ethanporcaro/eric-fulltext-meta huggingface dataset:
Today's School Risk Manager
Author: Johnson, Cheryl P.
Date: 2009-06-00
Type: Journal Articles
Subjects: Risk Management,School Districts,School Business Officials,Teamwork,Methods

School districts are held accountable not only for the monies that contribute to the education system but also for mitigating any issues that threaten student learning. Some school districts are fortunate to have professional risk managers on staff who can identify and control the many risks that are unique to school systems. Most schools, however, place that responsibility on the shoulders of the school business manager or chief financial officer, who may not have the experience to identify and address those risks. Whether certified or not, school risk managers are responsible for a wide range of issues, including property and casualty insurance; benefits, such as health care, workers' compensation, and unemployment; facility and environmental safety; crisis management; and the personnel training associated with these programs. What's more, the school risk manager must be knowledgeable about issues ranging from IRS 403(b) changes to wellness programs and the effects of the Medicare, Medicaid, and SCHIP Extension Act on liability claims. To be effective, the school risk manager must have the support of the administration and a well-thought-out risk management team which may include representatives from district support services, school administrators, insurance agents and brokers, consultants, and a multitude of other specialists who bring a level of expertise rarely found inside the school environment. Now more than ever, schools need to turn to risk management practices to generate short- and long-range planning for losses that affect the schools' budgets. That money can be better served by contributing to the education process, not by paying claims. There has never been a more critical time for public entities to join the private sector in recognizing the importance of having clearly defined risk strategies in place. Schools and their districts increasingly understand the importance of successfully managing risks, since each risk can be viewed as both a threat and an opportunity.
Keeping Students Safe: Introducing the Monolithic Dome
Author: Lanham, Carol
Date: 2009-06-00
Type: Journal Articles
Subjects: School Buildings,Emergency Shelters,Natural Disasters,Federal Aid,Public Agencies,Public Schools,School Districts,Construction (Process),School Construction

The tiny town of Niangua, Missouri, made national headlines in 2008 when a rare cluster of winter tornadoes tore across the state on an unseasonably warm January night. The twisters killed a Niangua woman in her trailer home and destroyed numerous other structures. News photos of the trailer debris were a sobering reminder of the vulnerability of the town's youngest residents: preschoolers who regularly attended class in a double-wide trailer only one mile away. Just a little over a year later, the town is making national headlines again, but this time the news is good. This article discusses the revolutionary steel-reinforced concrete dome that the Niangua R-V School District is building. It will serve as the district's new preschool classroom and double as the town's disaster shelter. The building's unique shape and ability to offer near-absolute protection from tornadoes is noteworthy. But what gives this project national prominence is that the dome building is being constructed with a $300,000 grant from the Federal Emergency Management Agency (FEMA). The project's federal funding is sparking hope among superintendents in other disaster-prone school districts that more government money may soon be in the pipeline to fund what is known as predisaster mitigation efforts. Those are funds earmarked to help a community &quot;before&quot; disaster strikes, and could become more of a priority in the Obama administration.
Stepping Up to the Plate: Ensuring a Quality Learning Environment
Author: Froemming, Jim
Date: 2009-06-00
Type: Journal Articles
Subjects: Pollution,School Districts,School Safety,School Administration,Elementary Schools

On December 8, 2008, &quot;USA Today&quot; published the article &quot;The Smokestack Effect: Toxic Air and America's Schools.&quot; The article reported that as a result of computer modeling of the potential dispersion of contaminants into the air (not actual tests of air samples) done by the University of Maryland and Johns Hopkins University, 128,000 American schools were ranked according to air quality issues based on the schools' proximity to industrial pollution. The Port Washington-Saukville School District's Saukville Elementary School was rated in the bottom 1%. The study indicated that two businesses in the area--a steel manufacturing company and a plastic products producer--were potentially emitting particulates in amounts that could present possible health risks for students. Because the district was 20 miles north of Milwaukee, industries in Milwaukee were also factors in the rating. Saukville Elementary made the bottom 1%, and the district's other four schools ranked in the bottom 3%. In this article, the author describes the course of action the district's leadership team took when informed about the ranking.
The Art of Labor Relations: Knowing Your Best Move
Author: Pope, Dixie M.
Date: 2009-06-00
Type: Journal Articles
Subjects: Labor Relations,School Business Officials,Arbitration,Collective Bargaining,Conflict Resolution,Civil Rights

In many school districts, business managers--not superintendents--are the ones who deal with labor relations, negotiating or participating on the negotiations team. Business managers who oversee the human resources department may find themselves dealing with labor relations on a regular basis. In this article, the author discusses four labor relations strategies: (1) negotiation; (2) mediation; (3) arbitration; and (4) court injunction and declaratory judgment. Sometimes in the collective-bargaining process, an agreement is not reached without mediation, arbitration, or other form of dispute resolution. The district must determine which form of alternative dispute resolution will work for it for each issue. With the shrinking funds available to school systems, it is important for all administrators, including business managers, to understand labor relations. Any administrator may be given the added duty of handling negotiations, parental concerns, and/or grievances.
Portable Classrooms: Immediate Solutions to a "Growing" Problem
Author: Patterson, Judith
Date: 2009-06-00
Type: Journal Articles
Subjects: Mobile Classrooms,School Districts,Educational Finance,Purchasing,School Community Relationship,Financial Support

In 1999, 36% of schools reported that they used portable classrooms and 20% reported that they created temporary instructional spaces, according to the National Center for Education Statistics. Portable classrooms will most certainly continue to be used temporarily to bridge the gap between immediate need and availability of construction funding. Projecting the need for portable classrooms is straightforward when it is based on student enrollment forecasts. Most states do not allocate state capital outlay funds for the purchase of temporary facilities, so local school districts end up assuming the costs of providing portable classrooms by using school district reserve funds and the special-purpose local-options sales tax. This article discusses some factors that growing school districts must consider when making decisions about the use of portable classrooms. It also discusses some public concerns for portable classrooms, such as aesthetics, safety, security, health, maintenance, and equity issues that school administrators must be prepared to address before meeting with community members. School districts that can turn negative associations of portable classrooms into positive images of effective planning and management will garner community support, parental acceptance, and continued student achievement.
Taking Stock and Standing down
Author: Peeler, Tom
Date: 2009-06-00
Type: Journal Articles
Subjects: Reflection,Organization,Planning,Professional Development

Standing down is an action the military takes to review, regroup, and reorganize. Unfortunately, it often comes after an accident or other tragic event. To stop losses, the military will "stand down" until they are confident they can resume safe operations. Standing down is good for everyone, not just the military. In today's fast-paced world, people seldom take time to stop and reflect on what is happening in their lives. They are not taking time to determine if they are doing things effectively, efficiently, or with the right priority. This article discusses the four key components of standing down effectively: (1) a vision of where one wants to go; (2) the best route to reach one's destination; (3) confirmation that one is on course; and (4) breaks. People also need to stand down in their personal lives. The demands of family and friends, extracurricular activities, meetings and appointments, and unforeseen situations can be overwhelming. Combining work stress with personal stress can be too much for anyone. Taking time to stand down is good for both the individual and the organization.
Showcasing Unsung Heroes: Positive PR/Positive Relationships
Author: Ruder, Robert
Date: 2009-06-00
Type: Journal Articles
Subjects: Public Relations,School Personnel,School Districts,Public Schools,Newspapers

Despite the budgetary belt-tightening and what appears to be a gloomy financial future for many of the nation's school districts, south Florida's &quot;Sun Sentinel&quot; recently showcased five noninstructional employees from the Broward County school district. The &quot;Sun Sentinel&quot; chose to provide readers with a comprehensive look at those employees who, through their efforts and the efforts of their 14,000 coworkers, &quot;help keep schools running while playing big roles in students' daily lives.&quot; Introduced in the January 4, 2009, &quot;Sun Sentinel's&quot; Sunday edition, the series presented vignettes about five individuals and their respective jobs. Each day focused on the employee's role within the larger organization with regard to the responsibilities of their positions and their ability to interact positively with students, parents, and other school district employees. The articles highlighted that, in addition to performing the routine duties of their assignments, each person went beyond his or her daily responsibilities by relating positively with the diverse populations within the school district community. This article presents the five employees profiled in &quot;Sun Sentinel&quot;: (1) Lily Stevenson, assistant cafeteria manager at the Glades Middle School; (2) Jimmy Murrow, facilities supervisor at the Hallandale Adult Community Center; (3) Dottie Reid, secretary to the principal at Palmview Elementary School; (4) Douglas Dorsett, Olsen Middle School's campus security monitor; and (5) Carolyn Wallace, school bus driver. They don't provide classroom instruction, but these employees working behind the scenes are vital, and beloved, in Broward County schools.
Educating Immigrant Students in Urban Districts
Author: Nur, Shurki
Date: 2009-06-00
Type: Journal Articles
Subjects: Immigrants,Refugees,Urban Schools,School Districts,Public Schools,Student Needs,Culturally Relevant Education,Educational Environment,Grouping (Instructional Purposes)

Immigrant children constitute the fastest-growing population in the United States, and their presence is rapidly changing the demographics of American public schools--especially in cities where they typically settle with their families. Because these students' languages, cultures, and values differ from those of educators--and indeed from one another--school districts face challenges and opportunities as they strive to meet every student's diverse needs. To educate immigrant and refugee students effectively, districts must first meet their psychological and social needs. Even within the immigrant and refugee student population, there is diversity regarding English-language ability and educational background. Thus, it is vital that school districts create successful learning experiences for these students that recognize their linguistic, psychological, socioeconomic, and cultural needs. Urban school districts are also confronted with the challenge of serving diverse immigrant students who speak a variety of languages. With limited resources, it is not easy to create programs for a variety of language groups if the number of students from any one language group is not adequate to necessitate a separate class, causing school districts to generalize the needs of various groups. This article discusses how urban districts address the needs of immigrant and refugee students and concludes with some recommendations.
Compensatory Services and Students with Disabilities
Author: Osborne, Allan G., Jr.
Date: 2009-06-00
Type: Journal Articles
Subjects: Disabilities,Federal Legislation,Student Rights,Court Litigation,Compensation (Remuneration),Public Schools,Special Education

Students with disabilities are entitled to a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). If school officials fail to provide students with a FAPE, the courts may grant appropriate relief. Courts often direct educators to provide students with disabilities with a FAPE and to compensate parents for expenses associated with obtaining the services that their children lost, such as tuition. Courts have also granted awards of compensatory educational services to students whose parents were unable to pay for placements in advance. Judicial awards of compensatory services have extended students' eligibility for years after they graduated or reached the maximum age of eligibility under the IDEA or state laws, have included extra services during academic terms, and have added services during vacation periods. Moreover, as reflected by a case from Georgia, &quot;Draper v. Atlanta Independent School System&quot; (2008), the Eleventh Circuit affirmed that a school board had to place a student in a private school since officials failed to provide him with a FAPE. In light of &quot;Draper&quot;, this article reviews compensatory services awards. The first section reviews the types of compensatory services awards that courts have granted, while the second analyzes the Eleventh Circuit's judgment in &quot;Draper&quot;. The final substantive section offers suggestions for school business officials and other education leaders who must plan and budget for such awards. The article rounds out with a brief conclusion.
A Roadmap to Afterschool for All
Author: Rinehart, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: After School Programs,Federal Government,Public Sector,Block Grants,Access to Education,Government Role,Federal Aid,Financial Support,Interviews,Parent Role,Costs,Low Income Groups,State Aid,Local Government,School Business Relationship,Partnerships in Education,Educational Quality,Private Financial Support

During the past 20 years, afterschool programs have become an increasingly vital part of most American communities. Today, some 6.5 million children across the nation participate in these programs. Another 15 million children would participate if a program were available to them, according to their parents. These numbers tell at least two important things: (1) parents recognize that afterschool programs work, and they want their kids involved in them; and (2) many more children lack access to afterschool than have it. The Afterschool Alliance recently took on the task of constructing a "Roadmap to Afterschool for All." Led by researchers at the Harvard School of Public Health, the "Roadmap" assesses for the first time the nation's current investment in afterschool programs from the public sector, parents, foundations, and businesses, and estimates the additional investment needed from each sector to provide quality afterschool programs for all children. It recommends a well-orchestrated partnership across sectors, reflecting a societal commitment to ensuring that all kids have access to quality afterschool programs. The foundation of the "Roadmap" is the nation's and, in particular, the federal government's commitment to ensuring that all children have access to a quality education. Making that commitment meaningful involves providing afterschool opportunities to all. The federal government must lead the way--and that it can do so by beginning to ramp up its investment with the FY2010 federal appropriations process now in progress. Significant increases to funding for 21st Century Community Learning Centers and the Child Care Development Block Grant program will go a long way toward helping families quickly, while representing an important down payment on the significant long-term increase in federal funding that is so desperately needed.
Leveraging Mental Health Dollars into Your District
Author: Kilkenny, Robert
Date: 2009-00-00
Type: Journal Articles
Subjects: Mental Health,Health Services,Urban Schools,Integrated Services,Referral,Contracts,Health Insurance,Financial Support

By addressing common reasons that schools and mental health partners often cannot sustain sufficient school-based mental health services, Connecting With Care (CWC)--a mental health collaboration that places full-time clinicians in schools in Boston's most under-served urban neighborhood--is demonstrating how schools and districts can leverage significant mental health dollars and marshal them into services that meet schools' and children's needs. The key elements for successful collaborations include the creation of school-based infrastructure to support an efficient and steady referral flow, memoranda of agreement to outline detailed mutual expectations and responsibilities, and coordination of these partnerships at high levels of management across the partners. There is a natural convergence of mission and need between schools and mental health providers. Systemic obstacles to more collaborative and sustained partnerships can and must be resolved if the clinical, emotional, behavioral, and social problems that children present in school are to be successfully addressed. Integration of mental health services in schools results in healthier children and better schools--at far less expense to districts than the cost of providing these services themselves. (Contains 1 table.)
Early Childhood Education: Babies Are Everybody's Business
Author: Cox, Kitt
Date: 2009-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Economic Development,Investment

A movement is building that favors creating a national network of high-quality early education and care systems that begin at birth. It makes sense. Promoting positive early learning experiences, healthy caregivers, and a connection between families and community resources can reverse rising rates of expulsion, high school dropouts, and the need for many special-education services--and can save money. Those touting the investments in such systems point to positive outcomes for workforce development, worker productivity, graduation, and crime prevention. There is growing national political will to improve early education in America. Newly elected president Barack Obama is championing early education investment as a key to economic recovery, growth, and sustainability.
Operation Excellence: A Community-School Initiative
Author: Pawlowski, Brett
Date: 2009-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Organizations (Groups),School Districts,School Administration

The vast majority of business and education partnerships focus on improving student outcomes through direct or indirect engagement at the classroom or individual student level. However, there are other opportunities for engaging the business community, and for those willing to think outside the classroom, the rewards can be quite remarkable. One example comes from the Montgomery County Business Roundtable for Education (MCBRE), a non-profit operation in Montgomery County, Maryland. This article describes one of MCBRE's first community and school initiatives, Operation Excellence, which is an example of a nontraditional partnership model that fully leveraged the time and talents of business partners and had a dramatic influence on school, and ultimately student, outcomes.
The Costs and Challenges of Transporting Students with Disabilities
Author: Suttman, Craig M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Federal Legislation,Disabilities,Related Services (Special Education),School Business Officials,Costs,Student Rights,Special Education,Bus Transportation,Busing

Federal law does not require school boards to provide transportation for all students. But the Individuals with Disabilities Education Act (IDEA) entitles students with disabilities to transportation to and from school if the students' disabilities make it difficult for them to get to school; from, in, and around the buildings where they attend classes; and between schools if they must change locations during the day. Since school boards are responsible for transportation in and around the schools, school business officials share in the responsibility of ensuring accommodations for students. The IDEA's regulations define the term &quot;related services&quot; as &quot;transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.&quot; Although transportation is deemed a related service, there can be additional related services associated with transporting a student with a disability to and from school. This article discusses the costs and challenges of transporting students with disabilities. Special-education services as required under the IDEA, most notably transportation, should be determined on an as-needed basis through the individualized education program (IEP) process. School boards can avoid litigation and increased costs by properly training the special-education staff and IEP teams. It is thus essential that school business officials, other education leaders, and members of their boards educate themselves and their staffs about the federal regulations associated with transporting students with disabilities and the IEP.
Meritorious Budget Award: An Opportunity to Enhance Strategic Planning
Author: McKenzie, Anne
Date: 2009-00-00
Type: Journal Articles
Subjects: Strategic Planning,Budgets,Awards,Educational Finance,School Districts,Learning

In times of economic uncertainty, local budgets undergo increased scrutiny. School boards and district administrators must collaborate to ensure the highest standards of budget development, implementation, and oversight. Those charged with the fiscal management of school districts must gain the public's confidence in their budgeting abilities. Budget recognition and award programs sponsored by professional organizations help district leaders develop high-quality budget documents that act as powerful communication tools. The Meritorious Budget Awards program offered through ASBO International requires organizations to submit a budget document describing organizational goals and objectives, expenditures and revenues, financial summaries, and performance-based measurements tied to resource allocation. Preparing a Meritorious Budget Award submittal offers many benefits, which include: (1) improved strategic planning; (2) board of education and public confidence; and (3) reciprocal learning.