District Administration - October 2010 - (Page 82)

A Small District’s Big Innovator Rural Schools Leader Saron has also taken a lead role in Wisconsin on the issue of “compression.” By having more routine managerial duties thrust upon them, “compressed” rural superintendents have less time to maintain good labor relations, implement reforms, drum up community support, and advocate politically on behalf of their districts—a problem Saron says has been made worse by budget cuts. Miles Turner, executive director of the Wisconsin Association of School District Administrators, says that as an active member, Saron has taken a lead role in the organization’s effort to study compression. WASDA is partnering with the Wisconsin Association of School Boards to survey superintendents and school board members on their feelings about compression to get a clearer idea of the extent of the problem. “There’s no question that we have undergone a significant amount of compression, and there are fewer administrators in Wisconsin than there ever have been,” Turner says. Saron says he has been fortunate to have a school board that is understanding of his duties as a rural superintendent, and so he doesn’t feel as compressed as some other rural superintendents who double as principals and even bus drivers. In a time of tough budget choices, Saron understands why sometimes—and in some cases—administrators are seen as less important than programs. But he believes administrators must speak openly to their communities about the cost of compression, so that communities— reflected through school boards—can make more informed decisions during budget time. Longer Day, More Enrichment Saron has advocated for more school time for remediation and enrichment activities. To accomplish those goals, the district applied for and won a federal 21st Century Community Learning Centers grant, which allowed the district to add 82 October 2010 Saron speaks with food service department staff. In addition to keeping track of students on free and reduced price lunch, the district offers alternative foods for students with allergies. More Breakfast Bang for the Buck BrAD SArOn’S mOttO, BOrrOweD frOm AuthOr mAlcOm GlADwell, iS “whAt you lack in resources, you make up for in effort and creativity.” that creativity was on display when Saron wanted to increase participation in the school breakfast program. Some students in the rural cashton district have bus rides lasting up to 45 minutes. Bringing kids to school early enough to have a traditional sit-down breakfast in the cafeteria would mean picking them up even earlier in the morning—which could make students more tired during the school day. to boost participation without having to pick up students earlier, last academic year the district began serving all elementary pupils breakfast just before school starts and allowing the kids to eat at their desks after the first bell rings. Saron also established a “grab and go” breakfast program for middle and high grades, in which any student could quickly grab breakfast items at the door when entering the school and eat it before class. As part of the breakfast reforms, the district was able to expand menu choices and offer blueberry muffins, apples, yogurt, and other portable items. instead of costing money, the program actually paid for itself by encouraging increased participation. “when students are able to access a nutritional breakfast,” Saron concludes, “that affects a lot of things, including their own health and their participation and engagement in the classroom.” 90 minutes to the end of the school day in the elementary and middle grades. The grant also pays for a snack and transportation home for the students. In addition, Saron added more summer school opportunities for elementary schoolchildren by providing a reading and math academy during the summer to prevent the academic backsliding many students experience over the long break. Health and wellness of the community is another major concern for Saron. People in rural areas often don’t have easy access to fitness and/or workout facilities, which drove Saron to apply for and receive a federal grant to purchase workout equipment such as treadmills and stationary bikes, for the student cardiovascular laboratory, or CardioLab. Located in a space off the middle and high school cafeteria, the CardioLab is open to the public outside of school hours and during the summer. In addition, fitness classes are taught there by a staff member from a local community health center. Saron is a “very focused, very dedicated, very hardworking district administrator,” says Turner of WASDA, who is “extremely dedicated to making sure that the kids in his district get the very best education possible.” DA Kevin Butler is a freelance writer in Los Angeles. District Administration

Table of Contents for the Digital Edition of District Administration - October 2010

District Administration - October 2010
Contents
From the Editor
Letters
News Update
Curriculum Update
Facilities Update
District Profile
Administrator Profile
Conversations
The Price of a Good Education
Dividing Arizona
Making Your School Future-Proof
Connecting Curriculum with Community
A Small District’s Big Innovator
New Books
New Products
Product Focus
Tech Disruptions
Superintendent’s Insights
Online Edge
Professional Opinion

District Administration - October 2010