TSBA Summer 2013 Journal Publication

Vol. 30, No. 3
Tennessee School Boards Association
S u m m e r 2 0 1 3
Act Locally
Think Globally

Summer 2013 | TSBA Journal | 1
Renea Jones-Rogers
TSBA President
President’s Message
Our job as school board members is to shape the future of our
community by influencing the quality of education for our children.
Boards of education are the “voice of the people” and must collectively
speak in terms of what the board wants to achieve with its educational
program. Because of locally elected boards of education, the control of
education continues to stay close to the community. The schools of today
will determine what the citizens of tomorrow will become and what
schools are will be determined by local boards. School boards direct the
most important, most technical and most difficult of all public business.
TSBA launched Local Schools, Local Decisions statewide this year. Its goal is
to increase awareness of the importance of local control of public schools.
The focus of the campaign is to promote the belief that public education
should not be allowed to become a tool of any single group or person
and that education exists to serve all people equally. Support for a strong
system of public education is crucial. We need your help in enlisting the
support of all citizens from across the state to ensure that the future of
public education remains in the hands of the community which it serves.
1. Ask citizens to support public education by visiting our campaign website at
http://localschoolslocaldecisions.net/ and signing up as a supporter of public education.
2. Show that your local constituents support Local Schools, Local Decisions by submitting a photo
of them to TSBA with the “I Support Local Public Schools” logo. Scan this QR code to
access the digital logo. TSBA will post the photos on the website and use them throughout
various publications. Congratulations to the winner of the May photo contest, the Maury
County Board of Education, who submitted over 1000 photos!
3. Spread the good news about what is happening in your local public schools by submitting local stories of the
good things going on in your public schools—the successes, the triumphs and the academic gains.
4. Contact your legislators regularly to stress the importance of education decisions being made at the local
level.
5. Take advantage of the local public schools advocate toolkit to assist you in preparation for presentations
and communications with local constituents.This toolkit can be found under the “Take Action” tab of the
campaign website.
Whether you are talking about raising student achievement, spending local tax dollars wisely, or ensuring that
children are educated in a manner consistent with community values, the importance of local control is all too
clear. School board members must speak out more forcefully about this reality. Local control ensures that the
community has a say in spending tax dollars, selecting curricula and making sure the needs of the children and
the community are met.
School board members are unique in that our mission is solely devoted to student learning. We are the voice of
public education. As your president, I am asking each of you to help advocate for Local Schools, Local Decisions!

2 | TSBA Journal | Summer 2013
TSBA BOARD of DIRECTORS
Renea Jones-Rogers, Unicoi County
President
Carolyn Holt, Hamblen County
President-Elect
Susan Lodal, Kingsport
Vice-President
Debbie Shedden, Hawkins County
Treasurer
Bob Alvey, Jackson-Madison County
Immediate Past-President
Cynthia Glenn, Lauderdale County
Delta District Director
Stoney Crockett, Robertson County
Mid-Cumberland District Director
Kathy Dougherty, McMinn County
Southeast District Director
Jimmy Copous, Milan Special
Northwest District Director
David Baker, Hardin County
Southwest District Director
Mike Treadway, Blount County
East District Director
Mark Clark, Fayetteville
South Central District Director
Charles Robinson, Dekalb County
Upper Cumberland District Director
Thomas Deakins, Knox County
Member At Large
Don Long, Sumner County
Member At Large
Cheryl Mayes, Metro Davidson County
Member At Large
Kevin Woods, Shelby County
Member At Large
David Pickler, Shelby County
NSBA President, ex-officio member
Dr.Tammy Grissom
Executive Director
Publisher: Dr.Tammy Grissom
Editor: Lindsay Campbell
The Tennessee School Boards Association Journal (ISSN 0747-6159) is
published quarterly by the Tennessee School Boards Association,
525 Brick Church Park Drive, Nashville,TN 37207.
Phone: (615) 815-3900. Fax: (615) 815-3911.
The cost per subscription is $20 annually through membership dues or
individual subscriptions. Periodical postage paid at Nashville,Tenn.
and additional mailing offices.
POSTMASTER please send change of addresses to:
Tennessee School Boards Association,
525 Brick Church Park Drive
Nashville,TN 37207.
Members of the Journal Editorial Advisory Board are: Janet Galyen, Coffee
County; Kathy Austin, Greene County; Dixie Parker, Bedford County;
Mary Wade, Murfreesboro; Houston Robbins, Overton County; and
Jo Ann Brannon, Metro Davidson County.
Contributions to the Journal are solicited. Contents may be reproduced provided
credit is given, except for materials copyrighted or from other publications.The
materials published in this issue represent the ideas and beliefs of those who wrote
them and do not necessarily reflect the ideas and beliefs of the
Tennessee School Boards Association.
1 ��President’s Message
3 ��Executive Note
4 ��What is a QR Code
7 ��PARCC End User Device Orientation
8 ��Board Secretaries’Conference
10 ��A New Chapter in NSBA’s Rich History
13 ��Fall District Meeting Schedule/Locations
14 �� School Board Member Frequently
Asked Questions
17 ��TSBA Policy Services
18 ��Open Source
21 �� The Big ‘Green’Yellow School Bus
23 . . . First Look:TSBA 2013 Leadership Conference
and Annual Convention
28 �� Time After Time
30 ��Common Core State Standards: Myth vs. Fact
35 �� TSBA Deadlines and Happenings
36 ��TSBA Business Affiliates
S u m m e r 2 0 1 3 Vol. 30, No. 3

Jim Clifton, Chairman of Gallup, states in his book The Coming Jobs War,
“ “That Gallup is six years into their global data collection effort and they may
have already found the single most searing, clarifying, helpful, world-altering fact:
What the world wants is a good job. Students don’t want to merely graduate;
they want an education that results in a good job. Gallup has found that kids
drop out of school when they lose hope to graduate. That’s it. Not because
they’re lured into gangs or have to flip burgers to support their family. Having no
vision or excitement for the future is the cause of kids dropping out of school.”
Clifton states, “Leadership strategy must first and foremost be built on hope
rather than on grades and attendance, because loss of hope precedes bad grades
and truancy. Gallup scientists have learned that hope predicts academic success
and graduation better than grades or test scores do. Increasing hope isn’t easy,
but it can be done. And it has to be done LOCALLY on a city-wide basis rather
than on a national one. Only a LOCAL focus has a chance.”
What does this mean for local boards of education? Boards need to think
globally but act locally by creating a vision for their school system that creates, in
students, excitement and hope for the future. Our vision is not about what we
are, but about what we want to be. Boards of education must work with their communities to ensure that the top
priority for each student is to graduate with an education that provides a pathway to a good job. Students need to
know that their school district confidently expects them to graduate.
How do boards engage their communities? Most school board members are elected by district but need to really
know and understand their entire community. Communities are constantly changing, businesses come and go and
populations shift. These changes affect school board goals and policies. No one person or group can create the
vision for the community. Boards need regular input from all stakeholders as to what they think students need to
know and be able to do. When board members combine their talents with participation and input by the entire
community, they create a solid and relevant vision of the district’s education future. This is Board leadership at its
very best!
How do boards ensure that their vision becomes reality? Accountability! Board accountability means that you
answer not only for your actions, but also for the results of your actions. Accountability includes sharing credit for
achieving the desired results while accepting responsibility when targets are missed. A board that keeps student
success as its focus will ask their superintendent and community leaders such questions as:
1. Are our students learning? How do we know?
2. How do we know our system is evolving with the changing times? If it is not, what are the roadblocks to
our success?
3. What does our community aspire to become?
4. What are the global challenges that our students and community face?
5. What are the superintendent and principals doing to increase student achievement? Is every school within
our district making progress? How do we know?
These types of questions will keep boards focused on students, not mired in administrative details. For our students
to find a good job/career and succeed in life, we need to make sure the entire community is focused on that
outcome.
We need Local Schools, Local Decisions to ensure the success of all our students!
Dr.Tammy Grissom
TSBA Executive Director
Executive Note

What is a
QR Code?
You may have heard about or seen a QR Code on various promotional materials and thought, “What is this
new bar code and what does it do?” QR Codes, or Quick Response Codes, are a type of two-dimensional
barcode that can be read using smartphones or other electronic devices, that link directly to text, e-mails,
websites, phone numbers and more! Your mobile device’s camera reads the barcode and displays the data
contained within the code.
Why Should I Care About QR Codes?
Over half of Americans now own smartphones, and that number is constantly growing. QR Codes have the
potential to have a major impact upon society and particularly in advertising, marketing and customer service
with a wealth of product information just one scan away.TSBA will be implementing these codes to provide
you with instant access to digital publications, annual convention details, presentation materials and much
more!
How to Scan the Code?
If you have a smartphone like an iPhone, Android or Blackberry, then there a number of different barcode
scanner applications such as QRReader and QR Droid that can read and decode data from a QR Code.The
majority of these applications are completely FREE. Once the application has been installed on your device,
the program will use your phone’s camera to scan the barcode, which will then automatically load the encoded
data for you. Below you will find the three items you will need to display the data from a QR Code.
You will need the following to scan a barcode:
1. A mobile device with a camera - ex: smartphone, iPad, Android tablet, etc.
2. A QR Code Reader app.This app can be downloaded from your platform app store.
- Google Play (Android users) search “QR Droid”
- App Store (Apple users) search “QRReader”
3. A QR Code to scan.
How Can I Make My Own QR Code?
Before considering to create a QR Code, discuss how your system or
school board would like to implement this concept. Who is your audience,
and what information will be embedded within this code? QR Codes can
be created for free by using designated 2D barcode generators. Scan the
code in this article to access the program used by TSBA.
TSBA QR Codes have
been produced from
the website qrstuff.com.
Scan this code to visit
QRstuff.com.

TSBA and the Tennessee County Commissioners Association (TCCA) will host a joint meeting on Friday, August 2,
2013, at the TSBA Headquarters in Nashville.TSBA’s school board chairmen and members of TCCA are encouraged
to attend this free, informative conference. For a complete agenda, visit http://bit.ly/1cR3KaB. To reserve your spot, visit
http://tsba-tccaconference.eventbrite.com/.
TSBA &TCCA Host Joint Meeting on August 2
TSBA and the American Schools Foundation Alliance presents the 2nd Annual School Foundation Conference.Ten-
nessee’s public school leaders and education foundation executives are encouraged to attend this informative confer-
ence. Registration is $65 for members and $75 for non-members.The event will take place at the TSBA Headquarters
in Nashville from 8:30 a.m. - 3:30 p.m. on August 22. For a complete agenda, visit http://bit.ly/12GGNB0 . Register by
visiting, http://bit.ly/17IWcGE.
2nd Annual School Foundation Conference to be Held on August 22
Nominations are being accepted for the following TSBA Officers: Treasurer, Vice President, and President-Elect. These
positions hold a one-year term, Jan. 1, 2014 - Dec. 31, 2014. Nominations are due September 30, and elections will be
held during the 2013 TSBA Annual Convention at the Delegate Assembly. For the officer application, visit http://bit.
ly/13lJUFW or contact Sandy Jones at sjones@tsba.net or ext. 3914.
2014 TSBA Officer Nominations Due September 30
TSBA’s Annual New Board Chairman Workshop will take place at TSBA Headquarters in Nashville on October 11,
2013. This workshop was developed to provide new school board leaders with tools to assist them in their efforts to build
better school boards.Topics to be presented at the workshop will include meeting management techniques, parliamentary
procedure, board development, legal responsibilities, and the chairman’s role in working with staff, policy, and promotion.
Register soon for this informative workshop by visiting http://www.tsba.net/Meetings/TSBA_Meetings/New_Board_
Chairman_Workshop, or contact Betsy McNair at bmcnair@tsba.net or ext. 3910.
2013 New Board Chairman Workshop is October 11
The TSBA Awards Program is a way to appreciate boards, students and volunteers across the state for devoting their time
to public education. Applications for School Board of the Year, All Tennessee School Board/C. Hal Henard Distinguished
Service, and School of the Year for Excellence in Architectural Design must be submitted to TSBA by September 30, to be
considered.All award recipients will be recognized at the TSBA Awards Luncheon at the Annual Convention on Monday,
November 11.
2013 TSBA Award Deadlines September 30

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EndUserDeviceOrientation
PARCC
partnershipforassessmentofreadinessforcollegeandcareers
The Tennessee School Boards Association, along with the Tennessee Organization of School Superintendents and the
Tennessee Educational Technology Association partners, hosted a PARCC End User Device Orientation meeting on
June 10, 2013, at the TSBA headquarters and the event was accessible through four distance learning sites. Over 185
school board members, superintendents, technology coordinators and other education leaders gathered at one of these
five sites to participate.The meeting included over 28 presenters from various technology companies and organizations.
The day featured informative and interactive presentations on the various devices and applications available for school
systems as they begin, or continue, the integration of electronic devices for student learning. Attendees received
information on contract purchasing and leasing computers, the use of social media in schools and details on instructional
use for e-textbooks. Sessions were conducted by representatives from Apple, MXN, Central Knox, Microsoft, CDWG,
Technology Express, Loudon County Schools and Coffee County Schools.
If you were unable to attend this orientation meeting, please feel free to access all of the materials and a full recording of
the meeting by visiting http://bit.ly/15glD26. You will also find vendor information with product and contact details.

Gather for Annual Professional Development Conference
TSBA hosted the 20th Annual Board Secretaries’ Conference for school board
secretaries, administrative assistants, executive assistants, and school board support
staff May 3, at its facility in Nashville.
The day featured informative and interactive presentations on Roberts Rules of
Order, board minutes and agendas, how to comply with open records laws, using
technology to become more efficient and the do’s and don’ts of being a successful
board secretary. In addition, attendees benefited from the exchange of ideas and
best practices between veteran and new board secretaries. Attendees received an
update on the action’s of the Tennessee General Assembly and ended the day with a
networking session to provide secretaries from similar sized districts the opportunity
to share notes on policy, board operations and additional procedures. Sessions were
conducted by members of the TSBA staff and board secretaries.
“Board secretaries are extremely important to the success of school boards and school systems,”
TSBA Executive Director Tammy Grissom said. “We look forward to this conference
every year because it gives us direct contact with these key players who serve as a link
between the Association and school board members. We work with them every day, and it’s
great to have a chance to see them and work with them in person. Our annual conference is
designed to keep them updated with the latest information they need to effectively perform
the variety of tasks they handle. They are certainly a dedicated group of professionals.”
During the annual business meeting of the Tennessee Association of Board
Secretaries (TABS), which was held in conjunction with the conference, Judy
Spears of Coffee County was elected TABS president for 2013-14. Jan Nunley of
Cumberland County was elected to serve as president-elect, and Lisa Springer of
Milan Special was elected vice-president.
In addition to electing officers for the coming year,TABS members who
achieved various levels of certification over the past year were recognized for
their achievements.The aim of the TABS Certification Program is to encourage
professional growth. Levels are achieved by meeting a variety of professional development measures and other criteria, with the
achievement of Level III resulting in the designation of Certified Board Secretary.Those individuals who received honors at this
year’s conference were:
Level 1: Debbie Benard, Haywood County; Kim Bivens, McMinn County; Bethany McConville, Shelby County and Jennifer
Winegar, Hawkins County
Level 2: Shirley Johnson, Maury County and Kim Martin, Clinton County
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ANew
Chapterin
I
recently received a book that details the history of the National School
Boards Association.This book not only told some fascinating tales about
the 73-year-old organization, it also gave me a great understanding of
where we’ve been and described some of the battles we’ve undertaken as a
national organization.
Some of these are familiar debates, but the lesson I took away from the book
was this: There has never been a more critical time to stand up for local school
board governance and for public education across the country.
As your 2013-14 NSBA President, I’m working with Executive Director
Thomas J. Gentzel, who took the reins in December after nearly 30 years at
the Pennsylvania School Boards Association, and his team to transform the
organization. We are revamping NSBA to be a tougher, leaner, and more
effective advocate for the work you do as school board leaders.
While we know that NSBA has always been a player in Washington, we
may not have operated to our full capacity. And with the current political
environment, we no longer can afford to do that.
NSBA is focusing on our core missions--legislative, legal, and public advocacy,
and member services--to better promote school board governance and public
education. We are going to take on the misguided special interests who seek
to dismantle public education for their own profit.Those who promote school choice though vouchers, charters that are
not held accountable by local school boards, and other unproven experiments will have to answer to us.
NSBA will go to battle, through the courts and legislatures, for laws and policies that support public education and local
school board governance. We will build strong partnerships with state association members, corporate stakeholders, and
other national groups to increase our effectiveness.
To do this, we are building an army of advocates: local school board members who will take a stand for our community
schools. I believe we have a responsibility to fight for the futures of our more than 50 million schoolchildren and their
civil right to a great education.
By David Pickler, NSBA President and Shelby County Board Member

NSBA’sRich History
We need school board members across the country to unite
behind this cause and help us stave off all the initiatives
from state lawmakers who are being bought out by special
interests.
We’re going to take our army to Capitol Hill and demand
that the federal government back off and let local school
boards do their jobs.
For example, this year NSBA proposed legislation, the
Local School Board Governance and Flexibility Act,
and it recently has been introduced in the U.S. House
of Representatives. We now have 20 cosponsors for the
bill, which would establish a framework for improved
recognition of local school board authority when the U.S.
Department of Education acts on issues that impact local
school districts unless specifically authorized in federal
legislation.
NSBA worked with the Louisiana School Boards
Association to file suit against the state’s school voucher
program.The Louisiana Supreme Court found in favor of
public schools and declared the funding mechanism for the
vouchers unconstitutional earlier this year.
We also soon will be launching a major public advocacy
campaign, to show the good work of public schools and
school boards. And you will be hearing about new services
we will offer to help you do your jobs better.
We are living in exponential times of change in NSBA and
the opportunities that lie ahead are incredible. Failure is
not an option. We must be a greater force to take on those
who are trying to take away our American institution of
public schools and school board governance.
I hope you will join us.Thank you for all you do for your
local public schools and our students.

TSBA Fall District Meetings
On the road to student success
Meeting Agenda
4:30 p.m. Registration
5:00 p.m. Welcome and Announcements
5:05 p.m. The Changing Landscape of Education Advocacy
5:30 p.m. Legislative Session/Survey
6:15 p.m. Are Your Students Learning?
6:45 p.m. Dinner

7:40 p.m. Wrap up and Evaluations
7:45 p.m. Adjourn
• Introduction of Guests
• 100% Boards
• Roll Call of Boards
• Student Recognition Award
• School Volunteer Recognition Award
• Levels I, II, III and IV Boardsmanship
Awards
• NSBA Distinguished Service Awards
• Recognition of Boards of Distinction
and Master School Board Members
• District Director Elections in Northeast,
East, South Central and Upper Cumberland
• FRN District Coordinator Elections in
East, South Central and Upper Cumberland
Date District Host System Location
Tuesday, September 3 Southwest Chester County Chester County High School
Thursday, September 5 South Central Bedford County Community High School
Thursday, September 12 Upper Cumberland Fentress County South Fentress Elementary
Monday, September 16 Delta Fayette County Ware Comprehensive High School
Tuesday, September 17 Northwest Benton County Camden Central High School
Thursday, September 19 Mid Cumberland Cheatham County Harpeth High School
Monday, September 23 Northeast Elizabethton Elizabethton High
Tuesday, September 24 East Jefferson County Patriot Academy
Thursday, September 26 Southeast Bradley County Bradley Central High School
2013 Fall District Meeting Schedule
FormoreinformationortoregisterforyourFallDistrictMeeting,visitwww.tsba.net/Meetings/TSBA_Meetings/Fall_District_Meetings

By Randall Bennett, TSBA Deputy Executive Director and General Counsel
schoolboardmemberfrequentlyaskedquestions
WWe regularly get calls from board members wanting to know what their role is and how their board of education should
operate under state law and board policy. We decided to answer the most frequently asked questions in this issue of the
Journal. This list is by no means complete, but it should give board members a basic foundation.
What constitutes a board meeting?
School boards must hold regular meetings at least quarterly for the purpose of transacting public school business. The
chair may call special meetings whenever in the chair’s judgment the interest of the public schools requires it or when
requested to do so by a majority of the board. A majority of all the members constituting the board, not merely a
majority of the quorum, is required to transact all business coming before the board in regular or special meetings.
What is expected of me at board meetings?
The short answer is, “be prepared.” You should receive your board packet with the agenda and any supporting
information well before the meeting. It is your responsibility to study the material carefully and take the time to call the
superintendent or board chairman to ask questions about anything you don’t understand. Come prepared to the meeting
by having read the packet and reviewing the issues on the agenda. If you have questions, ask them of the appropriate
person.
What are the requirements for public notice?
There is no concrete definition for adequate public notice and courts will decide the issue on a case by case basis.
Reasonable/adequate public notice must be given for all meetings of the Board in accordance with law and district policy.
The notice should include the date, time and place of the meeting and for a special called meeting, the specific item(s) to
be considered at the meeting.
How can our board meetings be run more professionally?
All board meetings need to follow some set of “rules of order” for parliamentary procedure. Most Tennessee Boards
adopt Roberts Rules of Order except as otherwise provided by any statutes applicable to the Board, or by policies set by
the Board.
What is the Open Meetings Act?
The basic intent of the Open Meetings Act is to strengthen the right of all citizens to know what goes on in government
by requiring public bodies to conduct nearly all business at open meetings.This Act governs how you should operate and
run your meetings. As a matter of district policy and state law, meetings of boards or committees of boards are open to
the public.

May the Board ever meet privately or in “Executive
Session?”
Prior to entering an executive session, it is best if the Board
meet first in open session. At this open meeting, the Board
then announces the executive session after stating the
reason for the executive session.
What can be considered in Executive Session?
The only times a Board may meet in an executive session
are:
1. On the recommendation of the board’s attorney to
receive legal advice from the attorney on any litigation
that has been filed against the board or is likely to be
filed,
2. To conduct a student disciplinary hearing unless the
parent of the student specifically asks that the hearing
be conducted in an open meeting; and
3. To discuss labor issues with and give direction to the
board’s collaborative conferencing team.
Can the Board make a decision while in Executive
Session?
Generally the answer is no. The only exception is
to make a decision in a student disciplinary hearing.
Student records are protected under state and federal law.
Additionally, when being advised by the board attorney, the
board may not deliberate toward a decision on the matter
until it reconvenes in a regular open session.
Can board members meet socially without violating
the Open Meetings Act?
Yes. Social gatherings are not considered school board
meetings, even if a quorum is present, so long as the board
members in attendance do not discuss school business or
arrive at decisions about an issue.
What role does the superintendent play in
meetings?
The superintendent is a key person at all school board
meetings.The superintendent and board chairman plan
the meeting together, but the superintendent makes
certain the meeting room is set up as required and all
tools that are needed are available, such as computers,
audio/visual equipment, microphones, etc.The board
chairman introduces each item on the agenda; however, the
superintendent is often asked to explain the issue. Most
Boards ask that a recommendation be provided by the
superintendent and used to make the motion.
Who is responsible for setting the agenda?
The superintendent and board chairman (Executive
Committee) are responsible for setting the agenda
according to most Boards’ policies.
How can I get my issues onto the board agenda?
Usually, the process for getting an item on the board
meeting agenda is contained within board policy. Be
careful not to spring any surprises. It is not an emergency,
and a decision is not needed immediately, it is better to
have the topic added to the agenda for the next meeting
when board members will have sufficient time to become
informed and prepared to discuss the topic.
What is a consent agenda?
A consent agenda is an item listed on the regular agenda
that groups routine items under one agenda heading.
Routine items (such as paying bills, approving minutes of
the last meeting, approving the agenda, etc.) can thus be
approved by a unified motion and vote of the Board.The
purpose of the consent agenda is to expedite business and
streamline the meeting.There is no discussion of items on
a consent agenda. If clarification of an item is necessary,
then you should request that the item be removed from the
consent agenda and placed on the regular agenda for that
meeting.
How should I ask questions at the board meeting?
Hopefully, you have taken time to review your materials in
your board packet and have asked for clarification when
necessary from the superintendent prior to the meeting.
Certainly as the discussion of an item ensues, other
questions may occur to you that you have not previously
asked. It’s important that you get all your questions
answered so that you have a knowledgeable and well-
thought-out vote.
How is voting done at a board meeting?
All votes of a school board must be by public vote, public
ballot or public roll call. No secret votes are allowed. A
public vote means a call for the ayes and nays vocally
expressing their will in unison.
Do most school boards vote in a rotating order,
consistent order or does it matter?
The manner in which your meeting is run is determined
by your school board. It doesn’t matter how you vote—in
a rotating order or the same order each time.The Open
Meetings Act simply requires that the public must be able
to determine how each board member voted.
When does the board chairman vote?
The board chairman votes each time a vote is called. Some
people think that the board chairman only votes to break a
tie.This is not true.The board chairman is expected to vote
as a member of the Board, in whatever sequence the Board
is following. Whether the vote is rotated each time or each
member votes in the same sequence, the board chairman
votes in the same way as the other board members.

Additionally the board chairman may make or second
motions.
When is it appropriate to abstain or vote no?
The only time it is appropriate to abstain is when you have
a conflict of interest, which should be declared prior to the
vote. A “no” vote is appropriate when you disagree with a
motion. It is not appropriate to abstain because you have
not taken the time to ask questions or because you are
uncomfortable with the topic. It is your responsibility to be
informed and prepared to vote on a decision.
How can I ask questions at a board meeting and still
adhere to the “no surprises” rule?
If you want to ask a question that you anticipate being
controversial, you should alert the superintendent or
chairman ahead of time.Together, they can help you
decide if there is a better way to address the issue or get
information.
What is expected of me when I think the Board has
made a bad decision?
If you don’t agree with a decision that the Board has
made, it is still your responsibility to not work against
the final decision of the Board. Your opportunity to show
your disagreement was during discussion and through
your vote, which is public record. If you are asked about
the decision, you should explain why the Board voted the
way that it did. It is permissible to say how you voted;
however, you should not do it in a way that undermines
the Board’s majority decision. As long as your comments
remain factual and do not evaluate the Board action, you
are showing respect for the decision.There will come a
time when the majority shares your perspective, and you
will appreciate those that voted against the decision acting
in this manner.
Is there any requirement as to the length permitted
for public comments and must they be permitted
throughout the meeting?
Board policy will establish if, when and how public
participation will be conducted at a board meeting. A
Board meeting is a business meeting of the district, the
rules of which are established by the Board and there is
not a statutory requirement to allow public comment.
However, most Boards find that public comments are
useful and normally a time allotment is indicated on the
agenda. If there are a lot of people, you may be forced to
reduce the amount of time set aside for comments. Once
the time set aside for comments has been completed, it is
neither required nor advisable to allow public comments
throughout the remainder of the meeting.The timing of
public comments is a decision that the Board must make
and should be included in your policy.
You can designate time at the beginning, the end, or the
middle of the meeting; some Boards have public comment
at both the beginning and the end. Other Boards allow
public comment on each agenda item, after the Board
has had an opportunity to discuss the item. It’s up to your
Board to decide.
If you have other questions not addressed in this
article, please feel free to contact Randall Bennett at
800.448.6465, ext. 3902.

Policy Services
Customized Policy Service:
This service is designed to help boards develop or
completely revamp a policy manual. We begin by
reviewing your board’s current policy manual while
having someone with your school district complete
a questionnaire. After learning the operations and
specifics of a system, we draft recommendations for new
policies that will encompass the goals and priorities of
the system while complying with state and federal laws
and regulations. We deliver the recommended policies
along with explanations and legal authorities for each,
and then we assist your board with changes prior to
adoption.This customized policy service also includes
one year of policy maintenance at no charge.
Maintenance and Online Manual:
After a manual is customized, the board may sign up for
our policy maintenance service. As your board adopts
new policies or amends current policies, we will review
the changes to ensure compliance with the law and
suggest changes if needed. Also, we keep copies of your
current policies and will physically make the changes
and distribute copies according to your preferences.
Subscribing boards will receive regular updates and
recommendations regarding policies throughout the year.
The TSBA Policy Department provides educational, administrative, organizational and legal assistance to provide
your board with consistent, effective, and current policies that comply with the applicable statutory and/or regulatory
requirements.
The TSBA Policy Service is a member of the American Association of State Policy Services (AASPS), which provides
access to a wide variety of policy information from other states.
What do TSBA Member Boards receive from the policy department?
• Model policies upon request that may address recent legislative and regulatory changes or court decisions.
• Timely notification of statutory/regulatory changes that require the development of policies.
• Access to a list of the policies required under state or federal laws or regulations.
How are policies developed?
Policies are developed as laws change, court cases are decided, State Board Rules change, and attorney general opinions
are written. Sometimes, policies are developed based upon suggestions from school systems or other stakeholders, and we
always welcome your input and suggestions.
What services are available through TSBA’s policy department?
We offer a number of fee‐based services and products to member boards:
As an additional service to our maintenance subscribers, we offer an online service.This service provides the opportunity
for an online manual which is completely hosted and updated by TSBA. With a simple email, letter, or fax to submit your
changes, the updated policies will uploaded to your online manual to ensure that your communities have online access to
your current manual.
For additional information, please contact TSBA’s Director of Policy, Lee Harrell, at lharrell@tsba.net or 615‐815‐3903
or TSBA’s Assistant Director of Policy, Loniel Greene, at lgreene@tsba.net or 615.815.3906.
1.
2.
3.

Open
E
ach spring and summer nearly every board of
education in our state hears the same refrain: It
is going to be a tight budget. And they are right.
Since “The Great Recession” began in 2008, budgets
have been tight and all schools have been tasked with
the responsibility of becoming leaner and more efficient.
At the same time, we face the challenge of preparing
for the Common Core State Standards (CCSS) and the
new assessments to measure our proficiency. It would
seem that the very real economic impact of CCSS and
corresponding online assessments (PARCC) could not
have come at a more inconvenient time.
Challenges notwithstanding, we have begun the process
of implementing new and relevant curricular materials
to meet CCSS. We believe that we can accomplish this
challenge by re-tasking the dollars that we already spend
to assist us in accomplishing the goals of a rigorous and
relevant curriculum aligned with CCSS and sufficient
technology and proficiency with technology to assure that
we are able to assess content online with our PARCC
participation.
I typically spend a few weekends a semester teaching
graduate classes for Middle Tennessee State University.
In that role, I embrace the process of providing a “dynamic
syllabus” to my students. This document is dynamic in
the sense that the syllabus is enriched with “hypertext”
and “url’s” to allow my students access to the newest
information related to the school finance or school law
class I am teaching. Certainly, in addition to the fact that
the information is current, I am able to provide court
cases, articles and reviews that are available for their use at
almost no cost.
As I consider our classes in our schools, we spend
hundreds of thousands of dollars annually in our small
district to acquire textbooks. We adopt and purchase
those textbooks on a six-year cycle so the idea of “current”
is naive at best. Our textbook purchase will include the
acquisition of some titles that cost more than $100 each.
While this model leads to excessive expenditures to
acquire dated materials, we had trouble finding a better
option until we researched and began our utilization of
open source materials.
We understand well the challenges associated with the
digital revolution in which we are involved. There are
distractions, devices everywhere, lack of engagement, and
at times too much engagement off assigned task. I am
confident that the digital distractions differ little from the
“Mad” magazines that were tucked behind the cover of my
seventh grade science text.
However, the digital device carried today can serve as
the conduit to some amazing resources freely available
and aligned with the CCSS. As a board of education, we
knew the potential and the challenges, but we had trouble
with the framework to accomplish our goal. In the next
few paragraphs I will share a few of our questions and
By Dr. Dan Lawson, Director of Schools, Tullahoma City Schools

Source
the answers we found to be valuable as we continue on
our digital trek. Implementation of a digital delivery of
open source materials is a lot like buying shoes: One size
certainly does not fit all. Please keep that disclaimer in
mind as we share our thoughts.
Where did we start? We started with a belief that we
had to build a highway before we bought a car. Simply
put, we knew that the best plans and hardware would
be useless unless first a network infrastructure and
sufficient bandwidth was in place to execute our plan.
The challenge: We spent considerable sums of money
before a teacher or student experienced a difference in the
classroom. After the network was in place in our system,
our “open source” migration began with the utilization of
online digital products that have taken the place of many
licensed software programs in our schools. Student and
teacher use of “open source” development software became
a ubiquitous part of our way of doing business before we
looked at any “open source” curricular materials.
Why did we embrace “open source?” And oh, by the
way, what are “Open Source” materials? “Open source”
materials are developed with the underlying philosophy,
intent and licensing to be freely available for redistribution,
revision, and remixing. In other words “open source”
assumes obsolesce and provides both a model and
expectation to update educational materials. In the K-12
community the pioneering force in the “open source”
movement is the CK-12 Foundation whose mission is “…
dedicated to increasing access to high quality educational,
materials for K-12 students all over the world. We offer
free high-quality standards-aligned, open content in the
STEM subjects.”
As we began our process of migrating to an “open
source” environment, several questions emerged that were
pertinent: What device is necessary? Why would we
modify? And the cynic’s question that I almost always
pose first…What is the downside?
What device? Our local dialogue mirrors that of CK-12.
We see advantages to many devices and are confident that
so do our student and teacher users. The CK-12 platform
is not platform specific. In fact in a recent research project
conducted in Utah the platform selected was paper in
a three ring binder.The technology used was not a part
of the equation. Likewise, in our implementation we
have supported the program by upgrading our network
infrastructure and security to allow for a comprehensive
bring your own device (BYOD) initiative. My youngest
son used his iPad, his phone, a desktop and his laptop
during the course of this school year. Certainly, all
students do not have all the devices but MOST have
access to A device.
Why would we need to modify our materials? The
scientific events that take place in the world around us
provide an ideal answer to that question. We began
the discussion of migrations to and “open source digital
delivery” environment in a classroom with each of our
members of the board of education logged onto a device.
The materials on the devices were all downloaded from
CK-12 and all delivered on different devices.
“Implementation
of a digital delivery
of open source
materials is a lot
like buying shoes:
One size certainly
does not fit all.”

Furthermore, each “book” presented was customized with
more recent updates or local references. As we consider
the issue of local reference, we are drawn to the discussion
of making our curriculum more “rigorous and relevant.”
The dialogue of relevance seems to be excessively focused
on the relevance to a standardized test or a specific related
outcome. We believe that one of the most powerful
components of a locally “relevant” curriculum is the
fact that we include names, places and events of local
importance from people and places that our students
know.
As an example, after our class with the board of education,
our mayor requested that we share a similar class with
members of the board of mayor and aldermen. Of course,
we immediately jumped on the opportunity to share. But
in doing so, we added materials to the books that we
shared. Our presentation at City Hall was scheduled for
the first Monday in August, which immediately followed
the landing of the Mars rover Curiosity. Within hours of
the rover landing, we updated our seventh grade science
“FlexBook” and presented new materials to our board of
mayor and aldermen.
In addition to video information provided by NASA
and added media providers, we included reference to the
parachutes involved in slowing the descent of the rover.
While many communities may have little reason to care
about something like a parachute on Mars, we knew that
the unit and almost everything that flies or goes into space
is tested in Tullahoma.
Furthermore, we knew that illustration of that component
immediately meant a lot to our students who have parents,
neighbors and acquaintances responsible for that work.
Curiosity immediately was brought to
the forefront of our students’ interest
based on the connection between them,
Arnold Engineering Development
Complex and Mars. Make no mistake;
this is powerful stuff and a real object
lesson in how we can accomplish
curricular relevance in all of our
communities.
The downsides? Truly as we continue
our transition, the single biggest
downside we have found is that notion
that we have never done business this
way before. But we have. The greatest
teachers in schools today are not
those who best recall the pages of the
textbook.
Our best integrate resources provided with student
interests to make the learning real, relevant and applicable
to where they live, and those that they know. Another
downside is that many want to dialogue about the device.
We intentionally are device agnostic. It is easy to be
trapped in a dialogue that really matters little in our
process. Our focus is on function.
Certainly, as we continue our transition to a 1-1
environment, we know that our platform will become
standardized. But as we standardize, we will do so to
meet our needs and expectations. Certainly there are still
questions that remain as to how we will effectively “vet”
the curricular changes that we propose as we update our
digital curriculum. We know that there are facts that
we teach that will not change, and there are historical
accounts that must be retained. We continue to struggle
with that question and are working to accomplish a
structure to satisfy that challenge while confident that
most of our teachers take great care to protect the integrity
of the subject that they teach and the students in their
care.
Our transition to an “open source” environment was not
an instant fix or a “silver bullet.” Instead, we consider this
effective transition to an “open source” environment as
one that allows us the ability to re-task limited funds to
provide our students with relevant and timely curricular
materials aligned with our standards. As our resources
are stretched, we will continue to look for avenues to best
serve our students and communities. We are confident that
a greater utilization of “open source” resources is one of
those avenues to pursue sooner rather than later.

The Big ‘Green’ Yellow Bus
By Dr. Edward Diden, Director of Schools, Morgan County Schools
In August 2012, Morgan County Schools became the
first school system in Tennessee to use compressed
natural gas (CNG) and propane, also referred to as liquid
petroleum gas (LPG), to power three school buses.The
project required preparation and planning to determine
which buses to purchase, as well as identifying fueling
options, driver training and other logistics. School buses
that use alternative fuels are a growing trend nationally,
and Morgan County chose to set the standard in
Tennessee.They overcame these challenges to create a
great pilot project which demonstrates environmental
protection, decreased dependence on foreign oil and
improved safety for students, bus drivers and the general
public.
Morgan County, with a population of just over 20,000, has
approximately 3,300 students enrolled in the eight schools
within the district.They currently have a fleet of 45 buses
that travel almost 556,000 miles per year. Former Coalfield
school board member, Jim Rivers, was the original
champion of the move to purchase buses using alternative
fuels. Former bus maintenance supervisor, David Armes,
and Director of Schools Dr. Edd Diden, were influential
in scoping out the new project to make the school system
more sustainable. Project planning began during the
2009-2010 school year when school administrators worked
with East Tennessee Clean Fuels Coalition (ETCFC)
Executive Director Jonathan Overly to learn more about
alternative fuel options in the region.
Determining fueling infrastructure options prior to
purchasing the buses was vital. Citizens Gas Utility
District, Morgan County’s local natural gas utility, had
conveniently started plans to install a public CNG station
to fuel local fleets, and the logistics were worked out for
fueling the CNG bus there. Citizen’s Gas also helped
determine that placing a tank at the school maintenance
facility would be best for convenient propane refueling.
The county was also able to initiate a project to build a
new maintenance and transportation facility.The new
building made it much easier to plan and develop the new
bus technology.
Morgan County
purchased one large bus
that runs on CNG and
two smaller buses that run
on propane.The large bus
is a Type D or flat-front
rear-engine bus which is
one of the largest school
buses on the market.
The large bus is used to
transport students grades K-12 from the southern parts
of the county to several schools in and around Wartburg.
The smaller buses are Type A buses consisting of about 20
seats and are used to transport special education students.
These buses cost $34,000 more than their traditional
counterparts, but approximately $1.50 less per gallon to
fuel.
The return on investment is estimated to be approximately
5-6 years for the propane buses and 8-10 years for the
CNG bus.They are used for 17 years, allowing 7-12 years
for reaping financial benefits following the payback period.
The Alternative Fuel Excise Tax Credit, which covers
infrastructure and fuel costs, was extended through this
year and is retroactive for 2012. Operators can receive 50
cents per gallon in tax credits for using propane and CNG.
Given the significant budgetary challenges schools face,
being able to introduce a cleaner, money-saving option
when purchasing new equipment clearly can make a real
difference in terms of better air quality, enhanced health
and safety, and economic viability. Dr. Diden and current
transportation supervisor, Keith Duncan, have been
contacted by other schools that are interested in alternative
fuels for buses. Morgan County was the first to make this
commitment in Tennessee, and they hope to purchase
additional such buses in the future.
Scan this code to watch a
video with more information
on Morgan County: The 1st
System in Tennessee to use
CNG and Propane School
Buses.

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First Look
Leadership Conference &
Annual Convention
2013First Look
Lcal
LOCALSCHOOLS,LOCALDECISIONS
Nov.8-11,2013
GaylordOprylandResort&ConventionCenter
Nashville,Tennessee

First Look: Leadership Conference & Annual Convention
Mark your calendar now for the 2013 TSBA Leadership Conference and Annual Convention, November
8-11, at the Gaylord Opryland Resort and Convention Center. The 76th edition of this annual professional
development event is shaping up to be one of our best. Outstanding speakers, engaging clinics, and timely
workshops geared toward helping your school district empower each and every student with the tools they need
to achieve excellence. Board members will find new ideas from experts in a variety of educational fields, and
vendors to meet all of your system’s needs will be available to answer questions in the always popular Exhibit
Hall. For the latest information about the 2013 TSBA Leadership Conference and Annual Convention, visit the
Annual Convention section on our website, http://bit.ly/q64Eme.
2013 Leadership Conference
FRIDAY, NOVEMBER 8
5:00 p.m.-5:05 p.m. Welcome and Introduction
Speaker: Renea Jones-Rogers,
TSBA President
5:05-6:05 p.m. Open Minds for Open Source
Speakers: Dr. Dan Lawson,
Director of Schools, Tullahoma
Pat Welsh, Chairman, Tullahoma
6:05-6:30 p.m. BREAK
6:30 - 7:15 p.m. Open Minds for Open Source,
continued
SATURDAY, NOVEMBER 9
7:15 a.m.-8:00 a.m. BREAKFAST
8:00-8:05 a.m. Welcome/Introduction/Overview
of the Day
8:05-8:10 a.m. Inspirational Thought
8:10-9:45 a.m. Enhancing Instruction with
Technology
Speaker: Joan Gray, Executive
Director, Tennessee Educational
Technology Association (TETA)
9:45-10:15 a.m. BREAK
10:15-12:00 p.m. Moving Forward with Common
Core and PARCC
Speaker: Joan Gray
12:00 p.m. Adjourn

The TSBA Leadership Conference is November 8-9, 2013.This conference is primarily for superintendents, chairmen and
vice-chairmen; however, it is open to any member who is interested in attending. The fee for attending this conference
is $135 and the deadline to register is Friday, October 18. Optional credit is available for attending both days of the
conference. School Board Academy Optional Credit is only awarded to those individuals who have satisfied their Basic
Core Modules and Orientation.

Leadership Conference Keynote Speakers
Friday Leadership Conference Speaker: Dr. Dan Lawson
Dr. Dan Lawson was appointed Director of Tullahoma City Schools in 1997 after serving as a
classroom teacher, high school principal and superintendent in Missouri. Dr. Lawson received a
Bachelor of Arts Degree in History from the University of Missouri,a Master’s degree from Missouri
State University, a Specialist Degree from the University of Missouri and a PhD from the University
of Mississippi. In his Tennessee experience, Lawson has served as the President of the Tennessee
Organization of School Superintendents (TOSS) and is the current President of the Association of
Independent and Municipal Schools (AIMS). Dr. Lawson was honored by his colleagues by being
named South-East Regional Superintendent of the Year and was subsequently named by TOSS as
the Tennessee Superintendent of the Year in 2003. Dr. Lawson is active in his church as he teaches
as ninth grade Bible study class, and is a Paul Harris Fellow and member of the Tullahoma Noon
Rotary Club. He volunteers as a basketball official and an “interview coach.”
Friday Leadership Conference Speaker: Pat Welsh
Pat Welsh is a graduate of Tennessee High School and received a Bachelors of Science in Secondary
Education and Social Science from Tennessee Technological University. Pat taught and coached
at Battle Ground Academy in Franklin, Tennessee from 1976-79. He worked for Builders Supply
from 1979-2005 and currently works as a banker for Southern Community Bank in Tullahoma,
Tennessee. Pat previously served as Alderman for the City of Tullahoma, Chairman of Tullahoma
Industrial Board,and Past President of the Chamber of Commerce. Pat has served as the Tullahoma
Youth Wresting Coach for the past twenty-two years and as the Trinity Lutheran Church Sunday
School Teacher for the past twenty-five years.He currently serves on the Tullahoma Rotary Club.Pat
has devoted his time to serve on the Tullahoma School Board the past twelve years and has served
as chairman the last two years. He has achieved Level IV in the TSBA Boardsmanship Awards
Program.
Saturday Leadership Conference Speaker: Joan Gray
Joan Gray is the Executive Director of the Tennessee Educational Technology Association (TETA).
Joan brings a vast knowledge of technology, leadership, and effective instructional practices to
this role. Joan began her career in education as a classroom teacher in Marshall County in the fall
of 1965 and taught math and English there for 17 years. She then taught in Giles County and
Bedford County before leaving the classroom and becoming a Supervisor of Curriculum, Secondary
Instruction, and Director of Technology for Bedford County before retiring on June 30, 2011, with
45 years experience. During that time Joan received honors at every level. Joan was elected to the
Board of Directors for TETA in 2002 and served as Chair of that organization from 2009-2011.She
was selected as the Middle TN TETA Member of the Year in 2009. Joan gained experience in the
political arena when she was appointed by former governor Lamar Alexander as Vice-Chair of the
Tennessee State Certification Commission and as a member of the Education Commission of the
States, a National Governor Association organization.

2013 Annual Convention
This year’s convention theme is Local Schools, Local Decisions.The program will provide attendees with four general
sessions that will feature not only outstanding speakers, but student entertainment from around the state.There will be
three pre-convention workshops, an Exhibit Hall, learning lounge sessions, informative clinics and an Awards Luncheon
with entertainment by Street Corner Symphony.
SATURDAY, NOVEMBER 9
7:00 a.m.-7:00 p.m. Convention Registration
Noon-2:00 p.m. Tailgate Party in Exhibit Hall
Noon-5:00 p.m. Exhibit Hall Open
1:30-5:00 p.m. Pre-convention Legislative
Advocacy Workshop
1:30-5:00 p.m. Pre-convention Legal Workshop
1:30-5:00 p.m. Pre-convention District
Leadership Workshop
4:00-5:00 p.m. Past President’s Reception
5:15-6:45 p.m. Opening General Session
Special Guests:
David Pickler, NSBA President
Julio Salazar, SCOPE President
Speaker: Dr. John Draper
SUNDAY, NOVEMBER 10
7:00 a.m.-7:00 p.m. Convention Registration
7:00-8:30 a.m. Exhibit Hall Breakfast
7:00-1:00 p.m. Exhibit Hall Open
7:30-8:30 a.m. TSBA GASB 45 Trust Meeting
8:45-9:45 a.m. Clinic Session A
10:15-11:15 a.m. Clinic Session B
12:30-1:00 p.m. Door Prizes in Exhibit Hall
SUNDAY, NOVEMBER 10, cont.
1:15-2:15 p.m. Second General Session
Speaker: Kevin Huffman
2:30-4:30 p.m. Delegate Assembly
2:30-4:30 p.m Board Secretaries’ Meeting
5:00-6:15 p.m. Third General Session
Speaker: Dr. Donna Beegle
MONDAY, NOVEMBER 11
7:00-8:30 a.m. Convention Breakfast
8:30-10:00 a.m. TCSBA Meeting
8:35-9:45 a.m. Closing General Session
A Salute to Our Veterans and
Military Children (During this
session we will recognize all of those
that have served in our armed forces)
Speaker: Rep. John Forgety
10:00-11:00 a.m. Clinic Session C
11:30 - 1:00 p.m. Awards Luncheon
Entertainment: Street Corner
Symphony, Runners up on NBC
reality show “The Sing-Off ”
1:00 p.m. Adjourn

Annual Convention Keynote Speakers
First General Session Speaker: Dr. John Draper
Dr. John Draper has enjoyed a wide variety of experiences in his lifetime. He has been a newspaper
reporter, construction worker, jailor, actor, timber buyer, musician, small business owner, choir
director, soccer coach, Sunday school teacher, and door-to-door aluminum siding salesman. For the
last 30+ years he has been middle and high school teacher, assistant principal, principal, Executive
Director of the Council for Leaders in Alabama Schools, CEO of the Educational Research
Service in Washington, DC, and now serves as the President of Cambridge Strategic Services.
Cambridge is dedicated to helping school districts develop proactive plans to create extraordinary
learning communities. Dr. Draper earned his undergraduate and graduate degrees at the University
of Montevallo in Alabama and his Doctorate from Samford University. He is most proud of his
doctorate from the school of “hard knocks”earned as a middle school assistant principal in charge of
discipline for 1400 students.
Second General Session Speaker: Kevin Huffman
Kevin Huffman was sworn in as Tennessee’s state commissioner of education on April 4, 2011.
Huffman began his education career as a first and second grade bilingual teacher in the Houston
Independent School District. As a lawyer at the Washington D.C. law firm of Hogan & Hartson,
Huffman represented school districts, state departments of education and universities, working on
policy and litigation matters including challenges to state finance systems, desegregation litigation
and special education hearings and trials. Huffman joined the senior management of Teach For
America in 2000, serving as the general counsel, the senior vice president of growth strategy and
development, and the executive vice president of public affairs during more than a decade with the
organization. Huffman graduated from Swarthmore College with a B.A. in English Literature in
1992, and from the New York University School of Law in 1998, where he was a member of the Law
Review.
Third General Session Speaker: Dr. Donna Beegle
Dr. Donna M. Beegle inspires and educates individuals, organizations, politicians and entire
communities with proven models to better outcomes for people in poverty.Born into a migrant labor
family and married at 15,Dr.Beegle is the only member of her family who has not been incarcerated.
By age 24, she earned her GED and then, within 10 years, received her doctorate in Educational
Leadership. She is an authentic voice from poverty, who speaks, writes and trains across the nation to
break the iron cage of poverty for others through services provided by her company,Communications
Across Barriers. For more than 23 years, she has traveled throughout hundreds of cities in 47 states
and four countries to assist professionals with proven strategies for breaking poverty barriers. Dr.
Beegle’s inspiring story of moving from 28 years of homelessness to achieving a doctorate and her
ground-breaking work assisting people to move out of poverty have been featured in newspapers and
television around the nation, including CNN and PBS. Dr. Beegle has received numerous awards,
and recently Portland State University’s School of Social Work Building was named in her honor.
Closing General Session Speaker: Rep. John Forgety
John Forgety was born on March 28, 1946 in Knoxville, Tennessee. He is a retired 1st Sgt. with the
Tennessee Army National Guard and a former McMinn County Superintendent. He was a school
administrator for forty years and served in the Tennessee Army National Guard for twenty years,
along with deploying to Iraq in 2004 to 2005. In 2011, he was elected as a Republican Congressman
for the 23rd district, a seat formerly represented by now-Senator Mike Bell. He is the President of
the Athens chapter of the Kiwanis. He is married with two children. He is a Baptist and he lives in
Athens,Tennessee with his wife Faye.

By the middle of last summer, the U.S. Department of
Education had issued nearly three dozen waivers to states
seeking relief from the repercussions of No Child Left
Behind (NCLB). Unable to push through reauthorization
of Elementary and Secondary Education Act, as NCLB is
formally known, the White House saw the waivers as the
only option to address the law’s shortcomings.
States received flexibility from some of the law’s more
onerous measures but, in return, agreed to adopt reforms
that would move them closer to meeting the Obama
administration’s education goals.These goals include,
among other things, building an effective teaching force
and ensuring all students graduate ready to enter college or
launch a career.
In December, five states announced how they plan
to exercise their newfound freedom to raise student
achievement: by adding more instructional time.
All together, 11 school districts from Colorado,
Connecticut, Massachusetts, New York, and Tennessee
are entering a three-year pilot project to add at least 300
instructional hours to the school year beginning in the fall
of 2013.
Though a multitude of reform initiatives have come and
gone in the past several decades, the amount of time
teachers and students spend in school has remained
remarkably constant, with most districts adhering to a six-
and-a half-hour, 180-day academic calendar.
And while instructional time— which some studies
estimate is actually closer to five hours a day when
assemblies, hallway pass times, and other interruptions
are accounted for— has stayed the same, the expectations
for what students must learn in that time has increased
dramatically in the past quarter century.
Numerous reports, from 1983’s “A Nation at Risk” to
1994’s “Prisoners of Time” have attempted to push the
topic into the spotlight by illustrating how corrosive the
eroding school year can be on student learning.
The Center for Public Education (CPE) delved into the
issue with its own analysis, “Making Time: What Research
Says About Reorganizing School Schedules.” The 2006
report scrutinized numerous studies and data to determine
not only what was being done when it comes to reforming
the school day and year, but what appeared to be working.
Time After Time
By Naomi Dillon, Editor, NSBA’s Center for Public Education
Districts are adding more instructional hours to the school day and
year as a way to increase student achievement, but it must be done
strategically to work.

CPE’s report corroborated what other researchers have
discovered: More time does not necessarily equate to more
learning. Indeed, simply adding more time to the day or
year will not result, in and of itself, in greater academic
gains. But time that is strategically added to the school
schedule and focused on academic activities can and does
make a big difference to a school’s performance.
Among the other major finding in CPE’s report:
• The average school day has been slowly but steadily
increasing from 6.3 hours in 1988 to 6.6 hours in
2008.
• Clocking in at an average of 990 hours per school
year, the U.S. school year is actually on the longest
in the world— which means little when one
considers Finland provides an average of 858 hours
of instruction per year yet ranks markedly higher
academically on international tests.
• Year-round schools have seen a dramatic increase,
serving some 2.1 million students in 2006-07, more
than five times the enrollment of two decades earlier,
according to the National Association for Year-Round
Education. What’s more, studies show year-round
schools have a positive relationship to academic
performance, especially in reading and math—
although many of those studies were conducted at the
elementary level.
• Students in full-day kindergarten programs achieve
greater learning gains than those in half-day programs.
According to the 2010 Digest of Education Statistics,
however, just 15 states require attendance at all.
Efforts to extend the school day and calendar have
been limited and stymied by politics and simple reality.
Funding is obviously and issue.
The National Center on Time & Learning (NCTL),
which is partnering with the Ford Foundation to help
implement the three-year pilot program in the previously
mentioned five states, estimates that 300 additional hours
of instruction— an increase of 25 percent more learning
time— would cost about 10 to 15 percent more per
student.
The 11 districts participating in the program will receive
additional funds from the TIME Collaborative, as Ford
and NCTL call their partnership, as well as from a mix of
local, state, and federal sources.
The TIME Collaborative will focus on helping the
districts prepare, plan, and implement the necessary
changes to modify their school calendars.These changes
create operational challenges and cultural shifts, requiring
additional staff training and buy-in from all involved.
It should come as no surprise that CPE’s report identified
professional development as critical to any attempt to
expand the school day or year, as teachers will need to
incorporate new methods to engage students and deliver
instruction.
What is surprising, however, is that teachers unions aren’t
adamant in their opposition to adding more school time.
When asked if they would support an additional hour in
the school day, 37 percent said yes in 1982; that number
has nearly doubled since then, according to a Center for
American Progress report.
There is growing consensus that the current school day
is insufficient for the amount of ground educators are
expected to cover. How can we reconcile that disparity?
Strategically added time with an academic focus seems to
hold some promise.
Reprinted with permission from American School Board
Journal, March 2013. Copyright 2013 National School Boards
Association. All rights reserved.
There is a growing
consensus that the
current school day is
insufficient.

The Common Core State Standards focus on math, reading, and writing. Compared to current standards, Common
Core State Standards focus on deeper mastery of less content each year. Rather than a “mile-wide, inch-deep”
curriculum, leading to superficial coverage of topics, the Common Core State Standards focus on the core skills required
for success in college and career.The Common Core State Standards do not prescribe a particular curriculum or textbook,
or prevent a particular course of study. Local school districts maintain the ability to purchase curricular materials and
create their own course materials.The standards establish the skills that students should know and form the basis for the
assessments given at the end of the year.
The Common Core State Standards are meant to “provide a consistent, clear understanding of what students are
expected to learn, so teachers and parents know what they need to do to help them.The standards are designed to be
robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college
and careers. With American students fully prepared for the future, our communities will be best positioned to compete
successfully in the global economy. For more information, take a look at the “Common Core State Standards History
and Fact Sheet,” provided by the Tennessee Department of Education. http://www.tncore.org/sites/www/Uploads/
Common_Core_Facts_History.pdf. Unfortunately, there has recently been inaccurate information shared/published about
the Common Core State Standards. Below you will find fifteen factual statements to correct those misconceptions.This
information was developed by the State Collaborative on Reforming Education (SCORE). http://www.tnscore.org/
When you expect more, students achieve more!
Tennessee Common
Core State Standards
Did You Know...Myth vs. Fact
Myth: “Did you know your Governor agreed to Common
Core before the standards were written?”
Fact: This statement is false.Tennessee’s path to
higher standards began in 2007 when the state started
work to develop higher academic standards in reading,
language arts, math, and science as well as new high
school graduation requirements.Tennessee chose to set
higher expectations for students by first adopting these
standards in 2008 and then adopting the Common Core
State Standards in 2010, only after several drafts of the
standards had been reviewed.
Furthermore, during the development of the Common
Core State Standards,Tennessee was represented in the
feedback groups by the content experts at the Tennessee
Department of Education.This group of nationwide
experts was charged with providing feedback on the
content and presentation of the standards.There was a
period for public comment before the standards were
finalized, and many comments from Tennessee teachers
and parents were included in the revision process. On July
30, 2010, Common Core State Standards adoption was
passed unanimously by the State Board of Education.
Myth: “Did you know Common Core is NOT State Led?”
Fact: The Common Core standards initiative has been
state-led from the beginning.The standards were not
developed by the federal government, but rather were
a result of states working to develop higher academic
standards for students.Tennessee chose to adopt these
higher standards because our state’s policymakers,
legislators, business leaders, and parents were concerned
that Tennessee’s students did not have the skills and
knowledge needed for success in the workforce.
1.
2.

Myth: “Did you know schools must adhere to the program
word for word, with the ability to ADD only a small
amount of content – but that additional content will not be
on the exam?”
Fact: This statement is not accurate. While Tennessee’s
Common Core State Standards set goals for what
students should know in each grade, they are not a
curriculum. Local school districts will continue to
customize and choose their own curriculum and textbooks
in order to best prepare their students for success.The
Common Core actually gives teachers more freedom
than they have had in the past.The new standards are
clear and focused, allowing teachers to explore important
topics in depth with students, rather than skimming the
surface of numerous topics and spending time preparing
them for tests. With fewer standards to teach in each
subject, teachers can now spend more class time devoted to
making sure every student understands the material.
Myth: “Did you know if you do not like what is being
taught, neither you nor any official in the state of Tennessee
will have any power to change it or anyone to call?”
Fact: The Common Core does not impact an individual
state’s control over its public education system.
Tennessee’s Constitution makes it clear that it is the
state’s responsibility to maintain and support the public
education system, which includes decisions on setting
academic standards.The Tennessee Department of
Education and Tennessee school districts are deeply
committed to open communication with schools, teachers,
and parents throughout the transition to Common Core
State Standards.
• www.TNCore.org is the primary website for
information about implementing Common Core State
Standards and includes links to resources and training
information.
• The email address tncore.questions@tn.gov was created
to facilitate answering questions about curriculum and
instruction, including Common Core.
• The email address tncore.feedback@tn.gov was created
to gather feedback from educators and the general
public about the Common Core State Standards and
implementation.
• The email address tncore.trainings@tn.gov serves as a
help desk for all training related issues.
Myth: “Did you know no one really knows how much the
Common Core will cost in the future?”
Fact: The primary costs of training teachers to be ready
for Common Core State Standards will be paid for by
the Tennessee Department of Education as part of the
Race to the Top grant.These costs include $15 million in
training and support and content material development.
3.
4.
Approximately $10 million of this allocation comprises
stipends to Tennessee educators who will lead these
trainings.The transition to Common Core State Standards
should involve similar costs as administration of the
current Tennessee Diploma Project standards.
Myth: “Did you know the estimated extremely high cost of
Common Core will rest on the backs of taxpayers?”
Fact: The primary costs of training teachers to be ready
for Common Core State Standards will be paid for by
the Tennessee Department of Education as part of the
Race to the Top grant.These costs include $15 million in
training and support and content material development.
Approximately $10 million of this allocation comprises
stipends to Tennessee educators who will lead these
trainings.The costs of preparing students to meet the
Common Core State Standards are similar to the costs
currently allocated for the education of children.The
Tennessee Department of Education and local schools
and districts have always paid for assessment, professional
development of teachers, and materials and resources.
Myth: “Did you know even though the federal government
said the program was voluntary,Tennessee has to adopt
Common Core to be eligible for Race to the Top and
President Obama has said he wants to tie federal Title 1
funding to adoption of Common Core?”
Fact: Tennessee did not have to adopt the Common
Core to be eligible for Race to the Top funding. States
were not required to apply for Race to the Top funding,
nor were they required to specifically adopt the Common
Core State Standards. As part of the Race to the Top
application, states were asked to show their commitment
to working with other states to develop and implement
“standards and assessments that prepare students to
succeed in college and the workplace and to compete in
the global economy.”
Myth: “Did you know while Common Core was
advertised as “internationally bench marked” it is not?”
Fact: International benchmarking played a significant
role in both sets of standards.The college and career
ready standards include an appendix listing the evidence
that was consulted in drafting the standards and the
international data consulted in the benchmarking process
is included in this appendix.
Myth: “Did you know at least in grades 6-12 English
teachers would be required to spend at least 50% of their
time on non-fiction and informational texts such as US
political documents, court decisions, and scientific and
technical manuals?”
Fact: The Common Core gives teachers more freedom
5.
6.
7.
8.
9.

than they have had in the past.The new standards are
clear and focused, allowing teachers to explore important
topics in depth with students, rather than skimming the
surface of numerous topics and spending time preparing
them for tests.Teachers will continue to teach literary
classics, as they always have.The Common Core enhances
that material with added emphasis on informational text
(the Gettysburg Address, for example), because research
shows that the old standards required students to read
little informational text in school. Guidelines are available
for states and districts to consider when looking at what
instructional materials to use, but they are not meant to
dictate classroom practice.
Myth: “Did you know The Bill and Melinda Gates
Foundation is a major funder? What do they know about
education? They sure know how to sell computers, though.”
Fact: The Common Core State Standards are part of a
state-led effort to give all students the real world skills
and knowledge they need to succeed. Although the
National Governors Association and Council of Chief
State School Officer helped organize the work, they
relied on guidance from educators and content experts to
develop the standards themselves. The Gates Foundation
has been a long-time supporter of education reforms that
seek to expand opportunities for student success.
Myth: “Did you know a child could answer a math
question correctly but be marked wrong because he did not
use the Common Core prescribed method for getting to the
correct answer?”
Fact: The Common Core State Standards are raising the
bar for student achievement by ensuring that learning
focuses on real learning instead of rote memorization or
test taking skills.There is a large difference between a
student who can recall a math answer by memorization
compared to a student who can recall the math answer
and explain why the corresponding answer is correct.The
Common Core State Standards are increasing rigor so all
students have a more conceptual, deeper understanding
than basic memorization and recall.
Myth: “Did you know children could be required to select
a career path as early as middle school or even elementary
school?”
Fact: This statement is false.The Common Core State
Standards do not include a tracking component, but offer
rigorous standards to adequately prepare students for
college and career.The Common Core State Standards
establish what students need to learn, but they do not
dictate the curriculum or how teachers should teach.
Teachers can create lesson plans and tailor instruction to
the individual needs of students.
Myth: “Did you know the testing costs under Common
Core may be triple what Tennessee is currently incurring?”
Fact: The new PARCC assessments that will be aligned
with Common Core will be administered online.
However, there will be a paper-pencil backup option for
at least the first year of administration.To administer
PARCC online, schools will need approximately one
computer for every six to seven students. Investment in
technology is also a priority for improving instruction
in schools. One computer for every six or seven students
represents a minimum standard of instructional
readiness for a 21st century school. In this year’s budget,
Tennessee’s governor included a one-time investment
of $51 million for technology in schools. Much of the
infrastructure upgrades align with the year-to-year
technology upgrades that systems would implement.
Myth: “Did you know a child could answer a math
question correctly but be marked wrong because he did
not use the CC prescribed method for getting to the correct
answer?”
Fact: The Common Core State Standards are raising the
bar for student achievement by ensuring that learning
focuses on real learning instead of rote memorization or
test taking skills.There is a large difference between a
student who can recall a math answer by memorization
compared to a student who can recall the math answer
and explain why the corresponding answer is correct.The
Common Core State Standards are increasing rigor so all
students have a more conceptual, deeper understanding
than basic memorization and recall.
Myth: “Did you know English teachers would need to be
retrained in order to teach children how to read technical
manuals instead of works of literature?”
Fact: With the Common Core State Standards teachers
will continue to teach literary classics, as they always
have.The Common Core enhances that material with
added emphasis on informational text (the Gettysburg
Address, for example), because research shows that the old
standards required students to read little informational
text in school. In addition, reading for the workplace
and education beyond high school is often based on
informational and non-fiction texts.
10.
11.
12.
13.
14.
15.

HFR Design, Inc.
7101 Executive Center Dr.
Suite 300
Brentwood, TN 37027
www.hfrdesign.com
We design schools with the understanding that effective
learning results from a combination of qualities. The part
we contribute is an environment that helps teachers
teach and students learn.
You receive the same dedication to excellence from
HFR Design whether your budget is large or small.
We’ll be happy to show you numerous examples of
“getting the most bang for your buck.”
Brand new facility, expansion, renovation ... you get our
knowledge, experience and all-out effort every time.
The Big Three:
Motivated Teachers,
Involved Parents,
Great Environment
Contact Steve Griffin, AIA
(615) 370-8500
or
sgriffin@hfrdesign.com
Looking for Quiet
Classroom Comfort?
Choose the Best in
Comfort for Your School
CONTACT the BARD ENGINEERED
PRODUCTS EXPERT Near You
East TN Knoxville
REA - Rome Eddleman Assoc.
Ph. (865) 675-4822
So. East TN Chattanooga Area
Carrier Enterprise Southeast
Ph (423) 593-1364
Middle TN Nashville
REA - Rome Eddleman Assoc.
Ph. (615) 832-6912

TSPMA MINI CONFERENCE REGISTRATION
November 8th, 2013
Tennessee School Plant Management Association Mini-Conference
Paris Landing State Park
400 Lodge Road.
731-642-4141 for reservations
Buchanan, TN 3822
We need some information to help plan for this conference, please provide as much
information as possible. This is a one day conference with no cost to your system other
than your travel.
School System _________________________________________________________
Name __________________________________
Name __________________________________
Name __________________________________
Name __________________________________
Name __________________________________
Please respond to this flyer as soon as possible so we can have lunch prepared for
you and your staff. We encourage you to invite you director of schools, business
manager, facilities manager and your IT folks. We need your information returned to us
no later than October 15, 2013. You can contact me by email at tspma@att.net or call
me a 606 344 7977. Look forward to seeing you in Paris Landing State Park.
If responding by mail, mailing address is P.O. 98, Dover TN 37058
Bill Partin
Sincerely:
Bill Partin, Exec. Dir/Sec. TSPMA

&Deadlines Happenings
August
2
9
15
22
TSBA/ TCCA Conference
- TSBA Headquarters
Policy Update Workshop
-TSBA Headquarters & Distance
Learning Sites
Award for Excellence Deadline
School Foundation
Conference
- TSBA Headquarters
16
17
19
23
24
26
27
30
30
Delta Fall District Meeting
- Fayette County
Northwest Fall District Meeting
- Benton County
Mid Cumberland Fall District
Meeting
– Cheatham County
Northeast Fall District Meeting
–Elizabethton
East Fall District Meeting
–Jefferson County
Southeast Fall District Meeting
–Bradley County
TSBA Board of Directors 3rd
Quarter Meeting
- TSBA Headquarters
TSBA Officer Application
Deadline
TSBA Award Deadlines:
School Board of the Year, All TN
School Board and School of the
Year
September
2
3
5
8-11
12
15
Labor Day
- TSBA Closed
Southwest Fall District Meeting
- Chester County
South Central Fall District
Meeting
- Bedford County
Superintendents’Conference
- Gatlinburg
Upper Cumberland Fall District
Meeting
- Fentress County
Master School Board Member
Portfolio Deadline
September, cont.

USAble Life/EBI (B)
Brett Chaffin/Geoff Haussin
615/269-3393, 800/852-3293
Education Networks of America (T)
Dana Moore: 615/312-6010
For more information on becoming a TSBA Business Affiliate, contact Leigh Mills at lmills@tsba.net or 615/815-3905.
Alexander Thompson Arnold CPAs (BS)
Hope Cooper: 731/686-8371
Hart Freeland Roberts Inc. (A)
Stephen Griffin: 615/370-8500
Kaatz, Binkley, Jones & Morris Architects, Inc. (A)
David Brown: 615/754-5393
Michael Brady, Inc. (A)
Roy Latham: 865/584-0999
Renaissance Learning (I)
Peggy Packer: 866/559-7791
Silver Business Affiliate
Premier Business Affiliate
Business Affiliates
Professional Educational Services Group, LLC (BS)
Betsy Boone Bledsoe: 615/491-8374
School Cast powered by High Ground Solutions (T)
Mitch Edwards: 888/988-5884
A - Architecture
BS - Business Services
EM – Energy Management
B - Benefits
C - Construction Management
I-Instructional Support
B/G - Building/Maintenance
E - Equipment/Supplies
T - Technology/Software
Gold Business Affiliate
Five Points ICT, Inc. (B)
James Smith: 615/791-0404
Alliance Corporation (C)
Chris Houchens: 270/651-8848
Architects Weeks, Ambrose, McDonald, Inc.(A)
William Ambrose: 865/546-8232
Cope Associates, Inc. (A)
Alice Miller: 865/694-9000
Hewlett Spencer, LLC (C)
Ron Bargatze: 615/832-5026
JayKay Sales Company (E)
Rucker Chunn: 615/948-5585
Merit Construction, Inc. (C)
Buddy Heins: 865/966-4100
Red Chair Architects, Inc. (A)
Tiffany Epps: 865/633-9058
SSC Service Solutions (B/G )
Matt Cooter: 865/546-8880
The Lewis Group Architects (A)
Todd Brang: 865/584-5000
Upland Design Group, Inc. (A)
Derrick Clemow: 931/484-7541
Well Child, Inc. (I)
John Thompson: 901/827-5858
Basic Business Affiliate
GCA Education Services (B/G )
Craig Colquitt: 888/588-0863

Tennessee school boards association
Policy Update Workshop
Friday,August9,2013
8:00a.m.-4:00pm.
TSBA Headquarters
Nashville,TN
PROGRAMTOPICS
• State Board of Education Policy
Revisions
• State and Federal Legislation Updates
• Legal Implications of Policy
• Policy vs. Procedure
• Policy in the Courts
• Policies Required by Law
Registration Details
The fee to attend this workshop is $125.00 for TSBA members. Registration must be received two weeks
prior to the meeting. Once registration has been received,TSBA will send your system an invoice.
To register online today, please visit http://www.tsba.net/Meetings/TSBA_Meetings/Policy_Update_
Workshop. Cancellations must be e-mailed to Betsy McNair and received by the registration deadline in
order to receive a refund. Optional credit available.
For additional questions contact Betsy McNair at bmcnair@tsba.net.
• Bristol City Central Office
• Hawkins County Central Office
• Lauderdale County, Ripley High School
• McMinn County Central Office
• Weakley County Central Office
Distance Learning Sites:
Workshop Locations

Periodical
525 Brick Church Park Drive
Nashville,TN 37207
@TSBA_News
- #TSBA (General tweets)
- #tsbaac13 (Annual Convention 2013)
- #TNFDM (Fall District Meetings)
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Connected?
Connect withTSBA and fellow board
members throughTwitter at allTSBA
Meetings! Don’t forget to include
@TSBA_News and a hashtag with your
tweets.
UsingTwitter to share messages is as easy as:
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your ipad
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3. Gitting the“tweet”button
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To download the application today from Apple, visit http://itunes.apple.com/us/app/itsba/id527962540?mt=8. For
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There’s an App For That!

TSBA Summer 2013 Journal Publication

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