CASBO School Business Spring 2015

california

California Association of School Business Officials

The new bargaining Negotiations take on a new look under LCFF

One team, one dream Proven ways to build and manage great teams

The E-Rate catch-22 What do recent E-Rate changes really mean for districts?

FINANCING CALIFORNIA’S FUTURE

S

tifel is the leading underwriter of California K-12 school district bonds.* We assist local districts in providing

financing for facility projects and cash flow borrowing, including new construction, modernization, renovation, and technology improvements. Our work with California school districts includes general obligation bonds, Mello-Roos bonds, certificates of participation, leases, bridge financings, TRANs, and the refinancing or restructuring of previously issued bonds.

We give back to the communities we serve by providing college scholarships to graduating high school seniors through Stifel’s annual Fabric of Society essay competition and by supporting school-related foundations and functions through the Stifel Education

LET US HELP YOU ACHIEVE YOUR FINANCING GOALS. Visit www.stifel.com/publicfinance or contact a member of our School Finance Group:

NORTHERN CALIFORNIA | SAN FRANCISCO OFFICE Bruce Kerns Managing Director (415) 364-6839 bkerns@stifel.com

Erica Gonzalez Director (415) 364-6841 egonzalez@stifel.com

Katherine Perkins Vice President (415) 364-5961 kperkins@stifel.com

Roberto J. Ruiz Assistant Vice President (415) 364-6856 rruiz@stifel.com

SOUTHERN CALIFORNIA | LOS ANGELES OFFICE Dawn Vincent Managing Director (213) 443-5006 dvincent@stifel.com

John R. Baracy Managing Director (213) 443-5025 jbaracy@stifel.com

Robert Barna Managing Director (213) 443-5205 rbarna@stifel.com

Scott Henry Managing Director (213) 443-5206 shenry@stifel.com

Program (“StEP”).

* Source: Thomson Reuters, number of issues for 2014

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California School Business I Spring 2015

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California School Business I Spring 2015

contents

Volume 80 I Number One I Spring 2015

departments 9

13

Checking in CASBO – the foremost authority in school business Molly McGee Hewitt

15

In focus CASBO member profile: Molly Schlange

17

In focus CASBO associate member profile: Keith Poch

56

Book club Leaders Eat Last: Why Some Teams Pull Together and Others Don’t

59

Professional perspective From job to career…

66

Last words

20

Bottom line An action-packed presidency Vincent Christakos

29

interview 29

Lisa Abel-Palmieri Innovation in education is the focus of this diverse educator’s prowess Julie Phillips Randles

cover story 38

The new bargaining Negotiations take on a new look under LCFF Linda A. Estep

48

features 20

One team, one dream Proven ways to build and manage great teams Julie Phillips Randles

48

The E-Rate catch-22 What do recent E-Rate changes really mean for districts?

Lisa Kopochinski

California School Business I casbo.org

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

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

publisher

promoting business best practices and creating

editor in chief

opportunities for professional collaboration.

features editor

CASBO members represent every facet of school

contributors

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

Molly McGee Hewitt Tatia Davenport Julie Phillips Randles Linda A. Estep Lisa Kopochinski

entire career’s worth of growth opportunities.

design/layout

Sharon Adlis

advertising art

Lori Mattas

CASBO MISSION

casbo officers

As the recognized authority in California school business, CASBO is a member-driven association

president

Vincent J. Christakos Hemet Unified School District

president-elect

Leeann Errotabere Clovis Unified School District

that promotes ethical values; develops exceptional leaders; advocates for, and supports the needs of members; and sets the standard for excellence through top-quality professional development

vice president

and mentorship, meaningful collaboration and communication and unparalleled innovation.

immediate past president

Rich Buse Pajaro Valley Unified School District

advertising sales manager

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

CASBO BY DESIGN For the past 15 years, CASBO has been dedicated to the organizational planning discipline as

Melissa Anderson San Bernardino County Supt. of Schools

a method for guiding the association into a successful future. In 2012, the association embarked on its fourth such plan, CASBO by Design. This living, breathing document will guide the association for the next five years.

The process CASBO uses for long-term planning is grassroots in nature, invigorating in procedure and motivating in outcome.

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

www.casbo.org

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

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

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

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

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

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

Published March 2015

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California School Business I Spring 2015

California School Business I casbo.org

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No Data-Entry from Your District All Data Imported from State Database

43 Key Performance Indicators in Finance, Operations, & HR

“There are always competing priorities for our limited school district resources. We believe that no school district should be without the valuable information that KPIs can provide.“ Sheila Vickers, Vice President School Services of California, Inc.

www.actpoint.com/CA2

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California School Business I Spring 2015

checking in

‘casbo – the foremost authority in school business’ A few months ago, the Planning Team for our strategic planning process, CASBO by Design, met for its annual review and update of our current plan. This year, in addition to our mission statement, the team added a vision statement: “CASBO – the foremost authority in school business.” It’s a bold statement that is backed by the expertise and passion of our membership and our professional staff!

What does that really mean for CASBO? What does it mean for our members? Is it just a powerful sound bite that grabs your attention? Is it another slogan to add to our list?

We think not. This vision statement means our member leaders have set a course for CASBO that is about more than the Annual Conference & California School Business Expo or our workshops, certifications, networking and other activities. It means we are setting our sights on continuing to provide significant information to key decisionmakers, legislators and our educational colleagues that will shape current and future initiatives and actions. It means we are bringing the expertise and knowledge of our members to the forefront of decision-making, and continuing to impact our profession through the most powerful force in the universe: education. We are going to be the foremost authority in our industry. That means for us – for every one of our professional council disciplines, to our regional sections, to our committees, to our leadership – we will strive to be more!

At a recent meeting of my executive director colleagues through the International Association of School Business Officials (ASBO), we were discussing legislation and the role of school business leaders. Often, our members are the “behind-the-scenes” people who provide the information to those who take the initiatives forward. In some states, the school boards or superintendents groups carry the legislative agenda. Some feel that if they become involved in legislative advocacy, it may put them at odds with their employers. In California, while our peer organizations do carry heavy legislative agendas that focus on all aspects of educational issues, CASBO has a clear directive from members to engage in legislative advocacy. Our vision statement doesn’t put us in competition, but instead leads the way for our members’ expertise to make a difference.

Being the foremost authority carries responsibility. The responsibility is not limited to our state or federal advocacy efforts. It extends to CASBO providing the education community and general public with key information about school finance and school business. It also entails making sure that our members are well-trained and are provided with up-to-the-minute information and programs that enable them to lead their organizations. Serving as the foremost authority brings with it a forward momentum that includes doing more for our members and for our profession. It is both a call to action and a clarion call to attention.

Our vision statement doesn’t put us in competition, but instead leads the way for our members’ expertise to make a difference.

This year, our “Lead Strong with VIP Leadership” theme could not have come at a better time for the association.

It recognizes the leadership role of CASBO members and it emphasizes vision, integrity and passion. VIP leadership is embedded in our vision statement. “CASBO – the foremost authority in school business” will only become a reality when every member of each of our disciplines joins with us. Together, we can accomplish more than we can even dream of individually.

Molly McGee Hewitt Executive Director California School Business I casbo.org

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Enhancing Education FUNDING THAT SUPPORTS CALI FORN IA PUBLIC SCHOOLS

Last fiscal year, Lottery players contributed $1.35 billion in supplemental funding to public schools. That distribution includes K-12 schools, community colleges, the California State University, the University of California, and other school jurisdictions.

For more information on the Lottery’s contributions to California public schools and its Corporate Social Responsibility program please visit www.californialottery.com.

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California School Business I Spring 2015

bottom line

An action-packed presidency It’s been a great year serving as your casbo president. As I look back on the last year and reflect on ev-

erything we’ve done, it makes me proud to be a member of such a great organization, and I’m truly honored to have

been president. During my presidency, I introduced the concept of “Lead Strong

with vip Leadership” to encourage our members to step up as leaders in their

school districts with a clear vision, un-

questioned integrity and a passion to achieve their organization’s vision.

casbo’s Board of Directors stepped

up and approved a number of new ini-

tiatives this year such as streamlining its strategic planning process called casbo

by Design, and introducing the Ignite

program to get casbo members involved in educating local communities about

very impressed with the passion and dedication at the section-level events. The

Southern Section held its first holiday re-

ception that had great support from our associate members. I was able to go to

the Northern Section’s holiday luncheon where 300 people attended. It was an awesome event. I attended Eastern Sec-

tion’s Winter Synergy to see the excellent

professional development opportunities being offered.

We will work together to develop the school business leaders of the future through our commitment to the highest standards of ethical behavior and integrity in all we do.

Executive Director Molly McGee

school finance to promote adequate fund-

Hewitt and her staff initiated Professional

casbo became involved with man-

Council chairs understand their duties and

ing for schools.

dated cost reimbursement issues and

Council Trainings to help Professional

maintain, getting a state facilities bond

approved, and assuring adequate funding for all students.

casbo has a bright future and will

create more uniformity across the state.

continue to serve its members with top-

capacity with our members through the

represented casbo very well last year

opportunities for member participation

ment courses. This year, we also added a

education issues, and at the International

is now focusing on building leadership

addition of personal leadership develop-

seventh regional section, Shasta Cascade, that gives more casbo members oppor-

tunities to be in leadership positions. The Continuing Education and Certification

Committee (cecc) held two cbo Boot

Camps this year, one in Northern Califor-

nia and, for the first time in several years, one in Southern California. Both were at capacity.

Our casbo staff has been reconsti-

tuted after six difficult years of cutbacks.

We have included young and energetic

Your executive board members

in Washington, d.c., discussing special

Association of School Business Officials (asbo) conference in Orlando, Florida, where I was honored with asbo’s high-

est recognition, the Distinguished Eagle Award. Bill McGuire, a former casbo

president, was also honored at the con-

ference with the Pinnacle Award. And Michael Johnston, another past casbo president, represented California very

casbo’s reputation for “Leading

continuing staff.

Canada and the United Kingdom.

I’ve had an opportunity to visit

Sacramento and Washington, d.c., for ad-

equate funding and appropriate laws to improve public education. We will work

together to develop the school business leaders of the future through our commit-

ment to the highest standards of ethical behavior and integrity in all we do.

Thank you for allowing me to be

your casbo president.

Board of Directors.

Strong with vip Leadership” is gaining

most of our sections this year and was

in leadership roles, and advocacy in

well in his running for a seat on the asbo

staff members who bring great skills and ideas to our organization, along with our

quality professional development, more

recognition throughout the United States,

Vincent Christakos President

We are now setting our sights on re-

pealing the cap on reserves districts can California School Business I casbo.org

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California School Business I Spring 2015

in focus

Molly Schlange She sees her job, casbo as investments in the future

By Lisa Kopochinski

Photography by Hope Harris

ALTHOUGH HER BIRTH CERTIFICATE READS SACRAMENTO, Molly Schlange considers herself a native of Redding through and through.

After moving to this Shasta County locale with her parents as an infant, she attended school and then college in this city of a little more than 90,000, and remains there to this day.

“My husband, Josh, our two sons and I are blessed to have a large extended family in the area, so there is always a gathering of some sort taking place,” says Schlange, who is the school business manager for University Prepatory School, a charter school in Redding with more than 900 students spanning grades six through 12.

“I could best sum up my responsibilities by saying – with the exception of the superintendent and instructional administration – I’m the ‘district office’ for our school,” she laughs.

UPrep – a charter school with a rigorous academic, athletic and performance program – operates like a small, single-site district, which gives Schlange the opportunity to wear many hats.

“From fiscal responsibilities, master schedule planning, answering phones, taking attendance or cleaning cafeteria tables, I’ve done it all.

Working within such a broad scope allows me to analyze the organization as a whole and evaluate how we move forward.”

Schlange came on board in late 2005 as UPrep’s executive assistant and was promoted in mid-2012 to school business manager. She says for the past nine years, the most gratifying part continues to be graduation every year.

“Just seeing students walk across the stage knowing I played a part in their success – even if behind the scenes – is the best reminder of why I do what I do. It’s more than a job: it’s an investment in the future.”

She views CASBO in the same light. A member since 2000, Schlange has been president of the Shasta Cascade section of CASBO for the past four years.

“I’ve been able to build a professional network both within my section and throughout the state,” she explains. “And while it’s not possible to be an expert in every area of school business, having a network of individuals with different knowledge and expertise to call on is vital to our success as school leaders.”

But at the end of the day, it’s all about the kids.

“I know that seems obvious, but when your day goes sideways – as it often does – it’s easy to lose sight of why we persevere,” she says.“Sometimes, what’s best for the kids doesn’t fit our well-thought-out plans. But that’s OK! You have to be flexible, take on new challenges and not be afraid to change the way it’s always been done.”

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California School Business I Spring 2015

in focus

Keith Poch

Longtime associate member appreciates the partnership casbo offers

By Lisa Kopochinski

Photography by Hope Harris

WHEN TALKING WITH KEITH POCH, regional vice president of VALIC Financial Advisors, it’s easy to see the similarities between VALIC and CASBO. A financial advisor for three decades, Poch loves developing partnerships with people to help them with issues and concerns regarding money.

“Human beings have a wide range of emotions about money,” he says.“Being able to give a person peace of mind about their unique circumstances and establish a clear plan of action for them is very rewarding.”

In his 29th year with VALIC – which has been an associate member since the mid-1980s – Poch says CASBO has allowed the firm to better understand the challenges that school business officials face.

“It has helped us identify opportunities to partner with education leaders across California that will benefit both VALIC and CASBO members.

CASBO works very hard to develop partnerships that add value to its members by matching members with vendor areas of expertise.”

In recent years, VALIC has become even more involved in CASBO by increasing its participation at various events and having District Manager David Creech serve on the associate member committee.

“The educational video series that CASBO produces with associate member companies are very well produced and contain excellent information,” says Poch. “CASBO is very dedicated to ensuring that it benefits all members through outreach, education and running fantastic meetings and events. We appreciate the opportunity provided to us to meet with members away from the workplace where they may be less time constrained.”

their financial goals: retirement; college savings; risk management; and asset disposition.

“For many, money creates anxiety often in terms of fear of making poor financial decisions or experiencing volatility in the markets. Personal finance can be overwhelming, so my advice is to look at the four rooms of your financial house and determine if you have taken action on each element and have a solid plan in place. This will make for a much more enjoyable life for you and those who care for you. It’s never too late to address these key financial areas of your life.”

As one who definitely practices what he preaches, in his spare time, Poch loves to golf, run, hike and spend as much time skiing as possible. And, if that weren’t enough, he adds: “I’ve have been making wine for over 20 years and enjoy that hobby with friends and family.”

As regional vice president, Poch works out of VALIC’s Roseville office. He oversees six district managers and approximately 200 financial advisors located throughout the Western U.S. He says the firm is diligent at helping people go through the four “rooms” that help them achieve

California School Business I casbo.org

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California School Business I Spring 2015

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California School Business I Spring 2015

feature

ONE TEAM, ONE DREAM

Proven ways to build and manage great teams

By Julie Phillips Randles

Perhaps you’ve heard the tale of three masons laying bricks who are approached by a passing stranger. The stranger asks the first bricklayer, “What are you doing?” He responds, “Laying bricks.” The passerby asks the same question of the second worker, who says, “I’m feeding my family.” He then poses the same question to the third mason, who answers, “I’m building a cathedral.”

This fable provides insight into the organizational structure that experts say is key to success: teaming. The third mason’s response is what organizations should strive for; helping employees see the collective picture rather than toil at individual goals could advance the entire organization, and their own fulfillment.

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ONE TEAM, ONE DREAM

We’ve entered the age of teaming,

when organizations either thrive or fail

based on their ability to create effective squads willing to work, and learn, col-

“There are all sorts of aspects of our

what service you are providing or what

people,” warns Edmondson.

make it difficult to collaborate with other Competitive issues, understanding

done best by a team,” says Amy C. Ed-

that individuals come to the table with

ship and management at the Harvard

tance to let their guards down – all of

mondson, Novartis professor of leaderBusiness School.

TEAM DEFINED

Working groups, task forces, committees, cabinets. Organizations tend to have a

lot of terms that might be considered

their own perspectives, people’s reluc-

these things work against the desire to team, Edmondson says. “So why would

I team unless I really understood the gain to me, and more importantly, to our clients or the world in some way?”

Enter the team-savvy leader who, in

synonyms for teams, yet experts say true

order to build an effective team, has to

Teams are not individuals who work

and why it will require team members to

teams have a specific definition.

independently in the same department.

Nor are they co-workers who collaborate

first clarify the organization’s end game collaborate intensely to pull it off.

Parisi-Carew says clarifying the vi-

on tasks or loosely established groups

sion establishes why the team does what

“We tend to call everything a team,”

for. It also provides the opportunity to

that share information.

explains Eunice Parisi-Carew, senior researcher at The Ken Blanchard Com-

panies and an expert on teams, “but part of the definition is that it is mutually

responsible and accountable for an out-

it does, why it is important and who it is create a set of values the team will live by, and helps determine how people act

when they are using those values in their daily routines.

Next, the team must establish a set

come. Teams are a deliberate strategy to

of agreements regarding how it will

Teams are made up of people who

establishing a foundation for the team

get something accomplished.”

care about each other, personally and

professionally, and that closeness advances employee passion and commitment.

BUILDING EFFECTIVE TEAMS Organizations that are ready to take

teaming seriously should follow an intentional set of steps, starting with the established leadership team sitting down

to clarify its real purpose and establish its vision of excellence.

California School Business I Spring 2015

a challenge.

makeup cognitively and emotionally that

product you are developing, it can be

22

teaming comes naturally or easily. Expect

laboratively.

“No matter the goal or the setting,

We’ve entered the age of teaming, when organizations either thrive or fail based on their ability to create effective squads willing to work, and learn, collaboratively.

But don’t be fooled into thinking

work. Parisi-Carew calls it chartering,

that identifies why the team exists, why it is important and how it will get where it’s going.

Chartering answers additional ques-

tions including: What are the team’s roles and goals? Where are we headed? What matters to our organization? How will we

communicate? How will we hold each other accountable?

Skip the chartering step and the

team will flounder down the road, ParisiCarew warns.

Once a team is defined, the leader

ficer for the Pajaro Valley Unified School

take risks and try new things. In other

That’s certainly the case in school

must make it safe for team members to

A CULTURE OF TEAMING

District and a casbo member.

Benefitting from the team approach

words, make it a community in which

districts where employees are often pro-

an organization’s culture has to support

group’s goals is both valued and without

to stay in their roles for the long term.

taking interpersonal risks to advance the threat.

“If I put my neck out and offer a new

idea or raise a concern and someone in

vided employment protection and tend

Getting to the ultimate team may take years, not months.

It’s worth the wait and the effort,

takes more than just forming the group; the approach and be structured around

creating an environment that backs

teaming. It’s this one step beyond creation that allows teams not just to survive and do well, but to thrive and advance the

authority lashes back, I won’t do it again

McFadden says. Strong teams make the

Instead, the organization’s leaders

vide a sense of trust and cohesiveness

very collaborative in nature, with clear

is so strong now that if they contact me, I

ture that encourages sharing and mutual

soon,” Edmondson points out.

must embrace failures, as well as successes.

And leaders must be patient as they

assemble their platoons. “Team building takes time. There is no nirvana for this,” notes Brett McFadden, chief business of-

workload more manageable and pro-

throughout the organization. “My team know there is a serious problem. For the most part, they come to me with solutions, not problems.”

organization’s mission and vision.

“Ideally, it’s an organization that’s

performance goals, reciprocity and a culaccountability,” describes Parisi-Carew.

Creating a culture that supports

teams happens at the leadership level. “It starts with the mindset that you can build

California School Business I casbo.org

23

ONE TEAM, ONE DREAM

a team of champions or you can build a

posts. It wasn’t a task he took lightly. He

heart of the leader,” Parisi-Carew says.

and felt the best approach was to “get

champion team. It has to start from the “Leaders fail to work effectively with

teams because they see teams as collections of individuals rather than an entity.”

He says he started building his “A

and do? The leader models the team

cies. His list included candidates who

leagues, Edmondson says. “It looks like

engagement, curiosity, humility and collaboration when it makes sense. And the leader rewards these behaviors and

doesn’t put people in competition with

ployees he was seeking to fill the vacanwere people-oriented, valued working

toward consensus, focused more on

results than recognition and were more concerned with the group succeeding than any individual succeeding.

As far as personality attributes, Lebs

each other.”

sought out candidates who were humble,

Edmondson says ongoing learning is a

mise, could lead as well as follow, were

Once the team culture is in place,

requirement in order to stay ahead of changes. “It can take the form of continu-

ous improvement or radical innovation.

Either way, both are best accomplished as team sports.”

With the culture established, the

able to collaborate, knew how to compronot yet at their full potential, weren’t sat-

isfied with the status quo, could motivate others and were passionate and hungry to make a difference in any organization they were a part of.

In the end, it came down to a vision.

positivity around the structure will be

“What I tried to do was envision that

curiosity, activity, Edmondson describes.

with the team. I wanted to find people

palpable. There’s energy, excitement, “People are up and around. They are in

project rooms working with each other.

There’s a pride in their ability to create new things and pride in being part of

individual sitting at the table, engaged

who could help create the environment for where I wanted to go. There was a

vibe I was going for, and my team has it.”

And as he built the team, he let

building the future.”

early team members participate in the

GETTING TO THE ‘A TEAM’

employees – literally putting them at the

c a s b o member Ron Lebs, assistant

superintendent of business services for the Fullerton Joint Union High School

first round of interviews with potential

table just as he had imagined – to look for a fit and that elusive vibe.

Interestingly, Lebs says everyone he

District, was in the unique position of

hired is the direct opposite of himself.

years ago, he became the leader of

weaknesses.”

building a dream team when, several a department with significant staff

“I hired people who make up for my

changes.

HOW TEAMING ADVANCES

the creation of a new position meant

Teaming isn’t just the leadership flavor

Employee retirements, attrition and

Lebs needed to fill four of five director California School Business I Spring 2015

of their way.”

Team” by envisioning the types of em-

approach in his interactions with col-

24

the right people on the bus and get out

And what does a leader who values

the team approach look like, sound like

“ People are up and around. They are in project rooms working with each other. There’s a pride in their ability to create new things and pride in being part of building the future.”

had learned the value of collaboration

ORGANIZATIONS of the year, the experts say. It’s backed

Books that back the team approach Our experts recommend the following books for additional inspiration and advice on creating a culture of teaming. by science and organizational success.

communication starts to flow. Collabora-

engagement and an uptick in the

the needs of the organization speeds up.

Expect increased productivity, improved employee satisfaction quotient.

A team culture also allows the best

ideas from among the group to rise to

the surface, and when everyone’s ideas

have the opportunity to be heard, the

tion takes off and the ability to address “What happens is, as you build the

team, it gets stronger and that unit is marching in the same direction, and that becomes invincible,” Mijares says.

Lebs also has a list of benefits he’s

decisions that are made stick. Innovation

seen from the teaming approach. He

Trust also gains a trajectory, notes Al

level of ownership and increased stability

goes through the roof.

Mijares, Ph.D., Orange County’s superin-

tendent of schools and an organizational member of casbo. Teams develop a sense

of cohesiveness among members and the

points to buy-in, cooperation, a higher for the organization.

And the level of commitment team

members feel to the larger group means they feel a strong sense of accountability.

• A Leader’s Legacy

by James M. Kouzes, Barry Z. Posner • How Full Is Your Bucket

by Tom Rath • Leading in a Culture of Change

by Michael Fullan • On Becoming a Leader

by Warren Bennis • Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy

by Amy C. Edmondson • The Fifth Discipline: The Art & Practice of the Learning Organization

by Peter M. Senge • The Will To Manage

by Marvin Bower

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ONE TEAM, ONE DREAM

That accountability frees up the leader’s

time and keeps him out of the weeds, Lebs says.

“I spend little time one on one with

the group because they know what they are doing and they will always reach out

to me with an issue. I don’t have to sweat the details, so it frees me, as the division leader, to be more responsive to the superintendent and the board.”

Then there’s the positive psychology

aspect, which is not only warm and fuzzy,

it reduces employee turnover because

employees are content and happy to be part of the synergy.

PERFORM rating scale gives snapshot of a team’s virtues, gaps

“People are happier to come to work

when they feel connected and engaged

with others. We want to be with other people who appreciate us and we want

to work on something that is larger than ourselves,” Edmondson says.

“I know that when I am with people

I enjoy, I offer more verbally, emotionally

and in the form of commitment, and I’m

more willing to take on responsibilities,”

Parisi-Carew adds. “If you really have everybody aligned, they can outperform any collection of individuals.” z z z Julie Phillips Randles is a freelance

writer based in Roseville, California.

Weigh in on Facebook at https:// www.facebook.com/CASBO.ORG and share the successes teaming has brought to your district.

Once established and operating, it’s essential to assess whether a group has the characteristics of a high-performing team for productivity and success. Using various evaluation methods, team members can identify their collective strengths and weaknesses.

The Ken Blanchard Companies established the PERFORM Rating Scale to provide a snapshot of a team’s virtues and gaps on seven characteristics it says are common to all high-performing teams. Eunice Parisi-Carew, senior researcher at The Ken Blanchard Companies, provides a brief overview: Purpose. The team has a clear purpose and stretches performance goals.

Empowerment. The team has a sense of empowerment and the knowledge, skills and ability to make decisions within boundaries.

Relationships. Relationships among team members are the lifeblood of how the group communicates. The team deals well with conflict and provides feedback.

Flexibility. All team members feel responsible for leadership results; they cover for each other and handle change well.

Optimal performance. The team is constantly pushing to continually improve.

They hold themselves accountable for improvement and don’t rely on the leader to force them to meet standards.

Recognition. Team members celebrate milestones together and earn recognition from their leader and the organization.

Morale. The team has a sense that it can succeed and deal with challenges. There is pride among team members.

To assess whether yours is a learning organization where teams can thrive, turn to a diagnostic tool provided by the Harvard Business Review at https://hbr.org/2008/03/ is-yours-a-learning-organization/ar/.

26

California School Business I Spring 2015

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California School Business I Spring 2015

interview

Lisa Abel-Palmieri

Innovation in education is the focus of this diverse educator’s prowess

By Julie Phillips Randles

Lisa Abel-Palmieri is the director of technology and innovation, head of computer science and director of the Learning Innovation Institute at The Ellis School, an independent, all-girls college-preparatory school in Pittsburgh, Pennsylvania. Her background is as diverse as her role at Ellis.

Abel-Palmieri worked in industry for the United States Nuclear Navy and

in higher education as an assistant professor and technology transfer expert for more than a decade before joining The Ellis School. She focused her doctoral studies on curriculum development and technology integration.

In addition to her role as cio at The Ellis School, Abel-Palmieri directs

partnerships and helps build innovative teaching and learning practices across

the curricular program. She teaches in both the middle and high schools, and is passionate about helping girls gain creative confidence, learn perseverance and be comfortable taking risks.

Recently, Abel-Palmieri designed the Ellis CoLaboratory, a design think-

ing and collaboration space in the Ellis Upper School. She also launched “The

Active Classroom for Girls,” with a focus on engaging girls in physics and engineering in new and exciting ways.

On Saturdays, Abel-Palmieri is often mentoring Ellis’ steam Powered

Girls, the Middle School First LEGO League robotics team.

Abel-Palmieri is on the board of trustees for Online School for Girls, is a

consortium member for the Center for stem Education for Girls, and is co-

founder of EdcampPGH, an unconference for teachers. She also serves on the Edcamp Foundation’s national public relations committee and is on the plan-

ning committee for the Three Rivers EdTech Conference and the Pittsburgh stem Summit. She is a proud member of the Sprout Fund Kids+Creativity

Photography by Renee Rosensteel

Network.

In 2013, Abel-Palmieri was awarded the Non-Profit cio of the Year Award

by the Pittsburgh Technology Council. She also earned an honorable mention for Leader of the Year from Tech & Learning magazine, and was named a nais Teacher of the Future in 2014.

California School Business I casbo.org

29

Innovation in education is the focus of this diverse educator’s prowess

Considered an expert in education

innovation, Abel-Palmieri provides

scientist and an engineer. That said, there

transformation in schools and how dis-

don’t want to do. That’s part of life. When

leading-edge thinking on how to inspire trict leaders can act as change agents.

If you could have another career, what would you do?

I would be an anthropologist. I love

will be times you have to do things you

within their school and out in the com-

munity, and they design support systems to promote innovation in schools.

Support systems can include a

that happens, give it a try. Be fearless and

schedule that fosters and grows innova-

anything, especially those things that are

and students, common planning time

don’t let anything stop you from trying out of the norm.

learning about other cultures, seeing

What’s a secret talent you have?

new things that can bring us all together

machine! As a kid, I built a lot of obstacle

what makes people tick, and discovering

I can build a mean Rube Goldberg

in spite of our differences.

courses and I’ve made tons of scavenger

hunts for friends. Tinkering is one of my

tive learning opportunities for teachers

for teachers from multiple disciplines, and opportunities for co-teaching and

peer mentoring. At The Ellis School, we have designed a school schedule to best

promote opportunities for co-teaching, particularly in our three-hour block in

the middle and upper schools. We call

If you had to choose only one book for your library, what would it be and why?

favorite things.

That would be “Anne of Green Gables.”

ers from beyond our campus in mutually

book transported me from blue-collar

You have a doctoral degree in instructional management and leadership and you’ve said that your research focused on how to be a change agent in education and what qualities education leaders need to bring about change. Can you summarize what you learned in those areas?

Pittsburgh to Nova Scotia, which I still think of as a magical place.

You need to be a mix of strategic and

Anne faced a great deal of adversity –

operational at the same time, and have

First, you have to focus on fixed ver-

the ability to build relationships and

teach our students that intelligence isn’t

I love this book. Anne was one of my role models, especially as a middle school student. Back then, girls who

were bold and curious were not really

accepted. My family is from just south of Pittsburgh, right in the Rust Belt. This

she was an orphan, she had almost noth-

ing – but she persevered in spite of all of these setbacks. She ended up being a very

successful woman who charted her own

path and didn’t do anything that was the expected. Someday, I want to visit Nova Scotia and revisit that time in my life.

rally a team. My research showed that

technology and innovation leaders

within schools have many job titles, wear many hats and have a variety of

backgrounds. Additionally, the lines are

beginning to blur between instructional

this program Community Connections because it also involves community leadbeneficial ways.

In California, experts have said that innovation tends to run against the grain of education. What advice do you have for school leaders about how to begin creating a culture of innovation? sus growth mindsets. As educators, we static. Skills and talents are developed when we make the space for them to

emerge. It is up to school leaders to create time and space for an innovative culture to grow.

You’ve got to set aside collaborative

technology leaders and curricular leaders.

time for faculty to plan and work togeth-

If you could give your 10-year-old self a piece of advice, what would you say?

is leading both of these key areas with a

to learning, such as blended learning, de-

Don’t spend so much time worrying

programs, practices and approaches

about what other people think of you.

Don’t be afraid to do something different

In progressive schools, often one person

robust support team infusing innovative across the system.

In my research, I found that a few

from what everyone else is doing. I used

things ring true about leaders who are the

realize now I did those things to please

not afraid to take risks and grow from

be a cheerleader and a dancer, but I other people.

30

What I really wanted to be was a

California School Business I Spring 2015

er; demonstrate innovative approaches sign thinking and maker education; and then task them with showing other teach-

ers, by co-teaching or by role-modeling, what they’ve learned.

Teacher-directed professional de-

most effective change agents: they were

velopment is also highly effective. I

mistakes, they build partnerships both

where teachers identify what they are

love the EdCamp Unconference model,

most interested in learning. It’s crowd-

Learning and Kids+Creativity initiatives.

We’ve also had great success by naming

is now gaining national and international

sourcing for professional development.

annual Innovation Fellows. These faculty

are essentially innovation coaches who share their knowledge with their peers and foster interdisciplinary approaches

If you’re meeting with data-driven

They are a major reason why Pittsburgh

faculty, show them the data that this

recognition as center for innovative learn-

who are focused on their classroom ex-

ing practices.

works. If you’re meeting with people

perience, show them case studies of how

others in their subject area have applied

to learning. We’ve also offered small in-

blended learning and design thinking

novation grants to help kick-start specific

How can school leaders help their teams and stakeholders overcome fear, the single biggest enemy of innovation?

proposals by teams of teachers who are developing a cross-disciplinary unit or

Knowing your audience is really import-

project.

ant. I’m a big fan of the StrengthsFinder

also establish themselves as partners to

program as a way for discovering areas

Ellis has also had a tremendous

partner in The Sprout Fund, a small foundation that has had a major impact changing the conversation about education in our region through its Remake

where each member of your team excels.

You may find that, depending on their individual strengths, each member of your team may need some individualized professional development support.

methods successfully in similar settings

or content areas. Administrators must faculty in planning new curricular ap-

proaches, assessing students in different

ways, and developing a school schedule that best supports innovative learning.

The Ellis School went through a significant curricular shift in the last two years

California School Business I casbo.org

31

Innovation in education is the focus of this diverse educator’s prowess

in an attempt to remain relevant. How did your knowledge about education innovation influence those changes? Do you feel those changes are replicable for likeminded school systems in other states?

School, a graduate program jointly offered

an approach others can replicate and use

engineering and art departments. Social

in their districts.

Staying on top of innovation in the field

24 hours a day.

has been enormously influential to our

by Stanford University’s mechanical

media has made educational innovation

novation at Ellis. Not all administrators

The key is talking to people and

take on that role. If that’s the case in your

asking them what works. I also really

results of our own research here at Ellis.

meeting with inspirational peers, is often

I am also extremely active on Twitter,

connecting with leading thinkers and innovators. Through these channels,

we’ve stayed out in front of what is new

and innovative and we’re constantly in dialogue with our peers, including the

team from the k-12 lab at the Stanford D.

Now, I’m the director of learning in-

a global conversation that’s happening

process. I constantly read academic journals, and we are beginning to publish

to devise a plan for innovation that works

recommend conferences. The social time,

as valuable as the sessions. We’re also planning and hosting our own confer-

ences, like EdCampPGH and the Active

Learning Summit to bring leaders to our campus. This combination of reading

and research, connecting with others via social media and meeting face-to-face is

will have the background or the time to district, name someone as your official

innovation champion and ask her to carry

the ball, with regular briefings to you, so you can act quickly and be an effective advocate for time and resources.

Your school has “innovation stations” where students take part in pre-selected, hands-on projects designed to open their minds to new ways of thinking and col-

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California School Business I Spring 2015

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33

Innovation in education is the focus of this diverse educator’s prowess

Learning Summit, which we’re hosting

I would use some of the incredible

Any tips on how districts, once they establish a culture of innovation, can pass those ideas along so that their successes can be replicated?

engagement methods developed by the luma Institute. These methods facilitate

We created the Learning Innovation

based in Roseville, California.

looking, understanding and making.

Institute at Ellis to do just that. The institute focuses on three main areas:

laborating. Do you have any resources or tips school business leaders can turn to for similar inspiration?

Rose, Thorn, Bud Technique is a re-

ally successful method for schools. Roses

connote programs or initiatives that are

working well. Thorns are challenges or difficulties. Buds are the potential for change. Working in small groups with

colleagues, you can rapidly get excellent feedback from a large group of people at

once. The idea is to turn thorns into buds, and to open as many buds as possible.

34

California School Business I Spring 2015

cultivating partnerships and outreach that bring the world into your school (and

vice versa); initiating original research and publication to test ideas and share

outcomes with others; and holding professional development sessions

centered around learning innovation.

At Ellis, we hold “Teach and Lead” workshops, Google Hangouts and annual conferences such as the Active

July 13 and 14 in Pittsburgh. z z z

Julie Phillips Randles is a freelance writer

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California School Business I Spring 2015

California School Business I casbo.org

37

38

California School Business I Spring 2015

cover story

The new bargaining Negotiations take on a new look under LCFF

By Linda A. Estep The groundbreaking passage of the Local Control Funding Formula (lcff) and accompanying Local Control

and Accountability Plan (lcap) does more than revamp how

schools in California will be supported financially. It also ushers

in an era of collective bargaining where thoughtful collaboration

of stakeholders is essential to satisfy expectations of long-deferred salary increases while adhering to the statutory and regulatory requirements governing the expenditure of funds under lcff.

Funding under lcff is allocated based on each school district’s

student demographic profile. That doesn’t mean funds are un-

available for increased compensation, but across-the-board salary increases will not come so easily given the requirements of the lcap

to focus on services and outcomes for all students, with special emphasis on English learner, low-income and foster youth students.

EXPERT PERSPECTIVE c a s b o reached out to several noted experts and veteran

administrators familiar with collective bargaining for their perspectives of the new bargaining climate.

School Services of California President John Gray, a casbo

Strategic Alliance Partner, acknowledges that there are some local bargaining units demanding a share of all funds in the formula,

California School Business I casbo.org

39

The new bargaining

including supplemental and concentration grant funds, without

prove services for high-need students, the factual circumstances

generate those dollars.

funding “are very narrow.”

agreeing to improve or enhance services for the students who

“However, the majority of bargaining units do understand

The paper further suggests that districts may use those

that there is a difference in base grant funding that is appropriate

funds to increase salaries in targeted ways, such as paying

funds generated by the English learners, foster children and low-

retention/incentive bonuses to attract and retain teachers who

for across-the-board compensation increases and the targeted income children that must run through the lcap,” Gray says.

“Under the old Revenue Limit and Categorical Program

model, the state would announce and sometimes provide a cost

for extending the school day at targeted schools or providing provide the types of services that would particularly benefit high-needs students.

of living adjustment (cola) and most districts would receive

TABLE TOPICS

at the table had a lot of experience with the old model and it was

additional representatives at the bargaining table are good

roughly the same increases in discretionary funding. Both sides

Gray at School Services says improved communication and

more easily explained. Under the lcff during the implementa-

things. “I see a positive movement to include more instructional

tion period (targeted to be complete in 2020/21), it is a bit more complicated for our stakeholders to understand,” he explains.

“Since the base grant is generated by every student (in a

district) and its use is fully at the discretion of the board, we think

that looking at the funded increase in the base grant as subject to negotiations and available for compensation is perfectly appropriate, just as districts did with the Revenue Limit cola s of the past,” he says.

expertise and school site leaders at the bargaining table than in the past. Both sides have always had an interest in

compensation articles, but more and more I am seeing districts and associations focus on articles that can improve instruction.

Transfer, evaluation, staff development and instructional minutes are some of the current hot topics at the bargaining table,” he says.

Gray notes that the early years of lcff implementation have

“We do not see the increase in supplemental and concen-

come at the same time as a large infusion of dollars for education,

“Those targeted funds need to be expended in accordance with

increases to bargaining units. However, he cautions, there will

tration grants in the same way as the base grant,” he continues. the lcap. We recommend that districts then separately negoti-

ate the effect of the initiatives in the lcap if any of the proposals affect matters within the scope of collective bargaining.”

Transparency is a key element under lcff, and because of

its relative newness and specific requirements, it is imperative

to provide continuous updates and public study sessions with

making it possible for many schools to provide compensation be bargaining challenges in coming years with the expiration of

Proposition 30 taxes and increased contributions required by the California State Teachers’ Retirement System (Calstrs) and the California Public Employees’ Retirement System (Calpers).

Another recession could also impact bargaining.

The practice of comparing neighboring districts for com-

boards and stakeholder groups, according to Gray. “This new

pensation under lcff has become impractical for many because

from there.

by the demographics of each district’s student population, not

system has forced people to talk,” he says. The benefits flow

ADVOCACY ORGANIZATIONS WEIGH IN Adding pressure to bargaining discussions at the local level is

the very public scrutiny by organizations such as the American

much of the funding received by each district is determined

regional pay and benefit scales. Gray points out that there can be a dramatic difference in what districts separated by short distances receive.

“For 2014-15, I have seen some districts receive nearly 15

Civil Liberties Union (aclu) and Public Advocates, advocacy

percent in new dollars while others (in the same region) receive

including education.

districts with similar funding, as it would be a more level play-

organizations focused on social justice in public policy areas In a recent policy paper jointly authored by the two orga-

nizations, aclu and Public Advocates advised local education agencies that while it is theoretically possible for a district to

demonstrate that a general salary increase would increase or im-

40

justifying such a use of supplemental and concentration grant

California School Business I Spring 2015

almost nothing,” he says. “Our advice is to select comparable ing field.”

Gray quickly notes that districts need to attract and retain

employees from the local labor market because they have an interest in remaining competitive with neighboring districts. To

do that, he adds, a collaborative labor relationship is essential as creative ideas in nontraditional compensation increases become warranted.

Overall, Gray is optimistic about collective bargaining

outcomes under the new funding and accountability systems.

“There will be rough spots in the beginning; however, I remain hopeful that the new system, with enhanced stakeholder in-

volvement as a requirement in the new law, will produce better working relationships at the bargaining table.”

LEGAL VIEWS Another name familiar to many school districts in California is the law firm of Fagen Friedman & Fulfrost, a casbo Premier

Partner with offices throughout the state and attorneys wellversed in education issues, including collective bargaining.

Firm partner Peter Fagen serves clients from the Los Angeles

and San Diego offices, often participating on district negotiating teams. He is the 2015 president of the California Council of

School Attorneys. Namita Brown is a partner working in the firm’s Oakland office and has extensive expertise in collective

“ Transparency is a key element under LCFF, and because of its relative newness and specific requirements, it is imperative to provide continuous updates and public study sessions with boards and stakeholder groups.”

bargaining on behalf of school districts. She is a popular speaker for casbo, the California School Boards Association (csba) and the Association of California School Administrators (acsa).

Both attorneys agreed to share their perspectives from their experiences serving a broad swath of the state.

Brown agrees with Gray that nontraditional conversations

are developing in negotiations under lcff. “I have been at the

California School Business I casbo.org

41

The new bargaining

table where they are asking ‘How do we get what teachers need

ership, rewarding high-performing teachers and designating

sional development for teaching the Common Core curriculum

Fagen agrees. “I’ve heard more about curriculum and train-

other than salary increases?’” she notes. Topics such as profes-

and administering the Smarter Balanced Assessment are no

ing in the last two years than I have ever heard. With the focus of

“During the lean years, teachers took a hit. Now we are talk-

Both believe that classified employees are not necessarily

strangers to the bargaining table.

money and the planning process, it is more about kids.”

ing about how districts invest in their teachers,” she explains.

left behind in the new funding structure, as there are areas where

of other teachers. It is a fundamental shift. Teachers have been

serve them. They cite bilingual community liaisons to help par-

“Teachers are being groomed to be in the first line of training hungry for training.”

Brown notes that many districts look at building a sustain-

able structure from the inside, nourishing growth toward lead-

42

master teachers districtwide or at individual school sites.

California School Business I Spring 2015

their work is in direct contact with students and programs that

ents become engaged and translators who are learning Common Language, an approach that closes the gaps in current transla-

tions. Others outside of the certificated realm who could be tied

to initiatives in the lcap might include teacher aides, librarians and technology personnel.

“This year, there is more stakeholder involvement. Now we

know where the money is going. It used to be that we would sit down and look at what we could afford,” Fagen notes.

Terilyn Finders is the firm’s director of communications

and legislative affairs. She is also a former school board trustee and stresses, “More than ever, there is a need to help boards see

negotiations as a component to drive student achievement.” To

assist districts in bargaining preparations, she invites districts to download a document called “Setting the Table: Steps to Guide Bargaining Preparations” on the firm’s website (www.f3law.

com). It can be found under the tab of Resources, Tips and Tools.

This step-by-step guide to preparing school boards for negotiations is offered at no charge.

STAYING FOCUSED From the district level, former casbo President Bill McGuire,

Classroom Innovation

Unified School District, is a veteran of collective bargaining on

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sounds a warning bell about how targeted funds (supplemental

HP Sales, Service and Support

deputy superintendent, administrative services, Twin Rivers behalf of several California school districts during his career. He

and concentration grants) can be used. He suggests that those

involved in their district negotiations need to be careful with proposals.

“They must be true to the purpose of the funds. We must

be sure we are delivering the goods or the funding stream will

be diverted,” he warns. “And I believe every superintendent or business official will make better decisions than those in Sacra-

mento,” he adds. “We have a responsibility to do the right thing

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Attorney Fagen concurs with that word of caution, adding,

“It is important to stress how the supplemental and concentration funds can be used. There are accountability groups watching to see that funds are going to the right places.” Fagen sees the

lcap requirement as the basis for conversation of where funding

goes, providing a more structured plan than what existed before it became law.

NOT ALL DISTRICTS BENEFIT EQUALLY One district that does not anticipate a significant windfall from the new funding formula is the Coronado Unified School District

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(cusd), which will receive only approximately 70 percent

California School Business I casbo.org

43

The new bargaining

of the statewide average, according to Keith Butler, assistant superintendent, business services and casbo San Diego/ Imperial Section director. And, he adds, that gap will grow.

layoffs and furloughs, but there is still the concern of restoring funds that had been cut from budgets.

“There are lots of questions, and we always suggest

cusd does not have the demographic numbers to draw

educating various constituencies. We are seeing more presenta-

that his district had to cut 8 percent of its budget for 2014-15

agrees that overall increased collaboration is a byproduct of

significant supplemental and concentration grants. Butler notes and filed a Qualified Certification with the San Diego County Office of Education.

“While it is reasonable to ask for raises, we’re still digging

tions to school boards than in the past,” Bridges says. He also the lcff and lcap.

VOICE OF OPTIMISM

out of a hole,” he explains. Still, Butler insists, he is optimistic.

Namita Brown, the negotiations legal counsel to many district

budgetary requirements and how discretionary funds can be

districts initiating collaborative discussions that will jointly

His district engages in many forms of communication to explain spent.

Anthony Bridges is deputy executive officer of the Fiscal

Crisis & Management Assistance Team, an agency that provides

fiscal advice and assistance but does not get directly involved

in school district negotiations. He agrees it is encouraging that

lcff has earmarked $4 billion to distribute after years of district

clients in northern California, adds her voice of optimism for

enrich the lives of students and the employees who serve them.

“It is energizing and invigorating to see. It is an exciting time for negotiations.” z z z

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

Let’s create energy savings together

At TerraVerde Renewable Partners, we’re assisting more than 30 districts in the development of their Proposition 39 Energy Expenditure Plans. Our Prop. 39 Program Development services are turnkey, comprehensive and provide districts with a relationship that feels like an extension of staff. We could put some fancy language here telling you why TerreVerde is the one to turn to for your Prop. 39-related needs, but the truth is, our clients say it best:

“TerraVerde is the best partner I have ever worked with in my 28 years of school construction experience.”

“TerraVerde emphasizes education and transparency.

We feel confident that they provide us an unbiased assessment of the risks and benefits.”

“We utilized a third party, TerraVerde, to assist us and I must say they have been a huge asset in this process.”

44

California School Business I Spring 2015

Give us a call and let’s create energy savings – together.

Northern California: Doug Stoecker 650.868.0410 Southern California: Kevin Ross 949.212.6555

H Y BRID RESILIENT SHEET FLOORING E A S Y TO M A I N TA I N • M O I S T U R E I M P E R M E A B L E • U N L I M I T E D D E S I G N C A PA B I L I T I E S

DREW MCALISTER, Account Executive dmcalister@tandus-centiva.com | 925.785.1530

California School Business I casbo.org 800.248.2878 | TANDUS-CENTIVA.COM

45

SSCAD_CSB_MAG_2014.pdf

1

12/3/2014

C

M

Y

CM

MY

CY

CMY

K

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California School Business I Spring 2015

12:16:52 PM

Use of technology in education and the workplace is exploding.

(New legal issues are too.)

Emerging technology is radically changing how school districts operate and how our students learn. Having been at the forefront of technology legal issues, Lozano Smith’s

Technology and Innovation Practice Group

works closely with school districts to develop sound policies and best practices.

We are dedicated to helping school districts navigate the legal complexities of technology – from employee policies and cloud computing to cyberbullying and retention of email. #DiscoverMore Contact your Lozano Smith attorney for a copy of “School District Email Retention” addressing the latest policy options.

Recent Lozano Smith Workshops - Electronic Communications and Open Government - Employees’ Rights and Responsibilities in Cyberspace - Contracting with Technology Vendors - Protecting Student Privacy in the Era of Cloud Computing Interested in scheduling one of these or other technology-related workshops? Contact your Lozano Smith attorney or Client Services at clientservices@lozanosmith.com.

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California School Business I casbo.org

47

The E-Rate catch-22 What do recent E-Rate changes really mean for districts?

48

California School Business I Spring 2015

feature

By Lisa Kopochinski

W

ill it or won’t it help? That’s the million-dollar –

or rather the $1.5 billion – question.

That is the figure the Federal Communications Commis-

sion (fcc) approved last year for the annual funding increase for the E-Rate program, which subsidizes schools’ and libraries’ purchases of telecommunications services.

Considered long overdue by many (funding has re-

mained flat for a decade), federal officials have dramatically overhauled the E-Rate program to provide expanded support for Wi-Fi access, fiber-optic lines and Internet service.

“The increase in support is significant. It is justified and

it is smart,” says fcc Chairman Tom Wheeler. “In the 18

years since E-Rate was established, technology has evolved,

the needs of students and teachers have changed and basic connectivity has become inadequate. The greatest responsi-

bility that any generation has is the preparation of the next generation.”

The fcc voted to raise the annual spending cap from

$2.4 billion to $3.9 billion and approved a series of significant rule changes that caused strife (what else?) between Democrats and Republicans. These changes followed the fcc’s decision last July to prioritize broadband and Wi-Fi connectivity to schools nationwide and phase out older technologies.

The funding for the new E-Rate program will come from

increased fees on telecommunications providers, which are

generally passed on to consumers via their phone bills. The fcc estimates that most u.s. households will pay an extra $1.90 per year.

The fcc also said that telecommunications service pro-

viders must contribute to the federal Universal Service Fund based on a percentage of their interstate and international end-user telecommunications revenues – generally a small fraction of the overall consumer bill.

These companies include wireline phone companies,

wireless phone companies, paging service companies and certain Voice over Internet Protocol (voip) providers. These

contributions fund all four of the fcc’s Universal Service programs: the High Cost program, which helps extend

phone and broadband service to rural areas; the Lifeline program, which helps support basic phone service for lowincome Americans; the Rural Health Care program; and the E-Rate program.

California School Business I casbo.org

49

The E-Rate catch-22

Funding is expected to begin flowing

to help our schools be part of the digital

vice, says it’s difficult to gauge whether

most of the new fcc-approved rules –

with the Obama Administration’s Con-

will be sufficient, particularly since the

to schools and libraries this summer with

including changes that could help rural schools – taking effect in 2016.

Many rural schools struggle with

access to fiber-optic cable and, although

nectEd initiative, which aims to connect 99 percent of students with broadband

and high-speed Internet in their schools

the federal $1.5 billion funding increase

E-Rate program does not allocate money by state.

“This increase in funding is critical

by 2017.

and timely as schools are implementing

earmarked specifically for rural schools,

the spending-cap increase was put to a

and computer-based assessments. We

the wireline-competition bureau, says the

O’Rielly opposed it.

the new E-Rate funding has not been

Patrick Halley, fcc’s associate chief of combination of new funding and rules

Not everyone is a fan though. When

vote, Republicans Ajit Pai and Michael Pai says he is particularly concerned

the new Common Core State Standards

need to ensure that schools are designing

scalable fiber-based solutions that help them ‘future-proof’ their investments in

should help this situation.

with the service fee increase, which he cal-

cally been prohibited from using E-Rate

fall on families struggling to “make ends

to be distributed to schools and libraries,

He emphasized the need for pro-

plication process – by no means an easy

For instance, schools have histori-

to build their own fiber-optic networks, which has been a problem for rural dis-

culates to be a 17-percent hike and would meet in this lackluster economy.”

tricts that cannot find more than one bid-

gram dollars to flow to needy schools

on the private market.

He says the E-Rate subsidy system

der for broadband connectivity services Halley says the new rules will ease

this by allowing for “self-provisioning”

when no other affordable, high-speed option is available.

HISTORY OF E-RATE Established in 1997, the E-Rate program, authorized under the Telecommunications

Act of 1996 and overseen by the fcc, is

the largest federal technology program

in place. Over the years, it has played a huge role in increasing public school classroom Internet connection – from

14 percent in 1998 to approximately 95

percent today. The program has also been responsible for helping many lowincome, minority and rural students gain high-quality access to the Internet.

However, for many years, E-Rate’s

without having to increase spending.

gives some schools and libraries up to a

90-percent discount on technologies and encourages wasteful spending.

IMPACT ON CALIFORNIA In the short term, the most noticeable

change for schools across the United States and in California will be the

program’s emphasis on their internal Wi-Fi needs, a definite welcome due

California School Business I Spring 2015

task. cenic has been very successful in helping schools with the application process.

“Applications have been known to

be rejected because an applicant forgot to check a box,” he notes.

He says there are still some schools

and libraries in California that are neither applying for E-Rate nor are they part of the cenic consortium. “Unfortunate-

ly, they will miss out on accessing this funding.”

He also stresses that these E-Rate

“There is still a good portion of

keep costs low for broadband.

16 budget proposal, Gov. Jerry Brown

California that lacks adequate broad-

for boosting Internet connectivity and

impacts the rural parts of the state. There

said he would earmark $100 million infrastructure for schools across the state.)

Louis Fox, president and ceo of the

corporation that represents the common

“will ensure the program will continue

they must successfully complete the ap-

(Additionally, in unveiling his 2015-

tion that didn’t begin until 2010.

can said in a statement that this vote

Fox adds that in order for funding

funds are critical for schools to be able to

computing and digital instruction.

Corporation for Education Network Ini-

u.s. Education Secretary Arne Dun-

broadband.”

to the rise of online testing, 1:1 student

annual spending cap had been stuck at $2.25 billion, with adjustments in infla-

50

age.” He calls it a step forward in line

tiatives in California (cenic), a nonprofit

interests of California’s education and

research communities in achieving highcapacity Internet communications ser-

band infrastructure, and this primarily is a real need for E-Rate to relax some of

its rules to allow for creative solutions to improve connectivity in the hard-to-

serve areas. For instance, if investments in ‘middle-mile’ infrastructure were

allowable, extending networks to these communities not served by broadband, schools (and libraries) would have greater access.”

CATEGORIES 1 AND 2 SERVICES In 2014, California received more than $303 million in E-Rate support – which

may seem like a sizable amount but, in reality, is not.

Eligible schools and libraries may

receive discounts on Category 1 services (telecommunications services and In-

ternet access) and Category 2 services (internal connections, a.k.a. ic, managed internal broadband services and

basic maintenance of ic). However, no Category 2 services have been funded

in recent years, so there “will probably be pent-up demand with a lot of 1:1 and

bring-your-own-device initiatives,” says Fox. “I suspect that Category 2 services

the big question is how far the new fund-

Emil Basilio, it director for Hemet

needed to distribute and use high-speed

will see a surge in applications.”

Unified School District and a casbo

member, says since its inception, E-Rate has benefited his district in ways that

ing will go to support ic – the hardware

connections – not just for California, but nationwide.

“There’s a big push to get all schools

would not have been possible without

connected with high-speed connections

programs.

first year of a pilot two-year program

adverse effects on funding for other

“We have qualified for up to 90-per-

cent reimbursement for both Categories 1 and 2. Throughout the years, these re-

imbursements have totaled in the tens of millions of dollars. The program has been beneficial in bridging the digital divide

for many students by providing them

of at least 100 mb,” she says. “This is the where they are going to fund ic on a perpupil basis versus need. Need was determined by how many children qualified

for free and reduced lunches at a school, among other things.”

According to the fcc, discounts

range from 20 percent to 90 percent, with

with access to the Internet and the op-

larger discounts for higher poverty and

to compete in the digital age. Since most

and libraries are responsible for paying

portunity to develop the skills necessary of our instructional, curriculum and as-

sessments programs are now web-based,

more rural schools and libraries. Schools at least some part of the cost of service.

“If 75 percent or more qualified, a

and use of mobile devices continues to

school would get a 90-percent discount

program has and will continue to benefit

percent would get a school an 80-percent

increase within our network, the E-Rate Hemet usd in order to keep up with the demands.”

for the entire project, and 50 percent to 74 discount,” Waggoner says.

“But at $105 per student for a 70-per-

Nanette Waggoner, director of in-

cent school, and $127.50 for a 90-percent

Merced County Office of Education, says

tion of students (and Merced County

formation technology services for the

“ In order for funding to be distributed to schools and libraries, they must successfully complete the application process – by no means an easy task.”

school, unless you have a large popula-

California School Business I casbo.org

51

The E-Rate catch-22

schools do not) that does not equate to a

school sites that have never qualified

next five years or more is expensive, but

he says. “For us, the funding will have a

lot of money,” she says. “Not when one

and scalable technology that will last the

in network equipment and $150,000 in

worth it in the long run.

school could need as much as $70,000 cabling.”

This means that schools all over the

nation will be paying more out-of-pocket for telecommunication services and ic.

“They added more funding, but they

also are limiting what they are funding,” Waggoner says. “Cell phone service, analog telephone services, Centrex, did, voip services are all being reduced by 20

percent a year until the school’s discount gets to zero.”

The fcc recently said in a statement

that “given the level of public scrutiny

of the E-Rate program, we think price

transparency will shine a light on any anti-competitive behavior.”

52

Waggoner adds that good, reliable

California School Business I Spring 2015

“Yes, you can go down to your

local electronics store and buy some

wireless access points off the shelf. But when teachers and students complain

for E-Rate reimbursement in the past,” positive impact overall.” z z z

Lisa Kopochinski is a freelance writer based in Sacramento, California.

because they can’t go from classroom A to classroom C without being prompted for their password again, you’re going to wish you had put in place an enterprise

solution. You’ll be paying for the cheap solution in labor and frustration.”

Meanwhile, Basilio remains hopeful

that this additional funding will assist

schools in both Category 1 and 2 services.

“The changes with our new E-Rate

order will assist us to upgrade some of

the network equipment for some of our

CASBO POLL: What is the most significant impact the increase in E-Rate funding will have on schools? Will it: Increase ed tech initiatives?

Benefit rural schools?

Reduce broadband costs?

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

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California School Business I casbo.org

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ReLiEF

Regional Liability Excess Fund

54

California School Business I Spring 2015

Still comparing apples to oranges?

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You may think all cooperatives are the same or heard claims that others are just like U.S. Communities. The fact is there are advantages that are unique to U.S. Communities. What sets us apart is our priority to protect the interests of public agencies and our dedication to providing unmatched value through:

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55

CASBO book club

Learn the ins, outs of building a loyal team Make the Smart move Find out how other districts have leveraged SmartePCR to gain efficiencies. info@smartetools.com

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Take the right steps.

CASBO members can turn to “Leaders Eat Last: Why Some Teams Pull Together and Others Don’t,” by Simon Sinek for a dose of inspiration this spring.

The book includes motivating case studies, fascinating research and explanations regarding why the most successful organizations are based on a culture of safety.

Author Sinek hypothesizes that when people feel safe in an organization, they are able to work together in amazing ways to create long-term success. He dives deep into science – including biology and chemistry – to explain why humans work best in certain environments. Those environments, rooted in human biology, feature leaders who serve the group, offering protection from external threats.

Throughout the book, Sinek illustrates his ideas with true stories from the military to manufacturing, and from government agencies to investment banking.

According to Sinek, the biology is clear: when it matters most, leaders who are willing to eat last are rewarded with deeply loyal colleagues who will stop at nothing to advance their leader’s vision and their organization’s interests.

Join

CASBO.

www.casbo.org > Membership

56

California School Business I Spring 2015

Get inspired alongside your CASBO colleagues with this spring book club pick.

PERSONAL Real retirement solutions begin here

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Copyright Š The Variable Annuity Life Insurance Company.

All rights reserved.

VC 25577 (02/2013) J89571 ER

California School Business I casbo.org

57

Construction Management, Inc.

As a result of providing dedicated service to public schools throughout California for over thirty years, the SISC name is one public school district administrators know they can trust. We feature: • Customized plans and services • A wide range of options • A long track record of stable and affordable rates We currently cover: • Over 400 Public Entities • Over $1 Billion in Annual Payroll • Over $11 Billion in Total Insured Value • Over 225,000 member lives 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.

Vanir Construction Management Inc. 888.912.1201 | www.vanir.com Program Management | Project Management | Construction Management Master Planning | Constructability Review | Scheduling Cost Estimating Building Information Modeling | Energy | General Contracting

We offer: • Workers’ Compensation • Property and Liability • Health Benefits • Risk Management Services • GASB 45 and Post-Employment Benefit Solutions Please call 800-972-1727 or access http://sisc.kern.org for more information A Joint Powers Authority administered by the Kern County Superintendent of Schools Office Christine Lizardi Frazier, Superintendent

JUST RELEASED New FRISK® General Education Edition and Leadership Training

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A Proven Leader in Education Cerritos | Fresno | Irvine | Pasadena | Pleasanton | Riverside | Sacramento | San Diego www.aalrr.com

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California School Business I Spring 2015

For 20 years FRISK® has served as an essential desktop resource for evaluators in addressing below-standard employee performance.

To learn more about FRISK®, including ordering books and scheduling trainings, visit: www.aalrr.com/publications/frisk or call the AALRR Leadership Training Department at (562) 653-3200.

professional perspective

From job to career…

By Molly McGee Hewitt Executive Director

OFTEN, PEOPLE WHO ENTER the school

a decision to become a member of the

It goes something like this: they were

that requires an exit from your comfort

business profession do so via a “job.”

looking for employment, saw an opening and were attracted to the profession for its perceived benefits.

Schools and educational agencies are

viewed as good employers by the public.

They have a retirement system, offer

health benefits and have a fair vacation and sick-leave policy. Many who have

worked in the for-profit world, and have

the scars to prove it, look admiringly at

A homeowner has an investment

management team. This is a huge move

in their home. They’ve invested money,

zone. You may be put in a position that

own. They value it and continually in-

requires you to supervise employees,

implement initiatives and become part of the decision-making team. This leap

and often sweat equity, to make it their vest in the upkeep and well-being of the property.

A career requires an investment. The

requires you to take ownership for the

investment is in your perspective, your

ership role. It requires you to change

development. Sweat equity is what you

organization and embrace a new lead-

from the job mentality to the career perspective.

Careers are different. Careers are for

time and your continual professional

put in by going the extra mile and taking on additional responsibility. It’s about

changing your perspective from a renter

our profession as a safe haven from cor-

those who seek advancement and new

But what separates a “job” from a

quire a new perspective about your work

in school business history to make the

to manage, lead, direct, supervise and

leader! The opportunities will be great in

porate politics.

“career?” The answer to this question may be the determining factor in your

future success and promotion in our

industry. If you have struggled to find a way to move up the ladder in your Lo-

cal Education Agency (lea) or to secure a promotion, you may have wondered

what’s keeping you from success. Why are others passing you by? Why are those with no experience in our industry securing key positions?

The answer lies in the perspectives of

the employees. A job is just a job, a place we go to and work at but don’t truly in-

vest in. We show up on time, do the work and then go home. A job has no require-

ment of loyalty to the organization and

doesn’t usually encourage you to take initiative or to be a leader.

opportunities. Careers require you to ac-

and your employment. They require you develop new skills and talents. You must

improve your communication skills and enhance your leadership skills while

maintaining your technical expertise. In

the next few years, and the promotions will go to those who are prepared to lead.

Are you ready?

for your organization. You are privy to insider information and have a new un-

derstanding of the challenges and issues facing the lea. You can have a voice in

the decisions being made and help chart

the organization’s direction. You have access to other key decision-makers and you value the access and information they provide.

Jobs don’t offer these opportunities.

A good analogy is going from being

non-management personnel who be-

your property. It belongs to someone else

to move forward, they have to make

change from a job holder to a career

new roles and serve as an ambassador

a renter to a homeowner. No matter how

come employees. At some point, in order

There has never been a better time

a career, you have added responsibilities,

Many casbo leaders start out in

a job. They may be union members or

to an owner of your career.

good a renter you are, it will never be

and there are a set of rules you live with in order to enjoy the property.

California School Business I casbo.org

59

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California School Business I Spring 2015

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California School Business I casbo.org

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California School Business I Spring 2015

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

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

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California School Business I casbo.org

63

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Consulting Services School Services of California, Inc. (916) 446-7517 www.sscal.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 46

TerraVerde (650) 868-0410 www.tvrpllc.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Enrollment Impact Specialists DecisionInsite (877) 204-1392 www.decisioninsite.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Financial and Facility Planners California Financial Services (707) 544-7800 www.calschools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Financial and Human Resource Software Smartetools, Inc. (760) 242-8890 www.smartetools.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 56

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Financial/Human Resources Sungard K-12 Education (866) 905-8989 www.sungardk12.com/lead Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Fraud Prevention, Detection & Investigation Vicenti, Lloyd & Stutzman LLP (626) 857-7300 #315 www.vlsllp.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Furniture Vicro Manufacturing Corp.

(310) 533-0474 www.vicro.com Please see our ad on page . . . . . . . . . . . . . . . . . . . Back Cover

Healthcare Services/Insurance California’s Valued Trust (559) 252-2500 www.cvtrust.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Healthcare Services/Insurance Southern California Schools Joint Powers Authorities (909) 763-4900 www.scsjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Insurance and Financial Services American Fidelity (800) 365-9180 www.afadvantage.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 35 ASCIP (562) 677-2012 www.ascip.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 60

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AXA (415) 276-2151 www.axa.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Horace Mann Companies (402) 290-3116 www.horacemann.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Keenan & Associates (310) 212-0363 www.keenan.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 12

SunGard K-12 Education has been helping districts successfully manage finance and human resources administration for more than 40 years—contact us today to see how we can help your district Lead without Limits!

866-905-8989 | sungardk12.com/Lead © 2015 SunGard K-12 Education. SunGard, and the SunGard logo are trademarks or registered trademarks of SunGard Data Systems Inc. or its subsidiaries in the United States and other countries.

64

California School Business I Spring 2015

Regional Liability Excess Fund (ReLiEF) (310) 212-3344 www.reliefjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 54

advertiser index

Insurance Benefits/Services

Retirement Benefits

Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Public Agency Retirement Services (800) 540-6369 #127 www.pars.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Self Insured Schools of CA (SISC) (800) 972-1727 www.sisc.kern.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Retirement Programs

Legal Services Atkinson, Andelson, Loya, Ruud & Romo (562) 653-3428 www.aalrr.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Fagen Friedman & Fulfrost LLP (323) 330-6300 www.f3law.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Lozano Smith LLP (559) 431-5600 www.LozanoSmith.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Stutz Artiano Shinoff & Holtz (800) 399-3122 www.sashlaw.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 60

LVT, Hybrid Resilient, Modular, Broadloom and Woven Flooring Products Tandus l Centiva (800) 248-2978 ww.tandus.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Mandate Reimbursement School Innovations & Achievement (877) 954-4357 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Network Solutions, Servers & PC Solutions Sehi Computer Products, Inc. (800) 233-7344 www.sehi.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 43

On Demand Operations Management Software School Innovations & Achievement (877) 954-4357 www.sia-us.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Performance Management Systems and Data Analytics ACTPoint KPI (425) 977-2120 www.actpoint.com/CA Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

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

VALIC (916) 780-6051 www.valic.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Risk Management Services

AD INDEX ACTPoint KPI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 American Fidelity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 ASCIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Atkinson, Andelson, Loya, Ruud & Romo . . . . . . . . . . . . . . . . 58 AXA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 California Financial Services . . . . . . . . . . . . . . . . . . . . . . . . . 19 California Lottery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Schools Excess Liability Fund (SELF) (866) 453-5300 www.selfjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 62

California’s Valued Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Southern California Schools Joint Powers Authorities (909) 763-4900 www.scsjpa.org Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Creative Bus Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

School & Office Supplies

Fagen Friedman & Fulfrost LLP . . . . . . . . . . . . . . . . . . . . . . 18

Office DEPOT (888) 263-3423 www.business.officedepot.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Horace Mann Companies . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Southwest School & Office Supply (800) 227-7159 www.southwestschool.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Lozano Smith LLP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

School Bond Underwriters

Public Agency Retirement Service . . . . . . . . . . . . . . . . . . . . . 62

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

School Bus Sales Service & Parts Creative Bus Sales (909) 465-5528 www.creativebussales.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Solar Energy Solutions SunEdison (415) 535-9875 www.sunedison.com/wps/portal/casbo Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Student Information Services/Systems Eagle Software (888) 487-7555 www.aeries.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Christy White Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Cossolias, Wilson, Domnguez and Leavitt . . . . . . . . . . . . . . . . 4

DecisionInsite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Eagle Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Infinite Campus, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Keenan & Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Office DEPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Piper Jaffray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Regional Liability Excess Fund (ReLiEF) . . . . . . . . . . . . . . . . . 54 School Innovations & Achievement . . . . . . . . . . . . . . . . . . . . 16 School Services of California, Inc. . . . . . . . . . . . . . . . . . . . . . 46 Schools Excess Liability Fund (SELF) . . . . . . . . . . . . . . . . . . . 62 Security Benefit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . . 43 Self Insured Schools of CA (SISC) . . . . . . . . . . . . . . . . . . . . . 58 Smartetools, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Southern California Schools Joint Powers Authorities . . . . . . . 11 Southwest School & Office Supply . . . . . . . . . . . . . . . . . . . . 61 Stifel, Nicolaus & Company . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Stutz Artiano Shinoff & Holtz . . . . . . . . . . . . . . . . . . . . . . . . . 60 SunEdison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Sungard K-12 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Infinite Campus, Inc. (651) 631-0000 www.infinitecampus.com Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Tandus l Centiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Sungard K-12 Education (866) 905-8989 www.sungardk12.com/lead Please see our ad on page . . . . . . . . . . . . . . . . . . . . . . . . . . 64

U.S. Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

TerraVerde . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 The Cooperative Purchasing Network . . . . . . . . . . . . . . . . . . 32

VALIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Vanir Construction Management . . . . . . . . . . . . . . . . . . . . . . 58 Vavrinek, Trine, Day & Co., LLP . . . . . . . . . . . . . . . . . . . . . . . 53 Vicenti, Lloyd & Stutzman LLP . . . . . . . . . . . . . . . . . . . . . . . 34 Vicro Manufacturing Corp. . . . . . . . . . . . . . . . . . . . . Back Cover

California School Business I casbo.org

65

last words

”

Leaps of greatness require the combined problem-solving ability of people who trust each other.

– Simon Sinek

39% 39% of schools in affluent areas currently meet Internet speed targets, but only 14% of schools in low-income rural and urban areas meet those targets.

$3.9 billion ”

Source: Federal Communications Commission prior to raising E-Rate funding

Raising annual E-Rate funding to $3.9 billion translates into an estimated additional cost to an individual rate payer of approximately 16 cents a month, about a half a penny per day or about $1.90 a year – less than a large soda at a fast food restaurant or a cup of coffee.

Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.

– Stephen Covey

Source: Federal Communications Commission

” 66

84 vs. 31%

Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work.

Eighty-four percent of highly engaged employees believe they can positively impact the quality of their organization’s products, compared with only 31 percent of the disengaged.

– Vince Lombardi

Source: Towers Perrin

California School Business I Spring 2015

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

Send your favorites to tdavenport @casbo.org.

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

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

• General Obligation Bonds

• Interim Project Financing

• Certificates of Participation

• Debt Refinancing/Restructuring

• Mello-Roos/CFD Bonds

• GASB 45 Liability Funding

• Tax and Revenue Anticipation Notes

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

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

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

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

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

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

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

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

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

California School Business I casbo.org

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California School Business I Spring 2015

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