march/april 2010 journal
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The March & April 2010 Journal magazine from the Minnesota School Boards AssociationTRANSCRIPT
MINNESOTA SCHOOL BOARDS ASSOCIATION
March-April 2010 Volume 62, No. 5
Cooperation on a Large ScaleThe Supply and Demand of School Leaders
Minnesota’s Addition to its “New Schools Creation” Policy: Site-governed Schools 20
10 MSBA LEADERSHIP CONFERENCE
DOING THE RIGHT THING
for Kids
Scrapbook
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2 MSBA JOURNAL
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CONTENTS MARCH/APRIL 2010 VOLUME 62, NUMBER 5
Calendar
Articles
Divisions
COOPERATION ON A LARGE SCALE
Bruce Lombard
THE SUPPLY AND DEMAND OF SCHOOLLEADERS
Jean M. Haar, Candice F. Raskin and Jerry W. Robicheau
2010 LEADERSHIP CONFERENCE SCRAPBOOK
MSBA Staff16MINNESOTA’S ADDITION TO ITS “NEW SCHOOLSCREATION” POLICY: SITE-GOVERNED SCHOOLS
Bob Wedl
18TEACH FOR AMERICA AIMS TO GIVEEXCELLENCE TO ALL
Daniel Sellers
20GOT NUTRITION? NUTRIENT-RICH DAIRY ISESSENTIAL FOR KIDS
Lisa McCann
22
12
8
STRAIGHT TALK
Bob Meeks, MSBA Executive Director
PRESIDENT’S COLUMN
Jackie Magnuson, MSBA President
ASK MSBA
Tiffany Rodning, Deputy Executive Director3165
MA R C H 2 0 1 09 .............Township Election Day (no meetings or
activities 6 p.m. – 8 p.m.)14 ...........Daylight Saving Time Begins18 ...........Learn @ Lunch Webinar (Finding Your
Way Through PEERNet)18-19 ......MASA Spring Conference25 ...........Joint Legislative Conference
A P R I L 2 0 1 010-12 ......NSBA Convention, Chicago, IL14 ...........MSBA Phase III, Mankato15 ...........Learn @ Lunch Webinar (Getting on
the Same Page with SuperintendentEvaluations)
16 ...........MSBA Phase III, St. Cloud17 ...........MSBA Phase IV, St. Cloud19 ...........MSBA Insurance Trust Meeting24 ...........MSBA Phase IV, Plymouth25-26 ......MSBA Board of Directors’ Meeting
MAY 2 0 1 019 ...........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
The MSBA Journalthanks the students ofAlexandria Public Schoolsfor sharing their art withus in this issue.
COVER ART: Ashley Schmidt
MARCH/APRIL 2010 3
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4 MSBA JOURNAL
Quotes of Note captures some of the more interesting statements MSBA staff have read in local, state and national publications.
The statewithholdingpayments toschools“Those of us who do agood job are put into aprecarious position.With dwindlingenrollment and all ofthese issues, one of thethings we’ve had ahard time with is anykind of financialstability.”Minneapolis SchoolBoard Member CarlaBates, commenting onhow the district madecuts to keep a 12percent reserve only tosee the state withholdmoney because thedistrict had reserves
Too quick of a Race“I don’t feel desperateenough to reach outwith all theuncertainties. It createsnothing but red flagsfor me.”Osseo School BoardDirector Dean Henke,commenting on Race tothe Top
SOD for the state?“When a school district does not have adequate fundingreserves, it is considered by the state to be in ‘statutoryoperating debt’... Perhaps the state is in ‘statutoryoperating debt’ and should develop its own plan toreturn to a healthy financial base...” New Ulm Superintendent Harold Remme
Importance of attending the Leadership Conference“The topics covered help board members andsuperintendents become informed about educationalmatters and build skills that help improve the way theyaccomplish their work for school districts. They can alsolearn about board duties, what innovative programs areworking in other schools and ideas other leaders ineducation see that are effective in improving studentoutcomes.” Worthington School Board Member Linden Olson
The Jan. 15 contract deadline penaltyAt a time when government needs to be freezing itsexpenditures, the Legislature is penalizing school districtsat the rate of $25 per student for refusing to provideunaffordable compensation increases to employees. If ourstate legislators believe that teachers should receive anincrease in compensation, then they should put somemoney behind that position. But to penalize schooldistricts for engaging in fiscal responsibility, isunconscionable. St. Cloud School Board Member Jerry Von Korff
Decreasing board member stipends by 17 percent“We’re trying to demonstrate to everybody that we’retaking steps with financial impact. Much time is spent forthe board to understand the dynamics of what’s goingon to make sound decisions.” Cambridge-Isanti School Board Member Dan Fosse, afterlowering board stipends from $300 a month to $250 a month
OFFICERS
President: Jackie Magnuson, Rosemount-AppleValley-Eagan
President-Elect: Kent Thiesse, Lake Crystal Wellcome Memorial
DISTRICT DIRECTORS
District 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-Beltrami
STAFFBob 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.)
Peter,
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OBob Meeks
MSBA Executive Director
“We all benefitfrom yourparticipation.And in thesetough financialtimes, we needto help eachother with thebest ideas wecan find.”
One of the pleasures of being part ofyour Association is that I get a chance toteam up with other organizations, suchas the Minnesota State High SchoolLeague. Your board of directors had anopportunity to hear from MSHSLExecutive Director David Stead aboutsome issues their organization is dealingwith, an exciting set of goals for the nextyear and how you, as a board member,can help guide those decisions.
Your MSBA has two representatives onthe MSHSL board: Carol Bomben ofEden Prairie, who represents largerschools, and Gary Lee of Fertile-Beltrami, who represents smallerschools. As Gary and Carol participatedin the High School League discussions,it became apparent that input fromschool board members wasn’t as strongas it needs to be. Each board shouldhave a liaison to the League—someonethe League can contact to provideinformation on current issues or gatherinput. But many boards don’t have thatliaison or don’t remember who it issupposed to be. And some boardmembers who are connected to theLeague may not know what their role isat MSHSL.
Gary and Carol have taken their role asMSBA representatives seriously. It’s whythey are making a special effort to sende-mails about MSHSL meetings to themembership. Both have offered to bethe contact for any board concerns,ideas and comments for High SchoolLeague issues.
So when you see an MSHSL updatecoming from your MSBA, take a fewminutes to look through the e-mail, andfeel free to offer your comments to Garyor Carol. An example of how useful thecommunication has been was in theDecember update when Gary and Carol
wrote about how 120 districts had notapplied for MSHSL grant money bysending in a simple one-page form. It’smoney that every district can easilyreceive if they make sure they have aboard contact with the High SchoolLeague.
MSHSL’s David Stead encourages boardmembers to be involved in the decision-making process. In some cases, if thereis not a board liaison, sometimes it fallsbetween the cracks and important issuesaren’t discussed, or only the opinions ofathletic directors are given—minus anyinput from board members—whoshould be the ones setting MSHSLpolicy.
So what are the High School League’sgoals for this year:
• Identify and communicate with thedecision-makers of our members.
• Super Regional for Basketball
• Travel
• Classification Formula / “Opt Down”
• Section Consistency Qualifying,Seeding, etc.
• Foundation Legislation
• And Every-Other-Year Rules Books
We realize your job as a school boardmember is time-consuming andcomplex. We also know that yourAssociation and all public educationassociations depend on their membersto provide input and participate insetting goals. We all benefit from yourparticipation. And in these toughfinancial times, we need to help eachother with the best ideas we can find. Sothanks, Carol and Gary, for helping toget everyone on the MSHSL team.
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MARCH/APRIL 2010 5
STRAIGHTTALKGET ON THE TEAM AND GIVE INPUT FORMINNESOTA STATE HIGH SCHOOL LEAGUE
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PRESIDENT’S COLUMNEND THE PARTISANSHIP AND GETTHE STATE
ON SOLID FISCAL GROUND
O Our Association has much in commonwith cities, counties and townshipswhen it comes to this year’s legislativesession: We all are urging legislators todrop the partisanship and solve thestate’s fiscal problems.
Every year it seems that politicians keepmissing the public’s point: We don’treally care if the governor is red orblue or if the Senate or House is red orblue. We want people who stop playingpolitical games and do the right thingfor our kids and for our state. We carethat our elected leaders are courageousenough to work together and maketough decisions so our state can get itsfiscal act together.
Pundits like to mimic the pendulum ofthe Democratic sweep or theRepublican comeback, but I think whatpeople keep doing is oustingincumbents who can’t find ways to worktogether with people of differentphilosophies. In this time of economiccrisis, we can’t have the same-old, same-old party politics.
Schools are intertwined in state politics.Providing an adequate education toour children is part of the stateConstitution. So if the state falters,schools, inevitably, will falter as well.That means diminished opportunitiesand resources for students whileacademic achievement requirementsneed to keep rising for test scores,graduation rates and other measures.It’s why this year, we need both partiesto throw away the games and one-upsmanship and get down to work.
That’s why I’m glad that MSBA is onceagain participating in the JointLegislative Conference Thursday,
March 25, at the Crowne Plaza in St.Paul. The Association of MinnesotaCounties and the League of MinnesotaCities have already made their positionknown that they, too, want an end topartisanship. They, like us, want asincere effort to work out a solution.
It may mean finding ways to increaserevenues. It may mean more cuts. Itprobably means a little of everything. Italso means that the state has to workeven more closely with cities, countiesand schools to create a cooperativesolution.
We will take a message to ourlegislators that we are willing to workwith the governor, the Senate and theHouse for a fair, comprehensivesolution free of partisanship. It maytake some work on our part. It may endup changing the way we provide publiceducation. But we have to get the stateback on firm ground because like it ornot, as the state goes, so goes publiceducation. When 40 percent of thestate budget is for education, we can’thelp but be affected by huge statedeficits. Our duty to our children andthe future of our state is that we joinwith everyone—no matter theirpolitical stripes—and come up withsolutions.
I invite everyone to join us at the JointLegislative Conference and standtogether with our city, county andtownship friends to push a strongmessage to the Capitol that we expectthem to work together honestly andopenly. The future of our state dependson it.
Our duty toour childrenand the futureof our state isthat we joinwith everyone—no mattertheir politicalstripes—andcome up withsolutions.
Jackie MagnusonMSBA President
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MARCH/APRIL 2010 7
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A8 MSBA JOURNAL
A consortium of 28 southwestern Minnesota schooldistricts is working together to take cooperation toa large scale in order to make systemic changes toimprove student learning through a FlexibleLearning Year program.
Bill Strom, the superintendent of the MountainLake School District, said between 20 and 30southwest Minnesota superintendents have beenmeeting monthly for the past several years todiscuss common issues.
“Over the years we have talked about ways tocooperate by sharing staff, coordinating staffdevelopment activities and creating a commoncalendar among our various schools,” Strom said.“Last January, we focused our discussion adjustingthe school calendar to capitalize on what we call‘high-impact instructional time.’ We believe thatthe motivational and performance levels of ourstudents are higher at the start of a school yearthan at the end of the school year.”
Bruce Lombard
Cooperation on a Large Scale
A group of Minnesota school districts applies
for common Flexible Learning Year calendar
to improve student achievement
Dakota Bostrom
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MARCH/APRIL 2010 9
The meetings eventuallyresulted in a group ofsuperintendents submitting ajoint application to theMinnesota Department ofEducation (MDE) to request aFlexible Learning Yearprogram.
Minnesota Rule 3500.1000gives school districts theoption to submit proposals tothe commissioner of theMinnesota Department ofEducation (MDE) for theestablishment of FlexibleLearning Year programs.These programs can offer acommon calendar with highereducation institutions to givestudents a leg up on PSEO(Post Secondary EnrollmentOptions) classes, cost savingsand more opportunities forsharing among districts.
The superintendents’ FlexibleLearning Year proposal iscomprised of three focalpoints: (1) to capture morehigh-impact learning days, (2)to work collaboratively toimprove teacher effectivenessand (3) to align the K-16educational calendar.
“The department thoroughlyreviewed our first application(in June 2009), but did notapprove it. They provided uswith a written evaluation ofthe plan with suggestions andcritiques,” Strom said.
Undaunted, the school districtconsortium quickly mobilizedfor Round 2. From those 28districts, 25 adopted aresolution (please seeaccompanying box) forpotential membership inanother Flexible LearningYear application to submit to the MDE.
Strom said his group focused on gathering more detailedresearch to respond to MDE’s suggestions.
According to Strom, “This is about improving studentachievement. We want to improve student achievement bychanging the system. We propose to change the system intwo ways: one, add instructional minutes, hours and days;
and two, train teachers to make the best use of thoseinstructional days.”
“We believe that what schools do with the time students arein school is important. We want to make the most of it,”Strom added. “Our plan lengthens the time students arebeing given to prepare for important tests. Our school yearis calculated to end just about the time when all of the statetests are scheduled to end. State testing for MCA science
e
School District ConsortiumFlexible Learning Year Decisions
DISTRICT NAME BOARD APPROVED BOARD VOTE DATE
Springfield Yes January 11, 2010
Round Lake Yes January 12, 2010
Brewster Yes January 12, 2010
Canby Yes January 12, 2010
Tracy Area Yes January 18, 2010
Marshall Yes January 19, 2010
Milroy Yes January 19, 2010
Hendricks Yes January 19, 2010
Worthington Yes January 19, 2010
Westbrook-Walnut Grove Yes January 19, 2010
Lakeview Yes January 19, 2010
Fulda No January 19, 2010
Cedar Mountain No January 19, 2010
Sleepy Eye Yes January 21, 2010
Russell-Tyler-Ruthton Yes January 21, 2010
Luverne Yes January 21, 2010
Ivanhoe Yes January 21, 2010
Edgerton Yes January 22, 2010
Mountain Lake Yes January 26, 2010
Pipestone Area No January 26, 2010
Minneota Yes January 26, 2010
Windom Yes January 26, 2010
Redwood Area Yes January 26, 2010
Lynd Yes January 26, 2010
Hills-Beaver Creek Yes January 26, 2010
Jackson County Central Yes January 28, 2010
Adrian Yes January 28, 2010
Comfrey Yes January 28, 2010
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(online) ends on May 13. MCA science and MTASend one week later on May 20. Many of our schoolswill end the school year on or about May 20 (underthe new plan).”
Strom said his group took a different approach thesecond time around.
“For (the second) application, we have narrowed ourfocus,” Strom said. “Last year, we took a broadapproach in an attempt to provide the departmentwith as many reasons to say ‘yes’ to the idea as wecould. This year, it’s all about improving studentlearning and making changes in the ‘system’ (e.g.,adding days in August) to make that happen. We’llhave more time this year to conduct research that willsupport our premise.”
Representatives of the consortium met withCommissioner Alice Seagren on Oct. 19, 2009, todetermine if their second proposal was adequate.
Strom said he thought the meeting went well. “Therewere nearly a dozen of us there, each taking turnspresenting our piece and answering questions,” hesaid.
“(The Department) seemed eager to move forwardwith this,” Strom said. “They asked a number ofquestions, but there seemed to be nothing thatappeared to stand in the way of their approving this.They said our revised approach was stronger andmore focused than last year. MDE wants a proposalthat will withstand scrutiny and criticism. We do, too.”
This second proposed Flexible Learning Yearcalendar would apply to the 2010-11, 2011-12 and2012-13 school years. The new proposal is expectedto be ready for school boards to consider and takefinal action on whether to approve it or disapprove itbetween now and March 2010.
Under the plan, the first day of school for the 2010-11 school year is tentatively scheduled for Monday,August 23, 2010.
Consortium school districts must be willing to make athree-year commitment to the program. Districts maynot opt in to—or out of—the program after the firstyear.
Other prerequisites for districts’ participation in theconsortium include (1) a willingness to help developProfessional Learning Communities (PLC); (2) thepreparing, collecting and sharing of data; (3) awillingness to devote funds toward consortium staffdevelopment activities; and (4) access to aprofessional development person to help plan,schedule and implement activities with the othercooperative districts.
Storm said the cooperation among thesuperintendents has been fantastic. “One example ofthis is that on Friday, Jan. 8, while nearly every school
in this part of the state was closed due to a winterstorm, 27 superintendents and a dozen staff membersjoined a webinar with staff from MDE to learn,understand, interpret and set academic goals for ourprogram,” he said.
“Everyone has pitched in and played an importantpart in making this thing a reality,” Strom added.
What’s happened sofar? What lies ahead?The checklist is nearly finished as the group preparesto submit their application to Commissioner Seagrenfor a final decision.
Jan. 25: Each school district must conduct threecommunity hearings.
Jan. 31: School boards must make a final decision onwhether to adopt a resolution of commitment to theFlexible Learning Year application.
Feb. 4: The cooperative plans to submit its finalFlexible Learning Year application to the MDE forreview and revisions.
Feb. 26: The cooperative must respond to MDErevisions.
March 15: The cooperative receives the final decisionfrom Commissioner Seagren.
March 30: Deadline for school boards to adopt theirfinal 2010-11 school calendars.
The benefits offlexibility“Our group is convinced by research which indicatesthat additional days must have an academic purpose,”Strom said. “Added time must be more than meretime allocated to the beginning of the school year.Added time must be filled with activities designed toimprove student achievement.”
Strom said it’s more than adding time in advance ofstate tests. “This is about helping teachers toeffectively use the additional time to increase studentachievement. Research indicates that teachers whoare good at the management of instructional time,the control of attention, and the alignment ofcurriculum contents with the desired outcomes ofinstruction will increase student performance onstandardized test scores,” he said.
This association of southwest superintendents hasbuilt their plan around several key parts all designedfor academic success:
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MARCH/APRIL 2010 11
General Days Devoted to Academic Success: Thisapplication maximizes “general” instructional days tobenefit students. It adds days in advance of critical state andnational assessments. No other calendar options arecurrently available to schools whereby days can be addedprior to these assessments since nearly all breaks are fixedby state law, contractual agreements or past practice.
Programmed Days Devoted to Academic Success:Programmed days are suited to meet individual schooldistricts within the consortium desiring to devote time tomeet the unique needs of students. Some school districtsmay elect to devote seven to 10 days during the school yearto meet the unique needs of students including (1)preparation for state assessments, (2) participation inenrichment programs, and/or (3) exposure to unique andadvanced programs. Other districts may actually extendtheir school year beyond May 20 to target the needs ofstudents not meeting academic standards.
Achievement-Centered Semester Break: Interruptions inthe learning process negatively impact the learning process.The proposed calendar schedules the first semester to endprior to the December holiday break with the secondsemester beginning after the holiday break.
Achievement-Centered Motivation: Adding seven to 10 daysin advance of critical state and national assessmentsincreases student motivation. Students have more time tolearn and practice for state assessments. Academic successis a powerful motivator. The school district consortiumbelieves that student motivation for academic achievementdecreases after the state assessments are completed (lateApril to mid-May), leaving students less inclined to attendto schoolwork. Removing seven to 10 days after stateassessments and scheduling these days in advance of theseassessments is a more effective use of time and maximizesstudent motivation.
Achievement-Centered Staff Development: With thecreation of the consortium, common staff developmentactivities can be created and designed to increase studentachievement.
Increasing Achievement Through the Use of LimitedResources: Present state and local school economies limitresources critical to improving teacher effectiveness andstudent learning. This application creates opportunitiesdesigned to maximize these dwindling resources.Consortium schools plan to pool professional expertisepresently existing within the consortium schools, and sharefinancial resources, in order to provide focused, effectiveand high-quality professional development opportunities.
Consortium camaraderieRegardless of the outcome of the second application, theschool district consortium appears to have a good thinggoing with their cooperative.
“From my point of view, the best thing about this wholeprocess was the growth of camaraderie and among many in
our group,” Strom said. “Southwest Minnesota is filled withoutstanding, hardworking (school leaders) who enjoy eachother’s success and thoughtfully support each other whenwe face challenges.”
Bruce Lombard is the associate director of communications for theMinnesota School Boards Association.
Special thanks to Bill Strom for his considerable contribution to thisarticle.
Consortium Performance GoalsThe consortium created six goals along withperformance indicators and targets.
1.0 PROGRAM SUPPORT: Teachers, parents andstudents will indicate a high level of support for theprogram’s overall academic benefits for students.
2.0 ACADEMIC PERFORMANCE: Students in allconsortium schools will reach high academicstandards in reading and mathematics.
3.0 WRITTEN COMPOSITION PERFORMANCE:Students in all consortium schools will reach highacademic standards in written composition.
4.0 AMERICAN COLLEGE TEST PERFORMANCEStudents in all consortium schools will reach highacademic standards in all schools.
5.0 TEACHER QUALITY & EFFECTIVENESS
STAFF DEVELOPMENT PERCEPTION: Teachersand administrators will indicate a high level ofsupport for the program’s staff developmentactivities.
STAFF DEVELOPMENT ACTIVITIES: Allconsortium students will receive instruction andsupport from teachers, paraprofessionals andadministrators trained in methods designed toincrease student performance.
TEACHER INDUCTION PROGRAMS: Allconsortium students will receive instruction andsupport from teachers, paraprofessionals andadministrators trained in methods designed toincrease student performance.
PROFESSIONAL LEARNING COMMUNITIES(PLCs): All consortium students will receiveinstruction and support from teachers who have acommon understanding of PLCs, and participate inPLCs designed to increase student performance.
6.0 HIGHER EDUCATION CONNECTIONS
Performance Goal: All consortium students willreceive instruction, designed to increase studentperformance, from districts that have createdconnections with area higher educationinstitutions created to improve teacher quality andeffectiveness for both pre-service teachers andteacher practitioners.
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AAn important school board responsibility is effectively filling school district leadership positions.In a climate of increasing accountability and declining financial resources, hiring leaders who arevisionary and encompass the vast skill set needed to lead in the 21st century is critical. Yet schoolboards across the nation are facing this daunting task with what appears to be a declining pool ofapplicants, especially for the position of superintendent.
National and state surveys demonstrate the decreasing pool of superintendent candidates. Forinstance, the American Association of School Administrators (AASA) study, 2007 State of theSuperintendency Survey: Aspiring to the Superintendency, strives to answer the question: Will there beenough candidates to fill the looming number of job openings in the superintendency? Datareported 85 percent of the superintendents surveyed nationally believe an inadequate supply ofeducational leaders exists to fill the anticipated superintendent openings in the near future. TheAASA survey results also reported that 39 percent of superintendents planned to retire in the nextfive years, and that due to retirements and turnover, nearly 80 percent of all superintendents couldretire or change positions in the next five years (2007 State of the Superintendency Survey, 2008, p. 1).
Jean M. Haar,Candice F. Raskin and
Jerry W. Robicheau
Taylor Thompson
The Supply and Demandof School Leaders
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MARCH/APRIL 2010 13
A look at the Minnesota landscapeFaculty from Minnesota State University, Mankato has beenstudying the issue of supply and demand of schoolleadership in Minnesota since 1999. Studies have beenconducted in 1999, 2006 and 2009 with school leadersconcerning their retirement eligibility and plans to leavethe profession. The studies focused on the question: Willthere be enough highly qualifiedcandidates to fill school leadershippositions in Minnesota?
1999 survey of Minnesotaschool leadersHistorically the state level studies haverevealed an inadequate supply ofschool leaders. A study of Minnesotaschool administrators by Boettcher andBartelson (1999) determined that 50percent of the administrators surveyedplanned to leave their current positionwithin five years. Additional data fromBoettcher and Bartleson revealed (a)60 percent of the respondents were ina rural, regional small town/city; (b) 50percent were in the central office; (c)nearly 50 percent of the respondentswere over the age of 50; (d) 70 percent of respondentsexpected to retire by the age of 60; and (e) 43 percent saidthey would seek employment outside of education.
In a presentation to the Minnesota Association of SchoolAdministrators, Moore and Vandal (2000) reported that by2008 “80 percent of the current school leaders will beeligible for the Minnesota Rule of 90” (p. 2). Rule of 90 isthe eligibility time for full retirement in Minnesota.Sheldon, Munnich and Samb (1999) reported that by 2010,nine of ten superintendents and a similar number ofprincipals in Minnesota would either retire or leave theirposition for other reasons.
2006 survey of Minnesota school leadersIn January 2006, the supply and demand of leadership inMinnesota was again analyzed through data collected froman electronic survey sent to 2,409 practicing schooladministrators. School administrators surveyed includedsuperintendents, assistants/associate superintendents,directors of special education, directors of communityeducation, elementary/assistant elementary principals, andsecondary/assistant secondary principals. The surveycovered all regions of Minnesota: rural, rural regionalcenters, suburban, and urban.
Survey questions solicited demographic data as well asinformation about an individual’s current position and anindividual’s plan to vacate a position either by retirement orfor other reasons.
RetirementThe data in Table 1 shows the distribution of retirement byposition. Worth noting is that the superintendent and theassociate superintendent positions have the highestpercentage of individuals eligible for retirement within thenext six years. Further, 24 percent of the superintendentsare already eligible for retirement.
Anticipate leaving current positionData collected included anticipated changes in currentpositions due to retirement, transfer or other reasons.Respondents for all district sizes reported that between 52and 69 percent anticipate leaving their current positionwithin six years. Sixty percent of respondents anticipateleaving their position within six years due to retirement,transfer or leaving education. One area of interest in thedata concerning principals and assistant principals wasnoted in the category of leaving their current position forreasons other than retirement. Forty-three percent ofprincipals would leave administration; another 4 percentwould leave the field of education. Fourteen percent ofassistant principals would leave administration and 14percent would leave education. No other respondentsreported they would leave either administration oreducation for reasons other than retirement.
2009 survey of Minnesota school leadersThe most recent analysis of the supply and demand ofMinnesota school leaders occurred during the summer of2009. Haar, Robicheau, and Raskin conducted a follow-upto the 2006 study by sending out 2,809 electronic surveys topracticing school administrators. This survey—like the 2006survey—covered rural, rural regional centers, suburban,and urban regions of Minnesota.
Table 1—2006 Data on distribution of retirementeligibility by position
already eligible 1-6 years 7-13 years 13 yearsor more
superintendentN=186 24% 34% 20% 22%
assistant/associate superintendentN=22 18% 32% 27% 23%
principalN=601 12% 32% 24% 32%
assistant principalN=162 6% 14% 23% 57%
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14 MSBA JOURNAL
The
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ders
RetirementThe data did not show anysignificant changes in theprojected retirements ofschool leaders. Forty-sevenpercent of therespondents in the 2009survey indicated they wereeither already eligible orwould be eligible forretirement in 1-6 years.One interesting note wasthe increasedpercentage—specifically for those already eligible toretire—in 2006 was 13.5 percent; in 2009 it was 16.5percent. Thus, close to 17 percent of the schoolsuperintendents who responded are eligible to retire.
A new phenomenon that was not evident in the 2006study was the extensive use of interims in the positionof superintendent. Annotated data based oninterviews of interim superintendents suggests thatschool boards, mostly rural, are encouraging currentsuperintendents to stay on and accept a year-to-yearcontract. For example, there were at a minimum 10school districts that contracted with the currentsuperintendent to remain in the position for aspecified period of time after retirement eligibility.Based on conversations with selected interimsuperintendents, it seems that one reason schoolboards have taken this step was to allow themselvesthe opportunity to re-evaluate the district leadershipstructure. Another reason shared was that schoolboards contend it is better to remain with a knownentity due to the perceived current inadequatesupply of superintendents. The practice may raiselong-term ramifications with the superintendentposition.
Anticipate leaving current positionIn 2006, 12 percent of the respondents anticipatedleaving their current position in 4-6 years and 6percent in 7-9 years. The 2009 data revealed 5percent anticipated leaving their current position in4-6 years and 1 percent in 7-9 years. Even moresignificant is that in 2006, 57 percent of the currentschool leaders did not anticipate leaving theircurrent position before retirement. However, thedata from 2009 indicated that 73 percent did notanticipate leaving before retirement. This mayindicate stability in school leadership positions. Itmay also be a reflection of the current, difficulteconomic times causing school leaders to choose tostay in their current positions due to employmentsecurity.
This same pattern is evident when viewed by gender.In 2006, 57 percent of the women respondentsindicated they anticipated leaving their currentposition before retirement. In 2009, that percentagewas 74 percent. An interesting piece of data, however,indicated that in 2006, women who anticipatedleaving their positions in 4-6 years was 11 percent.That percentage increased to 16 percent in 2009.This data is consist with the finding that the numberof women who occupied superintendent positionshad decreased from 13 percent in 2006 to 11 percentin 2009 (Haar, Raskin, & Robicheau, 2009).
ConclusionIn general, the data suggests that the predictionsmade from the 1999 studies were not fully realized.And, that there has been little change in theanticipated retirement between 2006 and 2009. Theone exception was a 3 percent increase in thenumber of individuals who are eligible forretirement. Although there may have been a less-than-anticipated change in school leadershippositions due to retirement and possibly thechallenging economic situation, there will eventuallybe a heightened number of openings. Given theimportance of effective school leadership, schoolboards should be attentive to the possibility that theymay be a district in search of a new school leader andprepare appropriately. By doing so, school boards willposition their districts to hire quality applicants tolead the districts through the myriad of challengesschools will be facing.
Jean M. Haar is Professor and Department Chair,Department of Education Leadership, Minnesota StateUniversity, Mankato; Candace F. Raskin is an AssociateProfessor, Department of Educational Leadership,Minnesota State University, Mankato; and Jerry W.Robicheau is a Professor, Department of EducationalLeadership, Minnesota State University, Mankato.
Table 2: 1999-2009 comparisons of school leaders’eligibility to retire.
already eligible 1-6 years 7-13 years 13 yearsor more
1999 (*) 50%
2006 13% 30% 23% 33%
2009 16% 28% 23% 32%
*Data collected in 1999 did not break down into the specific years. The only data that iscomparable is the data on percentage who anticipate retiring in 1-6 years.
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References2007 State of the Superintendency Survey: Aspiring to the Superintendency. Retrieved September 10, 2009 from
http://www.aasa.org/content.aspx?id=460&terms=2007+state+of+the+superintendency+survey.
Boettcher, B. & Bartelson, E. (1999). The supply and demand of public school administrators in Minnesota (Monograph Series II, No.1). Minnesota State University, Department of Educational Leadership.
Haar, J., & Robicheau, J. (2007). A 2006 study of the supply and demand of Minnesota public school administrators. AASA journal of Scholarship and Practice, 4(3), 26-33.
Haar, J., Robicheau, J., Raskin, C. (2009). A 2009 study of the supply and demand of Minnesota public school administrators. Unpublished.
Haar, J., Raskin, C., Robicheau, J. (2009). Attracting women leaders to the superintendency, Minnesota School Boards Association Journal, 61(4), 12-15.
Moore, C. & Vandal, G. (2000, April). The coming leadership vacuum in Minnesota schools: A blueprint for action. Paper presented to the Minnesota Association of School Administrators.
Sheldon, T. D. & Munnich Jr., L. W. (1999). Administrative autumn: A study of Minnesota’s aging educational leaders and the difficulty in finding their replacements. Humphrey Institute, University of Minnesota.
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DOING THE RIGHT THING
for KidsJanuary 14-15, 2010Minneapolis Convention Center
More than 1,500 school leaders gathered at the Convention Center for MSBA’s 2010 Leadership Conference. Here are some memories that we captured. Enjoy!
16 MSBA JOURNAL
Above: Thanks to apush from Race to theTop, QComp became apopular topic at MSBA’sRound Tables Fridaymorning withMinnesota Departmentof Education speakersPatricia King and SteveDibb.Right: The JohnsonSenior High SchoolAFJROTC from St. PaulSchools presented thecolors to open theconference.Below: Members of theFertile-Beltrami HighSchool Jazz Band sangthe National Anthem toopen Friday’s ClosingSession.
Abo Scho and of H
Belo
C 89TH ANNUAL LEADERSHIP
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Above: MSBA honored seven school board members as part of its 2010 All StateSchool Board. Front row: Mike Holmin of Nicollet, Mary Ann Olson of Grand Rapidsand Rocky Ramboldt of Goodhue. Back row: Lew Hudson of Brainerd, Jack Nelsonof Hinckley-Finlayson, Daniel Olson of Springfield and Lloyd Henslin of Triton.
Below: The Pine City Jazz One Band opened Thursday’s General Session.
Above: Minnesota Department of EducationCommissioner Alice Seagren is introducedby MSBA President Jackie Magnuson at the“Meet the Commissioner” seminar.Below: Thursday Keynote Speaker BruceWeinstein did his Phil Donohue impressionby going into the audience to ask ethicsquestions.
Above Left: Arlene Bush of BloomingtonPublic Schools received the top honor forthe School Board Member of Distinction.She earned more than 1,000 hours oftraining and advocacy during her time onthe board.Above Right: Friday Keynote SpeakerBryan Townsend motivated school boardmembers to “Do the Right Thing” for kids.
CONFERENCE SCRAPBOOK P
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EEveryone would agree that public education isrightfully expected to educate all students to highlevels of achievement. Most agree that while we do avery good job with most students, the current systemneeds to do better with some of the others.
At Education Evolving, we suggest that, while we doneed to work on continuous improvement with ourcurrent schools, at the same time we must be willingto develop new and different models of schools andschooling. Virtually every sector of society is beingsignificantly changed, being developed new.Education is not exempt…and should not want to be.
The 2009 Minnesota Legislature modified currentlaw to give school boards another option to use toeducate more of Minnesota’s students to high levels.School boards have “choices,” too, in terms of howthey educate students. The new site-governed schoollaw provides boards a “charter-like” option in that theschools approved by the district board are providedsignificant autonomy and flexibility to develop newmodels of schools in exchange for greateraccountability…all within the district under theprevue of the board.
The law includes no mandates. If the board doesn’twant to use this option or the teachers’ union rejectsit, new school creation using this model won’thappen in that district.
Briefly, the law provides:
(1) the board and teacher union must have an MOUstating how the law will work in the district;
(2) the board issues a request for new schoolproposals;
(3) sites or teams of teachers across sites, along withcommunity input, develop new school proposals;
(4) the board acts on the proposals;
(5) performance agreements are developed betweenthe board and the site; and,
(6) new school is developed, implemented and heldaccountable. Boards need to be willing to takesome risks and not evaluate new models ofschools through the lens of the current models.Henry Ford was not trying to make a betterhorse.
The autonomy provided by this model includespermitting the new school to develop the model ofschool; decide which teachers will teach at the site;decide the leadership model for the school and, if itis a principal, they make the decision as to who thatperson is; make decisions as to how the revenueearned by the students at the site is to be used; andmanage the site budget with a few exceptions fordistrict-wide services.
Bob Wedl
Minnesota’s addition to its “new schools creation” policy:Site-governedSchools
Austin Roers
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:
The site decides whether to purchase services from the districtsuch as staff development, transportation, food services, andothers. Because of the union/board MOU, the site teachers settheir own work rules, length of the day and year, staffdevelopment time, etc.
The law provides that SGSs (site-governed schools) havesignificant statutory flexibility through a waiver from the samelaws and rules as chartered schools including waivers fromLabor Day start, how specific categories of aid are to be used,numerous rules of the commissioner and more. PELRA andtenure are not waived because it is the board that employsteachers, not the sites.
A key and welcomed point is that this change in Minnesota lawwas led by teacher union leaders. Lynn Nordgren, President ofthe Minneapolis Federation of Teachers, led the developmentof this bill and Representative John Benson, retired unionpresident in Edina, was the House lead author. Senator KathySaltzman was the Senate lead author. Lynn Nordgren says,“Teachers know students best and know what works for them,and if given the autonomy and flexibility provided for in thislaw, they welcome the accountability.”
Jeff Buszta and Ann Gunsmith, along with a group of teachersworking on their site-governed school proposal to theMinneapolis Board, said, “Spending the summer with ourprofessional colleagues preparing the application to create ourschool has been the best professional development we haveever had.” The Minneapolis Board Strategic Plan calls for theuse of site-governed schools. Gaelle Berg, the leader of a teamproposing a French Immersion site-governed school to theMinneapolis Public School Board, said, “Some ask whyteachers are willing to do this. Teachers are committed to thekids and see this as an opportunity to develop new ways toaddress their needs…and clearly, the feeling of ‘teacherownership’ is important professionally.”
Richard Ingersoll, in his book “Who Controls Teachers’Work?,” shows that schools work better where teachers have agreater say about their work.
When Mark Schmitz, Superintendent of the Staples-Motleydistrict, in response to a question about why the district boardin fall of 2009 proposed to sponsor two new models of schoolsusing the chartering law, said, “We know we need new kinds ofschools if we are going to meet the needs of some of ourstudents, and just continuing to try to make our currentschools fit everyone’s needs maybe just isn’t possible…and whobetter than our competent teachers to lead that effort for us?”With the MDE denying the Staples board the charteringoption, the district is now considering the SGS option.
Regardless of the current economic times, new school creationis a need if we indeed are going to educate all…as we surelymust do. With the site-governed school law, school boards nowhave more choices as to how to do that.
Bob Wedl is a former Minnesota Commissioner of Education andschool administrator in North Branch and Minneapolis. He is now aPartner and Senior Associate with Education Evolving. For moreinformation on site-governed schools, go to www.educationevolving.org.
Financing available throughFinancing available through
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20 MSBA JOURNAL
FFormer Vice President and Minnesota native HubertHumphrey once said, “Each child is an adventureinto a better life—an opportunity to change the oldpattern and make it new.” To an educator likemyself, Humphrey’s words indeed ring true.
As a middle school math teacher in rural NorthCarolina, much of my time was spent helping mystudents change old patterns, from ineffectivestudying habits to bad behavior, and chart a newcourse to achieve academic and life success. Today,as executive director for Teach For America in theTwin Cities, the work of changing old patterns andbeginning anew takes on a very different scope andscale that can’t be solved with a quick algebra trickor by issuing detentions when parties don’t agree.
For those in Minnesota committed to achievingeducational excellence for all children, werecognize the need to reverse a devastating oldpattern that led to our state rank as second-highestin the nation for our achievement gap betweenblack and white students.
This is a problem that together we can solve onbehalf of Minnesota’s kids. I’m heartened to see ahost of stakeholders—educators, school officials,politicians, community advocates, business leadersand many others—rally in support of reforms tochart a new course to help ensure every childsucceeds in the classroom so they can ultimatelysucceed in life. I am encouraged by our state’srecent efforts to embrace critical reforms in an
effort to ensure the most talented teachers arechanneled to our most underserved schools.
To help forge a new future for Minnesota’seducation system, state officials invited Teach ForAmerica to bring corps members to Twin Citiesschools this year. Teach For America is the nationalcorps of outstanding recent college graduates whocommit to teach for two years in urban and ruralpublic schools and become lifelong leaders inexpanding educational opportunity.
Our charter corps of 42 exceptional collegegraduates in the Twin Cities joined the ranks of7,300 Teach For America recruits this year servingin some of the most challenging schools across thecountry. These dedicated individuals are committedto making significant academic progress with theirstudents in an effort to close the achievement gap.
In a recent interview with the Minneapolis StarTribune, corps member and Minnesota nativeAneesh Sohoni pointed to the injustice ofeducational inequality as his motivation to joinTeach For America, saying, “Students living inpoverty face adverse chances of being educated,based on where they live and where they’re born.That’s something that really made me angry.” Likehis fellow corps members in the Twin Cities, Sohonihas committed himself to a relentless pursuit ofresults for his students. “There is not a day you cantake off, because any day you take off means thestudents aren’t learning.”
Daniel Sellers
TEACH FOR AMERICAAIMS TO GIVEEXCELLENCE
TO ALL
Jacqueline Runge
“Each child is
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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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To ensure the success of our corps members in achievingacademic growth on behalf of their students, Teach ForAmerica provides constant professionaldevelopment and support for our corps members.We know from a growing body of rigorousexternal research that our teachers are highlyeffective in the classroom, helping at-riskstudents achieve significant academic gains.
For example, a 2004 independent study byMathematica Policy Research found thatstudents of Teach For America corps membersmake 10 percent more progress in a year inmath than is typically expected, and slightlyexceed the normal expectation for annualprogress in reading. Additionally, in a 2009independent survey of principals whoemploy Teach For America teachers, 94percent reported that corps members havemade a positive impact in their schools.
Minneapolis Public Schools SuperintendentBernadeia Johnson, formerly a Memphis Public Schoolsofficial, has seen Teach For America from her interactions withour corps members in that city. From her observations,Johnson said, “I strongly support the Teach For Americaprogram in the Twin Cities. Corps members go above andbeyond traditional expectations to help students achieveacademic gains. We believe that corps members will have apositive impact on our district.”
In addition to corps members’ work in the classroom, TeachFor America’s nearly 17,000 alumni have gone on to leadcritical education and social reforms in a host of sectors. As
our work in the Twin Cities grows over time, so too willthe impact of our alumni in the field ofeducation and beyond.
As we complete our charter year thisspring, we know that Teach For America’swork in the Twin Cities has only just begun.In Minneapolis Public Schools, where I wasonce a student and where we placed many ofour corps members this year, less than half ofall children are proficient in reading. Thenumbers aren’t much better in math. I’mproud that our state has jump-started thecritical work of changing a decades-old patternby working to improve our schools. This effortwill not be easy and requires the support ofevery willing partner.
Hubert Humphrey’s words capture the essence ofTeach For America’s work, which strives to reverse
the odds for underprivileged students once destined for a lifein the margins. In partnership, let’s continue to change oldpatterns and give Minnesota’s children the chance for a betterfuture.
Daniel Sellers is the executive director for Teach For America in theTwin Cities. He can be reached at [email protected].
These dedicatedindividuals arecommitted to makingsignificant academicprogress with theirstudents in an effortto close the
achievement gap.
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22 MSBA JOURNAL
WWe all know that many children today are increasinglyoverweight and undernourished—missing out on essentialnutrients because they are not choosing nutrient-rich foodsfirst. Only 14 percent of adolescents in grades 9-12 consumethree servings of milk per day, while only 21 percent consumeat least five servings of fruits and vegetables per day. Overall,only 2 percent of school-aged children consume therecommended daily number of servings from all major foodgroups. Given these disturbing statistics, it’s critical that theconcept of nutrient density—foods that provide substantialamounts of vitamins, minerals and other nutrients, yetrelatively few calories—remain a cornerstone of dietaryrecommendations and meal planning for children.
A key solution to improving diet quality among children is toincrease their consumption of low-fat and fat-free milk andmilk products to recommended levels. Dairy foods such as low-fat and fat-free milk, cheese and yogurt are nutrient rich andprovide a significant source of nutrients for growing children
Marit Aaseng
Got Nutrition?
Lisa McCann
Nutrient-RichDairy isEssential for kids
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MARCH/APRIL 2010 23
and teens. In fact, dairy foods offer a unique nutrientpackage of nine essential nutrients: calcium, potassium,phosphorus, protein, vitamins A, D and B12, riboflavin andniacin (niacin equivalents).The Dietary Guidelines forAmericans identified low-fat and fat-free milk and milkproducts as a “Food Group to Encourage” (FGTE) becausemilk products provide key essential nutrients lacking inAmericans’ diets including three of the five nutrients forwhich most children have low intakes: calcium, magnesiumand potassium.
The school environment plays a critical role in helpingchildren increase their consumption of the Food Groups toEncourage and improve their overall nutrient intake.According to the USDA, children who participate in theNational School Lunch Program (NSLP) are more likely toconsume dairy foods, fruits, and vegetables at lunch.Lunches consumed by NSLP-participating kids aregenerally more nutrient rich than lunches ofnonparticipants, and low-income children who participatein NSLP are more likely to have adequate daily intakes ofvitamins A, B6, and B12, folate, niacin, riboflavin, thiamin,iron, phosphorus, and zinc, all of which are vital for propergrowth and development. Low-income NSLP participantsalso have higher mean daily intakes of calcium thannonparticipants, and NSLP participants had higher meandaily intakes of potassium, regardless of income.
Today, most milk served in schools—flavored or unflavored—is low-fat and fat-free, and schools participating in theNSLP are voluntarily encouraging consumption of low-fatand fat-free dairy foods. As compared to a 1992 USDASchool Nutrition Dietary Assessment (SNDA) when 28.6percent of students who drank milk chose either low-fat orfat-free milk, the latest SNDA III data from 2005 showedthat 79.2 percent of milk-drinking students now choose low-fat or fat-free milk.
Fuel Up to Play 60Midwest Dairy Council, an affiliate of National DairyCouncil (NDC), works with Minnesota schools on a varietyof programs to help increase consumption of all foodgroups. One such program is Fuel Up to Play 60, apartnership between the National Dairy Council and theNational Football League. Based on the 2005 DietaryGuidelines for Americans, the program empowers studentsin grades 4 through 10 to take action and engage theirpeers to improve nutrition and physical activity at theirschool and for their own health. The ultimate goal is toensure changes made at school are sustainable, making itpossible for children to have more opportunities to bephysically active and to eat tastier options of nutrient-richfoods like low-fat and fat-free milk, fruit, whole grains andvegetables throughout the school campus. By makingchanges in the school environment, students are morelikely to meet the government recommendations for dailyphysical activity of 60 minutes and eat the appropriatenumber of servings from the food groups youth need most.The U.S. Department of Agriculture (USDA) has joined
Fuel Up to Play 60, along with multiple healthorganizations and several major corporations. More than58,000, or 60 percent, of the nation’s 96,000 private andpublic schools are currently enrolled in Fuel Up to Play 60.Fuel Up to Play 60 also gives leaders in health, business,government and communities nationwide the opportunityto be a part of a movement that relies on participation,collaboration and action by youth and adults to helpdevelop and maintain healthy habits to last a lifetime.
The American Academy of Pediatrics (AAP) encourages theconsumption of low-fat or fat-free white or flavored milk,water or real fruit or vegetable juice as healthful alternativesto soft drinks. And a recent study published in the Journalof American Dietetic Association found that children who drinkeither flavored or plain milk consume more nutrients andhave a lower or comparable body mass index than childrenwho don’t drink milk.
Research shows that reduced-fat and low-fat cheesesincluded as part of school meals help boost a child’snutrient intake and can make other nutrient-rich foodsmore appealing to children. Some types of cheese areexcellent sources of calcium; one and a half ounces of somenatural cheeses contain approximately 300 mg of calcium,the equivalent of one cup of milk. Results from two studiesof middle school children indicate that the pairing ofcheese with various menu offerings may help increase theconsumption of some Food Groups to Encourage (fruits,vegetables and whole grains) compared to when cheese wasnot paired.
Hannah Rinicker
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Expanding BreakfastprogramAnother program helping to improve the nutritionenvironment for students is the Expanding Breakfastprogram from the School Nutrition Association,which offers students breakfast options beyond thecafeteria such as in the classroom or at grab n’ gostations between periods to encourage more studentsto eat a healthy breakfast. Increased participation inbreakfast programs not only increases children’sconsumption of the Food Groups to Encourage,studies have demonstrated increased academic testscores among students, improved daily attendance,and better class participation.
By providing nutrient-rich foods on a regular basis inand out of the school setting, parents, schools andfederal child nutrition programs play a critical role inhelping kids adopt healthful dietary habits—whichcan then lead to healthful eating habits throughoutadolescence and into adulthood.
To learn more about Fuel Up to Play 60, theExpanding Breakfast program, and other NationalDairy Council programs, visit www.midwestdairy.com,www.nationaldairycouncil.org, orwww.fueluptoplay60.com.
Lisa McCann, RD, is Program Manager for SchoolNutrition at the Midwest Dairy Council.
ReferencesCenter for Disease Control and Prevention, NationalCenter for Chronic Disease Prevention and HealthPromotion. Youth Risk Behavior SurveillanceSystem—United States, 2007.http://apps.nccd.cdc.gov/yrbss/CategoryQuestions.asp?Cat=5&desc=Dietary%20Behaviors (Accessed, June8, 2009)
U.S. Department of Agriculture, Food and NutritionService, Office of Analysis, Nutrition and Evaluation,Children’s Diets in the Mid-1990s: Dietary Intake andits Relationship with School Meal Participation, CN-01-CD1, by Phil Gleason and Carol Suitor. ProjectOfficer, Ed Herzog. Alexandria, VA: 2001.
Wells, Hodan and Buzby JC. Dietary Assessment ofMajor Trends in U.S. Food Consumption, 1970-2005,Economic Information Bulletin No. 33. EconomicResearch Service, U.S. Dept. of Agriculture. March2008.
U.S. Department of Health and Human Services andU.S. Department of Agriculture. Dietary Guidelinesfor Americans, 2005. 6th Edition, Washington, DC:US Government Printing Office, January 2005.
Diet Quality of American School-Age Children bySchool Lunch Participation Status: Data from theNational Health and Nutrition Examination Survey,1999-2004. USDA, Food & Nutrition Service, Office ofResearch and Analysis. July 2008.http://www.fns.usda.gov/OANE/menu/published/CNP/FILES/NHANES-NSLP.pdf
ENVIRON International Corporation. School Milk:Fat Content Has Declined Dramatically since theEarly 1990s. 2008.
American Academy of Pediatrics, Committee onSchool Health. Soft drinks in schools. Pediatrics 2004;113: 152-4.
Murphy MM, Douglass JS, Johnson RK, Spence LA.Drinking flavored or plain milk is positively associatedwith nutrient intake and is not associated withadverse effects on weight status in U.S. children andadolescents. J Am Diet Assoc 2008; 108:631-9.
Rampersaud GC, Pereira MA, Girard BL, Adams J,Metzl JD. Breakfast habits, nutritional status, bodyweight, and academic performance in children andadolescents. J Am Diet Assoc 2005 May; 105(5):743-60;quiz 761-2.
24 MSBA JOURNAL
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300 U.S. Trust Building • 730 Second Avenue S. • Minneapolis, MN 55402 Phone: (612) 339-0060 • Fax: (612) 339-0038 • www.ratwiklaw.com
Focusing on all areas of School LawLabor Negotiations and Employment Law
School Business Affairs • Special EducationConstruction and Land Acquisition • Investigations
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ActuaryHildi Incorporated(Jill Urdahl)11800 Singletree Lane, Suite 305 Minneapolis, MN 55344952-934--5554, Fax [email protected] Iwaarden Associates(Jim Van Iwaarden)10 South Fifth Street, Suite 840Minneapolis, MN 55402-1010612-596-5960, Fax [email protected]
Architects/Engineers/Facility PlannersArchitects Rego + Youngquist inc.(Paul Youngquist)7601 Wayzata Blvd., Suite 200St. Louis Park, MN 55426952-544-8941, Fax [email protected]&RPlanners/Architects/Engineers(Paul W. Erickson)8501 Golden Valley Rd., Suite 300Minneapolis, MN 55427763-545-3731, 800-545-3731Fax [email protected] Group Architecture, P.A.(Judith Hoskens)201 Main Street SE, Suite 325Minneapolis, MN 55414612-379-3400, Fax [email protected] Group(Troy W. Miller)520 Nicollet Mall, Suite 200Minneapolis, MN 55402612-977-3500, Fax [email protected] Architecture & Interiors, Inc. (Robert Ames)PO Box 306Moorhead, MN 56560218-236-1202, Fax [email protected] Consulting, Inc.(Pat Overom)5354 Edgewood DriveMounds View, MN 55112763-354-2670, Fax [email protected]
INSPEC, INC.(Fred King)5801 Duluth St.Minneapolis, MN 55422763-546-3434, Fax [email protected] 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 [email protected], Inc.(Rick Wessling)18707 Old Excelsior Blvd.Minnetonka, MN 55345952-474-3291, Fax [email protected] Architects and Engineers(Scott McQueen)305 St. Peter StreetSt. Paul, MN 55102651-227-7773, Fax [email protected]
AttorneysAdams, Rizzi & Sween, P.A.(Steven T. Rizzi, Jr.)300 First Street NWAustin, MN 55912507-433-7394, 877-443-2914Fax: [email protected] 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 [email protected]
Pemberton, Sorlie, Rufer & Kershner, PLLP(Mike Rengel)110 N. MillFergus Falls, MN 56537218-736-5493, Fax [email protected], Roszak & Maloney, P.A.(Kevin J. Rupp)730 Second Ave. S.300 U.S. Trust Bldg.Minneapolis, MN 55402612-339-0060, Fax [email protected]
Construction Mgmt. & ProductsBossardt Corporation(John Bossardt)8300 Norman Center Drive, Suite 770Minneapolis, MN 55437952-831-5408 or 800-290-0119Fax [email protected] Construction Company(Jon Kainz)2277 W. Highway 36, Suite 210WRoseville, MN 55113651-227-0631, Fax [email protected] 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 [email protected] Playground ComplianceProgram (in partnership with NationalPlayground Compliance Group, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax: [email protected]
R. A. Morton and Associates(Becky Fulton)3315 Roosevelt Road, Suite 100St. Cloud, MN 56301320-251-0262, Fax [email protected] Concrete Products Company(Spencer Kubat)835 Highway 109 NEWells, MN 56097800-658-7049, Fax [email protected]
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 [email protected]
Electrical & Communications, Service & Construction Peoples Electric Company(Dean Larson)277 East Fillmore AvenueSt. Paul, MN [email protected]
Employee Assistance Program (EAP)The Sand Creek Group, Ltd.(Joan Sirotiak)610 N. Main Street, #200Stillwater, MN 55082651-430-3383, Fax [email protected]
Energy SolutionsJohnson Controls, Inc.(Arif Quraishi)2605 Fernbrook Lane N.Plymouth, MN 55447763-585-5148, Fax [email protected]
Environmental ConsultantsU.S. Green Building Council -Minnesota Chapter(Sheri Brezinka/Jennifer Tuttle)5353 Wayzata Boulevard, Suite 207Minneapolis, MN 55416Brezinka: 952-564-3068Tuttle: [email protected]@kke.com
Financial ManagementPaySchools(Patrick Ricci)6000 Grand Ave.Des Moines, IA 50312281-545-1957, Fax: [email protected]
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 [email protected].
MSBA’s VENDOR DIRECTORY
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PFM Asset Management, LLC -MSDLAF+(Donn Hanson)45 South 7th Street, Suite 2800Minneapolis, MN 55402612-371-3720, Fax [email protected]
Fire and SecurityPeoples Electric Company(Sheldon Crabtree)277 East Fillmore AvenueSt. Paul, MN [email protected]
Food Service Products & ServicesLunchtime Solutions, Inc.(Chris Goeb)PO Box 2022North Sioux City, SD 57049605-235-0939, Fax 605-235-0942www.lunchtimesolutions.com [email protected], Inc.(Jody Pacholke)5570 Smetana Dr.Minnetonka, MN 55343952-945-0505, Fax 952-945-0444www.taher.com [email protected]
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 [email protected]@mnmsba.org
Playground EquipmentMSBA Playground ComplianceProgram (in partnership with NationalPlayground Compliance Group, LLC) (Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax: [email protected]
Public FinanceWells Fargo Securities, LLC(Pam Lang and Mary Webster) 608 Second Ave. S. - 10th Floor;MAC: N9303-105Minneapolis, MN 55479Lang: 605-341-9945/800-267-1262Webster: 612-667-3110Fax 605-341-7696www.wellsfargo.com/publicfinance [email protected]@wellsfargo.com
RoofingFour Seasons Energy EfficientRoofing, Inc.(Darrell Schaapveld) 410 Quant Ave. NorthMarine on St.Croix, MN 55047651-433-2443, Fax [email protected]
School Supplies/FurnitureStaples Advantage(Michael Teetzel)1233 W. County Road EArden Hills, MN 55112651-234-4036, Fax [email protected]
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: [email protected]
Temperature Control & Building AutomationSystem One Control/Peoples Electric Company(Bill Gausman)277 East Fillmore AvenueSt. Paul, MN [email protected]
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 [email protected] Transportation Group(Todd Telin)14995 Industry AvenuePO Box 10Becker, MN 55308763-262-3328, Fax [email protected]
MARCH/APRIL 2010 29
Our significant knowledge base and experience makes us wellversed in all facets of education law: public employment
and employee relations, student matters, school finance, elections, bond counsel services, construction, real estate,
school board matters, contracts, discrimination and harassment, data privacy, special education, constitutional issues and more.
on Education Law.
KNUTSON FLYNN & DEANS P.A.1155 Centre Pointe Drive, Suite 10
Mendota Heights, MN 55120651-222-2811 (office) 651-225-0600 (fax) www.kfdmn.com
We write the book
A C H I E V I N G O U R C L I E N T S ’ G O A L S S I N C E 1 9 4 7
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30 MSBA JOURNAL
AdvertisersATS&R ..........................................................................Page 25
DLR Group .....................................................................Page 7
Donlar Construction ...................................................Page 30
Kennedy & Graven Chartered ....................................Page 25
Knutson, Flynn & Deans, P.A. .....................................Page 29
MSBA Financial Services..............................................Page 32
MSBAIT...........................................................................Page 2
MSDLAF+ .....................................................................Page 21
Paulsen Architects ........................................................Page 15
Ratwik, Roszak & Maloney, P.A. .................................Page 27
Skyward, Inc..................................................................Page 26
Taher, Inc. ......................................................................Page 7
Telin Transportation Group ........................................Page 19
Wells Concrete Products .............................................Page 26
Wells Fargo Securities, LLC...........................................Page 2
Named
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Cited for“Comprehensive Coverage”“Impressive Student Artwork”
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MARCH/APRIL 2010 31
ASKMSBA
WTiffany Rodning
MSBA Deputy Executive Director
The nextMNTAAB poolwill be offeredin the summerof 2010.
What is the MNTAAB pool program?
The Minnesota Tax and AidAnticipation Borrowing (MNTAAB)program is a way for school districts tomeet cash flow needs by borrowing atvery low interest rates and lowadministrative costs. By filling out asimple application kit, meeting thequalifications, and passing a boardresolution, your district may enter thepool. MNTAAB is administered bySpringsted Incorporated, incooperation with your MSBA and theregional service cooperatives, as a wayto pool public school resources to offerthe lowest possible interest rates todistricts that need to borrow funds.
Why should your district joinMNTAAB, instead of some otherprogram?
In short, your district will save moremoney by borrowing through theMNTAAB pool. That’s not a sales pitch—the proof is in a Minnesota PublicRadio investigation that looked at howmany school districts borrowed money
last fall. By far the cheapest interestrate (0.61 percent) belonged todistricts in the MNTAAB pool. Otherdistricts that went with other firms orborrowed on their own, paid muchhigher rates that cost them thousandsof dollars more in interest. Thesummer pool in 2009 had 64 districtsborrowing more than $118 million. Asecond winter pool had eight districtsborrowing another $43 million.
How much can your district borrow?
Districts are limited on the amountthey can borrow based on the lesser of(a) 75 percent of state aid the districtwill receive in the school year in whichthe certificates are issued, or (b) thelowest projected cash balance for theschool year in which the certificates areissued plus 5 percent of the previousfiscal year’s cash expenditures for theGeneral Fund and Operating Funds.
With the state withholding aid, when isthe next opportunity to get in the pool?
The next MNTAAB pool will be offeredin the summer of 2010. Applicationpackets will be sent to all Minnesotaschool districts in mid-April. Districtswill receive the proceeds from thesummer pool by late August 2010.Watch for more information from yourMSBA, the regional servicecooperatives and SpringstedIncorporated for the summer 2010MNTAAB pool. Information will beposted on MSBA’s Web site atwww.mnmsba.org.
BORROWING POOLCAN SAVE DISTRICTS BIG MONEY
Devin Crowe
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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...
DISTRICT FINANCIAL SERVICES
� Minnesota School District Liquid Asset Fund PlusInvestment and cash management program.
� Minnesota Tax and Aid Anticipation Borrowing Program (MNTAAB)Cash flow borrowing with competitive rates.
� Lease Purchase ProgramShort- to medium-term, tax-exempt, fixed-rate financing.
� MSBA Playground Compliance ProgramPlayground compliance safety and accessibility solutions designed to keep kids safe, healthy, and fit.
� PaySchoolsA convenient, universal solution for online payment processing for parents.
� Power Cards (P-Cards)Secure procurement cards that simplify district purchasing and bill paying. Districts may earn arebate based on volume.
Minnesota School Boards Association1900 West Jefferson Avenue
St. Peter, MN 56082800-324-4459; fax 507-931-1515
www.mnmsba.org
Tiffany Rodning
MSBA’s mission is to support, promote, and enhance the work of public school boards and public education.
Contact: Tiffany Rodning, Deputy Executive Director
ADDRESS SERVICE REQUESTED
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