CASBO School Business Fall 2017

California Association of School Business Officials

Fall 2017 Leveling the playing field Equity, diversity are a moral imperative for students, schools

Empowering positivity A look at robust movements to see the positive in education

9 steps to becoming an education advocate Legislators need – and want – input from education insiders

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contents

Volume 82 I Number Three I Fall 2017

departments 9

11

Checking in Timing is everything Molly McGee Hewitt

18

Bottom line Playing it forward Nina Boyd

13

In focus CASBO member profile: Jayne Christakos

15

In focus CASBO associate member profile: Jack Danielson

53

55

59

62

Book club How-to’s for ending carrot-and-stick leadership Leadership Is leadership, leadership?

26

Out & about Last words

interview 26

Tatyana Kleyn Professor, filmmaker, author is an expert on the immigrant student experience Julie Phillips Randles

cover story 36

46

Leveling the playing field Equity, diversity are a moral imperative for students, schools Linda A. Estep

features 18

Empowering positivity A look at robust movements to see the positive in education Sue Poremba

46

9 steps to becoming an education advocate Legislators need – and want – input from insiders Jennifer Fink

California School Business / casbo.org

5

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 15,000 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 entire

Julie Phillips Randles Linda A. Estep Sue Poremba

CASBO MISSION As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional

design/layout

Sharon Adlis

advertising art

Tracy Brown

casbo officers

leaders; advocates for, and supports the needs of members; and sets the standard for excellence

president

through top-quality professional development and mentorship, meaningful collaboration and communication and unparalleled innovation.

CASBO BY DESIGN the organizational planning discipline as a method

Tatia Davenport

Jennifer Fink

career’s worth of growth opportunities.

For the past 15 years, CASBO has been dedicated to

Molly McGee Hewitt

Nina Boyd Orange County Department of Education

president-elect

Christina Aguilar Arcadia Unified School District

vice president

Molly Schlange University Preparatory School

immediate past president

for guiding the association into a successful future.

Melissa Anderson San Bernardino County Superintendent of Schools

In 2012, the association embarked on its fifth such plan, CASBO by Design. This living, breathing document guides the association in its long-term

advertising sales manager

planning process, which is grassroots in nature, invigorating in procedure and motivating in outcome.

CASBO has long been committed to organizational

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

For more information on CASBO by Design, visit casbo.org, click on “About Us” and then select “CASBO by Design” from the drop-down menu.

www.casbo.org 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. Submit address changes online by logging into your account profile at www.casbo.org.

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 2017 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 2017

6 California School Business / Fall 2017

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8 California School Business / Fall 2017

C H E C K IN G IN

Timing is everything Not long ago, I was driving from Sacramento to Redding for a meeting, and since it was late summer, I was looking forward to the ride and the views that come with it. Summertime on Interstate 5 means you’ll see trucks carrying tomatoes, onions, garlic, hay, and a wide assortment of vegetables and fruits. The route also takes you past rice paddies and expansive fields filled with huge yellow California sunflowers, which are a truly magnificent sight when they’re in bloom. To my dismay, I was too late. I had missed the sunflower blooms and all I saw were blandly colored fields full of wilted leftovers. In a short matter of weeks, those fields had gone from glorious to ugly as sunflower season came to an end. It reminded me that in life, in our schools and in our world, sometimes timing is everything.

Which brings me to CASBO President Nina Boyd and her theme for the upcoming year. The theme Nina selected for her presidency – Diversity, Character and Inclusion – could not have been better timed. The racial, religious and political divides in our country are reaching a fever pitch in some geographic regions. Fear, hate and violence are occurring, and innocent lives are being affected. Nina’s theme speaks volumes to healing, understanding, and embracing and working cooperatively and collaboratively with all people.

It’s a theme that got me thinking about my childhood. I was born in the late 1950s to white, lower middle-class parents. My mother was a hairdresser from Kosciusko, Mississippi, and my father a California-born oil worker. We were a white family trying to create a life in the Golden State. My parents had strong opinions on everything from race to religion to politics. In all honesty, I knew early on that I did not share those opinions! While I loved my parents, I decided at an early age that discrimination, racism, sexism and all forms of segregation and division were not what America was about.

We were the land of the free and the home of the brave. We were the country that fought for civil rights, ended slavery, promoted free speech and welcomed people from around the globe to our shores. We were the people who stood up to the oppression of others around the world and fought for the credo that all men and women are created equal.

Today, as the CEO and executive director of CASBO, my time in leadership gives me a front-row seat for both the greatest opportunities and the greatest challenges facing our association. I have witnessed CASBO’s tremendous growth, from a few thousand members to a four-fold increase.

From a profession that was once very much a closed club to an industry that includes all people. From an association limited by numbers and positions to an organization that recognizes the growth and potential of school business professionals from entry to executive levels. I get to live my values and my beliefs as I serve our membership.

The opportunities before us are truly amazing. Where we go is up to our leadership and our membership. Our challenge will be to value and honor our traditions while embracing our opportunities. The CASBO of 2017-18 will be different than that of the association 50 years ago, 20 years ago and even five years ago. Just like the evolution of those sunflower fields and the bigger world around us, our association is evolving and growing. Our strength lies in our theme this year. Our diversity brings innovative ideas and new talents and welcomes all people to the profession. Our character reflects our values, our ethics and our ability to lead public schools. Our inclusion speaks of practicing that diversity and character and will be reflected in our membership, our programs, our advocacy and even our responses to what lies ahead. Since timing is everything, now is the time for CASBO! Please join us as we make a powerful and significant impact on the public schools of California. z z z

Molly McGee Hewitt CEO & Executive Director

California School Business / casbo.org

9

10 California School Business / Fall 2017

B O T T O M L IN E

Playing it forward As i write this column, I’m reflecting

you may have different reactions to this

imagined that my first job as an account

ing that some groups have been limited

on my journey in school business. I never clerk in the Santa Ana Unified School District would lead to my position as

associate superintendent for community

and student support services with the Orange County Department of Education.

Nor did I envision the opportunity to serve as casbo president. My story, while

theme. For some, it’s about acknowledg-

in the opportunities or advantages open to them. To others, it may challenge their thinking about recruiting and training. It may even cause some to worry that they

will not get an advantage that’s available to someone else.

As a woman of color, I recognize there

in different districts, with different titles,

have always been barriers and obstacles.

school business today.

sought to create a profession where all are

is the story of most of our colleagues in

We have a unique opportunity before

us. We’re welcoming thousands of new

members to casbo and our profession.

As veteran school business professionals

retire, new opportunities arise, positions

are redesigned and job qualifications expand. If you read casbo’s Job Listings

or EdJoin, you’ll see that more positions

I never chose to dwell on those issues but welcome and encouraged to succeed. I’m

grateful to my parents who pointed me in the direction of what I could accomplish,

didn’t remind me of what might get in the way, and taught me that my achieve-

ments were not mine alone but served to

fession and work to create expanded

As we go to print, I’m aware of the

officials. To work with our leadership

show others endless possibilities.

than ever require degrees and prefer cer-

domestic terrorism in our country, includ-

in a variety of disciplines.

I’m deeply saddened that in 2017 we’re

tified professionals with proof of training Gone are the days when school

business was an auxiliary to an efficient school district’s leadership. Today, we’re

partners with our instructional and administrative colleagues. We’ve finally

learned that a house divided against itself will fall. Bringing students, families, community, instruction and adminis-

tration together creates better systems.

ing the recent tragedy in Charlottesville. still in conversation on acceptance and

inclusion. Could this type of hatred and

violence come to California? Absolutely!

But my hope lies in the people of our

success for all.

This year, I’m focusing on Diversity,

Character and Inclusion. Depending on your age, race, gender, socioeconomics,

education and even your experiences,

ment, certifications and job advancement are open to all qualified and motivated candidates.

I also plan to play it forward with our

ensure the best for students, staff and the

divides us.

Our opportunity today is to embrace

hire the most-qualified talent, that equity

the rippling that’s necessary to continued

for a future where professional develop-

together to stop the extremism that

and inclusion. We must stand and work

of our talents, energy and skills creates

exemplifying the “butterfly effect” and

committees, and professional staff to plan

elected officials, telling them our story

diversity and learn from what’s happen-

an exciting and dynamic organization,

team sections, professional councils and

state and their commitment to diversity

When we enhance and support student success and achievement, the alignment

opportunities for all school business

ing around us. We must ensure that we

and trying to influence their decisions to educational community.

Can I count on you to play it forward

with me? z z z

and equality exist in our practices, that all students and families have access to

our services, and that casbo continues to lead in this area while promoting best

Nina Boyd President

practices that welcome diversity.

My role as your president is to play

it forward – to recognize all that I have

learned and received from our pro-

California School Business / casbo.org

11

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IN F O C U S

Jayne Christakos She lauds the value of serving as a casbo member leader

By Lisa Kopochinski

Photography by Hope Harris

JAYNE CHRISTAKOS CREDITS CASBO WITH HELPING HER overcome a fear of public speaking.

A member for two decades, she was serving on a CASBO research and development committee years ago and recalls, “We always shared our project in a fun way by performing skits that included music and dancing. Between CASBO and Toastmasters, I am able to engage in public speaking without the anxiety I used to feel. I would not be a CBO today without this very important skill.”

In her current position as chief business officer at San Bernardino City Unified School District, Christakos works closely with Superintendent Dale Marsden’s cabinet to achieve the district’s goals.

“I am responsible for budget, accounting, purchasing, risk management, employee benefits, technology, nutrition services, facilities planning and development, maintenance and operations, transportation and energy management. We have so many opportuni-

ties every day in San Bernardino to make a difference for over 50,000 students.”

Christakos says what she loves about her job is the opportunity to work with some of the most inspiring and outstanding leaders she has ever encountered in her career.

“I believe in coaching and mentoring individuals and teams so they can be the best.We’re all so fortunate to be a part of school business. We provide the support needed so teachers and site administrators can focus on the most important thing… the student​ ​in​ ​the​ ​classroom.”

Although her position keeps her very busy, Christakos has also made time to be involved in CASBO. She’s a member of the CBO Professional Council and is serving in her second year as chair of the Legislative Committee.

“CASBO has done great work in this area and deserves a lot of kudos for its involvement in advocating for policy in the areas of school business and finance,” says Christakos.

“Some of the benefits I derive from being involved on this committee are sharing the impact decisions will have on my district, as well as all districts. It’s fun to delve deep into education bills and research the impact to public agencies.”

Originally from Beaumont, California, Christakos received a Bachelor of Science in Business Administration from California State University, San Bernardino, followed by a Master of Arts in Management from the University of Redlands. In 2008, she earned her CBO Certification from the Fiscal Crisis & Management Assistance Team and CASBO. “We’re in a fast-changing world and we have to run to keep up and provide​​the​​best​​ systematic​ ​support​ ​for​ ​our​ ​students,” she stresses. “I can’t emphasize enough the value of serving on professional councils or other CASBO committees. The best thing you can all do as leaders is to develop your staff.

CASBO is an outstanding resource that will grow and develop your team!” z z z

California School Business / casbo.org

13

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IN F O C U S

Jack Danielson Former teacher, coach enjoys second career in financial services

By Lisa Kopochinski

Photography by Hope Harris

JACK DANIELSON LAUGHS WHEN HE RECALLS HIS teenage desire for a college basketball career at California State University, Chico, which would then be followed by a trip to the NBA. “I was vertically challenged and unable to run and jump well enough for the big time,” he says. “So, instead I majored in social science and physical education and became a teacher and high school coach for 28 years.”

Looking for a change and wanting to work with his educator peers on retirement planning, Danielson furthered his studies and earned a certified financial planning degree.

“I opened a business in Chico called Golden Apple Insurance and Financial Services in 2009 to work with educators and their families. After seven years, I took a position with the Horace Mann Insurance leadership team to help meet the needs of educators throughout the state.”

Today, as regional vice president-California for Horace Mann – a longtime CASBO associate

member – Danielson believes it’s critical to be an active participant in the association so he can build trusting relationships with school districts throughout the state.

He says the main benefit he derives from CASBO membership is the opportunity to support one of the most important industries in California.

“Nothing is more important to our state and culture than education. We look forward to letting every district know about who we are and what we do. We can make a huge difference for their district, their employees and their students – all at no cost to them.”

His team of agents is expert in California’s pension systems, loan forgiveness programs, professional liability insurance and personal insurance specifically for educators. They’re also authorities in 403b plans and retirement.

also works hard to build relationships with CASBO, the Association of California School Administrators and many other organizations, including universities. Developing key relationships allows us to build trust so these organizations can see that our goal is to help educators build their futures.”

While Danielson loved his former career as a teacher and coach, his present position allows him to do what he does best – educate people and help them make good decisions.

“I care deeply about others and their wellbeing and knew I could make a difference for my colleagues everywhere. There is no better, more rewarding and important career than education. I tell others to not get bogged down by the noise from outside. Our students need you to help prepare them for what lies ahead. It is the career that makes all other careers possible.” z z z

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A look at robust movements to see the positive in education

18 California School Business / Fall 2017

F E AT U R E

California School Business / casbo.org

19

By Sue Poremba For most of us, monday is not a day to celebrate; it’s a day to endure after

a weekend away from (hopefully) the stresses of the work week.

focusing on the positive decreases stress levels and increases happiness.

But let’s be honest: Focusing on

Sean Gaillard, principal of Lexington

positive trends isn’t always easy for

Carolina, was definitely feeling that

the front line of bad news, having to deal

Middle School in Winston-Salem, North

“ Negative news increases our stress levels by 27 percent, and this stress hurts our ability to learn or function at our best.

Conversely, focusing on the positive decreases stress levels and increases happiness.”

learn or function at our best. Conversely,

stress and he was fed up with the negativity that was seemingly everywhere

– in the classroom, on social media and in the news.

As he read the book “School Culture

Rewired: How to Define, Assess, and

school business leaders. We are often on daily with issues like budget cuts, teacher

shortages and crumbling infrastructure, just for starters. What needs to be done

to get us to think more positively and engage in positive trend sharing?

It involves restructuring the mindset

Transform It” by Steve Gruenert and Todd

a bit, says Lombardo. Humans have a

tence he read on page 13: “If you want to

whole. Situations are either good or bad.

Whitaker, Gaillard was inspired by a sen-

bust a culture, celebrate Monday.”And #CelebrateMonday was born.

“Social media and media in general

default to negativity,” says Gaillard.

“That’s partly what the Celebrate Monday hashtag is responding against.”

Gaillard’s #CelebrateMonday

tendency to look at things as a universal

“People have a belief that if they focus on the positive, they are ignoring the nega-

tive. What’s important to realize is that it isn’t all or nothing. You can focus on the

positive while still addressing the issues that need to be addressed.”

The trick to generating a more

initiative is part of a growing movement

positive outlook is to recognize what it

While many of these programs focus on

easy to stay mired in problems, to see all

to accentuate the positive in schools.

promoting positive messages to students

and teachers, school business leaders can also benefit from these movements.

After all, we can all use some good

news, especially in California schools, where mandates weigh down administration and many districts still struggle to recover financially.

is you want to create or accomplish. It’s the gloom and doom, but this is a bad

position for leadership to be in. You are

the people who set the overall outlook for the district. If you’re intensely focused on

the negative, that will trickle down to the

principals, teachers, students and even the community.

THE KINDNESS FACTOR WHY POSITIVE TRENDS MATTER

According to Elizabeth Lombardo,

psychologist and author of “Better Than Perfect: 7 Strategies to Crush Your Inner

Critic and Create a Life You Love,” negative news increases our stress levels by 27

percent, and this stress hurts our ability to

20 California School Business / Fall 2017

It’s easy to say that trending positive

promotes happiness and less stress,

but it’s not as easy to put it into action.

How can leaders take a more positive

approach and emphasize the good things happening in their district? Lombardo says it all begins with kindness.

“Kindness is the easiest way to feel

happier,” she said. “It’s human nature to

ONE BILLION ACTS OF KINDNESS

way to create positive feelings.”

Education (doe) started the 1 Million

want to help other people and a simple

The Orange County Department of

Look at the positive news stories that

Acts of Kindness program as a way to

are generated when someone in a school commits a simple act of kindness. When

the football hero invites a special-needs

help young people with their social and emotional development.

“We felt that the vitriolic dialogue

classmate to the prom, a cafeteria worker

we see today – the caustic, sharp, bit-

getting lunch or students start an initia-

the classroom,” explains Al Mijares,

goes out of her way to ensure all kids are

tive to stop bullying, the story spreads across social media and lands on national news sites.

When talking to school boards, that’s

a story that leadership can point to and

ter dialogue – is making its way into

Ph.D., Orange County superintendent of schools. “We needed to change the trajectory of that culture to something more uplifting.”

One school in the district vowed

say, “This is the good stuff happening in

to attempt one million acts of kindness,

As wonderful as those stories are,

billion. “Some people thought a billion

our school.”

however, they are exceptions. They can

be the beginning of something positive, but it is up to school leadership to use everyday events to create an authentic

positive outlook throughout the district.

And it begins with kindness.

“ We felt that the vitriolic dialogue we see today – the caustic, sharp, bitter dialogue – is making its way into the classroom.”

but Mijares thought to expand it to a was hyperbolic, but I said, if you can

count money to a billion, why not acts of kindness?”

In finding a way to make this change,

it was important to find a project that

would recognize each individual’s

California School Business / casbo.org

21

“voice,” regardless of the divergence of

“ School business leaders play a powerful role. They are the ones with the greatest influence in the district. They are the ones who affect the overall climate.”

thought. Orange County doe decided

making a seamless transition from the

kindness.

the district. “School business leaders

to do this through acts of civility and Sure, some days it might feel like

those acts are contrived – no one is in a

happy, kind mood all the time – but even when they feel forced, everybody wins because the activity changes the cul-

ture of the district. Mijares says they’ve witnessed improved attendance and de-

creased suspension because there’s more

willingness to give everyone a chance to

schools into the business offices within play a powerful role. They are the ones

with the greatest influence in the district.

They are the ones who affect the overall climate.” Because of that, he notes, add-

ing acts of kindness makes sense. If they are conducting themselves in a kind manner, others within the district will take notice.

Take meetings, for example. How

engage and express their voice.

the chief business official (cbo) handles

of the initiative’s success. “It’s changed

how the meeting goes, and in turn, that

“I admit, I’m shocked,” says Mijares

people. It’s powerful.”

22 California School Business / Fall 2017

Mijares also sees the initiative

situations and problems will determine

affects how leadership will approach its

workload. “If the cbo is in the meeting

company’s corporate responsibility goal

ing kind, that makes all the difference in

Everyday Acts of Kindness was born.

with a growth mindset of civility and be-

the world with respect to their message,”

to leave the world in a better place. So As an insurance brokerage company,

says Mijares. “People are much more

Keenan & Associates regularly deals

are there to bully them.”

life, such as abuse, injury, molestation

willing to listen if they don’t think you Kindness needs to be embedded in

everyday dialogue, Mijares adds; oth-

erwise, you lose it. That could include

starting meetings with an anecdote from within the school district that generates good feelings or sharing a piece of good

news that shines a positive light on the district.

“We have a responsibility to help

kids understand how to respect others and to speak without attacking others,” Mijares says. That can be modeled in leadership.

EVERYDAY ACTS OF KINDNESS

School leadership can follow the example of other community leaders.

with the unfortunate situations in school and similar claims that no one wants to think about. Since they began working with school districts to implement the Everyday Acts of Kindness program,

Stephens has seen results similar to those of Orange County doe – bullying and

absenteeism have decreased, and kids report feeling better about themselves.

“This program has tremendous impact at the school level and within our own company,” he says.

Rather than focus on the acts of

kindness, Stephens says his company’s

goal is to create an overall culture of kindness. “How can you ingrain this and make

it part of your school culture?” Stephens muses. Again, it starts at the top.

School leaders are the first to know

In Anaheim, Mayor Tom Tait knew a

how limited their district resources

was for people to be kinder to each other.

how quickly those resources are de-

child with a terminal illness whose wish The mayor agreed and decided to make

kindness his election platform, starting a Year of Kindness campaign and working

with Orange County elementary schools

are and, when something goes wrong,

pleted. A kindness campaign throughout

the district can preserve these valuable resources.

Take bullying, for example. Schools

in an effort to make Anaheim the “City of

are now being sued for suicides caused

the program and not only praised it, but

sources and casts a negative shadow over

Kindness.” The Dalai Lama heard about

also came to Anaheim to celebrate his 80th birthday because of it.

John Stephens, senior vice president

with Keenan & Associates, a casbo

Premier Plus partner, says, “My com-

pany’s president was very moved by this. Wework with hundreds of schools throughout the state. We thought, why

can’t we do something similar with

these schools?” The idea fit in with the

“ We have a responsibility to help kids understand how to respect others and to speak without attacking others. That can be modeled in leadership.”

by bullying incidents, and this drains rethe entire district. Because students who are bullies are tuned into the negatives

in their world and may not see many (or any) positives, they lash out. Introduc-

ing a culture of kindness into the school provides a positive atmosphere for such students, which in turn decreases bul-

lying. That not only saves resources for the administration, it also allows school

leaders to then use the positive news of

California School Business / casbo.org

23

decreased bullying as a way to promote a more optimistic attitude about the district.

of social media and hashtags to share good things.

“You are the storytellers of your

“Kind acts help a school business

schools,” says Gaillard. Think about

port what they’re all trying to do, which

tion offices. It’s usually when there has

official reinforce positive culture and sup-

is create an environment for kids to thrive and prosper, academically and socially,” says Stephens.

#CELEBRATE MONDAY

Kinder schools are more positive schools.

evidence to the good you’re doing. You

of negative press that no cbo or super-

intendent wants to deal with. “There’s

nothing wrong with creating a positive press release delivered to your staff to

erment,” says Gaillard. “It adds hard just have to do it.” z z z

Sue Poremba is a freelance writer based in Central Pennsylvania.

share good stories.”

Good stories, he adds, are qualitative

ernment for funding or to add programs.

24 California School Business / Fall 2017

“Leveraging social media to promote

been a tragic event, or some other type

the community. That’s where moveleadership: by using the marketing value

how to promote them.

the positive trends is about empow-

data about your school that can be used

ments like #CelebrateMonday benefit

always happening. You just have to know

when journalists show up in administra-

Now that your district has reached that goal, it’s time to share the good news with

back on, showing that good things are

when approaching the public or the gov-

Sharing positive stories in social media gets the word out and is a record to fall

Weigh in on our social media sites.

Find links at casbo.org.

Are your teachers questioning their career choice?

With financial pressures of student loans, concerns about achieving financial goals and the stress of uncertain education funding, some teachers are considering leaving the career they love.

How can you retain your staff when budgets are already tight? Consider partnering with businesses to add employee programs. Horace Mann can provide quality financial education workshops, explain proven ways to secure classroom funding and offer extras like a teacher recognition program.

For information about Horace Mann and how we can help your schools and your employees, visit schools.horacemann.com or contact us at 866-999-1945.

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California School Business / casbo.org

25

26 California School Business / Fall 2017

IN T E R V IE W

Tatyana Kleyn

Professor, filmmaker, author is an expert on the immigrant student experience

By Julie Phillips Randles

Tat ya na K l e y n ’ s pat h t o h e r position as an associate professor a n d d i r e c t o r of the Programs in Bilingual Education and Teaching

English to Speakers of Other Languages (tesol) at The City College of New York

But she prefers to let her documentaries

and “Una Vida, Dos Países [One Life,

As the director of “Living

(Back) in Mexico” (unavidathefilm.com),

and books speak for her.

Undocumented: High School, College and Beyond” (livingundocumented.com)

Two Countries]: Children and Youth Kleyn is calling attention to facets of students’ lives that many Americans never

started as a first grader.

She arrived in the u.s. as a Jewish

political refugee from Latvia, a country in

the Soviet Union bloc, when she was 5. “I

saw what it was like through the eyes of my parents when you come to this coun-

try and you don’t speak the language,” she told the New York Times.

And that was with the family’s legal

status providing support and opportunities that some of her students at City College can’t access today.

So it’s no surprise that she earned

her Ed.D. in international educational

development at Teachers College, Co-

lumbia University, focusing her research

on the intersections of bilingual and multicultural education in Spanish, Haitian

Creole, Chinese and Russian bilingual

classrooms. Or that Kleyn is a Public

Photography by Tim Porter

Scholar for the New York Council for Humanities and the recipient of the aera Bilingual Research sig Early Career

Award. In 2014-15 she served as presi-

dent of the New York State Association for Bilingual Education (nysabe) and was a Fulbright Scholar in Oaxaca, Mexico.

California School Business / casbo.org

27

Tatyana Kleyn

suspect: mainly, that almost 61 percent of

Mexican families return home with their English-speaking, u.s.-born children.

“I want us to think in the United

States about migration not just as linear

themselves “the New Dreamers”) with

It was in some ways humorous,

their education needs.

but also very powerful. It reminded me

her experience and her work:

complex issues with young children. This

We sat down with Kleyn to discuss

that there are ways we can address very book problematizes how people are as-

but as cyclical,” she has said. “They [transborder students] can offer their

What’s the last book you read and what did you learn?

signed labels; in this case, how alien is an

bilingualism, their multiculturalism, their perspective of the world. They have

I was recently reviewing children’s books

immigrants.

an understanding of the immigration

about immigration, and the last one I read

really left me with a strong impression. It was a bilingual book called “Mama the

What’s something you thought you knew that you were wrong about?

Alien/Mamála Extraterrestre,” written

by René Colato Laínez. It’s about a little

I would have to say that I grew up

girl who finds an identification card that

believing I was dumb. I came to this

country at age 5 and hadn’t gone to

policies beyond many adults.”

Her involvement now extends

to working with educators to under-

stand this student population segment,

and she’s even launched a GoFundMe

account as a way for concerned individuals to directly support a group of

returned students from Mexico (who call

28 California School Business / Fall 2017

has fallen out of her mother’s purse. The card says she’s an alien, so the little girl

becomes confused and tries to figure out if her mom is indeed an alien.

official government term used to describe

school or learned to read in my home language, Russian. I always had a hard time with reading and writing in English and school in general. I never got good

grades, was always in the lowest reading

group – you can call these groups what-

ever you want, but kids know where they stand.

I was regularly being pulled out for

special help. It was only when I started

learning about bilingual education and the importance of having a foundation in

your home language, especially in terms of literacy, that I understood the reasons for my difficulties. I had been learning to

read in a language I didn’t understand!

And I had no concept of what it meant to

read, so it was never about making meaning. I was just making sounds, random

And children are very perceptive – they

born in another country. I even went by

Now I understand that it wasn’t

children behave differently, and parents

sounded more “American.” But in spite

sounds. And it felt like torture!

me who was dumb, but our education

system that is flawed for many emergent bilingual students who don’t have the

chance to develop a literacy foundation

in the language they know best. So as a result, they feel like they are less than (others).​

are feeling this, too. Schools are seeing

and family members are becoming less involved in schools. They are skipping

events and not attending conferences with teachers.

“Tanya” instead of Tatyana because it

of how quickly I picked up English, it

wasn’t a panacea and school was always an uphill battle.

I struggled in the early years and

We have to remember that at the end

well into high school, but somehow I

so these fears make sense. But schools

in community college, which gave me a

of the day, schools are an arm of the state,

have to remind families that their job is to

made it to, and through, college. I began

good place to start, and ended up getting

What happens to learning for students who are living with concerns about deportation?

serve them and their children, regardless

Just imagine there’s a risk that someone

What do you remember about your early school experiences?

predicted that!

away, or a parent or grandparent who

We came to this country as political

being on alert and never knowing when

what was at that time the Soviet Union.

different elementary schools!

You saw firsthand what it was like for immigrants who come to the U.S. and don’t speak the language. As an authority on bilingual education, what do you feel is the biggest obstacle immigrants and their children face when it comes to ESL proficiency?

country – from big cities to the smallest

my parents pulled me out of rather quick-

isn’t the English, but it’s losing the home

daily basis.

learned half the day in Hebrew and the

may come out of nowhere and take you

raises you. Imagine that feeling of always you might be seeing a loved one for

the last time. Now try learning math or science with this feeling. It’s really hard, if not impossible. Yet that’s the situation so many of our students across this

rural communities – are living with on a Given that the new administration

has widened the net regarding who can be detained and eventually deported,

there’s an increased level of fear and anxiety in immigrant communities.

of immigration status.

refugees to escape the anti-Semitism in

My first experience with schooling was in this country, in Columbus, Ohio, where

we were resettled. I actually went to five

my doctorate at Columbia University.

I don’t think anyone who knew me in

my early years of schooling would have

The first was an inner-city school that

Believe it or not, the biggest obstacle

ly to put me in a private school where you

language. In this country, we put all our

other half in English. And I didn’t speak either, so I struggled a lot.

Eventually, I learned to speak English

– rather quickly – and was embarrassed to utter a word of Russian or admit I was

efforts into teaching English to immigrant children and children of immigrants. But they always learn English. The problem is,

in that journey, we do not offer bilingual

education programs, and students cannot learn in their home language until either

California School Business / casbo.org

29

Tatyana Kleyn

high school or college. And in most cases,

English language education, not separate

I was working with two u.s.-born sisters

from it.

in elementary school who are in Mexico in the U.S. to work and send money.

be studying current events on a global

You’ve said that children often have a better understanding of immigration policies than many adults. What do you mean by that, and what big ideas have you heard from students about immigration?

scale, learning from multiple perspec-

tives and being critical of them. And

Let me share a story that solidified this

all of this should be included in their

for me. I do research in Oaxaca, Mexico,

drawing, one of them wrote, “I wish the

a state in the southern part of the country.

the classes are not geared toward these

students. So it’s not just strong English

that is needed in the 21st century, but bilingualism or multilingualism.

But we also need to look beyond

languages to the type of content learn-

ing students are receiving. They should

with their mom, while their dad remained Because their dad is undocumented, he

can’t visit them. If he does, he risks not being able to return.

I asked them to draw a picture

about the u.s. and Mexico. Under the u.s. government would help me see my dad.” For a 9-year-old to have that type

of understanding about how government policies – or the absence of them – impact her family showed me that she gets it and that politicians who often write these policies or vote on them just don’t.

What can school leaders do to support immigrant and bilingual students during these challenging times?

First, school leaders need to keep up

with changes related to immigration, and

that’s easier said than done! The next step is figuring out how or if that will impact

their students and families. And of course it’s important that faculty and staff also have this information, too.

This means that school leaders

should create a plan of action, and at the local level, schools should think through the implementation as well as additional building-level interventions.

For example, school districts and

universities have created procedures

in the event that immigration officers show up at their school or campus.

Some schools are also offering “Know

Your Rights” training for families, and reinforcing the idea that all immigrants

– regardless of status – are welcome and deserving of a quality education. This

must be done in the languages spoken in the school communities.

These are scary times for

undocumented and mixed-status

30 California School Business / Fall 2017

families, and schools cannot look away.

They must be on the front lines.

Your research shows that many families return to Mexico because they could not make it economically in the U.S. or couldn’t bear to be separated from their families. Has this happened with any other immigrant group on as large a scale in our nation’s history? What do you attribute that to?

closely, the way immigrants have been

enough in the u.s. They are also called

presence is contested, and even the way

There are a number of ways educators

received in this country, the way their

some return, has been rather similar over time.

names and teased for these differences.

can help with this transition. I always say we can’t just teach about immigration

from a historical perspective, we have to

connect it to present and go beyond Ellis

Right, there are many reasons people

What types of discrimination do children and teenagers suffer when they move to Mexico after having spent all or the majority of their lives in the U.S., and how can educators help them before they make that transition?

return or repatriate, besides deportation.

In my work, economics and family were

In some ways, these students have an

the two main reasons; but others have

advantage because they speak English

to highlight these students’ transborder

and read and write it, too. They also have

also found that people return so their kids will know their country of origin or even because it was in their plans all along.

So there are a range of reasons for return

that go along the continuum, from force to circumstance to choice.

And although there may be greater

attention to the way immigrants from

a more nuanced understanding of living

between two cultures. But when they are in Mexico after being born or raised in the

u.s., they experience many challenges.

Children and Youth (Back) in Mexico” stories. It’s available for free online at

unavidathefilm.com. We also created a 90-page bilingual Spanish-English curriculum for secondary schools.

We need to create more bilingual

programs, in the u.s. and Mexico, so

some Mexicans also speak indigenous

Most did not have bilingual

comes to reading and writing in the lan-

immigrants of today. Yet when we look

We made “Una Vida, Dos Países:

they are rather different.

peers, once they start speaking, it’s clear

for example, return migration was at

immigrants of the past and vilify the

museum there.

students will be able to perform aca-

education programs in the u.s. and

very high levels. We tend to glorify the

fascinating and everyone should visit the

Although they often look similar to their

Mexico are going back, this is nothing new. During the Great Depression,

Island, although I do think Ellis Island is

struggle with Spanish, especially when it

demically across languages. And because languages, which are often off the radar,

including them in the education of some transborder students is critical as well.

Beyond pedagogy and programs,

guage. They are often not seen as Mexican

what’s most important to remember

they are sometimes not seen as American

mense amount of resources and are the

enough in Mexico, and on the flip side,

is that these students bring an im-

California School Business / casbo.org

31

Tatyana Kleyn

responsibility of educators in both na-

Whether immigrants are refugees or

to move across the u.s., Mexico and other

naturalized citizens, there is still the

tions, and they will inevitably continue countries as well.

What effects do the differences in U.S. immigration policies for legal refugees vs. legal or undocumented immigrants have on kids’ ability to learn and the educational opportunities they receive?

First, I want to say that even when you do have a status that allows you to

be in this country legally, that doesn’t mean everything is easy, not at all.

32 California School Business / Fall 2017

There has also been an increase in

legal permanent residents or even

anti-Muslim rhetoric, while racism and

struggle with learning a new language,

at a disadvantage to succeed and fulfill

culture and country.

Immigrants often struggle

financially as well and have to contend with anti-immigrant sentiments lo-

cally and at the national level. And many immigrants are confronted with hyper-

policing of brown and black people. They may be victims of hate crimes due to their

religion, or for being, or being perceived to be, lgbtqi.

xenophobia continue to place immigrants their potential. All that is to say, there’s a

lot of work to be done in this country for all our immigrants! z z z

Julie Phillips Randles is a freelance

writer based in Roseville, California.

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California School Business / casbo.org

35

36 California School Business / Fall 2017

COVER STORY

Leveling the playing field Equity, diversity are a moral imperative for students, schools

By Linda A. Estep Ryan Smith is fond of describing the current trend of equity in education as

“the coconut water that everyone talks about but nobody is drinking.”

Progress does seem to be at a pace of

sips rather than gulps.

Smith is the executive director of The

Education Trust–West (Ed Trust–West), a research and advocacy organization

focused on educational justice and high

academic achievement of all California students, particularly those of color and living in poverty. He is a prominent “goto” champion of the equity movement, often coaching districts on tackling dis-

parities in current practices and assisting them in developing strategies to close achievement gaps.

DEFINING EQUITY

“Equity is a vehicle to get people on

an even playing field, and it is both a moral and economic imperative,” Smith explains.

California School Business / casbo.org

37

Leveling the playing field

He defines a moral imperative as

narrow, achievement and opportunity

opportunity to succeed. An economic

evidence-based strategies to do so. Equity

one in which everyone is afforded the

imperative addresses the need to grow

and invest the talent within the state in

“Equity entails shifting power and resources with education leaders committing to close, not merely narrow, achievement and opportunity gaps and fighting for the resources and evidence-based strategies to do so.”

order for students to become leaders in their communities.

On those fronts, Smith says, “Data

tells us we have a ways to go.”

STEEP ROAD TO EQUITY

Earlier this year, Ed Trust–West published a report entitled “The Steep Road to Resource Equity in California Education.”

It detailed the mixed bag of results in

closing the funding gap between the

lowest and highest poverty districts in

means going back to the drawing board

and rethinking the composition of our boards and executive leadership teams.”

DIVERSITY IN LEADERSHIP

While the focus of equity is most often

discussed in terms of curriculum and

serving the neediest student populations, Smith believes equity must be extended to staffing as well, both in and out of the classroom. And that also includes

recognizing the importance of diversity in all environments.

“Diversity is about who is in the

the state and the improved opportunities

room offering decisions and who can

learners as provided by the Local Control

making sure the system represents

for low-income students and English Funding Formula.

According to the report, students

in the highest poverty schools still have

we learn from,” he explains. “It’s about

the students. Leaders must reflect the diversity of the state.”

Smith calls on casbo and other

far less access to some services and

educational organizations to prioritize

est poverty schools, and are less likely

New casbo President Nina Boyd agrees,

opportunities than students in the low-

diversity within their membership rolls.

to have support such as counselors

committing her leadership to a focus on

preparatory coursework.

the organization is getting the true value

and librarians or to be offered college

Smith told Ed Source in an interview

following the report’s release that he

was hearing from parents and community leaders who claimed “district leaders

diverse membership and making sure

of diversity. “Everyone should have a seat at the table,” she explains. “We learn differently and respond differently.”

The new president brings a wealth

aren’t spending money in the best interest

of experience to the table with a 30-plus

mental and concentration dollars under

leadership positions in purchasing, fa-

of kids who generate the funds (supple-

the formula.)” He called it a yellow flag for districts.

In October 2016, Smith warned at a

forum that simply using the word “equity” does not mean it is truly prioritized.

He explained, “Equity entails shifting power and resources with education

leaders committing to close, not merely

38 California School Business / Fall 2017

gaps and fighting for the resources and

year career in education that includes

cilities and operations, human resources,

alternate education and student support services. She is an associate superinten-

dent in the Orange County Department of Education and has held various leadership positions in casbo as well.

Boyd stresses the need to formulate

strategies to help people think differently.

“When people go to meetings and say,

and inclusion? What character traits are

ask ‘Why not?’ Do we have unconscious

I n a re c e n t c a s b o E x e c u t i v e

‘It really wasn’t my thing,’ we need to

important to casbo members?”

biases?”

Leadership Forum activity, responses

only about cultural differences but also

question “Why is diversity important

Acknowledging that diversity is not

generational differences, Boyd says she wants to build a model for new ideas and collaborations in casbo.

“We want people to feel valued,”

she says, explaining the intent of a new strategic planning process, casbo by Design 2.0. “What do we need to do to

ensure ways to think about diversity

collected from casbo colleagues to the to casbo?” reflect a common belief that

diversity, whether generational, cul-

“We want people to feel valued.”

tural or racial, provides all-encompassing perspectives and more opportunities to connect with the community. Member-

ship also must reflect the population of the state and the schools it serves.

California School Business / casbo.org

39

Leveling the playing field

In a recent California School

Business article, Boyd reminded members that “Our work is not about child nutrition, transportation, purchasing,

“In CASBO, we talk about equity in terms of the availability of resources to students and staff.

It is important that all students have access to educational opportunities that will prepare them for the future.”

district has seen an increase in graduation rates from 68 percent to 86 percent.

The district demographics indicated

finance, budget, payroll, technology or

a student population of 70 percent Latino

ing services, programs and processes that

the African-American males in most

business – it is about creating and sustain-

support student learning and achieve-

ment. It’s about equity and opportunity for all students.”

She notes that equity and diversity

are not the same thing.

“In casbo, we talk about equity in

terms of the availability of resources to

students and staff. It is important that

all students have access to educational

and 12 percent African-American, with need of help. Lower graduation rates of

African-American males and higher suspension and chronic absenteeism prompted San Bernardino City Unified to

form the Task Force for African-American Student Achievement to examine prob-

lems and submit recommendations for closing achievement gaps.

“We had a frank dialogue … our

opportunities that will prepare them for

system was failing them,” Marsden says.

to ensure our educational leaders have

district systems, the task force released a

velopment that will ensure that success

mendations for improvement. Since then,

the future,” she says. “At casbo, we try services, programs and professional defor all students.”

By bringing together a diverse and

inclusive network of school business

After a five-month examination of

report in June 2014 with specific recomthe graduation rate has risen from 68 percent in 2011-12 to 81.3 percent this year.

Marsden credits efforts such as

professionals and providing them with

retooled class schedules, pathways de-

vative professional development and

and partnerships with community col-

outstanding leadership training, innoessential education advocacy, Boyd be-

lieves that casbo has a direct effect on local education agencies’ ability to pro-

mote the best interests of California’s

students through the successful implementation of best business practices and decision-making.

TACKLING CHALLENGES

San Bernardino City Unified School

District Superintendent Dale Marsden is optimistic about his district’s approach to equity and diversity in education,

opening doors that once were shut or simply untried.

More than 90 percent of the student

population in San Bernardino City Unified

40 California School Business / Fall 2017

live in poverty, yet in recent years the

signed around college readiness courses, leges and local stakeholders. As a result, students are able to choose a career in

trades or professions requiring four-year degrees.

The district’s multilingual initiative

is another successful endeavor that benefits all students and draws on the

assets that second-language students

bring to the community, according to Marsden. “Our aim is for all students to

have access to the multilingual program.

We are trying to take advantage of an

untapped asset. Mastering two or more languages as a goal gives added value to the workforce.”

The initiative that was introduced in

2014 was described in a letter to parents and collaborative partners as “a pathway

Toolkit provides guidance on undocumented students, families The Education Trust-West, in conjunction with CASBO and other partners, has produced a toolkit, “Resources for Educators to Support Undocumented Students and Families.”

It’s a rich source of information containing fact sheets, legal resources, reports, social and emotional support, and sample resolutions. It’s intended to provide a clear understanding of the rights and protections of undocumented students and families. There are separate sections not only for students and families, but educators and school board members.

The toolkit can be found at west.edtrust.org.

California School Business / casbo.org

41

Leveling the playing field

to engaging all students in high-level

and all stakeholders (for success),” he

prepare them for success in a global 21st

is a community crisis. The Local Control

multilingual learning opportunities that

“Dropout is not a school crisis – it is a community crisis.”

century environment.”

Marsden puts a high premium on

listening to parents and a student advi-

sory board about student needs, and it is paying off. The response across the board has been a desire for caring adults, more rigor to curriculum and having their

Accountability Plan has now created a

required opportunity to engage the com-

munity, and that is what America is all about – opportunity.”

ON THE RIGHT TRACK

voices heard.

Ryan Smith also points to districts he

doing a good job of authentically en-

and credits the San Jose Unified School

“We continue to do well and are

gaging the community. You must work with parents, faith-based organizations

42 California School Business / Fall 2017

says. “Dropout is not a school crisis – it

feels are on the right track to equity

District for directing significant staff and resources to high-poverty schools while

allowing principals flexibility in money

educational organizations, including

Alhambra Unified School District

to promoting educational success for

allocation.

has two high schools with unusually high

rates of advanced placement (ap) course

enrollment and success, despite both

schools serving minorities and students from low-income families. The district be-

casbo as a founding member, committed

Latino, African-American, Asian Pacific, Native American and English learner

students, as well as at-risk, low-income and disabled students.

Ed Trust–West was instrumental

gan offering access to ap courses for any

in its creation. Other member groups

ported ap teachers by sending them to

School Administrators, the California

student who wanted to enroll and suptraining for teaching ap courses to differ-

ent types of students. Successes followed,

bursting the notion that low-income and minority students could not handle the

rigor of ap courses and inspiring a fresh look at broadening access for all.

He believes all students must have

access to college preparatory classes.

“We have to tell our students that they

include the Association of California School Boards Association, the Cali-

fornia Association of African-American Superintendents and Administrators, the California County Superintendents

Educational Services Association, the California State Parent Teacher Association and the California Association of Latino Superintendents and Administrators.

In addition to sharing information

can achieve anything they want,” Smith

among member groups, cela hosts

of all races and backgrounds. When stu-

support for undocumented students and

stresses. “We need to present educators dents see teachers who look like them,

they are more engaged, more likely to

workshops and publishes materials and their families.

By providing bold leadership and

come prepared for class and more likely

direction and working to promote

tunity has an impact on student success.”

portunity, access and achievement gaps

to pass their courses. Opening up oppor-

Ed Trust–West promotes the practice

policies and practices that eliminate op-

throughout the state, cela believes that

of hiring teachers with specialized con-

a steadfast focus on equity and results

the achievement and opportunity gaps.

students the best chance to graduate

tent and knowledge to address closing

Smith cites the current shortages of bilingual teachers; the lack of science,

technology, engineering and math teach-

ers in communities of color; and the absence of computer science courses in

all schools as barriers to equity. “We must

“We must attract the most effective teachers to serve the neediest populations.”

will offer all of California’s six million prepared for college, a career, leadership and life. z z z

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

attract the most effective teachers to serve the neediest populations,” he explains.

Weigh in on our social media sites.

Find links at casbo.org.

AFFIRMING AN EQUITY VISION

The California Equity Leadership Alliance

(cela) is a relatively new group of state

California School Business / casbo.org

43

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45

46 California School Business / Fall 2017

F E AT U R E

9 steps to becoming an education advocate Legislators need – and want – input from education insiders

By Jennifer Fink Eric Dill isn’t shy about advocating for california students and schools.

As superintendent of San Dieguito Union High School District,

he has a ground-level view of how legislative policies affect edu-

cators, students and communities. And as a member-at-large of

casbo’s Legislative Committee, he understands the importance (and effect) of education advocacy. That’s why Dill seizes every opportunity he gets to discuss education with state policymakers.

He’s talked to legislators in airports, in line at the coffee shop,

at the state Capitol and in local town halls. “I’ve never had an

elected official [ignore me],” Dill says. In fact, he’s learned that most officials welcome the conversation with education experts. “Every-

thing that happens to us in the schools has huge ramifications on

the state budget, so they’re all interested in hearing from us,” Dill says. “[Schools are] in every community; most of their constituents come through our schools at some point. We are a very sympathetic group. Nobody wants to stand up against public education.”

Of course, that doesn’t mean that standing up for education

is easy, either, particularly for busy educators and school business officials.

California School Business / casbo.org

47

9 steps to becoming an education advocate Running a school or district is time-

and school business officials to help

have a lot of free time for educational

posed education legislation might have

consuming; most school officials don’t advocacy. Most also lack experience

with politics and the legislative process.

The easy, obvious alternative is to skip

2. Know the issues and proposed legislation.

within your school or district – but that’s

It’s absolutely crucial to have a solid

superintendent of business services for

islature is attempting to address and

a mistake, says Jim Novak, assistant Desert Sands Unified School District.

“Many in school business believe

that just doing their job is enough, and

it’s not,” says Novak, who is also the im-

mediate past chair of casbo’s Legislative

Committee. Many groups in California

have agendas and are advocating for

specific positions. And some have large budgets and full-time people who are

constantly reminding legislators about

understanding of the issues the Leg-

understand the content and likely ef-

fect of proposed education legislation. casbo can help you quickly get up to speed on relevant legislation. NewsBreak, casbo’s advocacy newsletter, provides

late-breaking news and information from the state Capitol. casbo’s Governmental

Relations website (cqrcengage.com/casbo/

home) provides an overview of critical

issues, as well as casbo’s 2017 Legis-

the changes they’d like to see, Novak

lative Platform and updates regarding

what’s right, we have to realize that we’re

to its Policy Action, State & Federal Ac-

notes. “If we’re going to stand up for the ones who have to do it.”

Here are nine easy ways you can

advocate for education:

1. Focus on helping kids.

Advocacy doesn’t come naturally to

proposed education legislation via links tion, and Budget & Fiscal Centers. There are also “Bills to Watch” and “Bill Search

Engine” tools that allow you to quickly

and easily find updates regarding specific legislation, as well as tips for education advocacy.

“casbo does a great job of providing

many school officials. “We all went into

relevant information on legislation that

about business and what we do. We

to-understand manner,” says Jayne

school business because we care a lot didn’t go into this for political reasons or to do activism,” Novak says.

As a result, political action and

advocacy can feel downright strange, uncomfortable and intimidating. Hold

impacts school districts, in an easy-

Christakos, chief business officer for San

Bernardino City Unified School District and current chair of casbo’s Legislative Committee.

Sharing and discussing proposed

your fears at bay by focusing on the chil-

legislation with other members of your

“We owe it to the kids in California to

of a bill’s potential effect and enhance

dren and families you’re trying to help.

make sure that our voice is being heard,” Novak says. Children don’t have a legis-

lative voice, so the onus is on educators

48 California School Business / Fall 2017

on student learning.

educational advocacy all together – just

hunker down and focus on education

“ If we’re going to stand up for what’s right, we have to realize that we’re the ones who have to do it.”

legislators understand the effect that pro-

team can increase your understanding

your education advocacy. “cbo s and

superintendents can involve managers at

all levels by informing them of bills and

asking if or how those departments might

“You have to know the interests of

be affected,” Christakos says. Those con-

your legislators,” Dill says. Knowing

such as the likely fiscal effect of proposed

about allows you to effectively direct

versations can reveal important details – legislation to operations or transportation – which you can use in your advocacy ef-

forts. “It’s really important to involve your managers when you evaluate potential legislation,” Christakos says.

3. Get to know your legislators.

Not sure who your legislators are? Use

the “Find Your Elected Officials” tool on the home page of casbo’s Governmental

which topics legislators are passionate

your advocacy actions. For instance, when Dill encountered one particular

state assemblyman, he told him, “I want

to thank you for all the work you’ve been doing to improve our homeless situation

because it’s really a quality-of-life issue.”

Then Dill pivoted and introduced himself

as a school superintendent in the assem-

blyman’s district. “We had a quick talk about education, and he actually sent me a note the next week,” Dill says.

Make an effort to nurture

Relations website (to search for them

relationships with legislators over time.

list of your state and federal representa-

when you have an ‘ask,’” Novak says.

simply enter your zip code for a complete tives). You’ll also see pictures of each

representative with links for each to learn more about their history in government and determine which committees and subcommittees they serve on.

“ It’s really important to involve your managers when you evaluate potential legislation.”

“They don’t only want to talk to you “They want to get to know you.” So

feel free to call or stop by your legislator’s district office to introduce yourself,

even if you don’t have a specific issue to address at that moment.

California School Business / casbo.org

49

9 steps to becoming an education advocate “ W hen there are hot-button issues that I’d like to discuss with a legislator, I look for when they’re going to be hosting a coffee or other local event, and I put myself there.”

50 California School Business / Fall 2017

4. Invite legislators to school events.

we have,” Novak says. “They need to

One of the easiest ways to build

hearing stories from people.”

relationships with your legislators is to

hear and see that firsthand, rather than Sara Bachez, c a s b o ’s assistant

invite them to school and district events.

executive director for governmental

you’re doing, as well as some of the chal-

you can involve local legislators in pro-

Legislators will get to see the good work lenges you’re facing.

“Sometimes, people think that

what’s happening in the school system

is what was happening when they went to school. We need to educate our legisla-

tors about reality, about the great things

that are happening and the challenges

relations, suggests brainstorming ways fessional development events or district

meetings. “Elected officials like to talk to their constituents, so consider inviting

them to give you a report on the state of the state. Ask them to talk about how

they see community education as part of the larger state economy. Let your elected

official do the talking,” Bachez says.

weighted student formula, he introduced

doesn’t take much effort.”

about the proposal and some concerns he

“That gives you Brownie points and

himself and said he’d like to talk to her had. She listened attentively.

Keep chance encounters brief.

5. Meet them on their own turf.

Introduce yourself by name and posi-

State legislators routinely schedule

school or district is located in the legisla-

events to interact with their constituents.

The easiest way to learn the dates, times

and locations of these events is to sign up for email updates from your local leg-

islators. (Most have sign-up links on the home pages of their websites.)

“When there are hot-button issues

that I’d like to discuss with a legislator, I

look for when they’re going to be hosting a coffee or other local event, and I put myself there,” Dill says. “Since it’s my

Education advocacy resources

tion, and be sure to mention that your

Up the ante on your advocacy skills with

tor’s district. Then simply say, “I’d like

these resources:

talking about the issue or legislation

Guide to Lobbying Your

about at the moment. (Alternatively, you

the State & Federal Action

to talk to you about ____,” and begin you’re most passionate or concerned

could talk about a bill or a vote that is particularly important to the legislator.)

Try to keep your remarks to two minutes or less.

Legislator. Available in Center on CASBO’s Governmental Relations website (cqrcengage.com/casbo/ advocacydays). A 12-page, downloadable guidebook that includes talking-point

local legislator, it’s usually in my neigh-

7. Work together.

take more than an hour out of my day

ignore than a single voice. If you regu-

resources.

consider including discussions of legisla-

Bills to Watch and Find

you can determine which issues are more

search engines. Available on

borhood somewhere, so it really doesn’t

A chorus of voices is much harder to

to go, stand up and have a nice, friendly

larly meet with professional colleagues,

conversation.”

It’s a good idea to prepare some

talking points before the event; be pre-

pared to explain why the issue at hand

is important and what you’d like your

tive proposals and activities; together, important and how to best proceed.

Desert Sands Unified is part of

legislator to do about it.

Riverside County, so Novak attends

team can help you set up and prepare for

proximately 20 school business officials.

Pro Tip:

casbo ’s

Governmental Relations

meetings with elected officials.

6. Seize the opportunity.

monthly gatherings of the county’s ap-

“That’s a great forum for all of us to talk about what’s being proposed and the impact it’s going to have,” he says.

When the group agrees that an issue

templates and many other

Your Elected Officials the home page of CASBO’s Governmental Relations website (cqrcengage.com/ casbo/home). Use these free tools to inspire and inform your advocacy actions.

Join the CASBO Advocacy

Elected officials typically spend more

is important to education, they bring it to

Network. Sign up on the

many people realize, so you may well

to represent Riverside County schools. In

Governmental Relations

time in the locales they represent than

encounter one of your representatives

in the course of daily life. Such chance

the attention of the lobbyist they’ve hired

home page of CASBO’s

that way, they amplify their voices.

website (cqrcengage.com/

casbo’s Governmental Relations

meetings are an excellent opportunity

team and Legislative Committee are also

found himself in line at the coffee shop

to speak for all school districts,” says

for education advocacy. So when Dill with an assembly member around the

time the Legislature was considering the

eager to voice your concerns. “We’re here

casbo/home) to receive email updates about upcoming events and programs.

Christakos. “Reach out to any of us to share concerns we may not be addressing.”

California School Business / casbo.org

51

9 steps to becoming an education advocate 8. Share your perspective with friends, neighbors and community members.

You live and work among other members of the voting public. Few of them have

may become known as a “go-to”

person when questions arise regarding education-related legislation.

intimate knowledge of the interior work-

9. Stay in the game.

can educate them – and perhaps influ-

“Often legislation will get passed, and

ings of schools and school districts. You

Education advocacy is a long game.

ence their votes – by explaining school

then the clean-up begins,” says Dill,

funding formulas and providing concrete

examples of the effects of various bills and laws.

Practice developing simple

explanations of proposed bills and

current legislation. Over time, you

52 California School Business / Fall 2017

noting that bills frequently have unin-

tended consequences that are addressed

via additional legislation. “If you don’t

win the first battle, you may be able to make some progress by working in the aftermath.”

Be sure your legislators know how

legislation is affecting your district and students – for better and for worse. Share

facts and figures, but don’t neglect to include stories and anecdotes that illustrate the human condition.

“A story backed up by fact is a lot

more believable and impactful,” Novak says. z z z

Jennifer Fink is a freelance writer based in Mayville, Wisconsin.

CASBO book club

How-to’s for ending carrot-and-stick leadership It turns out, everything you thought you knew about motivating people was wrong. In fact, you shouldn’t be trying to motivate your employees at all.

That’s the message from the book, “Why Motivating People Doesn’t Work ... and What Does: The New Science of Leading, Energizing, and Engaging,” by Susan Fowler.

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Fowler, a researcher, consultant and leadership coach, points to research that shows we’ve all been doing this leading-by-motivating thing wrong. Instead, she shows leaders how to encourage employees to learn the skills behind self-motivation.

In her book, Fowler builds on research into the nature of human motivation to lay out a model and create a course of action that helps leaders guide employees toward the type of motivation that not only increases productivity and engagement, but gives them a profound sense of purpose and fulfillment.

Fowler says leaders continue to depend on traditional carrot-and-stick techniques because they don’t know what skills are necessary to apply the new science of motivation. Instead, she presents her “Optimal Motivation” process that shows leaders how to move people away from reliance on external rewards and help them discover how their jobs can meet the deeper psychological needs (autonomy, relatedness and competence) that science says results in meaningful and sustainable motivation.

Fowler’s Optimal Motivation method has been used by Microsoft, CVS, NASA, H&R Block and Mattel.

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Read this book alongside your CASBO colleagues to get a bead on Fowler’s method and learn how to apply it through real-life examples.

California School Business / casbo.org

53

CASBO: Join us in California’s capital city!

And get into the spirit of the Butterfly Effect ... Where one small cause has a far-reaching ripple effect on school business!

More than 150 workshops!

PC Lunches and State Capitol & Golden 1 Center Tours!

Dedicated California School Business Expo hours!

Plus all your favorite social events!

With General Session Speakers

General Session Panel

The Future of California’s Education Economy: The 2018 CASBO Economic Summit

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Join us in Sacramento! Registration opens October 16 at casbo.org. Questions? Email us at PD @ casbo.org.

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54 California School Business / Fall 2017

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L E A DE R S HIP

Is leadership, leadership?

By Molly McGee Hewitt CEO & Executive Director

Huh, you ask? What the heck does “Is

As a student of leadership and

Walt Disney embraced this concept

leadership, leadership mean?” Let me

organizational development, I’ve been

with the development of Disneyland and

Is all leadership the same? Is

team dynamics for most of my career. I’ve

had vision and ideas, he also knew that,

explain by proposing a few questions.

leadership in education the same as

leadership in the military, the corporate world, churches, families, sports teams?

Does leadership stand alone in each pro-

fession, or are there common themes and

dynamics that exist whenever people are in organizations?

Years ago, Eli Broad and The Eli and

Edythe Broad Foundation tackled this issue head on. Mr. Broad thought that if you recruit accomplished leaders from

education, the military, and public and private industry, you could create a cadre of leaders who could serve as successful

superintendents. At the time, this concept

studying the effects of leadership and

met school secretaries who commanded

entire schools with their leadership without title or authority. I’ve met support

staff members who were leaders in every

aspect of their lives. I’ve even met those

the resulting Disney empire. While Walt

alone, they would remain just a vision and ideas. To bring something special to fruition, you need a team to make it happen.

You need to assemble other great

with executive titles who most likely

leaders and work together. By playing

local casino!

becomes stronger and more successful.

couldn’t lead a gambler with cash to the

on the strengths of each other, the team

The most successful leaders in history have succeeded because of the team they were a part of. Leadership isn’t a solo job, it’s a team sport!

I’ve met people who love to boast

Walt Disney has been gone for many

was foreign to most of those in education.

about their leadership skills but who

years, but his team concept lives on in

begun their careers as classroom teach-

their leadership contributed to! (This

His legacy was tremendous, and his tal-

Superintendents had historically

ers and moved to a variety of adminis-

trative positions, culminating with the superintendency. Even though California doesn’t require a teaching or administrative credential for superintendents, 90

can’t show you one example or outcome column would be remiss if it didn’t also give credit to the great leaders in education

who contribute daily to student success in whatever their position is!)

So, back to the question … is

every aspect of the Disney organization. ent and ideas were unique – but what made him and that organization a continuing success was leveraging the talent of his team.

How do you develop and promote

percent are still promoted through the

leadership, leadership? The easiest an-

leadership? Do your key employees see

In recent years, along with an

behavior and execution. A great leader

team? Can you use best practices from

instructional side of the house.

increase in the complexity of school fund-

ing, finance and business, we’ve seen an

increase in superintendents coming from

the ranks of chief business officials. While the highest executive title in education may be superintendent, leadership is reflected throughout the organization.

But are leadership skills transferable?

Does the culture of an organization play

swer is “yes.” Leadership is about action,

should be able to transfer this skill set from one organization or industry to another.

The greatest obstacle has to do with their own emotional intelligence. The leader

team?

Creating an environment where

culture of that organization and adjust

fosters a breeding ground for leaders. z z z

are trying to lead, the mission, vision and their style to meet the needs of that group.

trusted, appreciated and encouraged

They must also understand one

executives, or is there a place for leader-

history have succeeded because of the

business?

and weave them into your leadership

people are valued, held accountable,

great secret of leadership – you can’t do

ship in all aspects of education and school

other public and private organizations

must understand the organization they

a greater role than the leadership at the top? Is leadership centered on the highest

themselves as members of the leadership

it alone. The most successful leaders in team they were a part of. Leadership isn’t a solo job, it’s a team sport!

California School Business / casbo.org

55

Keeping It All Together

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Surviving the drought.

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58 California School Business / Fall 2017

OUT & ABOUT

Our member leaders are off to a great start this year, planning for your future in CASBO! CASBO by Design 2.0 Strategic Planning Team Inaugural Planning Meeting | Lake Tahoe | August 3-5, 2017

CASBO 2017-18 State & Section Leadership Executive Leadership Forum | San Francisco | July 14-15, 2017

CASBO 2017-18 Board Members Board Meeting & Annual Retreat San Diego | June 9-10, 2017

CASBO Central Section 2017-18 Leadership Team Building Exercise | Atascadero | May 5, 2017

Please send in your Out & About photos from CASBO events along with the names of the people in the photos and the event where the photo was taken. Digital photos may be sent to tdavenport@casbo.org.

California School Business / casbo.org

59

S E C U R I T Y

B E N E F I T

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© 2017 Public Agency Retirement Services (PARS). All rights reserved.

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60 California School Business / Fall 2017

A D V E R T IS E R IN DE X

Aeries Software Inc.

CliftonLarsonAllen LLP

National Joint Powers Alliance

(888) 487-7555 aeries.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

(626) 857-7300 CLAconnect.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

(888) 894-1930 NJPAcoop.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

American Fidelity

Climatec

Office DEPOT

(760) 917-1158 americanfidelity.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

(949) 252-6943 climatec.com/casbo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

(562) 810-8270 officedepot.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

ASCIP

DecisionInsite

OMNI

(562) 404-8029 ascip.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

(877) 204-1392 DecisionInsite.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

(877) 544-6664 omni403b.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Atkinson, Andelson, Loya, Ruud & Romo

Derivi Castellanos Architects

PEPPM

(562) 653-3428 aalrr.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

(916) 847-0519 dcaaia.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

(855) 654-5290 peppm.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back Cover

ATI Architects and Engineers

Horace Mann

Piper Jaffray

(866) 834-6238 atiae.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

(866) 999-1945 horacemann.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

(800) 876-1854 piperjaffray.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

California Financial Services

Infinite Campus Inc.

Public Agency Retirement Services (PARS)

(916) 780-7800 calschools.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

(800) 850-2330 infinitecampus.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

(800) 540-6369 x 127 pars.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

California Schools Joint Powers Authorities

Keenan & Associates

School Innovations & Achievement

(909) 763-4900 csjpa.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

(310) 212-3344 keenan.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

(877) 954-4357 sia-us.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

California’s Valued Trust

KPN

School Outfitters

(800) 288-9870 cvtrust.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

(888) 490-3182 theKPN.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back Cover

(800) 260-2776 SchoolOutfitters.com . . . . . . . . . . . . . . Inside Front Cover

School Services of California, Inc. (916) 446-7517 sscal.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

M A N A G E

T H E

BUSINESS OF EDUCATION

Schools Excess Liability Fund (SELF) (866) 453-5300 selfjpa.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Security Benefit (800) 747-5164 SecurityBenefit.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Sehi Computer Products, Inc. (800) 346-6315 buysehi.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

EARN YOUR MASTER’S IN SCHOOL BUSINESS LEADERSHIP ONLINE!

Self-Insured Schools of California (SISC) (800) 972-1727 sisc.kern.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Smartetools Inc. (866) Smarte-1 smartetools.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Stifel, Nicolaus & Company (415) 364-6839 stifel.com/institutional/public-finance . . . . . . . . . . . . . . . . 4

TerraVerde (707) 953-2885 tvrpllc.com . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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

California School Business / casbo.org

61

L AST WORDS

”

Spontaneous combustion of grass roots politics is the future.

– Dick Morris

35%

Ethnically diverse companies are 35 percent more likely to outperform their respective national industry medians.

Source: McKinsey & Company

”

Decades of academic studies have shown that socially diverse groups are more innovative than their homogeneous counterparts. When people from different backgrounds, genders and races come together to solve problems, they bring with them different information, opinions and perspectives.

– Brazen blog

$500 billion

More than $500 billion is siphoned off the U.S. economy because of workplace stress, and 550 million workdays are lost each year due to stress on the job.

Source: American Psychological Association

”

Improving your disposition will have a ripple effect that positively influences everyone you come in contact with.

– Breana Orland

3 surveys over

10 years Three surveys of Congressional staff over 10 years found that in-person visits (99% in 2004, 97% in 2010 and 94% in 2015) from constituents would have “some” or “a lot” of influence on an undecided lawmaker.

Source: Congressional Management Foundation

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

Send your favorites to tdavenport @casbo.org.

62 California School Business / Fall 2017

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Piper Jaffray California public finance investment banking offices are located in Los Angeles, San Francisco, Sacramento and Orange County. piperjaffray.com Since 1895. Member SIPC and NYSE. © 2017 Piper Jaffray & Co. 2/17 CM-17-0114

California School Business / casbo.org

63

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