttogether a severance package to entice some teachersto leave. We didn’t really have to let many teachers go.”

Taylor said a couple of teachers were moved to part-time, while some others took advantage of aseverance package.

“Those severance packages become part of theconsolidation cost, along with consultant fees andattorney fees,” he said. “You can levy for those(consolidation) costs over a period of three yearsabove the money the state gives you. The state givesyou $200 in the first year and $100 in the second yearon a per-student basis.”

Marlette’s district gave staff members three options:retirement, severance or work for Tracy Area. “Weneeded to add three staff in our elementary for theadditional kids. (Balaton) only had five staff,”Marlette said.

Marlette said this part of the consolidation brought a lotof nervousness to the staff.“Our teachers felt they weregoing to get bumped off bythe other teachers; the youngteachers get very nervous,”he said. “I took a lot of timein meeting with our staff. Ishowed them where theirstaff would fit into ourseniority list.”

Marlette said Tracy Areaabsorbed 57 of 60 Balatonstaff. In the end, threeBalaton teachers retired andeach received a $30,000severance package—subsidized by stateconsolidation dollars.

Two districts equals new districtWhen a bigger district absorbs a smaller district, itstands to reason that only the smaller district ceasesto exist. However, that is not the case.

“The reality of that situation is that our two schooldistricts no longer exist,” Taylor said.

Even though the Ortonville-Bellingham district tookon the Ortonville name, the new entity was assigned anew district number. Ortonville (formerly District 62)and Bellingham (formerly District 371) becameunified as District 2903.

Likewise, Tracy Area (formerly District 417) andBalaton (formerly District 411) were united under anew District 2904 banner.

“When (July 1, 2009) came along, we had a newdistrict,” Marlette said. “We had to go back and redoour contracts, our bank accounts . . . it’s atremendous amount of work. Basically you have tostart like you have a new building and you have tostart over.”

“We had to sit down and do a new master agreement;we basically adopted our Tracy master agreementwith some changes,” Marlette added. “Some days, Ithought my office staff was going to leave, it is somuch extra work.”

But Marlette and Taylor said the extra work was wellworth the effort.

Bruce Lombard is the Associate Director of Communicationsfor MSBA.

Less

ons

Lear

ned

from

Con

solid

atio

n

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Contact: Troy Miller, REFP - tmiller@dlrgroup.comPhone: 612/977-3500 - dlrgroup.com

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AAt the core of every school board’s existence is the obligation to prepare students for success inthe world of their future. For most of the 20th century, that meant providing a solid educationin reading, math, and civics, with a touch of science and the arts. Perhaps 30 to 70 percent of adistrict’s students went on to college, but less than one-third of Minnesota’s high schoolgraduates actually obtained a college degree. And that worked—most adults were able to findadequate employment. But it isn’t enough for the 21st century, and it is the obligation ofschool boards to lead our districts into this new paradigm.

Let me first explain what I mean by “college.” College, as I use it in this article, means any formof post-secondary education, including technical and community colleges, as well as four-yearprograms. It includes any one of our excellent network of public and private institutions ofhigher education. College is simply the shortest inclusive reference, and is not meant to insistthat all students get a four-year degree. On the other hand, we do want to prepare them tohave that choice, as I’ll explain later.

Julie A. Sweitzer

COLLEGE READINESS:This Isn’t Your Father’s World Anymore

Maxie Lee

MAY/JUNE 2010 19

Why is college important in the 21st century?

The working world our K-12 students will enter is nothinglike the jobs our parents thought they were preparing usfor. Increasingly, the job opportunities in fields that do notrequire education after high school are disappearing. If ajob can be automated, it has been or will be soon. Like it ornot, the globalization of the economy means that there isusually someone in another country willing to perform anyjob for less money. And because many other countries havedramatically increased their investment inthe education of their citizens, the UnitedStates has fallen from first in the world inthe 1960s in production of high schoolgraduates to 13th, and to 14th in four-yearcollege graduation rates.i It isn’t justmanufacturing that has been shippedoverseas, but engineering, accounting andother professional jobs.

Last year a large working group ofMinnesota educators from K-12 and highereducation, business people, parents, andpolicy makers was asked by the MinnesotaP-20 Education Partnership to study theissue of college and workforce readiness.They noted the rapidly increasing demandsfor skills that come with technical programcertificates, two- or four-year degrees. Onlypeople with the skills and desire to belifelong learners will survive the rapid paceof change already evident in the workingworld. The working group’s report andrecommendations are called “The Road Map to College and Career Readiness for Minnesota Students.”ii

We have long known that the more education you have post-high school, the more you are likely to earn over a lifetime.Recent research has also revealed that the chance of a childearning more than his parents is unlikely, unless that childobtains a college degree.iii It is the single factor most likelyto move a child up the ladder of the American dream.

We can’t just get students in the higher education door,important as that first step is. They need to graduate, and doso without needing to pay for remedial classes to furtherdevelop skills that should be part of a high school education.Yes, pay—students too often forget (or don’t know, becausewe don’t tell them) that the open access to Minnesota’scommunity colleges doesn’t mean the colleges don’t haveexpectations. A student who does not pass the requiredplacement tests often finds herself required to take, and payfor, at least one remedial class that does not earn credittowards a degree. That was the experience of 38 percent ofthe 2005 graduates of Minnesota high schools who attendeda Minnesota public college within two years of graduation.iv

So what does a school board do?

Prepare, prepare, prepare. Around 69 percent ofMinnesota high school graduates take the ACT exam each

spring, but only 31 to 32 percent of them score “collegeready” in all four subject areas.v It gets worse for the groupsof students who have not been as well-served by K-12 andhigher education: Only 16 percent of students onfree/reduced lunch, and 5 percent of black students,scored college ready in all four subjects. Yet thedemographic trends are clear: The percentage of studentson free/reduced lunch is steadily growing, as are thenumber of students of color, while the white population

decreases. That is true in every county of Minnesota, notjust urban areas. If Minnesota’s economy is to improve, wemust be preparing all students for college and the workforce—each and every one, not just a demographicallypredictable slice of our increasingly multiculturalpopulation.

And we need to provide each and every student with thebreadth of knowledge needed to be successful in college.Not only do students need to take (and be prepared for) asolid academic program, we need to provide them withinformation about the different types of colleges, theadmissions process, financial aid, career options, studyhabits, perseverance, how to find support among peers,family and community, and a plan to get there. ElevenMinnesota districts are currently participating with my officein developing a program called Ramp-Up to Readiness™vi,which will provide a framework for schools to help studentsobtain the broad scope of “college knowledge” they need.Selected schools will pilot Ramp-Up in 2010-11.

That means changing the culture of our schools. When St. Louis Park welcomed this year’s kindergarteners, wecalled them the Class of 2022—but we need to clarify thatgraduating high school is NOT the end goal. Forest Lake’shigh school principal is more likely to greet a student in the

Kaylee Anderson

20 MSBA JOURNAL

CO

LLEG

E R

EAD

INES

Shallway with “Where are you planning to go tocollege?” than to mention the big game Friday. In astate with one of the worst guidance counselor-to-student ratios in the country, every teacher andadministrator needs to be a college advisor forstudents.

We need to provide all, but especially our first-generation college and immigrant, families withinformation about how to help their childrensucceed in school and become college-ready, andassure that our staff and teachers are culturallyproficient as they reach out to all students. Schoolsand teachers need to demonstrate daily that webelieve in our students’ abilities, and have highexpectations for them. We need to make sure ourstudents, and our faculty, understand thatintelligence is not fixed, but can be changed anddeveloped through learning.vii In other words, smartis not what you are, but what you work to become.viii

And it means developing our students’ creativity andinnovation, qualities that are still a hallmark ofeducation in the United States that other countrieshave yet to successfully emulate. As Tom Friedmanhas recently noted, “those who have the ability toimagine new services, new opportunities and newways to recruit work . . . are the new untouchables.”ix

In the current stressed labor market, whether yourjob was making widgets or providing legal advice tothe corporate management, your chance of still beingemployed today probably relates to your ability tofind new ways to do the work, or applying yourinterpersonal skills to get new work for the company.International assessments provide the same news:21st-century job opportunities are in fields thatrequire analysis and interactive skills, the ability toextrapolate knowledge and apply it to new settings, towork as a team and to problem-solve.x Andincreasingly these jobs require a post-secondarydegree or certificate.

The importance of being college-ready

So, we return to where we started. If you are stillthinking that many of your students will head off towork rather than college after high school, considerthis: A recent ACT study assessed the level of readingand mathematics skills needed for entry-level jobsthat do not require a bachelor’s degree and pay awage sufficient to support a family, and compared itwith college readiness.xi The study concluded that theskill level was the same. In other words, we need toprepare all students to the same fundamental level ofacademic preparedness, regardless of whether theygo to college or the workforce immediately upongraduation. By preparing students for collegereadiness, we give them a choice in their lives and,even if they initially choose the workforce, theopportunity to return for more education at a laterdate if they wish.

Despite what adults often think, young people todaywant to go to college—check any survey of youth thatasks about college aspirations, and you’ll find 75 to95 percent want to attend college, regardless ofethnic group or economic status. They just don’tknow how to get there, or get defeated by adultsaround them who don’t believe college is importantor that the student is capable of handling post-secondary education.

As school board members, it is our job to believe inour students and to create the vision and goals forour districts so that all students are prepared forsuccess in college—and the workforce—when theygraduate. It is their future, and will require more anddifferent skills than we—or our parents—needed.Let’s give them the foundation they need, and thegift of college expectations.

Julie A. Sweitzer is Director of Leadership Initiatives for theUniversity of Minnesota’s College Readiness Consortium,www.collegeready.umn.edu. She is a member of the St. LouisPark School Board and the West Metro Education Programs(WMEP) board.

Source: Brookings tabulations of PSID data on family income averaged over several years and reported in 2006dollars. Note: The bars show the probability of reaching an income ranking for children of a certain parental ranking.For example, the first bar shows that 42 percent of those whose parents were in the bottom quintile ended up in thebottom quintile themselves, 23 percent of them ended in the second quintile, 19 percent in the middle quintile, 11percent in the fourth quintile and 6 percent in the top quintile.

This information does notrepresent an offer to sell or asolicitation of an offer to buy orsell any fund or other security.Investors should consider theinvestment objectives, risks,charges and expenses beforeinvesting in any of the Fund’sseries. This and otherinformation about the Fund’sseries is available in the Fund’scurrent Information Statement,which should be read carefullybefore investing. A copy of theFund’s Information Statementmay be obtained by calling1-888-4-MSDLAF or isavailable on the Fund’s websiteat www.msdlaf.org. While theMSDLAF+ Liquid Class andMax Class seek to maintain astable net asset value of $1.00per share and the MSDLAF+TERM series seeks to achievea net asset value of $1.00 pershare at its stated maturity, it ispossible to lose moneyinvesting in the Fund. Aninvestment in the Fund is notinsured or guaranteed by theFederal Deposit InsuranceCorporation or any othergovernment agency. Shares ofthe Fund are distributed byPFM Fund Distributors, Inc.,member Financial IndustryRegulatory Authority (FINRA)(www.finra.org). PFM FundDistributors, Inc. is a whollyowned subsidiary of PFM AssetManagement LLC. MemberSIPC.

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MAY/JUNE 2010 21

References i Organization for Economic Development (OECD), Education at a Glance 2009 (Country note for United States), p. 3.ii Postsecondary and Workforce Readiness Group, “The Road Map to College and Career Readiness for MinnesotaStudents,” Minnesota P20 Education Partnership, June 2009, found at http://www.mnp16.org/documents/MicrosoftWord-ReadinessPaper-FINAL_002.pdf.iii Brookings Institution, Economic Mobility Project, 2007.iv Minnesota State Colleges and Universities and University ofMinnesota, Getting Prepared: A 2008 report on recent high schoolgraduates who took developmental/remedial courses.v Minnesota Office of Higher Education, Minnesota Measures-2009,p. 7, located athttp://www.ohe.state.mn.us/pdf/MinnesotaMeasures2009.pdf. vi www.rampuptoreadiness.org. vii Dweck, Carol S. Mindset: The New Psychology of Success. RandomHouse, New York, 2006.viii Favorite quote of my executive director, Kent Pekel.ix Friedman, Thomas. “The New Untouchables,” New York Times,October 21, 2009, downloaded from http://www.nytimes.com/2009/10/21/opinion/21friedman.html. St. Louis Parkboard members are obligated to note that Tom Friedman is a St. Louis Park graduate.x Schleicher, Andreas, Head, Indicators and Analysis Division, OECD Directorate for Education. Bringing Lessons from theWorld, presentation at the University of Minnesota, March 23, 2009. xi ACT, Inc. Ready for College and Ready for Work: Same or Different? ACT, Inc. 2006.

U.S. B

UREA

U OF LABOR STATISTICS

$1,561

1,531

1,233

1,012

757

699

618

453

2.0

1.7

2.4

2.8

3.7

5.1

5.7

9.0

Education pays

Source: Bureau of Labor Statistics, Current Population Survey

Unemployment rate in 2008 Median weekly earnings in 2008

Doctoral degree

Professional degree

Master's degree

Bachelor's degree

Some college, no degree

High-school graduate

Less than a high school diploma

Associate degree

22 MSBA JOURNAL

PPlanning and executing a successful school tax election is one of the most multifaceted,daunting, and high-stakes leadership challenges faced by school leaders. Not only are schooldistricts confronted with the increasingly vilified “T” word (taxes), but there are also myriadcomplex moving parts all within the byzantine reality of local and state politics.

School districts planning ballot proposals in the last two years have also been challenged bya deep recession followed by a recovery which proceeded at a snail’s pace. Althoughconsumer confidence has inched up in the first quarter of 2010, Lynn Franco, director ofthe Conference Board Consumer Research Center, recently commented, “Consumers’short-term outlook, while moderately more positive, does not suggest any significant pickupin activity in the coming months. Regarding their financial situation, while consumers wereless dire . . . the number of pessimists continues to outnumber the optimists.”

Chia Vang

Tips forPlanning and

ExecutingSuccessfulReferenda in a ToughEconomy

Don E. Lifto, Ph.D., andJ. Bradford Senden, Ph.D.

MAY/JUNE 2010 23

There is little doubt that the combined effect of theeconomy and taxes weighs heavily on voters whenmarking ballots for school district operating andfacility referenda.

Given the realities of the current political andeconomic landscape, what can school boards andadministrators do to improve the odds? Based on ourexperience working with hundreds of school taxelections from coast to coast, we offer the followingtips for your consideration.1. Start planning early. While one could argue that

school leaders should always be working on theirnext operating or facility referendum, werecommend planning begin in earnest no lessthan 12 and preferably 18 months before ElectionDay. Your master plan should include tasks andtimelines for both the school district andcampaign committee to ensure both arecomplementary and coordinated. Remember . . .a plan is not a plan unless it is comprehensive,understood by all parties and put in writing.2. Prepare an annotated voter file. The registeredvoter file, electronically annotated with other keydatabases (e.g., parents of school-age children,past supporters, and preschool families), is yourmost important campaign resource and aprerequisite for effective communications,canvassing, and get-out-the-vote (GOTV) activities.A properly prepared file enables the district tocount key demographic groups within theregistered voter population, estimates how many“yes” voters it will take to win the election, andhelps you pinpoint where you can find thesupport you need to win. 3. Complete a post-election analysis. Understandingthe demographics of past voting behavior ofparents and other registered voters is a vital stepin planning your next operating or facilityreferendum. The post-election analysis includesanalyses of past voting patterns by suchdemographic variables as parent status, gender,age, geography, and voting frequency over time. It helps the district predict turnout based on voterparticipation in similar elections over time. Post-election analyses also measure the impact ofdifferent types of voters in similar elections in thepast. For example, how have parents participatedin the past in odd-year, low-turnout elections? Inwhat type of elections are frequent voters mostdominant? Has the district been more successfulin low, moderate or high turnout elections?Thoroughly understanding voting behavior in thepast, as illuminated by the answers to thesequestions, is the first step in modeling the likelydemographics of participation in your nextreferendum.

4. Complete ascientific,random-samplesurvey. Themethodology werecommend drawsa random samplefrom theannotateddatabase ofregistered voters.The randomizationis controlled toensure that thecomposition ofthe sample drawnmirrors thedemographiccharacteristics ofthe school districtas a whole (i.e., ifparents represent25 percent of allregistered voters,no more than 25 percent of the random callsgo to parents). In addition tocollectingqualitativefeedback aboutthe district, thesurvey helps theschool boardalign the ballotproposal with thecommunity’spriorities andwillingness to pay.In turn, theschool board isless likely to put aproposal on theballot that is unattainable. How differentdemographic groups respond to survey questionsalso provides the campaign with vital informationfrom which to design a voter target structure forcanvassing and GOTV.5.Develop or update a community engagement planusing the results of the scientific, random-samplesurvey. Community engagement planning is agood example of why we started our list of eighttips with the admonition to start early. If thesurvey findings indicate a low level of support forproposed initiatives, the district needs time toengage, inform and persuade voters to supportthe proposal on Election Day.

There is littledoubt that thecombined effectof the economyand taxesweighs heavilyon voterswhen markingballots forschool districtoperating andfacilityreferenda.

24 MSBA JOURNAL

Tips f

or Pla

nning

and Ex

ecutin

gSuc

cessfu

l Refe

renda

in a T

ough E

conom

y6. Start early cultivating key community members for

leadership roles in the campaign. If you are oldenough to remember the movie The Dirty Dozen orthe reference to The Dream Team from the 1992Olympics, you will appreciate this tip. Yourchances of winning are greatly enhanced if yourcampaign is launched from a foundation ofstrength. The school board and administrationshould work closely with key community leaders toidentify and recruit “ideal task performers” forevery campaign role. Using a baseball analogy,when the right people are matched with the mostimportant leadership roles, it’s like having thebases loaded with nobody out as the firstcampaign pitch is thrown out to the community.7. Define and communicate roles andresponsibilities. Take the time to develop andclearly communicate appropriate roles for theschool board, administrators, faculty, staff, andcommunity leaders. Inherent to clarity on rolesand responsibilities is delineation as to how thecampaign will be managed and who will make keydecisions as the process unfolds. Is the campaigngoing to use lawn signs? Will there be a Web site?Will canvassing be conducted door-to-door or bytelephone? These are only three of literally dozensof strategic questions that will need to beaddressed during the course of the campaign.Clarity about command and control is essential toavoid costly mistakes and delays.

8. Select the new electronic communications toolsyou can execute completely and effectively. Overthe last few years, communication via the Web, e-mail, Facebook, text messages and many otherforms of new technology have greatly increasedthe ability of school finance campaigns to informand motivate voters. The greatest danger thesenew tools pose is that campaigns try to use themall. Make sure you select the new technology toolsthat match your campaign’s volunteer time, talentand treasurer. An effective campaign executes thelimited number of tools and techniques includedin its campaign plan completely and effectively. Apoorly managed campaign tries to do everything,and usually fails to fully and effectively completeany part of the campaign. The same is true as newtechnology expands your voter contact program.9. Excel at the “Big Three”—communications,canvassing, and GOTV. Professional literature isreplete with research and best practices relevantto both partisan and issue-based referenda. Thesestudies emphasize the vital nature andrelationship to success of communications,canvassing and GOTV. No matter what else thecampaign does, make sure that these vitalfunctions are executed at the highest levelpossible. There are many good resources that helpschool districts plan for optimal effectiveness inimplementing the “Big Three” campaignfunctions.

Successful operating and facility referenda alwaysrequire high levels of planning and execution. This iseven more apparent when your ballot proposal ispresented to the voters within an election context ofanti-tax sentiment and economic malaise. It isincumbent on school leaders to be mindful of thenegative consequences of unsuccessful ballotproposals. Failed elections not only impact studentsand staff, but also take a significant toll on theleadership roles of the school board andsuperintendent within the community. Whilereligiously implementing our tips will not guarantee awinning referendum, being a student of research andsuccessful practices will significantly improve yourodds of success on Election Day. “Good intentions,hard work, and resources are important, but they arewasted if they are not being funneled towardstrategies that actually produce votes.” (Yale CivicEngagement Web site)

Portions of the article previously appeared in AASA’s The Leaders

Edge, October 2009.

Tori Ward

MAY/JUNE 2010 25

Elizabeth Rinde

Learn MoreFor more on this topic, read School Finance Elections: AComprehensive Planning Model for Success, 2nd Edition, Don E.Lifto, Ph.D., and J. Bradford Senden, Ph.D., co-publishedby AASA and Rowman & Littlefield Education, 2010. Orderat http://www.rowmanlittlefield.com/Catalog/Multibook.shtml.

About the Authors

Don E. Lifto, Ph.D., is senior vice president and director withSpringsted Incorporated, a St. Paul, MN-based independentfinancial advisory and consulting firm. He previously served as apublic school superintendent, consults with school districts onelection planning, and is a frequent presenter and contributingwriter for AASA, NSBA, and ASBO. He can be reached atdlifto@springsted.com.

J. Bradford Senden, Ph.D., is managing partner for the Center forCommunity Opinion, which is based in San Ramon, CA. Hedesigns, administers, and interprets scientific, random-sample pollsfor school districts, cities, and colleges and has served as aconsultant for hundreds of school tax elections in California andacross the country. He can be reached atbrad@communityopinion.com.

26 MSBA JOURNAL

YYou’re sitting in the audience enjoying your highschool’s production of Annie. On stage, Annie, withred curls and a beautiful voice, is singing:“Tomorrow, tomorrow, I love ya, tomorrow, you’realways ... (male voice cuts in) 9904 to dispatch, weseem to be getting some interference on our radio.Could you please repeat the location of thataccident?”

What is going on? How could this be happening,you ask?

Does your school use wireless microphones forpresentations in classrooms, gyms or auditoriums?For example, most theatre programs that domusicals use wireless microphone systems. If so, youneed to be aware that the Federal CommunicationsCommission (FCC) recently issued an order statingthat the operation of wireless microphones, in-earmonitors, and related equipment in the 700 MHzband (actually, 698 to 806 MHz) will not bepermitted after June 12, 2010.

Those frequencies were previously used bybroadcast television (channels 52–69), but with thetransition to digital TV last June, some of thosefrequencies have been set aside for emergencyservices and the rest auctioned off for other uses.

Your school’s technical staff needs to check allwireless microphone systems to make sure they donot operate in the newly restricted frequency range.The frequency is often listed on a label on thereceiver and/or transmitter or sometimes in thebattery compartment of the transmitter. If you areunsure from the labels or documentation, you cango to the manufacturers’ Web site and check yourmodel number there to determine if it operates inthe affected frequency range. The FCC alsomaintains an extensive list of equipment that usesthe now-prohibited frequency range. If your wirelesssystems operate in frequencies above or below thatrange, you should be OK.

Larry Pint

Get

your

school

on the

riGht

frequency

Tori Ward

MAY/JUNE 2010 27

Many wireless manufacturers offer rebates when trading intheir older equipment in the 700 MHz range for newerequipment that operates on allowed frequencies. Some willeven give you a rebate when trading in equipment fromother manufacturers.

Be leery of equipment purchased from eBay or otherauction and used equipment sites. Make sure anyequipment you purchase does not operate in the 700 MHzfrequency range. While it is illegal to sell 700 MHzequipment for use in the United States, some sellers maynot be aware of that (or may even choose to ignore it).

What are the ramifications of continuing to use thesefrequencies, besides the hypothetical event above? I am nota lawyer, so I can’t answer from a legal perspective, butfrom a moral and ethical perspective you will be breakingthe law every time you use that equipment. Is this the lessonwe want our children to learn?

As illustrated above, some of the frequencies in that rangewill be used by emergency services. Do you really want to

interfere with their use? Or do you want to intercept theirsignal and have it interfere with your program?

Other frequencies have been auctioned off to privatecompanies. They will be using those frequencies to providenew wireless services to their customers. Interfere with theiruse and you’re likely to see an injunction . . . or worse.

Larry Pint has served as technical director for New Prague AreaSchools’ theatrical productions for 6 years and as a technicalassistant for 10 years prior to that. He has also been technicaldirector for a community theatre for the past 10 years and for twodance companies for 6 years. He is President of the New PragueArts Council, Senior Vice-President of, and webmaster for, theMinnesota Association of Community Theatres and Vice-Presidentof, and webmaster for, Curtain Call Theatre. Larry is also amember of Minnesota Citizens for the Arts and the AmericanAssociation of Community Theatre, and is Vice-Chairman of theBoard of Education of New Prague Area Schools (ISD 721).

Danielle Vineski John Yang

ActuaryHildi Incorporated(Jill Urdahl)11800 Singletree Lane, Suite 305 Minneapolis, MN 55344952-934--5554, Fax 952-934-3027www.hildiinc.comjill.urdahl@hildiinc.comVan Iwaarden Associates(Jim Van Iwaarden)10 South Fifth Street, Suite 840Minneapolis, MN 55402-1010612-596-5960, Fax 612-596-5999www.vaniwaarden.comjimvi@vaniwaarden.com

Architects/Engineers/Facility PlannersArchitects Rego + Youngquist inc.(Paul Youngquist)7601 Wayzata Blvd., Suite 200St. Louis Park, MN 55426952-544-8941, Fax 952-544-0585www.aryarch.compyoungquist@aryarch.comATS&RPlanners/Architects/Engineers(Paul W. Erickson)8501 Golden Valley Rd., Suite 300Minneapolis, MN 55427763-545-3731, 800-545-3731Fax 763-525-3289www.atsr.cominformation@atsr.comCuningham Group Architecture, P.A.(Judith Hoskens)201 Main Street SE, Suite 325Minneapolis, MN 55414612-379-3400, Fax 612-379-4400www.cuningham.comjhoskens@cuningham.comDLR Group(Troy W. Miller)520 Nicollet Mall, Suite 200Minneapolis, MN 55402612-977-3500, Fax 612-977-3600www.dlrgroup.comtmiller@dlrgroup.comFoss Architecture & Interiors, Inc. (Robert Ames)PO Box 306Moorhead, MN 56560218-236-1202, Fax 218-236-4945www.fossarch.comrobert@fossarch.comICS Consulting, Inc.(Pat Overom)5354 Edgewood DriveMounds View, MN 55112763-354-2670, Fax 763-780-2866www.ics-consult.compato@ics-consult.com

INSPEC, INC.(Fred King)5801 Duluth St.Minneapolis, MN 55422763-546-3434, Fax 763-546-8669www.inspec.comfking@inspec.comPaulsen Architects(Bryan Paulsen)209 S. Second Street, Suite 201Mankato, MN 56001507-388-9811, Fax 507-388-1751www.paulsenarchitects.combryan@paulsenarchitects.comPerkins + Will(Ted Rozeboom)84 10th Street S., Suite 200Minneapolis, MN 55403612-851-5000, Fax 612-851-5001www.perkinswill.comted.rozeboom@perkinswill.comTSP, Inc.(Rick Wessling)18707 Old Excelsior Blvd.Minnetonka, MN 55345952-474-3291, Fax 952-474-3928www.teamtsp.comwesslingrg@teamtsp.comWold Architects and Engineers(Scott McQueen)305 St. Peter StreetSt. Paul, MN 55102651-227-7773, Fax 651-223-5646www.woldae.comsmcqueen@woldae.com

AttorneysAdams, Rizzi & Sween, P.A.(Steven T. Rizzi, Jr.)300 First Street NWAustin, MN 55912507-433-7394, 877-443-2914Fax: 507-433-8890www.adamsrizzisween.comsrizzi@adamsrizzisween.com Kennedy & Graven Chartered(Gloria Blaine Olsen)200 South Sixth Street, Suite 470Minneapolis, MN 55402612-337-9300, Fax 612-337-9310www.kennedy-graven.comgolsen@kennedy-graven.comKnutson, Flynn & Deans, P.A.(Thomas S. Deans)1155 Centre Pointe Dr., Suite 10Mendota Heights, MN 55120651-222-2811, Fax 651-225-0600www.kfdmn.comtdeans@kfdmn.com

Pemberton, Sorlie, Rufer & Kershner, PLLP(Mike Rengel)110 N. MillFergus Falls, MN 56537218-736-5493, Fax 218-736-3950www.pemlaw.comm.rengel@pemlaw.comRatwik, Roszak & Maloney, P.A.(Kevin J. Rupp)730 Second Ave. S.300 U.S. Trust Bldg.Minneapolis, MN 55402612-339-0060, Fax 612-339-0038www.ratwiklaw.comkjr@ratwiklaw.com

Construction Mgmt. & ProductsBossardt Corporation(John Bossardt)8300 Norman Center Drive, Suite 770Minneapolis, MN 55437952-831-5408 or 800-290-0119Fax 952-831-1268www.bossardt.comjbossardt@bossardt.comDonlar Construction Company(Jon Kainz)2277 W. Highway 36, Suite 210WRoseville, MN 55113651-227-0631, Fax 651-227-0132www.donlarcorp.comjon.kainz@donlarcorp.comICS Consulting, Inc.(Pat Overom)5354 Edgewood DriveMounds View, MN 55112763-354-2670, Fax 763-780-2866www.ics-consult.compato@ics-consult.comKraus-Anderson Construction Co.(Mark Kotten)PO Box 158Circle Pines, MN 55014763-786-7711, Fax 763-786-2650www.krausanderson.commark.kotten@k-a-c.comMSBA Playground ComplianceProgram (in partnership with NationalPlayground Compliance Group, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax: 515-989-0344www.nssi-usa.comtim@playgroundcompliance.com

R. A. Morton and Associates(Becky Fulton)3315 Roosevelt Road, Suite 100St. Cloud, MN 56301320-251-0262, Fax 320-251-5749www.ramorton.combeckyf@ramorton.comWells Concrete Products Company(Spencer Kubat)835 Highway 109 NEWells, MN 56097800-658-7049, Fax 507-553-6089www.wellsconcrete.comsales@wellsconcrete.com

Educational Programs/Services Minnesota State Academies for the Deaf and Blind(Linda Mitchell)615 Olof Hanson Dr.PO Box 308Faribault, MN 55021-0308800-657-3996/507-384-6602Fax 507-332-5528www.msa.state.mn.uslinda.mitchell@msa.state.mn.us

Electrical & Communications, Service & Construction Peoples Electric Company(Dean Larson)277 East Fillmore AvenueSt. Paul, MN 55107651-602-6831www.peoplesco.comdean.larson@peoplesco.com

Employee Assistance Program (EAP)The Sand Creek Group, Ltd.(Joan Sirotiak)610 N. Main Street, #200Stillwater, MN 55082651-430-3383, Fax 651-430-9753www.sandcreekeap.comjoans@sandcreekeap.com

Energy SolutionsJohnson Controls, Inc.(Arif Quraishi)2605 Fernbrook Lane N.Plymouth, MN 55447763-585-5148, Fax 763-566-2208www.johnsoncontrols.comarif.a.quraishi@jci.com

Environmental ConsultantsU.S. Green Building Council -Minnesota Chapter(Sheri Brezinka/Jennifer Tuttle)5353 Wayzata Boulevard, Suite 207Minneapolis, MN 55416Brezinka: 952-564-3068Tuttle: 612-596-4860www.usgbcmn.orgsbrezinka@usgbcmn.orgjtuttle@kke.com

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

28 MSBA JOURNAL

MSBA’s Vendor Directory helps connect school districts with the products and services they need. The directory is always at yourfingertips. You’ll find it printed in the back of every Journal magazine as well as on the MSBA Web site at www.mnmsba.org.Most listings in the Web version of this directory include a link so you can head instantly to a Web site or e-mail address. Thedirectory includes everything you need to know to contact a company quickly—phone numbers, fax numbers and addresses—inan easy-to-read format. If you have a service or product you would like included in this directory, please contact SueMunsterman at 507-934-2450 or smunsterman@mnmsba.org.

MSBA’s VENDOR DIRECTORY

PFM Asset Management, LLC -MSDLAF+(Donn Hanson)45 South 7th Street, Suite 2800Minneapolis, MN 55402612-371-3720, Fax 612-338-7264www.msdlaf.orghansond@pfm.com

Fire and SecurityPeoples Electric Company(Sheldon Crabtree)277 East Fillmore AvenueSt. Paul, MN 55107651-602-6860www.peoplesco.comsheldon.crabtree@peoplesco.com

Food Service Products & ServicesLunchtime Solutions, Inc.(Chris Goeb)PO Box 2022North Sioux City, SD 57049605-235-0939, Fax 605-235-0942www.lunchtimesolutions.com chris@lunchtimesolutions.comTaher, Inc.(Jody Pacholke)5570 Smetana Dr.Minnetonka, MN 55343952-945-0505, Fax 952-945-0444www.taher.com j.pacholke@taher.com

InsuranceMinnesota School BoardsAssociation Insurance Trust(MSBAIT)(Denise Drill, John Sylvester)1900 West Jefferson AvenueSt. Peter, MN 56082-3015800-324-4459, Fax 507-931-1515www.mnmsba.org ddrill@mnmsba.orgjsylvester@mnmsba.org

Playground EquipmentMSBA Playground ComplianceProgram (in partnership with NationalPlayground Compliance Group, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax: 515-989-0344www.nssi-usa.comtim@playgroundcompliance.com

Public FinanceWells Fargo Securities, LLC(Mary Webster) 608 Second Ave. S. - 10th Floor;MAC: N9303-105Minneapolis, MN 55479800-835-2265, ext. 73110612-667-3110Fax 612-316-3309www.wellsfargo.com mary.k.webster@wellsfargo.com

RoofingFour Seasons Energy EfficientRoofing, Inc.(Darrell Schaapveld) 410 Quant Ave. NorthMarine on St.Croix, MN 55047651-433-2443, Fax 651-433-2834www.fseer.cominfo@fseer.com

School Supplies/FurnitureStaples Advantage(Michael Teetzel)1233 W. County Road EArden Hills, MN 55112651-234-4036, Fax 651-234-4185www.corporateexpress.commichael.teetzel@staples.com

Software SystemsSkyward, Inc.868 3rd Street South, Suite 101Waite Park, MN 56387800-236-7274www.skyward.com

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

Temperature Control & Building AutomationSystem One Control/Peoples Electric Company(Bill Gausman)277 East Fillmore AvenueSt. Paul, MN 55107651-602-6839www.peoplesco.combill.gausman@peoplesco.com

TransportationHoglund Bus Co., Inc.(Jason Anderson)116 East Oakwood DrivePO Box 249Monticello, MN 55362763-295-5119, Fax 763-295-4992www.hoglundbus.comsalesmanager@hoglundbus.comMinnesota School Bus OperatorsAssociation(Shelly Jonas)10606 Hemlock St. NWAnnandale, MN 55302320-274-8313, Fax 320-274-8027www.msboa.comshellyj@msboa.comTelin Transportation Group(Todd Telin)14995 Industry AvenuePO Box 10Becker, MN 55308763-262-3328, Fax 763-262-3332www.superiortransit.comTTelin@superiortransit.com

MAY/JUNE 2010 29

Our significant knowledge base and experience makes us wellversed in all facets of education law: public employment

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30 MSBA JOURNAL

AdvertisersATS&R ............................................................................Page 7

DLR Group ...................................................................Page 17

Kennedy & Graven Chartered ....................................Page 17

Knutson, Flynn & Deans, P.A. .....................................Page 29

MSBA Policy Services ...................................................Page 32

MSBAIT...........................................................................Page 2

MSDLAF+ .....................................................................Page 21

Ratwik, Roszak & Maloney, P.A. .................................Page 11

Skyward, Inc..................................................................Page 15

Wells Concrete Products .............................................Page 30

Wells Fargo Securities, LLC...........................................Page 2

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ASKMSBA

Bruce LombardMSBA Associate Director

of Communications

BOARDCASTER

Q: How can I post a job opening forour school district?

A: MSBA maintains a list of schooldistrict job openings—forsuperintendents, principals and otheradministrative staff—in two places: inthe Boardcaster newsletter (under“Personnel Notes”) and on our Website at www.mnmsba.org (under “JobOpenings,” located at the bottom onthe home page).

Submit job openings to me via e-mail(blombard@mnmsba.org), by phone(800-324-4459) or through fax (507-931-1515). Openings may also besent to MSBA administrative assistantSue Munsterman(smunsterman@mnmsba.org).

Q: What are your deadlines to get anitem in to the Boardcaster, such as ajob listing, a memorial notice or anhonor?

A: The Boardcaster is published everytwo weeks. Anything you wantincluded in the Boardcaster should besubmitted to me on the Monday ofeach publication week.

For example, the next Boardcaster isdue out on Friday, May 7. Thus, it

would be a good idea to send in yourinformation by noon Monday, May 3,to be safe. Likewise, for the Friday,May 21, edition, you should send inyour information by Monday, May 17.

You can also contact me via e-mail orphone to ascertain the currentdeadline dates.

Q: If I, as a board member, haveitems to sell, can I put it in theBoardcaster?

A: Board members cannot sellpersonal items in the Boardcaster—butif the items are the property of theschool district, that is fine.

NEWS CLIPPING SERVICE

Q: How long has MSBA provided itsNews Clipping Service?

A: The MSBA News Clipping Servicewas started in August 2003. There arecurrently more than 1,400 boardmembers and school administratorswho subscribe to the free service. Tosubscribe, just send an e-mail togabbott@mnmsba.org and includeyour school district and title. Theservice is compiled Monday throughFriday by me and Greg Abbott.

Q. There was a story in my localpaper that you didn’t put in the NewsClipping Service. Why?

A: There are really four main reasonswhy a story you like is not in the NewsClipping Service.

Newspapers don’t put all their storieson the Web.

Sometimes the headline doesn’t offera clue that it is related to K-12education and we simply miss it.

Articles written on Saturday andSunday for smaller dailies are notavailable on Monday or there is notenough time in compiling Monday’sservice to go back to check stories

from Saturday and Sunday for all ofthe dailies. The main papers we checkback from the weekend are the StarTribune and the Pioneer Press.

The time factor: To make theclippings relevant, we try to havethem sent by 9:30 every morning. Wealso have other duties and must limitour time spent compiling newsclippings to about one hour per day.That means we may not be able tofind every story on K-12 every day ofthe week.

If you feel a story is important andwe’ve missed it, feel free to e-mail thestory link to me or Greg and we canget it in the next day.

Q. Why do you link to negative storiesabout boards and superintendents?

A: The service is set up so boardmembers and school administrationcan see what the media is saying andreporting about schools. Sometimes itis good; sometimes it is bad. Insteadof us making those decisions aboutwhat might hurt someone’s feelings,all stories are listed. If MSBA were topull all newspapers or all stories thatmay reflect negatively on schools,there wouldn’t be much in theclippings most days. And remember:If something negative happened atyour school, others at schools acrossthe state may be able to learn fromthose events.

Q. I’m going off the board, but I’vebecome addicted to the news service.Can I still keep receiving it?

A: All former board members andformer superintendents can continueto receive the News Clipping Service,as well as the Boardcaster, MSBAJournal and Legislative Loggers bybecoming an Associate Member for amodest fee of $65 per year.

BEHIND THE SCENES OF THE BOARDCASTERAND THE NEWS CLIPPING SERVICE

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

NON-PROFIT ORGN.

U.S. POSTAGE

PAIDPERMIT NO. 47

MANKATO, MN 56001

MSBA is here to serve YOU...

POLICY SERVICES

�Custom Policy Services

MSBA will review the following:

�Policy Manual Audit

MSBA will review the district’s policy manual as follows:

Contacts: Cathy Miller, Director of Legal and Policy Services Sandy Gundlach, Director of School Board Services

These services are available only to individual school districts that are members of Policy Services.

- A district’s policy manual,- School board meeting minutes for the past five years,- Student and staff handbooks,- Agreements that may contain policy statementsor past practices that may have a legal impact.

- Against predetermined criteria for compliance with current state and federal requirements,- For consistency and ease of use.

Minnesota School Boards Association1900 West Jefferson Avenue

St. Peter, MN 56082800-324-4459; fax 507-931-1515

www.mnmsba.org

Cathy Miller Sandy Gundlach

MSBA will revise the district’s policy manual.

ADDRESS SERVICE REQUESTED