Jul/Aug 2000

Ron Larson, 2000-2001 School Board Chair
E-Mail: rglhlb@nehalemtel.net

Neal Lemery, 1999-2000 School Board Chair

Web site: http://www.neahkahnie.k12.or.us

This program has been great for all concerned - students have a voice in district decisions and the board’s role is more thoroughly understood and respected by the students they serve in this small Tillamook County district in northwest Oregon. Several decisions made by the board, in fact, directly resulted from student recommendations.

BACKGROUND: The student representative program grew out of turmoil. Three years ago, Neah-Kah-Nie High School staged an "open communication day." Problems with drugs and discipline were on the rise and students generally felt "left out" of the loop. They wanted a bigger say in decisions affecting them. The School Board - as invited guests to Open Communication Day - pledged to answer the call by inviting student to join them on the board as special representatives.

HOW THE PROGRAM WORKS: Students elect two representatives each year - a junior and senior, to attend monthly school board meetings. They take an oath of office and receive packets, but by law, cannot vote. The junior becomes the senior representative, to keep the continuity. Last year’s reps were Senior Shayna Sheldon and Junior Jessica Horton, who will serve again this year.

WHY THE PROGRAM WORKS: Board members agree that having students on the board not only demonstrates that kids are the biggest customers - but one of the biggest resources for the district. "Even if a board chooses not to have student representatives sit with them, I strongly encourage discussing the idea because it focuses a board on its students," said Neal Lemery, last year’s board chair.

Lemery was skeptical at first because he didn’t want kids to "show up just to complain," he said. "I think we also might have been a little jealous with the thought of sharing our decision-making power," he added. "But now, it’s part of our board culture. I didn’t want something that was just going to be window dressing, or would clutter up our agenda. But I am truly amazed at the difference it’s made and now it’s a permanent part of our school board culture.

Students brought up ideas and solutions to problems "we wouldn’t have even thought of on our own," Lemery said.

For example, board representatives and their fellow students helped make a controversial decision - and convinced the board not to place deputies in the schools, although every other high school in the county had police officers on campus. "Our students presented a strong case to the board, well-researched and responsible - and with a pledge to ‘self-police’ themselves to reduce drug and discipline problems. They felt their school was not a place for the police, so instead of hiring officers, we followed our kids’ advice - to allocate resources to more drug abuse awareness curriculum and counseling," said Lemery, That was two years ago and the problems have declined, he noted.

Another controversial topic the board tacked was whether to have an open campus. Students, again made a presentation to the board and more importantly, made a commitment not to abuse the privilege and to monitor fellow students. "I’m not sure whether we would have made the same decision without this discussion with students, and so far it’s working great," said Ron Larson, newly elected board chair.

Student representatives have also helped the board determine schedules, recommended inservice ideas for teachers, and pointed out hidden problems in ideas being considered by the board. "We were considering a cell phone tower, then the students reminded us it would be an attractive nuisance . . . something very inviting to vandalize!" Lemery said.

COMMUNICATION INCREASED: "This is a great way to increase two-way communication with students, and one we needed very much," said Larson. "Our two student reps have helped us not only in adding their voices to the board, but in being a conduit for other students. We’ve tacked some tough issues together. The students listen and participate in the discussions. It’s often not what you decide, but how you make decisions that’s important. You have to listen and involve people."

Having student representatives on the board also has a "trickle down" effect, notes Lemery. "They share information back with their peers at the high school; plus, lots of kids talk with elementary kids, too."

"I’ve seen some real changes, such as students becoming more invested," said Superintendent Lavonne Bush. "There’s something about sitting at the same table that gives folks a sense of ownership and openness. It builds confidence and trust.

HOW THE STUDENTS SEE IT: "What I liked best was being an important part of the process," said Shayna Sheldon, senior student rep. "I honestly feel like they were listening to us. They also worked hard to make us feel welcome. We never felt uncomfortable around the adults. There were lots of changes - and we also experienced turmoil with some personnel issues. As students, we got a chance to see the adults deal with community anger and solve these problems so smoothly. It was really neat to watch all the administrators come together on an issue. I was impressed."

According to Mike Wittmayer, OSBA Policy Services Director, a number of boards have opened up this avenue of community engagement. OSBA Policy Services provides select sample policies including Student Representative to the Board and Student-Board Communication Policies.