� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

C a l i b r a t i n g O u r D i r e c t i o nMember Needs Assessment Provides GuidanceSAI conducted its biennial needs assessment in June 2010. Here’s an overview of the results as well assome comparisons of selected items from four years ago.

In terms of demographic information, the largest percentage of SAI membership is elementary princi-pals (28 percent), followed by superintendents (18 percent), secondary principals (15 percent), middleschool principals (13 percent), assistant principals (8 percent), central office administrators (8 percent),

curriculum directors (3 percent), and others (6 percent).As would be expected, the three largest AEAs also have the largest percentage of members. AEA 11 has 19 percent, AEA 267 15 per-

cent, and AEA 10 has 14 percent. Sixty-three percent of the members come from districts with 1,000 or more students. Over half of ourmembers are between the ages of 41 and 55. In the next five years, 37 percent plan to stay in the same position and about 18 percent planto retire.

Members responded that increasing student achievement, financial pressures and balancing professional/personal responsibilities aretheir greatest professional challenges. This compares with meeting state and federal mandates, balancing professional/personal responsibili-ties and hiring quality educators on the same survey four years ago.

Leadership development, a resource when I have questions and legal consultations were identified as the three most important servicesSAI provides to members. Those three items were also the top three services in 2006. Members also listed SAI (82 percent) as their pri-mary source of leadership development, followed by the AEAs and national associations.

Over 82 percent of members who responded indicated that they regularly attend the SAI August Conference. This is down from almost88 percent four years ago. Time away from district and calendar conflicts are the two top reasons cited by those not attending.

More than 62 percent of members indicated that they regularly contact their legislators about educational issues. Those who did notsaid that being unsure of what to say/do was the major reason why.

The three highest priorities that members recommend for additional supports for professional development are using technology as atool for learning, analyzing data to improve student performance and assessing academic rigor.

Finally, in the last two years there has been a major change in members’ willingness to use webcast or web conference technology to par-ticipate in development activities. The number willing to use this approach increased from 48 percent to 81 percent.

The entire needs assessment report is available upon request. SAI leadership, additional committees and staff will use these results tohelp determine future programming and services.

SchoolAdministratorsof Iowa

FFeebbrruuaarryy 22001111 LLiinnkkiinngg LLeeaaddeerrsshhiipp && LLeeaarrnniinngg

Report

SAI School LawConference is Feb. 23

Attend this event tolearn from DE DirectorJason Glass and Iowaschool attorneys focus-ing on the topics:� Present and Future of Iowa Education� Access to Students at School � Legislative Update� Important Staff Hiring, Discipline and

Termination Considerations� Technology Safety� Independent Contractors vs. Employees� Common Issues in Chapters 102 & 103

More information is available atwww.sai-iowa.org/events. Register today,seating is limited!

Promoting the Need for InnovationA new reality is beginning to sweep across Iowa and the nation.

There’s a growing understanding that big changes are going to be needed in educationfor Iowa students to be successful learners, earners and citizens in the 21st century.

“It’s not just the rest of the nation that Iowa’s kids have to compete with now. It’s therest of the world,” said Iowa’s incoming director of education, Jason Glass, when GovernorTerry Branstad introduced him to the state recently.

To keep Iowa’s education stakeholders current with this new reality a new website is hereto help. It’s Iowa Future, found at http://iowafuture.org.

Iowa Future is promoting the need for innovation — a willingness to abandon some ofthe ways of the past and try new things to provide the 21st century education Iowa stu-dents need.

The site is a forum for sharing ideas from across the state and nation, and highlightingwork underway to prepare students for the future — the Iowa Future. The website willprovide videos, discussion guides, presentation templates, testimonials, links to greatresources and more. In addition, visitors can offer fresh ideas of their own.

Five state education groups are collaborators on the site. They are Iowa Area EducationAgencies, Iowa Association of School Boards, Iowa Department of Education, Iowa StateEducation Association and School Administrators of Iowa. The work is supported by agrant from The Wallace Foundation.

PPrreessiiddeenntt Linda Reysack, elementary principalCedar Rapids Community School Districtlreysack@cr.k12.ia.us

PPrreessiiddeenntt--eelleecctt Angela Huseman, high school principalTri-Center Community School Districtahuseman@tri-center.k12.ia.us

VViiccee PPrreessiiddeenntt Roark Horn, chief administratorAEA 267rhorn@aea267.k12.ia.us

PPaasstt PPrreessiiddeenntt Theron Schutte, superintendentBettendorf Community School Districttschutte@bettendorf.k12.ia.us

NNAAEESSPP SSttaattee RReepp.. Paul Wenger, principalEdgewood-Colesburg Elementarypwenger@edge-cole.k12.ia.us

NNAASSSSPP SSttaattee CCoooorrddiinnaattoorr Todd Wolverton, principalNorth Fayette High Schooltwolverton@n-fayette.k12.ia.us

AAssssoocciiaattee EExxeeccuuttiivvee DDiirreeccttoorr Dr. Bonnie Boothroybboothroy@sai-iowa.org

BBuussiinneessss MMaannaaggeerr Cyndi Petersencpetersen@sai-iowa.org

CCoommmmuunniiccaattiioonnss DDiirreeccttoorr Tracy J. Harmstharms@sai-iowa.org

DDiirreeccttoorr ooff IIoowwaa’’ss CCoohheessiivvee LLeeaaddeerrsshhiipp SSyysstteemmDr. Troyce Fishertroyce@sai-iowa.org

EExxeeccuuttiivvee AAssssiissttaanntt Jody Linkenhokerjlinkenhoker@sai-iowa.org

EExxeeccuuttiivvee DDiirreeccttoorr Dr. Dan Smithdsmith@sai-iowa.org

GGoovv.. RReellaattiioonnss DDiirreeccttoorr Dr. Ben Normanbennorman@mchsi.com

IIoowwaa SSttaatteewwiiddee PPIIRRCC DDiirreeccttoorr Ed Redaleneredalen@mchsi.com

IIPPEERRSS RReepprreesseennttaattiivvee Dr. Gaylord Tryongaylord@sai-iowa.org

LLeeggaall SSeerrvviicceess DDiirreeccttoorrMatt Carver, J.D.mcarver@sai-iowa.org

PPrrooggrraamm AAssssiissttaannttAmy Swansonaswanson@sai-iowa.org

PPrrooggrraamm AAssssiissttaannttCheri Wiggercwigger@sai-iowa.org

RReecceeppttiioonniisstt//SSeeccrreettaarryyDebbie Wrenndwrenn@sai-iowa.org

SScchhooooll AAddmmiinniissttrraattoorrss ooff IIoowwaa12199 Stratford Drive, Clive, IA 50325-8146Phone: (515) 267-1115 � FAX: (515) 267-1066www.sai-iowa.org

Follow SAI on Twitter - @sai_iowa22

NNaattiioonnaall RReepprreesseennttaattiivveess

SSAAII SSttaaffff

SSAAII OOffffiicceerrss

Statewide Voluntary PreschoolProgram

“Don’t let the news of today undo the success of yesterday or tomorrow.” ~ Howard Richmond

As of Spring 2010, nearly 90 percent of Iowa’s school districts participate in theStatewide Voluntary Preschool Program and serve an estimated 21,300 (55 percent)

of Iowa’s four-year-old children. In June of 2010, the state’s investment in SVPP was esti-mated to be $64 million for FY 2011.

This investment represents the final year of a phased-in plan to provide quality pre-school to all four-year-olds whose parents desire it. It also represents the culmination of agreat deal of work by many people, including business and educational leaders. StatewideVoluntary Preschool was a major goal and accomplishment of the broadly based Institutefor Tomorrow’s Workforce.

The SVPP is a great example of encouraging partnerships between schools and existingchildcare providers in communities across Iowa, while also assuring that preschool pro-grams meet agreed-upon quality standards.

Currently, however, some legislative leaders and the Governor are advocating the elimi-nation of Statewide Voluntary Preschool and replacing it with a voucher system based onfinancial need. The reasons for recommending elimination range from budgetary restric-tions to questions about the lasting educational impact of quality preschool.

However, research shows that funds invested in early education and preschool provide alarge return on investment. Children who attend quality preschool typically enter kinder-garten with increased cognitive abilities, increased literacy and mathematics skills, andtend to get along with others better than children who did not attend preschool. Childrenwho attend preschool are more likely to progress through the grades successfully withlower retention rates and fewer special education placements, and are more likely to grad-uate than peers who did not experience preschool prior to kindergarten.

James J. Heckman, Nobel Prize winner in economic science, told a gathering inChicago in December 2010 that investing in early childhood development was anapproach to reduce spiraling budget deficits and strengthen the economy. Also, informa-tion from the October 2010 publication Building Ready States: A Governor’s Guide toSupporting a Comprehensive, High-Quality Early Childhood State System states that:

“Public investments in high-quality early childhood programs generate cost-savings ofbetween seven and 10 percent in other public programs such as economic support andincarceration programs.”

Information regarding the long-term educational impact of quality preschool wasaddressed by a 2008 study by Columbia University researchers Jane Waldfogel and FuhuaZhai titled “Effects of Public Preschool Expenditures on the Test Scores of FourthGraders: Evidence from TIMSS.” This study examined the effects of public preschoolexpenditures on the math and science scores of fourth graders, holding constant child,family, and school characteristics, other relevant social expenditures, and country and yeareffects, using data from the TIMSS 1995 and 2003 waves for children from seven coun-tries – Australia, Japan, the Netherlands, New Zealand, Norway, the UK, and the USA.“…Results indicate that there are small but significant positive effects of public preschoolexpenditures on the math and science scores of fourth graders.”

The study further concludes:“…it is striking how consistent our results are across models in pointing to a small butsignificant positive association between public preschool expenditures and higher studentmath and science scores in fourth grade.”

“Therefore, our results support the importance of policymakers increasing preschoolexpenditures to help children, especially those from low-resource families, boost theirschool achievement and avoid being left behind.”

- continued on page 3

� � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � �EExxeeccuuttiivvee DDiirreeccttoorr’’ss MMeessssaaggee from Dan Smith

IInnBBrriieeff

33

RREEPPOORRTT

The SAI Report is published for associationmembers and selected community and businessleaders by School Administrators of Iowa. Theviews expressed in the SAI Report do not neces-sarily reflect SAI opinion nor does acceptance ofadvertising imply SAI endorsement.

Your comments and suggestions are welcomed.

Tracy J. Harms, editor

At its January meeting, the SAIRepresentative Council:� heard about the Iowa LeadershipAcademy Principals Center SummerInstitute with Lynn Erickson and SaraBrown Wessling June 22-23 at the WestDes Moines Sheraton; � learned that all Superintendents’Networks instructional rounds are beingvisited to review consistency. The caliberof work by the 120 participants and 30facilitators is encouraging; � was told this year’s August Conferencetheme is Courageous Leadership; allspeakers are confirmed and will tailortheir presentations accordingly to thetheme. Two new features this year are avideoconference presentation by LindaDarling-Hammond and day two role-alikesessions; � was informed of three areas necessary todevelop a cohesive leadership system: stan-dards, training and conditions. For stan-dards, SAI is focusing on human capitaldevelopment, and evaluation of teachersand principals. For training, the SAIProfessional Development Committee willmeet to discuss SAI’s future PD. For con-ditions, SAI’s role in helping clarify coher-ence between various initiatives is beingdefined.� heard that some Iowa principals wereselected to participate in a pilot study ofthe National Certification Standards forPrincipals process and two Iowa principalswere selected for a Leading Change forTurnaround project for principals; � was reminded that Administrator of theYear applications will be distributed at theMarch Rep Council meeting with a June30 deadline for submission;� was informed the monthly “Ask Matt”webinars are going well; � was notified that SAI, AEAs, IASB,ISEA and UEN wrote a joint LegislativeAlert to send to the organizations’ mem-bers on HSB 1;� received reports from the representativesof the three national associations;� participated in a learning together seg-ment featuring the article “MeasuringEffectiveness: What Will it Take?” onseven challenges to teacher evaluation; � approved the 2009-10 SAI Audit;� set the 2011 Conference Exhibit fee at$595;� reviewed member needs assessmentresults and completed a forced comparisonexercise which identified leadership devel-opment, legal services and governmentrelations as the most important SAI serv-ices.

JJaannuuaarryy RReessuullttssWhat tips help you man-age your time?

A suggested tool is avail-able at http://bit.ly/ec14Iv

TThhiiss mmoonntthh’’ss qquueessttiioonn::If your district has vacancies for2011-12, what are your mostpressing hiring concerns?

Provide your answers at http://bit.ly/dKRW39

and here’s a resource to reviewhttp://bit.ly/eK0suK

* This is an unscientific survey of volunteer partici-pants and is not a valid statistical sample.

Credits: image is from the Crystaljingsr gallery and islicensed under Creative Common License.

Give us your feedback*

UUppccoommiinnggUUppccoommiinnggEEvveennttssEEvveennttssFebruary 10 - “Ask Matt” webinar22 - Transitioning Schools into the 21stCentury, Phase II Session 2, SAI Office23 - School Law Conference, SheratonWest Des MoinesFind registration information and learn about futureofferings at www.sai-iowa.org/events

National ConferencesRegistration and reservation informationis available online.

AASA-Feb. 17-19, DenverReception: Hard Rock Cafe, 500 16thStreet #120, Fri., Feb. 18, from 6-8 p.m.RSVP by Feb. 9 to kelly@ncsa.org

NAESP-April 7-10, Tampahttp://bit.ly/blUoyi

Reception: Fri., April 8, from 6-8 p.m. atwww.splitsvillelanes.com

NASSP-Feb. 24-27, San Franciscowww.nasspconference.orgMaximizing the Principal-

Counselor Relationship to Increase Student AchievementApril 5, 9-2:30 - Elementary/K-12 Teams

April 6, 9-2:30 - Secondary Teamsat the Courtyard by Marriott in Ankeny

Speaker-Dr. Peggy Hines of the Education Trust:As director of the Ed Trust’s National Centerfor Transforming School Counseling, Peggyconsults with state departments of education,universities and school districts. She was amember of the writing team for the AmericanSchool Counselors Association’s NationalModel for School Counseling Programs andone of the developers of the National SchoolCounselor Training Initiative.

Intended Outcomes:� Examine the level of congruity of roles inincreasing student achievement using datasecured from Iowa principals and counselors.� Identify best practices based on ASCA stan-dards and districts/buildings with successfullyredesigned principal-counselor relationships.� Develop an action plan for each principal-counselor team to implement targeting speciWcstrategies to help students be college, careerand citizenship ready. e plan will use localachievement data, Iowa School CounselingAssociation goals and Iowa Core content.

Registration:Cost is $80/person for SAI members andcounselors, non-SAI member administratorsare $136. e Wrst 150 counselors registeredand accompanied by their building principalattend at no charge. Register at www.sai-iowa.org/events

Statewide Preschool- continued from page 2

Other states across the country are rec-ognizing the importance of quality pre-school. An organization called Pre-K Nowstates, “Despite widespread fiscal distress,leaders of both parties in a majority ofstates supported high-quality pre-kinder-garten investments in FY 2011, increasingtotal funding slightly by just over 1 per-cent, to $5.4 billion.

State lawmakers of both parties contin-ue to send a clear message that pre-kinder-garten is a valued education reform strate-gy and a smart policy, even in a tougheconomy.”

Iowans have quality preschool programsthat were put in place through a wellthought-out process over several years.The benefits will accrue for years to come.Let’s not undo the success of yesterday ortomorrow.

44

Social studies teachers around the country have found an indirect way to head off our youth obesity epidemic. I’m sure this is oldhat to some of you, but bear with me. As I was watching the State of the Union address the other night, I noticed my 8th gradedaughter standing and clapping every time President Obama received a standing ovation during his address. While initially inspired

that my daughter had taken such an active interest in our governing process, I learned that she was actually following the instructions ofher social studies teacher, who recommended that students participate in every standing ovation (I presume to show how silly it is). Thislittle exercise served two purposes: 1) it helped strengthen my daughter’s leg muscles, as she was barely able to get out of bed the next day;and, 2) the clapping helped keep dad awake after the message wore past an hour in length.

In any case, this civics exercise, along with requests from SAI members, helped inspire me to cover some of the dos and don’ts in regardto political campaigning, ballot issues, and political advocacy in our schools.

The Iowa Ethics & Campaign Disclosure Board (hereinafter “Ethics Board” or “IECDB”) has covered just about every thinkable ques-tion in the area of campaign ethics over the past 10 years, so we’ll review a number of IECDB opinions that are most applicable to schoolpersonnel, as well as review Iowa Code and Administrative Rule language that lays the groundwork for the Ethics Board’s positions.

For starters, many of the rules and IECDB’s opinions related to use of public funds for political purposes revolve around Iowa Code§68A.505. The administrative rules that implement this and other relevant campaign ethics laws are found in Iowa Administrative CodeChapter 351, which may be accessed here: http://bit.ly/i1JwRR.

Iowa Code §68A.505 (Use of public moneys for political purposes) states: The state and the governing body of a county, city, or other political subdivision of the state shall not expend or permit the expendi-ture of public moneys for political purposes, including expressly advocating the passage or defeat of a ballot issue.

This section shall not be construed to limit the freedom of speech of officials or employees of the state or of officials or employees of a governing body of a county, city, or other political subdivision of the state. This section also shall not be construed to prohibit the state or a governing body of a political subdivision of the state from expressing an opinion on a ballot issue through the passage of a resolution or proclamation.

And now, let’s get to the questions.

SScchhooooll BBooaarrdd RReessoolluuttiioonnss RReeggaarrddiinngg BBaalllloott IIssssuueessQQ.. MMaayy sscchhooooll bbooaarrdd ddiirreeccttoorrss ppaassss aa rreessoolluuttiioonn aanndd//oorr eexxpprreessss aann ooppiinniioonn aatt aa bbooaarrdd mmeeeettiinngg iinn ssuuppppoorrtt ooff aa bbaalllloott iissssuuee?? A. The answer to both parts of this question is yes. Formerly covered in IECDB AO 2000-15, administrative rules now expressly permit both ofthese practices. (351IAC 5.5(1)) As such, the board is authorized to pass a resolution on passage of a proposed bond referendum, for instance, andboard members are welcome to explain why they favor or oppose the referendum at a board meeting. Take note that a “ballot issue” means a ques-tion that has been approved to be placed before the voters or is otherwise required by law to be placed before the voters. “Ballot issue” does notinclude the nomination or election of a candidate. (351IAC 5.3)

QQ.. MMaayy ppuubblliicc ffuunnddss aanndd ootthheerr rreessoouurrcceess bbee uusseedd ttoo pprroodduuccee,, ddiissttrriibbuuttee,, aanndd ootthheerrwwiissee ccoommmmuunniiccaattee iinnffoorrmmaattiioonn rreeggaarrddiinngg aann uuppccoommiinnggbbaalllloott iissssuuee??A. YES. As long as the school district does not expend funds to expressly advocate for or against a candidate or ballot issue, it may use publicresources to produce, distribute, or otherwise communicate information regarding the ballot issue. (351IAC 5.5(5)) For instance, let’s say your dis-trict has an upcoming bond referendum regarding the renovation of an elementary school. The school district may use school resources to produceliterature explaining what renovations would occur, and/or the expected impact on tax rates. Similarly, the superintendent may go to a localRotary meeting and elaborate on the renovation project. What the district may not do is produce literature advocating for citizens to vote for oragainst the ballot issue. Likewise, the superintendent may not go to the Rotary meeting and encourage members to vote “Yes” or “No”. Havingstated this, a volunteer may attend the same Rotary meeting and advocate one way or the other.

SScchhooooll aanndd CCllaassssrroooomm IIssssuueessQQ.. WWhhaatt ccoonnddiittiioonnss aappppllyy ttoo ppoolliittiiccaall ccaannddiiddaatteess ssppeeaakkiinngg ttoo ssttuuddeennttss dduurriinngg ccllaassss ttiimmee?? A. While political candidates may visit school and speak to students, they are prohibited from using words of “express advocacy.” “Therefore, can-didates would be prohibited from using terms such as ‘vote for,’ ‘elect,’ ‘defeat’ or other words that “in context can have no other reasonable mean-ing than to urge the election or defeat of one or more clearly identified candidates’.” (IECDB AO 2000-23) Rather, candidates are wise to discusssuch things as the election process or important political issues. To prevent the perception that a school is favoring one candidate over another, itwould be best practice to extend offers for all political candidates in a race to visit a school, if one is intending to visit.

QQ.. WWhhaatt ccoonnddiittiioonnss aappppllyy ttoo tthhee ppoossttiinngg ooff ccaammppaaiiggnn lliitteerraattuurree iinn sscchhooooll ccllaassssrroooommss aass ppaarrtt ooff aa ccuurrrriiccuulluumm,, ssuucchh aass ggoovveerrnnmmeenntt,, eelleecc--ttiioonnss oorr ccaammppaaiiggnniinngg??A. “[C]ampaign literature for state and local candidates may be posted so long as literature from all major candidates in the election is posted.”(IECDB AO 2000-24) However, school employees must ensure that the literature is posted in such a way so that it does not appear the employeeor school district is “expressly advocating” for the election or defeat of a particular candidate. Bottom line, if a neutral, outside party walked in theclassroom or other area of the school where the campaign literature is posted, s/he would be unable to recognize favoritism for one candidate overthe other(s).

You are Expressly Advocated to Use this Column

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �LLeeggaall VVoorrtteexx with Matt Carver, Legal Services director

55

VVeehhiiccllee IIssssuueess ((ee..gg,, bbrroocchhuurreess,, bbuummppeerr ssttiicckkeerrss,, ssiiggnnss))QQ.. MMaayy bbrroocchhuurreess bbee ppllaacceedd oonn vveehhiicclleess iinn aa ppuubblliicc ppaarrkkiinngg lloott,, ttoo aaddvvooccaattee ffoorr oorr aaggaaiinnsstt aa bbaalllloott iissssuuee oorr ccaannddii--ddaattee??A. Placement of the brochures on vehicles located in public parking lots is permitted, as long as public funds are notexpended to create or distribute the brochures, to include employees using paid time to perform such a task. (351IAC5.5(1)) Having stated this, such activity may be limited or prevented by local ordinances or school district policy, pro-vided the policy is equitably applied against individuals and groups and does not favor some viewpoints over others.(IECDB AO 2000-17)

QQ.. MMaayy sscchhooooll eemmppllooyyeeeess bbee rreeiimmbbuurrsseedd ffoorr ttrraavveell eexxppeennsseess dduurriinngg ggoovveerrnnmmeenntt bbuussiinneessss,, aafftteerr uussiinngg aa ppeerrssoonnaallvveehhiiccllee tthhaatt hhaass ppoolliittiiccaall bbuummppeerr ssttiicckkeerrss oorr ootthheerr ppoolliittiiccaall ssiiggnnss aattttaacchheedd??A. Yes. While once prohibited, school employees may now be reimbursed for travel expenses, even if they perform officialtravel in a personal vehicle with political signs. (IECDB AO 2004-13) Your district, of course, may require use ofschool district vehicles for official business. School districts are still EXPRESSLY PROHIBITED from “[u]sing a publicly owned motor vehicle totransport political materials, placing campaign signs on a publicly owned motor vehicle, or traveling to campaign-related events in a publiclyowned motor vehicle.” (351IAC 5.4(2)(c))

QQ.. MMaayy ppeerrssoonnaall vveehhiicclleess wwiitthh ccaammppaaiiggnn ssiiggnnss oorr ssttiicckkeerrss bbee ppaarrkkeedd oonn ppuubblliicc pprrooppeerrttyy ffoorr lloonnggeerr tthhaann 2244 ccoonnsseeccuuttiivvee hhoouurrss??A. The Ethics Board no longer interprets the “campaign laws as prohibiting personal vehicles with campaign signs from being parked on publicproperty for longer than 24 consecutive hours.” (IECDB AO 2004-13) However, school districts are authorized to have policies preventing indi-viduals from parking personal vehicles on school property overnight or for some other set period of time.

QQ.. WWhhaatt aarree tthhee rreessttrriiccttiioonnss rreellaattiinngg ttoo tthhee ppaarrkkiinngg ooff vveehhiicclleess wwiitthh ccaammppaaiiggnn ssiiggnnss aattttaacchheedd oonn EElleeccttiioonn DDaayy??A. Iowa Code section 68A.406B(2)(d) prohibits the parking of a vehicle on Election Day within 300 feet of a polling place when the vehicle hasa campaign sign in excess of 90 square inches. Consider that most campaign/yard signs are considerably larger than this and that the restrictionapplies to school employees, as well as others. You might consider reminding employees of this ban, as Election Day approaches.

CCaammppaaiiggnn//YYaarrdd SSiiggnnssQQ.. IIss iitt ppeerrmmiissssiibbllee ffoorr sscchhooooll eemmppllooyyeeeess ttoo ppllaaccee ppoolliittiiccaall oorr bbaalllloott iissssuuee rreellaatteedd yyaarrdd ssiiggnnss aatt tthheeiirr rreessiiddeennccee??A. While some choose to stay away from this practice, school employees are expressly permitted under Iowa law to place political or ballot issuerelated yard signs at their residence. This is true even in situations where a school employee may live in a home owned by the school district.(351IAC 5.5(7))

QQ.. WWhhaatt aarree tthhee kkeeyy rreessttrriiccttiioonnss rreellaattiinngg ttoo tthhee ppllaacceemmeenntt ooff ccaammppaaiiggnn//yyaarrdd ssiiggnnss??A. Pursuant to Iowa Code §68A.406, campaign/yard signs SHALL NOT BE PLACED: on any public property, to include public right-of-ways;within 300 feet of any outside door providing access to a polling place on Election Day; within 300 feet of any outside door providing access to anabsentee voting location or satellite absentee voting location during hours when absentee ballots are available. As explained above, a restriction isalso placed on the parking of vehicles with signs over 90 square inches in size. Exceptions to these restrictions include the placement of signs orvehicles with signs on private property, which may be within 300 feet of the voting place, or the allowance of campaign signs in classrooms orschool bulletin boards, as long as it is part of the school curriculum and no preference is given to any one candidate (as discussed in greater depthin this column).

SScchhooooll EEmmppllooyyeeee IIssssuueessQQ.. MMaayy sscchhooooll eemmppllooyyeeee jjoobb ttiittlleess bbee ddiissppllaayyeedd oonn ccaammppaaiiggnn lliitteerraattuurree oorr ffoorr ootthheerr ppoolliittiiccaall ppuurrppoosseess??A. Yes. For instance, a superintendent may put his/her title on an advertisement in the newspaper, which lists a group of supporters in your com-munity who wish to encourage others to vote “Yes” on a bond referendum. (351IAC 5.5(6))

QQ.. MMaayy sscchhooooll eemmppllooyyeeeess wweeaarr ppoolliittiiccaall bbuuttttoonnss oorr ppoolliittiiccaall sshhiirrttss oorr ootthheerr aappppaarreell wwhhiillee ppeerrffoorrmmiinngg ooffffiicciiaall dduuttiieess??A. Maybe. “While performing official duties, a public official or public employee may wear clothes or wear political paraphernalia that expresslyadvocate for or against candidates or that expressly advocate for or against ballot issues. However, [school officials] may enact an internal policythat would prohibit the wearing of campaign materials on [school district property].” (351IAC 5.5(8)) If your district does allow employees towear such political buttons or apparel, beware of the proverbial slippery slope. One does not have to stretch the imagination very far to foresee anemployee wearing political gear taking the next step and expressly advocating during conversations with students that they or their parents shouldvote for a particular candidate.

CCaannddiiddaattee FFoorruummss && DDeebbaatteess QQ.. MMaayy aa sscchhooooll oorr sscchhooooll bbooaarrdd hhoolldd aa ccaammppaaiiggnn ffoorruumm oorr ddeebbaattee??A. Yes, “so long as at least two candidates seeking the same office are invited to attend the debate or forum.” (351IAC 5.5(3)) I would beextremely hesitant to hold the forum or debate with fewer than two candidates, unless it is absolutely clear that the candidates received invitationsto attend the forum or debate at the same time and there is no reasonable appearance that the school is favoring one candidate over another.

QQ.. IIff aa sscchhooooll ssppoonnssoorrss aa ccaammppaaiiggnn ffoorruumm,, mmaayy ccaannddiiddaatteess ddiissttrriibbuuttee ccaammppaaiiggnn lliitteerraattuurree aatt tthhee eevveenntt??A. As long as the event has at least two candidates and is not created to benefit one candidate over another, the candidates are authorized to handout campaign literature. (IECDB AO 2003-06) & (351IAC 5.5(3)) Once again, remember that school district resources should not be used toproduce or copy the literature. For example, if a candidate runs out of literature, s/he may not use the copier in the school’s office to make addi-tional copies of the literature, unless the school district is fully reimbursed for the actual cost of making such copies. To prevent questions regardingadequate reimbursement and use of public funds, it would be advisable for the candidate to send a campaign staffer or volunteer to a local copyshop to make additional copies. -continued on page 6

This article is intendedonly as a reference inregard to the subjectmatter covered. It isfurnished with the

understanding that SAIis not engaged in ren-

dering legal advice. If alegal opinion is

desired, private legalcounsel should be

consulted.

66

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �PPaarreenntt IInnvvoollvveemmeenntt with Iowa PIRC

Healthy Active Living for FamiliesHealthy nutrition starts as early as infancy with breastfeeding. Once your baby begins eating solid foods, introduce nutritious foods

early on and often. Sometimes toddlers need to try a food 10 times before they actually accept and enjoy it. It is also important toencourage play time as soon as they start crawling and walking. As your children grow, continue to help them live a healthy activelifestyle.

To lead a healthy active life, families can strive to reach these goals:� 5 fruits and vegetables a day,� 2 hours or less of screen time (TV, computer, video games) per day,� 1 hour of physical activity a day, and� 0 limit sugar-sweetened drinks.

To help children live healthy active lives, parents can:� be role models themselves by making healthy eating and daily physical activity the norm for their family.� create a home where healthy choices are available and encouraged.� make it fun - find ways to engage your children such as:� playing a game of tag,� cooking healthy meals together,� creating a rainbow shopping list to find colorful fruits and vegetables,� go on a walking scavenger hunt through the neighborhood, or� grow a family garden.

In addition to 5, 2, 1, 0, families can make small changes in their family routines to help everyone lead healthier active lives. Try:� Eating breakfast every day;� Eating low-fat dairy products like yogurt, milk, and cheese;� Regularly eating meals together as a family;� Limiting fast food, take out food, and eating out at restaurants;� Preparing foods at home as a family;� Eating a diet rich in calcium; and� Eating a high fiber diet.

Help your children form healthy habits now. Healthy active children are more likely to be healthy active adults!

Reprinted with permission from the American Academy of Pediatrics, (http://www.healthychildren.org/English/healthy-living/nutrition/Pages/Healthy-Active-Living-for-Families.aspx).

Campaign and Ballot Issues- continued from page 6

QQ.. IIff ppoolliittiiccaall ccaannddiiddaatteess aappppeeaarr aatt aa sscchhooooll bbooaarrdd mmeeeettiinngg,, aanndd yyoouurr sscchhooooll ddiissttrriicctt’’ss mmeeeettiinnggss aarree bbrrooaaddccaasstt oonn ppuubblliicc aacccceessss tteelleevviissiioonn,,wwoouulldd tthhee tteelleevviissiioonn bbrrooaaddccaassttss bbee ggiivviinngg ccaannddiiddaatteess ffrreeee ccaammppaaiiggnn aaiirrttiimmee iinn vviioollaattiioonn ooff tthhee ccaammppaaiiggnn llaawwss??A. As long as the invitation to participate at the school board meeting was extended to all candidates for a particular office, the Ethics Board does“not believe the campaign laws would prohibit the live broadcast or any rebroadcasts of the council meeting.” (IECDB AO 2004-06)

UUssee ooff BBaalllloott IIssssuuee LLooggoossQQ.. IIss iitt ppeerrmmiissssiibbllee ffoorr aa sscchhooooll ddiissttrriicctt ttoo uussee tthhee ““YYEESS”” llooggoo ffrroomm aa pprreevviioouuss bboonndd rreeffeerreenndduumm oorr ootthheerr bbaalllloott iissssuuee oonn ccoonnssttrruuccttiioonn ssiigg--nnaaggee oorr oonn tthhee ssiiggnnaaggee ppeerrmmaanneennttllyy aattttaacchheedd ttoo aa sscchhooooll bbuuiillddiinngg??A. Yes. Presuming that the ballot issue has already passed, and there is not currently another ballot issue before the voters, a district may use the“YES” logo on signage. (IECDB AO 2002-06) For example, the “YES” logo may be on a construction sign, accompanied by a statement to theeffect of: “This construction project is being funded with proceeds from the 2011 ABC School District Bond Referendum.”

PPoolliittiiccaall EEmmaaiillss oonn SScchhooooll DDiissttrriicctt CCoommppuutteerrssQQ.. MMaayy aa ppoolliittiiccaall ccaannddiiddaattee sseenndd ccaammppaaiiggnn ccoonnttrriibbuuttiioonn ssoolliicciittaattiioonnss oorr ootthheerr ccaammppaaiiggnn eemmaaiillss ffrroomm aa pprriivvaattee eemmaaiill aaccccoouunntt ttoo sscchhoooollddiissttrriicctt eemmaaiill aaddddrreesssseess??A. While the Ethics Board discourages this practice, it is permissible for a political candidate to send campaign related emails to school districtemail addresses. (IECDB AO 2009-10) The reason this practice is discouraged is that IT IS A VIOLATION if the school district employee thenforwards that political email from her/his school email account to others. Instead, the employee would be wise to delete the email, so an accidentalforwarding of the email does not occur. Forwarding such emails, or school employees using school accounts to send political advocacy emails onhis/her own amounts to the use of public funds for political purposes, in violation of Iowa law. If done on personal and not work time, schoolemployees may send political or ballot issue related messages to others from their private email accounts.

I hope this article has covered the most common campaign/political issues that surface in your school. IASB also has guides and policiesavailable for their members’ use at http://bit.ly/hJKSlL. Of course, members are always welcome to pick up the phone and give me a call,or shoot me an e-mail.

Until next time, Go Cubs! Maybe they can make it to the World Series before I retire.

7

Here are some big questions for you (and your community and legislators) to ponder …• When are we going to start integrating technology into our schooling lives like we do in our personal lives and in our non-school profes-sional lives? In other words, when will we stop pretending it’s a notebook paper and ring binder world out there?• What percentage of our school technology budget goes toward teacher-centric technologies (e.g., interactive whiteboards) - rather thanstudent-centric - technologies (e.g., laptops)?• Our kids live in a world in which they expect to be able to create, publish, share, collaborate, connect, and have a voice. What can wedo to tap into the educational power of our students as online collaborators, creators, sharers, and contributors?• How are we (or should we be) tapping into the power of technology to facilitate differentiated, individualized, personalized learningexperiences for our students?• Schools typically move at incremental, linear rates of change. But everything around us is moving at an exponential, revolutionary rateof change. It’s like the Industrial Revolution crammed into 15 years instead of 150. Are we facilitating linear or exponential change in ourschool organization?• In all of our efforts to teach students safe, appropriate, and responsible technology use, are we forgetting the more important job ofteaching our students empowered use?• Everything is moving to the Web. Everything. When we teach our students how to write, arewe teaching our students how to do so in hyperlinked, networked, interconnected onlinespaces for authentic, relevant worldwide audiences?• Do we really understand what our kids are doing with social media or is what we know pri-marily from the news media?• Are we intentionally, purposefully, and explicitly modeling these new technology literaciesfor our students?• Do we truly “get it”? Are we doing what really needs to be done to prepare students for ahypercompetitive global information economy and for the demands of digital, global citizen-ship? In other words, are we preparing students for the next half century rather than the lasthalf century?

Leaving ISU but not IowaThe rumor mill is true. I am accepting an offer to be a faculty member at the University of Kentucky starting in August 2011. The twistis that I’m not leaving Iowa, however. It wasn’t the right time to move my family so we’re staying here (we love Ames!). Ninety percent ofmy work is online / electronic anyway. I’ll fly to Lexington a few days a month to take care of the rest. So I’m going to be living what Ialways say, which is that increasingly one can work for anyone from anywhere. As an Iowa resident, I’ll still be deeply invested in thefuture of Iowa schools! Get in touch if you have any questions …

Free resources!As always, I encourage you to tap into my social media channels, which I use to push out numerous resources for administrators andteachers. Follow me at dangerouslyirrelevant.org and minddump.org or on Twitter (mcleod) and Facebook (scottmcleod). Please stay intouch through these online arenas, e-mail (mcleod@iastate.edu) or telephone (707-722-7853). Let us know how CASTLE and I can be ofhelp!

Some big Questions for Educators (and Parents and Policymakers)

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

IInnccrreeaassiinngg KKnnoowwlleeddggee aanndd SSkkiillllss iinn tthhiiss DDiiggiittaall,, GGlloobbaall EErraawith Scott McLeod, CASTLE director

“I encourage you to tap into mysocial media channels, which I useto push out numerous resources foradministrators and teachers. Followme at dangerouslyirrelevant.org andminddump.org or on Twitter (mcleod)and Facebook (scottmcleod).”

Pr inc ipa ls CenterSummer Inst i tu teTopic: Deep Learning: Digging Deeper Dates: June 22-23 Presenters: Lynn Erickson (back by popular demand from last year’sevent) and National Teacher of the Year Sarah Brown Wessling fromJohnston, Iowa.Location: Sheraton West Des MoinesRegistration: $170. More information and the registration form maybe found at www.sai-iowa.org/ilapcagenda

SAI LegislativeReception Feb. 22Members are encouraged to visit theCapitol Feb. 22 from 7:30 to 9 a.m. forthe SAI legislative breakfast. We’vereserved Room 116 to visit with legisla-tors and network with colleagues.RSVP to Debbie

Wrenn,dwrenn@sai-iowa.org so we canmatch administra-tors with legislatorsas they check in.

LLiinnddaa DDaarrlliinngg--HHaammmmoonndd wwiillllpprroovviiddee AAuugg.. 33 CCoonnffeerreenncceeAAddddrreessss VViirrttuuaallllyy

Linda Darling-Hammond is Charles E. Ducommun Professor ofEducation at Stanford University where she has launched the Stanford

Educational Leadership Institute and the School Redesign Network. She hasalso served as faculty sponsor for the Stanford Teacher Education Program.While Dr. Darling-Hammond’s schedule won’t allow for an August trip toIowa, she will join us live via technology both to speak to participants and

field questions. She is a former president of the American Educational Research Association and member of

the National Academy of Education. Her research, teaching, and policy work focus on issuesof school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the NationalCommission on Teaching and America’s Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America’s Future,led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influentialaffecting U.S. education, and Darling-Hammond was named one of the nation’s 10 most influential people affecting educational policyover the last decade. Among Darling-Hammond’s more than 300 publications are Preparing Teachers for a Changing World: What TeachersShould Learn and be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award fromAACTE), Teaching as the Learning Profession: A Handbook of Policy and Practice (Jossey-Bass: 1999) (co-edited with Gary Sykes), whichreceived the National Staff Development Council’s Outstanding Book Award for 2000; and The Right to Learn: A Blueprint for Schools thatWork, recipient of the American Educational Research Association’s Outstanding Book Award for 1998.

Her current research is focused on the areas of teacher education, school leadership development, school redesign, educational equity,instruction of diverse learners and education policy.8

What Recent Iowa High School Grads said about College ReadinessHere’s what one Iowa high school heard in response to questions suggested in a sample protocol provided by the Iowa Future project. Thesample protocol is available online f you’d like to use it http://bit.ly/f7CVsq

Overall messages received in response to the protocol questions were:• WWhhaatt ssuurrpprriisseedd yyoouu mmoosstt aabboouutt bbeeiinngg iinn ccoolllleeggee?? Reading level/amount, time management, no activities and students still swamped with work.• IInn wwhhaatt wwaayyss ddoo yyoouu tthhiinnkk yyoouurr eedduuccaattiioonn hheerree pprreeppaarreedd yyoouu wweellll ffoorr ssuucccceessss iinn yyoouurr ffiirrsstt sseemmeesstteerr?? Concurrent classes was heard time and time again. Opportunities to have “college classes” made a huge difference in their prep.• IInn wwhhaatt wwaayyss ddoo yyoouu wwiisshh yyoouu hhaadd bbeeeenn bbeetttteerr pprreeppaarreedd?? WWhhaatt eexxppeeccttaattiioonnss ddoo yyoouurr pprrooffeessssoorrss//iinnssttrruuccttoorrss hhaavvee ooff yyoouu tthhaatt yyoouu ffeellttuunnpprreeppaarreedd oorr uunnddeerr--pprreeppaarreedd ttoo mmeeeett?? Reading amount, rigor.• WWhhaatt ssppeecciiffiicc sskkiillllss ((ssttuuddyy sskkiillllss,, wwrriittiinngg sskkiillllss,, ccoommmmuunniiccaattiioonn sskkiillllss,, eettcc..)) ddoo yyoouu wwiisshh yyoouuwweerree bbeetttteerr pprreeppaarreedd ttoo uussee?? Study skills and financial issues came up during this question. • OOnnee ooff tthhee bbiiggggeesstt cchhaalllleennggeess mmoosstt ggrraaddss ssaayy tthheeyy ffaaccee iiss hhooww ttoo ddiisscciipplliinnee tthheemmsseellvveess wwiitthh aallll tthhee ffrreeeeddoomm tthheeyy hhaavvee ttoo sseett tthheeiirr oowwnnsscchheedduulleess,, eettcc.. HHooww mmuucchh ooff aa cchhaalllleennggee iiss tthhaatt ffoorr yyoouu aanndd hhooww aarree yyoouu hhaannddlliinngg tthhaatt?? WWhhaatt ccoouulldd wwee hhaavvee ddoonnee ttoo bbeetttteerr pprreeppaarree yyoouuffoorr tthhaatt?? Scheduling time and finding the right balance of freedom in high school is important. Past grads thought open campus for 11th and 12thgrade was good training. Taking classes offsite was also important training for students to manage time.• MMoosstt ““eexxppeerrttss”” aarree ssuuggggeessttiinngg tthhaatt tthhee nneeww sskkiillllss ccoolllleeggeess sshhoouulldd bbee pprreeppaarriinngg tthheeiirr ggrraaddss ffoorr aarree tthhiinnggss lliikkee pprroobblleemm ssoollvviinngg,, ccrreeaattiivviittyy,,eennttrreepprreenneeuurriiaalliissmm,, ccoollllaabboorraattiioonn,, eettcc.. HHooww mmuucchh aarree yyoouurr ccoolllleeggee ccoouurrsseess eemmpphhaassiizziinngg tthhoossee sskkiillllss?? Most students at the collegiate level said the problem solving, creativity, collaboration skills were expected at the third and fourth year ofcollege. Most first and second year classes at the colleges were still the sit and get.• DDiidd wwee cchhaalllleennggee yyoouu eennoouugghh iinn hhiigghh sscchhooooll?? DDiidd wwee eexxppeecctt eennoouugghh ffrroomm yyoouu?? WWaass tthhee ccoouurrssee wwoorrkk rreelleevvaanntt aanndd rriiggoorroouuss?? Relevance of classes was high for all the students. Rigor needed to be raised, but two students reminded us that some students in highschool had a tough time just getting through and we must find ways to keep them motivated and going so they can also get into college.

An additional suggestion received from a member related to this meeting protocol was to create a survey that schools could use withtheir graduates. Please add your thoughts to the Google document at http://bit.ly/hlGBit. You’ll have access to the suggestions throughthe document as well, and we’ll provide a Google form template for use once the survey has been developed.

Dr. LindaDarlingHammond, SAIAnnualConference speaker

Are any ofthese titles onyour book-shelf?

Adisplay of books written by theupcoming 2011 SAI Annual

Conference speakers is now avail-able online for those of you whomay wish to read ahead atwww.sai-iowa.org/speakerbooks/