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School Board News Bulletin
January 1996

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Roughly 5,500 students now attend Michigan charter schools. The state has approved nineteen more charters, due to bring in 4,000 more students, the report noted.

According to the Detroit Free Press, the state spends $5,000 per student in charter schools, about the same amount traditional schools get from the state. Michigan charter schools are in their second year of operation.

The report said six of the charter schools have ethnic themes: Afrocentric, Native American and Armenian. Several feature back-to-basics themes, five schools target at-risk students; and five others feature vocational- technical training.

Just two of Michigan's public school districts operate charters, including one in Detroit and one in Wyoming, Michigan. The average size of a charter school in the state is 139 students, according to the report.

Source: National Education Goals Panel, Daily Report Card, December 4, 1995.

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EAI chief executive John Golle told shareholders December 6 that EAI will avoid becoming an issue in hotly contested school board elections. Golle said the firm also will avoid situations where there is strong union opposition, and not repeat the mistake it made in Baltimore. There, the company negotiated a contract that allowed the school board to cancel with 90 days' notice.

Meanwhile, EAI is faced with continuing problems in Hartford, Connecticut.

Golle says EAI has promising leads for new contracts around the nation but there is nothing definite on the horizon.

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The division has recruited and provided additional training for the peer consultants to assist food service professionals throughout the state. Their services are available at no cost; however the school district receiving the assistance may be asked to pay travel expenses for the peer consultant to and from other schools. Peer consultants are available for advice and general support in person or by telephone.

Some of the services that a peer consultant can assist with include: dietary guidelines; menu planning; marketing; increasing participation in meals; cost control; and food production and service lines.

A list of peer consultants follows. Schools may contact them directly to request specific assistance. Other questions should be referred to the Division of Financial Outreach Services at 1-800/545-7892.

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In addition: Elaine Hayden, Harmony Emge Dist. 175 (Belleville), 618/397- 8444; Linda K. Hayes, Rome C.C. Dist. 2 (Dix), 618/266-7214; Alma Hicks, Murphysboro C.U. Dist. 186, 618/684-3781; Carolyn Jackson, Hillsboro C.U. Dist. 3, 217/532-2338; Christine McGee, 2 Lincoln CHSD 404, 217/732-4131, ext. 240; Sharon Nichols, Valley View C.U. Dist. 365U (Romeoville), 815/886-7246, ext. 145; Debbie Noyes, C.U. Dist. 16 (New Berlin), 217/488- 6011; Micheline Piekarski, Oak Park & River Forest Dist. 200, 708/383-0511; Pat Powers, McLean Co. Dist. 5 (Normal), 309/452-4476; Darla Roark, Olympia Dist. 16 (Stanford), 309/379-5911; Colleen Seely, Jacksonville Dist. 117, 217/243-4384, ext. 249; Debbie Struck, McHenry C.C. Dist. 15, 815/385-7210; Rick E. Walz, Charleston C.U. Dist. 1, 217/345-4038; Mary Jo Willits, Clinton C.U. Dist. 15, 217/935-6812.

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Thus NASSP has endorsed a values-based curriculum program--a program to squelch destructive behaviors like drug and alcohol abuse, early sexual involvement, teenage pregnancies, and school dropouts.

NASSP and the Community of Caring have formed a multi-faceted partnership that offers materials and training to teachers to activate a community-wide approach to values training.

"Our children need to be taught both at home and in school the importance of caring, responsibility, respect, trust and family in a time when these values need tremendous reinforcement," said Eunice Kennedy Shriver, president of Community of Caring. "Our children need to know that these same values have meaning and relevance in the world that they face every day--in their families, their classrooms, their communities."

NASSP will promote the materials to its 42,000 member principals during the five-year agreement. Participating schools will be able to receive on-site training. They will also get parent manuals; pamphlets on AIDS, sexuality, community service, family involvement and teen forums; instructional guides for teachers; lesson plans and other materials.

The Community of Caring has been used in more than 150 schools since its inception in 1986, according to NASSP. It was developed as a program for pregnant teens whose babies face increased risk of mental retardation because of low birth weight, alcohol and drug abuse, child neglect and child abuse.

The success of the program in preventing second pregnancies led to the development of a Community of Caring school program, aimed at preventing unintended pregnancies--and other destructive behavior--in teens. The program works with the entire staff as a school as well as parents and business and community leaders.

For more information contact NASSP at 703/860-0200, ext 233.

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Almost half of all high school seniors used drugs last year

Among survey respondents, 48.4 percent of high school seniors said they had used an illegal drug in 1995, up from 45.6 percent in 1994. Marijuana use appeared to be climbing fastest.

Drug use was also up for eighth- and 10th-grade students. Fully 28.5 percent of eighth graders said they had used drugs during the year, and 40.9 percent of 10th graders made that same confession.

Either a summary, or the full "Monitoring the Future" report, is free from the Institute for Social Research, 2311 ISR, 426 Thompson, Ann Arbor, MI 48106-1248; phone 313/763-5043.

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Public often believes bad mythology

The survey results, published in ACSA's official newsletter, showed that forty percent of those surveyed gave their neighborhood schools "excellent" or "good" ratings. This is up from 1983, when only 31 percent of those polled gave neighborhood schools the same ratings.

Meanwhile, more than one-third of respondents said schools are doing a "poor or very poor" job. Yet the study shows these negative opinions appear to stem from incorrect information, especially the myth of "bureaucratic bloat."

That is, while only 13 percent of every public school dollar goes to administration in California, only 5 percent of survey participants knew that fact. The average respondent believes that 38 cents out of every education dollar is spent on school administration.

The belief that too much money is spent on administration is held most commonly by lower-income respondents with little or no education. One in five survey respondents said they did not know enough to venture a guess about how much of schools' budgets are spent on administration.

Source: Association of California School Administrators, EDCAL, December 18, 1995.

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Teacher salaries lagging

Nationwide, average salaries increased for teachers by 2.7 percent, lagging behind an inflation rate of 3 percent for the year. Teacher salary increases nationally for the past two years have been the lowest in 35 years.

The average teacher salary in Illinois last year was $39,445, according to the study, down by one-tenth of one percent from $39,473 in 1993-94. Illinois teacher salaries remained well above the national average of $36,744 in 1994-95. Experts said the decline in Illinois teacher salaries was probably the result of veteran teacher attrition under the so-called "5 plus 5" early retirement plan.

A copy of the study "Survey & Analysis of Salary Trends 1995" is $10 from American Federation of Teachers, 555 New Jersey Ave., NW, Washington, DC 20001; phone 202/879-4458.

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Arts seldom required

More than 80 percent of school leaders agree that music, the visual arts and creative writing are "essential" or "very important" compared with other academic subjects. The figures were somewhat lower for drama, theater and dance, the federal study found.

But despite the strong support from educators, only 39 percent of high schools require that students take classes in the arts to receive their diploma. And few high school students have access to courses in drama or dance, the study found.

The survey, "Arts Education in Public Elementary and Secondary Schools," was conducted in the fall of 1994 for NCES and the National Endowment for the Arts. It is the first national survey to document the condition of arts education since a 1989 study by the National Arts Education Research Center at the University of Illinois.

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Japanese math texts are better

Math instruction in both countries centers on textbooks to a large extent, but Japanese textbooks are better integrated, shorter, and more to the point, said the study.

U.S. textbooks often contain irrelevant illustrations, which are absent in Japanese texts. U.S. texts devote fewer pages to problem-solving sections, however, and are seldom organized inductively the way Japanese texts are-- starting with commonplace situations and concluding with a formal description of the rule used for solving the problem. Just one of the American math textbooks examined in the study employs a similar approach: Invitation to Mathematics, by Bolster, et al., Scott, Foresman & Company.

Source: News from Regional Office of Education, Calhoun, Green, Jersey and Macoupin Counties, December 1995, page 1--a newsletter, edited by Russell G. Masinelli, Regional Superintendent. The newsletter cited the study "A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States," American Educational Research Journal, Volume 32, Number 2, Summer 1995, pp. 443-461.

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"The principles described in this paper are based on the fact that in today's. . . economy, the preparation needed for college and for work is not very different," said Hillary Pennington, president of JFF. "At a time when the public is both highly skeptical about the value of education that offers no practical use and strongly supportive of higher academic standards, the school-to-career approach is necessary now more than ever. That's because it motivates students to master academic basics by showing them their relevance."

According to JFF, there are five basic design principles of a high school reorganized around the school-to-career approach. They include: non- tracked, thematic programs of study that prepare all students for entry into both higher education and high-skill employment; a career-focused program of study based on general interest, but is not a final career decision; work-based learning environment for all students, which yields benefits that classroom-based education alone cannot provide; separate vocational and academic tracks should be replaced gradually at the high school level with programs of study that gradually at the high school level with programs of study that emphasize practical education for all; and the integration of secondary and postsecondary learning environments.

"High school reform efforts simply cannot succeed without these school-to- career principles. They are essential to ensuring that students are well- prepared for productive careers and for lifelong learning," said Samuel Halperin, co-director of the American Youth Policy Forum.

Copies of "Revitalizing High Schools: What the School-to-Career Movement Can Contribute" are available for $5 prepaid from Jobs for the Future, One Bowdoin Square, Boston, MA 02114 or from the American Youth Policy Forum, 1001 Connecticut Ave., NW, Suite 719, Washington, DC 20036.

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Ask sweeping changes in assessment

"Principles and Indicators for Student Assessment Systems," the new guidebook, was recently released by the Forum, a coalition of education and civil rights groups.

The guide advocates focusing assessment systems on procedures that aid in student learning and are closely linked with curriculum and instruction. Forum writers say other important assessment functions, like providing public information, should bolster and not thwart this main purpose. The Forum principles also emphasize equity for all students, professional development for teachers, increased community participation, and clear communication in assessment.

Copies of the guide can be ordered for $10 each from the National Center for Fair & Open Testing (FairTest), 342 Broadway, Cambridge, MA 02139. Discounts for bulk orders are available.

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Winning school case histories published

Members of AASA can get a copy of the report by sending a request on school stationery to Charlotte K. Frank, vice president of research and development. Write to: The McGraw-Hill Companies, 1221 Avenue of the Americas, New York, NY 10020.

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IASCD proclaims conference date

Workshop to examine board retreats

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Key House leaders would narrow Title I formula to target needs

"This money is not targeted to where the needs are," said Illinois Congressman John Porter, the ranking education appropriations committee member among House Republicans.

"We'll have to open it up for review," agreed Rep. William Goodling (R., Pennsylvania), chairman of the Economic and Educational Opportunities Committee. Presently nearly all school districts nationwide get grants from the Title I fund, which allocated nearly $6.7 billion this year.

Rep. Porter reportedly said he would like to eliminate Title I grants to affluent school districts. "New Trier High School doesn't need Title I money," he said. "They tell me... `Send it to Chicago, where they need it."

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Panel hazards price estimate for school technology needs

The funds could be raised by cutting costs, revising spending priorities, and by seeking new funding, the panel advises.

But this $11 billion appraisal leaves out the cost of teacher training-- widely considered to be a vital component of technology transfer to schools--and it ignores the cost of support staff.

The KickStart Initiative, which officially began with the panel's report, calls upon schools and communities to meet the goal of linking all students to the Internet by the year 2000.

For more information, contact Elizabeth Lyle, Federally Designated Officer, National Information Infrastructure Advisory Council, Room 4898, Commerce Department, Washington, DC 20230; phone 202/482-1835.

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Car pools un-mandated?

The House passed a bill December 12 repealing a provision of the Clean Air Act that requires employers--including school districts--in areas with high levels of pollution to establish car pools. The provision required employers to implement car pool plans and other measures to limit automobile use for commuting. The measure now goes to the Senate.

The House bill, introduced by Rep. Don Manzullo (R., Rockford), was passed on "Corrections Day," a day set aside by the House to repeal unfunded mandates.

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Income tax deductions open to board members

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FRN board members to lobby

The FRN is a nationwide organization of local school board members, coordinated by the National School Boards Association (NSBA). The theme of this year's FRN Conference is "Decision '96: Put Children First." The lobbying effort this year will focus on three top priorities: improving special education law; supporting a strong investment in education; and ensuring that block grants will increase resources and flexibility for local districts.

A full day of Capitol Hill lobbying will be conducted on February 6. Prior to that, the FRN delegation will get briefings on major education issues that will be considered by Congress this year. These issues include vouchers, school privatization and school prayer.

For more information, call NSBA at 800/950-6722.

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In response to increasing dropout rates, violence and incidence of teenage pregnancy in New Haven, a group of Yale University psychologists developed the emotional literacy program in 1990. Based on the precept of tightening family and community bonds, the psychologists developed a "social development" curriculum. Five years later, disciplinary referrals and teenage sexual activity have declined, writes the paper.

The Life Skills approach, one component of the social development curriculum, is aimed at helping students understand and control aggressive and impulsive responses. At East Rock Middle School, props such as a "stoplight" poster encourage students to think before they act. According to Principal Sal Punzo, there has been gradual improvement in the tone of the school, and student discipline referrals have declined.

The premise is that children can learn such important skills if they are trained properly, according to the Times. The program apparently contributed to an 11 percent drop in fights among 6th graders in New Haven schools from 1992 to 1994. To what degree the program contributed, however, is yet to be proven.

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Password could nix kidnappings

Secret words are just one of the new security measures begun in some schools in Palm Beach and Broward counties. They were created in response to a spate of "kidnappings" involving noncustodial parents who came to school to pick up their children, claiming to be their legal guardians. In some cases kidnapping charges were brought against the offenders.

According to Governing magazine (January 1996), parents now must wear identification badges at some schools, and can only enter day-care centers if escorted by a center official.

Most parents like the feeling of safety they get under the new precautions, Governing reports. Also, one school official suggested, "if [noncustodial] parents know your policy, they will not try anything."

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Tolerance for violence falls to zero

The rising number of student suspensions might have embarrassed school officials five years ago, the Associated Press (AP) reports. Now they are a badge of honor--visible evidence that school officials are getting tough. The U.S. Department of Education says mandatory expulsion of students who bring guns to school is now the standard punishment in at least 44 states and the District of Columbia.

All but Kentucky and Michigan have passed state laws or enacted statewide policies in compliance with the federal Gun-Free Schools Act. The Act calls for states to enact zero-tolerance policies on weapons in schools. States that fail to do so risk losing federal education funds.

Illinois officials and school leaders met in a violence summit in Chicago last year, sponsored by the State Board of Education, producing a wide range of recommendations. Among the summit's good advice:

"Each local school board in Illinois should give top priority to reviewing its discipline policies to ensure that they 1) are consistent with state and federal laws, many of which have changed within the past three years and 2) clearly define the consequences of unacceptable behavior.

"The participants in this review should include not only parents and teachers, as is now required in the law regarding the development of discipline policies, but also administrators, related services personnel (e.g., counselors, social workers, psychologists, etc.), students in schools serving students in grades 3-12, local law enforcement officials, and community members who have no other direct link to the schools."

The violence summit participants also urged that district policies include provisions for parents' and students' responsibility. This goes beyond state law, which requires district policy provisions on students' rights and responsibilities, but does not require policy provisions on parental responsibilities.

IASB's Policy Reference Education Subscription Service (PRESS) contains a sample policy on student rights and responsibilities that complies with Illinois requirements. It basically states that students can be disciplined for violating the rights of others--as well as for violating specific school rules. PRESS also contains sample policies on student discipline that meet federal Gun-Free Schools Act requirements, along with sample policies on school visitors, student safety, and related topics.

For information on subscribing to PRESS, phone IASB at 708/629-3776 or 217/528-9679, ext. 119.

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Professional associations representing architects and engineers have pooled their resources to make some informational and administrative tools available to help public bodies establish a selection process that is based on qualifications. The tools are available at no cost through the Illinois Council of the American Institute of Architects and the Consulting Engineers Council of Illinois.

The tools include the following:

1) A 40-page guide, "Qualifications-Based Selection," that explains each step of the selection process in detail and provides a variety of suggested forms for letters, evaluations and rankings. The guide is available from either AIA-Illinois or CECI, or may be obtained from IASB Publications (217/528-9679, extension 108). There is no charge.

2) A 15-minute video, also titled "Qualifications Based Selection," is available on loan from AIA-Illinois or CECI. The VHS taped program explains the advantages of selecting design professionals based on qualifications rather than price and would be useful for informing school board members and other interested citizens. IASB Publications also has a copy available for lending. There is no charge, but it is asked that the video be returned promptly after use.

3) A QBS Facilitator Program provides a retired architect or engineer to work directly with a public agency, such as a school district, in establishing a qualifications based selection process. This one-on-one service is underwritten by a group of professional design organizations and involves no charge. For more information about the Facilitator Program, get in touch with the Consulting Engineers Council of Illinois, P.O. Box 1604, Springfield, Illinois 62705 (217/528-7814). A one-page description of this service may be obtained from IASB Publications.

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