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November 2015 Linking Leadership & Learning

ReportMartha Bruckner of Council Bluffs has been named the 2015-16 Iowa Superintendent of the Year by

School Administrators of Iowa. Award finalists were Mike Pardun of Denison and Tyler Williams ofGarner-Hayfield-Ventura. Nominees were Davis Eidahl of Solon, Duane Willhite of North Fayette andValley, and Gary Zittergruen of Benton. Congratulations to all for being recognized for your contributions tothe profession! They will be honored August 3 at the SAI Annual Conference.Thank you to selection committee members Andy Crozier of Andrew and Easton Valley, Paul Gausman of

Sioux City, Larry Hunt of Dike-New Hartford, Susie Meade of Winterset, Andy Pattee of Cedar Falls andWillie Stone of Corning and Villisca, and 2014-15 Superintendent of the Year Denny Wulf of Norwalk.

We asked Dr. Bruckner to answer a few questions to provide some insight into her leadership:

What is a most recent discovery or learning in your personal professional development?Many administrators from Council Bluffs attended the SAI Conference this August, and then decided to study the conceptsfrom Simon Sinek’s featured publication Leaders Eat Last. As we discuss the book, we have struggled in determining howschool leaders really provide safety or protection to our team. We have pushed each other to try to remove unneeded chal-lenges from the lives of our principals and teachers and to look at our own actions to see if we are reducing or adding tothe pressures that our colleagues face. That new lens has influenced several of our decisions—for the better. [Access aLeaders East Last book study.]

What about your district are you most proud?My normal response is that I am proud that our educators have helped increase the graduation rate nine years in a row.But that’s a simplistic statistic that represents so much more. I’m proud that we all seem to be “rowing in the same direc-tion.” Our teachers and leaders provide constant attention to student success, focusing on every child and being relentlessin trying to help each one. Our school board reminds us that we cannot use high poverty or mobility rates as excuses fornot meeting our mission of finding a way to support each student. And our community has joined together to ask, “Howcan we help?” and to celebrate good news along the way. We’ve found important ways to use data publicly, not to punish orpromote, but to guide our work to improvement.

How do you help a new employee understand the district’s culture?Our Human Resources Team has created a great strategy to help new employees understand our culture. As one of our“back to school” activities each fall, we form small groups of our new employees, mixing certified employees and supportstaff. We give them various materials that they may use creatively to form some sort of sculpture that depicts their work tosupport the mission of helping each child succeed. The creations – ranging from straw bridges across troubled waters tochains of toothpick people holding hands – help solidify the idea that everyone in education supports student success. Weend the day by having each new employee sign our mission, a poster that is thereafter displayed in our district office.

How do you or other leaders in the district communicate the “core values”?In 2008, a strong community and district group developed belief statements and our mission of “guaranteeing that everychild graduates” (ready for future success). Since that time we have selected an annual theme that represents our work tohelp every child succeed. Teachers and leaders use the theme on a regular basis, reminding us all of our core values. Ourtheme this year, borrowed from the musical Wicked, encourages us to “defy gravity” in our work, overcoming the oddsthat are sometimes in the way of success.

Celebrating Outstanding Leadership

Smarter Balanced as Statewide AssessmentSAI has issued comments in support of the Iowa Assessment Task Force’s rec-ommendation to adopt Smarter Balanced as the statewide assessment. The taskforce’s selection criteria for the assessment reflect the SAI Executive Leaders’work in 2013 that emphasized selecting a statewide assessment that 1) Alignswith the Iowa Core, 2) Measures individual student growth, 3) Provides validand reliable data, 4) Contains timely feedback mechanisms, and 5) Is purposedriven. These comments were submitted in advance for the Nov. 3 public hear-ing of the Administrative Rules Committee on the issue. You may access thecomments at http://bit.ly/1MBWret.

Leadership Matters!SAI distributed an editorial in October to newspapers across the state expressing the importance and value of school leadership.Here’s an example from one

major Iowa newspaper: http://bit.ly/1RKb3X8

President Tim Kuehl, superintendentClear Creek Amana Community School Districttimkuehl@ccaschools.org

President-elect Paul Wenger, elementary principalWest Des Moines Community School Districtwengerp@wdmcs.org

Vice President Kirk Johnson, high school principalWaukee Community School DistrictKjohnson3@waukeeschools.org

Past President Deron Durflinger, superintendent / sec. principalVan Meter Community School Districtderon.durflinger@vmbulldogs.com

AASA Governing Board MembersTim Kuehl (SAI president, see above)

Mary Jo Hainstock, superintendentVinton-Shellsburg Community School Districtmaryjo.hainstock@vscsd.org

Ed Klamfoth, superintendentWaverly-Shell Rock Community School Districted.klamfoth@wsr.k12.ia.us

NAESP State Rep. Chad Shook, principalLawton-Bronson Elementaryshookc@lb-eagles.com

NASSP State Coordinator Justin Gross, principalNevada High Schooljgross@nevada.k12.ia.us

Business Manager Cyndi Petersencpetersen@sai-iowa.org

Communications Director Tracy Harmstharms@sai-iowa.org

Executive Director Dr. Roark Hornrhorn@sai-iowa.org

Government Relations Director Dr. Tom Naraktnarak@sai-iowa.org

Legal Services DirectorMatt Carver, J.D.mcarver@sai-iowa.org

Professional Learning DirectorDr. Dana Schondschon@sai-iowa.org

Program AssistantAmy Swansonaswanson@sai-iowa.org

Program AssistantCheri Wiggercwigger@sai-iowa.org

Receptionist/SecretaryDebbie Wrenndwrenn@sai-iowa.org

School Administrators of Iowa12199 Stratford Drive, Clive, IA 50325-8146

Voice: (515) 267-1115 l FAX: (515) 267-1066www.sai-iowa.orgFollow SAI on Twitter - @sai_iowa

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National Representatives

SAI Staff

SAI Officers

The Left Side of the ‘U’Remember how we learned about the reverse bell-shaped curve that begin-

ning educators experience? Where they enter the school year with greatintentions and enthusiasm (visually represented as the top left of the “U”), butthen about a quarter of the way into the year the adrenaline is waning, reality issetting in, and a break and some rest seems a long way away? Well, it’s nowNovember and school leaders are beginning to address that yearly rite of pas-sage that I like to call “the left side of the U.”In considering how to help beginning teachers “flatten the curve” I turned to

Rachel Leavitt, Lawton-Bronson’s 7-12 principal, who has a great deal of recentsuccessful experience in motivating, inspiring and orienting new teachers to theprofession. Here are Rachel’s suggestions for supporting and guiding new teach-ers:

Helping new teachers believe they WILL make it through their first semes-ter and first year is one of the most challenging and rewarding responsibili-ties of a school leader. All administrators can think back to that first yearwhen we wondered how and if we were going to make it. Now, we are in theposition to make sure our new teachers’ beginning experiences are some-thing they can learn and grow from and eventually turn into a story of tri-umph!First, I tell my new teachers to love their students, wherever they are, no

matter how rough the days and weeks can get. Lessons may not go asplanned, students may not do their homework, there will seem to be a con-stant shortage of time to get things done, but they should never forget thatwhat they are doing IS making a difference for their students. Building andfostering relationships with students is our primary goal and has shown tobe one of the highest predictors of student success in our classrooms. Asleaders we should inspire our teachers to truly get to know their studentsand find ways to communicate to them that they are loved.It’s also important for leaders to encourage their new teachers to show

themselves some grace. No one is perfect. Students, parents, leaders andteachers all make mistakes. Sometimes it is much easier to show our stu-dents and colleagues forgiveness and flexibility than to grant ourselves thatsame gift. New teachers can be their own worst critic. I have seen newteachers beat themselves up mentally for a class period that didn’t go asplanned. This type of mentality only prevents them from getting ready forthe next challenge they will face or reaching the next student who needstheir attention. Reflect on the experience, decide what you have learnedfrom it and move on.Energy is contagious! Just when teachers are pulled into survival mode,

they need to dig deep and find that ounce of energy they have been savingfor those critical times when they are living from class period to class peri-od. I am a big Jon Gordon fan and I led a book study last year with TheEnergy Bus. One of my favorite quotes from Gordon states, “I don’t carewhat product you are selling, what division or team you are leading, or whatproduct launch you are presenting. People are always buying you and yourenergy.” This absolutely applies to new teachers! Our students will “buy”what our new teachers are presenting if they simply walk into their class-room with a spark in their step and enthusiasm ringing from their voice. Itcould be the hardest thing to do that day—finding energy when you feel youhave used it all—but it has the biggest reward!Finally, it is especially important during those times of stress, worry and

anxiety to support your passions outside of school. New teachers are oftenthe first to arrive at school and the last to leave. The rest of their eveningconsists of grading, planning, worrying, and forgetting they haven’t eatenanything since lunch or even breakfast. This is not healthy for the teacherand it isn’t good for students, either. Students need their teachers fresh andready to face each day. When teachers don’t take care of themselves mental-ly, physically and spiritually and don’t allow themselves time to pursue pas-sions outside of school, the students do not get the best their teacher has to - continued on page 3

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InBrief

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REPORT

The SAI Report is published for asso-ciation members and selected com-munity and business leaders bySchool Administrators of Iowa. Theviews expressed in the SAI Report donot necessarily reflect SAI opinionnor does acceptance of advertisingimply SAI endorsement.

Your comments and suggestions arewelcomed.

Tracy J. Harms, editor

October SAI ExecutiveCommittee Highlightsl Discussed efficiency and effective-ness measures for SAI districts;

l Reviewed SAI’s draft comments insupport of Smarter Balanced assess-ments;

l Examined financials and learnedwe’re on pace to meet the budgetedmembership goal;

l Learned about upcoming profes-sional learning activities and thementoring program;

l Reviewed a first draft of SAI’s leg-islative priorities;

l Engaged in a learning componentusing Unthink: Rediscover YourCreative Genius; and

l Approved Paul Wenger as the candi-date for NAESP Zone 6 Director.

Calendar of EventsCalendar of EventsNovember5 & 6 - SAI Executive Leaders10 - Effective Facilitation for

Productive Professional Learningand Meetings

17 - From Messaging to Connecting:Engaging the Community asPartners in the Transition toStandards-Based Grading

Register online for events at www.sai-iowa.org/events.cfm

Iowa Dept. of Ed.Iowa Dept. of Ed.DeadlinesDeadlinesUse this link to access critical due dates:http://bit.ly/dedeadlines

offer. I still struggle with this many days, and I have been in education for 15years. If educators don’t take time for themselves, to read a good book, gofor a run or spend time with their family, soon the incredibly rewardingcareer they chose will feel like a job. The key to enjoying what we do fordecades and continuing to feel that spark when we see our students everyday is to take time to chase something exciting and fulfilling that has noth-ing to do with school.

As I read through Rachel’s comments, it made me reflect on those first years asboth a principal and a superintendent, experiencing the left side of the “U”myself. As a result of those experiences, I believe ALL of what she recommendsapplies to educational leadership work as well, and not only for those new to theprofession. Think about how the quality of our work as leaders will improve ifwe remember to cherish our students, cut ourselves some slack, find energyeven when and maybe especially when it is almost gone, and take care of our-selves mentally, physically and emotionally. I believe leadership is as much about priorities as it is about time. We all are

given the same amount of time during the course of each day; it is how wechoose to prioritize it that makes a difference. If we prioritize being physically,mentally and emotionally ready to model and serve in the most meaningfulways, I suggest that it might change the way we look at our work, and thereforethe way we prioritize it. Taking the time to decide whether something should orshould not be done, or the level of energy and commitment you are going to putinto it, might be the best investment you can make in positioning yourself tolead. I hear you asking, “Are you talking to me? When am I going to find time to do

all of those things?” How can you afford not to?

Legislative Advocacy withTom Narak

SAI’s Legislative Committee hascontinued to work on the 2016

Legislative Platform. A brief draft ofthe topics include:· Supplemental State Aid of a mini-mum of 4 percent for 2016-17 and2017-18. The percent of SSA shouldnot be calculated by including TLCand other categorical funding.· The sunset for the Statewide SalesTax for school infrastructure shouldbe extended by an additional 20years. Funds should not be divertedfor other purposes by the Legislatureand/or the Executive Branch.· Preschool funding should beexpanded to include more lowincome and disadvantaged children.· Additional funding is required forthe Summer Learning Programrequired by the state in 2017 for allthird graders not reading at gradelevel.· School Transportation equity· State funding for Smarter BalancedAssessment· Funding to address suicide andother serious mental health-relatedissues for students.· AEA support· Return board elections to the previ-ous method of holding elections eachyear.· Additional flexibility in the timelinerequired for PRAXIS testing.The committee will review the

issues and finalize the platform draftlater in November.

In MemoriamRoger Aceto, retired principal, DesMoines 10-23-15

Gary Eyerly, retired principal, DesMoines 10-4-15

Robert McFarland, retired superin-tendent, Marshalltown 10-19-15

Left Side of the ‘U’- continued from page 2

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As competitive as primetime television gets, have you ever wondered how some of the all-time great shows, such asM*A*S*H, were able to get away with taking highlights from memorable past episodes and using them as the primary

content for a new episode? For example, in one memory filled episode [Season 9, Episode 2, according to Google], Margaret“Hot Lips” Hoolihan, Col. Potter, and Hawkeye Pierce responded to 4th graders from Crabapple Cove, about their impres-sions from the war. What an ingenious idea on the part of M*A*S*H’s writers. New production was kept to a minimumwhile viewers were able to relive some of their favorite moments from past seasons. If writing legal columns were only soeasy. The writers of M*A*S*H obviously did not have the likes of Tracy “I didn’t pick up my last name by accident” Harmsprepared to bring the hammer down if they didn’t come through with new material. The monthly pressure is nearly unbearable, but I come through because I love our members. Well, maybe love is a bit

strong, but I do generally like most of you at least some of the time. As such, I wished to use this month’s column to cover atopic that comes up on occasion (and sometimes more frequently) for many school administrators … weapons. I know I getmore than my fair share of calls and emails on the topic. During many of those communications from members, they vaguely recall Iowa Code provisions regarding the length of

a knife blade, or are wondering whether a BB or airsoft gun is a “firearm.” Hopefully, we will clear up both of these pointsnow. Let’s look at some of the pertinent Iowa Code provisions (emphases mine).Iowa Code §280.17A Procedures for handling dangerous weapons.The board of directors of a public school and the authorities in control of a nonpublic school shall prescribe proceduresrequiring school officials to report to local law enforcement agencies any dangerous weapon, as defined in section702.7 , possessed on school premises in violation of school policy or state law.

Notice that Iowa Code §280.17A states that school officials are “REQUIRED” to report to local law enforcement agencies any“dangerous weapon” possessed on school premises. We will get into the definition of “dangerous weapon” in a minute, andI am confident that most of you are contacting law enforcement, but remember that this provision allows no wiggle room ifthe instrument is a “dangerous weapon.” You might decide on varying levels of discipline based on apparent intent or theage of the student, but that has nothing to do with whether or not you contact law enforcement. Another Iowa Code provision, which may fly under the radar of many school districts, is the following: Iowa Code §280.17B Students suspended or expelled for possession of dangerous weapons.The board of directors of a public school and the authorities in control of a nonpublic school shall prescribe proceduresfor continued school involvement with a student who is suspended or expelled for possession of a dangerous weapon,as defined in section 702.7 , on school premises in violation of state law and for the reintegration of the student into theschool following the suspension or expulsion.

While it has been my observation that schools are making a greater effort to stay connected, or even provide services forstudents during times of suspension or expulsion, I would be surprised to learn that districts are following “prescribed pro-cedures for continued involvement with a student” who possessed a “dangerous weapon,” or that districts are following“prescribed procedures” for reintegration of the student. Again, I think most of you are doing the right things, and youmight even have “prescribed procedures,” but are you following them? My guess is that the legislature included this lan-guage because, like you, they don’t want kids who carry around “dangerous weapons” to fall off of the grid. OK, now for the answer to the length of knife blade question. Here is Iowa Code §702.7, defining “dangerous weapon,” as

referenced in the above code provisions relating to schools. Iowa Code §702.7 Dangerous weapon.A "dangerous weapon" is any instrument or device designed primarily for use in inflicting death or injury upon ahuman being or animal, and which is capable of inflicting death upon a human being when used in the manner forwhich it was designed. Additionally, any instrument or device of any sort whatsoever which is actually used in such amanner as to indicate that the defendant intends to inflict death or serious injury upon the other, and which, when soused, is capable of inflicting death upon a human being, is a dangerous weapon. Dangerous weapons include, but arenot limited to, any offensive weapon, pistol, revolver, or other firearm, dagger, razor, stiletto, switchblade knife, orknife having a blade exceeding five inches in length.

So, if the knife has a blade longer than five inches, then it is considered a “dangerous weapon,” regardless of the intent ofthe person in possession thereof. However, notice that razors, such as box cutters, are also considered “dangerousweapons.” Let’s go through a couple of scenarios.

Keep This on Your Radar

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Scenario #1 – While Tanner, a student at your school, is sitting down in the lunchroom, a pocketknifewith a three-inch blade, falls out of his pocket. Tanner is taken to the office. Are you required underIowa law to contact law enforcement? No, Tanner’s knife is not a “dangerous weapon.” May you con-tact law enforcement? Yes. May you punish Tanner for possessing a “weapon” in school under yourdistrict’s policies? Yes. Scenario #2 – Same as Scenario #1, except instead of the knife falling out of Tanner’s pocket, he

opened the knife and tried to slash another student across the neck. Are you required under Iowa lawto contact law enforcement? Yes, although Matt’s knife may only have a three-inch blade, you need tofurther consider whether Matt used the knife in “a manner as to indicate that [he] intend[ed] to inflictdeath or serious injury.” If so, then it is a “dangerous weapon.”Scenario #3 – Same as Scenario #2, except instead of using a knife, Matt tries to stab someone in the

neck with a ballpoint pen. Are you required under Iowa law to contact law enforcement? Again, yes.Note that Iowa Code §702.7 references “any instrument or device of any sort whatsoever.” A stab tothe neck with a ballpoint pen could certainly cause serious injury or even death. So isn’t there a requirement to expel a student who brings a “weapon” to school? Yes and No. Iowa Code §280.21B EXPULSION -- WEAPONS IN SCHOOL.The board of directors of a school district and the authorities in charge of a nonpublic school which receives servicessupported by federal funds shall expel from school for a period of not less than one year a student who is determinedto have brought a weapon to a school or knowingly possessed a weapon at a school under the jurisdiction of the boardor the authorities. However, the superintendent or chief administering officer of a school or school district may modifyexpulsion requirements on a case-by-case basis. This section shall not be construed to prevent the board of directors ofa school district or the authorities in charge of a nonpublic school that have expelled a student from the student's regu-lar school setting from providing educational services to the student in an alternative setting. If both this section andsection 282.4 apply, this section takes precedence over section 282.4. For purposes of this section, "weapon" means afirearm as defined in 18 U.S.C. § 921. This section shall be construed in a manner consistent with the federal Individualswith Disabilities Education Act, 20 U.S.C. §1400 et seq.

First, note that “weapon” means a “firearm” as defined in 18 United States Code § 921. As such, Iowa Code §280.21B wouldnot apply to Scenarios 1-3 above. You may still decide to expel, but it would not be pursuant to this provision, as neither aknife nor a ballpoint pen (as each is described above) is a “firearm.” Second, for you superintendents out there, note thatyou “may modify expulsion requirements on a case-by-case basis.” That is why I also stated “No” when answering whetheryou are “required” to expel a student who brings a “weapon” to school. Back to the definition of “weapon,” as used in Iowa Code §280.21B. Again, it is a “firearm” as defined in part, from 18 USC

§921, below:…(3) The term “firearm ” means (A) any weapon (including a starter gun) which will or is designed to or may readilybe converted to expel a projectile by the action of an explosive; (B) the frame or receiver of any such weapon; (C) anyfirearm muffler or firearm silencer; or (D) any destructive device. Such term does not include an antique firearm. . .

Let’s consider another scenario.Scenario #4 – Matt brings an airsoft gun to school. A classmate sees the airsoft or pellet gun in Matt’s locker and reports itto the principal. Are school officials REQUIRED to suspend or expel Matt under Iowa Code §280.21B? My research wouldlead me to say no. Neither an airsoft gun nor a pellet gun is a “firearm” under 18 USC §921, because they do not “expel aprojectile by the action of an explosive.” May you expel or long-term suspend Matt for bringing a “weapon” or a “look-a-likeweapon” to school, as defined under your school district’s policies? Very possibly. Double-check your district’s policies andalso with your school district’s attorney. Of course, with any of the above scenarios or any discipline decision, try to apply some common sense as well. For

instance, it is certainly not only reasonable but also advisable to consider the age of the student involved, his/her apparentintent for possessing the weapon at school, and the student’s history of violence or non-violence. Due to the thoughtlessacts of school violence around the country and even within Iowa, I understand erring on the side of precaution and safety,but let’s not turn into a bunch of mindless robots. Consider Scenario #1, where the pocketknife fell out of Tanner’s pocket. Add to those facts that Tanner is a 5th grade stu-

dent, who shares to the point of tears that he had forgotten that the knife was in his pocket and explains how he was whit-tling wood with his Grandpa Joe yesterday, Sunday, and his jeans appear to have about five days of dirt on them. You callTanner’s parents and learn that he was whittling wood with Grandpa Joe yesterday. I can appreciate if you have a zero tol-erance policy, and some level of discipline needs to come young Tanner’s way, but let’s not suspend him for the remainderof the semester or expel him. Now consider Scenario #2, where Tanner swiped at someone with a three-inch pocketknife, but add that he is a student

with a disability. I am simplifying things here a bit, but you may generally approach such a scenario as follows:

- continued on page 8

This article isintended only as areference in regardto the subject mat-ter covered. It isfurnished with theunderstanding thatSAI is not engagedin rendering legaladvice. If a legalopinion is desired,private legal coun-sel should be con-sulted.

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Leveraging Questions for Life

The Latest in Learningby Dana Schon, SAI professional learning director

Our oldest graduated from high school this past May; and näively, I equated his graduation as the (instantaneous) tran-sition to independent practice—think gradual release model. However, through the many questions I have fielded

from him and the rich conversations we have had these past few months, I have come to admit that during most of his first18 years, I spent entirely too much time in the “I do” phase of the model and not nearly enough in the “We do” and “Youdo.” I realized that what graduation really represented for me was a sudden release. This epiphany caused me to wonderhow often we as leaders and teachers assume events marking transitions suffice as indicators of independent practice?How many 4th graders do we “suddenly release” into 5th grade? How many beginning teachers do we consider at the inde-pendent practice stage at the end of two years of mentoring? More importantly, how can we better guide and support anyand all learners in becoming more independent, critical thinkers and decision-makers?I believe a key strategy is in effective questioning. When we observe attentively and listen carefully (i.e., gather feedback),

we position ourselves to ask strategic, intentional questions that lead to that person (or group) thinking more critically andfeeling empowered to make their own decisions. The challenge, at least in my experience, is knowing which questions andwhen. Though I keep my ORID questions always close by, I think Steve Barkley’s Questions for Life provide a greater vari-ety of targeted questions aligned to the type of thinking that a situation might require. Together, the series of questions rep-resent a process for decision-making and problem-solving that foster greater independence.The questions are organized into three rows (see diagram).

Questions in the first row focus on gathering information byasking perceptive questions that can then help generate induc-tive and analytical questions. For example, if several staffmembers approach me and express strong interest in stan-dards-based grading and reporting, I would start by gatheringperception data. What have they noticed about our current sys-tem? What do they observe? How do they think parents andstudents feel about our current practices? From this perceptivedata, I would invite inductive and analytic thinking by askingabout patterns they see and generalizations they might make.When we believe we have gathered sufficient information,

we work with that information as prompted by the questionsin Row 2. What deeper insight have we gained from this infor-mation? How would we appraise the situation? How can wesummarize our issue or situation? What is our evaluation ofthe issue? In the standards-based grading example, we might identify what realizations we have about our current gradingand reporting practices. How might we rank each of our practices? What do we believe about our current grading system?At this point, we determine whether we need to gather additional information or if we are ready to move to action. Thequestions in Rows 1 and 2 help us to build the rationale—the why—for any change we suggest. The questions in Row 3 lead us to action. We generate ideas, make predictions, and then take action (which leads us back

to gathering information about the action). In response to the concerns and dissatisfaction we have articulated with ourcurrent grading system, for example, we might suggest standards-based grading as an idea, a possibility, that would helpaddress our concern. We would predict how that idea might be received, and then we would design a standards-based sys-tem for implementation at which point we return to the questions in Row 1—how is this new system being perceived? Too often, we jump to Row 3 and start generating ideas and moving to action before we clearly understand the context,

the need, and the reason for any change. These questions support us in our own decision-making and problem-solving andhelp us to empower others to think more critically. The process has flexibility in that we can consider where someonemight be stuck in their thinking and then ask questions to help expand their thinking into other areas. As we become moreskilled in using the cue words to generate questions and applying the process, we support others in doing the same. Not only do the questions build leadership capacity, they are applicable to our lives in general; therefore the title—

Questions for Life. I am hopeful that with two children yet to graduate, I can limit my “I do” moments and be more strategicwith my questions in the “We do” opportunities I have left such that by graduation they are more independent problem-solvers and critical thinkers. You can access additional resources to support your use of Questions for Life here: http://bit.ly/QuestionsForLife

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High school student Jeff Bliss famously said in 2013, “If you would just get up and teach them instead of handing them

a freakin’ packet, yo. It’s kids in here that don’t learn like that. They need to learn face to face.” (bit.ly/jeffblissvideo)

Unfortunately, too many alternative high schools are just about worksheet packets and self-paced online courses. East

Campus in Muscatine takes a different approach, one that is paying enormous dividends in terms of student engagement,

academic success, and high school completion.

East Campus has a strong emphasis on hands-on academic activity. For example, students learn about metal absorption,

evolution of plant species, and trait adaptation in science by engaging in real-world hydroponics and phytoremediation

projects. They partner with the University of Iowa and Muscatine Power & Water to do this work, learning about cell biolo-

gy, ions, and molecular polarity along the way. Similarly, they’re learning about urban renewal and the environmental

impacts of human behaviors through the lens of bicycling, applying their English / Language Arts skills as they evaluate

resources, write grant proposals, utilize social media, and engage in marketing techniques to advocate for more bicycle-

friendly areas in their community.

Students also are investigating molecular structures by testing sugar substitutes and seeing which configurations taste bet-

ter; the end goal is to create a book or video that places a culinary lens on the subject of chemistry. They’re working with a

nonprofit that makes hand-powered bicycles for people who have lost the use of

their legs, analyzing different countries and cultures to determine where the need

for such transportation is greatest. Most students are learning to code, and nearly all

of them are incredibly active in their community’s Blue Zones initiative, helping the

food insecure grow healthy vegetables and making commercials that promote

healthy behaviors. They work with Monsanto to understand the seed production

process. They make documentaries with local survivors of heart disease for the

American Heart Association’s Go Red for Women campaign. They’re using scrum boards and other project management

techniques. Their video production work is so fantastic that they participate in national media conferences and get asked

by out-of-state businesses to make videos and commercials. And so on …

The work that East Campus students do isn’t sitting at a desk regurgitating facts from a textbook. They’re not just answer-

ing a few short essay questions based on a teacher lecture days before. Instead, they’re engaged in challenging, real-world

work. Their assessment is in the quality of what they do, not just recalling minutiae that can be found in five seconds with

a smartphone voice command. Are your high school students doing this kind of complex, authentic work on a regular

basis? Are your local youth making a positive, meaningful impact on their community and the world around them?

In his most recent TED talk (bit.ly/sirkenvideo3), Sir Ken Robinson notes that our best alternative education programs are

“very personalized” and often “involve students outside school as well as inside school. And all the evidence from around

the world is—if we all did that—there'd be no need for the alternative.” East Campus proves that every day, reclaiming stu-

dents’ brilliance that too often gets lost in our more traditional systems.

Upcoming eventsNov 7, RISE conference for students, iowasli.org/rise.html

Apr 5 & 6, Iowa 1:1 Institute, iowa1to1.com

As always, stay in touch at dr.scott.mcleod@gmail.com, 707-722-7853, or @mcleod!

Dr. Scott McLeod | Director of Learning, Teaching, & Innovation | Prairie Lakes AEA

East Campus: Uncovering the Brilliance inEvery Student

l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l -l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l

Increasing Knowledge and Skills in this Digital, Global Erawith Scott McLeod

“…they’re engaged inchallenging, real-worldwork.”

8

From Messaging to Connecting:Engaging the Community asPartners in the Transition toStandards-Based Grading

Tues., Nov. 17 - 9 a.m. - 3 p.m.SAI Office, Clive

Experience teaches us that, without careful attention toprocess, moving to standards-based grading practices oftenresults in pushback from students, parents, and even com-munity members that sometimes derails the initiative. Thissession will explore strategies for engaging the school com-munity in the process of exploring best practices in class-room assessment and grading and then taking action toclose the gap between best practice and current practice.Specific topics include the roles and functions of parentgroups and grading committees, confronting myths aboutstandards-based grading, the use of social media to engageand educate, lessons learned from pioneering school dis-tricts, and the perspectives of Iowa college admissions offi-cers on standards-based grading. Schools and districts areencouraged to attend as teams.

About the presenter: Tim Westerberg served as a high school principal for 26years, the last 20 of which were at Littleton High School inLittleton, Colorado (1985-2005). Prior to entering schooladministration, Dr. Westerberg taught social studies andcoached at the high school level in Illinois and Iowa. In addi-tion to his work as a teacher and administrator, Dr.Westerberg has been active in a variety of school transfor-mation, staff development, and leadership training initiativesin Colorado, across the nation and internationally. He is theauthor of two books, Creating the High Schools of Our Choice(Eye on Education, 2007), and Becoming a Great High School: 6Strategies and 1 Attitude That Make a Difference ASCD, 2009).

Register today at www.sai-iowa.org/events.cfm

Tune in to Teacher LeadershipNAESP offers seven top articles from its Principal mag-

azine to help us visualize what effective teacher lead-ership looks like and its potential impact in our schoolsand districts. Each article is briefly summarized here withfull access available: http://bit.ly/1NDBkWg.

Educator Development SurveyA group of Iowans who make up the Council on EducatorDevelopment have spent the past two years studyingteacher and administrator evaluation practices and profes-sional development. This document represents their pre-liminary recommendations. The council now needs feed-back on these recommendations from Iowa’s educationcommunity, including superintendents, principals, teach-ers and school board members. The online survey includes instructions for submitting

feedback: www.surveymonkey.com/r/CEDRec1015 and isopen through Nov. 30. All feedback will remain anony-mous.Gathering input is critical not only to this process, it is

required by law. The council was formed in the fall of 2013in response to an education reform package adopted byIowa lawmakers that year. The legislation, House File 215,calls for a period of feedback beginning October 1, 2015.Once the feedback is collected and analyzed, the councilwill use it to develop a final report in November 2016.The council has carefully studied Iowa’s current system

of evaluation in Iowa Code Chapters 284 and 284(a), as wellas research and practices across the country.Your feedback is important and appreciated. Thank you

for taking the time to support this work and for all you dofor Iowa’s learners.

Dangerous Weapons- continued from page 5

1) You may suspend Tanner for up to ten school days, regardless of whether the behavior is a manifestation of Tanner’sdisability;2) Perform a manifestation determination within the ten-day period;3) If the behavior is not a manifestation Tanner’s disability, then you may discipline him as you would other students,except services need to be provided4) Regardless of whether the behavior is a manifestation of Tanner’s disability, you may still remove him to an “interimalternative educational setting” for not more than 45 school days if he possessed a “weapon” on school premises or at aschool function. 20 USC §1415. This federal code provision states that “weapon” means a “dangerous weapon” as definedunder 18 USC §930(g)(2). [See definition below] Tanner may similarly be removed for 45 school days if he inflicts “seriousbodily injury.” 20 USC §1415. [See definition below]5) Under Scenario #2, Tanner’s pocketknife met the 2-½ inch length requirement.6) If Tanner is removed for up to 45 days for possessing a “weapon” or inflicting “serious bodily injury,” then he shouldagain receive services AND Tanner should “receive, as appropriate, a functional behavioral assessment, behavioral inter-vention services and modifications, that are designed to address the behavior violation so that it does not recur.” 20 USC §1415(D).

I hope your year is weapons-free. If not, I further hope this article has provided some clarity to a confusing issue. Until nextmonth, Go Irish! And consider watching an episode of M*A*S*H for old time’s sake, or for new time’s sake if you are ayoung administrator who has never been indoctrinated to the greatness of the show.