When it comes to technology, it's more about what flows through the boxes and gadgets that matters. It's the quality of the information and how well people process it, build upon it, and share knowledge that really matters.

Practice shifting your thinking about technology by doing the following:
Every time you or someone else says the word "technology" replace it with instant information use and/or instant communications.
For example, someone says: "We need a new technology plan."
You say: "We need a new information use and communications plan."

Useful reports derived from information service plans in order to be effective must be intentionally shared per an established schedule. A calendar for sharing these reports must be implemented to extract maximum value. For example, the above report should be shared at a department meeting quarterly.

An information service plan is built gradually over time. Identify 5 - 6 challenging questions per year. Ideally, the questions generated by the previous year's plan organize district and/or building leadership team thinking for the next year.

Disseminate reports in both paper and electronic formats. Paper formats do not allow the users to further manipulate the data and explore other questions.

Remember data is not knowledge. Knowledge comes from theory (planning/studying) and practice (doing/acting).

As school leaders, you know that we can acquire data, organize it into information, and still not have understanding, knowledge, or wisdom. The key to improvement lies in the collaborative search for better ways to help others find meaning in their work.

Check for the general education interventions process used within your district.

Research tells us that students will be more successful and progress will be made if parents are considered full partners in the general education interventions process.

Encourage parents to provide a written statement to the IEP team of their concerns about their child's academic, developmental, and functional needs.

Use of technology can facilitate access to the general education curriculum by allowing students to bypass basic skills deficits.

Administrators should know what scientifically-based research is being proposed, including evidence of effectiveness. This applies not only to instructional programs to address academic deficits, but also those selected to address behavioral or other deficits areas. Teachers should be able to offer a variety of instructional approaches—not simply one approach that is given to all students with a particular deficit or disability.

Make sure that decisions regarding the appropriate accommodations for district-wide assessments (DWA) are made carefully and are based on the child's individual needs and not his/her disability.

If the administrator is assigning this role to a designee that person must be:

Can a teacher fill this role?

If in doubt of whether or not you should release requested information, CHECK WITH YOUR SCHOOL DISTRICT'S ATTORNEY.

Pre and post survey results on Study Circles indicated:

"More support for increased dialogue as the best way to improve race relations."

"Increased importance of opportunities to consider the impact of race and ethnicity on your professional practice."

"Increased understanding how race and ethnicity impact their school."

"Increased understanding of the impact of race and ethnicity on the students in their classroom."

If you are interested in hosting study circles for staff or students in your district, contact Dr. Beverly A. Smith for more information. Individuals involved in the process are available to visit your district and assist with the training of facilitators and structure of your study circle program.

Iowa School Leadership Standards

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (Family and Community)

The principal

While each school district in Iowa is required to report a number of data points, these data points may or may not align with what your community really cares about. View the "required data" as only a starting point for communication.

Research shows for the majority of parents, their chief priority is a safe and orderly school climate for their child. Make sure that you have data to illustrate how well your district or building is doing in meeting this concern.

Consider turning to your local Area Education Agency's graphic artist for assistance with the design and layout of your publications. Professional looking publications tell the reader that the information it contains matters. Remember that your correspondence with the public is competing with literally thousands of other messages.

Articles should be written in the "inverted pyramid" format with key points in the first paragraph, followed by points of lesser importance. Remember that some of your readers are "three second" or "three minute" readers who will only spend time on the first paragraph.

Use the following checklist in conjunction with reading this web page. Keep it handy to remind yourself of researched ways to engage staff and community in small and big ways.

	Articulate what the personal benefits are.
	Show people you value them.
	Make it fun.
	Model it.
	Make it safe.
	Make it convenient.
	Know thyself (or know nothing).
	Keep it fresh.
	Care for the people you work with.

Be sure you know the Code as it speaks to public notice of meetings, closed session, rules of conduct at meetings, the qualifications and required oath for directors, appointment of secretary and treasurer, rules related to a quorum, and contract law.

Boardsmanship is a continual learning process and it helps to figure out the "sound bites" you want to use, repeatedly, to remind them of their role. Superintendents can remind the board, "You set the policy, establish direction, work with a broad brush. Our job is to do the work for you, to fill in the details, to make it all happen. You're the driver, we're the team of work horses."