California Association of School Business Officials
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4 California School Business / Spring 2017
contents
Volume 82 I Number One I Spring 2017
departments
NEW!
9 11
Checking in The value of traditions Molly McGee Hewitt
13
In focus CASBO member profile: Jamie Dial
15
In focus CASBO associate member profile: Rafael Garcia
54 55 57 66
Book club Tap emotional intelligence to achieve, succeed
18
Bottom line Inspired by you every step of the way Melissa Anderson
Leadership The reluctant leader dynamic
27
Out & about Last words
interview 27
Manny Scott Freedom Writer shares what his experience taught him about serving all students Julie Phillips Randles
cover story 36
47
Unlocked doors Schools affirm commitment to all who show up Linda A. Estep
features 18
The state of charters Why charters are attracting an increasing share of California’s public school students Lisa Kopochinski
47
Eleven tips for navigating change Hints for turning uncertainty into opportunity Sue Marquette Poremba
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 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 entire
Julie Phillips Randles Linda A. Estep Sue Marquette 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
president-elect
communication and unparalleled innovation.
vice president
CASBO BY DESIGN the organizational planning discipline as a method
Tatia Davenport
Lisa Kopochinski
career’s worth of growth opportunities.
For the past 15 years, CASBO has been dedicated to
Molly McGee Hewitt
immediate past president
for guiding the association into a successful future.
Melissa Anderson San Bernardino County Superintendent of Schools Nina Boyd Orange County Department of Education Christina Aguilar Arcadia Unified School District Leeann Errotabere Clovis Unified School District
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
CiCi Trino Association Outsource Services, Inc. 9580 Oak Avenue Parkway, Suite 7-273 Folsom, CA 95630 916.990.9999
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 March 2017
6 California School Business / Spring 2017
California School Business / casbo.org
7
E M P L O Y E R B E N E F I T S O L U T I O N S F O R E D U C AT I O N
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C H E C K IN G IN
The value of traditions The upcoming CASBO 2017 Annual Conference & California School Business Expo is an important tradition for our association. It marks several milestones and represents a professional development extravaganza. Over 2,000 people will join us in Long Beach this year as we celebrate our profession, our members and our leadership. This year, we’ll start the celebration of our 99th year – quite an accomplishment for a professional association! Traditions are important in our lives. They help us acknowledge and celebrate special dates, events and accomplishments. In my family, our traditions center around holidays, birthdays, graduations, weddings and a host of other memorable events. We celebrate our family, our children, and our extended family and friends; and we remind ourselves who we are, where we have come from and where we are going. CASBO traditions are no less important. Our professional lives are intertwined with our personal friendships. We use the annual conference to signify an end to one term of leadership and to welcome aboard our new president, officers, board members, committee members and section leaders. We honor our member leaders, recognize excellence through our awards and remind ourselves of how far we have come. Our 160+ workshops, two general sessions, President’s Leadership Recognition Dinner, social events, professional council luncheons and economic summit highlight the program. We learn, we network and we fellowship together. Every year, it is an amazing experience – a time to recharge, refresh and renew. But there’s another side to traditions that we must recognize. Those of us with history tend to respect that history and want to celebrate it. Those new to the profession come with a different set of expectations and history. Traditions that do not include everyone and welcome change and new ideas can become burdensome and exclusive, rather than inclusive. Our power lies in our diversity and our inclusion. At CASBO, we value our traditions but welcome innovation and change. We know that, while our history has been productive, to meet today’s challenges, we need to embrace change and new ideas. We need to make sure that whether you are a veteran or a new school business professional, you feel valued, appreciated and welcomed. What will the future bring to CASBO and to the profession of school business? That’s a powerful question. Our future is tied to the success of our members and of public education. Our future always has been and always will be directed by our members and executed by our professional staff. This long-standing tradition extends to our member-led and directed long-range strategic planning and leadership process. This summer, as we begin the 2017-18 year, we’ll start our sixth strategic plan,“CASBO by Design 2.0.” We’ll begin recruiting planning team members in April with the intention of assembling a planning team that reflects our membership, including veteran and new school business employees who represent different generations, different ethnicities and different disciplines. It’s an established CASBO tradition, but it’s also one that we have updated to meet the current realities in public education. Whether it’s donning logo wear, collecting conference pins or attending member-led workshops, CASBO traditions are always on display. Our new traditions will continue to evolve and always will represent member needs and desires. For CASBO to be the foremost authority on school business, we must commit to our tradition of professional innovation paired with heartfelt leadership.
Molly McGee Hewitt CEO & Executive Director
California School Business / casbo.org
9
A T I A E . C O M
We believe in the importance of creating environments that foster academic achievement.
21 century learning environment st
This starts with our design.
San Francisco Sacramento Orange County 866.834.6238
10 California School Business / Spring 2017
B O T T O M L IN E
Inspired by you every step of the way As the end of my casbo presidency draws near, I can’t help but reflect on
the many opportunities and blessings
and staffing the conference events and activities.
Some plan and execute section
bestowed on me this year. Initially, I
events, securing venues and speakers,
serving as casbo president would be
istration, and handling facilities needs.
thought the most gratifying aspect of
the opportunity to share my deeply held beliefs about leadership with a broader
audience; I wanted to make a mark on
our members. Instead, in so many ways, you have made a mark on me!
Serving as your president has been
a high honor. This year, I’ve had the opportunity to attend myriad section events, committee meetings, workshops and board meetings. I’m so grateful for every invitation and warm welcome I’ve
received. These events not only gave me a chance to speak (or in some cases,
sing), they also provided an even greater
opportunity – to witness and experience the great work being done by the incred-
conducting workshops, coordinating reg-
Some are members of the Legislative Committee, working hand in hand with
the casbo Governmental Relations team to provide timely input on legislation and
develop casbo’s legislative platform. Some serve on the Professional Stan-
dards and Leadership and Continuing Education and Certification Committees, advancing professional development standards and certification programs.
Many times, I set out to inspire you, but instead I was inspired by you! Some serve as ambassadors to new
become evident that many of you already
and efforts on various standing com-
compassion, joy, commitment, appre-
ible casbo staff and casbo members
members. Others volunteer their time
inspire you, but instead I was inspired
mittees or serve in leadership positions
across the state. Many times, I set out to by you!
Over the course of the year, I’ve seen
multitudes of casbo members volunteer in so many ways, working countless
on the board of directors. And let’s not forget our associate members who work tirelessly alongside our members!
Over and over, I’ve witnessed all of
embody those very qualities: gratitude, ciation, mentorship, kindness, respect,
celebration, inclusion, sincerity, integrity, accountability, humor, empathy and optimism. You are the heart of casbo!
So, as I reflect on the blessings I’ve
hours to serve this community we call
these individuals giving freely of their
received this year, I count all of you
collaborating with their professional
pectation of reciprocation, remuneration
to serve you. It has truly been a pleasure
school business. Some spend months councils on valuable workshops for
the annual conference, brainstorming relevant topics, researching, developing
tools and creating presentations. Some serve on the Annual Conference Com-
mittee, pulling together the work of the various professional councils and ensur-
time, energy and intellects without ex-
or recognition. Habitat for Humanity’s Elizabeth Andrew said, “Volunteers do have the heart.” So true! I am inspired by the selfless service rendered by casbo volunteers each and every day.
All year, I’ve been speaking and
writing about the leadership qualities I
ence. Some work on the Annual Confer-
a leader. After traveling around the state
ence Volunteer Task Force, coordinating
and a privilege.
not necessarily have the time; they just
ing all disciplines within school business are sufficiently represented at the confer-
among them. Thank you for allowing me
Melissa Anderson President
hold so dear – those found in the heart of
and getting to know more of you, it’s
California School Business / casbo.org
11
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IN F O C U S
Jamie Dial
Longtime member, fiscal services specialist always makes time for others By Lisa Kopochinski
Photography by Hope Harris
LONGTIME CASBO MEMBER JAMIE DIAL VIVIDLY REMEMBERS the first time she attended a CASBO conference. “It was in 2001. I had access to professional development and networking opportunities unlike anything before,” recalls this California native who earned a bachelor’s degree in accounting from Lubbock Christian University in Texas. “The Annual Conference and other professional development workshops offered by CASBO provided the opportunity to learn all aspects of school operations and finance – not just my area of responsibility. I’ve been a member ever since.” Sixteen years ago, Dial had just started her first school finance job at the Kings County Office of Education. Knowing she needed additional resources in her new position, she joined CASBO’s Central Section Payroll R&D Committee, now called the Payroll Professional Council. “The committee members were so helpful and willing to mentor me that it made a lasting impression on me,” she recalls. “I wanted to
learn as much as possible so I could give back to other colleagues in school finance.” Dial also spent four years serving as a member and/or co-chair of the Payroll PC before becoming a member of the Central Section Board of Directors serving in each position, including section president. Now in her first year of a three-year term as Central Section state director, she says, “I tell others who want to get involved with CASBO – but are afraid of the time commitment – that they will get back so much more than what they put into their volunteer time through the networking and friendships that are developed.” It’s difficult to imagine with her heavy involvement in CASBO how Dial finds time for her position as fiscal services specialist for the Hanford Elementary School District, which she has held since mid-2015.
“In addition, as a member of our district’s Local Control Accountability Plan team, we are able to expand academic and enrichment opportunities for our students that impact their educational experience in a very meaningful way. I also believe customer service and positivity are essential to our work, which can be challenging. Changes are often based on legislative decisions at the state and federal level. We have success when we come together as a team and realize our ultimate goal is to serve and make a difference in the lives of the children of our district.” When not working, Dial and her husband, a fourth grade teacher, enjoy spending time with family. They have two sons, ages 23 and 21, one of whom has just begun his career in school finance and is married to a first grade teacher. Seems a career in education runs in the family.
Her responsibilities include overseeing the daily operations of the fiscal services department, including payroll, accounts payable, accounts receivable, auditing and financial reporting. California School Business / casbo.org
13
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IN F O C U S
Rafael Garcia
This millennial leader appreciates his firm’s journey with casbo By Lisa Kopochinski
Photography by Hope Harris
FOR 25 YEARS, AMERICAN FIDELITY, an insurance leader in the educational sector, and CASBO have helped each other navigate the ever-changing landscape of school business in California. “We have been intertwined with CASBO on many levels,” says Rafael Garcia, regional manager for the Southwest region at American Fidelity. “We have several members on our team that contribute to ongoing education of CASBO members at local events, such as job-alike workshops, and statewide events and conferences. Every month, we attend local events and fundraisers providing speakers and support for section initiatives. Our team has held roles as section liaison and chair of the Associate Member Committee. These roles have helped position us as the industry expert from the Affordable Care Act to online enrollment.” As regional manager, Garcia’s responsibilities include the oversight of operations and sales for Southern California, Nevada, Arizona, Utah and Colorado. He is responsible for the growth and development of his leadership
team spanning the Southwest, as well as developing and maintaining strategic partnerships with associations and industry leaders. When asked what the best thing is about his job, this graduate of the University of Notre Dame (who was born in New York, but raised in Antelope Valley, California) says he separates what he likes into two categories – internal and external. “Internally, I enjoy developing colleagues that are as passionate as I am about what our firm represents to the education community. Helping colleagues realize their potential is an amazing feeling!” Externally, he says it is what his firm does for each customer – both employer and individual. “American Fidelity has a strong ethical and moral compass. Every day there are people needing to file claims or looking for assistance in their time of most need. My mother, now retired, and sister are educators in the California school system. American Fidelity conducts business as I would want my own family to experience.”
There’s little doubt when talking with Garcia that he definitely made the right career choice. For others interested in pursuing a career in education, he says, “This sector has a great mixture of both forward-thinking individuals and those who respect the road that has been traveled to get to the present. I believe to be impactful in this space, one must truly have a passion to provide the most favorable environment to educate our youth.” In his limited spare time away from his busy work schedule, Garcia loves spending time with his wife and two young sons, ages 3 and 6. “I spend a majority of my time entertaining them when I am not working,” he laughs. “But every Sunday I get to slip away and play soccer, as it supplies a nice release from the everyday rigors of work.”
California School Business / casbo.org
15
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18 California School Business / Spring 2017
F E AT U R E
The state of charters Why charters are attracting an increasing share of California’s public school students By Lisa Kopochinski
Some education issues are more divisive than others, but charter schools tend to end up on the perilous end of the spectrum for many school business leaders. California already has the highest number of charter schools of any state, so it may come as little surprise that people tend to fall into two camps – pro-charter or no-charter – with little room for any position in between.
No matter your stance, one thing is clear: charter schools have
drawn an increasing share of California’s approximately 6 million
public school students. And the momentum may well continue,
particularly with the new Trump administration’s appointment of Betsy DeVos as education secretary.
“I think in general they are booming,” says Brianna Garcia,
director of management consulting services for School Services
of California, Inc. (ssc), a casbo Strategic Alliance Partner. “You
read about the struggles charters are having in other states, and while it is not perfect in California, there seems to be a good environment for them here in the state.”
Molly Schlange, school business manager for University
Preparatory School, a charter school in Redding, agrees. Her proof? In 2016-17, it is estimated that more than 600,000 students will be enrolled in the state’s more than 1,200 charter schools. Par-
ents continue to take advantage of California’s School of Choice
California School Business / casbo.org
19
The state of charters
opportunity to find the best program for
been a champion of charters in her home state
The introduction of the Local Control
sion of charter schools by shifting more federal
their students to succeed.
Funding Formula, Local Control Accountability Plan and subsequent California Accountability Model & School Dash-
“ I am hopeful that California’s long-standing relationship with their charter schools and commitment to funding will be in the state’s favor – no matter what changes come from the federal government.”
board has more closely aligned school
districts and charter schools in both perpupil funding and accountability – two areas where, previously, there have been
misconceptions by both those within and
dollars to charters and by pressuring states to lift the cap (in 22 states) on their growth.
Many conservatives view public education as a government monopoly and are intent on put-
ting traditional public schools out of business through competition – notably with privately run charters. This is their chance.
On the flip side, liberals and moderates
outside of the education community.
in the charter movement, who aren’t exactly
ber and its 2017-18 vice president-elect,
adversarial relationship with traditional pub-
Schlange, a longtime casbo mem-
adds, however, that with any new administration, you can expect changes
related to both education policy and federal funding.
“What we can’t predict is the impact
of those changes. Although both Presi-
fans of Donald Trump or DeVos, favor a less
lic schools and want greater collaboration. I predict that many of the nation’s 6,800 charter schools will either play down their support
for Trump’s school-choice agenda or separate themselves from it.
Democrats (all 48 Democrat senators
dent Trump and Education Secretary
along with two Republican colleagues
of choice, neither have given specifics as
ment, to be exact) and many education
DeVos are pro-charter and value schools
to what they are looking to accomplish. I am hopeful that California’s long-standing relationship with their charter schools
and commitment to funding will be in the
state’s favor – no matter what changes come from the federal government.”
OPPONENTS REMAIN VOCAL Still, there are many charter school
who voted against the recent appoint-
groups have expressed concern over
how DeVos’s policies could affect public education. California Senator Kamala
Harris says the state will be a big loser if
the Trump administration puts in place its plan to “repurpose” $20 billion current
federal election funds to set up a “school”
choice program, including vouchers for private school tuition.
Harris also says that California
opponents who anticipate that conflict
would lose $1.3 billion in federal funds,
Claudio Sanchez, a writer for npred,
programs such as services for special
and tension will intensify this year.
regularly makes predictions about the
education sector each January. This year,
he forecasts a split in the charter school movement due to the Trump administra-
tion’s unanimous support of them. San-
chez wrote in npred on January 3, 2017:
Conservative sponsors of charters will
side with Trump and his nominee for educa-
tion secretary – Betsy DeVos. She has long
20 California School Business / Spring 2017
of Michigan. They will push for a major expan-
which would inflict major damage on education that benefit students. She
has criticized DeVos for not being
knowledgeable about the Individuals with Disabilities Education Act (idea)
that grants disabled children the right to a “free and appropriate” education, and
for not being sufficiently committed to
charter operator in the country, have “a
try. However, laws governing charter
prohibits gender discrimination in educa-
but have won more than $310 million in
states adopting often widely different
enforcing Title ix, the federal law that
tion programs that receive federal funds. Charter school opponents also cite
what seems like a never-ending stream of scandals in this state. In a Washing-
dismal record of academic achievement,” state funding over the past dozen years.
BENEFIT OF CHARTERS
ton Post article last September, reporter
To get a sense of the current battle going
released by the aclu SoCal and Public
it’s necessary to understand how we got
Valerie Strauss wrote about a report
Advocates, a nonprofit law firm and advocacy group, that found that more
on not just in California but nationwide, where we are today.
online charter schools run by Virginia-
based k12 Inc., the largest for-profit
sion of pre-existing private schools into charter schools, even though there is a
strong demand for charter schools from the private sector.
Lawmakers passed the Charter
(after Minnesota) to enact charter school
years ago.
April 2016 revealed how California’s
for example, does not allow the conver-
education – were formed more than 25
violate state and federal law.
Jose Mercury News investigation in
private schools to charters. California,
Schools Act of 1992, and California
privately managed institutions for k12
Additionally, Strauss wrote, a San
positions regarding the conversion of
Charter schools – publicly funded,
than 20 percent of all California charter
schools have enrollment policies that
schools vary greatly, with different
It was in 1991 that Minnesota wrote
the first charter school law in the coun-
became the second state in the country
legislation. The intent was, as the act
states: “...to provide opportunities for teachers, parents, pupils, and commu-
nity members to establish and maintain schools that operate independently from the existing school district structure.…”
California School Business / casbo.org
21
The state of charters
In 2002, charter schools were tar-
• California charter schools serve a
Child Left Behind Act. Specifically, this
considered to be low-achieving or
geted as a major component of the No act specified that students attending
schools that had been deemed underperforming by state standards had the
“ It is extremely important that if vouchers are put on the table – either to charter schools, private schools or online schools – that accountability for these funds, financially and academically, is there also.”
option to transfer to a different school in the district, whether it was a state, private
or charter school. The act also suggested that if a failing school could not show adequate yearly progress, it could be designated as a charter school.
Here are some current statistics on
charter schools in California and nation-
wide, according to the California Charter Schools Association (ccsa):
large number of students traditionally
otherwise “at-risk,” educating some of the state’s most underserved students, allowing them to achieve
success where the conventional system failed to do so. Research shows that charter schools educate
diverse students of varying aptitudes.
• A new ccsa report finds that charter schools are helping English Language Learners do better in school.
MOVING FORWARD
• Evidence over the past five years
Lisa Mori and Leslie Lacher are attorneys
supportive of charter public schools
& Fulfrost llp (f3), a firm that represents
argues the public has never been more
than right now based on growth in charter school enrollment, waiting list numbers and polling data. A record
at casbo Premier Partner Fagen Friedman
more than 400 of California’s educational institutions and related agencies.
While Mori and Lacher say charter
158,000 students are on charter school
schools will continue to be part of a mix of
• Charter schools are public schools
tional schools, online offerings, blended
waiting lists in California.
open to any child, free of charge. They
offer options to families that may be dissatisfied with their local schools, but cannot afford private school.
public school offerings – including tradilearning, homeschooling and dual enroll-
ment programs – the good news is that they can be incubators for innovation.
“However, with the good comes
Choice is a powerful tool for parents
the bad, and as we have seen recently
access to quality education for their
erators have abused the system to make
seeking educational equity and equal children.
• Like California’s population, charter school students are incredibly di-
verse. As of the 2011-12 school year,
46 percent of state charter students
were Hispanic/Latino, 32 percent
were White, 10 percent were African
American, and 12 percent were other (Asian, Indian, Pacific Islander, Filipino, multi-racial subgroups).
in the news, some charter school op-
money. I believe that charters are now a
permanent part of the public education system, and it is the responsibility of dis-
trict leadership and governance teams to determine if a charter is in it for the kids or as a money-making plan for someone
afar, which is not the intended purpose of charters. The key is vigilant oversight,” Mori says.
Mori and Lacher add that although
the Trump administration expresses support for alternatives, it’s too early to know
precisely what this will mean for parents
22 California School Business / Spring 2017
and children in k-12 districts. That said, f3 is monitoring the situation closely.
casbo’s federal liaison, Bob Cana-
van, represents casbo on educational
matters before the u.s. Congress, presi-
dential administration and federal government. He says from a federal per-
spective, there is only so much that can be done without additional legislative authority by Congress.
“Congress could certainly provide
funding to support existing charter
school programs, but the actual licensing
authority of charter schools is a state and local education agency responsibility.”
What concerns Canavan and many
others is the use of vouchers, of which
DeVos is a strong proponent. It will take congressional action to establish a voucher program.
“It is extremely important that if
vouchers are put on the table – either to charter schools, private schools or online schools – that accountability for these
funds, financially and academically, is
there also,” he stresses. “The question about vouchers is that with very limited federal resources, either federal or state,
vouchers are not going to accomplish what proponents say they will accom-
plish. They say they will help the child, but Congress is not going to provide
enough voucher funding to fully fund
the cost of sending a child to a private school.”
Canavan also says that if funding
for any proposed vouchers is diverted from existing programs, such as Title i (a
section of the Elementary and Secondary Education Act that provides financial as-
sistance to local education agencies and schools with high numbers or percentages
Practical pointers for reviewing a charter school petition Fagen Friedman & Fulfrost LLP, a law firm that represents more than 400 of California’s educational institutions and related agencies, has created a “Tip Sheet for Charter Authorizers” that is available for download at f3law.com. The firm offers the following suggestions that summarize charter school petition review and revocation requirements and factors, which can be helpful as a reference: The clock is ticking: Know and strictly adhere to all statutory deadlines for public hearings, adoption of findings, and written responses and proposals, as failure to comply usually results in a waiver of rights to challenge/oppose issues down the line. Who’s on first: Be proactive and position your district to timely, thoroughly and meaningfully analyze and respond to charter petitions, as well as facility requests, by identifying in advance key staff members responsible for related tasks and ensuring their capacity and appropriate training. Oversight is paramount: Develop a comprehensive oversight practice, including a timeline/calendar and specific procedures to ensure not only charter school and authorizer compliance with legal requirements but to reduce school district exposure for liabilities arising from charter school operations. Allocate oversight fees to such functions. If your organization approves the charter, you have more authority to monitor, provide oversight, and take action to support successful work and shut down unsuccessful schools.
California School Business / casbo.org
23
The state of charters
“At the end of the day, what frustrates me most about the whole pro-charter and no-charter is that we are all adults and we should be doing what is best for the kids.”
of children from low-income families) and potentially idea, it will very much undermine current programs.
“It will take funding out of tradi-
tional public schools. At this point, there
ter schools.
LITIGATION AND WAYS TO AVOID IT
is only about $15 billion nationally in
When it comes to charter-related
tion proposes a $20 billion program,
court decisions have confirmed geo-
the Title I program. If the administra-
potentially for vouchers, where is that money going to come from and what
effect will that have on the underlying Title I program?”
Canavan notes that Congress already
has established one voucher program through the dc Opportunity Scholarship
Program, providing vouchers to students
24 California School Business / Spring 2017
in Washington, d.c., for private and char-
litigation, Mori and Lacher say recent graphic limitations on where charter
schools may locate and whether county
offices of education have the authority to grant zoning ordinance waivers. They do not.
“Beyond facilities issues, within the
critical ways for a school district to avoid
scathing report identifying a significant
ensure that it is engaging in continuous,
past six months, the aclu published a
number of charters operating throughout the state with purportedly illegal admis-
sions and enrollment policies. Although
we are unaware of any formal litigation
initiated as a result of that report, the focus continues to remain on not only
charter schools themselves and poten-
tially discriminatory policies, but also on
the quality of school district oversight of the charter schools operating under their authorization.”
Given that, Mori and Lacher say that
avoiding litigation – at least with regard to facilities obligations under Proposition
39 – really requires careful review and
adherence to the applicable statutory and regulatory provisions.
The main effect of Proposition 39,
also known as the School Facilities Lo-
or minimize exposure to liability is to
proactive oversight of the charter schools under its authorization. In doing so, the school district will be able to potentially
identify and resolve disputes before they turn into formal litigation, while simul-
taneously demonstrating the district’s
commitment to its legal obligations as a
charter authorizer under the Education
How have charter schools grown? According to the National Alliance for Public Schools (for the 2015-16 fiscal year), California had:
*
80 new charter schools opened
*
32 charter schools closed
Adds ssc’s Garcia, “I think the most
*
48 net gain charter schools
front and transparent. School districts
*
1,234 total charter schools (4 percent growth)
charter policies in advance and they need
*
581,100 estimated students enrolled (7 percent growth)
Code, the f3 experts explain.
important thing is to be very clear, upshould set up their board policies and
to be clearly visible on their websites
so that stakeholders and parents and charter schools already located in their
district know what the expectations are from the beginning. This reduces misun-
“Federal policies will likely have
derstanding.”
little practical effect on California public
fornia school district bond issues from
the authorizer and charter to have a
make more federal dollars available for
percent supermajority vote.
boundaries and how and with whom
cal Vote Act of 2000, was to reduce the
threshold required to pass local Cali-
a two-thirds’ supermajority vote to a 55 “The analysis is a data-driven pro-
cess, with decisions regarding space
allocation and calculations of in-district student attendance dependent on verifiable information and articulable, experi-
ence-based reasoning,” says Mori. “This
is particularly important should there be disagreements between the parties.”
Apart from litigation related to
Proposition 39 disputes, Mori and Lacher
explain that there could be a multitude
Schlange agrees. “It is essential for
mutual understanding of expectations, communication happens. Charter leaders often come from an instructional background and have little experience in areas
that would be considered business and operations. On the same note, authoriz-
ers may be authorizing their first charter
complaint/lawsuit, one of the most
view and consider charter petitions and
create and implement a plan to ensure proactive, effective oversight of the charter schools under their jurisdiction.”
“At the end of the day, what frus-
adults and we should be doing what is
zations such as casbo.”
While it appears that the federal
and Lacher say how that translates in
Regardless of the type of dispute/
should simply continue to carefully re-
for learning through professional organi-
Both parties should seek opportunities
charter school, authorizing school district
of the public school system in California.
ties. As such, school district authorizers
trates me most about the whole pro-
government will continue to support
or a third party, as charter schools are part
new charters and charter school facili-
and are unsure of what oversight entails.
of reasons for the initiation of disputes,
complaints or formal litigation by a
charter schools other than to potentially
charter school growth nationwide, Mori California remains to be seen.
charter and no-charter is that we are all best for the kids,” adds Garcia. “We need to be setting an example at the administration level and work together. It’s the
‘us vs.them’ mentality that is bad. We’re
all in the same place trying to educate the same group of kids.” z z z
Lisa Kopochinski is a freelance writer based in Sacramento, California.
California School Business / casbo.org
25
Fagan-8x5.pdf
1
3/6/17
7:33 PM
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Aoccdrnig to raednig comrphnesoin rscheearch, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteers are in the rghit pclae. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Smoetmies, mjaor msitaeks are oevrlokoed in the sreach for a qucik slotuion. 26 California School Business / Spring 2017
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IN T E R V IE W
Manny Scott
Freedom Writer shares what his experience taught him about serving all students By Julie Phillips Randles
An original “Freedom Writer”
Sensing that the end of his life was
Scott was changed, and he returned
whose story is told in part in the 2007
near, Scott sat down on a park bench in
to school with a new attitude and purpose.
“Manny” Scott has a compelling message
make others feel and understand the
old teacher Erin Gruwell’s English class,
hit movie of the same name, Manuel for educators. Caring counts.
Scott’s story is proof of that.
By age 16, Scott’s father had been in-
carcerated, he had missed 60 to 90 days of
Long Beach and considered how he could depth of despair and anger he was expe-
riencing. He recalls knowing the path he was on would destroy him.
story.
Through posts he wrote in a journal,
Scott began dreaming about new, more
a risk and connected with Scott, encour-
filled with healing, hope, perseverance
beside Scott on that park bench. He took
in 26 places and his best friend had been
aging him and inspiring him to write a
brutally murdered.
and there began the Freedom Writers’
Then, a complete stranger sat down
school annually since the fourth grade, he had dropped out of school, he had lived
He ended up in the back of then 23-year-
different story – to create a new life.
fulfilling chapters in his life – chapters and possibility.
California School Business / casbo.org
27
Manny Scott
He describes Gruwell as “clue-
less” – about drugs, about the drive-by shootings, racism, and many of the pain-
student, a pilot, a father, an author and a speaker.
He’s also the founder of Ink Inter-
could literally change the quality of their lives forever.”
Scott, who will be a keynote speaker
ful realities of inner-city life.” But none
national, an educational consulting firm
at the casbo 2018 Annual Conference &
as ‘unreachable’ and ‘unteachable,’” he
tions raise student achievement and
Sacramento, shares some of his lessons
of that mattered. I was once dismissed
says, “but something special happened, and I love sharing that message with others.”
Thanks to Ms. G, as he calls her to
this day, Scott was not only the first per-
son in his family to graduate high school, he also holds a bachelor’s in rhetoric and
that has helped hundreds of organiza-
leader effectiveness in 48 states and four continents.
Through his speaking engagements,
often 125 per year, he spreads the meswith himself.
learned is that your destiny, or the
sage that caring counts, and he starts
One of the most powerful things I have
Scott takes the time to meet every
quality of your life, is based upon your
audience member who waits for him at
divinity from Trinity International Uni-
people,” he explains, “but to impress
versity in Chicago. Today, he is a Ph.D.
28 California School Business / Spring 2017
learned:
What’s the best advice you’ve ever received and who gave it to you?
political science from the University of California, Berkeley; and a master’s of
California School Business Expo in
his speeches. “I do not speak to impress upon them some invaluable lessons that
habits. Your habits are based upon your
actions. Your actions are based upon your decisions. Your decisions are based upon
your emotions (or emotional state). And
your emotional state is based upon your beliefs.
Therefore, if you want to change the
alcohol and abuse. Those things made it
persuasive people I had ever met. When
Second, I had teachers who meant
have that kind of effect on people as well.
harder for me to function at school.
quality of your life, you must first change
well, but who were culturally incom-
change your beliefs about yourself, for
white, middle-class lenses where people
your beliefs. More specifically, you must
you can never behave for long in a way that is incompatible with your self-image.
You must eliminate any self-sabotaging beliefs you have and replace them with beliefs that can empower you to grow and flourish as a human being.
I learned these lessons from the
Bible, Anthony Robbins, Zig Ziglar, Max-
he spoke, people listened, and I wanted to There was also a professor named
petent. They viewed me through their
Marianne Constable who inspired me a
ate three meals a day, had a washer and
chose words so carefully and thought-
dryer, and had two parents at home who help their kids with homework. While
that perspective was not inherently bad, it blinded most of the teachers and staff
at my schools from understanding life
great deal to improve my writing. She
fully and used them so powerfully that
she compelled me to take writing much more seriously.
like me, should be evaluated. They meant
After that fortuitous park bench encounter with Pastor Mark Stokes, how did you maintain the motivation to keep working hard, to push away the despair and keep it from pulling you in the wrong direction? Was it sheer force of will that kept you going back to school? Something else?
asked questions that embarrassed me or
abuse, alcoholism, homelessness, misery
through my lens.
Their ethnocentricity caused them to
well Maltz and from personal experience.
make the fatal slip of believing that be-
If you had a different career, what would it be?
“the norm” by which I, and other kids
I used to be the pastor of a small church
well but still did harm because they often
Early on, I was running from poverty,
alienated me.
and pain. My primary motivation was
but sensed a calling to do the work that I am now doing. I love people, and I
love helping people. I love teaching and
cause they were “normal,” they were also
Third, there was a huge identity cri-
inspiring people. I love giving people
sis going on within me. I was not a good
relationships strengthened and people
any particular groups and I had no idea
hope and practical help. I love seeing doing life together, in community, where everyone is valued, and the atmosphere
is replete with fulfillment, justice and delight.
If I weren’t doing that, I would prob-
student, I never felt like I was accepted by who I was as a person.
Those three things, together, slowly
eroded my interest in school.
to get as far away from those things as possible, and school was the means by which I could do that. School was my “way out,” my passport to freedom.
Along the way, however, I also
starting running toward some things.
I wanted to play football, run track, be
the first in my family to graduate from
What sparked your interest in writing? Were you at all interested in writing before your English class with teacher Erin Gruwell?
high school and graduate from college.
new things.
As a child, I used to play by myself for
more, I wanted to fly airplanes, travel
Before your encounter with the stranger on the park bench, what would you say were the main causes of your lack of interest in school? Was it primarily due to an unstable home life or was it something about the educational system?
and had terrible self-esteem. Because of
Most of my apathy about school was due
writing. By encouraging me to journal,
ably be a travel blogger because I love adventure. I love to visit new places,
learn about new cultures and experience
to three factors: what was going on at home, at school and within me. First, I had
a very unstable, unhealthy environment
at home. Sometimes there were drugs,
four or five hours because I was very shy that, I always admired people who had
I wanted to become the faithful husband
I never saw in my family. I wanted to become the father I never had. Furtherthe world, help other people and become financially free.
Those dreams motivated me to keep
a command of the English language.
pressing forward, sometimes with tears
Gruwell, certainly had a lot to do with
there was a bright future for me and that
My high school English teacher, Erin getting me started down the road to
in my eyes, through the pain. I believed I could not rest until I found it.
Finally, there were key people in
she helped me see that I had a voice.
my life – teachers, coaches, a lunch lady,
of California, Berkeley, a classmate, Na’il
tors – who encouraged me to keep fight-
Then, when I got to the University
Benjamin, was one of the most articulate,
friends, roommates, professors and pasing for the life that I wanted.
California School Business / casbo.org
29
Manny Scott
Do you think the causes that contribute to “unreachable” youth today have improved since your experience in the early 1990s, or have they gotten worse? While we have had moments of pro-
While there are no one-size-fits-
gling students to fail in school, work
thoughts that I think point toward a pos-
teachers to lower their standards; they
all approaches, here are a few of my sible solution to the problem.
First, schools need people on school
gress, I believe things have gotten worse.
boards who have an informed under-
of color and poor whites have less
challenges of what happens on school
From my experience, poor communities
access to wealth, power, prestige, social status, education, opportunities and
rewards than they did when I was growing up.
I have worked in most major cities in
48 states, and there is a growing hopeless-
standing of the day-to-day realities and campuses. Many people are making de-
cisions for teachers and schools without a real understanding of the problems
Because this problem is so vast, I am
not so sure that militarizing our police forces or building more prisons will be
able to solve this problem. I think more aggression or incarceration would only exacerbate the problem.
account the in-the-trenches perspective problems, and as such, I believe they are
closest to providing the best solutions. I
could actually stop right here, because I
impeded because of the little Manny
Third, I think the education system
needs to do a better job of equipping its teachers and staff with the awareness,
knowledge and skills to understand, students. Teachers need to learn about
social-emotional learning and learn how to cultivate healthy relationships with
struggling students. Once students know
that at least one loving adult cares about to rise to that adult’s expectations. Also, educators need to be trained to teach in
developmentally appropriate, culturally relevant ways.
this area.
30 California School Business / Spring 2017
ing in which their leader inspires them to make the most of their day, or it could be a separate period entirely.
In any case, struggling students
self-confidence, high moral standards,
ments, selecting the right friends, picking mentors, goal-setting, planning, taking
massive action, delayed gratification,
budgeting, money-management, conflict
resolution, identifying and cultivating healthy relationships, social etiquette,
personal hygiene, and other things they probably have not learned at home. Also, schools should partner with local business people and organizations to
help expose their struggling students to
successful people who look like them so
that their students can catch glimpses of their own possibilities.
While this is in no way intended
aid in reaching and teaching all students.
staff and students. Some teachers feel
So I am fully aware of the challenge in
be a school-wide assembly every morn-
which excellence is expected from all
gling students, I did not want those
expense of my own children’s growth.
thrive in school, work and life. It could
to be comprehensive, I believe the five
create a culture on school campuses in
underperforming students helped at the
the day to equip their struggling students
Fourth, I believe school leaders must
Scotts in their classrooms, and while I
understood the need to help the strug-
Fifth, having said that, schools
integrity, picking the right environ-
them and their success, they will strive
been in schools where their progress was
undeniable truth.
tion that helps ALL students.
ing to teachers, we would arrive at a solu-
This is a tough one because I used to be
ically and privileged socially. They have
cessful students. I’m living proof of that
should be taught about self-image,
engage, reach and teach struggling
three children who are advanced academ-
the same love and opportunities as suc-
believe that if we spent more time listen-
What is the role of the education system when it comes to helping struggling youth so they don’t get left behind in school while, at the same time, not impeding the progress of the kids who don’t need that attention? the struggling student, but I now have
the best of students if they are given
with the competencies to survive and
of our teachers. They are closest to the
us in negative ones.
Struggling students can compete with
Teachers need to be treated like pro-
my next suggestion.
to be one of them, and I am convinced positive ways, they will eventually reach
to get students up to the standards.
would do well to schedule time during
fessionals. Policymakers need to take into
that if we do not do more to reach them in
need teachers to change their methods
teachers and schools face. This leads to
ness and even a simmering rage among
poor young people in our country. I used
and life. Struggling students don’t need
sorry for their poor kids and conse-
quently lower their standards for them.
While they think they are being helpful, they are really positioning their strug-
aforementioned ideas could significantly
As a student, you had a chronic attendance problem and your GPA during your freshman year of high school was 0.6. What tips can you share that
might help school districts connect with chronically absent students and improve their attendance?
me the nerve to miss even more school.
though you see their issues. Most people
I missed 60-90 days of school between
start and stop with relationships. From
healthy, loving relationships, the magic
you, with the insecurities, the bad temper,
fourth and ninth grade. I used to ditch school and run the streets, sometimes
doing things that could have resulted in
I believe everything in school should
of learning can take place.
love you until they know you – the real the gossip, etc. However, it takes real strength to really know someone and still love them. It takes maturity to see past
someone’s problems to their potential.
to being in the streets. If schools want to
Much of your work today is aimed at improving the effectiveness of leaders. What three use-it-today tips can you provide to school business leaders that will improve their effectiveness?
reduce truancy, that needs to be reversed. Students need to link more pleasure to
No matter who you are, you can always
so that they know you would not inten-
being in school than they do to being out
improve your relational skills. Three skills I think you can begin developing
me getting jailed, hurt or killed.
Despite the danger, I used to link
more pain to being in school than I did
of school. They need to link more pain to
their bad choices outside of school than they do to sitting in a classroom.
immediately are openness, acceptance and trust.
Openness is the ability to welcome
I heard someone say, “Tell the board
people into your presence so that they
tion.” This can be addressed by culturally
people when you see them? When they
of education that kids are bored of educarelevant teaching.
Also, if teachers had built a healthy
relationship with my mother early in my academic career, I doubt I would have
felt comfortable enough to ditch school.
The only time teachers called my mom was after there was a problem. By then,
feel safe and secure. How do you greet
see you? You might be coming off as closed and anti-social and you don’t
even know it. However, the people who
make the biggest difference are those who work on making others feel safe and secure.
Acceptance is the ability to con-
my mother had become so cynical about
tinue holding people in high regard even
them when they called. As a result, teach-
ity to continue seeing beauty, potential,
teachers that she was not very kind to ers stopped calling my home, which gave
though you see their issues. It is the abilvalue and worth in other people even
Those who change the world are those who develop acceptance.
Trust is the ability to build confi-
dence in your relationships with others tionally hurt them but, rather, act in their best interest, and vice versa. In this age of skepticism and doubt, so many people
have their guards up. They refuse to let anyone in. They construct emotional
walls. They are afraid of being hurt, be-
trayed, backstabbed and let down. One
way to help them is to do little things for them that let them know that you care
about them. Little things like a hand-
written thank-you note, a birthday card, a birthday cake, a text message, com-
mending them in a department meeting,
showing up to their events, or going
fishing with them. Little things can have a big impact.
Develop openness, acceptance and
trust every day, and I guarantee your relationships will begin to improve.
California School Business / casbo.org
31
Manny Scott
What would you say is the most difficult issue facing students today, and how can school leaders help?
sumption and materialism. Third, there is
I think Christian Smith is helpful here. In
order to find happiness. Fourth, students
Your book, “Your Next Chapter,” provides advice on creating the life of one’s dreams. What’s the first step in that process?
mental and moral health, which is lead-
are not where they want to be in their
his book, “Lost in Translation: The Dark Side of Emerging Adulthood,” he offers
five sobering difficulties facing young adults today. From my work around the country, I think these five realities ex-
tend to middle and high school students as well.
First, students in America are morally
adrift, unable to think coherently about
a growing number of young people rou-
tinely using drugs and getting drunk in have divorced casual sex from physical,
People need to understand that if they
ing to deeper personal regrets. Fifth, the
lives – physically, mentally, emotionally,
majority of young people in our country are completely disengaged from, and
disenchanted with, civic or political life.
These five things are hurting students, our schools, our country and our world.
While I have ideas about how to
moral beliefs and problems. They think
address all five of these areas, what’s im-
vidual choice. Second, students are being
and work intentionally to address them
everything is simply a matter of indi-
held captive by consumerism, believing that “the good life” is defined by con-
portant is that schools are aware of them in ways that are appropriate to their own contexts.
academically, professionally, financially,
relationally or spiritually – they have the
power to turn the page. To turn the page means that they are committing to take proactive steps to improve the quality of their lives, one belief, one decision, one step at a time. z z z
Julie Phillips Randles is a freelance
writer based in Roseville, California.
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.
32 California School Business / Spring 2017
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36 California School Business / Spring 2017
COVER STORY
UNLOCKED
DOORS SCHOOLS AFFIRM COMMITMENT TO ALL WHO SHOW UP
By Linda A. Estep The fear and uncertainty generated
by months of incendiary rhetoric during
the 2016 presidential election has left California schools reaffirming their legal
and moral commitments to all students who come to their doors, papers in hand or not.
In a state with the largest undocu-
mented population in the United States,
threats of deportation are relevant. The ramifications of possibly uprooting fami-
lies with children in school and sending them back to their homeland are widespread and significant.
Is perception reality?
The presidential campaign was
marked by promises to clamp down on those crossing borders illegally. It was
enough to make many families edgy; and yet, because Donald J. Trump’s election caught most people by surprise, it wasn’t
until after the election that California school leaders began to see visible manifestations of that fear. Now what?
California School Business / casbo.org
37
UNLOCKED DOORS
Calming strategies School officials have reported that
The district, with a diverse student
population of 43,000 at 76 schools,
immigrant families would be forced to
anxieties of immigrant families, declar-
return to native countries. They had come
moved quickly after the election to stem ing in a December 8, 2016, resolution
to the United States by various means,
that it was a “safe haven school district”
welcomed at school because that is the
already in place for all students. The
not all of them legitimate, but had been law in this country. To them, this was home now.
Faced with the unknown, imagina-
tions turned ugly and so did the taunts. Intentionally hurtful or not, remarks from
classmates and even teachers have been
and promising protection under the laws resolution affirmed pledges to “focus on promoting and elevating tolerance, in-
clusiveness and kindness to all students, families and staff at all district sites, facilities and material property.”
The resolution also was designed to
reported to have caused alarm and fear
clarify what is meant by policies already
or thoughtless comments can scar a child,
lection of student data. Restrictions on
for targeted students. The sting of unkind
causing some to withdraw or even stay at home.
One district where trouble was brew-
ing jumped into action to calm emotions
and implement solutions with help from
in place, particularly regarding the col-
Immigration and Customs Enforcement
regarding entering district properties were described in concise, easily understood wording.
It was a start, but Ryan says that
the community.
passing a resolution is only 10 percent
election there was an uptick of unfortu-
ment the declared pledges, including
“We noticed over the course of the
nate and intolerant activity within school sites,” explains Jessie Ryan, first vice
president on the board of education of the
of the work. It’s also important to imple-
alliances with state and local agencies as well as community organizations.
“A plan is only as strong as your
Sacramento City Unified School District,
buy-in from community partners,” she
“After the election we saw troubling
local government, the teachers associa-
a casbo organizational member.
instances at individual schools where
students came to school crying, afraid to go out for recess or lunch,” she says. Among elementary schools, administrators heard reports of some students teasing classmates that they would be sent
back to home countries. “Students are
influenced by their peers. Once it starts on the schoolyard – talk based on race or color of skin – others join in. Principals
would intervene to tell those using such language that it was not acceptable. We
38 California School Business / Spring 2017
that (hate) language is not acceptable.”
since the election, many students have arrived at school in tears, terrified their
Faced with the unknown, imaginations turned ugly and so did the taunts. Intentionally hurtful or not, remarks from classmates and even teachers have been reported to have caused alarm and fear to targeted students.
want to empower students to tell others
stresses. “We have strong support from tion and faith-based organizations. This
is a new reality. People are hurting. This
has not been a partisan effort but an acknowledgment that students are hurt.
Everyone rolled up their sleeves to be a part of this. The reaction to the resolution was overwhelming. Some affluent
parents asked if this was really necessary. We gave a resounding ‘Yes!’ answer to that.”
Ryan says her district is doubling
down on student services such as psy-
chologists’ availability, responding to stu-
school premises. After Torlakson’s letter
counseling.
charter administrators and principals,
dents in crisis and offering anti-bullying The Sacramento City usd resolution
preceded a December 21, 2016, letter from State Superintendent of Public
Education Tom Torlakson to all Califor-
nia school administrators urging them
to declare their schools safe havens for
to county and district superintendents,
districts throughout the state declared similar resolutions promising safety on district premises.
Building relationships
students and families and reiterating
c a s b o organizational member San
cords on immigration status. His letter
serves 53,000 students, with 86 percent
existing laws that protect student re-
reminded districts of the 1984 Supreme Court decision Phyler v. Doe requiring schools to enroll all eligible children
regardless of citizenship or immigration status. The Sacramento City usd resolu-
tion was offered as an example for other
Bernardino City Unified School District
living in poverty. Seventy-five percent of
the students are Hispanic, and more than 30 languages are spoken in the district.
It is known to serve a large immigrant population.
Superintendent Dale Marsden was
districts to follow.
hired to lead the district in 2012 and be-
Francisco Unified School District and the
the planks for a strong foundation of cul-
casbo organizational member San
Los Angeles Unified School District also had early initiatives in place to assure
immigrant families of their safety on
Ryan says her district is doubling down on student services such as psychologists’ availability, responding to students in crisis and offering antibullying counseling.
lieves programs initiated years ago were tural understanding and education. His focus has been to build on that, and he
credits the district’s strong commitment
California School Business / casbo.org
39
UNLOCKED DOORS
to bilingual education as a powerful step
tinuous high schools, where families are
with the immigrant population. All dis-
successful in the community.
to establishing a positive relationship
Bachez notes that unless checked, students and families’ fears could trigger chronic absenteeism, resulting in a double-edged sword that cuts into both education and funding for the schools.
trict meetings are translated in English
“All of this was put into place well
and Spanish.
before the election,” he notes. Marsden
Mexican consulate office in San Ber-
nity results in shared outcomes. “This
Marsden works closely with the
nardino, establishing an agenda of
shared objectives, including building up the local economy, supporting the
believes engagement with the commuwork has always been and should be built around relationships.”
Last year, Marsden was named
100,000 Strong in the Americas program,
Superintendent of the Year by both the
porting dual citizenship, promoting
ministrators Region 12 and Pepperdine
improving lives in San Bernardino, sup-
multilingual education, and enhancing awareness of health and safety issues in San Bernardino.
His district has created Parent En-
gagement Centers at each of the con-
40 California School Business / Spring 2017
welcomed and can learn how to become
Association of California School Ad-
University, his doctoral degree alma mater. He has been lauded as a visionary leader, instrumental in the district’s rap-
idly increasing graduation rate, currently at 85 percent.
As for addressing fears of immi-
parents we provide a safe place to learn.
including a fact sheet regarding the
lives, in January the district’s board of
our immigrating families come from
( dac a ) policy put in place by the
grants facing potential disruption of their education joined other districts in pass-
ing a resolution declaring every district
site to be a safe place for all students and families. The resolution further encour-
ages the superintendent to increase and enhance partnerships with community-
based organizations and legal services groups who provide resources for families facing deportation.
Legislative perspective The implication of post-election action is
not lost on the state legislature, reminds
Sara Bachez, casbo assistant executive director, government relations. Bills such as sb54 reinforce the strict protection of
immigrant status documents, signaling legislators’ intent to protect their con-
Let’s remember who we are. Some of
war-torn countries. Parents have a right
to expect a safe environment inside the
walls of school. We must stick to our mission.”
Legal eyes watching One organization kept busy after the
election has been the Mexican American
Legal Defense and Educational Fund (maldef), with state offices in Sacra-
mento and Los Angeles. Jeannette Zanipatin, a legislative staff attorney
based in Sacramento, confirms the fear and confusion of many south-of-the-
border immigrants and says the legal
was getting her plane ticket home. “For
ger chronic absenteeism, resulting in a
asked a middle school student when she
will have a harder time catching up once
And if children can’t focus, they can’t
perform. Tests will be a reflection of that, and the Legislature will notice,” Bachez
warns. “We must close the achievement
gap or the Legislature will start changing the rules. This has longer term implications. It is not flavor of the month.”
On sending the right message to im-
migrant families, Bachez acknowledges
Trump’s chopping block, the administration indicated during the first week of
his presidency that deportation efforts would not extend to those protected un-
der the daca umbrella. Still, immigrant
families are skeptical and the Dreamers are losing sleep.” z z z
Linda A. Estep is a freelance writer based in Fresno, California.
Weigh in on our social media sites. Find links at casbo.org.
not addressed,” she predicts. “Children they return. California is dependent on
a strong, diverse workforce. If we aren’t doing enough to educate the children,
how can we maintain our economic supe-
riority? Everyone will suffer,” Zanipatin
says. “The last thing we want is for kids to leave school and not have the services they need.”
Dreamers’ fate
the value of resolutions to reinforce a
Access to accurate information for
a lot to lose here if we don’t convince
provides a stream of current information,
district’s mission and adds, “We have
Once thought to be on President
“I see schools potentially having
“Chronic absenteeism will be moni-
price. Funding is tied to accountability.
United States illegally as children.
a big impact,” Zanipatin says.
chronic absenteeism if these issues are
tored, and the school district pays the
were brought by their parents to the
someone who is undocumented, that has
double-edged sword that cuts into both education and funding for the schools.
people (also dubbed “Dreamers”) who
She described a recent incident
and work.
Bachez notes that unless checked,
temporary work permits for young
the election.
involving an insensitive teacher who
students and families’ fears could trig-
Obama administration. daca provides
hotline has been especially active since
stituents in a state where more than two
million undocumented immigrants live
Deferred Action for Childhood Arrivals
immigrants is paramount, and maldef
California School Business / casbo.org
41
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F E AT U R E
Eleven tips for navigating change
Hints for turning uncertainty into opportunity By Sue Poremba
W
ith every new presidential
administration, there’s an
adjustment period and modifications to the status quo, but rarely has there been a reaction to possible change in
ing to like or will struggle with,” says
fordable Care Act (aca) would cause
resources manager with Excelsior Char-
those changes may not be all bad.
casbo member Debra Marquez, human ter Group.
for her district, casbo member LaFaye
that. “We must remember that we are in
resources with Hemet Unified School
adds, and most educators recognize
DeVos as the secretary of education. The
the business of educating children – the
overloaded Senate phone lines showed
how much the average citizen cares about public education and its future.
“It is clear that changes are coming
future of our country. We need to em-
brace the unknown as an opportunity to change a broken system.”
The biggest concern for many school
to public schools everywhere, and there
leaders is how budgets will be affected.
changes that school leaders aren’t go-
budget stays the same, repeal of the Af-
is a good chance these are going to be
As the person who manages aca
Some change is necessary, Marquez
American education as was seen with the
nomination and confirmation of Betsy
changes that will affect districts – and
For example, even if California’s school
Platter, deputy superintendent of human District, says one benefit to the dissolu-
tion of aca would be fewer requirements
to follow. Her district had to bring in personnel and add technologies just for the reporting requirements, so aca’s re-
peal would cut those costs. On the other
hand, aca repeal could result in fewer insured families and more sick children
California School Business / casbo.org
47
Eleven tips for navigating change
staying home. The higher absenteeism rates would lead to funding cuts.
To navigate these uncertain times for
California schools, experts provide the
schools strive to graduate young adults
or doing. Platter encourages school
world.
stay aware of what is happening both
who are ready to survive in the real “Students today need more hands-on
following tips on how to anticipate the
learning and less textbook memorization
and face them with a positive attitude.
need critical-thinking skills so that they
areas where change is most likely to occur
1 Plan for the predictable. One of the most interesting aspects of
change is the human emotion it causes, explains Donald Moine, president of the Association for Human Achievement,
and emotions are running high about the
administration and some of the things
and test taking,” Marquez adds. They may find solutions to problems. They
need “real-life” education. “I think that school leaders should treat the impend-
ing changes as an opportunity to really tap into a child’s ability to learn in different settings.”
3 Introduce new thinking.
administrators and business leaders to politically and socially and engage with their district stakeholders – the faculty,
parents and taxpayers – about how they will operate under these new standards. “It’s strategizing for the future,” she says. For example, if school vouchers become a
reality, administrators need to be able to
inform the public about how a voucher program could affect school population
and funding and provide details on how the school can or will compete with private school offerings.
5
that have been said about education.
Much of the focus on change has been
unpredictability, allowing the emotional
administration may have on public
Will the potential changes on the horizon
time to focus on new innovations for
children? While a vocal contingent has
What ramps up those emotions is the
side to take over rational thinking. Instead, Moine advises, focus on the
predictable. “President Trump has not changed his tune [about education] and we know that Betsy DeVos has no background in public education. It’s
actually fairly predictable what they’re going to do.” Superintendents and school
business leaders can get a jump on the potential changes by planning for those very things the president and secretary
are stating in their speeches. This tampers down the emotional edge.
2 Remember the overall objective: preparing children for adulthood. Trump likes creating jobs and may be
more willing to invest in education when
around the negative effects the new schools. Instead, says Moine, use this your district. Even good change is met
with reluctance – it’s so much easier to
keep things at status quo and continue on with the familiar – so now is the
time to embrace new thinking. “School administrators and teachers need to assume responsibility for a lack of
innovation, and that’s why we’re in the
situation we’re in now,” he says. Use impending change to encourage fresh
ideas, show staff that these ideas are welcomed and then nurture those ideas
into action. This gives staff self-confidence in themselves and their schools.
4 Stay socially and politically aware.
opportunities beyond the academic are
You can’t plan for the predictable if you
sector or life-management niche – and
and other decisionmakers are saying
emphasized – such as skills in the trade
48 California School Business / Spring 2017
aren’t aware of what political leaders
Give district residents a voice. be good or bad for the district and the
serious concerns, your district will have stakeholders who see the changes in a
more positive light. By allowing their
voices and thoughts to be heard, it gives district leaders the opportunity to be
proactive toward change that is beneficial
to everyone, according to Platter. It also
opens up new ideas and the chance for people to come together with creative solutions.
6 Empower principals to take the lead. Principals are on the frontline of the school environment, Platter points
out. They are the ones who see how programs are working or not working.
As modifications to current programs begin to happen or budget cuts occur,
principals should have the freedom to
think outside the box to make tweaks and
flow of communication regarding any
change in their schools.
the decision-making change, the more
fixes and to take the lead in navigating
changes. The further someone gets from vital it is for them to understand the
7 School administrators will have a different knowledge and awareness of
potential changes and their effect on the school system than teachers or parents.
The recent election results and the pro-
policies are originating – from the school
have energized the populace. School
board, the state, the federal Department of Education? – and provide data to
support the need for the change, as well asthe end goals.
“If people don’t have their informa-
It’s that lack of knowledge that creates
tion concerns addressed, it can derail the
Zigarmi, senior consulting partner for
up front, people will get complacent and
wariness and worry, which is why Patricia The Ken Blanchard Companies, suggests
school business leaders keep up a steady
Take advantage of new advocates.
rationale behind it. Zigarmi says leaders should be prepared to explain where new
Keep communication lines open.
8
change,” she says. If there is no buy-in
wait it out rather than actively work to implement the new standards.
California Crafted
cess of building a new administration administrators can use this to their ad-
vantage. This election ignited a fire in
people who formerly had been silent or uninformed about policies that concern them most, like education. They want
to be heard and they want to do something. “Education can be a rallying point for many,” Zigarmi says. She recom-
mends school leaders take advantage of this new interest in advocacy and
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49
Eleven tips for navigating change
find a way to get these advocates to help shape education change.
too will be picked up by staff and other
stakeholders. “In difficult times, people
geous and voice your opinion and have
adds. “Raise your game as leaders.”
course, new laws will be passed and indi-
especially look for direction,” Carroll
9 Be good leaders. “Great leaders inspire others, and their community or school is a direct reflection
See opportunities, not obstacles.
and innovation. If leadership is fearful
it,” Carroll says. “Be about it.” School
negative effects, that’s what their
community will see and focus on. But if
they impart hopefulness and positivity about new standards or regulations, that
viduals aren’t going to have much control how vouchers will be distributed. What
With change on the horizon, the need is
of the changes or focuses on potential
the confidence to follow through. Of
over budgets or new test standards or
10
of them,” says Kevin Carroll, author,
keynote speaker, and expert on creativity
Carroll’s viewpoint is to be coura-
for action, not rhetoric. “Don’t talk about leaders need to recognize that they can make a difference if they are willing to
do something. It’s easy to follow the party
line and do what’s expected, even if you don’t agree or you see a better option.
they do have control over, he says, is
whether to see these changes as obstacles that everyone complains about or as op-
portunities to fix existing problems or renew their approach toward educating students.
“Faculty and students will notice
this,” Carroll adds, “and they’ll follow your example.”
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sion for the team.” The original strategy
11
will guide the way changes are presented
Have a strategy. If you want to create a positive environment in a time of uncertainty, Carroll
says everyone needs to follow the same
and brought into the system. “It’s a mat-
ter of taking ownership of the changes,” Carroll adds, “and making sure everyone is invested.”
Navigating change isn’t just about
path to the end goal. He suggests that
adopting healthy attitudes but also about
school year in place, including long-term
Those two together could bring about a
school leaders have their vision for the strategies, and present those to staff at the beginning of the new term.
“Have a rally cry to rally around, and
make sure everyone is staying on mes-
sage,” he says. “Then, when these other changes are thrown at you and you have
Sue Marquette Poremba is a freelance writer based in Central Pennsylvania.
Weigh in on our social media sites. Find links at casbo.org.
adopting healthy actions, Moine says. rebirth opportunity for schools. “See this as a chance for a renaissance for public education,” he continues. “We can’t resist
change. Instead, we need to be the leaders and innovators and own that.” z z z
to come together, you already have a vi-
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Dear CASBO Member, For 30 years we’ve partnered to save school districts’ money. Thank you for your partnership and our shared success. We know saving on PENCILS and PAPERCLIPS is important. But we think you’ll agree that raising test scores by 20%, reducing absenteeism and modernizing classrooms is even more important. So we’ve added new partners, products and services -- game changers like cognitive computing, NextGen classrooms and award winning early literacy programs -- to help you and your students achieve those goals. And not to fear, we still have pencils and paperclips. We invite you to check out our partners, financing options and our Commitment to Learning. We’ve never been more excited, or prepared, to help you help your students learn. Your partners in Learning can be reached at: C2L@officedepot.com. Sincerely, The Office Depot Instructional Leadership Team
Surviving the drought.
“Droughts” happen, and when they do, schools need to be prepared. Whether it is due to educational funding and credentialed talent withering away, or an increased demand for technology and results, ASCIP can help. We provide refreshing, cost saving solutions to assist in protecting your precious assets and resources in California’s arid educational climate. Join the ASCIP alliance today! • Property/Liability • Workers’ Compensation • Health Benefits • Loss Control Tools • Construction Insurance Create safer & better prepared schools for tomorrow.
(562) 404-8029 • www.ascip.org
California School Business / casbo.org
53
CASBO book club
Classroom Innovation
Sehi is all about Classroom Innovation. For over 30 years we’ve supported schools & provided educators with everything from laser printers to 3D modeling & virtual reality solutions. We deliver the innovative IT Solutions that advance academic achievement.
HP Sales, Service and Support Chromebooks Mobility Solutions PCs and Laptops Printers & Imaging HP Aruba Networking Server & Storage Virtual Reality Solutions
Supplies & Accessories Audio and Video Digital Displays Warranty Services Managed Print Chrome Services 3D Modeling Solutions
Innovate and Educate.
Tap emotional intelligence to achieve, succeed Emotional intelligence is a hot topic in today’s classrooms, but what about the adults who are leading schools? What does emotional intelligence look like in adults, and how can you increase yours? That’s the focus of the book “Emotional Intelligence 2.0,” by Travis Bradberry and Jean Greaves, which promises to increase emotional intelligence (EQ) by showing readers how to use the four skills: selfawareness, self-management, social awareness and relationship management. With these skills dialed in, the authors say you’ll be able to exceed your goals and achieve at the highest levels both personally and professionally. By including how to’s rather than what to’s, along with advice based on the latest EQ research, reviewers say “Emotional Intelligence 2.0” acts as a launching pad for developing the skills and behaviors needed to complement the technical expertise you already have. The book also includes access to the online edition of the Emotional Intelligence Appraisal that pinpoints the strategies that will increase your EQ the most and tests you to measure your progress.
San Clemente, CA 92673
See all Specializations*
1-800-346-6315 www.BuySehi.com
*HP specializations include: Services Sales, Delivery, Managed Print, Designjet
54 California School Business / Spring 2017
Thanks to this quick read, CASBO members can up their EQ quotient quickly and efficiently.
L E A DE R S HIP
NEW!
The reluctant leader dynamic By Molly McGee Hewitt CEO & Executive Director
Have you ever been part of a group that was trying to find someone to volunteer to be a leader? Most of us have served on committees or
councils or in organizations that regularly
solicit leaders. At the meeting where
done better. We even may be frustrated by their lack of leadership or their in-
ability to accomplish a task. Suffering under a poor leader is a powerful lesson in leadership.
What’s stopping you from becom-
these leaders are being solicited, you can
ing a leader? Is it based in fear? Do you
in our offices and schools when we are
I don’t know everything I need to know
sense the discomfort. This also happens assigning people to assume leadership
functions on projects and activities. Many casbo members are happy to be
supportive but shy away from being identified as the leader. I call this the
think, “What if I don’t do it well? What if before I try? What if I am criticized? What
if it requires me to get out of my comfort
zone? What if I am successful? What will happen next?”
Leadership is not about titles or po-
“reluctant leader” dynamic.
sitions. Leadership is about using your
of folks who repeatedly accept leadership
ability to make a difference. It’s about
It’s also common to witness a group
assignments. We often rely on them to
do this so that we don’t have to do it! It’s not always about the most qualified or
knowledgeable person – sometimes it’s about the person who will take a chance
and accept the challenge. What makes
talents and skills to the maximum of your
action, not recognition. Many folks in leadership positions are quiet and hum-
ble and deflect recognition or attention. Others enjoy the accolades and challenges that can come with the opportunity.
Every leader started somewhere!
these folks so happy to take the lead and
They took a chance and volunteered to
Some have been raised to shy away
conduct a meeting or serve in a leader-
others to shrink from it?
from leadership or have definitive
thoughts of who should be the leader. They even may have been taught that
leadership can be risky and that it’s safer to keep a lower profile. They may have been told they don’t have a chance be-
cause of their age, sex, race, religion or other distinction. Those early lessons can
head up a project, lead a work group, ship position. It takes one step to start
your leadership path. While leadership does have its challenges, it also offers a
sense of accomplishment and allows you to help chart the future. You can make
a difference and empower others when you accept the leadership challenge.
School business needs leaders in
play a powerful role in our lives. Some
every discipline, in every lea and in all
and fail to question their validity or truth.
who? z z z
folks have accepted these early lessons
Many times, we have watched peo-
Leadership is not about titles or positions. Leadership is about using your talents and skills to the maximum of your ability to make a difference. It’s about action, not recognition.
aspects of the profession. If not you, then
ple with fewer skills and less knowledge take a leadership role that we could have
California School Business / casbo.org
55
WHAT ENROLLMENT CHALLENGES DOES YOUR DISTRICT FACE? Increasing Enrollment
Declining Enrollment
Attendance Boundary Changes
We Provide
ENROLLMENT SOLUTIONS
School g wdin Overcro
Special Program Placement
Grade Configuration Changes
School dation Consoli
Class Size Reduction
Better Insight Feeder School your Community into Changes Fiscal and Staffing Planning
Open Enrollment/ School Choice
ent New Housing Developm
www.DecisionInsite.com | 877.204.1392
Smart business. Smart schools.™
(916) 446-7517 www.sscal.com
School Services of California, Inc., (SSC) is the leading provider of consulƟng, governmental relaƟons, and informaƟon services for K-14 educaƟonal agencies in California. Since 1975, SSC has been proud to provide services to nearly every educaƟonal agency in the state. CASBO CA School Bus Mag ad - from SSC 8-19-16.indd 1
56 California School Business / Spring 2017
• • • • •
Management ConsulƟng Services Governmental RelaƟons Services CollecƟve Bargaining and Facƞinding Services ExecuƟve Searches and Recruitment State Budget Conferences and Issue-Specic Workshops • The Fiscal Report and Specialized PublicaƟons 8/19/2016 5:14:01 PM
OUT & ABOUT
Professional development, networking and advocacy ... CASBO has it all!
CASBO President Melissa Anderson (front, middle) with Southern Section President Mary Crandall Plasencia (rear, middle) and President-Elect Thomas Tan (front, R) at the section’s Data Privacy Workshop & Luncheon in La Puente on Dec. 8.
Southern Section M&O PC Chair Barbara Boliver, helping out with registration at the section’s Data Privacy Workshop & Luncheon in Camarillo on Dec. 16.
Southern Section Ambassadors Ambur Borth, Debbie Simons and Pam Fees share some membership love at the section’s Data Privacy Workshop & Holiday Luncheon in La Puente on Dec. 8 (pictured left to right). Shasta Cascade Section members Jennifer Kiff, Debbi Conner & Becky Jeffries and Sacramento Section members Jennifer Stahlheber & Catherine Hawes at CASBO’s Legislative Training Day at the State Capitol on Jan. 26.
CASBO staff and members with Sen. Jim Nielsen (R-Gerber) at CASBO’s Legislative Training Day at the State Capitol on Jan. 26.
San Diego/Imperial Section President Kristy Curry (L) and CASBO Asst. Exec. Director Sara Bachez (R), honoring Asm. Rocky Chavez (R-Oceanside) as Legislator of the Year at the section’s annual conference in San Diego on Feb. 3.
CASBO CEO & Executive Director Molly McGee Hewitt, COO & Deputy Executive Director Tatia Davenport, Vice President-Elect Molly Schlange, President-Elect Nina Boyd, President Melissa Anderson, and Vice President Christina Aguilar at the ASBO International 2017 Executive Leadership Forum in Miami, Florida, on Feb. 16.
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.
CASBO President-Elect Nina Boyd, receiving her 2017 Orange County MLK, Jr., Woman of Distinction award at the MLK, Jr., Hall of Fame Induction Ceremony in Santa Ana on Jan. 14.
California School Business / casbo.org
57
Keeping It All Together Providing Trusted Retirement Solutions to Schools for Over 30 Years
Among Our Many Custom & Turn-Key Programs: • • • •
OPEB Solutions Program, in partnership with CSBA, for prefunding retiree healthcare Pension Rate Stabilization Program (PRSP) for prefunding pension Early Retirement Incentives (SRP) Social Security Alternative for Part-Time Employees (ARS)
Contact us at:
800.540.6369 ext. 105; info@pars.org pars.org
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.
The Smart Choice for the Business of Education
1-866-Smarte-1 www.smartetools.com info@smartetools.com
© 2017 Public Agency Retirement Services (PARS). All rights reserved.
SmarteFinance© SmarteHR©
Work together to provide a complete business system specifically designed for the needs of California School Districts and County Offices of Education.
The Power of Digital in Primary and Secondary The Power of Education Digital in Primary and Secondary Education
The digital transformation in education is making it possible for
students to learn more, in new ways, in new places, with new connections to resources around the globe. Cisco is leading this new digital world in education with visionary technologies that enable students to learn without limits.
Cisco is a proud sponsor of 2017 CASBO Annual Conference
The digital transformation in education is making it possible for connections to resources around the globe. Cisco is leading this new digital world in education with visionary technologies that enable students to learn without limits. Cisco is a proud sponsor of 2017 CASBO Annual Conference
58 California School Business / Spring 2017
©2017 Cisco Systems Inc.
students to learn more, in new ways, in new places, with new
Winning legal results with the best interests of students always front and center!
DANNIS WOLIVER KELLEY Attorneys at Law
San Francisco Long Beach San Diego Novato Chico Sacramento San Luis Obispo DWKesq.com
SOLAR ENERGY PERFORMANCE MANAGEMENT Independence HS - Kern High School District - Bakersfield, CA
Sage Renewables, the leading independent renewable energy consulting firm in California, offers a customized solution to bring transparency, accountability and expertise to the management of your solar project. Solar PV systems are a 25-year financial investment and most solar customers rarely have the time or resources to assess and interpret performance data to ensure their systems are meeting the expected financial returns. Sage Solar Performance Management services arm you with the information you need to maximize the value of your investment.
Sage Renewables is proud to be a premier partner of CASBO.
We evaluate: •
Savings versus what would have been paid to the utility
•
System performance versus performance targets
•
Best practices to optimize the system to produce the most value
•
Responsibilities of the solar developer or O&M contractor if the system is not performing as planned
SOLAR | STORAGE | EFFICIENCY
sagerenew.com/schools 415-663-9914
California School Business / casbo.org
59
We’ve Got Your Back For more than 30 years, Schools Excess Liability Fund has been partnering with California’s public schools and colleges to provide protection from the financial devastation of catastrophic losses.
While true catastrophic claims are few and far between, no district is immune. That devastating loss could happen at any time and when it does, wouldn’t your district
rather face it knowing the full weight of SELF JPA is behind it?
Fortified with millions in assets, strong relationships with our reinsurers and three decades of public entity excess claim handling experience, SELF has the tools and expertise you want backing your district at a time when it’s most needed.
Make the educated choice— choose SELF—the not-for-profit, member owned answer to catastrophic loss coverage. Call us today to learn how to keep your district safe. 866-453-5300
Schools Excess Liability Fund
60 California School Business / Spring 2017
selfjpa.org
Analytic Tools Driving Strategic Decisions for California Schools Sign Up For a 1-on-1 Live Demo Today!
Jeff Carew Managing Director 630.955.7616 | jcarew@forecast5analytics.com
©2017 Forecast5 Analytics. All Rights Reserved.
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61
12/29/16 11:2
Solutions for Success For over a quarter of a century, SISC has provided our members with solutions for all their insurance needs. We feature: • Customized plans and services • A wide range of options • A long track record of stable and affordable rates
For more than thirty years, we have been keeping our promise to provide quality construction management services specifically tailored toward each client. We will do the same for you. Program Management | Project Management | Construction Management Scheduling | Master Planning | Constructability Review | Cost Estimating Condition Assessment | Sustainability | Design Services
888.912.1201 | www.vanir.com
We currently cover: • Over 400 Public Entities • Over $1.5 Billion in Annual Payroll • Over $11.8 Billion in Total Insured Value • Over 300,000 member lives We offer: • Workers’ Compensation • Property and Liability • Health Benefits • Risk Management Services • GASB OPEB and Pension Stabilization Trust Please contact SISC by calling 800-972-1727 for more information or visit our website at www.sisc.kern.org A Joint Powers Authority administered by the Kern County Superintendent of Schools Office, Christine Lizardi Frazier, Superintendent
ReLiEF
Regional Liability Excess Fund
Smart business. Smart schools.™
62 California School Business / Spring 2017
Mateo, Age 4
Son of Lozano Smith Family
YOUR LEGAL PARTNER Every step of the way
From budgeting and bond counsel, to contracting and construction, our attorneys carry out your vision. Together, let’s build up the next generation.
Leading with purpose.
California School Business / casbo.org
63
A D V E R T I S E R IN DE X
ActPoint KPI
Keenan & Associates
OMNI
(425) 977-2107 • transact.com/CASBO-DEMO . . . . . . . . . 50
(310) 212-3344 • keenan.com . . . . . . . . . . . . . . . . . . . . . . . . 42
(877) 544-6664 • omni403b.com . . . . . . . . . . . . . . . . . . . . . . 60
Aeries Software, Inc.
KPN
OpTerra Energy Services
(888) 487-7555 • aeries.com . . . . . . . . . . . . . . . . . . . . . . . . . . 3
(888) 490-3182 • theKPN.org . . . . . . . . . . . . . . . . . . . . . . . . . 12
(925) 257-4313 • opterraenergy.com . . . . . . . . . . . . . . . . . . 26
American Fidelity
Lozano Smith
Pacific Crest Actuaries, LLC
(760) 917-1158 • americanfidelity.com . . . . . . . . . . . . . . . . . 8
(916) 329-7433 • lozanosmith.com . . . . . . . . . . . . . . . . . . . . 63
(818) 718-1266 • pcactuaries.com . . . . . . . . . . . . . . . . . . . . 65
ASCIP
National Joint Powers Alliance
PEPPM
(562) 404-8029 • ascip.org . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
(888) 894-1930 • njpacoop.org . . . . . . . . . . . . . . . . . . . . . . . 14
(855) 654-5290 • peppm.org . . . . . . . . . . . . . . . . . . . . . . . . . . 12
ATI Architects and Engineers
Office DEPOT
Piper Jaffray
(866) 834-6238 • atiae.com . . . . . . . . . . . . . . . . . . . . . . . . . . 10
(562) 810-8270 • officedepot.com . . . . . . . . . . . . . . . . . . . . . 53
(800) 876-1854 • piperjaffray.com . . . . . . . . . . . . . . . . . . . . 67
Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 • aalrr.com . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
California Financial Services (916) 780-7800 • calschools.com . . . . . . . . . . . . . . . . . . . . . 34
California Schools Joint Powers Authorities (909) 763-4900 • csebajpa.org . . . . . . . . . . . . . . . . . . . . . . . 17
California’s Valued Trust (800) 288-9870 • cvtrust.org . . . . . . . . . . . . . . . . Back Cover
Christy White Associates (877) 220-7229 • christywhite.com . . . . . . . . . . . . . . . . . . . . 51
CISCO (800) 553-6387 • cisco.com . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Is your IT relevant?
Climatec (949) 252-6943 • climatec.com/casbo . . . . . . . . . . . . . . . . . 16
IT should be contributing to:
Colbi Technologies (714) 505-9544 • colbitech.com . . . . . . . . . . . . . . . . . . . . . . 42
• • • • • • • •
Dannis Woliver Kelley (916) 978-4040 • dwkesq.com . . . . . . . . . . . . . . . . . . . . . . . . 59
DecisionInsite (877) 204-1392 • decisioninsite.com . . . . . . . . . . . . . . . . . . 56
Derivi Castellanos Architects (916) 847-0519 • dcaaia.com . . . . . . . . . . . . . . . . . . . . . . . . . 44
Student success School/district marketability Increasing or maintaining ADA Dual-enrollment Local Control Funding initiatives Campus safety Student and parent engagement And much more
Development Group, Inc. (530) 229-0071 • dgi.rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
EdFiles 855-5-EDFILE • edfiles.com . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Fagen Friedman & Fulfrost LLP (916) 443-0000 • f3law.com . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Forecast5 Analytics
DGI is a next-generation solutions integrator with a focus on delivering K-12 business outcomes. Let us help you establish IT relevancy in your organization.
(630) 955-7616 • forecast5analytics.com . . . . . . . . . . . . . . 61
Horace Mann
Main: (530) 229-0071 NOC: (530) 510-4300 www.dgi.rocks
(866) 999-1945 • horacemann.com . . . . . . . . . . . . . . . . . . . 32
Infinite Campus, Inc.
Smart business. Smart schools.™
(800) 850-2330 • infinitecampus.com . . . . . . . . . . . . . . . . . . 4 DGI CASBO Ad_5.75x8.5.indd 1
64 California School Business / Spring 2017
2/6/17 9:05 AM
A D V E R T I S E R IN DE X
Public Agency Retirement Services (PARS) (800) 540-6369 x105 • pars.org . . . . . . . . . . . . . . . . . . . . . . . 58
Regional Liability Excess Fund (ReLiEF) (310) 212-3344 • reliefjpa.org . . . . . . . . . . . . . . . . . . . . . . . . 62
Sage Renewable Energy Consulting (415) 663-9914 • sagerenew.com/schools . . . . . . . . . . . . . 59
School Innovations & Achievement (916) 669-5127 • sia-us.com . . . . . . . . . . . . . . . . . . . . . . . . . . 7
School Outfitters (800) 260-2776 • schooloutfitters.com . . . . . . . . . . . . . . . . . . 2
School Services of California, Inc. (916) 446-7517 • sscal.com . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Schools Excess Liability Fund (SELF) (866) 453-5300 • selfjpa.org . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Security Benefit
Lou Filliger hasn’t retired. Not even close!!
(800) 747-5164 • securitybenefit.com . . . . . . . . . . . . . . . . . 52
Sehi Computer Products, Inc. (800) 346-6315 • buysehi.com . . . . . . . . . . . . . . . . . . . . . . . . 54
Self-Insured Schools of California (SISC) (800) 972-1727 • sisc.kern.org . . . . . . . . . . . . . . . . . . . . . . . . 62
www.pcactuaries.com lfilliger@pcactuaries.com (818) 718-1266
Smartetools, Inc. (866) Smarte-1 • smartetools.com . . . . . . . . . . . . . . . . . . . . 58
Southwest School & Office Supply (800) 227-7159 • southwestschool.com . . . . . . . . . . . . . . . 46
For revenue generation, trust the AOS sales team to provide bottom-line results!
Stifel, Nicolaus & Company (415) 364-6839 • stifel.com/institutional/public-finance . . . . . 33
TerraVerde (707) 953-2885 • tvrpllc.com . . . . . . . . . . . . . . . . . . . . . . . . . 16
U.S. Communities (415) 328-8109 • uscommunities.org . . . . . . . . . . . . . . . . . . 34
VALIC (916) 780-6014 • valic.com . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Vanir Construction Management (888) 912-1201 • vanir.com . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Vavrinek, Trine, Day & Co., LLP (909) 466-4410 • vtdcpa.com . . . . . . . . . . . . . . . . . . . . . . . . . 43
Vicenti, Lloyd & Stutzman, CPAs
The
• Advertising Sales for Print and Web
(800) 448-4726 • virco.com . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Voya Financial (909) 980-5512 • voya.com . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
ARIZONA LAN DSCAPE CONT RACTOR
S ’ A S S O C I AT I ON
July/August 2016
• Publishing Services • Trade Show Booth Sales • Sponsorship Sales • Membership Renewal Campaigns
(626) 857-7300 • vicenticpas.com . . . . . . . . . . . . . . . . . . . . 44
Virco Inc.
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California School Business / casbo.org
65
L AST WORDS
”
15%
– Amit Ray
Source: National Center for Education Statistics
Education is beautification of the inner world and the outer world.
24 million In the 2015-16 election cycle, charter school advocates reported raising $24 million for races throughout California – almost five times more than during the 2013-14 cycle. Source: California Secretary of State
”
Our schools have a doubly hard task, not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity. – Ken Robinson
Between 2005 and 2017, public elementary and secondary enrollment was projected to increase 15 percent in the west.
”
I want to let all of California’s 6.2 million public school students know that keeping them safe from discrimination and bullying at our great state’s 11,000 public schools is a top priority. – Tom Torlakson
1O million California is home to more than 10 million immigrants – one in four of the foreign-born population nationwide. Source: Public Policy Institute of California
Do you have an inspirational quote or interesting statistic to share with your colleagues? Send your favorites to tdavenport @casbo.org.
66 California School Business / Spring 2017
Choose a Partner Who Knows California Education Finance Piper Jaffray California Public 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
Mark Adler Managing Director 310 297-6010 mark.j.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
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
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