sept./oct. 2009 journal

MINNESOTA SCHOOL BOARDS ASSOCIATION

September-October 2009 Volume 62, No. 2

Understanding and Using Web 2.0Cell Phones in Schools and PoliciesLaptop Schools

SPECIAL

TECHNO

LOGY

EDITION

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2 MSBA JOURNAL

Wells Fargo Public Finance is proud to work with Minnesota school districts to provide access to low-cost, tax-exempt funding options. Whether you are refinancing existing debt or raising capital for newprojects, buildings or equipment, we can help your district access the funding you need.

Contact us today and put our experience to work for you.

Public Finance

Proven Solutions for Minnesota School Districts

Pam Lang, Senior Vice President (800)267-1262 Mary Webster, Assistant Vice President (800)835-2265 ext. 73110

© 2008 Wells Fargo Brokerage Services, LLC. All Rights Reserved.

Investments: NOT FDIC Insured • May Lose Value • No Bank Guarantee

��

Property, Inland Marine, and CrimeWorkers’ Compensation

School Leaders’ Legal LiabilityAutomobile

Group Term LifeLong-Term Disability

General LiabilityExcess Liability

The purpose of MSBA Insurance Trust(MSBAIT) is “to provide for its membersand their employees and officials various formsof insurance, including any forms of permittedgroup insurance, for the benefit of school districts which are members of the MSBA andto effectuate cost savings in the procurementand administration of such programs.”

To learn more about MSBAIT, visitwww.msbait.org.

��

��

Denise [email protected]

Amy Fullenkamp-Taylor [email protected]

John Sylvester [email protected]

Contact:

384761_SepOct_09:_ 8/19/09 11:22 AM

CONTEN

TS SEPTEM

BER/O

CTOBER 2009 VOLU

ME 62, NUMBER 2

Calendar

Articles

Divisions

WEB 2.0 THRIVES ON TWO-WAYCOMMUNICATION

Robin Smothers

MAKING THE RIGHT CALL ON CELLPHONE POLICIES

Jennifer K. Earley

LAPTOP LEGACY

Sara Gilbert Frederick16HIGH-TECH SCHOOL BOARDS

Bruce Lombard20CHANGES IN TECHNOLOGY BRING THECLASSROOM TO THE STUDENT

Trac y Quarnstrom

24

12

8

STRAIGHT TALK

Bob Meeks, MSBA Executive Director

PRESIDENT’S COLUMN

Jackie Magnuson, MSBA President

ASK MSBA

Bill Kautt, Associate Director of Management Services3565

S E P T E M B E R 2 0 0 97 .............Labor Day (no meetings)9 .............MSBA Fall Area Meetings10 ...........MSBA Fall Area Meetings11 ...........MSBA Fall Area Meetings15 ...........Primary Election (if required – no

meetings or activities 6 p.m. – 8 p.m.)16 ...........MSBA Fall Area Meetings17 ...........Learn@Lunch Seminar17 ...........MSBA Fall Area Meetings18 ...........MSBA Fall Area Meetings27–29 .....MASA Fall Conference30 ...........Last Day for Submitting Legislative

Resolutions

O C T O B E R 2 0 0 91–2 .........MAEOP Conference4–5 .........MSBA Board of Directors’ Meeting5 .............MSBA Insurance Trust Annual Meeting12 ...........Columbus Day Observed (no meetings

unless declared not a school holiday)15 ...........Learn@Lunch Seminar15–16 .....Education Minnesota Conference26–29 .....Free BoardBook Webinars

N OV E M B E R 2 0 0 91 .............Daylight Saving Time Ends3 .............Election Day (no meetings or activities

6 p.m. – 8 p.m.)4-5 ..........MSBA Board of Directors’ Meeting11 ...........Veterans Day (no meetings)11 ...........MSBA Pre-Delegate Assembly Meetings12 ...........MSBA Pre-Delegate Assembly Meetings14 ...........MSBA Pre-Delegate Assembly Meetings17 ...........Minnesota School District Liquid Asset

Fund Plus Annual Meeting19 ...........Learn@Lunch Seminar26 ...........Thanksgiving Day (no meetings)27 ...........Optional Holiday (no meetings if

declared a holiday)

The MSBA Journalthanks the students ofRockford Area PublicSchools for sharing theirart with us in this issue.

COVER ART: Brenna Comb

SEPTEMBER/OCTOBER 2009 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 decision to closeschools“The schools in thedistrict are allfunctionally in goodshape, and workingwell. It isn’t like wecan go in there andpick the low-hangingfruit, and say, ‘ah,there are severalschools that aredeficient.’” Anoka-Hennepin school

closing committee co-chair

David McCauley

The connectionbetween schools andcommunity“I believe the qualityof our schools definesthe quality of ourentire community.Since joining theboard 14 years ago,my goal has been toimprove both ourchildren’s educationand the publicperception of thiscritical communityasset.” White Bear Lake School

Board member

Rolf Parsons

Talking about the big pictureA growing number of children are presenting uswith huge challenges, and we have to adoptstrategies to deal with these new issues. Maybeyou disagree. But don’t tell me about the money;it’s a diversion. The central issue is implementingmajor educational reforms that will address thechanging nature of a growing minority of ourstudents. Unless you confront these issues andunderstand them, you are not in the game. You aretalking about the Coke machine in the cafeteria,when you should be talking about education.”St. Cloud School Board chairman Jerry Von Korff

Males lagging in academic excellence“There’s just something going on with males. Idon’t know what it is, if guys don’t want tocompete or girls are just stepping up more to takeon leadership positions. It’s a noticeable problem.” Former South Washington County Superintendent Tom Nelson

Teaching to the test“Teaching to the test was once used in a negativecontext. It was seen as somehow disingenuous orthat it was cheating. But more and more, thattheory has changed. We need to developassessments that truly measure what we need tomeasure. And when we find that, we absolutelyneed to teach to the test.”Mankato Area Public Schools Curriculum Director Cindy

Amoroso

Working together on a 13-school commoncalendar“The idea of working together in this way wasvery real and, I think, unprecedented. We’veworked together individually—a school here and aschool there—but this tied up a lot of the schoolsin southwest Minnesota. It was the whole packagethat we were excited about, not any one thing.”Redwood Falls Superintendent Rick Ellingworth

OFFICERSPresident: Jackie Magnuson,

Rosemount-Apple Valley-EaganDISTRICT DIRECTORSDistrict 1: Mary Kleis, AustinDistrict 2: Kent Thiesse,

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

The MSBA Journal (USPS 352-220) is publishedbimonthly by the Minnesota School BoardsAssociation, 1900 West Jefferson Avenue, St.Peter, Minnesota 56082. Telephone 507-934-2450.Entered as Third Class matter at St. Peter,Minnesota, permit No. 6. Call MSBA office forsubscription rates. (Opinions expressed in theJournal are those of the writers and do notnecessarily represent MSBA policy.)

384761_SepOct_09:_ 8/19/09 11:22 AM

OBob Meeks

MSBA Executive Director

Learn@Lunchprovidesinexpensivetraining toschool boardmembers andschool officialsacross the statewith theconvenience ofturning on theircomputer. Notravel. No hotels.Just an Internetconnection.

One of your MSBA’s main missions is toprovide training for members. Fordecades, our staff has offered trainingon finance, board governance,parliamentary procedure and muchmore.

We’ve offered training at SummerSeminar, our annual LeadershipConference, and numerous Phaseprograms, inservices and seminars setup around the state at different timesof the year.

Board members have been responsibleabout taking time off from work,traveling to the nearest site andlearning about the complexity of publiceducation. But sometimes there aretopics you may be interested in andcan’t wait for the next session. Or inyour busy life, you may not have time tojump in a car and drive to a seminar.

So MSBA will be launching itsLearn@Lunch Webinars in September,with a goal of providing inexpensivetraining to school board members andschool officials across the state with theconvenience of turning on theircomputer. No travel. No hotels. Just anInternet connection.

We’ll showcase the technology with aFREE Webinar at noon, Thursday, Sept.17 for all members entitled: “GettingYour Money’s Worth from Your MSBA.”It will highlight how your district canuse our services to save money oneverything from insurance topurchasing programs. We’ll also giveyou a rundown on the free anddiscounted services MSBA offers.

Our lineup for the rest of the schoolyear includes four programs:

Oct. 15: Keeping Your District inCompliance with the OpenMeeting Law;

Nov. 19: Lessons and Trends fromReferenda and ElectionResults;

Feb. 18: New Rules aroundUnrequested Leave ofAbsence; and

April 15: Getting on the Same Pagewith SuperintendentEvaluations

Each Webinar will be live at noon onthe third Thursday of the month.Members can view the Webinar for aslittle as $25. If they sign up for all four,it is only $75. The hour-long programswill give you information throughPowerPoint handouts, videos anddocuments sent to each registrant. The45-minute programs also giveparticipants a chance to ask theirquestions either by e-mail or phoneafter the presentation. Registration iseasy—simply go to MSBA’s Web siteand register in the Members’ Area.

And for those who are too busy towatch the Webinars at noon (or if youmiss a Webinar), we will keep eachWebinar archived for 90 days after itairs so members can view it any timeand any day they want.

We still find it important to keep doingour face-to-face training. We offer theLearn@Lunch series as a way tocomplement and add to what weprovide. We hope you find this an easyand inexpensive way to get training toimprove your board.


STRAIGHTTALKMAKING TRAINING EASY FOR

BOARD MEMBERS

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6 MSBA JOURNAL

PRESIDENT’S COLUMNHIGH-TECH STILL NEEDS HIGH TOUCH

AAs technology continues to changeeverything we do in schools, I think it isimportant for everyone to keep inmind that no matter what thetechnology, people still need basic face-to-face interaction.

SMART Boards are tools to helpteachers teach. But with the advancedtechnology comes a biggerresponsibility on the part of teachers toconnect personally with each student,not just through the laptop.

School boards may have paperlessboard meetings and broadcast theirmeetings so more people in thecommunity can see what work we do.But that doesn’t stop the need to meetwith people in the community face-to-face and talk about issues that concernthem.

As the media splinters from newspapersand television to radio and Facebookand Twitter, board members still needto get the issues of education across topeople. Those tools can extend ourreach and may be the means to touchpeople in the community we haven’treached before. But we can’t forget themost powerful way to communicatewith other people—face to face.

The power of that touch—setting asidetime for one individual, giving themyour complete attention and having adiscussion—there is no substitute orNew Media tool that can compete.

As the rush of new technology comesthrough, we may tell people: “We havethe means to get information out toyou electronically, so our papernewsletter will not be printed anymore.”

It may save money. It definitely savestrees and the environment. But it is notreally the right question to ask. Thereal benefit of technology and NewMedia is that it gives people anotherCHOICE about how they can getinformation. People want to choosewhether they get information in paperform or electronically. Facebook andTwitter are just another medium toreach segments of your community thatuse those tools. It doesn’t mean youdiscard newsletters and other ways ofgetting information to the public. Iknow many newspapers put theirstories online, but I still get anewspaper because I prefer to read thereal thing. I know I can get books onKindle electronically, but I still preferto hold the book in my hand.

Our district Webstreams video of ourboard meetings. Anyone with acomputer can watch them. But we alsohave minutes available. We also stillmake an effort to get people to cometo the meetings and talk face-to-face.

We like to see New Media tools as anew choice for our district. Acomplement to the print materials wemail, the newspaper stories andtelevision stories of our board actionsand hard work in the classrooms, andthe face-to-face discussions we havewith our citizens.

It’s also good to see MSBA keeping itsface-to-face Phase programs andconferences intact whilecomplementing them with a 24/7Webinar learning option. We know thatno matter how high-tech we get, we stillneed to be high-touch with our boardmembers.

The realbenefit oftechnologyand NewMedia is that itgives peopleanotherCHOICEabout howthey can getinformation.

Jackie MagnusonMSBA President

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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


It’s about making the right choices today.

It’s about making a difference in our communities.

It’s about our children’s future.

USGBCIt’ b t ki th i ht h i t d

local chapter membership

ContactUSGBC - Mississippi Headwaters [email protected]

visit usgbcmn.org

*Westwood Elementary; Zimmerman, MN a LEED Certified Building, photo by Ralph Berlovitz

Join. Connect. Act. Make a Difference.

384761_SepOct_09:_ 8/19/09 11:22 AM

I8 MSBA JOURNAL

It seems like everywhere you turn these days, people are talking about social media. Whether it’sConan O’Brien mercilessly mocking celebrity “Tweets” or a Minnesota couple’s unique weddingprocession video hitting 1 million views on YouTube, social media is on everyone’s mind.

Social media is defined as any site or application that allows users to connect, collaborate, react,organize and quickly consume information. In other words, social media is people having onlineconversations. Examples of social media include:

BlogsFacebook, MySpace, LinkedIn, Ning (social networks)Flickr (photos)YouTube, SchoolTube (video) Twitter (micro-blogging)

Companies, nonprofits and government agencies alike seem to be rushing to set up a Facebookpage and start tweeting. But what about K-12 public education? Are school districts in Minnesota(and across the nation) embracing this new technology?

The short answer is, not quite. Like many other public institutions, public schools are movingslowly, wanting to ensure data privacy laws are adhered to, yet trying to balance the need forincreased communications with limited staff and budgets. But there are some districts who haveventured into this new arena.

Robin Smothers

Web 2.0thrives on tWo-Way communication

Ashley Danielson

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bloGsAccording to a recent surveycompleted by school administratorsand communications personnel from148 Minnesota school districts,blogging is by far the most popularsocial media tool used today.Superintendents from districts of allsizes, both metro and out-state, blogregularly. Blogs are used for multiplereasons, from dispelling rumors tocovering topical district news. Mostdistricts’ blogs allow readers to postcomments once they’ve beenreviewed and approved.

Official district blogs needn’t alwaysbe written by the superintendent. Ifissues or questions arise regardingstaffing or financing, it’s best to letthem be answered by theappropriate administration member.Board members should author blogposts that deal with board decisionsor other appropriate communityissues. Remember that blog posts arenot edicts or places to post yourdistrict’s latest news releases: they area place to connect with your parents,teachers and community members.Accordingly, the tone of a blogshould be friendly and informal, justas if you were having a face-to-faceconversation.

Like all social media tools, blogs aremeant to build relationships througha two-way dialogue. This means thatcomments, both negative andpositive, should be allowed andaddressed. Make sure blog postpolicies are posted which are clearabout what types of comments are—and are not—allowed. Anythingoffensive, inflammatory, libelous oroff-topic should be removedimmediately.

Inexpensive video cameras havehelped increase the popularity ofvideo blogging. No longerconstrained by equipment, schoolboard members, superintendentsand other district officials can use a$100 Flip video camera to recordand upload a 5-minute videomessage or response to a breakingnews story.

youtube,teachertube,schooltube,flickr,smuGmuGandpodcastsContent sharing sites such asYouTube, SchoolTube, Flickr andSmugMug make it easy to shareschool-generated videos andphotographs. School boardmeetings, graduation ceremoniesand sporting events are only a fewexamples of how some districts areusing these tools. TeacherTube wascreated in 2007 as a safe place forteachers and other educationprofessionals to share instructionalvideos, audios and documents.

Podcasts are also popular forconveying deeper, more detailedinformation. Question and answersessions on budgets, referendumsand other complex issues can berecorded and made available fordownload on school Web sites andiTunes, allowing listeners toparticipate at a time and place oftheir choice. Again, improvedtechnology means expensive audioequipment is not necessary to recordand share quality audio files.

facebookCreated in 1994, Facebook is a free-access social networking Web site.Facebook was first made popular bythe college students, who used it as away to connect with friends oncampus and beyond. Since then, ithas slowly crept into the mainstream,with its popularity exploding overthe past year. In April 2009,Facebook announced it had grownfrom 100 million to 200 million users

5 steps to

socialmedia

success

1. Get the riGht people on the bus.Some people get social media,and some people don’t.

2. start small.Listen first and experiment.

3. measure results.How else will you know if you’remaking an impact?

4. prepare fororGanizationalchanGe.It’s a new world; yourassociation must adapt.

5. embrace failure.Because you will fail,guaranteed. Failure is a part ofany relationship. Learn from itand get better.

- Catherine Li, social mediastrategist and author ofGroundswell: Winning in a WorldTransformed by SocialTechnologies

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10 MSBA JOURNAL

We

b 2

.0in just eight months. In July, the company announcedthat it has gone from 200 million to 250 million injust over three months. Facebook is also growing inevery age/gender demographic, with women over 55its fastest-growing segment. Very much a favorite ofGen Xers, 45 percent of Facebook’s U.S. audience is26 years old or older.

Despite its growing popularity within keydemographics, Facebook seems to be the slowestsocial media platform adopted by public schooldistricts. Only a handful of Minnesota schools anddistricts reported that they had created a Facebookpage for the district itself, with another 15 reportingthat they had plans to create a Facebook page in thenext 6 to 12 months.

The very characteristic that makes Facebook sopopular is the same reason many school districts arehesitant to join in: its accessibility and public nature.Although it was originally created as an interactiveinformation-sharing site (i.e., friends are able to postcomments on their fellow friends’ pages), schooldistricts that have created an account are using itprimarily as another outlet to distribute informationand do not allow “fans” of the page to post links,comments or pictures.

On the flip side, many school-related organizationsare finding Facebook an extremely effective way toreach others who share their interests. Hundreds ofalumni organizations, booster clubs and cause-relatedmovements are being added weekly.

Even with its growing popularity, most Minnesotaschool districts have no plans to create a FB page.Lack of time for updating, privacy issues and lack ofinformation about the platform itself are some of thetop reasons given for opting out.

ninGNing is a technology platform that enables users tocreate and join Ning networks for their own differentinterests and groups. For example, there are Ningnetworks for those who love Boxers on a leash andboxers in a ring, Twilight the movie as well as theTwilight Zone.

The greatest benefit to Ning networks is that they canbe made public or private for members only. Networkadministrators moderate members before they join,and photos, videos, groups, chat and events can all bemoderated before they’re posted.

Although less well-known than Facebook (whosegroups are similar to Ning networks), school districtsare finding innovative ways to leverage thistechnology. For example, the Mansfield, Texas,independent school district has created a network fortheir teacher mentoring program.

tWitterThe newest entry into the social media arena, Twitter,is a micro-blogging platform that allows users to sendmessages to other Twitter users who “follow” them.The catch? These updates—called tweets—arelimited to 140 characters.

Since its inception in 2006, Twitter has movedbeyond celebrities tweeting mundane details abouttheir lives into a way to instantly share photos, newsand information. (Note: The first news and images ofthe January 2009 US Airways plane landing on theHudson River was reported by a passerby on Twitter.)

School districts across Minnesota are embracingTwitter as a way to share information. West St. Paul-Mendota Heights-Eagan Public Schools recentlytweeted about Sibley High School being named asone of Newsweek magazine’s top U.S. high schools.Farmington tweets regularly, updating their followerson everything from school board meetings to theopening of the new high school.

Twitter’s incredible speed in sharing information willensure its future use in school settings. Imagineattendees tweeting live during a school boardmeeting at which a contentious issue is beingdiscussed. Using Twitter, dozens of citizenssupporting all sides of an issue could show up beforethe meeting is an hour old.

socialbookmarkinG sitesSocial bookmarking sites let users mark—or “tag”—content they find especially useful. The mostcommonly used sites are Digg (users submit anarticle, image, or video online where other users canfind it and “Digg” it if they find it useful);StumbleUpon (returns Web site recommendationsbased on your preferences); Reddit (a social newsWeb site on which users can post and rate links tocontent on the Internet) and Delicious (a space forstoring, sharing, and discovering bookmarks). Hint:To take Delicious for a spin, visit www.delicious.comand see how many people have bookmarked yourschool district’s Web site.

384761_SepOct_09:_ 8/19/09 11:22 AM


benefits andchallenGes of social mediaDon’t be fooled into thinking that social media is a passingphase. It’s not. It’s the natural next step in Web interaction.But just as importantly, don’t be fooled into thinking socialmedia is the silver bullet that will fix all of your problems.

One of the biggest mistakes companies make is jumping intosocial media without foresight or intent. Social media isn’tsomething to be entered into lightly. It’s a long-termcommitment that takes time, effort and planning. Like anyother method of community engagement, social media takesresources to maintain. Issues of access and ownership need tobe worked through (although it’s usually best for a socialmedia initiative to be headed by the district’s communicationteam).

Another mistake is assuming that social media replaces currentmarketing communications channels and/or strategies. It doesnot. Social media should enhance the techniques, methodsand strategies you or your district are already using—notreplace them.

Fortunately, there are numerous online articles, Webinars andbooks that can help you make sense of social media. Twobooks I recommend are The New Influencers by Paul Gillin andGroundswell by Charlene Li and Josh Bernoff. As a first step,district personnel should “park the real estate,” or reserve thedistrict, school building and superintendent’s username orvanity URL on as many popular social networking/socialbookmarking Web sites as possible. (Hint: www.namechk.comlets you check dozens of sites at the same time.) As a boardmember, it would be smart of you to do the same.

remember, it’s aboutrelationshipsWith all the frenzy surrounding social media, it’s often easy toforget the most important thing: although facilitated bycomputers and technology, social media is about people andrelationships.

Let me repeat: social media is not about the technology. It’sabout people connecting, conversing and buildingrelationships around shared interests (such as their localschools).

Conversations about education, our schools and schooldistricts are taking place right now—both in person and incyberspace. Why not leverage social media and join thediscussion?

Robin Smothers is a Minneapolis-based consultant and social mediaenthusiast. She can be reached at [email protected] or @robinmarieon Twitter.

districts usinGWeb. 2.0

districts that “tWeet”

West St. Paul-Mendota Heights-Eagan PublicSchools @ District197

Farmington Area Public Schools @district192

Stillwater Schools @Stillwater834

Hopkins Schools @Hopkins270

Wayzata Public Schools @wayzataschools

superintendents Who bloG

John M. Sweet, Delano Public Schoolshttp://suptslog.blogspot.com

Steve Jordahl, St. Cloud Area District 742Schoolshttp://www.sjordahl.blogspot.com/

Deb Henton, North Branch Schoolshttp://supeoftheday.blogspot.com/

Keith Lester, Brooklyn Center Schoolshttp://www.brookcntr.k12.mn.us/blog/3

fun minnesota-based schooltube/youtube videos

Minnesota at the National Association ofStudent Councils

http://www.schooltube.com/video/9196/Minnesota-at-NASC-HD

Lakeville Senior High School’s One Act Play

http://www.schooltube.com/video/37705/One-Act-Play

All About Magnet Schools (Northwest SuburbanIntegration School District)

http://www.youtube.com/watch?v=mMdIWFAj0EQ

schools on facebook

North Branch Public Schools

Northwest Suburban Integration School District

Minnesota New Country School

384761_SepOct_09:_ 8/19/09 11:22 AM

12 MSBA JOURNAL

Whether you love them or you hate them, there is no question that cell phones are a part ofeveryday life, particularly that of our nation’s teenagers. According to a recent national survey,four out of five teens carry cell phones or other wireless devices.1 Nearly half of today’schildren have cell phones before they even hit their teens.2 As cell phone technologyadvances, these devices provide an invaluable tool for communication and education.Researchers predict that students soon will use cell phones to photograph field trips, searchthe Internet and answer classroom polls via text messaging, among other applications.3 Someschools have even integrated cell phone technology in their schools, allowing students to sendtext messages to school police officers.4 Students also can access homework and classassignments through their cell phones.

Jennifer K. Earley

Knutson, Flynn & Deans

MAKING

THE

RIGHT

CALL

ON CELL

PHONE

POLICIESMadison Miller

384761_SepOct_09:_ 8/19/09 11:23 AM


While cell phones can be a valuable resource, they also arethe source of numerous problems when brought in to theschool setting. One of the most common issues affectingschools is the disruption that cell phones can cause.Students who bring cell phones to class often fail to turnthe devices off or silence them, causing the class to bedisrupted when they receive a call. Additionally, somestudents are so adept at text messaging that they can texteach other without detection by teachers. While suchconduct does not disrupt the entire class, these studentsclearly are not focused on the learning process. Studentsalso can use cell phones to copy tests and answer sheets toshare with other students. Similarly, cell phones can beused to text answers to other students for assistance duringassignments or tests.

In some instances, cell phone usage can be much lessbenign. Students can quickly text others as to where andwhen to be, within minutes, for the purpose ofconfrontation (i.e., gang activity) or protest. It also isbecoming quite popular for studentsto broadcast text messages ridiculing,threatening, bullying or harassingother students. Students use their cellphones for “sexting,” a trend amongteenagers whereby they distributenude self-portraits electronically. Cellphones now can access the Internetand download pornographic or otherinappropriate materials. It is also ofconcern that cell phones withcameras can be used on campuseswithout the photographic subject’sknowledge, such as in locker rooms,bathrooms and other places wherethere is a high expectation of privacy.It also is a common practice forstudents to photograph or videotapeincidents at school and transmitinappropriate pictures to theirfriends, or even post these pictureson the Internet.

In response to these concerns, thebig question school districts face iswhether, due to these issues, theyshould ban students from possessingcell phones in schools altogether orallow some degree of use. Regardless of the degree oflimitations a school district chooses to impose, anylimitation is often opposed by students as well as parents,and even school district staff.

For example, parents argue that cell phones are essential toallow them to communicate with their child in cases ofschool emergencies. However, cell phone communicationsbetween students and parents in these situations create a

stage for rapid spread of misinformation and allow parentsto direct students in ways that may be at odds with schoolsafety plans and instructions given by trained professionalsin crisis situations.5 Such mass communications also cancause an overload in cell phone systems and impedecommunications with emergency personnel.6 In addition,these communications can draw parents to school,increasing traffic, creating crowd control problems andimpeding the arrival of emergency personnel.7

Parents also insist that students carry cell phones due to thebusy and ever-changing schedules modern-day families face.Parents have argued that banning cell phones deprivesthem of the ability to raise their children in the mannerthey see fit and to communicate with their children. Inresponse to parents who have challenged school boardpolicies on this basis, some courts have held that studentshave no constitutional right to possess and use cell phonesat school, nor does such a prohibition interfere withparental liberty interests, as parents are free to

communicate with their childrenbefore and after school.8

School district staff also raiseconcerns about imposing anabsolute ban on cell phones fromthe perspectives of enforcementand personal interest. Because ofthe size of cell phones andnumerous ways they can beconcealed, it is not necessarily easyfor school personnel to detectwhich students possess a cellphone, making enforcementdifficult. On the other hand, staffoppose the ban extending to theirown use. Consequently, a banapplicable only to students givesthe appearance of “do as I say butnot as I do.” As a result, studentsoften ignore the cell phone ban,viewing it as unenforceable andrendering it ineffective.

Despite opposition to cell phonebans, the courts have sided withschool districts in upholding suchpolicies when they are rationallyrelated to legitimate school district

goals.9 While there always will be opposition and problemsassociated with the adoption of any policy, many of theseconcerns can be resolved by considering the schoolenvironment. If a school district’s primary concern isclassroom disruption, a complete ban may not be necessary.Rather, a school district may prohibit students from usingcell phones during class but allow phones to be brought oncampus and used during specified times and/or locations

WHILE

TECHNOLOGy

CAN bRING

MARvELOuS

AdvANCEMENTS,

ITS PITfALLS

CANNOT bE

IGNOREd.

384761_SepOct_09:_ 8/19/09 11:23 AM

as long as such use is not disruptive. For otherschools facing more serious problems with cell phoneusage, such as gang violence or drug trafficking, acomplete ban may be necessary.

Whether a cell phone policy provides for a completeban or a modified ban of cell phones, studentsshould be informed in the policy that under nocircumstances may cell phones be used for violationof any school policies (cheating, gang activity,harassment/bullying, etc.). Because discovery of suchviolations often involves a search of student cellphones, students also should be provided with noticeand the circumstances under which their cell phonesmay be searched. A comprehensive policy shouldexplain the standards and procedures the schooldistrict will employ in the cell phone search. Finally,students should be informed as to the consequencesfor violating the cell phone policy. Suchconsequences may include disciplinary action,ranging from a written warning to expulsion, as wellas notification of law enforcement, depending uponthe seriousness of the infraction. Consequences alsomay include confiscation of a cell phone. Ifconfiscation is included as a penalty, the policyshould enumerate for how long the cell phone willbe confiscated, how the cell phone will be returned(i.e., returned to parent vs. returned to student) andhow the school district will dispose of the cell phoneif it is not claimed.

Finally, no policy is effective unless it is publicizedand consistently enforced. Students and parentsshould be notified of a school district’s cell phonepolicy in handbooks, student assemblies andnewsletters. Similarly, staff need to be aware of thepolicy and their obligations to enforce and complywith the policy as well. With the continuousadvancement of cell phone technology, it also isimportant that school boards reexamine theirpolicies on a regular basis to ensure that the policy iscompliant with present law and consistent with theschool district’s needs and the new uses thatadvancements in technology provide. Whiletechnology can bring marvelous advancements, itspitfalls cannot be ignored. A well-reasoned andcomprehensive cell phone policy can circumvent theproblems that cell phones can raise, whilerecognizing the benefits cell phones also can provide.

Jennifer Earley, a partner at Knutson, Flynn & Deans,practices in the area of education law, including studentand employee issues and policy review and formulation.She may be contacted at (651) 222-2811 [email protected].

Sources:

1. Staci Hupp, Cell Phone Bans Lifted in Schools Across Iowa, DesMoines Register, October 20, 2008,http://pqasb.pqarchiver.com/desmoinesregister/access/1695735261.html?dids=1695735261:1695_735261&FMT=ABS&FMTS=ABS:FT&type=current&date=Oct+20%2C+2008&author=Hupp+Staci&pub=Des+Moines+Register&edition=&startpage=A.1&desc=Cell+phone+bans+lifted+in+schools+across+Iowa.

2. Id.

3. Id.

4. Alexis Stevens, Marietta Board of Education: Students Allowed toText Cops Goal is to Strengthen Safety Both In, Out of School, AtlantaJournal-Constitution, October 22, 2008,http://www.mobilestorm.com/press/marietta-board-of-education-students-allowed-to-text-cops-goal-is-to-strengthen-safety-both-in-out-of-school.

5. A. Dean Pickett & Christopher Thomas, Cell Phones, Camerasand Other 21st Century Intrusions Into Learning: Legal Responses forToday’s Boards and Educators, School Law in Review 2005,National School Board Association (2005).

6. Id.

7. Id.

8. Price v. New York City Bd. of Educ., 51 A.D.3d 277, 855 N.Y.S.2d 530 (N.Y. App. Div. 2008); appeal denied, 11 N.Y.3d 702, 894N.E.2d 653 (N.Y. Aug. 28, 2008).

9. See Laney v. Farley, Co. No. 3:05-0762, 2006 WL 572331 (M.D.Tenn. 2006); rev’d and remanded on other grounds 501 F.3d 577(6th Cir. 2007); Price v. New York City Bd. of Educ., 51 A.D.3d277, 855 N.Y.S.2d 530 (N.Y. App. Div. 2008); appeal denied, 11N.Y.3d 702, 894 N.E.2d 653 (N.Y. Aug. 28, 2008).

14 MSBA JOURNAL

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16 MSBA JOURNAL

WWhen Matt Howe took the position of buildingtechnology coordinator at Oak-Land JuniorHigh School in Stillwater three years ago, henoticed something different about the studentsthere. The relationships between students—and even the relationships between thestudents and the teachers—seemed less distinctthan he had experienced as a teacherelsewhere. Everyone, it seemed, was on thesame level.

Howe chalked that difference up to the laptopsthat are provided to every seventh, eighth andninth grader in the building within the firstweek of school every year and collected againduring the last week of classes. With thattechnology in hand all day, every day, he says,the dynamics within the classroom change.

“The students are all on the same level in termsof access to technology,” he reports. “And theteacher no longer stands up at the front of the

Sara Gilbert Frederick

Laptop Legacy

How three Minnesota school districts have launched laptopinitiatives, and the results they’re seeing from those programs

Oak-Land Junior High Schoolteacher Katy Pupungatoateaches ninth-grade physicalscience in a laptop setting.

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class filling the students up with information. Now theteacher is more of a facilitator, helping the kids to create thecontent themselves.”

Leveling the playing field for both students and teachers isjust one of the benefits the Stillwater Area Public Schools hasseen since introducing a laptop initiative in November 2003.Mike Dronen, the technology coordinator for the Stillwaterdistrict, says that in the first six years of the program, bothgrades and attendance at the two participating junior highshave increased. “I’ve had teachers tell me that for the firsttime, they aren’t failing any students,” Dronen says. “They’reengaged, they’re interested, and they’re doing well.”

To measure the success of the laptop program, the Stillwaterdistrict brought in a team of researchers from the Universityof Minnesota’s Center for Applied Research. The results oftheir year-long study showed, among other things, that thelaptops provided greater access to more diverse materials,that teachers had a greater ability to individualize lessonsand curriculum for their students, and that the students andteachers had greater access to up-to-date information.

Those findings are definitely affirming, Dronen says. But so isthe anecdotal evidence he hears from teachers, students andparents. “The teachers says the students work harder and aremore engaged,” he says. “And the parents and students saythat they love having the technology present too.”

Technology Takes OffThe success of the Stillwater program, and the growth ofsimilar programs around the country, has encouraged otherschool districts in Minnesota to initiate pilot programs aswell. Bloomington Public Schools is in the third year of aprogram in its middle schools, and Edina Public Schoolslaunched a two-year pilot with a group of eighth graders atSouth View Middle School this fall.

Although each program is independently designed withslightly different parameters (some are 1:1, 24/7 models, whileothers require students to leave the computers at school andsome operate on a 3:1 ratio), all are aiming for essentially thesame results: enhanced learning opportunities for theirstudents, and broader content opportunities for their teachers.

“We went in to our pilot program with the idea of seeing ifthe increased accessibility to laptops and the onlinecommunity would change the way kids learn and teachersteach,” says Sue Burke, the technology integrationcoordinator for Bloomington Public Schools. “We wanted tosee if it increased student engagement and achievement, andif it created a more student-centered learning environment.”

Burke has already noticed that those things are happening.She’s heard from teachers that their classrooms arebecoming increasingly student-centered, for example, andthat they are able to personalize their daily lessons toindividual needs. “A teacher can give reading assignments atone level for more advanced students and at another levelfor students who need more help,” she says. “And nobody inthe classroom notices the difference at all.”

Financing available throughFinancing available through

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18 MSBA JOURNAL

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Dronen witnessed a similar benefit at Oak-Land,where approximately 10 percent of the studentsreceive special education services. When groups ofeducators come to visit the school and watch theprogram in place, they often ask about how specialeducation factors in. “We ask them, ‘Can you identifywho the special needs students in that classroomwere?’” he says. “They are quite often unable to doso, and I think we can attribute that to what thetechnology piece brings to those students and to theeven playing field it creates.”

Students participating in Bloomington’s pilot projectleave their laptops at school every day. But MikeBurke, the director of media technology and TIESfor Edina Public Schools (and, coincidentally, thehusband of Bloomington’s Sue Burke), says hisdistrict opted to institute a 1:1, 24/7 program tofacilitate what he calls “anytime learning,” or learningthat goes beyond the classroom walls.

“Our whole idea is that we want them to think abouttechnology as a tool, and not just one they use atschool,” Mike Burke says. “They can accessinformation, their resources and their databases fromhome, a friend’s house, wherever they are with theircomputer.”

The flip side of that equation is monitoring how thecomputers are used once they leave school grounds.Each machine is equipped with virus protection andanti-spyware, Mike Burke explains, and the networksat school filter out inappropriate materialsautomatically. Teachers will also be asked to makeperiodic checks of their students’ logs to see wherethey’ve been during the day. But he is planning totalk to the parents about what’s expected of thestudents—and of them—when the computers are athome. “It will be up to the parents to make sure theywork with the kids at home,” he says. “We will beproviding lessons on Internet safety for the studentsand the parents so they know what’s appropriate.”

In Bloomington, where Apple computers are used,Sue Burke says that teachers have the ability to viewtheir students’ screens remotely. Just knowing thattechnology is possible, she says, helps deter kids fromlogging on to Facebook or MySpace pages. “When Iwas in the classroom, all I had to do was show thestudents that I had the capability of doing that,” shesays. “It only took a couple of times for them to stopplaying and stay focused.”

The biggest downside both Burkes see coming out oftheir respective pilot programs, however, isdisappointment that they can’t include morestudents. “I think we will have people say, ‘Why isn’tmy child part of it?’” Mike Burke says. “That’s thetoughest part.”

He’s also concerned that teachers might get toomedia-happy with their assignments. “What if they

end up with five major online projects that they haveto do?” he asks. “That could be pretty stressful for thestudents.”

So far, the positives far outweigh the negatives inBloomington, says Sue Burke. The teachers, who havealso all been given their own laptops, have for themost part embraced the changes technology hasbrought in to their classrooms. Instead of journaling,their students are writing blogs and using wikis topost reports. Instead of opening a folder full ofpapers at conferences, one teacher had her studentscreate a Keynote presentation of their work from thepast quarter for their parents to see. Even one of thephysical education/health teachers designed a lessonaround the laptops.

“That’s an area that you don’t normally associate withtechnology,” Sue Burke says. “But she did a diseaseunit and had them put together podcasts in firstperson about how to treat a certain disease. Theyadded movie files and pulled picture files. It takesthat unit to a whole new level and enables thosestudents to take ownership in it.”

Sue Burke is pleased to see so much good comingout of the pilot program already and is eager to see itexpand in the near future. “The major problem, ofcourse, is once the pilot program shows that it doesmake a difference,” she says, “we’ll have to find thefunding to support this kind of initiative long-term.”

Price of ProgressInvesting hundreds of thousands of dollars intechnology initiatives may seem like a luxury in themidst of an international economic downturn and astatewide budget crunch. Such concerns came up at ameeting of the Stillwater Area School Board late lastMay; the 1:1 program at Oak-Land has come with a$420,000 annual price tag, much of which previouslycame out of the district’s now-expired technologylevy. But although the board was reluctant to approvefunds to purchase new computers for the comingschool year, they were also reluctant to eliminate aprogram that has had such a positive impact onstudents.

So the program continues, Mike Dronen says, withthe same computers that have been used in the pastsix years. Remarkably, he adds, the number ofmachines that have been lost, stolen or damagedduring that time can be tallied on two hands. “That is1,000 students who have laptops with them 24/7,” hesays. “They have risen to the occasion and taken careof this equipment. They know that it has to be ingood working order because it is their lifeline atschool. To have only seven or eight destroyed, that’s apretty good number. It’s way better than mycolleagues in the business sector see.”

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Dronen is pleased the board saw the value in continuingthe program—and is excited about the challenge that waslaid out for him and the rest of the district. “The boardwisely understood that we couldn’t make a significantchange to the program,” he says, “but they’ve tasked us withtaking a year to understand how to transition to anaffordable model. That will be a real interesting experimentfor us.”

One option right now is to change the wireless networks inthe district to make it possible for students to bring theirown laptops from home, which already happens both atStillwater High School and at other high schools in thestate. Dronen also reports that he and his staff areinvestigating how other mobile, handheld technologiesmight be integrated.

“We have already seen a fundamental change from desktopcomputers to laptops,” he says. “Now we’re going to beseeing another change to mobile computing, equipmentthat you can carry in your pocket, purse or backpack.”

“That’s the hard thing about technology,” Sue Burke adds.“Things move so fast. We’re focusing on one specific tool,the laptop, but there are also teachers doing great thingswith iPods right now. Is that the next tool? It can getfrustrating when you don’t know the direction things aregoing to go in.”

Even as Dronen explores other technological options, heremains committed to continuing the laptop program inStillwater—and to expanding it as much as possible. “Mybelief is that 1:1 access is inevitable in K-12 education,especially as equipment becomes more affordable,” he says.“I think some of it will be paid for by school districts, butwe’ll also see more and more students bringing their ownwireless devices to school.

“I see it as an imperative, not just a nice option to do if we can.”

Sara Gilbert Frederick is a freelance writer and editor based inMankato. She can be reached at [email protected].

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Contact: Troy Miller, REFP - [email protected]: 612/977-3500 - www.dlrgroup.com

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l i s ten.DESIGN.del iver

Reid Kariniemi

384761_SepOct_09:_ 8/19/09 11:23 AM

20 MSBA JOURNAL

TToday’s students are armed with the latesttechnologies at school or home: razor-thin laptops,iPhones and hand-held video games.

However, those students have nothing on some oftoday’s school board members. School boardsacross Minnesota are embracing new technologiesto create innovative methods of running andpresenting their board meetings.

In an effort to stay as transparent to the public aspossible, two districts—Minnetonka andRosemount-Apple Valley-Eagan—have adopted anew approach for broadcasting their meetings.Plus, districts across the state are signing on toBoardBook for paperless meetings.

Web slingingRosemount-Apple Valley-Eagan was one of the firstMinnesota school districts to webstream its boardmeetings.

Tony Taschner, Rosemount-Apple Valley-Eagan’sDirector of Communications, said the district’smove to webstream technology in February 2008opened up another avenue to keep informationopen to the public.

“The public should have access to what’s going onat the school board meeting,” Taschner said. “Weare providing easy access inside the board room toincrease transparency.”

Taschner said he no longer has to compose awritten summary of each board meeting for thedistrict and the public. “Why should I provide afilter to what people can look up for themselves? Ifyou want to see what was said, you just click abutton.”

Minnetonka has earned national recognition for itsachievement in technology integration. So it’s nosurprise they recently joined Rosemount-AppleValley-Eagan in utilizing webstreaming for its ownboard meetings.

HIGH-TECHSchoolBoards

Bruce Lombard

Josh Dahlstrom

School boards get innovativein their showing,running of meetings

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HIGH-TECHSchoolBoards

The district commenced its board webcasts just this pastJune, according to Janet Swiecichowski, Minnetonka’sExecutive Director of Communications.

Swiecichowski said the foray into webcasting wasprecipitated by the district’s strategic plan, part of whichcalls for more community engagement.

Another push came from community members who saidthey liked what they’d seen from webcasts produced by theCity of Minnetonka for its meetings.

“(Seeing the City of Minnetonka) proved that it could workfor us,” Swiecichowski said. “It was an easy decision tomake.”

Easy streamingBoth Minnetonka and Rosemount-Apple Valley-Eagan cantake a Monday night meeting and have it ready for viewingon their respective Web sites the next morning.

Minnetonka uses four remote cameras to shoot with asingle videographer who records and streams. Rosemount-Apple Valley-Eagan utilizes a three-camera shoot. Themeetings can be edited on the fly to change camera angles,insert titling banners of whoever is talking (e.g., a graphicreading “Board Chair Jane Doe” across the bottom of thescreen) and edit the video’s index.

The indexing system is one of the more convenient featureswebstreaming offers. If a board member or communitymember is interested in a particular topic, they caninstantly jump ahead to their area of interest—withouthaving to labor through the entire meeting.

“Webstreaming provides community members and districtmembers and anybody else the ability to quickly go in andview a portion of the meeting to see what was saidspecifically about a certain item,” Taschner said.

“The indexing feature is so convenient, you don’t have tosit through the whole meeting,” Swiecichowski added. “Youcan skip to your agenda.”

The webstreaming page of both districts’ Web sites isextremely user-friendly. Each meeting is listed with its dateand running time, along with links to the agenda andminutes. If you click on one of the meetings, a split screenpops up with the video on the left side and a copy of theagenda to the right. If the agenda includes a documentdiscussed in the meeting, a link to that document appears.

A viewer can “jump” down along the agenda to any part ofthe agenda. Even as the meeting video progresses along, atitle of the current topic discussed will be displayed belowthe screen.

There is also an MP3 mode if you only want to listen to theaudio.

Thumbs up from the boardPam Langseth, Minnetonka Board Chair, said thewebstreaming has gone very well.

Langseth touted the user-friendliness of the webcastingsystem and the fact that the agenda and supportivematerials are all included. She also emphasized theimportance of narrowing the communication gap with thepublic.

“The closer we can be to the community . . . and let themknow information, the better,” Langseth said.

Jackie Magnuson, Rosemount-Apple Valley-Eagan’s vicechairperson, has heard plenty of positive feedback aboutthe webcasting—especially from teachers.

“They like that they can get it, especially those who don’thave access to cable,” Magnuson said. “They feel like theyare not out of the loop.”

Magnuson adds: “Parents have liked it for the studentrecognition (at the board meetings). For example, studentscan have their grandparents in Hawaii watch.”

Both districts have also used their webcasting technologyfor other school-related events, including graduationceremonies.

“Our graduating class is large, so only a limited number ofpeople can attend,” Langseth said. “It’s fabulous that out-of-state family members can watch their loved ones graduate(through the webcast).”

“Our graduation broadcast received more hits than our firstboard meeting,” Swiecichowski said. Minnetonka’s firstboard webstreaming still had a respectable audience, withmore than 200 views.

Rosemount-Apple Valley-Eagan also webcasts parenteducation conferences, guest speakers and studentperformances (like choir and orchestra).

Useful linkshttp://isd196.granicus.com/ViewPublisher.php?view_id=4

http://www.minnetonka.k12.mn.us/administration/Board/Pages/Video.aspx

http://www.granicus.com

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22 MSBA JOURNAL

HIGH-TEC

HScho

ol Boards

Enter GranicusBoth districts host their webcasting through the samevendor—Granicus, Inc. Founded in 1999, Granicusspecializes in managing and distributing streamingmedia content for government entities of varying sizes.

Taschner said the setup process with Granicus wasrelatively easy, taking around a month’s time.

Langseth said she was impressed by the Granicuspresentation to the board. “We were able to getanswers to a lot of our questions,” she said.

“The system is so easy to use,” Swiecichowski said.“After that (first) board meeting of training, we wereset to go.”

The only real hardware required is an encoder,housed at the school, which can upload the meetingvideo to Granicus.

Taschner said while Granicus’ pricing is based onvarious factors, a district the size of Rosemount-AppleValley-Eagan spends approximately $1,000 per monthfor Granicus’ services.

CablevisionThe use of webstreaming has been a bigimprovement over an already-existing form ofbroadcasting: cable-access television.

While cable-access TV remains another viable sourcefor connecting the public to the boardroom,webstreaming appears much more effective.

The boards’ cable broadcasts are shown duringvarying times of the day. It might not work for theaverage community member to fit the scheduledcable broadcast into their schedule. Also, moretelevision consumers are opting for satellite providerslike DirecTV and The Dish Network that don’t offercable-access programming.

Through the webstreams, access is available all day toanyone with a computer and Internet access.

Plus, the cable replay quality of a taped boardmeeting is not consistent due to the fact that it isairing in several different parts of a district withseveral different cable service providers.

“With the webstream, we have consistent picture andsound quality,” Langseth said. “Before, we didn’t havecontrol over it; we couldn’t change it.”

Whether for the webstream or cable, the boardmembers said having a camera on them isn’tanything to worry about.

“I don’t even think about (the cameras) anymore,”Magnuson said. “We can see what is on TV with themonitors.”

Going paperlessIs your school district overburdened by the sheer volumeof paper contained in those gargantuan board meetingpackets? If you are fed up with that incredible bulk ofpaper—along with the costs and labor hours spent in itsproduction—then you could follow the lead of otherschool boards in Minnesota and across the nation.

Those boards are using BoardBook, a Web-basedsoftware application that streamlines the preparation,distribution and publishing of board agenda packets.

BoardBook includes a searchable archive of meetingpackets and minutes.

“The whole purpose (of BoardBook) was to create a toolthat relieves the burden of disseminating and creatingmaterials for board meetings,” said Tim Curtis,BoardBook Services Manager. “It lets districts move topaperless meetings and put information on the Web forthe public, and cuts meeting prep in half.”

Developed around 2002, BoardBook is a partnershipbetween MSBA and the Texas Association of SchoolBoards. The genesis of the program came about fromtwo directions: (1) from school districts approaching theassociation about the amount of paper they had tohandle and (2) from people who worked at theassociation—that were formerly employed at schooldistricts—who knew there was a better way.

Using BoardBook can help save paper and money, andreduces the number of hours district administrativeassistants put in to compiling and copying those massiveboard meeting packets.

“It’s a great opportunity to save for the district; theamount of time and resources saved can have a realimpact,” Curtis said. “Everybody is trying to have staffaccomplish more now; BoardBook allows staff to domore important things than running paper through thecopier.”

Board members can scroll through their paperlessagendas on their computers through BoardBook—rather than having to thumb through with reams ofpaper. The board packet can be viewed from anycomputer.

“(BoardBook) allows board members access to all oftheir materials,” Curtis said. “It includes a history of allpast meetings and decisions.”

Currently, 22 Minnesota school districts and theMinnesota School Boards Association use BoardBook fortheir meetings—from Minneapolis Public Schools toYellow Medicine East schools.

Members from Alexandria, Buffalo-Montrose-Hanoverand Mahtomedi said it was imperative for their boards toset a good example by adhering to the new technology.

“We became aware of some options of doing thingselectronically,” said Kevin Donovan of Mahtomedi. “It’s

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incumbent upon us to take part in technology because it iswhat we want out of our students.”

Donovan also noted that going paperless saved on theextensive labor hours to assemble the packets, and labor dollarsto have a courier deliver the packets to each board member’shome.

Dean Anderson of Alexandria said that by using BoardBook,his board was “trying to set a good example for the rest of thedistrict” by showing they were serious about technology.

The Buffalo-Montrose-Hanover School Board has been usingBoardBook for a little more than a year.

Board member Dave Wilson said the district’s “forward-thinking” technology director had researched BoardBook andbrought it to the board’s attention.

“Everyone was interested in cutting back on paper,” Wilsonsaid. “Our board packet was a quarter of a ream.”

So, aside from saving paper and time, what do the boardmembers think about BoardBook?

“It’s a great thing. People have adapted to it and like it quite abit. With any group, you have early adapters and those who aremore ‘Luddite-like,’” Donovan joked.

“We have a hodgepodge board with a woman in her 30s to aman in his 70s, and they are both certainly on board with it,”Wilson said.

Wilson said his district was initially leery of BoardBook’s startupcosts—along with purchasing laptops for each board

member—but he says his board likes what it is getting from itsinvestment. “We’re very pleased with the whole process,” hesaid. “Everything is right in front of us during every meeting.It’s very easy to use. It’s as easy as signing on to e-mail.”

Anderson said all his board colleagues at Alexandria likeBoardBook, too. However, he said his superintendent is stillold-school with his packets and prefers to have a paper hardcopy.

With BoardBook, members can still continue using paper ifthey choose. Donovan said he will print a few pages of theagenda if he is running the meeting at Mahtomedi.

“If districts aren’t using it, they should at least take a look at it,”Donovan said. “Especially if you have a district that is biggeographically.”

Mike Elder, a BoardBook marketing consultant, will be offeringfree Webinar demonstrations of the program Oct. 26-29. WatchMSBA’s Web site for the free sign-up. (Elder can be reached [email protected] or 888-587-2665 for questions.)

The cost is the same for every district: $2,000 for a year, whichincludes training and support. “We are continually enhancingthe program all the time,” Curtis said. “The upgrades areautomatically included in the price.”

Visit http://www.boardbook.org/ for more information, or callMSBA’s Greg Abbott at 800-324-4459.

Bruce Lombard is the associate director of communications for theMinnesota School Boards Association.

Key Benefits of Electronic Agenda PreparationAccess to Information1. Accessible everywhere from any computer2. Publish to Web, or other methods of electronic and physical distribution3. Provides resources for decision making such as online policy and best practices from your school board association

4. Documents and decision history are searchable

Efficiency for Compiler1. Time to assemble agenda packet is cut in half2. Professional results—revisions are incorporated in seconds3. Build multiple meetings at the same time

Efficiency for District Officials1. Meeting notices are automatically constructed2. Saves money by improving staff efficiency and reducing paper and printing costs3. Instant availability of materials4. Enhance transparency 5. Model technology use

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24 MSBA JOURNAL

CHANGES IN TECHNOLOGY bring the classroom to the student

Brady Simonson

CCindy didn’t feel comfortable in large classrooms. She often felt that by asking questions, shewould be singled out as not intelligent. As a 12th-grader with only 2 years of credits in herneighborhood school, she went looking for something that had one-on-one academic supportin a small setting. She found Wolf Creek Online High School.

She feels more comfortable online in talking to her teachers one-on-one before engaging in aclassroom discussion. Her confidence levels continue to grow, and she will achieve herdiploma six months early by accelerating her learning online.

Hannah is an eighth-grade student who enrolled in Spring Lake Park Online Learning due tobeing diagnosed with childhood cancer. She spent a great deal of time in the hospitalrecovering from her cancer. Even with the diagnosis, her family wanted her to continue withher education and have something to focus on besides her cancer. Cancer is not often a wordwe associate with middle school students, but when it struck this young lady, her family wasvery thankful for the option of online learning available to them.

Tracy Quarnstrom

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There are many reasons why students choose onlinelearning. But one thing is certain: Enrollments to onlinelearning courses in Minnesota have increased in recentyears. According to the Minnesota Department ofEducation, students enrolled in certified online learningprograms almost doubled from 2006-2007, when 4,562students participated, to 2007-2008, when enrollmentsnumbered 8,181.

The history of online learningOnline learning choices have existed in Minnesota forlonger than most people realize. The first onlineopportunities in Minnesota occurred under the TRIO(Technological Regional Integrated Organization) grantfunded by the Legislature from 1996-1999. From thiscooperative a published report from the CAREI institutereported favorable results with online learning and theonline programs in North Branch, Rush City, and ChisagoLakes (which would eventually become Wolf Creek OnlineHigh School) were formed. Other early entrants into thefield of online learning include Houston public schoolswhich formed Minnesota Virtual Academy, CyberVillageAcademy, and several members of Northern Star Online.Minnesota now has 25 certified online learning providerslisted on their Web site.

Being a certified online provider in the state of Minnesotarequires a number of qualifiers, including but not limitedto: teacher and student interaction, course syllabi, andspecial education delivery services. MDE works with allonline providers to ensure that the courses offered possessquality standards and rigor. It is within the power of anyMinnesota district to challenge the validity of online

courses and work through the processes at MDE if they feelthat an online course is not as rigorous as their owncoursework.

On a national level, the International Association for K12Online Learning (iNACOL) has provided online schoolswith standards surrounding teaching and curriculumpractices (at iNACOL.org). With the arrival of thetechnology age for students, this new age of online learningas part of the school day will continue to emerge as a trend.It is the belief of many in online learning that the coursesoffered in this fashion will never eliminate bricks andmortar schools but will instead allow for technologicaladvances and advanced teaching methods that can beapplied in any effective classroom in the future.

Two different types of online learningThere are two main types of online enrollments in the stateof Minnesota: supplemental and comprehensive.

Supplemental (part-time enrollment) is when a studentchooses to take up to 50 percent of their coursework froman online provider but remains enrolled in anotherenrolling district school.

Comprehensive (full-time enrollment) indicates that thestudent is fully enrolled at the online school and willreceive a diploma and all needed services from the onlineschool. The requirements of how both supplemental andcomprehensive enrollment is achieved can be obtained byconsulting with the online learning provisions in law (MS124D.095).

The many providers across the state of Minnesota offerstudents a variety of choices for their online needs. Some

MINNESOTA K-12 CERTIFIED ONLINE LEARNING PROVIDERS

Multi-District Programs• Anoka-Hennepin Compass On-Line

• Insight School of Minnesota

• Learn at My Pace (LAMP) Online High School

• Minnesota Center of Online Learning

• North Branch Distance LearningProgram

• iQ Academy Minnesota

• Lakeville Career OnLine

• Minneapolis Public Schools Online

• Minnesota Virtual Academy

• Spring Lake Park Online

Consortia of Schools• Freshwater Education District

• Minnesota Service CooperativesOnline

• SW/WC Online Learning Community

• SOCRATES Online

• INFINITY: Minnesota’s DigitalAcademy

• Northern Star Online

• Southeast Minnesota Virtual Academy

• Online Development and InstructionalNetwork

Charter Schools• Blue Sky Online Charter School

• EdVisions Off-Campus High School

• Wolf Creek Online High School

• Cyber Village Academy

• Minnesota Online High School

• Minnesota Transitions Schools Connections Academy

• Minnesota Transitions Schools Virtual High School

384761_SepOct_09:_ 8/19/09 11:24 AM

26 MSBA JOURNAL

CHANGES IN

TECHNOLO

GY

schools are considered hybrid models, and studentsattend part of their school week on campus. Someschools offer only supplemental course offerings, andstudents still attend another enrolling district, whilesome schools offer only comprehensive enrollments.Many online providers offer both supplemental andcomprehensive enrollments.

Looking at more data collected from the MinnesotaDepartment of Education, it is revealed that in the2007-2008 school year 3,139 students participated insupplemental online options and 5,042 studentsparticipated in full-time online learning options.

Some schools allow students to pay for courses undera tuition agreement, and others do not engage inthese practices. MDE identifies online schools in thefollowing manner: Consortia of schools orintermediate districts, of which 8 are listed on theWeb site; Charter Schools, of which 7 are listed onthe Web site; and finally multi-district schools, ofwhich 10 are listed on the Web site(http://education.state.mn.us/mdeprod/groups/Choice/documents/Publication/031616.pdf).

Several large online schools have formed over thepast five years, and many are using conventionaladvertising methods, such as radio or billboardadvertisements. The impression may be given thatmost online schools are large schools, which is not

the truth in many cases. Many online schools servesmall amounts of students and often serve many ofthese students on a part-time basis. Other onlineschools only serve in their own district or local areabased on a seat time requirement that they impose.Finally, online learning opportunities provide achoice for many students who would not be in schoolanywhere else if it were not for the online choice.The goal of most online schools is to work with otherdistricts in a positive manner to ensure that studentsare served effectively through online methods.

Why students enroll in onlinelearningThe rationale for individual students enrolling inonline courses can be as varied as the providersthemselves. Students indicate that they enroll inonline courses for some of the following reasons:scheduling difficulties with bricks and mortar schools,medical conditions that make attendance in bricksand mortar schools difficult, and the desire to findchallenging courses not taught in their local schoolsetting. It should also be noted that many studentswho have seen their graduation date pass areattracted to online options that allow them tocontinue with full-time employment opportunitiesand also finish their high school diploma.

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Charles, a student at Connections Academy, enrolled simplyto accelerate his learning. He is a first-grade student who iscurrently completing third grade work in the onlineprogram. Connections reports that they have severalprofoundly gifted elementary students who are acceleratedin the curriculum and are able to move at a much faster paceand be placed at a higher grade level in the online learningprogram. This would be more difficult in a traditionalenvironment since they might not fit in to a classroomsocially with peers who are 2-3 years older than they.

Traditional schools have for years tried to allow students toaccelerate but found issues in busing students to theappropriate building and finding appropriate classes forgifted students. Online learning may be an effective choicefor acceleration for some students.

A trend that is here to stayOnline learning is a trend that many believe is here to stayin Minnesota. The Minnesota K12 Online LearningAlliance (MNOLA) is a group of online practitioners whomeet every other month to discuss ways to promote qualityonline opportunities for Minnesota students. Thecollaboration among 15 of the state’s most reputableonline providers allows for support among providers. Oneof the goals of MNOLA is to strengthen and ensure thequality of online instruction. The group attempts to buildcollaborative relationships with parents, students, andschool districts who wish to engage in onlineopportunities. This year MNOLA supported legislation torequire online providers to give more timely informationto enrolling districts for collaborative purposes. MNOLAwelcomes anyone interested in furthering the discussion ofproviding quality online courses to attend meetings or visitthe website at MNOLA.org

MNOLA sponsors an online conference each year in thespring and the conference is another opportunity to seethe incredible work of online providers in action. Ifdistricts have questions or concerns about implementingonline opportunities, this may be a great chance for themto learn more about online opportunities in Minnesota.Consult the MNOLA Web site for dates and specifics onthe spring conference as the school year approaches.

It is important to note that a district cannot deny studentsaccess to quality online courses or create policies thatprohibit students from enrolling in these courses. Workingtogether in a collaborative manner to ensure qualitycourses and communication between all parties is the bestrecipe for the success of online learning in the state ofMinnesota. Online learning is not for all students, but theability to have the choice to decide if online learning is forthem is part of the fabric of school choice laws inMinnesota.

Tracy Quarnstrom is the Director of Wolf Creek Online HighSchool and immediate past president of MNOLA. You can directyour comments to Tracy at [email protected]

384761_SepOct_09:_ 8/19/09 11:24 AM

28 MSBA JOURNAL

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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]

INSPEC, INC.(Fred King)5801 Duluth St.Minneapolis, MN 55422763-546-3434, Fax [email protected] + 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 651-227-0132www.donlarcorp.comjon.kainz@donlarcorp.comKraus-Anderson Construction Co.(Mark Kotten)PO Box 158Circle Pines, MN 55014763-786-7711, Fax [email protected] Safe Surfacing Initiative, LLC(Shannon Godwin/Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax: [email protected]@nssi-usa.com

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]

32 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

384761_SepOct_09:_ 8/19/09 11:25 AM

Environmental ConsultantsMississippi Headwaters Chapter,USGBC(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] Asset Management, LLC -MSDLAF+(Donn Hanson)45 South 7th Street, Suite 2800Minneapolis, MN 55402612-371-3720, Fax [email protected], Inc.(Jodie Zesbaugh)900 Long Lake Road, Suite 220St. Paul, MN 55112651-633-2223, Fax 651-633-2229www.sunergi.com [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]

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(Shannon Godwin/Tim Mahoney)PO Box 506Carlisle, IA 50047866-345-6774, Fax: [email protected]@playgroundcompliance.com

Public FinanceWells Fargo Public Finance(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/FurnitureCorporate Express, a Staples Company(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.comSunergi, Inc.(Jodie Zesbaugh)900 Long Lake Road, Suite 220St. Paul, MN 55112651-633-2223, Fax 651-633-2229www.sunergi.com [email protected]

TechnologySunergi, Inc.(Jodie Zesbaugh)900 Long Lake Road, Suite 220St. Paul, MN 55112651-633-2223, Fax [email protected]

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]


384761_SepOct_09:_ 8/19/09 11:25 AM

34 MSBA JOURNAL

AdvertisersWells Fargo Public Finance ...........................................Page 2MSBAIT...........................................................................Page 2Mississippi Headwaters Chapter, USGBC ....................Page 7Knutson, Flynn & Deans, P.A. .......................................Page 7Johnson Controls .........................................................Page 15Midwest Dairy Council.................................................Page 15Telin Transportation Group ........................................Page 17DLR Group ...................................................................Page 19Bossardt Corporation...................................................Page 26Four Seasons Energy Efficient Roofing, Inc. .............Page 27Ratwik, Roszak & Maloney, P.A. .................................Page 28Wells Concrete Products .............................................Page 29Skyward, Inc..................................................................Page 29 BoardBook ...................................................................Page 30Kennedy & Graven Chartered ....................................Page 30ATS&R ..........................................................................Page 31MSDLAF+ .....................................................................Page 31Stahl Construction Company .....................................Page 33Donlar Construction ...................................................MSBA Online Learning Center ..................................Page 36

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ASKMSBAA goldmine of information awaits you in PEERNet

PEERNet (Public EducationEmployee Relations Network) isMSBA’s comprehensive databasecontaining facts and figures on schooldistrict salary schedules, work day andyear, and fringe benefits for licensedand non-licensed staff, administrators,and superintendents. In addition, thedatabase includes copies of schooldistrict’s master agreements andinformation concerning grievancearbitration decisions.

How does one access PEERNet?You can access PEERNet by clickingon the “Members Area” link locatedon the left-hand side of the MSBAhome page (www.mnmsba.org) andproceeding with the log-on prompts.If you don’t have a “memberaccount,” just contact either KellyMartell or Donn Jensen (MSBA staffat 800-324-4459) to set up an account.

How does one maneuver throughPEERNet?A “User’s Manual” tab is located onthe left-hand side of the PEERNethome page. This manual containsdetailed instructions for using eachmodule, along with definitions ofterms and sample reports.

How is the data organized inPEERNet?PEERNet has been created as amanagement resource for MSBAmembers. It is available as areference/research tool and iscomprised of four separate modules:

1. Grievance Arbitration Decisions.Search through reported decisionsbased on 39 different issues, stafftype, arbitrator, results or schooldistrict. MSBA does not have thefull documentation available for allof the cases, but the fulldocumentation is available fromthe Bureau of Mediation Services.The Bureau’s Web site iswww.bms.state.mn.us, or phone651-649-5423.

2. The Master Agreement modulecontains language from a variety ofdistricts and bargaining units. Youcan search by 13 types ofbargaining units, school districts,districts located near you anddistricts that have had MSBA staffanalyze their Master Agreements.(You must contact the individualschool district to gain access to thereport compiled by the staff. Theschool district will determinewhether to share this information.)

3. The Administrative Salaries andRelated Information modulecontains a detailed collection ofsalary, benefit, and othercompensation information relatedto the administrative staff ofmember school districts. Themodule contains the followingsearch options for the year: 16administrative salary positions,school district, nearby districts andgroupings based on size of theteaching staff or number ofstudents. You also may gatherfinancial information as well asinformation concerning insurance

and leaves. An additional featureallows you to select a single yearand a single position (e.g.,superintendent) and calculate theaverage figure for the districtsselected.

4. The Licensed Salaries and RelatedInformation module is by far themost detailed section. Informationavailable includes financial data(BA min and max, MA min andmax, number of steps, averagesalary, total package, and numberof teachers at the maximum step intheir lane of the salary schedule),intermediate salaries (the min andmax salary at each lane),miscellaneous financial (Q-comp,years of experience allowed, subpay, severance, early retirement,and 403B match), insurance(health, life, dental, and LTD),leaves (sick leave, personal leave,and association leave), work day(teacher-student contact minutes,prep time, lunch period, and totalday), work year (pupil attendancedays, additional work days, parent-teacher conferences, and total dutydays), extra duties (athletics andother positions), and staffing andpupil enrollment (number ofadministrators, number ofclassroom teachers, number ofother instructional personnel,pupil enrollment, and specialists).

Why isn’t data for all the schooldistricts in PEERNet?Several times each year MSBA sendsout requests to each school districtrequesting data. Unfortunately, notevery school district responds to ourrequests. If all school districts wouldrespond to our requests, PEERNetwould be a much more robust toolthat would benefit all of ourmembers.

Bill KauttAssociate Director of

Management Services

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