CASBO School Business Fall 2015

california

California Association of School Business Officials

Fall 2015 Mindset over matter The growth mindset values learning, persistence and hard work

Climate control A healthy school climate promotes authentic relationships, increases connectedness, reduces dropout rate

Hack your way to work-life balance Technology offers tools to make work more efficient, provide more downtime

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California School Business I Fall 2015

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contents

Volume 80 I Number Three I Fall 2015

departments 9

13

Checking in The power of the profession Molly McGee Hewitt

15

In focus CASBO member profile: Brad Rohrbach

17

In focus CASBO associate member profile: Jeff Owen

54

Book club Ready to Be a Thought Leader?

55

Professional perspective Career growth mindset

58

Last words

20

Bottom line Our professional community Leeann Errotabere

29

interview 29

Donna Gingera School safety expert provides valuable tips on response, communication Julie Phillips Randles

cover story 36

Mindset over matter The growth mindset values learning, persistence and hard work Linda A. Estep

44

features 20

Climate control A healthy school climate promotes authentic relationships, increases connectedness, reduces dropout rate Tim Douglas

44

Hack your way to work-life balance Technology offers tools to make work more efficient, provide more downtime Sue Marquette Poremba

California School Business I casbo.org

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ABOUT CASBO The California Association of School Business Officials is the premier resource for professional development in all aspects of school business.

Founded in 1928, CASBO serves more than 3,000 members by providing certifications and training,

publisher

promoting business best practices and creating

editor in chief

opportunities for professional collaboration.

features editor

CASBO members represent every facet of school

contributors

business management and operations. The association offers public school leaders an

Molly McGee Hewitt Tatia Davenport Julie Phillips Randles Tim Douglas Linda A. Estep

entire career’s worth of growth opportunities.

Sue Marquette Poremba

CASBO MISSION As the recognized authority in California school

design/layout

Sharon Adlis

advertising art

Lori Mattas

business, CASBO is a member-driven association that promotes ethical values; develops exceptional

casbo officers

leaders; advocates for, and supports the needs

president

of members; and sets the standard for excellence through top-quality professional development and mentorship, meaningful collaboration and

president-elect

Melissa Anderson San Bernardino County Supt. of Schools

vice president

Nina Boyd Orange County Department of Education

communication and unparalleled innovation.

CASBO BY DESIGN

immediate past president

For the past 15 years, CASBO has been dedicated

Leeann Errotabere Clovis Unified School District

to the organizational planning discipline as

Vincent J. Christakos Hemet Unified School District

a method for guiding the association into a successful future. In 2012, the association

advertising sales manager

embarked on its fourth such plan, CASBO by Design. This living, breathing document will guide the association for the next five years.

The process CASBO uses for long-term planning

CiCi Trino Association Outsource Services, Inc. 115 Spring Water Way Folsom, CA 95630 916.990.9999

is grassroots in nature, invigorating in procedure and motivating in outcome.

CASBO has long been committed to organizational planning because the approach has consistently helped the association envision its future and determine the clear steps to get there. The road map that strategic planning provides has allowed CASBO to remain focused on its unique mission,

www.casbo.org

goals and objectives, and to respond effectively to a continually changing environment.

For more information on CASBO by Design, visit www.casbo.org, click on “About Us” and then select

California School Business (ISSN# 1935-0716) is published quarterly by the California Association of School Business Officials, 1001 K Street, 5th Floor, Sacramento, CA 95814, (916) 447-3783. Periodicals postage paid at Sacramento and at additional mailing office. Send address changes to the CASBO membership department at 1001 K Street, 5th Floor, Sacramento, CA 95814.

“CASBO by Design” from the drop-down menu.

Articles published in California School Business are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CASBO policies or positions. Endorsement by CASBO of products and services advertised in California School Business is not implied or expressed.

Copyright 2015 CASBO. All rights reserved. The contents of the publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Published September 2015

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California School Business I Fall 2015

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checking in

The power of the profession It’s interesting that school business officials don’t often talk about the concept of power. They often speak of service, professionalism and accomplishments, but the “P” word is off limits. As a profession, our goal is to provide our students, employees and school districts with outstanding service that promotes student achievement and success. Power is only important to us when it comes to being able to get the job done.

Power comes in titles, in compensation, in the authority it brings with it and in public perceptions. Power is referred to as an aphrodisiac, a motivator and a commodity that people are willing to fight for and, in some cases, even die for. We talk about disagreements as power struggles and we even refer to electricity as power to operate machines, lights and other equipment. A basketball term even calls one player the power forward.

One of the reasons I am drawn to the school business profession is the lack of “power-hungry” leaders I encounter. School business officials recognize from day one on the job that power comes from being able to bring people together to accomplish great things. Power is in the final result, not in the perception of the people involved. Power is in the accomplishments and not in the individuals. While I’m drawn to this profession because of this spirit of professionalism, as opposed to the need for power, I’m also reminded that realities must be addressed. School business officials are responsible for a major workforce, multiple departments, payrolls greater than many multinational corporations and budgets that may exceed local city revenues. The power is in the responsibilities they hold and not in their egos. But the reality is, school business officials are powerful people!

All of us have had the misfortune of being around people who perceive themselves as powerful. It’s no mistake that in “The Wizard of Oz,” the wizard refers to himself as the “great and powerful Oz.” The president of the United States is often reminded that he is the most powerful leader in the world. Wealth, position, title and the rest all convey the appearances of power.

But power needn’t always be seen as a negative; it can be a positive when used for the greater good. “With power comes great responsibility” is more than an adage. It’s a truthful declaration. Power alone achieves little. Power, when used responsibly, can create change and promote accomplishment. Power with principled action is the ultimate declaration for the school business professional.

The power of our profession lies in the collaborative nature and dedication of its people. It lies in the men and women who hold myriad positions in many different disciplines that promote a sound educational system. Their power lies in their ability to get the job done for the students they serve. People, not titles, make things happen. People, not resources alone, make the difference.

But we have spent so much time getting the job done that much of the time we have failed to tell our story adequately. Often, school business is viewed by the educational world as a necessary evil. Many educators can’t figure out why we need so much money to run the educational system. Most superintendents and curriculum leaders rise from the classroom and have little knowledge of the complex and vital services that are needed for schools and systems to operate.

That’s where CASBO enters the equation.

CASBO seeks to be the foremost authority on school business in this state. We also seek to serve our members and the profession by expanding our influence in the media, in the Legislature and in the educational community. We want our leaders and the members we serve to be recognized not as powerful, but as responsible and dedicated leaders who contribute to student success. Our leaders are well-educated, have access to superior opportunities for professional growth through certification and training, and have earned the right to be partners and colleagues in educational decision making.

The power is in the profession, and CASBO wants to assist you in gaining recognition and respect for the outstanding work that you do.

Molly McGee Hewitt Executive Director

California School Business I casbo.org

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California School Business I Fall 2015

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California School Business I Fall 2015

bottom line

Our professional community “Community” is an interesting word. When we hear it, most of us

think of where we live, our immediate

neighbors and our city. It has a very personal connotation to it and it affects our home, our property values and even the schools we send our children or grandchildren to.

A professional community has a dif-

ferent definition. Most of us start with our

ciplines work together to create business divisions that meet the needs of our stu-

dents. Our legislative advocacy helps me to make sure that the needs of the busi-

ness community are taken into account in legislation. The casbo community is my

community, and it has provided me with unique and important opportunities for several decades.

While casbo is doing well and is

area of specialty (for me, purchasing and

welcoming new members weekly, I am

business division, our school district, the

people give for not wanting to partici-

procurement) and then add our school

school business community as a whole – and casbo, of course – and then we in-

clude that larger connection to the entire education community. In other words,

we are part of many professional commu-

nities, each one playing a different role in our work life and in our careers.

Our casbo community plays a sig-

nificant role in each of our professional communities. Whether you are part of one of the 13 disciplines we represent, an

associate member, a retiree or someone

always surprised at hearing the reasons pate. The cost of membership has never

become president of casbo by starting

level of membership to meet your

all that casbo has to offer. I recognized

been a better deal! You get to pick your budget and personal needs. For many years, I worked for employers who did not pick up my membership fees.

I recognized early that the value from

membership would enhance my career.

I invested in my future and my lea

enjoyed the benefits of that membership along with me.

While I am grateful that my em-

at my local level and taking advantage of early in my career that while I may have good technical skills, without leadership and management skills, my career would

not advance. I attended workshops, got involved at the section level and served

on a variety of committees and professional councils. I took those first steps and I volunteered.

The casbo community needs you.

just entering the school business arena,

ployer, Clovis Unified School District,

We need professionals in every area of

us began with casbo as the source for

professional development, I can truly say

in our future. We are your professional

casbo is a common thread. Most of high-quality professional development and certifications. Others got involved

at the section level with local colleagues, and some got involved with professional councils. Still others joined just to be a

part of the overall professional commu-

is a supporter of casbo and believes in

that if it did not, I would still be a part of the association. My membership and all that casbo offers make me a better pro-

fessional and have helped me become a statewide leader in school business.

casbo is the only organization in

nity and to take advantage of the many

school business that brings all disciplines

camps, webinars, publications or services

cooperation for public education. Much

classes, conferences, symposiums, boot casbo offers.

Personally, casbo has played a sig-

nificant role in my career. It has provided me with leadership and technical skills

to better serve my employer, to develop

my management skills, and has given me a deep understanding of how all the dis-

school business to join us and play a role community. I am proud to serve as your president this year and hope that you

will engage with us and help us expand our community and enhance our organization!

together to work in collaboration and

like purchasing can be a hub for all district activities, casbo serves as a central

Leeann Errotabere President

meeting place and forum for all things school business-related.

Someone recently asked me how I

got to be president of casbo. I thought

deeply about that question. I was able to California School Business I casbo.org

13

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California School Business I Fall 2015

in focus

Brad Rohrbach This active member puts his people skills to good use in casbo, community

By Lisa Kopochinski

Photography by Hope Harris

SOME PEOPLE ARE JUST BORN TEAM PLAYERS. Brad Rohrbach is one of them. As director of fiscal services for the Porterville Unified School District – a position he has held since July 2011 – Rohrbach essentially plans, organizes and directs district business operations, including financial management, budget allocations and compliance-related matters. He oversees the development of the district’s budget and interim reports and preparation of federal and state reporting, and helps the assistant superintendent for business services with short- and long-term financial planning.

It’s a role that puts him in touch with a host of educators and allows him to put his strong people skills to work.

“I communicate with site administrators, program managers and central office administrators,” he says. “I really enjoy working with people in a team setting and find it most gratifying when we have completed a project, even when it takes a couple of days or a few weeks.”

A CASBO individual member for six years, Rohrbach loves the networking opportunities, as well as the access to quality professional develop-

ment and the ability to participate in initiatives that make an impact.

“I enjoy serving on both our section board and state board,” he says. Prior to becoming an individual member, he had access to a CASBO organizational membership and attended professional development events and – on occasion – a professional council meeting. Through that channel, he became involved with CASBO’s Financial Services Professional Council and then with the Central Section board. Today, Rohrbach is completing his third year as Central Section State Director.

Originally from Porterville, a town of about 55,000 in the San Joaquin Valley, Rohrbach moved to Bakersfield and earned a bachelor’s degree in accounting and finance from California State University, Bakersfield, followed by a master’s in educational administration from Fresno Pacific University.

District. Seven years later, and after completing CASBO’s CBO Mentor Program, he joined Porterville USD as fiscal and compliance officer.

Today, Rohrbach is pursuing his doctorate in leadership at the University of Southern California. And if that weren’t enough, he has served as chair of an advisory board for the Academy of Finance at Porterville High School for the past five years.

“We’re currently expanding student work-based learning opportunities by partnering with a local educational credit union that will be student-run on campus,” he says. “Seeing students succeed inside and outside of the classroom is really rewarding.”

His advice for those considering a career in the educational sector? “Be flexible, as change is inevitable. Consider how your position affects the bigger picture of advancing student learning and impacting your community.”

After college, he worked in public accounting for about five years. Rohrbach and his wife returned to the Porterville area in 2002 when he accepted a position as business manager at the Strathmore Union Elementary School

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California School Business I Fall 2015

in focus

Jeff Owen

He finds his work focused on improving student outcomes ‘gratifying’

By Lisa Kopochinski

Photography by Hope Harris

MANY PEOPLE AMP UP THEIR CREATIVITY OR REDUCE STRESS by listening to music. That’s one way to find your happy place. But if you ask Jeff Owen where his happy place is, he’ll tell you it’s at School Innovations & Achievement.

As vice president of strategic partnerships for SI&A – which delivers cost-effective software solutions that improve student outcomes and parent engagement for the education sector – Owen is responsible for creating and executing the company strategy around expanding the firm’s brand awareness and recognition; growing its customer base; and establishing business/education partnerships with education trade organizations, nonprofits and community partners.

“I find it incredibly gratifying knowing that our work makes a difference in students’ lives,” says the Sacramento native who graduated from California State University, Sacramento, with a degree in communications and an emphasis in mass media. “All of our products and services center around either helping districts recover revenue, improving student outcomes or increasing parent engagement,” Owen explains.

With SI&A since its inception in 2003, Owen was recruited by another education company in 2014 that was doing interesting work around on-track indicators and monitoring.

Owen works out of SI&A’s El Dorado Hills office (the company also has offices in Redding and Pasadena). With SI&A since its inception in 2003, “I thought I should try directing my creativity to something new,” he recalls. “Big mistake! I had no idea how different company cultures can be. Fortunately, SI&A had a new position and asked me to come back. I knew that SI&A was where my ‘happy place’ was. I came back with renewed energy and passion for reaching our goals.”

It is with this same vigor that Owen applies himself to CASBO, which he joined more than a decade ago. He calls the association his No.1 source of information when it comes to the state budget, legislative updates and school funding reforms around the Local Control Funding Formula and Local Control and Accountability Plans.

His wide-ranging involvement has included being a speaker, attendee and exhibitor at the state conference and regional events. SI&A, a CASBO Strategic Alliance Partner, has been a supporter of the CBO Mentor Program, and Owen also recently attended Camp CASBO for the first time, calling the experience “amazing.”

“It was a really nice balance between professional development and having a fun and relaxing few days with a great collection of people with an assortment of different roles and years of experience.”

When not working, he spends time with his wife and three children. But he never forgets his tunes, he adds.

“I started in radio after college, so I break out my record player from time to time and listen to everything from Hendrix to slow jams.”

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California School Business I Fall 2015

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California School Business I Fall 2015

feature

CLIMATE CONTROL A healthy school climate promotes authentic relationships, increases connectedness, reduces dropout rates

By Tim Douglas

M

easurement literally begins at birth. How much did the baby weigh? How long was the baby?

how well they endured the birthing process.

Newborns are even tested within the first five minutes of life with an “Apgar” to determine

Tests and exams don’t stop in the delivery room. They follow everyone from cradle to grave. No

question, there is tremendous value in assessment when it’s done fairly and accurately and combined

with other yardsticks to provide as complete a picture as possible. It shows where improvement is needed and keeps the subject on the right track.

But assessment also becomes a scoreboard in our sports-obsessed world. In the education realm,

assessment is arguably the bedrock of the system. Teachers, parents and administrators use test scores

to evaluate students. Elected officials, education advocates and other stakeholders then use these scores to evaluate schools. Annual testing has great value because it follows a student’s progress closely over time.

But are schools measuring all the right things in all the right ways? Team chemistry, for instance,

can often trump supreme skills and athleticism. Many talented teams fall short due to unhealthy dynamics in the locker room and on the practice field that turn a so-called strong team into a dysfunctional mess.

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CLIMATE CONTROL The buzzword most school leaders recognize for this situ-

Engage stakeholders authentically

ation is “culture.”

“If we don’t create an environment where students feel cared

Culture, climate and engagement

Malamed, the founder and executive director of the nonprofit

Culture and climate are hot topics even in the business world.

According to a recent article on Forbes.com, “culture” was the

most popular word in 2014, and it’s become one of the most

for, do we really think they’ll care about learning?” asks Zak Student Voice, which he was inspired to form after observing the lack of student voices in education.

Students need to be engaged authentically. Topics like

important words in boardrooms due to a retention crisis in

school climate really resonate with organizations like stuvoice.

this issue as “urgent,” up from around 20 percent last year.

rates, student achievement and workforce readiness will im-

corporate America. More than half of executives surveyed rate If it’s important enough for the Googles and the Fords to

focus on, it’s important enough for schools. Culture and cli-

org because, as its website states, research shows that dropout prove by integrating student voices in the classroom and society.

“Students have some responsibility for helping create a

mate are closely tied to how schools discipline students and the

healthy climate, but they should also be included in the process

Obama highlighted in a series of tweets in July, one of which

as included as they need to be in the shaping. They need to be

so-called school-to-prison pipeline, which President Barack read, “The $80 billion we spend each year to keep people incar-

cerated could pay for universal pre-k for every 3-year-old and

of shaping it,” Malamed says. “Right now, I think students aren’t partners from the beginning.”

And it’s much easier to partner with students and other

4-year-old in America.” Just last year, the u.s. Department of

stakeholders to improve school climate if the course is estab-

Guide for Improving School Climate and Discipline.”

is the foundation for success and the overarching guide.

Education released the report “Guiding Principles: A Resource In establishing the Bureau of Children’s Justice within the

lished by a diverse chorus of opinions and ideas. Collaboration “We must realize every single person in a particular school

California Department of Justice, California Attorney General

system has to have a voice,” says Gloria Ervin, a former prin-

nerable children today, then lock them up tomorrow and act

San Juan Unified School District. “Everyone needs to be at the

Kamala Harris said, “We simply cannot let down our most vul-

surprised.” And Governor Jerry Brown signed legislation in

2013 establishing the Local Control Funding Formula, which directs increased revenue to students with the most need and restores local control over how money is spent on schools. Fur-

thermore, the lcff includes eight state priorities, one of which is school climate.

cipal and now director for equity and student achievement at table – parents, teachers, administrators, maintenance person-

nel – everyone. And it needs to work as a continuous cycle: it’s as much top down as it is ground up.”

Involve the community, too The greater community also can make valuable contributions to shaping school climate. Frankly, schools and teachers can’t

do it all. Schools and communities should work closely with each other to meet their mutual goal of educating students effectively.

“Partnerships are very valuable for all schools,” says Pedro

Noguera, a professor of education at the University of California, Los Angeles, who works with schools nationally and internationally as a researcher and adviser, “but economically disadvan-

taged schools really benefit. Volunteers, clinics, churches, parent

organizations all give schools more human resources to address the needs of students.”

Bill McGuire, deputy superintendent of administrative ser-

vices at Twin Rivers Unified School District and a past president

of casbo, notes that active community input also helps students at home, which has an impact at school.

22

California School Business I Fall 2015

“It’s imperative upon us to bring others into the education

“When it comes to training, schools need to pick a method-

system,” McGuire says. “School is an extension of the commu-

ology or program (like) – Safe School Ambassadors, Character

has a problem at home? What happens at home will come back

have a tendency to jump around, but we need to resist the shiny

nity. We can do a great job at the school, but what if a student to school, so we need the community to bridge that gap.”

Other schools also can serve as valuable allies. It’s important

Counts – and stick with it,” McGuire says. “In education, we new ball and trust our direction.”

McGuire agrees with Malamed’s and Ervin’s point about

for schools to break out of their “bubbles” to see institutions just

involving all parties in a school system but adds that schools

federal and global agencies to provide guidance, but schools

work for the student.

like theirs get successful results. Yes, there are countless state, need to take ultimate responsibility.

“A lot of times help is not readily available,” Noguera says.

“It’s up to educators to know what help they need and then go get it. No one will fix your school for you.”

need to be the engines that make the vision come to life and

“The ones with the most at stake are the schools,” he says.

“At the district level, our job is to help them make decisions that

will help them. Schools need to implement, and we’re there in support.”

Change begins with a plan

Leadership, collaboration net success

Terms like “connectedness” can be nebulous, so the process to

For Noguera, it is leadership and collaboration that are

“A successful school climate is in the eye of the beholder,”

“It’s all about buy-in,” Noguera says. “Leaders present the

build a positive environment begins with a plan.

ultimately responsible for a successful outcome.

explains McGuire. “That’s why it starts with a vision for what it

ideas for a vision, then there needs to be give and take from staff,

There also needs to be a commitment to the vision. Some

This investment leads to empowerment, which breeds au-

looks like at each school.”

training programs are in place to help achieve a positive school climate, but they are only effective if used wisely.

parents and community.”

tonomy and allows stakeholders to take ownership of the entire learning process.

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CLIMATE CONTROL

What defines a positive school climate?

The National School Climate Council has identified specific criteria for what defines a positive school climate, including:

Noguera began as a classroom teacher in public schools in

Providence, Rhode Island, and Oakland, California, and while

he’s left this part of his career behind, it’s never left him. He is

a strong advocate for teachers and students and their need to focus on learning. Noguera says that teachers in particular need

to be empowered to tap into all of their gifts and to help their colleagues.

“We have to be creative in freeing up teachers to do their best

work,” he says, which might include allowing stronger teachers

to work on lesson planning with less experienced instructors,

encouraging teachers to take “learning walks” around the school to observe, and perhaps taking away a period from a teacher so

that educator can work on something else to benefit the school

• Norms, values and expectations support social, emotional and physical safety.

• People are engaged and respected.

• Students, families and educators work together to develop and live a shared school vision.

• Educators model and nurture attitudes that emphasize the benefits gained from learning.

• Each person contributes to the operations of the school and the care of the physical environment.

beyond the classroom.

But Noguera cautions against overburdening teachers with

extra assignments. “We can’t penalize them for being good.”

Money is the elephant in the room And don’t forget the role that funding plays. The issue of school climate is complex, with many different facets driven by human capital, but money always matters.

24

California School Business I Fall 2015

“Money is the elephant in the room,” says Malamed. “We

need to make sure we have money for lunches and breakfasts,

for libraries and counselors … if we don’t provide these things, it’s hard to expect a healthy climate.”

Building a healthy school climate involves engaging stu-

dents and school stakeholders, empowering key groups and

providing everyone a fair voice to create a safe environment that

helps students learn. So what does success look like? When is it a positive climate at school?

Noguera: “Engaged kids and high morale of school staff.”

Ervin: “Each person is responsible to each other.”

Malamed: “All students and all voices are participating in

the process.”

McGuire: “You’ll know it when you see it. There is no mid-

dle ground for employee morale. You can tell if it’s high or low.”

Turn to the metrics Which leads back to the education system’s reliance on metrics,

deliverables and scores. These are broad concepts to address, but the California Healthy Kids Survey is a useful tool. Developed by the California Department of Education, the chks, according

to the department’s website, is the “largest statewide survey of resiliency, protective factors and risk behaviors in the nation…the chks leads to a better understanding of the

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relationship between students’ health behaviors and academic “Really, the survey helps us find out if the school is a caring “Implementation is hard,” he adds. “School climate is hard.

sues we have today.” But if educators, students, the community

and all stakeholders can effectively deal with climate control, it

may be the foundation to keep students motivated to learn and teachers energized to instruct and build a strong system that will pay significant dividends.

“Public education is the most accessible institution in the

country,” Noguera says. “It serves homeless children, undocumented students … we need to protect it by promoting a positive learning environment.” z z z

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California School Business I Fall 2015

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California School Business I Fall 2015

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interview

Donna Gingera

School safety expert provides valuable tips on response, communication

By Julie Phillips Randles

Donna Gingera’s zero hour left scars. She was the communications

director for a large urban school district when her district underwent a series of incidents, including a school shooter, a violent sexual assault and a gang confrontation, and her professional role morphed into more of an emergency crisis officer.

“I didn’t want anyone else to have to endure those experiences. I thought

there was a better way of approaching school crises that would have fewer casualties, whether it be physical or emotional,” she says. So she made school safety throughout North America her own mission.

Gingera’s experience was pre-Columbine, pre-9-11, pre-Sandy Hook and

long before a tornado erased Joplin, Missouri, from the map. But emergencies aren’t a new phenomenon to school districts. Just ask any principal whose building has been on lockdown.

“We are living in a different time; there is all sorts of different stuff hap-

pening around us. From that legal, ethical and moral perspective, we want to be prepared in the event of a tragedy,” Fort McMurray Public School District Superintendent Dennis Parsons told his local paper.

And where did he turn for help? Gingera’s now 16-year-old company,

Hour-Zero School Emergency Program, of course. She takes on the tough job of preparing schools to deal with today’s realities. It starts with a risk assessPhotography by Roth and Ramberg

ment, which includes physically going through every room in every building within the district, going through all policies and procedures, communica-

tion structures, site layouts, training schedules and communication with first responders and then transitions onto Hour-Zero Online, the company’s web application, so schools are always battle-ready.

California School Business I casbo.org

29

School safety expert provides valuable tips on response, communication

As ceo and founder, Gingera works

tirelessly to ensure every client has a fighting chance.

When speaking about her career,

another course in risk communications.

she cites a journey down an unconven-

What’s an interesting secret about yourself?

foundation for Hour-Zero, adding she

world is such a vast place; the more I

tional path that ultimately provided the

I have visited all seven continents. The

never imagined this is where it would

see, the more I realize how little I’ve

lead, but knows she’s in the right place.

She serves on the astm Working Group

that is currently developing a standards guide for emergency operations centers, and has received numerous national and international awards.

Colleagues describe her as a bold

leader who is un-stoppable in the face of

data available from the fbi on “active shooters,” over a 13-year period, there

have been 27 shootings at k-12 schools across the country.

homogenizing communities, and where

all that is exceptional can be served up to us on our tv (or device of preference),

Statistically, missing children, natural

it’s easy to discount the value of travel. A

disasters, fires and vehicular accidents are the most common. These events

passport is a wonderful gift; the expense will make you richer.

educational system:

Invest more in Google stock. Actually,

If you could invite three people, living or dead, to dinner, who would you invite and why?

not you?” In life, we create our own

I’d invite Marco Polo, Robin Williams

I would want the younger me to believe

laughter and adventure. Discovering the

a number, looking strictly at quantifiable

What other events, that are perhaps more common, should districts be prepared for?

What advice would you give your younger self?

and my late father. Simply put – love,

diction to the next. But if you would like

seen. In an age where globalization is

no agreement. Here is how she describes

her background and her role in today’s

what I would want to tell myself is, “Why

destiny, or unfortunately, the opposite – we tend to put up our own roadblocks.

in myself more and go harder after my

will have the biggest impact on the

lives and well-being of the entire school community.

A district’s emergency program

should be guided by a formal risk and

hazard assessment. Part of that process

involves identifying situations the dis-

trict could be facing based on geography,

community indicators, school incident data and other factors, like global health trends.

The findings should be addressed us-

dreams.

ing an all-hazard approach. That’s the best en to the gamut of possible emergencies.

with him would warm my heart. As

School shootings are obviously top of mind for district leaders and families.

How frequent are school shootings?

superintendent, I increasingly realize

event. There is an element of terror that

world from Marco Polo’s perspective would be almost incredulous. Robin

Williams was a tragic soul; an evening

way to ensure appropriate attention is giv-

for my father, incidentally a former

Too frequent – it’s such an unnecessary

our similarities and would love one last

goes along with school shootings; one

What have we learned from recent school shootings? How has that knowledge changed what schools should be doing in anticipation of such an event?

Although the frequency has been on

and scary situations. Advice on how to

chance to appreciate him.

that transcends the actual numbers.

School shootings are dynamic, complex

What’s the first thing on your agenda for the new school year?

the rise, preparation to deal with these

respond to these incidents is evolving.

More learning. I am a huge advocate of

individuals as it is about preparing for the

life-long learning and make it a priority

for myself, both professionally and personally. At age 45, I actually took a course in aerials – trapeze and rope work.

I thought it would be challenging and

it was! This fall, with my feet firmly on

30

the ground, I am off to Harvard to take

California School Business I Fall 2015

events is as much about empowering

actual incident. At Hour-Zero, we reject the culture of fear; we believe in a culture

Unfortunately, so, too, is the planning by those who would commit these acts of violence.

Recent events have taught us that we

of preparedness.

need to empower individuals to evaluate

the manners in which these events are re-

from a variety of tactics to best protect

I hesitate affixing a number to this, as

ported and recorded vary from one juris-

the incident for themselves and to pick

their safety and the safety of those en-

trusted to their care. Among those tactics

run with different ability – what are the

evacuate, hide or try to neutralize the

is imperfect during these events; could

individuals could employ: lock-down, perpetrator.

Hour-Zero would recommend those

tactics in priority order, but it is really

dependent on situational awareness as to which would be the best tactic.

Lately, a lot of focus has been placed

on the idea that everyone should run

away from the incident site when there is

implications of that reality? Information

is running chaotically – what are the

breach a locked door to gain entry to an

than away? An entire school population

interior lock-down space. School shoot-

pling? Doors were chained at Virginia

ing events have been shown to happen

Tech – would this create a trap space at

very quickly and with the perpetrator(s)

your school?

looking for easy targets out in the open.

In their effort to promote running,

and securing oneself in. A school that is

it may be problematic. Students and staff

active shooters have taken the time to

opportunities for injury caused by tram-

fortunately, this response has often been to do, with little discussion around why

With studies published to date, there

is no evidence I’ve seen whereby the

people are forgetting that many rooms

presented as the first thing you should try

able spaces.

you be running into the problem rather

a school shooting. In some circumstances, this could be an excellent response. Un-

caught in a public space with no secur-

Engaging a shooter and trying to neu-

tralize them may also become the most

are actually quite suitable for locking

appropriate action, but again this is

very situationally dependent and should

able to take advantage of lockable spaces

be treated with considerable caution.

(with concealment and cover) has a great

Remember, these incidents tend to hap-

advantage over individuals who are

pen very quickly. A better strategy may

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California School Business I casbo.org

31

School safety expert provides valuable tips on response, communication

be to stay out of the line of fire and let arriving police engage the individual. If you are backed into a corner, then absolutely fight with everything you have.

Always, always, pick the best tactic

to protect safety.

Some have suggested that educators be armed with guns and some districts allow teachers and other on-site staff to carry concealed handguns. What is your opinion of this practice?

Having educators armed with guns in

found that plans are useless, but planning

and one moment to destroy it. So my

and requirements to a school; as a tool,

If a school district has a great plan

communications now; if you wait until

schools presents clear risks, liabilities

handguns do offer a specific tactical

sitting on a bookshelf or on some app,

the required training, accountability

trict? To be certain, having solid response

response to a shooting threat. Considering

for every shot, risks and policies, I am confident districts will make an informed decision that they can support.

My disappointment has been that

when considering emergency response

planning and preparation, whether it is regarding a threat of a shooter or other

risks, discussions too often deteriorate to a “gun or no gun” ideological debate.

Arming educators as an isolated

approach to emergency planning is a superficial solution.

Regardless of the decision a school

then how well-engaged is the school disprotocols is important, but school lead-

ers need to evaluate capability. That can be assessed by asking these questions:

center, training and scenarios.

processes.

Several stakeholder groups need to

tion plan. Start by organizing them into Tier 1: People who are directly af-

fected by the emergency and whose

live exercises do we conduct to engage

Tier 2: People who will assist in the

tocols? What drills, tabletop exercises and

our emergency operations center and site response teams?

School leaders should insist on

otherwise the district’s capability is really

You’re an expert in crisis communication.

What tips can you share about how schools should communicate with their stakeholders during an emergency?

Communications is the No. 1 failing

To quote former President Eisenhower,

response and your reputation. It takes

California School Business I Fall 2015

though communication templates and

command system and our response pro-

What are the first three things school leaders should do to evaluate their readiness for a school-based emergency?

“In preparing for battle, I have always

we have spent vast hours working

tiers:

staff are knowledgeable of the incident

just someone’s best guess.

communications, an incident command

yourself up to fail. Within Hour-Zero,

do (online and in person) to ensure our

our plans current? What training do we

implement a comprehensive emergency the risks a school faces including plans,

an incident occurs, you are setting

be incorporated into your communica-

definitive metrics on these three points,

management approach that addresses

advice is start thinking about emergency

What is the annual checklist used to keep

district makes around arming personnel in schools, every school should

32

is indispensable.”

point in emergency response. Good

safety might be in jeopardy.

emergency response. You can think of

these as first-responders and the board officers.

Tier 3: Individuals not directly af-

fected by the emergency, but still have an interest, e.g., parents, neighborhood residents.

In listing out your stakeholders, you

can create a matrix on how you will or can communicate with them at time of

emergency. Redundancy in communication methods is essential.

While the tiers lend themselves to

communication can make or break your

priorities, you still need to reach all the

a long time to build a good reputation

stakeholders get the correct information

tiers in a timely manner. It ensures your

from the school district, rather than an

How has technology changed the response to school-based emergencies?

What are your favorite tech tools schools should consider using when a crisis occurs?

message was received. Some of the tools

You’ve said that there are some risks that can’t be eliminated. What are those risks? And if we can’t eliminate them, what CAN we do in preparation?

First and foremost, I would of course

real-time messages out to their stakehold-

The reality of some risks is that you can’t

your district plan; includes ready-to-

abbreviated or altered version from the social media grapevine.

Be first, be credible.

stop them (e.g., earthquakes, severe

weather), or that they are beyond the capacity of the school district to control

(e.g., wildfires, hazardous material spills). To use a school shooting example

recommend Hour-Zero Online. HourZero provides an emergency program that easily builds, manages and maintains

go resources aligned to best practices; and offers implementation and training assistance. The essence of Hour-Zero is that you have a program, not a plan.

For my second choice, I’d have a

– risk assessment techniques are used to

district-wide radio system. Communica-

but there is no guarantee that a per-

emergency operations center (eoc) and

discover and manage students at risk; petrator will always come from within your system.

For risks that you can’t eliminate,

you can still manage them by concentrat-

ing on mitigation strategies, i.e., how to lessen the impact of the incident by having a better response.

Mitigation techniques include: hav-

ing solid response protocols; making sure plans are current and accurate;

training and practicing against the plan; ensuring emergency equipment and

supplies are in place, replenished and

not expired; ensuring communication tools are in place and operational; conducting routine safety checks against

tions on campus and between the district the other school campuses will be chal-

emergency response system in place (i.e.,

Standardized Emergency Management

System) to take command and respond to the incident.

ers. Mass communication is not just for

parents, it’s important to be able to alert en route staff, such as a maintenance

worker, not to go to a school having a crisis. In many response scenarios, if you

don’t communicate effectively with your stakeholders, those same individuals

can exacerbate the incident and, in some cases, even become the incident. z z z

Julie Phillips Randles is a freelance writer based in Roseville, California.

Landline communications can be over-

whelmed by call volume from the public.

Response teams often need to set up a

command post away from the landline communications. Radios also offer the

benefit of one-to-many communications, i.e., the eoc can simultaneously give in-

structions to many schools. It takes some

practice and discipline to use these radios effectively, but for intra-district communications they are pretty key.

My third choice would be a mass

doesn’t have the budget for a tool like

need to have a flexible, all-hazards

need to have strategies in place to get

susceptible to overloading and failure.

checklists, etc.

“things” are going to happen. Districts

Regardless of the actual tool, districts

In an emergency, cell phones are still

communication tool. There are many

After everything is said and done,

visual notification.

lenged without an effective radio system.

things like the fire code, workplace

health and safety standards, earthquake

are also designed to provide on-campus

fine products on the market. If a district

this, then using a combination of things like Google Voice, email distribution

lists and Twitter can accomplish much of

the same thing. A mass notification tool

however has some additional advantages

in hitting multiple devices/technologies and providing feedback on whether the

California School Business I casbo.org

33

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36

California School Business I Fall 2015

cover story

Mindset over matter

The growth mindset values learning, persistence and hard work

By Linda A. Estep Sometimes navigating the path to success simply takes a different mode of transportation, one that

is equipped to explore off-road, perseveres in the face of risk and is paired with a can-do attitude that views a mistake as nothing more than an op-

Schools care, of course, because it

affects learning behavior. Dweck’s book, “Mindset: The New Psychology of Success,” identifies characteristics of fixed

and growth mindsets and how each impacts performance.

For instance, those in a fixed mind-

portunity to learn. That’s the journey

set are more likely to sacrifice important

as well as business offices in and out of

ing smart. But while the fixed mindset

mapped out in many classrooms today, education.

Educators, consultants and even

motivational speakers are embracing the notion, based on years of research

by Stanford psychology professor and

author Carol Dweck, that a “growth

mindset” will unleash potential and actually develop intelligence, whereas a

“fixed mindset” assumes intelligence is an inborn trait. In other words, what you see is what you get.

learning opportunities to focus on look-

individual might have exemplary talents

that receive high praise from admirers, for some, the praise instills a desire to

stay put and not expand or improve out of fear of failure. In a fixed mindset, sta-

tus quo, especially if it is praiseworthy, is

good enough – why risk failure to solve

a problem or complete a task? And for the individual whose efforts are always

degraded, there is resignation that higher performance is unattainable.

California School Business I casbo.org

37

Mindset over matter

Those who exhibit a growth mindset

understand success is based on learning,

really trained our society’s intuitions

intelligence can be developed or grown

ful kids,” she said. “The idea was you

persistence and hard work. They believe

by accepting challenges, facing setbacks with persistence and determining to reach a goal or solution.

As more teachers learn about fixed

vs. growth mindsets, they will create classroom environments that encourage

Those who exhibit a growth mindset understand success is based on learning, persistence and hard work.

students to face challenges, obstacles and criticism as a part of growing their own

intelligence. Research shows that what students believe about their own intelli-

gence can affect their effort, engagement, motivation and achievement.

PRAISE THE PROCESS

Even the words you choose to praise or

criticize matter. Saying that a student, employee or athlete is “so smart,” or

“so talented” can actually stifle growth, according to Dweck and colleagues,

could hand kids self-esteem on a silver

platter by praising them, by telling them how smart and special they are, and this

would set them for life and everything else would follow…we’ve done a long

series of studies now with all ages of kids and we’ve seen that praising intelligence backfires. Kids praised for their intel-

ligence curtail their learning in order to

never make a mistake and preserve the label you gave to them.

“Students praised for the process

they engaged in – their effort, their

strategies, their focus, their perseverance

– these kids take on hard tasks and stick with them, even if they make lots of mis-

takes. They learn more in the long run,” she added.

BEYOND THE CLASSROOM

of knowledge.

transformingeducation.org, where more

accomplished can inspire further pursuit

A growth mindset toolkit is available at

Praising their process of effort (“This

distinctions between fixed and growth

hard on getting it so precise”), strategy (“Tell me how you decided to embark on

mindsets are explained. Here’s what the two mindsets look like in real time:

the project and the steps you took”), focus

• In the face of obstacles, a fixed

to solve it”) and perseverance (“Even

(“You really concentrated on the problem

though it was difficult, you stuck with it and succeeded”) encourages taking on harder tasks and expanding knowledge.

Engaging the student in a discussion

of the process also underscores the payoff of hard work and encourages a willing-

ness to try something new without fear of disappointing others.

In a 2012 interview with online

blogger James Morehead of onedublin.

org, Dweck expanded on the research findings.

California School Business I Fall 2015

about how to create happy and success-

whereas acknowledging how a task was

is excellent, you must have worked very

38

“I think the self-esteem movement

mindset gives up easily. The

face of setbacks.

growth mindset persists in the

• A fixed mindset sees effort as

fruitless. A growth mindset sees effort as a path to mastery.

• Criticism is ignored or considered

useless in a fixed mindset. Those

with a growth mindset learn from

criticism.

• Fixed mindsets feel threatened by

the success of others. Growth

inspiration in the success of others.

mindsets find lessons and

Sara Bartolino, co-founder and ex-

Margaret H. Greenberg, co-author

mindset and recognizes its value in

Leadership Strategies to Boost Produc-

mindsets hold an advantage in creating

ecutive director of Transforming Educa-

of “Profit from the Positive: Proven

to Reform Education (core), a coalition

tivity and Transform Your Business”

tion, consults with the California Office of school districts that includes Fresno,

Long Beach, Oakland, San Francisco, Sanger and Santa Ana. Growth mindset is

one of the focus areas these districts chose to foster student growth, and they en-

gaged teachers and parents in the effort.

Bartolino believes a growth mindset can

apply at all levels of those in education, including adults.

“It is totally relevant,” she says. “It

and president of The Greenberg Group, tells a story about a visionary California

effective school districts and county offices of education.

“What I am seeing is a big turnover

hotelier who wanted to create a learning

in superintendents and cbo s. New peo-

more traditional Employee of the Month

are changing. This is an awesome time

culture in his business. Instead of the

recognition, the owner implemented

a Mistake of the Month program that showed employees how to view mistakes as learning opportunities.

can help build skills and enable someone

VOICES OF EXPERIENCE

velop a growth mindset.”

Hewitt has studied the field of growth

to rise to the challenge. Anyone can de-

the workplace, too. She feels growth

casbo Executive Director Molly McGee

ple are coming into positions. Mindsets in education, an opportunity for growth.

I tell people this is a great profession and now is the best time to get in. Growth

mindset looks at the potential of capacity and intellect.”

A former high school teacher who

branched into organizational develop-

ment using positive psychology, Lisa

California School Business I casbo.org

39

Mindset over matter

Sansom of lvs Consulting has worked

ineffective tool and should be replaced

businesses extolling the advantages of

things are going and to look at issues as

with both teachers and private sector embracing a growth mindset. What she

“Listen to the employees. Involve them in problemsolving. Ask what we can do about it.”

advocates in the classroom can just as

As with most change, there will

always be resistance, she concedes, and

have a growth mindset about their own

either claim that the suggested change

“With adults, administrators need to

abilities,” Sansom says. “When I started teaching, the principal would come into my classroom twice a year. I received and

used feedback to help me improve. But need (continuous) feedback from seasoned educators. They need that to get

often those with fixed mindsets will

has been tried before and failed or they

worry about the unknown, fearing they

will be exposed or appear incompetent.

“They come up with external reasons

why change is not a good idea,” she says.

From Sansom’s perspective, resis-

better and to have a continuing growth

tance is good because if it isn’t verbal-

Sansom feels the annual review

encourages discussion of any history of

mindset.”

(in education or private business) is an

California School Business I Fall 2015

problem-solvers by expanding resources.

easily be directed to district departments.

after two years, no one came in. Teachers

40

by frequent meetings to talk about how

ized, it is probably there but hidden. She

failed change, asking specifically what

went wrong. “Listen to the employees.

Involve them in problem-solving. Ask what we can do about it.”

be afraid. That induces a growth mindset,” Greenberg explains.

“We have a more positive influence

She then initiates discussion about

on people than we know. It’s all in how

it was hard. “Gather the stories and de-

So, how long does it take to grasp

previous success with change, even if

you present it.”

termine the common thread to making

growth mindset, particularly if you are

before and I can do it again’ stage,” she

shows that children generally catch on

change. Try to get to the ‘I’ve done it

says. Eventually, the employees get to the point of “Maybe I can use those same

elements with this new change.” Sansom claims that when new information comes out, someone in a growth mindset will say, “Oh, cool. That will work.”

EXPERT VS. LEARNER

Greenberg, whose consulting firm

specializes in coaching business leaders and educators, is well versed in Dweck’s fixed and growth mindset research but tweaks the words to fit the audience.

“In the business world, fixed and

growth mindsets are not familiar terms,

so we call them ‘expert’ (fixed) mindset and ‘learner’ (growth) mindset. It resonates more,” she explains.

Greenberg insists she does not come

stuck in a fixed one? Dweck’s research quickly when taught that intelligence can

be grown (as in working out a muscle) and consequently increase their own capabilities. With adults it can vary, according to Sansom.

“In my experience as a coach, most

adults get the concept quickly. ‘Hard

work leads to success’ is pretty basic,” she explains. “However, it can take longer to incorporate it automatically into one’s

own internal dialogue. Change takes

time, and it can be hard to overcome in-

grained habits. This is also why nudging the environment, such as how we design incentives and performance discussions in the workplace, must be part of any

corporate initiative to increase growth mindset.”

Transcending from a fixed mind-

into an organization to fix a problem, but

set to growth is what Sansom describes

capability. “I tell people I don’t do fixer-

I call moving from ‘stuckedness’ to

rather to help people step into their full uppers. People don’t want to be changed,

but they are willing to be a part of making change,” she explains.

And that’s why growth mindset can

be induced as fundamentally as the way

“ …nudging the environment, such as how we design incentives and performance discussions in the workplace, must be part of any corporate initiative to increase growth mindset.”

as a light-bulb moment. “This is what possibility.” z z z

Linda A. Estep is a freelance writer based in Fresno, California.

you deliver assignments and instruction.

“If I say that I want you to do a new

assignment, you might get a little anxious

and draw upon what you already know.

That induces a fixed mindset. But if I say

Tweet your definition of what a growth mindset looks like in school leaders at #CASBO.

‘This might be different or difficult, but

I want you to try,’ it induces a growth mindset and makes you feel you might

make some mistakes but you shouldn’t California School Business I casbo.org

41

Keeping It All Together

As a result of providing dedicated service to public schools throughout California for over thirty years, the SISC name is one public school district administrators know they can trust. We feature: • Customized plans and services • A wide range of options • A long track record of stable and affordable rates We currently cover: • Over 400 Public Entities • Over $1 Billion in Annual Payroll • Over $11 Billion in Total Insured Value • Over 225,000 member lives We offer: • Workers’ Compensation • Property and Liability • Health Benefits • Risk Management Services • GASB 45 and Post-Employment Benefit Solutions Please call 800-972-1727 or access http://sisc.kern.org for more information A Joint Powers Authority administered by the Kern County Superintendent of Schools Office Christine Lizardi Frazier, Superintendent

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California School Business I Fall 2015

Whether you are ordering new school books or classroom computers, managing school site employees or having the boardroom painted because it has seen better days, Smartetools provides your district with a business management software system keeping your district on budget in real time with information immediately at your fingertips.

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Nature provides thrilling experiences, from short weekend get-aways to year-long expeditions. But because nature is unpredictable, the experienced traveler knows that having a knowledgeable guide to assist them on every journey is the key to a safe and successful adventure.

Since 1986, SELF has been the guide of choice through the wilderness of excess liability solutions for California’s schools and colleges. SELF is there to help its members prepare for any contingency and prevent most losses. But when the unavoidable does occur, SELF provides the catastrophic claim expertise and financial resources to help its members prevail and continue to deliver the finest in education without interruption.

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Earn your master’s in School Business Leadership ONLINE! T h i s s p e c i a l i z e d g r a d u a te p r o g r a m i s d e s i g n e d to a d d r e s s to p i c s t h a t a r e c r u c i a l to s u cce s s i n to d ay ’s s c h o o l b u s i n e s s e n v i r o n m e n t . I t w i l l p r ov i d e yo u w i t h p r a c t i c a l k n ow l e d g e – t h e k i n d yo u c a n a p p l y i m m e d i a te l y to yo u r c a r e e r.

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www.wilkes.edu/sbl • (800) WILKES-U Ext. 5535

43

44

California School Business I Fall 2015

feature

Hack your way to work-life balance Technology offers tools to make work more efficient, provide more downtime

By Sue Marquette Poremba

Email, text messaging and social media have created the 24/7 workplace for everyone, but for school officials, it means it is difficult to escape colleagues’ and parents’ queries, teachers’ concerns, and the day-to-day minutiae involved in running an organization. Some school business leaders also have to make sure the technology is always online and that administration, teachers and staff are able to do their jobs away from their offices and classrooms.

California School Business I casbo.org

45

Hack your way to work-life balance

However, even though the IT evolu-

age their peers to turn technology to their

tors are never off call, technology also can

that promote that balance. Here are a few

tion is one of the reasons why administra-

provide the tools you need to make work

more efficient and, in turn, give you more

Keep organized with online calendar apps.

ance, says Carl Fong, executive director of

and I also keep a running tasks list of

It’s all about finding the right bal-

“I access my calendar from my iPad

information technology with the Orange

all the things that need to be done,”

casbo member. “It seems sometimes that

there is more work than play,” he laughs, “but we all have personal lives.”

However, even though the IT evolution is one of the reasons why administrators are never off call, technology also can provide the tools you need to make work more efficient and, in turn, give you more time for play.

Having remote access is the first step

says Ron Carruth, superintendent with

Whittier City School District and a casbo member. Before the work week starts, he

reviews his calendar for the following two weeks and adds any critical tasks

by date that need to be completed. In addition, he creates agendas for all of his weekly meetings and places them in his calendar notes. He then reviews the tasks he needs to complete for the week.

Each day, when he gets to the office

in helping school leaders find that bal-

or before he leaves the house, he identi-

if the employee has a Wi-Fi connection,

needs to accomplish that day. He also de-

ance. “We provide a virtual desktop so they can connect back in to their office

without having to go there physically,” says Fong. “If they have a smartphone, we can direct attachments and emails to the device, and all voicemails go into an

email attachment.” It may not sound like much, but being able to connect remotely

fies and sequences the top things he

termines what can be delegated and then moves that task to a later date to follow up on. “I find this discipline keeps me

very focused and helps me continually

create order and sequence out of incessant chaos!” he says.

can save not only time but allow leaders

Use apps that make daily tasks easier.

gaging in family time. That keeps spouses

which makes editing and sending pdf

to keep up with important tasks while en-

Fong likes to use an app called pdf Slicer,

and kids happy.

files much easier. Rather than copy and

The second step in achieving work-

life balance is admitting that the set-

schedule workday is a myth in 2015.

A recent Ernst & Young survey, for

example, even notes that the traditional work week is a thing of the past, and many in leadership roles say they find

it hard to schedule in personal activities.

That’s why school leaders like Fong, who understands how easy it is to get caught up in the all-work, no-play cycle, encourCalifornia School Business I Fall 2015

to get you started:

time for play.

County Department of Education and a

46

advantage and come up with life hacks

paste from the document on his desktop computer, he can splice a pdf quickly on his smartphone, from anywhere and at

any time. It may not sound like much of a life hack, he says, but apps that make

tedious tasks easier make work time more efficient, and that carries over to allowing for more playtime.

Take advantage of free cloud apps.

Free cloud apps like Dropbox or Google

Drive can be a sanity saver, not just a

while away from the office takes care

save a variety of files for quick access on

(This is especially helpful if you find you

time saver. In one easy location, you can any device, share files with co-workers,

and create a backup of work you can’t afford to lose (and who hasn’t frantically tried to recover a file you thought was

of the dead device problem efficiently. have to work while at your child’s soccer game and the only nearby outlet is in your car.)

lost forever?). If you use the cloud for

Tame your inbox.

can access the files when it is convenient

getting permission to access your email

collaborative efforts, it means that users

While something like a virtual desktop or

for them, but they are still available in

on your personal devices might seem

real time.

Keep a spare battery on hand.

Reviving a dead or dying device may be

the biggest time suck no one talks about.

Think about it: how much time do you waste in a given day looking for an outlet

to recharge your phone in a public place?

Carrying a spare (fully charged) battery

Having remote access is the first step in helping school leaders find that balance.

like a good idea, particularly for anyone who needs to be in touch at all hours,

it is too easy to let your inbox control

your life. There are several approaches to taming these incoming messages that put you in control rather than the other way around.

First, work with it to come up with a

coding system to ensure that urgent mesCalifornia School Business I casbo.org

47

Hack your way to work-life balance

When your work requires you to be available all the time, it is difficult to even think about getting away or simply taking a day off.

48

California School Business I Fall 2015

sages are seen and handled immediately.

Second, take action with the email as

Be comfortable with the technology you choose.

soon as you read it – answer it, move it

to another folder for later action or delete

Fong says the reason iPhones are so

it. Third, insist that all personal email

popular among the school leaders he

knows is because the device is simple to

be addressed to a non-work account.

Finally, turn off your email alerts so your device isn’t constantly buzzing at you

(for emergencies, set up other alerts like a text message).

use. There is a very small learning curve

involved with the iPhone, especially when compared to the complexity of Android devices. When you use a device that you are comfortable with, you are

automatically more efficient with your

day because you aren’t struggling to figure out how something works. Want

to eliminate even more stress from your day? Take that extra time to learn how to use an app before you need it.

Social media is your friend.

Social media can be a time waster, and

it can create a lot of stress (who wants to see someone’s vacation pictures when

you haven’t been able to take time off in two years?). However, used well, social

media can boost productivity. Twitter and a hashtag can be used as a district-wide

communication tool. Pinterest gives you space to share ideas. Facebook can assist

in planning events or act as a bulletin board of information.

Hack your personal life.

Don’t forget to focus on some personal (and some low-tech) life hacks as well.

For instance, the best way to add balance

into the work-life routine is to purposely include personal time into your schedule.

These hacks can include:

• Wearing a fitness tracker. The busier

you are, the harder it is to find time to

work out. There are already plenty of

• Playing video games. This has a

double bonus. Not only do you schedule in fun time with your kids or friends,

but you also learn a skill that can be brought into the learning environment.

With so many classrooms incorporating game-based learning, you can develop

firsthand knowledge of current games and how they can help your schools improve educational techniques.

fitness hacks out there meant to add

• Focusing on priorities. What’s im-

walking while conducting a phone call,

what it is you want to do versus what

some extra exercise into your day, like

parking far from the door or taking the stairs rather than the elevator, but how many of us actually do those things?

You may not do them while wearing a fitness tracker, either, but the odds go

up that you’ll be more inclined to work

on making your step goal. For more incentive, compete with your family or

portant to you? When you recognize others want you to do, you may find it easier to create better life balance. Many of us tend to fill our free time doing things

we don’t enjoy or making excuses for not

doing something we want to do. If it is important to you, make it a priority to add it into your day.

co-workers and come up with a reward

• Planning a vacation or day trip – and

goals.

you to be available all the time, it is

for those who make weekly or monthly

When you recognize what it is you want to do versus what others want you to do, you may find it easier to create better life balance.

then taking it. When your work requires

California School Business I casbo.org

49

Hack your way to work-life balance

difficult to even think about getting away

it on your nightstand makes it too easy

or a week, schedule the time out of the

check of the security system, and then

or simply taking a day off. Pick a day office, and begin planning. It may mean

juggling some meetings, but it gives you

to read one more email or take one more sleep never comes.

something to look forward to. Sometimes

Awake or dreaming, the reality is that

with when you know you have a break

the initiative to make it happen. And

the worst work days are easier to deal coming.

• Getting some sleep. It may be the

easiest hack there is, yet the hardest to

do. Maybe you aren’t able to turn off your

device at bedtime because you have to be

CASBO POLL What methods do you use to improve work-life balance? Do you: Turn off your smartphone during specified hours? Use apps? Read self-help books?

To vote, go to www.casbo.org/poll

you can have it all, but only if you take

that’s not a hack – it’s a guaranteed path to control. z z z

Sue Marquette Poremba is a freelance writer based in Central Pennsylvania.

on call, but you can put it somewhere in the room where you have to physically

get out of bed to answer a call. Keeping

CASBO: The original social network!

This year we got lots of “Likes”... next year, we’re going for “LOVE!”

Even more Career Strand & Technology workshops!

PC Lunch Sessions & Biz Table Talks!

Dedicated California School Business Expo hours!

Plus all your favorite social networking events!

With General Session speakers

Sponsored by

ANNUAL CONFERENCE & CALIFORNIA SCHOOL BUSINESS EXPO

APRIL 13-16, 2016

Dan Thurmon

DIAMOND LEVEL

RUBY LEVEL

SAPPHIRE LEVEL

CONTRIBUTING EVENT

Elizabeth McCormick

Registration opens October 5, 2015. To register, visit casbo.org. Questions? Email us at pd @ casbo.org.

50

California School Business I Fall 2015

The California School Boards Association, in association with Piper Jaffray & Co., has partnered with the California Association of School Business Officials, and enhanced the Certificates of Participation program.

û Fixed and variable interest rate options û Flexible prepayment provisions û Capitalized interest û Flexible repayment schedules û Low cost of issuance û Education Code 17406 financings

California School Boards Association

3100 Beacon Blvd. | West Sacramento, CA 95691 | 800.266.3382

California School Business I casbo.org

51

CBO Certification – it’s a career changer CASBO CBO Certification assures you’re at the top of your game and enhances your short- and long-term career options, opportunities and goals.

Congratulations to the hundreds of school business leaders who have earned CBO Certification.

Melissa P. Abbey Bruce Abbott Ralph Alba Jean L. Aldrete James S. Allen Mark Allgire Thomas N. Allison Albert G. Alt Virginia Alvarez Tom R. Ancell Mary H. Andrade Mark D. Andreasen Christina Aragon James Arcala Jody T. Arriaga Tatia C. Ashby Elizabeth G. Atwood Julie A. Auvil, CPA Jeanette L. Ayala Norma Ayala Sheryl Bailey Christian P. Baker Laura Marie Banda Mary Jo S. Barnes John W. Bartolome Margaret J. Barry William HJ Bass Marcus Battle James Bauler Diane L. Baumhover Julie Bautista Herlinda Bazan Sherry O. Beatty Matt Beecher Helen Bellonzi Cecilia Belmontes James L. Berry Christeen V. Betz Brooke D. Bien Thuy B. Binh, CPA

Michael P. Bishop, Sr. Kristina M. Blandford Leigh Ann Blessing Steve Bolman Jack Boogaard Christopher J. Borunda Julie A. Boucher John Almon Bowes Debbie S. Bowman Jeannie Boyajian Valerie J. Braden Diane E. Branham Jacqui Breitenbucher Andrea Briano Jeffrey L. Brock Jeannette A. Brooks Dean Bubar Pam Buckhout Mary Ann Burke, Ed.D. Rich T. Buse Keith Butler, Ph.D. Cherie Cahn Kathleen R. Calbert Mary Kay Callaway Bill Campbell Melody Canady Donna Caperton Rosa A. Cardona Laura D. Carevic Eric Cederquist Michael Chapko Jesus Chavarria Sharon S. Chen Sandra Chen John Christ Jayne Christakos Vincent J. Christakos Michael Christensen Anne L. Clark Candi Clark

Robert Clark Michael Clear Lisa D. Cline Lisa M. Cockerton Bruce E. Colby Amanda C. Colon Sean P. Colt Denice Cora Leslie A. Corder Tova K. Corman Irene Cormane Irma Corrales Benita L. Cortez Kristopher S. Cosca Ronald Costa Aubrey Craig James Crawford Jane L. Crawford Rhonda L. Crawford Sara Crawley Alice T. Cuenco Larri “Megan” Curtis Issam T. Dahdul Darren Dang Lynn D. David Edward L. Davidson Sandra Davini Claudia C. Davis Dewayne D. Davis Lionel de Maine Richard G. De Nava Vicki J. De Palma Jenny M. Delgado Diane Deshler Julie DeWall Karyn Dexter Jamie Dial Oswaldo Diaz Stephen Thomas Dickinson Ryan T. DeGiulio

casbo.org 52

California School Business I Fall 2015

Pamela Dihel Eric Dill Jeff Dixon Michael Dodge Jose N. Dominguez Tina M. Douglas Mary M. Downey Janis Doyal Paula R. Driscoll Elliott Duchon Claudine T. Dumais Lora L. Duzyk Norma E. Dwyer Kevin D. Edwards Steven J. Eichman Ricardo A. Enz Patti Ernsberger Laura M. Estey Thomas V. Etchart Tamara Ethier JaMaar Everett Linda Fabre Harrison Favereaux Pamela Fees David I. Feliciano David P. Findley Charles S. Fischer Ginger D. Fitzgerald Joe D. Flores Ronnie G. Fortenberry Marcia Freesemann Martin Fregoso Justin Frese Brianna Garcia Erin G. Garcia Allan J. Garde Peggy J. Garispe Katherine L. Garrison David George Aleida Gerena-Rios

Elizabeth “Anne” Gibson Alan P. Giles Christina Giraldo Barbara A. Goodell Jennifer A. Goodner Karen A. Gosting Lizbeth Graham DeAnn Grames Laura B. Granadaos Meredith Greenwood Kimberly S. Greer Bernadette Y. Griggs George B. Grijalva Linda Grundhoffer Omar Gutierrez Vina Guzman Laurie L. Hackney Chuck Hagstrom Jolene A. Hale Lynda Haley Laurie A. Harden Sandra J. Harrington Shayleen R. Harte Catherine A. Hawes Koreena M. Hawthorne Diane Haynes Aaron Heinz Gaby Hellier Alicia B. Henderson Barbara Elaine Henderson Renee Hendrick Michael A. Henkel Maryann Henry Michelle O. Henson Ann Hern Jose M. Herrera Linda Himmel Bonnie L. Hinton Midge Hoffman Susan M. Hoge

Richard M. Holash Wanda L. Holden Tracy Holsey Sally Hopkins Ronald W. Hoppe Debbie Howard Catrina Howatt Jeanne Howland Eric Van Huynh Luis A. Ibarra Pearl A. Iizuka Glenn A. Imke Mohammad Z. Islam Sarah A. Jasmer David L. Jaynes Rebecca A. Jeffries Margaret Jette Suzanne M. Johnson Dominico S. Johnston Michael Johnston Linda Jordan Susan B. Junette Leonard C. Kahn Shariq U. Kahn Charlotte E. Kelsey Sharon M. Ketcherside Misty Key Alvina A. Keyser Cindy B. Kight Susan K. Killian Julie Macy Kimball Karen Kimmel Brian D. King Karen M. Kinney Kristen R. Kirk Peter J. Knapik Victoria A. Knutson Lynne M. Koll Christine Koltermann Patricia A. Kowalski Michael M. Krause Ann M. Lachance Diane L. Lacombe Sarah E. Lampenfeld Joseph T. Landon Veronica N. Lanto Luis Lara Donald A Laursen Pam A. Lauzon Shelley L. Leal Ronald N. Lebs Denise Lee Linda S. Legnitto Rebecca J. Lentz Cindy Leone

Anna Leung Ashley E. Lightfoot Erin E. Lillibridge Nancy A. Linder Rory L. Livingston Martin J. Lonza Joyce R. Lopes Sergio I. Lopez Jim Luyau Stephen G. Ma Denise L. MacDonald Gavin S. MacGregor Kraig L. Magnussen John Malone Ed F. Manansala Rolynne P. Manansala-Smith Cheryl Manos Stan Mantooth Robert A. Merical Marlana Benkula Jackie S. Martin Maria Fatima Martin Sean Richard Martin RReatha Martinez Mary H. Fell Mike Mathiesen Gary Y. Matsumoto, Ed.D. Keith B. Matsuo Julie A. McCarthy Steve J. McClain Christine R. McCloskey Robert H. McEntire Brett W. McFadden Jacqueline S, McHaney Nancy McKenzie Gretchen McReynolds Joyce A. Medeiros Nurmuhammet Melayev Christina L. Menicucci Mike Merrill Kristin L. Merritt Tanya Michel Judith C. Miller Mavis Mitchell Todd T. Mitchell Roberta C. Montalbano Leah A. Mullins Dawnlyn K. Murakawa-Leopard Gina R. Murphy Garrett Jeffrey S. Napier Carlene Naylor Jennifer L. Nerat Cheryl A. Newton Adele Nikkel Jeremy S. Nichihara

Jennifer L. Noga LeAnn R. Nowlin Cecile L. Nunely Debra L. Odetto G. Wayne Oetken Sunny C. Okeke Julie B. Olson David A. Ostermann Maria T. Palmer Dianne D. Parady Rex Patton Patricia L. Paulsen Janet C. Penanhoat Kirsten M. Perez Roberto Perez, Jr. Jamie D. Perry Christopher Peters Megan M. Pettis John Peukert Nancy T. Pfeiffer Mathew R. Phillips Kristen E. Pifko Cheryl A. Plotkin Denise B. Porterfield Kelly Porterfield Arnold Preciado Amy T. Prescott John J. Preston Dannielle Pusatere Josephine Hien Quach Robert F. Quinn Jaime Quinonez John E. Quinto Joe E. Ramirez Diana C. Rappaport Gregory W. Rash Margaret E. Reece Amy Reeh Candace Reines John J. Rey Liann Reyes Sherry E. Reynolds Dawn D. Riccoboni Karen E. Rice Wendy S. Richard Elizabeth A. Rico Bill Ridgeway Janet Riley Barbara A. Rivas-Orisio Todd Rivera Cheryl A. Robbins Alejandro J. Rojas Michele Rollins, Ed.D. Steven Romines Jennifer I. Root

Donna J. Rose Ted E. Rozzi Richard J. Ruiz Teresa Ryland Wael Saleh Dr. Jon D. Sand Felix Domingo G. Sarao Susannah M. Sbragia Christopher L. Schiermeyer Grant T. Schimelpfening Molly J. Schlange Art Schmitt Victoria S. Schumacher Rhonda S. Seybert Ami L. Shackelford Jane L. Shamieh Leigh A. Shampain Robert L. Shemwell Matthew R. Shipley Lowell Shira Gail Shirley Michael Simonson Swandayani Singgih Scott H. Singletary Susan Skipp Mona Smith Sheldon K. Smith Dennis Snelling Cesar Solorio Kari K. Sousa Cyndy Spano Teresea Spooner Jennifer A. Stahleber Mary T. Stark Jeffrey P. Starr Christine D. Statton Gary E. Stevens Mark E. Stevens Charles M. Strom

Debra I. Towne Anthony Tran CCindy Trujillo Fred Van Vleck KKim Ailes Vardanega Chris M. Vaz Linda K. Wagner Trevor A. Walker Pamela Wall Norma Anne Wallace Kara L. Wantlin Jeffrey D. Watkins Anita M. Weems Tommy D. Welch Ron Wheelehan Robert S. Whittenberg Richard G. Wiersma Jenelle K. Williams Lynda G. Williams Ron Williams Arlitha K. Williams-Harmon Jason Willis Elizabeth A. Wilson Edward Charles Winchester Carleen Wing Chandler Marcus L. Wirowek Jennifer L. Woods Biling (Nellie) Yang Debra Yates Kim Yi Hwa KT Yorba William H. Youhill, CPA Charmain D. Young Julia Yu Daniel Zaich Paul A. Zigler

Robert Suppelsa Sally D. Swan Judy Sylvester JJan Tabarez Habib Tahmas Joseph Tarantino, Jr. James C. Thomas Rebecca Thomas Monica M. Thompson Ruby D. Thompson Maria F. Thorpe Penny L. Timboe Matthew R. Tinsley Jacqueline A. Titus Matt A. Torres Mary E. Toscani

CBO certifications as of 8/15/15.

1001 K Street, 5th floor | Sacramento, CA 95814 | 916.447.3783 California School Business I casbo.org

53

CASBO book club S E C U R I T Y

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An executive talent agent, Brousseau has worked with firms such as Apple, Genentech, Symantec and more. She uses a seven-step process and provides readers with guidelines, stories and tips to create a long-term plan to make their innovative thoughts both real and replicable – thereby sparking sustainable change in their field.

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Definitely a must-read for CASBO members who are looking to make an impact.

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California School Business I Fall 2015

professional perspective

Career growth mindset

By Molly McGee Hewitt Executive Director

WHAT ARE YOUR PERSONAL EXPECTATIONS FOR CAREER GROWTH? Do you see a world of opportunities before you, or are you

pretty sure that the market for your services is limited or has maxed out? Do

you see potential, or do you self-limit your chances for advancement? Do you

and my colleagues may think I am differ-

as full of potential and assume we are the

old, too fat, too young, too skinny. You

future, or we can see it as a hostile future

ent or superior. Fear due to vanity - too name it, fear can take many forms. In most cases, it’s based on falsehoods that we accept as truths.

Arianna Huffington, author of

right people to take advantage of that with less opportunity for success. Either way we view it, our perceptions and perspectives become our realities.

The truth is that there has never been

create your career, or do you accept the

Thrive and creator of the Huffington Post,

a greater opportunity for positive, career-

Mindset is a significant contributor

your favor! What a great career-growth

advance. If you have honed your techni-

status quo?

to your future career success. Rather than try for advancement or new posi-

tions, many decide they are limited and won’t have a chance. They are too

young, too old, not experienced enough,

too experienced, too educated, have the

wrong kind of experience, are the wrong gender, wrong ethnicity, or it’s the wrong day, wrong year. If your mindset is limiting your expectations, then your career

growth mindset makes decisions for you

recommends acting as if the universe is in

mindset. Rather than focusing on what may stop you, expect that forces are conspiring toward your success.

als. In their jobs, they are often bottom-

and that evolution requires more than

line people. Numbers tell the story.

rejection – I don’t stand a chance. Fear of

failure – someone will find out I applied

and didn’t get the job, or what if I get the job and can’t do it? Fear of the unknown – they are looking for a candidate with this,

that or the other thing and I only have a bachelor’s degree. Fear of interviews – I could do the work but I will never sur-

vive the interview. Fear of my employer finding out – if they know I applied some-

where else, it will limit my potential here

and may cost me brownie points with my employer. Fear of success – if I get this job,

I will have to try to advance even further

leadership talents, and practiced positive

proactive communication, you are poised

to as an acronym for False Expectations tive mindset is guided by fear. Fear of

supervision practices, developed your

A positive career mindset can be an

obstacle for school business profession-

Accepted as Reality. Perhaps your nega-

cal skills, learned good management and

If your mindset is limiting your expectations, then your career growth mindset makes decisions for you based on false information.

based on false information.

The word “fear” has been referred

minded school business professionals to

The numbers may be in dollars, meals served, budgets, miles driven, students

served – but they always are dealing with

for success! The industry is evolving experience for advancement. Take a look at your career mindset and determine where it’s taking you. z z z

facts that have demonstrated value or understanding. Even a budget projection is much more than a positive attitude – it’s a figure based on a formula and the

realities of the organization. In some ways, school business leaders always are looking at potential losses and calculat-

ing worst-case scenarios. To change this proactive and conservative mindset can take a leap of faith.

We all have a career mindset. What

it is and how we choose to use it in our

reality is up to us. We can view the future California School Business I casbo.org

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advertiser index

Accounting, Auditing and Financial Services Christy White (619) 270-8222 www.cwacpa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Vicenti, Lloyd & Stutzman LLP (626) 857-7300 x315 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

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Consulting Services School Services of California, Inc. (916) 446-7517 www.sscal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Cooperative Purchasing The Cooperative Purchasing Network (888) 884-7695 www.tcpn.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Energy Efficiency Upgrades and Demand Management TerraVerde (650) 868-0410 www.tvrpllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Enrollment Impact Specialists DecisionInsite (877) 204-1392 www.decisioninsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Financial and Facility Planners California Financial Services (707) 544-7800 www.calschools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Financial and Human Resource Software Smartetools, Inc. (760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Financial Services Piper Jaffray (800) 876-1854 www.PJC.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Security Benefit (866) 330-8879 www.securitybenefit.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Stifel, Nicolaus & Company (415) 364-6839 www.stifel.com/publicfinance Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Financial/Human Resources Sungard K-12 Education (866) 905-8989 www.sungardk12.com/lead Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Fraud Prevention, Detection & Investigation Vicenti, Lloyd & Stutzman LLP (626) 857-7300 x315 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Healthcare Services/Insurance California Schools Joint Powers Authorities (909) 763-4900 www.scsjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19 California’s Valued Trust (559) 252-2500 www.cvtrust.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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California School Business I Fall 2015

Insurance Benefits/Services American Fidelity Assurance Company (800) 365-9180 www.afadvantage.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ASCIP (562) 677-2012 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 31

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Horace Mann Companies (402) 290-3116 www.horacemann.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Keenan & Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42

advertiser index

Legal Services

Retirement Benefits

Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Public Agency Retirement Services (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Mandate Reimbursement

Risk Management Services

School Innovations & Achievement (877) 954-4357 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

California Schools Joint Powers Authorities (909) 763-4900 www.scsjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Network Solutions, Servers & PC Solutions

Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Sehi Computer Products, Inc. (800) 233-7344 www.sehi.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 25

On-Demand Operations Management Software School Innovations & Achievement (877) 954-4357 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Public Finance Stifel, Nicolaus & Company (415) 364-6839 www.stifel.com/publicfinance Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

School & Office Supplies Office DEPOT (888) 263-3423 www.business.officedepot.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14

School Bond Underwriters Stifel, Nicolaus & Company (415) 364-6839 www.stifel.com/publicfinance Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

School Bus Sales Service & Parts Creative Bus Sales (909) 465-5528 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Student Information Services/Systems Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Infinite Campus, Inc. (651) 631-0000 www.infinitecampus.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Sungard K-12 Education (866) 905-8989

AD INDEX American Fidelity Assurance Company . . . . . . . . . . . . . . . . . . 8 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 ATI Architects and Engineers . . . . . . . . . . . . . . . . . . . . . . . . 11 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . . 28 California Financial Services . . . . . . . . . . . . . . . . . . . . . . . . . 18 California Schools Joint Powers Authorities . . . . . . . . . . . . . . 19 California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Christy White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Horace Mann Companies . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Infinite Campus, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Office DEPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Piper Jaffray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Public Agency Retirement Services . . . . . . . . . . . . . . . . . . . . 54 School Innovations & Achievement . . . . . . . . . . . . . . . . . . . . . 7 School Services of California, Inc. . . . . . . . . . . . . . . . . . . . . . 10 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . . 42 Security Benefit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 25 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . . 42 Smartetools, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Stifel, Nicolaus & Company . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Sungard K-12 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 TerraVerde . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 The Cooperative Purchasing Network . . . . . . . . . . . . . . . . . . 34 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . . . . . . 34

www.sungardk12.com/lead Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 56

California School Business I casbo.org

57

last words

”

Life isn’t about finding yourself.

Life is about creating yourself.

– George Bernard Shaw

310,000 The number of homeless students in California.

This includes children who are living in motels or shelters or doubling up with other families.

Source: EdSource

$50

MILLION The dollar amount of the School Climate Transformation Grants that will help U.S. schools train their teachers and staff to implement evidence-based behavioral intervention strategies that improve school climate and reduce bullying.

”

Become the kind of leader that people would follow voluntarily; even if you had no title or position.

– Brian Tracy

Source: President Obama’s Fiscal Year 2015 Budget Proposal

”

Leadership and learning are indispensable to each other.

– John F. Kennedy

+13%

The projected increase in the number of teachers in public elementary and secondary schools between 2011 and 2022 across the country.

Source: National Center for Education Statistics

Do you have an inspirational quote or interesting statistic to share with your colleagues?

Send your favorites to tdavenport @casbo.org.

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California School Business I Fall 2015

Choose a Guide who Knows California Education Finance Piper Jaffray is a leader in providing financial services for California school districts and community college districts.

Our team of dedicated K-14 education finance professionals has more than 150 years of combined experience and service to the education industry.

• General Obligation Bonds

• Interim Project Financing

• Certificates of Participation

• Debt Refinancing/Restructuring

• Mello-Roos/CFD Bonds

• GASB 45 Liability Funding

• Tax and Revenue Anticipation Notes

Piper Jaffray California public finance investment banking offices are located in Los Angeles, San Francisco, Sacramento and Orange County.

Mark Adler Managing Director 310 297-6010 mark.a.adler@pjc.com

Jeffrey Baratta Managing Director 415 616-1617 jeffrey.a.baratta@pjc.com

Rich Calabro Managing Director 310 297-6013 richard.n.calabro@pjc.com

Jin Kim Vice President 310 297-6020 jin.y.kim@pjc.com

Ivory Li Managing Director 415 616-1614 ivory.r.li@pjc.com

Trennis Wright Vice President 310 297-6018 trennis.l.wright@pjc.com

Timothy Carty Managing Director 310 297-6011 timothy.p.carty@pjc.com

Since 1895. Member SIPC and NYSE. © 2015 Piper Jaffray & Co. 1/15 CM-15-0052

California School Business I casbo.org

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California School Business I Fall 2015